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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John’s Road, Tyler’s Green High Wycombe, Bucks, England HP10 8HR I I 77-5843 KURTZ, Margot Elfriede, 1941DEVELOPMENT OF THE GENERIC PROFESSIONAL CORE OF COMPETENCY-BASED RECREATION COURSES FOR THE UNDERGRADUATE MICHIGAN STATE UNIVERSITY RECREATION CURRICULUM. Michigan State University, Ph.D., 1976 Education, curriculum and instruction Xerox University Microfilms , @ Ann Arbor, Michigan 48106 1976 MARGOT ELFRIEDE KURTZ ALL RIGHTS RESERVED DEVELOPMENT OF THE GENERIC PROFESSIONAL CORE OF COMPETENCY-BASED RECREATION COURSES FOR THE UNDERGRADUATE MICHIGAN STATE UNIVERSITY RECREATION CURRICULUM By Margot E. Kurtz A DISSERTATION Submitted to Michigan State U niversity in p a rtia l fu lfillm e n t o f the requirements fo r the degree of DOCTOR OF PHILOSOPHY Department o f Administration and Higher Education 1976 ABSTRACT DEVELOPMENT OF THE GENERIC PROFESSIONAL CORE OF COMPETENCY-BASED RECREATION COURSES FOR THE UNDERGRADUATE MICHIGAN STATE UNIVERSITY RECREATION CURRICULUM By Margot E. Kurtz Purpose The purpose o f th is study was to develop the generic pro­ fessional core o f competency-based re crea tio n courses fo r the under­ graduate Michigan S tate U n iv e rs ity recreatio n curriculum . The generic core o f courses w ill represent the basic required aspect o f the recreatio n curriculum . Review o f the L ite ra tu re The review o f the lit e r a t u r e focused upon two major areas. F ir s t , lit e r a t u r e on competency-based education was examined from the viewpoints o f h is to ry , scope and a p p lic a tio n s , d e fin itio n s , procedures, and pros and cons. Second, the lit e r a t u r e re la te d to h is to ric a l perspectives and present-day approaches and trends o f professional preparation in the f i e l d o f recreatio n was examined. Procedures Data fo r the process o f d erivin g the competencies were obtained through systematic in v e s tig a tio n o f three sources. Former Margot E. Kurtz recreatio n students who graduated from the D ivisio n o f Recreation a t Michigan S tate U n iv e rs ity in the la s t fiv e years were contacted and asked to provide updated job descriptions o f e n try -le v e l rec­ re atio n p o sitio n s. These former students were also asked to respond to a questionnaire which in vestig ated whether they experienced inade­ quate academic preparation a t Michigan S tate U n iv e rs ity w ith respect to what was required o f them in th e ir f i r s t f u l l - or p a rt-tim e recreatio n p o s itio n s . A second source was acknowledged re crea tio n professionals from the s ta te o f Michigan. These professionals were asked, in oral in-depth in te rv ie w s , to provide inform ation re la te d to re s p o n s ib ilitie s o f e n try -le v e l recreatio n p o s itio n s . A th ir d source investigated was lit e r a t u r e re la te d to content in academic recreatio n preparation. A systems methodology was u tiliz e d in the development o f the study. These systems procedures consisted o f a fiv e -s te p process. Step I involved the process o f defining and specifying the level o f competencies accepted in the study. The d erivin g o f competency content areas accepted in the study occurred in Step I I . predetermined competency content areas was developed. served as a framework 1n the gathering o f data. A set o f These areas Step I I I involved the process o f d erivin g the competency statements. A set o f competency statements was derived which was based on data received from the job d escrip tio n s, the questionnaires o f former Michigan S tate U n iversity recreatio n graduates, and the oral interview s o f acknowledged rec­ reatio n p rofessionals. Step IV consisted o f the process o f tran s­ la tin g the competency statements in to modules and courses. The newly Margot E. Kurtz derived competency statements were sorted in to re lated content cate­ gories. Module t i t l e s were derived fo r each category. The modules were then clustered in a v a rie ty o f ways to enable the determining of possible courses. Six course t i t l e s evolved. The modules with assigned competency statements were then placed into the six courses. Step V involved the v a lid a tin g o f the newly derived generic core o f courses. The six courses with modules and competencies were sub­ mitted fo r external evaluation and v a lid a tio n to a c rite ria -b a s e d selected sample o f educators. An evaluation instrument was designed which aided the educators in the evaluation o f the courses. C ri­ te r ia fo r revision of the courses, modules, and competencies were then established. F in a lly , the courses were revised and fin a liz e d according to the pre-established c r it e r ia . DEDICATION To my husband J . , who provided me with unconditional support and encouragement during th is in v es tig atio n . To my son Marcus, whose love healed and g r a tifie d during periods o f stress. To my parents, who in s t ille d in me the desire to learn and question. ACKNOWLEDGMENTS The w r ite r wishes to thank the members o f her guidance cormiittee: Dr. W illiam Sweet!and* D r. Carol Ann Peterson, Dr. Vandel Johnson, Dr. James B ris to r, and Dr. Max Raines. Sincere appreciation is expressed to the chairman o f n^y doctoral committee, Dr. W illiam Sweetland, fo r his encouragement and s e n s itiv e guidance throughout the doctoral program. Special thanks are due to Dr. Carol Ann Peterson, cochairwoman, fo r her c re a tiv e and fr e e ly given assistance in a l l phases o f the d is s e rta tio n study. Special g ra titu d e is extended to Dr. Vandel Johnson fo r his guidance and assistance during Dr. Sweetland's absence. Hi TABLE OF CONTENTS TABLES Hi FIGURES Hi .................................................................................. 1 Statement o f the Problem . .................................................. Statement o f Methods Used ...................................................... Need fo r the Study .................................................................. Importance o f the Study .......................................................... Lim itations o f the Study ...................................................... D e fin itio n o f Terms . , . , ................................................. Overview ....................................................................................... 4 4 5 7 7 8 9 INTRODUCTION REVIEW OF RELATED LITERATURE ................................................. 11 Introduction .............................................................................. Review o f L ite ra tu re on Competency-Based Education .................................................................................. H is to ric a l Perspectives o f Competency-Based Education .............................................................................. Applications and Scope o f Competency-Based Education .............................................................................. D e fin itio n o f Competency-Based Education ................. Procedures and Steps o f Competency-Based E d u c a tio n ................................. ............................................. Pros and Cons o f Competency-Based Education . . . . Review o f L ite ra tu re Regarding Professional Preparation in Recreation .................................................. H is to ric a l Perspective o f Professional Preparation in Recreation in the United States ......................... Approaches and Trends o f Professional Preparation in Recreation ...................................................................... Summary .......................................................................................... 11 11 11 16 20 23 24 28 28 31 38 METHODOLOGY ...................................................................................... 43 Introduction .............................................................................. STEP I : Defining and Specifying Level o f Competencies .......................................................................... 43 iv Chapter Page Review o f L ite ra tu re ( A ) .................................................. Determining Level o f Competencies (B) ......................... Selecting C r ite ria fo r W riting Competencies (C) . . STEP I I : Deriving Competency Content Areas ................. Deriving a Set o f Predetermined Content Areas (A) . Selection o f Populations and Sources fo r C ollection o f Data ( B ) .................................................. STEP I I I : Development o f Competency Statements . . . Analysis o f Content From Rendered Data Sources ( A ) .......................................................................... Transfer o f Competency Content Areas Into Competency Statements (B) .............................................. STEP IV: Translation o f Competency Statements In to Modules and C o u rses.............................................................. Sorting Competency Statements In to Related Content Categories ( A ) ......................................... .... . Deriving Module T itle s fo r Competency Content Categories ( B ) .................................................................. Placing Competency Statements In to Modules (C) . . Placing Modules In to Courses (D) Reviewing Courses fo r F e a s ib ility and Logical V a lid ity ( E ) ...................................................................... F in a lizin g Courses (F) . . STEP V: V alid ation o f the Professional Core o f C o u r s e s ........................................................................ 59 Establishing C r ite r ia fo r Selection o f Population ( A ) ........................................................... 59 Development of Instrument fo r Evaluating Professional Core o f C o u r s e s ............................... 60 D is trib u tio n o f Professional Core o f Courses and Evaluation Instrument to Selected V alid atio n P a n e l................................................................................ 61 Determining C r ite ria fo r Revision o f the Courses ( D ) .................................................................... 61 Analysis o f Data ( E ) .................................................... 61 Revising and F in a liz in g the Professional Core o f Competency-Based Courses ( F ) ............................ . IV . RESULTS AND F IN D IN G S ............................................................ Introduction ............................................................................... STEP I : Defining and Specifying Level o f Competencies .......................................................................... Review o f L ite ra tu re .......................................................... Determining Level of Competencies ................................. Selection of C r ite ria fo r W riting Competencies . . STEP I I : Deriving Competency Content Areas ................... Deriving a Set o f Predetermined Competency Areas . Populations and Sources U tiliz e d in the C ollection o f D a t a ............................ v 44 46 47 48 48 49 56 56 56 57 57 57 58 58 58 59 62 63 63 63 63 64 66 66 66 68 Page Chapter STEP I I I : Development o f Competency Statements. . . Analysis o f Content From Rendered DataSources . . Transfer of Competency Content Areas Into Competency Statements ...................................................... STEP IV: Translation o f Competency Statements Into Modules and C o u rse s.............................................................. Sorting Competency Statements Into Related Content Categories .......................................................... Deriving Module T itle s fo r Competency Content C a t e g o r ie s ................................................................... Placing Competency Statements Into Modules . . . . Review o f Courses fo r F e a s ib ility and Logical V a l i d i t y ........................................................................ STEP V: V a lid atio n o f the Professional Core of C o u r s e s ........................................................................ C r ite ria fo r Selection o f Population (V alid a tio n Panel) ............................................................................ Description o f the Sample (V a lid a tio n Panel) . . . Analysis o f V a lid atio n Questionnaire ......................... F in a liz a tio n o f the C o u rses....................................... 81 81 83 84 84 84 85 85 86 86 87 87 95 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .......................... 98 98 Summary.................................................................................... Conclusions . . . . . . .......................................................... 101 Recommendations .......................................................................... 102 APPENDICES....................................................................................................... A. MAIL SURVEY QUESTIONNAIRE.................................................... B. ORAL INTERVIEW QUESTIONNAIRE C. VALIDATION QUESTIONNAIRE D. GENERIC CORE OF COMPETENCY-BASED RECREATIONCOURSES BIBLIOGRAPHY 104 105 ................................................... 113 ........................................................... 136 . . ................................................................................................... vi 164 174 LIST OF TABLES Table 1. Page Curriculum Options in Degree Recreation Programs in the United States and C a n a d a ................................................... 35 2. Analysis o f Job D e s c r i p t i o n s ........................................... 3. Analysis o f Mail Survey ................................................................... 74 4. Oral In terview Sample Breakdown by Position and Sex 76 5. Oral Interview Sample Breakdown byS p e c ia liza tio n . . . . 77 6. Analysis o f Oral Interview s ........................................................... 78 7. Analysis o f V a lid a tio n Questionnaire ..................................... 88 v ii 71 . . . LIST OF FIGURES Figure 1. Overview o f Procedures CHAPTER I INTRODUCTION In recent years the concern fo r improvement o f undergradu­ ate c u rric u la in the f ie ld o f higher education has received great a tte n tio n and research e f f o r t . New approaches and models fo r under­ graduate c u rric u la have been developed, experimented w ith , and implemented in many areas o f higher education.^ The development of these new curriculum trends came about because higher education has been confronted w ith complex problems in the la s t two decades. The rapid acceleratio n o f s c ie n t if ic and technological knowledge, the physical growth o f academic i n s t it u ­ tio n s , and the enormous increase in student enrollments have forced higher education to reexamine educational procedures and standards. In a d d itio n , student challenges to many tra d itio n a l values and procedures, and pressures fo r broader experiences and courses which are more d ir e c tly re la te d to contemporary social issues and concerns have brought about these new curriculum trends and models, 2 ^ E llio t W. Eisner, Confronting Curriculum Reform (New York: L i t t l e , Brown and Co., 1971), pp. 1-15. ? Paul L. Dressel and Frances H. D e s lis le , Undergraduate Curriculum Trends (American Council on Education, 1969), pp. 5-16, 74; Paul L. Dressel, The Undergraduate Curriculum in Higher Educa­ tio n (Washington, D.CTi The Center fo r Applied Research in Educatio n , In c ., 1968), pp. 37-57; M ille r Upton, Acceptance o f Major Curriculum Changes: In Search fo r Leaders (Washington, D .C.: American Association fo r Higher Education, 1967), p. 102. 2 One o f the most current trends in curriculum design involves competency-based education. The vast amount o f w ritte n lit e r a t u r e on competency-based education suggests th a t a wide v a rie ty o f areas are experimenting w ith the concept.'* In f a c t , the Education Index fo r one recent twelve-month period makes reference th a t a large number o f a r tic le s were p ertaining d ir e c tly or in d ir e c tly to competency-based education. 4 In it s sim plest form, competency-based education may be defined as an approach which holds as i t s primary focus the speci­ fic a tio n o f intended learning outcomes. These sp ecified intended learning outcomes are w ritte n in behavioral language fo r the le a rn e r. B r ie f ly , the overrid in g goal o f competency-based education is th a t students demonstrate expected sp ecified competence in the area in which they were taught. In contrast to tr a d itio n a l student educa­ tio n , competency-based education rests upon sp ecified performance goals which have been developed p rio r to the actual teaching s itu a ­ tio n and to which teacher and student agree. The student must demonstrate behavior which indicates th a t learning has taken place. The d is trib u tio n o f grades is not the in te n t o f competency-based education; ra th e r, the student is held accountable fo r a tta in in g a given level of competency. 5 ^James Cooper e t a l . , Competency-Based Teacher Education {Berkeley: McCutchan Publishing’ Corp.', 197377 p. 15. ^Harvey Scribner and Leonard B. Stevens, The P o litlc s o f Teacher Competence (M u lti-S ta te Consortium on Performance-Based Teacher Education, December 1974). ^Stanley Elam, Performance-Based Teacher Education: What Is the S tate o f the Art? (Washington, D .C .: American Association o f College Teacher Education, December 1971), pp. 1-5. 3 Nash described the competency-based curriculum as . . . rooted in a set of very c le a r o bjectives. Such a cur­ riculum provides knowledge and develops s k ills to reach these objectives. I t system atically measures it s effectiveness by checking on how well it s students are f u l f i l l i n g it s objec­ tives.® In recent years there has been increasing pressure from various groups fo r ac co u n ta b ility . The general p u b lic, taxpayers, le g is la tu re s , concerned fa c u lty and adm inistrators, as well as students are demanding more re s p o n s ib ility and evidence o f accounta­ b i l i t y in higher education. Competency-based education does respond to some o f these demands fo r a c co u n ta b ility . Its specified stated levels of competence which students must reach in order to move on to the next required set o f competencies are the evidence fo r a c c o u n ta b ility . 7 In ad d itio n, the lite r a t u r e reveals th a t the concept of competency-based education is gaining momentum nationwide. It also suggests th a t many fie ld s in higher education are experimenting with the development o f competency-based education c u rric u la . Some authors even argue th a t the concept o f competency-based education is Q now the most s ig n ific a n t lever fo r educational reform. 0 Robert Nash, "Commitment to Competency," Phi Delta Kappan 50 {December 1970): 240-41. 7 Jerry Freischlag, "Competency-Based In s tru c tio n ," Journal of Health, Physical Education, and Recreation, January 1974, pp. 29-31. Q Benjamin Rosner and P a tric ia M. Key, "W ill the Promise o f Competency-Based Teacher Education Be F u lfille d ? " Phi Delta Kappan 55 (January 1974): 290-95. 4 When the D ivisio n o f Recreation o f the Department o f H ealth, Physical Education, and Recreation a t Michigan S tate U n iv e rs ity decided to re vis e it s cu rren t undergraduate recreatio n curriculum , the decision was made th a t a competency-based curriculum would be the best approach to meet cu rren t educational and professional needs. This appraoch would guarantee th a t students graduating from the cur­ riculum have demonstrated mastery o f the competencies sp e cifie d in the curriculum . Statement o f the Problem The s p e c ific purpose o f th is study was to design the generic professional core o f competency-based re crea tio n courses fo r the Michigan S tate U n iv e rs ity undergraduate re crea tio n curriculum . The generic professional core o f courses w ill represent the basic required aspect o f the curriculum . Statement o f Methods Used A systems methodology was u t iliz e d in the design o f the generic core o f courses. data fo r the study. Various procedures were used to gather A mail survey questionnaire was administered to former recreatio n students who had graduated from the D ivisio n o f Recreation in the la s t f iv e years. Selected recreatio n profes­ sionals from the s ta te o f Michigan were interview ed. The lit e r a t u r e re la te d to content o f professional preparation in recreatio n was reviewed. 5 Need fo r the Study The undergraduate recreation curriculum o f the D ivision of Recreation o f the Department of H ealth, Physical Education, and Recreation a t Michigan State U n iversity has not been extensively scrutinized or investigated fo r the past fifte e n years. Recently, i t has become apparent th a t the existing curriculum no longer pro­ vides comprehensive, contemporary professional preparation fo r present-day recreation majors. Crucial changes have occurred in the philosophical concept of le is u re and recrea tio n , the concept o f recreation techniques in the d e liv e ry o f services, and the profes­ sion o f recreation i t s e l f . The increase o f fre e tim e, the new importance of le is u re in d a ily liv in g , the play phenomena, a ll have added to the creation o f an expanded body o f knowledge. This explo­ sion o f new concepts and facts requires urgent revision o f recrea­ tion c u rric u la . Today, recreation services are being extended to a v a rie ty of populations fo r d iffe r e n t purposes. The d e liv e ry o f le is u re services has in the past fifte e n years developed into a complex network o f systems. New s k ills and levels of s k ills have been g developed which have not existed in the past. The economics, p o litic s , and adm inistration o f recreation programs have evolved into sophisticated areas. The existin g Michigan State U niversity undergraduate recreation curriculum requires immediate revision so g Dan H. Corbin and W illiam T a it, Education fo r Leisure (Englewood C l i f f s , N .J .: Prentice-Hal 1 , 1973), pp. 3-IT. 6 th at these new changes can be included in the professional prepara­ tion o f the recreatio n majors. Student in te re s t and enrollments in the f ie ld o f recrea­ tio n have s te a d ily increased in the la s t ten y e a r s . S t u d e n t s have also become increasin gly aware o f areas o f d efic ie n c ie s in e x istin g recreation c u rric u la . They now req u ire th a t c u rric u la do not address themselves to tra d itio n a l concepts, but be more f u tu r is t ic in focus and geared to f i t standards and requirements o f the pro­ fessions out in the f i e l d . ^ Furthermore, in the la s t f if t e e n years research in v e s ti­ gations and experiments in the f ie ld o f recreatio n have brought fo rth new d irec tio n s and emphases. For example, urban recreatio n as re la te d to s p e c ific m inority groups and problems o f large c it ie s requires s p e c ific knowledge and s k ills in the professional preparation o f the urban re c re a to r. 12 The present Michigan State Univer­ s ity undergraduate recreatio n curriculum does not include some o f these new d irec tio n s and emphases. L ast, the National Recreation the past ten years developed standards tio n professionals. and Parks Association fo r a c c re d ita tio n has in fo r recrea­ The re c e n tly formed National Recreation Education A ccred itatio n Committee has accepted a set o f minimum ^Douglas Sessoms, "Recreation Enrollment Growth Reported," Journal o f Parks and R ecreation, October 1966, pp. 867-69. ^ F re is c h la g , "Competency-Based In s tru c tio n ," p. 29. 1? James Murphy, "Recreation: A Social Concern," Journal of Parks and Recreation 5 (September 1970): 57-58, 83. 7 requirements and standards fo r a c c re d ita tio n o f recreatio n professionals. 13 This issue alone makes i t essential th a t the present Michigan S tate U n ive rsity undergraduate recreatio n curriculum be upgraded and brought in to alignment w ith the standards set by the National Recreation Education A c cred itatio n Committee. Importance o f the Study The review o f the lit e r a t u r e on recreatio n c u rric u la revealed th a t l i t t l e research and experimentation have been under­ taken in th is area. The present study w ill add to the cu rren t body o f lit e r a t u r e both in it s procedure o f obtaining professional preparation content as w ell as focusing on competency-based concepts and philosophy. Second, the study could serve as a model or aid fo r other recreatio n departments in th e ir e ffo rts in bringing recrea­ tion c u rric u la up to contemporary standards. L im itatio n s o f the Study Since the in v e s tig a tio n o f th is study was requested and supported by the D ivisio n o f Recreation a t Michigan State U n iv e rs ity , the study had to keep in its framework the lim ita tio n s o f th is d iv is io n , it s fa c u lty and resources, as w ell as basic philosophy o f the D iv is io n , Department, College, and U n iv e rs ity . Further lim it a ­ tions were imposed by the two d iffe r e n t survey procedures selected , which aided in derivin g the actual competency statements: 13 National Recreation and Education A ccred itatio n P ro je c t, Standards and Evaluation C r ite r ia (Federation of National Profes­ sional Organizations fo r Recreation, 1965). 8 Survey o f Recent Recreation Graduates: Only graduates of the Michigan S tate U n ive rsity D ivisio n o f Recreation o f the la s t fiv e years received th is survey. In terview Survey: A c rite ria -b a s e d selected group o f recreatio n professionals from the s ta te o f Michigan was asked to respond to the in terview survey. Because o f controversies e x is tin g in the f ie ld o f recrea­ tion as re la te d to the content fo r professional p rep aratio n , per­ sonal decisions were made by the researcher based upon her in t e r ­ pretations and judgment o f the inform ation gained from the two surveys and the in v e s tig a tio n o f the lit e r a t u r e . F in a lly , the g e n e r a liz a b ility of the study is lim ite d by the nature o f the cur­ riculum structures o f other u n iv e rs itie s . D e fin itio n o f Terms To c la r if y the concept o f ce rta in terms used in th is study, d e fin itio n s fo r the purpose o f th is study are as follow s: Competency-Based Education--P recise s p e c ific a tio n s fo r outcome learning behaviors are stated . These s p e c ific a tio n s or com­ petencies have been derived through in v e s tig a tio n o f standards and requirements o f a given professional f ie ld and the e x is tin g body o f knowledge as re la te d to the f i e l d . The in te n t o f competency- based education is th a t mastery o f the stated competencies must be demonstrated by the student. Generic Core o f Courses—Those courses which compose the foundation o f the undergraduate recreatio n curriculum . These 9 courses are a requirement fo r a l l recreatio n m ajors, regardless o f emphasis or s p e c ia liz a tio n . Systems Design— "A systematic approach to helping a decision-maker choose a course of action by in v e s tig a tin g his f u ll problem, searching out o bjectives and a lte rn a tiv e s , and comparing them in lig h t o f th e ir consequences, using an appropriate framework— in so f a r as possible a n a ly tic — to bring expert judgment and in t u itio n to bear on the problem." 14 Recreation o r Leisure S tu d ies--A professional f i e l d o f human service re la te d to the d e liv e ry o f recreatio n programs, services, and resources. Overview A frame o f reference fo r th is study was developed in Chap­ te r I . Included were the in tro d u c tio n , statement o f the problem, statement o f methods used, importance of the study, need fo r the study, lim ita tio n s , d e fin itio n o f terms, and overview. Presented in Chapter I I is a review o f the lit e r a t u r e regarding competency-based education and professional preparation in the f i e l d o f re crea tio n . Chapter I I I contains a d escrip tio n o f the design o f the study and the actual procedures followed in the in v e s tig a tio n o f the problem. Inform ation in th is chapter includes sources o f d ata, description o f research instruments, and the treatm ent o f the data. 14 E. S. Quade, "In tro d u c tio n ," in Systems Analysis and P o licy Planning, ed. E. S. Quade and W. I . Boucher thew York: American E lsevier Publishing Company, In c ., 1968), p. 2. 10 Examination and analysis o f the data are reviewed in Chapter IV. Included in the information are the results o f the in vestig atio n . Presented in Chapter V are conclusions and recommenda­ tions. The completed generic core o f competency-based recreation courses appears in Appendix D. CHAPTER I I REVIEW OF RELATED LITERATURE Introduction Because o f the nature o f the research p ro je c t, which was the cre a tiv e development o f a curriculum and not a s c ie n tific in vestig atio n o f a problem, the review o f the lit e r a tu r e concen­ trated upon content as re la te d to the study. The lite r a tu r e regard­ ing s p e c ific methodologies was therefore inappropriate and has been excluded. Two major areas were the focus upon which the review of the lit e r a tu r e concentrated. F ir s t , lit e r a tu r e on competency- based education was examined from the viewpoints o f h is to ry , scope and ap p lication s, d e fin itio n s , procedures, and pros and cons. Second, the lite r a tu r e re la te d to h is to ric a l perspectives and present-day approaches and trends o f professional preparation in the f ie ld o f recreation was examined. Review o f L ite ra tu re on CompetencyBased Education H is to ric a l Perspectives o f Competency-Based EducationThe concept o f competency-based education came into existence in the la s t nine years. I t evolved as a response to various fa c to rs , dilemmas, and conditions higher education was con­ fronted with in the la s t decade. 12 To present a coherent p icture o f the development o f competency-based education, the conditions which embraced higher education during th at time must f i r s t be discussed, since the roots of competency-based education are manifested in them. Elam argued th at the roots of competency-based education l i e in general societal conditions and the in s titu tio n a l responses to them, which in p a rtic u la r were c h a rac teris tic s o f the s ix tie s . He fu rth e r stated th at the re a liz a tio n th at l i t t l e or no progress was being made in narrowing the wide in e q u a lity gaps led to governmental atten tio n to r a c ia l, ethnic, and socioeconomic m inority needs, p a rtic u la rly educational ones. This resulted in the claims th at tra d itio n a l teacher education programs were not equipped to tra in leaders who were to teach m inority youths. Therefore, the need fo r urgent reforms in teacher education was re a lize d . Because of the economic conditions o f the country, the tax­ payers no longer were s ile n t and suddenly demanded v is ib le dividends from th e ir investment in education. The general p ub lic's new in te re s t in education seemed no longer to to le ra te the high costs and low p ro d u ctivity. They demanded acco u ntability through le g is la tiv e voices, a t every level of education. But not only forces outside academia requested evidence of re s p o n s ib ility and acco u n ta b ility . Faculty and administrators voiced d is s a tis fa c tio n with tra d itio n a l educational approaches. This d is sa tis fac tio n was evidenced by the landslide o f publications ^Elam, Performance-Based Teacher Education, pp. 2, 67. 13 produced by them, pertaining to needed educational reforms. 2 Last, the students o f the s ix tie s voiced strong d is s a tis fa c tio n regarding educational cu rric u la and professional preparation, and asked fo r more relevan t educational preparation. Schmieder contended th at the technological developments o f the s ix tie s made a v a ila b le new resources fo r teaching and learning. The i n f i l t r a t i o n by business and industry o f the f i e l d o f education with new learning tools and techniques threatened the ro le of teach­ ing in fundamental ways. The concepts of management and systems approach invaded the f i e l d o f education and made a v a ila b le new techniques and pro­ cedures to be used in planning, design, and operation of more e f f i ­ cient product-oriented programs and c u rric u la . The systems and management movement forced education out o f i t s c lo is te re d existence. I t asked fo r analysis and evaluation o f educational programs and 4 learning concepts. F in a lly , the pressure fo r in d iv id u a liz a tio n of education by students as well as fa c u lt y , mainly because o f the recognition o f differences in learning and teaching s ty le s , and the heightened awareness o f cu ltu ral d iffe re n c e s , requested immediate 5 educational reforms. 2 Robert W. Houston, Exploring Competency-Based Education (Berkeley: McCutchan Publ ishing Corp.," 1974), foreword". 3 A llen Schmieder, Competency-Based Education: The S tate of the Scene (Washington, D.C.: American Association on CompetencyBased Teacher Education, 1973), p. 3. 4 I b i d . , p. 3. 5I b i d . , p. 4. 14 These antecedent conditions and urgent pressures fo r edu­ cational reform during the s ix tie s brought fo rth the explosion o f the concept o f competency-based education. poignantly: As Elam wrote so "The response o f education to these s a lie n t so cietal needs o f the s ix tie s , can be d e ta ile d as responses in terms o f sub­ stance, process and stru ctu re."*’ The lit e r a t u r e reveals th a t two major e ffo rts have led to the development o f the concept o f competency-based education. Houston argued th a t the primary impetus fo r competency-based edu­ cation may be traced back to la te 1967, when the Bureau o f Research w ith in the O ffic e o f Education issued a request fo r proposals which supported the development o f "Educational S p ecificatio n s fo r Com­ prehensive Undergraduate and Inservice Teacher Education." The request fo r these proposals stated th a t a systems analysis approach should be used in the development o f the s p e c ific a tio n s o f the models. I t was agreed th a t the O ffic e o f Education strategy should: 1. 2. 3. 4. Support the redesign o f teacher tra in in g programs, ra th e r than in d ivid u al in v es tig ato rs or the development of pro­ gram pieces or subsystems; Encourage a lte rn a tiv e conceptual designs fo r the tra in in g o f elementary teachers; Design a strateg y th a t would id e n tify a u th o ritie s able to design conceptual models fo r tra in in g elementary teachers; Support program development th a t would be g en eralizab le and tra n s p o rta b le .7 The O ffic e o f Education Research fu rth e r requested th a t each designed model include a behavioral d escrip tio n o f important **Elam, Performance-Based Teacher Education, p. 4. 7 Houston, Exploring Competency-Based Education, forew ord. 15 teaching competencies and the re la tio n s h ip s o f these competencies to the educational m ilie u in which the teacher would perform. The models would include s p e c ific a tio n s fo r tra in in g systems designed to prepare the student to demonstrate these competencies. Assess­ ment procedures fo r these competencies were also to be s p e c ifie d . Following the i n i t i a l research a c t i v i t ie s , the O ffic e o f Education disseminated the products o f the development phase to educators nationwide. T h e ir response to these f i r s t developments resulted in cooperative e ffo r ts fo r planning sessions and confer­ ences. In d ivid u al in s tru c tio n , mini courses, p ro to c o l, and t r a in ­ ing m aterials were some o f the outcomes o f the exp lo ratio n and experim entation. Suddenly, the n a tio n 's leadership in teacher edu­ cation became involved in a dialogue on competency-based education. By 1970 these newly derived concepts on competency-based teacher education became w ell known throughout the teacher education commuQ n ity a t college and secondary school le v e ls . The second movement which contributed g re a tly to the development o f the concept of competency-based education came about through the explorations and in vestig atio n s o f concerned in d i­ viduals and c o lle c tiv e ly cooperating fa c u lty . T h e ir awareness th a t education could no longer be concerned only w ith teaching processes, but must now include the learning process and its outcomes, led to □ Benjamin Rosner and P a tric ia M. Key, "W ill the Promise of CBTE Be F u lfille d ? " Phi Delta Kappan, January 1974, p. 290. 16 the development o f a lte r n a tiv e models o f educational c u r r ic u la .9 The readiness fo r educational research and development and the r e a liz a tio n th a t education must be concerned not only w ith the means o f education (tea ch in g )* but also w ith the ends (lea rn in g outcomes), brought about new visions and d ire c tio n s . Hence, the two movements which came as a response to condi­ tions surrounding higher education during the s ix tie s were the primary forces creatin g the concept o f competency-based education. The movement fo r competency-based education has spread nationwide and has gained momentum and high v i s i b i l i t y during the past fiv e years. Houston described the movement fo r competency-based educa­ tio n as a powerful one, w ith the p o te n tia l fo r reshaping American education, p a r tic u la r ly teacher ed u catio n.10 A pplications and Scope o f Competency-Based Educatio~h The movement toward competency-based or performance-based education now permeates every aspect o f American education. In p a r tic u la r , the education o f professionals is being revamped through th is movement. Schmieder reported in a survey conducted fo r the American Association o f Colleges fo r Teacher Education th a t by f a l l o f 1972 seventeen states had devised teacher c e r t if ic a tio n pro­ cedures based on the competency- or performance-based education Q Iv o r Davis, The Management o f Learninq (New York: H i l l , 1971), p. 4. McGraw- 10Houston, Exploring Competency-Based Education, p. 3 . 17 concept.^ The states o f Washington and New York have been study­ ing the concept fo r several years, and fin a l d rafts have been sub­ mitted to professionals. The state o f Texas has defined a process approach to c e r tific a tio n which requests th at an educational con­ sortium composed o f schools, colleges, and the organized professions be responsible fo r program development o f competency-based education. In ad d itio n , the Texas Education Agency has sponsored more than tw en ty-five conferences on competency-based education fo r teacher educators. New Jersey and Pennsylvania have asked the profes­ sionals in the f ie ld to id e n tify the s p e c ific required competencies fo r teacher education. Florida has invested s ig n ific a n t sums of money in projects such as the Catalog o f Competencies a t Florida State U n ive rsity , the Middle School Competency-Based Teacher Edu­ cation P roject a t the U n iversity o f F lo rid a , the Module Bank a t Miami, and a resource d is trib u tio n center through the Panhandle Educational Cooperative in Chipley, F lo rid a. Arizona has focused on r e c e r tific a tio n , placing the re s p o n s ib ility on local schools to id e n tify competencies. 12 The State Board o f Education o f the state o f Michigan in 1971 adopted a motion which approved actions to develop a performance- or competency-based teacher c e r tific a tio n system which could replace the present C e rtific a tio n Code req u ire­ ments fo r program completion based upon college c re d its , A state conference on competency-based teacher education was held in 1973. Presently seventeen in s titu tio n s are involved in competency-based ^Schmieder, Competency-Based Education, pp. 10-13. 12 Houston, Exploring Competency-Based Education, pp. 3 -6 . 18 a c tiv itie s which range from one course to plans fo r e n tire fo uryear programs. 13 Of 783 teacher education in s titu tio n s responding to the 1972 AACTE survey, 125 indicated th a t th e ir programs fo r the most part could be characterized as competency based, whereas another 366 indicated th a t they are now in developmental stages and plan to establish competency-based teacher education programs. 14 The follow-up study by Sherwin in 1973 indicated th at 75 of these in s titu tio n s reported th a t they had 123 separate competency-based teacher education programs with nearly 25,000 students enrolled in them. 15 Several national committees and commissions have been formed e ith e r to study or coordinate various aspects o f the competency- based education movement. The AACTE Committee on Performance-Based Education has published monographs and has sponsored a number o f regional and national co n feren ces.^ The M u lti-S ta te Consortium on Performance-Based Teacher Education works p rim a rily through the state education departments o f nine s ta tes . This organization is also involved in the publication o f monographs, new sletters, and papers, 13 A llen Schmieder, P ro file o f the States in CompetencyBased Education (M u lti-S ta te Consortium on Performance-Based Teacher Education, November 1974), p. 11. ^Schmieder, Competency-Based Education, p. 13. 15 Susan Sherwin, Performance-Based Teacher Education: Results o f a Recent Survey (Princeton: Educational Testing Service, 1973), pp. 5-7. ^6AACTE Committee, directed by Karl Massahari, One Dupont C irc le , Washington, D.C. 20036. 19 and in sponsoring co n fe re n c e s .^ The National Consortium o f Competency-Based Education Centers is composed o f representatives of eig ht in s titu tio n s which have been designing programs fo r several 18 <■•' years. The National Commission fo r Performance-Based Education is concerned p rim a rily w ith research and development. 19 This national e f f o r t has resu lted in the redesign o f cur­ riculum m a teria ls fo r elementary and secondary schools. Programs in mathematics, reading, and social studies have been implemented. Textbooks have been re w ritte n to include behavioral objectives and procedures fo r in d iv id u a liz in g in s tru c tio n . Other professions are also turning to a competency-based approach. Physicians in Michigan, Texas, and I l l i n o i s are being train ed through competency-based programs. Programs fo r nursing, health workers, paraprofessionals o f various f ie ld s , engineers, e le c tric ia n s , and plumbers have been developed w ith a competencybased approach. Today ap p lic atio n s o f the concept o f competency- based education can be found in almost every fa c e t o f education. The movement is pervasive and has caught the a tte n tio n o f many educators nationwide. 17 M u lti-S ta te Consortium, d irec ted by Theodore Andrews, New York State Education Department, D ivisio n o f C e r tific a tio n and Teacher Education, Twin Towers, Albany, New York 12224. 18 The National Consortium o f Competency-Based Education Centers, coordinated by Norman Dodd. 19 Houston, Exploring Competency-Based Education, p. 5. 20 D e fin itio n o f CompetencyBased Education The lit e r a t u r e suggests th a t the term competency-based i t s e l f is a focus o f disagreement. Some a u th o ritie s p re fe r the term competency-based education, whereas others p re fe r performancebased education. Elam and Lindsey suggested th a t the term competency- based education is more d e s c rip tiv e and comprehensive. They argued th a t i t is competency professional educators are expected to possess and demonstrate, including performance and the knowledge, a ttitu d e s , *20 and values re lev an t to performance. In th is study, however, no d iffe re n c e in the terms is perceived and the terms competency based or performance based are tre a te d interchangeably. Competency-based education was defined by Elam as a concept w ith a parimary emphasis on output or demonstrated product. Per­ formance goals are sp e c ifie d in d e ta il in advance o f in s tru c tio n . The student must e ith e r be able to demonstrate his a b i l i t y to pro­ mote d esirab le learning or e x h ib it behaviors known to promote i t . The student is held accountable, not fo r receivin g grades, but fo r a tta in in g a given le v e l o f competency, whereas the teacher and the in s titu tio n are also held accountable fo r fo s te rin g the sp e cifie d outcome behaviors. 21 Houston and Howsam summarized the d e fin itio n o f competencybased education in th is way: 20 Elam, Performance-Based Teacher Education, pp. 5 -6 ; Margaret Lindsey, "Performance-Based I'eacher Education: Examination o f a Slogan," Journal o f Teacher Education 24 (F a ll 1973): 186. 21 Elam, Performance-Based Teacher E d ucation, p. 3. 21 Competency-based in s tru ctio n is a simple, s tra ig h t forward concept with the follow ing central c h a ra c te ris tic s : a. s p e c ific a tio n o f learn er objectives in behavioral terms; b. s p e c ific a tio n o f the means fo r determining whether per­ formance meets the indicated c rite rio n le v e ls ; c. provision fo r one or more modes o f in s tru c tio n p ertin en t to the objectives through which the learning a c tiv itie s may take place; d. public sharing o f the o b jec tiv es , c r i t e r i a , means o f assess­ ment, and a lte rn a tiv e a c t iv it ie s ; e. assessment o f the learning experience in terms o f compe­ tency c r it e r ia ; f. placement on the learner o f the acco u n tab ility fo r meeting the c r i t e r i a . 22 Lindsay defined a competency-based program as a process which requires specifying in advance expected outcomes in terms of competencies to be demonstrated by graduates o f the program, develop ing learning opportunities and environments expected to f a c i li t a t e the student's progress toward specified outcomes, and constructing and using evaluating procedures and instruments d ir e c tly relevant to the stated competencies. 23 Hamilton argued th a t the competency-based approach can be defined as one which specifies objectives in e x p lic it form and holds the students accountable fo r meeting them. The competencies and measures fo r evaluating are specified and made known in advance o f in s tru c tio n . In ad d itio n , competency-based programs are c r ite r ia referenced, and thus provide information about the degree o f compe­ tence attain ed by a p a rtic u la r student, independent o f reference to 22 W. Robert Houston and Robert B. Howsam, CompetencyBased Teacher Education: Progress, Problems and Prospects (Chicago: Science & Research Associates, 1972), pp. 23 Lindsey, Performance-Based Teacher Education, p. 186. 22 the performance o f others. Hamilton fu rth e r stated th a t the compe­ tencies developed may be assessed on three types o f c r it e r ia : 1. 2. 3. Knowledge— fa c ts , p rin c ip le s , g e n e ra liz a tio n s , awareness and s e n s itiv ity the student is to acquire; Performance--behavior th a t the student is to demonstrate; Consequences—outcomes th a t the teacher is expected to bring about in the emotional and in te lle c tu a l growth o f the stu d en ts.24 Cooper and Weber succinctly defined competency-based teacher education: A competency-based competencies to be the c r it e r ia to be ten cie s, and holds c r i t e r i a . 25 teacher education program s p e cifie s the demonstrated by the student, makes e x p lic it applied in assessing the student's compe­ the student accountable fo r meeting those They fu rth e r explained th a t the competencies re fe rre d to are a t t i ­ tudes, understandings, s k i l l s , and behaviors th a t can f a c i l i t a t e in t e lle c t u a l, s o c ia l, em otional, and physical growth. The student is held responsible fo r demonstrating these competencies. This b r ie f review o f the lit e r a t u r e on d e fin itio n s o f competency-based education reveals th a t the same basic stru c tu re o f thought is represented in a ll d e fin itio n s . V ariatio n s occur only in the minor aspects o f the concept o f competency-based education. ^ P h y llis D. Hamilton, Competency-Based Teacher Education (Stanford Research In s titu te : SRI P ro ject 2158, 1973), pp. 3 -4 . 25 James M. Cooper and W ilford A. Weber, "A CompetencyBased Systems Approach to Teacher Education," in CompetencyBased Teacher Education. Vol. 2, A Systems Approach to Program Design, ed. James M. Cooper e t a l . (Berkeley: McCutchan Publishing Corp., 1973), p. 15. 23 Procedures and Steps o f Competency-Based Education Elam's competency-based teacher education model is fre q u en tly c ite d in the lit e r a t u r e as a comprehensive sample model. The model includes three le v e ls o f procedures such as (1) essen tial elements, (2 ) im plied c h a ra c te ris tic s , and (3 ) re la te d or d esirab le character­ is t ic s . The essential elements, which are the essen tial procedures and steps needed in the development o f a competency-based teacher education model, Elam considered to be: 1. 2. 3. 4. 5. S p e c ific a tio n o f competencies (knowledge, s k i l l s , behaviors) to be demonstrated by the student are— — derived from e x p lic it conceptions o f teacher ro le s , — stated so as to make possible assessment o f a student's behavior in re la tio n to s p e c ific competencies, and —made public In advance. C r ite r ia to be employed in assessing competencies a re — --based upon, and in harmony w ith , sp e cifie d competencies, — e x p lic it in s ta tin g expected le v e ls o f mastery under sp e cifie d co n dition s, and —made public in advance. Assessment o f the student's competency— — uses his performance as the primary source o f evidence, — takes in to account evidence o f the student's knowledge re lev an t to planning f o r , analyzin g , in te rp re tin g , or evaluating s itu a tio n s or behavior, and — s triv e s fo r o b je c tiv ity . The student's ra te o f progress through the program is determined by demonstrated competency, ra th e r than by time or course completion. The in s tru c tio n a l program is intended to f a c i l i t a t e the development and evaluation o f the student's achievement o f competencies s p e c ifie d . 6 The im plied procedures, Elam argued, c a ll fo r : (1 ) in d iv id u a liz a ­ tio n , (2 ) feedback, (3 ) systems design approaches, (4 ) e x it re q u ire ­ ments, (5) modernization, and (6) student and program a c c o u n ta b ility . The re la te d procedures or desirab le c h a ra c te ris tic s may be (1 ) f i e l d 26 Elam, Performance-Based Teacher E ducation, pp. 7 -9 . 24 s e ttin g , (2) broad base fo r decision making, (3) protocol and t r a in ­ ing m ateria ls, (4) student p a rtic ip a tio n in decision making, (5) research oriented and regenerative, (6) career-continuous, and (7) ro le in te g ra tio n . The lit e r a t u r e described a number o f competency-based edu­ cation models. However, i t appears q u ite c le a rly th a t a ll the models include the same basic essential procedures and steps as outlined in Elam's competency-based teacher education model. Only minor variatio ns in the procedures and steps o f the development o f competency-based education programs are being made. The American Association fo r College Teacher Education argued th a t these basic essential procedures, as outlined in Elam's Model, are in fa c t generic procedures and essential in the construction o f a competency based teacher education model. 27 Pros and Cons o f CompetencyBased Education Any movement as complex as th a t fo r competency-based educa­ tion is certain to in sp ire relevant c ritic is m , questioning, and praise. As with a ll movements, i t has those who support, those who doubt, and those who oppose. In th is section critic is m s and praises o f competency-based education are presented as they appear in the lit e r a t u r e . Schmieder stated th a t some o f the most frequent c ritic is m s o f competency-based education are th a t it s mechanistic approach is 27 Robert Roth, Competency-Based Teacher Education and Cer­ tif ic a t io n D e fin itio n s (Michigan Department of Education Teacher Preparation and Professional Development Services, August 1974). 25 dehumanizing; th a t competency-based programs claim in d iv id u a liz a ­ tio n , and yet each student is expected to display the same compe­ tencies; and that because so l i t t l e is known about learning processes, i t seems ridiculous to base a program on competencies th a t may not be the appropriate ones. 28 Nash, in his poignant a r t ic le , "Comnitment to Competency: The New Fetishism 1n Teacher Education," argued th a t the concept of competency-based education is out o f touch with contemporary society and has become but another unquestioned fe tis h and magical tool of education. . . . As teacher educators, we are racing s la vish ly to adopt a model fo r teacher education which is so out o f touch with the contemporary Z e itg e is t th at i t has become but another unquestioned fe tis h in the arsenal o f pedagogical ammuni­ t io n .29 In his c ritiq u e of performance-based teacher eudcation, Broudy id e n tifie d several important concerns. He contended th at the competency-based education movement fra ctio n a te s the teaching act by breaking i t down into p arts, which when put together would not equal the whole. 30 T arr critiq u ed the concept of competency-based education from a philosophical viewpoint. She argued th a t competency-based teacher education t e lls us how to f a c i li t a t e learning, but nothing 28 Schmieder, Competency-Based Education, pp. 24-26. 29 Robert J. Nash, "Commitment to Competency: The New Fetishism in Education," Ph1 Delta Kappan 50 (December 1970): 240-41. 30 Harry Broudy, A C ritiq u e o f Performance-Based Education (Washington, D.C.: American Association o f Colleges fo r teacher Education, 1972), p. 3. 26 on what is worth teaching. She claimed th at i f competency-based teacher education is supposed to be a learning theory* i t is defec­ tiv e in that i t does not o ffe r a consistent and coherent body of ex p la n a tio n s.^ Rosner claimed th a t the single most serious issue confront­ ing the competency-based teacher education movement is th a t i t has come to mean so many things to so many d iffe r e n t people. 32 Arguments against competency-based education are gaining v is ib ility . This v i s i b i l i t y has caused a renewed in te re s t and in-depth investigations by many educational experts. Panel d is ­ cussions and conferences have been in itia te d involving both sides. The outcomes o f these discussions and explorations have resulted fo r both sides in increased re s p o n s ib ility and awareness to look very c a re fu lly a t where we are, to come to some decision about where we are going, and to make th a t decision c le ar and p ub lic. But not only have voices o f c ritic is m been heard. 33 Pro­ ponents of the movement have rebutted critic is m s o f the opposition with precisely delineated fa c ts , and have w ritte n a r tic le s on the p otentials o f competency-based education fo r the fu tu re . In his a r t ic le , "W ill the Promise o f Competency-Based Teacher Education Be F u lfille d ? " Rosner contended th at competency-based teacher education 31 Eloisa T a rr, "Some Philosophical Issues," c ite d in Houston, Exploring Competency-Based Education* pp. 79-89. ^2Rosner and Key, "W ill the Promise of CBTE Be F u lfille d ? " p. 291. 33 Benjamin Rosner, "Response to Dr. Broudy's C ritiq u e ," cited in Houston, Exploring Competency-Based Education, pp. 77-78. 27 w ill bring immediate payoffs and the promise o f subsequent b en e fits . He considered immediate payoffs o f competency-based teacher educa­ tion to be increased cooperation among a ll constituents o f the professional educational community, increased student s a tis fa c tio n , and increased prospects fo r ac co u n ta b ility . Interm ediate or short­ term benefits he considered to be th a t teacher education in s t it u ­ tions w ill have the demonstrable c a p a b ility o f preparing knowledge­ able and s k illf u l teachers in c u rric u la whose component parts have been tested fo r v a lid ity against c r ite r ia of program effectiveness. A number of proponents point to the mere fa c t th a t competency-based education is responsive to the times. I t is responsive to the growing demand fo r educational a c c o u n ta b ility , because i t in s is ts th a t desired learning outcomes be made p u b lic, th at performance standards be held fo r the objectives sta ted , and th at both student and program success be measured in terms o f the a b ilit y to meet such standards. In a d d itio n , competency-based edu­ cation has features th a t are responsive to the growing demand fo r the personalization o f in s tru c tio n . 35 An in te re stin g emphasis was presented by White. She argued th a t tra d itio n a l teacher tra in in g models have been unable to cope with the challenge posed by m u ltic u ltu ra l education. However, competency-based teacher education is designed fo r a m u ltic u ltu ra l society with m u ltic u ltu ra l student bodies. White contended th at ^Rosner and Key, "W ill the Promise o f CBTE Be F u lfille d ? " p. 292. 35H. Del Schalock, Closing the Knowledge Gap: A Position Paper (The National Consortium o f Cbfe Centers, March 1975). 34 28 because competency-based teacher education is in d iv id u a liz e d , it s teachers can gain s p e c ific s k ills th a t p erta in to the needs o f spe­ c i f i c c h ild re n . I t makes the teacher responsible fo r teaching in ways th a t children are prepared to le a rn , ra th e r than in ways the 3fi school is prepared to teach. Last, some humanists are also proponents o f the concept o f competency-based education. Cabrera argued th a t competency-based education can be an organizer fo r humanists. The humanistic con­ cerns can be accommodated in the concept o f competency-based edu­ catio n . However, th is would re q u ire some reordering o f seeming p r io r it ie s , as stated in the most w idely used d e fin itio n o f competency-based education. 37 Review o f L ite ra tu re Regarding Professional Preparation in RecreatiorT H is to ric a l Perspective o f Professional PreparatiorP in Recreation in the Uni ted States This h is to ry o f professional preparation in recreatio n is a comparatively b r ie f one, when compared to other f ie ld s . College degree programs in recreatio n were not in it ia t e d u n til the 1930's, and were not w idely accepted u n til the 1960's. P rio r to t h is , many colleges had o ffered sin gle courses in recreatio n leadership. These courses were usually o ffered in departments o f physical education. 3fi Louise R. White, "Performance-Based Teacher Education In a M u ltic u ltu ra l S o ciety," Journal o f Teacher Education 24 (F a ll 1973): 225-27. 37 P a tric ia Cabrera, "The P o ten tial fo r Humanistic Endeavor," c ite d in Houston, Exploring Competency-Based Education, pp. 47-53. 29 To as sis t these departments, the Playground Association o f America developed several suggested cu rricu la in leadership which were based on recommendations made a t it s f i r s t Congress in Chicago in 1907. The cu rricu la included: (1) the Normal Course in Play, a d etailed manual which covered both the theory and p rac tica l conduct o f recreation a c t iv it ie s , and which was intended fo r those planning to become playground d ire c to rs , or fo r those planning to work in special in s titu tio n s fo r the handicapped; (2) the Course in Play fo r Grade Teachers, which was a short course designed to help e le ­ mentary school teachers lead play a c t iv it ie s ; and (3) the In s titu te Course in Play, a tra in in g manual suggested fo r playground super­ visors to use in preparing p art-tim e or seasonal leaders to conduct programs. 38 I t was not u n til 1926 th a t the f i r s t recreatio n curriculum came in to existence w ith the creation o f the National Recreation School by the National Recreation Association. This was a special one-year program designed to tra in recreation adm inistrators who were already in the f i e l d . 39 In ad d itio n , special in s titu te s directed by National Recreation Association consultants, under the auspices o f the Extension Service o f the United States Department of 38 Richard Kraus and Barbara Bates, Recreation Leadership and Supervision: Guidelines fo r Professional Development (P h ila ­ delphia: W. _ B. Saunders Company, 1975), p. 71. 39 Norman P. M ille r , "Professional Education," The Annals of the American Academy o f P o litic a l and Social Science, September 1957, pp. 38-45. 30 A g ric u ltu re , afforded tra in in g opportun ities fo r thousands o f p a rtic ip a n ts from ru ra l communities and o rg an izatio n s. 40 In the 1930's, professional preparation in re crea tio n was introduced in a few colleges and u n iv e rs itie s . The f i r s t s p e c ia l­ ized college degree in recreatio n was approved.at the U n ive rsity o f Minnesota in 1937. The f i r s t College Conference on Training Recreation Leaders sponsored by the U n iv e rs ity o f Minnesota brought fo rth in te re s t by other u n iv e rs itie s and colleges to develop s p e c ia l­ ized degrees in re c re a tio n . Most fre q u e n tly , these degrees were o ffered in departments o f physical education. By the end o f World War I I there were only a dozen colleges w ith re crea tio n majors. However, other colleges provided sp e cialized tra in in g fo r park ad m in istrato rs, often in connection w ith departments o f fo re s try , conservation, or landscape a rc h ite c tu re . A survey in 1950 indicated th a t th irty -s e v e n colleges and u n iv e rs itie s provided recreatio n and parks c u rric u la . By 1960, s ix ty -fo u r colleges and u n iv e rs itie s and two community colleges o ffered such programs. The movement fo r professional preparation in recreatio n a t academic in s titu tio n s proceeded at a slow pace. However, in the la te 1960's the sudden in te re s t by the general public in recreatio n produced expansion o f professional preparation a t academic in s titu tio n s a t an accelerated ra te . Kraus and Bates stated the fo llow ing facto rs which promoted th is growth: 1. The recognition th a t recreatio n had become a major economic fo rce; 40 p. 72. Kraus and Bates, Recreation Leadership and Supervision, 31 2. 3. 4. 5. The fed eral government's co n trib u tio n o f new programs o f outdoor recreatio n through the United S tates; The merging o f the two National Parks and Recreation Associations (Canada and U .S .) brought fo rth a new con­ certed e f f o r t fo r research, higher standards fo r college and u n iv e rs ity c u rric u la ; The inclusion o f recreatio n as an important service to the economically deprived, m in ority and handicapped popu­ la tio n s ; and The changes colleges and u n iv e rs itie s were experiencing w ith in themselves.41 These facto rs fostered the upsurge in enrollments in recrea­ tio n c u rric u la and an expansion in the number o f recreatio n c u rric u la . In 1967, the American Association fo r H ealth , Physical Education, and Recreation id e n tifie d 103 colleges and u n iv e rs itie s w ith an undergraduate major in re c re a tio n . The Society o f Park and Recrea­ tio n Educators reported in 1970 th a t there were 200 college c u rric u la . In 1973, 287 college c u rric u la in recreatio n were id e n tif ie d . Enrollments in recreatio n c u rric u la have also risen sharply. In 1967, the number o f undergraduate majors in recreatio n c u rric u la averaged 55; by 1973, th is number had increased to 125. 42 Approaches and Trends o f Professional PreparatiorT in Recreation Curriculum development in recreatio n and parks involved a process o f gradual change. During the f i r s t decades o f growth many recreatio n c u rric u la simply represented minor appendages o f physical education c u rric u la . A small number o f courses was o ffered in re c re a tio n , and these courses emphasized recreatio n leadership. ^ l l b i d . , p. 72. ^Thomas S te in , "Recreation and Park Education 1n the United States and Canada," Journal o f Parks and R ecreation, Janaury 1974, pp. 32-35. 32 Kraus remarked th a t standards were subpar, and research in the f ie ld of recreation was nearly n o n e x is te n t.^ This s itu a tio n changed when a number o f conferences held in 1948 focused a tte n tio n on under­ graduate preparation in the f ie ld of re crea tio n . During the 1950's, attempts were made in many in s titu tio n s to revise academic standards. Recreation educators experimented with an in te rd iv is io n a l or in te r ­ departmental approach. The c o lle c tio n o f existin g courses in physical education was broadened to incorporate .offerings a v a ila b le in other departments or broadened to incorporate o fferin gs a v a il­ able in other departments or schools and colleges o f a s p e c ific in s titu tio n . This method provided the advantage o f broadening the concept o f recreation from ju s t a physical education base and per­ m itted the wider use o f in s titu tio n a l resources. A lim itin g fac to r in th is pattern was the fa c t th a t other departments did not teach courses expressly fo r recreation students. Thus, the in te rp re ta ­ tion o f subject matter areas in terms o f recreation was in d ire c t, and the students had to provide th is them selves.^ The next approach developed to professional preparation In recreation was based upon job descriptions o f the various positions existin g in the f i e l d . C urricula and courses were developed around the s p e c ific s k ills and a b ilit ie s prescribed in c iv il service job descriptions or as required by local recreation agencies. The advantage o f th is pattern was th a t the recreatio n curriculum could 43 Richard G. Kraus, Recreation Today: Program Planning and Leadership (New York: Appleton-Century-Crofts, 1966), p. 32. 44 M il l e r , "Professional Education," p. 39. 33 be geared d ir e c tly to demands in the f ie ld and fo r s p e cific agencies or levels o f leadership. However, in view o f the ra p id ly broaden­ ing scope o f recreation o pp ortun ities, and the lim ite d number o f recreation majors a v a ila b le , i t proved im p ra c tic a l.4^ The functional approach in recreation curriculum planning came sh o rtly th e re a fte r, and required th a t q u a lific a tio n s o f recrea­ tion leaders be stated. fie d . Problems o f leadership roles were id e n ti­ Competencies needed to solve the problems were derived and then dressed in c u rric u la r and course experiences. 4fi In 1959, the a r t ic le e n title d "Are We Making a Playground Out o f College" brought fo rth renewed national focus upon e x istin g undergraduate recreation c u rric u la . These in te re s ts and c ritic is m s culminated in a report by the American Association fo r H ealth, Physical Education, and Recreation. The report recommended th a t standards o f professional preparation in recreation be sharply revised. 47 Guidelines fo r undergraduate recreation cu rric u la were recommended in the rep o rt. On the baccalaureate le v e l, 1t recom­ mended th a t 50 percent o f required courses should be in general education (composed o f humanities, language, a r ts , physical and social sciences); 17 percent 1n courses related to recreation edu­ cation (in such areas as group processes, business procedures, human growth and development); and 33 percent in professional recreation courses (concepts of le is u re ; h istory o f the recreation movement; place o f recreation in the community; ro le o f the leader; development 45I b i d , , p. 40. 47 46Ib id . Kraus, Recreation Today, p. 33. 34 o f leadership s k ills ; organization and adm inistration o f park and recreation programs and f a c i l i t i e s ; a b i li t y to t r a in , supervise, and u t il i z e both volunteers and professionals; and a b i li t y to work with community groups and to in te rp re t the recreation department'r objectives and ro le to o th e rs). 48 A second major e ff o r t intended to upgrade higher education in recreation was the National Recreation Education Association P ro jec t. In 1965, the Recreation Education A ccreditation Committee presented it s f i r s t recommendations. For the undergraduate level i t urged th a t colleges prepare adm inistrators fo r one o f three settin g s: (1) general recreation program ad m in istratio n , (2) admin­ is tr a tio n in jo in t recreation and park systems, and (3) adm inistra­ tio n w ith major re s p o n s ib ility fo r physical resources development and operation. For each o f the reconmended s e ttin g s , the Accredi­ ta tio n Committee proposed general guides fo r approved practices as w ell as sp e cific c r it e r ia through which college departments might be judged. This committee's recommendations have stimulated co l- leges and u n iv e rs itie s to upgrade th e ir recreatio n c u rric u la . 49 As recreation c u rric u la became established and expanded in s iz e , several changes took place. An increasing number o f cur­ ric u la gained ad m in istrative independence by acquiring separate fa c u ltie s with members who held advanced degrees in recreatio n , 48 (New York: 49 Richard G. Kraus, Recreation and Leisure in Modern Society Appleton-Century-Crofts, 1 ^ 1 ) , p. 110. National Recreation Education A ccreditation P ro je c t, Standards and Evaluation C r ite r ia (Federation o f National Profes­ sional Organizations fo r Recreation, 1965). 35 With th is expansion, specialized degree options came about. In 1973, the Society o f Park and Recreation Educators id e n tifie d the recreation degree options in colleges and u n iv e rs itie s as shown in Table 1. Table 1 . —Curriculum options in degree recreation programs in the United States and Canada. Curriculum Option Number o f Programs Recreation Program Management 98 Recreation and Park Adm inistration 98 Therapeutic Recreation 80 Outdoor Recreation and Camping 75 Park Management 67 Voluntary and Youth Service 51 School Recreation 40 Older C itizens and Aging 29 Commerci a l/T o u ri sm 26 Research 23 In d u s trial Recreation 18 Corrections 18 College Unions 15 SOURCE: Richard Kraus and Barbara Bates, Recreation Leader­ ship and Supervision: Guidelines fo r Professional Development (P hiladelphia: W. B. Saunders Company, 1975), p. 82. The lite r a tu r e on current undergraduate recreation c u rric u la is very scarce. Only a few a r tic le s pertaining to undergraduate recreation curriculum approaches and trends are a v a ila b le . Some of these a r tic le s voice concern th a t undergraduate recreation 36 c u rric u la are no longer adequately preparing today's re crea tio n students. Others voice discontent about the content o f present-day recreatio n c u rric u la . Murphy contended th a t most undergraduate recreatio n cur­ ric u la today do not include many o f the ra c ia l and c u ltu ra l im p li­ cations o f re crea tio n programming. Recreation majors are being prepared w ithout receiving understanding and awareness o f m in o rity and m u ltic u ltu ra l groups who are liv in g clu stered in our larg e c it ie s . Therefo re, he proposed reexamination o f content o f under50 graduate re crea tio n c u rric u la . Twardzik suggested th a t the u n iv e rs ity must renew i t s commit­ ment to the park and recreatio n professions. The u n iv e rs ity must respond to the professions by providing contemporary and comprehen­ sive professional p rep aratio n , since only the u n iv e rs ity w ill be concerned th a t the new professional be both an educated person and a s p e c ia lis t. 51 Gray made a strong appeal to recreatio n educators fo r cur­ riculum changes. He argued th a t i f recreatio n education does not respond to the social and technological changes o f our present day, i t may become an o rg an izatio n al f o s s il, no longer s ig n ific a n t to the liv in g world. However, he cautioned th a t curriculum revisio ns must be approached w ith serious questioning such as: 50 James Murphy, "Recreation Education fo r White and Black America," Journal o f Parks and R ecreation, August 1974, pp. 2829, 66. 51 Louis F. Twardzik, "The U n iv e rs ity 's Commitment to the Park and Recreation Professions," Journal o f Parks and R ecreation, March 1968, pp. 21, 54-58. 37 . . . What w ill the new graduate a t the entering profes­ sional le v e l be asked to do? What w ill he need to be pre­ pared to do a fte r fiv e years s e rv ic e , a fte r ten years? How much o f current p ra c tic e in the re crea tio n f i e l d should be reinfo rced and perpetuated? What new goals, what new tasks, what new methods w ill recreatio n embrace in the next few years; what values w ill guide recreatio n practice?52 A few examples o f cu rren t undergraduate recreatio n c u rric u la were presented by Kraus and Bates. One o f the examples lis te d was the present undergraduate recreatio n curriculum o f Clemens Univer­ s it y , South C arolina. This curriculum is designed to provide a broad lib e r a l a rts education and to develop the basic knowledge and s k ills needed to adm inister le is u re service programs in th ree areas o f major emphasis: R e h a b ilita tio n R ecreation, Recreation and Park A dm inistration, and Recreation Management. The curriculum comprises four areas o f concentration: General Education (50 hours) Includes Accounting, B io lo gical Science, Composition, Economics, H is to ry , Mathematics, Physical Science, P o litic a l Science, Psychology, Sociology, Speech. Core Curriculum (44 hours) Includes courses in Introd uctio n to Community Recreation, H istory and P rin c ip le s o f Outdoor R ecreation, Program Planning fo r Recrea­ tio n , Camp Organization and A d m in istratio n, Recreation Leadership, Recreation A dm inistration, F a c ility and S ite Planning, Recreation Research, and F ie ld Train in g in Recreation. 52 David Gray, "New Values, New Missions, New Roles, New Preparation fo r Recreation Personnel," in R eflections on the Recreation and Park Movement, ed. David Gray and Donald A. T^elegrino ^Dubuque, Iowa: Wm. C. Brown Company, 1973), pp. 356-60. 38 Emphasis Areas (26 hours) Depending on what s p e c ia liz a tio n the student has chosen. E lectives (15 h o u rs In summary, the lit e r a t u r e revealed th a t d is s a tis fa c tio n w ith fo u r-y ea r undergraduate recreatio n c u rric u la e x is ts . But th is d is s a tis fa c tio n represents only the voices o f a few re crea tio n educators. In a d d itio n , th e ir descriptions o f what needs to be improved in undergraduate recreatio n c u rric u la are vague and non­ s p e c ific . None o f the a r tic le s reviewed u t iliz e d new approaches to curriculum development. Inform ation regarding content in re crea tio n preparation was very lim ite d . However, in the sp e cialized f i e l d o f therapeutic recreatio n there has been a trend in the past fiv e years toward the development o f competency-based c u rric u la . This is due in p art to the Bureau o f Education and Health Guidelines fo r cur­ riculum development and the corresponding funding o f such p ro je c ts . At Michigan S tate U n iv e rs ity , a competency-based undergraduate therapeutic recreatio n curriculum has re c e n tly been implemented. 54 Summary Chapter I I has reviewed lit e r a t u r e on competency-based education and lit e r a t u r e p erta in in g to professional preparation in the f i e l d o f re c re a tio n . Since two d iffe r e n t areas were examined in th is chapter, i t was divided in to f iv e sections on competencybased education and two sections on professional preparation in 53 Kraus and Bates, Recreation Leadership and Supervision, p. 81. 54 Carol Ann Peterson, "A Competency-Based Undergraduate Therapeutic Recreation Curriculum," unpublished. 39 recreatio n . The sections on competency-based education involved h isto ry, applications and scope, d e fin itio n s , procedures, and pros and cons. The two sections on professional preparation in recrea­ tion presented h isto ry and approaches, and trends. The review o f the lite r a tu r e on competency-based education revealed th a t the concept o f competency-based education evolved as a response to conditions which surrounded higher education in the s ix tie s . I t was fostered by two movements. The federal fin a n ­ c ia l support fo r proposals regarding undergraduate and Inservice teacher education fused in te re s t by educators to explore a lte rn a ­ tiv e models fo r teacher education. Second, the e ffo rts o f concerned individuals who were no longer s a tis fie d with outcomes o f teaching processes led to the exploration o f a lte rn a tiv e s . The movement fo r competency-based education today permeates every aspect o f American education. Competency-based teacher edu­ cation programs e x is t in seventeen s ta te s , and many academic in s titu tio n s are experimenting with the concept. National con­ ferences and consortia have been held in an e ff o r t to examine, strengthen, and fu rth e r the concept o f competency-based education. Competency-based education has been defined by many authors as a process which specifies expected learning outcomes which must be demonstrated by students. E x p lic it c r it e r ia are applied to the competencies fo r assessment o f the student's performance. The student and teacher are held accountable fo r meeting these c r it e r ia . Procedures o f competency-based education models most f r e ­ quently cited in the lite r a tu r e include the follow ing steps: 40 (1) sp e c ific a tio n o f competencies which re fe r to the knowledge, s k ills and behavior students must achieve and which are derived from e x p lic it conceptions o f the professional ro le s , made public in advance and stated in behavioral terms; (2) sta tin g of c r it e r ia which w ill be needed in assessing the competencies; (3) assessment of student's competency, based on student's performance; (4) sta tin g o f student's ra te o f progress, which is determined by demonstrated competency rath er than by time or course completion; (5) gearing the in stru ction to f a c i l i t a t e the development o f student achievement of the competencies sp e cifie d . 55 The concept of competency-based education has inspired c ritic is m as well as p raise. Some o f the c r itic s argue th a t it s mechanistic approach is dehumanizing, whereas others argue th at the concept claims in d iv id u a liz a tio n , but y e t each student is expected to display the same competencies. Some o f the opponents contend th at the concept has come to mean too many things to too many d i f ­ feren t people. Proponents o f the competency-based education movement point to the obvious fa c to r th a t competency-based education produces evidence o f ac co u n ta b ility . They also argue th a t i t is responsive to the times, because i t provides fo r performance standards and personalization o f in s tru c tio n . The review o f the lit e r a t u r e regarding professional prepara­ tion in recreation revealed th a t the h isto ry o f recreation prepara­ tion is a b r ie f one. 55 The f i r s t recreation curriculum was In itia te d Elam, Performance-Based Teacher Education, pp. 7 -9 . 41 in 1926. I t was designed as a special one-year program which would tra in recreation adm inistrators. During the 1930's, professional preparation in recreation was introduced in a few colleges and u n iv e rs itie s . These programs were most frequ en tly offered in departments o f physical education. In 1950, only a dozen academic in s titu tio n s offered recreation degrees. However, in the la te 1960's an enormous expansion occurred in the development o f academic in s titu tio n s o ffe rin g recreation programs. H is to ric a lly , recreation cu rric u la simply represented minor appendages o f physical education c u rric u la . In the 1950's, the interdepartmental approach was introduced into recreation c u rric u la . The c o lle c tio n o f existin g courses in physical education was broadened and included new courses from other departments. A la te r approach o f professional preparation in recreation focused upon job descrip­ tions o f the various positions in the f i e l d . C urricula and courses were developed around s p e cific s k i ll s , knowledge, and a b ilit ie s required by prescribed c iv il service job descriptions and job des­ crip tio n s o f recreation agencies. Voices by recreation educators regarding standards o f professional preparation in recreation resulted in two major e ffo rts fo r upgrading these standards. New guidelines fo r recreation cu rricu la were set by the American Asso­ c ia tio n fo r Health, Physical Education, and Recreation. L ite ra tu re on recent approaches and trends in professional preparation in recreation is very scarce. Only a few a r tic le s pointed out the need fo r curriculum revisio ns. Their recommendations i 42 were g en erally th a t improvements were necessary. However, concrete guidelines fo r revised content and new curriculum approaches were not given. CHAPTER I I I METHODOLOGY Introduction This study was designed to derive the generic professional core of competency-based recreation courses fo r the Michigan State U niversity undergraduate recreation curriculum. The generic pro­ fessional core o f courses w ill represent the foundation o f the undergraduate recreation curriculum and serve as a requirement fo r a ll students enrolled in the Division o f Recreation. The overall approach in deriving the generic core o f courses u t iliz e d a systems methodology. Three primary procedures of inves­ tig a tio n were used in deriving the competencies: (1) a mail survey to former recreation students who had graduated from the Division o f Recreation in the la s t fiv e years, (2) an in-depth oral interview survey of selected recreation professionals representing the sta te o f Michigan, and (3) a thorough in vestig atio n o f the lite r a tu r e pertaining to competency-based education and professional prepara­ tio n in the f ie ld of recreatio n . Presented in th is chapter is a description o f the fiv e steps u tiliz e d in deriving the generic professional core o f courses. Step I describes the process o f defining and specifying the level of competencies accepted in the study. Step I I consists in deriving the competency content areas and the three primary tools of 43 44 investigation u t il i z e d . Step I I I presents the development o f the competency statements, while Step IV involves the tra n s latio n o f the derived competency statements into the generic professional core of courses. Step V describes the process o f v a lid atio n of the generic professional core o f courses. A flow chart providing an overview of the procedures is presented in Figure 1. STEP I : Defining and Specifying Level of Competencies Review of L ite ra tu re (A) This step required the review of the lit e r a t u r e regarding d iffe r e n t levels of competencies u t iliz e d in d iffe r e n t curricula or programs. The review revealed th at l i t t l e information is a v a il­ able on the process o f specifying the level of competencies. Comptency-based curricula most frequently cited in the l it e r a t u r e are teacher education cu rric u la . I t appeared th at the levels of competencies used in most o f those models were not addressed but assumed. However, a thorough examination of some o f those cited teacher education curricula revealed that wide ranges of levels are being u t il i z e d . Weil suggested th at levels o f competencies may range from very broad levels o f competencies to micro-minute level s.^ For example, the "I Can" program, developed at Michigan State Uni­ v e rs ity fo r the purpose of providing physical s k i l l instruction to mentally retarded individuals, u t iliz e s very minute and d etailed levels of competencies. Logically, such minute levels o f competencies ^Marsha Weil, "Deriving Teaching S k ills From Models of Teaching," in Exploring Competency Based Education, ed. Houston, p. 116. 45 STEP I DEFINING AND SPECIFYING LEVEL OF COMPETENCIES A. Review of lite ra tu re regarding d iffe re n t levels of competencies u tiliz e d In d iffe re n t curricula B. Determine level of competencies to be accepted 1n the study £ . Select c rite ria fo r w riting competencies STEP I I DERIVING COMPETENCY CONTENT AREAS A. Faculty and graduate students from Department of Recreation and w rite r derive a set of predetermined competency areas B. Select populations and sources fo r collection of data 1. Survey of recent students a. Selection of popul. b. Development of instrument c. Adminlst. Instrument d. Analyze results e. Convert results Into competency content areas 2. Oral Interview of ac­ knowledged professionals a. Selection of popul. b. Development of instrument c. Admlnlst. Instrument d. Analyze results e. Convert results Into competency content areas Survey of lite ra tu re related to content In rec. preparation a. Review lite ra tu re b. Analyze results c. Convert results Into competency content areas STEP I I I DEVELOPMENT OF COMPETENCY STATEMENTS A. Analyze content of the three sets of competency areas B. Transfer Into competency statements using c r ite r ia as established in Step I STEP IV TRANSLATION OF COMPETENCIES INTO MODULES AND COURSES A. Sort competency statements Into related content categories B. Derive module t it le s for content categories C. Place competencies Into modules D. Place modules into courses E. Review courses for fe a s ib ility and logical v a lid ity F. Finalize courses STEP V VALIDATION OF THE PROFESSIONAL CORE OF COMPETENCY-BASED COURSES A. Establish c r ite ria fo r selection of population who w ill evaluate courses B. Develop Instrument fo r evaluating competency-based courses C. Distribute core of competency courses and evaluation Instrument to selected population D. Determine c r ite ria for revision of courses E. Analyze results F. Revise and fin a liz e courses u tiliz in g established c rite r ia Fig. 1. Overview of procedures. i do not apply to competencies designed fo r undergraduate students enrolled in recreation cu rricu la . As some authors suggest, specifying the level o f competencies requires s e n s itiv ity toward the population fo r whom the competencies are intended. Since the lit e r a t u r e did not address i t s e l f s p e c ific a lly to the subject of specifying levels o f competencies, i t was determined th at the level of competencies fo r undergraduate students majoring in rec­ reation should be broad and more general. College students do not need minute objectives prescribed, but are expected to achieve broad s k i ll s or a b i l i t i e s . Determining Level of Competencies (B) The level o f competencies to be accepted in the study was based upon a number o f antecedent variables: a. The in te lle c tu a l level o f the population fo r whom the competencies are intended. b. The author's experience in having taken courses in systems design for program and course development. c. Levels of existing competency-based college courses at Michigan State University. d. Consideration was given to staying p a ra lle l with other courses offered within the Division o f Recreation, 2 0. Bruce Burke et a l . , C r ite r ia fo r Describing and Assess­ ing Competency-Based Programs (The National Consortium of CBE Centers, Marcn 19V5). 47 e. The level o f the competencies should comply with the constraints inherent in the Division of Recreation a t Michigan State U n iv e rs ity . Therefore, i t was concluded th a t the level o f competencies accepted in th is study should be broad, but y e t s p e c ific and focused. The follow ing is an example of the level o f competencies accepted in th is study: To demonstrate knowledge o f the e a rly h is to ry and foun­ dations o f recreatio n and le is u r e . To demonstrate the a b i l i t y to determine program goals. Selecting C r it e r ia fo r Writing Competencies (C) I t was determined th a t the follow ing lis t e d c r i t e r i a would be u t i l i z e d in the process of w ritin g competencies: 1. Each competency should e it h e r address a knowledge, s k i l l , or a b i l i t y . In some s itu a tio n s i t may contain a combination o f the three areas. 2. Competencies should not address abstract or vague processes. 3. Competencies should be stated 1n behavioral outcome terms. 4. An attempt should be made to keep the competencies p a ra lle l in regard to the amount o f content covered. 48 STEP I I : Deriving Competency Content Areas Deriving a Set o f Predetermined Content Areas (AT Three fa c u lty members from the Division o f Recreation, two graduate students, and the w r ite r developed, through a logical deductive process, a set o f predetermined competency areas. These competency areas served as a guiding tool in gathering data. The following is a l i s t o f the derived predetermined competency areas: History of the Profession History o f the Department or Agency History o f Other Agencies Philosophy o f the Profession Philosophy of the Department or Agency Philosophy o f Other Agencies Trends and Trends and Trends and Issues of the Profession Issues o f the Department or Agency Issues o f Other Agencies Resources of the Profession Resources o f the Department or Agency Resources o f Other Agencies Human Human Human Human Inte ra ctio n Inte ra ctio n Inte ra ctio n Interaction Written Written Written Written Communication Communication Comnunication Communication Professional Professional Professional Professional Ethics Ethics Ethics Ethics S k ills S k ills S k ills S k ills and Techniques and Techniques and Techniques and Techniques S k ills S k ills S k ills S k ills Related Related Related Related Planning o f Programs Planning o f Personnel Planning o f F a c il i t ie s Related Related Related Related to to to to to to to to Related to Participants Related to Other Agencies Related to the Public Related to the S t a f f the Public the S ta ff Participants Other Agencies the Public the S t a f f Participants Other Agencies 49 Supervision o f Programs Supervision o f Personnel Supervision o f F a c i l i t i e s D ire c tin g , C o n tro llin g , Managing Programs D ire c tin g , C o n tro llin g , Managing Personnel D ire c tin g , C o n tro llin g , Managing F a c i l i t i e s Budgeting Programs Budgeting Personnel Budgeting F a c il i t ie s Research Investig atio n Research Investig atio n Research Investig atio n or Problem Solving o f Programs or Problem Solving o f Personnel or Problem Solving o f F a c i l i t i e s Evaluation o f Programs Evaluation o f Personnel Evaluation o f F a c i l i t i e s Program Content—Diverse or Specialized Program Content— In s tru c tio n and Techniques Program Content— Trends Selection of Populations and Sources fo r C o llection of Data (B) I t was determined th a t fo r the process of deriving competency content areas three d if f e r e n t sources could render information essen­ t i a l to th is process. Former recreation majors o f the Division of Recreation a t Michigan State U n iv e rs ity , now employed in the f i e l d , could provide information about whether they experienced inadequacies in t h e i r academic preparation a t Michigan State U n iversity with respect to what was required o f them in t h e ir f i r s t recreatio n posi­ tio n . Acknowledged recreatio n professionals from the s ta te o f Michigan could render information re la te d to job functions fo r e n try -le v e l recreation positions. A survey of the l i t e r a t u r e re la te d to content in professional preparation o f recreation students could supplement the information received from the above-mentioned sources. 50 The following lis te d steps o u tlin e the procedures used 1n gaining information from these three sp e cific sources. Hail Survey to Recent Michigan State University Recreation Graduates (1) Population f a ) . —The most logical and immediate population to be contacted was th at of former graduates o f the Michigan State University Division of Recreation. I t was also decided th at the population to be surveyed would consist o f those individuals who had graduated from the Division o f Recreation during the period from Fall Term 1970 to Fall Term 1975. The search of these recrea­ tion graduates revealed th at 141 students {80 females and 61 males) had graduated from the Division o f Recreation during the abovementioned period. I t was determined th at a l l 141 persons would be s urveyed. Development of the instrument ( b ) . —Three fa c u lty members of the Division of Recreation and two graduate students aided in the development of the instrument. survey questionnaire should be used. I t was determined that a mail The questionnaire was designed to render two types of information. The respondents were asked to submit job descriptions of en try -le ve l recreation posi­ tion s. Second, they were asked whether or not they experienced inadequacies in t h e ir academic preparation a t Michigan State Uni­ ve rs ity with respect to what was required of them in th e ir f i r s t f u l l - or part-tim e recreation position. This question was to be i 51 applied r e l a t i v e to each o f the predetermined competency content areas (see Appendix A). Administration o f the instrument ( c ) . —The constructed questionnaire was p i l o t sampled and approved by the fa c u lty o f the Division o f Recreation. A l e t t e r o f introduction and explanation was w ritte n (see Appendix A ). The survey questionnaire was then coded and mailed out to the 141 in d iv id u a ls . Follow-up le t t e r s were sent to those graduates not responding a f t e r three weeks had passed. Analysis o f data from mail survey questionnaire ( d ) .--The analysis o f the mail survey questionnaire responses involved determining proportions. For each competency content area, the proportion o f the to ta l sample who indicated inadequacies in t h e ir academic preparation was computed. A ta b le was constructed which lis te d the predetermined competencies, the number of respondents who experienced inadequate preparation in each predetermined com­ petency area, and the aforementioned proportions. Those areas which demonstrated a high proportion o f inadequacies in professional recreation preparation were given high p r i o r i t y fo r inclusion in the i n i t i a l set o f competency content areas. The job descriptions received from the respondents were analyzed. Listed job re s p o n s ib ilitie s were extracted from each job d escription. The information was then tabulated and a frequency count was taken. 52 Converting re su lts Into competency content areas ( e ) . — Those competency areas which were given higher p r i o r i t y ranking in the analysis of the mail survey were again l i s t e d . The l i s t o f competency areas obtained from the job descriptions was added to th at l i s t . Oral Interview Questionnaire to Recreation Professionals (2) The population ( a ) .--Another source f o r data essential in deriving the competency content areas consisted o f the experienced, recognized professionals from the f i e l d o f re c re a tio n . in the study appeared indispensable. T h e ir input Since the study did not have the resources fo r a large sample, a c rite ria -b a s e d sample o f recreation professionals from the s ta te of Michigan was selected. C r it e r ia fo r selection o f these recreation professionals consisted o f the following requirements: 1. Recreation professionals selected represented the f o l ­ lowing areas or s p e cializatio n s w ith in the f i e l d of recreation services: Municipal or Community Recreation, Community Education, Youth Agencies, and Therapeutic Recreation. 2. Recreation professionals selected represented a v a rie ty o f m u n ic ip a litie s or comnunities serving a v a rie ty o f populations, d if f e r e n t sizes o f populations, and existed a t d if f e r e n t locations. 3. Recreation professionals re fle c te d sexual and ra c ia l d is tr ib u tio n . 53 4. Recreation professionals had completed three years minimum f u l l - t i m e employment in the f i e l d o f recrea­ tion services. 5. Recreation professionals presently hold f u l l - t i m e d ir e c to r or supervisory positions in the f i e l d of recreation services. 6. Recreation professionals have demonstrated expertise in the f i e l d o f recreation services by successfully d ir e c tin g , coordinating, or supervising recreation services. F o rty-fo u r professionals from the sta te o f Michigan were selected. This sample comprised six females and t h i r t y - e i g h t males. The ra c ia l d is trib u tio n consisted o f fo rty-tw o whites and two blacks. F ifte e n subjects (two females and th ir te e n males) were holding supervisory positions, whereas twenty-nine subjects (twentysix males and three females) were holding d ire c to r positions in the f i e l d o f recreation services. The number o f subjects representing the various s p e c ia liza tio n s w ith in the f i e l d o f recreatio n services was as follow s: t h i r t y - f o u r subjects represented municipal or community recreation services, four subjects represented youth agencies, two subjects represented community education programs, and four subjects therapeutic recreation services. Development o f the instrument ( b ) . —A fte r a review of Instruments used in re la te d studies and extensive discussions regarding instruments with the fa c u lty o f the Division o f Recreation 54 o f Michigan S tate U n iv e rs ity , i t was decided th a t an oral in-depth interview questionnaire provided a p ra c tic a l tool fo r securing the desired data w ith in acceptable time l im it s . An instrument was developed to c o lle c t data regarding the job re s p o n s ib ilit ie s o f e n try -le v e l employees in the f i e l d o f re creatio n services holding B.S. degrees in recreatio n (see Appendix B). This instrument consisted o f a fifte e n -p a g e color-coded questionnaire which used the technique o f word association. The predetermined competency content areas were l is t e d on the instrument and re la te d in question form to s k i l l s , a b i l i t i e s , and knowledge associated with the respon­ s i b i l i t i e s o f e n try -le v e l re creatio n professionals. A L ik e r t scale with a range from 1 to 3 was applied to each oral question. The range o f the scale measured the responses as follow s: 1— very important 2— o f moderate importance 3— o f minimal importance Administration o f the instrument ( c ) . —The selected recrea­ tion professionals were contacted by l e t t e r . interview were made by phone. Appointments fo r the Two graduate students o f the Division of Recreation administered the questionnaire o r a lly to the i n t e r ­ viewees, The interview required th a t a f t e r each response was received, the interview er asked how important the content discussed was to be rated . Analysis o f oral in te rv ie w questionnaire ( d ) . — Of the f o r t y four recreation professionals contacted, th ir ty -tw o p a rtic ip a te d in the survey. The re su lts o f the responses to the interview 55 questionnaire were tabulated along w ith the average response fo r each o f the predetermined competency content areas. Converting re su lts into competency content areas ( e ) . — The analysis o f the data from the oral interview questionnaires revealed which competency content areas were to be selected fo r inclusion on the f i r s t l i s t . The r e l a t i v e ratings o f the various content areas were considered in determining the emphasis each should receive. Survey o f the L ite r a tu r e Related to Content in Academic Preparation of Recreation Professionals (3) An examination o f the l i t e r a t u r e regarding content in aca­ demic preparation o f recreation professionals revealed th a t minimal information is a v a ila b le . Journal a r t ic l e s pointing to the need fo r revisions or upgrading o f undergraduate recreation c u rric u la were located. However, information regarding new undergraduate recrea­ tio n curriculum trends, curriculum models, and content of such models could not be found. Guidelines pertaining to only graduate recreatio n programs fo r the masters and doctoral levels were published in a 1967 study by the Conference on Graduate Education. 3 A recent p ublication by Kraus and Bates o u tlin ed seven undergraduate recreation c u rric u la which are being u t i l i z e d a t some academic 4 in s t itu t io n s in the United States and Canada. U n fo rtu n ate ly, American Association fo r Health, Physical Education, and Recreation, Conference on Graduate Education (Washington, D.C.: Amer­ ican Association f o r Health, Physical Education, and Recreation, 1967). ^Kraus and Bates, Recreation Leadership and Supervision. 56 the outlines o f these c u rric u la included only course t i t l e s . Content fo r these courses was not described. Because the l i t e r a t u r e revealed such lim ite d information on content in academic preparation, i t was decided th a t the two other data sources would provide the primary background informa­ tio n . The re s u lts o f the mail survey questionnaires and the re su lts o f the oral interviews would be u t i l i z e d h ea vily . The l i t t l e information e x is tin g in the l i t e r a t u r e appeared not to add relevant information to the survey. Again, i t must be mentioned th a t th is sc a rc ity o f publications on the subject o f contemporary under­ graduate recreation curriculum trends points out a tremendous need fo r research in th is d ir e c tio n . STEP I I I : Development o f Competency Statements Analysis o f Content From Rendered Data Sources (A) The competency content information rendered from the mail survey o f recent graduates and the oral in-depth interviews of recreation professionals were examined, then compared fo r con­ sistency and congruency. Competencies with s im ila r content areas were sorted into u n its. An appropriate s k i l l , knowledge, or a b i l i t y was applied to each u n it. Transfer o f Competency Content Areas Into Competency Statements (B) The competency content areas were analyzed and competency statements formulated. C r it e r i a as established in Step I (B) were applied in w ritin g each competency statement. 57 STEP IV: Translation of Competency Statements Into Modules and Courses Since the study was designed to develop the generic core of professional courses fo r the Division of Recreation a t Michigan State U n ive rsity , the constraints and resources of th a t Division had to be considered throughout the planning and executing o f the study. In p a r tic u la r , Stage IV, which involved the tra n s la tio n o f the competency statements into courses, required serious considera­ tion o f the constraints inherent a t the Division o f Recreation. The major constraint a ffe c tin g Step IV was th at only two fa c u lty members composed the teaching s t a f f of th at Division. Therefore, the number o f possible courses was controlled by this constraint. Sorting Competency Statements Into Related Content Categories (A) The competency statements were again sorted fo r s im ila r it y o f content and fo r sequence concerns. S im ilar competency statements were then clustered into categories. Deriving Module T it le s fo r Competency Content Categories (B) Each competency content category was once more examined fo r content. T h ereafter, appropriate module t i t l e s were chosen fo r each competency content category. 58 Placing Competency Statements Into ModuYes (C) The module t i t l e s were l is t e d and the associated compe­ tency statements assigned to the appropriate module. Module con­ te n t and sequence were then f i n a li z e d . Placing Modules Into Courses (D) The modules were examined fo r sequence concerns and content. They were then sorted into possible courses. derived and applied to each course. Course t i t l e s were I t was f e l t th a t four to eight courses would be fe a s ib le and could be r e a l i s t i c a l l y taught by the two fa c u lty members o f the Division o f Recreation. Reviewing Courses fo r F e a s i b i l it y and Logical V a li d it y ( E l The courses were scru tinized fo r f e a s i b i l i t y and logical v a lid ity . Questions were asked fo r each course: 1. Is the course t i t l e appropriate? 2. Do modules f i t lo g ic a lly into course t i t l e s ? 3. Is the module sequence arranged appropriately? 4. Is the content of each module arranged in appropriate sequence? 5. Can the course be taught in one term (ten weeks)? 6 . Does the course comply w ith departmental constraints and resources? Appropriate revisions were made based on the above concerns. 59 F in a liz in g Courses (F) The generic core o f professional undergraduate recreation courses was arranged in f in a l sequence order. I t was then stated in f in a l form. STEP V: V a lid atio n o f the Professional Core o f Courses Establishing C r it e r i a for Selectioh'of Population (7T) I t was decided th a t educators having expertise in both competency-based education and recreation would be the population q u a lifie d to form atively evaluate the established competencybased courses (modules and competencies). Therefore, i t was d e te r­ mined th a t a c rite ria -b a s e d sample, consisting o f a panel o f fiv e educators, would be selected. The c r i t e r i a fo r selection o f the v a lid a tin g panel consisted o f the follow ing requirements: 1. Individual teaches in the f i e l d o f recreation or a s p e c ia liz a tio n w ith in th a t f i e l d a t an academic i n s t it u t io n . 2. Individual is f a m ilia r with systems-designed c u rr ic u la , 3. Individual is experienced in the development o f academic courses or c u rr ic u la . 4. Individual has demonstrated o f recreation knowledge o f the profession services, andtherefore possesses knowl­ edge o f job re s p o n s ib ilitie s o f various e n try -le v e l recreation positions. 60 Five fa c u lty members were selected and contacted. A ll agreed to p a rtic ip a te in the evaluation o f the professional core o f competencybased courses. Development of Instrument fo r Evaluating Professional Core o f Courses CbT Five evaluation statements were designed to a s s is t in the f in a l v a lid a tio n o f the professional core o f courses p rio r to implementation. 1. The statements were as follow s: The competencies in th is module are re lev an t to the r e s p o n s ib ilitie s o f a l l e n try -le v e l professionals in the f i e l d . 2. The course module is generic to a l l undergraduate recrea­ tion majors regardless o f t h e i r area o f s p e c ia liz a tio n ( i . e . , community re c re a tio n , youth agency, therapeutic r e c r e a t io n ) . 3. There are competencies omitted which should be included. 4. There are competencies included th a t should be discarded. 5. The competencies are appropriate fo r an undergraduatelevel curriculum. An evaluation instrument was designed to a s s is t the selected educators in the v a lid a tio n process. scale with ranges from 1 to 5: The instrument used a L ik e r t 1— strongly agree, 2— agree, 3— undecided, 4 --d is a g re e , and 5 --s tro n g ly disagree (see Appendix C). The developed competencies grouped by modules and placed into courses were attached to the ra tin g instrument. The v a lid a tio n 61 panel was asked to rate each module by responding to the f iv e evaluation statements on the basis o f the L ik e rt scale as des­ cribed above. A space was provided fo r comments re lated to each statement fo r each module. D istrib u tio n of Professional Core of Courses and Evaluation Instrument to Selected Validation Panel (Cj~ A complete set of competencies divided into courses and modules, along with the evaluation instrument, was mailed to each member o f the selected v a lid atio n panel. A time period o f three weeks was a llo tte d to the panel fo r the return of the responses. Determining C r ite r ia fo r Revision o f the Courses (D) I t was determined that a l l modules would be reexamined in lig h t o f the results of the v a lid a tio n survey. However, i t would be deemed necessary to revise a module i f three out o f the f iv e panel members indicated negative responses to one or more of the evalua­ tion statements. For evaluation statements 1, 2, and 5 a ra tin g o f four or f iv e was considered to be "negative," whereas fo r s ta te ­ ments 3 and 4 a rating o f one or two was considered to be "negative" (see Appendix C fo r the evaluation statements). Analysis of Data (E) The responses from the v a lid a tin g panel were tabulated. Since the sample represented only f iv e in d iv id u a ls , no fu rth e r treatment o f the received data was required. 62 Revising and F in a liz in g the Professional Core o f Competency-Based Courses (F) The tabulated responses from the v a lid atio n panel revealed whether revisions were to be made. Changes were only made accord­ ing to the established c r i t e r i a of Step V (D). revised courses were stated in f in a l form. i F in a lly , the CHAPTER IV RESULTS AND FINDINGS Introduction In this chapter the results of the study are analyzed and described. The chapter outlines again the f i v e basic steps u t iliz e d in deriving the re s u lts . accepted in the study. Step I presents the level of competencies Step I I describes the process of deriving competency content areas, involving descriptions of data sources, descriptions of samples, and analysis of the data received. Step I I I presents the development of the competency statements, while in Step IV the process o f tra n s la tin g the competencies into modules and courses is described. Step V presents the v a lid atio n of the professional core of competency-based courses. The re s u lts , the fin a liz e d professional core o f competency-based courses, are located in Appendix D. STEP I : Defining and Specifying Level of Competencies Review of L ite ra tu re The l it e r a t u r e re lated to d if fe r e n t levels of competencies u t iliz e d in various cu rricu la and academic programs was reviewed. This review revealed th a t l i t t l e information is a v ailab le on the process of specifying the level o f competencies. The most frequent competency-based c u rricu la cited in the lit e r a t u r e are teacher 63 64 education curricula or programs. I t appeared th at the levels of competencies used in most of these models were not addressed but assumed. However, a thorough examination of some o f those cited teacher education curricula revealed that a v a rie ty of levels was being u t iliz e d . Weil suggested that levels of competencies may range from very broad levels of competencies to micro-minute l e v e ls J For example, the "I Can" program, developed a t Michigan State Uni­ ve rs ity fo r the purpose o f providing physical s k i l l instruction to mentally retarded in d ivid u als , u t il i z e s very minute and d etailed levels of competencies. L o g ically, such minute levels o f compe­ tencies do not apply to competencies designed fo r undergraduate students enrolled in recreation c u rric u la . As some authors suggest, specifying the level o f competencies requires s e n s it iv ity toward the population fo r whom the competencies are intended. 2 Determining Level of Competencies Since the lit e r a t u r e did not address i t s e l f s p e c ific a lly to the subject of specifying levels of competencies, the w rite r f e l t free to determine a level o f competencies which seemed appropriate fo r undergraduate recreation students. College students do not need minute objectives prescribed, but are expected to achieve broad s k i l l s or a b i l i t i e s . Minute objectives seem to have the tendency to ^Weil, "Deriving Teaching S k ills From Models of Teaching," in Exploring Competency-Based Education, ed. Houston, p. 116. o Burke e t a l . , C r ite r ia for Describing and Assessing Competency-Based Programs. 65 segment learning, ra th e r than enabling students to in te g ra te the learned m a te ria l. The level o f competencies accepted in the study was based upon a number o f antecedent variables: 1. The in te lle c tu a l level o f the population fo r whom the comptencies are intended. 2. The w r it e r 's experience in having taken courses in systems design fo r program and course development. 3. Levels o f e x is tin g competency-based college courses a t Michigan State U n iv e rs ity . 4. Consideration was given to staying p a r a lle l with other courses offered w ith in the Division o f Recreation. 5. The level o f the competencies should comply with the constraints inherent in the Division o f Recreation a t Michigan State U n iv e rs ity . A fte r the aforementioned variables were taken in to con­ s id e ra tio n , i t was determined th at the level o f competencies accepted in th is study was required to be broad, but y e t s p e c ific and focused. The follow ing is an example of the level o f competencies accepted in the study: To demonstrate knowledge o f current issues re lated to recrea­ tio n and le is u re services. To demonstrate a b i l i t y to in t e r p r e t v e rb a lly and In w ritte n form recreation services to a l l i e d professionals, recreation p a rtic ip a n ts , personnel and the p ub lic. 66 Selection o f C r it e r i a fo r Writing Competencies I t was determined th a t the follow ing l is t e d c r i t e r i a would be u t i l i z e d 1n the process o f w ritin g competencies: 1. Each competency should e it h e r address a knowledge, s k i l l , or a b i l i t y . In some situ atio n s i t may contain a combination o f the three areas. 2. Competencies should not address ab stract or vague processes. 3. Competencies should be stated in behavioral outcome terms. 4. An attempt should be made to keep the competencies p a r a lle l in regard to the amount o f content covered. During the process o f deriving the competencies, the aforementioned c r i t e r i a were s t r i c t l y adhered to . STEP I I : Deriving Competency Content Areas Deriving a Set o f Pre­ determined Competency Areas Three fa c u lty members from the Division o f Recreation, two graduate students, and the w r it e r developed through a lo g ica l deductive process a set o f predetermined competency areas. This process involved the brainstorming o f possible competencies required of graduating recreation majors in t h e i r f i r s t f u l l - t i m e recreation p osition. These hypothetical competencies were then sorted Into log ical u n its. The units or competency areas served then as a framework in gathering actual content from the sp ecified data 67 sources. The following is a l i s t of the derived predetermined competency areas: History of the Profession History of the Department or Agency History of Other Agencies Philosophy of the Profession Philosophy o f the Department or Agency Philosophy of Other Agencies Trends and Trends and Trends and Issues Issues Issues of of of the Profession the Department Other Agencies or Agency Resources of the Profession Resources of the Department or Agency Resources of Other Agencies Human Human Human Human Interaction Inte ra ctio n Inte ra ctio n Interaction Written Written Written Written S k ills S k ills S k ills S k ills Comnunication Communication Communication Communication Professional Professional Professional Professional Ethics Ethics Ethics Ethics and Techniques and Techniques and Techniques and Techniques S k ills S k ills S k ills S k ills Related Related Related Related Related Related Related Related to to to to to to to to Related Related Related Related Participants Other Agencies the Public the S ta ff the Public the S ta ff Participants Other Agencies the Public the S ta ff Participants Other Agencies Planning of Programs Planning of Personnel Planning of F a c il i t ie s Supervision of Programs Supervision of Personnel Supervision o f F a c il i t ie s D irectin g , C o ntrolling, Managing Programs D irectin g , C o ntrolling, Managing Personnel D irectin g, Controlling, Managing F a c ilit ie s Budgeting Programs Budgeting Personnel Budgeting F a c ilit ie s to to to to 68 Research In v es tig atio n Research In v e s tig a tio n Research In v es tig atio n or Problem Solving o f Programs or Problem Solving o f Personnel or Problem Solving o f F a c i l i t i e s Evaluation o f Programs Evaluation o f Personnel Evaluation of F a c i l i t i e s Program Content— Diverse or Specialized Program Content— In s tru c tio n and Techniques Program Content— Trends Populations and Sources U t iliz e d in the C ollection o f Data' For the process o f d erivin g competency content areas, i t was determined th a t three d if f e r e n t sources could render informa­ tio n essential to th is process. Former recreation majors o f the Division o f Recreation a t Michigan S tate U n iv e rs ity , now employed in the f i e l d , could provide information about whether they e x p e ri­ enced inadequacies in t h e i r academic preparation a t Michigan State U niversity with respect to what was required o f them in t h e i r f i r s t recreation p o s itio n . In a d d itio n , job descriptions o f e n try -le v e l recreation positions could also be requested from them. Acknowl­ edged recreation professionals from the s ta te o f Michigan could render information re la te d to job functions f o r e n try -le v e l recrea­ tio n positio ns. In a d d itio n , a survey o f the l i t e r a t u r e re la te d to content in professional preparation o f re crea tio n students could supplement the information received from the aforementioned sources. The study explored a l l three sources. The follow ing steps describe the samples and the analysis o f the data received from these samples. 69 Mail Survey to Recent Michigan State University Recreation Graduates Description of the sample. —One hundred forty-one former recreation graduates (eighty females and sixty-one males) o f the Michigan State University Division of Recreation were contacted and asked to respond to the mail survey. Seventy-three of the contacted 141 recreation graduates responded to the survey. Their breakdown consisted o f fo rty -n in e females and twenty-four males. T h irty -n in e respondents (twenty-four females and f i f t e e n males) returned the mail questionnaire uncompleted fo r the following reasons: 19 indicated they had not held a f u ll - t im e or p a rttime recreation position since graduation. 11 indicated they held positions in other fie ld s or related f ie ld s . 9 indicated they attended graduate school immediately following t h e ir graduation from Michigan State University. Those respondents who returned the completed questionnaires numbered t h ir t y - f o u r . Their breakdown consisted o f twenty-one females and th irte e n males. The responses of these t h ir t y - f o u r respondents were u t iliz e d in the study. Analysis of mail survey data. —The mail survey questionnaire to the former students requested two types of data. F i r s t , the former recreation students were asked to return job descriptions of en try -le v e l recreation positions. complete a questionnaire. Second, they were asked to This questionnaire focused on whether 70 the former students experienced inadequacies in th e ir academic preparation a t Michigan State University with respect to what was requested o f them in th e ir f i r s t f u ll- t im e or part-tim e recreation position (see Appendix A). Analysis of Job Descriptions: Eighteen job descriptions of f u ll- t im e e n try -le ve l recreation positions were received. These job descriptions represented the following positions in the f i e l d of recreation: Youth Agency Assistant Supervisor Recreation Field S p ecialist Recreation D i s t r ic t Advisor Tennis Professional Recreation Program Director Recreation Personnel A c tiv itie s Coordinator Recreation Coordinator fo r Juvenile Center Ice Arena Assistant Recreational Therapist Therapeutic Recreation Specialist--P h ysical A c tiv itie s Recreation Supervisor fo r Church Recreation Community Recreation Coordinator A c tiv ity Director of Nursing Home Recreation Coordinator fo r Mental Retardation Division Each job description was analyzed. Listed job responsi­ b i l i t i e s were extracted and matched with the appropriate predeter­ mined competency areas. This information was then tabulated and a frequency count was taken (see Table 2 ). The frequency count represented the number o f times a p a rtic u la r job re s p o n s ib ility occurred. 71 Table 2 . —Analysis o f job descriptions (number o f job descrip tio n s=18). Competency Content Area (1) Frequency (2) Group Frequency (3) Philosophy Profession Department Other Agencies 2 1 3 6 Trends and Issues Profession Department Other Agencies 1 1 1 3 Human In te ra c tio n S k ills Public S ta ff P articipants Other Agencies 9 8 12 7 36 Wr i t t e n Communication S k il l s Public S ta ff P articipants Other Agencies 10 7 10 5 32 Planning Program Personnel F a c ilitie s 14 4 5 23 D ire ctin g , Managing, C ontrolling Program Personnel F a c il i t ie s 4 1 3 8 Budgeting Program Personnel F a c ilitie s 8 5 6 19 Research or Problem Solving Program Personnel F a c ilitie s 1 1 1 3 72 Table 2 . — Continued. Competency Content Area (1) Frequency (2) Group Frequency (3) Evaluating Program Personnel F a c ilit ie s 7 2 2 11 Supervising Program Personnel F a c ilit ie s 6 9 7 22 Program Content Diverse A c tiv ity S k ills In s tru c tio n a l Techniques 5 2 7/ Table 2 l is t s in column 1 the predetermined competency areas. The frequency count given in column 2 represents the number o f job descriptions on which the p a rtic u la r competency count area appeared in the form o f s p e c ific job re s p o n s ib ilitie s . Column 3 contains the combined frequency fo r each u n it o f competency areas ( e . g . , Philosophy, Trends and Issues, e t c . ) . The ta b le reveals th a t the competency areas o f Human In te r ­ action S k ills , W ritten Communication S k ills , Planning, Supervising, and Budgeting were mentioned most fre q u e n tly . This indicated fo r the study th a t these units should be given p r io r it y consideration in the process o f d erivin g the competency statements. I t should also be pointed out th a t the number o f jo b descriptions obtained was sm all, and th a t some subjective in te rp re ta tio n was involved in converting the data to useful form. The inform ation obtained 73 from the questionnaire o f former graduates and the o ral in te rv ie w questionnaire was considered to be more r e lia b le , and thus received closer sc ru tin y . Analysis o f questionnaire o f former students: The data obtained from the questionnaire o f former students is tabulated in Table 3. R e la tive to each competency content area, the respondents were asked to in d ic a te whether or not they f e l t th e ir academic preparation had been inadequate in the given area. The p red eter­ mined competency content areas are lis te d in column 1. Corres­ ponding to each competency content area, column 2 contains the number o f responses obtained, and column 3 contains the proportions of the to ta l sample which responded to the given competency content area. Column 4 contains the average o f the proportions fo r each group o f competency content areas ( e . g . , H is to ry , Philosophy, e t c . ) . I f one examines the group averages in Table 3, i t is immediately c le a r th a t on the basis o f th is survey, the highest p r io r it y groups are W ritten Communication S k il l s , Human In te ra c tio n S k ills , Budgeting, D ire c tin g or Managing, and Program Content. Closely follow s a second group o f competency areas comprising Trends and Issues, Research or Problem Solving, Supervising, Plan­ ning, and E thics. The lowest rated group o f competency areas was E valuating, Philosophy, and H is to ry . The ta b le also reveals th a t group averages o f the competency areas w ith the exception o f H isto ry and Philosophy are s u ffic ie n t ly high to in d ic a te th a t a ll o f these areas should be given more emphasis in the new core curriculum . 74 Table 3 . — Analysis o f mail survey (number o f respondents=34) Competency Content Area Frequency Proportion Average (1) (2) (3) (4) .07 .13 History Profession Department Other Agencies 1 .15 .03 .03 Philosophy Profession Department Other Agencies 8 2 3 .24 .06 .09 Trends and Issues Profession Department Other Agencies 19 4 8 ,56 Human In te ra c tio n S k ills Public S ta ff P articipants Other Agencies 20 20 16 .51 12 .62 .59 .47 .35 W ritten Communication S k ills Public S ta ff P articipants Other Agencies 25 24 17 17 .74 .71 .50 .50 .61 Ethics Public S ta ff P articipants Other Agencies 10 10 8 5 .29 .29 .24 .15 .24 Planning Program Personnel F a c ilitie s 11 8 6 .32 .24 .18 ,25 D ir e c ting or Managing Program Personnel F a c ilitie s 13 18 7 .38 .53 5 1 .12 .31 .24 .21 .37 75 Table 3 . — Continued. Group Average (4) Competency Content Area Frequency (1) (2) (3) Budgeting Program Personnel F a c ilit ie s 20 15 13 .59 .44 .38 .47 Research or Problem Solving Program Personnel F a c ilit ie s 15 10 9 .44 .29 .25 .33 Evaluating Program Personnel F a c ilit ie s 11 9 3 .32 .26 .09 .22 Supervising Program Personnel F a c ilit ie s 9 12 5 .26 .35 .15 .25 Program Content (A c tiv itie s ) D iv e rs ity /S p e c ia liz a tio n Instru ction /Lead ersh ip Tech. Trends 11 13 12 .32 .38 .35 .35 Proportion I t should be noted here th a t the inform ation obtained from the questionnaire o f former students is important fo r th is study p rim a rily from the p oint o f view o f in d ic a tin g which areas should be stressed more. In a d d itio n * these data p oint out areas which should be included in the curriculum which were not th ere pre­ vio u sly. 76 Oral Interview Questionnaire to Recreation Professionals Description o f the sample. —F o rty-fo u r recreation profes­ sionals from the sta te of Michigan were contacted and asked to par­ tic ip a te in the oral interview (see Appendix B). the interview was projected fo r two hours. The duration of T h irty-tw o professionals out o f the sample o f fo rty -fo u r p artic ip ate d in the actual interview . These th irty -tw o recreation professionals consisted o f four females and tw enty-eight males. Twenty-six subjects (tw enty-three males and three females) were holding d ire c to rs ' p o sitio n s, while six subjects (fiv e males and one female) were holding supervisory posi­ tions in the f ie ld o f recreation services (see Table 4 ). Table 4 . —Oral interview sample breakdown by position and sex. Type o f Position Total Female Male D irector 3 23 26 Supervisory 1 5 6 4 28 32 Total The number o f subjects representing the various sp ecial­ ization s w ith in the f ie ld of recreation services were as follow s: tw enty-four subjects represented municipal or urban recreation services, three subjects represented youth agencies, two subjects represented community education programs, and three subjects therapeutic recreation services (see Table 5 ). 77 Table 5 . — Oral In te rv ie w sample breakdown by s p e c i a l iz a t io n . S p e c ia liza tio n Number Municipal or Urban Recreation 24 Youth Agencies 3 Community Education Programs 2 Therapeutic Recreation 3 32 Total Analysis o f oral in te rv ie w questionnaires. —The data obtained from the th irty -tw o oral in te rv ie w questionnaires are tabulated in Table 6. The respondents were requested to ra te the importance o f each competency content area in the context o f expec­ ta tio n s o f e n try -le v e l recreatio n p o s itio n s . The ra tin g was made according to the L ik e rt scale: 1— very important 2—moderately important 3— not important Columns 1, 2, and 3 contain the frequencies o f the above possible responses fo r each item . The average ra tin g fo r each competency content area is presented in column 4. Column 5 contains the average ra tin g fo r each group o f competency content areas ( e . g ., H is to ry , Philosophy, e t c . ) . Examination o f the group averages shown in Table 6 reveals th a t the range is only .7 3 , w ith Human In te ra c tio n S k ills receiving the best ra tin g (1 .3 1 ) and H isto ry receiving the poorest ra tin g (2 .0 4 ). Even a ra tin g o f 2.04 c e rta in ly does not warrant 78 Table 6 . — Analysis o f oral in te rv ie w s Competency Content Area Average (4) Group Average (5) (1) (2 ) (3) H istory Profession Department Other Agencies 11 3 9 19 14 13 2 15 10 1.72 2.38 2.03 2.04 Philosophy Profession Department Other Agencies 20 5 9 10 9 18 2 18 5 1.44 2.41 1.88 1.91 Trends and Issues Profession Department Other Agencies 21 8 9 9 13 17 2 11 6 1 .41 2.09 1.91 1.80 Resources Profession Department Other Agencies 19 5 4 8 15 17 5 12 11 1.59 2.22 2.22 2.01 Human In te ra c tio n S k ills , Techniques P a rticip a n ts Other Agencies Publ ic S ta ff 26 19 25 21 5 11 6 10 1 2 1 1 1.22 1.47 1.25 1.38 1.31 W ritten Communication S k ills t>ubl ic S ta ff P a rtic ip a n ts Other Agencies 27 27 22 19 5 5 9 13 0 0 1 0 1.38 1.16 1.34 1.41 1.32 Professional Ethics Public S ta ff P a rticip a n ts Other Agencies 19 11 11 5 5 44 12 17 8 7 9 10 1.66 1.88 1.94 2.16 1.91 Planning Program Personnel F a c ilit ie s 28 17 18 4 13 14 0 2 0 1.12 1.53 1.44 1.36 79 Table 6 . — Continued. — Competency Content Area j t ■ ■ Average (4) Group Average (S) (1) (2) (3) Supervision Program Personnel F a c ilitie s 24 19 15 8 10 13 0 3 4 1.25 1.41 1.66 1.44 O irectin q . C o n tro llin g , Managing Program Personnel F a c ilitie s 11 11 4 17 18 23 4 3 5 1.78 1.75 2.03 1.85 Budgeting Program Personnel F a c ilitie s 27 18 20 5 13 10 0 1 2 1.16 1.47 1.44 1.36 Research, In v es tig atio n , Problem Solving Program Personnel Faci1it ie s 11 6 7 16 19 18 5 7 7 1.81 2.03 2.00 1.95 Evaluation Program Personnel F a c ilitie s 26 20 15 6 10 14 0 2 3 1.19 1.44 1.62 1.42 10 17 5 1.84 5 12 20 15 7 6 2.06 1.88 Program Content (A c tiv itie s ) D iv e rs ity /S p e c ia liz a tio n Instruction/Leadership Techniques Trends Key: (1 )— very important ( 2 ) —moderately important ( 3 ) — not important 1.93 80 elim in a tio n o f th is area from consideration fo r inclu sio n 1n the core curriculum . I t does in d ic a te , however, th a t the area should probably be given less emphasis. The higher p r io r it y groups are c le a r ly Human In te ra c tio n S k ills , W ritten Comnunication S k ills , Budgeting, Planning, and E valuation. Survey o f the L ite ra tu re Related to Content in Academic Prepara­ tio n o f Recreation Professionals An examination o f the lit e r a t u r e regarding content in aca­ demic preparation o f re crea tio n p rofessionals revealed th a t minimal inform ation is a v a ila b le . Journal a r t ic le s pointing to the need fo r revisions or upgrading o f undergraduate re c re a tio n c u rric u la were located. However, inform ation regarding new undergraduate recrea­ tio n curriculum tre n d s, curriculum models, and content o f such models could not be found in the professional l it e r a t u r e . Guide­ lin e s p erta in in g to only graduate re crea tio n programs fo r the masters and doctoral le v e ls were published in a 1967 study by the Conference on Graduate Education. However, inform ation is a v a il­ able on competency-based th erap eu tic re c re a tio n c u rric u la and pro­ grams. Reasons fo r the existence o f th is inform ation are th a t many th erapeu tic re c re a tio n c u rric u la are fe d e r a lly supported, and federal g uidelines re q u ire the u t iliz a t io n o f competency-based education models. The content o f these th erap eu tic re c re a tio n c u rric u la I s , however, not compatible or ap p ro priate fo r th is study, which focused on the design o f the generic professional core o f re crea tio n 3American Association fo r H ealth , Physical Education, and Recreation, Conference on Graduate Education. 81 courses to be required o f a l l students, regardless o f area o f s p e c ia liz a tio n . A recent p u b licatio n by Kraus and Bates o utlin ed seven undergraduate recreatio n c u rric u la which are being u t iliz e d a t some academic in s titu tio n s in the United States and Canada. Unfortu­ n a te ly . the o u tlin e o f these c u rric u la included only course t i t l e s . Content fo r these courses was not described. Because the lit e r a t u r e revealed such lim ite d inform ation on content in academic undergraduate recreatio n p rep a ratio n , i t was decided th a t the other two data sources provided the primary background inform ation fo r the study. The re s u lts o f the job des­ c rip tio n s , the questionnaire to recent graduates, and the re s u lts o f the oral interview s were h eavily u t il i z e d . The meager inform ation e x is tin g in the lit e r a t u r e appeared not to co n trib u te re lev an t inform ation to the survey. STEP I I I : Development o f Competency Statements Analysis o f Content From Rendered Data Sources This step required the analysis o f the data received from the three sources. As has been noted e a r l i e r , there existed no useful inform ation in the lit e r a t u r e regarding content o f under­ graduate re crea tio n p rep aratio n. T h erefo re, heavy re lia n c e was made upon the data received from the mail survey o f former re crea tio n graduates and the oral Interview s o f acknowledged re crea tio n ^Kraus and Bates, Recreation Leadership arid Supervision. 82 professionals. The data obtained from these two sources (job des­ c rip tio n s , questionnaire regarding inadequacies, and oral in te r ­ views) were then examined and compared fo r consistency and congruency factors (see Tables 2, 3, and 6 ). This process revealed th at in each tab le fiv e content areas seem to dominate. The follow ing is a breakdown of those content areas rated highest in each o f the tables: Mail Survey Questionnaire Job Descriptions (see Table 2) The fiv e broad content areas appearing most frequ en tly on the job descriptions were: 1. 2. 3. 4. 5. Human In te ra c tio n S k ills W ritten Communication S k ills Planning Supervising Budgeting Questionnaire Regarding Inadequacies (see Table 3) The fiv e broad content areas rated highest in th is ques­ tio n n a ire were: 1. 2. 3. 4. 5. W ritten Communication S k ills Human In te ra c tio n S k ills Budgeting D ire c tin g , Managing, C ontrolling Program Content Oral Interview Questionnaires (see Table 6) The fiv e broad content areas given highest p r io r ity in the oral interviews were: 1. 2. 3. 4. 5. Human In te ra c tio n S k ills W ritten Communication S k ills Planning Budgeting Evaluation 83 As mentioned already, a ce rta in general consistency is e v i­ dent. However, some minor v a ria tio n s did occur in the responses of the three data sources. These variatio ns may be a ttrib u te d to expected s ta tis tic a l v a ria tio n as well as to the fa c t th a t the information was obtained from two d iffe re n t populations. Although there existed some v a ria tio n , a ll competency areas received s ig n if i­ cant a tte n tio n to be included in the competency statements. Transfer o f Competency Content Areas Into Competency Statements The competency content areas from the three data sources were again analyzed fo r importance and p r io r it y . Suggestions and conments made by some o f the respondents o f the samples regarding content of additional competencies were also examined and weighted according to importance fo r inclusion in the f i r s t set o f derived competency statements. Competency statements were then formulated. C r ite ria as established in Step I (C) were applied to each compe­ tency statement. The developed competency statements were then organized and submitted to the fa c u lty o f the D ivision o f Recrea­ tio n a t Michigan State U n iversity fo r review. Each competency statement was examined by the three fa c u lty members and the author. Revisions were then made based on suggestions from these in d iv id u a ls . This resulted in a set o f comprehensive, compatible competency statements. 84 STEP IV: T ra n s la tio n o f Competency Statements In to Modules and Courses Since the study was designed to develop the generic core o f professional courses fo r the D ivision o f Recreation a t Michigan S tate U n iv e rs ity , the co n straints and resources o f th a t D ivisio n were considered throughout the planning and execution o f the study. In p a r tic u la r , Stage IV , which involved the placement o f the compe­ tency statements in to courses, required serious consideration o f the co n straints inh eren t a t the D ivisio n o f Recreation. The major co n stra in t a ffe c tin g Step IV was th a t only two fa c u lty members compose the teaching s t a f f o f th a t D iv is io n . Therefo re, the number o f possible generic courses was c o n tro lle d by th is c o n s tra in t. Another c o n s tra in t to be considered was the fa c t th a t the academic schedule o f Michigan S tate U n iv e rs ity is based upon the q u arter system, which involves ten weeks o f three-hour-per-w eek sessions. The modules and competencies o f the generic core o f professional courses were a ffe c te d by th is c o n s tra in t. Sorting Competency Statements In to Related Content Categories The competency statements were sorted fo r s im ila r it y o f content and fo r sequence concerns. S im ila r competency statements were then clustered in to categ o ries. Deri vlng Modul e T i t l es fo r Competency Content Categories Each competency content category was once more examined fo r content c o m p a tib ility . Appropriate module t i t l e s were derived fo r each competency content category. 84 STEP IV: T ran slatio n o f Competency Statements Into Modules and Courses' Since the study was designed to develop the generic core o f professional courses fo r the D ivision o f Recreation a t Michigan State U n iv e rs ity , the constraints and resources of th a t D ivisio n were considered throughout the planning and execution of the study. In p a r tic u la r , Stage IV , which Involved the placement o f the compe­ tency statements in to courses, required serious consideration o f the constraints inherent a t the D ivisio n o f Recreation. The major c o n stra in t a ffe c tin g Step IV was th a t only two fa c u lty members compose the teaching s t a f f o f th a t D iv is io n . Therefo re, the number o f possible generic courses was co n tro lle d by th is c o n s tra in t. Another co n stra in t to be considered was the fa c t th a t the academic schedule o f Michigan S tate U n iv e rs ity is based upon the quarter system, which involves ten weeks o f three-hour-per-w eek sessions. The modules and competencies o f the generic core o f professional courses were a ffe c te d by th is c o n s tra in t. Sorting Competency Statements Into Related Content Categories The competency statements were sorted fo r s im ila r it y o f content and fo r sequence concerns. S im ila r competency statements were then clustered in to categ o ries. Deri vi ng Modul e Ti t l es fo r Competency Content Categories Each competency content category was once more examined fo r content c o m p a tib ility . Appropriate module t i t l e s were derived fo r each competency content category. 85 Placing Competency Statements Into Modules The module t i t l e s were lis te d and the associated competency statements assigned to the appropriate module. Module content and sequence were then fin a liz e d . Placing Modules In to Courses The modules were clustered in a v a rie ty o f ways to enable the determining o f possible courses. selection o f six courses. This process resulted in the I t was f e l t th a t six courses would be fe a s ib le and would comply with the constraints o f two fa c u lty members a v a ila b le to teach the s ix courses. In ad d itio n , the modules seemed to f a l l lo g ic a lly w ithin the framework o f the six courses. The modules and the assigned competency statements were then f i n a l ­ ized and placed into the six courses. considered. Possible course t i t l e s were Six compatible and appropriate course t i t l e s were derived and assigned to the courses. Review o f Courses fo r F e a s ib ility and" Logi ca 1 Va 1i d i ty The courses with assigned modules and competency statements were presented to the three fa c u lty members o f the D ivision o f Recreation fo r review. The courses were scru tin ized fo r f e a s ib ilit y and log ical v a lid ity by the three fa c u lty members and the w r ite r . Questions were asked fo r each course: 1. Is the course t i t l e appropriate? 2. Do modules f i t lo g ic a lly in to course tit le s ? 3. Is the module sequence arranged appropriately? 86 4. Is the content o f each module arranged In appropriate sequence? 5. Can the course be taught in one term? 6. Does the course comply w ith departmental constraints and resources? Appropriate revisions were made based on the above concerns. The courses were then stated in f in a l form and prepared fo r external v a lid a tio n . STEP V: V a lid a tio n o f the Professional Core o f Courses C r ite r ia fo r S election o f Population (V a lid a tio n T a n e l) I t was decided th a t educators having ex p ertis e in both competency-based education and re crea tio n would be the population q u a lifie d to fo rm a tiv e ly evaluate the established competency-based courses (modules and competencies). Therefo re, i t was determined th a t a c rite ria -b a s e d sample, consisting o f a panel o f seven edu­ ca to rs, would be selected. The c r i t e r i a fo r se lec tio n o f the v a l i ­ dating panel consisted o f the fo llow ing requirements: 1. In d ivid u al teaches in the f i e l d o f re crea tio n or a s p e c ia liz a tio n w ith in th a t f i e l d a t an academic i n s t i ­ tu tio n . 2. In d ivid u al is fa m ilia r w ith systems-deslgned c u rric u la . 3. In d ivid u al is experienced in the development o f academic courses or c u rric u la . 87 4. Individual has demonstrated knowledge of the profession o f recreation services, and th erefore possesses knowl­ edge o f job re s p o n s ib ilitie s o f various e n try -le v e l recreation positions. Description o f the Sample (V alidation PanelT Five fa c u lty members, one female and four males, were selected to evaluate the newly developed generic core o f courses. All fiv e selected fa c u lty members agreed to p a rtic ip a te in the evaluation. Analysis o f V alid ation Questionnaire The data received from the fiv e respondents are tabulated in Table 7. The respondents were requested to respond to each o f the fiv e evaluation statements (see Appendix C) re la tiv e to each module, according to the L ik e rt scale: 1— strongly agree 2—-agree 3— undecided 4—disagree 5—-stron g ly disagree The frequencies o f the various responses to each o f the evaluation statements were tabulated fo r each module, as shown in Table 7. 88 Table 7 . — Analysis o f v a lid a tio n qu estio nn aire. COURSE: PHILOSOPHY OF RECREATION AND LEISURE Module 1: Philosophy o f Recreation and Leisure Frequency o f Response Evaluation Statement 1 2 3 4 5 1 5 5 0 0 5 0 0 2 1 0 0 0 2 1 0 0 0 1 2 0 0 0 0 1 0 e 2: The Play Phenomena Evaluation Statement 1 2 3 4 5 Frequency o f Response 2 1 3 5 4 2 3 0 0 4 3 2 1 0 1 0 0 2 1 0 0 0 2 3 0 0 0 0 1 0 COURSE: FUNDAMENTALS OF RECREATION AND LEISURE SERVICES Module 1: History and Foundations „ , _ _ ^ , Evaluation Statement 1 2 3 4 5 Frequency o f Response -----------------------------------1 2 3 4 5 2 2 1 0 4 2 2 1 2 1 0 0 1 0 0 1 1 2 1 0 0 0 0 2 0 89 Table 7 . --Continued. Module 2: Recreation Settings and Services Frequency of Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 3 3 1 0 4 2 2 3 0 1 0 0 0 0 0 0 0 1 2 0 0 0 0 3 0 COURSE: ADMINISTRATION OF RECREATION AND LEADERSHIP SERVICES Module 1: Management Evaluation Statement 1 2 3 4 5 Frequency of Response 1 2 3 4 5 3 3 1 0 3 2 2 1 0 2 0 0 0 0 0 0 0 1 1 0 0 0 2 4 0 Module 2: Budgeting Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 4 5 0 0 5 1 0 2 1 0 0 0 1 0 0 0 0 1 1 0 0 0 1 3 0 90 Table 7 . — Continued. Module 3: Communication S k ills Evaluation Statement 1 2 3 4 5 Frequency o f Response , I 7 5 5 4 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 5 0 Module 4: Evaluation Techniques Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 1 2 1 0 2 3 3 1 0 2 0 0 1 0 1 1 0 1 3 0 0 0 1 2 0 Module 5: Research Techniques Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 1 2 1 1 2 3 2 0 0 2 3 4 5 0 0 3 2 0 0 0 0 1 0 91 Table 7 . --C o ntinu ed. COURSE: RECREATION PROGRAMMING Module 1: Program Planning Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 5 5 0 0 5 0 0 1 0 0 0 0 0 0 0 0 0 2 1 0 0 0 2 4 0 Module 2: Program Content Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 5 5 2 0 5 0 0 0 1 0 0 0 1 1 0 0 0 1 2 0 0 0 1 1 0 Module 3: Program Operations Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 5 5 0 0 5 0 0 1 1 0 0 0 2 1 0 0 0 2 2 0 0 0 0 1 0 92 Table 7 . — Continued. Module 4: Program Evaluation Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 4 4 1 0 4 1 1 1 0 1 0 0 2 1 0 0 0 1 1 0 0 0 0 3 0 Module 5: Resources Evaluation Statement Frequency o f Response . Q , c 1 2 3 4 5 5 0 0 5 0 0 0 0 1 1 1 1 0 5 0 0 0 0 3 0 0 0 1 2 0 COURSE: INTERACTION TECHNIQUES Module 1: Supervision Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 4 5 0 0 5 0 0 2 1 0 0 0 0 1 0 1 0 2 0 0 0 0 1 3 0 93 Table 7 . — Continued. Module 2: Leadership Techniques Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 5 5 0 0 5 0 0 3 0 0 0 0 0 0 0 0 0 1 2 0 0 0 1 3 0 Module 3: In s tru ctio n al Techniques Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 5 4 0 1 5 0 0 1 0 0 0 0 0 0 0 0 1 3 2 0 0 0 1 2 0 Module 4: Counseling Techniques Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 2 2 0 2 4 0 0 1 1 0 0 0 0 0 0 3 3 2 1 0 0 0 2 1 1 94 Table 7 . — Continued. COURSE: PROFESSIONALISM Module 1: Trends and Issues Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 55 55 00 00 55 00 00 00 00 00 00 00 11 00 00 00 00 22 11 00 0 0 2 4 0 Module 2: Professional Organizations Frequency o f Response Evaluation Statement 1 2 3 4 5 1 2 3 4 5 4 4 0 0 5 1 1 1 0 0 0 0 0 0 0 0 0 2 1 0 0 0 2 4 0 Module 3: Professional Ethics Evaluation Statement 1 2 3 4 5 Frequency o f Response , „ . c 5 4 0 0 4 0 0 1 0 1 2 0 0 1 0 0 0 0 0 1 1 2 3 0 0 95 Table 7 . --Continued. Module 4: Public Relations Frequency o f Response i Statement 1 2 3 4 5 1 2 3 4 5 5 5 1 0 5 0 0 2 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 5 0 Module 5: Employment Frequency o f Response Evaluation Statement 1 2 3 4 5 Key: 1 4 4 1 0 5 1 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 0 1 5 0 1--s tro n g ly agree 2—-agree 3— undecided 4— disagree 5— strongly disagree F in a liz a tio n o f the Courses The pre-established c r ite rio n fo r the fin a liz a tio n of the courses was u t iliz e d . This c r ite r io n specified th a t a course module should be revised i f three out o f the fiv e panel members responded negatively to one or more o f the evaluation statements. Based on 96 th is c r ite r io n , minor revisions were made in the follow ing course modules: 1. Course— Fundamentals o f Recreation and Leisure Services Module 2: Recreation S ettings and Services 2. Course— A dm inistration o f Recreation and Leisure Services Module 3: W ritten Communication S k ills 3. C o u rse --In terac tio n Techniques Module 4: Counseling Techniques 4. Course— Professional ism Module 4: Public Relations The objections to the module lis te d in (1 ) pertained to the omission o f competency statements concerning outdoor re c re a tio n , camping, and re crea tio n services provided by prisons and the armed fo rces. I t was the w r ite r 's in te n t th a t these areas be included in the competency statement concerning recreatio n services provided by fe d e ra l, s ta te , and county governments. Therefo re, no revisions were made in th is module. With regard to the module lis te d in { 2 ) , the v a lid a tio n panel suggested the inclu sio n o f competency statements p erta in in g to verbal s k ills and use o f audio-visual equipment. Since th ere already e x is t courses in these s p e c ific areas, i t was decided th a t these topics should not be included in the professional core o f courses. The v a lid a tio n panel suggested minor revisio ns in Module 4 o f the course In te ra c tio n Techniques. The competency statement p ertain in g to le is u re counseling techniques was converted to be "knowledge based" ra th e r than " s k ill based." 97 Module 4 lis te d in (4) was augmented according to the sug­ gestions o f the v a lid a tio n panel. A competency statement related to psychological aspects o f public re la tio n s was added. The aforementioned revisions were incorporated into the appropriate modules. The courses, modules, and competency s ta te ­ ments a t th is stage were then considered to be in fin a l form. The complete set o f fin a liz e d courses, modules, and competency statements appears in Appendix D. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Suircnary The purpose o f th is study was to design the generic core of professional courses fo r the Michigan State U niversity undergraduate recreation curriculum. The process o f designing the generic core o f professional courses u tiliz e d a v a rie ty o f log ical and a n a ly tic a l procedures. The study required th at lite r a tu r e from two re lated areas be reviewed. L ite ra tu re on competency-based education and lite r a tu r e regarding professional preparation in recreation was reviewed. L ite ra tu re on competency-based education revealed th a t the concept of competency-based education is very prevalent today and permeates nearly every aspect of education. In p a rtic u la r , many teacher edu­ cation cu rricu la have been u t iliz in g competency-based c r it e r ia and procedures. The lite r a tu r e also suggests th a t competency-based education is responsive to the times, because i t considers educa­ tion al ac co u n ta b ility , desired learning outcomes, performance standards, and personalization o f in stru ctio n important. The review o f the lite r a tu r e on academic preparation in recreation revealed only lim ite d inform ation. Journal a r tic le s pointed out the need fo r improvement o f undergraduate recreation c u rric u la , but did not suggest new d ire c tio n s . 98 Contemporary 99 curriculum trends and models do not appear to receive much atte n tio n in the recreation lite r a tu r e . A systems methodology was u tiliz e d in the development o f the study. cess. These systems procedures consisted of a fiv e -s te p pro­ Step I involved the process of defining and specifying the level of competencies accepted in the study. In Step I I the deriving o f the competency content areas occurred, while in Step I I I the competency statements were developed. The tra n s la tio n of the com­ petency statements in to modules and courses occurred in Step IV . Step V involved the process of v a lid a tin g the professional core of competency-based courses. Data fo r the competencies were obtained through systematic investigation o f three sources. Former recreation students who graduated from the Division o f Recreation a t Michigan State Uni­ v e rs ity in the la s t fiv e years were contacted and asked to provide up-dated job descriptions of e n try -le v e l recreation positions. They were also asked to respond to a questionnaire which investigated whether they experienced inadequate preparation w ith respect to what was required of them in th e ir f i r s t recreation p o sitio n. A second source was acknowledged recreation professionals from the sta te of Michigan. They were asked, in oral in-depth interview s, to provide information re lated to re s p o n s ib ilitie s of e n try -le v e l recreation positions. A th ird source was lite r a tu r e related to content in academic recreation preparation. I t was determined that the level o f the competencies accepted in the study would be general but y e t sp ecific and focused. Minute 100 and d e ta ile d le v e ls o f competencies appeared inappropriate fo r the study. A set o f predetermined competency content areas was devel­ oped. These predetermined competency content areas served as a framework fo r the process o f gathering data from the three sources. The data received from the job d es crip tio n s, the question­ naires o f former re crea tio n graduates, and the questionnaires from the o ral interview s o f acknowledged recreatio n professionals revealed a c e rta in general consistency regarding content o f competencies. However, the survey o f the lit e r a t u r e re la te d to content o f academic preparation o f undergraduate recreatio n students provided l i t t l e useful inform ation. A se t o f competency statements was derived which was based on data received from the job d es crip tio n s, the questionnaires o f former recreatio n students, and the oral interview s o f acknowl­ edged recreatio n professionals. The competency statements were then sorted in to re la te d content categories and module t i t l e s were derived fo r the categ o ries. The modules were examined fo r content and sequence concerns. course t i t l e s were derived. Six The modules, w ith assigned competency statements, were then placed in to the six courses. The newly derived generic core o f professional recreatio n courses was then submitted to the fa c u lty o f the D ivisio n o f Recreation a t Michigan S tate U n ive rsity fo r examination and re v is io n . The revised generic core o f professional undergraduate re crea tio n courses was then submitted fo r external evaluation and 101 va lid atio n by a c rite ria -b a s e d selected sample o f educators. The courses were then revised according to pre-established c r it e r ia . The revised and fin a liz e d generic core o f professional undergradu­ ate recreation courses appears in Appendix D. Conclusions The study, which involved the design o f the generic core of professional undergraduate recreation courses, did not render d ire c t conclusions. The developed competencies th a t appear in Appendix D are the resu lts of the study. However, in d ire c t conclusions which resulted from the data received from the acknowledged recreation professionals and former recreation students are as follow s: 1. The competency content areas re lated to Human In te r ­ action S k ills , W ritten Communication S k ills , and Budgeting were considered to be very important. These competency content areas were previously not s p e c ific a lly addressed in the e x istin g Michigan State U n iversity undergraduate recreation curriculum. 2. Because the e x istin g undergraduate recreation curriculum is not competency based and delineated with modules and competency statements, in te rp re ta tio n o f content and sequence o f these basic courses was l e f t to the individual fa c u lty members teaching the courses. No assurance was provided th a t a ll important competency content areas were being taught. The newly developed generic core o f professional undergraduate recreatio n courses provides clear guidelines fo r content and sequence order o f content fo r the teach­ ing s t a f f . 102 3. The results o f the survey o f former recreation graduates revealed th at nineteen ind ividu als out o f the sample o f seventythree responding (26 percent) had not held a job in recreation services. Taking into account th at some o f these in d ivid u als may not have sought employment in the f ie ld o f re c re a tio n , th is s t i l l suggests th a t a high ra te o f unemployment does e x is t. Recommendations As a re s u lt o f the study, the follow ing recommendations are made: 1. I t is suggested th a t the generic core o f competency- based undergraduate recreation courses be fu rth e r developed. Learning a c tiv itie s and in s tru ctio n al processes fo r each o b jective need to be delineated. 2. The generic core o f courses, complete with the in s tru c ­ tio n a l processes and learning a c t iv it ie s , be implemented in the D ivision o f Recreation a t Michigan State U n iversity. 3. A formative evaluation plan be designed and implemented s p e c ific a lly fo r the evaluation of the generic core of courses. The information generated from the form ative evaluation should then be used fo r revision as well as v a lid a tio n of the generic core o f courses. Included in the evaluation plan should be data from students regarding the relevance of the o b je c tiv e s , appropriateness o f teaching learning a c t iv it ie s , and performance o f students r e la ­ tiv e to the objectives. 4. The courses fo r the remaining emphasis areas o f the existin g undergraduate recreation curriculum (Urban Recreation and 103 Programing) should be developed follow ing the format o f the generic core. The courses fo r the Therapeutic Recreation emphasis have already been developed, implemented, and form atively evaluated. 5. The process o f the development of the generic core of courses should be described and disseminated fo r use by other rec­ reation departments. 6. The completed generic core o f professional undergradu­ ate recreatio n courses should be disseminated to other recreation departments fo r review and possible u t iliz a t io n . 7. Because the lit e r a tu r e re la te d to academic preparation in recreation and content fo r such preparation is so lim ite d , I t is reconmended th a t fu rth e r exploration with curriculum models be undertaken. Further curriculum studies in th is area should perhaps consider obtaining data from a broader spectrum. APPENDICES 104 APPENDIX A MAIL SURVEY QUESTIONNAIRE 105 APPENDIX A HAIL SURVEY QUESTIONNAIRE MICHIGAN STATE U N I V E R S I T Y h a s t la n s in g • M ic h ig a n i* * :* COLLEGE OF E D U C A T IO N • DEPARTM ENT OF HEALTH PHYSICAL E D U C A T IO N A N D RECREATION • JENISON G Y M February 25, 1976 Dear The faculty of the Recreation Program at Michigan State University is currently in the process of developing a new undergraduate recreation curriculum which is competency based. In establishing such a competency based curriculum two factors are most important for us to investigate: a. what are the job responsibilities of an entry level employee in the field of recreation holding a B.S. degree in recreation? b. were there discrepancies between your academic preparation here at MSU and what your first full time position in the field of recreation required? As a former graduate of M S U fs Recreation Program your input is vital to the development of a quality curriculum. There­ fore, I am asking you to respond to the attached questionnaire as soon as possible. A self addressed, stamped envelope is provided for your convenience. Thank you very much for your input and your interest. Sincerely, 106 107 QUESTIONNAIRE TO FORMER MSU RECREATION GRADUATES 1. Are you presently employed in a full time recreation position? n If Yes: Please move on to question 2. □ If No: But you have been employed since graduation (at some period) in either a full time or part time position in recreation, please move directly to the attachment. □ If No: And you have not been employed in the field of recreation since your graduation, please check box to your left and return the questionnaire. 2. Is you r p r e s e n t p o s i t i o n also yo ur f i r s t full time p o s i t i o n in the field of re c r e a t i o n ? □ If Yes: P l e a s e send a co py of you r job d e s c ri pt io n, u p ­ da te the d e s c r i p t i o n by p e n c i l i n g in any changes, then m o v e on to the attachment. □ If No: P l e a s e send us a co p y of a job d e s c r i p t i o n of an e nt ry level p o s i t i o n in the age nc y yo u are now employed. T he n m o v e on to the attachment. ATTACHMENT There are several reference words listed below which are related to skills, abilities and knowledges associated with the responsibilities of an entry level recreation professional. In the space provided for each item, please indicate any inadequacies you feel existed between your academic preparation here at MSU and what was required of you in your first full or part time entry position in the field of recreation. Profession HISTORY of PHILOSOPHY of TRENDS t ISSUES of Department Other Aqencies Participants HUMAN INTER­ ACTION SKILLS with WRITTEN COMMUNICATION SKILLS with ETHICS Of Program PLANNING O f DIRECTING or MANAGING of BUDGETING of RESEARCH or PROBLEM SOLVING of EVALUATING of SUPERVISING of Personnel Facilities Diverse Activities Skills/Special. Act. Skills Instruction/Leadership Techniques PROGRAM CONTENT (Activities) Trends Additional Comments PROGRAM CONTENT (Activities) Thank you for your time and effort. It is very much appreciated. Please return the questionnaire, attachment and job description in the provided envelope. 112 MICHIGAN STATE U N I V E R S I T Y east la n s in g - M ic h ig a n COLLEGE O F E D U C A T IO N • DEPARTM ENT OF H EALTH PHYSICAL E D U C A TIO N A N D RECREATION ■ JENISON GYM March 10, 1976 Dear I have noticed that you have not returned the questionnaire I sent you regarding the development of our new undergradu­ ate recreation curriculum. This questionnaire is not a midterm project and you will not be g r a d e d 1 However, your response is vital, since you have gone through our recreation curriculum and are now hopefully employed in the field. We do need to know from you whether inadequacies existed in your academic preparation and what is required of you in your job. Your cooperation in filling out the attached questionnaire would be greatly appreciated and helpful in the developing of a truly quality undergraduate recreation curriculum. Thanks for your help. Sincerely, Enclosure APPENDIX B ORAL INTERVIEW QUESTIONNAIRE 113 APPENDIX B ORAL INTERVIEW QUESTIONNAIRE MICHIGAN STATE UNIVERSITY ea s t la n s in g ■ M ic h ig a n ikmji COLLEGE OF E D U C A T IO N ■ D E P A R TM EN T O F H E A LTH PHYSICAL E D U C A T IO N A N D R ECR EA TIO N * JENISON GYM February 25/ 1976 The Recreation faculty at Michigan State University is in the process of developing a new recreation curriculum w h i c h is competency based. In establishing such a competency based curriculum, it seems most crucial that we have the input from experts in the field. At this time I am o f f i ­ cially asking for your cooperation in this curriculum effort. Specifically, will you be willing to be involved in an interview (approximately two hours in duration)? We are attempting to answer the question: w h a t are the job responsibilities of an entry level employee in the field of recreation holding a B.S. degree in recreation? In order to get this information we have structured an i n t e r ­ view session. I have attached a brief overview of the q u e s t i o n ­ naire so that you may familiarize yourself with the components of the interview. Enclosed is a self addressed postcard for your response. If your response is positive, I will phone you to schedule a date and time w h e n the interview is to take place. Thank you very much for your help and interest. Sincerely, 114 115 MICHIGAN STATE U N I V E R S I T Y e a s t la n s in g • M ic h ig a n COLLEGE O F E D U C A T IO N . DEPA R TM EN T OF H EALTH PHYSICAL E D U C A TIO N A N D RECREATION . JEN15QN GYM February 25, 1976 I am writing to you to follow up the discussion I had with you at the recent MRPA Conference. As you already know we are in the process of developing a new undergraduate recreation curriculum which is competency based. In establishing such a competency based curriculum, it seems most crucial that we have the input from experts in the field. At this time I am officially asking for your cooperation in this curriculum effort. Specifically, will you be willing to be involved in an interview (approximately two hours in duration)? We are attempting to answer the question: what are the job responsibilities of an entry level employee in the field of recreation holding a B.S. degree in recreation? In order to get this information we have structured an interview session. I have attached a brief overview of the questionnaire so that you may familiarize yourself with the components of the interview. Enclosed is a self addressed postcard for your response. If your response is positive, I will phone you to schedule a date and time when the interview is to take place. Thank you very much for your help and interest. Sincerely, 116 OVERVIEW OP QUESTIONNAIRE CONTENT The following listed items will be the focus of the in-depth inter­ view questionnaire. The questions will be formulated so that each item from the four categories in the left column will be asked re­ lative to each item in the right column. For Example: What knowledge and abilities do you require of your entry level position people with regard to: a. b. C. 1. HISTORY OF THE PROFESSION? HISTORY OF YOUR DEPARTMENT? HISTORY OF OTHER AGENCIES? GENERAL: History Philosophy Trends & Issues 2. COMMUNICATIONS: Human Interaction Skills Written Communication Skills Ethics 3. Public Staff Participants Other Agencies PROGRAM OPERATIONS: Planning Directing, Controlling, Managing Budgeting Research, Problem Solving Evaluating Supervising 4 Profession Department Other Agencies Program Personnel Facilities PROGRAM SKILLS: Pr o g r a m C o n t e n t Diversity/Specialization Instruction/Leadership Techniques Trends 117 GUIDE FOR INTERVIEWER HISTORY Profession HISTORY Department HISTORY Other Agencies PHILOSOPHY Profession PHILOSOPHY Department PHILOSOPHY Other Agencies TRENDS and ISSUES Profession TRENDS and ISSUES Department TRENDS and ISSUES Other Agencies RESOURCES Profession RESOURCES Department RESOURCES Other Agencies HUMAN INTERACTION SKILLS, TECHNIQUES P articipants HUMAN INTERACTION SKILLS, TECHNIQUES Other Agencies 122 HUMAN INTERACTION SKILLS, TECHNIQUES Public HUMAN INTERACTION SKILLS, TECHNIQUES S ta ff WRITTEN COMMUNICATION SKILLS Public WRITTEN COMMUNICATION SKILLS S ta ff WRITTEN COMMUNICATION SKILLS Participants WRITTEN COMMUNICATION SKILLS Other Agencies PROFESSIONAL ETHICS Public PROFESSIONAL ETHICS S ta ff PROFESSIONAL ETHICS P articipants PROFESSIONAL ETHICS Other Agencies 125 PLANNING Program PLANNING Personnel PLANNING F a c ilitie s 126 SUPERVISION Program SUPERVISION Personnel SUPERVISION F a c ilit le s 127 DIRECTING, CONTROLLING, MANAGING Program DIRECTING, CONTROLLING, MANAGING Personnel DIRECTING, CONTROLLING, MANAGING F a c ilit ie s BUDGETING Program BUDGETING Personnel BUDGETING F a c ilitie s 129 RESEARCH. INVESTIGATION. PROBLEM SOLVING Program RESEARCH. INVESTIGATION, PROBLEM SOLVING Personnel RESEARCH, INVESTIGATION, PROBLEM SOLVING F a c ilitie s EVALUATION Program EVALUATION Personnel EVALUATION Fac111 tie s PROGRAM CONTENT D iv e rs ity /S p e c ia liz a tio n PROGRAM CONTENT Instruction/Techniques PROGRAM CONTENT Trends GUIDE FOR INTERVIEWEE Profession HISTORY PHILOSOPHY TRENDS and ISSUES RESOURCES Department Other Agencies S ta ff HUMAN INTERACTION SKILLS WRITTEN COhWUNICATION SKILLS PROFESSIONAL ETHICS Participants Other Agencies Program PLANNING SUPERVISION DIRECTING, CONTROLLING BUDGETING RESEARCH, PROBLEM SOLVING EVALUATION Personnel F a c ilitie s Di vers i ty/Spec i a1i za ti on PROGRAM CONTENT Instruction/Techniques Trends APPENDIX C VALIDATION QUESTIONNAIRE 136 APPENDIX C VALIDATION QUESTIONNAIRE M IC H IG A N STATE U N I V E R S I T Y CAST LA N S IN G • M IC H IG A N I8H IJ COLLEGE O F E D U C A T IO N • D EPA R TM EN T O F H E A L TH PHYSICAL E D U C A T IO N A N D RECR EA TIO N * JE N ISO N G Y M May 21, 1976 As a folia/ 15) to our phone conversation, I would like to describe to you again the purpose of the newly designed generic core of competency based undergraduate recreation courses, and the purpose for your eva­ luation of them. The enclosed six oourses with nodules and assigned competencies are intended to represent the generic core of courses of the undergraduate recreation curriculum of the Division of Recreation at Michigan State University. These courses will be the foundation of the undergraduate recreation curriculum. All students enrolled in the Division of Recreation will take these courses, regardless of their area of speciali­ zation within the field of recreation. Therefore, your evaluation of the course modules and assigned competencies should reflect this con­ sideration. The content of the competencies of the generic core of courses was derived through a logical process involving the analyzation of data from two sources. Data was received from an in-depth interview of recreation professionals and a mail survey of former MSU recreation graduates. Thirty-two professionals from the State of Michigan were interviewed regarding the responsibilities of full time entry level recreation positions. One-hundred-fourty-one former MSU recreation graduates were asked to respond in a mail survey whether they experienced inadequacies in their academic preparation with respect to what was required of them in their first full time recreation position. A doctoral candidate analysed the data and derived the competencies. The design of the generic core of courses also required adherence to specific constraints inherent in the Division of Recreation at Michigan State University. The primary constraint existing is that only two faculty merrbers would be available to teach the generic core of courses. Therefore, it was felt that six courses would represent a realistic nunber and be feasible to be taught by those two faculty menbers. 137 138 In addition, the generic core of course was designed to fit the quarter system which involves ten weeks of three hour per week sessions. Your evaluation should also consider that in addition to the generic core of courses a number of supportive and specialized courses will be offered. Specialized courses for each of the three options of specialization (urban recreation, programming, therapeutic recreation) will be available. Your candid and careful evaluation of the generic core of courses (modules and competencies) is needed for improvement of them. In particular, I am interested in your comments and suggestions. Thank you very much for your help. greatly appreciated. Sincerely, Enclosures Your prcnpt response would be 139 EVALUATION FORMS OF GENERIC CORE OF PROFESSIONAL RECREATION COURSES Instructions For Conpleting Evaluation Forms 1. For each course module, indicate your degree of agreement or disagree­ ment with each of the five statements by circling the appropriate number according to the following Likert Scale: 1 2 3 4 5 — — — — — Strongly Agree Agree Undecided Disagree Strongly Disagree 2. Your ccxonents and suggestions are invited in the spaoes provicted. 3. Please return the ccnpleted evaluation forms in the enclosed self addressed envelope. 4. Thank you very much for participating in the evaluation. Course Title: Module 1. 1: PHIIDSOPHY OF RECREATION AND LEISURE Philosophy of Recreation and leisure The oonpetencios in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Garments: 2. Hie oourse module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, prograirming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Carme nts: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Garments: 5. Hie competencies are appropriate for an undergraduate level curri culum. 1 SA Garments: 2 A 3 U 4 D 5 SD 141 Course Title: Module 2 : PHILOSOPHY OF RECREATION AND TEl SURE The Play Phenomena 1 . The coupetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course module is generic to all undergraduate recreation najors regardless of their area of specialization (i.e./ urban recreation, programing, tlierapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are oorrpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD comnents: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Garments: 2 A 3 U 4 D 5 SD Course Title: Jtodule 1 : 1. FUNDAMENTAL OF RECREATION AND IEISUHE SERVICES History and Foundations The competencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Garments: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Ooirmants: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Garments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD Course Title: Module 2 : 1. FUNDAMENTAL OF RECREATION AND LEISURE SERVICES Recreation Settings and Services The competencies in this nodule are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course nodule is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The competencies are appropriate for an undergraduate level curri culum. 1 SA Comments: 2 A 3 U 4 D 5 SD Course Title: M3duL2 1. i. ae MUNISTEATIOI OF RECREATION AND LEISURE SERVICES Administrating, Directing, Managing The oonpetencies in this nodule are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. Hie course nodule is generic to all undergraduate recreation rrajors regardless of their area of specialization (i.e., urban recreation, programming, tlierapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comrents: 3. There are coupetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comrents: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD 145 Course Title: ttodule 2 : 1. ADMINISTRATION OF RECREATION AND LEISURE SERVICES Budgeting The competencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comrents: 2. The course nodule is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Comrents: 3. There are oorrpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are 1 SA o o rrp e tencies 2 A included which should be discarded. 3 U 4 D 5 SD Comments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD Course Title: ttodule 3 : 1. ADMINISTRATION OF RECREATION AND LEISURE SERVICES Written Comrtunication Skills The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course nodule is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, tlierapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are oorrpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are oorrpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Garments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Carmen ts : 2 A 3 U 4 D 5 SD ADMINISTRATION OF RECREATION AND LEISURE SERVICES Course Title: Module 4 : 1. Evaluation Techniques The c o u p e tencies in this nodule are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comrents: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Continents: 4. There are cojrpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Garments: 5. The conpe tencies are appropriate for an undergraduate level curri­ culum. 1 SA Carments: 2 A 3 U 4 D 5 SD 148 Course Title: Msdule 5 : 1. ADMINISTRATION OF RECREATION AND IEISURE SERVICES Research Techniques The conpe tencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comrents: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are oorrpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are 1 SA c o n p e tencies 2 A included which should be discarded. 3 U 4 D 5 SD Continents: 5. The conpe tencies are appropriate for an undergraduate level curri­ culum. 1 SA Com m ents: 2 A 3 U 4 D 5 SD 149 Coarse Title: RECREATION PROGRAMING ttodule 1 : 1. Planning The oorrpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are oorrpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD 150 Course Title: ttodule 1. 2: RECREATION PRO GRAINING Program Content The oorrpetencies in this module are relevant to the responsibilities of all entry level professionals in the field* 1 SA 2 A 3 U 4 D 5 SD Garments: 2. The course nodule is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Confronts: 3. There are oonpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD O anrrents: 4. There are oonpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The conpe tencies are appropriate for an undergraduate level curri culum. 1 2 3 4 5 SA A U D SD Garments: Course Title: RECREATION PROGRAMMING Module 3 : Program Operations 1. The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Canm ents: 2. The course nodule is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, prograirming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Comrents: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD C oim en ts: 4. There are conpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Corrments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 2 3 4 5 SA A U D SD Comments: 152 Course Title: Module 4 : 1. RECREATION PROGRAMMING Program Evaluation The corrpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 3 U A 4 D 5 SD Comrents: 2 . The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Gonrrents: 4. There are oonpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Conments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Caments: 2 A 3 U 4 D 5 SD 153 Course Title: Module 5 : RECREATION PROGRAMMING Resources 1 . Hie conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 sn Comments: 2 . Hie course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Ooirments: 4. There are conpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Ooirments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 3 4 5 A U D SD 154 Course Title: ttodule 1: 1. INTERACTION TECHNIQUES Supervision The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programing, therapeutic recreation) . 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comrents: 4. There are aasipetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Contents: 2 A 3 U 4 D 5 SD 155 Course Title: Itodule 2 : 1. INTERACTION TECHNIQUES leadership Techniques The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD C oim ents: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, progranrning, tlierapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Comrents: 4. There are conpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Oorrm ents: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD 156 Course Title: Module 3 : 1. INTERACTION TECHNIQUES instructional Techniques The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD O oirm ents: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, progranrning, tlierapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Garments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are conpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD C om rents: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 2 3 4 5 SA A U D SD G arm en ts: 157 Course Title t Module 4 : H7TERACTX0N TECHNIQUES Counseling Techniques 1 . Hie oonpe tencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2 . Hie course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Comments: 2 A 3 U 4 D 5 SD 158 Course Title: Modulo 1. x: PROFESSIONALISM Trends and Issues The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. Hie course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, progranming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Carments: 3. There are conpetencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The conpetencies are appropriate for an undergraduate level curri culum. 1 SA G arm ents: 2 A 3 U 4 D 5 SD 159 Course Title: Module 2 : PROFESSIONALISM P ro fe s s io n a l O rg a n iza tio n s 1 . Hie oonpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 2 3 4 5 SA A U D SD C om rents: 2. The oourse module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, progranming, therapeutic recreation). 1 2 3 4 5 SA A U D SD Continents: 3. Hie re are conpetencies omitted which should be included. 1 2 3 4 5 SA A U D SD Comments: 4. There are competencies inducted which should be discarded. 1 2 3 4 5 SA A U D SD Gonments: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 2 3 4 5 SA A r U D SD Comments: 160 Course Title: ttodule 3: PROFESSIONALISM Professional Ethics 1 . The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programing, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD CLaments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comrents: 5. The conpetencies are appropriate for an undergraduate level curri­ culum. 1 SA Comrents: 2 A 3 U 4 D 5 SD 161 Course Title: Module 4 : 1. PROFESSIONALISM Public Relations The conpetencies in this module are relevant to the responsibilities of all entry level professionals in the field. 1 SA 2 A 3 U 4 D 5 SD Comments: 2. The course module is generic to all undergraduate recreation najors regardless of their area of specialization (i.e., urban recreation, progranming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are conpetencies omitted which, should be included. 1 SA 2 A 3 U 4 D 5 SD Comments: 4. There are conpetencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Comments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 2 3 4 5 SA A U D SD Comments: 162 Course Title: Module 5 : PBDFESSIONALISM Employment 1 . The competencies in this module are relevant to the responsibilities of all entry level professionals din the field. 1 SA 2 A 3 U 4 D 5 SD Garments: 2. The course module is generic to all undergraduate recreation majors regardless of their area of specialization (i.e., urban recreation, programming, therapeutic recreation). 1 SA 2 A 3 U 4 D 5 SD Comments: 3. There are competencies omitted which should be included. 1 SA 2 A 3 U 4 D 5 SD Garments: 4. There are competencies included which should be discarded. 1 SA 2 A 3 U 4 D 5 SD Garments: 5. The competencies are appropriate for an undergraduate level curri­ culum. 1 2 3 4 5 SA A U D SD Ccnments: 163 MICHIGAN STATE UNIVERSITY BAST LA N SIN G • M IC H IG A N IHH2* COLLEGE O P E D U C A T IO N • D E PA R TM EN T O F H EA LTH PHYSICAL E D U C A T IO N A N D R ECR EA TIO N * JEN ISO N G Y M June 20, 1976 Dear Please accept my sincere thank you for your p a r t i c i ­ pation in the evaluation of the newly developed generic core of competency based recreation courses. Your suggestions and evaluation has been most valuable. Thank you again. Sincerely, APPENDIX D GENERIC CORE OF COMPETENCY-BASED RECREATION COURSES 164 APPENDIX D GENERIC CORE OF COMPETENCY-BASED RECREATION COURSES Course T it le : Module 1: PHILOSOPHY OF RECREATION AND LEISURE Philosophy of Recreation and Leisure To demonstrate knowledge o f classical philosophies and theories o f p lay, recreation and le is u re . To demonstrate knowledge o f contemporary philosophies and theories regarding recreation and le is u re . To demonstrate knowledge of issues and trends influencing contemporary philosophical perspectives of recreation and le is u re . To demonstrate knowledge o f how in d ivid u als and groups with diverse l i f e styles and from varying c u ltu ra l back­ grounds perceive and express le is u re in contemporary American society. To demonstrate an understanding o f how d iffe re n t recrea­ tio n or le is u re agencies, organizations, departments u t il i z e d iffe re n t recreation or le is u re philosophies. Module 2: The Play Phenomena To demonstrate knowledge o f the r o le , fu nctio n, nature, and sig nificance o f the play behavior. To demonstrate knowledge o f the ro le o f play in per­ so n ality development o f the c h ild . To demonstrate knowledge o f theories o f pathological play. To demonstrate an understanding o f the benefits and values of recreation or le is u re experiences fo r human beings. 165 166 Course T i t l e : Module 1: FUNDAMENTALS OF RECREATION AND LEISURE SERVICES History and Foundations To demonstrate knowledge o f the h is to ric a l development o f recreation and le is u re services. To demonstrate knowledge o f the changing h is to ric a l per­ spectives related to recreation and le is u re services. Module 2: Recreation Settings and Services To demonstrate knowledge o f the ro le s , functions, goals, and structures o f youth agency services. To demonstrate knowledge o f ro le s , functions, goals, and structures o f urban (municipal or public) recreation settin g s. To demonstrate knowledge o f the ro le , functions, goals, and structures o f recreation services provided by fe d e ra l, s ta te , and county governments. To demonstrate knowledge o f the ro le , functions, goals, and structures o f community education services. To demonstrate knowledge o f the ro le , functions, goals, and structures o f commercial recreation services. To demonstrate knowledge of the ro le , functions, goals, and structures o f in d u s tria l recreation services. To demonstrate knowledge o f the ro le , functions, goals, and structures o f church recreation services. To demonstrate knowledge o f the ro le , functions, goals, and structures o f therapeutic recreation services. To demonstrate knowledge o f the current status of recreatio n services. Course T i t l e : Module 1: ADMINISTRATION OF RECREATION AND LEISURE SERVICES Management To demonstrate knowledge o f primary job functions and re s p o n s ib ilitie s o f a re crea tio n d ir e c to r , manager, coordinator, ad m in is tra to r. To demonstrate an understanding o f various approaches used in adm inistering, d ir e c tin g , managing recreatio n services. To demonstrate an understanding o f a d m in is tra tiv e s k ills necessary fo r d ire c tin g , managing, adm inistering. To demonstrate knowledge o f p o litic s involved in d ire c tin g managing, or adm inistering recreatio n services. To demonstrate an understanding o f personnel procedures and practices in re crea tio n services. To demonstrate knowledge o f the elements involved in comprehensive planning o f a re crea tio n program, department agency. Module 2: Budgeting To demonstrate knowledge o f d iffe r e n t functions o f budgets e x is tin g in re crea tio n services. To demonstrate a b i l i t y to develop and p ro je c t a budget fo r a given recreatio n program, department, agency. To demonstrate an understanding o f procedures involved in obtaining fin a n c ia l resources from external organi­ za tio n s , p h ilan th ro p ie s. Module 3: W ritten Communication S k ills To demonstrate a b i l i t y to w rite info rm ative and d e ta ile d announcements, b u lle tin s , news re lea ses , and business le tte r s as re la te d to recreatio n services. 168 ADMINISTRATION OF RECREATION AND LEISURE SERVICES (Continued) Module 4: Evaluation Techniques To demonstrate knowledge o f techniques and procedures to evaluate personnel. To demonstrate knowledge o f techniques and procedures to evaluate f a c i l i t i e s , equipment, supplies. Module 5: Research Techniques To demonstrate knowledge o f various basic survey tech­ niques and instruments u t iliz e d in the gathering o f data. To demonstrate knowledge o f techniques and procedures used in the in te rp re ta tio n o f data. 169 Course T i t l e : Module 1: RECREATION PROGRAMMING Program Planning To demonstrate knowledge o f various programming approaches, procedures, and structures u tiliz e d in designing recrea­ tion services. To demonstrate knowledge of assessment techniques and procedures u tiliz e d in assessing needs o f p a rtic ip a n ts , c lie n ts , community. To demonstrate a b ilit y to determine and w rite goals based upon assessment information o f p a rtic ip a n ts . To demonstrate a b ilit y to s e le c t, modify, and sequence program content re la tiv e to determined goals. Module 2: Program Content To demonstrate knowledge o f the wide range o f recreation a c t iv it ie s . To demonstrate knowledge o f trends in recreation program content. Module 3: Program Operations To demonstrate an understanding o f program operations, including the in te ra c tio n o f personnel and p a rtic ip a n ts , and the u t iliz a t io n o f personnel, f a c i l i t i e s , equipment, and supplies. Module 4: Program Evaluation To demonstrate knowledge o f basic program evaluation strategies and procedures. 170 RECREATION PROGRAMMING (Continued) Module 5: Resources To demonstrate knowledge o f resources related to program content, m aterials, supplies, f a c i l i t i e s , volunteers. To demonstrate knowledge o f procedures and practices related to obtaining information and resources from other organizations, agencies. To demonstrate knowledge o f diverse informational resources and the procedures fo r u t iliz a t io n . To demonstrate knowledge o f the content and u t iliz a t io n o f in fo rm a tio n -re trie v a l systems related to recreation services. 171 Course T i t l e : Module 1: INTERACTION TECHNIQUES Supervision To demonstrate knowledge o f basic p rin c ip le s and tech niques involved in supervising a re crea tio n program. To demonstrate knowledge o f supervisory techniques u tiliz e d w ith personnel, volunteers. To demonstrate knowledge o f techniques u tiliz e d in supervising p a rtic ip a n ts and nonparticip an ts. Module 2: Leadership Techniques To demonstrate knowledge o f various leadership styles and techniques. To demonstrate a b i l i t y to u t i l i z e various leadership techniques. Module 3: In s tru c tio n a l Techniques To demonstrate knowledge o f various teaching techniques as re la te d to in s tru c tio n o f re crea tio n a c t iv it ie s . To demonstrate a b i l i t y to u t i l i z e d if fe r e n t teaching techniques. Module 4: Counseling Techniques To demonstrate knowledge o f basic counseling models and philosophies. To demonstrate knowledge o f le is u re counseling techniques. 172 Course T i t l e : Module 1: PROFESSIONALISM Trends and Issues To demonstrate an understanding o f current trends re lated to recreation and le is u re services. To demonstrate knowledge o f current issues re la te d to recreation and le is u re services. Module 2: Professional Organizations To demonstrate knowledge o f the purpose* nature, and functions o f lo c a l, s ta te , and national professional organizations serving the professionals of the f ie ld o f recreation services. To demonstrate a comprehension o f the professional issues o f lic en sin g , re g is tra tio n , c e r t if ic a tio n , and standards. To demonstrate an understanding o f the value and respon­ s i b i l i t y fo r professional membership. Module 3: Professional Ethics To demonstrate knowledge o f the concept o f profession­ alism in recreation and le is u re services. To demonstrate an understanding o f the professional code of ethics and conduct u tiliz e d by recreation profes­ sionals with p a rtic ip a n ts , volunteers, colleagues, and the pub lic. To demonstrate knowledge o f the purpose fo r the code o f ethics and conduct. Module 4: Public Relations To demonstrate a b ilit y to in te rp re t v e rb a lly and in w ritte n form recreation services to a llie d professionals, recreation p a rtic ip a n ts , personnel, and the pub lic. To demonstrate knowledge o f the psychological aspects o f public re la tio n s . 173 PROFESSIONALISM (Continued) Module 5: Employment To demonstrate an understanding o f the level and nature o f various positions in the f ie ld o f recreation services and positions in re lated areas. To demonstrate an understanding of the procedures u tiliz e d in obtaining information about position oppor­ tu n itie s . To demonstrate knowledge of interview procedures and techniques. To demonstrate a b i li t y to develop a personal resume. BIBLIOGRAPHY BIBLIOGRAPHY American Association fo r H ealth, Physical Education, and Recreation. Conference on Graduate Education. Washington, D.C.: American Association fo r H ealth, Physical Education, and Recreation, 1967. ________ . Professional Preparation. Washington, D.C.: American Association fo r H ealth, Physical Education, and Recreation, 1962. Broudy, Harry. A C ritiq u e o f Performance-Based Teacher Education. Washington, D.C.: American Association of Colleges fo r Teacher Education, 1972. Burke, J. Bruce, e t a l . C r ite ria fo r Describing and Assessing Competency- Based Pr o'grams. The National Consortium o f CBE Centers, March 1975. Cooper, James M ., e t a l . Competency-Based Teacher Education. Berkeley: McCutchan Publishing Corp., 1973. Cooper, James M., and Weber, W ilford A. "A Competency-Based Systems Approach to Teacher Education." In Competency-Based Teacher Education. Edited by James M. Cooper et a l . V o l. 2: A~S~ystems Approach to Program Design. Berkeley: McCutchan PuFITshing Corp., 1973. Corbin, H. Dan, and T a it, W illiam . Education fo r L eisure. C l i f f s , N .J .: P re n tic e -H a ll, 1973. Davis, Iv o r. The Management of Learning. 1971. New York: Englewood McGraw-Hill, Dressel, Paul L. The Undergraduate Curriculum in Higher Education. Washington, D.C.: The Center fo r Applied Research in Education , In c ., 1968. _______ , and D e s lis le , Frances H. Undergraduate Curriculum Trends. American Council on Education, 1969. Eisner, E llio t W. Confronting Curriculum Reform. Brown and Co., 1971. 175 New York: L ittle , 176 Elam, Stanley. Performance-Based Teacher Education: What Is the S tate o f the A rtT Washington, D .C .: "The American Associa­ tio n fo r College Teacher Education, December 1971. Frelschlag, J e rry . "Competency-Based In s tru c tio n ." Journal o f H ealth, Physical Education, and Recreation, January 1974, pp. 29-31. Gray, David. "New Values, New Missions, New Roles, New Preparation fo r Recreation Personnel." In R e fle ctio n on the Recreation and Park Movement, pp. 356-360. Edited by David Gray and Donald A. Pelegrino. Dubuque, Iowa: Wm. C. Brown Company, 1973. H aefele, Donald, ed. Systems and Modeling: Self-Renewal Approaches to Teacher Education. Washington, D .C.: The American Asso­ c ia tio n o f Colleges fo r Teacher Education, 1971. Hamilton, P h y llis D. Competency-Based Teacher Education. Research In s t itu t e : SRI P ro ject 2158, 1973. Stanford Houston, W. Robert. Exploring Competency-Based Education. McCutchan Publishing Corp., 1974. Berkeley: ________ . S trateg ies and Resources fo r Developing a CompetencyBased Teacher Education Program. New York S tate Education Department and M u lti-S ta te Consortium on Performance-Based Teacher Education, October 1972. ________ , and Howsam, Robert B. Competency-Based Teacher Education: Progress, Problems and Prospects. Chicago! Science and Research Associates, 1972. Kraus, Richard G. Recreation and Leisure in Modern S o ciety. York: A ppleton-C entury-C rofts, 1971. ________ . Recreation Today: Program Planning and Leadership. York! A ppleton-Century-C rofts, 1966! New New ________ , and Bates, Barbara, Recreation Leadership and Super­ v is io n : Guidelines fo r Professional Development! PnlTadelphia: W. B. Saunders Co., 1975. Lindsey, Margaret. "Performance-Based Teacher Education: Examination o f a Slogan." Journal o f Teacher Education 24 (F a ll 1973). Meyer, Harold D ., and B r ig h t b ill, Charles K. Recreation Adminis­ tra tio n : A Guide to It s P ra c tic e s . Englewood C l i f f s , N .J .: P re n tic e -H a ll, 1956. 177 M ille r , Norman P. "Professional Education." The Annals o f the American Academy o f P o litic a l and Social Science, September 1957, pp. 38-45. Murphy, James. "Recreation Education: A Social Concern." Journal o f Parks and Recreation 5 {September 1970): 57-58, 83. ________ . "Recreation Education fo r White and Black America." Journal of Parks and R ecreation, August 1974, pp. 28-29, 66. Nash, Jay B. Recreation: P e rtin e n t Readings. Wm. C. Brown Company, 1965. Dubuque, Iowa: Nash, Robert J. "Commitment to Competency: The New Fetishism in Education." Phi Delta Kappan 50 (December 1970): 240-41. National Recreation Education A ccred itatio n P ro je c t. Standards and Evaluation C r it e r i a . Federation o f National Professional Organizations fo r Recreation, 1965. Peterson, Carol Ann. "A Competency-Based Undergraduate Therapeutic Recreation Curriculum." Unpublished. Rosner, Benjamin. A Report. The Power o f Competency-Based Teacher Education: Boston: A llyn and Bacon, 1972. ________ , and Key, P a tric ia M. "W ill the Promise o f CompetencyBased Teacher Education Be F u lfille d ? " Phi Delta Kappan 55 (January 1974): 290-95. Roth, Robert. Competency-Based Teacher Education and C e r tific a tio n D e fin itio n s . Michigan Department o f Education Teacher Preparation and Professional Development Services, August 1974. Schalock, H. Del. Closing the Knowledge Gap: A Position Paper. The National Consortium o f CBE Centers, March 1975. Schmieder, A lle n . Competency-Based Education: The S tate o f the Scene. Washington, D .C.: American Association on Competency Based Teacher Education, 1973. ________ . P r o file o f the States in Competency-Based Education. M u lti-S ta te Consortium on Performance-Based Teacher Educa­ tio n , November 1974. S cott, M. Gladys. Research Methods in H ealth, Physical Education, and Recreation. Washington, D.C.: Arner i ca n Associat"1"on" fo r H ealth , Physica1 Education, and Recreation, 1959. S cribner, Harvey, and Stevens, Leonard B. The P o litic s o f Teacher Competence. M u lti-S ta te Consortium on Performance-Based Teacher Education, December 1974. 178 Sessoms, Douglas. "Recreation Enrollment Growth Reported." o f Parks and Recreation, October 1966, pp. 867-69. Journal Sherwin, Susan. Performance-Based Teacher Education: Results o f a Recent Survey. Princeton: Educational Testing Service, 1973. Shivers, Jay S. Leadership in Recreation S ervice. Hacmi11 an Company, 1963. New York: The S tein, Thomas. "Recreation and Park Education in the United States and Canada." Journal o f Parks and Recreation, January 1974, pp. 32-35. Twardzik, Louis F. "The U n iv e rs ity 's Commitment to the Park and Recreation Professions." Journal o f Parks and Recreation, March 1968, pp. 21, 54-58. Upton, M ille r . Acceptance o f Major C u rricular Changes: In Search fo r Leaders. Washington, D.C.: American Association fo r Higher Education, 1967. W eil, Marsha. "Deriving Teaching S k ills From Models of Teaching." In Exploring Competency-Based Education, p. 166. Edited by Robert Houston. Berkeley: McCutchan Publishing Corp., 1974. White, Louise R. "Performance-Based Teacher Education in a M u lti­ c u ltu ra l Society." Journal o f Teacher Education 24 (F a ll 1973): 225-27.