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7,1I0S PPIC7DESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

El 002 83

Trieb, Carl FrederickPhysical Education: PROJECT DESIGN. EducationalNeeds, Fresno, 1c18, Number 17.Fresno City Unified School District, Calif.Office of Education (DHEW) , Washington, D.C. Fureauof Elementary and Secondary Education.6992p.Fresno City Unified School District, Calif. 93707

EDPS Price MF-$0.50 HC Not Available from EDPS.*Athletic Programs, Basic Skills, CurriculumEvaluation, *Educational Needs, Learning Readiness,Methodology, *Physical Education, *ProgramEvaluation, Program Improvement, StandardsFSEA Title 3 Programs, Fresno, Project Design

This report summarizes an evaluation of educationalneeds in the areas of health and physical education, physicalrecreation, and athletic programs within the Fresno City UnifiedSchool District. The criteria of evaluation were primarilycomparative. A standard of skill development was first derived andthen used to compare the present performance level of students withinthe program. Authorities on present practices were consulted toestablish the comparative standard, which was then classified intothe hiogenic needs, sociogenic needs, and educational needs of thelearner. Site visits provided opportunities to interview district andschool administrative personnel and physical education teachers aboutprogram curriculum and course content. This method of inquiryprovided information to establish a matrix of educational needs. Themajor conclusions included a need for a more diversified programunder the leadership of better qualified personnel, a more completeprogress report program of individual students, and more adequatefacilities. A related document is EA 002 839. (LN)

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F O R 0 R D

PPOJECT DESIGN (Inter-Agency Planning for Urban Educational Needf,)was organized as a two-year project to develop a ccmprOfensivelonF-range master plan of er:ucat-i.on for the. FreF:no 'ltv tjnified

;c.hool District in California.

This project was conceived by school leadership to brInr underono umbrella current major problems of the schools, the relation-ship of the schools to the broader community, the Impact ofoducat tonal change now occurring throughol;t the nation, and afresh view of the educational needs, goals and aspirations ofour youth and adults. The ultimate purpose of the project isto weld Into an integrated plan the best use of availablerosourcr15 to meet the totality of current and projected needsaccordIn;:: to their rational priorities.

The United States Office of Education funded the proposal as anrryemplary Title III project, recognizing the urgency for cevelop-ing better planning processes for urban school -ystems. Thefirst year of this project was organized to assess current andprojected educational needs in the urban area :3erved by theFresno City schools. Planning procedures will be carried outin the second project year.

A major dimension of the Needs Assessment is an analysis ofeducational and urban factors by a Task Force of specialists.This report is one of the Task Force Needs Assesmont publica-tion series. See the next page for the complete list or projectNeeds icnessment publications.

U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE 0 EDU-CATION POSITION OR POLICY

17 . FIR 31(.; CIOFf

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Position -1,1.0re:3;30-r or ),: L ri., ;

-}-rofessor of' iu i b:1 I.Or,

ott, Co I! ! :I rt. )

()J'ftr Ef -Na tdonal Pr.wsident and Life Ni di her oPhi .4silo11 Ktppa

Member:

Honor

-American Ps,ychological Association-Society for Research in Child 1.)evelo-prrten

-American Association for t Af_11171.11C. !Yaf.*:ri I-, o. h,,);-American. Association for :tie al / .1 1 ; 1

Zducation, nd Rocro'ttion-Phi Delta iccpry2. Fral,erni

b right Crri./ t b(taufr,ht, L Voor i

0:ovoodin- fin Am :3 terriam, lIrtiv(tr:; oMunich, .4..nd Bayerisco

-Uolms AbhAct!!.c Foundatil'n .J .d

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a ...7.-)011Pnt,a1 Dr3 L::

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oj:

:uricJ 1)otZ.

Authoy.it7

Otatistica-i and Clinical Data

l'rograms and Practices in Other School Listricts

17ethodology

I.T.eeds i..pressed as Learning aequirements

au Requireivients for Learning

Hogenic eods

3ocioz,enic ITeeds

-?z

3Zucational feeds

s4I

Ar-oraisal (.):; Differences in floods of Ethnic Croups

Projections for the Future

Unmet ;feeds Divulged in Brainstorm Sessions

ifajor Conclusions Identified by Project Staff

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To Te,:rnin,; requirenents rmd assess nmetnee0s 'L.rt ti ! jorriat n1 :f:roduct j:)0Cif5iT,10TIS', as stated 1,:ir'et 2()

nd miyauoented June -; 12681 the !:'es:71rs77_ca.7. !Y)cre:-.tion and t,b1ot, Ler;.

TTir) . in sOc.1, (147,:f tr1.1"(:' t 1'

e:,L. 1.;73..i:;11 t or:rini,1-, =,..711e-',..,11(?...f, (.1"

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4x".. :(1, 2.1:l.1,-; u 00.1 th11141seci.ety-.

renort a -.1.'Lt-lor czorf,1-1-Lant

Di.ritric.t under tlicUn.L.bed

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0.*C (Th.C.1.1/Orti.clfl i.CIJ. r;(.1.111:ZU r(r.5.'(?Li-1, )ort n not :Tu.,- )osey-.1 to -nfi.c,u1..11.1.; :1;11,0

7C'eflf.-1 nfo,r soTutions dcsLJned tohrLve :-)nen riefl..-t.mt:), a' ic re;3:10-flo-ux1..-L..11-.7 OI V-1.° sP 7]) c 0 tlictfltad." tit-) 11) ,rprvr, ;To- r : no 'ssoc sk..,101)of -1,-;10 P :31131.(3Y.'( 1)1't ri.s in n,n oii. e rn.ti-Ler tf (:-.111.1.1.17,31.1:, 11 tl IP. ill )ert; :1'13 );Thr.?"( C, '1. '1;11 '1,0 del 7.11e

.):t? ''.1" et :1:1;1. nil -)rob7.10.11 to : 1. r?P ;...onri I i 1;1) ei_r

Thi.s --)rocedre ±3 defensible, silleo thc task foroe tcaitlair sw.:-..,est needs ...1-11Acil yearts toan Tria-..\: Hot reco.;n1;o9 and the

--1-;thter 14,71. :-;:i.utions of unmet needs 1110

fl.ndiy-i.r.:s of the force tam.

The .'roduct ons state that '11,e;arner nc.lod ; arcer:Lzr.ferences bet-, eon standard or norm11.1_ devoll.o.-ue-rth oci

by ICI .r;cat performance -3 evels 't -.r.t TS t )11-1.1;

*ti.) be :tr.:, (1) the n l',::).1151n.rri. 07;.' 1710ri ,r171 C1PVC1 )1,1er t U )1' ;;171_11 ;3

;):T. soci.ei-,y- and (2) the nresent r)erl'ormanoethese, s1.71s, before an OIL of the eirTE:( tni Z",

desIzned to lrooduce devolonment of rem:L:71'0d skill $ TherIST eemerlt beueen the two, or the negative or 110 Ed' :11".2..170-.. icesobserved, iral disclose whether present nro7rams

'..acet or exec.:0,1...n.; these standards.

',That constitutes a need is of course a reflection of the socio-economic and cultural milieu, nf the socialprevalent, of the :)sychosocial and pl7sicalmembers of the school population, and othersince these are more or less in a state of

and educational philosophydevelopmental level ofcontrolling factors.flux the proble nf

identifyinc "needs" is no easy one. Its solution depends upon ageneral approach which may uncover deficiencies in the sobool systeut asa whole - a quantitative method - followed by a clinical a,l!ro,-1desifTed to uncover specific needs of individuals.

'.;;CPERITZTTA.T., DES IC r1

The selection of criteria for pr;sessin oresent prc1:73 anddetern:7,nin unmet needs. These consisted of:

A. Authority: expert opinion and legal mandates.

LI Statistical and Clinical Data: which were of questionablereliability and too fragmentary to justify their use inreaching conclusions.

C. Programs and Practices in the Fresno Schools: as found incourses of study, teaching guides, and other materialsprovided by the Project Office;

D. Programs and Practices in Other. School L Systems: used :.sstandards of likenesses and differences.

E. Visits to Schools and Observation of Prog:mms and PracticesInterviews: with district administrativ? ocrsonnel, schooladministrative personnel, and staff members of bhe boys and

1)hysicol education departments.

1;&JCR C(XICLU3107:13

Pupils need more diversified nrocrams in these areas, under theleadership of better qualified ersonnel following .1..evised andupdated courses of study. A iwogram of measurement and evaluationfor diagnosing pupil needs, classifying pupils homog,eneously assessingpupil achievement, and for marking and motivating them, is indiccI;ed.Better and more adequate facilities and adlainistrltive slipporb ;ireneeded to !.'Ore the outcomes desired a better chance o be ea-Lined.

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CLASSIFICATION MATHIX OF NEEDS

Instructional Needs

Individual

Learner

Classroom

Instructor

Authority, etc.

Directional etc.

Needs

Needs

School

District

Administrator

Coordinative and Sup-

portive Needs-

Home and Community

taw

asId

.

Manage

Parent-Comm. Leader

Blogenic Needs:

Food, liquids

Air, Light

Activity

Rest, Relax.

Sex

Senses

Sociogenic Needs:

Status

Security

Independence

Gregariousness

Educational Needs:

Yeas. & Eval.

Med.-Phys. Exam

Class. Tests

Skill Tests

Norms

Info. Tests

Phys. Fitness

Rating Scales, etc.

Diversified Programs:

Health Program

Regular Program

Competitive Program

Re7edial Program

Recreation Program

Courses of Study

Qualified Teachers

Improved Instruction

In-service Training

Motivation

Facilities

Public Relations

Supervision

Satisfaction of all biogenic and sociogenic needs of the child are in

some measure and degree the responsibility of the teacher, the adminis-

trator, the district, and the home and community, as delineated in

some detail in pp. 18-31. X X X X X X X X X X X x X X X X

xState

x

Rec. Dept.

x Clinics

x Re. Dept.

x Community

x Community

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I. Societal Standards

A. Biogenic Needs:

Identification

of and Satisfaction of thru

1. Food and Liquids

2. Ventilation and Lighting

3. Activity

Identification of Ed4cational Needs

II. Assessment Data

A. Fragmentary and incomplete

courses of study;

Course Offer-

ing Information; observation and

interview; little objective test

data available; Health Program

inadequate; Physical Education

Program average

1. School lunch facilities and

menus satisfactory;

free

lunches provided the indigent

2. These vary from questionable

to excellent, depending upon

age and designof buildings and

rooms

3. Observation of programs

checked

against known A-one programs;

.

Insufficient planned vigorous in-

struction in all categories of

activities

III. Learnor Needs

A. Graded instruction in personal

and community hygiene, with

evaluation of information, atti-

tudes and habits

1. Facts and principles ofbal-

anced diet; physiology and

hygiene of digestive system;

adequate daily dietary intake

2. Facts and Principles relating

to air, ventilation & light-

ing; physiology & hygiene

of

vision & of the circulo -respira-

tory system

3. Information in the personal

value of gaining skill &

fit-

ness through

diverse activities;

basic principles of physiology

of exercise; more plannedvigor-

ous activity

"qv

Operations or Functions

IV. Teachers in

Classrooms

A. Graded instruc-

tion at all lev-

els; articulated

from level to level

I. Peculiarities &

idiosyncrasies

of dietaries of

different socio-

economic-ethnic

groups; advises on

lunches brought

from home

2. Supervision of

heating, light-

ventilation, where

these can be con-

trolled

3. Provides. & gives

instruction in

all phases of P.E.

program; requires

at least minimum

standards of per-

formance

V. School Adminis-

trators in Schools

A. Organizes inetruo

tional program

for direct teaching

and/or correlation

with other subject

areas

1. Administers the

school lunch

program;

insures

enough drinking

fountains

Required to Meet Identified Educational

;VI. District Managers VII. Parents in

Across Schools

Homes

2. Distributes in-

formation to all

school personnel &

supervises enforce-

.

ment thereof; re-

.

quests improvement

of sub-standard con -

d itions

3. Requires an in-

structional pro-

gram in a broad

spectrum of activi-

ties; Schedules time

selects competent

staff, and requests

adequate facilities

A. Mandates instruc-

tion in this area;

provides courses of

,study & in-service

training; supervises

total program

1. Organize & admin-

ister district

school lunch program;

provide for free

lunches for indigent;

supervise water faci-»

lities in schools

2. Employs custodiars

to maintain hygi-

enic environment;

improves sub-standard

conditions in plant

and equipment

3. Recognizes need;

provides budgets;

provides facilities;

selects and employs

teachers; supervises

total program; in-

sists on standards

Needs

1. Provide adequate

dietary in the

home; should acquire

information when

needed

2. Provides these

for health and

comfort of child,

especially good

lighting for study;

discourages constant

viewing of TV

3. Encourages child

play at home or

at playgrounds under

supervision; dis-

courages going to

cinema and watching

TV

VIII. Leaders in

the Community

A. Support program

of health instruc-

tion for satisfying

1

biogenio needs

1. Raise funds for

free lunches when

public funds are in-

suffient

2. Works for improve-

ment-of housing

conditions among poor

& of lighting of all

public places, as

parks & playgrounds;

seeks smog elimina-

tion

3. Supports activity

under school and

Recreation Dept.

auspices; organizes

youth groups

-$ 3

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I. Societal Standards

4. Rest and Relaxation

5. Sex

6. Integrity of .Sensory

H. Assessment Data

4. Too much opporunity to

rest

was noted, resulting

from type

of activity in action & apparent

lack of pupil motivation; there

was no evidence ofpotential

physiological damage from over-

ertion

5. This area completely ignored

as a definitely

recognized

area of instruction;

some atten-

tion may be given it in the one

physiology course or implicit in

other course offerings

Receptors

6. Special departments have re-

sponsibility for instruction

of the blind, the partially

sighted, the deaf, and the hard

of hearing;

lighting and acous-

tics good in relation to age of

buildings;

to few subjective

motor activities offered to

devel-

ope proprioceptora

adequately

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III. Learner Deeds

4. Facts and principles of rest

and relaxation, as these con-

duce to good mental & physical

:health; opportunity to rest dur-

ing school hours if below par

in nutritional status or if a

cardiovascular condition is noted

5. Facts and principles of the

physiology of sex and of sex

:hygiene;

preparation for marri-

age;

venereal disease; dangers

'of promiscuity; facts of popula-

tion control

6. Facts and principles of con-

servation of vision and hear-

ing; more gymnastic and rhythmic

activities to improve subjective

motor control

rn

7,y;

IV. Teachers in

Classrooms

4. Diversified pro-

gram to engender

interest and minim-

ize boredom; inter-

sperse periods of

vigorous activity

with periods of

rest

V. School Adminis-

trators in Schools

4. Schedules classes

to provide

"breaks"; instigate

ivarious programs of

extracurricular ac-

tivities

'F.

24:3

_11.

VI.Distriot Managers

Across Schools

'4. Establish policies

in re school day

and year length; set

!holidays; decide max.)

imum academic load

students may carry

5. Instruction,

5. Inclusion of a

given accurate-

course in the cur -i

ly & objectively

iriculum, or correla-

tion and integration

with & into other

pertinent courses

6. Instruction in

hygiene of eyes

and ears; safety

programs and pro-

cedures for protec-

tion of vision and

hearing; improved

programs and teach-

ing in subjective

motor activities

7,ed

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6. Enforcement of

suitqble standards!

for lighting and

'acoustics; requisi-

tion

for improvement

,

when needed; sight

'and hearing conserva--

tion classes organ-

ized when needed

6. Mandated instruc-

tion in this area;

education of parents,

churches & othersin

its desirability;

provide teaching

guide & carefully

selected teachers

6. Appraisal of hear-:

ing and vision by

school or private

personnel; plant

renovation to improve,

lighting and accust4

ice; provision of

special teachers for

blind, deaf, hard of

hearing, and visually

disabled

4,00

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,

VII. Parents in

Homes

4. Provide privacy

for children as

they mature and

enter upon puberty

'

and adolescence;

avoid family quar-

reis

causing ten-

sion

5. Should give basic'

instruction when

qualified to do so;

endorse & support

instruction in the

schools

6. Early discovery

and correction of

visual and auditory

defects; glasses &

hearing aids; Hygi-

enio & esthetic

improvement of home

conditions

VIII. Leaders in

the Community

4. Provide camps,

playgrounds and

other facilities,

with leadership,

through recreation

department, churches

etc.

5. Support the pro-

gram and give it

desirable publicity

in the right quart-

1

ers through the

right media

6. Public clinics;

free glasses &

hearing aids for

the indigent; recog-

nition of and suppob

of sight and hear-

ing conservation

programs

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I. Societal Standards

II. Assessment Data

B. Sociogenic Needs: Recognition

B. Literature of the Psychology of

of and Provision for their

Personality and of Social Psy-

Satisfaction

chology; observation of and

experience with maturing boys

and girls; interviews with

school personnel

1. Status

2. Security

3. Independence

4. Gregariousness

1. Peer groups; letterman groups;

band and drill team members;

age, size, grade level status;

ability achievement; undesir-

able status achieved in seeking

recognition by engaging in un-

desirable behavior

2. None, except by inference

III. Learner Needs

B. Row to adjust and adapt to

various social groups while

attempting to satisfy his socio-

genic needs

1. Not an end in itself;

comes

as a reward for achievement;

kinds, levels, undesirable and

desirable status; socially-

acceptable goals; guidance and

counseling

2. Achievable goals; good in-

struction by enthusiastic

teachers; programs taught with

good class discipline

3. Pupils' response to teacher

3.

authority too often indifferent;

wish to asset themselves with-

out having demonstratedability

to use freedom constructively

4. Observation of the tendency of

4.

maturing children to like to

associate with one another in

groups

To accept constituted author-

ity, respect it, cooperate

with it; to develop self.

discipline; to use freedom

without trespass upon others'

rights

That conformity is a require.

ment for acceptance into a

peer group; that meeting the

sttndsrds of the group with

wtich identity is sought is

a requirement for acceptance

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I. Societal Standards

C. Educational Needs

1. Measurement and Evaluation

See pages 32-33 for functions

a. Medical & Physical Examinations

Well children learn better

and are absent less frequent-'

ly, with attendant reduction

in cost to society

b. Classification Tests

Homogeneous groups are taught

more efficiently and econom-

ically

c. Skill Tests

d. Standardised Norms

II. Assessment Data

C. 1. a. Uniformity in procedures to in-

crease reliability of data;

physicians not employed by dist-

rict; physicians should be ortho-

pedists or pediatricians; not all

children are examined periodically;

borderline oases may be missed in

screening process used; sports

team candidates not examined;

findings should be part of cumu-

lative record; no indication of

follow-up procedures

b. Classification in physical edu-

cation is by grade only and in

some cases by physical fitness

within the grade; apparently very

little concern is given to homo-

geneous grouping of pupils

III. Learner Needs

C. 1. a. Needs knowledge of defects and

interpretation of health status

at his level of understanding to

secure intelligent cooperation

when indicated

b. Needs to be in a homogeneous

group for ease in learning,

to increase motivation, and to

promote feeling of security

c.Many skill tests in courses of

c. Needs to know nresent status

study but validity & reliability

and progress made in relation

are not given or are unknown; in

to established norms

general they are poorly adminis-

tered;

are used mainly to mark

pupils

d. Net available in any of the

courses of study nor for the

State Physical Performance Test

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IV. Teachers in

Classrooms

1. Exemplifies the

traits he wishes

students to acquire; treats all pupils

learn pupils' names; impartially; sets

concern for pupils

school standards

without maudlin

sympathy

V. School Adminis-

VI. District Managers VII. Parents in

trators in Schools

&cross Schools

Hones

1. Devises system of' 1. Seeks to elimia-

awards & honors;

nate class dis-

2. Informs pupil of

present achieve-

ment level & stand-

ards to be met;

provides progressive

program to fit the

pupil's classifica-

tion

2. Coordinates all

programs andpro-

cedures to improve

pupils' confidence

in them;

supports

teacher discipline

3. Stands in loco

3. Formulates rules

parentis; en-

and regulations;

courages pupils to

provides system of

accept responsibil-

rewards & punish-

ity for own behaviorements; encourages

enforces policies,

pupil control of

rules and regula-

pupil behavior

tions

4. Provides pro-

grams & instruc-

tion in wholesome

group activities;

watches for the

asocial and the

over-aggressive DII

pil

1:1;

4'A

git

4. Encourages activ-

ties to develop

social interaction

and cooperation

tinctions of any

kind in the district;

gives city-wide recog

Lion for achievement

2. Establishes poll-

ciesin re grading,

promotion & gradua-

tion; support admin-

istrators & teachers

in disciplinary

measures taken

3. Establishes dis-

trict policies;

protects teachers &

administratorsin

disputes

4. Provides for

social inter-

course between d-

verse ethnic groups

to reduce tradition-

al barriers

1. Accepts children

as members of

the family; gives

them duties and

responsibilities as

well as privileges

2. to above; should

teach children

to respect the teach

er and to obey rules

of school;

should

support teacher in

maintaining disoi-

pline

3. Give children in-

creased freedom

as theyearn the

right to it

4. Needs to regain

its former status

as the basic social

organization

VIII. Leaders in

the Community

1. Support measures

to eliminate

class distinctions;

provide non-school

opportunities to

gain status

2. Provide work

opportunities for

older pupils

3. Should support

school and law-

enforcement agencies

in all conflicts be-

tween the right to

independence and an

abuse of it

4. Should support

public programs

in recreation cent-

ers; should endorse

selected adult educe,

tior prograirs

-1

0

IV. Teachers in

Classrooms

C. 1. a. Refer pupils ob-

viously ill or

who have defects;

helps in screening;

may aid in parts of

examination

b. Should classify

pupils homogene-

ously for subject-

matter taught; no

evidence that this

is being done

a. Administers ore-

scribed tests

when available;

posts scores made;

uses results for

marking pupils and

for evaluation of

total rrogram

d. 'Uses them for

evaluation of

self, pupils, and

Program; explains

meaning to pupils

and how to interpret.

them

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V. School Adminis-

trators in Schools

C. 1. a. Notifies home in

re findings;

examination results

added to cumulative

record

b. Should be as much

concerned for

Physical education

as for academic

areas

c. Encourages or

mandates skill

testing as is done

in academic areas

d. Uses them to eval

uste

P.E. pro

gram in comparison

to other schools

VI.District Managers

VII. Parents in

Across Schools

Homes

C. 1. a. Formulates poli-

cies & procedures;

employs physicians;

supervises program;

issues statistical

reports

b. Formulates tests

and standards for

this & distributes

them; supervises the

total program; main-

tains district ree-

ords

VIII. Leaders in

the Community

C.

C.

1.1.

a. Cooperate with

a. Supprt program in

school; have fami-

schools; help

ly physician treat

provide clinics for

child

indigent

b.

b.

o. Provides tests to

o.measure course of

'study content; col-

lects drta and com-

piles norms; super-

vises the program

-d. Reponsible for

their construe-

if not otherwise

available

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.

I. Societal Standards

9

II. Assessment l'ata

e. Information & Attitude Tests

e. As far as could be determined

Individuals should know.the

no measurement is being attempt-

facts and reasons for learning ed in these

areas

what is expected of them in

overt and covert behavior

f. State Physical Performance Test

As a mandated test it must be

given and therefore should be

carefully administered

f. Given in all school levels as

required; standards for admin-

istering not consistently adhered

to; test is often taught; not used

prinarily as a measure of program

and teaching effectiveness

g. Test of Physical Fitness

g. No test of physiological fit-

Fitness is needed for every-

ness is presently given, the

day living, for military sere- mandated physical performance test

ice, and for increasing ion-

purportedly serving this function

gevity;

fit peope are an

economic asset

h. Rnting Scales & Score Cards

h. Not presently being used in

physical education; attention

should be directed toward the use

of these tools of measurement

III. Learner heeds

e. Needs to acquire information,

develop attitudes, and make

social adjustments.

Progress

made in these areas requires

measurement to secure tangible

data of success

f. Needs to know why required and

.

what it purports to measure;

needs motivation in total pro-

gram to improve performance in

test items

g. Needs optimum fitness for

daily tasks; needs to know

how to achieve and maintain

it;

needs to know what fit-

ness is

h. Serve function of assessing

certain traits to give an in-

ventory of strengths & weaknesses;

how can he improve if he doesn't

know where Improvement is needed?

rik

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IV. Teachers in

_,.Classrooms

e. Constructs tests;

administers and

scores them; sets

example of desire-

able attitudes;

pro-

vides situations

re-

quiring social ad-

justment

f. Standardize test

administration;

train student help-

ers; post scores &

jnterpret their mean

ing

.V. School Adminis-

trators in Schools

e. Encourages use of

this type of test-4

ing material; notes

its effect on school

morale

VI.Distriet Managers

Across Schools

S. Construct tests

for city -wide use;!

compile & interpret

results; use results

in publicity

VII. Parents in

VIII. Leaders in

Homes

the Community

e. Functions to in-

e.

suleate desireabli

moral and ethical

con

oepts

f. Administrativere-

f.Scores tests or

f.

sponsibility;

forwards raw scores

)g. If and when adopt g.

ed has same func-

tions as for all

other forms of meets-,

urement

h. If provided, are

h.us

edfor subject-

ive appraisal of

pupil traits & as

guides to program

improvement

has them scored;

forwards dicta to

proper authority;

provides facilities;

establishes local

norms

g. Adopts or con-

structs test to

meet acceptable cri-

teria; distributes

it; supervises its

administration

g

h. Promotes their

use h.

for evaluating

pupils, programs,

procedures, etc.

f. h.

4:44

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I. Societal Standards

2. Complete & Diversified Programs

a. Health*

(1) Instruction

(2) Service

(3) Environment

b. Regular Physical Education

e. Competitive Program

f. Remedial Physical Education

g. Recreation Program

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II/ Assessment Data

2. a. Courses of study, interview with

Director of Health Service;

visits to schools and interviews

with staff

(1) Inadequate at all levels in all

areas of information

(2) Provided in re first aid; med-

ical exams too infrequent and

don't include all pupils

(3) Satisfactory considering age

and architecture of facilities

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III. Learner Needs

2. a. Needs health to function effi-

ciently

(1) See biogenic needs

(2) Needs better and

more fre-

quent medical - physical

examinations

(3)

b. Observation reveals that they

b. Needs diversified experiences

are not sufficiently diversified;

for exploration, learning and

too little gymnastics & rhythmics

development to achieve stated

and insome no aouatics because of

goals of physical education

lack of pools

0. Excellent at interscholastic

le vel but should include more

sports; good at intraelural level

with same proviso; in general is

emphasized to detriment of other

aspect of total physical education

program

f. Very little given, mostly under

state support; this need defi-

nitely is not being net

g. %lost Phys. Ed. programs are more

recreational than instructional;

this presents no is or concern

c. Most biogonic and sociogenic

needs can be satisfied by

present programs

f. Needs correction of rmediable

organic & physical defo.cts for

reasons of health, personality,eto

g. Has recreational needs which

are provided for in school and

in Recreation Dept. programs

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4

?ft

S5.

IV. Teachers in

V. School Adminis-

VI.Distriot Managers

'VII. parents in

Classrooms

trators in Schools

Across Schools

Homes

2.

a.

2,

f a.

2.

a.

2.

a.

(1) Gives accurate

(1) ?rovides time in (1) Includes in all

(1)Primary scource

information;

schedule for

curricula; con-

of information if

tests for knowledge

direct teaching

structs courses of

study; standards

well-informed; teach

good health habits

(2) Administers ist

Aid, etc.

(3) Supervises all

P.E. areas for

safety & hygiene

b. Needs to expand

program into the

five categories of

activities

0. Coaches teams;

makes schedules;

organizes & super-

vises games and con-

tests

f. Should do some

remedial work in

regular classes by

selection of proper

materials

(2) Requests nurses

(2) Provides

person-

and physicians

nel, etc.

(2) Rome care of ill;

private medical

attention

VIII. Leaders in

the Community

2.

a. (1) Works for inclu-

sion in schools

(2)

(3) Supervises school (3) Provides custodi- (3) Hygienic and

es- (3)

as a whole for

al services and

thetic home en-

safety and hygiene

plant maintenance

vironment

b.Should insist upon b. Courses of study

b.

"all-around" pro-

for such program;

gram and provide an hire teachers to

adequate staff

teach it

c. Eligibility of

players; approval

of schedules; policy

making

o. League and inter-

league competition;

schedule making; dis-,

putes; eligibility

f. Slioald require in-f. Provide facilities

elusion of classes

program & staff;

and materials to

prepare courses of

serve this need

study

g. Presently provide g.

too much recrea-

tion

o. May be involved in

Little League com-

petition; send child-

ren to playgrounds

b.

a. Supports non-

school public &

private facilities

for this purpose

f. The first line of

f. Give public sup-

defense in preven

port to the pro-

tion & correction

gram

g. Cooperate with

g. Home play and fam- g. supports all pro-

Recreation Dept.

ily recreation

grams for this

in facilities, pro-

purpose

grams & personnel

<1.

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I. Societal Standards

3. Courses of Study

Guides for achieving stated

goals

4. Qualified Teachers

Essential to improve directed

learning by pupils; parents

and taxpayers entitled to

teacher competency

5. Improved Instruction

Should result from qualified

teachers and good courses of

study

6. In-Service

Training

II. Assessment Data

3. Thorough reading of all courses

of study listed on page 16; com-

parison with other school districts;

Fresno courses of study %enerally

are good; need

revision and up-

dating, with expansion in specific

areas

4. No data available to assess

training and experience; prin-

cipals' evaluations and observa-

tion of teachers in action were

bases for judgments. It must be

concluded that most teachers are

not doing a job of top grade

1?22.1111.6

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"-

III. Learner Needs

3. Portions of them should be made

known to pupils through word

of mouth and by duplicating ex-

tracts for his information and

guidance

4. Need inspired leaders who set

the example of all traits the

pupil is expected to exhibit;

need teachers who can shave how

a skill is executed

and not mere-

ly tell them haw

5. Class organization & management

5. As in 4 above

inferior; too much time lost in

roll-taking and organizing groups;

little use of formations for

teach-

ing; repetitive use of same materi-

als; no personal demonstrations &

MD observation

and criticism;

little evidence of motivation

6. None is presently beinggiven

To improve teachers and pro-

for physical education teachers;

note uniform standards

there is dire need of this to make

up for deficiencies

in training

7. Motivation

The crux for learning

7. Marking pupils on performance

&

skill test results and by giving

awards was only form of motivation

rioted

6. 7.

Abasic reed if pupils are to

learn because they want to

and not because they have to;

values and dangers of peer group

standards as motivators

Cr\

IV. Teachers in

Classrooms

3. Need to follow

V. School Adminis-

trators in Schools

3. Should insist on

them for content,,

their use to meet

procedures & measure at least minimum re-

ment; adapt them to

quirements

local conditions

4.Qualifies himself

further by study,

observation, and

practice; should

plan lessons & use

proven methods

5. Should use every

means to improve

his teaching, judg-

ing his success by

pupil reaction and

their improvement in

achievement

4. Selects teachers;

supervises & eval

uates them; should

be in position to

demand better teach-

ing

5. Needs to know

what good teach-

ing in physical edu-

cation is and insist

upon it when lacking

6. Good teachers

6. Should require

welcome it, poor

attendance and

teachers resent it;

rate accordingly

should be randatory

7. Needs personality

enthusiasm and

competence; stimu-

lating program; im-

partial marking;

uniform dress; etc.

7. Provides system

of awards and

punishments; merit

system; recognition;

awards

VI.Distriot Managers

VII. Parents in

Across Schools

Homes

3. Constructs them

3.

with competent

teacher help; super-i

vises & enforces

their use

4. Sets standards

for selection &

placement; tenure;

salary scales,eto;

supervision in sub-

ject-matter field

5. Rate teachers for'

salary increase

on competence and

not on years of ser-

vice; sets standards

of pupil performance

6. Sets up program;

provides leadership;

prepares materials

to be given

7. Does the

same on

city-wide basis

4. Should demand

good teaching at

a high profession-

al level

5.

VIII. Leaders in

the Community

3.

4. Should be inter-

ested in attract-

ing better teachers

to the district

5.

6.

6.

7. Social pressure;

7.

encouragement;

approval of accom-

plishment; pride in

pupil's achievement

I.

I. Societal Standards

8. Facilities

Needed for effective teaching

and are a source of pride

for the community

9. Public Relations

To inform the public and to

secure community support

10. Supervision

lo improve teaching that edu-

cational goals may be achiev-

ed

II. Assessment Data

8. Range from inadequate to super-

ior; no gymnasiums in element-

ary schools; an senior high and

some junior high schools have gyms;

few schools hive pools, some of

them unheated; scarcity of special

facilities for remedial work, dance

etc.; inadequate dressing, locker,

and shower facilities in schools

which are over-crowded

9. Excellent interscholastic pro-

gram; sports & other programs

of recreation department superior;

bail, drill teams & other special

groups publicize the schools; no

evidence of publicity for other

portions of P.E. program; needed

are news items, piotures, demon-

strations, exhibitions, visits of

public to schools; annual report

of status and progress; Recreation

Department issues good annual re-

port

10. Supervisioa by elementary prin-

cipals more intensive than at

junior & highschool levels; teach-

er supervision adequate but not

outstanding; district supervision

below what is needed

III. Learner reeds

8. A suitable environment, with

necessary equipment and sup-

plies4 for learning experiences

in a diversified program

9. Needs rational publicity to

serve as motivation, instill

pride in self and school, give

recognition and a sense of be-

longing

10. Needs supervision for safety

and for learning efficiently;

presently has too little rather

than too much

co

'""

IV. Teachers in

Classrooms

8. Needed for expan-

sion & diversity!

of program; improve-

ment of morale

9. Word of mouth

publicity thu

better programs &

satisfied pupils;

invite visits to

observe work; send

news items through

proper channels;

have successful

teams

10. Supervises pro-

gram, pupils &

facilities; seems

generally to assume

role of policeman

instead of a guide

to learning

V. Sohool Adminis-

trators in Schools

8. Requisitions fac-:

ilities in terms

of demonstrated need;

approves schedule

for use & sharing

9. Clearing house

for school pub-

licity; talks to

PTA, service clubs,

etc.; develop pupil

morale so they take

pride in school and

speak favorably of

it

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VI.District Managers

ACross Schools

8. Provides plans &

funds; constructs

or purchases; pro-

vides maintenance &

operation

,VII. Parents in

Homes

8. Provide spaqp,

toys, etc. for

Play at home; also

proper places for

rest and study

9. Establishes polieie9.Satisfied parents

cies & procedures;

clearing house for

district; sets up

special agency and

hires trained person- doing

.nel

are excellent

publicizers; should

be kept informed of

-what department is

10. Distributes and

10. Woefully inade-

10. Supervises

enforces all

quate; one man for

in home;

policies, rules,etc; 76 schools, with boys Bible for

Needs give better

and girls programs;

in out of

upervision to pro-

needs a minimum of

hours

grams & staff at the, two assistants to

secondary level

plan, prepare materi-,

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t,tr.

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4,%

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v= 4

a-fa

.

als, visit schools &

give assistanoe to

teachers

VIII. Leaders in

the Community

8. Urges public sup-

;port of bond

issues and tax in-

creases

9. Disseminates in-

formation thru

talks

child

10.

respon-

behavior

school

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HISTORICAL DETAIL

The present report and its findings are a repetition ofsimilar studies made at various times in different school systems.The tragedy is that so few of the constructive suggestionsevolving from them have not been put into practice. Federalfunding has provided money to make studies and to provide facilitiesbut can not as yet be said to have had any appreciable effectupon the production of better programs in practice to satisfy unmetneeds, other than in the school feeding program.

The criteria which follow were used as the bases for 2-flakingjudgments and estimates of skills required by society.

I. Authority

A. Expert Opinion. This consists of points of view expressedby philosophers, educationists, sociologists and others,individually or as members of commissions and committees,concerned with educational needs evidenced in the conditionsof their times. These points of view are generally ex-pressed as aims, objectives, outcomes, Ainctions, andsimilar terms.

Thus John Locke (1632-1704) thought that teachingshould result in (1) moral training through self-denial(2) physical training through hardship, (3) mental train-ing through mathematics and languages. Herbert Spencer(1820-1903) conceived of education as preparation foractivities which are part of a full life, namely (1) self-preservation (2) acquiring and maintaining a vocation(3) rearing and disciplining of children (4) maintainingproper social and political relations, and (5) leisureand the development of tastes and feel:L:14s.

In 1918 Alexander Inglis suggested that educationshould have (1) a socio-civic aim, or the preparation ofthe individual as a prospective citizen and cooperativemember of society (2) and economic-vocational aim, or thepreparation of the individual as a prospective worker andproducer, and (3) an individualistic - avocational aims, orthe preparation of the individual for those activitieswhich, while primarily involving individual action, theutilization of leisure, and the development of personality,are of great importance to society.

In the same year (1918) the Cornission on the Reorgani-zation of Secondary Education form Gated seven principles,intellectual descendents of Spencer's work, to serve as thebases for the reorganization of the curricula of schools inthe United States. They are stated as (1) Health (2) Worthy

art1.1,0K. ' e

20

21

Home Membership (3) Ethical Character (It) con-mu-Id ofFundamental Processes (5) Vocation (6) Civic Education,and (7) Worthy Use of Leisure.

The Educational Policies Commission (19h11) listedTen Imperative Needs which education should recognizeand take the responsibility for satisfying, as follows:

1. AU youth need to develop salable skills and thoseundertakings and attitudes that, -lake the worker anintelligent and productive particiant in. economiclife. To this end, ,rnst youth need supervised workexperience as well as education in the skills andknowledge of their occupation.

2. All youth need to develop and maintain good healthand physical fitness.

3. All youth need to understand the rights and duties ofthe citizens of a democratic society, and to bediligent and competent in the performance of theobligations as members of the commity and citizensof the state and nation.

4. All youth need to know how to purchase and use goodsand services intelligentD;y, understanding both thevalues received by the consumer and the economicconsequences of their acts.

5 All youth need to understand the methods of science,the influence of science on human life, and the mainscientific facts concerning the nature of the worldand of man.

6. All youth need opportunities to develop their capacitiesto appreciate beauty In literature, art, music, andnature.

7. All youth need to be able to use their leisure timewell and to budget it wisely, balancing activitiesthat yield satisfactions to the individual withthose that are socially useful.

8. All youth need to develop respect for other persons,to grow in their insight into etheal values andprinciples, and to be able to and work cooperatkve:ywith others.

9. All youth need to grow in their ability to thinkrationally, to express their thoughts clearly,to read and listen with understanding.

10. All youth need to understand the significance ofthe family for the individual and society, and theconditions conducive to successful family life.

Ralph LaPorte, one of the most able spokesmen forphysical education, nrepared a list of physical. educationobjectives from which the following are adapted qndelaborated, with some suggestions for realizin,: them.

1. Development of useful and desirable slrilJs inaquatic, gymnastic, antaL:oni.stic and

athletic activIt:? es for be de-Ye:10-'1? 1e!itrq and

avocational (hobby (- carry-over) 7-ur,nss.

The orovision of a program which Includesactivities in the fund-mental skills of walking,running, climbing, throwing, vaultino.), jumping.

b. The provision of means for discovering nupi3swho are deficient in these skills, followed bythe necessary instruction al.(' opportunity forparticipation.

c. Selection of an instructional staff interestedin and skilled in a variety of activities andpossessirv; the ,ersonality and enthusiasmnecessary to promote them successfully.

d. The provision of a program givins onnortunitto use the skil ls learned in activitiescarry-over value.

2. Acquiring a comprehensive 2:nowled:e of rules,techniques and strategies of activities; adapted tosex, age and other levels.

a. The selection of an instructional staff qualifiedin all resoects to carry out this purpose.

b. The classification of pupils into homogeneousgroups for purposes of instruction and completi o n.

c. Instruction through lectures, discussions, motionpictures, slides, charts an0 nosters, demons brations,exhibitions, and visiLatioil: ,Jlth direcbedobservation.

d. Written examinations covering the factualinformation acquired through any or of theabove means.

X.' dr

114

23

3. The developme(:t of acceptable social stmdards,appreciations and attitudes as a result ofparticiDation "A) PcMMtios in a good environmentand under cana')le and insred leadership.

a. The selection or an istructional staffwhich possesses these qualifications individuallyand collectively and which, throacP orecept,

se:3 an exa-inie for nodc,:l erricluct (3-sirable

to be foT3oN-e-)d.

b. The provision of a Emitable envIroment, safein characor est-tic in uat,Ire.

c. The provision anfl adlTliuistration of "honesty"

tests.

d. The establishment of a practical mc,,rit systemwhich will reward conduct socially acceptableand penalize socially unacceptable conduct.

4. The development of safety skills for self and others.

a. The careful selection of exercises and activitiesbased on sex, age, interest, ability level andupon educational, social, psychological andphysioloEical needs.

b. Proper instruction in the exerciser-1 and activitiesselected, based on the educational principle ofprogression and on the nsychologinal Principleof motivation.

ea Careful selection of evipme,lt, apparatus andsupplies properly designed and constructed.Regular inspection hereof to insure safety, inuse.

d. Careful unpervision of all activ5.ties attendedby hazard. Giving assistance during the per-formnce of such activities.

e. Removal of al: safety hazards in the gynnasium,locker rooms, shower rooms, a'thletic fields andother facilities, with axone:' maintenance andsanitation. of all.

y.

e.

rr

24

The correction or amelioration of remediable defects,based upon adequate health and physical diagnosis.

Periodic ';Iedical and 3-27sical appraisals by acompetent physician.

b. Maintenance of records of appraisals, and ofthe imr(TvryFlent in or rew)val of, the defectsnoted.

c. An adequate follow-up system to insure attentionbeing given to the defects round.

d. Selection of competent instructors for conductingremedial classe:7.

e. Provision of the necessary special facilitiesfor achieving this objectve.

f. Cooperation with the home and with all schooland other agencies concerned with this problem.

g. Inclusion in the regular physical educationprogram of the requisite amount and kind ofactivities designed to prevent postural defects.

6. The development of normal conditions of the body organsand functions, including the mechanics of muscularmovement and of good nosture.

a. Devotion of a portion of the regalar physicaleducation class period to activities whichpromote good posture.

b. Establishment of a well-ballAneed program to meetthe needs of individual pupils, as discoveredfrom the procedures used to identify them.

c. Selection of activities that are organically andfunctionally appropriate for the two sexes indifferent nhysiological and psychological agegroups.

d. Assignnent to remedial or restricted classes ofthose pupils who have defects of posture, ofthe cardiovascular system, r)r of nutrition.

7. The development of the powers of self-expression andself-confidence (poise) by mastering increasinglydifficult physical and social problems in and throughspecific activities.

25

a. By the inclusion of coeducational instructionin rhythmics, dual and individual sports,aquatics, and selected aspects of gymnastics.

b. By providing games activities in which mentaland physical alertness, cooperation, and socialinteraction are require(, for successful andpleasurable performance.

c. By employing any of the suggestions for theobjective immediately above,

8. The development of leadership through actual respon-sibility for activities, under careful supervisionof the instructor.

a. Establishment of a leaders corps, membership inwhich represents an honor.

b. Provision of opportunity for pupils to serve assquad and class leaders.

c. The use of qualified pupils Us officials forgames and contests.

d. The use of qualified pupils as athletic managers,department clerks, and similar positions ofresponsibility without, however, exempting themfrom participation in the physical educationprogram.

9. The development of the powers of analysis, judgment,and decision in complex mental physical situations.

a. Critical analysis in oral nn written form of theacademic content of the phyeical education program.

b. Providing opportunity for pupils to officategames and contests, in which quick judgments anddecisions must be made.

c. Providing the opportunity for pupils to officiatein gymnastics, diving, formation swimming, danceand other activities in which careful observationand subjective judgment play major roles.

10. The acquisition of health knowlede and the develop-ment of health attitudes and he.',it;s, as an outcomeof planned instruction and ,surer. vision.

a. Provision of classes in health, instruction,using a direct teaching method..

ai

26

b. Incidental health and safety instruction assituations occur.

c. Provision of courses of study in health educationto serve as uniform guides for all teachersfor classroom presentation and discussion.

d. Sanitary and safety inspection of all facilitiesrelated to the school cafeteria, the physicaleducation plant, the shops and laboratories,the classrooms, and to the school as a whole.

e. Periodic inspection of the hygiene of gymclothing and lockers.

f. Provision of towel, laundry and gym suit serviceand of adequate showers and soap supplies.

g. Administration of standardized tests in healthinformation, attitudes, and practices.

h. Requirement that a shower be taken at the con-clusion of each physical education activity class.

B. Legal Mandate. The sanctions for educational systems andtheir subdivisions should logically begin with our socio-political ideology, proceed to our educational philosophy,find support in statistical studies confirming educationalneeds, and culminate in statutory and other legal provisionswhich permit or make mandatory the establishment of programsof education. From a practical standpoint, however, theultimate sanction - the law - is really the primary sanction,

since it must be invoked for authority 'o act. Thus thelaw, which appears in the form of the Education Code, the

Health and Safety Code, the Welfare and Institutions Code,the Vehicle Code, the Administrative and other codes, is

both mandatory and permissive. In the first instance itstates what, how and when something must be done; in the

second instance it provides that certain things may be done.

The first allows no choice, whereas the second does, within

the discretion of the school districts concerned. What,

then, must the aims and objectives for physical educationbe in all of the California public schools? The Education

Code (Section 10119) states that they shall be:

To develop organic vigorTo provide neuromuscular trainingTo promote bodily and mental poiseTo correct postural defectsTo secure the more advanced forms of coordination,strength, and endurance

27

To promote desirable moral and social qualities,as apnrecl.ation of the value of com)eration,self-subordination and obedience to authority,and higher ideals, courage, and wholesomeinterest in truly recreational activitiesTo promote a hygienic school and Irlore ]1ZeTo secure scientific supervision of the sanitationand safety of school buildins, !Ilay7rounds, andathletic fields, and the ec-,ipment t:lereof.

Additional selected sections of the Education Codespecify that

The board of education of each county, city and country,and city . . shall prescribe suitable courses ofphysical education for arl pupas enrolled in the dayelementary schools (10120) . . . and the superintendent

shall enforce the courses in physical educationprescribed by the proper authority, and require thatsuch courses be given in the day schools (10122).

Sections 10123, 10124, 10125 require that pupils inthe schools shall attend upon the courses in physicaleducation for an instructional period of not lessthan 20 minutes daily exclusive of recesses and thelunch period in elementary schools; each school dayfor a period which will not be less than the lengthof the regular academic periods of the school, forthe junior and senior high schools; and for aminimum of 120 minutes weekly in jqnior colleges

Provisions for the examination pupils and for theeducation of the physically hanacapped are exemplifiedin other code sections (16481, 16484, 5151).

Even a superficial scanning of the various Codes indicatesthat they contain adequate provisions to govern the programsof health education, physical education, and safety andaccident prevention in respect to the rights, duties andresponsibilities of school districts, boards of education,administrative personnel, teachers, and children.

Additional references could be cited to the point ofredundancy, but it is evident that there is consistentagreement between authoritative opinions and the legalprescriptions which define the objectives and functions ofhealth and physical education. Unfortunately, publishedobjectives are usually stated in terms so general thattheir vagueness required definition and interpretation toclarify their meaning. Thus, despite the fact that theten objectives of physical education given above conform

28

to and are more specific than those stated for educationas a whole, they still leave much to be desired if theteacher or the pupil is to know if they have been achieved.Objectives as general as the ones cite(1 are really ideals,ends to be worked toward over a long period, not goalswhich can be reached in any appreciatively short time.They need to be analyzed and broken down into succeedinglysmaller units until they are resolved into the individualitems of skills, bits of information, and basic attitudeswhich compose the day to day instructional materials ofthe teacher and the Learning materials of the pupil.

It follows that as the highly specific objectivesare achieved they contribute to the achievement of thenext higher set of objectives, and these to the nexthigher, so that all of them in all area.: of educationcombine one with the other to lead the learner from thelowest level toward, but probably never to, achieving theultimate obj ectives .1

Such courses of study as were made available for thisreport were evaluated in terms of their overall generalityof objectives, but especially for the specificity ofobjectives in each activity or work unit. The samecriterion was also kept in mind while visiting schools,to determine if teachers formulated specific objectives aspart of their daily lesson plans, or were at least able tovocalize about them during an interview.,

C. Criti ue - Alms and uo ectives. .Although no statement ofthe alms and o jectives of the Fresno Schools as a wholewas made available it may be inferred that they are inagreement with those appearing above. The Courses ofStudy for Boys and Girls, Grades 7 - 11, cite Section 10119of the Education Code in its entirety and also list theeight objectives as given by LaPorte, evidence that thegeneral purposes of physical education are known, andpresumably subscribed to. No such statements were foundin the elementary school courses of study and teachingguides.

An analysis of these sources discloses that whenactivity objectives are mentioned they are stated too vaguely.Hockey, for example, seeks

To teach essential hockey skillsTo help strengthen muscles of the legs, shoulder

girdle and armsTo develop team spirit and cooperationTo develop agility and endurance

1See chart on following page for clarification of this concept.

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30

the last three of which are neither defined nor neculiarto hockey.

It is suggested that revised or newly prepared coursesof study follow the procedure outlined in the nrecedingchart to the end that detailed 3asson n7 ins can be con-structed and a clearer conception be gained for the expectedoutcomes of each instructional period and for -L teachingunit as a whole.

hone of the teachers interviewed volunteeredinformation concerning what they wore i.-aching at thebrie of a visit, why they 7:ore teaching it, or what theyexpected the pupils to achieve, nor was there eny evidenceof daily lesson plan preparation.

D. Statistical Data. These consist of the classification andinter7577873± various grout data collected throughtesting and from to and cross-sectional surveysof physical fitness status and achievement in information,attitudes, and skills. The extent and nature of such data,if available, should aid in determining needs presentlyunmet and the degree to which recognized needs decrease inseverity and number as each higher grade or school level isreached. These data should also enable an objectivecomoarison to be made between comparable schools in Fresno,in the state at large, and nationally, provided acceptablenorms are available to serve as standards for making; anappraisal.

E. Clinical Data. These are a refinement of the above, withattention centered won the status and progress of individualswho fall well below the norm_ in skirs, attitudes, orinformation, or who have remediable orz,:,315c. or Physicaldefects. This criterion assumes the -e311abili-ty. of nerbillert,data in the orir;inal aoyee.isal of plmns andstudies.

Statistical. and Clinical Data

The data in general were too old and framentary to bereliable in assessinrl. "learner needs as differences betweenstandards or normal development, of skills required by societyand present performance levels. "t Thus, then - gore no availabledata for the mandated physical -.1erforllance tests to enable ajudzment to be made of nrecent ;Iyysical oerfryn anc e (the ?Irsttime the tests -were administered), the pro. , ee achieved(comerison of test-retest scores), or of ')ositi on of the

individual, schoo2 or school district in relation b,) otherindlviCn 3 al :3, schools or districts (connarison witr1 st'Indariv.ednorms).

31

The same difficulty manifested itself in regard to the skilltests and scoring tables ap--)earing in the courses of study forthe secondary level; in consequence no conclusion can be reachedrespecting the adequacy and effectiveness of 15rog-ramo purportingto itTprove the skills taught, since maturational factors ratherthan the program. may be res-oonsible for Liroroved ner.rormance,

where it occurs.

Some clinical data deriving from postural examinations byphysicians in 1965-66 and 1966.67 give a partial picture of thelarge number of pupils having physical defects. An 1.ncrease

in the incidence of defects is to be noted, with fewer pupilsexamined in the second year. The subjects were junior high schoolpwAls, this justifying the following inferences:

The defects were present in the pre-- school years and wereeither unnoticed or neglected by the home

The elementary physical education program failed eitherto discover the defects or to provide the activities andinstruction to correct them

The defects originated in or increased during theelementary school years

The major emphases in programs of health and physicaleducation should be stressed in grades K-6.

III. Programs and Practices in Other School stems

Applying the programs and practices in other school systemsis questionable if one simply "to keep up with the Jones's,"but can also have value if discretion is used. It is reasonableto assume that any problems in the form of unmet needs which arediscovered are not peculiar to the Fresno Schools. It isnrobable that other systems have had the same problems and mayhave found at least partial solutions for them. Although thenresent report has no resnonsibility for making a comparativestudy between li'resno and other school districts, certain programsand practices in operation elsewhere have been kept; in mind inmaking judgments.

NETHODOLOGY DETAIL

in the absence of dependable and sufficient statistical andclinical data conclusions had to depend upon the content of courses ofstudy and teaching guides provided, upon personal observation of physicaleducation class work, and upon interviews with key nersonnel.

A. The materials- in the Fresno Unified School District moatuseful for this report were:

L,

1. Annual Report (1967) of the Denartment of 'Parks and.Recreation

2. A Tentative Guide to the Fresno City Schools Healthgrogram, Grade 5 (1955)

3. Handbook for the Organization of Physical_ L]ducationand the Recess Period (1957)

4. Course of Study, Girls Physical Education, Grades7 - 11 (1959)

5. Course of Study, Boys Physical Education, Grades7 -11 (1961)

6. Course of Study on deight Lifting (n.d.)7. Teaching Guide, Physical Education, anderr,farton,

First and Second Grades (1950)8. Teaching Guide, Physical Education, Third Grade (1950)9. Teaching Guide, Games, Part I, Grades 3 - 6 (1q50)

10. Teaching Guide, Physical nducation, Part XI, Grades3 - 6 (1950)

11. Teaching Guide, Physical Education, ApparatusActivity, Grades 1-6 (1961)

12. Supplementary Syllabus for. Folk Dance, Grades 7-11(1956)

13. Guide for Skill Test Procedures (1954)Results and Analysis of Physical Performance Testsfor Boys in the Fresno Secondary Schools (1957-58,196o-61)

15. Handbook for the Organization of Physical Educationand the Recess Period (1957)

16. Hoontime Assistant Handbook (1965)17. Athletic Policy Handbook for Junior and Senior High

Schools (1966)18. CIF Constitution and Dy-Laws (1966)

Courses of study of other school districts which were founduseful in determining the extent to which the Fresnoschools were following conventional nrograms werethose of the Los Angeles and Cincinnati City School Districts.

32

C. Visits were made to selected samples of elementary,junior high, and senior high schools in the fourprescribed economic-ethnic areas:

2.

Elementary schools

Dirney ElementaryKirk ElementaryVinland ElementaryFranklin ElementaryFremont Elementary

Rowell ElementaryViking laementory:Jolters Elementaryslishon Elementnr:,ir

33

Of these,three had populations of over fiftypercent Negros and lieml.can.A raerican surnrurtes, one

was fifty percent white in the low income f;rou.o,two were fifty percent white in the high incomegroup, and three were in the middle income !:1^013.71

Junior high schools

Ahuahnee Junior HighHamilton Junior HighIrwin Junior High

Sequoia Junior rfighierra Junior High

iviawona Junior High

These had a range of minority groups fromninety-nine percent (iruin) to eight and a halfpercent (Sierra).

3. Senior high schools

4.

Edison Senior HighFresno Senior HighHoover Senior High

Colleges

Roosevelt Senior II?_ ;h

McLane Senior Thigh (twovisits)

Half-day visits were also made to the FresnoCity College and Fresno State College

D. Interviews of from one to two hours were had with

1. The Director of Parks and Recreation2. The Director of Health Services3. The Director of Physical Education and Commissioner

of Athletics (two conferences three ?Jerks aport)

4. Principals, vice-principals, and/or deans of theschools visitedTwo or more members of the boys and girls 7thysica3education departments

E. Reports from the Project Office

1.

2.

3.

Course Offering Information for Secondary flchools (1966)Task Force Introductory Study Data (1968)Brainstorm - educational needs as perceived by ochoo7staff (1968)

NEEDS EXPRESSED AS LEARNING REQUIREMENTSAND AS REQUIREMITS FOR LEARNT TG

Biogenic needsFood and liquidsVentilation (air) and lightingActivityRest and relaxationSexintegrity of sensory receptorsCritique

Sociogenic needsStatusSecurityIndependenceGregariousnessCritique

Educational needsMeasurement and evaluation

CritiqueComplete and diversified programs

CritiqueCourses of study

CritiqueQualified teachers

CritiqueImproved instruction

CritiqueIn-service training

CritiqueMotivation

CritiqueAdequate facilities

CritiquePublic relations

CritiqueSupervision

Critique

A. Biogenic Needs

These are the unlearned physiological or tissue needs anddrives essential for the survival of the individual and thespecies. Among them are:

1. Food and Liquids

a. The individual learner needs to know the facts andprinciples, relating to a balanced diet and thephysiology and hygiene of the digestive system, sothat he can achieve and maintain an optimum state ofnutrition.

3)4.

35

b. The classroom teacher needs to imnart this informationat the learner's level of comprehension, at the sametime stressing the idio-syncrasies and peculiaritiesof the dietaries of different socio-economic-ethnicgroups.

c. The school administrator needs to take responsibilityfor organizing instruction in the curriculun toprovide for direct teaching in this area and/orcorrelating and integrating it with and into othersubject-matter areas.

d. The district needs to provide facilities where lunchesbrought frnm homexay be eaten under hyr.rienic conditionsand where diatetically balanced pinches are madeavailable at minimum cost.

e. The home needs to provide an adequate and balqnceddiet for the children in the family. 4here fanniesare too poor, unconcerned, or uninformed to dischargethis responsibility the local community becomesinvolved byproviding free food from local funds orunder state or federal subsidies.

2. Ventilation (Air) and Lilting

a. The individual learner needs to know the facts andprinciples relating to fresh and contaminated air,of good and poor lighting for the performance ofvarious tasks. He needs to know the physiologyand hygleme of vision and of the circular-resptratorysystems.

b. The classroom teacher needs to impart this informationat the learner's level of comnrehension and has theresponsibility for proper heating, lighting, and ven-tilation of the classroom.

c. The administrator needs to distribute pertinent,information to certificated and non-certificatednersonnel and take responsibility for the sunervisionand enforcement of directives relating to these areas.He should request plant management to improve sub-standard conditions which are found to exist.

d. The district needs to recognize its responsibility foroptimum school hygiene and to improve undesirableconditions to conform at least to minimum standards.

e. The home has a responsibility which is even more criticalthan that of the school, especially in the lowereconomic-ethnic groups where crowded and unhygienicconditions tend to prevail.

07 ".1.°V

ro

1

3. Activity

Activity is the verybe alive connotes organic,indispensable for normal gr"learn by doing"; they arethe skills and informationIt follows that

36

essence of life itself. Tophysical, and mental activityowth and development. Childrennot passive vessels into whichof the teachers are poured.

a. The individual learner needs to know the personalvalues of participation in a broad spectrum ofactivities and needs to discipline himself to becomeinvolved in then.

b. The teacher needs to provide a diversified nroPramof activities in his subject-matter field to givethe pupil opportunity far exploration and experience.Emphasis should be upon pupil participation, withverbal descriptions and explanations kept to aminimum. Observation supports the statement that"teachers talk too mach and children work to little."

c. The administrator needs to be convinced that organizedand well-taught physical activities have definiteeducational value; he needs to give them equitableconsideration in planning the curriculum and shouldinsist upon planned instruction in the place ofhaphazard free play.

d. The district needs to give more than lip service tothe physical education program because of legalmandate. It needs to recognize the activity needs ofgrowing youngsters; it needs to nrovide adequatephysical facilities for a diversified orogram andsuperior leadership for teaching children in suchprogram.

e. The home needs to recognize its opportunity andresponsibility for diverse domestic and play activitiesin and about the home, especially during the pre-school and pre-pubertal years. Habits inculcated inchildren and encouraged by parents duri.ng this criticalgrowth neriod tend to remain fixed as the child isallowed greater freedom of personal action.

Rest and Relaxation

Prolonged activity, as it approaches the physiologicallimits of an individual's present condition, is attendedby increased fatigue and a decreased learning increment.Animals at play, and children not motivated ;4r extrinsicsocietally conditioned incentives, "give up" when they are

37

tired. The competitive aspect of modern SOCi.ety,which finds its counterr)art in the total school programbut particularly in physical education and athletic s,has aivays served the useful function of motivating pupils.Concurrently, however, it has often driven theA to c ontimestriving beyond the point a9hich is physiologically andpsychologically healthful. The uinning of the game orcontest becomes the goal, without cons-tderation of theto13 it takes.

From extensive observation it seems unlikely thatpu-311s will voluntarily exceed, or be urged by theirteachers to exceed, their physiological limits. raven when

this occasionally occurs terc is res.'ectahlr, y:Iedical authorityto support the statement that discomfort following exercisedoes no do nmagel given an individual Iiithont organicdefects. It is here su7,gested that pupils in Dhysicqleducation classes have too little activity rather thrIn toomuch. I:one the less, a rational program of physica] activityembraces periods of rest and serves per se as a meansof relaxation from other stresses in the pupil's darlylife at home and in school.

a. The individual learner needs to knuu the factsand principles relating to rest and relaxation,conducive to good mental and rthysical health.

b. The teacher needs to diversify his program contentwithin a lesson and from lesson to lesson. i

whole period devoted to marching, or calisthenics,or drill in any limited number of skills becomesboring and brings dilainishing returns In learning.Repetition or drill has its value but should beutilized as spaced rather than massed 21ractice.The teacher needs to sharpen his rower ofobservation to note listless performance andperformance which becomes increasiirly moreawlarard, the first from boredom aad the lastbecause physical fatigue prevents coordinatedmovement.

c. The administrator needs to orp:ani5e a scheduleof classes which allows diversification in theindividuaPs daily program. de needs to orovidcoccasional breaks, exemplified by recesses andthe lunch hour. lie needs to make nrovision fora variety of extra-curricular activities inwhich pupils can oarticipate or with which theycan identify and take pride. 3choo1 teams andmusical organizations are traditional examples.

,thx4,3Lk4. a.t.tua "4,1' 1....taa -,e'ar`t", wZika

38

d. The district needs to formulate oolicies in respectto the length of the school day and year, thefrequency and spacing of holidays, the mayacademic load pupils are permitted to carry, andsimilar areas, all of course conforminE', to Tec!alprescriptions.

e. The home needs to provide sufficient rrivacy andcomfortable environmental conditions which conduceto mental and physical relaxation and well-being.The community, through its recreation department,schools, churches, athletic clubs, and othernrivate organizations, need to contInue and evenexnand upon Iroesent Zacilities and tvo;Ta)is ha vinc;recreational uses and aims.

Sex

Curiosity about sex is evinced in early childhoodand continues to grow as sex differences and phenomenaimpinge in increasingly greater degree upon the awakeningmind of the child, reinforced by endocrine changes andsocial experiences as puberty and adolescence are reached.This curiosity should be satisfied in sane and sociallyaccentable ways. Primitive societies seem to have givengreater concern to this responsibility than has modernsociety, in the various forms of pubertal rites.

a. The individual needs to know the facts and principlesof sex and sex hygiene, in terms of its meaning tohim and to the society of which he will soon be amature member.

b. The teacher needs to impart information on sex andits hygiene, accurately and objectively.

c. The administrator needs to provide time for suchinformation to be given as a class limited to thetopic, or as a body of information correlated withand integrated into a number of courses, such aslife science, home-making, health education, and inindividual counseling and guidance.

d. The district needs to recognize the importance ofthis area of education, especially in light of the"ponulation explosion" and the increased socialunrest among the low economic -etbnic groups. Itshould take the leadership in formulating policies,preparing course of study materials for the gradeand school levels, and in giving in-service trainingto teachers who will present this controversial material.

4

39

e. The community, and especially the home and church,should take greater responsibility for dealing withthis need. The home has been notoriousy. negligentin this area and the church seems to have avoided

it entirely. Parents themselves are to frequentlyignorant -of the physiology of sex and are in needof the information advocated be given their children.

Since the rresent generation of children is thenext generation of parents it seems sensible toeducate them in their future responsibilities.

6. Integrity of Sensory Receptors

Although these are not "drives", striclay speaking,they are indispensable for learning and for protectionagainst environmental hazards. They are the avenuesthrough which internal and external stimuli are receivedand to which the individual needs to react appropriately.The more important ones are the eyes for seetng, theears for hearing, and the proprioceptors for awareness ofthe position and movements of the body as a whole and of

its members.

a. The individual needs to know the facts and principlesof good vision and good hearing and the hygienicpractices he must observe to protect them. He needsinstruction and practice in subjective motor activitiesto train his body in gross and fine coordinationswhich make him aware of the position, direction, andforce of the body and its parts at rest or in motion.

b. The teacher needs to give instruction in the hygieneof the eyes and ears and to employ all acceptedmeasures for their protection. He needs to includein his program of activities a good measure of thosewhich have been designated "subjective motor activities",typified by diving, ballet and esthetic dancing,formation swimming, and all forms of tumbling, heavyapparatus, light apparatus, and free exercises, in allof which form and grace in performance are sought asends in themselves.

c. The administrator needs to provide satisfactorylighting and acqustics indoor areas where instructionis given or nupils are working at tasks which placea premium on listening and seeing.

d. The district needs to make provision for the appraisalof vision and hearing through private or public agencies:it needs to provide special schools, classes and/orteachers to give instruction to pupils wibh badlyimpaired vision and heariag.

140

ailiaat=2L12.21121121a

It appears that adequate to superior provisionsare made for school lunches and a hygienic school environ-ment, within the limits imposed by present facilities.These of course vary with the age of the school and thecrowding imposed by excessive school enrollment. Hewconstruction should conform to the highest standardsrelating to a healthful, environment and should be flexibleto allow for alterations with changing needs and functions.The areas in which the needs of pupils are not adequatelymet were observed in:

a. The dearth of information and instruction in healthfulliving (personal and community hygiene) if whatappears in the teaching ga.ides can he relied upon.It is regrettable that an educational objectivementioned in every list corrrolled is so much neglected.School systems which require up to twelve yearn inthe language arts should surely provide for the needto know the structure and function of the body andhow to care for it. For example

(1) Course Offering information for Secondary Schoolsdoes not even mention these titles. The one basiccourse, Physiology 516, is an elective. Althoughthe same reference mentions alcohol and narcotics,first aid, and accident orevention, integratedwith the subject matter of the social sciences,homemaking, science, and English in Grades VII-XII, there is no assurance that general healthnrinciples and practices are receiving sufficientattention.

(2) Only five topics related to health are mentionedin the teaching guides for boys and girls, GradesVII -All

(a) Physiology of the Human Pod and Forercise(b) Posture, Personal Hygiene, Pody Mechanics(c) Effects of Exercise on the human 13ody(d) Why Train?(e) Why Condition for Cld Age?

although the statement is made that healtheducation is correlated with seasonal activities.From observation and experience it is probablethat these topics are touched upon s:lorqdicallyin "rainy day" programs.

(3)

(4)

The only organized teaching guide in healthprovided for this report was for Grade V, DentalHealth, Personality Needs, Personal Health,Community Health (1955), but with no indicationof how and when this material wac taught.

Sex education is completely ignored unlessreference to it is buried in science courses otherthan Physiology 516.

b. The activity program at all levels superficiallyappears to meet biogenic needs and would were it putinto actual practice as well as appearing in print.Some of its shortcomings are to be excused for wantof facilities, namely, gymnasiums for indoor activitiesand pools for aquatics. Fault is to be foundprincipally with the calibre of instruction, the organiza-tion of classes for teaching, and the teaching proceduresused. Much time is lost in taking attendance, givinginstructions, and describing and explaining what isto be done. Pupils are inactive the while and continueto be inactive while they await their turn to performOr to participate in a snort, e.g., softball, whichby its nature has an unpredictable amount, duration,and intensity of physical effort.

This by no means suggests that every lesson observedwas wanting in satisfactory content and methodology.Unfortunately, good work by teachers and pupils was witnessedin fewer instances than was work of questionable nature.

B. 22912EIRLILLE9eds

Whether these are the unlearned patterns of behavior which:lave been labeled "instincts" or learned as a result of socialconditioning is largely a matter of academic interest, with oneexception. If they are "instinctive" the only thing educationcan do is control and direct them. But if they are sociallyconditioned they may be caused, as well as controlled and directed.Reference to almost any standard text in the psychology ofpersonality categorizes traits which have been identified anddefined as "social" needs of the individual. The four whichfollow are illustrative and typify pupil characteristics commonlyobservable.

42

1. Status

The need for recognition through achievement, position,looks, physique, or other factors appears to be common toall normal persons. They want to be somebody; they want tostand out from the crowd; they want to be looked up to andadmired. The struggle for status is an excellent motivatorwhen controlled; when uncontrolled it may lead to egocent,ricity,bullying, egotism to the exiusion of altruism, and otherundesirable manifestations of personality behavior.

a. The individual learner needs to know that status isnot an end to be sought for itself, but a positionattained as a result of what he achieves and what heis. He needs to learn that status is of differentkinds and levels and has real meaning only in termsof what he himself has accomplished rather than interms of what he was "born into". He needs to recognizeand appreciate the many opportunities given him inschool to achieve status if he is willing to make thenecessary effort.

b. The teacher also seeks status, in his profession,among his colleagues, and with his pupils. He needsto know that status is achieved by his proficiency asa teacher and leader. It is his responsibility toexemplify the desirable behavior patterns he wantshis pupils to acquire. He contributes to the statusof his pupils by learning their names as Quickly as

possible, and not siranly a numbers in a roll book.

He should be concerned with their problems without

being mauldinly sympathetic. He should guard against

the operation of any halo effect in the form of

preferential treatment in one area because of achieve-

ment in a completely dissociated area. Coaches often

sin in this respect, according their players privileges

unrelated to the sport in which they participate.

c. The administrator needs to recognize that the urge

for status is a means to improve the educational standards

of his school. This he can do by devising a systemof awards, honor groups, groups in special activities

membership in which requires meeting snecified standards,

and functions which enable outstanding student:; to

enjoy their moment in the snotlight. These extrinsicincentives should be the means, not the end, o stimu-

lating intrinsic needs for recognition and st:Ihus.

I.3

d. The district needs to endorse what annears immediatelyabove so that it has community-wide sicmificance.In sports the selection of an "ail-City quarterback"or an "all-City forard", usually by the sr)ortswriters of the local newsnapers, is r common ractice.Perhaps the same pattern could be fol7owed by seleetimgthe "all-City trumnet nlayer", the "all-City batontwirler", the "all-City debater", anon thc, manyalternatives poosible.

e. The hone needs to receznize that children are neonlewho should be listened to as well as ta7:;.ed to; thatchildren must learn that ri7hto and nriv]ees as afamily member are attended by duties and res,onsibilities;that their acce'itance imnlies a willinn.eoo tosacrifice nersonal interests for the ,00d oj' the croup.

2. Security

It is an unusual nersoq who nrefers unnert-,It: anddanc;er to the comfort and security of a well-e-odered ltre.Order and nurpose become increasingly imnortTnt ao societybecomes more complex in the kinds and levels of its socialstructures; without order and purpose chaos and anarchy arelikely to ensue.

a. The individual learner needs to know where he isstarting, where he is going, how he is goinr: to getthere, what he has to do to get there, why he isgoing there, when he is going to get there, and whathe can expect to get after he arrives, with referencethe many things expected and demanded of him in schooland elsewhere. His feeling of security increases innroportion to the extent to which he knows and com-nrehends these, as do his indifference and frustrationin unplanned situations without goals. He needs toknow that schooling is a series of carefully selectedexperiences that guide him in achieving worth-whilegoals and that each goal reached is attended by a senseof accomplishment.

b. The teacher needs to inform the learner of his presentlevel of achievement, the standards which he is expectedto attain, and the reasons why the activities providedwill lead to them. He needs to organize plannedprograms of activities and information which observethe principle of progression, to enable the pupil toprogress step by step and thus gain confidence in hisability.

14

c. The administrator needs to coordinate all activitiesand teaching procedures so that they have meaningand purpose for the pupil. He needs to support histeachers in enforcing discipline to give them a feel-ing of security.

d. The district needs to establish policies and standardsfor grading, promotion, and graduation and to insurethat they be observed without discrimLdation. Itneeds to support subordinate administrators and teachersin the maintenance of standards and discipline.

e. The home needs to recognize that the feeling ofinsecurity which pupils may manifest in school probablyoriginated in the home; that the home should resume

traditional role as the basic social institutionwith mutual love and respect between parent and children.

3. Independence

As the child develops it seeks independence andfreedom of action. The quest for independence takes theform of self-assertion, pugnacity, rebellion againstauthority, and non-conformance to existing social moresexcept where his peer group is concerned. It is paradoxicalthat bhe pupil feels the need for security, which impliesconformity, and the need for independence, which impliesnon-conformity, at one and the same time.

In recent years the concept of freedom, by and forindividuals and nations, has been sadly misconstrued. It

has tended to become identified with license and inalienableright to do as one pleases, when and how one pleases.Freedom, which is never absolute, is one end of a continuumwith control and restriction, also not absolute, at theother end. Control is essential to survival of the individualand group. At birth the child is of necessity almost com-pletely under adult control. With increased maturity theamount of external control which is exercised shoulddecrease in direct proportion to the extent to which the'child develops self-control.

a. The individual learner needs to accept duly constitutedauthority, to respect it, and to cooperate uLbh it.He needs to develop self-discipline and to realizethat as he gives evidence of dependability in accept-able behavior correspondingly greater freedom ofaction will be allowed him.

b. The teacher needs to recognize that he stands in locoDarenbis to the pupil and that he is also the liaisonbetween him and school officials and the community.

45

It is his responsbility to carry out school districtpolicies and to enforce all rules and regulations,preferably through democratic procedures butautocratically when unavoidable. He needs to encouragetheir ability to use it wisely within the matrix ofcontemporary social mores.

c. The administrator needs to formulate rules of conductconsistent with the broad policies established bythe district. He needs to provide a system of rewardsand punishments for desirable and undesirablebehavior, with the machinery necessary for its success-ful operation. He needs to provide a irogram ofactivities under faculty control, faculty-studentcontrol, and student control which admits of increasedfreedom of choice and action as pupils demonstratethat they have earned the right to this u-ivilecle.

d. The district needs to formulate broad policies underwhich individual schools can operate and needs to givefirm support to administrators and teachers who meetwith opposition and criticism from parents and others.It must recognize that teachers also should havefreedom of action within clearly defined areas.

e. The home needs to realize that authoritarianism hasits place, but that it should be tempered by democraticgroup processes which will give maturing childrenthe feeling of "belonging", of having responsibilityto the group and for their own behavior, to the endthat both a sense of security and the need for freedomare fostered.

)4. Gr2.2171-2222.5

Ilan is fundamentally a social animal alld "shall not .

live by bread alone". He normally seeks to associate himselfuith his own kind for protection and to satisfy an undefinedsocial need. The nature of human society is such that hehas to mingle with people and his problem becomes one ofdoing so with satisfaction to himself and without annoyanceto others.

a. The individual learner needs to know how to adapt hia-self to various social situations and to =Le thenecessary adjustments to do so successfully. He needsto learn that acceptance by a group requires that heconform to its mores and standards, and that he mustreconcile himself to relinquishing some of his freedomof action in return.

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b. The teacher needs to provide a program which willgive opportunity for participation in group activities,such as games, sports, and dancing. He needs to bealert to the pupil who doesn't like or doesn't knowhow to adjust to social situations, just as he needsto be alert to the over-agressive pupil who seeksto dominate others.

c. The administrator needs to recognize that the functionof modern education is the development of the totalpersonality of the pupil. He needs to nrovicie leader-ship and activities which promote group interactionand cooperation.

d. The district needs to be mare of the differencesin diverse socio-economic and ethnic groups and makeprovision for social intercourse between them so thatthe barriers which traditionally have separated themare gradually eliminated.

e. The home needs to reestablish its former position asthe basic socio-cultural group but in doing so mustavoid the danger of narrow clanishness.

5. Critique_- SocioganiLlImds

No data or reports in this area were made available. Theconclusions reached are the result of inferences made frompractices noted and from information gathered in informal interviews.

a. Status.

The schools in general provide opportuAlty to achievestatus through grading, scholarship awards, musical organiza-tions, and special interest groups, to mention but a few.In physical education the traditional incentives are offered.

(1) In interscholastic athletics the awards made are governedby League and CIF rules.

(2) Cups, medals and ribbons are given as trophies forachievement and for intramural particinaLion, in partby the schools and in part by the necreaLion Department.

(3) The grading system in physical education gives pointsfor attendance, dress, etc., as regards for goodcitizenship. Scores made in the sport's and physicalperformance tests are status symbols for the pupil whois "best" or who has "set a record".

(14) In addition some secondary schools offer courses in"body contouring; for girls, in which attention iscentered on weight control, posture, and grooming,and "special" physical education for the correctionof postural defects. Weight training classes alsoappear in some programs. All of these serve to developthe physique, reflected in masculine musculatureand female shapeliness, which are desirable goalsfor status-seeking younsters.

The desire for a fine physique should be fostered asan incentive in all physical activity classes, particularlyin the elementary and junior high schools, where thefoundation should be laid. This is in contrast to theincentive of tangible awards; when these are offered pupilsstrive for the symbols of achievement rather than for whatthe symbols represent.

b. SecurilL

Physical education can contribute to the pupil'sfeeling of security by:

(1) Requiring uniform dress for classwork. Members ofsports teams rarely look like CoxeytsArmy; they arewell-dressed in their school colors; they take pridein themselves and the team; they have a feeling ofbelonging and thus of security. It should benossible to secure the same results in physicaleducation classes.

(2) Enforcing discipline and respect for authority. Byparaphrasing the quotation from Wintringham, New 'jaysof War, Clarification is given to what is here meant:"An army (class) cannot elect its officers (teachers)or vote on what its tactics (program) and strategy(methods and standards) shall be. It is the raw stuff

\, of democracy that is called for: men (pupils) who feelfree, and feel themselves by natural' right the equalsof their fellows; men (pupils) who accept regulationsand orders - restrictions on their individual actions -because they realize the need for these in strengtheningtheir collective actions; men (pupils) who acceptcommands as part of the inescapable methods by whichthey themselves can achieve their on desires andaims . .

(3) Establishing rules and regulations which are fair,equitable, and impersonally enforced. Thus they feelsecure within the framework of "the law" and haveassurance that they be treated without fear orfavor.

48

(4) Carefully planned lesson plans the purposes andexpected outcomes of which are made clear to thepupil. By their means he knows where he is going,how he is going to get there, and what to expectupon arrival.

(5) Being friendly with students without becomingfamiliar or permitting familiarity, a proper socialdistance between teacher and pupil being maintained,but without creating an impassable gulf which makescommunication and understanding difficult. Fair andimpartial relationships should be established by theteacher with his pupils.

C6) Intelligent teaching, recognizing that it is not theactivity itself which is important, but the child inthe activity and the effect which it has on him.

It was observed that girls almost without exceptionare better, more uniformly, and more cleanly dressed thanboys in the same schools and economic-ethnic groups. It isnot clear whether this is because girls have greater pridein their personal appearance or because of higher standardsand better enforcement in their department. The secondaryschool courses of study contain adequate prescriptionsrelating to physical education uniforms; the fault apparentlylies with the individual teachers or departments in notenforcing them.

Since physical education is a required subject it maybe inquired why gymnasium uniforms are not furnished bythe district or the State, similarly to the provision offree textbooks, a service which would surely solve oneproblem and coincidentally create a host of others. It

would certainly be a boon to pupils in the low economicgroup.

c. Independence

Opportunities for the "do as you like" aspect ofindependence is a part of a total program in physicaleducation and recreation. This is illustrated by the factthat anyone can "goad for a team". Uhether or not he"makes" it depends upon his eligibility, his competence inthe sport, and his willingness to conform to the rulesgoverning training and behavior.

Every physical education program should emphasizeinstruction, not because the law requires it, but on thepremise that children go to school to learn, that. ,theylearn more efficiently with planned instruction by goodteachers, and that there are indispensable fundamentalswhich they must know before they can engage in an activityrecreationally with pleasure and profit to themselves.

49

This viewpoint, naturally, is subject to modification.The amount of instruction should increase with each succeedinggrade followed, at its peak, by a decrease in the uppersecondary grades, as shown graphically. This allous forincreased directed learning with physiological maturationand more independence and freedom of choice with socialmaturation.

100Q0t>0

6070 .

r10

II tiffitt IlIft

Ii 1 2 3 4 5 6 7 8 9 10 11 12 13 14

There need be little concern for lack of pupil freedomin the schools observed. A preponderance of the physicaleducation periods were given over to play activities whichif not left to the choice of the pupils, at least left themfree to perform as they wished, regardless of skilltechniques, effort made and energy expended, or the rulesof the game. In too few instances were there any indicationthat instruction was given, except of an incidental kind.The conclusion is inevitable that pupils in physical educationhave more independence and freedom of action than is justi-fiable education ally and in terms of the cost in tine andmoney.

d . iousness

Although individual instruction Is often necessaryand occasionally given, it does not follow that the tutorialsystem is the prevailing method of teaching in physicaleducation. The size of classes and most of the programcontent calls for participation by and the interaction ofindividuals in a group. Normal boys and girls like to playwith and against one another singly or in groups of two ormore. The only problems which may occur are the occasionalintrovert or asocial child and individuals and groups whichhave prejudices of an ethnic, religious, or cultural nature.None of the latter were obvious, if they existed at all, inany of the schools having a mixed population of Negroes,Mexican-Americans, and Caucassians

t&j

9

5o

The principal deficiency in programs in respect toproviding the "gregarious instinct" an opportunity tofunction is found in the almost complete absence ofcoeducational activities, particularly dance in its variousforms. Rhythmics in general are given insufficientattention at any grade level and are ignored in most. Asa medium for achieving specific outcomes in Physicaleducation they are unexcelled and as a means for promotingsocial "togetherness" they are unique. The program shouldinclude them at all grade levels for boys and girls,taught coeducationally, to enhance their social developmentby giving them opportunity to work together cooperatively.

C. Educational Needs

The biogenic and sociogenic needs mentioned above aredirect personal needs. The educational needs which follow alsohave personal implications but are of a more general natureapplicable to the school system as a whole. The pupil may beunaware that these needs exist of of the contributions they maketo his development and well-being if they are satisfied. Theteacher, the administrator, and the district have primary respon-sibility for recognizing and meeting them. Although the categoriesselected are reasonably discrete it must be obvious that there isinevitable overlap between some of them.

1. A Pro 'am of Measurement and Evaluation

If this is to be complete it should cofatxisc

Medical and physical examinationsClassification testsSkill testsStandardized normsinformation and attitude tests and tests of socialefficiencyThe State physical performance testA test of physical fitnessRating scales and score cards

which have the following uses and values for the pupil, theteacher, the district, and the profession:

To determine individual differences in abilities,aptitudes, attitudes, and interests of pupils. Thepurpose is to Alazasla2, qualitatively and quantitatively.

To assign pupils to the activity which they needphysically, organically, socially, or psychologically.The purpose is selection and classification.

51

To measure progress and improvement made by pupilsin the activities to which they have been assigned.The purpose is the measurement of achievement.

To set achieveable goals in terms of individualdifferences and to maintain such goals reasonablyuniformly from year to year. The purpose is theestablishment and maintenance of standards.

To grade or mark puoils on the basis of their achieve -ment resulting from instruction, practice, effort,and interest displayed. The uuroose is adninistrative.

To evaluate the results obtained by the ixogram ofactivities, the facilities of plant, euilnont andsupplies, and the methods of instruction ei,D-sloyed.This purpose also is administrative.

To prepare the teacher more adequately for professionalreading and understanding in the problems confrontingphysical education. The use here is educational andnrofessional.

To use the results of oast exnerience and investigationfor further inquiry into the problems of physicaleducation. The use here is experimental.

To show the contributions which physical educationmakes by compiling and interpreting sound data. Theuse here is one of ojective demonstration.

To rate teachers and their teaching efficiency. Theuse here is sunervisory and administrative.

To interest pupils in their status and progress incurricular materials. The purpose here is motivation.

To encourage pupils to improve performance throughacquisition of correct techniques. The nurpose hereis instructional.

a. sland Ph s ic alExaminations

Since health has been accented as one of the majorobjectives of education it follows that the organic .andohysLcal status of the individual should be known to safeTiardit and to provide at least one basis for the selection of aprogram of physical activities.

Procedures should be more uniform and the obtained datamore reliable if examinations are given by physicians,specialists in orthopedics or pediatrics, employed by thedistrict. There should also be a reduction in pressures

52

from the home, supported by the family physician, toexcuse pupils from the required program.

On the medical side the examinations should includeappraising sensory acuity, cardio-Vascular condition,nutritional status, and freedom from communicable disease.On the physical side they should include static and certainaspects of dynamic body mechanics, physiques muscle tonus,and freedom from local infections. Referrals should be madeto private physicians, through the home, of subnormal orabnormal conditions discovered or suspected. -These findingsshould be recorded as part of the pupil's cumulative record,with follow-up procedures to insure their amelioration orcorrection.

130 Classification Tests

Traditiona , and probably because it simplifiedscheduling, pup' s have been assigned to a physical educationclass on the basis of their school grade, the latter inturn being a reflection of their academic achievement.Although there is a positive correlation between intelligenceand motor skill it is too slight to have significance. Itcan not be inferred that the pupil with a high IQ and satis-factory academic achievement will also rate high in physicalachievement. that physical education needs are tools,similar in function to standardized intelligence tests, whichwill give valid and reliable measures of motor capacityand educability. With such tests we could determine apupil's potential for learning motor skills. Attempts todo this are found in the Brace Test, the Iowa Revision ofthe Brace Test, the Johnson Test, the Burpee Test, and otherswhich have attacked the problem.

A typical physical education class may be reasonablyhomogeneous academically but quite heterogeneous in termsof fitness, physique, and level of skill. The teacher inconsequence must do the best he can with the group as a wholeor make a rough classification within the class on somearbitrary basis. -Precise classification is of less importancein individual non-contact activities, as is true for mostrhythmics, gymnastics, aquatics, and individual sports, forin these the pupil may proceed at his own rate and levelof ability and is normally in competition only with himselfor some standard. Classification is important, however,in activities where size, physique and fitness are controllingfactors, as in dual and team contact sports.

Until better instruments are available some exponentialclassification scheme should be used. Those proposed byNeilson, Cozens, Trieb, et al, , and the one which has beenused by the California Interscholastic Federation, are examples.

53

Were this to be done by all schools in a district theresults of any test would have at least a commondenominator for comparison.

The pupil in a homogeneous group feels more secureand is less likely to be discouraged by competing againstclassmates who are superior or to "loaf" because his skillsare sufficiently satisfactory to make effort on his partneedless.

c. Skill Tests

Pupils should be tested in specific skills at thebeginning and at the conclusion of a unit of work tosecure measures of their original and final competence,the difference between the two representing their achieve-ment. This serves to motiviate the pupil and gives theteacher a factor for marking the student and for evaluatingthe effectiveness of the activity and the teachingprocedures used. Standardized tests with objective scoringscales should be used if they are available. In theirabsence local tests can be constructed, the data fromwhich are collected, anayzed, and eventually used for thecompilation of local norms.

d. Standardized Norms

Standardized tests with national norms are availablefor assessing intelligence, appraising mental maturity,and determining achievement in many areas of academicsubject-matter. Unfortunately, physical education is notblessed with similar tools. Some good work which has issuedout of studies of the past still has value to the solutionof present problems where it to be revised and upgraded.Reference here is made to

Achievement Scales in Physical Education Activitiesfor College Men

Achievement Scales in Physical Education Activitiesfor Secondary School Girls and College Women

The Measurement of General Athletic Ability in CollegeMen

Physical Education Achievement Scales for Boys inSecondary Schools

Achievement Scales in Physical Education Activitiesfor Boys and Girls of the Elementary and Junior HighSchool

54

The Los Angeles Achievement Expectancy Tables

Achievement scales, when properly constructed on asufficiently large and representative sample of thepopulation for which they are designed are norms or standardsof performance which indicate the extent to which a givenpupil is below, equal to, or above the group of which heis a member. They are useful to the teacher in evaluatinghis teaching efficiency and in diagnosing pupil needs; tothe administrator in appraising the value of the overallprogram and in comparing it with other schools; to thepupil as a motivational device and a means of knowinghow he presently stands in the traits or skills measured.

e. Information and Attitude Tests and Tests of Social Efficiency.

These are designed to secure measures of an individual'slearning and retention in terms of either recall or recog-nition, of definitions of terms, facts of any sort,' principles,concepts, and rules and regulations in the subject- matterof health, physical education, recreation, and athletics.The pupil should not only be held responsible for acquiringphysical skills and habits but also for the academic contentrelating to them. The literature abounds with examples oftests which may be used as published or modified to suitlocal conditions.

Physical education has long claimed that the. functionswhich it has extend beyond merely increasing size and strengthof musculature, improving physiological fitness, and develop-ing motor skills. It has insisted that one of its mostvaluable outcomes is in the contributions it makes to totalpersonality development and to social adjustment. Statementsof objectives have at various times minimized its obviousoutcomes and emphasized its contributions to the achievementof what have been called "intangibles". Assertions arefrequently made that competitive sports and social-recreationalgroup activities develop character, sportsmanship, loyalty,cooperation, altruism, the ability to get along with others,and similar traits. Challenged to produce evidence that itreally can accomplish what it claims, or even to be in aposition to do so, it has had to resort to the "voice ofauthority", to anecdotal report, and to vague generalizations.It is assumed that a positive correlation between athleticparticipation and the possession of these traits representsa cause-effect relationship.

` 4" a a

That the majority of athletes are socially well-adjusted, have satisfactory personalities, and become solidcitizens can not be denied. The fallacy lies in assumingthat they are and become so because of athletic participation.It is equally logical to credit them with the possession of

55these traits becuase of genetic factors and previousenvironmental influences and to insist that athleticssimply provide learning situations which give unexcelledonportunity for their development. Th point is that allindividuals have to make social adjustments when theyengage in group activities. However, the influence ofprogram content, method, teacher example and leadership,and motivation should not be ignored.

The literature is replete with behavior scales andpersonality inventories, some of which require trainedpersonnel for reliable appraisals. Other approachesattempt to measure the extent to which objectives inphysical education, e.g. glortsmanshin are achieved.Problems allowing for alternative behavior reactions insports situations, with a number of suggested courses ofaction which may be taken and the reasons why a givencourse of action is selected, are presented to pupils.From the choices made it can be determined if they knowwhat to do and why to do it in a given situation.

f. The State Physical tefformance Test

This test is included here because it is a legalrequirement and not because it recommends itself in itspresent form and the conditions under which it is administered.Since the test is scored in terms of the number of repetitions,the time elapsed, and the linear distance covered, it isinferred that the greater the number of thegreater the distance covered, and the shorter the elaspedtime, the better the Physical fitness of the pupil.

This assumption might have greater validity werethere not so many uncontrolled variables during testadministration, among them conditions of weather, testingmilieu and supplies, motivation of pupils, and the use ofuntrained pupil aids, all of which militate c-,.;ainst perform-ance which can be relied upon as representing the trueability of a pupil at the time the test is taken.

g. A Test of Physical Fitness

Issue is taken with Section 12820 of the EducationCode.. which states that "A physical performance test is onewhich measures or attempts to measure the physical fitnessof pupils". There are different kinds and degrees of"physical fitness", since it is possible to be fit for onephysical activity4nd not for another, even allowing fortransfer which may occur.

Physiologists conceive of physical fitness in termsof physiological fitness, cardiovascular efficiency, or

56

exercise tolerance. The fundamental principle involved isto determine the condition of the heart and circulationof the indiviudal at rest compared with his cardio-vascularcondition following specified kinds and amounts of exercise,coupled with the time it takes the post-exercise heart rateto return to the pre-exercise level. Since the respirationand circulation make and attempt to adapt themselves almostimmediately to the demands made upon them, and since suchadaptation is revealed in increased rate and depth ofrespiration, increased rate and force of the heart beat, andin changes in vital capacity, blood pressure and abilityto hold the breath - all of which can be objectively andreliably measured - it is reasonable to posit that theresponse of the cardiovascular system may be taken as avalid criterion of an individual's organic condition. Thishypothesis has been supported, in general, by experimentalwork on treadmills, bicycle ergometers, and step-testsdone in the east.

A complete cardiovascular appraisal, without limitationsof time, equipment or expense is impractical in routine masstesting. Practical "field" tests, validated against laboratorycriteria, provide that work-load and time be held constant,the subject's score becoming the differences between the"before" and "after" measures of the physiological variablesselected.

hA -Rating Scales and Score Cards

Either or both of these devices have value in thefact that they enable qualitative judgments to be expressedin quantitative units, thus objectifying subjective estimates.The first is used in the evaluation of performances, attitudesor other characteristics of pupils and teachers. The usualform is a chart with suggested points to be awarded for thedegree to which a trait is evidenced. The score card is ascale listing items for which varying to maxixmlm scores maybe given. They have use in evaluating program, schoolbuildings, and textbooks.

Judgments expressed rating scales and in score cardsmust be viewed with caution, for raters have a tendency tobe lenient in their ratings by placing most individualsabove "average" on a scale, to be average in their ratingsby refraining from using the top and bottom limits of ascale, and to be influenced by the halo effect. Two ormore experienced judges should be used in rating and scoringand their scores pooled to arrive at more accurate andequitable appraisals.

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Critique - Measurement and Evaluation

A careful inspection of the courses of study, teachingguides and other materials of the Fresno Unified School Districtreveals the following:

The grading (marking) scales for the variousactivities give no evidence of how they were constructednor of their validity and reliability.

The score sheet for the physical fitness test onpage 171 of the Course of Study, Boys Physical Education,also raises questions regarding validity and reliability,and of the adequacy and representativeness of the sampleon which the T-scores were computed.

A. report dated 1960-61 compares the results oftests given in 1958-59 and 1960-61 for grades 7 through 11in twenty-nine events. It appears that a cross-sectionalrather than a longitudinal study was made. To what extentcan the improvement noted be attributed to the program andto teaching efficiency rather than to uncontrolled variablesand the different samples used?

There is no evidence that the Motor Fitness Test forBoys is still administered. It is inferred that this hasbeen superceded by the mandated state test.

Fragmentary test results for girls, by grades,frequently shows poorer performance from the tenth gradeon but with no analysis of the probable reasons why thisshould be so.

In general, tests purporting to be measures of"accuracy" . hand-eye coordination - are unreliable, sincereported scores in such tests were very erratic.

No references are cited for any of the tests or scales;in consequence it must be assumed that the tests are empiricaland that the scales are arbitrarily constructed.

There is an obvious need for an intensive study of the wholeprogram of measurement and evaluation with a view to selectingfunctional tools with established validity and reliability,accompanied by standardized norms expressed as percentiles orsome form of sigma scale.

a. Medical and Physical Examinations

It appears that private physicians, reimbursed by theschool district, examine children referred to them following

cf8

screening by the nurse, health counselor, special physicaleducation teacher, and others. This raises the followingquestions:

What medical-physical appraisal do the remainingchildren receive if parents neglect their responsibilityfor having this done or can not bear the expense?

How qualified is the screening group to distinguishthe borderline cases, especially pupils havingPotential or incipient organic defects or malfunctions?

To what extent are private physicians competentin the kinesiology and physiology of exercise to emblethem to prescribe proper modified or rrymedio3 exerciseprograms for pupils requiring them?

If candidates for interscholastic sports teamsare not examined to insure medical fitness forparticipation how can the district avoid its moralobligations even if it is immune to legal liability?

Would absences due to illness be reduced if everychild were examined at the beginning of each schoolyear and had medical service available throughoutthe year?

b. Classification Tests

In all the schools visited the pupils were classifiedby school grade, with assignment to a corresponding physicaleducation period. This is understandable in elementaryschools which normally are not departmentalized and inwhich the teacher usually has responsibility for all thesubject-matter of his grade. Howefer, in junior and seniorhigh schools having two or more teachers each for boys andgirls at least two sections per period can be organizedfor skill and/or fitness levels. The value of homogeneousclassification has already been mentioned; it need only beadded that any group originally classified respecting askill or activity may need to be re-classified with eachdifferent activity unit presented.

There is little evidence that serious considerationis given to this problem in the schools visited, except inthe area of "physical fitness", as this is inferred to beassessed by the mandated performance test. Here instancesof "low" and "high" fitness groups were noted. It isconcluded that a real need is evidenced, a joint responsi-bility of teachers, administrators, and the district.

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c. Skill Tests

The courses of study describe and give scoring scalesfor all the activities mentioned'therein. This is evidenceof a recognition of the value of testing and an appreciationof its functions in motivating students, marking them, andpresumably in evaluating teaching efficiency.

Again there is no evidence of the validity andreliability of the tests nor of the suitability of thescales accompanying them.

Some items of certain tests are appraised subjectivelyand therefore are suspect.

Other items designed to measure accuracy - hand-eyecoordination - are notoriously unreliable.

There is a suspicion that the test elements arepracticed and thus become the program instead of beingused as a measure of it.

The conditions under which tests are administeredare reasonably well prescribed but are often deviated from

in actual practice.

Two teachers admitted that they favored the pupilwho was "really trying", despite the fact that his effortswere failures on the performance scales.

d. Standardized Norms

No standardized norms, identifiable as such, wereavailable, a fact already mentioned. Recourse should behad to the research literature in physical education forscales 'which may be applicable to the test events selectedor which suggest how such scales may be constructed and

evaluated.

e. Information and Attitude Tests and Tests of Social Efficient

At the post-high school level information tests areadministered as a part of some activity course requirementsand in health courses whose content is largely academic, butthere is no evidence that this is done in the elementaryand secondary schools. There is a need to measure theknowledge pupils have about health and physical education,their attitude or changes in attitude because of exposureto instruction, and the extent to which their health habitsand exercise habits have improved. It would also be helpfulto have tangible evidence of changes in individual and group

c.

Go

social behavior which presumably result from pIrticipatdonin activities in which cooperation and competition areinherent.

f. The State Physical Performance Test

There are grave doubts concerning the utility ofthis test as a state-wide requirement, for the fo"Jlowingreasons:

The Test Manual gives no evidence of the validityand reliability of the test battery or of theindividual items comprising it.

It anpears that at present there are no standardizednorms available for local or state-wide use

The procedures for adrinistering the test itemsare in some instances too loosely defined, thus allowingfor factors which may affect; reliability.

Test instructions are occasionally vague andambiguous, permitting a variety of interpretationsregarding their meaning.

Pupils and others with "adequate preparation" mayassist in test administration. The chane for error,for the display of favoritism, and for other uncontroll-able factors to operate is correspondingly increased.

Too much time is permitted for "warnr*LnP:,preparatory to actual testing.

Testing sites, equipment, and supplies are notstandardized.

Weather conditions, such as wind and temperature,affect performance.

Scoring test results by hand is too timeand if machine-scored, too expensive.

Subjective judgments are made of form in theperformance of some test items. Alert and competentobservers are needed to do this.

Items scored in terms of elapsed time, number oftimes done in a prescribed time, and the lineardistance jumped or thrown, may be measures of thepupil's motivation and will pow.,x to a greater extentthan they are measures of traits they seek to appraise.

a.

J

A

t

61

Pupil progress as inferred from test- retest scoresmay be due to maturation and other factors as wellas to the effectiveness of the program.

There is considerable variability in the way testsare administered in the different schools visited.

Some teachers admitted they modified scoresurward if "real effort" was shown by the Pupil.

There is a suspicion that in some schools thetest events are taught to a point to which they becomethe program, thus violating Section 12826.

A common complaint is in regard to the lengthof time elapsing between reporting raw data Ror scoringand the return of :usable information.

It would be of interest and some value to sample theopinion of teachers and administrators regarding the valueof the performance test battery and also to find out whatpupils think of it. A comparison of the direct cost ofits operation with my demonstrable improvement in programand in the physical status of pupils might also prove

,interesting.

Some of the above criticisms would be of minorimportance if the collection of mass data were the solepurpose in requiring statewide of the test. But since thestated purposes are to

Identify physically underdeveloped pupilsAdapt instruction to individual needsAppraise pupils? progress, andAdapt the physical education program to

pupils? needs

it is questionable if they can be satisfactorily realizedas the test is now administered by teachers, districts and.the State.

g. Rating Scales and Score Cards

Various kinds of rating scales and score cards mayof course be presently in use by central office administrators,school administrators, and counselors. The concern herewhether tools of this nature are also used in the areas ofhealth, physical education and recreation. Unfortunatelythere is no indication that this is being done. Among manyinstruments which might serve a useful purpose is Neilson'sScore Cards in Physical Education for Boys and Girls. With

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modifications it might have value in appraising a physicaleducation department and its functions.

2. Complete and Diversified Programs

A complete program should cover a twelve to fourteen-year span with the subject-matter organized in step by stepprogression throughout the grade and school levels. Itshould include:

a. Health

(1) Health Service: medical and physical anpraisals,1st aid

(2) Health Instruction: hygiene, accident prevention,safety, and first aid, preferably taught by thedirect method, with incidental teaching asoccasions arise. Coincidentally, selected areasshould be correlated and integrated into othercourses such as science and homemaking.

(3) Healthful Environment: sanitation, safety, andesthetic surroundings.

b. Regular Physical Education

A program designed to serve the majority of pupils.Five areas of activities should be offered: antagonistics,aquatics, athletics, gymnastics, and rhythmics, organizedand taught as a cycle, block, or 5-fingered program.Coeducational activities and the opportunity to teachcoeducationally should not be ignored.

c. A Competitive Program

The activities included provide opportunity foran "enriched" curriculum and for putting into praciAcethe basic skills learned in regular physical education.Competition may be offered on a low intra-class level,a middle intramural level, and at an upper interscholasticlevel. Pupils should also have opportunity for com-petitive experience in programs sponsored by therecreation department.

d. Restricted Physical Education

This provides modifications in the kind and/orduration ana intensity of activities for pupils con-valescing from illness, recovering from and injury,or whose present organic status precludes a regularprogram of vigorous exercise.

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e. Remedial Physical Education

A program designed for pupils with remediableorganic and physical defects; it should not belimited to the special State-supported classes.

f. Recreation

Organized and conducted under school and/orrecreation department auspices outside the regularschool day. Participation can be limited to therespective sexes but can also be coeducational inselected team sports such as volleyball, dual sportssuch as tennis, non-competitive aquatic activities,and rhythmic activities such as social, square, folk,and country dance.

Critique - Complete and Diversified programs

In the instructional phases of the total program allstudents should be required to meet minimum standards for theirrespective classification groups and grade levels. Such standardsas presently obtain in the Fresno schools should be re-evaluatedfor their suitability, revised where indicated, and enforced.

The program should be flexible enough to permit modificationsand adaptations necessitated by changing conditions and unforeseensituations. Since the majority of classes observed were engagedin game activities or busy with the mandated performance testitems there is a present negligible need for flexibility; mostprograms gave little evidence of careful organization and diversityin content.

Selected activities should be correlated with other subject-matter fields. Dance, for example, has a rich content which canbe correlated with the social sciences in the areas of history andreligious and social customs. It is doubtful whether full advantageis being taken to do this.

Informational content consisting of the values and purposesof an activity, its rules, history; et cetera, should not be ignored.Written tests should be given in the upper grades, especially inhealth instruction courses, to find out what pupils know and whatappreciations and attitudes they have acquired. Evidence thatthis is being done was found only in the lower division at thecollege level.

1;.ilitary science, bank, and drill team member. shiri shouldnot be accepted as substitutes for physical education nor shoulddriver training be :permitted to prewaript physical education time.

6t.

a The Health Program

Comments have already appeared above ren-2ecting themedical and physical apnraisal of nunils. Fi_rst aid is

provided in all schools, the resnonsibility for adninister-inr; it being given the teacher, the principal, or thenurse. School environments meet at least minimum standardsin sanitation and safety, although there is no doubt r). 11

for improvement in both. The newer schools are well-plannedand esthetic in appearance. The older schools, some of whichare marked for demolition, are apparently being maintainedat minimum expense.

The major deficiency in the program, as a whole liesin the little attention given to health instruction. Thereis a need to assess the curricula at all levels to insureinclusion of this important phase of education. Furthercomments will be found in the critique of biogenic needs.

4 The e gular IctmEall

Again it must be repeated that these programs wouldbe better than average were the prescriptions which appearin the courses of study carried out. Some deficienciesnoted may be attributed to inadequate facilities, but evenwith these handicaps programs could be improved under capableand enthusiastic leadership. Too little attention is givento gymnastics and rhythmics, subjective motor activitieswhich should form the core of the programs for boys and girlswell in the secondary level. Athletics make up the bulkof the program, usually presented in blocks according toseasonal appropriateness. Feu of the activities seem tobe taught in a progressive sequence of difficulty. Alimited number of free exercises are given at the beginningof each class period. They are evidently performed by roteand are so poorly executed that the time they consumehardly justifies the results they produce. Some programsconsist largely in the supervision of children at play, withoccasional incidental instruction.

d. MLE913kAllM2agam

As is usually the case competitive athletics arebetter organized and more efficiently conducted than anyother part of the total physical education program. Timetested patterns which have'proven satisfactory are followed.The success of the competitive athletic program is probablydue to the following factors:

The interest appeal which they have f& -the youngsterThe interest appeal which they have for the spectator

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The motivation provided by extrinsic incentives andthe publicity they receive

The smaller number of participants with which a coachhas to work and the fact that reasonably skilledplayers want to engage in them and are challengedto demonstrate their ability in order to bepermitted to do so

The pre-eruption of teacher time, school time, and theuse of facilities

The presence of qualified coaches in a limited areaof competence who are challenged to produce goodteams and sometimes must do so to retain their jobs

The evaluation of thr, program's success in terms ofwins and losses

Their organization into leagues and their control byleague rules and rules of the CIF

Little need be said about their potential value, sincethey serve a real need in achieving physical educationobjectives. The principal criticism that maybe directedat them is that they may be emphasized to the detriment ofthe total program and thus become the "tail that wags thephysical education dog".

Intramural programs, as organized and conducted inthe Fresno schools, are not subject to major criticism.At the upper level they are a joint venture of the schoolsand the recreation department, the one providing the facilitiesand the other the leadership, usually school personnel, forpupil participation in a variety of activities after theclose of the school day.

At the intra-class level there is a danger that thedesire to motivate pupils through competition will transcendthe need to give sufficient instruction and drill so thatthey can perform skillfully. It reqaires no teaching abilityto organize teams, arrange schedules, assign playing areas,and then around and "supervise". This isn't teaci, evenif it masquerades as such too often. Any desTrable outcomeswhich occur are as much a matter of accident as of intent.

d. Restricted and Remedial Proarams

No examples of restricted programs, as defined, wereseen. It is probable that pupils on occasion are restrictedin the kind and amount of activity they are permitted todo in regular classes, but no classes specifically for thispurpose are scheduled.

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In remedial physical education honest attempts havebeen made to provide special instruction for pupils havingremediable defects. The program seems to have beensupported in part from special State aid and in part fromthe district budget. A report from the Director of Phys-ical Education, dated November 9, 1966, gives as reasonsfor the curtailment of this service (1) non-existence orinadequacy of facilities (2) unavailability of qualifiedpersonnel, and (3) the stringent financial position ofthe district. Obvious solutions seem to be a willingnessby local taxpayers to provide sufficient funds and thereadiness of teacher-training institutions to provide asupply of well-trained and competent teachers. The lessobvious is to prevent the occurrence of many of theseconditions by requiring a sound activity program at theelementary level, taught by full-time physical educationteachers to relieve the untrained classroom teacher of thisresponsibility.

The Recreation Proarm11,./WIINWIIWM1010111".......

The after-school, evening, week-end, and summerprograms of recreation are eminently satisfactory, judgedby the Annual Report of the Department of Recreation andthe information assembled through interviews. The schoolsand the recreation department, which has major responsibility-for administering and supervising the program, cooperate tothe end that children and adults may have facilities andopportunities to engage in recreational activities in theirleisure.

3. Courses of Stagy

In theory courses of study and the subject programs forwhich they are prepared are identical; they differ in fact inthat courses of study are specifications which appear in printwhereas the programs appear in practice, and not infrequentlythe two are quite divergent. A course of study is no betterthan the teachers for whan it is designed; they may use it in.telligently or they may ignore it entirely. What a course ofstudy should comprise can not be better expressed than byquoting from Good, Diction of Education,

Course of Study: an official guide prepared for use byadministrators, supervisors, and teachers of a particularschool or school system as an aid to teaching in a givensubject or area of study for a given grade, combinationof grades, or other designated class or instruction group;may include the aims of the course: the expected outcomes,and the scope and nature of the material to be studied,with suggestions as to instructional aids, textbooks,supplementary reading, activities, teaching methods, andmeasurement and evaluation.

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alIiala:2912EPes of Stuff

By Good's definition the courses of study at the secondarylevel for boys and girls are sound. What they need is up-dating,revision, better content organization, more 1)articularization,standardized nomenclature, and the inclusion of methods andtechniques of teaching. Any tests and scoring scales selectedshould be carefully evaluated aginst acceptable criteria beforethey are adopted.

At the elementary level there is notasingle course of studybut a series of them, dating from 1950 through 1961. It mightprove valuable to consolidate them into a single publication, orat least into fewer limited to classes of activities (e.g. games,gmnastics, rhythms) or grade levels (e.g. primary grades: IC,1, 2, 3, and elementary grades: 4, 5, 6).

The courses of study in general give adequate coverage ofwhat constitutes a diversified program, even to includinginformation the students should know. One wonders the extentto which this information is made available to them in printedform or communicated to them by teachers. Some activities forgirls should be evaluated in terms of their contribution to theachievement of objectives; two in particular are baseball andtrack and field activities. It can be argued that the outcomesexpected can be better realized through other activities whichin addition have concomitant value in the form of improvementin posture and the utilization of leisure.

4 . Qualified leschers

The most important component in a learning situation isthe pupil, with the teacher second in importance to the learnerbut first in importance among the factors which conduce to acquir-ing information, attitudes, habits and skills. What childrenneed are superior teachers, interested primarily in helpingthem to develop rather than in salary scales and retirementbenefits.

The district personnel department, in cooperation with theoffice of the director of physical education, needs to establishselective procedures for the placement of prospective teacherson an eligibility list. The appraisal and placement of applicantsshould be based on

Their Academic and profebsional course reoord, withanalysis of the latter for breadth and depth of preparation.

The personal recommendations they submit.

A check list of the activities in which they are averageor above in proficiency

63

The ratings given by the references they submit

Their previous work experience record, especiallywith boys and girls

A statement of their philosophy of education ingeneral and of physical education in particular

Written examinations 1n the theory and practice cfphysical education and health

Practical examinations in fundamentals of selectedskills

Rating by a panel of judges or by personal interviewof personal appearance and personality traits

Evaluation in appropriate academic subject-matterif they also expect to teach in the classroom

This may seem time-consuming and expensive but is economicalin terms of the dividends received from employing tea,:;hers whowill render conscientious service to the community until theirretirement.

Once an eligibility list has been established it doesnot follow that the person rated first should be assigned tothe first vacancy which occurs. The school principal and thedepartment chairman concerned should have the opportunity tointerview two or more candidates to assure themselves that theone they recommend for employment is suited to that particularschool.

There-- -also needs to be better communication between districtsand teacher-training institutions to acquaint the latterregarding qualifications the schools expect prospective teachersto possess. Under existing conditions schools have to employwhatever kind of product the training institutions see fit toproduce,

Although the secondary schools generally are staffed withteachers presumably well-trained in physical education thissituation does not presently exist in the elementary schools.The elementary teacher usually is responsible for all of thesubjects in the curriculum, including physical education theone for which he is least qualified. There is definite need forfull-time physical education teachers at this level for reasonsalready mentioned.

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Critique - Qualified Teachers,..Critique1, WNI

It seems that the present practice is to employ teacherswithout intensive screening and to assign them to schoolswithout the director of physical education, the principal ofthe school, or the chairman of the department having a choicein their selection and placement. This is considered to bean inefficient and inequitable practice.

Candidates are often selected to fill a part-time positionin an academic department with the remainder of their teachingload satisfied by assignment to physical education, an areain which they may have little interest or training, on theimplicit assumption that ilanyone can teach P..". This practiceis not in the best interests of the teacher, the pupil, or the-physical education program. It can be condoned only for inter-scholastic sports in which the teacher has acquired skill andexperience as a former competitor, and for which he hasresponsibility well within his area of competence.

In the educational hierarchy colleges and universitiesare "top dogs" and by reason of their position influence educationaltrends in the elementary and secondary schools. It is traditionalfor colleges to dictate the kind and content of academic coursesin high, school through the entrance requirements they impose. It

is quite possible for suspect educational philosophies to infiltratethe public schools through, the apostles colleges indoctrinate andrecommend for teaching. It is not :unusual for education departmentfaculty to give content and methods courses for the elementaryand secondary levels without themselves having had personal experi-ence in teaching boys and girls in the public schools. This furtheremphasizes the need for closer cooperation between schools andteacher-training institutions in setting up requirements andstandards for training teachers.

5. Droved Instruction

Pupils not only need but are entitled to better teaching.It is paradoxical that some good teachers teach poorly. They areproficient in their subject-matter field but do not know howto teach what they know. They are ignorant of or neglect to usetime-tested methods and techniques for organizing the materialsto be taught and for presenting it in logical sequence. InPhysical education good teaching requires

Daily lesson plans for the guidance of the teacherand, if published, for the information of the pupil

Presentation of material byVerbal description, often given in the form of

commands, accompanied byVisual demonstration by the teacher of the movement

of skill, and by

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70

Imitation by the pupil of the teacher's demonstration

Observation and criticism of pupil performanc by theteacher to correct imperfect performance

Repetition to achieve physiological outcomes andto develop the coordination requisite to accaptableperformance

Individual and group discussions of the activity andits values

Analysis and then synthesis of complex skills,included during the presentation.

There is much to say in favor of the "whole" method of teachingbut a better case can be made for the "part" method when teachingskills to uncoordinated pupils. The practice of placing them ina game situation, e.g. baseball, and expecting them to learn thenecessary skills incidentally while so engaged, is to be decried.Even professional teams spend long hours in throwing, batting,and rehearsing simulated game situations! Good teaching willanalyze an activity into its elements, drill on them under criticalobservation until they are learned, and then synthesize theminto a whole. Many of the fundamentals can be taught as mimeticactivities by mass instruction and be incorporated in lead-upgames and relays.

Instruction can also be improved by diversifying thematerial taught in a lesson and from lesson to lesson. It hasbeen remarked that the free exercises seen done are limited innumber and performed haphazardly by rote, almost invariably underunqualified pupil leadership. Interest is engineered, motivationincreased, and learning improved by the inclusion of new materials.Even the most avid learner can become bored by repeating the sameroutine daily during a four - week unit of instruction!

Critique - Tarmlastruction

Widespread use of unqualified pupils to "lead exercises"and to assist in test administration was observed in all theschools visited. None of the exercises were demonstrated byteachers and none were correctly demonstrated by pupil leaders.At no time were any criticisms made or suggestions offeredregarding correct performance. It is assumed that the teacheris hired to teach, to set the example, to give pupils the benefitof his knowledge and experience, to give constructive criticism,and to impel pupils to try to achieve. These principles of goodteaching seem to be ignored.

71

Class discipline, by which is meant order and organization,was usually mediocre; class formations were not maintained, andpupils did the exercises pretty much when and how they wishedwith a minimum of teacher control. On the whole, better workwas observed at the elementary level under classroom teachersthan was evident at the secondary level under physical educationteachers.

The dress of men physical education teachers was notuniform and often lacked neatness and cleanliness. Although thewomen were much more particular in this respect some offenderswere to be seen. It is regrettable that all of them did notpresent a more professional appearance. The posture, carriageand physique of some teachers could be criticized. One youngwoman in particular had such an unpreposessing figure that shecould hardly be expected to demonstrate activities correctly orto be a living model of what physical education does for one.There is reason to suspect that her personality is adverselyaffected by her physical appearance. She should never havebeen employed to teach physical education!

6 In-Service Training

If teacher training institutions were to prepare theirproduct to meet the specifications of an employing districtthere would be little or no need for in-service training. Thefact that it is needed implies that

Teacher training institutions are not qualifyinggrades for the job to be done, and/or

Teachers are not professionally-minded enough totake courses, react, the literature, attend conferences, andwitness demonstrations to get new ideas and to learnwhat is being done in their field.

Most school districts provide opportunity for in-servicetraining at one time or another. Unless required it is usuallyattended by the better teachers and avoided by those most inneed of it. It should be made mandatory, with pay scale creditor release of time to attend offered as a palliative.

Critique - In-Service Training

There was no opportunity to observe an in-service trainingclass in physical education.

7. Motivation

Ideally the teacher does not teach subject-matter nor doeshe teach the pupil; he presents a learning situation having

it

72

desirable ends in view and attempts with all the motivationaldevices at his command to interest the pupil in self-activitywhich results in learning. It has been said that the centralproblem of teaching and learning is motivation. Teachingbecomes a sinecure when pupils have a desire to learn, realizethe need to learn, and are aware of the rewards of having learned.

Motivation traditionally has consisted of some incentivesystem of rewards and punishments, or praise and censure. Theseare extrinsic and, while of value, do not reach the heart of theproblem. The pupil submits to the task of learning because ofsomething he hopes "to get out of it", or because of somethingunpleasant he wishes to avoid. If he wins a letter or medal orreceives a good grade he is more concerned with the tangibleregard than with the physical and psychological changes whichoccur as a result of study and practice. Nhat the pupils needsis a will and a drive to learn for its on sake, for the satis-faction he derives from a task well done and a goal achieved.The teacher needs to find ways by means of which this can beaccomplished and to inspire pupils to use them.

Critique, Motivation

The system of extrinsic awards in use in interscholasticand intramural athletics follows traditional patterns and is adequatein most respects. Motivating boys and girls who voluntarily"go out" for an activity is not the problem, whether they do sofor the material symbols which are given, for the fun of it, orbecause they are aware of the personal benefits which ensure.The real problem lies with those who are lethargic and who justdon't seem to have any "get up and go".

Three male teachers volunteered the statement that they"just didn't know how to get through" to certain pupils who couldn'tseem to care less about their physical development. Some of thematurer junior and senior high school girls seem to abhor exercise.Is this because it takes effort, makes them perspire, spoilstheir make-up and hair arrangement, requires clothing changes twicein a period, or why? It would appear that neither sex has beeneducated in the values of regular exercise nor has it beenhabituated to it in vigorous programs having exacting standards.Perhaps this situation results from too much permissiveness inthe program.

The grading systems published in the courses of study takeinto consideration the factors of attendance, dress, achievement,showering, and citizenship in marking pupils. Here again it isa question of whether satisfactory compliune with these require-ments is because of the grade assigned or because of a real desireto improve themselves.

7,3

There is a need to develop esprit de corps and bettermorale in individuals and classes. Measures which have beenused to achieve this are

uniform dress, strictly enforced, which gives a sense ofnbelongine and stimulates individual effort to insuresuccess of the group, as noted in interscholastic teams.Cooperation is often improved and disciplinary problemsreduced as individuals are absorbed into the group.

A marking system with a minimum of items subjectivelyjudged, to give pupils confidence in its impartiality andto provide objective evidence that the grade received isthe grade earned.

no

A program which io interesting, instructional, and whichdemands acceptable achievement.

Teachers who are competent, forceful, and enthusiastic,and who control their students as tightly as coachescontrol the members of their teams.

Uniformity in standards of dress, deportment, and achievementby all teachers in the same department, with fair andimpartial enforcement of the standards set.

Homogeneous classification for reasons given earlier.

The application of some of the suggestions under publicrelations.

8. Adequate Facilities

Although a good teacher can organize a good programwith inadequate facilities, he can provide a better one if hehas sufficient supplies, equipment, and plant space. Poorprograms are usually blamed on lack of administrative support,insufficient budgets not enough time, and inadequate facilities -routine alibis used by the unimaginative teacher. Facilitieshelp a lot but are not indispensible. For example, the fundamentalsof tennis can be taught in the absence of tennis courts; dry-landSwimming and phases of water safety and resuscitation withoutthe use of pools.

In terms of capital outlay and operational expense thecost of physical education probably exceeds that of any otherdepartment. It is questionable whether physical educationpersonnel can justify this to the administrator, board of education,and taxpayer in terms of the demonstrable results produced bytheir programs.

714

If equal educational opportunities for all pupils isto become a fact and if more than lip service is to be givento the objectives of physical education, adequate facilitiesmust be provided. The community must resign itself to the factthat this can be done at no small cost.

212222&:...2chalatelpallalER

None of the elementary schools have gymnasiums and fewhave auditoriums or cafeterias that lend themselves to orwhich can conveniently be used for activities best taughtindoors or which must be given indoors during inclementweather.

AU of the senior high schools have gymnasiums but someof the junior high schools do not. where but one gymnasiumfloor is available it is shared jointly by boys and girlsthus creating problems of class scheduling, equal use, andwho has priority to its use on rainy days. Separate areasfor special activities are needed; dance, gymnastics, corrective,weight-lifting, wrestling. One junior high school bemoans thefact that next year its corrective facilities will be pre-emptedfor use as a classroom.

Finding funds for the construction of bleachers forspectator use rarely seems to present a problam but are tooseldom available for instructional facilities. In the futurepriority should be given to the latter before expendituresare made for structures which are so little used throughoutthe year.

It is possible that some of the poorer programs notedare in part due to lack of facilities and in part to discouragedteachers expected to do a good job under severe handicaps.

Some schools have pools but they are not all heated,thus limiting their use to the fall and late-spring. School,and recreation department pools are not geographically distributedso that schools without pools have ready access to them duringthe school day.

9. Public Relations

Physical education needs to promote better publicrelations to insure understanding and moral and financial support.The interscholastic program presently is the principal mediumby which the community becomes aware of the one aspect ofphysical education with which it can identify. The public isusually poorly informed abput other and equally important areas

75

because the latter rarely are publicized and do not receive thespace given to athletics in the news. If community support issought it must be given information concerning the purposes,needs, and values of the total program for the large number ofboys and girls who do not participate in competitive inter-scholastic sports.

The best publicity for any product is the satisfiedcustomer, in this case the pupil. If he enjoys physicaleducation and develops a respect for it he will laud it; ifthe contrary, he will also vocalize about it but in derogatoryterms. The teacher has the responsibility for developingpositive pUpil attitudes.

Other means which have been found of value are marchingbands and drill teams which perform not only at sports affairsbut which may be invited to make appearances in parades andother public affairs. ar ibitions and demonstration of routineclass work presented to service clubs, PTA meetings and othergroups, spread the gospel.

Published reports of comparative test results - especiallywhen they favor the local schools - and newsworthy articles andpictures make a contribution to better understanding. They areusually welcomed by the newspapers if of local interest.

Informal visits by parents to see classes in progresshave been advocated provided teaching is not disrupted thereby.What is not advocated are visitors' days with rehearsed activities,which are typical of daily routine.

Newspapers prefer to print what is sensational and outof the ordinary, such as "man bites dog". They give more spaceto the user of marihuana or the stealer of hub caps than theydo to a dozen pupils who win national scholarships. Readers areequally at fault in their failure to realize that what read inthe papers is usually the unusual and not representative of thelarge majority of boys and girls. They generalize from thespecific instances reported and conclude that the younger genera-tion is going completely to the dogs. It will take superiorand persistent education of the public to combat this tendency.

Critique - Public Relations

Had the interscholastic program no other contribution tomake it would still justify its place in the total physicaleducation program because of its public relations value. Thisis both good and bad. The good points are obvious, the badfeature lies in the tendency to assume that a superior sportsprogram is a valid and reliable criterion of the whole program.This is a mistake, for too many sports programs are superiorbecause of the emphasis placed on them to the neglect of otherphases of physical education.

76

Policies, procedures, and practices for improving publicrelations should be formulated for the guidance of all concerned.The responsibility for public relations for the district mightwell be centralized by assigning this function to someone trainedin this field.

10. Supervision

The end result sought by supervision is the improvementof instruction by the teacher and of learning by the pupil.It is one of the duties of the teacher, of the departmentalchairman, of the principal and his assistants, and of tliesuperintendent and his deputio9, It represents a chain of authorityand responsibility, and presumably of competence, from thehighest to the lowest level. Its functions have been defined as

The improvement of instruction

The stimulation of professional growth of teachers

The selection and revision of objectives

The selection and revision of instructional methods

The selection and revision of material al instruction

The evaluation of instruction

211.2122=L2212Yisi°n

The functions mentioned have been touched upon elseuherein this report. No appraisal was attempted of the kind andextent of supervision by principals or department chairman. Itwas observed that many teachers 11policed" their classes in freeplay instead of supervising their learning experiences inplanned activities having educational value.

The Directory of the Fresno Unified School DLstrict listsfifty-four (54) elementary schools, fourteen (14) junior highschools, and eight (3) high schools, a total of sovenby.oix (76)schools in which programs of physical education are offered forboys and girls. Responsibility for all supervisory functionsis given one person, the Director of Physical 32]ducation andCommissioner of Athletics.

It is unreasonable to expect him to handle the multitudinousduties of Director of Physical 3ducation and Comaissioner ofAthletics and also visit schools reasonably often to observeprograms in action, assess needs, confer with principals anddepartment staff, and still have enough time to devote to

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APPRAISAL OF DIFFERENCES DI NEEDS OF ETHNIC GROUPS

The Product Specifications state that the report should include"adequate sampling of each skill for each of the four student types":

Eajority ethnic, middle and upper incomeminority ethnic, middle and upper incomeEajority etluic, lower incomelanority income, low incolae

A strict observance of this prescription would entail the labors ofHercules! There are literally hundreds of skills in activities forboys and girls in antagonistics, aquatics, athletics, gymnastics,and rhythmics in the twelve-year physical education program andpresently there are no reliable test data upon which to base anappraisal of differences in skill aptitude or achievement which canbe attributed to differences in ethnic background or economicstatus.

At most ethnic origin has an influence on physical educationperformance because of two factors, (1) somatic differences peculiarto the races and (2) activity preferences due to cultural background,but there is no evidence and little reason to give either of themconsideration here. Somatotypes in the Fresno schools cover thewhole range of physique by either Kretschmer's or Sheldon's classification.Boys and girls are short, average and tall, and they are fat, averageand thin, without regard to race, national origin, or economic class.The only effect of economic level would possible be found in theirhealth and nutritional status, as the latter are influenced by thefinancial ability of families to provide for them satisfactorily. Buthere again no clear-out lines can be drawn since poor health andmalnutrition are not the exclusive prerogatives of the poor.

Negroes, 11m/dean-Americans and Caucasians play football atall competitive levels, a sport which places a premium ulionmeight,height, physique, and skill. The same ethnic groups engage in otherforms of sport, such as competabive gymnastics, where body build is a,limiting factor in performance. In physical education it would bemore appropriate to classify pupils as ectomorphs, mesomorphs, andendomorphs for instructional and competitive activities rather thanon a grade level. A crude but serviceable type of this classificationis implicit in the better examples of exponential systems mentionedearlier.

The fact should not be overlooked that in those schools that havea large ethnic minority a larger proprotion of pupils will be biggerand physically more mature in any given grade compared to the pupilsof the same grade In other schools. This is more likely because theyare academically retarded for their age and thus are in a lower gradethan their counterparts elsewhere, or it may be the result of a morerapid maturing among Negnxis and those of Mexican and southernEuropean extraction.,

78

79

Until there is evidence to the contrary the conclusion mustbe reached that economic and ethnic factors do not influence apupil's aptitude for and potential success in physical skills,and therefore no modification in program, content, in standards, orin methodology need be made because of them.

Difference in program content for health education for theethnic - low - income groups is probably needed. Informational factsand principles are not dissimilar to academic courses requiring;reading skills and comprehension. Another impediment to intelligentunderstanding may be bilingualism, usually found in Lexicon-Americanhomes. There may also be a problem in inculcating positive healthattitudes and habits because of less concern for and lowerstandards of hygiene among the low economic groups. These areprobabilities which should be tested further to establish them asfacts.

PROJECTIONS FOR THE FUTURE

Judged by past and current trends in social philosophy,economic growth, international relations, industry and technology,the following may be anticipated in the future:

Greater opportunity for vertical as well as horizontal mobilityin economic, cultural, social, and political areas for all ethnicgroups

Physical education and recreation have roles here in the educationof youth and adults in social-recreational activities to improvecultural-ethnic understanding and interaction.

Improved technology requiring new skills and resulting in increasedautomation

Each increase in the use of machines to supplant physical labormoves society a step closer to the push-button age. Physical developmentthrough physical labor is decreasing and will come to depend more andmore upon vigorous physical education and recreation programs for itsachievement.

lore leisure in the form of shorter work days and weeks andbecause of possible earlier retirement

Leisure is a menace unless wisely used. Education for leisureis the responsibility of the schools, with physical, education takinga dominant part in instruction in physical recreation. Other formsof recreation are the responsibility of other school deparLmenbs, ofthe recreation department, and of youth and adult, organizations.

An increasingly larger percentage in the older age group as uresult of i:edicare, private, and other public heJlth services,

80

The problems posed by the voluntary or enforced retirement ofolder persons can be crucial. Adult education programs and programsoffered by the recreation department offer partial solutions throughtraining and opportunity to engage in social-recreational activities.

Continuation of required military service for nationalsecurity and to meet international commitments.

Draft statistics since World War I disclose the large numberof youth of nilitary age who fail to meet minimum physical fitnessstandards for active service. The need to maintain a large armedforce apparently will continue for years to come. Health andphysical education are the only school programs potentially equippedto do the job of developing and maintaining physical and physiologicalfitness at a level demanded by the military and can do so only ifadequately organized and administered.

?More entertainment and more spectator sports at the professionallevel.

Entertainment and spectator sports have a legitimate place inthe lives of children and adults and both have in many instancesbecome a source of livelihood for talented persons in athleticsand the arts. But since it takes less effort to watch someone elseperform than to perform personally, there is danger that more and morepeople will become spectators instead of participants. Here againphysical education has resonsibility for educating and habituatingpupils in activities having carry-over value.

Increase in population in an almost geometric progression, the"population explosion" that is causing concern to sociologistsand economists

The immediate result r_,11 this may be a shortage of schoolfacilities of all kinds, over-crowded classrooms, and the need to usemass methods of teaching or wider use of closed circuit television.Physical education may have to revise its program and its methodologydrastically to bake care of pressing needs. Sex education may providea practical answer by giving instruction in birth control.

Increase in the "floating population', composed chiefly ofnigrant workers

Easy employment opportunities ma.,y cause others to move from placeto place without putting down any roots. In a predominantly agriculturalcamaunity migrant labor always poses a problem relating to living stand-ards and the education of children. The multiplication of irrigationprojects in the San Joaquin Valley may result in this problem becomingmore acute.

81

The trend toward the unionization of teachers with controlin the hands of non-professionals seeking self-aggrandizement

By the traditional definition of what constitutes a professionalperson the members of unions can not be considered professionals.They are craftsmen, not always skilled, who sell their services as docarpenters and plumbers. They seem primarily interested in improvingtheir status and income and only secondarily interested in improvingteaching. The tendency to do this is also seen among some of theteachers' professional organizations. This is hardly in theinterest of the district that employs them and certainly not in theinterests of the children in their classes. Na answer suggests itselfthat would not be construed as totalitarian, un-American, theviolation of personal right, or coreranistic.

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UNEET NEEDS DIVULGED IN BRADISTORE SESSION

.A careful check of the suggestions emanating from theBrainstorm Sessions reveals a number of interesting things:

5-A-1-d

5-A-2-a

5-A-2-g

5-8-1-a

5-B-1-e

6-B-1-j

6-8-1-k

6-B-1-q

6-C-1-e

6-C-2-c

8-C-5-c

10-E-I-a

10-E-2-j

11-E-2-k

11-E-2-t

The technique was successful in giving opportunityfor everyone participating to "speak his mind". Thisbrings relief and is evidence of the democratic processin operation.

The suggestions made may reflect what the contributorwants of needs, under the guise of supplying a need of thepupil.

There is almost as much agreement as disagreement onidentical items, giving one cause to wonder how bothpoints of view can be satisfied.

It is apparent that many of the suggestions madereiterate those which appear in this report, indicatinggeneral awareness of specific unmet needs. In sualmaryit may be of interest to cite these more or less verbatimby reference to page and item numbers:

Practical courses in methods, techniques

More adequate, diversified practical in-service classes . . .

Mandatory in-service training

Better qualified personnel

Assignment only in area of competency

Clearly defined policies of hiring, etc.

Selection and assignment based professional competence, etc.

Staff participation in selection

More teacher automomy and authority, etc.

Improved health records, etc.

More programmed instruotion

Trained aides for playground, etc.

Special trained elementary teachers in physioal education

Special teachers for special education (remedial?)

Full-time nurses

32

8311-E-2-u Trained health staff

12-A-1-1 Instruction in personal hygiene and sex education

13-A-1-s Standardized broader physical education programs at all levels

geared to physical fitness of individual student

13-A-2-s Broader scope of recreational activities

12-A-2-d Require "B" average for and de-emphasize sports

13-A-2-g Camping facilities and outdoor education

13-A-2-p Less emphasis on interscholastic athletics

14-A-3-1 Testing done more often, more carefully, and for all

15-A-5-d Mandatory birth control education

15-B-1-a Health services, etc.

15-8-1-b Free meals and clothes for needy students

15-B-1-e nutritional break AM and/or PM

16-B-3.d Uniform .ode for student dress and appearance

16-B-3-i Standardize rules and bask up disciplinary efforts of teachers

16-B-4-g Activities to give each child a feeling of security andrecognition

16-8-4-1 Find ways to increase student's interest in school

17-B-1-a Prevent problem by early recognition of needs

16-B-4-a)18-8-4-f) All are suggestions in re the physically handicapped

19-C-I Health education for parents

20-C-23 Mandatory adult education, e.g., marital counseling, homemaking

21-A-4 School vs. parent role in eduoating child

21 -A -18 Every school should have a cafeteria and hot lunches

21-A-23 Free lunches for students

22-11-1-k Homogeneous grouping

23-B-2-i Early admission to remedial programs

23-B-2-r Remedial physical education in elementary schools

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28-A-1-bb Equal physical facilities at all schools

28-A-2-a More functional playgrounds

29-Au.2-oo)

29-A-2-pp) Pools for all schools, including elementary

50-A-3-a-23 No classes (aoademio?) in gymnasium

31-A-3-a-47)31-A-3-a-56) All deal with improved physical education facilities

32..B-let-6 Control of dust and ventilation

511-8-1-d-15 Better design of rooms for speoifio use

35-A-1-m-6 Better lighting

39-C-1-o-9 More and bettdr physical education equipment

43-B-1 Establish a Department of Public Relations or hire a publicrelations man

44-C-1 Coordination of colleges with area/teacher needs

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TF 17 PHYSICAL EDUCATION

MAJOR CONCLUSIONS IDENTIFIED BY PROJECT STAFF

TF 17- 1. Pupils need more diversified programs in physical educationunder the leadership of qualified personnel.

TF 17- 2. Revised and updated courses of study are needed.

TF 17- 3. A program of measurement and evaluation for diagnosingstudent needs In physical education is needed.

TF 17- 1... A program for classifying paysical elGucation r;turienLIhomogeneously is needed, with specific sandaree or per-formance identified for each group.

'rill 1 , 5. A program for assessing pupil achievement in physicaleducation is needed.

TF 17- 6. A program for marking and motivating students in physicaleducation is needed.

TF 17- 7. More adequate facilities are needed for physic]. education.

TF 17- 8. Administrative support for the physical educatton programis needed.

TF 17- 9. There is a need for information and instruction in the areaof healthful living which should be an in,9gral part ofevery activity conducted within the physical education pro-gram.

TF 17- 10. Improvent is needed in the physical education act:ivi.typrogram in the area; of calibre of instruction, organi-zation of classes, and teaching procedures.

TF 17- 11. There is a need for coeducational physical educationactivities particulerly in the areas of dance' and rhythmics.

TF 17- 12. The present practice of hiring and assigeing of physicaleducation teachers seems to be ineffirc- : and tnenuitable.This process should involve local school staff in additionto central office personnel.

TF 17- 13. Physical education needs to promote better public relationsto insure understanding and moral and financial support.

TF 17- 14. There is a need for closer cooperation between the schoolsand teacher training institutions in setting up requirementsand standards for training physical eduetion teaehers.

TF 17- J. There is a need to develop espirit de corps and beLtev mor-ale in individuals and cle.sses.

Ti? 17- 16. Fresno City Schools lacks a clear statement of its aimsand objectives.

TF 17- 17. Teachers in the academic areas should become acquainted-with the objectives nd activdties of the physical edu-cation program.

a TF 17- 18. Emphasize the role of the 1-,hysical education coach asill an important agent in assisting with the sociEJ and

emotiona] development of children and yol)th.

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