Table Of ContentA CONSTRUCTION AND EVALUATION OP A PHYSICAL
EDUCATION PROGRAM FOR NINTH GRADE BOYS
IN CALGARY SCHOOLS
A P roject
Presented to
the Faculty of the School of Education
The U niversity of Southern C alifo rnia
In P a rtia l F u lfillm en t
of the Requirements fo r the Degree
Master of Science in Education
fey
James A itken Whitelaw
May 1950
UMI Number: EP46137
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Diss&rtation Publishing
UMI EP46137
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
(>X 'sc* 6/3 Py 41
^ •
This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Dat .......................
Adviser
Dean
TABLE OF CONTENTS
CHAPTER PAGE
I. THE PROBLEM AHD DEFINITIONS OF TERMS USED . . 1
The problem . . . . ......................................................... 1
Statement of the problem ......................................... 1
Importance of the study ......................................... 2
L im itations and w eaknesses.................................... 2
R elated l i t e r a t u r e ........................................................ . 3
LaPorte study ................................................................... 3
Irw in study ........................................................................ 3
Method o f procedure......................................................... k
D efinitions of terms used . . . . .....................
Required program .........................................................
5
r'
E lective p r o g r a m .................................................. P
Individual s p o r t s ........................................ . . .
Team g a m e s ........................................................................ $
R h y th m s ............................................................................... $
R ecreational a c tiv itie s ......................................... 5
Coeducational a c tiv itie s . . . . . . . . . 6
C orecreational a c tiv itie s . . .......................... 6
O rganization of remainder of the p ro je c t. . 6
I I . OBJECTIVES OF THE PHYSICAL EDUCATION PROGRAM. 8
O bjectives of education ............................................... 8
The objectives of s e lf-re a liz a tio n . . . . 8
iii
CHAPTER PAGE
The objectives of human re la tio n sh ip . . . . 9
The objectives of economic efficien cy . . 9
The objectives of civ ic re s p o n s ib ility . . 10
General objectives ......................................................... 11
D ifferent approach .................................................... 12
Specific objectives fo r grade nine. . . . . l6
Physical education and objectives . . . . 17
Summary................................................................................. 19
I I I . CONSIDERATION OP THE CHARACTERISTICS NEEDS AND
ABILITIES OP GRADE NINE STUDENTS.......................... 21
C h a r a c te r is tic s .................................................................. 21
Im plications of c h a ra c te ristic s . . . . . 22
Needs . .............................................. 2l|_
Physiological needs .................................................... 25
Psychological needs .................................................... 25
Social needs . . . . . . . . . . . . . . 27
A b i l i t i e s .................................................................................. 29
Summary............................................................................ 30
IV. INTERESTS IN PHYSICAL EDUCATION............................... 33
In te re sts and a c tiv ity .................................................... 33
In te re sts in a c tiv ity ' . . . . . . . . . . 33
Surveys in in te re s ts ...................................................... 35
R ecreational in te re s ts of boys and g ir ls . 35
In te re s ts of college m e n .................................... 37
iv
CHAPTER PAGE
R ecreational in te re s t of college
g r a d u a te s ................................................................................ 38
In te re sts of Calgary grade nine boys. . . 39
Summary................................................................ i|-5
V. ACTIVITY EVALUATION AND TENATIVE PROGRAMS . . i|_7
A c tiv ity e v a lu a tio n ................................................................. ij.7
Team games............................................................................. k-7
Individaial and dual a c t i v i t i e s .................................. I4.9
Formal a c t i v i t i e s ................................................... . 3l
R ecreational a c tiv itie s . . . . . . . . . 32
Coeducational a c t i v i t i e s .................................................. 35
E valuation of a c tiv itie s by LaPorte . . . 38
Program by L a P o r t e ............................................................ 39
Program fo r grade nine b o ;f s ....................................... 60
F a ll program .................................................... 60
W inter program........................................................... 6 l
Spring program........................................................................... 6l
Summer program. .................................................. 62
Summary . .............................................................. 63
•VI. SUMMARY AND RECOMMENDATIONS ........................................ 63
Summary................................................................................................ 65
Recom m endations........................................................................... 67
BIBLIOGRAPHY....................................................................................................... 69
APPENDIX............................................................................................................... 7U-
LIST OP TABLES
TABLE PAGE
I . In te re sts of Grade Nine Students in Physical
A c tiv ity fo r P a ll and W in te r ........................................... lj.0
I I . In te re sts of Grade Nine Students in Physical
A ctiv ity fo r Spring and Sum m er...................................... k l
I I I . Physical A c tiv itie s D isliked by Grade Nine
Students .....................* ............................................................. ij-3
CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED
I t has become recognized, more and more, th a t the
f ie ld of physical education has a sig n ific a n t and im portant
ro le in the achieving of the aims and objectives of an
American democratic mode of l if e .
In the p ast, the program of physical education in
Canada has larg e ly been imported from European co u n tries.
These programs, although they su ited the requirem ents and
purposes from whence they came, did n o t, on the whole, accom
p lis h s a tis f a c to r ily the aims and objectives of the philosophy
of an American way of so ciety .
I t is then d esirab le to determine a program of a c tiv
itie s in physical education which is congruent w ith our id eals
of liv in g in Canada.
I . THE PROBLEM
Statem ent of the problem. I t was the purpose of th is
p ro ject to determine a seasonal program of physical education
fo r Calgary grade nine junior high school boys. In order to
determine the a c tiv itie s which would make up such a program
various fa c to rs or sub-problems were taken into account.
F ir s t, i t was necessary to determine the aims of education
and objectives of physical edLication; second, to determine
the c h a ra c te ris tic s , needs, and a b ilitie s of the grade nine
boy; th ird , to determine the in te re s ts of the grade nine boy;
fourth; to evaluate the a c tiv itie s selected for the program.
In th is way i t was f e l t th a t a su ita b le , challenging program
of physical education could be provided fo r Calgary junior
high school boys.
Importance of th e ■study. This study was of importance
because of the p o s s ib ility of obtaining a p o sitio n as a
physical educator in a Calgary high school.
L im itations and w eaknesses. There are various sugges
ted programs of a c tiv itie s for the d iffe re n t age lev els
arranged by prominent a u th o ritie s In the f ie ld of physical
education, however, In most cases these programs are for an
id.eal situ a tio n . I t would be a simple m atter to arrange an
id eal program fo r any school situ a tio n , but th is was not
desired in th is study. What was desired was a workable
program of physical education su ited to the grade nine boys
in Calgary schools. A human weakness occurs in the d e te r
mining of the a c tiv itie s considered of most value fo r th is
program. - •
A weakness occurs not only In the method used in
obtaining the inform ation reatiired f o r 1th is study but also the
time lb n it involved to carry out f u ll research on the problem.
Lack of time makes a complete survey im possible of the grade
3
nine schools in Calgary.
I I . RELATED LITERATURE
LaPorte stu d y . Dr. L aPorte,! chairman of the
Committee on Curriculum Research in the United S ta te s, based
h is booklet, The Physical Education Curriculum , on the Comm
i t t e e 1 s research of nineteen years in attem pting to form a
fle x ib le program of physical education su itab le and adaptable
to an ordinary situ a tio n in the United S ta te s. To include such
a broad te r r ito r y , w ith i ts v a ria tio n s of clim ate and other
fa c to rs, i t would not seem wrong to also include Canada.which
is q u ite sim ilar in many respects to the Northern S ta te s. Thus
much of the inform ation supplied by LaPorte’s^ booklet w ill
possibly be sim ilar to the inform ation fin a lly arriv ed a t in
th i s study.
Irw in study. Irwin3 wrote h is book, The Curriculum
in H ealth and Physical E ducation, based on over twelve years
of experim entation and m aterials prepared by W illiam R. LaPorte,
W illiam Ralph LaPorte, The Physical Education C urri
culum (fourth ed itio n ; Los Angeles: The U niversity of South
ern C alifo rn ia Press, I 9I4.7 ), 92 pp.
^hoc. c i t .
^L eslie W. Irw in, The Curriculum in H ealth and Physi
cal Education (S t. Louis: The C. V. Mosby Company, 19 W ) , 391 PP»
