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A handbook for physical education majors at the University of Southern California
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A handbook for physical education majors at the University of Southern California
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I A HANDBOOK FOR PHYSICAL EDUCATION MAJORS j AT THE UNIVERSITY OF SOUTHERN CALIFORNIA A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Physical Education by Harold Charnofsky June 1958 UMI Number: EP49068 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. in the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Dissertation R jblishing UMI EP49068 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code uesf ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 E d 5"^ C* H'S 3 This project report, w rittew under the direction of the candidate's adviser and approved by him, has been presented to and accepted by the faculty of the School of Education in p artial fulfillm ent of the requirements fo r the degree of M aster of Science in Education. Date 10. 1958 Adviser 'em TABLE OF CONTENTS CHAPTER PAGE I. PRESENTING THE PROJECT....................... ij The problem................................. 1 | I Purpose of the study..................... l | Organization of the handbook............ Methods of procedure....................... Sources of data.......................... 3 | Definitions of terras.................... II. THE UNIVERSITY OP SOUTHERN CALIFORNIA......... 6| A general history........................... 6j The Department of Physical Education .... t| The campus................................. 9 Facilities for physical education .......... 10 ! M a p....................................... 11 Campus services ............................. 13 III. THE PHYSICAL EDUCATION FACULTY............... l6 IV. THE CURRICULUM FOR PHYSICAL EDUCATION MAJORS. . 65! Degrees and credentials ..................... 65 Courses for major students.......... 68 Other requirements......................... 86 V. PROFESSIONAL GROWTH ........................... 92 Clubs and organizations..................... 92; Publications............................... 9^ / I iv iC H A P T E R PA G E I Job opportunities and placement procedures . 95 ' The future................................ 98 IBIBLIOGRAPHY................ 103 jAPPENDIX A. Sample Questionnaire .................. 107 I APPENDIX B. Program Guides for Degrees and ' and Credentials..................... . 109 | aPPENDIX C. Sample City Examination Announcement and Sample Salary Schedule .......... Ill I APPENDIX D. Sample Job Application B l a n k............ 113 n CHAPTER I PRESENTING THE PROJECT The University of Southern California offers broad and diversified orientation to incoming students. These students are familiarized with the campus, school pro cedures, standards of scholarship, organizations and serv- I ices. However, since each departmental major curriculum has its own unique characteristics, a student might also j find it helpful to have a handbook of information about the! specific department of his major choice. I I X, THE PROBLEM | j Purpose of the study. It was the purpose of this study to provide for undergraduate students of physical education, including freshmen, transfers, and those already in school, a handbook containing information about the Department of Physical Education at the University of Southern California, the instructors they will meet, the classes they will take, the opportunities for professional growth which will be available to them, and the profession al opportunities awaiting them upon completion of their studies. I - 2 i j Organization of the handbook. The handbook contain^ Ian introduction; a presentation of the University of jSouthern California, especially the Department of Physical Education, including a brief historical overview, descrip- jtions of the campus, the buildings, the facilities avail able, and the various school services being offered, and biographical sketches of the present faculty members; an outline of the curriculum in physical education, the degrees and credentials to be attained, descriptions of the courses themselves, and general University course require ments; and a discussion of ways for the student to grow professionally in the field of physical education through jserving in clubs and organizations, reading physical educa- |tion journals and scientific publications, becoming aware I of job opportunities and procedures for procuring jobs I before and after graduation, and a glance at the future in jeducation. It may be noted that while courses in dance and Irecreation are included in the section on curriculum I I(Chapter III), these areas are not included in the dis- I jcussion of other topics in the handbook. Similarly, no attempt was made to include information on graduate courses of study. In the chapter on professional growth, the section on job opportunities is inevitably predicated only on trends and expectations. Considering the rapid growth of both schools and the need for teachers, the comments about opportunities for employment are probably too conservative rather than overly optimistic. II. METHODS OF PROCEDURE Sources of data. The brief historical sketch with which the handbook begins was written from information found in various University bulletins (1,2,3,4,5,6,12)* and from a study of the development of physical education in California by Dudley De Groot (9ich.IX). I The descriptions of the campus, the buildings, and I I the services were taken in part from personal observation I and experience, and in part from various school bulletins I and other miscellaneous publications distributed by the I jInformation Office. I The biographical sketches of the faculty members of I the Department of Physical Education were compiled from j iquestionnaires completed by the persons described. (See I Appendix A for sample questionnaire.) The pictures were I snapshots taken by the writer for this handbook in order I to insure the use of only current likenesses. Information on the courses of study was obtained from "Course of Study Outlines" which are kept in the Physical Education Office (15). *Numbers in parentheses refer to numbered bibliography beginning on page 103. I 4 j Data on credentials and degrees came from program guides printed by the Department of Physical Education, and jfrom the School of Education Bulletin (5). These guides, jwhich are available to all students, can be obtained in the jphysical Education Office. (See Appendix B.) I The chapter on professional growth was organized from information in various journals and other publications in education and physical education. The section on job opportunities and procedures was developed from publica tions by several local school districts. (See Appendixes |C and D. ) 1 i The comments on the future were based on a selec tion of pertinent statements made by leaders in America jabout the role of education and physical education in jtoday’s society and the society of tomorrow. I I Definitions of terms. Most of the terras used need jno special definitions. However, in view of the necessity jof repeating the names of various organizations a number of jtimes, it seemed desirable to abbreviate some of them as jfollows: AAHPER — American Association for Health, Physical Education and Recreation. CAHPER -- California Association for Health, Physical Education, and Recreation. CSTA — California Student Teacher’s Association. I CTA — California Teacher’s Association, NAPECW — National Association for Physical Education of College Women. NBA — National Education Association. NSWA -- National Section on Women’s Athletics. PCC — Pacific Coast Conference. PTA — Parent-Teacher’s Association. UCLA -- University of California at Los Angeles. ÜRA — University Recreation Association, use — University of Southern California, use — United Services Organizations. WAA — Women’s Athletic Association. YMCA — Young Men’s Christian Association. YWCA — Young Women’s Christian Association. CHAPTER II I I THE UNIVERSITY OF SOUTHERN CALIFORNIA I I I. A GENERAL HISTORY I In 1880, when the University of Southern California |was originally founded under Methodist sponsorship, it was ja rural school. Rabbits abounded in the neighboring under- ! jbrush, and horsecars transported students to school from the village of Los Angeles three miles away. Today, this institution is located in a city with more than two million inhabitants; it is non-sectarian; and it has sixteen colleges and professional schools with a combined enroll ment of more than 13,000 day students, 5,000 evening I students, and a summer session which attracts about 8, 000 'students. The University’s full-time faculty numbers almos^ ! 1500, supplemented by many lecturers and other part-time {personnel drawn from many professions (3:4-7). I To date, the University has had six Presidents. Marion McKinley Bovard was the first President. Joseph P. Widney was the second President and the man for whom Widney Hall, the oldest University building in California, was named. George W. White was the third President. George Finley Bovard, the fourth President, for whom Bovard {Auditorium was named, served from I903 to 1921. Dr. Rufus I jB. von KleinSmid, who came to the campus in 1921 as the I fifth President, led the school through a depression and i I I {the second world war, and was made Chancellor for life | i I I after he retired from the presidency in 1946. Dr. Fred D. | I , I jFagg, Jr. came to the University in 1947 to be the sixth I President, and for ten years guided the University through j I a notable period of development. Dr. Fagg retired in 1957 j jas Emeritus President of the University (12:14-15). j i I II. THE DEPARTMENT OF PHYSICAL EDUCATION j The first reference to physical education or exer- I I else was made in The University of Southern California | I Yearbook. 1891-92, eleven years after the University was | i { founded. In 1892, a gymnasium with apparatus was con structed, and in 1895 physical education became a require- j I I ment for every student. In the next decade the University | organized a College of Oratory and Physical Culture, built a five-thousand dollar gymnasium (12:14), engaged a Physical Director, and expanded its program to include I gymnastics, games, athletics for men, and various activi ties such as tennis, volley-ball and basketball for women (9:ch.IX). In 1905, Dean B. Cromwell was named Professor of Physical Education and later "Coach and Director of Men’s 8' Athletics." In 1910, the University became a teacher- training institution, and curriculum reorganization was begun. The year 1913 saw the appointment of Dr. William Ralph LaPorte as "Physical Director," a significant event which marked the beginning of professional preparation in physical education at the University (9:ch.IX). In 1914, professional courses were expanded and the curriculum was again reorganized. A Major and a Minor in physical education were offered, and by 1917 creden tials authorizing the recipients to teach physical educa tion in public schools were being recommended. In 1919 the first bachelor's degree was conferred, and graduate work was initiated (9:ch.IX). i j In 1923 a separate athletic staff was established, I and Willis 0. Hunter was made Director of Athletics. Since jthat time, men such as Dean Cromwell, Howard Jones, and I Sara Barry have led Trojan athletic teams to national and jinternational success and acclaim. ! Between 1925 and 1935 the Physical Education I [Department faculty increased from seven to sixteen members ! I (9:ch. IX). The past twenty years have Seen similar growth land progress in the physical education program. The courses offered, both undergraduate and graduate, have undergone constant scrutiny to insure contemporary and progressive approaches and methods in physical education. By 1949 a program leading to the doctoral degree had been I established by the Department. Today, the faculty contin ues to bring prestige to USC with outstanding achievements in many areas related to professional physical education. When Dr. LaPorte passed away in 1955 the University mourned a man who had devoted over forty years of outstand ing and faithful service to the University and the Depart ment of Physical Education. Dr. J. Wynn Fredericks is now {Chairman of the Department, and under his guidance, [physical education has continued to be a forceful, pro- Igressive, and vital course of study in the University i [program. III. THE CAMPUS The University of Southern California spreads over an area of approximately sixty-five acres. The campus is an unusual combination of extreme metropolitanisra on one hand, with its automobiles, big-city noises, and proximity to crowded downtown streets, and pleasant tranquillity on the other, with patios and shaded grassy areas most con ducive to academic pursuits. There are fifty-seven permanent buildings as well as numerous smaller temporary structures, as shown on the map displayed on page 11. These smaller buildings are being replaced. Five new buildings were constructed in 1949 and 1950,including Founders Hall and the University Commons, which contains 10 the cafeteria. Five more buildings were completed in 1951 j j and 1952, including a YWCA and a student health center. I I ' I In 1954 the David X. Marks Hall, a men's residence hall, | I was completed. At present, an engineering research build- I I ing, a nuclear physics research building, a wing to the dentistry building, and extensions to three residence halls! are under construction (3:7). I I IV. FACILITIES FOR PHYSICAL EDUCATION ! The Physical Education Building is located on the corner where Hoover Street meets 36th Street and Childs Way. Despite the fact that it was constructed over thirty years ago, this building, which was designed by Dr. I William Ralph LaPorte, contains an amazing amount of equip- i ment and makes facilitative use of its relatively small j I area. On the second floor are two large gymnasiums utilized ifor classes in badminton, basketball, volleyball, and other I activities. Also on the second floor are: the dance studio^ I the corrective room, the gymnastics room which contains j various apparatus, an equipment room for weights and other i I items, some miscellaneous small rooms for storage and j occasional class meetings, and a number of classrooms. I ! The Departmental offices are on the main floor, along with I the URA, Naval ROTC, and Safety offices, the locker rooms I for both men and women, and the large swimming pool. The 11 î î IS sia . *= g ta 06 as Ê, a o S! æ a m B » & s « a & 8 « 4S@Kjl@ VON c)E5e,cg#e5gg#c3 eSc3CDca-Ê»^ac9(aœS2*3<^^CP,^C3 , A V m B A * V V . g C @ (2 S a 09 C 3 vwsm -^mmsm M > î r 12 [first floor below ground level is utilized, for the most I part, by the Athletic Department for training quarters. There are coaches' dressing rooms, locker rooms for athletes^ an area for the trainers, and an equipment room. The jphysical Education Department's experimental laboratory is I also located on this level, as well as certain spectator I areas overlooking the handball courts. These handball I courts, three large or doubles courts and two small or i I singles courts, are on the extreme lowest level of the I building, where a small beginner's swimming pool is also I located. This bottom floor also contains the building's heating system as well as equipment for filtering the water in the swimming pools. In addition to the indoor facilities of the Physical Education Building, there are two main athletic I fields and two areas containing tennis courts. Across the I street from the Physical Education Building is Cromwell I Field, which has a fine track and modern, outstanding field event areas. This field is utilized by physical education classes, by the Trojan track squad, and by the Trojan freshman football team. Bovard Field, north of the Physical Education Building, is also used by physical education classes as well as the varsity baseball team and the varsity football team, depending upon the sport in season. Adjacent to Cromwell Field are three tennis courts used for class instruction and for recreation. East of Hoover Boulevard on 34th Street are three more tennis courts, used by the University tennis team for a practice jarea, and also used for recreation. I I V. CAMPUS SERVICES Some of the services offered to students by the ! University are described below (12:28-33): | I { Health Service I ! , I I The Health Center is located at 34th and Hoover j I {Streets. It is open Monday through Friday from 8:00 a.m. j |to 5:00 p.m. and on Saturday from 8;00 a.m. to Noon. Nurse^ I I lare on duty twenty-four hours a day, and a doctor is on i I I [duty until 10:00 p.m. All students are eligible to utilize| ! I I the facilities. Free hospitalization for as much as ten | i I jdays is included in the health service fee of $10.00. j I [ pental Clinic I I The Dental Clinic, located at 925 West 34th Street, jis open on all school days from 9:00 a.m. to 11:00 a.m. I land from 1:00 p.m. to 3:00 p.m. Service is limited to I those whose dental troubles are appropriate for clinical teaching, since this is a teaching clinic. Those who {qualify may receive service at a nominal fee. r j Teacher Placement Bureau I This office may be one of the most important places I 1 4 in the University for students in the field of education. [Located at 3462 University Avenue, this Bureau helps University graduates obtain teaching positions. It is through this Bureau that information about new teachers is circulated among the interested school systems. School administrators come to interview prospective teachers here. Miss Edith Weir is the Director, and she is always inter ested in becoming acquainted with students and their quali fications, and in acquainting students with the services offered by the Bureau. Library Located across from the Administration Building and Tommy Trojan, the Edward L. Doheny, Jr. Memorial Library contains more than 700,000 volumes. It maintains several large study rooms for student use. An Identification Card {entitles the student to withdraw books. On the second floor is the education library and study room, where educa tion publications may be withdrawn or used for reference. Typewriters are available on a rental basis at the rate of 10^ per half hour in the north wing on the ground floor. Library hours are: Monday through Friday from 8:00 a.m. to 10:00 p.m., Saturday from 8:00 a.m. to 5:00 p.m., and Sunday from 1:00 p.m. to 6:00 p.m. Student Lounge On the third floor of the student Union, north end. 15 I the student lounge is open to all. It is a place for I I study, meetings, watching television, playing chess or checkers, or merely relaxing. IInformation Office I This office, on the corner of University Avenue and 35th Place, offers a wide variety of services. The student may obtain bulletins, catalogs, class schedules, and other University literature. Dr. Carleton Mann is in charge, and he offers Notary Public service. The hours are: Monday through Friday 8:30 a.m. to 7:00 p.m., Saturday 8:30 a.m. to 1:00 p.m. CHAPTER III THE PHYSICAL EDUCATION FACULTY Perhaps the most Important facet in a student's course of study is knowing and having an harmonious accord with his instructors. This rapport permits free inter change of ideas and, by so doing, stimulates a superior Iatmosphere for learning. j On the following pages are brief biographical I sketches of the present full-time faculty members of the IDepartment of Physical Education. These sketches by no [means include all of the accomplishments, experiences, or 'interests of the individual instructors. The information i I is selected as representative of some of the trends, inclinations, and directions which the lives of these men and women have taken to date. The physical education student who reads these stories of the faculty may find some point of interest, som^ common area of experience, or some method of reaching the harmonious accord which could make his study more meaning ful. 17 IN MEMORIAM Dr. William Ralph LaPorte I (1889-1955) i I For those who knew Dr. LaPorte, his voice will [always echo through the halls of the Physical Education Building he built. For thirty-four years the name of William Ralph LaPorte was almost a synonym for the Department of Physical Education at USC. So that present- day students may know something about the founder of their department, the statement presented by Dr. Eleanor Metheny at the memorial service held for Dr. LaPorte on March 11, 1953 is quoted here: Memorial Service 11 March, 1955 WILLIAM RALPH LAPORTE Professional Contributions To enumerate and synthesize the contributions any man makes in his chosen field of professional endeavor is not a simple task. The tangible evidence may be listed in biography and bibliography, and from such a listing much may be learned. But the real meaning of this evidence of a man's life exists only in the lives of the men and women with whom he has been associated. For it is this intangible heritage which continues to live and grow after the man himself no longer walks among us. Ralph LaPorte contributed to the professional development of health, physical education and recrea tion on the campus of the University of Southern California by serving as Chairman of the Department of Physical Education from 1913 to 1954. Under his leadership, the department grew in wisdom and in strength, serving the University through its health I 8 l education and physical education classes and recrea tion program for all students, serving the community and state in the preparation of teachers and admin istrators in health education, physical education, and recreation, and serving the nation through its graduate programs at the master's and doctoral levels. Ralph LaPorte contributed to the professional development of health education, physical education, and recreation throughout the United States by his participation in professional organizations. The listing of his services would be long and impressive, but one may be singled out as representative of his concept of service. From 1928 to 1954 he served as the Chairman of the National Curriculum Committee for the College Physical Education Association, working continuously to bring into reality the framework for a progressive curriculum in physical education, extending from kindergarten through college, based on the best research evidence available concerning the needs and abilities of children. This record of 26 years of continuous committee work in the service of an ideal is without parallel in the annals of professional organizations in health education, physical education and recreation. Ralph LaPorte contributed to the professional development of health education, physical education, and recreation through his writings, influencing the thinking of his professional colleagues and touching the minds and lives of hundreds of thousands of grow ing boys and girls who read his widely-used text books. Ralph LaPorte's professional contributions have been recognized by many groups, organizations and institutions. The significance and diversity of these honors may be indicated by citing only three of the many. In 1951, the American Association for Health, Physical Education and Recreation awarded him the Luther Halsey Gulick medal in recognition of his distinguished lifetime of service. The Helms Foundation Award took cognizance of his service to athletics. And in 1954, George Pepperdine College conferred upon him the honorary degree of Doctor of Laws as evidence of his service and leadership in the cause of education. The tangible evidence is important in paying tribute to a man like Ralph LaPorte, but the intangible heritage he left to his professional colleagues far 191 outweighs it in lasting value. Ralph ; LaPorte was a man of great vision, with the courage and persistence which turns vision into reality. Imaginative in his thinking, he could look beyond the present to conceive of ways in which it might be improved. Firm in his convictions and fear less in his actions, he breached traditional bound aries of thought and practice again and again in his search for better ways to accomplish the purposes of education. It has been my privilege to be closely associated with Ralph LaPorte as a friend and professional colleague for more than 13 years. In those years I saw him defeated many times, but I never saw him discouraged. Time and time again I saw him deterred in the execution of some cherished hope, only to turn the obstacle into a stepping-stone across which he moved to a new approach, a new attack, a different attempt to accomplish a purpose which he believed to be good. I came to believe that for Ralph LaPorte nothing good was impossible, and in that belief I fortified my own faith that all good things can be accomplished if our efforts and faith are great enough and our persistence is unremitting. In my own study now hangs a water-color which Ralph LaPorte painted many years ago. It is a picture of the Antelope Valley at the time when the wild flowers are blooming. In the foreground is a ploughed field, black and brown earth churned into disorder. At the edge of the field is a fence, and the open gate leads to the next field in which the bright flowers are blooming in profusion. And as my eye moves across the flowers I see the blue hills in the far distance, silhouetted against the sky. This is my portrait of William Ralph LaPorte. He was a man who worked in the churned brown and black earth of the present, as we all must do, but for him the gate was always open into the field of flowers, and he never lost sight of the blue hills in the distance. This is our heritage from Ralph LaPorte. Because he lived and worked and served among us, all of us have a clearer vision of the blue hills, and all of us are firmer in our belief that the gate is always open, and all of us are stronger in our will to continue to try to walk through the gate. Eleanor Metheny 20 Dr. J. Wynn Fredericks Chairman of the Physical Education Department Dr. Fredericks succeeded Dr. William Ralph LaPorte | as Department Chairman in 1957* Since that time the j Physical Education Department has continued to maintain | I the excellence and high standards for which it is nationally I ■ ■ jand internationally known. | I Dr. Fredericks began teaching at the University in | 1945. Yale University had been his undergraduate campus, and he was graduated with the degree of Bachelor of Philosophy. Prom Yale he went on to Pennsylvania State University, where he earned the degrees of Master of 21 Science and Doctor of Education. At the Hill School, in Pennsylvania, Dr. Fredericks I Icoached football and baseball, taught English and history, I I land was dormitory master. Later, he coached the various | I I jsports at Lock Haven High School, became coach and Athletic | ! I jDirector at Central State Normal School in Pennsylvania, and went on to be coach. Athletic Director, and Director of Physical Education at Lock Haven State College of I Ipennsylvania. The summer days found Dr. Fredericks teach ing at Pennsylvania State University and also at the {University of Pittsburgh. He was named to the Pennsylvania {Department of Education and became State Director of Health, I physical Education and Recreation. I I After having served in World War I, Dr. Fredericks |was again called to active duty during World War II. He I jserved first as a captain and then as a major in the United jstates Marine Corps. He became a company commander and jlater was named to the staff of the Commanding General of jail Marines in the South Pacific. After the war, the juniversity of Southern California invited Dr. Fredericks to Ijoin its faculty. I Professionally, Dr. Fredericks is particularly interested in the areas of administration, supervision, i methods of teaching, and student teaching. Dr. Fredericks' distinctions include both athletic and academic achievements. During his undergraduate days [' ' ^ '....... ' ...... 22] I ! ■at Yale, he won varsity letters in baseball, boxing, and indoor track. He belonged to the Junior and senior honor societies as well as to a social fraternity. His adult and professional activities have been many, including: serving as president of the Pennsylvania j I Association of Health, Physical Education and Recreation i and receiving an honor award from this same organization, | serving as consultant to the United States Office of Education, and as wartime State Director of Physical Fit ness for Pennsylvania. He has been a member of the Executive Committee of CAHPER, and was recently a consult ant in the National Fitness Program. He belongs to Phi Epsilon Kappa and Phi Delta Kappa. He has been president of the Riviera Country Club for four terms and is a direc tor of the Southern California Golf Association. Dr. Fredericks' family includes his wife, three daughters, and one son. Golf ranks as his prime avocation, while reading, trout fishing, and pack trips to the High Sierras are a few of the interests with which he occupies his leisure hours. He has never lost his fervor for intercollegiate athletics, and you can see him in the Coliseum on Saturday afternoons in the fall, or on Bovard Field watching the Trojan baseball team in the spring. This mixture of the academic with the athletic seems to be the pattern of Dr. I 23 I {Fredericks' life, a life made more rich and healthful because of it. 2? Dr. Eleanor Metheny Dr. Metheny, as an undergraduate, majored In mathematics and English. At Joliet Jr. College in Illinois she received the Robert M. Adams Award for Outstanding Student. Then, she went on to the University of Chicago where she was graduated with the degree of Bachelor of Science in Mathematics. The State University of Iowa was the site of her graduate work, and she received the degree of Master of Arts in Physical Education and, subsequently. Doctor of Philosophy in Physical Growth-Child Welfare. Peotone High School in Illinois was Dr. Metheny's first teaching position in English and mathematics. Later, she taught mathematics and physical education at Bensen- ville Community High School (Illinois), and then went on 25 to the State University of Iowa as a research assistant in Child Welfare Station. From the mid-west. Dr. Metheny was beckoned eastward and she became Assistant Professor of j I Hygiene and Physical Education at Wellesley College in j Massachusetts. Then, the lure of the west attracted her j ! SO she spanned the continent to Join the USC faculty in j 1942. It was a fortunate cross-country trek as far as USC j and Southern California as a whole are concerned, because j Dr. Metheny has not only served her school and area with I I dignity and utmost efficiency, but she has also brought national as well as international prestige and acclaim to {herself and the institutions and organizations with which | she has been and is associated. j Dr. Metheny is listed in Who's Who in America. | ! Who's Who of American Womené Who's Who in the West, and ! American Men of Science. She is a member of Sigma Xi and jphi Kappa Phi and an honorary member of: Mortar Board, jphrateres. Delta Psi Kappa, the Japan National Recreation jAssociation, and the Associated Women Students of Los kngeles City College. I She is an Honor Award Fellow of AAHPER, a Fellow of I the American Academy of Physical Education, and has held various positions in the National Association for Physical Education of College Women, the Western Society for PECW, and the National Education Association. Through the years. Dr. Metheny has had numerous responsibilities with the 261 California, the Southwest, and the American AHPER, two examples of which are: Vice-president for Physical Educa tion in AAHPER for 1954-1956, and Board of Directors for AAHPER during the years 1944-1948 and 1954-1956. She I served as Chairman of the Faculty Senate at USC in 1950- i 1951, being the only woman who has ever held this position. Dr. Metheny lists body mechanics, growth and development, history, philosophy, evaluation, and motor learning as the areas of her greatest interest in physical education at present. She includes reading, writing, talking, people, and occasionally golf and bridge as her favorite pastimes. Dr. Metheny, as a professional writer, is a member of Author's Guild of the Author's League of America, and as a professional lecturer she enjoys membership in the International Platform Association. Her most recent book, which she co-authored with Dr. James A. Peterson, is titled| ! The Trouble with Women. She is also editor of the Baldwin | Hills Democratic Club Newsletter. Dr. Metheny is a self-sufficient, independent, and amazingly aware individual who is always busy but always has time for her students. Those who have had classes from her consider them as part of their finest experiences at the University. She is personable and friendly, but avoids pointless Smalltalk, which is probably one of the reasons [”" .......... .. ^ ' ■ 27 [that she has been able to accomplish so very much in her Active life. 28 i \ Dr. Elwood C. Davis Chairman of the Division of Health, Physical Education, and Therapy I Dr. Davis did his undergraduate work at Western ! Washington College of Education and the University of | j Washington, where he received the degree of Bachelor of I Arts, He then went on to the University of Chicago for the| I degree of Master of Arts, and to Columbia University in New| York City where he became Doctor of Philosophy. I Among Dr. Davis' professional areas of interest at j present are methods and principles of teaching, principles I of physical education (analysis), philosophy of physical j I I education, public relations, professional education, health! ! 29 I jeducation, and research. I Among the institutions where Dr. Davis has taught jand served in administrative capacities are: the University jof Louisville where he was Dean of Students, the University jof Pittsburgh where he was Director of Health and Physical lEducation, Pennsylvania State University where he was Director of Professional Education and Research, and Acting Dean. Dr. Davis served in both world wars, with the United States Navy from 1917 to 1919 and as a commander in the United States Navy Reserve from 1942 to 1945. He began teaching summer sessions at USC in 1938. Fortunately for us, the California sunshine apparently jagreed with him, because in 1947 he and his wife came to I {Southern California, and Dr. Davis has been a regular ! member of the physical education faculty ever since. Dr. Davis lists golf as a hobby. He also likes to fish, and includes painting and ceramics among his spare time activities. He spends a great deal of time reading in fields outside of physical education. Exemplary of Dr. Davis' well-rounded background jare the facts that as an undergraduate he participated in three sports (football, basketball, and baseball), he was a member of the letterman's club, belonged to a national social fraternity, sang with a male quartet and with the glee club, was active in dramatics, and still had time to 30 achieve high scholastic success. Since his undergraduate days. Dr. Davis' honors and awards both inside and outside his profession are tributes to the caliber of his work and service to school and community. He has been on the Board of Directors of AAHPER, Vice-president for Physical Education of the Eastern District Association, President of the Southwest District Association, President of the Pennsylvania State Association, and has received honor awards from the Pennsylvania State, Southwest District, and National Associations, as well as the William G. Anderson Award for distinguished service. He is a Fellow of the American Academy of Physical Education. He is an Honorary Patron of Delta Psi Kappa, and a member of Phi Epsilon Kappa. He has been President of the Pennsylvania State chapters of Rotary International and the American Association of University Professors. In addition. Dr. Davis has pub lished numerous articles as well as Successful Teaching in Physical Education, a widely used text book. His many achievements have earned him the right to be included in Who's Who in America and Who's Who in the West. Students in his classes can frequently be heard discussing something "Dr. Davis said about professionalisra,| or the importance of being "well-rounded individuals," a j category into which Dr. Davis himself undoubtedly falls. j 31! Dr. Aileene Lockhart Dr. Lockhart brought her wealth of talent and experience to USC in 1949. Prior to this time, she had been an undergraduate at Texas State College for Women where she took her Bachelor of Science degree. The University of Wisconsin was her choice for further academic endeavor, and she received the degree of Master of Science and Doctor of Philosophy at this institution. - Included among her teaching experiences are: Head of the Physical Education Department at Mary Hardin Baylor College, Instructor of English at Greenville, (Texas) High School, Teaching Assistant at the University of Wisconsin, Visiting Associate Professor at Iowa State College, and Associate Professor at the University of Nebraska. I 32 j I Dr. Lockhart considers all sports, both spectator jand participant, as her prime hob&y. She likes to watch {football, tennis, badminton, ice hockey, and dance. She i I {particularly likes to participate in dancing and to play | i I I tennis and badminton. She has in intense interest in j music, art, and creative dancing, and she reads voraciously! I in the fields of science, art, philosophy, and biography. | I i ! Despite all this activity. Dr. Lockhart spends a great | ! deal of time on something of which she is Justifiably proud--her home. I When viewing Dr. Lockhart's background, her present! rich endowment of interests becomes quite clear. While an | undergraduate she belonged to the WAA, was active in student administration, belonged to scholastic honor groups jand international relations groups, and was a member of {numerous physical education clubs. She was president and I vice-president of the WAA, she was class president, she was {awarded the "Big T," symbolic of the highest honor in jsports, she received sophomore. Junior and senior scholas- jtic honors, and was cited upon graduation for outstanding I {creative ability. The University of Wisconsin awarded her a Legislative scholarship and a University Fellowship to continue on with her higher education. Dr. Lockhart belongs to Pi Lambda Theta, Delta Psi Kappa, and Delta Kappa Gamma. She is listed in "Who's Who in the Midwest." Through the years she has worked in various capacities and 33 offices for AAHPER, NSWA, National Section on Dance, National Association of Physical Education for College Women, Western Society of Physical Education for College Women, and the Research Council. Dr. Lockhart has written, lectured, and traveled abroad. She recently returned from the Hawaiian Islands. The sentiments of faculty and students alike are, "It's good to have her back among us." 34} Dr. Lenore C. Smith Dr. Smith began teaching at USC in 1937• After completing her undergraduate work and receiving the degree of Bachelor of Science in Education at the University of Washington, Dr. Smith went on to Stanford University where she received the degree of Master of Arts. From Stanford she came to USC to attain the degree of Doctor of Philosophy. Dr. Smith is characterized by versatility and a diversification of interests, but she is particularly attracted to the area of camping and outdoor education. One of her most enjoyable pastimes is salmon fishing and 35 informal camping in and around Puget Sound, Washington. Part of Dr. Smith's multi-faceted experiences in teaching include girls' physical education and health j education at Mt. Vernon Union High School (Washington), | I instructor in physical education at Mt. Vernon Jr. College,! i ' ' Icore-studies teacher at McKinley High School (Honolulu), to| mention a few. I As an undergraduate. Dr. Smith was active in all women's intramural sports, was a member of Orchesis, was on the Athena Debate Club, and was a Wesley Club member; in addition she graduated cum laude, as a member of Phi Beta Kappa. Her department gave her both the honorary senior award and an honorary WAA award. Dr. Smith has gained eminence in her profession by serving as President of the Southern California Camping Association, she has been a member of the Executive Board of the American Camping Association for eight years, and has served as Vice-President and Secretary-Treasurer of the Southwest District AHPER-i- Dr. Smith is always eager to listen to the problems of the students and to help them whenever possible. Her ardor for serving the young can be readily seen by exam ining her spare-time activities; she occupies her free hours by working with the Southern California Camping Association, the Outdoor Education Association, the 36] American Camping Association, and with other professional | organizations in health and physical education. And she ! I also manages to find time to swing a wicked badminton I racket. I 37 f? Dr. John M. Cooper Dr. Cooper's background runs the gamut of experiences from athlete to scholar. In the early 1930's he was graduated from the University of Missouri with the degree of Bachelor of Arts. While earning this degree, he belonged to the basketball, track and football teams, was the 400 meter champion of I the Missouri University AAU for two years, was the leading j scorer in basketball in the Big Eight Conference, was the | student senior manager of the college book store, belonged | to a Methodist Church student group, won the Harry Tidd | I I Scholarship, was a member of Omicron Delta Kappa, and | I 38 I belonged to the Mystical Seven. I I After graduation. Dr. Cooper stayed at Missouri to I earn the degree of Master of Arts. Then, he went on to I Columbia University in New York City, but returned to j I i {Missouri to become Doctor of Education. I He began teaching at USC in November of 19^5 after | I many years of varied experiences in education. Some of jhis former positions include: instructor in physical educa- Ition and assistant basketball coach at the University of I Missouri, Dean of Boys and physical education teacher as i jwell as athletic coach and social science teacher at ! Webster Groves High School in Missouri, physical education I teacher and coach of all sports at Chillicothe High School in Missouri, and three additional years in two other I Missouri high schools as history teacher and athletic i I coach. In addition. Dr. Cooper held the post of city I Recreation Director for two summers in Columbia, Missouri. I During World War II, he served for three and one-half years I as an instructor in the Training Command of the Army Air I Corps with the rank of captain. j I Dr. Cooper's professional interests include all I I areas of physical and health education, but he is particu- Ilarly attracted to kinesiology, curriculum, sports skills, I motor learning, health education, and research. He has I written a text book. Kinesiology, and has been an associate editor of the Research Quarterly. 39 Dr. Cooper is a member of Phi Delta Kappa. He received the AAHPER honor award in 1955* He has served as president of the Southwest District of AAHPER, as chair man of Research Section for CAHPER, and as president of the Administrators Club in the Los Angeles area. The Cooper family includes Dr. and Mrs. Cooper, their two daughters, Carolyn and Joanna, and their son. Jack. Dr. Cooper is an active parent, being associated with PTA, the Scouts, the school board, the hospital board, and with various other community and civic work. He enjoys music, especially chorus and choir, is active in church work, and enjoys visiting and speaking with professional groups in relation to his subject interest. Perhaps Dr. Cooper's most salient characteristic is a willingness to concern himself with the problems of his students. This investment of his time and energy in helping students to solve their problems, whether in kinesiological experiments or making the varsity basketball team, has won for Dr. Cooper a large measure of student gratitude. 40 Dr. Lois Ellfeldt Dr. Ellfeldt's name is synonymous with dance among physical educators in Southern California and throughout the United States. She began her college studies at George Washington University where she received the degree of Bachelor of Science. At Wellesley College she earned the degree of Master of Science, and at USC she became Doctor of Philosophy. Dr. Ellfeldt's teaching background includes the position of Junior Supervisor of Physical Education at the University of California at Berkeley. She also taught at the YWCA in Cleveland and at the Cleveland Heights Private Elementary School. She came to USC in 1941. ! 4 l l i I Dance, corrective physical education, swimming, and I I teacher education are her major professional interests at 'the moment. As an undergraduate she participated in com petitive swimming, belonged to dance groups, and was active in all sports. She received a number of awards for pro ficiency in swimming. Dr. Ellfeldt considers dance and music as not only her prime professional interests, but her major leisure time occupations as well. In addition, she enjoys reading and writing both in and out of the areas of physical educa tion and dance. Dr. Ellfeldt is frequently approached for help and advice on University stage productions of all types, and j she has had a hand in many campus opera, drama, music and jdance productions. I I Professionally, she has served as Chairman of the National Section on Dance for AAHPER; President of Delta Epsilon; and Vice-President of the USC Faculty Club, as well as on many professional committees. Perhaps most admired among the personality traits of the talented and personable Dr. Ellfeldt is her refresh ing air of informality. Students feel at ease in her presence, since she is always cordial. This attitude is infectious, and her students in dance tend to exhibit the freedom from inhibition which promotes creative expression. 42 Dr. Tillman Hall Dr. Hall is known as Mr. Recreation at USC. He is Director of the University Recreation Association, and, incidentally, he can call a square or folk dance with the best of them. Dr. Hall did his undergraduate work at Freed. Hardeman College and George Pepperdine College. He was on the basketball and baseball teams for four years and was captain of both. He received the degree of Bachelor of Arts and the degree of Bachelor of Science at Pepperdine. His graduate work was done at George Peabody College, UCLA, and USC. At USC he received the degrees of Master of Science and Doctor of Education, with Recreation as his major field. I 43 I Prior to coming to USC in 1950, Dr. Hall's {experiences included being principal of an elementary {school and at the same time coach of all high school sports Iin Big Sandy, Tennessee. He completed a tour of duty as an instructor in the military service, and then came to the West Coast as head of the Physical Education Department at George Pepperdine College. Professionally he has served as Vice-President for Recreation in the Southwest District AHPER, President of the Southern California Administrator's Club, Chairman of the Research and Education Committee of the California j {Recreation Society, Camp Chairman of the Campfire Girls, jand has been a member of many professional committees. I Dr. Hall's family includes his wife and two lovely {daughters. Listing all of his hobbies and interests would |be difficult in view of the time and space available here. Let it suffice to say that among his spare-time activities are included dancing, badminton, fishing, hunting, and conducting a children's dance group in his home community of Westchester. USC is fortunate to have on its Physical Education faculty Dr. Tillman Hall, who, with his easy manner and Tennessee drawl, makes the "fun" hours of campus life more meaningful. When he is not in the classroom or busy with some recreation group, he may be found in the URA Office, I ■ “Çï| I i I tossing rings at nails projecting from a board propped I against the wall. A standing challenge exists for any ! student (or faculty member) to match his skill at this I little game against the skill of USC's "Mr. Recreation." 45 H. W. Anderson ! Mr. Anderson has been with USC since 1924. After ! ■ ' .. I taking his Bachelor of Science Degree at Springfield jcollege (Massachusetts), he did his graduate work here, and received the degree of Master of Arts. His teaching experience includes: elementary school in Nemaha County, Nebraska, where he was a teacher and principal; Springfield College Summer School as a special lecturer; Amherst College, Massachusetts, as a special lecturer; and Chestnut Junior High in Springfièàd where he was a physical education teacher. He served in the Army during the First World War. 46 Mr. Anderson Is one of those rare Individuals who fits the true definition of the word “sportsman.” As an undergraduate he was on his class athletic committee, class cross country team, class boxing team, class track team, varsity soccer team, varsity football team, varsity I cross country team, varsity wrestling team, and he was director of a boys club, umpire in industrial league base ball, and belonged to the Basketball Officials Association. In addition, he belonged to the Cornhusker Club, the Literature Society, and the School Senate. He was captain of the Springfield Wrestling Team, New England Inter collegiate Wrestling Champion in 1920, Interclass Cross- Country Champion in 1920 and 1921, President of the Student Senate, and was a Sunday School teacher. Mr. Anderson's major interests in physical educa tion are, at present, the service classes in the activity program, and teacher training for physical education majors. His leisure-time preferences continue true to his description as a sportsman. He enjoys camping, fishing and packing in the High Sierras of California. He is an expert horseman, and was a former member of the San Gabriel Mounted Police. Also, he likes gardening and color photography. Included in the Anderson family are Mrs. Anderson, three daughters, and five grandchildren, of whom Andy is justly proud. 47 He served as a member of his local School Board for three years. He belongs to Phi Kappa Phi, the all University Honorary Fraternity, and is a member of Sigma | Delta Psi, the National Honorary Athletic Fraternity. With| all his years of serving his school, his profession, and his community, Mr. Anderson remains as physically fit as ever, and he never misses participation in the faculty- majors basketball game each fall. Mr. Anderson's erect figure and friendly smile are (permanent remembrances for many thousands of his students I through the years, for this dynamo of energy rivals Tommy Trojan himself as a symbol of the University to many alumni. 48 j Charles W. Graves i ! I Mr. Graves Is another In the long list of fine I physical educators who received his professional training I at Springfield College in Massachusetts. He was graduated ! I With a Bachelor of Science in Education degree, and con- I Itinued on to earn the degree of Master of Education. After I he came USC in February of 1927, Mr. Graves went on with his graduate studies here. While at Springfield College, Mr. Graves held a position as student teacher. Later, he was Assistant Director of Physical Education at the YMCA in Evanston, Illinois. He was an instructor in physical education at 49 Wichita High School, Kansas, and spent one summer session teaching at Brigham Young University in Utah. Mr. Graves* main interests in physical education I I involve the activity program, particularly gymnastics, I tennis, bowling, and golf. His affinity for gymnastics i I stems from his undergraduate days, when he captained his I i college team. He was also on the tennis team, several ' i I class athletic teams, and he belonged to the glee club and ; I I college quartet. I I ! i Among Mr. Graves' numerous spare-time diversions | iare traveling, driving, hiking, photography (35 mm.color | i I : slides), golf, tennis, bowling, reading, rowing (when the I I j I opportunity arises), and until the 1958 season, coaching I the USC Gymnastics Team. Mr. Graves decided to retire | j from coaching after the 1957 season, having held the ! 'position for thirty years, and having produced Pacific j : I Coast Conference Championship teams and world champion | : I Olympic performers. The USC Trojan Club presented him I ' 1 with a plaque honoring the gymnastics coach who won so many ; ' ! |PCC championships. He is also a member of Skull and Dagger! i I I at USC. ! I I I Mr. Graves* family includes his wife Helen, who | I I I is well-known and well-liked by faculty and students alike I I I who see her working in the Physical Education Department i main office, and two children, James and Alice. ! I ' ' 50l I Mild-mannered and soft-spoken, Mr. Graves has jendeared himself to all of the staff, and to the students jwho have been fortunate enough to know him. His patience ! with young people, and his readiness to stop and chat for a moment with any of his acquaintances characterizes this man whose guidance has made champions of his gymnastics team members. 51! Dr. Chester L. Palmer Dr. Palmer Joined the USC staff in 1955, &nd his I easy-going manner and ready wit soon made him popular with | students and faculty alike. ; I Dr. Palmer began his college education at the Rice I ! Institute in Houston, Texas. He was graduated from there j with the degree of Bachelor of Science, with a fine record,! both academically and in the field of athletics. He was I the recipient of the Friends of Rice Scholarship, and the ; Bob Quin Award. He played football, basketball, and base- I ball and was captain of the baseball team in his senior year. From Rice, Dr. Palmer went to Columbia University where he received the degree of Master of Arts and Doctor of Education. 52 Included among the teaching positions which Dr. Palmer has held are: teacher at Columbia University, [Assistant Professor at the University of Washington, and 'visiting Professor at the University of Saskatchewan in panada during the summer of 1957» He spent four and one- jhalf years on active duty as a U.S. Naval Reserve Armed Guard Officer and a Naval Gunfire Liaison Officer. I I Teacher education and physiology are particular i ' 1 areas of physical education in which Dr. Palmer is most i I I interested at the present time. He has served as Vice- i ; ! President for the Washington State AHPER, and he was j I I President of the Graduate Student Association at Teacher's I College of Columbia University. I I He lists golf, gardening, carpentry, and camping as | Ihis main leisure time interests, and he spends a great many ! I I of his spare moments with his wife and his two sons, Allan I ! I who is five and one-half, and Jimmy who is around twenty | months at this writing. I ' ! Although he is relatively new to USC, Dr. Palmer is ' an avid booster of the Trojan athletic teams, except when they play against Washington State, and then he suffers froni mixed emotions. I Whether Dr. Palmer is down in the laboratory work- ! ing on an experimental problem, or in a classroom, or just walking down the hall, he always has time for a pleasant 53| word or a tongue-in-cheek gibe. USC likes Dr. Palmer, and | it would seem that he, in turn, likes USC. I 54 Eleanor A. Walsh I Miss Walsh came to USC in 1955 from the University ; of Wisconsin where she had been an instructor in physical ’education and had received the degree of Master of Science. Her undergraduate study was done at the University I of Minnesota where she was graduated with the degree of Bachelor of Science. At present. Miss Walsh is working I ! toward a Doctor's Degree here at USC. i j During her undergraduate days at the University of Minnesota, Miss Walsh was active in numerous clubs and ! organizations. She was vice-president of the Lutheran I Student Association, president of the physical education ’ 55 majors, vice-president of the tennis club, and a member of the Women's Athletic Association Board, to mention just a few. She received the award for "Outstanding senior woman in physical education," was named to Pi Lambda Theta, and won the La Verne Noyes Scholarship. At Wisconsin University, Miss Walsh was on the Graduate Club Board, and I was honored by receiving the Blanche Trilling Scholarship. * Here in Southern California she is tennis chairman of the {Division of Girls and Women's Sports. Professionally, Miss Walsh lists teacher training I and recreation leadership as her most compelling current [interests. She is instrumental in conducting the USC URA {activities program and can frequently be found in the URA I office working and planning with student groups on ways to I improve and extend the University recreation program. I Playing the ukelele is one of Miss Walsh's pet I diversions, and she likes nothing better than gathering together with a group of young people for a little singing session. All kinds of sports interest her, with tennis, golf, and badminton holding forth as her favorites. Hiking and photography are included in her spare-time diversions. Included among her previous positions is the direc torship of girls physical education at Little Falls High School in Wisconsin, but everyone at USC is glad that she wanted to come to California. 56 AN 6 F Phil M. Munroe Mr. Munroe. one of the newest members of the i physical education faculty, began teaching at USC in the | fall semester of 1955* His undergraduate work was divided { between two schools; the State College of Washington and i Texas Agricultural and Mechanical College. He earned the | I degrees of Bachelor of Science in Physical Education, | Bachelor of Education, and Master of Science in Physical j I Education at Washington State College. He is at present inj the midst of taking exams and completing his dissertation ! I prerequisite to receiving a Doctor's degree here at USC. j I Mr. Munroe's varied undergraduate background I 57 includes participation in three freshman sports (basketball, baseball and tennis), and two varsity sports (boxing and tennis). He was a member of the Washington Association of I Health, Physical Education and Recreation, belonged to the | Married Students* Organization, and was in the Letterman's | Club. He was also President of Married Students* Organi- | zation, Secretary-Treasurer of Phi Epsilon Kappa, Athletic I I Chairman of Independent Co-op, intramural boxing champion, I land intramural volleyball All-Star team. He is a member I I of Phi Delta Kappa and the National Boxing Coaches Asso- | iciation. j Part of Mr. Munroe*s teaching experience prior to | j f use includes a teaching assistant position at Washington I State College, and a teaching and coaching position at | i I Pomeroy High School, also in Washington. Teacher education! I is one of his greatest interests in the broad area of j I physical education. | The Munroe family consists of his wife and three | children: Doug, ten, Dave, eight, and Phyllis Jo, five. | I i Teaching his two sons the skills involved in being a I I successful baseball or basketball player occupies most of I i I Mr. Munroe*s leisure time. However, he is still an avid I I ; irooter of all types of sports, and likes to participate | I ! as well. He coaches a Little League Baseball team, reads j I in many areas including professional literature, j ___ educational books, and the sports page of the local daily newspapers, and is by his own admission a musician of sorts— that is, he does a little piano playing, singing, and composing, "all in private." With this background, Mr. Munroe is on the way to a promising future as a physical educator. 59 Jack M. Reinhard Mr. Relnhard Is both a professional dancer and an artist. He divides his time between dancing and painting, and has achieved recognition in both fields. Among the varied activities of his life may be listed; a tour of duty with the Army in World War I, teaching at Brigham Young University, conducting recreation programs for eight summers in Bryce Canyon, Zion National Park, and the Grand Canyon. Mr. Reinhard has received citations from USO shows and square dance organizations; he has danced at many of the better clubs; he has danced at fiestas from Santa | Barbara to San Diego; he is Vice-President of Los Fiesterosj of Los Angeles; and he traveled widely studying and I 60 idancing, in Spain, France, and Italy. Mr. Reinhard began teaching at USC in 193^ and has i been sharing with his students his extensive knowledge of the dance ever since. 61 Virginia L. Nance Anyone connected with USC who hears the word golf linked with education immediately thinks of Mrs. Nance. I She is the golf instructor and, many of us firmly believe, jhas few peers when it comes to instructing, correcting, guiding, and stimulating young aspiring golfers. Mrs. Nance joined the USC staff in the spring of ig48. She had obtained her Bachelor of Science degree at the University of Illinois after having done part of her I undergraduate work at Joliet Junior College. Then, she 'went on to the University of Wisconsin where she received ■the degree of Master of Science. She has continued her i jgraduate studies here at USC. In college, Mrs. Nance belonged to the Women's I Athletic Association (WAA), held a number of service 62 offices, and participated in just about every sport avail able to women. She was chosen as a member of both the physical education and education honorary sororities. More recently, Mrs. Nance has served as golf chairman for the National Section on Women's Athletics. I Before joining the USC faculty, Mrs. Nance was an I jinstructor at Iowa State College, a teacher at Evanston j I I High School in Illinois, and an instructor at Lake Forest j I College, also in Illinois. | I Both she and her husband are avid sports fang, I ■particularly (in recent years) golf. They both read a | I great deal during leisure hours, and manage to keep very | busy during "working" hours manufacturing paper boxes, i doing both the factory work and the office bookkeeping. | This decreases the time that Mrs. Nance has available for | playing golf, but it does not diminish the truth of the I : statement, "If you want a sound background in the fundamen-j tals of golf, don't miss the USC course taught by Mrs. i Nance." 63 Muriel Bower Mrs. Bower came to USC in 1951 after taking her Bachelor's degree and doing graduate study at UCLA. Her undergraduate activities included membership on the swim ming and badminton teams and the head position on the fencing club. Fencing is Mrs. Bower's forte, and she has achieved outstanding success in this artful sport. She has several 1 times been the Pacific Coast Fencing Champion, and has been rated third nationally. However, she would much rather i jtalk about her two sons, thirteen and ten, than she would about fencing, and she considers as one of her most pleasurable accomplishments being Den Mother for the Cub Scout pack to which one of her sons belongs. 64 In addition to her professional interests in ■fencing and swimming, Mrs. Bower’s hobbies are gardening land silver work. CHAPTER IV I THE CURRICULUM FOR PHYSICAL EDUCATION MAJORS | ! It seems reasonable to assume that the student who ! jknows what he is studying will be more successful in his j I I pursuit of knowledge than the student who merely sits and j I • I {waits to be led to the end of the course of study. It is i |true, and regrettably so, that a great many students simply I jneglect to examine the courses in which they enroll, and as I i I |a result they have no perspective, no broad understanding, j |and no insight into the aims and objectives of the courses. | I I iThis chapter will begin with a discussion of the various j degrees and credentials available, with a commentary on i i I each. A detailed outline of the courses taken by physical i {education majors is given so that the student may be able i to refer to a specific course, read a description of it, determine its general objectives, and familiarize himself ! I I jwith the course content and procedure (15). In addition, | jthis chapter will briefly describe other University | I I {requirements. I I e j I I. DEGREES AND CREDENTIALS I I The Department of Physical Education offers two I 6 6 I I different bachelor’s degrees for students who satisfy the j I requirements prescribed for physical education majors: j I Bachelor of Arts and Bachelor of Science in Education. In | addition to the bachelorfe degrees, the degrees of Master of| Science in Education and Master of Arts are offered, as | r well as the degrees of Doctor of Philosophy and Doctor of i Education. These graduate degrees are described in the | ! bulletins of the Graduate School and the School of Educa- { Ition. For each degree offered the Department of Physical ! {Education has prepared program guides which include degree I i ■ i requirements and list possible alternate courses. Elective| 'courses are not listed since these are related to the I ' {individual student's preferences. Students who expect to teach must earn a teaching credential as well as a degree. "The University of {Southern California is one of several universities in the I ! state of California authorized to recommend (italics in i the original) qualified persons (5^37) • • •** for creden- i tials to teach. This recommendation goes to the Commission! I ! ! of Credentials of the State Board of Education. It con- i I - ■ ' I i sists of a formal declaration from the School of Education i I i I that a candidate has completed the requirements and ful- I I filled the conditions prescribed by the Board, and that the! same candidate is recommended by the University for the | ! I {credential in question. The candidate also receives a j t ! {certificate from the University declaring that the holder ! 67 is considered competent to teach in the field or fields specified in the recommendation to the Board. A credential in itself does not authorize a person to teach. He must first register the credential with the County Superintend ent of Schools (5:38). i The General Secondary Credential, with a major in I physical education, may be secured by registering in the ; junior year in the School of Education as a candidate for I the degree of Bachelor of Science. The credential is I granted upon completion of requirements in the f if t]b year 1(1:86). The General Secondary Credential enables the {holder to teach at the junior and senior high school levels I and in junior colleges in any subject field. It should be | ; I : noted, however, that administrators rarely assign subjects i I to teachers who have had little or no experience or back ground in them. The Special Secondary Credential, with a major in | physical education, may be secured by registering in the I junior year in the School of Education as a candidate for | ' i I the degree of Bachelor of Science. The credential is | I granted upon completion of requirements defined by the | I California State Department of Education (1:86). This | ! Credential enables the student to teach only physical | ; I education. It does not certify him for the teaching of anyi I i other school subject. On the program guide printed by the I I I {Department of Physical Education, the restrictions of the | I 68 {Special Credential are carefully noted. It says that many school systems now require a General Secondary Credential of all teachers. Also, salaries for Special Credential holders are usually lower than for General Credential people. The program for those taking a Special is quite rigid since it provides for meeting minimum requirements in I the shortest possible period of time. No deviations are {permitted from the program outline, which would mean that |any conflict in scheduling classes might necessitate (attendance at Summer Session or even an additional semester I {in school. The General Elementary Credential, with a major in {physical education, may be secured by registering at the beginning of the junior year in the School of Education as a candidate for the Bachelor of Science degree. Students pursuing this Credential should follow the prescribed course outlines available in the Physical Education office (1:86). (See Appendix B for program guides for various credentials.) II. COURSES FOR MAJOR STUDENTS I PE 208. Introduction to Physical Education (2 units). I This introductory course gives the major student an {orientation to the purposes of physical education, pro- I {fessional and personal requirements, the philosophy of î ' ■ ■ " ■ " ■ ■■■ 69 I i physical education, and opportunities for employment. Its I I general objectives include giving the student a broad I perspective of the field of physical education, and helping ! him evaluate his own chances for success in this field. I I The student is given the opportunity to study the depart- I mental professional curricula and to become better I acquainted with the teaching personnel. : Instructors; Usually Dr. Metheny and Dr. Palmer. I PE 210. 211. 212. 213. Fundamental Activities I. II. Ill, j ; ! ! IV. (2-2-2-2 units). j : I These courses provide opportunities for major | I students to develop skills in physical education activitiesj along with knowledge.about these activities, and apprécia- | I ; j tion of them. Usually a notebook is required. The | i activities covered in these parallel courses for men and | ! women are as follows: j PE 210m. Tennis, badminton, handball, wrestling | and boxing, and archery. Instructor: Usually Mr. I Anderson. PE 211m. Swimming, diving, track and field, and social and square dancing. Instructors; Dr. Cooper and Mr. Reinhard. PE 212m. Gymnastics, tumbling, soccer, speedball, and volleyball. Instructors: Usually Mr. Graves and Dr. Cooper. 70 PE 213m. Baseball, basketball, and football. Instructor: Dr. Cooper. PE 210w. Badminton, swimming, stunts and tumbling, and folk dance. Instructors: Dr. Ellfeldt and Dr. Smith. PE 211w. Tennis, archery, golf, recreational games, and social and square dancing. Instructors; Dr. Ellfeldt and Dr. Smith. PE 212w. Basketball, volleyball, soccer, and rhythmic form and analysis. Instructors; Dr. Ellfeldt and Miss Walsh. | PE 213w. Softball, soccer, speedball, field i hockey, and modern dance. Instructors : Dr. Ellfeldt | and Miss Walsh. ! I PE 2l4, Fundamental Activities V (1-2 units). This class is required of all men transfer students; presenting courses or experiences as equivalents for PE 210, 211, 212, and/or 213. It provides the opportunity for transfer students to demonstrate that they have attained the skill level equal to that of students who j have taken the equivalents offered here. It includes the | evaluation and refinement of skills and strategy in | selected individual, dual, team, and rhythmic activities. The student must demonstrate skilled performance in a variety of sports and activities, he will review previous I 7l| I I activities and learn new skills, and he must be able to i i I ! pass the skill requirements necessary to meet the pre- ' I i I requisites of EdPH 410. : Instructor: Usually arranged by Dr. Smith. Dr. Cooper ; I ! j sometimes teaches the class. I I ' ; PE 216, First Aid and Water Safety (1-2 units). | I This class covers the American Red Cross Standard and Advanced First Aid, and Senior Life Saving and Water Safety. Each part carries one unit of credit and may be taken separately. Extensive practice on techniques as • ' prescribed by the American Red Cross, attainment of ' competence as a basis for later teaching of water skills i and first aid, and knowledge of source materials for each phase of the course are required. Students who hold ; certificates from the American Red Cross are excused from ; this course. ! : Instructor: Mr. Anderson. ' PE 218, 219ab, Dance Workshop I, II (l-l-l-l units). These classes for dance majors offer the student an opportunity to improve his skills in all phases of dance : composition and production. Group and individual j experiences in dance techniques, composition, and produc- ’ tion, presentation of informal and formal demonstrations, analysis of dance performances, and special assigned I projects form the general course content. I 72 IInstructor; Dr. Ellfeldt. I PE 31Qab. Scientific Foundations of Physical Education i(4-4 units). : This class meets every school day for one year. I jIt introduces the major student to the applications of I I kinesiology, physiology, anatomy, mechanics, and related ! I sciences to the teaching of physical education and ; athletic coaching, with a section on special programs for exceptional children. The areas covered include: kinesiology, physiology of exercise, body dynamics, care I and prevention of athletic injuries, and correctives, jInformation drawn from anatomy, physiology, chemistry, I physics, and some aspects of psychology is applied to •physical education, health, recreation, and therapy. Each 'Student does an investigation concerning a problem of iinterest to him. Instructors: Dr. Cooper, Dr. Ellfeldt, Dr. Metheny, and IDr. Palmer. PE 311. Fundamental Skills for Camping (2 units). ! This class aims to assist students in developing I I ibasic skills for camping. It includes: knowledge and tech- 1 I niques of providing adequate shelter and clothing when living out of doors; skill and techniques related to food selection, transportation on the trail, and preparation when camping; understanding of safety factors; and ; 731 I ! idevelopraent of techniques for organization and procedure ! ! I in group out-of-door living, I ! I IInstructors: Dr. Hall, Dr. Smith. I PE 312, Camp Leadership (2 units). • I I This class offers an understanding of the develop- , jment, scope, and objectives of organized camping. Its I I 'objective is to prepare students for positions as leaders and counselors in organized camps. Included are: a study of leadership functions related to health promotion, camper grouping, individual guidance, and program planning; the counselor’s role with respect to administrative problems of I site and facilities; staff organization, and personnel I Ipolicies; exploration and development of selected areas of camp programming; participation in a class camping project; land visitation of camping operations and sites. ■ Instructor: Dr. Smith. ! PE 313. Social Recreation Leadership (2 units). i This class provides methods and materials for planning and directing social recreation. Its general objectives include: the development of leadership ability in organizing and conducting parties, receptions, dances and other occasions of social recreation; learning how to organize and teach social, square, round, and folk dances appropriate for social recreation programs; acquiring source materials for ready reference for social recreation 74' programs; learning how to be master of ceremonies for dif- I iferent social occasions; learning to adapt principles of | I recreation to appropriate social occasions; the development ; of skill in selecting and teaching appropriate games and activities for all occasions. Each student is required to ' I 1 I plan and conduct some type of social occasion. I Instructor: Dr. Hall, ' : PE 314, Recreational Dance Leadership (2 units). I This class gives the potential leader an oppor tunity to direct and teach recreational dance activities. I The course includes methods and materials for teaching and jdirecting recreational social, folk, and square dancing. ;The class participates in basic techniques and organiza- :tion, and each class member has an opportunity to teach and direct in the three dance forms, I Instructor: Mr. Courtenay. I PE 315. Modern Dance in the School Program (2 units). i ! This class offers methods and materials for teach ing modern dance in the secondary schools. Course objec tives include: the provision of adequate background and I opportunities to practice the skills of developing and I teaching modern dance. The class participates in a variety I 'of approaches to teaching, and each student has an oppor- I Itunity to teach under critical analysis. Instructor: Dr. Ellfeldt. I 75 i ; ! PE 316, Dance In the Elementary School (2 units). I This class provides the student with methods and ' I materials for teaching folk and creative dance activities i to young children. Its specific objective is to prepare | I i I the student to develop, direct, and teach dance in the I i j elementary school by analyzing and evaluating dance I activities suited to this level. Actual teaching 1 experiences are provided, as well as the opportunity to acquire adequate source materials. ! I Instructor: Dr. Ellfeldt. : PE 319. Coaching Major Sports (2 units). j This class offers principles and philosophy of • I interscholastic competition, and coaching techniques for football, basketball, baseball, track and field. Its I general objective is to provide students with the experi ence necessary for becoming coaches of the major sports. :The course includes: development of insight into the total responsibilities and duties necessary in a coaching assign ment; preparation of sets of coaching materials and tech niques to be used on the job; development of a careful : understanding of the given techniques of coaching various I ’sports; development of knowledge of resource materials in I I the area of major sports; appreciation of the value of i I proper practice and game organization; evaluation of the j irole of the coach in the total education program and in the 76' community; development of a realization of the potential j the coach has for guidance of young people; and development! of knowledge on the use of audio-visual aids in the coach- | ing of various sports. Instructors: The Coaching Staff. | PE 324, Dance Production (2 units). i ! This class offers experiences in all phases of ! dance production, including choreography, staging, costum ing, accompaniment, and final presentation. The course provides for group work in composition and the presentation of modern dance demonstrations or concerts, special light ing effects, properties, etc. The class works as a group land individually in a variety of approaches to choreography. I 'included are: selection and development of lecture- jdemonstration and concert materials; a minimum of one performance for a selected audience; and a critical analy sis of dance productions. ■Instructor: Dr. Ellfeldt. ! PE 325ah. Fieldwork in Recreation I (2-2 units each). This class offers observation and experience in I actual recreation agencies. Students are assigned to some established recreation center where they assist qualified i ■leaders for a minimum of six hours per week. Students Imeet twice monthly to discuss and analyze their experiences, and to evaluate themselves as potential leaders. General 77; I ; icourse objectives are to practice, under skilled leader- i Iship, methods and techniques of conducting selected aspects i i ' Iof recreation programs, such as: social, modern, and square! dancing, athletic sports, aquatics, leather and metal jcrafts, weaving, painting, ceramics, puppets, and other Icreative crafts. 325& Includes dance, sports, and aquatics; I ; I I j325b Includes crafts and ceramics, ! ! I i Instructor : Dr. Hall. : PE 333. Introduction to Organized Recreation (2 units). ; This class offers a broad orientation to the principles, purposes and development of community, indus trial, and school recreation. Its objectives include: I learning the history, nature, extent, and significance of recreation; becoming familiar with traits of good recrea- jtion leadership; understanding the essentials and opera- jtion of suitable areas and facilities; exploring techniques of program building; discussing special program features and services; studying and discussing the methods used in ! program planning; understanding established practices in administering special program features and services such as arts and crafts, athletics and sports, drama, nature garden ing and outing activities, music; studying and discussing ithe techniques used in organization and administration of ,recreation, which includes legal aspects, financing, jrecords, reports, publicity, and community relationships. 78 Students will survey and analyze local facilities, areas, and operational procedures currently used by different communities. They will also select some topic relative to community recreation and complete an individual survey on I this selection, jInstructorI Dr. Hall. FE 407, Philosophy of Dance (2 units). This class offers the student an opportunity to 'acquire an insight into the background and present status I of dance in contemporary society. The course includes an investigation of the history and development of dance, and a critical evaluation of the philosophy of dance in the arts and in education. Instructor: Dr. Ellfeldt, Dr. Lockhart. i ■EdPH 4lOab, Educational Foundations of Physical Education :(7-7 units each). This class includes the history, principles, ! organization, curriculum, and methods for teaching physical i education. It has four hours of lecture and nine hours of laboratory per week. The general course objective is to I assist the student in understanding the ideational and I judgment bases underlying physical education and in apply- ;ing these to ’ ’trial teaching.” The course includes: mean- Iings and history of physical education, relationships with ! other fields, and principles and methods of teaching; 79 analyzing motor learning and applying teaching principles to assistant student teaching; studying content of elemen tary school programs, and practicing selected activities; (gaining a brief overview of secondary school physical edu cation programs; analyzing school athletic programs and {management; analyzing physical education organization {administrative procedures; analyzing the meaning of pro- I fessional growth and advancement; improving ability to teach skills in selected activities; practicing and eval uating ”trial” teaching of self and classmates; developing and improving skills in selected field experiences. Instructors: Dr. Davis, Dr. Smith, and staff. iEdPh 4llab, The Health Program in the Secondary School (3-3 units). This class helps the student to learn, understand, jand apply suitable content and methods in secondary school health instruction. General course content includes: analyzing the secondary school health program to discover its constituent aspects; becoming acquainted with relation ships that should be initiated and maintained; studying significant aspects of historical background of health instruction and health programs in secondary schools; I jfinding out how the secondary school health program is {organized and ways various individuals and groups may participate in it; visiting selected school situations; I 8 0 j ! ! jstudying ways of establishing the program in varying \ {situations; considering typical problems related to the ! I I Secondary school health program; studying meanings of health I I instruction and considering their relationships with other j jareas and subjects in secondary schools; considering the | Lature and needs of the adolescent as a source of clues to i I ’ ’reaching” him; participating in ”trial” teaching and in j { ’ ’ assistant student teaching” in order to identify and try j jout teaching techniques, methods and principles; examining : i I jand evaluating courses of study, textbooks, and other I I imaterials suitable for health instruction at the secondary j I I ilevel; and planning a course of study and lesson plans for I la described situation. The class meets for two hours of jlecture and three hours of laboratory per week. | [Instructors; Dr. Smith, Dr. Davis. f I i I ! iPE 415, Modern Dance Choreography (2 units). ! I This class enables students to select, organize, land project their own dances. It includes analysis of the principles of creativity, selection, and organization of I bovement for dance, as well as principles of projection. Instructor: Dr. Ellfeldt. ^E 4l6. Public Performances in Secondary Schools (2 units) I This class aims at preparing teachers for the I jresponsibilities of selecting, organizing and guiding activities appropriate for school demonstrations. It ! 81 I covers organization, administration, supervision, and [leadership of public performance programs including drill I teams, aquatic shows, sports demonstrations, etc. The I j student is offered the opportunity to develop an education al approach to the problem of public performances in the secondary school in relation to the total school program, with emphasis on philosophy and purposes. Existing pro- [grams and policies are analyzed, and suggested policies ifor the conduct of public performances are developed, iInstructor; Usually Dr. Lockhart. I PE 425ab, Fieldwork in Recreation II (2-2 units each). I This class provides students with an opportunity Ifor supervised practice of methods and techniques for I : •conducting selected aspects of recreation programs, such as; I . I I storytelling, playground drama, painting, ceramics, pup- jpetsj and school and private camping, geology, astronotny, ! nature study, camp crafts, recreational therapy in hospi- Itals, church clubs, scouts, ”Y’s,” and other institutions. ! 425a includes storytelling, playground clubs, and festi- I ! I vais; 425b includes camping, nature study, and recreational ! j therapy. All students must assist some qualified leader I organize and conduct the aforementioned activities for a I I I minimum of six hours per week. The class meets regularly jtwice monthly to share and analyze individual experiences. {Instructor: Dr. Hall. 82! I PE 428m, Officiating Team Sports (Men) (2 units). | I This class offers men students a brief review of | I ■ I I the development of officiating as it paralleled the growth j I ' I ! of various sports, and it presents a basic philosophy j I ' I applicable to officiating any sport, pointing out the I I personal and psychological qualities needed by all offi- | cials. Students learn the procedures required for becoming! and continuing as an official, the responsibilities and I : I I 'general duties involved, and the differences between pro- I i Ifessional, intercollegiate, and interscholastic rules and | {officials associations. The course also offers investiga- | ' i Ition of the specific abilities needed for certain sports, | ! ! exploration of the specific techniques needed in officia- iting certain team sports such as football, basketball, | : baseball, and track and field, consideration of the special ! problems involved in each of the individual, dual, and teama I I I sports, observation of demonstrations by outstanding | i ‘ I {officials in various sports, presentation by students of i I oral and written reports on specific areas of the course, ! ! [and use of audio-visual aids to improve officiating tech- | i • Iniques. Stressed also are relationships of officials with I ■ school personnel, contestants, and spectators. | j : I Instructor: Dr. Fredericks. , I • PE 429abw, Officiating Team Sports (Women (2-2 units each). I This class assists women students in developing the I 83 skills and knowledges necessary for good officiating. Stressed are techniques for and experience in officiating volleyball, basketball, softball, and other selected sports. General course content includes: development of personal skill in officiating; attainment of confidence, « consistency, and judgment which are requisite of a good official; development of sufficient proficiency to pass the! ! I Women’a National Officials Rating Examinations in the I I ' [activities which are covered in the course; and development| I I ! of an understanding of the relation of an official to j I I I player rapport, public relations, and the game. I 'instructor: Miss Walsh. ! ' I ' I ! lEdPh 431, The Physical Education Program in the Elementary i I School (2 units). This class presents principles, organization, { : curriculum and methods for teaching physical education in | i I jthe elementary school. It provides the classroom teacher I {with information, skills, and teaching techniques. The I I course includes: analysis of the principles which are I ; ibasic to the physical education program in the elementary | I school; development of an understanding of the organization; of the curriculum and program development in relation to the needs and interests of the child; acquisition of | materials for conducting the program; and practice in | methods of teaching games, stunts, rhythms, and "special 84 I occasion" activities. IInstructors; Dr. Ellfeldt or Miss Walsh. I I pdPh 432, The Health Program in the Elementary School (2 [units). I This class offers the classroom teacher an under- jstanding of the scope of the school health program and {prepares him to participate in such a program. Topics [covered include: curriculum and methods for teaching health| [education in the elementary school; role of the classroom I I teacher in promoting and protecting child health; rela- | i I Itionship with home and community agencies; working with the! i I I school nurse; preparation for teaching health information j I jand practices as an integral part of the school curriculum;; land acquaintance with and acquisition of materials related ! I to various aspects of the total classroom health program. ! I ' ! ; Instructor: Dr. Smith. | lEdPh 433. School Camping and Outdoor Education (2 units). I This class prepares teachers and leaders for school' I I [camping and outdoor education programs. It includes: analyzing the scope of the outdoor education program; i [gaining insight into the objectives of, and relationships between organized camping and school camping; developing j {methods of promoting and interpreting school camping; ! examining administrative and supervisory problems of school| camping; developing plans for integrating camping programs ! 85 into the school curriculum; analyzing leadership techniques appropriate to the objectives and program of school camp ing; and visiting local school camping operations and sites. Instructor: Mr. Ashcraft. PE 435. Dance Accompaniment (2 units). | This class provides an opportunity for teachers I ! and dancers to analyze and experiment with a variety of | accompaniments for dance. It includes theoretical and ! I practical use of piano, percussion instruments, voice, I I recordings, and tape in the dance program. The student | receives laboratory experiences in accompaniment. He also ; begins acquiring references and sources for accompaniment. 1 I j ; Instructor: Mr. Courtenay or Dr. Ellfeldt. ; i EdTT 46lab, Methods and Directed Teaching; Physical i I Education and Health (3-3 units). ! ' This class provides observation and teaching ! I •experience in public secondary schools under the guidance i I i {of a university coordinator and a training teacher. The | I i {prerequisite is admission by the Committee on Personnel and; ! ; Credentials. The course includes; observation and partici-i ipation in teaching methods, curriculum construction, and I I ( evaluation of teaching; putting into practical use the | [theoretical knowledge previously gained regarding the | I I {nature and development of children, counseling, guidance, ; 86 and techniques of teaching; experiencing in an apprentice position the role of the teacher in the junior and senior high school; discussion and analysis of student experiences and evaluation by the students of themselves as potential teachers. Instructors: Dr. Cannon, Dr. Fredericks, and Dr. Lockhart. III. OTHER REQUIREMENTS I I I In addition to the physical education courses just ! ■described, various other courses are required by the | I I [University in order to give the student a broad, well- j I irounded background of education. | I I { English 100 ab. Communication (3-3 units). | i Reading, writing, and group discussion based on ' I study of the role of language in thought and communication.! Prerequisite is lOOy or a middle rating in the English | [Placement Test (1:106). ! ! 1 I English 250ab, Readings in English and American Literature I I I(2-2 units). I i I I Representative selections, largely modern, 250a: | jdrama, poetry. 250b: short story, novel, biography (l:107)J I i { Foreign Language lOQab. Elementary (0-6 units). i I Introduction to a contemporary foreign language; ! I oral practice, hearing and reading comprehension, the I 8 7 I grammar necessary for spoken and written expression. I I Lecture and oral work, five hours (1:136). i I I General Studies lOOab, Man and Civilization (3-3 units), i An introduction to the development of human ideas, jarts, and institutions (1:49). I General Studies 200. Problems of Human Behavior (3 units). I Principles in the understanding of human behavior, j [feelings, motives; the nature of human endowment, mental I life, emotional development, habit formation, learning, ! (personal and social adjustment (1:49). (General Studies 204abc, American Civilization and Insti- :tutions (2-3-1 units). i 204a (2): American historical and cultural insti tutions in the framework of American life, from early (settlement to the present. 204bc (3-I); origins and i {development of the Constitutions and federal government; California state and local government. Register for one •unit if only the state and local government requirement is i I I I to be met; register for three units if both requirements [are to be met. These courses satisfy the state requirement I i ! I concerning the study of the American Constitution and (federal government, American historical institutions, and | 'the principles of state and local government established {under the Constitution of California for both the bachelors 88 degree and teaching credentials (1:49). PE 160, Health Problems (2 units). This class is required of all freshmen under twenty-five years of age. Basic principles of personal and community health. [Instructors: Dr. Davis, Dr. Smith, and Staff (1:89). ! Biology lOQL, Introductory (4 units). The principles underlying all living matter, introduction to the major plant and animal groups. Lecture, ,'three hours; laboratory, two hours. Primarily for non- ! [science majors (1:57). i [Zoology (Biology) 122L, Human Physiology (3 units). The functioning of the human body, considered largely at the organ system level. Lecture, two hours; laboratory, three hours (1:57). Zoology (Biology) 312, Human Anatomy (4 units). Essential features of systematic human anatomy; morphological and embryological conditions contributing to the structures of the adult. Lecture, three hours; demon stration, three hours. Prerequisite; lOOL or 105abL (1:58). Art 200, Art Appreciation (2 units). Designed to promote an intelligent appreciation of architecture, painting, sculpture, and the graphic and 89! industrial arts (1:111). Music History and Literature 200, Introduction to Concert Music (2 units). Illustrated lectures for the laymen on forms, styles, and composers of concert music. Guided listening; concert attendance (6:91). EdTT 301, Teacher and the School (4 units). An introduction to education; scope and function of |the secondary school; principles of elementary education, I [school visiting and classroom participation. Lecture, jthree hours; class participation, three hours. Corequisite: [professional Aptitude Test. Not open to graduate students I Ior experienced teachers (5:80). I I I I I EdTT 402, The Learner (3 units). ! I 1 I Growth and development of the child; child psychol-| ;Ogy; mental hygiene, personality development. Visits to i I 'schools, special classes, and other situations involving 'child welfare. Prerequisite or corequisite: 301, i Professional Aptitude Test (5:80). I EdTT 403, Learning Process (2 units). 1 The major theories of learning; improvement of learning conditions; teacher's role in choice of subject matter and in counseling and guidance; methods of teaching and evaluation. Prerequisite or corequisite: 301, : 901 ' I jProfessional Aptitude Test (5;8l), I I I I EdTT 404, The School and Society (2 units). | j Role of the school in a democratic society; forma- | I I •tion of a social philosophy of education based on consi- j ; I 'deration of education, psychology, sociology, and philos- | i ophy. Prerequisite or corequisite: 301, Professional | [Aptitude Test (5:8l). I i I l EdAV 477, Classroom Use of Audio-Visual Materials (2 units); ! ' I ! Audio-visual resources; relation to other instruc- ; ' I itional materials; organizing instruction, selecting and i preparing materials, using equipment. Required of all j {applicants for basic teaching credentials. Prerequisite: I I I an introductory course in education (5:62). j i I (Sociology 489, Marriage Adjustment (3 units) (Optional). | I Social significance of marriage adjustment; | j I I personality problems involved in marriage; case studies I 1(1:189). ! ! In addition to these courses the student who seeks | 'a credential must select a teaching minor and take twenty | i units in this area. Also, all physical education majors j must complete twelve units of sciences basic to physical j education. General Studies 200 may be among these sciences! I j (see program guides in Appendix B). ! I Elective courses are possible under the proposed 911 ! physical education program. Senior students, however, | should consult an advisor before taking electives, since j it is possible that those planning to complete requirements| for both the Master of Science in Education and the General| I Secondary Credential in one year will not have room for j electives in their programs. i i CHAPTER V PROFESSIONAL GROWTH i I This chapter can do little more than suggest the j many opportunities for professional growth which under graduate physical education majors will have during their four years of university life. Dr. Davis has defined a profession as follows : It consists of a limited and clearly-marked body of men and/or women trained through higher education and experience to perform certain duties better than I » those outside for the purpose of serving their fellow I men. The professional practices of members are i determined and controlled from within the group through codes and standards, (8:1) ! He has also said that professional growth occurs through I Increasing one's knowledge of and skill in professional matters; broadening by projecting and I deepening one's viewpoint; improving competence, I and the like. (8:2) I It is the aim of this chapter to present briefly, I selected ways in which professional growth may develop. {Also, an overview of job opportunities and placement pro cedures is included. I. CLUBS AND ORGANIZATIONS The American Association for Health, Physical Education and Recreation (AAHFER), which is the inclusive 93 'physical education organization, was founded in 1875. It ;is a non-profit organization, and is a Department of the (National Education Association (NEA). Its headquarters are |at 1201 16th Street, N.W., Washington 6, D.C. Memberships -start only in January, April, and September. Regular mem- ibership costs $10.00, although the special student rate is I jonly $3.50. Student membership must be endorsed by a faculty member who is an AAHPER member (11:5). Within the AAHPER there are many sections and divisions devoted to special interests, as for example the Division for Girls and Women’s Sports, which serves the jneeds and interests of administrators, teachers, leaders, and participants in sports programs for girls and women. 1 (Similarly, there are a Men’s Athletic Division, a Division ifor Physical Education, a Division for Health, and a {Division for Recreation. The California Association for Health, Physical Education and Recreation is the state [affiliate of the national group, and USC has a student unit of this organization. Students are urged to become members land to take part in the diversified functions under CAHPER sponsorship. California is divided into two districts. Northern and Southern, and USC's student unit belongs to ithe Southern District of CAHPER. : Affiliated with AAHPER are a wide variety of more specialized organizations, including the American Academy Iof Physical Education, College Physical Education I 94 Association (men). National Association for Physical | I Education of College Women, and many more. ; There are three professional fraternal organiza- | i tions in physical education, although USC has no active | I chapters at this time. These are Delta Psi Kappa and Phi j Delta Pi, both for women, and Phi Epsilon Kappa for men. I There are two education honor societies which do I ! I have campus chapters. Phi Delta Kappa for men was begun in 1922, and Pi Lambda Theta for women in 1924. Membership | i is based on academic standing and is by invitation. Also i considered when selecting members are professional attain- j ments, interests and attitude, and personal qualifica- ' tions (5:13). ! Students in education who wish to advance pro- ! fessionally by keeping informed about new developments, j achievements, and trends may do so by becoming a member of j the California Student Teachers Association (CSTA). This I organization is affiliated with the California Teachers j Association (CTA), and its membership is open to all | teachers in preparation (5:14). | I II. PUBLICATIONS j I i I The most important professional publication for ! students in physical education is the Journal of the American Association for Health, Physical Education and | 95 i : j ;Recreatlon> sometimes abbreviated as JOHPER. This journal j jis published monthly, September to April inclusive, and | lbi-monthly in May and June, by AAHPER. Included in the | 'journal are articles by outstanding leaders in physical | I i education, commentaries on latest philosophical as well as j operational developments, stories on the national and j I ! jlocal conventions, clues on new equipment, improved methods,| and so on. The membership fee for AAHPER covers the JOHPER subscription fee. Single copies are available for | : i $1.00 (11:5). ! Also published by AAHPER Is the Research Quarterly. ' I I sent to professional members of AAHPER who pay dues of | |$15.00. The special student rate is $6.00, which includes | both the Journal and the Quarterly. Single copies are I 1 I available for $1.25. This publication offers the student | ' I Information on current research in physical education. To | be selected as a contributor on the basis of having com- : I pleted some noteworthy research is an honor which presents ; a real challenge to the physical education student, who i 1 i might quite conceivably be offering his own scientific | i I findings in the forseeable future (11:5). | I III. JOB OPPORTUNITIES AND PLACEMENT PROCEDURES | I The present dearth of teachers all over the United | States makes job opportunities excellent. For students who I i 9 6 lare close to achieving their credentials the Teacher Place- ;ment Bureau at USC maintains files of college records, j I recommendations, and personal information, for the conven- Iience of school superintendents seeking new personnel. It i I is important that every senior take the necessary steps to : establish such a file for himself. I Students seeking part-time or summer employment while they are completing credential requirements should see their advisors in the Physical Education Department, 'since information on such jobs is frequently sent directly I to the Department. I In Los Angeles and neighboring school districts ! the student need not wait to be called by the Teacher I Placement Bureau. He may do his own job-hunting. Some of I I the local possibilities are: I Los Angeles City Schools. 450 North Grand Avenue, I Los Angeles 12, California. MAdison 5-8921. Personnel i Operations, the section on Approvals, room P-123, arranges for interviews. The applicant will be given information on health examinations, salary, rating-in procedures, and dates and times for taking the qualifying examinations. .Teachers in the Los Angeles City Schools must pass these j I examinations in the specific area they teach in order to i be hired on a permanent basis. They may, however, work on a substitute or temporary basis without passing the city 97 I I examinations, Announcements of times these examinations I I are offered are sent to applicants upon request. (See I Appendix C for sample announcement.) On the backs of these announcements are salary schedules for both probationary land permanent teachers. It should be noted that advances ; in salary can be achieved in two ways; by years of actual i I experience as a teacher, and by units of college work and I I degrees attained. (See Appendix C for sample salary i : schedule.) Beverly Hills Unified School District, 450 North ; Crescent Drive, Beverly Hills, California. Sixth floor of I the City Hall. BRighton 2-2191. Application blanks may be ; obtained either in person or by telephoned request. Upon receipt of completed application, a representative of the School District will arrange an interview for the applicantj. I(See Appendix D for example of typical application blank.) I ; ! .Salary is comparable, approximately, to that of the Los I I ■ I ‘ Angeles City School Districts. It may be said generally Î that, although some school districts may be slightly higher| and others slightly lower in their salary schedules, most I of those in the Los Angeles vicinity have schedules com parable with the Los Angeles City School District's | schedule. i I ! I Centinela Valley Union High School District. 365 iHawthorne Way, Hawthorne, California. ORegon 8-1148. I . "^8 I Procedure is the same as that for Beverly Hills. I Compton Union High School District. 4l7 West Olive I Street, Compton, California. NEvada 6-2263. Procedure is the same as that for Beverly Hills, i I Culver City Unified School District, 4034 Irving I Place, Culver City, California. TExas 0-7365. Procedure is the same as that for Beverly Hills. Inglewood Unified School District. Ill North Grevillea Avenue, Inglewood 1, California. ORegon 8-3751. Procedure is the same as that for Beverly Hills. j ! All of the above listed school districts, upon j i receipt of a completed application, will send a request to | t the USC Teacher Placement Bureau for official transcripts and references on the applicant. Then, depending upon the | acceptability of the applicant, an interview will be ; arranged. It is, therefore, vital for the newly certifi- | ! cated person to insure that complete and accurate tran- I scripts and references, as well as other important items i such as current photographs, are filed with the Teacher Placement Bureau, I IV. THE FUTURE Dwight D. Eisenhower, President of the United I ! States of America, proclaimed November 10 to November l6, j 11957, as American Education Week. In his proclamation he j ! i I said, I education has advanced the national welfare ' by enriching our culture, by providing a surer founda- I tion for our freedoms, and by helping to prepare our citizens for the demands of each new age; . . . I The demands of the space age are more complex and challeng- !ing than those of any former periods. The challenge exists I not only for those citizens who must adjust to and live in I this new age, but also for the teachers who must offer the I stimuli and guidance to assist the citizens in their I adjustment. Just as the emphasis is being placed today upon science and the core curricula of mathematics, history, languages, English, and philosophy in the class room, so also is there emphasis upon physical fitness t among the youth of America. President Eisenhower created two organizations to promote the fitness of youth; the iPresident's Citizens Advisory Committee on Fitness of American Youth and the President's Council on Youth Fit ness. These two groups met in their first joint annual conference at West Point, New York, September 9 and 10, j1957. Out of this meeting came the conclusion that it is I I the local community, with state and federal assistance, that must provide the needed fitness programs (13:3). This points to the importance of the individual physical educa tion teacher as the man or woman who guides the play life 100 of American youth in the development of fitness. The future for physical education teachers is a challenge of such magnitude that it cannot go unanswered. More teachers are needed, but even of greater importance is the need for quality teachers. One source states that salary increases for teachers is one of the matters which received the greatest attention in State school enactments Iduring 1957 (l4:4). This is one way to attract outstand ing people to the teaching profession. Young people planning on entering into teaching can look forward to being a part of a profession that is expanding and maturing; a profession that is growing in prestige in the minds of the American public. This is an exciting time for educators. The eyes of the world are upon the schools and the people who are part of them. Changes are occurring. Criticism is rampant. We may not I know what will happen next month or next year, but one I thing is certain— a great deal will happen. The statement Î ! Iby the United States Department of Health, Education, and jWelfare that "education of future citizens is Just about (the most important business in America" (13:3) seems to jepitomize a great deal of the current thinking on the sub- jject, and seems also to hint toward the future status of jteachers in our society. The incentive to become a teacher Ihas its seeds in recognition for good service. When the 101 teaching profession is recognized in accordance with its service to the democratic way of life, then quality people as well as quantity will Join the ranks. B I B L I O G R A P H Y BIBLIOGRAPHY 1. Bulletin of the University of Southern California. College of Letters, Arts, and Sciences. Vol. 53, n6T 27 University Park, Los Angeles ; August, 1957. 2. ______ . Graduate School. Vol. 52, No. I3. University Park, Lds Angeles: February 15, 1957. 3. . Introduction to the University. Vol. 53, No. 1. University Park, Los Angeles: July, 1957. 4. ______ . Schedule of Classes, Fall Semester 1957. University Park, Los Angeles. 5. _______. School of Education. Vol. 51, No. 13. University Park, Los Angeles: March 1, 195§. 6. _______. University College. Vol. 52, No. I9. University Park, Los Angeles: June 15, 1957. 7. Cureton, T. K. Doctorate Theses Reported by Graduate Departments of Health. Physical Ë3u^^^ Recreation 1930-1945. Inclusively. University of Illinois, ' Urbana, Illinois ; Submitted for Publication April, 1947. 8. Davis, Elwood C. "How Does One Improve and Advance Professionally?" Teaching Unit Prepared for Class! Use, University of Southern California, Los I Angeles: Spring Semester, 1952-1953. (Mimeo- j graphed.) | 9. De Groot, Dudley S. "A History of Physical Education in California (1948-1939)." Unpublished Doctor's : Dissertation, Stanford University, Palo Alto, California, 1940. 10. Directory of National Organizations for Recreation. Manual 34-9, Deparlmënï' of Æe Air ; Force. Washington: 1 May, 1956. i 11. Journal of Health, Physical Education and Recreation. ; American Association for Health, Physical Educa- ; tion and Recreation. Vol. 25, No. 2. 1201 Sixteenth Street, N.W. Washington 6, D. C. Feb.1958 104 jl2. SCampus. Official Student Handbook, University of I Southern California. Vol. 67. Published by the I Associated Students of Southern California: 1957. I 13. School Life. Official Journal of the Office of j Education, United States Department of Health, Education and Welfare. Vol. 40, No. 2. Washington: Government Printing Office, November, j 1957. |l4. School Life. Official Journal of the Office of Education, United States Department of Health, j Education and Welfare. Vol. 40, No. 2. ! Washington: Government Printing Office, January, 1958. 1 I5. University of Southern California, Department of : Physical Education "Course of Study Outlines." I Unpublished Material, September, 1955 (Notebook). APPENDIX A. SAMPLE QUESTIONNAIRE 107: eee thie <5Uft«tlomialre W K vhat It t## fiMi yw tUak lt*A onSy fsdr T# r«aA the little tait» %%m tbl# little t#wk ie throai^ %mee eneirev whet you will» It I think, mean much to you, And wil^ mgr needle fulfill» Deny TMe qu^tionnaire is for the purwèè of supplying inforniatloii for n Handbook whinh the writer is preparing for Phyelcal Education Majore at the University of Southern California, You, an a teaOher and leader in Phyeical Education, are interested in new ways of motivating young people Into entering ôor field, The following queetione can he answered in & matter of minutw, hut th^ mgr help many people to choose a career that will last a lifetime^ Your respoBses will form an Important part of this liand^ heck» a Hmdtheoie which, it is honed, will serve as a valmhie guide for young people in Physical Education toward imowlng their school and faaultgr* realising ^whors they are tsolitg^ in their studies, and making them awre of what oppertonities await them upon completion of their wosie in school. Thasdc you eiaoerely far your contrihutfon. to the success of this project. Candidate for in Education» 19^. m « « " I# | W i * . » » , ! . , » . » , » <» 1. Hr wAergràAuate irork «as dose at: .» wd ---_ ^ — I' I received the following degree(s)s 2. ky graduate work was done at* J ______ and Ï received the following degree(s); ____ ___ 3*. particular area of greatest .interest in Physical Education (is) (are)# kp I taught at the following institutions prior to Ü.S.Ça (Include military oervicé eiroerience. If any): ^ame * « . m # » mt m t - m * Position Peld: Îlameî 11 i on Held : w * . * « » * » < « . — # » » » # » « » = » « , Name • Position Hold• a . ease write-in any additional institutions and/or teaching 5» I 'begsn teaching a,% U«S,C, in: 6. My family includes : 7. Vy hobbies and/or swrf^time activities include: 8. When I vr,vS an underfradmte I in the following (include clubs, organisations, athletic teams, etc. )î Some of the aiAirJs and honors I received f%re: Since my und erf Tad wit e days I h vve been honor eii In the following ways(include «wards received, honor societies to which you belong, groups or org?inixations in whir'' vou have served in an official caaiclty» such as ores!dent, lce-presl6ent, etc.): To return this quest ionmlre to re you nay leave it with hr s . B a tty any in P.E, 107, or, if you prefer, I will be haupy to nick it un at your convenlence* 1 a \ - w APPENDIX B. PROGRAM GUIDES FOR DEGREES AND CREDENTIALS 109: Effective September» 1955 Reviaed, June, 1957 UNIVERSITY OP SOUTHERN CALIFORNIA Department of Physical Education and Health Program Guide for the degree of B*S. in Education, PHYSICAL EDUCATION MAJOR,* leading to the General Secondary Credential and M.S. in Education degree. NAME Entrance date Transferred from Minor** FIRST YE&R UNITS SECOND YEAR UNITS Eng, lOOab Communication 5-5 Sag. Literature 2-2 For. Lang* lOOab Elem. 0-6 For. Lang, (or Alt, Plan) 0-6 ' Gen. Stud. lOOab Man and Civ. 5-3 Gen. Stud. 200 Prob. Hum, Bek. 3 Biol. lOOL Introd. 4 Gen, Stud, 204ab Am.Civ, and Ihst, 2-3 PE 210-211 Fund* Act. 2-^ Zool. 122L Physiol, 5 PE 208 Ihtrod. to PE 2 Music or Art 200 (Apprec.) 2 PE 160 Hlth. Prob, 2 PE 212-213 Fund. Act. 2-2 '*Elective8 and Minor 8-2 PÈ 2l6 First Aid and Water Sal’. 1-1 TOÏÂL 52 Électives and Minor ■"9-3 TOTAL 32 THÏÈb YÈÀÈ FOURTH YEAR uNïls EdTT 301 Teacher and Schl. 4 EdTT 403 Learning Process 2 EdTT 402 The Learner . 3_ EdTT 404 The School 2 PE 310ab Soi. Found. PE 4-4 EdAV 477 Audio-Visual 2 PE 312 Canç) Leadership or o EdPH 410ab Educ. Found, PE 7-7 PE 313 Soc, Rec. Leadership EdPH 4llab H. Prog. Sec, Schl, 5-5 PE 314 Rec. Dance Leadership 2 EdPH 455 Schl. Camp, and Out, PE 315 Mod. Dance in Schl. Prog,or PE 319 Coach, Major Sports 2 Ed. (2) or Soc. 489 Marriage Adj. (3) 2-3 Zool, 3Ï2L Human Anatomy 4 ***Electives and Minor 2-1 Electives and Minor 3 .TOTAL 30 PE 333 Intro, to Org. Rec. 2 TOTAL 30 *See other Program Guides for Majors in Health Education, Recreation, or Dance. **A Teaching Minor (20 Units) must be selected. (See requirements in School of Education catalogue.) All physical education majors must complete 12 units of sciences basic to Physical Education (may include Gen. St. 200). Frequently selected minors are: Health Education: 20 units chosen from: Biol. lOOL, Bact. lOOL, Zool, 122L, 312L; PE 317 and/or 412; EdPH 411ab, which may not be included in Minor if used in Physical Education Major. Social Studies: Gen. Stud. lOOab, 204ab, plus 9 units in Social Studies. Count only one of the following: Gen. Stud. 210,*300, 304, 308. Foreign Language: lOOab, 200ab plus 8 units in same language. Life Science: Biol, lOOL, Zool. 122L, 312L, Bact. lOOL plus 7 units in Life or Physical Sciences. ***Students who plan to complete both M.S. in Education and General Secondary Cre dential are advised to include 400 level requirements such as EdAD 410 and EdPS 438 in the senior year since the number of 400 level units that may be counted toward a master's degree is limited. The special secondary credential in physical education is also available. (See program on reverse side) Programs for GENERAL SECONDARY CREDENTIAL and M.S. in Education with a Nftjor In TBgSlCAL EDUCATION Gen. 8eo, Req,* M.$. in Ed. Req,** M,S. in Éd. & Gen, Sec, Req. FiFra M r Units Units Units EdTT 46iab Directed Teaching 3-5 3-3 EdPs 438 or 522 Educ, rfsasurSment 2-3 2-3 EaPH 531 Prog, îev. in PE, HE " ■ 2 2 ifidPH .541 BvaL. in PE, HE . 2 ... r ... PE 503 Phil., of PE, HE. R 2 - 2 ■ 2 EdPH 508 Educ. 8qc* " " " é 2 2 EdAD 410 Org.L aWzAdm,^ Puk* ÉdÙ . M . t m # # ...2 2 ■ ■ EdPH 571 Practicm PÉ,"#7 K' " " ' .' I ' . : ' ■ ■ ■ 0 2 ' . . EdPH 590 or Ed# 5^4ak T ^ 8 or 4 3 or 4 Électives; PE 4(X) or ^00 or o&er high school subject (6 units) (ïnÜude PE 503). . . . -V. « 4» “ Electives; 400 or ÿoÔ levS^» any - . - d e p t.', 't. inc * ' 8^7 5 Electives: 500 level in Educ, ** TOTÀL ... Students who begin woiiKd^nl^e f if lb 28 3^-35 year at SC ^lould have completed 12 undergraduate units là ledwation, (See white MS in Ed » ÿ^ds sheet) ■ ■ Fifth year eleotivèa# PE 407 Phil, of Dance (2) 412 Home & Community Hlth, (2) 415 Mpd, Dahce Qho3?eography (2) 416 Public fei^omeuoee in 8eo,SQhlâ. (2) 425ab Field Work in Rec, (2-2) 428m Officiating Team Sports (2) 429abw0fficiating Team Sports (2-2) 435 Dance Accompaniment (2) 505 Current Trends in PE, HE (2) Current ^endg in Bee. (2) Sam, in History of PE (2) Princ, of Rec, Leadership (2) Sem. in Educ. Dance (2) Adapjid Activities in PE & Rec. (2) Semi JLn Anal, of Athl, Perf, (2) Sem. in Physical Growth (3) EdPH 506 507 513 514 515L 517 518 418 Tchg, Pub.Saf. & Acc.Prev, (2) 419 Tch, Dr. Ed. & Dr, Tr; (2) 431JPE Prog: in El. Schl. (2) 432 Jami Prog, in El, Schl. (2) 433 Schl. Ceng). & Outd. Edi (2) 457 org. of Schl. Saf, Prog. (2) 512 Schl. Hlth, Guidance (2) 532 Sem. in Dr. Educ, (2) 533 Schl, Rec, & Intra. Prog, (2) 536 Wkshop. in Driver Ed, (4) 552 Coord, of Schl* Hlth. Prog. (2) Students should arrange to take Professional aptitude test through The Test Bureau (Adm. 250). 525ab Field Work in Rec, (2-2) 526 Field Work in Hlth. Educ. (2) 534 Body Dyn. in Schl. Prog, (2) 535 Wkshop. in Rec. Dance (2) 543 Eval. in Rec. (2) 551 Admin, of Schl. PE & Ath. (2) 553 Admin, of Schl. & Com. Rec. (2) 554 Admin. Org. Cançs (2) 555 Pub. Rel. in PE, HE, R (2) *6 units of PE or other high school subject courses, including PE 503, must be included for the General Secondary Credential. **M.S. in Education must include 16 units, 500 level courses in Education including practicum and thesis or project. Effective September, 1955 UNIVERSITY OP SOUTHERN CALIPOMIA Department of Physical Education and Health Program Guide leading to the Special Secondary Credential in PHYSICAL EDUCATION with the B.8. in Education degree-. (See Note on reverse side.) Name Entrance Date .Transferred from Minor* FIRST YEAR Units SECOND YEAR Units Eng. lOOab (Cominunication) .. Eng. Literature 2-2 For. Lang. lOOab (Elem.) For. Lang, or (Alt, Plan) 0-é Gen. Stud. lOOab (Man & Civ.^ - : 3-? Gen, Stud, 200 Prob, Hum, Beh, 3 , Biology lOOL (Introd.) 4 Gen. Stud. 204ab Am. Civ. & Inst, 2-3 PE 210-211. Fund. Act. 2-2 Zool. 122L Physiol. 3 PE 208 Introd. to PE 2 PE 333 Introd. Org. lec. 2 PE 160 Hlth. Problems 2 PE 212-213 Fundi Act. 2-2 Music or Art 200 (Apprec.) 2 PE 23,6 First Aid & Water Saf. 1-1 Electives 6-0 PE 312 or 313 Camp or Rec.Idshp. 2 TOTAL 32 Electives 7-1 TOTAL 32 THIRD YEAR Units FOURTH YEAR Units EdPH 410b Educ. Found; PE ' 7 EdTT 403 learning Process 2 PE 310ab Sui, Found, PE 4-4 EdTT 404 The School 2 EdiT jOl Teach. & Schl. . EdAV 477 Audio Visual 2 EdTT 402 Learner 3 EdPH 4lba Educ, Found. PE 7 PE 314' Rec. b; tldskp. 2 EdPH Zllab Hlth. Prog. See. Schl. 3-3 PË 315 or 319 l3ance or (Coaching 2 EdPH 433 Outd. Educ. (z) Soc. 489 Marr. Add. (3) 2-3 2odl.3i2L Anatomy r — J. TOTAL 30 EdTT 46lab Directed Teaching 3-3 *Minor 3 TOTAL 30-31 FALL . PE 310a 4 SPRING 7 FALL EdPH 410a 7 SPRING 2-3 EdPH 4l6b EdPH 433or Soc. 485L_ _EdTT 301 4 % '310b . 4: EdPH 411a 3 PE 31a. 2 EdTT 402 3 EdTT 46la 3 EdPH 411b 3 Zool.312L 4 PE 315 or ..319_.. EdTT 403 ' 2 EdTT 46ibr 3 TOTAL 14 2 1 TOTAL 15 ... EdTT 404 2 TOTAL lé EdAV 477 2 Minor 3 . , . . TOTAL .. ... - 15-16 *This minor represents a degree minor of 14 units, 6 of which must be tq)per division units. (Investigate biological science or social studies among possible minors.) The program outlined on the reverse side of this paper enables the student to meet the minimum requirements for the B.S. in Education degree and the Special Secondary Credential in Physical Education in the shortest possible time. Before deciding to follow this program, however, the student should consider carefully the following statements: (1) The Special Secondard Credential in Physical Education enables the student to teach only physical education* It does not certify him for the teaching of any other school subject. (2) Many s^ool ^sterns require the GENERAL SEGŒDARY CHEIWTIAL as a min imum condition of permanent employment for all teachers, including teachers of physical education. 3h most systems, salaries for persons holding General Secondary Credentials are significantly higher. (3) The %inor” provided for in this program meets the requirements for the B.S* in Education degree only; it does not meet the requirements for a minor for the General Secondary Credential, Additional undergraduate courses will be required should the student later wish to complete the General Secondary Credential requirements. (4) The propram outlined must be followed exactly each semester with no deviations, since it allows no freedom of choice among elective courses. Any problems which m^ arise from conflicts in course hours or differences in courses offered by students transferring from another institution will probably make it necessary for the student to attend Summer Session or to continue in school for an additional semester in order to complete the requirements. Effective September, 1955 UNIVERSITY OF SOUTHERN CALIFORNIA Department of Physical Education and Health GENERAL ELEMENTARY OR KINDERGAR'TEN CREDENTIAL Credential Major in Physical Education Note; (Fundamental activities, PE 210 and 211 are prerequisites -and will not apply toward the 24 units.) Courses Units Required Completed Course Units To be completed Course Units Fundamental Activities X, II (PE 210 and 211) 2-2 Fundamental Activities III, IV (PE 212 and 213) 2-2 First Aid and Water Safety (PE 216) or Red Cross Certificate 0-2 Scientific Foundations of Physical Education (PE 310ab) 4-4 ^Health Program in the Elementary School (EdPH 432) 2 ^Educational Foundations of Physical Education (EdPH 410a) 7 Electives: (PE 312, 313, 314, 316, 319. 412. EdPH 418. EdPH 433 TOTAL (At least 24 semester units, 12 of which are upper division.) 24 *Note: Education PH 432,and 410a are required. If included, however, as education courses or on credential minor, substitute PE 316 (Women) or 319 (Men), PE 312 or 313, 418 or EdPH 433. SIGNATURE OF ADVISER DATE Program is based on; Admission Credit Summary_ Conference Data__________ Transcript^ The above program is subject to official review by the Office of the Dean. B 4 •Sîr r y ' Uiuv«rtity Of Sambara <Y APPENDIX C. SAMPLE CITY EXAMINATION ANNOUNCEMENT, AND SAMPLE SALARY SCHEDULE Ill *H «H » T3 t o g Q ) *H « OO «cj H o t û O §■§ m 44 : § o C Q <H 0 boon bocvi H C5 &g S’ 0 13 g * i î « i 0 ^ S'S ’ B 44 44 % •H “ H A A S"S © 44 S3 •H © O *H 13 © bO «H 44 © rH b f l & O 44 © m m (M Am N 44 S 43 "O M © 44 O O $ 44 t J 44 • X S © P4 Ü 44 A 43 53 O » © © S-l ra o 43 © 4 3 © % 3 I 1 - © CO g % r « © 1 - 4 ,© 43 § ■& 43 © I I © ^ © I CO W I Os co 9 >- •LA'V lA pq ■LA H 0 CM & 1 p4 < 5 o ë = w O R LU ^ O CO >- 3C Q. CO >- o ÛÛ o œ LU 3- u LU >- OC < O z o o LU co 0 0 co C V J 3 I I I 0 0 E4 1 § ? 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Ill ill 1 1 1 4h • - H H b o - S ' S ^ g) cQ O ■ s s l l ! ?H Art ® 1 0 : 5 ifi i l i “ (DO) PI CÆ'O 1 1 C/5 li ' S 13 S'S § = fWli I - ^ g A - S "ë ^ ^ - 5 ^ 0 s'ss'- Hi I I I M I TjT Ü 4^ >) M CQ iI h i : i - s s A © <3 1 1 i t I . ^ 03 (U T3. 2 ^ I IW. ^ 13'^ U J , 0) ( 1 ) li! CM ^ s 13.11 Is^il iPf § ^ ' 3§ S<f^ ^ M % O q F Q fi l l 13 § o I E CD 0) 4 -fA ll al CQ ^ ill! fill nil s - ^ 04 ^ ( D ■ O CSX2 i l f l l ¥4 . i l l - li!§ g I g o f ' . Ilf'S CO iPi W o o b o ?{ll i j l i lEii iiï§ ll?i ii ^ o S (3 44) o ( D r t 5 3 O W Sills ■ll iii O CQ S 3 g b 3“ O S I P! S % > H I I I s i » o O O) II «H I I t S « ■ a © 13 13 O r t S ' 1 P- O bCH-^ F^ P< ""O nil !# iiîi 4 - 4 O P | | I J a • & J I . S ft i.i o ^ o> ■ 3 -° 111 3 CQ " P3 ll > . O S s - . 1 A (3 O A © § 3 I c 05 CO I » Q 1 m 13 i 0 PI ' § : > p 1 § I p 0) S I .2 L l l ll | l P i A s % i 13 P CD 13 O .2 ^ %l * 1 • n © : cQ § S 2 • o s l | I " i 3 CQ 1 A rP C O to CO p 1.2 1 . 1 ï l l ' a HI m I APPENDIX D. SAMPLE JOB APPLICATION BLANK 113: of Scmtherm Cdj^btnJÉ INGLEWOOD UNIFIED SCHOOL DISTRICT 111 North Grevlllea Avenue Inglewood, California PROCEDURE TO BE FOLLOl'/ED IN APPLYING FOR CERTIFICATED POSITION IN THE INGLEWOOD UNIFIED SCHOOL DISTRICT 1. Request an application form. 2. Arrange to have your confidential papers forwarded to the Superintendent of Schools from a college, university, or other placement office. 3. After these papers have been received the Superintendent’s Office will take the necessary steps to request interviews with those applicants whose confidential papers indicate proper qualifications. 4. Following the interview and review of confidential papers, those who qualify will be placed in the active file. The Superintendent will nominate for official appointment by the Board of Education those people considered best quali fied to fill the positions which are open. 5. Prior to official appointment by the Board of Education, a tentative contract (subject to Board of Education approval) will be offered to the applicant. If an applicant accepts, he will then be recommended to the Board of Education for appointment. Note: Annual chest x-ray is required prior to beginning of each school year. 6. Immediately following official appointment by the Board of Education, the applicant will be notified and the tentative contract will be binding. 7. Some attempt will be made to keep individuals informed when positions are filled; however, this procedure will not be followed for all applicants. If the applicant feels that he should know, a communication may be addressed to the Superintendent's Office. 8. Vacancies develop throughout the entire year. Although the applicant may not be appointed at the time when certain positions are open, such appointment may be made at future date. 9. Applicants should keep the Superintendent's Office informed as to their present status. If the applicant has accepted appointment in another school district, the applicant should let this district know. iA6/1M 'X.hKhrersitT a t SNrntteem PHOTOGRAPH I M P O R T A N T Please include if not with your placement bureau file. Date of photograph- INGLEWOOD UNIFIED SC H O O L DISTRICT I I I North Grevlllea Avenue, Inglewood, Calif. Application for Certificated Position Date., _ _ MR. Name m is s . MRS. (Last Name) (First Name) (Middle Name) (Maiden Name) Birthplace Height. Birthdate. Weight _ Age Permanent address. Present Address__ (N o.) (Street) (City) (State) Telephone No.. Telephone No. (N o.) (Street) (City) (State) Underline the word that describes your marital status: Single Married Divorced Widowed Separated State names and ages of children_________________________________________________________________ Other Dependents______________________________________________________________________________ Condition Physical defects?__________________________________________ of health?_____ _____________________ List the position for which you are applying: ______________________________________________________ List in order of preference the grade level desired : 1 2 List in order of preference the subject area desired : 1 2 List California credentials now held and give expiration dates : (Do not include emergency credentials) :_ /,■ ive registered your credentials in the Los Angeles County Superintendent of Schools office? Yes_ Can you teach in your classroom : Art?. No Music ? Physical Education? ^ C^Pyou do piano accompaniment? Yes. ^ What musical instruments do you play?_ No. Sing? Yes. No. In what outside activities, which may be of assistance to you in teaching, have you engaged? What student activities can you supervise or direct? _________________________________ Membership in professio^l organizations___________________________________________ Name states and countries visited ____________________________________ Educational and Professional Training Practice Teaching NAME OF IN S n T U n O N ATTENDED STATE DATES ATTENDED FROM TO TIME IN YEARS GRADUATION DATE DEGREE SUBJECTS MAJOR MINOR Elexhemtary Junior High High Sdiool G ^cge University CREDITS REC’D. GRADUATE WORK SPECIAL TRAINING EXTENSION COURSES SUMMER SESSIONS NO. OF WEEKS DATES FROM T O NAME OF SCHOOL LOCATION CITY STATE GRADES OR SUBJECTS SUPERVISING TEACHERS COLLEGE OR UNIVERSITY SPONSORS School Teaching and Adm inistrative Experience List all PAID experience in chronological order, beginning with earliest experience, and account for each school year since you began teaching: NO. YRS. EMP. INCLUSIVE DATES FROM TO NAME OF SCHOOL LOCATION CITY OR CO. STATE GRADED SUBJECT POSITION NAME OF SUPT. PRESENT ADDRESS OF SUPT. Kindergarten Elementary _ Summary of Professional Experience as Given Above _ yrs. Junior H igh_______________________________ yrs. Administrative _yrs. Senior High________________________________ yrs. Other__________ TOTAL TEACHING EXPERIENCE. yrs. Experience O ther Than Teaching List here all practical experience other than teaching, including military experience'. yrs yrs KIND OF WORK INCLUSI FROM VE DATES TO NAME OF EMPLOYER ADDRESS OF EMPLOYER ADDITIONAL INFORMATION: Professional References Do you Have a Complete set of papers on file in a teacher placement office? Yes Q No Q With what placement bureau? IT IS YOUR RESPONSIBILITY to have the teacher placement office in which you have your recommendations filed send them DIRECTLY TO US, prior to arranging for the required personal interview. A COMPLETE SET of your recommendations, including letters from your former and PRESENT EMPLOYERS, must be sent to thil office before consideration for employment is given. ' ! REFERENCES OFFICIAL POSITION AT PRESENT PRESENT ADDRESS 4 ' ,. What arrangements can be made for a personal interview? I certify the above information to be an accurate and correct statement. Signature NOTE: Submit to SUPERINTENDENT OF SCHOOLS, Inglewood Unified School District, 111 No. Grevillea, Inglewood, Calif, Further Information UtsJversifv of Soufherm PHOTOGRAPH I M P O R T A N T Please include if not with your placement bureau file. Date of photograph- INGLEWOOD UNIFIED SC H O O L DISTRICT I I I North Grevillea Avenue, Inglewood, Calif. Application for Certificated Position Date _T MR. Name m is s - MRS. (Last Name) (First Name) (Middle Name) (Maiden Name) Birthplace Height- Birthdate. W eight _ Age _ Permanent address. (N o.) (Street) (City) (State) Preseht Address. Telephone No., Telephone N o_ (N o.) (Street) (City) (State) Underline the word that describes your marital status : Single Married Divorced Widowed Separated State names and ages of children_________________________________________________________________ Other Dependents______________________________________________________________________________ Physical defects?_______________________________________ Condition of health ?. List the position for which you are applying: List in order of preference the grade level desired : 1 2 _ List in order of preference the subject area desired : 1 2 List California credentials now held and give expiration dates : (Do not include emergency credentials) :_ registered your credentials in the Los Angeles County Superintendent of Schools office? Yes______ Ÿ Can you teach in your classroom : Art?_______________________ Music?__________________ Physical Education? N<l '^you do piano accompaniment ? Yes What musical instruments do you play?_ No, Sing? Yes. No In what outside activities, which may be of assistance to you in teaching, have you engaged?. What student activities can you supervise or direct? _________________________________ Membership in profesMj^^gl organizations___________________________________________ Name states and countries visited__________________________________________________ Professional References % C H ^ ^ Do you have a ^complete set of papers on file in a teacher placement office? Yes Q No Q With what placement bureau?________________________________________________________ IT IS YOUR RESPONSIBILITY to have the teacher placement office in which you have your recommendations filed send them DIRECTLY TO US, prior to arranging for the required personal interview. A COMPLETE SET of your recommendations, including letters from your former and PRESENT EMPLOYERS, must be sent to thii office before consideration for employment is given. REFERENCES OFFICIAL POSITION AT PRESENT PRESENT ADDRESS ■ f t ' What arrangements can be made for a personal interview? I certify the above information to be an accurate and correct statement. Signature NOTE: Submit to SUPERINTENDENT OF SCHOOLS, Inglewood Unified School District, 111 No. Grevillea, Inglewood, Calif. Further Information Üîîlversifv of Sfoufhem CaEMkm##
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Charnofsky, Harold
(author)
Core Title
A handbook for physical education majors at the University of Southern California
School
School of Education
Degree
Master of Science
Degree Program
Physical Education
Degree Conferral Date
1958-06
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Digitized by ProQuest
(provenance)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c37-277703
Unique identifier
UC11634339
Identifier
EP49068.pdf (filename),usctheses-c37-277703 (legacy record id)
Legacy Identifier
EP49068.pdf
Dmrecord
277703
Document Type
Thesis
Format
application/pdf (imt)
Rights
Charnofsky, Harold
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA
Tags
education