A STUDY OF PHYSICAL EDUCATION IN THE PUBLIC IUNIOR AND COMMUNITY COLLEGES {IF THE CONTINENTAL UNITED STATES Thesis for the Degree of Ed. D. MICHIGAN STATE UNIVERSITY WILLIAM CLAUDE BLAMER 19:67 h “I ( IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII : , “ ““1, 293103 L ".1922 " Michigan S; ,- I University This is to certify that the thesis entitled A STUDY OF PHYSICAL EDUCATION IN THE PUBLIC JUNIOR AND COMMUNITY COLLEGES OF THE CONTINENTAL UNITED STATES presented by William CIaude BIamer has been accepted towards fulfillment of the requirements for Ed. D. degree m __Physic_aI Education AOVLJIfiuyfl Ule/LLLfl/L/L. I IlI’Iajor professor Date JUIY 18' ‘967 0—169 ABSTRACT A STUDY OF PHYSICAL EDUCATION IN THE PUBLIC JUNIOR AND COMMUNITY COLLEGES OF THE CONTINENTAL UNITED STATES by William C. Blamer Statement of the Problem This is a study of physical education programs in the public junior and community colleges of the continental United States for the purpose of determining the extent to which they meet certain recommended standards of professional organizations and recognized authorities. The phases of the program included in the study are: (1) the physical education service program: (2) the intramural activities program; and (3) the intercollegiate athletic program. Methodology 1. Collection of data. In order to analyze the phys- ical education programs in the community colleges it was necessary to obtain data relative to the existing policies and practices. Catalogs were requested From the nation's public com- munity colleges that were listed in the 1966 edition of the Junior College Directory. In many instances, the catalogs William C. Blamer offered some of the needed data, but in the majority of cases the information regarding physical education programs was limited. Therefore, to secure this information, a question- naire was constructed and sent to the chairman of the physical education department of Four hundred ninety junior colleges listed in the 1966 directory. A total of three hundred twenty-four questionnaires were returned properly answered, From the Following groups, organized according to enrollment. Questionnaires Questionnaires Per Cent Group Sent Returned Responding Group I 110 58 52.5 (1 to 499) Group II 122 76 I 62.3 (500 to 999) 0rouo III 149 101 67.7 (1000 to 2999) Group IV 109 99 81.7 (3000 and over) Total 490 324 66.1 2. Treatment of the data. The study involved Five steps in treating the data. The first step was the selection of recommended standards For community college physical edu- cation programs; the second, establishment of the various william C. Blamer items on the questionnaire indicating the present status of physical education; the third, analyzing the present practices and policies according to the recommended standards; the fourth, formulation of recommendations: and Fifth, a test of the reliability of the research instrument. Findings THE PHYSICAL EDUCATION SERVICE PROGRAM 1. Approximately 14.0 per cent of the community col- leges do not offer a service program, while 74.1 per cent re- quire physical education and 12.3 per cent offer physical edu- cation as an elective. 0F the colleges requiring physical education about three-Fifths have a two-year requirement and over one-third per cent have a one-year requirement. 2. Only one-Fourth of the colleges provide adapted classes For students with physical handicaps. 3. Over one-third of the community colleges allow the students to participate in the physical education service program without having a medical examination. 4. Military service is accepted in lieu of physical education requirement at more than one-half of the colleges and athletes are excused in approximately the same percentage 0F.institutions. 5. Approximately three-Fifths of the colleges exempt women at a mean age of 24.3 years and about the same per William C. Blamer cent exempt men at a mean age of 24.0 years. 6. In 16.4 per cent of the colleges the physical education department chairman has no control over the size of the classes. He has sole responsibility for determining class size in about one-third of the colleges and shared authority in about two-fifths of the institutions. 7. Approximately four-fifths of the colleges teaching swimming use coeducational instruction, and three-fourths have coeducational bowling. Other traditional activities taught coeducationally are golf, tennis, archery, badminton, gymnastics, and body mechanics. 8. Only 16.4 per cent of the colleges require swimming or a proficiency in swimming. 9. Approximately one-third of the colleges do not have a college gymnasium and only three-fifths teaching swimming own swimming pools. College owned athletic fields are provided at only seven-tenths of the institutions and tennis courts at 56.3 per cent. THE INTRAMURAL ACTIVITIES PROGRAM 1. Nearly four-fifths of the colleges provide an intramural activities program and less than one-half of these schools require a medical examination prior to participation in the intramural program. 2. The most popular team sports in the intramural programs are basketball, volleyball, touch or flag tag william C. Blamer football and softball with over three-fourths of the colleges including these. Of the individual and dual sports, tennis, table tennis, badminton, bowling and golf are the most popu- lar, with over one-half of the colleges including these activities in the intramural program. 3. Co-recreational activities are included in the intramural programs at over seven-tenths of the colleges and slightly over one-half of the colleges emphasize carry-over activities. 4. Approximately two-fifths of the colleges receive all of their intramural funds from the general budget and about three-tenths receive all intramural funds from student fees. Nearly two-fifths of the institutions receive funds from both the general budget and student fees in varying amounts. THE INTERCOLLEGIATE ATHLETIC PROGRAM 1. Approximately 85 per cent of the junior colleges compete in intercollegiate athletics. The most popular sport is basketball with 97.4 per cent of the colleges participating in this sport. Golf is next in popularity, followed by base- ball, tennis, and cross country with from one—half to three- fourths of the colleges competing in these sports. I 2. Only about three-fifths of the colleges negotiate written contracts prior to the staging of all home athletic events. William C. Blamer 3. Approximately 85 per cent of the colleges have coaching staffs comprised solely of faculty members. 4. Medical examinations are required prior to each sport season at 44 per cent of the colleges and an annual examination is mandatory at 41.7 per cent. No medical exam- ination is required for athletes at approximately one-tenth of the institutions. 5. Accident insurance is provided for the athletes at over four-fifths of the colleges. 6. Over one-fourth of the colleges compete in women's intercollegiate athletic competition. Tennis is the most popular women's sport with nearly three-fourths of the col- leges participating in this activity. Basketball is next in popularity followed by volleyball, field hockey, swimming, track and field, golf, badminton, gymnastics, and softball. 7. The general budget provides all of the funds for athletics at about one-tenth of the colleges and over one- fifth receive all of their funds from student fees. The other colleges receive different amounts from various other sources including gate receipts and guarantees. Recommendations PHYSICAL EDUCATION SERVICE PROGRAM 1. College administrators should provide financial and administrative support to physical education personnel so william G. Blamer that physical education activity classes can be required of all full time students. 2. Adapted physical education classes should be pro- vided for students unable to participate in the regular pro- gram. 3. All entering students should be given a thorough medical examination prior to participation in the physical education program, and subsequent examinations should be given as deemed necessary. 4. Blanket excuses from the physical education program should not be given for military service. Athletes should be allowed to use the varsity sport only once, if at all, to satisfy part of the physical education requirement, and should return to their physical education classes at the completion of the season. 5. Physical educators and local medical personnel should study their program and devise programs to meet the needs, interests, and physical abilities of the adult stu- dents. 6. The physical education department chairman should be given either sole or shared authority for determining class sizes. 7. Coeducational instruction planned by staff members of both sexes shou1d be included in the physical education service program. William C. Blamer 8. Proficiency or a course in swimming should be re- quired at all colleges that have swimming facilities avail- able. 9. Colleges should provide gymnasia, swimming pools, extensive playfields and other facilities to carry on the various programs of the physical education department. INTRAMURAL ACTIVITIES 1. Colleges should provide a voluntary intramural pro- gram with a director from the physical education staff to pro- vide for the physical, social, and recreational needs of all the students. Students should show evidence of a recent medical examination to participate in this program. 2. Colleges should offer a broad program of intramural activities for both men and women. More emphasis should be placed on individual and dual activities. 3. Intramural programs should include co-recreational activities in team sports such as volleyball, and individual and dual sports such as archery, badminton, bowling, and golf, and in social and square dancing. 4. Funds to Operate the intramural budget should come from the general budget and be channeled through the budget of the physical education department. THE INTERCOLLECIATE ATHLETIC PROGRAM 1. After establishing an instructional program and an intramural program for the general students of both sexes, on F Q William C. Blamer the physical education department should provide intercolle- giate athletic competition for the physically gifted male and female students. The women's program should follow the recommendations of the Division of Girls' and Womens' Sports regarding competitive athletics. 2. The athletic director of the entertaining college should have signed contracts from all participating institu- tions and officials, prior to staging athletic events. 3. Colleges should attempt to develop their coaching staff from the college if possible. Where this is not pos- sible only professionally prepared personnel should be given coaching responsibilities. 4. Colleges should require athletes to have annual medical examinations, or examinations prior to each sport season. 5. Accident insurance should be provided for athletes. 6. Colleges should not depend on gate receipts for a large proportion of their athletic budget, but should find other means for financing the program. Questions for Further Study 1. Studies of the professional preparation program in the community college should be made on a state or regional basis. ‘ 2. A study should be undertaken to refine and de- velop new standards applicable strictly to the community college. William C. Blamer 3. Additional studies of the community college phys- ical education program should be made on a regional basis. 4. A study of health education in the community col- leges of the United States should be carried out. 5. Criteria should be developed by medical and phys- ical education personnel for exempting male or female stu- dents from the required physical education program due to age. A STUDY OF PHYSICAL EDUCATION IN THE PUBLIC JUNIOR AND COMMUNITY COLLEGES OF THE CONTINENTAL UNITED STATES BY William Claude Blamer A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION .Department of Health, Physical Education and Recreation 1967 ii (:5) Copyright by WILLIAM CLAUDE BLAMER 1968 iii ACKNOWLEDGMENTS Sincere appreciation is extended to Dr. Randolph Webster, Professor of Health, Physical Education and Recreation, and chairman of the committee: Dr. Thelma Bishop, Professor of Health, Physical Education and Recreation: Dr. Carl Horn, Professor of Education and Dr. John Useem, Professor of Sociology; for their invaluable aid, guidance, and encouragement. Grateful acknowledgment is expressed to the administrators, department heads, athletic directors, and faculty members who cooperated in completing the questionnaires involved in this study. Special thanks are due Mrs. Bernice F. Blamer whose sacrifice, encouragement, and assistance helped to make this study possible, and to Claudia, William E., Robert and Richard Blamer for their cooperation and understanding during the period the project was being completed. William C. Blamer iv TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . iii LIST OF TABLES . O O O O O O O O O O O O O O O O O O Vii Chapter I. INTRODUCTION 0 0 O O O O O O O 0 0 O O O O 0 1 Statement of the Problem Amplification of the Problem Need for the Study Delimitations Definitions Assumptions II. BACKGROUND ON COMMUNITY COLLEGES . . . . . . 6 Historical Development Functions of the Community College' Physical Education and Athletics in the Community Colleges III. REVIEW OF THE LITERATURE . . . . . . . . . . 22 Four-Year Colleges and Universities Junior and Community Colleges Summary IV. METHODOLOGY 0 O O O O O O O O O O O O O O O 56 Collection of the Data Treatment of the Data V. THE PHYSICAL EDUCATION SERVICE PROGRAM . . . 65 Administration Program Evaluation Budget and Facilities Chapter VI. THE INTRAMURAL ACTIVITIES PROGRAM . . . . . Administration Program Budget and Facilities VII. THE INTERCOLLEGIATE ATHLETIC PROGRAM . . . Administration Program Budget and Facilities VIII. COMPARISON OF SOME ASPECTS OF THE PHYSICAL EDUCATION PROGRAM . . . . . . . . . . . . IX. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . BIBLIOGRAPHY O O O O C O O O O O O O O O O O O O O AppENDIx O O O O O O O O O O O O O O O O O O O O O A. Introductory Letter to Presidents, Deans or Directors 8. Letter of Transmittal to Physical Education Department Chairmen C. Questionnaire D. Letter to Florida State Department of Education E. Letter of Transmittal to Florida Colleges F. Follow-Up Letter Number One G. Follow-Up Letter Number Two H. Colleges Exempting Students From the Physical Education Requirement Due to Age I. Activities Included In the Intramural Program J. Number of Colleges Having Same Entrance Requirements for Athletes as Non-Athletes Page 125 165 208 225 254 267 vi Chapter Page APPENDIX (Continued) K. Maximum Number of Contests Allowed L. Source of Funds for Athletic Scholarships or Grants-In-Aid Table 5.1 5.2 5.3 5.4 5.6 5.7 5.9 5.10 5.11 _ 5.12 5.13 vii LIST OF TABLES The Physical Education Requirement in Community Colleges . . . . . . . . . Colleges Having a Written Philosophy of Physical Education . . . . . . . . . Standards of Physical Education Faculty Compared to Other Faculty Personnel . . Colleges Promoting In-Service Training In the Physical Education Department . The Number of Colleges Providing Adapted Classes for Students With Physical Handicaps e e e e e e e e e e e e e e e Colleges Requiring a Medical Examination Prior to Participating in Physical. Education e e e e e e e e e e e e e e e The Number of Colleges with Medical and Physical Education Personnel Discussing Cases Prior to Waiving Physical Education 0 e e e e e e e e e e e e 0 Educational Experiences Accepted in Lieu of the Required Physical Education Program e e e e e e e e e e e e e e e Ages Which Students Are Exempted From the Physical Education Requirement . . Value of the Physical Education Service Program Grades e e e e e e e e e e e e Administrative Personnel Responsible for Determining Size of Service Classes . . Program of Activities in the Service program 0 O O O O O O O O 0 O O O O O 0 Activities Taught Coeducationally . . . . Page 66 69 71 I 72 74 75 77 BO 84 B6 88 91 93 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 '5.29 5.30 viii Colleges Including Instruction in the Purpose of Physical Education . . . . . . The Number of Colleges Introducing and Encouraging Intramural Participation. Through the Service Program . . . . . . . Colleges Using Textbooks in Their Service Classes e e e e e e e e e e e e e e e e 0 Number of Service Programs Requiring Homework 0 e e e e e e e e e e e e e e 0 Colleges Requiring Swimming Proficiency or Course in Swimming. . . . . . . . . . . . Colleges Using Cooperative Planning in Selection and Use of Evaluation TBChfliQUBS e e e e e e e e e e e e e e e Service Programs Using Same Grading Policy as Other Areas Within Their College . . . Type of Evaluations Used in the Service Program e e e e e e e e e e e e e e e e 0 Time of Evaluation of Students . . . . . . Purposes of Evaluation of Students . . . . Colleges Using Student Evaluation of the Service Program . . . . . . . . . . . Colleges Involving Students in Curriculum Changes or Planning of New Courses . . . Source of Income for the Service Program . Ownership of Physical Education Facilities Adequacy of Physical Education Facilities . Plans for Construction of Facilities for Colleges Not Presently Owning Facilities Year of Construction of New Facilities . . Page 95 97 9B 100 102 104 105 106 108 110 112 113 114 116 122 123 124 6.3 6.4 6.5 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 ix Number of Colleges with Intramural Programs Directors Utilizing Faculty-Student Committees, Councils or Boards . . . . . Intramural Programs Requiring Medical Examination Prior to Participation . . . Intramural Programs Giving Equal Consideration to Male and Female Students 0 e e e e e e e e e e e e e e e Intramural Programs Equating the Abilities of the Participants in Organizing COMDBtition e e e e e e e e e e e e e e e Purposes of Intramural Awards . . . . . . . Intramural Programs Adapting Rules of the Various Sports to Meet Local Needs . Provision for Care of Accidents in the Intramural Program . . . . . . . . . . . Colleges Allowing Students Under Age Twenty-one to Drive on Extramural Trips . Colleges Providing Training Programs for StUdant IHtramural OFFICIEIS e e e e e e Intramural Programs Offering a Broad Selection of Organized and Informal Activities for Both Men and Women . . . Intramural Programs Providing Co-Recreational Activities . . . . . . . Intramural Programs Having Joint Approval of Co-Recreational Activities . . . . . Intramural Programs Utilizing Skills and Knowledge Gained in the Service program e e e e e e e e e e e e e e e e e Intramural Programs Making Use of Geographical Location and Climatic Conditions 0 e e e e e e e e e e e e e e Page 126 128 129 131 133 135 136 137 139 140 144 146 147 149 150 Table 6.16 6.17 6.1B 6.19 6.20 6.21 6.22 6.23 7.1 7.2 7.4 7.5 7.6 7.8 Page Intramural Programs Scheduling for Continuing Participation Rather Than Immediate Elim1nation e e e e e e e e e e e e e e e e 152 Intramural Programs Emphasizing Carry- OVBr ACtiVitiSS e e e e e e e e e e e e e e 153 Number of Colleges Where Extramurals are an Outgrowth of the Intramural Program . . . 154 Source of Intramural Program Funds . . . . . . 157 Number of Colleges Providing On-Campus Facilities for Intramurals . . . . . . . . . 158 Number of Colleges Considering Intramurals in Over-All Scheduling Plan . . . . . . . . 160 The Number of Intramural Programs Providing Facilities for Free Play Throughout the Day e e e e e e e e e e e e e e e e e e o e 161 Evaluation of Intramural Facilities ... . . . 163 Colleges Participating in Intercollegiate Athletics e e e e e e e e e e e e e e e e e 167 Colleges Having a Faculty Advisory Board for Athletics . . . . . . . . . . . . . . . 168 Colleges With the Athletic Department Philosophy Formulated in Writing . . . . . . 170 Colleges Having Athletic Policies and Procedures Formulated in Writing . . . . . . 171 Colleges Having Written Procedures for Care OF Athletic Injuries e e e e e e e e e 172 Athletic Directors Designated as Official Representative at Regional and Conference Athletic Meetings e e e e e e e e e e e e e 174 Number of Sports Coached by the Athletic DirBCtOr e e e e e e e e e e e e e e e e e e 176 Governing Bodies for Eligibility Rules . . . . 177 xi Table Page 7.9 Colleges Requiring Written Contracts for All Home Athletic Events . . . . . . . . . 179 7.10 Number of Colleges Using Coaches Who are Not Faculty Members . . . . . . . . . . . . 181 7.11 Physical Examination Requirements for Athletes 0 e e e e e e e e e e e e e e e e 183 7.12 Provision of Accident Insurance for Athletes e e e e e e e e e e e e e e e e e 184 7.13 Number of Colleges Giving Same Award for All VETSitY Sports e e e e 0 0's 0 e e e e 186 7.14 Colleges Belonging to the National Junior College Athletic Association . . . . . . . 187 7.15 Colleges Competing in Various Sports . . . . 190 7.16 Colleges Limiting Athletic Teams to Specific NUMbBr or names e e e e e e e e e 191 7.17 Colleges Competing in moment Inter- 3011391at3 Athletics 0 e e e e e e e e e e 195 7.18 Sports Included in the Woment Inter- collegiate Program . . . . . . . . . . . . 197 7.19 The Number of Colleges Requiring Students. _ to Pay Admission to Home Athletic Events . 199 7.20 Method of Reimbursing Coaches . . . . . . . . 200 7.21 Colleges Giving Athletic Scholarships or Grants‘in'Aid e e e e e e e e e e e e e e e 202 7.22 Source of the Intercollegiate Program Funds e e e e e e e e e e e e e e e e e e o 204 CHAPTER I INTRODUCTION I. STATEMENT OF THE PROBLEM This is a study of physical education programs (including intramurals and athletics) in the junior and community colleges of the continental United States, for the purpose of determining the extent to which they meet certain recommended standards of professional organizations and recognized authorities. II. AMPLIFICATION OF THE PROBLEM I. In order to derive a range of practices and policies that could be evaluated, a study of the present physical education programs in the American community or junior colleges was made. Phases of the program that were considered in this study include: The Physical Education Service Program Administration Program Evaldation Budget and Facilities The Intramural Activities Program Administration Program Budget and Facilities The Intercollegiate Athletic Program Administration Program Budget and Finances 2. The present practices and policies of the physical education program were analyzed in order to determine the extent they conformed with recommended standards. 3. Recommendations were formulated that may be used to guide the organization and administration of the physical education programs in the American junior or community colleges. III. NEED FOR THE STUDY The public community college movement is'a phenomena of the twentieth century which has snowballed during the past few years and will no doubt continue to in- crease until every youth in the United States will be within commuting distance of an institution of higher learning. In 1965, for example, more than fifty new colleges were opened for operation. Many of these colleges were organized only a short time before admitting vast numbers of students. The ensuing problems for administration and faculty resulted in both groups looking to older established colleges for direction and guidance. Questions are repeatedly asked of junior college physical educators in the form of surveys, ”post card” inquiries, and letters from newly organized colleges, asking for information regarding their philosdphy, administration, program, facilities and financing. Formal and informal discussions concerning common problems are held whenever junior college physical educators get together. These questions and inquiries are "prima facie" evidence that junior college physical educators are looking for guidelines and direction for their programs. In addition, the growth of the junior colleges over the past decades and the projected increase of colleges in the future, point to a definite need to obtain information on the physical education programs for comparative and evaluation purposes. IV. DELIMITATIONS 1. The study was confined to the public community or junior colleges in the continental United States as listed in the 1966 Junior College Directory. I 2. The study involved solely these colleges in oper- ation during the school year 1966-67. 3. The study was confined to the physical education service, intramural activities and intercollegiate athletic programs. 4. The aspects of the physical education service pro- gram in the study were confined to administration, program, evaluation, and budget and finance. The intramural activities program was confined to the aspects of administration, program, and budget and facilities. The intercollegiate athletic pro- gram was confined to the aspects of administration, program, budget and facilities. V. DEFINITIONS 1. Junior College,Community College. These terms are used interchangeably for a two-year institution offering university parallel and/or terminal programs. 2. Public Junior or Community College. A publicly controlled institution supported wholly or in part by public funds. 3. Instructional Program. The program requiring an- rollment in a formal class in which college credit and grades may or may not be given. It includes both the service and professional preparation programs. 4. Service Program. The part of the instructional program designed to fulfill the physical education required of undergraduates: or, if physical education is not required, those courses in physical education activities which any stu- dent may elect. 5. Intramural Activities Program. All sponsored, voluntary, extravclass physical activities either competitive or recreational, where the participants are students of a single school. 6. Extramural Activities. Athletic activities in which the participants are students of two or more schools. They differ from varsity or intercollegiate athletics in that they seek to involve less skilled students. Extramural activities usually follow the intramural season and usually require few, if any, coached practice sessions. They do not involve leagues, championships, or season-long schedules. 7. Intercollegiate Athletic Program. The highly organized phase of the physical education program designed to meet the needs of the physically gifted student and characterized by competitive contests between two or more colleges, with teams usually coached by a professional faculty member. This program frequently involves league affiliation, a pro-season training period and a pro-arranged schedule of contests. VI. ASSUMPTIONS 1. There is a definite need to obtain, organize, and report information on all aspects of the physical education program of the American Community College. 2. This report will furnish new colleges guidelines for developing their programs and will give the older estab- lished, and the comparatively new, rapidly growing institu- tions a yardstick to evaluate their current programs. CHAPTER II BACKGROUND OF THE COMMUNITY COLLEGE The modern American community or junior college which had developed from the junior college movement over the past fifty to seventy years is one of the most significant contri- butions our country has made to the history of education. Today the community college appears to offer the solution to the problem of providing access to equal and advanced educa- tional opportunities for those citizens who might benefit, regardless of age, socio-economic status or academic ability. I. HISTORICAL DEVELOPMENT European Background Although the junior college movement is essentially an American phenomenon of the twentieth century, its roots go well back to Europe and into the eighteenth century. After the Civil War, American education was strongly influ- enced by the German school system to which many attributed the German success in science and technology. “Not only were the kindergarten and normal school introduced here from Germany during the nineteenth century, but the modern gradu- ate school and technical institute were also patterned after their German counterparts."1 In Germany, schooling in the Gymnasium extends through the fourteenth year and the finishing point of these institu- tions continues to be described as the equivalent in accom- plishment to roughly the second year of the American University or College.2 Upon completion of this work the student is ready for specialization in the university. However, the Gymnasium cannot be compared to the American Comprehensive high school, combined with Junior College education, since in Germany throughout the educational system there are barriers to advancement. In this country, students are en- couraged to complete high school and continue through the thirteenth and fourteenth years. Early Leaders of the Junior College Movement However, this German system did influence the early advocates of changes in higher education, such as Henry P. Tappan, President of The University of Michigan, William W. Folwsll of Minnesota and Edmund J. James of Illinois, but they visualized the junior college in the traditional 1Tyrus Hillway, The American Two-Year Collega (New York: Harper and Row, T§§§TT—ET_3§: 2Ralph R. Fields, The Community Calls 9 Movement (New York: McCraw-Hill Book Co}, Inc., 1 , p. 17. European role of the gymnasium or lycee' as preparing stu- dents for the university. Tappan, in his book, University Education, published in 1851, urged the American universities to become ”pure universities” and reorganize similarly to the German fashion. A year later in his inaugural address ”he again advised the reform of American higher education through the process of relegating the lower division courses to the high schools and admitting to the universities only students who had completed the fourteenth grade or its equivalent.”3 Folwell, in 1669, in his inaugural address at the University of Minnesota, proposed that the high schools or academies assume the responsibility for the education of boys to about the age of twenty. James, prior to becoming president at the University of Illinois in 1904, attempted to interest Pennsylvania in the same ideas. These leaders were interested in organizing the uni- versity to enable the entering student to start specialization immediately. It was of little concern to them what happened to the freshman and sophomore years of the collegiate curric- ulum. It is assumed they considered it logical for the American secondary school to assume the same role as the German Gymnasium. 3Hillway, 93. cit., p. 34. The University of Chicago became the first institution to make reforms that led to the actual founding of junior colleges. President william Rainey Harper, in 1890, re- organized the upper division (junior and senior years) into what was called the ”university college' and the lower di- vision (freshman and sophomore years) into the ”academic college.” In 1694 the names were changed to "senior college” and ”junior college.” ”while this was not the first instance of an administrative separation between lower and upper di- visions in collegiate institutions, it seems to have been the first in which the name 'junior college' was used.'4 Harper also encouraged high schools and academies having a strong academic program to extend their offerings into the thirteenth and fourteenth year. In addition, he proposed that weak four- year colleges drop their junior and senior years and strive for excellence with their freshmen and sophomores. Harper's ideas constitute the chief reasons which have impelled communities to found junior colleges. These ideas were summarized in five points in his decennial presidential report in 1902. Points one, two, four and five listed below dealt directly with the modern junior college movement. Point three did not deal with this movement. (1) The end of the sophomore year is a convenient point for many students to terminate their college careers: 41bid., p. 3. 1O (2) Some students who do not wish to under- take four years of collegiate instruction may be willing to attempt the two-year programs: (3)eeeee (4) If high schools and academies add the junior college unit and if some colleges reduce their programs from four years to two, greater economy in the financing of higher education will result; and (5) With Opportunities for education beyond the twelfth grade made locally available, students may continue to live at home until greater maturity has been reached.5 President Harper also made another important contri- bution to the junior college movement in 1900 by securing approval for granting associates' degrees to all students who successfully completed the junior college program of studies. Since that time there has been wide recognition of this degree, with all states where there are junior colleges authorizing the degree. This places the official stamp of approval on junior college education as a definite collegi- ate accomplishment. Another early leader in the junior college movement was Alexis F. Lange. He was a graduate student at The Uni- versity of Michigan when there was much discussion regarding President Tappan's proposals. His ideas regarding the place and function of the junior college were undoubtedly also 51bid., p. 33. 11 influenced by his years of study at the Universities of Berlin and Marburg in Germany. Lange, who as Dean of the College of Education at the University of California, advocated the junior college as an institution to round out preparation for university work and to further the completion of education for effective citizené ship. During the period from 1906 to 1924 he exercised ”considerable-influence on the development of the junior college as a part of the public school system of California and elsewhere."6 The First Public Junior Collega Since many of the early junior colleges started as extensions of high schools or as four-year colleges consoli- dating their positions for economic or other reasons, it is difficult to determine which of these institutions was the first. Field states: While this subject would constitute an interesting historical research, it has not occupied to date the serious efforts of an historian. Leonard V. Koos mentions Lewis Institute as the first rivate junior college in a brief statement ”Rise of €59 Peoples' College,” in School Review, March, 1947. James M. Wood had made the same statement about Lewis in an article, ”Twenty Years' Progress," in Junior Colle a Journal, May, 1940. Joliet, Illinois Is generaIIy spoken of as the first public junior college . . . . Goshen, Indiana undertook post graduate high school work at about the same time as Joliet, but terminated 5Fields, 22. cit., p. 19. 12 the effort. Theodore C. Burgess, in the U. 5. Bureau of Education Bulletin No. 19, 1922, claims that Bradley Polytechnic Institute of Peoria, Illinois started the first junior college as part of the Institute in 1896. There is no doubt that the Uni— versity of Chicago labeled its lower division the ”junior college” in 1896. The University of California, in the same year, instituted a "junior certificate” as an admission requirement for the upper-division work. Monticello Seminary, at Godfrey, Illinois, according to F. L. Whitney, in The Junior College in America (Colorado State Teachers' Collegewfducation Series No. 5, 1928), has the earliest founding date of all the institutions in his 1isting.7 Joliet Junior Colleg_. Although many high schools provided post-graduate courses which were accepted at many universities, Joliet, Illinois is generally regarded as the first public junior college. The official minutes of the Joliet Township High School Board of Education do not mention when the first student began a post-high school course. Many authorities cite 1902 as the year of founding, but the present Dean, Elmer w. Rowley, believes 1901 should be considered the initial year of the college. Even before this time, however, there is evidence of Joliet students receiving credit at four-year colleges for post-graduate work taken at the high school. In 1902 the Board of Education passed a motion to the effect that, ”graduates of the high school may take post-graduate work .without any additional charge being made."8 7Ibid., p. 15. BElbert K. Fretwell, Jr., Founding Public Junior Colle es (Bureau of Publication, Teachers1 College, Cqumbia University, 1954), p. 11. 13 Dr. J. Stanley Brown, Superintendent of Schools, en- couraged this post-graduate work, and he in turn was inspired and encouraged by President Harper, of the University of Chicago. Brown did not give wide publicity to the program for fear of taxpayers' reaction to using high school funds, for college work. During the period 1910 to 1916, the name, ”junior college” became more generally used in Joliet. How- ever, the term was not recognized officially until after Doctor Brown's resignation in 1919. Growth of the Junior Colleges From its humble beginnings, characterized by Joliet Junior College, the junior college movement has blossomed far beyond the expectations of such early leaders as Tappan, Folwell, James, Harper and Lange. From the inconspicuous appearance of Joliet Junior College until the beginning of world War II, the number of public junior colleges increased at a steady rate. In 1915, nineteen public junior colleges were in Operation, increasing by 1921 to seventy and to one hundred thirty-six in 1925. This figure was further increased to one hundred seventy-eight in 1929 and grew to two hundred nineteen in 1933. In 1938, a few years prior to our entry into World War II, the public junior colleges totalled two hundred fifty-eight. Enrollments in these institutions were also increasing at a steady pace. The decade from 1915 to 1925 showed an 14 increase from 592 to 20,145. In 1929 enrollment increased to 45,021 and to 74,853 in 1933. By 1938, 140,545 students were enrolled in these institutions. But, by 1947, shortly after World War II, the number of public junior colleges grew to 328, an increase of twenty-seven per cent. The increase in enrollment of one hundred seventy per cent is even more dramatic. The period from 1947 to 1955 was a period of slow development as far as the number of colleges was concerned, with only thirty-five new colleges developed. But, in terms of enrollment, quite a different phenomenon was occurring. Enrollment during this period increased from 378,844 to 683,129: an eighty per cent increase. Ninety new public junior colleges appeared on the American education scene during the period of 1955 to the fall of 1954. At this time the 453 colleges enrolled 921,093 students, an increase of thirty-four per cent since 1955. In 1965, there were more than fifty new colleges opening their doors to students for the first time. With forty-three of the fifty states contributing more financial support to the community colleges, it can be ex- pected that the upward trend will be continued, both in ‘regards to the number of colleges and their enrollments. II. FUNCTIONS OF THE COMMUNITY COLLEGE Due to the relative late arrival of the junior or 15 community college on the American educational scene, the lay public and even educators, who are not familiar with the move- ment, do not have a clear understanding of the role of these institutions. There are four generally accepted functions of the junior or community college -- popularizing and democrat- izing higher education, university parallel, terminal and student services. The popularizing and democratizing function is interpreted as giving the advantages of a college education of a general nature to high school graduates who could not otherwise secure it because of financial or geographical reasons. It also gives similar benefits to the adults of the community. The college parallel function is the giving of two years of work locally, equivalent to that given the freshman and saphomore years at the university. The terminal function may be explained as giving specific preparation by vocational courses for specific occupations on the semi-professional level, preparing students who finish them for an immediate place in a definite life occupation. The student services function of junior colleges according to McDaniel include the following essential prac- tices: 1. Informing On-coming Students. 2. Helping Students Make Appropriate Educational and Uncational Plans. 3. Helping Students Choose Best Levels in Courses. 4. Registering Students. 5. Orienting New Students. 16 6. Helping Students to Perform at Optimal Levels in Courses. 7. Helping Students Resolve Individual Problems of Housing, Finances, and Health. 8. Helping Students with Personal Problems. 9. Helping Students Select and Transfer to Next Destination. 10. Testing and Test Interpretation. 11. Counseling. 12. Record Keeping. 13. Conducting Institution Research on Student Characteristics. 14. Evaluating Personnel Practices and Instauments. 15. Encouraging Student Activity.9 The President's Commission on Higher Education helped to interpret the community college to the public when it stated in one of their reports: Whatever form the community college takes, its purpose is educational service to the entire community, and this purpose requires of it a variety of functions and programs. It will provide college education for the youth of the community certainly, so as to remove geographic and economic barriers to educational oppor- tunity and discover and develOp individual talents at low cost and easy access. But in addition, the community college will serve as an active center of adult education. It will attempt tg meet the post- high school needs of its community. 0 It is interesting to note that after the publication of this report in 1947, where the Commission suggested the name "community college” be applied to the institutions 9J. W. McDaniel, "Essential Student Personnel Prac- tices for Junior Colleges,” American Association of Junior Colleges Bulletin, 1962, p. 54. 10President's Commission on Higher Education, Hi her Education for American Democragy, Vol. 1, Establishin gfie no.1. (NEw York: Harper and Brothers, 1947), pp. 67-38. 17 designed to serve chiefly local educational needs, a consid- erable number of ”junior colleges" adopted the new title, "community college.” Jesse P. Bogus, long-time executive secretary of the American Association of Junior Colleges, summarized the functions by stating: By examination of life situations, of identifiable problems that need solution, or national, state, and local levels, we arrive at conclusions regarding the basic functions of community colleges. They are guidance and counseling for all students and for people in the community: general education for all students regardless of vocational objectives: technical and other vocational training, and on a continuing basis, for students who will not advance to upper division collegiate studies: the further democratizing of higher education by surmounting barriers of geography and family financial difficulties: the popularization of higher education by breaking down family traditions and creating greater personal interest and motivation: adult education and university-parallel studies for those students who should continue formal educetion.11 Another important function referred to previously, but needing further explanation, is the Community Service function. In addition to community service provided by the curriculum itself, "the true community college becomes an integral part of the social and intellectual life of its locality. Through lectures, musical programs, community surveys, informal study groups, co-operation with employers and placement agencies, donations of its facilities for civic functions, and a hundred 11Jesse P. Bogue, The Communit Colle s (New York: McGraw-Hill Book Company, 1950), p. 7%. 18 similar methods, the institution raises the cultural, social, and economic level of its town or district."12 To fulfill its purposes and perform its functions, the community college must be adaptable and flexible to enable it to meet the needs of the community it serves. Because of the very nature of the movement, no two community colleges can be exactly alike. ”Each college is a reflection of the community served, the purposes sought, the functions undertaken, and the resources at hand.”13 III. PHYSICAL EDUCATION AND ATHLETIC PROGRAMS IN THE COMMUNITY COLLEGES Physical Education Program It can be said that the growth of physical education in the community colleges parallel the growth of the community and junior college movement. However, the literature on the community junior college does not mention the history of physical education in these colleges. The author from experience and from the results of the study can state that many of the newer colleges do not own their facilities, yet are providing physical education programs leillway, gp_. cit., p. 80. 1:I’Fields, am. cit., p. 95. 19 for their students by utilizing community resources. High school, YMCA, and other gymnasia in the community are rented or borrowed for the service, intramural, and intercollegiate athletic programs. YMCA and YWCA pools are utilized for swimming activities and cooperative use of playing fields are arranged through local recreation departments or other community agencies. 0f the colleges operating a physical education pro- gram without campus facilities, 93.7 per cent report plans for providing facilities, while 6.3 per cent will continue their programs in rented or borrowed facilities. Intercollegiate Athletic Program Junior colleges have participated in intercollegiate athletics since shortly after World War I. The control of athletics on the national level is by the National Junior College Athletic Association which was conceived in 1937 and whose ”charter was approved on May 14, 1938."14 Member colleges were all California institutions. The first national meet was held in track in 1939, and has been continued since then except for the war years. In 1945, an invitational basketball tournament was held which in 1947 grew to a national activity. 14Jay Tolman, The Handbook of the National Junior Colle e Athletic Association (National Junior College Athletic AssocIation,1966), p. 36. 20 In 1947, because of the growth of the Association, the nation was divided into eight regions and in 1949 further divided into the present sixteen regions. However, addi- tional regions will be added in the near future. Early attempts to carry on an extensive program of national competition in golf, tennis, boxing, gymnastics and swimming were abandoned due to lack of entries and financial hardships. Provision was made, however, to conduct these events in the future when there was a request from five or more regions. In 1957, the Association affiliated with the National High School Federation and the National Association of Intercollegiate Athletics to form the National Alliance. The main purpose of this organization is to produce playing rules for the various sports sponsored by the three member organi- zations. A national baseball tournament was approved in 1959 and in 1960 invitational meets in swimming and rifle were included. The following year an invitation soccer tournament was added to the list of approved national activities. An NJCAA football game was approved in 1964 after a lapse of four years, and 1966 wrestling was changed from an invite- .tional to a national event. Presently invitational tourna- ments are also recognized in golf and tennis and a National Junior College Cross Country Meet is held annually. 21 The NJCAA joined the United States Olympic Committee in 1963 “and was given ten votes on the committee and one representative on the Board of Directors."15 From the original thirteen members the NJCAA has grown to a present membership of three hundred ninety-nine junior colleges. With the continued growth of the junior college movement, this organization will extend a strong influence over athletics in the junior colleges and continue to regulate competition and provide services for the member institutions. 151bid., p. 33. CHAPTER III REVIEW OF RELATED LITERATURE A review of related literature reveals considerable interest in the investigation and evaluation of physical education programs in the four-year colleges and universities. However, it appears there have been few comprehensive studies conducted in the area of junior college physical education. I. FOUR-YEAR COLLEGES AND UNIVERSITIES A number of studies have been completed on four-year colleges and university physical education programs on the state level, on the national level, and for certain geograph- ical areas, which have some similarity to this study. These would include the following: The Mumford Study.1 A. W. Mumford in 1948, reviewed his study regarding the physical education program in the Negro colleges. He was mainly concerned with budget, health services, facilities and personnel. Results of his study indicated low standards in physical education in Negro colleges due to limited funds, inadequate facilities and lack of training of the physical education personnel. 1Arnet W. Mumford, ”The Present Status of Health and Physical Education Programs in Negro Senior Colleges," Research Quarterly, 19:190-197, December, 1948. 23 The Haines Study.2 Haines in 1946 used the question- naire technique to evaluate the sixteen Negro colleges in the Southern Intercollegiate Conference. His study covered the following nine major'areas: (1) general teacher information, (2) required physical education, (3) instruction, (4) attend- ance, (5) student classification, (6) grading system, (7) activity program, (8) facilities, and (9) equipment. He con- cluded that appreciable progress had been made in the field of physical education among the Negro colleges, especially those included in his study. The Kretohmer Study.3 In 1950 Kretchmer sent question- naires to fifty-five men and sixty-three women physical educa- tors in colleges and universities selected with consideration of their present position, their professional experience and the geographical location of the institution they were cur- rently serving. He found 94 per cent of the seventy-nine colleges responding to his questionnaire provided coeducational activ- ities in some phase of the program. In 73 per cent of these 2James C. Haines, ”A Survey of the Physical Education Programs for Men in the Colleges of the Southern Intercolle- giate Athletic Conference” (unpublished Master's Thesis, Springfield College, Springfield, 1949). 3Robert T. Kretchmer, ”A Questionnaire Study Concerning the Development of Co-Education in Gellege Physical Education," Research Quarterly, 21:26-7, October, 1950. 24 schools coeducational activities were provided in the organ- ized voluntary program where no credit is given. At 37 per cent of these schools students may elect coeducational activities for credit. In 63 per cent of the seventy-nine colleges, co- educational clubs had been organized in various sports. In five-sixths of these schools provisions were made for special coeducational events such as Sports Nites, Folk Dance Frolics, Mixed Swims, Roller Skating Parties and Play Days. At 65 per cent of the colleges studied, separate gymnasia exist for men and women students and over half of these had dressing and shower facilities for the opposite sex in either the men's or women's gymnasium. The respondents in the study felt either a male or female instructor could handle coeducational classes, provided he is professionally qualified, socially well adjusted, and in sympathy with this type of program. The most significant factors fostering the development of coeducation in physical education were found to be (1) the increased emphasis in education upon preparation for worthy use of leisure time, (2) the increased emphasis in physical education programs Upon recreational activities, (3) the .natural interest of college men and women in associating with one another in social activities, and (4) the increased emphasis in physical education upon social development. 25 The most significant factors hindering development in this same area are: (l) the limitations of present facilities, (2) the indifference of male physical educators, (3) the tra- dition of separating men and women for physical education, (4) the difference in athletic ability in men and women, (5) the lack of preparation of staff members to handle coeduca- tional classes, and (6) the differences in strength and endurance of men and women. It was the opinion of the questionnaire participants that coeducational activities are desirable in both the voluntary and prescribed phases of the program but that the voluntary, non-credit phase was the most desirable place for coeducational activities. Kretchmer also found that coeducation is finding expression in the weekend recreational program of colleges whose student body is limited to one sex. The Snyder Study.4 Snyder in 1953 reported a Fifty- sixth Annual Meeting of the College Physical Education Association, the results of a survey of junior colleges, colleges, and universities in the far west section of the United States. The study was directed specifically at those aspects of the required physical education program relating 4Rsymond A Snyder, ”Current Practices and Trends in the Required Service Program of Physical Education in Selected Colleges and Universities," Colle a Physical Education Associ- ation Proceedin s, 1953: 76-84. 26 relating to the waiver of physical education for veterans, facilities and equipment, and administrative organization and staff. Of the responding colleges, 56 per cent stated they waived physical education for veterans but only two believed in this policy. Facilities and equipment were major problems at approximately one-half of the institutions. Three-fourths reported they had needed new facilities from three to fifty years, with a mean of about fifteen years. The institutions in 62 per cent of the cases have a written philosophy for the required programs. Health examinations were given prior to participation in the required program in 86 per cent of the colleges. The study indicates that no general pattern of organi- zation or administration exists in the required program of physical education. It appears that the broad concept of the profession is not recognized in the organizational pattern with only 10 per cent mentioning recreation in their depart- ment titles. The Jamerson Study.5 At the same meeting as was men- tioned in the above study, Jamerson, who studied selected schools in the East said the trend is definitely toward not 5Richard E. Jamerson, "What is Being Done in Required Programs?" College Physical Education Association Proceedin s, 1953: 85-89. 27 permitting veterans to substitute for physical education. Where substitution is permitted, the policy generally in effect is to permit substitution only on the basis of equiv- alent experiences in military services. In general there is no departmental policy covering written examinations. However, individual instructors usually use such examinations as part of the final evaluation of the student's work. The pattern has changed little over the past several years in regards to granting credit for physical education. Two years is the prevailing requirement with four semester hours or six credit hours the usual amount of credit granted. The Kirchner Study.6 In this study the author limited his investigation to certain specific elements. Under these elements, standards were validated by a jury of twenty-one experts in the field of physical education. Twenty-four colleges were visited and their status determined by using a checklist prepared from the acceptable standards and by inter- viewing directors of physical education and members of their staff. The author also reviewed the college catalogues, 6George A. Kirchner, "An Evaluation of the Physical Education Service Programs for Men in the Senior Colleges and Universities of North Carolina with Respect to Specific Elements" (unpublished Doctoral dissertation, Indiana Uni- versity, Bloomington, 1953). 28 physical education departmental records, student handbooks, registrar records, and service manuals. The thirteen specific elements included in the evalua- tion were: (1) general and specific objectives, (2) academic training of instructors, (3) teacher load, (4) student enrol- lment, (5) time requirements, (6) program of activities, (7) program planning, (8) training student leaders, (9) techniques of teaching skill, (10) methods of handling absences, tardi- ness, and make-ups, (ll) testing students, (12) evaluating students, (13) accrediting students. The Husman, Johnson, Strom Study.7 In 1953 Husman, Johnson and Strom reported they sent questionnaires to one hundred twenty selected major colleges and universities. Responses were received from one hundred one institutions in forty-four states. They found the majority of colleges excuse their varsity athletes from the required physical education at least during their sport season. Also, grading is most fre- quently based on ability to perform skills and excessive absences (usually three) effect student's grades. The college health department, the Dean of the student's college, and the student's instructor are the most frequent individuals 7Burris F. Husman, Warren R. Johnson, and Arthur D. Strom, ”Nationwide Survey Analysis of Major Administrative Problems in Required Physical Education Program,” Research Quarterly, 24: 67-71, March, 1953. 29 involved in validating excuses and notifying the students of excessive absences. They also reported only 35 per cent of the respondents use tests for grouping. The most frequent method of classi- fication of students for participation is on the basis of year or semester enrolled. They reported students are re- quired to take prerequisites (most frequently aquatics) before they can elect activities. Most schools furnish towels, locks, and major equip- ment while the student furnishes the uniform and shoes. Although the majority furnish recreational equipment, many require the students to purchase equipment such as badminton and tennis rackets. Fees ranging from one to three dollars per term are charged in approximately one-half of the schools. The major emphasis in most programs is on carry over skills, however, there is no unanimity as to which skills carry over. The Hunsicker Study.8 Hunsicker reported to the College Physical Education Association Annual Meeting in 1954 that in a questionnaire survey of college service programs he found that only 11 per cent of the colleges did not require physical education. The results of his study indicate a 8Paul A. Hunsicker, ”A Survey of the Service Physical Education Programs in American Colleges and Universities," College Physical Education Association Proceedin s, 1954: 29. SO change in the pattern of requirements so that 57 per cent of the schools have a two-year requirement and 21 per cent have a one-year requirement. Hunsicker determined which activities were rated highest in the service program and investigated methods of grading and evaluation. His report did not include the number of institutions responding to his questionnaire. The Davis Study.9 Davis reports that a sub-committee on Curriculum Content of the National Association of Physical Education for College Women conducted a nation-wide survey to determine the number of colleges and universities having a core requirement in physical education and the various types of courses that were included. For this study, core require- ments were defined as a basic course or courses fulfilling common needs of women students and required of all women non- physical education majors in the school. Questionnaires were sent to two hundred ninety-nine schools and replies were received from one hundred ninety- eight. The number of respondents stating they had no core requirements was 38 per cent while the number with some type of core requirement was 62 per cent. It was found that the schools with a core requirement had three general types-- area, basic orientation course, and specific activity course requirement. 9Dorothy Davis, ”Nationwide Survey of Core Curriculum Content in Physical Education for College Women," Research goarterly, 25: 144-149, May, 1954. 31 Thirty-sight schools had an area requirement and a larger per cent of these required team sports, an individual or dual sport, swimming and rhythms or some general type of dance. V , 0f the thirty-nine schools with a basic orientation course requirement a larger percentage of them include body mechanics, relaxation, posture, daily living activities, departmental policies and procedures, objectives of physical education, weight control, health practices, conditioning exercises and fundamental movement in their basic course. Sixty-two of these schools required specific activity courses with a larger percentage of these requiring body mechanics, volleyball, basketball, swimming or swimming pro- ficiency, softball, rhythmic fundamentals, folk dance, square dance, stunts and tumbling, health, badminton, and soccer. The committee felt the study showed a marked trend in the direction of some specific basic curriculum material re- quired of all participants in the physical education service program. These are arranged in one of the three ways men- tioned above and the area or specific activity required most generally was body mechanics, team sports, individual sports, swimming, and rhythmic activities or some form of dance. 32 The Phillip's Study.10 Phillips, in his study of col- lege service programs in l953,personally visited fourteen institutions and studied an additional forty-six by means of a questionnaire. Standards were developed, established and validated by means of authoritative literature and a panel of twelve recognized authorities in the field of physical edu- cation. His study showed that 87 per cent of the institutions of higher education had a required or elective service program. Of the colleges having a physical education requirement, 15 per cent required two semesters, 2.5 per cent required three semesters, 62.5 per cent required four semesters, 2.5 per cent required five semesters, 7.5 per cent required six semesters and 5.0 per cent required seven semesters. Phillips also found that: 1. Physical education in the institutions sur- veyed showed a wide variation in programs from excel- lent to poor. The percentage of institutions in New York requiring physical education for graduation and giving credit for physical education courses was much lower than had been found to exist in similar insti- tutions throughout the United States. 10Byron 8. Phillips, ”An Evaluation of Physical Edu- cation Service Programs in the Liberal Arts and Teacher Colleges of New York State” (unpublished Doctoral.disser- tation, New York University, New York City, 1954). 33 2. A majority of the institutions exceeded the essential standards in the areas of administration and supervision, attendance, basic programs, facili- ties and equipment. 3. A majority of the institutions failed to meet the essential standards in the areas of insti- tutional requirement, course requirements and classi- fication of students. The Russell Study.11 In his study, Russell gleaned a comprehensive list of standards from the literature and had them evaluated by authorities from the field of physical education. From this list of standards he developed a de- tailed questionnaire which was used to study thirty-nine senior colleges in Texas. He also visited twenty-four of these schools either before sending the questionnaire or as a follow-up procedure after the questionnaire was returned. He concluded that highly desirable standards for re- quired physical education were generally not being met in a larger percentage of the colleges and universities in Texas. The Greens Study.12 Greens in studying the service _ 11Lloyd 0. Russell, ”An Evaluation of Required Physi- cal Education for Men in Senior Colleges and Universities of Texas“ (unpublished Doctoral dissertation, University of Texas, Austin, 1954). 12Mack M. Greene, "Role of Physica1_Education," Journal of Higher Education, 27:45, November, 1956. 34 program in the colleges and universities of the North Central Association of Colleges and Secondary Schools reported that physical education was required in 94 per cent of the insti- tutions and that three-fourth of them assign credit towards graduation of from one to sight semester hours. (Four semes- ters were required by 56 per cent). About one in ten requiring physical education "allow no college credit” for the requirement. Among these insti- tutions there is a wide range on the physical education time requirement for graduation. The most frequent responses among them showed 144 clock hours over a two-year period ful- filled the requirement, Approximately seven out of each ten of the colleges use the same type of grading system for required physical education as is used in other areas. However, only two- thirds of these put the same value on the required physical education grade as they do in other academic courses. The other one-third of the colleges (24 per cent of the total sample), reported directly or indicate indirectly that in the opinion of the responding administrator, required physical education is below the academic value of the remainder of their course offerings and is not important to their grad- _uates' future. The most frequent reason given for not in- cluding physical education in the averages of honor graduates was that the ”practice is traditional." 35 The majority of administrators in the North Central area recognize the required physical education program in their colleges as integral and constructive parts of their curriculum. This program leads the students through a proc- ess of growth, the quality and quantity of which can be measured in the same limits as in all other subject matter arQBSe The Westkaemper and Shannon Stud .13 Westkaemper and Shannon adopted a questionnaire from the one used by Greene quoted in the previous study, for their investigation of colleges and universities belonging to or associating with the Southern Association of Colleges and Secondary Schools. They addressed their questionnaires to the registrars of two hundred forty-one institutions (with 80 per cent responding). The purposes were to determine (1) the status. of required physical education in colleges and universities: (2) to discover policies concerning credit for physical edu- cation and in computing honors for graduation: (3) to discover differences in physical education requirements for men and women: and (4) to determine present practices pertaining to the exempting of students from physical education. 13Richard B. Westkaemper and Charles H. Shannon, "Re- quired Physical Education in Southern Colleges,” JoUrnal of gaalth, Physical Education and Recreation, 28:19-25, Marcfi, 57. 36 They found: 1. Sixty-one per cent give honors for required physical education. A total of twenty-six (of 194 respondents) require physical education but give no credit for the work. 2. Colleges for women require more physical education than men's colleges. Because of ROTC and prior military service exemptions for men, women in coeducational colleges are required to have more physical education than men. 3. State colleges require more physical education than private schools and give honor points for credit in more instances. 4. Most colleges in the Southern Association require from one to eight semesters of physical edu- cation. Four semesters is the requirement reported most frequently. 5. The same type of grading system is used for required physical education as for other subjects in 79 per cent of the colleges. 6. College administrators in southern colleges realize the importance of a well-balanced physical education program and feel it compares favorably with other subjects in its contributions to the objectives of higher education. 37 The Cordts Stuoy.14 Cordts in 1958 studied the status of the physical education required or instructional program for men and women in the four year colleges and universities of the United States. He constructed a questionnaire based on the principles set forth in the Washington Conference Report of 1954. The questionnaire was sent to the department chairman of three hundred colleges picked by a random sample from the American Universities and Colleges of 1956. Re- sponses were received from 168 institutions or 61.3 per cent. He found 82 per cent of the departments had their educational philosophy and program objectives in writing and that a majority of the staff members subscribe to the philos- ophy. In 85 per cent of the reporting institutions, standards established relative to staff qualifications, academic rank, retirement, teaching load, salaries, and size of classes apply equally to physical education staff members. The physical education staff members teach an average of 15 clock hours per week, compared to the accepted teaching load of 13 hours for all other teachers in these institutions. In addition to teaching, staff members work with one or more of the following: intramurals, teacher education, inter- .collegiate athletics, or campus recreational activities. 14Harold J. Cordts, ”Status of the Physical Education Required or Instructional Programs for Men and Women in the Four Year Colleges and Universities of the United States," College Physical Education Association Proceedings, 1958: 42-49. 38 One half of the departments promote in-service edue cation continuously, employing staff meetings, professional conferences, and study in that order of frequency. In 67 per cent of the four year colleges and universi- ties, physical education is required of all students. Credit for graduation is granted on the same basis as for other sub- jects in 58 per cent of the colleges. Grade points granted on this credit counts toward graduation at 61 per cent of these institutions, and these grade points count towards honors at 53 per cent. Exemption from physical education is obtained for med- ical reasons in 65 per cent of the colleges. Other basis for exemptions include the following: veterans experience, 38 per cent: intercollegiate athletics, 31 per cent: and age, 32 per cent. Eighty-nine per cent of the department chairmen cited that the source of financial support for the instructional physical education program was the same as for the other instructional areas of the institution. Comprehensive and accessible records are maintained in 53 per cent of the departments to indicate student accomplish- ment. Information usually kept on these records include the Amedical examinations and classification, activities taken in college, swimming classification and the grade record. Ninety-three per cent of the colleges require thorough medical examinations prior to participation in the physical 39 education program. In 40 per cent there are provisions made for follow-up. Individual instructors execute their responsibility with respect to guidance and counseling of students by means of individual conferences in 89 per cent of the departments. Another common technique used in 51 per cent of the depart- ments is the referral of students to experts. In the area of programs, units were rated on a four point scale in terms of the number of activities taught in each area. Individual sports, aquatics, and team sports were rated very strong with approximately two-thirds of the department chairmen rating this way. Dual sports are idenfi- fied as strong in 40 per cent of the colleges. Rhythm and dance units are most often classified as moderate, and gym- nastics, tumbling, body mechanics, and adapted activity units as weak in about 45 per cent of the departments. Common coeducational activities in over one-half of the departments at coeducational institutions are badminton, folk dance, social dance, and square dance. Forty-nine per cent of the department chairmen utilized men and women instructors concurrently to teach coeducational activities. Adapted physical education was provided by 35 per lcent of the colleges. During the 1957-58 school year an average of 33 students were enrolled in these classes at each institution which provide this program. 40 In the area of evaluation, pre-testing at the beginning of each term to determine the student status is conducted in 52 per cent of the departments. At the termination of the course practical tests are used in 76 per cent of the depart- ments and written tests in 65 per cent. Forty-four per cent of the department chairmen cite that the over-all evaluation of students in instructional physical education classes lean heavily on objective measure- ments, whereas, 33 per cent of the departments lean heavily on subjective measurements. Evaluation measures serve pri- marily for grading and secondarily for instructional purposes. The Oxendine Study.15 Oxendine in 1951 studied 265 colleges and universities classified according to their_ enrollments and compared his findings with Hunsicker (1954) and Cordts and Shaw (1958). He reported that the percentage of institutions ra- quiring physical education was about the same as 1954 with 84 per cent having the requirement. This was higher than the 67 per cent reported in 1958. He made no attempt to correlate the size of the institution and the tendency to require physical education. 15J. C. Oxendine, "Service Programs in 1960-61,” Journal of Health, Physical Education and Recreation, 32: 37-38, September, 1961. 41 There was some indication that an increasing number of institutions were requiring physical education for two years. In the 1954 study, Hunsicker indicated 57 per cent of the institutions studied had the requirement. In 1958, 68 per cent of the women and 53 per cent of the men were required to take physical education, as compared to the 68 per cent reported in this study. Larger institutions were more likely to require a swimming proficiency test than the smaller institutions, with over half of the institutions with enrollments of over _ 5,000 having the requirement. The 1954 report indicated 77 per cent of all insti- tutions gave credit for physical education while Oxendine reported 76 per cent. The letter system of marking was used in 74 per cent of the reporting institutions which was larger than the 1954 study, but about the same as the 1958 study. Small institutions use a ”pass" or ”fail” system more fre- quently than do the larger institutions. Of the over 10,000 group, 90 per cant use the letter system, while this is done in only 60 per cent of the 500 to 1,000 group. Larger insti- tutions are more likely to give credit for physical education than are the smaller ones, and they are more likely to count .physical education grades in the students' grade point average. This report shows 86 per cent of institutions of over 10,000 did this whereas in schools of 500 to 1,000, only 42 44 per cent included physical education grades in the grade point average. Institutions of all sizes report the proportion of co- educational classes has increased during the past five years (1955-60). Larger institutions report a more frequent use of coeducational classes, as 80 per cent of all institutions with enrollments of over 5,000 offer coeducational classes either as an elective or as a requirement. Most small institutions appear to evaluate more exten- sively than do the larger ones. Tests of physical fitness, skills, and knowledges are administered in all classes of small schools more frequently than at the larger institutions. In large institutions only part of the classes are-generally given tests, and the techniques of evaluation are apparently left to the discretion of the-individual instructor. In as per cent of the institutions in the 500 - 1,000 group, final written examinations in physical education-are administered during the regular examination period. More than half of the larger institutions administer final written examinations prior to the regular examination period. An increasing number of institutions report the level of skill is a prime factor considered in the final mark. .Since 1954 there has been a reduction in the use of the atten- dance factor in marking. Other factors included in deter- mining grades are: knowledge, effort or attitude, and improve- ment in that order. 43 Approximately two-thirds of the institutions report that individual and dual sports have increased during the past five years (1955-60). Gymnastics, aquatics and rhythms have increased slightly during this period, while team sports have shown a significant decline, especially in the larger schools. 11. JUNIOR AND COMMUNITY COLLEGES A search of the literature fails to reveal a single recent study of junior or community colleges physical edu- cation programs in detail for both men and women except on a limited basis. A few studies have been made on a state or regional level or used a limited sample to draw conclusions and make recommendations. These studies include: The de Girolamo Study.16 In 1945 de Girolamo surveyed sixty eight selected junior colleges, both public and private in the United States, for the purpose of determining the extent to which they met standards of desirable practice. His study was limited to the men's program and included four areas, namely: Health Supervision, Health Services, Health Instruction and Physical Education. 16Harry J. de Girolamo, ”A Survey of Present Practices and Policies of the Health and Physical Education Program in Selected Junior Colleges” (unpublished Doctoral dissertation, Columbia University, New York City, New York, 1945). 44 This study showed that ten per cent of the junior colleges do not require physical education and that over one half of these have their classes meet for less than three hours weekly. More than one third of the junior colleges allow their students to participate in physical education activities before they have a physical examination. From the results of his study he recommended that junior colleges extend their physical education facilities so they could broaden their activity program to provide more instruction in the "carry-over activities.” The teaching schedules of instructors in physical edu- cation varied from ten to thirty-five hours per week. In- structors teaching under twenty-hours per week number 66.0 per cent, and those teaching under thirty hours number 32.6 per cent. Gymnasia are provided in 94.1 per cent of the junior colleges and the type of outdoor facilities provided are as follows: softball diamonds, 93.7 per cent: tennis courts, 93.7 per cent: football fields, 90.7 per cent: baseball dia- monds, 78.7 per cent: running tracks, 70.3 per cent: and soccer fields, 43.8 per cent. The Wollett Study.17 During the 1946-47 academic year 17M. D. Wollett, "Present Status of Women's Physical Education in California Junior Colleges,” Research Quarterly, 19:185-89, October, 1948. 45 Wollett surveyed the status of women's physical education in the California junior colleges to study certain areas of existing programs, such as academic status of physical edu- cation, teaching policies and practices, equipment and acti- vities. Fifty-six junior colleges, both public and private, were sent questionnaires, with forty-four responding thereby furnishing information on 79 per cent of all California junior colleges. From the results of her study she concluded: 1. Size of classes and teaching loads throughout the state are both commensurate with optimum junior college standards. 2. There has been a rapid increase in coeduca- tional classes in junior colleges in the last decade. 3. Facilities such as showers, dressing rooms, rest rooms, and classrooms are adequately provided in the majority of junior colleges. 4. There is still a definite need for dance studios and for exercise rooms in junior college physical education departments. 5. The provisions of sundecks as standard equip- ment for all the junior colleges and many of the existing pools should be brought up to adequate stand- ards in filtration and heating systems. 6. Approximately three-fourths of the junior colleges have tennis courts. 46 7. Almost all of the junior colleges have badminton courts and outdoor playing fields. 8. More provisions should be made for the re- stricted students. The Means Report.18 Means made a thorough study in 1960, of the health, physical education and recreation pro- grams in California junior colleges. He reported that California requires a minimum of 120 minutes in physical activities per week for all students, and if facilities per- mit - one hour a day is recommended. They have eliminated exemptions for returning veterans, but excuses can be granted in case of disability or after age twenty-five. Most colleges require registration in courses running two hours per week, a few require four hours, two colleges have five hours and several require three hours. One group of colleges achieve some balance between the coeducational trend and fitness emphasis by requiring multiple enrollments in two courses each semester: one two-hour course of any type and one additional hour of more vigorous activity. Many other colleges require election of one two-hour course plus permissive right to elect another two-hour course of a different nature. 18L. E. Means, Health, Physical Education and Recreation in California Junior CoIle as A Stud f Pro rams, SerVIces, ana FacIIIties (Sacramento: CaIIfornia State Departmentfiof Education,I960). 47 Other trends are toward greater emphasis on leisure- related outdoor activities and the development of courses to utilize off-campus facilities such as golf, bowling, ice and roller skating, horseback riding and skiing. Several of the colleges have adequate golf courses of from four to nine holes and many have either official or improvised golf greens on the periphery of the campus turf areas. Many of the colleges have now or are planning very complete aquatic centers, usually multiple pool types and there are several outdoor pools in California. Quite a number of colleges require proficiency in swimming as a pre- requisite to graduation. Adapted activity classes, with low student-teacher ratio are found in a few colleges. Weight training and indi- vidualized corrective and remedial work is receiving much re- cent attention. Intramural sports at the junior college has left much to be desired. However, recently at least eight colleges have appointed intramural directors with full responsibility in this program. Coeducational extramurals are rather fre- quent in California junior colleges with some of these expe- riences being shared with students of four year colleges. Junior colleges are beginning to develop better techni- ques for screening and testing students in competency areas. 48 Recent projects here are developing a cumulative transfer form for physical education competencies to be used for major students to follow them to the four year college. These forms will be used to eliminate overlapping and duplication and insure broader competencies for future teachers. In addition, Means lists the following principles and recommendations made in the final report of the State Wide Junior College Committee on Curriculum and Instruction in Physical Education. Principla_l. Junior college students need a minimum of four hours of physical education activity a week. Principle II. An equalized work-load formula should be developed for physical education teachers in all junior colleges. Principle 111. Physical education in junior colleges should offer opportunities for students to develop and improve physical and athletic skills. Principle IV. Junior colleges should place greater emphasis upon lower division preparation of elementary school teachers in the area of physical education. Principle V. Students wishing to major in physical education should achieve average or better than average skill in the following areas before completing 49 the fourteenth grade - the degree of such skill to be determined by intramural or intercollegiate sports, or by course work: Aquatics Rhythms and dance Individual and dual sports Games and relays, including variety of social and recreational activities Team sports Gymnastics, stunts, tumbling, and apparatus Combatives (Men) suitable for programs designed for secondary schools. Principle VI. Junior colleges should offer appropriate demonstration-laborstory-lecture courses in physical education, health education and recreational leadership. Principle VII. Each junior college should establish and define the basis for giving marks in physical edu- cation. This should be done by following the over-all policy of student appraisal and reporting. Princiole VIII. Each junior college should adopt a standardized uniform, appropriate for students in physical education activity classes, and a similiar policy should apply to Members of the physical edu- cation instructional staff. Swimming suits should be SO standardized at each college: they should be furnished and laundered through district funds. Principle IX. No junior college should continue the nearly obsolete practice of mixed high school-college physical education classes Prinoiple X. District funds should provide all instructional and athletic equipment and pay the necessary fees for the use of off-campus facilities needed to carry on a diversified program. Principle XI. Student work experience is desirable for student professional growth and community services. This is particularly true for students preparing for recreational leadership. Principle XII. Continually revised course outlines should be maintained for all courses in the interest of accomplishing the following objectives: A. Improved instruction 8. Sound educational practices C, Good public relations 0. Compliance with legal requirements. 51 The Allsen Study.19 The Neilson, Comer, and Allsen Score Card for the Evaluation of Physical Education Programs for Junior College Man was used by Allsen in 1965 to evaluate nine selected junior colleges in Utah, Idaho, and Wyoming. These junior colleges were included in the study: Snow, Carbon and Dixie in Utah: Ricks, Boise, Northern in Idaho and Sheridan, Cooper, and Northwestern inWyoming. From the results of his evaluation, Allsen concluded: 1. The professional preparation of the male physical education instructor is generally good. 2. With the exception of two junior colleges, the membership of the instructors in professional organizations and attendance at professional meetings needed improvement. 3. In general the physical education program of the selected junior colleges were conducted by experienced instructors. 4. The area of the school sites at the majority of the schools was satisfactory. 5. The indoor facilities provided at the various schools were superior to the outdoor facilities. 19Phillip E. Allsen, ”An Evaluation of the Physical Eflucation Program for Men in Selected Junior Colleges" (ianpub1iehed Doctoral dissertation, University of Utah, Salt Lake City, 1955): 52 6. In general, the time allotment for physical education and the number of male students enrolled in physical education was quite unsatisfactory. 7. Record keeping related to the physical edu- cation program was good. 8. The variety of physical education activities offered in the junior college programs was too limited. 9. The intramural programs were very weak and need improvement. He included in his recommendations: 1. .The junior colleges improve their outdoor facilities by adding areas for individual and team activities. 2. Where feasible, areas for winter sports be made available to students. 3. More time be alloted to physical education. 4. The schools take steps to provide a correc- tive physical education program. 5. The teaching load of the physical education instructors be examined to determine if it is inter- ferring with the efficiency of teaching. 6. The program of activities be expanded. It is especially recommended that comprehensive intra- mural program be put into operation at each school. 7. More attention be given to knowledge tests when grading students. 53 8. Studies of the physical education programs in other junior colleges in the United States be made. 9. Studies of the physical education program for women in junior colleges be conducted. The Skimin Raport.20 In 1964, Skimin, Director of Athletics at Duchess Community College, surveyed the community colleges in New York State. His study indicated there was a trend toward placing equal stress on skills in carry-over sports and on physical fitness in the community colleges in New York. He also reported the following guiding philosophy for physical education service programs in the community colleges of the State University of New York which were adopted in 1964: The physical education programs of the two year colleges of the State University of New York should provide an opportunity for all students to develop skills in selected carry-over activities and to develop an appreciation for the importance of physical fitness. Emphasis should be placed on the parallel development of the mind and body in obtaining skill and enjoyment. Also adopted at this time were the following basic (minimud requirements for service programs in physical edu- cation: 20Richard Skimin, ”Physical Education in the Junior Colleges," Journal of Health, Physical Education and Recre- ation, 36:37, April, I965. 54 1. All students should be required to take physical education for two hours each week for two years. 2. Physical education classes should be scheduled in two-hour blocks. 3. Successful completion of the service program in physical education should be re- quired for graduation. 4. A textbook should be required for physical education. 5. Exemptions from physical education should be granted for medical reasons only and not for such reason as participation in varsity teams, military service, and marriage. III. SUMMARY Standards applicable to community college physical education were gleaned from the literature. The studies listed above also provide background information from which the questionnaire items and many of the recommendations were made. Kretchmer's study was beneficial in the area of co- educational instruction and activities while Snyder and Jamerson contributed to the question regarding the waiving of the physical education requirement for military service. The Davis study was helpful in formulating questionnaire items regarding area of specific activity courses that are required. Oxendine, Greene and the study made by Westkaemper and Shannon furnished information of the evaluation of 55 credit given and grade point values in the physical education program. Of the studies pertaining strictly to community col- leges the Means Report was of special value as it involved the colleges in California, where the community college move- ment is the strongest in the nation. The twelve principles and recommendations made in the study provide additional valuable guidelines for community college physical educators. The Skimin Report provided information on the physical edu- cation program in New York, another leading state in the junior college movement. In summary, it can be said that interest has been shown in the investigation and evaluation of physical edu- cation programs on the college and university level, with studies being made on both a hational and regional basis. The literature, at present, shows a few attempts of studies of this nature concerning junior and community colleges on a state or regional basis: however, there is no evidence of recent national studies of physical education programs in these colleges. CHAPTER IV METHODOLOGY A study of the present status of physical education in American junior and community college was made in order to determine the extent to which they meet certain recom- mended standards of various professional organizations and recognized authorities in the field of physical education. The study also involved the formulation of recommen- dations, based on the analysis of the above findings, which might serve as a guide for administrators of this program in the junior colleges. The study was listed with the Office of Research of the American Council on Education and was designated as QR5296. No similar study on the national level was listed with that office. I. COLLECTION OF DATA In order to analyze the physical education programs in the junior colleges it was necessary to obtain data rela- tive to the existing policies and practices. Catalogs were requested from the nation's public community colleges. From these catalogs, the investigator attempted to secure as much information as possible on the physical education programs. In many instances, the catalogs offered some of the needed data: but in the majority of cases it was found the nature and extent of the information 57 regarding physical education programs was limited. To secure this information a questionnaire was constructed, which in- cluded three phases of the program: namely, the service pro- gram, the intramural activities program and the intercollegi- ate athletic program. A 1etter was sent to the president, dean or director of each public junior or community college in the continental United States, explaining the main purpose of the study and asking him to encourage the chairman of the physical education department to make his institution a part of the study. In order to increase the validity of the study, those universi- ties which have a junior college as a branch of their insti- tution located upon the same campus, were omitted. In addition to the questionnaire, a cover letter giving more complete information regarding the study was sent to the chairman of the physical education department of each college. The list of colleges participating in the study was obtained from the 1966 edition of the Junior Col- laga Directory, published by the American Association of Junior Colleges. Questionnaires were sent to four hundred ninety com- munity colleges in all continental States in the Union except, Delaware, Louisiana, Maine, South Carolina, South Dakota and Tennessee (These states listed no public junior colleges in the 1966 Junior College Directory). 58 A total of three hundred twenty-four questionnaires were returned properly answered, from the following groups, organized according to enrollment: Group Questionnaires Questionnaires Per Cent Sent Returned Responding Group I (1 to 499) 110 58 52.5 Group II (500 to 999) 122 76 62.3 Group III (1000 to 2999) 149 101 67.7 GroUp IV (3000 and over) 109 89 81.7 Total 490 324 66.1 II. TREATMENT OF THE DATA The study involved five steps in treating and ana- lyzing the data. The first step was the selection of recom- mended standards for junior college physical education pro- grams: the second, establishment of the various items on the questionnaire indicating the present status of physical education: the third, analyzing the present practices and policies according to the recommended standards: the fourth, formulation of recommendations: and fifth, a test of the reliability of the research instrument. Recommended Standards E 59 A review of the literature was made and certain stand- ards thought applicable to junior college physical education programs were selected. The main source of standards for the physical education service program was the "Report of the Conference on Physical Education for College Men and Women."1 This report was the result of a conference sponsored by the American Association for Health, Physical Education and Recreation, The College Physical Education Association and the National Association for Physical Education of College Women. The conference was held in Washington, D.C. in October 1954 and the report was revised in 1959 to include recommendations of the Workshop on Physical Education for College Men and Women held March 29, 1958 in Kansas City, Missouri. Other sources of program standards were Williams:2 Shea:3 Bucher, Konenig and Barhard:4 1Ph sical Education for Colle a Man and Women (American Associat on or HeaIfh PFysicaI Caucation and Recreation, Washington, D. c., 1965). 2Jesse Fairing Williams, The Principles of Physical Edu- (W. B. Saunders Company, Philadelphia, Eighth Edition, 1964 e 3Edward G. Shea, “Status and Role of Physical Education as a College and University Requirement,” Journal of Health, Physical Education and Recreation, 4 4Charles A. Bucher, Constance R. Konenig, and Milton Barhard, Methods and Materials for Secondar School Ph sical Education, Secona Ediiion (St. Louis: IFe E. V. MosEy Com- PPOY: 1935). 60 and Fitness for Leadership,5 published by the President's Council on Physical Fitness. Most standards for the chapter on intramural activi- ties were obtained from the report of the Conference on Intra- mural Sports for College Men and women6 held in the fall of 1955 and sponsored by the American Association for Health, Physical Education and Recreation, the College Physical Education Association and the National Association for Phys- ical Education of College Women. The conference was attended by 110 delegates representing 79 institutions from 39 states and Canada. The following cooperating organizations sent consultants: American Association of Collegiate Registrars and Admissions Officers, American Association of Junior Col- leges, American Council on Education, American Medical Asso- ciation, American Personnel and Guidance Association, Athletic Federation of College Women: National Association of Deans of Women, College Recreation Association: National Association of Intercollegiate Athletics: National Association of Student Personnel Administrators, National Collegiate Athletic Asso- ciation: National Commission of Safety Education, NEA: 5Fitness for Leadershi (President's Council on Phys- ical Fitness Washington, D.C.: U. 5. Government Printing Office, 1964 . 6Intramural Sports for Coléage Men and Women (American Association for HiaIth Physical ucation and Recreation, Washington, D.C., 1954). 61 National Intramural Association: Society of State Directors of Health, Physical Education and Recreation and U. 5. Office of Education. The above report was revised in 1964. Other intramural standards were obtained from Bucher, Koenig, and 7 and Iruin.8 Barhard, Recommended standards for intercollegiate athletics were compiled from the Report of the National Athletic Directors Conferencegheld in 1959 at Louisville, Kentucky sponsored by a joint committee on Physical Education and Athletics of the American Association for Health, Physical Education, and Recreation: the College Physical Education Association: and the National Collegiate Athletic Association. Also contributing recommended standards for intercol- 10 11 legiate athletics were Bucher and Dupree, Hein, 7Bucher, Koenig, and Barhard, am. cit., p. 214. BLeslie W. Irwin, The Curriculum in Health and Phys- ical Education (Dubuque, Iowa: W} C. Brown and CEMpany, 1960), p O 165. gAthletic Directors National Conference (American Asso- ciation Tor Health, Ph sical Educafion and Recreation, Washington, D. C., 1964 10sharies A. Bucher and Ralph K. Dupree, Athletics in Schools and Colle as (New York: The Center for Applied Research in CaucaEIon, Inc., 1965). . 11Fred Hein, "Athletics in Education," American Academy gf Physical Education, Professional Contributions, Nfimber even. 62 Williams,12 the North Central Association13 and Division of Men's Athletics of the American Association for Health, Phys- ical Education and Recreation.14 Establishment of Questionnaire Items The questionnaire15 was designed to secure data con- cerning the present status of physical education service pro- grams, intramural activities programs and intercollegiate athletic programs in the community colleges. The material in the questionnaire was arranged so that it could be analyzed according to the selected recommended standards. The comparisons were presented according to the size of the institution, then combined so an over-all evalua- tion of the various phases of physical education programs in America's community colleges could be presented. Analysis of the Data The data was tabulated according to the size of the institutions, which were divided according to enrollment 12Williams, loc. cit. 13"Revised Athletic Policy of the Commission of Col- lege and Universities," Earth Central Association Quarterly, xxv11 (July, 1952), 17-20. 14Athletics in Education, A Platform Statement (Washington, D.C.: Division of—Mens Athletics, American Assoc ciation for Health, Physical Education and Recreation, 1963). 15See Appendix C, p. 270. 63 into the following groups: Group I 1 to 499 Group II 500 to 999 Group III 1000 to 2999 Group IV 3000 and over Since approximately one-half of the Group IV colleges were in California, this group in some instances was sub- divided into California and other states. The data was then analyzed by comparing current prac- tices with selected standards and the comparisons were pre- sented for all community colleges participating in the study, then by the individual groUps according to enrollment Formulation of Recommendations Recommendations were formulated for the various items included under: service programs, intramural activities pro- grams, and intercollegiate athletic programs. These recom- mendations will give junior college physical educators, curriculum makers, and administrators direction and guide- lines for development and further improvement of their phys- ical education programs. Test of Reliability of Research Instrument The questionnaire was constructed so that the 64 Kuder-Richardson formula16 for reliability could be utilized. A reliability of.811 for the questionnaire was obtained using this formula. 16Joy P. Guilford, Fundamental Statistics in Ps chol- o and Education (New York: McGraw-Hiil 8005 Company, Inc.), 99. 353-35- CHAPTER V THE PHYSICAL EDUCATION SERVICE PROGRAM The growth of the junior or community_colleges during recent years has been accompanied by numerous problems of organization, administration, and instruction. These problems have been magnified for the physical educator because of varied programs, need for expensive facilities and limited budgets for operation. In some of the colleges these problems have been solved but in many the problems of staff, facilities, instruc- tion, programs and evaluation, continue to exist.‘ The purpose of this chapter is to determine the extent to which community colleges meet certain recommended standards and/or the current practices in the physical education service program. The phases of the program studied include administra- tion, program, evaluation, and budget and facilities. I ADMINISTRATION Standard I Physical education, properly conceived and implemented, has potentials for continuing beneficial results. Therefore, instruction in physical education, properly adapted, should be required of all students throughout their entire undergraduate college career. I“ IEI‘Ihl 66 N .ILWI: Home. A o n H 331% .eucwoceuuw co newness» Lowe newsman >uw>aucw couuwuoow Hmuanxnu cw owHHoncm on on nucmoopw can» Haze Haw mongoose macuowaawun H o H mm umomu o H alumna weneh asau nenmp meow nuouweewm munch .wsoHHou no one wucwewnuooem nwcuow swoon cs o.ooa as o.ooH so o.ooH Hos o.ooa on c.0oH mm o.oo~ sun emcee» o.~ H o.o o ,~.H H n.m s 0.. N e.~ H n.n a scarce e.ee ca o.oo~ one a.ne om 5.9m an o.me cu «.me mu m.oo can eases one EBFFEBEBEKEPEFueieS m.om an o.oo~ as e.om om ~.ee me m.mo cm n.oo mn H.ee new censuses m4~H o o.o a s.c a o.~H n” s.m~ ea H.~H n n.~H as esaouemu s.o n o.o o s.n n o.- ma mews «a menu as o.nH as seasons as .uua .oz .uoc .oz .ooo .oz .ouc .oz .555 .oz .ouo .oz .puo_ .oz nwuwum 1. -1 T, . nemedamw . necuo iwucnowuuwu >H noonu HHH ooonu HH cacao H noonu uoacofi HH<. 4A muuuwwou >kHzaszou 2H hzueummaaum zo~hza uxk H.m uwmch 67 Current Practice. The data regarding institutions offering a physical education service program and the require- ments are presented in Table 5.1. Physical education is required in 240 or 74.1 per cent of the colleges, while it is elective at 40 or 12.3 per cent of the institutions, and 44 or 13.6 per cent offer no physical education service program. 0f the colleges requiring physical education, 146 or 60.9 per cent have a two year requirement while 86 or 35.8 per cent require one year. California colleges require all full time students to be enrolled in physical education activity classes each semester of attendance and 3.3 per cent of the schools have a requirement other than one or two years. Of the Group I colleges, only 60.3 per cent_require physical education, in the Group 11 colleges this is increased to 65.8 per cent, while in Group III and IV the percentages are 74.2 and 89.9 respectively. However, on the length of_the requirement Group I and IV most nearly conform with this stand- ard with 71.4 per cent of Group I and 73.8 per cent of Group IV having a two year requirement, while Group II and III are 48.0 and 50.7 per cent respectively. Recommendation. College students need continued develop- ment and maintenance of physical and social efficiency, oppor- tunities for leadership experience, and to develop satisfying recreational skills. Therefore, the physical education chair- man in each school not complying with this standard should interpret the program to the administration, faculty, students 68 and community to gain support. As a result institutions may give necessary financial and administrative support in order that physical education can be required of all full time stu- dBflts e Standard 11 The educational philosophy of the department should be formulated in writing. Current Practice. As shown in Table 5.2, of the colleges offering a physical education service program, 150 or 53.6 per cent have a written philosophy for their department. The scools in Group 111 most nearly satisfy this standard with 62.5 per cent followed in order by Group IV (55.8 per cent), Group II (50.0 per cent) and Group I (35.7 per cent). Of the larger institutions in Group IV, only 42.9 per cent of the California colleges have a written philosophy while 68.2 per cent of the other colleges of this group have their philosophy formulated in writing. Recommendation. Since the purpose of education is de- termined in a large measure by society and because society in America today is changing rapidly, the educational philosOphy of the department should be formulated in writing and re- examined frequently. The philosophy should be in harmony with the over-all educational philosophy of the institution and subscribed to whole heartedly by the physical education staff. 69 The department chairman of each college not having a written philosophy should take steps to formulate his departmental philosophy in writing and review and revise it (if necessary) at frequent intervals. TABLE 5.2 COLLEGES HAVING A WRITTEN PHILOSOPHY OF PHYSICAL EDUCATION Number of Have a Do Not No Group Colleges Written Have a , Response Philosophy Written .Philosophy r No. .Pct. No. Pct. , No. Pct. Group I 42 15 35.7 24 57.2 3 7.1 Group II 64 52 50.0 27 42.2 5 7.5 Group III 88 55 62.5 28 31.8 5 5.7 Group IV 86 ii. 55.5 a; 57.2 6 7.0 California 22 18 4279 20 4776 ‘4 915 Other States __ 44p; 30 68.2 12 27.3 2 4.5 6.8 Totals 290 150 53.6 111 39.6 19 Standard III Standards relating to staff qualifications, academic rank, and salaries applicable to the staff of the whole institution should apply equally to staff members in physical education. 7O Current Practice. In most colleges the physical edu- cation faculty have the same staff qualifications, rank, and salaries as other faculty of the institution. As noted in Table 5.3, 97.8 per cent have the same staff qualifications, 98.6 per cent the same rank and 97.5 per cent the same salaries as other faculty of comparable education and exper- ience. In Groups II and IV all of the responding institutions have the same staff qualifications while in Group I, 92.8 per cent and in Group III, 96.6 per cent have the same staff qualifications. All of the Group II and IV colleges participating in the study report physical educators have the same faculty rank as other faculty. Group I (95.2 per cent) and Group III (97.0 per cent) report similar rank for physical educators. The salaries are the same for physical educators and other faculty in all Group II institutions. Group IV re- ports 98.8 per cent having the same salaries. Group I has 97.6 per cent of the reporting colleges paying the same salaries but Group 111 only 94.3 have the same salary sched- ule for all faculty. Recommendation. Junior colleges not conforming to this standard should grant the physical education department Personnel the same status as other departments and have the same staff qualifications, rank, and salaries of other faculty 71 with comparable education and experience. Standard IV There should be continuing in-service education to stimulate professional growth, creative thinking, and improved services to students. TABLE 5.3 STANDARDS OF PHYSICAL EDUCATION FACULTY COMPARED TO OTHER FACULTY PERSONNEL Number Have Same Have Same Have Same of Staff Qual- Academic Salaries Group Colleges ifications Rank As As Other As Other Other Faculty Faculty Faculty Personnel Personnel Personnel No. Pct. No. Pct. No. ‘ Pct. Group I 42 39 92.8 40 95.2 41 97.6 Group II 64 64 100.0 64 100.0 64 100.0 Group III 88 85 96.6 86 97.0 83 94.3 Group IV 86 86 100.0 86 100.0 85 98.8 California '42 42 108.8 42' TOOTO' 4i . Other States 44 44 100.0 44 100.0 44 100.0 Totals 280 274 97.8 276 98.6 273 97.5 Curremt Practice. The number of colleges promoting in-service education can be seen in Table 5.4. Only 70.7 per cent of all the colleges promote this type of activity. The Group I schools have only 42.9 per cent stimulating their 72 physical education faculties in this fashion. Other colleges as they increase in size also increase in numbers and per- centages of institutions promoting in-servica education. Group II with 65.6 per cent, Group III with 72.7 per cent and Group IV with 86.0 per cent show increased emphasis on personal and professional growth. TABLE 5.4 COLLEGES PROMOTING IN-SERVICE TRAINING IN THE PHYSICAL EDUCATION DEPARTMENT o No Number of Promote Promote No Group Colleges In-Service In-Service Response Training Training No. Pct. No.1 Pct. No.1Pct. GrOUp I 42 18 42.9 18 42.9 6 14.2 Group II 64 42 65.6 18 28.1 4 6.3 Group III 88 64 72.7 20 22.7 4 4.6 Group IV 86 74 86.0 12 14.0 0 0.0 California ‘42 39' 9279’ —3 7.1 _O 0.0 Other States 44 35 79.5 9 20.5 D 0.0 Totals 280 198 70.7 68 24.3 14 5.0 Recommendation. College administrators and physical education chairman in the community colleges should encourage growth through study, travel, research, writing, and attend- ance at staff and professional meetings. 73 Standard V It should be the responsibility of the administrators to provide an adapted program which will meet the needs of the students with physical handicaps and thereby eliminate in most cases the necessity of excusing a person from the physical education program. Current Practice. Only 25.3 per cent of the colleges provide adapted classes for students with physical handicaps according to the responses shown on Table 5.5. There is no great difference between the groups in the percentage of schools offering adapted classes. The Group IV institutions offer adapted classes in 27.9 per cent of the colleges, Group III follows with 26.1 per cent, then Group I with 23.8 per cent and finally Group II with 21.9 per cent. It is inter- esting to note that of the larger colleges in California, 42.9 per cent offer adapted classes while only 13.6 per cent of the larger institutions in the other states provide this service for the physically handicapped student. Recommendations. In order that all students can par- ticipate in a physical education program, adapted classes should be offered at every institution. The students cur- rently excused from physical education should be analyzed to learn the reasons for their excuses and a class or classes provided in which they can participate. The college or 74 family physician with the physical educator should devise exercise and activity programs designed to remedy or improve physical handicaps that can be corrected. For students with handicaps that cannot be remedied or improved, adapted pro- grams to strengthen unaffected parts and to develop cardio- vascular fitness should be provided. Sports and games should TABLE 5.5 THE NUMBER OF COLLEGES PROVIDING ADAPTED CLASSES FOR STUDENTS WITH PHYSICAL HANDICRPS W Number of Have Do Not Have No GrPUP Colleges Adapted Adapted Response Classes Classes Now Pct. No. Pct. No. Pct. Group I 42 10 23.8 30 71.4 2 4.8 Group II 64 14 21.9 50 78.1 0 0.0 Group III 88 23 26.1 62 70.5 3 3.4 GroUp IV am 24 27.9 62 72.1 _Q 0.0 California 42 IF T4 .9 2'4 571'. 0 ‘00. Other States 44 6 13.6 38 86.4 0 0.0 Totals 280 71 25.3 204 72.9 5 1.8 be adapted so individuals in these classes can benefit so- cially, emotionally and mentally as well as physically from these programs. Standard VI All entering students should be given a thorough 75 medical examination prior to participation in the physical education program and subsequent examinations should be given as deemed necessary. Current Practice. Table 5.6 shows that only 62.5 per cent of the colleges cooperating in the study require a medi- cal examination prior to participation in the service program. Surprisingly, the larger institutions are the most negligent TABLE 5.6 COLLEGES REQUIRING A MEDICAL EXAMINATION PRIOR TO PARTICIPATING IN PHYSICAL EDUCATION Number of Do Do Not No GrOUp Colleges Require Require Response Medical Medical Examination Examinationk“ v No. Pct. No. Pct. No.LPct. Group I 42 27 64.3 14 33.3 1 2.4 GrOUp II 64 41 64.1 22 34.4 1 1.5 Group III 88 64 72.7 24 27.3 O 0.0 Group IV 86 43 50.0 41 47.7 2 2.3 California ‘47 TO e 3.6 :Iez 7 m Other States 44 33 75.0 11 25.0 O 0.0 Totals 28O ’ 175 62.5 101 36.1 4 1.4 in meeting this standard with only 50 per cent requiring a medical examination. The California colleges most frequently fail to comply with this standard with only 23.8 per cent having medical examinations prior to participation, while 75 76 per cent of other colleges in Group IV have this requirement. Groups I and II have approximately the same percentage of colleges requiring medical examinations with 64.3 and 64.1 per cent respectively, while Group III has 72.7 per cent requiring a pre-participation medical examination. Recommendation. Since the administration and staff have a moral as well as legal responsibility for the safety and welfare of all the students, no institution should allow participation in any phase of their physical education program without an adequate medical examination. Colleges not conforming with this standard are negligent in their responsibilities to their students and should devise Health Appraisal or Medical Examination Forms. They should be com- pleted by the family or college physician as part of the admissions procedure of their institution. Standard VII Exemption from the physical education program for med- ical reasons should be predicated Upon the careful coordinated judgment of the medical and physical education staff. Current Practice. According to the data as shown in Table 5.7, in only slightly more than one-third of the junior cOlleges the medical and physical education staffs discuss 1-"|ciividual students who are exempted from the physical 77 education program for medical reasons, with 39.6 per cent meeting this standard. Group IV institutions most nearly conform with 51.3 per cent using the coordinated judgment of both medical and physical education personnel. Group‘ III is next with 40.0 per cent and followed by Group I, 31.4 per cent and Group II, 26.0 per cent. THE NUMBER OF COLLEGES WITH MEDICAL AND PHYSICAL EDUCATION PERSONNEL DISCUSSING TABLE 5.7 CASES PRIOR TO WAIVING PHYSICAL EDUCATION Number of Discuss Do Not No Group Colleges Prior to Discuss Response Waiving Prior to Waiving No. Pct. No.J Pct. No.’ Pct. Group I 35 11 31.4 22 62.9 2 5.7 Group II 50 13 26.0 36 72.0 1 2.0 Group III 75 30 40.0 44 58.7 1 1.3 Group IV lap 41 51.3 39 48.7 0 0.0 California 42 2'5 ‘159. 1'7 4075 ’0 0T. Other States 38 16 42.1 22 57.9 0 0.0 Totals 240 95 39.6 141 58.7 4 1.7 Recommendations. For the most effective physical education program there must be close cooperation between the physical education department and the college health aarvice or family physician. The physical education program '"JSt be interpreted to medical personnel with authority to 78 recommended waiving or exemption from the physical education program, so only those students who are not otherwise provided for in the program will be excused from participating. Col- lege physicians and other health services personnel can be oriented to this program by attendance at physical education department staff meetings, explanations of philosophy and objectives of the department by the department chairman and by observation of the program in action. Those colleges who depend on the family physicians for health appraisals or medical examinations could work through the local medical society to orient this groUp to their program. Speeches, demonstrations and audio-visual techniques could be utilized at a regular meeting of the society to explain and interpret the program. atandard VIII As a general policy all students should participate in the physical education program. 1. Veterans should not be excused from physical education. 2. Substitution of extracurricular activities is neither justifiable nor recommended. 3. Participation in ROTC or other military units should not be used as a substitute for physical education experiences or requirements. 79 4. Students may be permitted to use varsity sports in season for the purpose of meeting their physical education requirement. The student should be permitted to use the same intercol- legiate sport only once and should be required to return to his physical education class at the close of the season. Current Practice. As shown in Table 5.8, 50.8 per cent of all community colleges that participated in the study accept military service in lieu of required physical edu- cation. Group IV most nearly conforms with this standard with 36.3 per cent allowing veterans to be excused from phys- ical education. There is a noticeable difference between the California colleges and other colleges in this group with 26.2 per cent and 47.4 per cent respectively waiving the phys- ical education requirement for veterans. Among the Group 11 colleges, 66.0 per cent waive physical education for veterans while 57.5 per cent of the Group I colleges and 53.3 per cent of the Group 111 colleges accept military experiences in lieu of required physical education. A few colleges (3.3 per cent) accept ROTC in lieu of Physical education. 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OOOHea .kucmenon>oo O.O N O.O N O.O O H.H H H.N N O.O N N.O NH aeN H.OO ON O.HO ON 0.00 OO N.NO NO O.OO HN N.ON HH O.HO OOH eueaOO ON O.OO ON O.NN NO OHOO OO N.OO ON O.NN OH HHNO OOH HeHOOO .Oua .oz .Ooa .52 .565 .oz .Oue .oz .Ooa .oz .H66 .52 .Ouo ..oz HOOV ANOV MOOV MOOV MOOV MNOV MOONV eeOeOO chuoOHHeO OH eon HHH soou HH aooO H sooO so eHHoO NHHsHOuO eocOO. ooHcaO HHO HowocHucouv NH.m uumH doonu. HHH cacao HH noonu H doonu we eHHoUHMUHcoo meuHSHau< r11, 1. f - >HHHhu< 94 cent: bowling, 75.4 per cent: snow skiing, 75.0 per cent, and ice skating, 70.6 per cent. Other traditional activities taught coeducationally are golf, 68.5 per cent: tennis, 68.0 per cent: archery, 66.4 per cent: badminton, 59.8 per cent:, gymnastics, 34.4 per cent: and body mechanics, 9.5 per cent. The larger schools are more likely to provide coedu- cational instruction in the traditional physical education activities than the smaller colleges. For example, badminton is taught coeducationally in 48.6 per cent of the Group I colleges, in 50.0 per cent of Group II, in 57.3 per cent of Group III and in 73.8 per cent of GrOUp IV. Coeducational instruction in golf is utilized in 48.5 per cent of Group I colleges, 64.7 per cent of Group II, 64.5 per cent of Group III and 82.7 per cent of Group IV. 'Similar trends are shown in the teaching of archery, bowling, swimming and tennis. Recommendation. Since college age students' interests are more similar than at an earlier age and heterosexual social adjustment is important to them, the service programw should include coeducational instruction and should be plan- ned jointly by staff members. Instructors of either sex can be assigned to teach these coeducational courses providing they are socially well adjusted and in sympathy with this type of program. Standard XIII 95 The program should be planned to include orientation of all students with regard to purposes, policies, and oppor- tunities in physical education. Current Practice. Table 5.14 shows that 80.7 per cent of the colleges provide instruction concerning the purpose of physical education. COLLEGES INCLUDING TABLE 5.14 INSTRUCTION IN THE PURPOSE OF PHYSICAL EDUCATION Group IV colleges most frequently comply Number of Teach Purpose Do Not No Group Colleges of Physical Teach Purpos Response Education of Physical Education No. J Pct. No. I Pct. Po. Pct. Group I 42 31 73.8 11 26.2 0 0.0 Group II 64 50 78.1 14 21.9 0 0.0 Group III 88 73 82.9 13 14.8 2 2.3 Group IV 86_ _12 83,7 13; 16,3 _Q 000.0 California 42 35 83.3 7 16.7 0 00.0 Other States 44 37 84.1 7 15.9 0 000.0 Totals 280 226 60.7 52 18.6 2 0.7 with standard with 83.7 per cent giving this type of instruc- tion, followed by Group III, 82.9 per cent: Group II, 78.1 per cent and Group I, 73.8 per cent. Recommendation. Institutions complying with this 96 standard may improve instruction and those colleges not com- plying could do so by planning instruction and orienting the students to the purpose of physical education by (l) orienta- tion courses, (2) interpreting medical examinations and health appraisals to the individual students, (3) handbooks or bro- chures and other printed materials, (4) demonstrations and displays. Standard XIV The instructional physical education program,in order to attain a minimum level of effectiveness, should be pro- perly integrated with intramural sports, intercollegiate athletics, recreation, health and with other other college departments. Current Practice. In 83.9 per cent of responding col- leges the intramural program is introduced and participation is encouraged through the service program. Table 5.15 shows in Group IV, 87.2 per cent of the colleges introduce and en- courage intramural participation through the service program, with Groups 111, II and 1 following in that order with 85.2 per cent, 81.2 per cent, and 78.6 per cent respectively. Recommendation. All colleges should correlate their instructional and intramural programs so skills and interests developed in the instructional program can be utilized in the intramural program. Thus these programs supplement and 97 complement each other. Those schools not complying with this standard should introduce students in the service program to, and encourage their participation in the intramural program and other community recreational programs. TABLE 5.15 THE NUMBER OF COLLEGES INTRODUCING AND ENCOURAGING INTRAMURAL PARTICIPATION THROUGH THE SERVICE PROGRAM Number of Introduce Do Not No Group Colleges Intramural Introduce Response Program Intramural Program NO. L Pct. Nae pCte Nae Pct. Group I 42 33 78.6 6 14.3 3 7.1 Group II 64 52 81.2 9 14.1 3 4.7 Group III 88 75 85.2 8 9.1 5 5.7 Group IV 86 75 87.2 6 7.0 5 5.8 California ‘42 ‘37 88.1 -4' 9.5 -I’ 2:? Other States 44 38 86.4 2 4.5 4 9.1 Totals 280 235 83.9 29 10.4 16 5.7 Standard XV A textbook should be used in physical education acti- vity classes. Current Practice. Only about one-half (50.7 per cent) of the colleges participating in the study require textbooks for physical education service classes. Group I institu- tions require textbooks in 35.7 per cent of the schools: 98 Group II, 43.7 per cent: Group III, 55.7 per cent and Group IV, 58.1 per cent (Table 5.16). Recommendation. Since at least two companies have recently published economical paper bound books for many of the activities offered in the junior college service pro- gram, it is now possible to require a textbook for many or most of the activity courses. By using textbooks, reading assignments can be made to cover much of the material on TABLE 5.16 COLLEGES USING TEXTBOOKS IN THEIR SERVICE CLASSES T Number of Use Do Not Use No Group Colleges Textbooks Textbooks Response No. Pct. No. Pct. No. Pct. Group I 42 15 35.7 26 51.9 1 2.4 Group II 54 26 43.7 35 54.7 1 1.6 Group IV 65 50 56.1 35 40.7 1 1.2 Totals 280 142 50.7 134 47.9 4 1.4 history, values, purchase and care of equipment, rules and etiquette. Thus, more class time can be spent on instruction and practice of skills thereby increasing the effectiveness of instruction. Therefore, all colleges should require a textbook in many or most of their service courses. 99 Standard XVI Homework should be assigned in physical education activ- ity classes. Current Practice. The data in Table 5.17 indicate that 16.8 per cent of all colleges require homework in most of their classes and 57.1 require homework in some of their classes. Of the reporting schools, 26.1 per cent do not re- quire homework at any time. Homework is required in most or all of the classes in 10.5 per cent of the Group IV insti- tutions and in some of their classes in 66.3 per cent. In Group 11 schools, 12.5 per cent require homework in all or most of their classes and 60.9 per cent require homework in some of their classes. Group 111 colleges require homework in most or all of the classes in 23.8 per cent of the schools and 48.9 per cent require homework in some classes. Homework is required in all or most of the classes in 21.4 per cent of the Group 1 colleges and in Some of the classes in 50.0 per cent of these schools. Recommendation. All institutions should adOpt the recommendation made for Standard XV (Textbooks should be re- quired for all physical education activity classes). This would allow more colleges to make textbook reading assign- ments thereby complying with this standard. Attendance and participation in community or college activities could be lOO owooH mm o.ooH mm o.ooH so o.ooH Na o.ooH omN kuoh N.NN cN N.NN ON 0.0N NH 0.0N NH H.ON mp xnosweo: wHHoown up: on n.OO Nm m.mO no 0.00 on 0.0m HN H.Nm OOH wwwmeu meow . . cH xnceweo: wHHoowm O.OH O O.NN HN O.NH O O.HN O O.OH NO esseeHu HHe no Hose . cH xnoeweo: wnHoowm .uoa _.oz .Hoa .oz .uoa .oz .uuo .oz .uua Moz >H coonu HHH oaonu HH cacao .H noonu wwowHHou noHcso HH< xmoaquI qumHaawz mecmuoma uuH>mum no mumanz NH.m Mdmch Jul 101 required in classes such as social and square dance. Parti- cipation in tennis, archery, golf, bowling, or swimming could be required outside the regular class period. Library research and short term papers could be required in all or most of the activities. These papers could cover such tonics as history of the activity, values, equipment, trends, and individuals or teams who have played important roles in the development of the activity. All colleges should investi- gate other methods of assigning homework thereby, hopefully, improving the instruction in the service program. Standard XVII The college student should be proficient in swimming. Current Practice. It may be seen by the data shownin Table 5.18 only 16.4 per cent of the community colleges re- quire a proficiency in swimming. Group III institutions comply with this standard in 20.5 per cent of the colleges studied, Group I has 16.7 per cent complying and Group IV and II follow with 15.1 per cent and 12.5 per cent respec- tively. In the Group IV category 19.0 per cent of the California schools require proficiency in swimming while 11.4 per cent of the colleges in the other states have the same requirement. Recommendation. Increased use of the nation's water resources for fishing, boating and swimming, the spread of 102 swimming pools, both public and private: and accessability to these facilities make this standard recommended by the President's Council on Physical Fitness very important to the college service program. Because of the recreational, safety and physical fitness values of swimming all colleges should comply to this standard. Those colleges not com- plying because of lack of facilities should arrange to use community facilities, if available, so this standard could be met at their institutions. TABLE 5.18 COLLEGES REQUIRING SWIMMING PROFICIENCY OR COURSE IN SWIMMING Number of Proficiency No Swimming No Group Colleges or Require Requirement Response Swimming No. L Pct. No. Pct. No. Pct. Group I 42 7 16.7 32 76.2 3 7.1 Group II 64 8 12.5 56 87.5 0 0.0 Group III 88 18 20.5 77 79.5 0 0.0 Group IV 86 13 15.1 73 84.9 0 0.0 California 42 {—8 19.0 34 81.0 0' 0.0 Other States 44 5 11.4 39 88.6 0 0.0 Total 280 46 16.4 231 82.5 3 1.1 III. EVALUATION Evaluation of both students and the program is essen- tial for conducting an effective service program. It serves 103 such purposes as stimulating faculty and student interest, determining strengths and weaknesses of individual students and class groups, measuring student achievement in skills, knowledge and attitudes, determining the effectiveness of various methods of teaching, and revealing the adequacy of the program. The evaluation of the program consists of appraising the outcomes of the program in terms of stated objectives. Informal evaluation of the program should be on a continuous basis while more formal and complete evaluations should be made periodically. Standard XVIII The selection and use of evaluation techniques should be cooperatively planned within the department. Current Practice. It may be seen from the results shown in Table 5.19 that 66.4 per cent of all junior colleges participating in the study plan their evaluation procedures and techniques co-operatively. Among the larger colleges or GroUp IV, 79.1 per cent use cooperative planning for eval- uation, followed by GroUp III, 72.7 per cent: Group II, 62.5 per cent: and Group I, 33.3 per cent. However, careful analysis of the table shows 5 of the Group II and 16 of Group I, did not respond to this question or there was only one member in the department. By eliminating these figures from the totals of these groups, the percentage for Group II 104 colleges complying with this standard would be 67.8 per cent, and Group I would be 53.8 per cent. Recommendation. Colleges with more than one indivi- dual teaching the same activity should plan evaluation techni- ques co-operatively. Spandard XIX The physical education department should conform to the policy of the school with respect for giving grades for student performance. TABLE 5.19 COLLEGES USING COOPERATIVE PLANNING IN SELECTION AND USE OF EVALUATION TECHNIQUES Number Do Plan Do Not Plan No Group of Cooperatively Cooperatively Response Colleges No. Pct. No. Pct. No. Pct. Group I 42 14 33.3 12 28.6 16 38.1 Group II 64 40 62.5 19 29.7 5 7.8 Group III 88 64 72.7 17 19.3 7 8.0 Group IV 86 68 79.1 14 16.3 4 4.6 California 42' ‘35 . ‘7 . "0 ‘01. Other States 44 33 75.0 7 15.9 4 9.1 Total 280 186 66.4 62 22.2 32 11.4 Current Practice. The results of Table 5.20 show 65.4 per cent of the participating colleges use the same 105 policy for grading students in their service program as is used in other areas within the college. Nearly three- fourths (73.9 per cent) of the Group 111 colleges conform with this standard, while 71.9 per cent of Group II insti- tutions use the same grading policy in the service program as in other areas. Group I has 64.3 per cent using the same policy and 52.3 per cent of the Group IV colleges use the same policy of grading in the service program as is used in other areas. TABLE 5.20 SERVICE PROGRAMS USING SAME GRADING POLICY AS OTHER AREAS WITHIN THEIR COLLEGE Number of Use Same Do Not Use No Group Colleges Policy Same Response Policy No. Pct. No. Pct. No. Pct. Group I 42 27 54.3 11 26.2 4 9.5 Group II 64 46 71.9 16 25.0 2 3.1 Group III 88 65 73.9 20 22.7 3 3.4 GroUp IV 86 45 52.3 38 44.2 3 3.5 Totals 280 183 65.4 85 30.3 12 4.3 Recommendation. The policy for grading students in the service program should conform with the school policy for evaluation of students. All colleges should take 106 necessary steps to assure grading procedures in the service program conform with school policy. Standard XX The evaluative process employs a variety of tools, both subjective and objective. Objective measurement should be used when feasible and pertinent and subjective evaluation should be used to augment objective measurement. Current Practice. According to the responses shown in Table 5.21, 90.0 per cent of the colleges use objective measurement whenever possible. The various colleges when TABLE 5.21 TYPE OF EVALUATIONS USED IN THE SERVICE PROGRAM Number of Use Objective Use Subjective Judg- Group Colleges Measurement ment When Objective When Measurements Are Not Available Available No. Pct. No. Pct. Group I 42 38 90.5 34 81.0 Group II 64 58 90.6 58 90.6 Group III 88 76 86.4 75 85.2 Group IV 86 80 93.0 74 86.0 Totals 280 252 90.0 241 86.1 grouped according to enrollment are quite consistent with 107 Group I reporting 90.5 per cent of the colleges using objec- tive measurement whenever possible: Group II, 90.6 per cent: Group III, 86.4 per cent: and Group IV, 93.0 per cent. Approximately the same ratios hold true among the colleges subjective judgments when objective measurements are not available, with 86.1 per cent of the colleges using this technique. Group I institutions have 81.0 per cent of the colleges using subjective judgment for grading purposes when objective measurements are not available: Group II, 90.6 per cent: GrOUp III, 85.2 per cent:'and Group IV, 86.0 per cent. Recommendation. Objective measurement should be used in the service program of all colleges whenever practicable and applicable. To augment objective measurements or when they are not available subjective judgments should be used. Standard XXI The instructor of each course should determine the status of each individual at the beginning of the course, throughout the progress of the course and at the termination of the course. Current Practice. Among the colleges responding to the questionnaire, Table 5.22 shows 44.6 per cent complying with this standard by evaluating students at the beginning, 108 O.OOH OO O.OOH OO O.OOH OO O.OOH NO O.OOH OON eHeOoN N.N N O.N N H.N N O.N H O.N O eocoaeeO oz N.H H H.H H O.O O O.N H H.H N coHOesHosO oz O.ON ON N.ON ON N.OO ON O.OO ON O.OO ONH coHHocHeneN . ccw OCHnoo .mchcHomm N.OO ON N.ON ON O.ON OH O.NN OH O.ON OO connecHeneN oce OcHnsO N.N N O.N N N.O O O.N H O.N OH coHnecHeneN ace OchcHOoO N.N N O.O O O.H H O.N H O.H O OcHnsO ecu OchcHOeO O.O O N.OH O N.O N H.N N O.O OH OOHOecHeneN O.N O O.O O H.N N 0.0 O N.O NH OcHnOO N.H H 0.0 O 0.0 O O.O O N.O H OchcHOeO .Huo .oz .Hua#.cz .566 .oz .Ouo .oz .Ooa .oz HOOV HOOV HOOV HNOV HOONO >H unonu HHH noonu HH noonu H noonu wwmeHou noHcan HHO mhzmoshm no onhu no wEHh NN.O OHOON 109 during and at the termination of the course. In 35.0 per cent of the colleges, students are evaluated during and at the end of the course. Students are evaluated at the termin- ation in 6.6 per cent of the schools, during in 4.3 per cent, beginning and during in 1.4 per cent and beginning in 0.3 per cent. No evaluation is reported by 1.1 per cent_of the col- leges and 2.9 per cent failed to respond to the question. The smaller colleges tend to comply with the standard more than the larger institutions. In Group I, 59.5 per cent of the colleges report evaluation at the beginning, during, and at the termination, followed by Group II, with 55.3 per cent, Group III, 38.7 per cent and Group IV, 34.9 per cent. Recommendation. The results show a need for the col- leges to study their student evaluation procedures and en- courage instructors to evaluate students at the beginning and during the course as well as at the termination. Standard XXII Evaluation should stimulate student interest, measure achievement in skills, knowledge, attitudes, and habits, and be used for effective guidance of the student towards goals for optimum development. Current Practice. The data in Table 5.23 shows 59.6 per cent of the colleges use evaluation for guidance and 11O motivation as well as to determine grades. Grades and moti- vation are the purposes of evaluation in 15.4 per cent of the institutions, grades only in 13.2 per cent, and grades and guidance in 6.1 per cent of the colleges. Group IV reports 72.1 per cent of the colleges use evaluation procedures for grades, guidance and motivation. This group is followed by Group I, 61.9 per cent: Group II, 56.2 per cent and Group III, 49.0 per cent. Recommendation. Since evaluation can stimulate stu- dent interest, end be used for guidance purposes as well as TABLE 5.23 PURPOSES OF EVALUATION OF STUDENTS —-——————————-—TF——————————___-r—_— All Junior Purposes Colleges 4 Grou I Grou II Group III Group IV (280) (423 (643 (as) (65) No. Pct. No. -Pct. No.1 Pct. No. Pct. No. Pct. Grades 37 13.2 5 11.9 9 14.1 17 19.3 6 7.0 Guidance 2 0.7 l 2.4 O 0.0 O 0.0« 1 1.1 Motivation 1 0.3 O 0.0 O 0.0 l 1.1 O 0.0 Grades and . Guidance 17 6.1 5 11.9 3 4.7 6 6.8 3 3.5 Grades and . . Motivation 43 15.4 3 7.1 11 17.2 17 19.3 12 14.0 Guidance & . Motivation :5 1.1 O 0.0 2 3.1 1 1.1 O 0.0 Grades, Guidance & Motivation 157 59.6 26 61.9 36 56.2 43 49.0 52 72.1 NoResponse 10 3.6 2 4.8 3 4.7 3 3.4 2 2.3 Total 280 100.0 42 100.0 64 100.0 66 100.0 66 100.0 111 to determine grades, colleges can increase the effectiveness of their service program by complying with Standard XXI (Evaluate students at the beginning, during, and termination of the course) and making multiple use of the evaluation by using it to grade, motivate, and counsel students. Standard XXIII Each student participating in a course should parti- cipate in its evaluation. Current Practice. As shown by data in Table 5.24, 55.7 per cent of the junior colleges allow the students to participate in the evaluation of the service program. The Group 111 colleges have 60.2 per cent using student evaluation, Group IV, 59.3 per cent: Group I, 50.0 per cent and Group II, 48.4 per cent. Recommendation. Complete evaluation of the program requires student judgment of himself, other students, the teacher and the course content. Therefore the student should participate in evaluation of the courses in the service pro- gram. It is further recommended that for complete evaluation an investigation of the graduates be made to determine the effect of the program on physical activity, appreciations, participation, attitudes, and community leadership during their post college life. 112 TABLE 5.24 COLLEGES USING STUDENT EVALUATION OF THE SERVICE PROGRAM Number Use Student 00 Not Use (No Group of Evaluation Student Response Colleges Evaluation No. Pct. No.. Pct. No. Pct. Group I 42 21 50.0 19 45.2 2 4.6 Group II 64 31 48.4 33 51.6 0 00.0 Group III 88 53 60.2 34 38.7 1 1.1 Group IV 86 51 59.3 32 37.2 3 3.5 California 47 '2‘4 571'. 1'6 302‘! "2' T6. Other States 44 27 61.4 16 36.4 1 2.2 Totals 280 155 55.7 116 42.2 16 2.1 Involvement of Students in Curriculum Changes The author felt, due to recent trends to allow stu- dents more opportunities to have a voice in the adminis- tration of colleges, it would be interesting to investigate what is happening in junior college service programs regarding this trend. Current Practice. More than one-fourth (27.5 per cent) of the community colleges studied, do involve student in curriculum changes or planning of new courses. In Group II, 34.4 per cent of the colleges involve students in this activity, while only 19.0 per cent of Group I do this. GroUp 113 III has 28.4 per cent of the colleges using student opinions and interest in planning curriculum changes or new courses and Group IV has 25.6 per cent (Table 5.25). TABLE 5.25 COLLEGES INVOLVING STUDENTS IN CURRICULUM CHANGES OR PLANNING NEW COURSES -: Number Involve Do Not Involve No Group of Students Student in Response Colleges in Planning Planning No. Pct. No. Pct. No. Pct. Croup I 42 6 19.0 33 76.5 1 2.4 Group II 64 22 34.4 42 65.6 0 00.0 Group III 88 25 28.4 61 69.3 2 2.3 Group IV 86 22 25.6 61 70.9 3 3.5 California 42' IT 2372 3'0 717. ‘1‘ TI. Other States 44 11 .125.0 31 70.5 2 4.5 Totals 280 77 27.5 197 70.4 5 2.1 Recommendation. Colleges may survey their student bodies to determine interest of their students and investi- gate other methods of involving students in curriculum changes or planning new courses. IV. BUDGET AND FACILITIES Two of the current problems in junior college phys- ical education are budget and facilities. Many colleges have postponed offering physical education programs until 114 campus facilities are available. Yet the majority of the new institutions without facilities use community facilities for their service, intramural, and intercollegiate programs. Standard XXIV The source of financial support for the physical edu- cation program should be the same as for all other instruc- tional areas of the institution. Current Practice. From the data shown in Table 5.26 it can be seen that 95.7 per cent of the colleges receive TABLE 5.26 SOURCE OF INCOME FOR THE SERVICE PROGRAM Number Receive Fi- Do Not Re- No Group of nances from ceive Finan- Response Colleges the General ces from Budget the General Budget No. Pct. No. Pct. No. Pct. Group I 42 41 97.6 0 0.0 1 2.4 Group II 64 60 93.8 2 3.1 2 3.1 Group III 88 85 96.6 1 1.1 2 2.3 Group IV 86 82 95.4 2 2.3 2 2.3 California 42 39 92.8 -T 2.4 -2' 4.8 Other States 44 43 97.7 1 2.3 O 0.0 - Total 280 266 95.7 5 1.8 7 2.5 ‘- funds to conduct their service program from the general budget. The category most nearly conforming to this standard 115 with 97.6 per cent is Group I. Group III follows with 96.6 per cent receiving funds from the general budget, then Group IV with 95.4 per cent and Group II, 93.8 per cent. Only 5 or 1.8 per cent of all the colleges report receiving finan- cial support from other than the general budget, with 2.5 per cent not responding. Recommendation. Since the physical education service program is part of the instructional program of the college and is a required subject at approximately three-fourths of the institutions participating in the study, the program should receive its financial sUpport from the same source as all other instructional areas. Standard XXV A variety of facilities should be provided to insure the possibility of a broad program, that is, playing fields, courts, gymnasia, dance studios, swimming pools and other necessary activity areas. Current Practice. As may be seen from the data shown in Table 5.27, many junior colleges do not conform to this standard by providing college-owned facilities for the phys- ical education program. A. Indoor Facilities . 1. Bowling Lanes. Only 4.6 per cent of the 197 01 eges teaching bowling provide their own bowling lanes. Group III has 11.1 per cent N.NN mN a w.om NN N w.os NoN mm sense .N.Nm mm NN s.Ns oN mN n.0n NON NNN menace mNaaue ”N.Nm mN mN s.Ns oN NN N.No 0N ooN sesamNn NNmnuNom o.oo N o o.oo N o N.NN Nm s umn< Nsm o.oo N o N.NN a N o.ms NN a amuse oNNNm o.oo a o o.oo o o o.oo oN o uuNnuum waNaNm N.Ns Nm om N.NN NN NN o.oN NN oNN maNon oNuoNsu< because N.NN sN m o.m NN N N.sN cNN on amuse chuosm NNoe O.NN ON ON m.NN NN m w.mn moN No «menu maN>Nua NNoo ~N.N mm m N.N NN N O.N oaN NN emuaoo NNou 0.0N oN a s.sc oN a N.Na No mm eaNamum NNmnuooN s.sm 0N mN N.No NN NN N.so mN NmN euoamNa NNupwsam o.om oN 0N n.0m N a o.sN an woN NaNoNNV «mama Nuoaou< N.No NN Nm N.NN o 0N N.NN ms oNN Naomuaev amass Nuuaou< "moonepo NN mN o.oo m NN s.NN Nm ssN seem waNnNuue unmNuz NN a n.0m N m N.mo Ns moN seem waNNuauus oN NN m.No n w N.NN Nm NNN soon waNaNuue mN m N.N NN N m.on oNN Nm Noam waNaeNsm «N «N N.NN N m a.oo «n «N NueasaN oN NN N.Ns oN «N N.No mm oNN esNauaaNo 0N aN N.NN N m m.sN ms sNN seam woman an o m.o NN N o.s NNN a awamN chNsom oN oN o.ow N s o.NN mN as scam o>Nuamu< "NoonzN uoauo amuse cacao Nosuo cacao sense uuauo guano wmeNoo wmwNHoo wwwHNoo omeHoo wwwNNOQ uGOOme uGQOHUm moNuNNNomm HH apnea H nacho mwwwNNou uoNcoh HN< mNHHHAHUH neouu HHH ooouu Hm cacao H esouu womeafiou to nerve poacew HH< noses: mohuumno UHFUJIhc uzh >m ou1u¢ou mhmonm no mumszz N.N w4mH scum HHH sonu HH some H aouu memeHHou Noom nos»: .upmcan mchnesou HH< muuam >NHHHmHuH4u mac muHoom quzmu>ou e.e memes 17B conference and NJCAA eligibility rules, 22.7 per cent are governed by the conference and NJCAA rules of eligibility and 15.0 per cent by their conference rules only. In 9.9 per cent of the colleges eligibility is governed by the NJCAA rules only, 9.5 per cent by local and conference eligibility, 7.7 per cent by local and NJCAA rules, and 4.4 per cent by local rules only. Further study of the m Table shows that in 48.0 per cent of the colleges eligibil- ity is controlled by local policies only or local policies and other eligibility rules. In 73.6 per cent of the colleges, eligibility is governed by conference rules only or conference rules plus other rules. And in 66.7 per cent of the schools eligibility is regulated by the rules of the NJCAA only or NJCAA rules plus others. Recommendation. Most respondents conform to this standard, however, those institutions following local rules only, should adapt the eligibility rules of the National Junior College Athletic Association as minimum standards. Standard IX The staging of all athletic events should be pre- ceded by by written contracts, signed by the constituted authority representing the participating institutions. Current Practice. According to the responses shown in Table 7.9, only 61.2 per cent of the junior colleges 179 negotiate written contracts prior to staging of all home_ athletic events: Group I institutions are the most effi- cient in meeting this standard with 77.3 per cent of the schools requiring written contracts followed by Group III with 66.7 per cent and Group II with 59.3 per cent re- quiring contracts. Group IV is the most negligent with contracts as only 47.5 per cent require them. This is caused by only 23.8 per cent of the California colleges requiring signed contracts, while 73.? per cent of the TABLE 7.9 COLLEGES REQUIRING WRITTEN CONTRACTS FOR ALL HOME ATHLETIC EVENTS Number ‘No' Group of Require Do Not Require Response Colleges Contracts Contracts No. Pct. No. Pct. No. Pct. Group 1 44 34 77.3 6 18.2 2 4.5 Group II 59 35 59.3 22 37.3 2 3.4 Group III 90 60 66.7 29 32.2 1 1.1 Group IV 80 38 47.5 41 51.3 1 1.2 California 42 TO. . 31 73.8 '_I 2.4 Other States 38 28 73.7 10 26. 0 0.0 Totals 273 167 61.2 100 36.6 6 2.2 schools in other states of this group do require written con- tracts prior to staging athletic events. 180 Recommendation. The athletic director of the home col- lege should have signed, written contracts from all partici- pating institutions and officials prior to staging of athletic events. To avoid conflicts and misunderstanding, the contract should include the participating colleges, the Place (and the address), the time, day and date of the event and the definite financial stipulations. It should also allow for a forfei- ture fee and the names of the officials may be included. The recommendation applies to such sports as cross country, golf, tennis and track as well as baseball, basketball, and foot- bell. Standard x The coaching staff should be composed of regular members of the faculty. Current Practice. This standard is met by 84.2 per cent of the colleges participating in the study. The larger colleges are most apt to meet this standard with 92.5 per cent of the colleges of Group IV using only faculty per- sonnel as coaches (differences between the sub-groups of Group IV may be noted in the Table). Group II has 81.4 per cent; Group III, 81.1 per cent, and Group I, 79.5 per cent of the colleges using regular faculty members as coaches. ‘The above data are shown in Table 7.10. Recommendation. 181 Athletic directors should attempt to develop their coaching staff from the college faculty when- ever possible. In smaller institutions where this is not possible, only professionally prepared personnel should be given coaching responsibilities. Individuals with this back- ground may often be obtained from the local school system. TABLE 7.10 NUMBER OF COLLEGES USING COACHES WHO ARE NOT FACULTY MEMBERS Number Use Only Use Coaches No Group of Faculty Other Than Response Colleges Coaches Faculty No. Pct. No. Pct. No. Pct: Group I 44 35 79.5 6 16.2 1 2.3 GrOUp II 59 48 81.4 11 18.6 0 0.0 Group III 90 73 81.1 14 15.6 3 3.3 Group IV _ 80 ‘14 92.5 6 7.5 O 0.0 California 42 39 . ‘3 . ‘6’ ‘UTU Other States 38 35 92.1 3 7.9 O 0.0 Totals 273 236 64.2 39 14.3 4 1.5 Standard XI The regular admissions officer and/or committee should act upon all applications for admission, regardless of whether or not the applicant is an athlete. Current Practigg. All respondents affirmed that admissions qualifications were the same for athletes as for 182 non-athletes. However, one Group I college and four from Group III failed to respond to this question. It may or may not be assumed these institutions do not have the same admission standards for athletes as for non-athletes (See Appendix J, Table I). Standard XII An annual medical education examination should be required of all participants, a medical examination on a seasonal basis would be preferable. Current Lractigg. The data in Table 7.11 indicates that 7.3 per cent of the colleges participating in inter- collegiate athletics do not require a medical examination and 4.0 per cent require it only on entry into college. Examination prior to each sport season is required in 44.0 per cent of the colleges and an annual examination is man- datory in 41.7 per cent: One institution allows partici- pation in intercollegiate athletics by parental permission in lieu of a medical examination. This standard is met or exceeded by 95.0 per cent of the Group IV colleges, 83.0 per cent of the Group II colleges, 82.2 per cant of Group III schools and 79.6 per cent of Group I institutions. .flangmmengatign. Institutions not complying with this standard are negligent in their responsibilities in caring for the students' health and welfare. These colleges 183 conmHsnmn kucouwnw mwN N «we H o.ev ONH Nva vHH o.¢ HH an 0N nNN meuoN c.c r m.N mH w.Nm ON m.mn vH e.N H n.m N an wopwum gonna Bo! F. EDI bl E E. E E El an El ml NR Sanction. 0.0 o N.H H 0.0m me o.mn mN N.H H m.N N on >H aeouu mom. m: com a Hde Nn H.He Nn n.n n mam m on HHH auouu N.H H 0.0 o N.Nn mH 0.0m on o.m a m.m m mm HH neonu n.N H 0.0 0 «.mn 0H N.nv mH m.m n n.HH m as H uaouu .uua fifloz .uuo ‘.oz .uoa .oz .pon v.02 .uuu .oz .uoa .oz commom umuHsomm mommHHou mucoumwm porno uuoum comm NHHmscc< mmmHHou 6N coHumcHewxu Lo ozouu oz noHuu Nnacu c< oz nonesz mmNu41h< mow mhzusumHzcum ZDHN<2HEIa HH.N u4mH ooouu HHH oaouu HH oouu H oncnu noooauou emcee eoHoon seem Heoom HH< 7 198 Recommendation. Colleges should provide as broad an intercollegiate program for women as leadership, facilities and budget will allow. The activities should be selected W and coached by the personnel from the women's physical edu- cation staff. III. BUDGET AND FINANCES Standard XVI There shall be no admission for students at home contests. Current Practice. Only 12.1 per cent of the responding colleges require students to pay admission to home athletic events, as seen by the figures in Table 7i19. In Grouo IV, 7.5 per cent of colleges require student admission fees, with 14.3 per cent of the California schools charging stu- dents an admission fee. All of the other colleges of the group admit students on identification. Group III has 8.9 per cent of the schools charging admission to students followed by Group II, 15.3 per cent, and Group I, 22.7 per cent. Recommendation. Athletics provide benefits for the spectators as well as the participants, contribute to the morale of the student body, and should be regarded as inte- gral parts of the total educational program. Therefore, 199 colleges should attempt to secure other methods of financing their athletic programs and not require students to pay for admission to home athletic contests. TABLE 7.19 THE NUMBER OF COLLEGES REQUIRING STUDENTS TO PAY ADMISSION TO HOME ATHLETIC EVENTS Number Require Do Not No Group of Students Require Response Colleges To Pay Students To Pay No. Pct. No. Pct. No. Pct. Group I 44 IO 22.? 31 70.5 3 6.8 Group II 59 9 15.3 SD 84.7 D 0.0 Group III 90 8 8.9 82 91.1 D 0.0 Group IV BO 6 7 5 73 91:3 1 1.2 California 42 -B IZJS 35 . '-I 5.3 Other States 38 O 0.0 38 100.8 0 0.0 Totals 273 33 12.1 235 35.4 4 1.5 Method of Reimbursing_Coaches The problem of pay for coaches has received consider- able attention, however, there is no general agreement on how this should be done. The most common methods are extra pay as a supplement to the regular salary and “released time,” or being relieved of duties during the school day. Current Practice. Table 7.20 shows no trend to either of the methods mentioned above with 37.4 per cent receiving ZOO H.N ow «no 5H ame me H.Hn mm «wpn «DH nun wkuok .w.~ H mim H mum N «won nH numm Hm on mmpwum chuo pup: pl. Dunn. pl. mhmm mm. rumm. mH .mnnu. NI _mw oHenouHHeu N.H H N.H H n.Hn mu _o.mn mu n.Hn mu om >H noouu mam, m m.m: m mqu 5H m.mn Nn n.nn on om HHH ooouu H.m n H.m n N.OH o N.Nn oH e.e< mm mm HH oooeu ewmm oH NumH m n.~ H o.nH m ~.ne mH «e H oooeu Opoa ‘02 OHUQ .oz Opoa .02 Dyna .oz CHUQ .oz mEHP >wo womoHHou mwconmom >wo oz spam oomomHmm onvxu Lo noonu oz Honeoz pill; muzucou qummamEHum Lo oozkua o~.b m4m u4mH noouu .Hoo .oz .Huo .oz .Hoo fl.oz .Hoo .oz .Hoo .oz .Hoo .oz Hocoueoov oncoowom Honuo wooucwuwou wuoHouwm moon Hmooom .ooouu oz wuwu ucoooum Houwcou g HooocHHcouv mush uHmch 206 responding to the questionnaire receive all of the funds for intercollegiate athletics from the general budget and 21.6 per cent receive all of their funds from student fees. There are 3.3 per cent receiving from 81 to 99 per cent of their funds from the general budget and 7.0 per cent receiving the same amount from student fees. From 61 to 80 per cent of athletic funds are received from the general budget in 4.8 per cent of the colleges, from student fees in 7.0 per cent and gate receipts in 1.1 per cent. The general budget con- tributes from 41 to 60 per cent of the budget in 9.2 per cent of the colleges while like amounts come from student fees in 8.8 per cent, and from gate receipts in 2.6 per cent. From 21 to 40 per cent of athletic funds are received from the general budget in 5.5 per cent of the colleges, from student fees in 7.0 per cent and gate receipts from 7.3 per cent. From 1 to 20 per cent of the athletic budget is from the general budget in 5.1 per cent of the colleges, from student fees in 8.1 per cent, from gate receipts 16.5 per cent, and from guarantees 5.1 per cent. Two colleges receive funds from Associated Students, one from selling programs and two from bookstore funds. Generally speaking, most of the funds for athletics Come from either the general budget or student fees. Only 11.0 per cent of the junior colleges depend on gate receipts For over 2O per cent of their budget. 207 Recommendation. Most junior colleges have stabilized their athletic budgets by receiving most of their funds from either the general budget or student fees. However, the few schools depending on gate receipts for over 20 per cent of“ their budgets should attempt to find other means for finan— cing their athletic program. CHAPTER VIII COMPARISON OF SOME ASPECTS OF THE PHYSICAL EDUCATION PROGRAMS On the basis of the "yes" and "no" responses in the areas of the service program, the intramural activities program, and the intercollegiate athletic program, an attempt was made to determine if any significant differences existed between the practices of all of the community colleges and those of the Group I, II, III, and IV. Seventeen hypoth- eses from the service program were tested, twelve from the intramural activities program and twelve from the intercol- legiate athletic program. The chi square test1 was employed to test for signi- ficant differences as the data were presented in terms of fre- quency of occurrence of the "yes" and "no" responses. When working with one degree of freedom the Yates Formula2 was utilized to adjust the value of the statistics. For those hypotheses which were rejected at better than the .05 level of confidence, sub-hypotheses were formulated to more clearly define any differences. 13. Milton Smith, A Simplified Guide to Statistics for Psgchologx and Education (New York: RinehartandCompany, ’Po - 2Linton C. Freeman, Elementary Applied Statistics for Students in Behavioral Science (NEw York: Jfifin Wiley anH Sons, IHCQ)’ p. 5200 209 The following null hypotheses and sub-hypotheses re- lative to the service program were tested for significance at the .05 level. 1. There is no significant difference between-all of the community colleges and Groups I, II, III and IV with re- gard to whether or not a physical education service program is offered (Table 5.1, page 66). - Chi Square 2 15.47 Reject the null hypothesis. SUB-HYPOTHESIS 1A. There is no significant dif- ference between all of the community colleges and Group I in regard to whether or not a physical edu- cation service program is offered (Table 5.1, page 66). Chi Square = 8.39 Reject the null sub-hypothesis. SUB-HYPOTHESIS 18. There is no significant dif- ference between all of the community colleges and Group II in regard to whether or not a physical edu- cation service program is offered (Table,5.l, page 66). Chi Square a .4668 Accept the null sub-hypothesis. SUB-HYPOTHESIS 1C. There is no significant dif- ference between all of the community colleges and GrOUp III in regard to whether or not a physical education service program is offered (Table 5.1, page 66). 210 Chi Square : .0002 Accept the null sub-hypothesis. SUB-HYPOTHESIS 10. There is no significant dif- ference between all of the community colleges and Group IV in regard to whether or not a physical edu- cation service program is offered (Table 5.1, page 66). Chi Square = 6.24 Reject the null sub-hypothesis. 2. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the physical education department has a philosophy formulated in writing (Table 5.2, page 69). Chi Square a 4.04 Accept the null hypothesis. 3. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the physical education faculty have same staff qualifications as other faculty personnel (Table 5.3, Page 71). Chi Square = .19 Accept the null hypothesis. 4. There is no significant difference between all of the community colleges and Group I, II, III and IV with re- gard to whether or not the physical education faculty have the same rank as other faculty personnel with comparable training and experience (Table 5.3, page 71). Chi Square = .09 Accept the null hypothesis. 211 5. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the physical education department faculty receives the same salaries as other faculty person- nel with comparable training and experience (Table 5.3, page 71). Chi Square = .15 Accept the null hypothesis. 6. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not adapted classes for students with physical handicaps are offered (Table 5.5, page 74). Chi Square a .59 Accept the null hypothesis. 7. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not all entering students are given a medi- cal examination prior to participating in the physical edu- cation service program (Table 5.6, page 75). Chi Square = 3.68 Accept the null hypothesis. 8. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not medical and physical education person- nel discuss individual cases prior to waiving physical edu- cation (Table s.7, page 77). Chi Square = 5.56 Accept the null hypothesis. 212 9. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the physical education requirement is waived for veterans (Table 5.8, page 80). Chi Square = 7.09 Accept the null hypothesis. 10. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not varsity athletes are excused from physical education (Table 5.8, page 80). Chi Square s .20 Accept the null hypothesis. 11. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not grades received in the physical edu- cation service program have the same grade point value as grades received in other areas (Table 5.10, page 86). Chi Square = .60 Accept the null hypothesis. 12. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not textbooks are used in the service pro- gram classes (Table 5.16, page 98). Chi Square a 3.87 Accept the null hypothesis. 13. There is no significant difference between all of the community colleges and Groups I, II, III and IV with 213 regard to whether or not homework is required in the service program (Table 5.17, page 100). Chi Square 2 .15 Accept the null hypothesis. 14. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not swimming or a proficiency in swimming is required for graduation (Table 5.18, page 102). Chi Square a 1.54 Accept the null hypothesis. 15. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the physical education service pro- gram uses the same grading system as other departments within the college (Table 5.20, page 105). Chi Square a 3.65 Accept the null hypothesis. 16. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the quality of the physical education facilities are adequate (Table 5.28, page 122). Chi Square s 11.15 Reject the null hypothesis. SUB-HYPOTHESIS 2A. There is no significant dif- ference between all of the community colleges and Group I with regard to whether or not the quality of the physical education facilities are adequate (Table 5.28, page 122). 214 Chi Square = 5.99 Reject the null sub-hypothesis. SUB-HYPOTHESIS 28. There is no significant dif- ference between all of the community colleges and Group II with regard to whether or not the quality of the physical education facilities are adequate (Table 5.28, page 122). Chi Square = 1.93 Accept the null sub-hypothesis. SUB-HYPOTHESIS 2C. There is no significant dif- ference between all of the community colleges and Group III with regard to whether or not the quality of physical education facilities are adequate (Table 5.28, page 122). Chi Square 2 .43 Accept the null sub-hypothesis. SUB-HYPOTHESIS 20. There is no significant dif- ference between all of the community colleges and Group IV with regard to whether or not the quality of physical education facilities are adequate (Table 5.28, page 122). Chi Square s 6.39 Reject the null sub-hypothesis. 17. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the quantity of the physical education facilities are adequate (Table 5.28, page 122). Chi Square a 7.08 Accept the null hypothesis. 215 The following null hypothesis and sub-hypothesis re- lative to the intramural activities program were tested for significance at the .05 level: 18. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not an intramural activities program is offered (Table 6.1, page 126). Chi Square a 3.93 Accept the null hypothesis. 19. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural director utilizes faculty-student committees, council or boards (Table 6.2, page 128). Chi Square 2 .93 Accept the null hypothesis. 20. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program requires a medical examination prior to participation (Table 6.3, page 129). Chi Square = 1.61 Accept the null hypothesis. 21. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program attempts to 216 equate the ability of the participants in organizing compe- tition (Table 6.5, page 133). Chi Square = 4.23 Accept the null hypothesis. 22. There is no significant difference between all of the community colleges and Groups I, II, III and_IV with re- gard to whether or not training programs are provided for intramural officials (Table 6.10, page 140). Chi Square = .95 Accept the null hypothesis. 23. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program offers a broad selection of organized and informal activities for both men and women (Table 6.11, page 144). Chi Square = 1.44 Accept the null hypothesis. 24. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program provides co- recreational activities (Table 6.12, page 146). Chi Square = 2.49 Accept the null hypothesis. 25. There is no significant difference between_all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program utilizes skills and knowledge gained in the service program (Table 6.14, page 149). 217 Chi Square = .7? Accept the null hypothesis. 26. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program makes use of geographical location and climatic conditions (Table 6.15, page 150). Chi Square a .42 Accept the null hypothesis. 27. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the intramural program emphasizes carry-over activities (Table 6.17, page 153). Chi Square = 10.71 Reject the null hypothesis. SUB-HYPOTHESIS 3A. There is no significant dif- ference between all of the community colleges_and Group I with regard to whether or not carry-over activities are emphasized (Table 6.17, page 153). Chi Square = 6.41 Reject the null sub-hypothesis. SUB-HYPOTHESIS 38. There is no significant dif- ference between all of the community colleges and Group II with regard to whether or not carry-over activities are emphasized (Table 6.17, page 153). Chi Square = 1.88 Accept the null sub-hypothesis. 218 SUB-HYPOTHESIS 3C. There is no significant dif- ference between all of the community colleges and Group III with regard to whether or not carry-over activities are emphasized (Table 6.12, page 146). Chi Square = 9.98 Reject the null sub-hypothesis. SUB-HYPOTHESIS 30. There is no significant dif- ference between all of the community colleges and Group IV with regard to whether or not carry-over activities are emphasized (Table 6.12, page 146). Chi Square = .90 Accept the null sub-hypothesis. 28. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not colleges have on-campus facilities for the intramural program (Table 6.20, page 158). Chi Square = 1.74 Accept the null hypothesis. 29. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not collegesprovide facilities for free play throughout the day (Table 6.22, page 161). Chi Square a 2.10 Accept the null hypothesis. The following null hypotheses and sub-hypotheses re- lative to the intercollegiate athletic program were tested for significance at the .05 level. 219 30. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not colleges compete in intercollegiate athletics (Table 7.1, page 167). Chi Square = 1.49 Accept the null hypothesis. 31. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not colleges have a faculty advisor board for athletics (Table 7.2, page 168). Chi Square = 1.91 Accept the null hypothesis. 32. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not colleges have the philosophy of their athletic department in writing (Table 7.3, page 170). Chi Square = 4.66 Accept the null hypothesis. 33. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not colleges have written procedures for care of athletic injuries (Table 7.5, page 172). Chi Square = 21.66 Reject the null hypothesis. SUB-HYPOTHESIS 4A. There is no significant dif- ference between all of the junior colleges and Group I with regard to whether or not the colleges have 220 written procedures for care of athletic injuries (Table 7.5, page 172). Chi Square a 7.67 Reject the null sub-hypothesis. SUB-HYPOTHESIS 48. There is no significant dif- ference between all of the junior colleges and Group II with regard to whether or not the colleges have written procedures for care of athletic injuries (Table 7.5, page 172). Chi Square a 3.11 Accept the null sub-hypothesis. SUB-HYPOTHESIS 4C. There is no significant dif- ference between all of the junior colleges and Group III with regard to whether or not the colleges have written procedures for care of athletic injuries (Table 7.5, page 172). Chi Square s .42 Accept the null sub-hypothesis. SUB-HYPOTHESIS 40. There is no significant dif- ference between all of the junior colleges and Group IV with regard to whether or not the colleges have written procedures for care of athletic injuries (Table 7.5, page 172). Chi Square a 20.53 Reject the null sub-hypothesis. 34. There is no significant difference between all of the community colleges and Groups I, II, III and IV with 221 regard to whether or not colleges designate the athletic director as official representative at regional and confer- ence meetings (Table 7.6, page 174). Chi Square 2 .87 Accept the null hypothesis. 35. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the colleges require written contracts for all home athletic events (Table 7.9, page 179). Chi Square = 4.77 Accept the null hypothesis. 36. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re— gard to whether or not the colleges use coaches who are non- faculty members (Table 7.10, page 191). Chi Square a .93 Accept the null hypothesis. 37. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the colleges provide accident insurance for athletes (Table 7.12, page 184). Chi Square s 2.22 Accept the null hypothesis. 38. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the colleges belong to the National Junior College Athletic Association (Table 7.14, page 187). Chi Square = 3.25 Accept the null hypothesis. 222 39. There is no significant difference between all of the community colleges and GrOUps I, II, III and IV with re- gard to whether or not the college provides intercollegiate competition for women (Table 7.7, page 195). Chi Square = 23.85 Reject the null hypothesis. SUB-HYPOTHESIS 5A. There is no significant dif- ference between all of the junior colleges and Group I with regard to whether or not the colleges provide intercollegiate competition for women (Table 7.17, page 195). Chi Square = 3.78 Accept the null sub-hypothesis. SUB-HYPOTHESIS 58. There is no significant dif- ference between all of the junior colleges and Group II with regard to whether or not the colleges provide intercollegiate competition for women (Table 7.17, page 195). Chi Square = 1.04 Accept the null sub-hypothesis. SUB-HYPOTHESIS 5C. There is no significant dif- ference between all of the junior colleges and Group III with regard to whether or not the colleges provide intercollegiate competition for women (Table 7.17, page 195). Chi Square = 1.26 Accept the null sub-hypothesis. 223 SUB-HYPOTHESIS 5D. There is no significant dif- ference between all of the junior colleges and Group IV with regard to whether or not the colleges provide intercollegiate competition for women (Table 7.17, page 195). Chi Square = 16.37 Reject the null sub-hypothesis. 40. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the colleges require students to pay admission to home athletic events (Table 7.19, page 199). Chi Square = 6.85 Accept the null hypothesis. 41. There is no significant difference between all of the community colleges and Groups I, II, III and IV with re- gard to whether or not the colleges give athletic scholarships or grants-in-aid (Table 7.21, page 202). Chi Square = 8.88 Reject the null hypothesis. SUB-HYPOTHESIS 6A. There is no significant dif- ference between all of the junior colleges and Group I with regard to whether or not the colleges give athletic scholarships or grants-in-aid (Table 7.21, page 202). Chi Square = .23 Accept the null sub-hypothesis. SUB-HYPOTHESIS 68. There is no significant dif- ference between all of the junior colleges and Group 224 II with regard to whether or not the colleges give athletic scholarships or grants-in-aid (Table 7.21, page 202). Chi Square a 4.25 Reject the null sub-hypothesis. SUB—HYPOTHESIS 6C. There is no significant dif- ference between all of the junior colleges and Group III with regard to whether or not the colleges give athletic scholarships or grants-in-aid (Table 7.21, page 202). Chi Square = 1.62 Accept the null sub-hypothesis. SUB-HYPOTHESIS 60. There is no significant dif- ference between all of the junior colleges and Group IV with regard to whether or not the colleges give athletic scholarships or grants-in-aid (Table 7.21, page 202). Chi Square = 9.04 Reject the null sub-hypothesis. CHAPTER IX SUMMARY, CONCLUSIONS AND RECOMMENDATIONS I. SUMMARY The purpose of this study has been to show the extent to which current practices of the physical education pro- grams (including intramural activities and intercollegiate athletics) in the junior and community colleges of the con- tinental United States meet certain recommended standards of various professional organizations and recognized authorities. This has been done with the idea of formulating recommen- dations that may be used as a guide to the organization and administration of these programs in the community colleges. Factors included in the study included administration, pro- gram, evaluation, budget and facilities. The investigator attempted to secure as much infor- mation as possible from the catalogs of the institutions studied. In most cases the information on the physical edu- cation program was limited, therefore, a questionnaire was constructed to secure this information. Questionnaires were sent to four hundred ninety community colleges in all continental states in the Union except Delaware, Louisiana, Maine, South Carolina, South Dakota and Tennessee (the 1966 Junior College Directory lists no public community colleges in these states). A total of a! ll IDIII ll illulnlll II! It. 226 three hundred twenty-four questionnaires or 66.1 per cent of the questionnaires were returned. Chapter V, VI, and VII contain the detailed findings of this study. The statistical analysis is found in Chapter VIII. II. CONCLUSIONS The following conclusions regarding the physical edu- cation service program were drawn from the data: 1. Physical education is required in nearly three- fourths (74.1 per cent) of the community colleges studied. Among the colleges with a physical education requirement, 60.9 per cent have two-year and 35.8 per cent have a one-year requirement. Physical education is elective in 12.3 per cent of the colleges and 13.6 per cent do not offer a physical education service program. 2. The philosophy of the physical education departments is formulated in writing in only slightly more than one-half (53.6 per cent) of the community colleges. 3. In most colleges the physical education faculty have the same staff qualifications, rank, and salaries as other faculty of the institution. The staff qualifications are the same in 97.8 per cent of the colleges, 98.6 per cent have the same rank, and 97.5 per cent the same salaries. 4. In-service training for the physical education faculty is promoted in 70.7 per cent of the colleges. 227 5. Only slightly more than one-fourth (25.3 per cent) of the colleges provide adapted classes for students with physical handicaps. 6. Medical examinations prior to participation in the physical education service program is required in just 62.5 per cent of the colleges. 7. Medical and physical education staffs discuss individual students who are exempted from the physical edu- cation program for medical reasons in slightly more than one- third (39.6 per cent) of the colleges. 8. Military service is accepted in lieu of physical education in 50.8 per cent of the institutions studied, 52.5 per cent substituted intercollegiate athletics for required physical education, and only 2.9 per cent accept intramural participation. 9. Women are exempted from physical education at 62.3 per cent of the colleges at a mean age of 24.3 years, while 55.5 per cent of the colleges exempt men at a mean age of 24.0 years. 10. In slightly more than three-fourths (78.6 per cent) of the participating colleges, the grades received in physical education service classes have the same credit and quality or grade point value as in other areas of the college program. 11. The physical education department chairman has sole or shared authority for determining the size of classes 228 in over three-fourths (76.4 per cent) of the institutions studied. In 16.4 per cent of the colleges he has no con- trol over the size of classes. 12. All schools teaching water skiing and social dance teach these activities coeducationally. Other activities with a high percentage being taught coeducationally are square dance, 92.4 per cent: sailing, 90.9 per cent: canoeing, 87.5 per cent: horseback riding, 81.3 per cent: swimming, 79.1 per cent: bowling, 75.4 per cent: snow skiing, 75.0 per cent: and ice skating, 70.6 per cent. Other traditional activities taught coeducationally are golf, 68.5 per cent: tennis, 68.0 per cent: archery, 66.4 per cent: badminton, 59.8 per cent: gymnastics, 34.4 per cent and body mechanics, 9.5 per cent. 13. Instruction in the purpose of physical education is included in the service program of 80.7 per cent of the colleges studied. 14. In 83.9 per cent of the responding colleges, the intramural program is introduced and participation is en- couraged through the service program. 15. Only about one-half (50.7 per cent) of the col- leges participating in the study require textbooks for physical education service classes, while 16.8 per cent require homework in all or most of their classes and 57.1 per cent require homework in some of their classes. Home- work is not required in 26.1 per cent of the colleges. 229 16. Only 16.4 per cent of the respondents require a swimming class or a proficiency in swimming. 1?. Cooperative planning of evaluation procedures and techniques is used in nearly two-thirds (66.4 per cent) of the colleges studied. 18. The respondents report 65.4 per cant use the same policy for grading students in service program as is used in other areas within the college. 19. Objective measurement is used in evaluation when- ever possible in 90.0 per cent of the colleges studied, and subjective judgments are used when objective measurements are not available in 86.1 per cent. 20. Students are evaluated at the beginning, during and at the termination of courses in 44.6 per cent of the participating colleges, 35.0 per cent are evaluated during and at the termination, and 6.8 per cent at the termination only. Other time periods for evaluation are during, 4.3 per cent, beginning and termination, 3.6 per cent, beginning and during, 1.4 per cent: and 1.1 per cent have no evaluation. 21. Evaluation is used for guidance and motivation as well as to determine grades in 59.6 per cent of the colleges studied, for grades and motivation in 15.4 per cent, grades only in 13.2 per cent, and grades and guidance in 6.1 per cent. 22. Students are allowed to participate in the evalu- ation of the service program in 55.7 per cent of the partici- pating colleges. More than one-fourth (27.5 per cent) involve 230 students in curriculum changes or planning new courses. 23. Most (95.7 per cent) of the community colleges in the study receive funds to conduct their service program from the same source as other areas of instruction. 24. Bowling lanes are owned by 4.6 per cent of the colleges teaching bowling, about two-thirds (64.9 per cent) of the colleges own their gymnasia and 30.5 per cent have their own swimming pool. Weight training rooms are provided in 71.6 per cent of the schools providing this activity, adapted rooms are provided in 77.6 per cent, dance rooms in 74.3 per cent, and laundries in 60.9 per cent. There are college-owned facilities for training and first aid in 77.7 per cent of the colleges and wrestling rooms in 68.7 per cent. 25. Baseball diamonds are owned by 64.2 per cent of the colleges including this activity in their program, and nearly one-half (48.7 per cent) own their football stadium. The responding colleges report 7.0 per cent own golf courses, 35.8 per cent own a golf driving range, and 24.7 per cent own a putting green. Outdoor athletic fields are provided at 70.0 per cent of the institutions, softball diamonds at approximately two-thirds (67.8 per cent), tennis courts at 56.3 per cent, and track and field facilities at less than one-half (46.8 per cent) of the colleges. College-owned archery ranges are provided at 79.1 per cent of the colleges teaching archery, 45.0 per cent have rifle ranges, and 11.1 231 per cent have college-owned ski areas. All sixteen colleges teaching horseback riding utilize community resources. 26. Department chairmen at 40.0 per cent of the col- leges included in the study rate the quality of their facilities adequate, while only 20.7 per cent rate the quantity adequate. 27. The percentage of returns of the questionnaire from the chairmen was greater in the larger schools than in the smaller institutions. 28. Only two significant differences1 are found be- tween the practices in the physical education service pro- grams at the various institutions when classified according to size. Therefore, it seems reasonable to conclude the practices related to administration, program, evaluation, budget and facilities at the different size institutions are usually similar. The first practice concerns whether or not a physical education service program is offered. A smaller proportion of Group I and a larger proportion of Grouo IV colleges offer a service program than is done in all of the community colleges. The second practice concerns whether or not the physical education department chairman rates the quality of the facilities adequate. A smaller proportion of the colleges in Group I and a larger proportion of Group IV 1Chi Square values were significant at the .05 level. 232 rats the quality of their facilities adequate than is done in all of the community colleges. The following conclusions regarding the intramural activities program were drawn from the data: 1. Over three-fourths (79.6 per cent) of the responding institutions provide an intramural activities program for their students. 2. Less than one-half (44.6 per cent) of the schools participating in the study involve students and faculty in the program through the use of committees, councils or boards. 3. Only 48.1 per cent of the colleges in the study require a medical examination prior to participation in the intramural program. 4. Over three-fourths (78.3 per cent) of the colleges give equal consideration to men and women on matters regarding policy, budget, equipment and scheduling. 5. One-half of the colleges responding to the ques- tionnaire attempt to equalize the abilities of the partici- pants in the intramural program. 6. In the participating colleges 53.1 per cent favor giving awards for motivation while 40.3 per cent use awards as a recognition for achievement. There was no response from 6.6 per cent of the schools. 233 7. Nearly three-fourths (73.7 per cent) of the col- leges adapt the rules of various sports to meet local condi- tions, while 21.3 per cent report they do not change the rules. There were 5.0 per cent who did not respond to this item on the questionnaire. 8. Nearly one-half (45.3 per cent) of the colleges do not provide a health service or accident insurance for parti- cipants in the intramural program. 9. About one-third (32.6 per cent) of the institutions in the study allow students under age twenty-one to drive automobiles on extramural trips. 10. Training is provided for student intramural offi- cials in 69.8 per cent of the participating colleges. 11. Less than one-half (48.1 per cent) of the intra- mural programs offer a broad range of activities for both men and women. 12. Co-recreational activities are included in the intramural programs of 71.7 per cent of the colleges responding to the questionnaire. 13. Approval of both men and women for activities which are offered coeducationally are required in 62.8 per cent of the colleges, However, 10.5 per cent of the respondents have only one member in the department and 3.5 per cent did not respond to this item. 14. Most of the colleges (88.8 per cent) provide acti- vities in the intramural program that parallel the instructional program. 234 15. Over one-half (55.8 per cent) of the colleges broaden their intramural programs by making use of geograph- ical location and climatic conditions. 16. Intramural directors in 91.9 per cent of the colleges schedule activities for continuous participation rather than using early elimination. 17. Over one-half (54.3 per cent) of the colleges emphasize carry-over activities in their intramural programs. 18. Extramurals are an outgrowth of the intramural program in less than one-half (49.2 per cent) of the schools. 19. All of the funds for intramurals are received from the general budget in 39.5 per cent of the schools and 31.0 per cent receive all of their funds from student fees. There was no response to this item from 10.1 per cent of the insti- tutions, while the remaining 19.4 per cent received funds from various sources. 20. More than one-fourth (25.2 per cent) of the colleges do not provide facilities for intramurals on the campus. 21. Approximately three—fourths (78.3 per cent) of the institutions consider the intramural program in the overall scheduling of facilities. 22. Free play periods during the day are provided in 67.1 per cent of the colleges. 23. Only 39.1 per cent of the respondents rate the quality of their facilities adequate and 21.7 per cent rate the quantity adequate for an intramural program. 235 2 is found between the Only one significant difference practices of the intramural programs at the various insti- tutions when classified according to size. Therefore, it seems reasonable to conclude the practices relatalto admin- istration, program, budget, and facilities at the different size institutions are similar. This practice concerns whether or not carry-over activities are emphasized in the intramural program. A larger proportion of the colleges in Group I and a smaller proportion of Group III colleges empha- size carry-over activities than is done in all of the community colleges. The following conclusions regarding the intercolle- giate athletic program were drawn from the data: 1. An intercollegiate athletic program is operated by 84.3 per cent of the participating institutions. 2. An advisory control board for athletics is used at 57.5 per cent of the colleges with athletic programS. 3. The philosophy of their athletic program is in writing at slightly more than one-half (51.6 per cent) of the colleges. 4. Nearly two-thirds (65.6 per cent) have written policies and procedures for their athletic program and less than one-half (48.5 per cent) have written procedures for care of athletic injuries. 2Chi Square values were significant at the .05 level. 236 5. The athletic director is the official college representative at conference and regional meetings at 83.5 per cent of the institutions. 6. The athletic director coaches one or more sports at over two-thirds (68.9 per cent) of the participating colleges. He coaches one sport in 31.9 per cent of the schools, two in 25.6 per cent, three in 5.5 per cent and four in 2.2 per cent. He has no coaching responsibilities in 31.1 per cent of the institutions. 7. In 48.0 per cent of the colleges eligibility is controlled by local policies only or local policies and other eligibility rules. In 73.6 per cent eligibility is controlled by conference rules only, or conference rules plus other eligibility rules. In 66.7 per cent it is controlled by rules of the NJCAA only or NJCAA rules plus other eligibility rules. 8. Only 61.2 per cent of the junior colleges nego- tiate written contracts prior to staging all home athletic events. 9. The coaching staff is composed of regular members of the faculty in 84.2 per cent of the colleges. 10. Of the participating colleges 7.3 per cant do not require a medical examination prior to participating in athletics and 4.0 per cent require one only on entry into college. Examination prior to each sport seasin is required 237 at 44.0 per cent of the colleges and an annual examination is mandatory at 41.7 per cent. 11. Insurance for participants in the athletic pro- gram is provided at 83.2 per cent of the institutions. 12. Junior colleges give the same award for all sports in 87.2 per cent of the institutions. 13. Two-thirds of the colleges participating in the study are members of the National Junior College Athletic Association. 14. Junior colleges compete in twenty-two different sports for men. The most popular is basketball with 97.4 per cent participating in this sport. Golf is next in popularity with 77.3 per cent participating followed by baseball (71.4 per cent), tennis (66.3 per cent), and cross country (50.2 per cent). Other popular intercollegiate sports are wrestling with 43.2 per cent of the colleges active in this sport, and football (36.3 per cent), swimming (21.6 per cent), and soccer (13.9 per cent). 15. Slightly more than one-half (53.8 per cent) of the colleges limit the number of contests for the various sports. The mean of the number of contests allowed by schools limiting the schedule are: baseball, 23.7: basketball, 23.9: cross country, 10.2: football, 9.2: golf, 13.1: soccer, 10.7: swimming, 13.5: track, 11.7: and wrestling, 14.4 per cent. 16. Approximately one-fourth (27.9 per cent) of the colleges studied provide intercollegiate athletic competition 238 for women. The most popular activity is tennis with 72.4 per cent of the colleges offering this activity. Other activities included are basketball, 68.4 per cent: volleyball, 52.6 per cent: field hockey, 32.9 per cent: swimming, 18.4 per cent: track, 14.5 per cent: golf and badminton, both 11.8 per cent: and gymnastics and softball, both 10.5 per cent. 17. Only 12.1 per cent of the participating colleges require students to pay admission to home athletic events. 18. Coaches are given released time from teaching responsibilities in 3131 per cent of the schools studied and extra pay for coaching in 37.4 per cent. Both extra pay and released time is used in 18.0 per cent of the colleges, and 6.2 per cant do not pay the coaches. 19. Financial aid to athletes is given in 40.7 per cent of the colleges studied. The general budget is the largest single source of athletic scholarship funds with 21.7 per cent of the colleges receiving all funds from this source. Contributions is the next largest source with 16.3 per cent of the colleges receiving funds in this manner. Student fees (7.2 per cent) and gate receipts (2.7 per cent) are the other single sources of funds. The other 52.1 per cent of the col- leges receive athletic aid funds from a combination of these four sources, or guarantees and/or combination of these sources. 20. The general budget provides all funds for the ath- letic program in 10.6 per cent of colleges and student fees 239 provides all funds in 21.6 per cent of the institutions. There was no response to the questionnaire from 23.8 per cent of the colleges and the remaining 44.0 per cent received funds from a combination of the general budget, student fees, gate receipts, guarantees and other sources. 21. Only three significant differencessare found between the practices of the intercollegiate athletic pro- grams at the various colleges when classified according to size. Therefore, it seems reasonable to conclude the practices related to administration, program, and finances at the various size institutions are usually similar. The first practice concerns whether or not the college has written procedures for care of athletic injuries. A smaller proportion of colleges in Group I and a larger proportion of Group IV colleges have written procedures for care of athletic injuries than do all of the junior colleges. The second practice concerns whether or not the colleges have intercollegiate athletic competition for women. A larger proportion of Group IV colleges compete in women's athletics than do all of the junior colleges. The third practice concerns whether or not the colleges give ath- letic scholarships or grants-in-aid. A larger proportion of Group II colleges and a smaller proportion of Group IV col- leges give financial aid to athletes than do all of the junior colleges. 3Chi Square values were significant at the .05 level. 240 III. RECOMMENDATIONS As a result of this study the following recommendations are made relative to the physical education service program in American community and junior colleges. 1. Physical education department chairmen and staff, in colleges not requiring physical education should interpret physical education to the administration, faculty, students and community to gain administrative and financial support so physical education can be made a requirement for graduation. 2. Physical education departments should formulate their philosophy in writing and review and revise it (if necessary) at frequent intervals. 3. College officials and physical education department chairmen should encourage professional growth of their staff through study, travel, research, writing, and attendance at staff and professional meetings. 4. Adapted physical education classes should be offered at all community colleges so students currently being excused from physical education for medical reasons can bene- fit from a physical education program. 5. Colleges should require a thorough medical exam- ination by the family or college physician as part of the admission procedures of their institution. Students should not be allowed to participate in the physical education serv- ice program unless he has had a recent thorough examination. 241 6. The physical education program must be interpreted to medical personnel with authority to recommend waiving or exemption from the physical education program, so only those students who are not otherwise provided for in the program will be excused from participating. College physicians and other health service personnel can be oriented to this pro- gram by attendance at physical education department staff meetings, explanations of philosophy and objectives of the department by the department Chairman and by observation of the program in action. Those colleges who depend on the fam- ily physician for health appraisals or medical examination may work through the local medical society to orient this group to their program. Speeches, demonstrations, and audio- visual techniques may be utilized at a regular meeting of the society to explain and interpret the program. 7. Colleges should not give blanket excuses for mili- tary service: however, in some instances the military experi- ences may have been similar to those of a college physical education program, and there may be justification for ac- cepting these experiences. 8. Varsity athletes should be allowed to use the varsity sport only once, if at all, to satisfy part of the physical education requirement and athletes should return to their physical education classes at the completion of the season. It is further recommended that athletes in team sports be required to participate in an instructional class 242 in a rhythmic or individual or dual activity during his sport season. The athlete in an individual or dual activity sport should participate in an instructional class in rhyth- mics or a team sport during the intercollegiate season. 9. Because of the wide range in ages for exemption from requiring physical education due to age, the different emphasis on the types of physical education programs, and lack of adapted programs, each institution should make a coordinated study of their program with local medical per- sonnel. From this study, courses or programs could be de- vised so an activity program for all students could be pro- vided. If this is not possible, each adult student should be reviewed by both medical and physical education person- nel and a carefully coordinated judgment should be made for each individual before exempting the student because of age. 10. Colleges not giving the same grades and credit for physical education as for other classes should attempt to receive academic recognition for their program by (a) use of textbooks and other reference materials, (b) by requiring homework and written examinations, and (c) by teaching the purpose and scientific aspects of physical education in their service program. 11. Since equipment and available facilities dictate the number of students that can be taught effectively in each class, the department chairman should be given either sole or shared authority for determining this number. 243 12. The physical education service program should in- clude coeducational instructors and should be planned jointly by staff members. Instructors of either sex can be assigned to teach these coeducational courses provided they are socially well adjusted and in sympathy with this type of pro— gram. l3. Institutions should include instruction in the purposes of physical education in the service program (a) by orientation courses, (b) by interpreting medical exam- inations and health appraisals to the individual students, (c) by handbooks or brochures and other printed material, (d) by demonstrations, and (e) by displays. 14. Colleges should correlate their instructional and intramural programs so skills and interests developed in the instructional program can be utilized in the intra- mural program. Service program students should be intro- duced and encouraged to participate in the intramural program and community recreational programs. 15. Colleges should require a textbook for many or most of the service courses. Reading assignments can be made to cover much of the material on history, values, purchase and care of equipment, rules and etiquette thus allowing more class time to be spent on instruction and practice of skills. 16. Instruction in the service program can be improved by requiring outside reading assignments, library research 244 and short term papers covering such topics as history of the activity, values, equipment, trends, and important indivi- duals, teams and events in the activity. Attendance and participation in community or college activities could be required in classes such as social and square dance. Parti- cipation in tennis, archery, golf, bowling or swimming could be required outside the regular class period. 17. Because of the recreational, safety and physical fitness values of swimming, colleges should require a class or proficiency in this activity if possible. Those colleges without swimming pools should arrange to use community facil- ities where available. 18. Colleges with more than one individual teaching the same activity should plan evaluation techniques coopera- tively. l9. Grading procedures in the services program should conform to the school policy for evaluation of students. 20. Objective measurement should be used in the serv- ice program whenever practicable and applicable. To augment objective measurements or when they are not available, sub- jective judgment should be used. 21. Colleges should study their student evaluation procedures and encourage instructors to evaluate students at the beginning and during the course as well as at the termination. 245 22. Evaluation should be used to motivate and guide students as well as for grading purposes. 23. Current students should have an opportunity to evaluate the classes in physical education service programs. A study of the graduates should also be made to determine the effect of the program on physical activity, apprecia- tions, participation, attitudes, and community leadership. 24. Colleges should provide gymnasiums, swimming pools, extensive playfields and other facilities to accom- modate the student body for efficient instruction and for carrying on the various programs of the physical education department. Specific recommendations can be found in Chapter V, pages 65 to 124. 25. When planning facilities, boards of control, chief administrative officers and physical educators should provide facilities that are modern and well designed. They should be ample to meet not only the current needs of the program but also adequate to meet the needs of projected enrollments. There should be a variety of facilities to insure a broad program of activities. The following recommendations are made relative to the intramural activities program in American community and junior colleges: 1. College administrators should provide for a volun- tary intramural program to supplement the physical education 246 instructional program and to provide for the physical and recreational needs of all the students. a director should be appointed from the physical education staff to promote the program, formulate and administer policies, keep records, purchase and maintain equipment, administer the budget, and coordinate the program with other physical education depart- ment and college programs. The intramural director should have released time from teaching responsibilities to operate the program: and if other personnel are available, he should not be assigned coaching responsibilities. 2. Intramural directors should organize student and faculty committees, councils, or boards, to assist in the organization and administration of the program. 3. If medical examinations are required of all in- coming students, the intramural director should request the Health Service or office where the report of the medical examination is on file, to issue cards to students listing activities in which the student is not allowed to partici- pate. If medical examinations are not required, the director should work towards making this a requirement for admission into the institution. 4. To assure women have an equal opportunity to participate in the intramural program, a female member of the physical education department should be given released time from teaching to organize and operate a voluntary pro- gram for women. 247 5. Colleges should try to equate the abilities of the participants in the intramural program as much as possible. Competition should be organized to permit con- tinued participation rather than early elimination. 6. Intramural awards should be given as a symbol of recognition and achievement and not as a motivational device. 7. [hflleges should provide students with an oppor- tunity to purchase group accident insurance through commer- cial companies to cover major accidents. A health service or first aid room should be provided to administer first aid in the case of minor injuries. 8. Commercial buses or bonded or insured adult drivers should be provided when transporting students to other campuses for extramural activities. 9. Training of officials for the intramural pro- gram is a necessary function of the intramural director. Clinics can be provided where rules are discussed, written examinations given, and prospective officials handle game situations. Officials'clubs may be organized and meetings held where the varsity coach of a particular sport can interpret rules and explain play situations. Club members can gain experiences by officiating varsity scrimmages. And the student officials can be required to join the local officials' association where rules and rule interpretations are discussed at regular meetings. 248 10. Colleges should diversify and broaden their pro- grams by including activities for women and coeducational activities, and by placing more emphasis on carry-over activities. 11. Intramural programs should provide activities in team sports, individual and dual activities and in social- recreational activities. Co-recreational sport clubs can be organized, sponsors provided, equipment loaned, and assis- tance given in planning activities. 12. Colleges should have joint approval of both men and women's departments for co-recreational activities which are offered. Those institutions with one member in the department should seek recommendations from their guidance personnel and from the staff of larger institutions in their vicinity. 13. The intramural program should be considered an outgrowth and supplement to the instructional program. It should provide outlets for skills and knowledges developed not only in the service program of the college but in the physical education program of the junior and senior high school as well. 14. Colleges should broaden their intramural activi- ties by using their geographical location and climatic con- ditions. Northern colleges can emphasize winter outdoor sports such as ice skating and skiing. Institutions located 249 near streams and lakes may offer canoeing, boating, sailing, water skiing, and skin and scuba diving. Colleges near the seaboard may include surfing in addition to the water activi- ties mentioned previously. In southern areas, outdoor activities can be more extensive with many different types of activities. 15. Extramurals should be an outgrowth of the intra- mural program and supplement, not compete with, intramurals for participants. 16. Since the intramural program contributes to the objectives of physical education, funds to operate the pro- gram should come from the general budget and be channeled through the budget of the physical education department. 17. The program of the physical education department, community services, student activities and other programs using the intramural facilities should be considered in the scheduling of the facility in order that conflicts may be avoided and balanced student programs can be assured. 18. When planning new facilities, the needs of the intramural program should be studied as well as the needs of other college programs. Provision should be made for pro- jected enrollments, the addition of new activities in existing programs, and the needs of programs not presently being offered. The following recommendations are made relative to the intercollegiate athletic program in American junior colleges. 250 1. Junior college physical education departments should first establish an instructional physical education program for all the students: second, a broad voluntary intramural program for both men and women: and third, pro- vide an intercollegiate program for the select group of physically gifted students needing an outlet for their talents. 2. College administrators and athletic directors should establish an advisory board to recommend policies in eligibility, finance, awards, public and campus relations, number of contests, scholarship awards, distribution of passes, and increases in the program: and to operate as a liaison with the faculty. 3. Athletic directors, coaches, and advisory boards (where applicable) should formulate in writing an athletic philosophy that can be subscribed to wholeheartedly by the administration, coaches and faculty. 4. Colleges should develop an athletic handbook to cover the policies and procedures of all phases of the program. It would include most of the following: department philosophy, policies and procedures on accidents, awards, budget, conduct, dues, eligibility, equipment, inventory, field markings, meals, medical examinations, publicity, records, scheduling, transportating, use of facilities, and staff meetings. 251 5. The athletic director should be the official col- lege representative at conference, regional, or other ath- letic meetings. 6. In the larger junior colleges the athletic director should not have coaching responsibilities. 7. Colleges governed by local eligibility rules only should adapt the eligibility rules of the National Junior College Athletic Association. 8. Colleges should have signed written contracts from all participating institutions and officials prior to staging athletic events. The recommendations apply to such sports as cross country, golf, tennis, and track as well as baseball, basketball and football: 9. Athletic directors should attempt to develop their coaching staff from college faculty whenever possible. In smaller institutions where this is not possible, only pro- fessionally prepared personnel should be given coaching responsibilities. 10. Colleges should require medical examinations for athletes prior to each sport season if possible. The min- imun requirement should be an annual medical examination. 11. Colleges should provide accident insurance for all athletes in the program. 12. Colleges should not make a distinction in the awards given for the various sports. 252 13. All eligible colleges should become members of the National Junior College Athletic Association. 14. Athletic directors, coaches and the advisory board (where applicable) should place a limit on the number of con- tests permitted in a sport season. The factors to be con- sidered include budget, climatic conditions, geographical location, absence from classes, and a balance of contests among the various sports. 15. Colleges, after a broad intramural program has been established to care for the needs of the average female student, should study the possibility of providing inter- collegiate competition for the physically gifted female students. 16. Colleges should provide as broad an intercollegiate program for women as leadership, facilities, and budget will allow. The activities should be selected and coached by per- sonnel from the women's physical education staff. 17. Colleges should study the local situation and de- vise a method or methods for reimbursing coaches that are in agreement with the philosophy, policies and practices of the institutions and is acceptable to the coaching staff. 18. If financial assistance is given to athletes, (a) they should go through the same procedures as other stu- dents, (b) the ratio of athletes receiving aid to the total number of athletes in the college should be about the same ratio as other students receiving aid is to the total 253 enrollment, and (c) colleges should not give financial assistance to student athletes in excess of costs for tuition, room, board, books, fees, and a maximum of 315 per month for incidental expenses and laundry. 19. Colleges depending on gate receipts for over 20 per cent of their athletic budget should attempt to find other more dependable means for financing their athletic program. As a result of this study the following general recom- mendations are made. 1. Studies of the professional preparation program in the community colleges should be made on a state or re- gional basis. 2. A study should be undertaken to refine and de- velop new standards applicable strictly to the community college physical education program. 3. Additional studies of the community college phys- ical education programs should be made on a regional basis. 4. A study of health education in the Community col- leges of the United States should be carried out. 5. Criteria should be developed by medical and phys- ical education personnel for exempting male or female stu- dents from the required physical education program due to age. BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS The Athletic Institute and American Association for Health, Physical Education and Recreation, P1anning_Areas and Facilities for Health, Physical Education and Recreation. Chibago: ’The Athletic Institute: WEshihgtEn,D.C.: Association for Health, Physical Education and Recreation, 1965. Bogue, Jessee Darren. The Community College. New York: McGraw-Hill Book Company, Inc., 195 . Bucher, Charles A. 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NEw York: Jehn—Wiley and Sons, Inc.,T1965. Fretwell, Elbert K., Jr. Founding Public Junior College . New York: Bureau of Publications, Teachers College of Columbus University, 1954. 256 Gleazer, Edmund J., Jr. American Junior Colleges. Washing- ton, D.C.: American Council on EBucatlon,‘l963. Guilford, Joy P. Fundamental Statistics in Psychology and Education. New York: TMCGraw-Hill’BEbk Company, Inc., Hein, Fred v. and Dana L. Farnsworth. Livin' (Third Edition). Chicago: Scott, Foresman and Company, 1359. Hillway, Tryus. The American Two-Year College. New York: Harper and Row, i958. Howard, Glenn W. and Edward Masonbrink. Administration of Physical Education. Evanston: Harper anH Row, 1963. Hughes, William L, Esther French and Nelson C. Lehoten. The Administration oflPhysical Education for Schools and Colleges (SeconHfiEdition). New York:l:TFe—Ronald Press Company, 1962. Irwin, Leslie W. The Curriculum in Health and Physical Edu- cation. Dubuque, lea: William C. Brown Company, 1960. Larson, Leonard A., Morley R. Fields and Milton A. Gabrielson. Problems in Health Ph sical Education and Recreation. Englewood Cliffs: Prentice Hall, Inc., I953. Means, Louis E. Healthy_Physical Education and Recreation in California Junior Colle as: A Stuay of Pro rams, Services anB Facilities. acramentb, Cali orn a: State DEpartment of EdUCation, 1960. . Intramurals: Their Organization and Administration. Englewood Cliffs, New York} Prentice Hall, Inc?) 1963. Medsker, Leland L. The Junior College Progress and Prospect. New York: McGraw:Hill Book Company, Inc., l960. Nash, Jay 8., Francis J. Moench and Jeannette Sourborn. Phys- ical Education: Organization and Administration. New York: The Ronald Press Company, l951. Nixon, Eugene W. and Frederick W. Cozens. Revised by John E. Nixon and Florence Stumpf Frederickson. An Intro- duction to Physical Education (Fifth Editidn):l‘ PhilaBelphia: W. B. Saundsrs Company, 1959. Nixon, John E. and Ann E. Jewett. Physical Education Curri- culia. 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"Fundamental Issues in Our Profession," Journal of Health, Physical Education and Recreation, Fagan, C. 8. "Professional Sports May Provide Wrong Stand- ards for School," School Activities, 37:2, December, 1965. Foit, Hollis F. "Purposeful College Program," Journal of Health, Physical Education and Recreation, 27:27-8, December, 1955. Fornia, Dorothy L. "Coed Physical Education in Institutions of Higher Learning," Research Quarterly, 30:423-9, _December, 1959. Fox, Margaret G. ”Activities They Wish They'd Had in College," Journal of Health, Physical Education and Recreation, 28:14-15, January, 1957. Fraleigh, Warren P. and William F. Gustafson. "Can We Defend Required Programs?" Journalcf'Healthnyhysical Education, and Recreation, 35:32, February, 1964. Galligan, Glen E. ”Physical Education for Freshmen," Journal of Health, Physical Education and Recreation, 32, March, 1953. Glass, George M. "Physical Education--the Total Approach," American Association for HealthyPhysical Education and Recreation Journal, 21:288, May, 1950. 263 Greene, Mack M. "Physical Education as A College Graduation Requirement,” Journal of Health, Physical Education and Recreation, VolT’9, 26:25.6,“Decemher, 1955. . "Role of Physical Education," Journal of Higher Caucation, 27:453, November, 1956. Harlacher, Ervin L. "Physical Education Facilities for a Junior College," Journal of Health, Physical Education and Recreation, 35:22-3, February, 1963., Hobson, Howard. "What are Desirable Standards for Adminis- tering Athletics and Other Inter-School Activities,“ National Associatigg_of Secondary School Principals Bulletin, 41:154-62, April, 1957. Johnson, Perry 8. "An Academic Approach to College Health and Physical Education," Journal of Health Physical Education and Recreation, 37:3:23, March, I96 . Johnson, Warren R., Arthur D. Strom ahd Burris F. Husman, et.al. "Nation-wide Survey Analysis of Major Adminis- trative Problems in Required College Physical Education Programs," Research Quarterly, 24:67-71, March, 1953. Jones, Dorothy L. "New Scheduling for Service Classes," Journal of Health, Physical Education and Recreation, 36:59, March, l965. Knapp, Clyde. "Should Varsity Athletes Take Physical Edu- cation," Journal of Health, Physical Education and Recreation, 29xlt, March, 1958. Kretchmer, Robert T. ‘"A QuestionnaireStUdy Concerning the Development of Co-Education in College Physical Education," Research Quarterly, 21:216-7, October, 1950. Livingston, Robert C. "Coed Amateur and Comprehensive," Journal of Health, Physical Education and Recreation, 34:25-6,April, 1963. McDaniel, J. W. "Essential Student Personnel Practices for Junior Colleges," American Association of Junior Col- leges Bulletin, p. 54, 1962. Massey, M. Dorothy. "Academic Credit and College Physical Education," Journal of Health, Physical Education and Recreation, 32:35-7, December, 1961. 264 Montbello, Robert A. "Should Physical Education Be ReqUired During the Undergraduate Program," Journal of Health, Physical Education and Recreation, 30:35-6, Decemher, 1959. Mosley, John W. "There are Still Some Sensible College Physical Education Programs," Phi Delta Kappan, 42:278, April, 1961. Mumford, Arnett W. "The Present Status of Health and Phys- ical Education Programs in Negro Senior Colleges," Research Quarterly, 19:190-97, October, 1948. Oxendin, John E. ”Service Programs in 1960-61," Journal of Healthprhysical Education and Recreation, 32:37-8, September, 1961: Phillips, Byron M. "Evaluation of Men's Physical Education Service Program in Higher Education in New York State," Research Quarterly, 26:185—96, May, 1955. Plant, Marcus L. "Place of Intercollegiate Athletics in‘ Higher Education," Journal of Higher Education, 32:1-8, January, 1961. Reed, William R. "Big Time Athletics Commitment to Education," Journal of Health, Physigal Education and Recreation, 33:29-30, September, 1963. Pollock, Marion 8. "Significance of Health Education for Junior College Students," Journal of School Health, 34:333-8, September, 1964. Sauter, Waldo. "Improve Your Physical Education Activity Classes," Michigan Education Journal, 36:172, December, 1958. Shaw, John H. "Highlights of the Washington Conference on the Physical Education Program for College Men and Women,” Journal oftHealth,Physical Education and Recreation, 25:7, December, 1954. Shea, Edward J. "Status and Role of Physical Education as a College and University Requirement," Journal of Health, Physigal Education and Recreation, 29:31, DBCBMBQF, 19580 ”Should Varsity Athletes: Be Excused From PhysiCal Education?" Journal of Healthy Physical Education and Recreation, 32:6, March, l961. 265 Singer, Robert N. "Question of Choice in the College Phys- ical Education Program," Journal of Health, Physical Education and Recreation, 36:59, March, 1965. Stimpson, Henry C. (Former Secretary of War). "Military Drill Should Not Take Place of Physical Education,” ,Athletic Journal, 24:7, September, 1943. Webster, Randolph. "A Survey of Physical Education Require- ments for Graduation," Journal of Hgglth,_Physical Edu- cation and Recreation, 16:174, 214-218, April, l935. Wessel, Janet A. "New Approach in the College Required Physical Education Program," Journal of Health, Phys- ical Education and Recreation, 31:17-19, Novemher,ll960. Westkaemper, Richard B. and Charles H. Shannon. "Required Physical Education in Southern Colleges," Journal of Health, Physical Education and Recreation, 28:3:19-20, March, 1957. Wilgoose, Carol E. "Redirected College Physical Education," Journal of Health, Physical Education and Recreation, 32:38-9, Noyemher,,1963. Williams Jesse E. “The Crucial Issue in American College Athletics," Journal of Higher Education, 20:12, January, 1949. Wireman, Billy 0. "New Concept of the Service Program," Journal of Health, Physical Education and Recreation, 3'57. 3-4, April, 1954. Vendien, Lynn. ,"Are You Teaching Leisure Time Skills?" Journal of Health,_Physical Education and Recreation, 3li40-l, Novemhhr,hl960. Wollett, M. 0. "Present Status of Women's Physical Edu- cation in California Junior Colleges," Research Quarterly, 19:185-9, October, 1948. E. UNPUBLISHED MATERIALS Allsen, Phillip E. "An Evaluation of the Physicaleducation Program for Men in Selected Junior Colleges.” Unpublished Doctoral dissertation, University of Utah, Education Department, 1965. 266 Haines, James E. "A Survey of the Physical Education Pro- gram for Men in the Colleges of the Southern Intercol- legiate Athletic Conference." Unpublished Master's thesis, Springfield College, Springfield, 1949. Gingerich, Roman L. "An Evaluation of the Physical Education Service Program for Men in the Church Related Senior Colleges and Universities of Indiana." Unpublished Doctoral dissertation, Indiana University, Bloomington, 1958. deGirolamo, Harry J. “A Survey of Present Practices and Policies of the Health and Physical Education Program in Selected Junior Colleges." Unpublished Doctoral dissertation, Columbia University, New York City, New York, 1945. Kirchner, George E. "An Evaluation of the Physical Education Service Program for Men in the Senior Colleges and- Universities of North Carolina with Respect to Specific Elements." Unpublished Doctoral dissertation, Indiana University, Bloomington, 1953. McGown, Luther A._ "An Analysis of Selected Practices in the Required Physical Education Programs for Men in the State Teachers Colleges for the North Central Association." Unpublished Doctoral dissertation, State College of Washington, Pullman, 1956. Official Minutes of the TwentyeSixth Annual Meeting of the legislative Assemhly oflthe National Junior College ‘Athletic Associationli Addtndum, No. 8. ‘HUtchinson, Kansas: ’March 13-18, 1967. (Mineographed.) Phillips, Byron M. "An Evaluation of Physical Education Serv- ice Programs in the Liberal Arts and Teachers Colleges of New York State." Unpublished Doctoral dissertation, New York University, New York City, 1954. Russell, Lloyd 0. "An Evaluation of Required Physical Edu- cation for Men in Senior Colleges and Universities of Texas.“ Unpublished Doctoral dissertation, University of Texas, Austin, 1954. APPENDIX 268 APPENDIX A INTRODUCTORY LETTER TO CHIEF ADMINISTRATIVE OFFICER OF THE COLLEGES Dear Sir: In the near future I will be mailing to the chairman of your Physical Education Department a questionnaire asking for information of your physical education program including intra- mural and intercollegiate athletics. Information regarding philosophy, curriculum, personnel, and facilities is repeatedly sought from junior college physical educators, through surveys, “post card” questionnaires and letters. Discussions concerning common problems are held when- ever junior college physical educators gather. These inquiries and discussions are evidence that physical educators of both established and newly organized colleges are looking for guide- lines and direction for their programs. The purpose of this study is to compare the present physical education programs of community and junior colleges with recommended standards of professional organizations and authorities. This will give junior college administrators, physical educators and curriculum makers a comparative view of present programs and direction for further improvement. I am asking your Physical Education Department Chairman to cooperate in this endeavor by completing and returning the questionnaire. Would you aid in the study by encouraging your chairman to make your institution a part of the study? Very Sincerely, William C. Blamer, Chairman Physical Education Division Flint Community Junior College Flint, Michigan WCB 269 APPENDIX B LETTER OF TRANSMITTAL TO DEPARTMENT CHAIRMEN Dear Colleague: Enclosed are two copies of a questionnaire regarding the physical education program (including intramurals and athletics) at your institution. As part of the requirement of a Doctoral program at Michigan State University, I am making a study which includes all public junior colleges in the United States. I hope you will give some of your valuable time to complete the questionnaire so that your college will be part of the study. The purpose of this study is to compare the present physical education programs of community and junior colleges with recommended standards of professional organizations and authorities. This will give junior college administrators, curriculum makers and physical educators a comparative view , of the present programs and direction for further development. Although the questionnaire appears to be lengthy, it was devised to enable you to mark the answers quickly and ” easily and can be completed in a minimum of time. Your co- operation will be very much appreciated and will make a worth-while contribution to the physical education programs in the nation's community colleges. Very sincerely, William C. Blamer, Chairman_ Physical Education Division Flint Community Junior College Flint, Michigan WCB/Enclosure 270 APPENDIX C A STUDY OF PHYSICAL EDUCATION IN THE PUBLIC JUNIOR AND COMMUNITY COLLEGES OF THE PART I CONTINENTAL UNITED STATES GENERAL INFORMATION 1. 2. 3. 4. 5. 6. 7. Name of College Address Name of Person Replying Official Position College enrollment October 1966. Male Female Number of full time instructors in the Physical Education Department. Male Female What is the normal teaching load (contact hours) in the Physical Education Department? Would you like a report of the results of the survey? Yes No PLEASE RETURN COMPLETED QUESTIONNAIRE TO: William C. Blamer 2929 Begole Street Flint, Michigan 48504 KEEP OTHER COPY FOR YOUR FILES. GROUP NUMBER PART YES II NO 271 PHYSICAL EDUCATION PLEASE CHECK APPROPRIATE COLUMN 1. Is a physical education service program offered at your institution? IF YES, CONTINUE QUESTIONNAIRE, IF NO, TURN TO 2. PART III, PAGE Is the physical education service program required? If required, is the requirement? 3. 4. 5. One year Two years Other (please give requirement) standards for the physical education department same as for other faculty members in regard to: Staff qualifications Academic rank Salaries Is the educational philosophy of the physical education department formulated in writing? IF YES, PLEASE INCLUDE A COPY WHEN RETURNING 10. 11. 12. QUESTIONNAIRE Do the finances for the physical education instructional program come from the general budget? If no, what is the source? Are all entering students required to have a medical examination prior to participation in the physical education program? Is exemption from the physical education“program for medical reasons predicated on the co- ordinated judgment of the medical and physical education staff? Do the following govern class size in the physical education department? YES 2 C) llllllllllllllll 13. 14. 15. 16. 272 Physical Education Department Dean of Instruction Institutional Polic Others (please list Are the following educational experiences accepted in lieu of the required physical education program? 17. 13. 19. 20. 21. 22. 23. 24. 25. 26. 27. Military service R.O.T.C. Intramural participation Intercollegiate athletics Others (please list) Are women excused from the required physical education program at a certain age? If so, at what age? Are men excused from the required physical education program at a certain age? If so, at what_age? Is credit and quality or grade point value granted on the same basis as in any other area of the instructional program? Does the service program provide instruction in activities for students with physical handicaps? Does the service program offer activities in: (Please check YES or NO for each activity)? 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. Archery Badminton Baseball Basketball Boating, Power Body Mechanics Bowling Boxing Canoeing Casting and Angling Dance, Ballet Dance, Folk Dance, Modern Dance, Social Dance, Square Dance, Tap 273 2 C3 YES 44. Diving, Skin and/or Scuba 45. Fencing 46. Field Hockey 47. Football, Tackle 48. Football, Touch or Flag Tag 49. Golf 50. Gymnastics 51. Handball 52.~ Hiking 53. Hockey, Ice 54. Horseshoes 55. Ice Skating 56. Judo 57. LaCrosse 58. Life Saving 59. Paddleball 60. Rebound Tumbling 61. Riding, Horseback 62. Riflery 63. Sailing 64. Skiing, Snow 65. Skiing, Water 66. Softball 67. Soccer 68. Speedball 69. Squash 70. Swimming, Beginning 71. Swimming, Intermediate 72. Swimming, Advanced 73. Swimming, Synchronized 74. Table Tennis 75. Tennis 76. Track and Field 77. Volleyball 78. Weight Lifting 79. Wrestling 80. Physical Conditioning 81. Others (please list) Does the physical education service program have co- educational instruction in the following activities: (please check YES or NO for each activity)? 82. Archery 83. Badminton 84. Body Mechanics 85. Bowling 86. Canoeing l . i . . ‘ A . . YES NO 87. 88. 89. 90. 91. 92. 93. 94. 96. 97. 9B. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 95. 274 Dance, Folk Dance, Modern Dance, Social Dance, Square Fencing Golf Gymnastics Hiking Horseback Riding Ice Skating Judo Sailing Skiing, Snow Skiing, Water Swimming Tennis Volleyball Others (please list) pp Does the physical education service program introduce the students to, and encourage participation in, the intramural program? Do the department members plan cooperatively in the selection and use of evaluation tech- niques to determine student's grade? Is objective measurement used for purpose of student evaluation, whenever possible? Is subjective judgment used for purpose of student appraisal when objective measures are not available? Is the physical education department governed by the policy of the college with respect to determine grades? Are students required to use text books for physical education service courses? Is homework assigned in all or most of your physical education service courses? Is homework assigned in some of your physical education service courses? Is homework assigned in none of your physical education service courses? YES 275 N0 114. Are adapted physical education classes provided for those students unable to participate in regular physical education classes? 115. Is a swimming class or a proficiency in saimming required of all students? - 116. Is participation in certain specific activities required? If yes, please list 117. Does the college physician and/or nurse discuss individual cases eith the physical education department before recommending waiving of the physical education requirement? 118. Does the physical education department encourage and promote in-service education for the faculty of the department? Are students evaluated at the following times of the semester or term? 119. Beginning 120. During 121. Termination 122. No Evaluation Teacher evaluation of the student is used for: 123. Grades 124° Guidance 125. Motivation 126. No purpose 12?. Others (please list) 128. Are students given the opportunity to evaluate the service program? 129. Are students involved in the planning of new courses or curriculum changes? 130. Is instruction in the purpose of physical education included in your program? Please indicate the ownership of the facilities used in your physical education program. If both college-owned and community and/or other school facilities are used, please indicate by marking YES NO 276 both columns. If a facility listed here is not used in your program, please leave both columns blank. Owned by another Gollege- school and/or Facility Dwned community school 131. Gymnasium 132. Dance Room 133. Adaptive Room 134. Wrestling Room 135. Weight Training Room 136. Training Room 137. Laundry , 138. Swimming Pool 139. Bowling Lanes 140. Archery Range (Target) 141. Archery Range Field) 142. Baseball Diamond 143. Football Stadium 144. Golf Driving Range 145. Golf Putting Green 146. Golf Course 147. Outdoor Athletic Fields 148. Riding Stables 149. Rifle Range 150. Ski Area 151. Softball Diamonds 152. Tennis Courts 153. Track 154. Others Used (please list) , 155. Are your college owned physical education facil- ities adequate with respect to quality? 156. Are your college owned physical education facil- 157. 158. ities adequate with respect to quantity? If you do not have your own facilities, are there plans for construction of a physical education building. If you do not have your own facilities, but there are plans to construct a physical education building, when will the building be ready for use? 1968 _, 1969. _, 197D _, 1971 _, 1972 ___J Unknown.___. YES Hlllll|l|:|llllllllllllllllllllllIlll III NO 277 INTRAMURAL ACTIVITIES PLEASE CHECK APPROPRIATE COLUMN 1. Do you provide an intramural activities program at your college? IF YES, CONTINUE QUESTIONNAIRE, IF No, PLEASE TURN TO PART IV, PAGE Do you include the following activities in the intramural program at your college? 20 Archery 3. Badminton 4. Baseball 5. Basketball 6. Bowling 7. Canoeing B. Cross Country 9. Fencing 10. Field Hockey 11. Football, Tackle 12. Football, Touch or Tag 13. Golf 14. Gymnastics 15. Handball 16. Horseshoes 17. Ice Skating 18. Judo 19. LaCrosse 20. Paddleball 21. Rebound Tumbling 22. Riding 23. Roller Skating 24. Sailing 25. Shuffleboard 26. Skiing, Snow 27. Skiing, Water 28. Soccer 29. Softball SO. Speedball 31. Squash 32. Swimming 33. Table Tennis 34. Tennis 35. Track and Field 36. Volleyball 37. Water Pole 38. Weight Lifting YES NO 39. 40. 41. 42. 43. 44. 45. 46. 47° 48. 49. SO. 51. 52. 53. 278 wrestling Others (please list) __ Does the intramural director use student and faculty committees when developing and conduct- ing the program? 00 you have your own facilities for the intra- mural program? When transportation is necessary for extramural trips, are students under age twenty-one allowed to drive private vehicles? Are all entering students required a medical examination prior to participation in the intramural program? Is the intramural program considered in the over all plan for scheduling the use of the facilities? Are awards given mainly as a motivation device? Are leagues, tournaments, meets and other acti- vities organized so that all students have an opportunity to participate in any activity they may choose? Are all intramural sports played strictly by the rules published by the national organization of the particular sport? Do methods of organizing competition attempt to equate the abilities of the participation? Does the program emphasize individual and dual activities for the purpose of developing life- long interest in leisure time activities? Does the intramural program utilize the knowl- edges and skills gained in the physical educa- tion service program? Are extramural events an outgrowth of the intramural program? In co-recreational activities, are the activities selected with joint approval of both the men and women staff members? YES NO 54. 55. 56. S7. 279 Are provisions made for a student-faculty intramural council or board, or for intramural committees? Does the intramural program provide a broad range of activities both organized and informal, for both men and women? Are the families of the entire faculty and of the students allowed to participate in the intramural activities? Are there facilities for intramurals located on campus? Does the institution provide free protection for the individual participant through: 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. Health service Insurance coverage Infirmary None Other (please list) Are some facilities available for free play throughout the day? Does the program provide for co-recreational activities? Do you adapt the rules of the various sports to meet the local needs? Are awards used mainly as a symbol of achieve- ment? When extramural activities require the use of private vehicles are faculty or adults only allowed to drive? Does the administration give equal consider- ation to both male and female students in regard to policy, budget, equipment, and use of facilities? Are student officials, in the intramural program, given training to work in this capacity? 280 YES NO 70. Are activities organized to attempt to give competitors a chance to play a number of times, rather than eliminate them immediately? 71. Does the program make use of geographical location, climatic conditions and community resources (For example: water skiing or snow skiing)? 72. Are your college owned intramural facilities adequate with respect to quality? 73. Are your college owned intramural facilities adequate with respect to quantity? What percent of the total intramural budget comes from: 74. General budget 75. Student fees 76. Gate receipts 77. Others (please list) ’T’ PART IV INTERCOLLEGIATE ATHLETICS 1. Does your college compete in men's athletics on the intercollegiate level? IF YES, PLEASE CONTINUE QUESTIONNAIRE, IF NO, PLEASE TURN TO QUESTION 66, PAGE Does the intercollegiate program provide competition in: (please check YES or NO for each sport)? 2. Baseball 30 Basketball 4. Cross Country 5. Football 6. Golf 7. Gymnastics 8. LaCrosse 9. Skiing 10. Soccer 11. Swimming 12. Tennis 13. Track and Field 14. 15.. 16. 17. 18. 19. 20. 21. 22. If 281 Wrestling Volleyball Others (please list) Is your institution a member of the National Junior College Athletic Association? Is the philosophy of the athletic department formulated in writing? Does your college have a faculty advisory board or committee for athletics? Are the athletic policies and procedures of your college formulated in writing? Do signed contracts precede all athletic events sponsored by your institution? Are the athletic teams limited to a specific number of contests in which they can compete during the season. answer to 22 is YES, please indicate number of contests allowed. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. Baseball Basketball Cross Country Football Golf Gymnastics LaCrosse Skiing Soccer Swimming Tennis Track and Field Wrestling Volleyball Others (please list)7T Is the athletic director the official represen- tative of the institution at regional and conference athletic meetings? Are students required to pay admission to home athletic contests? YES NO 40. 41. 42. 43. 44. 45. 282 Do athletes receive physical education credit for competing on an intercollegiate team? Are all coaches regular members of the faculty of your institution? Are prospective athletes required to meet the same admission standards as the regular students? Do you have written procedures for trainers or coaches to follow in case of athletic injuries? Do you provide athletic accident insurance for your athletes? Is the same award given to lettermen in all varsity sports? Physical examinations are required of all athletes: 46. 47. 48. 49. Do Annually Before each season of competition No medical examination required Other (please list) the following rules of eligibility govern eligi- bility at your institution? 50. 51. 52. 53. 54. If 55. 56. 57. 58. 59. 60. Yesy Local (own college rules of eligibility) Conference National Junior College Athletic Association Other (please list) Are athletic scholarships or grants-in-aid given at your college? do the funds come from: General budget Student fees Gate receipts Contributions Guarantees Other (please list) Coaches are reimbursed for the coaching duties by: 61. 62. 63. Z O 64. 65. 66. 283 Released teaching time Extra pay Other (please list) Does the director of athletics coach any intercollegiate sports? If yes, please list sport or sports: , , 9 9 9 ’ Do you have written contracts from participating institutions prior to all home intercollegiate contests? Does your college compete in women's athletics on the intercollegiate level? Are these sports included in your women's inter- collegiate program? 670 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. Basketball Field Hockey Golf Gymnastics Skiing Speedball Swimming Tennis Track and Field Volleyball Others (please list) What percent (to the nearest percent) of the total athletic budget comes from: 78. 79. 80. 81. 82. General budget Student fees Gate receipts Guarantees Others (please list) Your time and interest in the replies requested by this ques- tionnaire is deeply appreciated. A copy of the results will ‘be sent to you if you so requested on page one. Thank you for your indulgence and coooeration. William C. Blamer 284 APPENDIX D LETTER TO FLORIDA STATE DEPARTMENT OF EDUCATION Dr. James L. Wattenbarger Division of Community Junior Colleges State Department of Education Tallahassee, Florida 32304 Dear Dr. Wattenbarger: Recently I sent to the community or junior colleges in Florida a questionnaire regarding a study I am doing on ”Physical Education in the Public Junior and Community Colleges in the Continental United States.” Dr. Neel, Manatee Junior College, informed me it was necessary to obtain approval of your committee before responding to the questionnaire. There- fore, I request your approval of this study which I am doing as partial fulfillment of the requirements for a Doctor of Education degree at Michigan State University. Enclosed are copies of letters I sent to the President and Physical Education Department Chairman of each college. Also enclosed is a copy of the proposal for the study which was approved by my doctoral committee, four copies of the questionnaire for study by your committee, and a copy of a letter received with a returned questionnaire as evidence of the interest in the study and utility of the questionnaire. Because of the fine community college program in your state, I am very anxious to include the Florida institutions in the study. I would be happy to furnish additional information should it be requested. It should be noted that this study is not connected with my position at Flint Community Junior College. Very sincerely, William C. Blamer, Chairman Physical Education Division Flint Community Junior College Flint, Michigan WCB/Enclosures 285 APPENDIX E LETTER OF TRANSMITTAL T0 FLORIDA COLLEGES Chairman Physical Education Department Florida Dear Colleague: A few weeks ago I mailed you a questionnaire regarding the physical education program at your school. One of the college presidents kindly notified me that it would be necessary to obtain approval of Dr. Wattenbarger for the Florida colleges to participate in the study. I have since received this approval, as you may note in the enclosed zeroxed letter, and therefore am asking again for your cooperation in this study. Enclosed are two copies of the questionnaire in case you have misplaced the others. Should the questionnaire already be completed and a mailed, please consider this latter one of sincere thanks. Yours truly, William C. Blamer, Chairman Physical Education Division Flint Community Junior College Flint, Michigan WCB/Enclosures 286 APPENDIX F FOLLOW-UP LETTER NUMBER ONE Chairman Physical Education Department Dear Colleague: A short time ago I mailed a questionnaire regarding the physical education program at your institution. Should the questionnaire already be completed and mailed, please consider this note of sincere thanks. Should the questionnaire have found its way to the bottom of your file, please consider this letter a reminder that to make the study complete we need the response from you. We have received excellent returns from the question- naire but we are anxious to have your college included. In case you misplaced the original questionnaire I would be most happy to send you another if you would notify me by post card. Very sincerely, William C. Blamer, Chairman_ Physical Education Division Flint Community Junior College Flint, Michigan WCB 287 APPENDIX C FOLLOW-UP LETTER NUMBER TWO Chairman Physical Education Department Dear Colleague: I am in the process of writing my Doctoral disser- tation at Michigan State University on the physical education program in the public junior colleges of the United States. I mailed 490 questionnaires and received 320 responses, how- ever, I have not heard from any of the junior colleges in . Since this is a national study, I do want to incluHe colleges from each state, therefore, I would sincerely appreciate your taking your valuable time to cemplete one of the enclosed questionnaires while retaining the other for your files. I would be sincerely grateful for your cooperation . in including your institution and your state in this study. Very Sincerely, William C. Blamer, Chairman Physical Education Division Flint Community Junior College Flint, Michigan WCB COLLEGES EXEMPTING STUDENTS FROM THE 288 APPENDIX H TABLE I PHYSICAL EDUCATION REQUIREMENT DUE TO AGE Number of Group Colleges Women Men No. Pct. No. Pct. Group I 35 9 25.7 B 22.9 Group II 50 24 48.0 21 42.0 Group II 75 44 58.7 36 48.0 Group IV BO 60 75.0 57 71.3 California If I? IUUTU H 1131370 Other States 3B 18 47.4 15 39. 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N N.N H m.n n 0.0 a a.H H O.O o a.H a aaHaHm n.aH a N.N H a.a N a.a N H.a m a.HH a a.a NN HHaaaHaaaa m.a a N.N H n.a m N.N N a.H H 0.0 o H.N a acHHaxm maH O.HN NH N.N H N.NH aH o.HN NH N.NH HH a.Hn HH m.oN mm aaacaaaaaz m.NN oH N.N. aH N.Nn aN o.aH NH a.aH NH a.HH a N.HN mm HHaaaca: N.aa aN H.am ON «.ow ma N.oa mo N.ma aN a.mN DH N.mm HmH NHau .aoa .oz .Haa .oz .aaa .oz .Haa .az .Haa .oz .Haa .az .Haa .oz HNav HNnv MNNV MHav MNaV mans mamNV NHHNHHaa mmumum awcuomflflou >H Donn. HHH scum HH Douu H 3090 mm mHHou Haaao Hchaa HHa HaaaaHHaauv H NomaN 291 APPENDIX J TABLE I NUMBER OF COLLEGES HAVING SAME ENTRANCE REQUIREMENTS FOR ATHLETES AS NON-ATHLETES Number Have Same Have Different No Group of Entrance Entrance Response Colleges Requirements Requirements No.’ DCt. NO. pCt. NO. pot. Group I 44 43 97.7 O O.O l 2.3 Group II 59 59 lO0.0 O 0.0 O 0.0 Group III 90 86 95.6 O 0.0 4 4.4 Group IV 80 BO lO0.0 O 0.0 O .0.0 California If 35’ IUUTO' ‘O’ ‘UTU‘ “U Uta Other States 38 38 100.0 O 0.0 O 0.0 Totals 273 268 98.2 O O.O 5 1.8 292 APPENDIX K TABLE I MAXIMUM NUMBER OF BASEBALL GAMES ALLOWED No. All of Junior Group Group Group Group Calif- Other Games Colleges I II III IV ornia States No. No. No. No. No. No. No. 35 l 1 3O 10 l 5 4 4 28 38 l 6 31 31 27 l l l 26 7 4 3 3 25 l l 24 3 2 1 l 22 3 l 2 2 20 8 l 2 4 l l 18 6 4 1 l 1 16 4 4 15 l 1 l4 2 l l 13 l l 12 7 l 2 3 10 1 l 8 1 1 No Response 33 ll 10 8 4 4 Total 128 17 23 39 49 39 10 Mean 23.7 1803 1908 22.4 2609 27.8 2403 293 APPENDIX K TABLE II MAXIMUM NUMBER OF BASKETBALL GAMES ALLOWED I! v—_-—— d ,F 1 ‘ No. All i of Junior " Games Colleges Group Group Group Group Calif- Other I II III IV~ ornia States No. No. No. No. No. No. No. 3O 3 l 2 2 28 27 l 5 21 21 27 l l 1 26 2O 3 2 6 9 9 25 21 3 ' 3 9 6 l 5 24 15 6 3 5 1 1 22 12 l 4 5 2 2 21 l 1 1 20 26 8 6 10 2 2 18 2 l 1 l7 1 1 16 l 1 15 l l 14 2 1 1 1O 1 1 No Responsel3 1 2 5 5 4 1 Total 147 24 24 49 5O 38 12 Mean 23.9 22.1 22.0 23.3 26.4 27.5 23.1 294 APPENDIX K TABLE III MAXIMUM NUMBER OF CROSS COUNTRY MEETS ALLOWED No. All ' of Junior Group Group Group Group Calif- Other Meets Colleges I II III IV, ornia States No. No. No. No. No. No. No. T No Maximum 11 2 9 9 16 1 l 15 2 2 l4 5 5 5 12 6 5 1 l 10 22 2 2 7 ll 6 5 9 1 l l 8 12 ll 1 1 7 2 l 1 l 6 2 2 MRespcnse 27 3 4 3 17 15 2 Total 91 7 7 31 46 37 9 Mean 10.2 8.0 12.0 9.8 10.8 11.4 9.9 295 APPENDIX K TABLE IV MAXIMUM NUMBER OF FOOTBALL GAMES ALLOWED No. All of Junior Group Group Group Group Calif— Other Games Colleges I II III IV ornia States No. No. No. No. No. No. No.3 11 l l 10 18 2 1 11 4 2 2 9 51 1 5 9 36 34 2 8 3 1 l l 1 6 l 1 NoReqnnwe 44 2 2 2 Total 78 3 8 24 43 39 4 Mean 92 9.7 9.3 9.3 9.1 9.0 9.5 296 APPENDIX K TABLE V MAXIMUM NUMBER OF GOLF MATCHES ALLOWED ~00 All of Junior Matches Colleges Group Group II Group III Group IV Calif- ornia Other States No. No. No. No. No. NO. No. No Maximum P. be .5 omHHmHNqu>uHmHHHNQ pa C) F. No Response 4 g Total 117 Mean 13.1 17 8.0 DHHO—‘H |-' I-n-u-aH be 10.8 pa (fib‘UHdLflPHQFJ 32 12.1 uHHHm HHHH 13 50 16.2 HHHHm HHHH 12 39 19.4 PUG 11 11.1 297 APPENDIX K TABLE VI MAXIMUM NUMBER OF SOCCER GAMES ALLOWED “Tm—_fifik g No. All I ” of Junior Group Group Group Group Calif- Other Games *Colleges I II III IV ornia States V No. No. i No. No. No. No. No: No . Maximum 1 1 l 15 l l l 14 1 1 12 S 3 2 2 10 3 2 l 1 9 2 2 8 3 2 1 No Res ponse 3 3 2 1 Total 19 4 l 6 8 4 4 Mean 10.7 3.5 8.0 11.7 12.2 15.0 11.3 298 APPENDIX K TABLE VII MAXIMUM NUMBER OF SWIMMING MEETS ALLOWED No. All of Junior Group Group Group Group Calif- Other Meets Colleges I II III IV ornia States NO. NO. NO. NO. NO. NO. "Us No Maximum 9 9 9 22 l l 18 5 l 4 4 16 1 1 1 15 2 1 1 1 14 l l 13 3 3 3 12 4 »3 l 1 10 3 2 1 l 8 3 l 1 .l 1 No Response 30 l 4 7 18 ll 7 Total 62 3 5 15 39 29 1O Mean 13.6 13.0 14.0 12.6 14.3 15.4 11.0 299 APPENDIX K TABLE VIII MAXIMUM NUMBER OF TENNIS MATCHES ALLOWED No. All of Junior Group Group Group Group Calif- Other Matches Colleges I II III IV ornia States No. No. No. No. No. No. No. No Maximum 14 3 ll 11 28 1 l 1 24 l l 1 22 4 4 4 20 3 1 2 2 18 5 l 4 4 16 2 l l 1 15 2 2 14 3 1 2 2 12 8 1 7 4 10 ll 1 5 5 1 9 1 l 8 3 3 3 7 l l 6 l 1 5 2 4 l 1 No Response 24 3 4 5 12 ll 1 Total 87 9 5 27 46 36 10 Mean 13.5 7.2 14.0 12.3 16.1 19.9 10.2 300 APPENDIX K TABLE IX MAXIMUM NUMBER OF TRACK MEETS ALLOWED No. All of Junior Group Group Group Group Calif- Other Meets Colleges I II III IV ornia States No. No. No. No. No. No. No. No Maximum 13 2 11 11 27 1 1 2O 1 1 18 4 4 4 l6 2 l 1 l 15 3 3 l4 1 l l 13 3 3 3 12 7 l 4 2 2 10 18 2 9 7 2 5 9 l l 8 9 3 4 2 2 5 l 1 No Responce 34 5 7 5 17 15 2 Total 98 9 13 28 48 39 9 Mean 11.7 9.5 11.1 12.6 14.2 9.4 14.0 MAXIMUM NUMBER OF WRESTLING MATCHES ALLOWED 301 APPENDIX K TABLE X -_—— f __ NO. 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