THE ADMINISTRATIVE AND CURRICULUM DEVELOPMENT?
OF A PHYSICAL EDUCATION PROGRAM IN A CHRISTIAN I I
LIBERAL ARTS COLLEGE 1967 1974

Dissertation for the Degree 9f Ph D
MICHIGAN STATE UNIVERSIIY
WALTER LYLLE BOWMAN V _ _
1975 [”3” "I

 

 

 

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This is to certify that the

thesis entitled

The Administrative and Curriculum Development
of a Physical Education Program in a
Christian Liberal Arts College,

I 96 7’ 74
presented by

Walter L. Bowman

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Secondary Education 8
Curriculum

 

 

 

 

Major professor

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273 3.

ABSTRACT

THE ADMINISTRATIVE AND CURRICULUM DEVELOPMENT OF A
PHYSICAL EDUCATION PROGRAM IN A CHRISTIAN
LIBERAL ARTS COLLEGE, 1967-1974

BY

Walter Lylle Bowman

The purpose of this study was to show the planning
and development of activities of the Covenant College
Physical Education Department in order to assess the
process in

1. developing a physical education major and

minor in the Christian liberal arts college,
and

2. to ascertain what literature has to say con-

cerning the role of physical education in the
liberal arts college.

Literature was reviewed showing the role and place
of physical education in the liberal arts curriculum, and
a rationale was developed supporting the proper role of
physical education in the Christian liberal arts college.

Specifically examined was the develOpment of a
physical education program at Covenant College between

1967 and 1974.

 

Walter Lylle Bowman

Factual data for the study was selected from the
following sources:
1. Interviews with professional educators

. Southern Association

N

3. Georgia Department of Education

4. Covenant College Teacher Education Program

5. Minutes and memorandums from the Physical
Education Department, Curriculum Committee and college
administrators.

Havelock's model for effecting planned change was
used to analyze the change effort, and to develop sug-
gestions and recommendations for other efforts in other
similar institutions.

The following conclusions were reached as a result
of the study:

1. As a result of the preparation, adoption of
the program was immediate, once it was presented.

2. The physical education major was instrumental
in meeting student's needs and reducing the college at-
trition rate.

3. The physical education program at Covenant
College provided students with a Christian emphasis in
the discipline.

4. The change in attitudes toward the Physical

Education Department where enhanced by the process of

Walter Lylle Bowman

building relationships among the Physical Education
Department, faculty and students.

5. Certain phases of the change process were not
adequately handled, using Havelock's model as a criterion

for judgment.

THE ADMINISTRATIVE AND CURRICULUM DEVELOPMENT OF
A PHYSICAL EDUCATION PROGRAM IN A CHRISTIAN

LIBERAL ARTS COLLEGE, 1967-1974

BY

Walter Lylle Bowman

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum

1975

 

ACKNOWLEDGMENTS

The author wishes to express his sincere appreci-
ation to the following individuals for their assistance
and excouragement during the preparation of this disser-
tation.

A special appreciation is extended to Dr. Samuel S.
Corl, Chairman of the guidance committee, for his personal
interest in the author and his family and for his untiring
guidance, encouragement and source of patience during this
investigation. Appreciation also is extended to the
following members of the committee for their assistance,
Dr. Dale Alam, Dr. Peggy Miller, and Dr. John Suehr.

I thank my father whose continual support during
his life served as a constant inspiration, and my mother
and in-laws for their prayerful support on my behalf.

And especially, a deepest expression of love and
appreciation to my friend and wife, Emilie, and my children
Mark and Stacey, who gave constant encouragement during

this study.

ii

 

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . . ii
LIST OF APPENDICES . . . . . . . . . . . . V
Chapter
I. INTRODUCTION TO THE STUDY . . . . 1
Background of the Study . . . . . . . 1
Need for the Study . . . . . . . . . 5
Purpose of the Study . . . . . . . . 6
Statement of the Problem . . . . . . . 6
Limitations of the Study . . . . . . . 7
Significance of the Study . . . . . 8
Scope and Overview of the Study . . . . 8
II. REVIEW OF LITERATURE . . . . . . . . . 10
Liberal Arts Education . . . . . 11
The Role of Physical Education in the
Curriculum . . . . . . 15
Christian Liberal Arts Education . . . . 28
The Role of the Change Agent . . . . . 32
Summary . . . . . . 38
III. THE CHANGE PROCESS . . . . . . . . . 39
Introduction . . . . . 39
An Interpretation of Physical Education in
a Christian Liberal Arts College . . . 41
Havelock‘ 8 Model . . . . . 46
The Development of Relationships . . . 46
Diagnosis . . . . . . . . 52
Acquisition of Resources . . . . . . 55
Choosing a Solution . . . . . . . . 61
Gaining Acceptance . . . . . . . . 69
Self—Renewal . . . . . . . . . . 77

Chapter
IV. SUMMARY, CONCLUSIONS,
IMPLICATIONS .
Summary . . . .
Conclusions .
Recommendations

Suggestions for Futu
Concluding Statement

BIBLIOGRAPHY . . . . .

APPENDIX . . . . .

RECOMMENDATIONS,

re Study

iv

 

Page

AND
. . 81
. . 81
. . . 82
. 87
. 88
. 89
. 90
. . 99

LIST OF APPENDICES

Appendix Page
A. For Teacher Education Programs in Health and

Physical Education . . . . . . . . . 100

B. Evaluation of Teacher Education Programs . . llO

 

CHAPTER I

INTRODUCTION TO THE STUDY

This is a study of a curriculum change project in
a small Christian liberal arts college. It is a descrip-
tive study; the emphasis is on the use of that project to
exemplify a model for curriculum development in a special
kind of higher education institution. The dissertation
will include a chapter which combines a review of liter—
ature with a description of the Christian liberal arts
environment, along with the development of a rationale
for the change effort which was effected. The following
chapter will describe that change effort, using a model
developed by Havelock to help clarify the successes and
problems faced during the change effort. Because it
involves the development of a physical education program
in a specific religious atmosphere, this study may be of
guidance to others in similar situations, as well as those

in liberal arts colleges without religious affiliations.

Background of the Study

 

Quite often a college begins because a group of
people feels a need to advance higher education from a

religious viewpoint which emphasizes the philosophies
l

 

and convictions of that church synod. Such was the case
in 1954 when Covenant College and Seminary began in
California. Later, the combined institution moved to

St. Louis (1958) and eventually divided into a college
and a seminary, the seminary remaining in St. Louis and
the college moving to Lookout Mountain, Tennessee (1964).

Covenant College is a four year Christian liberal
arts institution operated under the auspices of the Re-
formed Presbyterian Synod. Covering eight hundred acres
of beautiful mountainous terrain, the college is located
atop Lookout Mountain overlooking the city of Chattanooga,
Tennessee. Covenant offers aiqide variety of programs
and major fields of study leading to the Bachelor of
Science and Bachelor of Arts degrees. The major educa—
tional thrust of the college is the integration of the
Bible with all areas of the curriculum, as the Reformed
Presbyterians believe that the Bible is the inspired Word
of God, therefore, infallible.

Along with this basic and fundamental belief, the
Reformed Presbyterian Synod holds to the doctrine of
predestination which ascribes to the belief that man's
life is predetermined by God and that He knows all things
and choices people will make, even though one has the
free will to act. A second precept of the Reformed faith
is the belief in infant baptism as a means of showing the

dedication of the child to the Lord. The infant is

dedicated by the parents and by those watching, who then
raise the child knowing he belongs to God. The symbolic
act of sprinkling water on the child's head is a sign of
the Covenant: God's promise to watch over the child.
Baptism is not to be misunderstood as salvation and a
passport to heaven.

A third precept is the belief that Christ will
some day return and claim those who have believed and
trusted in Him, and they will live eternally with Him.

Although students from many denominations attend
Covenant, it began as a college which would espouse these
views and to which parents who believed as Reformed
Presbyterians could send their children. The motto of
the school presents the philosophy clearly: "In all
things . . . Christ pre-eminent."l

Many colleges and universities, including the Ivy
League colleges, began with the backing of a religious
denomination and with a purpose stated in their preamble
concerning a religious doctrine or viewpoint that the
college was interested in fostering. The greater portion
of these schools has long ago left what Christian liberal
arts colleges would view as any religious stance. Years
of changing times, ideas, cultures, morals and leadership

have reshaped these colleges from their inception.

 

1Colossians 1:18.

 

 

In contrast to secular schools, Covenant College,
because of its close ties with the Reformed Presbyterian
Synod, has built into its system a way of protecting its
traditions and original viewpoint. All trustees are
elected by the Synod. Those trustees maintain control
over the administration of the college and its programs.
Initially the faculty and administrators of Covenant
College with the direct approval of the trustees, con—
structed a curriculum of those fields they considered
"academic." The more vocational fields of music, art,
and physical education were not represented in the curricu-
lum.

At the start of the 1974 academic year there were
five hundred and eighty students enrolled at Covenant
College. All students applying for admission to Covenant
must write a brief statement of faith. Only those stu-
dents who attest to a personal relationship with Jesus
Christ and who recognize Him as their Lord and Savior
are accepted to attend. Those who do not profess to have
this relationship are rejected and their application fee
returned. The students who attend are expected to refrain
from the use of profanity, tobacco, drugs and alcoholic
beverages. There is no dress code, nor other major
restrictions placed on the student. The greater percentage

of students live in dormitories on campus.

 

The facilities at Covenant consist of a library,

men's dormitory, physical education complex, music building
and a renovated five story hotel. The hotel, constructed
in the likeness of a castle, serves as the main building
and is located in the center of the campus. It houses
the mailroom, college bookstore, dining hall, snack shop,
administrative offices, one half of the faculty offices
and classroom space, one floor of men's dormitory rooms
and three floors of women's dormitory rooms. There are
two physical education and recreational fields, and a
180 acre farm located five miles from the main campus.
The budget at Covenant College depends on student
fees, (average $3,400.00 per student each year) and an
anticipated income from gifts and grants of $450,000.00
each year. Departmental budgets usually estimate $100.00
to $1,000.00 per department depending upon anticipated
expenses. The physical education budget is $100.00 each
year. The library budget for ordering books is $500.00

to $8,500.00 per department.

Need for the Study

 

Curriculum should be a constantly Changing phenomena.
While this study concerns a major change effort in the
context of a special kind of college environment, it may
also add to the knowledge of change process and thus aid
those who participate in ongoing educational change. There

is also a need for a:

 

1. Philosophical base for physical education
programs in Christian liberal arts colleges,
and a need for a

2. Study which helps change agents in Christian
liberal arts colleges deal with their client

system effectively.

Purpose of the Study

 

The purpose of this study is two fold. The first
is to show how a physical education program can be
defended within a Christian liberal arts philosophy.

The second is to trace the process on which a curriculum
was developed, identify elements of that process, and
analyze the development process, imposing, in retrospect,
a model for planned change on that process for the purpose

of evaluating and analyzing that change process.

Statement of the Problem

 

In 1967 the author brought a vocational philosophy
(physical education) to Covenant College, which has a
liberal arts background. This presented a problem in that
physical education (a vocation) was not considered a part
of the liberal arts curriculum. The effort here is to
identify, analyze and evaluate the change process of
introducing a vocational field of study into the curricu-

lum of a college which strongly espouses a liberal arts

 

philosophy, and is thus, at least by implication, anti-
vocational.

2 model is used to clarify the following:

Havelock's

1. Were adequate relationships formed?

2. Was the problem properly diagnosed?

3. Were resources acquired in order to present
sufficient flexible alternatives from which
to choose a solution?

4. Was the solution choosen the most appropriate
to meet the needs of Covenant?

5. Were the steps taken in gaining acceptance a
logical outcome, or a forced procedure?

6. Were the author to leave, would the program
continue the process of self-renewal?

The data used are records and correspondence
gathered from the inception in thought through the final
acceptance of the program. Included in this will be the
minutes and memorandums of the Curriculum Committee,

Dean of the Faculty, and President of the college.

Limitations of the Study

 

The study is limited to an examination of a par-

ticular Christian liberal arts college. Hopefully, the

 

2Ronald Havelock, The Change Agent's Guide to
Innovation in Education (Englewood Cliffs, N.J.: Edu-
cational Technology Publications, 1973).

 

 

 

process used is transferable to similar institutions, but
because the curriculum development project was in itself

unique, this may not necessarily be so.

Significance of the Study

 

Very few programs begin with the meticulous develop-
ment of rationale in order to gain acceptance in a Christian
college. Ours was even more difficult due to the edu-
cational nature and background of the faculty and adminis-
tration. It is hoped that the rationale developed and
the problems which were overcome can be a useful tool,
not only in the development and administrative use, but
a clearer understanding and unique duty and obligation
that a Christian liberal arts college has in presenting
a physical education program. Similar colleges, as well
as others with a strong liberal arts tradition but not
influenced by ties to religious denominations, may find
both the rationale and the analysis of change process
helpful in their own efforts toward significant program

development.

Scope and Overview of the Study

 

This study is a description and analysis of the
administrative and curriculum development of a physical
education program in a Christian liberal arts college

from 1967-1974.

 

 

Chapter two combines a review of the literature
with a description of a Christian liberal arts environ-
ment, along with the development of a rationale for the
change effort which was effected.

Chapter three describes the change effort, using
a model developed by Havelock3 to help clarify the
successes and failures of the change effort, and to
analyze that process.

Chapter four presents conclusions, recommendations

and implications for future study.

 

lIbid.

 

CHAPTER II

REVIEW OF LITERATURE

In recent years educators at Christian liberal arts
colleges have begun to examine more closely the role of
physical education in institutions of higher education.
Emphasis over the last decade has been on those areas of
the curriculum traditionally labeled "liberal arts,"
which excluded physical education. "Academic" subject
areas were given the college's greatest attention. With
the changing times and a trend toward a curriculum dealing
with educating the "whole person," the role that physical
education was to play in the educational pattern of a
Christian liberal arts college had to be clearly defined.
Little, however, has been written concerning the basis
for physical education in a Christian liberal arts I
curriculum.

In order that we might see what physical education
in higher education means to a Christian liberal arts
college, and to clarify a few of the issues which plague
educators when dealing with the physical education
subject area, this chapter is organized around the fol-

lowing four areas:

10

w "’

11

1. Liberal Arts Education and the Christian
Liberal Arts Focus

2. Physical Education's Role in the Curriculum

3. Christian Liberal Arts Education

4. The Role of the Change Agent.

Liberal Arts Education

 

Covenant College is a Christian liberal arts col-
lege. The administration and faculty hold what Wingo
describes as a perennialist position concerning the
liberal arts. In order to understand this philosophy
it is necessary to examine the perennialist position.

The perennialist holds that education is the
shaping of man. This task is primarily accomplished by
the development of the intellect. There is one major
difference between man and animal, that being the intellect
of the man. He develops a thought process and becomes a
rational being. The perennialist believes that the drive
to develop the intellect is triggered by the fact that all
men want to know. Since men everywhere want to know,
there exists a common basis for education. The primary
purpose of education centers around the training of the
mind and the creation of a rational human being. Since

all men want these outcomes of education, and men

 

lMax G. Wingo, Philosophies of Education: An
Introduction (Lexington, Massachusetts: D. C. Heath and
Company, 1974), p. 247.

 

 

12

everywhere are the same, then the process used can be
applied in a universal manner.

The role of education in early times was to aid
in the development of this rational being. Education
was centered around classical learning. The classics
were divided into the literary arts: grammar, rhetoric,
and dialectic; and the mathematical arts: arithmetic,
geometry, astronomy and music. According to the perennial-
ist, education uses the classics to help man realize his
potential in developing his intellectual powers.

As education passed from the Greek era into the
Middle Ages these classics became the basis for the
liberal arts. The classics became a common denominator
for all general education.

The liberal arts are, by their very nature, mental
discipline. Since all discipline of this type needed
a source, the perennialist urged the reading, discussing
and analyzing of the great books, the classics. Only by
reading and understanding these classics could the develop-
ment of the modern world be viewed and comprehended. The
study of Latin and other areas were not only important
for the content and values covered, but for the mental
discipline involved.

The early liberal arts college was not as we see

it today. The early college combined part of the high

 

 

13

school years with a portion of the college years. From
here the student would go to the university which was
called "higher education." The foremost prerequisite
was total mastery of the classics. The study of these
great books and knowledge of the seven classic areas were
the first basis for liberal arts education for the "making
of a man."

Taba saw the original element of a liberal arts
education as a mental discipline in stating:

Part of the philosophy of subject organization is
that there is a hierarchy of priority among the
subjects according to their value as mental disci—
plines. This idea is the basis for the distinction
of the 'hard' and the ‘soft' subjects.

Hook's view of liberal education centers around
the classics. He displays his approach when he says:

Education should aim to develop students' capacities
to write and speak clearly and effectively, to deal
competently with numbers and figure, to think criti—
cally and constructively, to judge discriminately
and observe carefully, to appreciate and respect
personal and cultural differences, to enjoy with
trained sensibility and worlds of art and music, and
to enrich the imagination and deepen insight into
the hearts of men 3by the study of literature, drama
and poetry. . .

Over the years the original philosophy of liberal

arts education as a mental discipline became inundated

 

2Hilda Taba, Curriculum Development (New York:
Harcourt, Brace & World, Inc., 1962), p. 386

 

3Sidney Hook, "Education in the Age of Science,"
Daedalus (Winter, 1959), 384-385.

 

l4

and saturated with new programs. Consequently, today we
see a watered down philosophy of a liberal arts education.
Since education is not the same to all people
today, we no longer see the universal principle applied
to liberal education. This is noted by Silberman,
according to Saylor and Alexander, when he accuses edu-
cation as being "mindlessness, the purpose of education
is to educate educators."4 These same authors go on to
quote Joyce as saying "the curriculum field is undefined,
planners have not agreed on a set of concepts or modes,
planners 'do their own things.”5
Saylor and Alexander continue by quoting Gardner
as wanting "to shift to the individual the burden of
pursuing his own education,"6 while Joyce agrees "students
should have power to educate themselves in human ways"7
as one option. In order that students are able to choose
their path, today's liberal arts colleges have had to

change some of their traditional concepts. Change is a

cooperative thing. Saylor and Alexander state:

 

4J. Galen Saylor and William Alexander, Planning
Curriculum for Schools (New York: Holt, Rinehart &
Winston, 1974), p. 18.

 

5Ibid., p. 15.
61bid., p. 19.

71bid., p. 19.

15

. . . the key unit for educational change is the
individual school with its principals, teachers,
students, parents, community setting. The basic
ingredients for learning and the teaching are here.
Anything elsewhere must find its way into the school
or is impotent.

Many colleges have been forced to change their
educational position due to changing times--new student
interest, economic stress and numerous others reasons.
Vaccaro reflects a new position he sees for liberal
education:

After the dust of the present revolution has settled,
our colleges and universities will bear little
resemblance to those of the 19505. In a sense,
America stands at the threshold of unprecedented
change and challenge to ignore the opportunities

for redefinition of our social and educational
institutions is to invite moral backsliding.

The principles of personal freedom, equality of
opportunity, and democratic government can only be
realized through informed involvement and full
participation of an educated populace. If citizens
are to achieve the desired levels of participation
and personal freedom, our institutions will have

to discard the practices that make them instruments
of the old order.9

The Role of Physical Education
in the Curriculum

 

 

Physical education in the curriculum has not always
been accepted. Pointing to both past and present problems,

Neilson says:

 

81bid., p. 7.

9Louis C. Vaccaro, "The Future Look of American
Education," Phi Delta Kappan, LVI (February, 1975), 389.

 

 

16

Three prejudices have handicapped physical education
severely. Historically, these prejudices are asceti-
cism, scholasticism, and puritanism. The ascetics
believe that the individual was composed of three
parts, body, mind, and soul, and that the body should
be degraded, if necessary, in order to elevate the
spirit and the woul. Physical education could not

be held in high regard under such a philosophy. The
second prejudice is the attitude that all education
is found in books. To be educated means to be a
scholar. Boys and girls who are engaging in physical—
education activities are not reading books and hence
the attitude is that these activities do not have
educational value. The puritans had to struggle

hard to secure a living so that there was little

time left after work, sleep, and worship. To them,
play was sinful and was engaged in only during idle
time. These three prejudices have created a struggle
which might be called 'the battle of physical edu—
cation versus the curriculum.‘10

C. A Jessen continues this same thought in an
article when he states:

The fine arts and physical education made their
debuts into the curriculums of American high schools
at a later date than did most of the subjects im-
portantly represented in the five major academic
fields. In the earlier days, much of the material
comprehended in fine arts and physical education was
not admitted to the inner circle where moved the
better established bigwigs of the curriculum. Even
today in some quarters the feeling is entertained
that equal status should not be accorded these new-
comers. It is, therefore, not astonishing to find
that they have led varied careers.

Sonborn and Hartman add: "But laws requiring

physical education did not assure acceptance of the subject

 

10N. P. Neilson, "The Essentials of a Program in
Physical Education," The High School Journal, XXII
(October, 1939), 235.

11C. A. Jessen, "Registrations in Fine Arts and
Physical Education," School Life, XXIII (October, 1937),
55.

 

 

 

17

by the 'academics,'"12 But as Lee concludes, "physical

education is education in every way."13

Education cannot be divided into separate units,
but must remain as a whole. Taba, pointing out the
problem, states: "Perhaps the most serious weakness of
the traditional concept of subject organization is its
assumption that a rigorous training in academic disci-
plines detached from social reality develops the abilities
and skills most needed in meeting the demands of life

"14

problems. McClelland continues the same trend of

thought by saying that "recent manpower studies similarly
suggest that characteristics other than high academic
performance--values, motives and skills in social per—
ception-—are important factors which among equally able
people differentiate those who succeed in life from those
who do not."15 Whitehead adds to this with:

There is only one subject matter for education, and

that is Life in all its manifestations. Instead of

this single unity, offer children——A1gebra, from

which nothing follows; Geometry, from which nothing
follows;Science, from which nothing follows; History,

 

12Marion Alice Sanborn and Betty G. Hartman, Issues
in Physical Education (Philadelphia, Pa.: Lea & Febiger,
1964), p. 158.

l3Mabel Lee, The Conduct of Physical Education (New
York: A. S. Barnes & Co., 1937), p. 79.

14

 

 

Taba, op. cit., p. 391.

15D. C. McClelland, The Achievement Motive (New
York: Appleton—Century-Crofts, 1953), pp. 248—249.

 

18

from which nothing follows; a couple of Languages,
never mastered; and lastly, most dreary of all,
Literature, represented by plays of Shakespeare,
with philological notes and short analysis of plot
and character to be in substance committed to
memory. Can such a list be said to represent Life,
as it is known in the midst of the living of it?
The best that can be said of it is that it is a
rapid table of contents which a deity might run
over in his mind while he was thinking of creating
a world, and had not yet determined how to put it
together.16

Oberteuffer calls for curriculum units saying

"correlation or integration makes for a more meaningful

"17 Sanborn and Hartman add:

education for the student.
When the student can see relationships between
parts, then each part becomes more significant.
Man seeks unity and dislikes segmentation. We
need to help him put himself together or integrate
himself. Physical education can be easily used
or adapted for both correlation and integration.
There are trends in education in general toward
more correlation and integration. This is notice-
able throughout the school.18

The same authors continue:

The child is a whole and cannot be divided. He
does not contain separate compartments for morals,
mentality or physique. Therefore we cannot teach
in isolated unigs because . . . education does not
work that way.

 

16A. N. Whitehead, Aims of Education (New York:
Macmillan, 1929), p. 11.

l7Delbert Oberteuffer, Physical Education: A
Textbook of Principles for Professional Students (New
York: Harper & Row, Publishers, 1956), p. 353.

18

 

 

 

Sanborn and Hartman, op. cit., p. 158.

19Ibid., p. 104.

19

The objectives, subject matter, procedures and
evaluations are educational. If we profess to
educate the whole child, we cannot neglect his
physical education which makes unique contributions
to his total development.20

If we are to educate the whole we need to start
early. Humphrey points out: "In view of the fact that
we are now attempting to educate the whole child, it is
absolutely imperative that physical education be given

its rightful place in the program of the elementary

school."21

Charles Cowell contends:

Good education requires pregressive planning from
kindergarten through the high school and college.
Physical education is no exception.

With this in mind, we need to start with a purpose.

Physical education is not 'play' alone. It is not
just 'fun.’ Physical education is not 'perspiration.’
Instruction in physical education is a planned experi-
ence which seeks educational outcomes for students

in terms of improved skills, increased knowledge and
understanding, and better attitudes and appreciations.
On this basis, physical education qualifies as a
respected member of the school program and should
receive credit accordingly.

 

20Ibid., p. 114.

21James H. Humphrey, "Physical Education in the
Elementary School," The Ohio High School Athlete, 8
(December, 1948), 51.

 

22Charles Cowell, Scientific Foundation of Physical
Education (New York: Harper & Row Publishers, 1953),
p. 188.

23"Problems in Physical Education: The Physical
Education Program," Bulletin of National Association of
Secondary School Principals, 37 (May, 1953), p. 74.

 

 

 

 

 

 

 

 

 

20

Sanborn and Hartman continue:

Some school administrators look upon physical edu-
cation as a play period requiring little or no super—
vision. There are teachers of physical education

who feel, judging by their practice, that their job
is one of attendance—taking and organization of teams
and tournaments, and that it is not necessary to
instruct beyond the basic skills. This general

point of View is in direct opposition to that which
maintains that the physical education period should
be instructional throughout.

There are probably those aspects of a physical
education program, when taken alone, result in only play.
However, physical education needs to constantly underline
the basic understanding of how his body functions through
the applied science of biology, anatomy, physiology and
kinesiology.

In terms of education, Oberteuffer and Ulrich
state:

We only become confused about physical education when
we debate its purposes, political or otherwise, or
when we argue over whether to grant academic credit
for it in a modern school. These are merely questions
for academicians. The physical education of a child
goes on whether in school or out, with or without
credit, sanctioned or unsanctioned. It is fundamental
to life, to growth, and to development. The truly
important question is, how are we to control or to
organize this contribution, which inevitable will

be made to human development, or order to bring 25
about planned or desired results in human behavior?

 

24Sanborn and Hartman, op. cit., p. 139.

25Delbert Oberteuffer and Celeste Ulrich, Physical
Education (3rd ed.; New York: Harper & Row, Publishers,
1962), p. 21.

 

21

Oberteuffer and Ulrich stress the unity of the
mind and body as related to physical education in the
following statements: "Life is lived as a whole and
physical education must contribute toward all of it."
"Modern physical education is based upon the biologic
unity of mind and body." ". . . no one has the right to
ignore the wholeness of man while giving special attention

to certain of his aspects." And finally, "modern physical

education involves the whole man, not only his body."25

Halsey suggests:

The public doesn't understand modern physical edu—
cation. Often school boards, administrators, teachers
in other fields, and even parents are likely to think
of physical education as it was in their day:
calisthenics. Or they think of it as varsity
athletics, with all the problems inherent in that
program. . . . Yet if he knows that the present

trend of science and society is to emphasize all-
around development, if he is sure of his ground and
has acceptable ways of developing the prestige of

his field, he may find this lack of understanding

an opportunity instead of an obstacle.27

The curriculum which involves physical education
need not lower its standards, but demand scholarship.
David Baggs notes: "Physical education is an ideal vehicle

for developing intellectual skills."28

 

26Ibid., pp. 51, 63, 54, 26.

27Elizabeth Halsey, Women in Physical Education:
Their Role in Work, Home, and History (New York: G. P.
Putnam's Sons, 1961), p. 35.

28David W. Baggs and Edward G. Buffei, "Invention,
Innovation and Physical Education," JOHPER, 45 (October,
1974), p. 19.

 

 

22

As Franklin Henry points out:

An academic discipline is an organized body of
knowledge collectively enbraced in a formal course
of learning. Actually it is both possible and
practical to offer a degree with an academic major
in the subject field of physical education.29

P. J. Arnold continues: "There need be no arti-
ficial division between physical education and academic
education."30

Clifford Brownell observes that:

Colleges and universities generally have liberalized
the curriculum in the attempt to meet the demaEd of
industrialism, capitalism, and individualism.3
Physical training changed to physical education and
found a place in most schools and colleges. Finally,
in the majority of colleges, the Bachelor of Science
degree attained respectability comparable to the
Bachelor of Arts degree.

Many colleges today have utilized the physical
education program by incorporating it with other disci-
plines. They have developed this program as an alter-
native to a physical education major. They see the

importance of physical education but incorporate it in

a different manner. Douglas points out that:

 

29Franklin Henry, "Physical Education an Academic
Discipline," JOHPER, 35 (June, 1964), p. 32.

30P. J. Arnold, Education, Physical Education and
Personality Development (New York: Atherton Press, 1968),
p. 70.

31Clifford Brownell, Physical Education (New York:
McGraw-Hill, 1951), p. 109.

3ZIbid., p. 101.

 

 

 

23

For more than a decade, many individuals, faculties,
and groups have been attempting to extend the academic
parameters of physical education and to encourage a
more intensive investigation of man as he relates to
his culture. Physical education, if it is to continue
to develop and provide effective leadership for our
society, must expand the breadth of its academic
foundations from within its own boundaries and include,
where possible, knowledge and understanding provided
by other disciplines. Recognizing this, the faculty
of the School of Physical Education at West Virginia
University examined the identity of its program and
concluded that the traditional orientation, i.e.,
preparation of elementary and secondary school physi-
cal educators, must be altered. While it was not

the intent to eliminate or reduce the teacher certi-
fication program, it was strongly felt a nonteacher
certification program designed to formulate, systemati-
cally analyze, and disseminate concepts and principles
pertaining to the study of sport and physical activity
from within and as related to other academic disciplines
on an interdisciplinary basis should be developed.33

Barbara Kelly, in a recent article, notes the
following:

A semester of integrated learning is the dream of

many professors and students. The efforts of students
and faculty at the University of Delaware recently
made this dream a reality. The Integrated Learning
Semester (ILS), a student-initiated program in
alternative study, is open to all undergraduates

with courses fulfilling major or elective requirements.

One of the major purposes of ILS is to provide the
student and faculty with an in—depth concentration
in interdisciplinary learning.

'Sport and Human Values' is an in-depth study of such
topics as economics, politics, and the athletic
revolution; the joy of sport; and commitment, compe-
tition, and women in sport. Students receive credit
in both English and Physical Education. They enroll
in no other courses for the seven week period,

 

33William Douglas, "Preparation for Nonteaching
Professionals," JOHPER, 46 (March, 1975), p. 38.

24

allowing them to arrange their schedules according
to the availability of speakers, film, and plays. 4

Andrew Ostrow cites:

An undergraduate course titled Motor Learning was
offered for the first time last year by the pro—
fessional Physical Education Department at West
Virginia University. It had no prerequisites, but
was an academic requirement for both men and women
physical education majors. The course focused on
providing as many alternatives as possible to the
attainment of motor learning competencies.

Jack Razor adds: "Educators are examining the

major role that each discipline, including physical

education, plays in man's adjustment to his world."36

One aspect in Adler's View is:

Liberal education is education for leisure; it is
general in charactor; it is an intrinsic and not an
extrinsic end; and, as compared with vocational
training, which is the education of slaves and
workers, liberal education is the education of

free men. . . . It is Clear, I think, that liberal
education is absolutely necessary for human happi-
ness, for living a good human life. The most

prevalent of all human ills are these two: a man‘s
discontent with the work he does and the necessity
of having time to kill. Both these ills can be,

in part, cured by liberal education. Liberal
schooling prepared for a life of learning and for
the leisure activities of a whole life—time. Adult
liberal education is an indispensable part of the
life of leisure, which is a life of learning.

 

34Barbara Kelly, "Getting It All Together: The
Integrated Learning Semester," JOHPER, 45 (October, 1974),
pp. 32—33.

35Andrew Ostrow, "More Choices to Motivate Deeper
Study," JOHPER, 46 (March, 1975), p. 37.

36Jack E. Razor, "College Physical Education Council-—
Projects and Progress," JOHPER, 46 (March, 1975), 59.

37Mortimer J. Adler, "Labor, Leisure and Liberal
Education," Journal of General Education, 66 (October,
1951), 35.

 

25

With physical education in the liberal arts edu-
cation curriculum, these are a few areas of concern which
occasionally arise. Educators at times still question
the overall value of physical education in a liberal arts
college. Some questions point to problems which are real
and need to be guarded against; others are often impres-
sions which have remained from their physical education
experiences; still others are an outgrowth of an extreme
emphasis on intellectual processes.

One area of legitimate concern surrounds the
concern that only athletes will be in physical education
and thus college standards will suffer. There is no
necessary reason why physical education programs need
restrict themselves only to Intercollegiate Athletics.

As Oberteuffer and Ulrich point out:

There is a belief that physical education is only

for the few who are highly skilled--the athlete--

and that others are to be content with the role of
spectator. This misconception is singularly un-
fortunate. Often the program itself, though
distressingly limited to a few, is excellent in

its biological and special values and were it spread
over the many it would make a very real contribution.
Modern physical education is not, however, best
represented by the vast competitive athletic programs
offered to selected school-boys and college men.

Such are, or may be if they properly meet educational
criteria, only a part of the total program. They

are within the broad concept and an integral part

of it, but they are not its whole, and modern physi-
cal education cannot safely be judged by the standards
sometimes applied to athletic programs. Where athletics
dominate the program, where they even exclude all
effort for the less skilled boys and girls, it must

be said that the physical education within that school
is wholly inadequate.

- ’r‘ —___.I—n~fl*
— ——-—*

 

26

Physical education implies, on the other hand,
expression from within, self-discipline, choices

in recognition of consequences, initiated response,
reflective thinking, participation in planning, as
well as the desired outcomes in strength and organic
vigor. The latter are related to purpose and are
means, not ends. Physical education accepts the
purposes of all modern education and strives to 38
attain them through the means of motor activity.

A second concern is that "anyone can teach physical
education so why should a liberal arts college bother
with a physical education curriculum?" Oberteuffer and
Ulrich note:

Some may have the impression that physical education
is mainly play and that play needs neither instruc—
tion nor supervision. Let young people alone and
they will play! Instruction is needed only for the
more serious aspects of school life! Or, if instruc-
tion is provided, surely one instructor can handle a
hundred children—-or two hundred. This misconception
persists in many places. It acknowledges no responsi-
bility on the part of the school to teach either the
skills of the activities or the associated learnings
which give them meaning in terms of social behaviors.
It assumes that the 'gym class' is merely a place to
put any given number of students and that the teacher
can care for them all, i.e., can keep them all out of
mischief! This is essentially a negative conception.
It does not envisage the teacher in the role of
personal guide or counselor to human beings—-mere1y
as an exerciser of them.

Halsey cites:

Academic ability is important to the career of any
teacher, although it may not affect progress in the
first few years as much as it does later. Sometimes
the idea gets around that physical skill and high
grades do not go together: the 'dumb athlete' is a
stereotype found more often in fiction than in fact.
True, the highly specialized athletic champion may

 

38Oberteuffer and Ulrich, op. cit., pp. 24—26.

391bid., p. 25.

27

often give too much of his time to his specialization,
be it basketball, swimming, golf, or baseball, and
not enough time to study or to develop good work
habits in school. But present day research never-
theless shows the academic average of this group
(majors in health, physical education and recreation)
near the college average.

Recent dissertations show the acceptance of a
physical education program in the liberal arts colleges.
Reeves brings out the acceptance of physical education
in accordance with the teacher education program.41
Smith compares groups of colleges and shows acceptance
of physical education at these liberal arts colleges in
her dissertation.42 Birkie's work shows how physical
education was accepted in particular California institu-

tions before laws were enacted.43

 

40Halsey, op. cit., p. 52.

41William Earl Reeves, "An Evaluation of the
Undergraduate Professional Preparation Programs in
Physical Education in Selected Mississippi Colleges and

Universities" (unpublished Ph.D. dissertation, University
of Alabama, 1970).
42

Claudius Roy Smith, "An Analysis of Men's
Physical Education Programs in Texas Baptist College

and A Comparison of Physical Education Programs in

Texas Baptist Colleges with Selected Texas State Colleges
and Universities" (unpublished Ph.D. dissertation, North
Texas State University, 1970).

43Constance Gardiner Birkie, "The Impact of the
State Legislative Decisions (1935—1968) Upon Five Physical
Education Teacher Education Programs of Higher Education
in California" (unpublished Ph.D. dissertation, University
of California at Berkeley, 1970).

 

 

28

Christian Liberal Arts Education

 

Most colleges and universities were started or
associated with a theological foundation. Time has
changed most of these colleges and the religious frame-
work has been left by the wayside. The college referred
to today as a Christian college stands apart from the
other institutions labeled liberal arts. It combines
the traditional liberal arts (perennialist) philosophy
with the value system and doctrine of fundamental
Christianity. The Christian liberal arts college is
unique in its beliefs and purpose. One area of this
uniqueness, and one that the Christian college must
incorporate, is seen by DeGraaff and Olthuis in that:

. . . all people share certain common responsibili-
ties. Together these common responsibilities
constitute a person‘s many—sided, religious calling.
The school's program of learning ought to help the
pupils to take up these common tasks, particularly

by helping them to deepen their understanding of

the Word of God which structures all of life. For

it is in the midst of daily life that they are called
to love God above all else and their neighbor as
themselves.

Very briefly, these common life tasks can be described
as follows. Each person is called to take up his
responsibilities within the fellowship of believers.
Each person hopes to be married, start a new family
and raise children. . . . All persons are called to
take up their responsibilities as citizens of a
particular nation. Every person is called to engage
in some kind of work and to make decisions with
regard to the use of resources and possessions. All
are confronted by different art forms. All bear
responsibility with regard to recreation. All are
neighbors to someone and establish many inter-
personal relationships. Everyone is called to seek

29

and further emotional health. Everyone ought to seek
physical well-being and care for the sick and the
aged. All people bear responsibility for the physi-
cal environment and the planning of cities.

There, in those areas of life, God wants us to
experience His salvation, for He redeems the total
person in all his relationships and activities. In
these areas of life, we are to witness to the new
life in Jesus Christ in word and deed, raising signs
of the coming of His Kingdom by the power of His
Spirit. It is with regard to these concrete tasks
that the school must provide fundamental guidance.
Together, these tasks provide the broad outline for
the school's entire program of learning.

Many Christian liberal arts colleges are interested
in expanding their program into new fields, but at the
same time are concerned that their original meaning and
purpose not be jeopardized. Covenant College feels that
"the Christian liberal arts college should be broad and
inclusive, involving the student with ideas and values
of continuing concern and providing him with historical
and spiritual perspectives against which to view the

45 They feel that this can

complex problems of society."
be done and yet hold to their stated purpose which is to
"acknowledge Christ preeminent as the creator of all

things, as the redeemer of men fallen into sin, as the

 

44"Educational Perspective of Joy in Learning"
(excerpted from manual Joy in Learning, ed. by A.
DeGraaff and Jean Olthuis), Christian Educators Journal,
XIV (January, 1975), 28.

45

 

 

Covenant College Catalog 1974-1975, PP. 15-16.

3O

touchstone of all truth, and as the sovereign ruler over

all areas of life."46

This role can be fulfilled in a Christian liberal
arts college, according to Steensma, when

. . . the Christian educator sees his students as
men in whom lie the possibility of a restored
relationship to God, to their fellowmen, and to
their rightful privilege as rulers of creation.
With this view the educator begins to develop his
understanding of what his educative task is. Each
student needs to find meaning for his existence,
and the Christian educator is committed to guiding
each student in his own search for a complete and
truly meaningful life.47

Educators also observe that their students function
morally, esthetically, psychologically, physically,
economically, and even spiritually. Information
about these functions has accumulated through the
centuries as men organized their endeavors into
categories we now label scientific studies or
academic disciplines. Information from these
disciplines will enlarge, enrich, and correct
educators' views of their students.48

Can physical education be accommodated in a college which
espouses fundamental Christian doctrine? Oberteuffer and

Ulrich propose:

There is nothing in any definition of the term which
would catagorize such efforts as are thoughtfully
expended by a modern program of physical education

as 'non-academic.‘ Only if efforts in the 'classical,
literary, or mathematical pursuit' ignored the stu-
dent completely and eliminated the human equation

 

46

 

 

Covenant College "Statement of Purpose," 44
(October, 1974).
47Geraldine Steensma, "The First Key," Christian
Educators Journal, XIV (January, 1975), 20.
48

Ibid., p. 19.

 

31
in their teaching would physical education disclaim
relationship to the best in the academic world.49
Physical education cannot be considered an outside

area or appendage to the regular curriculum. It is
Bontz's belief: "If a program of physical education is
to be successful in a school system the philosophy of
physical education must be in harmony with the philosophy

50 Once in harmony, Arwood

of the school administration."
suggests: "Physical education, as an accepted part of
the curriculum should have the same standards and follow
the same procedures as other areas."51

Physical education stands on the threshold of
greatness. If educators and administrators can arrive
at some basis of unity and understanding concerning
physical education, curriculum and liberal arts, then
maybe we will truly be able to educate.

A liberal arts college can include almost any
area within its curriculum structure. A Christian
liberal arts college should have little problem with

incorporating a physical education program into its

curriculum, since it believes each person is called to

 

49Oberteuffer and Ulrich, 0p. cit., p. 30.

50Jean Bontz, "Some Problems in Physical Education
in the Elementary School," JOHPER, 19 (June, 1948), 406.

51

Frank Arwood, "The Use of Marks in Physical
Education," The High School Journal, 36 (April, 1953),
215.

 

32

perform a task. It is from this task one can experience
His salvation, and redeem the times in all our relation-
ships and activities. The Christian college provides

the fundamental guidence and framework for this education.
A nonextensive development of this rationale will be
found in Chapter III, where that becomes a part of the

underlying rationale for the change process.

The Role of the Change Agent

 

In order for a physical education program to find
its way into the curriculum at Covenant College a change
in the philosophy of the institution had to take place.
The author became the change agent, upon being hired, in
this effort. The following is a brief review of the
literature relating to the role of the change agent and
the change effort. While this section dealing with the
role of the change agent is brief, the author would direct
attention to the extensive bibliography listed in Havelock's
book.52

Havelock53 presents a six step model which outlines

how the change agent works. Listed below are his six

steps and the role of the change agent in each step:

 

52Ronald Havelock, The Change Agent's Guide to
Innovation in Education (Englewood Cliffs, N.J.: Edu-
cational Technology Publications, 1973), PP. 217—259.

53

 

 

Ibid., pp. 13-15.

of the

33

1. Relationship: The first thing the successful
change agent needs to develop is a viable
relationship with the client system.

2. Diagnosis: Once established in the client
system, the change agent must turn to the
problem at hand. He must find out if the
client is aware of his own needs and if
the client has been able to articulate his
needs as problem statements.

3. Acquiring Relevant Resources: With a well-
defined problem, the client system needs
to be able to identify and obtain resources
relevant to solutions.

4. Choosing the Solution: With a defined problem
and a lot of relevant information, the
client needs to be able to derive impli-
cations, generate a range of alternatives,
and settle upon a potential solution.

5. Gaining Acceptance: After a solution has been
developed and adopted, it needs to be
moved toward acceptance and adoption by
the widest possible number in the client
system.

6. Stabilization and Self—Renewal: Finally, the
client needs to develop an internal capa—
bility to maintain the innovation and to
continue appropriate use without outside
help.

Lippitt in his book refers to the various aspects

change agents role.54 These are:

A diagnostic classification of the problem:
nearly all change agents reveal in their reports
a recognition of their responsibility to think
diagnostically about the nature of the client
system's problem.

 

54Ronald Lippitt, Jeanne Watson, and Bruce Westley,

The Dynamics of Planned Change: A Comparative Study of
Principles and Techniques (New York: Harcourt, Brace and

 

World,

Inc., 1958).
551bid., p. 92.

 

34

Assessment of the client system's motivation and
capacity to change: the change agent must assess
the client's readiness to enter into a helping
relationship, and he must determine whether or
not the client possesses sufficient motivation
and capacity to hold up its end of the partner
ship.56

Assessment of the change agent's motivations and
resources: in any examination of the process of
giving help is whether or not the change agent
actually possesses the motivations and resources
which are required for his job.57

Selecting appropriate change objectives: usually
the change agent must provide some initiative in
the decisions about 'what are we aiming at,‘ 'how
shall we go about it,‘ and 'what shall we do
first.‘ The client may know in general terms
what he wants, but the agent's unique skill and
experience are needed to give these wants shape
and plausibility.58

Choosing the appropriate helping role: another
aspect of the change agent's strategic consider-
ations is the selection of the role he himself
will take in making his contributions to the
change process.59

Establishment and maintenance of the relationship
with the client system: this particular relation-
ship which he has developed with the client system
is called the change relationship. It encompasses
the joint plans, shared experiences, and mutual
expectations which over a period of time the
change agent and client system have developed
together.6O

 

56Ibid., p. 92.

57Ibid., pp. 92-93.

58Ibid., p. 99.

591bid., p. 112.

 

6OIbid., p. 115.

35

7. Recognizing and guiding the phases of change:

A. The client system discovers the need for
help, sometimes with the stimulation by the
change agent.

B. The helping relationship is established and
defined.

C. Alternative possibilities for change are
examined; change goals or intentions are
established.

D. Change efforts in the 'reality situation'

are attempted.

Change is generalized and stabilized.

The helping relationship ends or a different

type of continuing relationship is defined.61

"131m

8. Choosing appropriate specific techniques and
modes of behavior: using whatever criteria he
has available, he must choose from his repertoire
of helping skills the precise means to deal with
each progressive moment of decision. Some change
agents depend very much on the behavior of the
client system; they regulate their own contri-
bution to the helping process in accordance with
the progressive responses of the client.

It appears on the surface that Havelockp model63

compares favorably with the seven guiding phases of
Lippitt's model.64

In their book, The Planning of Change, Bennis,

 

Benne, and Chin65 notes the theories, strategies and

 

6lIbid., p. 123.

621bid., p. 125.

63Havelock, op. cit., pp. 13-15.

64Lippitt, op. cit., p. 123.

65Warren G. Bennis, Kenneth O. Benne, and Robert
Chin, The Planning of Change (2nd ed.; New York: Holt,
Rinehart and Winston, 1969).

 

 

36

methods used in change and building a helpful relation-
ship. The change agent role of expert, consultant and
defender is explained. This book "deals with the emerging
social technologies, and on knowledge utilization in
planned change."66
Another book which helps us see the role of
67

change agents in educational settings is Miles,

Innovation in Education. This book deals with nine

 

case studies and shows the successes or failures which
happened in each case when innovative ideas were intro-
duced.

Miles68 points out two reasons why educational
systems adopt change slowly: the lack of change agents
to promote new educational ideas; and a lack of economic
incentive to adopt innovations. The reasons listed by
Havelock69 and Lippitt70 in their models for failure are
supported by Miles;71 "failure to achieve adoption of an
innovation have been suggested to be inadequate planning,

insufficient attention to "preparing" teachers for the

 

66Havelock, op. cit., p. 220.

67Mathew B. Miles, Innovations in Education (New
York: Teachers College, Columbia University, 1964).

 

68Ibid., p. 634.

69Havelock, op. cit.

70Lippitt, op. cit.

71Miles, op. cit., p. 659.

37

change, lack of committment by the teachers or community,
and other deficiencies in resources or power."

Again we can see the need to define the common
problem and the living cup of resources and alternatives
in order to choose a solution which will result in ac-
ceptance. The change agent again is dependent upon
developing that relationship of trust which will help
in opening up minds to change.

Miles72 points out the categories for success
which change agents would agree. These are: "use of
the innovation to accomplish broader purposes than
originally envisioned; subsequent use of portions of
the innovation, or its "flavor;" the existence of publi-
cations designed to draw the attention of a wider audience
to the innovation; improved attitudes or skills of the
innovating group members which may affect this later
innovativeness. Others can be suggested: spread or
diffusion of the innovation to other systems; stimulation
of innovation in similar areas of school practice, and
upward job mobility on the part of practitioneers who
use the innovation.

Miller's73 book Perspectives on Educational Change

 

deals with change at different education levels with the

 

721bid., p. 660.

73Richard Miller, Persppctives on Educational Change
(New York: Appleton—Century-Crofts, 1967).

 

38

role that the local school plays in implimenting change;
Educational change is reviewed in this book with candid

observations given.

Summary

This chapter has tried to show that through
implication or actual practice that the physical edu-
cation program has a place in a Christian liberal arts
college. The review shows us the role that physical
education can play, and answers a few of the questions
in related areas of concern. The day of the traditional
disciplines along "hard" and "soft" lines is disappearing.
The view of physical education as a non-academic disci—
pline is fading. Change, when it comes about, is usually
planned and executed by a person acting as "change agent."
This chapter has also examined, briefly, the role of such
person or persons, leading to an examination of one such

change agent's efforts in the third chapter, which follows.

CHAPTER III

THE CHANGE PROCESS

Introduction

 

In 1967, having made a decision to move toward
regional accreditation, the administration of Covenant
College decided to employ a fulltime physical education
instructor. Up until this time the existing physical
education program, involving freshman only, was staffed
by a professor from the Bible Department and his wife,
both on a part time basis. Their freshman year program
was organized around a number of loosely constructed
unit activities: touch football, vollyball, basketball,
softball. With no gymnasium or inside facility, inclement
weather was just cause to cancel physical education
classes. The three colder months, December through
February, brought the end of physical education activi-
ties and everyone moved inside to a basic health unit.
Activities during these three months consisted of intra-
mural basketball and vollyball and one athletic program:
varsity basketball for men and for women. A small
gymnasium located five miles from the college was used

for these programs.

39

40

The decision to hire a fulltime physical educator
resulted in a more extensive physical education program.
From this obscure beginning, over a period of seven years,
a program gradually emerged that not only serves all
students at Covenant but that also includes a major and
a minor in physical education. It is this process of
growth upon which this study focuses. For this purpose
of analysis of the change process described the general
framework of Havelock's change agent model will be
imposed on that process. It should be noted here that
Havelock's model was not used in the implementation of

this change process. The following is Havelock's model

in six steps with a brief explanation of each step:1

1. Relationship——The purpose here is to develop
a client relationship of trust and form
a common bond so change can be accom-
plished. Attention is given to determining
the client, the establishment of the
relationship, how to manage initial en-
counters, the ideal relationship, danger
signals in the relationship, and how to
size up the relationship.

2. Diagnosis—-The need here is to assess the
current situation and see if a problem
exists and then try to define that
problem. Emphasis is on the ability to
make a good diagnosis and avoiding the
pitfalls of making a bad diagnosis.

3. Acquisition-—The objective is to gather
resources from those sources which can
aid in solutions and alternatives to

 

lAbridged and paraphrased from Ronald Havelock's:
The Change Agent's Guide to Innovation in Education
(Englewood Cliffs, N.J.: Educational Technology Publi-
cations, 1973), p. v.

 

41

the problem. Important here is the
acquisition strategy and the building

a permanent capacity for resource acqui-
sition.

4. Choosing—-The task is to separate the relevant
alternatives from the irrelevant and
settle upon a potential solution. The
purpose is to generate a wide range of
solution ideas and test the feasibility
of these alternatives.

5. Acceptance—-The process is to sell the change
and gain acceptance from the widest
possible group. A study of how indi-
viduals and groups accept innovations,
and how to communicate in an effective
manner is presented.

6. Self—renewal--The effort here is directed at
leaving the person or process in a position
to self—sustain while the change agent
withdraws.

The author feels that before showing the change
process which took place at Covenant College, we need to
understand his interpretation of physical education in
the Christian liberal arts college.

An Interpretation of Physical Education
in a Christian Liberal Arts College

 

Prior to an analysis of change process itself, it
would seem appropriate to identify the underlying rationale
for what happened at Covenant College during the years
1967-1974. To a considerable extent the rationale also
represents underlying biases and predispositions of the
author, who was also the primary agent of change.

Since man is to "present his body as a living

sacrifice," (Romans 12:1) it therefore is our duty to

42

maintain and promote a program which will aid in this
endeavor. We are admonished (I Corinthians 3:16) that
our body is the temple and not to be defiled. A body
that is obese, or one that suffers from malnutrition,
or not physically fit, is unable to do God's supreme
commandment (Matthew 28:19-20), and therefore defiles
God's temple and must stand in judgment. As men saved
by grace and freed from the clutches of the laws, we
are to redeem the times. For this we need stamina and
energy.

The Christian educator has a distinct end from
the secular educator in that the end he strives to achieve
has a unique purpose in accordance to God's Word. This
Word we recognize as the infallible truth. One often
asks why we are so unified and what makes our curriculum
special in that we integrate all subjects and materials.
The solution is simple when you recognize that our belief
is unified, and our goals and purposes through this
belief are rooted and attainable. Our college motto
thus becomes operational since we move from a common
base which sees God as the Alpha and Omega.

Physical education has suffered a certain loss
of prestige by the complacent attitude, and "roll out
a ball" atmosphere. Many secular and sometimes Christian
physical education teachers have lent support to this

cause in their lackadasical approach. At Covenant the

43

writer recognizes the role that physical education can
play by creating an awareness of the body and how it
functions, and the teaching of skills and activities
which will provide an outlet in future years.

Educators often confuse the roles of physical
education, intramurals and athletics. The inverted cone
philosophy will aid those confused concerning the roles
of physical education and its differentiation from
athletics:

-—intercollegiate athletics
-—intramurals

—-physical education

Physical education is interwoven into the academic

 

realm, while athletics is extra curricular. The broad
base of the cone (physical process whereby energy and
stamina are achieved, games and skills learned and an
awareness of how the body is developed). Intramurals

are for all students who choose to participate in those
activities which each individual has come to enjoy.
Atheltics are for the cream-of-the—crop and only Open

to those few people who have the unique ability to master

a given sport. At Covenant the role of athletics is

44

somewhat different in that seldom are cuts made and all
who show up to participate usually make the teams.

It is important for the Christian instructor not
to stress the body over the mind. But rather to realize
that a body in tone increases the mental productivity.
The Bible, while not stressing the physical, does not
necessarily stress the mental but rather the Bible urges
us toward action. A combination of the physical and
mental is required to fulfill this calling. We see the
call to action in the lives of men such as David, Samson,
Saul and Gideon, and only hope to be as faithful in our
calling.

Teaching is more than preparation. It is the
involvement of the thought process at its highest level.
It is more than the assimilation of facts and philosophies.
It is the uniqueness to instill in others the ability
to cope with life and self and all its gifts, limitations
and weaknesses.

At Covenant we believe (as stated in our purpose)
in the calling of the whole man, which then makes physical
education one of the mandatory elements.

The author believes that we are called to relate
to each other. Physical education gives us this chance
for a personal relationship. The relaxed atmosphere
encourages an openness whereby our calling may be ful-

filled.

45

At Covenant we strongly believe in the Doctrine
of Creation, where, from the physical education stand-
point, the activity of the sixth day (man's creation)
produces a human body and God views His work as "good"
(Genesis 1:31). From this beautiful aspect of Creation,
we turn to the end and recognize the importance of the
body when the Bible speaks of the "resurrection of the
body." With these truths indelibly impressed in our
minds, the author is firmly convinced that physical
education has a most important role in the Christian
liberal arts college.

As a Christian and a member of the Covenant Col-
lege faculty, the author fully realizes his task as one
of training and equipping God's children for the world
they will soon occupy and rule. This task is not under—
taken lightly or with any sense of complacency. The
author's task is bathed in prayer by his fellow colleagues
and friends. His task is made simpler because of the
common bond of Jesus love and our desire to serve Him
that has yoked us together. It is this writer's purpose
in fulfilling his role as a physical education instructor
to continue to strive toward the calling of his Lord.
His earnest prayer is that he will be found fair and
honest in his calling, in all his dealing with others,
and that these efforts be solely directed to God and for

His use.

 

 

 

46

Having identified the author's interpretation of
physical education in the Christian liberal arts college
(the underlying rationale for the change effort) the next
task is to examine the process itself, beginning with

Havelock's first step.

Havelock's Model

 

The Development of Relationships

 

The author was hired in the Fall of 1967 with an
interest in starting with a few select courses for fresh-
man and working toward a physical education major. A
program of this magnitude would require a considerable
re-examination and discussion of ideology, if it was to
succeed, on the part of the administration, faculty and
students. The author's role was to develop relationships
and broaden a base of support if he hoped to implement
change. The climate of the administration and faculty
at this point in time was: strong support from the
President for a physical education major; support from
the Academic Dean dependent upon the rationale for physi-
cal education in the curriculum; and very minimal support
on the part of the faculty for a physical education
program.

The author became, in effect, a change agent in
bringing about this transformation. Ronald Havelock

states: "The first thing the successful change agent

47

needs to develop is a viable relationship with the client
system or a solid base within it. A secure and reasonable
well-delineated helping role is an essential place from
which to start."2 In most cases this support is not
quickly established. This was true on the part of the
writer as he tried to remain poised while working through
many conflicts.

Havelock refers to a "client system." In the
case of Covenant's move toward a comprehensive physical
education program, the client system involved several
individuals, groups, and organizations:

1. The faculty

2. The college president

3. The academic dean

4. The board of trustees

5. The student body
to some extent, too, the Georgia State Department of
Education, as an acrediting agency, was also involved in
the system.

One of the first undertakings of the author was
to persuade the college administration to drop an intra-
mural requirement (each student was to register to play
one intramural sport per semester). Many students would

sign up for an activity, forfeit the first round and be

 

21bid., p. 13.

48

finished with the requirement for that term. The author
was able to show that this requirement was more of an
infringement upon student's time, as well as taking away
fulfillment from those who wanted to participate and

were always faced with forfeits. It was also felt that
deep animosities were developing on the part of many
students toward the physical education department because
of this requirement. The removal of the requirement
seemed to show the students that the author was receptive
to their ideas.

The author next undertook to change the physical
education credit from one-half (1/2) to one full credit
per term. Since physical education met twice weekly for
one and one-half hours each time, the writer showed the
relationship of this to laboratories offered in other
academic areas which received one credit per three (3)
hours. Williams contends that "physical education should
be assigned credits for its courses on the same basis as
that which prevails in laboratory courses."3 Other-
leading experts in the field, Brownell4 and Irwin5 express

a similar viewpoint. This change would help by giving

 

3Jesse Feiring Williams, The Principles of Physical

 

Education (Philadelphia: W.B. Saunders Co., 1969), p. 434.

 

4Clifford Lee Brownell, Physical Education Foun-
dations and Principles (New York: McGraw Hill Co., 1951).

5Leslie W. Irwin, The Curriculum in Health and
Physical Education (Dubuque, Iowa: William C. Brown,
1969).

 

 

 

 

49

credence to the fact that physical education was important
and not just an appendage to the curriculum. This change
may not seem important, but again the minority position

it held with one-half credit, dimmed physical education

as a viable area in the eyes of the student, and sub—
consciously, in the faculty's minds.

Change is sometimes slow. Because the author was
quietly at work with the proper administrators and com-
mittees, the Change process at Covenant was evolutionary
rather than revolutionary. The President, Dean of Faculty
and Registrar were all approached for their ideas and
thoughts concerning numerous events relating to physical
education. During this period of change the President
on several occasions espoused his View that he hoped one
day Covenant College would offer a physical education
major and minor, for he believed in the unity of the mind
and body. He felt that Christians could interpret and
defend a Biblical basis for physical education. The Dean
of the Faculty urged the development of new courses in
physical education that would relate to the student's
interest. The Registrar worked closely with the author
and served as a valuable liaison between the writer and
the Curriculum Committee. At Covenant the Curriculum
Committee's task is generally to aid in clarification

of purpose, content and rationale for new offerings,

50

and after committee approval to send recommendations to
the faculty for final adoption.
These procedures involving the entire college
unit were instrumental in bringing about slow, but
forward moving change. Usually this process met with
success. At times, when barriers were evident, it was
simply a matter of redefining a position and rationale.
The Curriculum Committee normally handled this and
change was instituted.
The Dean of the Faculty asked the author in 1969
to lead a Faculty Forum. A Faculty Forum is similar to
an in-service program. The fact that the writer was
given a Faculty Forum was a sign of a good, positive
relationship. This gave the author the opportunity to
both show and tell what was happening in his academic
area and the faculty had a chance to respond. That
forum, in retrospect, seems to mark the beginning of
a trend toward the eventual achievement of a major and
a minor. Many faculty members still in informal conver-
sation refer to that meeting in positive terms, indicating
the beginning of a new relationship between the physical
education department and the proponents of academic programs.
In August of 1971, the writer submitted a position
paper defending the appropriate place of physical education
in regard to Scriptural and college principles. From this

paper our President sent a memorandum to the Dean of the

51

Faculty: "I think that Walt has made some worthwhile
statements and seems to have now a pretty good under-
standing of what the relationship of physical education
should be to the rest of the curriculum."6 Since the
writer was now working on a physical education minor
this seemed to give the final green light to continue.

In analyzing the change process which took place
at Covenant College it is easy to point out the errors
which beset our efforts as compared to the process
Havelock urges.7 A good client relationship was not
formed during the early stages because the author did
not understand the philosophical stance of the college
concerning the "liberal arts." Because of this the
obstacles which appeared in the relationship were over—
come by a process of relationship manipulation, rather
than working from a common base whereby a relationship
of mutual trust and respect could be formed.

The author formed perceptions of the faculty and
then tried to overcome these perceptions. Those per-
ceptions may not have stood the test of reality. This
led to hostility on the part of the author thereby inter-

fering with the development of an ideal relationship.

 

6Memorandum from Dr. Marion Barnes to Dean
Nicholas Barker, December 28, 1971.

7Havelock, op. cit., pp. 43-62.

 

 

 

52

The managing of encounters brought on needless conflict
as the author tended to View every hinderance as a
personal attack on his area of physical education.

The administration and faculty while attempting
to aid the writer showed patience and understanding.
They gave numerous opportunities to the author to discuss
his Opinions, and then helped him clarify his positions.
Because of this patience a change took place in the
writer which enabled the change process he wanted to
continue.

Due to the problem listed above the building of
a viable relationship took three years to develop. Had
the author taken time to understand the climate he moved
into, the time used to build a relationship would have

been cut immeasurably.

Diggnosis

 

With rapport established, the author turned his
attention to the problem of develOping a major and a
minor. Havelock says, "once established in the client
system, the change agent must turn to the problem at
hand. He must find out if the client is aware of his

"8
own needs.

The writer became aware of a number of students

who wanted either a major or a minor in physical education.

 

8Ibid., p. 13.

53

The author, who also played a large role in recruiting
students for the college knew that some students did
not choose Covenant because it did not have a physical
education program; students who might normally attend
Covenant were going elsewhere because the college did
not offer a discipline in their field of interest. A
list was compiled showing students who never came to
Covenant because we did not have a program in physical
education, those who were at Covenant and wanted a
physical education program, and those who left or were
leaving because they could not wait for a program any

longer. Earle Zeigler, in his book Philosophical Foun-

 

dations for Physical, Health and Recreation Education9
felt that student's interest and choices are imperative
for any program. The author, having completed this
statistical analysis, took the list to the President and
the Administrative Council. Their reaction was positive
in that they recognized that a program, if instituted,
could alleviate some of the enrollment problems and thus
ease the economic picture of the college. The writer
was now authorized to begin developing courses which

might lead to a minor.

 

9Earle F. Zeigler, Philospphical Foundations for
Physical, Health and Recreation Education (Englewood
Cliffs, N.J.: Prentice—Hall, Inc., 1964), p. 101.

 

54

In analyzing the next step the author became
acutely aware that any new discipline must fit within
the framework of the college's "Statement of Purpose."
It was felt that a physical education program could be
developed that was consistent with the stated purpose;
which would "acknowledge Christ preeminent as the creator
of all things, as the redeemer of men fallen into sin,
as the touchstone of all truth, and as the sovereign

JO

ruler over all areas of life.‘ The proposed program
would fit into the college's philosophy since both the
author and the college felt that "the Christian liberal
arts college should be broad and inclusive, involving
the student with ideas and values of continuing concern
and providing him with historical and spiritual per-
spectives against which to view the complex problems of
society."11

It is probable that a correct diagnosis of the
problem at Covenant was made. A number of students who
attended the college were leaving in their freshman or
sophomore year. In order to help reduce this attrition
rate the author had made a study of student needs to

present to the administration. The author was able to

produce a factual sheet which showed students who had

 

loCovenant College "Statement of Purpose,"
October 4, 1974.

llCovenant College Catalog 1974-1975, pp. 15-16.

55

either left, or were contemplating leaving, because their
interest were not being met.12 Since the college was able
to determine at least part of the reason for high attrition
a program to meet this need could be developed.

The process used in determining the problem and
the steps we used to avoid the pitfalls of a wrong
diagnosis seem to fit into Havelock's model.l3

Now that the problem was diagnosed, and the college

gave permission to advance, the writer proceeded to gather

resources for his program.

Acquisition of Resources

 

Beginning a physical education minor which would
eventually lead to a major, the author felt it would be
wise to engage in long range planning. Resources were
acquired on the assumption that the change effort would
result in a recognized major field of study, and to
teacher certification.

In order to develop resources, the author probed
and gathered information along three lines. The immediate
goal was to ascertain Georgia's requirements for certifi-
cation, see Appendix A. A second task was to survey

physical education programs in Christian colleges similar

 

12This document was regrettably unavailable for
inclusion in the appendix. It was used during the early
years, and became a casualty of the lack of systemized
change effort at that time.

l3Havelock, 0p. cit., PP. 63-76.

56

to Covenant. The third was to write to the Department

of Education of every state and ask for their guidlines
and requirements for physical education majors and minors.
Copies of the first and third step are located in the
college library and physical education offices for
student use.

While all of this was going on, the author was
interviewing college personnel from the local area.
Meetings took place between the writer, the Academic
Dean, the Curriculum Committee, and the President of
the College for the purpose of ascertaining how best
to begin this program.

Books, magazines, pamphlets and articles were
gathered, read and distributed to interested personnel.
Outside contacts with local and state agencies were
made to receive additional input. Meetings were set
up between these local agencies and state organizations
for the purpose of acquiring as much information as
possible.

With the data gathered, the author was able to
begin work with the Curriculum Committee on courses and
content. The following is a record of these proceedings.

On January 18, 1971, the Curriculum Committee
met to discuss a memorandum sent to them by this writer.

The minutes state:

57

Chairman's request for additional Physical Education
Courses:

Rationale for making some of the Physical Education
courses upper division. Dr. Lothers thought he was
only suggesting the change of numbers to upper
division (from 100 to 300). New recommendations
were: Camping and Recreation, Introduction to
Physical Education, Problems in Physical Education,
and Administration of Secondary School Athletics.

It was noted that courses would be 200 division.

The Chairman said that Theory of Physical Education
should be upper division and Physical Education
Skills a lower division course. Dr. Barker moved
that we approve numbering of courses pending the
decision of Dean Barker and that we ask the Chairman
to give course descriptions. The motion was seconded
and passes.

Plans were made to meet next Monday and at that time
examine meeting every two weeks. Dr. Lothers said

he would inform Dean Barker of the Chairman's request
and request course descriptions.14

On February 1, 1971, this request was answered:

The main item for consideration was presented by the
Physical Education Chairman. Four course descrip-
tions of possible Physical Education Courses were
presented to the committee for approval of content.

Separate motions were made to accept the three
following course descriptions:

1. Introduction of Physical Education
This is meant to be an introduction into the
movement, men and methods of physical education
from the Greco—Roman era to the present day.
The contributions of the men and the changing
methods will be researched. Each student will
be required to do an individual project.

2. Problems in Physical Education
To create an awareness into the current problems,
trends and issues in the field of physical edu-
cation. To identify and utilize varied sources
of information and be aware of new methods and
materials.

 

14Curriculum Committee Minutes, January 18, 1971.

58

3. Administration of Secondary School Athletics
Study and discuss the various phases of organi-
zation and administration. Administrative
principles and the development of athletics
in the school and community.

The three courses were approved by the committee.
Course number four was discussed:

4. Camping and Recreation
Development of the recreational movement in
America in respect to leisure time. Community
and national programs and laws. The organi-
zation and administrative aspects of camping
programs, the basis on which a camping program
is developed.

This description was discussed, and concern was
expressed for the need of a practical element in
this course. No action was taken on this course.
It was suggested that the Chairman and Dean Barker
be present at the next meeting, February 15, to
discuss this issue. '

The Curriculum Committee again met on March 29,
1971, for further discussion and consideration of some
potential problems:

The first business discussed was the additional
Physical Education courses. Three new Physical
Education courses had already been discussed--
Introduction to Physical Education (3 hours),
Problems of Physical Education (2 hours), Adminis-
tration of Secondary School Athletics (3 hours).
The course to be discussed at this meeting was
Camping and Recreation, a 2 hour course. Several
questions were brought up concerning these courses.
Dr. Will Barker was at the meeting to present the
points to be considered concerning these possible
courses. (1) Would these new courses amount to a
minor in Physical Education? This is something to
which we are not yet committed. (2) The whole
faculty must be involved in any decision. (3) Must
consider the Chairman's schedule. He does have a

 

15Curriculum Committee Minutes, February 1, 1971.

 

 

59

heavy schedule with Freshman Physical Education
classes, plus his other activities. (4) Do we
really want students to fill out their requirements
with Physical Education courses?

If we are to prepare students for graduate studies
in Physical Education, it will be necessary to
first learn from the Chairman what pre-requisits
are required for graduate studies in Physical Edu-
cation. The Curriculum Committee will then get
more specifics on sequence and required courses

for the future Physical Education program, weigh
the program, then it will be presented to the whole
faculty.16

The minutes of a departmental meeting held March 30,
1971, show:

The Physical Education Chairman reported that a
number of students plan to go on in Physical Edu-
cation on the graduate or undergraduate level. He

is working with the Science Department and Curriculum
Committee toward establishing a physical education
minor.l7

According to the minutes of April 5, 1971, the
Curriculum Committee was in a position to take the pro-
posal of the program to the faculty.

The Physical Education minor was discussed. There
is the possibility of offering four new Physical
Education courses. Three courses had been approved.
Camping and Recreation was the only course not
acted on.

The Chairman of the department sent a proposal to

the Curriculum Committee for the Physical Education
minor. He proposed to mold together theory, skill
and science courses to create the minor. There would
most likely be eight hours in each area.

 

16Curriculum Committee Minutes, March 29, 1971.

17Minutes: Department of Psychology and Education,
March 30, 1971.

60

Theory *

Problems in Physical Education

Physical Education in the Elementary Schools
Physical Education in the Secondary Schools
The Psychology of Coaching *
Introduction to Physical Education

Science* Skill *
Biology * Individual Sports
Comparative Anatomy Team Sports
Human Physiology Camping & Recreation
*

Indicates required courses. Other courses would be
electives.

It was agreed to take the idea of a Physical Education
minor to the faculty.

On April 20, 1971, the faculty passed a motion
incorporating the physical education minor into the
college curriculum.

In summary, the author has shown how information
was acquired and the format that was used in dialogue and
maintaining a good relationship while building a proposal
from these resources. All of the information gathered
played an important role in the designing of the physical
education minor proposal. At the same time it provided
the framework for which a major could later be developed.

However, Havelock's model19 specifies a logical
process whereby resources may be acquired. In comparison
the process used by the author appears to be somewhat

haphazard. No logical pattern was followed and no record

 

18Curriculum Committee Minutes, April 5, 1971.

19Havelock, op. cit., pp. 77-96.

61

of what was acquired was kept. The author did no evalu-
ation of materials to see if they met the criteria we
were after. There was no strategy set or effort put
forth to develop alternatives.

From the resources gathered a list of courses
to be offered was compiled and sent to the Curriculum
Committee to be acted upon. Little thought was given
to the end product as all efforts were geared toward

program acceptance and Georgia certification.

Choosing a Solution

 

Having previously diagnosed the problem area,
the author was now ready to move toward its last goal,
a physical education major. A good relationship existed
between the faculty, the administration, and the author.
A careful rationale was developed merging the department
philosophy and the goals of physical education. Data
were collected, and the time to begin toward this goal
was at hand.

Havelock suggests that:

. . with a defined problem and a lot of relevant
information, the client needs to be able to derive
implications, generate a range of alternatives,
and settle upon a potential solution. Even a good

solution needs adaptation and needs to be reshaped
to fig the special characteristics of the client.
0

 

201bid., p. 14.

62

The physical education minor was now progressing
and information was available concerning student response
and the effects of the program. The number of students
responding to the minor was gratifying. Many students
were beginning to use the physical education minor
as one area of an Inter—disciplinary major. The Inter—
disciplinary major consisted of two subject areas of 12
hours and one subject area of 18 hours.

The author was in a position to begin to draw
some implications and make some observations about the
effect of the efforts at that stage. They were:

1. The need to obtain approval for the physical
education minor as one area of the Inter-disciplinary
major. A department memorandum dated September 1, 1972,
to the Curriculum Committee requested:

We would like to ask that the Physical Education
minor be officially approved for one of the areas
of the Inter—disciplinary major.

We feel that our minor consisting of 24 hours,
including 8—12 hours from the field of Science,

has proven its merit to the academic community of
Covenant College.

We feel that the omission of the Physical Education
minor from the list of possible choices for Inter-
disciplinary major is unfair legislation against

those who so desire to expand their academic grasp
in this area.

 

21Memorandum from the Physical Education Depart-
ment to the Curriculum Committee, September 1, 1972.

63

2. The number of students who previously desired
to transfer was reduced.

3. The adoption of the program as a minor had
developed a greater awareness concerning the department.

4. A greater number of student interests was
now being met through the minor.

5. Students who were interested in teaching

I"

physical education as a career were concerned that here
was no major.

6. A greater variety of courses was desired.

Now that the author had developed a list of
concrete implications and observations he began to study
alternatives. One alternative was to develop the offering
of skill or activity level courses. A brief position
paper from the writer to the Curriculum Committee dated
September 1, 1972, urged:

For the last five years, we have watched with dismay
the poor physical condition of the student body. We
do not believe that this condition exemplifies the
Christian mandate. Steps are needed to correct this
situation and we feel that the adoption of the
following program will start a reversal of current
trends.

We would propose keeping the freshman year as it
now runs. That is the presentation of 12-15 team
and individual activities and the correct teaching
of the fundamentals, skills, rules and strategies
involved. This would be one year, both semesters
for one hour (1) credit per semester.

Having now experienced numerous activities the
student would be required to sign up for and take
3 additional semesters of any of the activities

64

that were offered in the freshman year. This would
now mean that during a normal eight (8) semester
college career each student would be physically
involved five (5) semesters.

Not only would this provide a much needed outlet,
but in our mind would reduce pressure brought on
by a demanding college curriculum. It would also
aid the student's overall health, plus provide a
physical release from the fatty and starchy foods.
The implications are numerous beyond this from a
physical education standpoint.

'That in all things. . . . He might have the pre—
eminence,‘ cannot be held constant while we train
and attempt to cultivate the mental and neglect the
physical. This program would be demanding in terms
of time and energies for those of us in the physical
education department. We have started our pre-
planning and feel that with your co—operation and
backing this program can start with this year's
freshman.

Another alternative in order to bring us closer
to a major and the possibility of expanding course
offerings was to employ additional personnel. A
February 8, 1973, department memo to the Curriculum
Committee proposes:

We would like to urge the hiring of two full time
instructors in the Physical Education Department
for the 1973—74 academic year.

Rationale

With the projected enrollment of 150-200 freshmen
during the 1973—74 year, this will mean six to
eight sections. We recommend 22—25 per section,
but realize that this is ideal and that we will
have to have at least 30. Anything above 30 is
grossly unfair to student and instructor. It is
also completely impractical in a course which does
not depend on the lecture method. All freshmen are

 

22Position paper from the Department of Physical
Education to the Curriculum Committee, September 1, 1972.

 

65

required to take physical education so we cannot
argue that we could phase this group (150-200) over
four years.

Also, all Sophomores are required to take First
Aid. With a projected enrollment of over 100
Sophomores we will probably have an additional 3
or 4 sections of First Aid.

Along with this we still offer courses to meet the
general standards of the physical education minor.
At the moment we offer two courses per semester
from a rotating list of eight in the physical edu—
cation minor. These classes carry anywhere from
5-30 students. With the inclusion of the physical
education courses as an accepted area of the inter-
disciplinary major these class sizes will grow.

We feel that in order to adequately fulfill our role
as Christian educators, we must educate the total
man and especially in our area, the physical man.

As physical education instructors we realize that

one year of physical education, at one hour per week,
for 28 weeks, does not educate the whole man. We
propose that in the six remaining semesters (sophomore,
junior, senior level) that students be required to
engage in four semesters of activity courses in the
area of individual or team activities. Such courses
might be volley ball, bowling, golf, swimming,
soccer, horse—shoes, etc. We believe that with

two full time instructors we are better able to
implement the 'whole man' philosophy along these
lines. We also realize that graduation credit hours
are already at a maximum, and we recommend the fol-
lowing: these additional four semesters will not

be taken for credit, but will be required for gradu-
ation. We could use a pass-fail system not affecting
credit hours or grade point.

Scheduling

We alluded earlier to class size and number of
sections. Class size in the activity units, as in
physical education, should be held to an average of
22-25. Our thrust is really on a one to one basis.
Our trained eyes must pick out fault, postural
defects, muscle deformities, body weakness and
imbalance. We feel class size can be a definite
detriment in our academic field if too large.

66

Conclusion
If academic excellence is our aim, then the above
recommendation takes on a significant meaning. We
cannot educate the whole man by doing half a job. 23
These position papers produced some unexpected
results. Students saw the department zeal and began to
urge additional courses and extra personnel. Since
students sit in on all committees their voice was being
heard. On April 10, 1973, the Curriculum Committee
rejected the first alternative. Their reply read:
"That the Physical Education Department recommendation
for four semesters of activities beyond freshman physi—
cal education be referred to the Student Affairs office
with the recommendation that they work with the Physical
Education Department to encourage physical activity on
a less structured basis, such as athletic clubs."24
The President by now recognized that without
additional staff we would not be in a position to offer
new courses. The Curriculum Committee, by rejecting
the new courses, in effect, helped our cause by drawing
attention to our plight. It was virtually impossible
to add the courses without the staff.
During this flurry of activity the Athletic

Commission was quietly meeting. The athletic program

 

23Memorandum from the Department of Physical Edu—
cation to the Curriculum Committee, February 8, 1973.

24Curriculum Committee Minutes, April 10, 1973.

 

67

had grown to such proportions that additional staff was
required. The Athletic Commission passed a recommendation
to the President for additional help. The help requested
was someone in physical education who could handle coaching
duties. The President accepted this recommendation and
instructed the Dean to proceed. In early June of 1973

the Physical Education Department had at least part of

its needed additional personnel.

The physical education staff now was ready for
the third alternative: the recommendation of a physical
education major. The department was on the threshold of
a dream dating back to 1967. The proposed program had
to cover a full range of objectives and concerns. It
had to be based on a concrete framework which was care—
fully devised. The staff decided to test the third
alternative on the basis of the Georgia criteria. The
major was envisioned as a program dealing with and
designed to prepare students to teach physical education
in public and non-public schools and to "insure that all
students attain (l) desirable physical and mental health
practices, (2) knowledge and understanding of, as well as
respect for, their bodies, (3) an understanding of the
dynamics of human movement, (4) a high degree of physical
and neuromuscular development and fitness, (5) knowledge
of and the ability to perform a wide variety of physical

skills, (6) a sound set of values and attitudes concerning

 

68

themselves and others, and (7) the ability to perform
several types of recreational skills for leisure time."25
The solution generated for the physical education
program at Covenant was derived largely as a result of
felt pressure from the Georgia teacher education program.
It was also a solution which was chosen before the fact;
it began as a function of the author's initial reading
of the situation, not entirely as an outgrowth of the
change process which was followed prior to this stage.
The author in his attempt to push a program through the
curriculum committee did not systematically follow the

6 The author did

steps suggested in Havelock's model.2
not attempt to draw implications for other programs, nor
did he produce a range of flexible alternatives. No one
else at Covenant College took up the slack. Adoption
centered around the teacher education program with little
thought given the direction and philosophy of Covenant
and whether this approach met institutional needs. This
is not to say the program set forth was not proper, but
simply that nothing was developed whereby we might have
measured its effectiveness. It is also true that there

are a probable list of other possible solutions which

 

25"Criteria for Teacher Education Programs in
Health and Physical Education" (Atlanta, Georgia: State
Department of Education, February 15, 1967), p. 147.

26Havelock, op. cit., pp. 97—110.

69

were not available, thus not acted on and the success of
change effort may have been diminished somewhat as a

result.

Gaining Acceptance

 

The Physical Education Department was now ready
to initiate a proposal and work through channels to gain
acceptance of a physical education major. Havelock gives
a brief background of the task the Physical Education
Department was about to undertake. He says:

After a solution has been developed and adopted,

it needs to be moved toward acceptance and adoption
by the widest possible number in the client system.
By describing, discussing, and demonstrating, the
change team helps the client to gain awareness,
develop interest, evaluate, try out, and finally
adopt the innovation. In doing so they rely on
many channels and make a maximum use of natural
leadership and informal communication.

The Physical Education Department was ready to
include the widest number of people into this project in
order that understanding and acceptance of the program
would be enhanced.

On October 3, 1973, the Chairman of the Physical
Education Department sent to the Curriculum Committee a
proposal for their consideration. The proposal read:

The Equivalence of a Major for Physical Education:

The Physical Education Department of Covenant College
has undertaken the following project to see how we

 

27Ibid., p. 14.

70

can further aid the college student concerning our
discipline. This project has been undertaken to

evaluate the effectiveness of our curriculum and to
aid in the possible reduction in student attrition.

We feel the following facts are only a small sampling
of what is happening in our program. We also believe
that with a few minor changes, course offerings can
be increased, the program enhanced, and attrition
lessened.

Fact: Students leave Covenant who want a Physical
Education major.

Fact: Students who took minor and want to teach
Physical Education must take undergraduate
courses elsewhere before they can achieve M.A.

Fact: Former students who graduated now teaching
Physical Education are not properly qualified.

Fact: Number of students now in minor who want major
and are deciding risk or transfer.

Fact: The addition of the equivalent of the Physical
Education major would aid in overall college
recruiting. i.e.: number of lost students,
both those who applied and those who didn't
apply as a result of no major offered.

Fact: We can offer major and have it cretified in
states with present personnel. No additions
needed. i.e.: Science Department, Physical
Education Department, Mathematics Department,
Education Department.

Total 36 hours—-this much maximum requirement of all

majors.

 

12 School 12 Theory
4 Biology Introduction to Physical Education
4 Anatomy Physical Education Elementary School

4 Physiology
_4 Kinesiology
l6

3
3
3
3 Individual Sports
3 Team Sports

3 Administration of Athletics

3 Recreation and Camping

3 Psychology of Coaching

3 Problems in Physical Education
_3 Statistics
30

 

Physical Education Secondary School

 

71

I-‘
N

Practical

Archery
Bowling
Gymnastics
Tennis
Golf

Judo
Swimming
Soccer
Basketball
Softball
Baseball
Speedball
Handball
Raq. Ball
Squash
Volleyball
Football
Wrestling

|_J
mNaeaHIAPJHrueawIHPJPHJPJHIAPJH

Extra Physical Education Course Offering:

1 Freshman Physical l Horsemanship

1 First Aid 1 Life Saving

We now have all science courses but kinesiology. (We
could offer this every 2—3 years). This class would

have at least 10 Physical Education majors. We also
offer 24 hours of theory course. We might consider
moving both individual and team sports into the
practical column, and combine three of the activities
into each of these courses, i.e. individual sports--
combine golf, tennis, and bowling. We could then add
one or two courses to the theory section, i.e. Treat-
ment of Athletic Injuries (2), Officiating (2).

The Physical Education staff could offer (3) 1 hour
courses per semester and cover a minimum of 12 hours
of practical courses every two years.

What this means is that with no new personnel, and
little added expense (which we now have in Physical
Education budget), we can offer a program of interest
and desire to students. As a result, they would be
accepted and certified for teaching positions in most
states. By offering this type of program our recruiting
efforts would be enhanced and the rate of attrition
reduced.

 

72

The addition of this type of a vigorous discipline
would not result in lower academics, but would produce
a new dimension in the total curriculum. This would
result in a renewed spirit of achievement and interest
for those students enrolled in such a program.

We in the Physical Education Department feel that the
addition of this program will give unlimited oppor-
tunities to the Covenant student as he prepares for
his or her ministry to mankind. Today's world needs
dedicated young men and women who are properly trained
in the area of physical education. They need to be
trained in the area of physical education. They need
to be trained not only in the therapy, recreation and
playground cost, nursing homes, and resort areas.

Can we hinder Covenant's growth or continue to let

the student's needs go unanswered? We in the Physical
Education Department say no! We trust that by your
prayerful and careful analysis of this above program
that you will agree.

Related Topics to Discuss:

Verbal backing and aid in drawing attention to Inter-
disciplinary Committee to accept a college approved
minor as one of related area. The continuation of
non-acceptance creates an undue hardship for the
students in the Physical Education minor, and a set
of legislation, that to my knowledge, is placed on

no other discipline.

Now began a process of individual and group
meetings involving Physical Education personnel, Curricu—
lum Committee, the Dean, the Registrar and the President.
Other members of the faculty were informed and articles
appeared in the Bagpipe and Reflections (college newspaper
and news release).

The minutes of the Curriculum Committee, October 4,

1973, show discussion relating to the proposal.

 

28Proposal from the Department of Physical Edu-
cation to the Curriculum Committee, October 3, 1973.

 

73

The Chairman was present at the meeting to discuss

a basic proposal for a Major in Physical Education.

He submitted a proposal to the Committee. Discussion

was made about the following issues:

a. Will the Southern Association approve a major
without a Ph.D. in the Physical Education
Department?

b. How many hours would constitute a Major at
Covenant College in Physical Education?

c. Course requirements

d. The need to bring Physical Education in as part
of an Inter—disciplinary Major.

The Assistant Dean of the Faculty was authorized
to write the Southern Association concerning the Ph.D.
requirement. They replied that one quarter of the
courses had to be convered by a Ph.D. Since 12 of 36
required hours offered were from the Science Department,
and these men had earned doctorates, the proposal was in
compliance.

The major was to be 36 hours with 21 of these
required, the rest chosen from list of electives. The
course requirements were covered in the course descrip—
tions. Attention was drawn to a section of related topics
from the proposal. Discussion of the proposal is revealed
by the minutes:

Curriculum Committee Meeting: October 11, 1973

The minutes were read by the secretary. The following
corrections were made:

a. In the first sentence of #1 'a Major' was replaced
by 'an Equivalence of a Major.‘

 

29Curriculum Committee Minutes, October 4, 1973.

 

 

74

b. The last paragraph was changed to read: the
Curriculum Committee plans to discuss the physi-
cal education proposal at its next meeting.

 

The minutes were approved as corrected.

The Committee discussed the proposal concerning
the 'Equivalence of a Major' in Physical Education
and how it relates to the statement of purpose of
Covenant College. We concluded that a purpose
statement from the Physical Education Department
should be submitted to the Curriculum Committee to
show how this proposal will fit in with Covenant
College's statement of purpose.

The Curriculum Committee meeting November 1, 1973
added:

The Committee discussed the need for a purpose
statement from the Physical Education Department
dealing with the staff's proposal, 'The Equivalence
of a Major for Physical Education.‘ We decided that
a note should be given to both members of the Physi—
cal Education Department as to points to be included
in their purpose statement.

The Committee also discussed the need for an emphasis
of theory on the Introduction to Physical Education
course and changing Kinesiology from a Science
requirement to a Theory requirement.

In answer to questions raised at the October 11

 

and November 1 Curriculum Committee meetings, the Physical
Education Department responded with a position paper.
This position paper to the Curriculum Committee on
November 26, 1973, reads:
In a recent article in Reflections, Dr. Barnes said:

A strong athletic and physical education program
is justified largely on the basis of the college's

 

30Curriculum Committee Minutes, October 11, 1973.

31Curriculum Committee Minutes, November 1, 1973.

 

 

75

educational objective of developing the whole
man. Any definition of the whole man must in-
clude, in addition to mind and spirit, his body.
Beyond benefits to his physical body, however,
other benefits arise from an athletic—physical
education program.

Among these several advantages are the develop—
ment of leadership capabilities on the part of
students, the discipline of bringing one‘s body
under control (as commanded by the Apostle Paul),
the practice of high moral and ethical values,
the handling of highly emotional situations, and
the demonstration of individual responsibility
as well as team work.

Along with this rationale it is recognized that God,
the Creator of mind and body, is at the center of our
academic endeavor. We feel that the principles of
Covenant as stated in the college purpose are imple-
mented through the physical education program as
expressed in the 'Criteria for Teacher Education
Programs in Health and Physical Education' for Georgia.
We try to achieve understanding of physical education
by the incorporation of all courses into

A well—planned health and physical education
program which is designed to insure that all
students attain (l) desirable physical and
mental health practices, (3) knowledge and
understanding of, as well as respect for, their
bodies, (3) an understanding of the dynamics

of human movement, (4) a high degree of physical
and neuromuscular development and fitness, (5)
knowledge of and the ability to perform a wide
variety of physical skills, (6) a sound set of
values and attitudes concerning themselves and
others, and (7) the ability to perform several*
types of recreational skills for leisure time.

These principles listed above are now fused into the
various science, theory and practical courses offered
and proposed.

We agree that all the science courses should be
required and that Kinesiology should be moved over
to the theory column.

 

76

If farther explanation is necessary, please contact
us.

*
"Criteria for Teacher Education Programs in Health
and Physical Education," p. 147.

On November 29, 1973, the physical education major

was passed by the Curriculum Committee. The minutes Show:
The Committee discussed a purpose statement that was
received from the Physical Education Department.
The following changes are to be made in the proposal
for the 'Equivalence of a Major' in Physical Education.
A. Kinesiology is to be changed from a Science

course to a required theory course.

B. Introduction to Physical Education is a required
theory course.

C. Administration of Athletics is changed to Adminis-
tration of High School Athletics.

D. Individual Sports and Team Sports are eliminated
from the curriculum.

Dr. Donaldson moved to approve the Physical Education

program as a major program without specifying the

date which it is to be implemented. This motion was

seconded and passed.

The faculty, on March 5, 1974, voted to begin a
physical education major effective the 1974-75 calendar
year.

Seven years may seem like a long time. However,
the physical education staff felt that the acceptance of
the major within a year of its actual proposal was
relatively quick. It appears now that taking time to

develop relationships over the whole period beginning in

1967 was paramount to the final acceptance.

 

32Position paper from the Department of Physical
Education to the Curriculum Committee, November 26, 1973.

33Curriculum Committee Minutes, November 29, 1973.

 

77

34 the

In viewing Havelock's model for acceptance
author realized that he offered only one program with no
alternatives. By limiting the range of program choices,
the possibility of rejection was increased. However,
by incorporating the widest possible number of people
into the decision process, the overall potential for
rejection was decreased. It was during the phase that
the author feels he did the best job of not only communi-
cating his own position clearly, but also opening up
avenues of communication between all parties within the
college. By allowing all concerned to see how the
program was to be run and how it would effect any one
person or group, fears were reduced and a pathway for

acceptance was paved.

Self—Renewal

Havelock states, "finally the client needs to
develop an internal capacity to maintain the innovation
and to continue appropriate use without outside help."35
For the purpose of self-renewal at Covenant the Georgia
Departmentcf Certification was asked to come in and
evaluate our program.

Early in January of 1975, the Georgia Department

of Certification came to Covenant College to assess the

 

34Havelock, op. cit., pp. 111-132.

35Ibid., p. 15.

 

78

teacher education program and the physical education

major (see Appendix B).

 

The recommendations of the committee urged:

l. The development of new courses.

2. The re—numbering of available courses.

3. The obtaining of current materials for the

curriculum center.

4. The continuing professional staff improvement.

5. Better utilization of existing facilities and

equipment.

Attention should be given in the following areas
to insure that the program thus achieved can self—sustain
and that the program can continue to show growth.

1. The physical education facility should be set
up to meet the needs of the physical education program
and not the athletic program.

2. Present physical education equipment could
be set up for use all day by better utilization of
present space.

3. Physical education staff should be hired to
teach the science courses for the physical education
major. At the present, these courses do not meet all
the criteria that is required of physical education majors

and minors.

79

4. Qualified personnel for some skill area courses
(gymnastics, archery) should be obtained either on a full
or part time basis.

5. Additional tennis courts, location for archery,
and practice driving area for golf should be installed.

6. Additional outside play and practice areas
should be developed.

There would be nothing that the author has done

in order to insure self-renewal as seen in Havelock's
36

model. Final Georgia certification has not been
achieved. (No other person in the department has been
trained to carry on.) This may, in part, be the fault

of the author who has tended to view the program as a
personal effort and thus tending not to show the develop-
ment and management of the program with other department
members.

One year after adoption by the Covenant faculty
the author could probably not disengage himself from the
process, with any assurance the program would continue
to self—renew. Had the author trained others and should
more of the process be used as he went along this problem
may have been avoided. I

It is evident that some of the issues involved

in the various steps of the change process were not

 

36Ibid., pp. 133—141.

80

considered, with proper attention given to details.
There may have been a lack of sensitivity in dealing
with the related problems that accompany the formation
of a major discipline. A portion of this might have
been avoided if greater flexibility had been developed
within the program, and a more in-depth evaluation by
the Covenant staff prior to the visit from the Georgia
certification committee.

The problems that have been expressed, however,
do not seem to present a major stumbling block, perhaps
because the client relationship which was eventually
established at the beginning of this change process has
continued to be effective, therefore providing a basis

for effecting change in the future.

CHAPTER IV

SUMMARY, CONCLUSIONS, RECOMMENDATIONS,

AND IMPLICATIONS

This chapter will be divided into four sections.
The first section will contain a summary of the study;
the second section will contain the conclusions; the
third section the recommendations for the physical edu-
cation program; and the final section will deal with

suggestions for further research.

Summary

The purpose of this study was to show the
1. place of physical education in the liberal
arts college, and specifically
2. the development of a physical education
program for the Christian liberal arts col-
lege.
A rationale for the curriculum change effort was developed
in the review of literature in Chapter II.
The process of developing a physical education
program for the Christian liberal arts college over a
seven year period was traced and analyzed in Chapter III.

The steps taken in formulating a minor and major in
81

 

82

physical education were carefully reconstructed. Special
emphasis and attention were given to the collection of
minutes and memorandums which were exchanged among the
Physical Education Department, Curriculum Committee and

administrators of the college.

Conclusions

As a result of the study, the following conclusions
would seem to be valid:

1. Supporting evidence has been found concerning
the role of physical education in the Christian liberal
arts college. The review of literature implied the role
and place of physical education in the liberal arts
college. The review showed that man does not learn in
accordance to individual units, but rather they learn
physically, emotionally, mentally and socially as a whole.
The physical educator who educates for the "whole man"
is concerned with more than the physical welfare.

2. The administration of the college accepted
this supporting evidence as shown by the adoption of a
physical education major and minor. This was a result
of a seven year program beginning with the relationship
building process and continuing through the diagnosis,
acquisition, and choosing stages. The final stage of
acceptance was accomplished March 5, 1974 with a positive

vote on the part of the faculty.

 

 

 

83

3. The major and minor have met new student
interest as evidenced by student enrollment in the program.
From a beginning with no students in 1967, to twelve
students in 1971, the physical education major boasted
approximately thirty fulltime students in the major in
1974-1975. This was the first year the major was offered.

4. Recruiting efforts have been increased and
enhanced by the physical education major. Prior to 1974
the recruiting office reported about ten percent of the
prospective students asked about a physical education
major. The greater majority of these students went else-
where when they found out that there was no physical
education program. Since the addition of the major, a
higher percentage of the students who inquire about the
physical education program now attend the college as
evidenced by twenty—one freshmen enrolled in the first
year of the program.

5. The attrition rate of those students interested
in a physical education program has been reduced. Students
interested in physical education as a major before 1974
would often leave Covenant by their junior year. Upper-
class students have now entered the program and 1974-1975
saw no attrition from the physical education program.

6. A greater understanding and awareness of
physical education has been created among faculty of all

departments. Faculty members have come to appreciate

 

 

84

the Physical Education Department since they can now see
a program and realize that physical education faculty do
more than just coach.

7. Since attrition has decreased and the interest
of new students in the physical education program has
been enhanced, the economic stability of the college has
increased. A growing college which loses students from
its base of support finds its economic base eroding.

The physical education major has reduced the attrition
rate because it now offers a program for students inter-
ested in physical education. These students no longer
transfer after the sophomore year.

8. The general outlook of the student body has
improved as they View the physical education program as
a worthwhile experience. Student awareness has increased
as they realize that physical education staff are
interested in more than physical welfare, and have more
than a "roll—out—the-ball" attitude.

9. Increased needs and interests of non physical
education majors are being met through additional course
offerings. Many students who did not want either a physi—
cal education major or minor, but did want additional
physical education courses, are now given that opportunity.
The area most used is a selection of eighteen activity
courses which would not be available without the major

program.

 

85

10. The physical education major has met the
needs of both athletes and non athletes in a flexible
manner, and yet maintained its academic thrust. Prior
to the adoption of the physical education major there
was a concern that only athletes would enroll in the
major and it would become an easy passport to graduation.
By integrating the physical education, science, mathe-
matics, and teacher education departments, criticism
has been avoided, and the entire program strengthened.

11. The pressure of adding a physical education
major and minor drew attention to inadequate facilities
and paved the way for construction of a new physical
education complex. Covenant College never had any type
of physical education facility, but as the college grew
and the minor was adopted, the importance of a facility
became apparent. It was realized that there could not
be a major unless the college had a physical education
complex. In 1973 the physical education complex was
built and the major was adopted one year later.

12. The change agent did not include all parties
in the relationship building process. This resulted in
conflict which otherwise may have been avoided.

13. The problem which was diagnosed was correct,
but it emerged more out of a strategy to be followed than
from an analysis of the problem. Other problems which may

have been present were never ascertained.

 

86

14. The resources gathered did not follow any
organized, systematic pattern. This resulted in confusion
and a lack of flexible alternatives being offered.

15. The solution given in the form of a teacher
education program was the only choice the change agent
offered. This approach may have greatly limited the
department and college from choosing other or additional
courses of action.

16. The acceptance process used provided a work-
able format because all lines of communication were open.
Great care was taken in seeing that all parties involved
understood their relationship to the program.

17. There has been little done in the area of
self—renewal which would allow the change agent to with-
draw. Other members in the department should have been
trained to carry on the change process.

18. It might be concluded that the author was
too personally involved in the study to be objective in
all respects. Many mistakes which were made might have
been avoided had the author sought out additional advice
instead of attempting to shield the change process from
others.

19. In attempting to use the Havelock model,1

it became apparent that in many ways the change process

 

lHavelock, op. cit., pp. 13-15.

 

 

87

could have been more effective. Relationships were some—
times not properly formed; the diagnosis was not general
enough to find all of the problems; the resources gathered
did not generate a range of alternatives, the solution
could have been broader in scope, the acceptance procedure
was followed, and the author came to the time for self-
renewal and realized he had trained no one to carry on

the process so that he might withdraw. There also was

a lack of flexibility built into the program so that it

might adapt to Changing ideas and interests.

Recommendations

When developing a physical education program and
acting as a change agent, great care needs to be used in
determining who the client is and building relationships
with all the parties involved. It is important to go
back into the relationship building process and provide
a means whereby new students, faculty and administrators
may become a part of the relationship system.

The diagnosis of the problems relating to the
physical education program need to be carefully analyzed
so that the client and the change agent understand the
task to be performed. Since certification has not been
granted other problems might be studied at this time, so
that they do not become obstacles in the future.

Resources that are gaflrned for the implementationcaf

a physical education program need to be complete and compiled

 

88

in a systematic manner. This will be helpful in generating
a wider range of alternatives. Additional resources might
be gathered to provide a basis for future study should the
physical education department want to develop alternative
programs to the teacher education program now in effect.
When choosing the correct solution for a physical
education program all of the alternatives should be
studied. From this the best possible solution which

meets individual, group, and institutional needs may

 

be choosen.

The acceptance process should clearly define the
role and scope of the physical education program being
planned, so that all parties involved and effected
understand their relationship to the program.

Efforts in self—renewal should be aimed toward
the time when the change agent withdraws. The physical
education program should be flexible in nature, and be
able to self—sustaining. Efforts should be made to train

others to carry on the program and change effort.

Suggestions for Future Study

 

Suggestions here are for possible areas for future
dissertation study:

1. What are the implications of curriculum
change process with respect to planning and building of

a physical education complex for a physical education

89

major and minor? What facilitaties are minimally necessary
for such a process to succeed in a Christian liberal arts
college?

2. An evaluation of the physical education program
at Covenant College and other Christian liberal arts
colleges. This might be a study about how graduates of
Covenant compare to physical education graduates of other
colleges as seen by superintendents, principals, and
department chairmen.

3. A study based upon the first five graduating
classes in the physical education major. This would be
a graduate's analysis of the program at Covenant College
and how qualified they feel they are in their discipline.
It would include shortcomings and recommendations for
program improvement.

4. A study of comparable change efforts in other
Christian liberal arts colleges to help apply more effec—
tively what is now known about the change process to the

efforts toward change in this unique learning environment.

Concluding Statement

 

Although it is evident that some of the stages
of the change process were not given proper attention,
the client relationship which was established at the
beginning of this change process has continued to be
effective, therefore providing a basis for effecting

change in the future.

 

BIBLIOGRAPHY

90

BIBLIOGRAPHY

Books

Arnold, P. J. Education, Physical Education and Personality
Development. New York: Atherton Press, 1968.

Ashton, Dudley. Administration of Physical Education for
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Bennis, Warren G.; Benne, Keneth D.; and Chin, Robert. The
Planning of Change. 2nd ed. New York: Holt,
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Brighthill, Charles. Man and Leisure. Englewood Cliffs,
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Brownell, Clifford L. Physical Education. New York:
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Bucher, Charles A. Foundation of Physical Education.
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Cobb, Louise S. A Study of the Functions of Physical
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Corbin, R. Dan. Recreation Leadership. Englewood Cliffs,
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Cowell, Charles. Scientific Foundations of Phy§ical Edu-
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Cowell, Charles C., and Schwehn, Hilda M. Modern Principles
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Cowell, Charles C., and Willman, France L. Philosophy and
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Davis, Elwood C., and Wallis, Earl L. Toward Better Teaching
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91

92

Downey, Robert J.; Davis, Elwood C.; McCann, June V.; and
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Dumazedier, Joffre. Toward a Society of Leisure. New York:
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Fabricius, Helen. Physical Education for the Classroom
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Fait, Hollis F. Special Physical Education: Adapted,
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Felshin, Janet. Perspectives and Principles for Physical
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Forbes, Clarence A. Greek Physical Education. New York:
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Gerber, Ellen W. Innovators and Institutions in Physical
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Halsey, Elizabeth. Women in Physical Education: Their Role
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Havelock, Ronald. The Change Agent's Guide to Innovation
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Healy, William. Demonstrations in Physical Education.
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Hughes, William L.; French, Esther; and Lehsten, Nelson G.
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Irwin, Leslie W. The Curriculum in Health and Physical
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Kleindienst, Viola, and Arther Weston. Intramurals and
Recreational Proggams for Schools and Colleges.
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93

Kraus, Richard. Recreation and Leisure in Modern Society.
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Laycock, John 8., Jr. Physical Education in the Communipy
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Lee, Mable. The Conduct of Physical Education. New York:
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Leonard, Fred E. The History of Physical Education.
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Lippitt, Ronald; Watson, Jeanne; and Westley, Bruce. IRS
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MacKenzie, Marlin M. Toward a New Curriculum in Physical
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McCleary, Lloyd E., and Hencley, Stephen P. Secondary
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McClelland, D. C. The Achievement Motive. New York:
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Miles, Matthew B. Innovations in Education. New York:
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Miller, Richard. Perspectives on Educational Change. New
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94

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95

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97

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98

Reeves, William Earl. "An Evaluation of the Undergraduate
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Education Programs Presented by Covenant College."
January 20-23, 1975.

 

APPENDICES

99

APPENDIX A

FOR TEACHER EDUCATION PROGRAMS IN HEALTH

AND PHYSICAL EDUCATION

100

 

 

 

STATE DEPARIEENT OF EDUCATION
STATE OFFICE BUILDING
ATLANTA, GEORGIA 30334

~FOR TEACHER EDUCATION PROGRAAS IN HEALTH AND PHYSICAL EDUCATION

Office of Instructional Services

DIVISION OF TEACHER EDUCATION AND CERTIFICATION

 

Jack P. Nix

State Superintendent of Schools

101

 

 

 

102

B. Criteria for Teacher Education Programs in Health and Physical Education
(Approved February 15, 1967)

1.

Frame of Reference

Almost any statement of goals to be found in schools today will
include reference to principles of democracy, to helping the student
develop a sound sense of values, to the development of social skills,
and to self-fulfillment for the individual. Such statements will
usually continue by stating that each area of the curriculum will
make its contribution to these goals. This contribution is as much
an objective of the health and physical education program as it

is of each of the other curriculum areas.

A well-planned health and physical education program is one which

is designed to inSure that all students attain (l) desirable physical
and mental health practices, (2) knowledge and understanding of, as
well as reSpect for, their bodies, (3) an understanding of the
dynamics of human movement. (4) a high degree of physical and
neuromuscular development and fitness, (5) knowledge of and the
ability to perform a wide variety of physical skills. (6) a sound

set of values and attitudes concerning themselves and others. and

(7) the ability to perform several types of recreational skills

for leisure time.

Sound programs of personal maintenance. involving appropriate rest,
diet, and recreational activities contribute to self-fulfillment.

'They also constitute effective combatives against illnesses resulting

from undue physical and mental strain and duress. For many of our
citizens desirable health practice will best be developed through
public school health and physical education programs. Therefore,
these programs must be adequately designed and developed to meet
the needs of Our changing society.

Health and physical education programs should be so organized that
there is a progressive sequence of knowledge and skills in accordance
with the characteristics and needs of each age group, with attention
to the uniqueness of individuals within the group. Such programs
should provide children with experience and opportunities for learning
in both health and physical education. Health and physical education
are closely related and inter-dependent. However. they are separate
and distinct fields with a body of knowledge unique to each. The
specific concerns of these two areas are listed below.

a. Health:

(1) Instruction which includes personal hygiene and cleanliness;
the human body, including its organic functions, structure,
and maintenance: nutrition; dental hygiene: mental and
emotional health: sex education, including preparation for
marriage and the family; communicable diseases; safety
education: stimulants and depressants; and community health
and consumer health.

 

103

(2) A healthful school environment which should be used as a
teaching and learning experience.

(3) Health services, including individual screening, counseling,
and referral, and first aid.

Physical education which includes:

Neuromuscular and physiological development; movement education;
forms of play activities common to our culture; recreational

and sports skills for leisure time; outdoor education, including
aquatics, camping, boating; self—testing and evaluative
techniques; dance and rhythmical activities; gymnastics and
tumbling; and track and field.

Procedures for Program Development

The development of a program for educating teachers of health and
physical education must provide for competencies in Health and
Physical Education at elementary, junior high, and secondary levels.
Preparation for supervisors of elementary, junior high, and secondary
school programs should be at the graduate level.

Program Design

Teachers prepared in programs designed according to the following
guidelines should be able to teach health and physical education
effectively.

a.

General education

Several types of understandings and competencies needed by the
teacher of health and.physical education are attainable through
his involvement in the college general education program. Such
understandings may be obtained through study in the areas of the
natural and physical sciences, the arts, the humanities, the
social sciences, health and physical education, and the areas
concerned with communication skills. (Persons responsible for
planning programs for the professional preparation of health
and physical education teachers should review Chapter Two,

page 11 of this bulletin for further direction as to the role
of general education in the preparation of teachers.)

Health and physical education content courses

Because the psychological, sociological, and physiological
characteristics and needs of children differ so greatly between
the elementary, junior high, and secondary school levels, the
health and physical education programs appropriate to each of
these levels must also differ greatly in terms of content,
methods, and purpose. Therefore, it is only logical that the
health and physical education teacher who is responsible for
such programs would have need for a great number of under-
standings and abilities.

 

 

 

 

 

 

 

 

 

104

This part of the section on program design is subdivided into
three subsections. The first subsection consists of competencies
considered basic to the effective teaching of either health or
physical education at the elementary or secondary level. The
second or third subsections concern competencies Specifically
related to the effective teaching of health and physical education
respectively.

(1) General competencies of health and physical education teachers.

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

An understanding of the purposes of school health and
physical education programs and their relationships to
the goals of public school education.

An understanding of the relationships between school
health and physical education programs and the related
fields of safety, recreation, and outdoor education.

An understanding of how health and physical education
classes may be so organized and conducted as to have a
positive effect on the student's attempts at developing

a set of moral and social values and patterns of behavior.

Knowledge and understanding of the sciences of anatomy,
physiology, and kinesiology and the ability to apply
this knowledge in his teaching reSponsibilities.

An understanding of the relationships between the aims
and content of school health programs and the aims and
content of school physical education programs.

An understanding of the relationships between the aims
of school physical education programs, school intramural
programs, and interscholastic athletic programs.

The ability to successfully perform and demonstrate

a wide variety of the skills involved in the physical
activities, games, and sports of our culture, as well
as the basic human movements of all age levels.

An understanding of the historical development of
health and physical education as influencing present
day philosophy in those areas.

(2) Competencies needed by teachers of elementary and secondary
School health.

(a)

(b)

An understanding of the aims and nature of school
health education and health services programs in
elementary and sec0ndary schools.

Understanding and knowledge of the content within the
following areas as it would relate to the elementary
and the secondary school health programs.

 

 

 

(3)

(c)

(d)

(e)

(f)

(g)
(h)

(i)

(j)

105

Personal hygiene and cleanliness

The human body, its organic structure, functioning,
and maintenance

Nutrition (including planning family nutrition)
Dental hygiene

Mental and emotional health

Community, national, international and world health
problems

Sex education, including preparation for marriage and
the family

Depressants and stimulants (including alcohol, narcotics,
and tobacco) '
Accident prevention

Communicable diseases

Consumer health (including health misconceptions and
quackery)

The ability to recognize normal physical, mental, and
emotional growth and developmental patterns of school-
age children and the ability to identify deviations
from such patterns.

An understanding of the illnesses and health problems
encountered by children and teenagers and knowledge

of techniques and procedures which are effective remedies
and preventives of such problems.

The ability to consult with and advise individual
students of all age levels concerning their personal
health problems.

The ability to initiate and conduct programs of
specialized instruction and activities for students
with individual needs or problems.

The ability to conduct health screening procedures.

The ability to interpret and relate the findings of
physical examinations to the total school health
program.

The ability to use surveys and other research techniques
and statistics in studying community health problems.

An understanding of desirable health habits, practices,
and attitudes commensurate with the elementary age
child, in order that health education programs at
upper grade levels may be founded upon the awareness
of such attitudes and understandings by the student.

Competencies needed by teachers of elementary and secondary
school physical education

(a)

The ability to design wholesome and effective physical
education programs.

 

106

(b) An understanding of the rules, principles, regulations,
skills, and equipment facilities, and procedures of
activities suited for:

...Elementary school physical education programs from
such as the following:

Games of low organization and skill

Rhythmic and mimetic activities

Simple team games

Beginning and elementary stunts and tumbling
Beginning swimming

Simple individual physical skills

Movement education

...Junior and senior high school physical education
programs from areas such as the following:

Team Sports

Individuals and dual sports

Aquatics (beginning, intermediate, and advanced)
Gymnastics and tumbling

Dance

Isometric and isotonic exercises

Outdoor living (including camping, boating, etc.)
Adult recreational activities

Safety and first aid

Track and field

Self—tesing activities

Body mechanics

Coeducational recreation activities

(c) An understanding of patterns of normal growth and
development of school children and the enhancement of
such growth which is possible through physical education
activities.

(d) An understanding of and the ability to design physical
education programs and activities for children with
exceptional needs.

(e) An understanding of and the ability to use several
types of testing devices to measure physical strength,
growth, and fitness, and the ability to incorporate
the findings of such tests into the design ~f
physical education programs.

(f) An understanding of a desirable sequence of physical
education activities which may be implementc‘ into the
design of school physical education programs to
provide optimal learning and development on the part
of children.

 

 

107
(g) The ability to purchaSV, store, maintain. improvise and
use facilities and equipment needed in the physical
education program.

(h) An understanding of the various types of injuries which
may occur through participation in physical education
and Sports activities and the ability to administer
necessary and immediate treatment.

(i) The ability to design and conduct intramural Sports
programs which include a wide range of activities
and which can accommodate the needs and interests of
all interested students. '

(j) The following competencies relate to the role of the
secondary school physical education teacher in
coaching interscholastic athletic teams.

...An understanding of the relationships between
secondary school physical education intramural sports,
and interscholastic athletic programs.

...An understanding and appreciation of the positive
values of participation in interscholastic athletics
and the ability to conduct such programs from this
frame of reference.

...The ability to organize and arrange interscholastic
athletic schedules which reflect concern for the school's
aims and objectives and consideration for the welfare

of team members.

...An understanding of the various strategies.
fundamentals, and skills involved in the activities
included in interscholastic athletic programs.

Professional education

The following competencies which are needed by health and
physical education teachers are usually considered to be a part
of the concerns of professional education and are offered as
amplification of information in Chapter TWO of this bulletin.

(1) An understanding of the approach to the teaching of health
and physical education.

(2) An understanding of physiological, psychological, and soci-
ological patterns of human growth and development of
learners at all levels.

(3) The ability to evaluate learning and skills in health and
physical education.

(4) The ability to interpret the aims and objectives of physical
education and health to the public.

 

 

108
Staff and Facilities

The organization and optimal functioning of the educational enter-
prise is dependent on a staff, qualified by academic preparation.
experience, skills and attitudes from which effective learning
derives. The educational process also requires facilities developed
and used as an integral part of the teaching-learning experience. It
is therefore the responsibility of administration to provide, in
addition to a qualified staff, facilities adequate in quantity and
quality for progressive learning, through which the student grows

in skills, satisfaction and achievement.

To achieve these ends:
a. Staff
(1) All members of the regular teaching and administrative staff

of the health and physical education department should be
qualified by appropriate experience and education for their

duties. The director of the department should have a doctoral

degree or its equivalent, and should have had teaching and
administrative experience. All other full-time staff
members should have at least the master's degree.

(2) There should be a Sufficient number of qualified staff
members to meet the teaching requirements of the program.

(3) Standards relating to staff load, tenure. retirement,
academic work, and other matters applicable to the general
staff of the institution should apply equally to staff
members in health and physical education.

(4) The use of undergraduate students and non-degree personnel

as instructors, in any phase of the institution's instructional

program, is not recommended.

(5) Staff members should be encouraged in personal and professional
growth through study, travel, research, writing and attendance

at staff and professional meetings. Funds should be set
aside for this purpose.

(6) Additional departmental duties should be evaluated in
determining each staff member's total work load.

(7) Class size should be such as to provide for maximum
opportunities for effective instruction. In determining
class size, recognition must be given to such factors as:

type of activity, efficiency of teaching personnel, facilities,

equipment and staff available.
b. Facilities

(1) Facilities should be developed and used as an integral part
of the teaching—learning experience.

109
(2) Facilities should meet tht needs of men and women for
developing the competencits sought in the instructional,
intramural, recreation and intercollegiate programs.

(3) A variety of facilities should be provided to insure the
possibility of a broad program. Adequate playing fields,
courts, gymnasia, dance studios, swimming pools, and other
necessary activity areas should be provided.

(4) A functional and adequately housed, equipped, and staffed
student health service, and a guidance and counseling
service are necessary.

(5) Physical education equipment of sufficient quantity and
good quality is necessary for success of the program. A
budget Sufficient for meeting these requirements should
be provided.

Admission and Guidance Procedures

To insure the entrance of desirable and well qualified health and
physical education teachers into the teaching profession, the
institution should develop a well defined plan of admission and
guidance. This should be a cooperative effort of the Health and
Physical Education Department and the Education Department.

a. Admission

(l) The policies governing entrance to the institution should be
such that only those applicants possessing the potential to
successfully complete the college program will be admitted.

(2) Provision should be made for a screening committee to
determine, through interviews, tests, and current and adequate
records, the status and abilities of the applicant.

(3) Admission to the teacher education program and to specialization
in Health and Physical Education should be determined by the
evaluation of factors such as: ability to do acceptable
academic work; proper usage of the English language;
emotional maturity; demonstrated competence in the basic
skills of physical education and/or motor educability;
physical, moral. and social fitness; general intelligence;
professional interest; demonstration of a desire to work
with peOple of various ages and characteristics; and physical
appearance.

b. Guidance

(1) After an applicant has been admitted to the Health and
Physical Education program, he should be assigned to a
department advisor who will review his performance record
and planned program at regular intervals.

(2) Conferences should be scheduled with the student in which he is
encouraged to engage in self-evaluatiOn of his academic and
professional progress.

 

 

APPENDIX B

EVALUATION OF TEACHER

EDUCATION PROGRAMS

110

 

PRESENTED BY COVENANT COLLEGE
(Report of the Visiting Committee
January 20-23, 1975)

PHYSICAL EDUCATION

Frame of Reference

 

The physical education instructional program for
student majors is in a neophyte stage and capable of
growth and expansion which will offer many alternatives
to students. Growth is apparent and exemplified by the
erection of a new physical education facility and a lease
plan with Dade County for outdoor areas.

The unique opportunities offered students are

unlimited.

Commendations

A viable, enthusiastic intramural program exists
for both males and females.

The policy that inhibits smoking by students and
faculty on campus is a commendable one and a wise positive
health decision.

The physical education facility is aesthetically

pleasing and functional.

Criteria Not Met or Partially Met

 

Criterion (3) (b), page 151 stating: "An under-
standing of the rules, principles, regulations, skills,

equipment, facilities and procedures for Elementary,

111

 

 

 

 

 

 

112

Junior and Senior High Schools," is not met with the
present system of substitute courses.
Criteria (1) (a) (b) (e) are not met due to the
lack of student majors' involvement in Health Education.
Criterion (4) (a) STAFF (1) states the director of
the Department should have a doctoral degree and all other
full-time staff members should have at least the masters

degree. This criterion has not been met.

Recommendations

For program accreditation:

Student majors should take both PE 235 and PE 238
as outlined by the criteria (3,b,pp. 150-151).

Student majors should receive instruction in methods
and content in health education, and general education majors
should also have exposure to general health education (1,
a,e,2,a,j,p. 149).

It should be noted that accreditation standards
require faculty members to have a masters degree prior to
employment (4, a, l, p. 153).

For program improvement:

The curriculum center and the physical education
staff and students should have at least 3-5 copies of the
following State Department of Education Guides:

Curriculum Planning in Secondary Physical Education

Building a Better You

 

113

Building a Better You, Volume II

Viewpoint: Drug Use, Misuse and Abuse

Viewpoint: Venereal Disease

Inside—Out

Ready? Set — Go! Level I

Ready? Set — Go! Level II

The Media Center (library) has 242 volumes in
health and physical education which make up .008 of the
total volumes. No funds are budgeted for new volumes

although the need is apparent. The Journal of Health,

 

Physical Education and Recreation and The Research Quarterly

 

 

 

were not in the volumes. The D.G.W.S. guidelines were
outdated. It is recommended that proper volumes and
periodicals be made a part of the Media Center.

Utilization of video tape media should be made in
the total instructional program and not be restricted to
interscholastic athletics.

It is recommended that a syllabus for each course
offered be prepared and available for program evaluation
and planning.

Course titles and descriptions failed to reveal
that student majors experience instruction in physiology
of exercise, measurement and evaluation in physical edu-
cation and creative movement. It is recommended that
experiences in these areas are offered as facets of courses

or as special courses.

114

Additional elective courses in outdoor education
should be offered.

Physical education 237 and 331 should be elective
courses and not an alternate in the grouping of PE 235,

PE 236, PE 237, PE 331 and PE 332.

Additional physical education equipment should be
made available for physical educational instruction and
separate storage and inventory should be initiated.

In-depth instruction should be provided for some
students wishing direction and structure in the general
physical education program and a careful study should be
made of the global goals and goal attainment.

Physical education instructional staff members
should be members of their state and national professional
organizations.

Physical education instructional staff members
should complete formal education to the doctoral degree
level.

Provisions for student written anonymous evaluation
of both instructor and instructional experiences should be
made and change should be made on planned assessment.

Plans for meeting the stipulations of Title IX of

the 1972 Education Amendments should be made and employment

 

of a female physical education instructor should be con-

Sidered.