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Physical education programmes in the parochial schools of the archdiocese of Vancouver, British Columbia,… Rizak, Eugene Donald 1968

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PHYSICAL EDUCATION PROGRAMMES I N THE PAROCHIAL SCHOOLS OP THE ARCHDIOCESE OP VANCOUVER, B R I T I S H COLUMBIA, 1966-1967 by: EUGENE (GENE) DONALD R I Z A K B. A. U n i v e r s i t y o f W i n d s o r , I960 B. P. E . M c M a s t e r U n i v e r s i t y , A THESIS SUBMITTED I N P A R T I A L  1961  FULFILMENT  OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF PHYSICAL EDUCATION in the School of PHYSICAL EDUCATION And RECREATION We a c c e p t t h i s t h e s i s a s c o n f o r m i n g required  to the  standard:  THE U N I V E R S I T Y OF B R I T I S H COLUMBIA JUNE,  1968  In presenting this thesis  in p a r t i a l fulfilment of the requirements  for an.advanced degree at the University of B r i t i s h Columbia, I agree that the Library shall make it freely available Study. thesis  I further agree that permission for extensive  copying of  this  for scholarly purposes may be granted by the Head of my  Department or by hlis representatives. or publication of this thesis  It is understood that  copying  for financial gain shall not be allowed  without my written permission.  Department of The University of B r i t i s h Columbia Vancouver 8, Canada Date  for reference and  /$, /US  ii ABSTRACT T h i s study was undertaken t o determine the s t a t u s of  the p h y s i c a l education programme, p e r s o n n e l ,  facilities,  equipment and s u p p l i e s i n the p a r o c h i a l schools of the Archdiocese  of Vancouver and t o make recommendations f o r a  more e f f e c t i v e programme based on c r i t e r i a d e r i v e d from the B r i t i s h Columbia A d m i n i s t r a t i v e B u l l e t i n f o r Elementary Schools, 19^8,  and from e x i s t i n g f a c i l i t i e s ,  equipment and  supplies. An attempt was made t o answer the f o l l o w i n g s i x q u e s t i o n s i n order t o gather the data needed t o s o l v e the problem. 1.  How much time i s a l l o t t e d to the i n s t r u c t i o n a l programme each week?  2.  P r o f e s s i o n a l l y speaking, how w e l l prepared  are the  teachers of the i n s t r u c t i o n a l programme? 3.  What a c t i v i t i e s and t e s t i n g and measuring techniques  are presented  i n the i n s t r u c t i o n a l  programme? J+.  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  5.  What f a c i l i t i e s of  do the s c h o o l s have?  What  types  equipment and s u p p l i e s are used i n the  i n s t r u c t i o n a l programme? 6.  What are the s c h o o l p o l i c i e s r e g a r d i n g m e d i c a l examinations  and p a r t i c i p a t i o n i n the i n s t r u c t -  i o n a l programme?  iii The  data were c o l l e c t e d by p e r s o n a l v i s i t s by the  w r i t e r t o t h i r t y - e i g h t p a r o c h i a l s c h o o l s which r e p r e s e n t e d the t o t a l number o f schools i n the A r c h d i o c e s e .  None o f  the s c h o o l s went h i g h e r than grade e i g h t and most f i n i s h e d at grade seven.  Interviews were h e l d w i t h  thirty-five  p r i n c i p a l s and e i g h t e e n p h y s i c a l education t e a c h e r s .  For  purpose of a n a l y s i s , schools were c l a s s i f i e d a c c o r d i n g t o enrollment and geographic  area and the i n f o r m a t i o n was  assembled i n t o t a b l e s . One s c h o o l a l l o t t e d 100 minutes or more per week f o r a p h y s i c a l e d u c a t i o n programme as suggested Administrative B u l l e t i n .  by the  The m a j o r i t y of teachers of  p h y s i c a l e d u c a t i o n were classroom  teachers.  None had a  degree but the m a j o r i t y had taken an undergrad p h y s i c a l education c o u r s e .  One t h i r d of the o u t s i d e s p e c i a l i s t s had  a p h y s i c a l e d u c a t i o n degree.  A wide range of a c t i v i t i e s  was i n c l u d e d i n the programmes of the schools and t e s t i n g was done i n a few s c h o o l s . Approximately  t h r e e - q u a r t e r s o f the schools o f f e r e d  i n t r a m u r a l and i n t e r s c h o l a s t i c programmes.  Softball,  v o l l e y b a l l , b a s k e t b a l l and t r a c k and f i e l d appeared w i t h the g r e a t e s t frequency  i n these programmes.  More than one-half o f the s c h o o l s had gymnasiums although l e s s than t w e n t y - f i v e per cent had d r e s s i n g rooms.  Indoor and outdoor  facilities  and equipment  were  inadequate. The m a j o r i t y of s c h o o l s gave m e d i c a l  once d u r i n g the p u p i l s ' s c h o o l years  examinations  V  TABLE OP CONTENTS  CHAPTER I.  PAGE 1  THE PROBLEM Introduction..  1  Purpose  k  Analysis  of the Study...... of the Problem  Definition  o f Terms  Justification II. III.  REVIEW OF LITERATURE METHODS AND PROCEDURE  V. VI.  5 6 9 18  Introduction  18  Sources  18  o f Data  Classification  IV.  of the Study.  li  of Schools  18  School V i s i t a t i o n Procedures....  22  Questionaire f o r Recording Information  25  RESULTS  26  Introduction  26  A n a l y s i s o f Responses t o Q u e s t i o n s  27  DISCUSSION  52  SUMMARY, CONCLUSIONS AND RECOMMENDATIONS  6£  Introduction.  6^  Summary o f t h e F i n d i n g s  66  Conclusions  69  vi CHAPTER  PAGE Recommendations...  711  Research P r o j e c t s .  7U 75  BIBLIOGRAPHY. APPENCICES A.  Administrative  B u l l e t i n For Physical  For Elementary Schools,  1958...  Education 78  B.  L e t t e r Of I n t r o d u c t i o n , #1  83  C.  L e t t e r Of I n t r o d u c t i o n , #2  8ii  D.  Postcard  85  E.  Questionaire  during Interview.  86  vii LIST OF TABLES  TABLE I. II.  III.  IV'. V.  VI.  VII.  VIII.  EC.  X.  XI.  PAGE Classification Enrollment  of Schools A c c o r d i n g to  20  Number and Percentage of Schools A c c o r d i n g t o Type i n Each G e o g r a p h i c a l Area of the C i t y and V i c i n i t y  23  Number and Percentage of Schools w i t h I n s t r u c t i o n a l Programmes A c c o r d i n g t o E n r o l l m e n t and G e o g r a p h i c a l Areas  28  Time A l l o t m e n t f o r I n s t r u c t i o n a l Programme.... 29 Number and Percentage of Classroom Teachers and Outside S p e c i a l i s t s i n P h y s i c a l E d u c a t i o n A c c o r d i n g t o Enrollment  31  P r o f e s s i o n a l P r e p a r a t i o n o f Teachers and Outside S p e c i a l i s t s i n P h y s i c a l E d u c a t i o n A c c o r d i n g t o Enrollment  32:  A c t i v i t i e s i n the I n s t r u c t i o n a l Programme A c c o r d i n g t o Number and Per Cent of the Schools i n Which They Were Presented 3k T e s t i n g and Measuring Techniques A c c o r d i n g t o Number and Per Cent of Schools i n Which They Were P r e s e n t e d .  35  Number and Percentage of Schools A c c o r d i n g to E n r o l l m e n t Which O f f e r e d a R e c r e a t i o n a l Programme  36  Intramural A c t i v i t i e s A c c o r d i n g t o Number and Per Cent of Schools i n Which They Were Presented  37  I n t e r s c h o l a s t i c A c t i v i t i e s According to Number and Per Cent of Schools i n Which They Were Presented......  39  viii TABLE XII,  XIII. XIV. XV. XVI. XVII.  PAGE S p e c i a l Events A c c o r d i n g To Number and Per Cent of Schools i n Which They Were Presented .  lj.0  Number and Percentage of F a c i l i t i e s A c c o r d i n g To Enrollment  i n Schools . i\2  Number and Percentage of F a c i l i t i e s A c c o r d i n g t o Geographic Areas  i n Schools •••• 1+3  Equipment i n Schools A c c o r d i n g To Enrollment of Schools  kk  S u p p l i e s i n Schools A c c o r d i n g t o Enrollment of Schools  IL6  M e d i c a l Examinations, P a r t i c i p a t i o n , and Dress of Students and Teachers A c c o r d i n g To E n r o l l m e n t  £l  ix LIST OF FIGURES FIGURES I.  L o c a t i o n of Schools With and Without I n s t r u c t i o n a l Programmes  PAGE 21  X  ACKNOWLEDGEMENT  The w r i t e r wishes t o thank a l l who gave  guidance  and h e l p w i t h the t h e s i s , e s p e c i a l l y B r o t h e r J . C. Bates, Superintendent  of Vancouver's C a t h o l i c S c h o o l s ,  Dr. P e t e r M. M u l l i n s , Dr. Norman S. Watt, Dr. John D. Dennison, Dr. Robert  G. Hindmarch, a d v i s o r s and a l l  p r i n c i p a l s and teachers who gave t h e i r time t o p r o v i d e needed i n f o r m a t i o n , •  so g r a c i o u s l y  CHAPTER I  THE PROBLEM I. Mounting evidence  INTRODUCTION  in literature  i n d i c a t e s the  values  of p h y s i c a l e d u c a t i o n programmes i n the development of the p h y s i c a l and motor f i t n e s s of s t u d e n t s . study of two  Whittle's  groups of 8 l tx^elve year o l d boys, one  p a r t i c i p a t i n g i n good elementary  (1)  group  school p h y s i c a l education  programmes and the other not, r e v e a l s pronounced d i f f e r e n c e s between the groups i n p h y s i c a l and motor f i t n e s s A c c o r d i n g to S h a f f e r ( 2 ) , t e s t s c o u l d be reduced ioning exercises.  tests.  f a i l u r e s on the Kraus-Weber  to a marked degree through c o n d i t -  Forty-two  per cent of 2 , 2 8 l  s c h o o l boys and g i r l s f a i l e d one  junior high  or more of the t e s t  items  i n September; i n November the f a i l u r e s dropped t o e i g h t per cent and at the c l o s e of the term, the f a i l u r e r a t e was  f o u r per c e n t .  Other s t u d i e s r e v e a l a r e l a t i o n s h i p  between p h y s i c a l f i t n e s s and peer s t a t u s . Jarmen (3)  Clarke  and  a n a l y z e d the academic achievement of boys, ages  n i n e , twelve, and f i f t e e n , who  had h i g h and low scores  the S t r e n g t h Index and the P h y s i c a l F i t n e s s Index Tests  on and  found t h a t g e n e r a l l y boys w i t h h i g h scores on the  tests  had  scholastic  s i g n i f i c a n t l y h i g h e r averages on the standard  achievement t e s t s .  C l a r k e and C l a r k e  found a p o s i t i v e  2 r e l a t i o n s h i p between the peer s t a t u s of boys nine eleven years of age  and  and t h e i r body s i z e and s t r e n g t h ,  and a c c o r d i n g t o Jones (3>), boys h i g h i n s t r e n g t h tended to be w e l l a d j u s t e d s o c i a l l y and p s y c h o l o g i c a l l y whereas boys low i n s t r e n g t h showed tendencies  toward  f e e l i n g s of i n f e r i o r i t y and other p e r s o n a l maladjustments. These f a c t s exemplify the need of a good p h y s i c a l education programme i n the schools f o r the development of the whole child. The  development of p h y s i c a l e d u c a t i o n programmes i n  Canada as an i n t e g r a l p a r t of e d u c a t i o n has s e r v a t i v e and steady.  been con-  In B r i t i s h Columbia a survey of the  s c h o o l system i n 192f> i n d i c a t e d the importance of p h y s i c a l e d u c a t i o n programmes i n the c u r r i c u l u m of the s c h o o l s . "At p r a c t i c a l l y every s i t t i n g of the Commission r e p r e s e n t a t i v e s of v a r i o u s o r g a n i z a t i o n s c a l l e d a t t e n t i o n t o the importance of systematic i n s t r u c t i o n i n p h y s i c a l e d u c a t i o n as an i n t e g r a l p a r t of the s c h o o l c u r r i c u l u m " ( 6 ) . "The time devoted t o p h y s i c a l e d u c a t i o n , i n c l u d i n g team games, s h o u l d be p a r t of the r e g u l a r s c h o o l day" (7)» Two  events, World War  I I and the  Kraus-Hirschland  study, have had a decided e f f e c t on the development of p h y s i c a l e d u c a t i o n programmes i n the U n i t e d S t a t e s  and  Canada.  M e d i c a l examinations  during  the War  r e v e a l e d t h a t many men  service.  at the b e g i n n i n g and  and women were u n f i t f o r  T h i s f a c t r e s u l t e d i n the p a s i n g of Canada's  N a t i o n a l F i t n e s s A c t , the o b j e c t of which was  to promote  3 the p h y s i c a l f i t n e s s of Canadians through  the e x t e n s i o n of  p h y s i c a l e d u c a t i o n i n schools and u n i v e r s i t i e s .  The  r e v e l a t i o n of the Kraus-Weber t e s t s t h a t European were more p h y s i c a l l y f i t than t h e i r American was  youth  counterpart  a p p l i c a b l e to Canadians as w e l l and a n a t i o n a l e f f o r t  again was  made by d i g n i t a r i e s and educators  to  strengthen  the f i t n e s s of our youth through p h y s i c a l education programmes i n the s c h o o l s ( 8 ) .  In the U n i t e d S t a t e s , the  l a t e John F. Kennedy c h a l l e n g e d the s c h o o l a d m i n i s t r a t o r s and urged them t o adopt s c h o o l programmes "1. t o i d e n t i f y the p h y s i c a l l y underdeveloped p u p i l and work w i t h him to improve h i s p h y s i c a l c a p a c i t y . 2. to p r o v i d e a minimum of 15 minutes of vigorous a c t i v i t y everyday f o r a l l s t u d e n t s . 3» t o use v a l i d f i t n e s s t e s t s to determine p u p i l s p h y s i c a l a b i l i t i e s and e v a l u a t e t h i s p r o g r e s s " ( 9 ) . In B r i t i s h Columbia the Chant Report  stated:  "The Commission i s h e a r t i l y i n a c c o r d w i t h the aim of m a i n t a i n i n g and improving the p h y s i c a l h e a l t h and f i t n e s s of the c h i l d r e n and youth of the p r o v i n c e " ( 1 0 ) . "The Commission recommends t h a t a s i m p l i f i c a t i o n of the p h y s i c a l e d u c a t i o n programme be c a r r i e d out i n order t o s e l e c t , from the many a c t i v i t e s and d e s i r e d outcomes i n the course o u t l i n e s , those t h a t have the most d i r e c t b e a r i n g upon r e c r e a t i o n and p h y s i c a l development" (11) Today p u b l i c schools i n B r i t i s h Columbia have c a r e f u l l y planned programmes as d i r e c t e d i n the m i n i s t r a t i v e B u l l e t i n f o r Elementary (See Appendix A ) .  Schools,  Ad-  1958.  P h y s i c a l education i s a r e q u i r e d  s u b j e c t f o r a l l grade l e v e l s w i t h minimum time  allotments  r a n g i n g from 100 minutes to l i | 0 minutes per week f o r  elementary  grades..  The programmes i n the C a t h o l i c  s c h o o l s however are a q u e s t i o n mark.  II. The of  PURPOSE OP THE STUDY  purpose of the study i s t o determine the s t a t u s  the p h y s i c a l e d u c a t i o n programme, p e r s o n n e l ,  facilities,  equipment and s u p p l i e s i n t h i r t y - e i g h t p a r o c h i a l s c h o o l s of  the A r c h d i o c e s e  of Vancouver, B r i t i s h Columbia, i n the  s c h o o l year of 1966-1967*. and t o make recommendations f o r a more e f f e c t i v e programme based on c r i t e r i a d e r i v e d from the A d m i n i s t r a t i v e B u l l e t i n f o r Elementary and from e x i s t i n g f a c i l i t i e s ,  III. To f a c i l i t a t e asked  Schools, 1 9 5 8 ,  equipment and s u p p l i e s .  ANALYSIS OP THE PROBLEM a n a l y s i s the f o l l o w i n g q u e s t i o n s were  i n order t o gather the data needed t o s o l v e the  problem, 1.  How much time  i s a l l o t t e d t o the i n s t r u c t i o n a l  programme each week? 2.  P r o f e s s i o n a l l y speaking, how w e l l prepared are  the teachers o f the i n s t r u c t i o n a l programme? 3.  What a c t i v i t i e s and t e s t i n g and measuring  techniques  are p r e s e n t e d i n the i n s t r u c t i o n a l programme?  11.  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  5.  What f a c i l i t i e s  do the schools have?  What  types  of equipment and  s u p p l i e s are used i n the  instructional  programme? 6,  What are the s c h o o l p o l i c i e s r e g a r d i n g  medical  examinations and p a r t i c i p a t i o n i n the i n s t r u c t i o n a l programme  IV. Archdiocese  DEFINITION OF TERMS  of Vancouver - the d i s t r i c t  Reverend M a r t i n M i c h a e l This d i s t r i c t  i n which Most  Johnson, D. D.,  has  authority.  i n c l u d e s Vancouver C i t y , North Vancouver,  West Vancouver, Burnaby, Richmond, New M a i l l a r d v i l l e , F r a s e r V a l l e y and  Westminister,  c o a s t a l towns.  Equipment - those items t h a t are not a p a r t of gymnasium or playground but n e v e r t h e l e s s permanent.  the  are more or l e s s  Once f u r n i s h e d they make no demand upon the  budget f o r some d e f i n i t e  period.  Facilities  - gymnasiums, playgrounds, d r e s s i n g rooms, shower  rooms, and  playrooms.  I n s t r u c t i o n a l programme - t h a t p a r t of the p h y s i c a l educaion  programme t h a t i s scheduled  w i t h i n the  regular  teaching-day. Medical  examination - a p h y s i c a l examination given by a  m e d i c a l doctor  or s c h o o l  P a r o c h i a l schools  nurse.  - schools  Roman C a t h o l i c p a r i s h e s .  supported and  c o n t r o l l e d by  A l l are elementary and none goes  h i g h e r than grade e i g h t and most f i n i s h  at grade seven.  Personnel - t e a c h e r s of the i n s t r u c t i o n a l programme* P h y s i c a l e d u c a t i o n programme - a l l planned  experiences  a v a i l a b l e to students through p h y s i c a l e d u c a t i o n . i n c l u d e s (a) an i n s t r u c t i o n a l and  It  (b) a r e c r e a t i o n a l  programme. R e c r e a t i o n a l programme - g e n e r a l l y occurs a t times than the scheduled i n - s c h o o l p e r i o d s .  other  T h i s i n c l u d e s the  i n t r a m u r a l and i n t e r s c h o l a s t i c programmes. S t a t u s - the present s t a t e or c o n d i t i o n s which e x i s t e d at the time of the S u p p l i e s - those  study.  items t h a t have no degree of permanency,  and are constant items on the annual  V.  budget.  JUSTIFICATION OF THE  STUDY  I t i s r e a d i l y admitted t h a t the p h y s i c a l e d u c a t i o n programmes i n most Roman C a t h o l i c s c h o o l s l a g behind those i n the p u b l i c s c h o o l s . of Nazareth  College  On t h i s p o i n t L i l l i a n Mann (12.)  states:  " P h y s i c a l e d u c a t i o n , a phase of complete education deserves a d e f i n i t e p l a c e i n the c u r r i c u l u m of the elementary s c h o o l ; however, i n many C a t h o l i c s c h o o l s i t i s not an i n t e g r a l p a r t of the e d u c a t i o n a l programme. U s u a l l y the o n l y a c t i v i t y t h a t resembles p h y s i c a l e d u c a t i o n i s the p o o r l y o r g a n i z e d and l o o s e l y s u p e r v i s e d p l a y t h a t takes p l a c e . " In r e c e n t years three s t u d i e s to determine the s t a t u s of p h y s i c a l education i n the p u b l i c  elementary  s c h o o l s of B r i t i s h Columbia have been completed. study has been conducted  No  among the C a t h o l i c schools i n  B r i t i s h Columbia.  T h i s study thus informs the Roman  C a t h o l i c people i n the Archdiocese of Vancouver of the type of p h y s i c a l e d u c a t i o n programme o f f e r e d i n t h e i r parochial schools.  More important, the study serves as  a guide f o r the Superintendent  o f the C a t h o l i c  School  Board, B r o t h e r J . C. B a t e s , t o compare w i t h accepted standards s e t f o r t h by the B r i t i s h Columbian Department of E d u c a t i o n , and secondly, as a guide f o r r e v i s i o n and p l a n n i n g of f u t u r e programmes.  8 REFERENCES 1.  W h i t t l e , N. D., " E f f e c t s of Elementary School P h y s i c a l E d u c a t i o n upon Aspects of P h y s i c a l Motor and P e r s o n a l i t y Development," Research Q u a r t e r l y , v o l . 3 2 , no. 3 (May, 1961J, p. 2 4 9 .  2.  S h a f f e r , G., "Editor's Mail," J o u r n a l of H e a l t h , P h y s i c a l E d u c a t i o n and R e c r e a t i o n , v o l . 28, no• 2: (February, 1957), p. 6.. :  3»  C l a r k e , H. H., Jarmen, B. D., " S c h o l a s t i c Achievement of Boys 9 , 12, 15 Y e r s of Age as R e l a t e d t o V a r i o u s S t r e n g t h and Growth Measures," Research Q u a r t e r l y , v o l . 32, no. 2 (May, 1961), p. 1 5 5 . a  4.  C l a r k e , H. H., C l a r k e , D. H., " S o c i a l S t a t u s and Mental H e a l t h of Boys as R e l a t e d t o t h e i r M a t u r i t y , S t r u c t u r a l and S t r e n g t h C h a r a c t e r i s t i c s , " Research Q u a r t e r l y , v o l . 3 2 . no. 3 (October, 1961). p. 3267  5.  Ibid., p.  6.  Putnam, J . H., Weir, C. M.', A Survey of the S c h o o l System of B r i t i s h Columbia, V i c t o r i a , C. P. B a n f i e l d , P r i n t e r t o the King's Most E x c e l l e n t Majesty, 1 9 2 5 ,  327.  P* 4 7 .  7.  I b i d . , p.  8.  Van V l i e t , M. L., P h y s i c a l E d u c a t i o n i n Canada, Scarborough, P r e n t i c e - H a l l , 1 9 6 5 , pp. 105-106.  9»  Ursula, Sister, "A P h y s i c a l F i t n e s s Program i s P o s s i b l e i n Our S c h o o l s , " C a t h o l i c School J o u r n a l , v o l . 63, no.  5,  536.  (May,  1963),  p.  31.  10.  Chant, S. F. N., Report of the R o y a l Commission, P r o v i n c e of B r i t i s n Columbia, V i c t o r i a , Don McDiarmid, P r i n t e r t o the Queen's Most E x c e l l e n t Majesty, I960, p. 324*  11.  Ibid.,  12.  Mann, L., "Why P h y s i c a l E d u c a t i o n i n Elementary S c h o o l s , " C a t h o l i c School J o u r n a l , v o l . 62, no. 1 (January, 1962), p. 2 j : —*  p.  326.  CHAPTER I I  REVIEW OP LITERATURE The  i n v e s t i g a t o r ' s probe of r e s e a r c h s t u d i e s d e a l i n g  w i t h p h y s i c a l e d u c a t i o n programmes i n elementary  schools  r e v e a l e d t h a t no p r e v i o u s study of p h y s i c a l education had been c a r r i e d out i n the p a r o c h i a l schools of the Archdiocese of Vancouver, In the P a c i f i c Northwest, seven s t u d i e s were of which f o u r i n v e s t i g a t e d the p h y s i c a l e d u c a t i o n i n elementary  s c h o o l s of B r i t i s h Columbia,  encountered programmes  In the U n i t e d  S t a t e s , many s t u d i e s were done i n the v a r i o u s s t a t e s . One such study was done by Alexander  Georgiady  Savage ( 1 ) , T h i s study surveyed n i n e t y - t h r e e schools representing f o r t y - t h r e e s t a t e s .  and R u s s e l l elementary  The o v e r - a l l  r e s u l t s of the survey i n d i c a t e d a l a c k of equipment and personnel.  A l l the elementary  schools o f f e r e d p h y s i c a l  e d u c a t i o n programmes but o n l y s i x t y - f i v e per cent had a d a i l y programme,  S o f t b a l l , games of low o r g a n i z a t i o n and  v o l l e y b a l l were most popular i n these programmes. programmes were more w i d e l y used than programmes.  Swings, outdoor  Intramural  interscholastic  basketball courts, volleyballs  and n e t s , f o o t b a l l s and s o c c e r b a l l s were the most common type of equipment. The most e x t e n s i v e study was done by Schneider ( 2 ) .  10 T h i s r e p o r t , P h y s i c a l E d u c a t i o n i n Urban Elementary  Schools,  was based on 532 s c h o o l systems and was p u b l i s h e d by the U n i t e d S t a t e s Department of H e a l t h , E d u c a t i o n and W e l f a r e , o f f i c e of E d u c a t i o n .  I t was l i m i t e d i n t h a t the data d i d  not r e f l e c t p r a c t i c e s i n a g i v e n s c h o o l but r a t h e r i n schoolsystems.  However, h i g h l i g h t s of the r e p o r t p e r t i n e n t t o  t h i s t h e s i s are as f o l l o w s : 1.  Twenty-three per cent of grades  twenty-eight  per cent of grades  one-three  and  f o u r - s i x had the recommended  d a i l y i n s t r u c t i o n a l p e r i o d of p h y s i c a l education of a t l e a s t t h i r t y minutes i n l e n g t h . 2.  F i f t y - s e v e n per cent of the s c h o o l systems p r o v i d e d  i n t r a m u r a l programmes i n which the most popular  activities  were b a s k e t b a l l , s o f t b a l l , touch f o o t b a l l f o r boys and volleyball for girls. 3»  Playdays and s p o r t s days were sponsored by f i f t y -  e i g h t per cent of the s c h o o l systems. M e d i c a l examinations  were given i n n i n e t y - s e v e n  per cent of the s c h o o l systems. 5»  Twenty-five  per cent gave t e s t s f o r p h y s i c a l  f i t n e s s and t h i r t y - s i x per cent f o r development of s k i l l s . 6. grades  Group games were o f f e r e d most f r e q u e n t l y through one-six and the most common team games p l a y e d were  s o f t b a l l , s o c c e r , v o l l e y b a l l and touch 7.  football.  E x c e l l e n t or adequate gyms o r playrooms were  11  a v a i l a b l e i n f i f t y - f o u r per cent o f 12,217 s c h o o l buildings.  F o u r t e e n per cent had e x c e l l e n t or adequate  d r e s s i n g room o r shower f a c i l i t i e s .  F o r t y - s e v e n per cent  had outdoor b a s k e t b a l l c o u r t s and f i f t y - t h r e e p e r cent had S o f t b a l l 8.  fields.  There was  a l i m i t e d q u a n t i t y of i n d o o r equipment.  Many o t h e r s t u d i e s have been completed r e l a t i n g t o s u r v e y s of p h y s i c a l e d u c a t i o n i n e l e m e n t a r y s c h o o l s i n the P a c i f i c Northwest  ( 3 » U> £ ) •  For expediency, explanations  are made o n l y f o r the s t u d i e s completed i n B r i t i s h Grant  (6)  s u r v e y e d s i x t e e n of the twenty-two  e l e m e n t a r y s c h o o l s i n the m u n i c i p a l i t y of Burnaby. by the L a P o r t e Score C a r d s , he 1.  Columbia.  As s e t  found:  The programme of a c t i v i t y were r a t e d as f a i r  and  t h e e l e m e n t a r y s c h o o l r e s u l t s showed a weakness i n programme o f f e r i n g s i n the p r i m a r y grades w i t h a b e t t e r emphasis g i v e n a t the i n t e r m e d i a t e l e v e l . 2.  P a r t i c i p a t i o n i n d a i l y supervised physical  a c t i v i t y was 3.  poor.  Outdoor a r e a s i n a c r e s were above s t a n d a r d but  s u r f a c e s were of mixed c l a y and g r a v e l w i t h l i t t l e  or no  p r o v i s i o n s of g r a s s and b l a c k t o p a r e a s . IL, playrooms 5.  P r o v i s i o n of one or more r e c r e a t i o n h a l l s o r r a t e d w e l l above the  average.  D r e s s i n g and shower rooms were almost n o n - e x i s t e n t .  12 Two  of s i x t e e n schools 6.  A l l minimal  (13  p e r c e n t ) h a d them.  s u p p l i e s and equipment had been  p r o v i d e d on a p e r c a p i t a b a s i s . 7.  Q u a l i f i c a t i o n s o f i n s t r u c t o r s were a d e q u a t e .  8.  I n t e r - s c h o o l c o m p e t i t i o n s w e r e done i n t h r e e  of s i x t e e n schools 9»  per cent).  E x c e l l e n t s c o r e s were r e c o r d e d f o r m e d i c a l  services In  (19  provided. (7)  V i c t o r i a , Grant  s c h o o l s and t h e r e s u l t s LaPorte Score 1. primary in  surveyed  twenty-one  elementary  o f h i s s u r v e y , as s e t by t h e  C a r d were as f o l l o w s :  The programme  of a c t i v i t i e s r a t e d e x c e l l e n t i n  and i n t e r m e d i a t e programmes; rhythms were  some s c h o o l s due t o l a c k o f 2.  facilities.  Time a l l o t m e n t s w e r e t h e same f o r a l l s c h o o l s a s  t h e y a r e p r e s c r i b e d i n t h e Programme below average i n regards 3«  neglected  Only f i v e  of S t u d i e s , but  t o the LaPorte  scoring.  of t h i r t y - o n e schools reached  the  d e s i r e d s t a n d a r d w h i c h i s a minimum o f one a c r e w i t h a n a d d i t i o n a l a c r e f o r e a c h 300 s t u d e n t s .  S i x showed a  minimum o f t h r e e a c r e s ; s i x showed a minimum o f two a c r e s ; a n d f o u r l e s s t h a n two a c r e s . 1^.  Surfacing of f i e l d  a n d c o u r t a r e a s was p o o r .  No  s c h o o l met t h e r e v i s e d c o n d i t i o n o f t w e n t y p e r c e n t blacktop. 5.  T h e r e w e r e no d r e s s i n g rooms o r shower rooms i n  13 any of the elementary  schools of the G r e a t e r  Victoria  area. 6,  The m a j o r i t y of p h y s i c a l e d u c a t i o n teachers i n  G r e a t e r V i c t o r i a were not s p e c i a l i s t s and most of s e r v i c e had been of the " i n - s e r v i c e " n a t u r e .  Most had  more Summer School courses at some time 7»  The  9»  i n t e r s c h o o l leagues  The  basket-  s c h o o l s had an e x c e l l e n t r a t i n g i n regards  Westminister,  surveyed  eight public schools—one  h i g h and  s i x elementary  Score Cards, he The  to  and h e a l t h s e r v i c e s .  In the c i t y of New  above  i n soccer,  softball.  m e d i c a l examinations  1.  or o t h e r .  very high.  Boys had  b a l l and  or  s t a n d i n g of schools w i t h r e s p e c t to p l a y  equipment was 8.  one  schools.  (8)  Pennington  secondary,  one  As s e t by the  junior  LaPorte  found:  s c h o o l s as a whole were r a t e d o n l y  slightly  average. 2»  Areas and f a c i l i t i e s were substandard  elementary  level.  Only one  at the  of the s i x elementary  schools  reached the d e s i r e d standard which s p e c i f i e s a minimum of one  acre w i t h an a d d i t i o n a l acre f o r each 300 3.  The  students.  Time a l l o t m e n t s were very poor i n the s c h o o l s .  standard of r e q u i r e d d a i l y p a r t i c i p a t i o n i n c l a s s  i n s t r u c t i o n was  not  met.  11* A c t i v i t i e s p r e s e n t e d i n the i n t e r m e d i a t e grades were rhythms, games r e l a y s , s t u n t s and a t h l e t i c s .  Only  a f a i r p o r t i o n of these a c t i v i t i e s were covered i n the primary 5*  grades. There was l i t t l e  rooms although  adequate d r e s s i n g and shower  a l l s c h o o l s had gymnasiums.  6.  There was an adequate supply of p l a y equipment.  7»  There were no teachers who had majored i n p h y s i c a l  e d u c a t i o n on the elementary  school s t a f f .  Most teachers  p r o f e s s e d no t r a i n i n g i n the f i e l d other than the minimum r e c e i v e d i n r e q u i r e d t e a c h e r p r e p a r a t i o n a t normal s c h o o l or u n i v e r s i t y . 8.  No students were p e r m i t t e d t o s u b s t i t u t e other  a c t i v i t i e s f o r p h y s i c a l education c l a s s a c t i v i t y d u r i n g very temporary 9»  except  disability.  I n t e r - s c h o o l competition was a f r i e n d l y ,  less-  o r g a n i z e d s c h e d u l i n g of games between s c h o o l s on t h e i r 10.  own.  A l l s c h o o l s r e p o r t e d e x c e l l e n t p r o v i s i o n of  s e r v i c e s i n the f i e l d  of medical examinations,  advisory  or emergency s e r v i c e . In the Vancouver School Board Report elementary  ( 9 ) , the  s c h o o l p h y s i c a l e d u c a t i o n and a t h l e t i c s  programme, and f a c i l i t i e s s c h o o l s were surveyed.  f o r a t h l e t i c s i n Vancouver  Some recommendations i n c l u d e d i n  the r e p o r t were: . 1.:Improvement i n t r a i n i n g i n p h y s i c a l e d u c a t i o n  1$ of new  teachers.  2.  More c o n s u l t a t i v e p e r s o n n e l  physical  education  programme 3*  be  be a d d e d t o t h e  department and the " i n - s e r v i c e "  continued.  Facilities  be b r o u g h t up t o  standard.  Regarding f a c i l i t i e s f o r a t h l e t i c s , three  elementary Vancouver s c h o o l s  schools  (9 p e r c e n t )  education had  playing  one s e a s o n p a r t i c i p a t e d  programme volleyball  ball,  indoor p h y s i c a l  (18 p e r  cent)  (87 p e r c e n t )  i n the i n t e r s c h o o l a t h l e t i c s sports--soccer,  soccer,  Chinese  i n the i n t r a m u r a l  volleyball,  softball,  end b a l l ,  programme  badmington,  broom b a l l ,  soccer, b a s k e t b a l l , indoor  dodgeball, cricket,  d e c k t e n n i s , s h i n t y , t a b l e t e n n i s , h a n d s o c c e r , war crab  during  a n d S o f t b a l l were o f f e r e d .  l o o p - o - b a l l rounders, net  schools  i n which only the t r a d i t i o n a l  Many games were p l a y e d such a s :  schools  annexes, s i x  fields.  A, maximum o f f i f t y - f i v e any  excluding  d i d n o t have a d e q u a t e  f a c i l i t i e s and twelve  inadequate  of the s i x t y -  s o c c e r , and f l o o r  hockey.  ball*  16  REFERENCES 1,  G e o r g i a d y , A., R u s s e l l , S., " S t a t u s o f P h y s i c a l Education i n Elementary Schools," Research Q u a r t e r l y , , v o l . 1 1 , no. 2 (May, 191*0), pp. i|0-1^6.  2»  S c h n e i d e r , E., P h y s i c a l E d u c a t i o n I n Urban E l e m e n t a r y S c h o o l s , B u l l e t i n no. 1 5 , U n i t e d S t a t e s Department of H e a l t h , E d u c a t i o n and W e l f a r e , U n i t e d S t a t e s P r i n t i n g O f f i c e , Washington, 1 9 5 9 , pp- 1 - 2 9 .  3»  K e n n i s o n , J . L., "A S u r v e y of P h y s i c a l E d u c a t i o n i n R u r a l P u b l i c E l e m e n t a r y S c h o o l s i n the I s l a n d Empire A r e a o f Washington F o r t h e S c h o o l Y e a r 1958-1959," Unpublished Master's T h e s i s , U n i v e r s i t y o f Washington, 1959*  i*.  R o t h n i e , J . S., "A S u r v e y and E v a l u a t i o n o f t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s and A d m i n i s t r a t i v e O r g a n i z a t i o n i n Elementary Schools of t h e Edmonds S c h o o l D i s t r i c t i n t h e S t a t e o f Washington, 1 9 5 9 - 1 9 6 0 , " U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y o f Washington, I 9 6 0 .  5,  S h e a r e r , F. M., "A Survey o f P h y s i c a l E d u c a t i o n Programmes and F a c i l i t i e s i n 23k E l e m e n t a r y S c h o o l s i n Washington, " U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y of. Washington, 1 9 3 3 .  6.  G r a n t , A. N., "The S t a t u s o f P h y s i c a l E d u c a t i o n Programmes i n t h e P u b l i c S c h o o l s o f t h e M u n i c i p a l i t y o f Burnaby, S c h o o l D i s t r i c t No. ILL[, B r i t i s h C o l u m b i a , Canada i n t h e Year 1953-195U," Unpublished Master's T h e s i s , U n i v e r s i t y of Washington, 195^«  7»  G r a n t , G., "A Survey of t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s and A d m i n i s t r a t i v e O r g a n i z a t i o n i n the Elementary Schools of G r e a t e r V i c t o r i a , B r i t i s h Columbia," U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y o f Washington, 1953*  8.  P e n n i n g t o n , G., "A S u r v e y o f t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s and A d m i n i s t r a t i v e O r g a n i z a t i o n i n t h e P u b l i c S c h o o l s o f New W e s t m i n i s t e r , B r i t i s h C o l u m b i a , Canada, i n t h e S c h o o l Year 1 9 5 9 - 1 9 6 0 , " U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y o f Washington, I 9 6 0 .  17 9*  Vancouver S c h o o l Board, Report to S p e c i a l Management Committee, S p e c i a l Committee # 6 — A t h l e t i c s Committee, Vancouver, B r i t i s h Columbia, July, 1966,  CHAPTER I I I  METHODS AND I. The  PROCEDURE  INTRODUCTION  p r o p o s a l to conduct the survey was  to the Superintendent  of Schools f o r the  of Vancouver f o r h i s a p p r o v a l . the procedures procedures source  for collecting  submitted  Archdiocese  With t h i s  permission,  the data began.  are d i s c u s s e d i n t h i s  chapter  These  i n terms of  of d a t a , s c h o o l v i s i t a t i o n , and q u e s t i o n a i r e f o r  recording information during interviews.  II.  SOURCE OP DATA  Data were o b t a i n e d by p e r s o n a l v i s i t s by the w r i t e r to t h i r t y - e i g h t of Vancouver.  p a r o c h i a l schools i n the Of the t h i r t y - e i g h t  Archdiocese  schools none went  h i g h e r than grade e i g h t and most f i n i s h e d  at grade seven.  T h i s number of schools comprised the t o t a l number of s c h o o l s i n the Archdiocese p o p u l a t i o n of over  and  served a t o t a l  7>800 s t u d e n t s .  Due  to the  number of schools and the n e c e s s i t y of the  school small  school  board f o r complete i n f o r m a t i o n , random s t r a t i f i e d sampling  was  not  done.  III. Classification  CLASSIFICATION OP SCHOOLS by E n r o l l m e n t ;  The  schools were  19 first  c l a s s i f i e d a c c o r d i n g to e n r o l l m e n t s  r e p o r t e d i n the C a t h o l i c D i r e c t o r y f o r B r i t i s h and the Yukon, 1967 (1).- The enrollment  I)  (Table  Columbia  intervals  were s e l e c t e d on the b a s i s of the f o l l o w i n g c o n s i d e r a t i o n s : 1.  The probable  e f f e c t of the s c h o o l  enrollments  upon the q u a n t i t y and q u a l i t y of p h y s i c a l e d u c a t i o n programmes 2.  The t o t a l number of p u p i l s r e p r e s e n t e d  enrollment 3.  o f f e r e d i n the s c h o o l s . i n each  classification.  A f e a s i b l e d i s t r i b u t i o n of s c h o o l s .  From Table  I,  i t may be seen t h a t there i s a f e a s i b l e  d i s t r i b u t i o n of schools and the t o t a l number of p u p i l s r e p r e s e n t e d i n each enrollment  c l a s s i f i c a t i o n was markedly  skewed i n the d i r e c t i o n of the Type I s c h o o l s whereas Type I I had  an e q u i t a b l e  (150-249)  and Type I I I  schools  (0-ll|9)> (2£0-up)  distribution.  In t h i s study, the enrollment  i n t e r v a l s used f o r  c l a s s i f y i n g the schools r e p r e s e n t e d an attempt t o compromise between f e a s i b l e d i s t r i b u t i o n of s c h o o l s and an e q u i t a b l e d i s t r i b u t i o n of the t o t a l  school  population. C l a s s i f i c a t i o n by L o c a t i o n : The s c h o o l s were f u r t h e r c l a s s i f i e d a c c o r d i n g t o l o c a t i o n w i t h i n the c i t y of Vancouver and v i c i n i t y  (Figure I ) .  Upon a map of  Vancouver and suburbs two l i n e s were drawn through the  20  TABLE I  CLASSIFICATION OF SCHOOLS ACCORDING TO ENROLLMENT  School  Enrollment  Number and Percentage of Schools N  %  Total School Population  Type I  0-149  10  26  1022  Type I I  150-249  16  42  3241  Type I I I  250-up  12  32  3558  38  100  7821  Source of D a t a :  Catholic Directory f o r B r i t i s h  Columbia  and the Yukon, 1 9 6 7 , Seventh Annual Edition.  FIGURE I  - 22  c i t y c e n t e r : one l i n e from the east t o west a c r o s s the c i t y and one l i n e from the n o r t h t o south a c r o s s the c i t y . The f o u r g e o g r a p h i c a l areas which r e s u l t e d from procedure were a p p r o p r i a t e l y l a b e l l e d southeast  and southwest.  this  northwest, n o r t h e a s t ,  Each s c h o o l was then  classified  a c c o r d i n g t o g e o g r a p h i c a l area i n which i t was l o c a t e d (Table I I ) ,  From Table I I i t may be seen t h a t  s c h o o l s (l±l p e r cent) were i n the south-east  eighteen  whereas f i v e  (13 p e r cent) were i n the north-west,  IV.  SCHOOL VISITATION PROCEDURES  In an attempt t o i n s u r e the c o - o p e r a t i o n of each s c h o o l , two l e t t e r s  and a stamped s e l f - a d d r e s s e d p o s t -  c a r d were sent t o each p r i n c i p a l . by the i n v e s t i g a t o r .  One l e t t e r was w r i t t e n  I t e x p l a i n e d the purposes of the  study and assured the p r i n c i p a l  t h a t the i d e n t i t y of  the s c h o o l would not be d i s c l o s e d except S c h o o l Board. found  t o the C a t h o l i c  A copy of the i n t r o d u c t o r y l e t t e r may be  i n Appendix B. The  second l e t t e r was w r i t t e n by the Superintendent  of S c h o o l s .  T h i s l e t t e r i n t r o d u c e d the i n v e s t i g a t o r ,  s t a t e d the need of the study and requested o p e r a t i o n of the s c h o o l . found  the co-  A copy o f t h i s l e t t e r may be  i n Appendix C. The  stamped s e l f - a d d r e s s e d p o s t c a r d e n c l o s e d  with  23 TABLE I I  NUMBER AND PERCENTAGE OP SCHOOLS ACCORDING TO TYPE IN EACH GEOGRAPHICAL AREA OP THE CITY AND VICINITY  Geographical Area  School Type I  Type I I  Type I I I  N  $  N  $  1  14  4  57  2  28  7  18  3  60  1  20  1  20  5  13  5  28  7  39  6  33  18  47  10 1  26 13  16 4  42 50  12 3  32 38  38 12  100 32  N  $  Total N  %  North East North West South East South West  2U the two l e t t e r s p r o v i d e d space f o r s u p p l y i n g i n f o r m a t i o n concerning the month, day and hour a v i s i t If  a f t e r two weeks the p r i n c i p a l had f a i l e d t o r e t u r n the  p o s t c a r d , a telephone  c a l l was made.  F o r about twenty-  f i v e per cent of the schools a telephone The  c o u l d be made.  two p r i n c i p a l reasons  c a l l was made.  f o r f a i l u r e t o r e t u r n the  p o s t c a r d s weret 1,  The p r i n c i p a l s t a t e d t h e r e was no p h y s i c a l  education programme the i n i t i a l 2,  and f o r t h i s reason had not answered  letter.  The p r i n c i p a l gave the p o s t c a r d t o the p h y s i c a l  e d u c a t i o n t e a c h e r who m i s l a i d the c a r d . Appointments were made i n the t h i r t y - e i g h t over a three month p e r i o d .  schools  A copy of the p o s t c a r d  may be found i n Appendix D. As a reminder of the i n t e r v i e w each p r i n c i p a l was c a l l e d by telephone interview.  a day or two before the scheduled  D u r i n g the v i s i t  the w r i t e r  conducted  p e r s o n a l i n t e r v i e w s w i t h the p r i n c i p a l and wherever p o s s i b l e , w i t h the p h y s i c a l education t e a c h e r .  Thirty-  f i v e p r i n c i p a l s and e i g h t e e n p h y s i c a l education  teachers  were i n t e r v i e w e d .  Data r e l a t e d t o t e a c h e r p r e p a r a t i o n ,  time a l l o t m e n t , nature  of i n s t r u c t i o n a l and r e c r e a t i o n a l  programmes, f a c i l i t i e s , equipment and s u p p l i e s , and p o l i c i e s r e g a r d i n g m e d i c a l examinations  were c o l l e c t e d by  25 means of a q u e s t i o n a i r e .  V.  QUESTION A IRE FOR RECORDING INFORMATION  The  w r i t e r devised a questionaire  i n which the items  i n c l u d e d were based on the commonly accepted  procedures f o r  the o r g a n i z a t i o n and a d m i n i s t r a t i o n of p h y s i c a l  education  programmes s e t by the B r i t i s h Columbia Department of Education.  These procedures were found i n the B r i t i s h  Columbia Department of E d u c a t i o n  Curriculum  Syllabus.  A  copy of these procedures may be found i n Appendix A. Each of the items i n c l u d e d i n the q u e s t i o n a i r e was s t a t e d i n a manner which enabled the i n t e r v i e w e r t o r e c o r d "yes" or "no" and a check (•) or a number i f a p p l i cable.  To f a c i l i t a t e e f f i c i e n t  grouped under main  operation  the items were  h e a d i n g s ; — time a l l o t m e n t ,  personnel,  r e c r e a t i o n a l programme, f a c i l i t i e s ,  equipment, s u p p l i e s  and  programme.  a c t i v i t i e s i n the i n s t r u c t i o n a l  To reduce misunderstanding, the w r i t e r c a r r i e d out a p r e l i m i n a r y i n t e r v i e w w i t h the V i c e - p r i n c i p a l of an elementary s c h o o l .  A f t e r t h i s i n t e r v i e w , the q u e s t i o n a i r e  was r e v i s e d t o c o r r e c t flaws t h a t were d e t e c t e d .  The  q u e s t i o n a i r e was l a t e r approved by a s p e c i a l i s t i n p h y s i c a l education. found i n Appendix E .  A copy of the q u e s t i o n a i r e may be  CHAPTER IV  RESULTS I.  INTRODUCTION  The m a t e r i a l i n t h i s chapter i s based upon the i n f o r m a t i o n g a i n e d from p e r s o n a l v i s i t s  to t h i r t y -  e i g h t p a r o c h i a l schools of the A r c h d i o c e s e  of Vancouver.  T h i r t y - f i v e p r i n c i p a l s and e i g h t e e n p h y s i c a l e d u c a t i o n t e a c h e r s s u p p l i e d i n f o r m a t i o n r e l a t i n g t o the p h y s i c a l education programme—instructional  programme, r e c r e a t -  i o n a l programme, p r o f e s s i o n a l p r e p a r a t i o n of the t e a c h e r s , school p o l i c i e s , f a c i l i t i e s ,  equipment and s u p p l i e s .  Three types of s c h o o l s were c a t a g o r i z e d a c c o r d i n g to  enrollment:--Type  I (0-11*9 s t u d e n t s ) ; Type I I ( l £ 0 -  2l|9) J Type I I I ( 2 5 0 - u p ) .  A l s o , the s c h o o l s were c l a s s i f i e d  according to geographical l o c a t i o n . The  data were analyzed i n r e l a t i o n t o the s i x b a s i c  q u e s t i o n s s t a t e d i n Chapter I . 1.  How much time  i s a l l o t t e d t o the i n s t r u c t i o n a l  programme each week? 2.  P r o f e s s i o n a l l y speaking, how w e l l prepared are  the teachers o f the i n s t r u c t i o n a l programme? 3.  What a c t i v i t i e s and t e s t i n g and measuring  techniques I4..  are presented  i n the i n s t r u c t i o n a l programme?  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  27  $,  What f a c i l i t i e s  do the schools have?  What  types  of equipment and s u p p l i e s are used i n the i n s t r u c t i o n a l programme ? 6.  What are the s c h o o l p o l i c i e s r e g a r d i n g m e d i c a l  examinations  and p a r t i c i p a t i o n  i n the i n s t r u c t i o n a l  programme ? Supplementary i n f o r m a t i o n i s p r e s e n t e d a t the c o n c l u s i o n of t h i s  chapter.  Percentages  as read from the t a b l e s are expressed  i n round f i g u r e s t o the n e a r e s t whole number.  II. I.  ANALYSIS OP RESPONSES TO QUESTIONS How much time i s a l l o t t e d t o the i n s t r u c t i o n a l  programme each week? The number and percentage  of s c h o o l s  t h a t had p h y s i c a l education programmes and the number o f minutes per week devoted t o the i n s t r u c t i o n a l programme are p r e s e n t e d i n Tables I I I and IV.  From Table I I I , i t  may be seen t h a t t h i r t y - t w o of t h i r t y - e i g h t  schools  ( 8 i | per cent) had an i n s t r u c t i o n a l programme, and (by comparing Tables I and I I I ) of the s i x s c h o o l s without a programme, f o u r were Type I s c h o o l s .  A comparison of  Table I I and Table I I I r e v e a l s t h a t the s c h o o l s without programmes were i n the geographic  areas  southwest,  southeast and northwest. Table IV i n d i c a t e s t h a t the g r e a t e s t frequency of  2:8  TABLE I I I  NUMBER AND PERCENTAGE OP SCHOOLS WITH INSTRUCTIONAL PROGRAMMES ACCORDING TO ENROLLMENT AND GEOGRAPHICAL AREAS  School Type I  Type I I  N  $  N  f  North East  1  11*  k  North West  1  33  South East  k  2k  South West  Totals  6  19  Type I I I  Total  f  N  %  57  29  7  100  1  33  33  3  100  7  1*1+  31  16  100  I*  66  33  6  100  16  50  31  32  100  N  10  29  TABLE IV  TIME ALLOTMENT FOR INSTRUCTIONAL PROGRAMME  Enrollment  Number of Min-Per Week 30-59  60-79  80-99  #  N  #  JU  %  H  l * 1*0  1  10  1*  1*0  0  0  1  (150-21*9)  1  6  7  1*U  6  38  2  13  Type I I I (250-up)  1  8  1*  33  5  1*2  2  Totals  6  16  12  32  15  39  1*  of Schools  0 N  %  100 or more H %  N  Type I (0-11*9)  10  10  0  0  16  17  0  0  12  11  1  3  38  Type I I  30  time a l l o t t e d was  60-79 minutes per week.  i n f i f t e e n s c h o o l s (39 per c e n t ) .  One  This occurred  s c h o o l , a Type I  s c h o o l , a l l o t t e d 100 minutes or more per week. s c h o o l s the g r e a t e s t frequency  In Type I I 30-  of time a l l o t t e d was  59 minutes per week and i n Type I I I s c h o o l s the g r e a t e s t frequency was  6 0 - 7 9 minutes per week.  T h i s occurs i n  f o r t y - f o u r and f o r t y - t w o per cent of the Type I and Type I I schools  respectively.  2.  P r o f e s s i o n a l l y speaking, how  the t e a c h e r s of p h y s i c a l education? percentage  w e l l prepared The  number  of classroom teachers and o u t s i d e  are  and  specialists  i n p h y s i c a l e d u c a t i o n and t h e i r p r o f e s s i o n a l p r e p a r a t i o n a c c o r d i n g to enrollment Table  are p r e s e n t e d i n T a b l e s V  VI. Table V shows t h a t there were 112  outside s p e c i a l i s t s  course  teachers  of p h y s i c a l e d u c a t i o n .  cent) were c l a s s r o o m t e a c h e r s who uate  and  Ninety  had taken an  outside s p e c i a l i s t s  (80 per  undergrad-  i n p h y s i c a l e d u c a t i o n , but none had  a p h y s i c a l e d u c a t i o n degree.  and  obtained  On the other hand, seven  (32 per cent) of the twenty-two  o u t s i d e s p e c i a l i s t s had a degree i n p h y s i c a l e d u c a t i o n . Type I I s c h o o l s had the g r e a t e s t frequency t e a c h e r s w i t h an undergraduate course education.  Type I I I schools had  classroom t e a c h e r s without  of  classroom  in physical  the g r e a t e s t frequency  an undergraduate p h y s i c a l  of  TABLE V  NUMBER AND PERCENTAGE OP CLASS ROOM TEACHERS AND OUTSIDE SPECIALISTS IN PHYSICAL EDUCATION ACCORDING TO ENROLLMENT  Classroom Teachers Outside in Physical Specialists Education i n Physical Education N  %  N  af  Total  JO  Type I  21  19  3  3  21;  Type I I  35  31  10  9  45  Type I I I  3k  30  9  8  43  Totals  90  80  22  20  112  32  TABLE VI  PROFESSIONAL PREPARATION OF TEACHERS AND OUTSIDE SPECIALISTS IN PHYSICAL EDUCATION ACCORDING TO ENROLLMENT  Type I  Type I I  (0-11*9)  (150-21*9)  Classroom Teachers with physical e d u c a t i o n degrees  Type I I I T o t a l  %  (250-up)  0  0  0  0  18  35  21*  77  Classroom Teachers who have not taken p h y s i c a l education courses  3  0  10  13 l l *  Outside s p e c i a l i s t s with physical e d u c a t i o n degrees  3  3  1  7  6  Outside s p e c i a l i s t s who have taken p h y s i c a l education courses  0  5  7  12  11  Outside s p e c i a l i s t s who have not taken a p h y s i c a l education course  0  2  Classroom Teachers who have taken undergraduate p h y s i c a l e d u c a t i o n courses  1  3  0  86  3  33  education course.  Table VI a l s o shows t h a t three o u t s i d e  s p e c i a l i s t s and t h i r t e e n classroom teachers of p h y s i c a l e d u c a t i o n (15 per cent) had not taken an  undergraduate  course i n p h y s i c a l e d u c a t i o n . 3»  What a c t i v i t i e s and t e s t i n g and  measuring  techniques are p r e s e n t e d i n the i n s t r u c t i o n a l programme? A c t i v i t i e s i n the i n s t r u c t i o n a l programme and and measuring  testing  techniques a c c o r d i n g to number and per cent  of schools i n which they were p r e s e n t e d are given i n Tables VII and V I I I .  R e l a y s , group games, and  were the a c t i v i t i e s t h a t appeared the g r e a t e s t f r e q u e n c y . t a b l e i t may  i n the c u r r i c u l u m w i t h  (See Table V I I ) .  From the same  be seen t h a t the team game which  l e a s t f r e q u e n t l y was  basketball.  appeared  In Type I s c h o o l s , the  game p l a y e d w i t h the g r e a t e s t frequency was and i n Type I I s c h o o l s , s o f t b a l l .  calisthenics  volleyball  From Table V I I I f i v e  schools (13 per cent) gave s k i l l t e s t s j s i x (16 per gave f i t n e s s t e s t s ; and f o u r (11 and/or o r a l t e s t s .  cent)  per cent) gave w r i t t e n  The g r e a t e s t frequency of t e s t i n g  was  done i n Type I I s c h o o l s . 4.  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  The number and percentage  of schools a c c o r d i n g t o  the enrollment which o f f e r e d a r e c r e a t i o n a l programme i s shown i n Table IX.  Table X i n d i c a t e s the i n t r a m u r a l  a c t i v i t i e s a c c o r d i n g to the number and per cent of schools  TABLE V I I  ACTIVITIES IN THE INSTRUCTIONAL PROGRAMME ACCORDING TO NUMBER AND PER CENT OF SCHOOLS IN WHICH THEY WERE PRESENTED  Classification Activity  Type I  Type I I  o f Schools  Type I I I  Total  Number and Percentage of Schools /£ N io N i  N  ^  N  Basketball  2  20  9  56  10  83  21  55  Volleyball  5  50  11*  88  10  83  29  76  Soccer  1  10  11  69  10  83  22  58  Softball  k  1*0  li*  88  11  29  76  Relays  6  60  15  91*  11  92  32  81*  Relays with b a l l s  6  60  15  91*  11  92  32  81*  Group Games 6  60  15  91*  11  92  32  81*  Tumbling  5  50  li*  88  8  67  27  71  Calisthenics  6  60  15  91*  11  92  32  81*  Track Events  2  20  il*  88  8  67  21*  63  Field Events  1  10  10  63  6  50  17  1*5  • 35  TABLE V I I I  TESTING AND MEASURING TECHNIQUES ACCORDING TO NUMBER AND PER CENT OP SCHOOLS IN WHICH THEY WERE PRESENTED  Type I  Type I I Type I I I  Total  N  $  N  ^  N  %  N  %  8  5  13  6  16  S k i l l Tests  1  10  3  19  1  F i t n e s s Tests  1  10  5  31  0  3  19  1  8  J+  11  6  38  6  50  15  39  W r i t t e n or O r a l Quizzes  0  Centennial Testing  3  30  3&  TABLE IX  NUMBER AND PERCENTAGE OF SCHOOLS ACCORDING TO ENROLLMENT WHICH OFFERED A RECREATIONAL PROGRAMME  Intramural Programme N  %  3  30  Type I I .  15  9h  Type I l l  11  29  Type I  Interscholastic Programme N  $  Special Events N  <  ko  10  100  ik  88  16  100  92  10  83-  12  100  76  28  Ik  38  100  k  37 TABLE X  INTRAMURAL ACTIVITIES ACCORDING TO NUMBER AND PER CENT OF SCHOOLS IN WHICH THEY WERE PRESENTED  Enrollment of Schools Activity  Type I  Type I I  Type I I I  Total  Number and Per Cent of Schools N  $  N  %  N  %  N  i  Football  2  13  2  17  k  11  Soccer  k  25  5  1*2  9  21+  Basketball  7  kk  6  50  13  31*  11  69  8  67  20  53  8  50  5  1*2  13  31*  Volleyball  1  10  Track & F i e l d Gymnastics Softball  1  10  12  75  8  67  21  55  Badminton  1  10  2  13  3  25  6  16  Ping Pong  1  10  1  8  2  5  F l o o r Hockey  1  6  1  3  Bowling  1.  6  1  3  Rugby  1  6  1  3  i n which they were p r e s e n t e d .  Table XI shows i n t e r s c h o l -  a s t i c a c t i v i t i e s a c c o r d i n g t o number and per cent of schools i n which they were p r e s e n t e d .  Table X I I i n d i c a t e s  s p e c i a l events a c c o r d i n g t o number and per cent of s c h o o l s i n which they were p r e s e n t e d . A comparison of Table I I and Table IX shows t h a t i n Type I I and Type I I I s c h o o l s , approximately n i n e t y per cent o f f e r e d i n t r a m u r a l programmes and approximately e i g h t y per cent of the s c h o o l s o f f e r e d i n t e r s c h o l a s t i c programmes. I t may a l s o be seen t h a t three ( 3 0 per cent) of the Type I schools o f f e r e d i n t r a m u r a l programmes and f o u r (lj.0 per cent) of the Type I schools o f f e r e d programmes  interscholastic  respectively.  From Table X, i t may be seen that s o f t b a l l was the a c t i v i t y that appeared often.  i n the i n t r a m u r a l programmes most  V o l l e y b a l l , b a s k e t b a l l and t r a c k and f i e l d  w i t h the next g r e a t e s t frequency.  appeared  In Type I I s c h o o l s ,  the a c t i v i t y p l a y e d w i t h the g r e a t e s t frequency was  soft-  b a l l ; i n Type I I I s c h o o l s , v o l l e y b a l l and s o f t b a l l . V o l l e y b a l l and t r a c k and f i e l d were a c t i v i t i e s appeared  that  i n the i n t e r s c h o l a s t i c programme w i t h the  g r e a t e s t frequency.  (See Table X I ) .  In Type I I s c h o o l s ,  i t was v o l l e y b a l l ; i n Type I I I s c h o o l s , b a s k e t b a l l ; i n Type I s c h o o l s , v o l l e y b a l l , t r a c k and f i e l d and badminton. Table X I I shows that c o n c e r t s were s p e c i a l events which  39 TABLE XI  INTERSCHOLASTIC ACTIVITIES ACCORDING TO  x  NUMBER AND PER CENT OP SCHOOLS IN WHICH THEY WERE PRESENTED  Enrollment of Schools Type I  Type I I  Type I I I  Total  Number and Per Cent of Schools  Activity N  %  N  %  N  i  N  <  Soccer  1  10  3  19  2  17  6  16  Basketball  1  10  8  50  8  67  17  US  Volleyball  3  30  11  69  6  50  20  53  Track & F i e l d  3  30  10  63  7  58  20  53  Softball  2  20  9  56  7  58  18  U7  Badminton  3  30  3  19  h  33  10  26  Football  Gymnastics  I© TABLE X I I  S P E C I A L EVENTS ACCORDING TO NUMBER AND PER CENT OF SCHOOLS I N WHICH THEY WERE PRESENTED  Enrollment of Schools Type I  Type I I  Type I I I  Total  Number a n d P e r C e n t o f S c h o o l s  Activity N  i  N  %  N  i  Swims  6  60  6  38  5  1*2  17  U5  Hikes  1+  l*o  6  38  5  k2  15  39  Parties 2  20  7  1*1*  .7  58  16  1*2  Concerts  9  90  81  12  100  3k  89  Physical Education Demonstration  2  20  6  38  3  25  11  29  Play  2  20  1  6  3  8  5  50  13  81  10  83  28  71*  5  50  l*  25  6  50  15  39  5  50  9  56  5  1+2  19  50  Skating  Days  School Track F i e l d Meets  &  13  N  S k i Meets Holiday  Parties  S p o r t s Days  hi appeared  most o f t e n .  days appeared  Track and f i e l d meets and s p o r t s  w i t h the next g r e a t e s t frequency.  In Type I  schools nine (90 per cent) p r e s e n t e d concerts and s i x (60 per cent) p r e s e n t e d sxvimming programmes.  In Type I I and  Type I I I s c h o o l s , over e i g h t y per cent of the schools p r e s e n t e d c o n c e r t s and s c h o o l t r a c k and f i e l d meets. 5«  What f a c i l i t i e s  do the schools have?  What type  of equipment and s u p p l i e s are used i n the p h y s i c a l e d u c a t i o n classes? F a c i l i t i e s , equipment and s u p p l i e s i n the schools c l a s s i f i e d a c c o r d i n g to enrollment are p r e s e n t e d i n T a b l e s X I I I , XV,  XVI,  and f a c i l i t i e s  i n the schools  c l a s s i f i e d a c c o r d i n g to g e o g r a p h i c a l areas are p r e s e n t e d i n Table XIV. two  From Table X I I I i t may  be seen that twenty-  (58 per cent) of the schools had gymnasiums, while  nine (24 per cent) had d r e s s i n g rooms. cent) of the t h i r t y - e i g h t  T h i r t y - t w o (84 per  schools had playgrounds  of  two  or l e s s acres and n i n e t e e n (50 per cent) were hard t o p . The  g r e a t e s t percentage  percentage The  of p l a y rooms and the s m a l l e s t  w i t h gymnasiums appeared  g r e a t e s t percentage  d r e s s i n g rooms appeared  of schools w i t h gymnasiums and i n Type I I I schools (92. per cent  and 67 per cent r e s p e c t i v e l y ) . s c h o o l s w i t h playgrounds Type I I s c h o o l s .  i n Type I I s c h o o l s .  The  w i t h two  g r e a t e s t number of  or more acres were  12 TABLE X I I I  NUMBER AND PERCENTAGE OP FACILITIES IN SCHOOLS ACCORDING TO ENROLLMENT  Enrollment of Schools Facilities  Type I  Type I I  Type I I I  Number and Percentage  Total  of S c h o o l s  N  %  N  Gymnasium  1  10  10  63  11  92  22:  58  D r e s s i n g Room  0  0  1  6  8  67  9  21*  Shower Room  0  0  5  31  5  1*2  10  26  P l a y Room  8  80  6  38  6  50  20  53  10  100  16  100  12  100  38  100  2 or l e s s acres  9  90  12  75  11  92  32  81*  g r e a t e r than 2  1  10  k  25  1  8  6  16  grass  0  0  3  19  2  17  5  13  h a r d top  6  60  8  50  5  1*2  19  50  both  i*  1*0  5  31  5  1*2  11*  37  P l a y Ground  N  N  1*3 TABLE X I V  NUMBER AND PERCENTAGE OP F A C I L I T I E S I N SCHOOLS ACCORDING TO GEOGRAPHIC AREAS  Geographical Facilities  North •East N  North West  $  N  %  Gymnasium  3  k3  2  ko  D r e s s i n g Room  2  29  1  Shower Room  2  29  P l a y Room  k  Si  P l a y Ground  Areas  South East  South We S t  Total  N  N  *.  N  i  13  72  k  50  22:  20  5  28  1  13  9  1  20  6  33  1  13  10  26  3  60  61  2  25  20  53  7 100  5  100  18 100  8  100  38  100  5  100  Ik  77  7  88  32  8k  k  22  1  13  6  16  5  13  l l  58  2 or less  acres  6  86  2 o r more  acres  1  11+•  grass  1  Ik  l  20  3  17  hard  k  57  k  80  8  72  3  38  19  50  both  2  29  7  39  5  63  37  37  TABLE XV  EQUIPMENT IN SCHOOLS ACCORDING TO ENROLLMENT OF SCHOOLS  Equipment i n Gymnasium or School  Type I  Type I I  Type I I I T o t a l  Number and Percentage  o f Schools  N  %  N  %  N  20  10  63  10  83  22  58  30  12  75  10  83  25  66  5  31  2  17  N  %  B a s k e t b a l l Baskets  2  Mats  3  Ropes  7  18  Piano  10  100  13  81  12  100  35  92  Record p l a y e r and r e c o r d s  10  100  13  81  12  100  35  92  V o l l e y b a l l net  8  80  ll  69  12  100  31  82  V o l l e y b a l l posts  7  70  ll  69  12:  100  30  79  Benches  h  ko  kk  9  75  20  53  1  3  7  Trampoline l  P a r a l l e l bars  6  Trampollette Spring  Board  Vaulting  Horse  i  10  2  x  3  2  1?  h  11  3  19  6  50  10  26  1*5 Table XV c o n t i n u e d Playground Equipment  Type> I  Type I I  Type I I I  Total  %  N  t  k  33  10  26  19  2  17  7  18  3  19  2  17  7  18  7  kk  3  25  12  32  k  25  1  8  5  13  %  N  %  Swings  2  20  k  25  Jungle Jim  2  20  3  Sand Box  2  20  2  20  N  N  H o r i z o n t a l Bar Jumping P i t G o a l Posts Back Stop  2  20  9  56  8  67  19  50  Jumping  Standard  3  30  6  38  6  50  15  39  Outdoor  Baskets  5  50  8  50  8  67  21  55  1  6  3  25  k  ll  2  13  1  8  k  ll  Tether  Ball  Volleyball  l  10  TABLE X V I S U P P L I E S I N SCHOOLS ACCORDING TO ENROLLMENT OF SCHOOLS  Enrollment of Schools Supplies  Rubber  Balls  Type I  Type I I  Type I I I  Total  N  i  N  N  *  N  1°  h  1+0  3  25  12  32  1  8  1  3  %  5  31  (30 o r More) Bean Bags  7  70  Ik  88  9  75  30  79  (15  k  40  11  69  8  67  23  61  7  70  15  94  11  92  33  87  2  20  13  81  8  67  23  61  9  90  16  100  12  100  37  97  (4+)  3  30  5  31  6  50  1*1  37  Volleyballs  9  90  16  100  12  100  37  97  (4 +)  1  10  h  25  5  U2  10  26  Basketballs  9  90  13  81  12  100  34  89  (2 +)  2  20  12  75  12  100  26  68  Softballs  9  90  16  100  12  100  37  97  (10 +)  3  30  9  56  5  U2  17  U5  9  90  16  100  12  100  37  97  k  40  9  56  7  58  20  53  o r more)  Rubber  Rhythm B a l l s  (10 + ) Soccer  Balls  Softball  (10 +)  Bats  Table XVI c o n t i n u e d Supplies  Type I  Type I I  N  N  i  F l o o r Hockey Sticks (30  Type I I I  %  N  %  Total  %  N  11  1  6  3  25  1*  1  6  1  8  3  8  1  8  1  3  8  67  17  1*5  11  92  28  71*  +}  Rubber Q u o i t s  1  10  (1* +)  Cross Bar f o r Jumping  2  20  7  S k i p p i n g Ropes  6  60  11  69  (15  2  20  11  69  7  58  20  53  3  30  5  31  7  58  15  39  1  6  1  3  1*1*  (i*+)  +)  C o l o u r e d Sashes (30  +)  Markers  1  8  1  3  (1*  1  8  1  3  +  )  10  100  15  91*  11  92  36  95  5  50  13  81  11  92  26  76  9  90  15  91*  10  83  31*  89  Batons  6  60  10  63  7  50  23  61  (i*  6  60  10  63  6  50  22  59  Whistles (2  +)  First AidKit Weighted Ropes f o r Jumping (2 +)-  +)  Table XVI c o n t i n u e d Supplies  Typei I H  %  1*  1*0  Type I I  Type I I I  N  %  10  63  9  1  6  2  N  Total  %  N  75  23  61  3  8  Lacers and Tighteners Ball  Inflators  Repair K i t Shovel and Rake  5  50  10  63  9  75  Footballs  7  70  13  81  11  92  31  82  1.  8  1  3  1  8  3  8  3  25  7  18  Table Tennis Tether  Ball  Badminton  2  20  3  30  1  6  63  Table XIV  shows that the g r e a t e s t number of  gymnasiums, shower rooms, playgrounds  g r e a t e r than  two  acres and playrooms were l o c a t e d i n the southeast geographical area. Equipment which appeared w i t h the g r e a t e s t frequency i n the s c h o o l s were p i a n o s , phonographs and r e c o r d s , and v o l l e y b a l l nets and p o s t s .  In the playground  baskets appeared w i t h the g r e a t e s t f r e q u e n c y . playgrounds cent) had  outdoor Nineteen  (£0 per cent) had backstops; f i f t e e n  jumping standards; and f i v e  g o a l p o s t s . (See Table  (13 per cent) had  XV).  A l s o from Table XV,  i t may  be seen t h a t Type I I I  schools had the g r e a t e s t percentage jumping standards, and backstops. the g r e a t e s t percentage  (37 per  of outdoor b a s k e t s , Type I I schools had  of jumping p i t s and g o a l p o s t s  and Type I s c h o o l s had the g r e a t e s t percentage  of  jungle jims and sand boxes. Soccer b a l l s , v o l l e y b a l l s ,  softballs  and  softball  bats were the s u p p l i e s that appeared w i t h the g r e a t e s t frequency.  (See Table X V I ) .  s c h o o l s had one  A l l Type I I and Type I I I  or more of the above mentioned s u p p l i e s  although o n l y f o u r t e e n (37 per cent) had f o u r or more soccer b a l l s , ten (26 per cent) had f o u r or more seventeen  (lj.5 per cent) had ten or more s o f t b a l l s ,  twenty (53 per cent) had ten or more b a t s .  volleyballs, and  Type I I schools  5o s c h o o l s had the g r e a t e s t percentage  of bean bags, rubber  rhythm b a l l s and batons, w h i l e Type I I I s c h o o l s had g r e a t e s t percentage  of f o o t b a l l s , f l o o r hockey  the  sticks,  c o l o u r e d sashes, and s k i p p i n g ropes. 6.  What are the s c h o o l p o l i c i e s r e g a r d i n g m e d i c a l  examinations programme?  and p a r t i c i p a t i o n i n the  instructional  M e d i c a l examination, compulsory  pupil  partici-  p a t i o n i n the i n s t r u c t i o n a l programme, and a p p r o p r i a t e dress of p u p i l s and t e a c h e r s are p r e s e n t e d i n Table XVII. s c h o o l s gave m e d i c a l examinations c e n t ) gave m e d i c a l examinations d u r i n g the p u p i l ' s s c h o o l y e a r s . cent) gave m e d i c a l examinations  and most s c h o o l s (63 per  to each student once Seven schools (18 per annually.  A p p r o p r i a t e dress f o r p u p i l s was one  s c h o o l s (82 per  All  required i n t h i r t y -  cent).  A d d i t i o n a l Information Prom Table V I I I , i t may t e s t i n g was  be seen that C e n t e n n i a l  c a r r i e d out i n f i f t e e n s c h o o l s ( 3 9 per  cent).  51  TABLE XVII  MEDICAL EXAMINATIONS,  PARTICIPATION,  AND DRESS OF STUDENTS AND TEACHERS ACCORDING TO ENROLLMENT  Enrollment Medical Examination  Type I  of Schools  . Type I I N  %  Type I I I N  $  Total  N  %  N  %  Annually  3  30  1  6  6  25  7  18  Once d u r i n g s c h o o l year  k  1*0  13  81  7  58  21+  63  Twice d u r i n g s c h o o l year  3  30  2  13  2  17  7  18  38  100  Other 10  Total  16  12  Compulsory P u p i l Participation  6  60  15  91*  11  92  32  81*  Appropriate of P u p i l s  6  60  15  9k  10  83  31  82  2  20  15  9k  10  83  27  71  dress  A p p r o p r i a t e dress of Teachers  CHAPTER V  DISCUSSION In view o f the f i n d i n g s , the f o l l o w i n g g e n e r a l i z a t i o n s would appear t o be t e n a b l e . s t a t e d i n Chapter 1.  The questions  I are asked t o f a c i l i t a t e the d i s c u s s i o n .  How much time  i s a l l o t t e d t o the i n s t r u c t i o n a l  programme each week? "On the primary l e v e l the classroom teacher and p h y s i c a l e d u c a t i o n s p e c i a l i s t should t r y t o p r o v i d e a minimum of 30 minutes of s u p e r v i s e d p l a y i n which the youngsters engage i n a c t i v i t i e s i n the gymnasium, on the playground or i n the swimming p o o l . In the i n t e r mediate grades the time a l l o c a t i o n should be i n c r e a s e d t o f o r t y or f o r t y - f i v e minutes d a i l y f o r the i n s t r u c t i o n a l phases of the programme and twenty t o t h i r t y minutes d a i l y f o r s u p e r v i s e d p l a y " ( 1 ) . S i m i l a r l y the P r e s i d e n t s C o u n c i l on P h y s i c a l F i t n e s s advocates  at l e a s t f i f t e e n minutes of vigourous  a c t i v i t y as p a r t o f a d a i l y p h y s i c a l education programme In the p a r o c h i a l schools of Vancouver, the standard of r e q u i r e d d a i l y p a r t i c i p a t i o n i n c l a s s i n s t r u c t i o n v/as not met nor was the t e n t a t i v e scheduled B r i t i s h Columbia c u r r i c u l u m guide of l l | 0 minutes f o r grades one and two and 100 minutes f o r the i n t e r m e d i a t e grades.  Moreover, time  f o r p h y s i c a l education was not a t a l l uniform the s c h o o l s . schedule  throughout  One s c h o o l of t h i r t y - e i g h t met the t e n t a t i v e  of the c u r r i c u l u m guide; s i x schools were without  a programme; and of the t h i r t y - t w o schools who o f f e r e d an i n s t r u c t i o n a l programme, f o u r d i d not i n c l u d e a l l the  (2).  S3 grades. (3),  Compared w i t h the s t u d i e s o f Pennington and Grant  (S>),  w n  o  Grant  a l s o d e a l t w i t h the p h y s i c a l e d u c a t i o n  programmes i n the elementary  schools i n B r i t i s h Columbia,  the p a r o c h i a l s c h o o l s f e l l f a r below t h e i r  standard,  w h i c h was t h a t s e t by the B r i t i s h Columbia c u r r i c u l u m g u i d e . In  summation, the p a r o c h i a l s c h o o l programme of  p h y s i c a l e d u c a t i o n l e a v e s much t o be d e s i r e d i n r e g a r d s to  time a l l o t m e n t .  To t h i s e f f e c t , Voltmer  (6)  states,  "The m a t t e r o f time a l l o t m e n t i s o f g r e a t importance because no programme o f a c t i v i t i e s can o p e r a t e s u c c e s s f u l l y u n l e s s a p r o p e r amount of time i s a l l o t t e d t o i t . " 2„  P r o f e s s i o n a l l y s p e a k i n g , how w e l l p r e p a r e d are  the t e a c h e r s of the i n s t r u c t i o n a l programme? One o f t h e c o n t r o v e r s i a l i s s u e s i n e l e m e n t a r y  school  p h y s i c a l e d u c a t i o n i s whether the c l a s s r o o m t e a c h e r o r t h e s p e c i a l i s t should teach p h y s i c a l education. p a r o c h i a l s c h o o l s of the A r c h d i o c e s e  I n the  o f Vancouver, t w e n t y  per cent o f the t e a c h e r s of p h y s i c a l e d u c a t i o n were o u t side s p e c i a l i s t s .  T h i s f i g u r e i s double  i n d i c a t e d by K i r c h n e r ( 7 ) For Elementary  t h e number  i n h i s book " P h y s i c a l E d u c a t i o n  School C h i l d r e n " .  He s t a t e s ,  "the employment o f a f u l l time p h y s i c a l e d u c a t i o n t e a c h e r i n the e l e m e n t a r y s c h o o l i s c e r t a i n l y the e x c e p t i o n to t h e r u l e . A p p r o x i m a t e l y t e n p e r cent of the e l e m e n t a r y s c h o o l s i n the U n i t e d S t a t e s are c u r r e n t l y u t i l i z i n g t h i s approach." Of t h e c l a s s r o o m t e a c h e r s who t e a c h p h y s i c a l e d u c a t i o n , none had a degree b u t e i g h t y - s i x p e r cent had t a k e n an  undergraduate p h y s i c a l e d u c a t i o n T h i s corresponds Bucher (8)  course.  to the w r i t i n g s of p h y s i c a l e d u c a t o r s .  states,  "Most classroom teachers have i n s u f f i c i e n t t r a i n i n g i n p h y s i c a l e d u c a t i o n . Many have no formal course work whatsoever. Some have had a three hour c r e d i t course which cover a c t i v i t i e s , the p h i l o s o p h y and other aspects of p h y s i c a l e d u c a t i o n . " S i m i l a r y , a c c o r d i n g to Voltmer and E s s l i n g e r ( 9 ) "Classroom teachers are r a r e l y capable of h a n d l i n g elementary s c h o o l p h y s i c a l e d u c a t i o n c l a s s e s i n an a c c e p t a b l e manner. They have a very s u p e r f i c i a l p r o f e s s i o n a l p r e p a r a t i o n f o r such an assignment i f they have any at a l l . " Compared to the p r o f e s s i o n a l p r e p a r a t i o n of teachers i n New  Westminister,  Pennington (10)  found t h a t no  t e a c h e r s of p h y s i c a l education had majored i n p h y s i c a l e d u c a t i o n and most p r o f e s s e d no t r a i n i n g i n the  field  other than the minimum r e c e i v e d i n r e q u i r e d t e a c h e r p r e p a r a t i o n at normal s c h o o l hand, Grant  (11)  or u n i v e r s i t y .  (12),  other  found t h a t the q u a l i f i c a t i o n of i n s t r u c t o r s  i n Burnaby s c o r e d w e l l on the LaPorte the Report  On the  Score Cards, and i n  t o the S p e c i a l Management Committe i n Vancouver  although no mention was  made of the  qualifications  of p h y s i c a l e d u c a t i o n t e a c h e r s , a recommendation was  made  t h a t there be an improvement i n t r a i n i n g i n p h y s i c a l e d u c a t i o n of new  teachers.  In summation, the p r o f e s s i o n a l p r e p a r a t i o n and  role  of the teachers of p h y s i c a l e d u c a t i o n i n the p a r o c h i a l  55 schools  should  be reviewed by the C e n t r a l C a t h o l i c S c h o o l  Board. "No s c h o o l can be g r e a t e r than i t s s t a f f , nor a programme advance beyond the v i s i o n of those who administer i t " (13). 3.  What a c t i v i t i e s and  t e s t i n g and  techniques are p r e s e n t e d i n the  measuring  i n s t r u c t i o n a l programme?  "The main t a s k w i t h i n the i n s t r u c t i o n a l programme i s t o choose the c o r r e c t a c t i v i t i e s and methods that w i l l most e f f e c t i v e l y r e a l i z e the o b j e c t i v e s of p h y s i c a l education To provide a b a s i c framework f o r each teacher to develop a p h y s i c a l education programme, the a c t i v i t i e s have been p l a c e d i n t o three broad c a t a g o r i e s , namely games, dance and s e l f - t e s t i n g a c t i v i t i e s " . ( l l | ) In the p a r o c h i a l schools o r g a n i z a t i o n , v o l l e y b a l l and  of Vancouver, games of s o f t b a l l , and  selftesting  a c t i v i t i e s such as c a l e s t h e n i c s were most p o p u l a r . one  low  Only  s c h o o l of t h i r t y - e i g h t o f f e r e d dance. The  f i n d i n g s of t h i s study are  Georgiady and  Savage's (15)  elementary schools  study of  representing  s i m i l a r to those of ninety-three  forty-three states.  was  a l s o found t h a t s o f t b a l l , v o l l e y b a l l and  low  o r g a n i z a t i o n were most p o p u l a r .  It  games of  I t appears t h a t these a c t i v i t i e s mentioned above are a l s o the most u s e f u l .  According  to Voltmer and E s s l i n g e r  "The p h y s i c a l education course should i n c l u d e a c t i v i t i e s t h a t are u s e f u l d u r i n g the time t h a t p a r t i c i p a n t s are i n s c h o o l as w e l l as a f t e r t h e i r s c h o o l days are over. I t i s e n t i r e l y p o s s i b l e that a number of a c t i v i t i e s can serve both purposes w e l l . There are some, however, that w i l l serve b e t t e r d u r i n g s c h o o l days, such as f o o t b a l l and b a s k e t b a l l , and others that c u s t o m a r i l y , although not of n e c e s s i t y serve more g e n e r a l l y at a l a t e r  (16)  t i m e . Handball and v o l l e y b a l l are games of t h i s type. Some departments overemphasize the games most i n t e r e s t i n g and u s e f u l d u r i n g s c h o o l days, others "go t o seed" by sponsoring predominantly those a c t i v i t i e s t h a t w i l l serve better i n l i f e . Both must be i n c l u d e d i n a balanced programme." Regarding little  t e s t i n g and measuring t e c h n i q u e s ,  was done i n the p a r o c h i a l schools w i t h no more  than s i x of t h i r t y - e i g h t s c h o o l s g i v i n g e i t h e r p h y s i c a l or o r a l t e s t s . however, t h a t almost  f o r t y per cent of the schools I t appears t h a t the  s c h o o l s do not r e g a r d e v a l u a t i o n of students improving  skill,  A d d i t i o n a l information revealed  c a r r i e d out C e n t e n n i a l t e s t i n g .  in  very  the programme  as an a i d  or i n c o n t r i b u t i n g t o each  c h i l d ' s growth and development. Much can be s a i d f o r e v a l u a t i o n . Bucher ( 1 7 ) * the s p e c i f i c reasons proper e v a l u a t i o n procedure  According to  f o r establishing a  i n c l u d e s the f o l l o w i n g :  1. i t g i v e s evidence as t o whether p h y s i c a l education o b j e c t i v e s are being met. 2. i t h e l p s p a r e n t s , t e a c h e r s , and p u p i l s t o understand the worth of experiences p r o v i d e d i n p h y s i c a l e d u c a t i o n programmes. 3. i t p r o v i d e s a governor or check t o d i r e c t and modify the experiences g i v e n i n the programmes t o meet the needs of the p u p i l s . T h i s might be u s e f u l i n both o r g a n i z a t i o n and i n s t r u c t i o n . i|, i t h e l p s i n the f o r m u l a t i o n of e d u c a t i o n , p r i n c i p l e s and p o l i c i e s f o r the s c h o o l t o apply t o the programmes. 5?» i t p r o v i d e s b a s i c i n f o r m a t i o n r e g a r d i n g i n d i v i d u a l p u p i l s f o r guidance purposes. 6. i t may a c t as a means of m o t i v a t i o n f o r students to evaluate h i s i n d i v i d u a l programmes r a t h e r than compare himself with others. 7. i t should a c t as a means of m o t i v a t i o n f o r teachers t o f i n d ways t o a s s i s t c h i l d r e n to meet d e s i r a b l e goals and needs.  57 8. i t may j u s t i f y needs f o r equipment, f a c i l i t i e s , m a t e r i a l s and expenditure of monies f o r p e r s o n n e l and l e a d e r s h i p i n programmes, 9. i t may suggest p r e v e n t i v e measures t h a t s h o u l d be taken i n the i n t e r e s t of the p u p i l s . 10. i t s h o u l d be a means of improving the t o t a l p h y s i c a l e d u c a t i o n programme so that i t c o n t r i b u t e s to g r e a t e r c h i l d growth and development. 11. e v a l u a t i o n can a l s o be used as an a i d i n grouping p u p i l s , p r e d i c t i n g f u t u r e performance, and determining where emphasis s h o u l d be p l a c e d . 4.  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  The  r e c r e a t i o n a l programme, as s t a t e d i n Chapter  g e n e r a l l y occurs at times s c h o o l p e r i o d s and  I,  other than the scheduled i n -  i n c l u d e s the i n t r a m u r a l and  s c h o l a s t i c programmes and s p e c i a l  inter-  events.  In the p a r o c h i a l s c h o o l s of Vancouver,  approximately  s e v e n t y - f i v e per cent of the schools o f f e r e d i n t r a m u r a l and i n t e r s c h o l a s t i c programmes and a l l schools o f f e r e d some type of s p e c i a l event.  The  programme encompassed mainly  i n t r a m u r a l and  interscholastic  the i n t e r m e d i a t e grades whereas  the s p e c i a l events were c a r r i e d out by a l l grades. The  percentage  of p a r o c h i a l schools (75  per cent appro-  x i m a t e l y ) engaged i n i n t r a m u r a l programrr.es i s h i g h . "In a r e c e n t survey of over 12,000 urban elementary s c h o o l s , 57 per cent were b u s i l y engaged i n i n t r a m u r a l programmes as p a r t of t h e i r a c t i v i t i e s " ( 1 8 ) . The is,—the of  s p o r t s p l a y e d i n the i n t r a m u r a l programmes, t h a t athletic activities  the s c h o o l — w e r e  popular a c t i v i t i e s  c a r r i e d on w i t h i n the w a l l s  s i m i l a r to the above study. i n Schneider's  The most  (19) study were b a s k e t b a l l ,  58 S o f t b a l l and touch f o o t b a l l f o r boys and v o l l e y b a l l f o r girls.  In the Vancouver p a r o c h i a l s c h o o l s , s o f t b a l l ,  v o l l e y b a l l and b a s k e t b a l l appeared w i t h the g r e a t e s t frequency.  In comparing p u b l i c and p a r o c h i a l s c h o o l s ,  t h e r e was a g r e a t e r v a r i e t y of games p l a y e d i n the p u b l i c school ( 2 0 ) In regards t o the i n t e r s c h o l a s t i c  programme--comp-  e t i t i o n between two or more s c h o o l s — s e v e n t y - f i v e p e r cent of age  the p a r o c h i a l schools p a r t i c i p a t e d .  This high  percent-  i s due t o the C a t h o l i c Youth O r g a n i z a t i o n (C.Y.O.)  who o r g a n i z e d the s c h o o l s f o r c o m p e t i t i o n .  Discussion with  a few p r i n c i p a l s r e v e a l e d t h a t the c o m p e t i t i o n was h i g h l y o r g a n i z e d , although not h i g h l y p r e s s u r e d c o m p e t i t i o n .  Stress  on winning was not great and c o m p e t i t i o n was i m i t a t e d t o b r i n g about s c h o o l s p i r i t  and present s o c i a l  behaviour  patterns. In comparison w i t h other B r i t i s h Columbian P u b l i c Schools Burnaby had l e s s than twenty p e r cent of the s c h o o l s competing among themselves ( 2 1 ) ; i n V i c t o r i a , boys had i n t e r s c h o o l leagues  i n s o c c e r , b a s k e t b a l l and s o f t b a l l  (22);  m i n i s t e r , i n t e r - s c h o o l c o m p e t i t i o n was a f r i e n d l y  i n New Westless  o r g a n i z e d s c h e d u l i n g of games between schools on t h e i r own ( 2 3 and i n Vancouver v/hich was more h i g h l y o r g a n i z e d than the p a r o c h i a l s c h o o l s , the t r a d i t i o n a l s p o r t s - s o c c e r , v o l l e y b a l l and s o f t b a l l were o f f e r e d ( 2 i | ) .  In many i n s t a n c e s , i t was  59  r e p o r t e d by the p r i n c i p a l s t h a t games took p l a c e between the p a r o c h i a l and p u b l i c s c h o o l s . 5» of  What f a c i l i t i e s  do the s c h o o l s have?  equipment and s u p p l i e s are used i n the  What t y p e s  instructional  programme ?. "Another i m p o r t a n t c o n s i d e r a t i o n r e l a t i n g t o the scope and s u c c e s s of the p h y s i c a l e d u c a t i o n programme i s the adequacy of i n d o o r and outdoor f a c i l i t i e s . Without minimum p l a y i n g s p a c e , t e a c h i n g p r o c e d u r e s are i n e f f e c t i v e , a c t i v i t y o f f e r i n g s are l i m i t e d and optimum growth and development of c h i l d r e n are u s u a l l y r e s t r i c t e d " ( 2 5 ) » The f a c i l i t i e s  i n most cases are below the s t a n d a r d  set  by the B r i t i s h Columbian c u r r i c u l u m g u i d e . (See Appen-  dix  A).  Only f i f t y - e i g h t per cent of the s c h o o l s had  gymnasiums, l e s s than t w e n t y - f i v e per cent had  changing  rooms, and most s c h o o l s (80- per c e n t ) had p l a y g r o u n d s  of  two or l e s s a c r e s (2 a c r e s i s the minimum s t a n d a r d f o r a one-room s c h o o l ) .  I n comparison w i t h the Vancouver  public  s c h o o l s ( 2 6 ) , over n i n e t y per cent had adequate i n d o o r facilities  and more than e i g h t y p e r cent had adequate  playing f i e l d s .  I n Burnaby, outdoor and i n d o o r f a c i l i t i e s  were above the s t a n d a r d (27)5  i n New  Westminister  and  V i c t o r i a , however, few s c h o o l s r e a c h e d the d e s i r e d s t a n d a r d i n outdoor f a c i l i t i e s but a l l s c h o o l s i n those c i t i e s gymnasiums ( 2 8 , 2 9 ) .  One  i n t e r s t i n g f a c t i s t h a t the  i t y o f p u b l i c and p a r o c h i a l s c h o o l s i n B r i t i s h  had major-  Columbia  l a c k e d adequate d r e s s i n g rooms or shower rooms ( 3 0 , 3 1 , 3 2 ) . No doubt the reason f o r p o o r e r f a c i l i t i e s  i n the  p a r o c h i a l s c h o o l s i s l a c k of money.  The  p a r o c h i a l schools  i n B r i t i s h Columbia are not government supported  as are  the p u b l i c s c h o o l s . F i n a n c i n g of the schools i s done through  t u i t i o n fees  (which might range from f i v e d o l l a r s to t w e n t y - f i v e a month per student) The  and through  dollars  individual parishes.  C e n t r a l C a t h o l i c School Board c r e a t e d i n January  1967  of  a s c h o o l l e v y of ten d o l l a r s a year from each C a t h o l i c  wage e a r n e r , y e t none of t h i s money goes towards the p h y s i c a l e d u c a t i o n f a c i l i t i e s  improving  of the schools but  the support and maintenance of the School Board.  to  It  appears t h a t the o n l y s o l u t i o n to o b t a i n i n g money necessary; for  p h y s i c a l education f a c i l i t i e s would have to come from  a source It  other than through  the aforementioned  sources.  i s a l s o i n t e r e s t i n g t o note t h a t should money become  a v a i l a b l e many s c h o o l s would not be able to a c q u i r e the n e c e s s a r y acrage  (1) to b u i l d new  gymnasiums of (2)  to use  as p l a y areas s i n c e they are i n p o o r l y l o c a t e d and h i g h l y p o p u l a t e d areas where vacant  l a n d i s minimal.  i n s t a n c e s where schools have inadequate  outdoor  In many p l a y areas,  f o r t u n a t e l y a p u b l i c park i s nearby and a c c o r d i n g to p r i n c i p a l s and p h y s i c a l e d u c a t i o n t e a c h e r s , they are used by the s c h o o l s w i t h p e r m i s s i o n of the Vancouver Parks No  s c h o o l had a swimming p o o l and the m a j o r i t y d i d not  facilities  Board. use  c l o s e at hand f o r any type of swimming programme.  61 In  one  s c h o o l without a gymnasium a community centre  p r o v i d e d the necessary p h y s i c a l e d u c a t i o n programme f o r a s m a l l nominal f e e . In  regards t o p l a y equipment and s u p p l i e s , the  s i t u a t i o n was In  the same as the  facilities.  summation, the f a c i l i t i e s ,  equipment and s u p p l i e s  i n the p a r o c h i a l schools f e l l f a r below t h a t of the p u b l i c s c h o o l s i n t h e i r v i c i n i t i e s , due  to l a c k of f i n a n c e s .  Most s c h o o l s , i t appears, were doing as w e l l as they c o u l d w i t h what they had. little  Only a few p r i n c i p a l s  expressed  i n t e r e s t i n the p h y s i c a l e d u c a t i o n programmes.  Many of the s c h o o l s were b l e s s e d w i t h s t a f f members whose enthusiasm  and i n t e r e s t overcame the l a c k of  F o r example one  facilities.  s c h o o l w i t h an enrollment of one hundred  and ten w i t h a s t a f f of three American S i s t e r s , w i t h no gymnasium, p r e s e n t e d a p h y s i c a l e d u c a t i o n programme i n t h e i r classrooms w i t h music, tumbling and games of low organization. 6.  What are the s c h o o l p o l i c i e s r e g a r d i n g m e d i c a l  examinations  and p a r t i c i p a t i o n i n the  instructional  programme ? A c c o r d i n g t o Pennington ( 3 D , Grant the p u b l i c s c h o o l s of New  ( 3 2 ) , and Grant  W e s t m i n i s t e r , V i c t o r i a and Burnaby  r e s p e c t i v e l y s c o r e d v e r y h i g h w i t h regards to medical examinations  (33)#  and h e a l t h s e r v i c e s .  L i k e w i s e , through  62 c o n v e r s a t i o n w i t h the p r i n c i p a l s and p h y s i c a l educators of the p a r o c h i a l s c h o o l s , a l l schools gave  medical  examinations at some time d u r i n g the p u p i l ' s s c h o o l years and a nurse was  on hand two  or three times  a week a d m i n i s t -  e r i n g h e a l t h t e s t s and other forms of measurement, s c r e e n i n g f o r h e a r i n g and v i s i o n , h e l p i n g to c o n t r o l communicable d i s e a s e s as w e l l as keeping In those  f u l l health records.  schools which had programmes of p h y s i c a l  e d u c a t i o n the m e d i c a l  examination  by the s c h o o l h e a l t h  s e r v i c e determined the q u a n t i t y of p a r t i c i p a t i o n i n the programme but not the q u a l i t y . nurse or doctor one No  c o u l d be excused from the programme.  adapted programme was The  I f one had a note from the  g i v e n i n any of the  schools.  m a j o r i t y of the s c h o o l s r e q u i r e d the p u p i l s to  change and t h i s was  done i n the boys or g i r l s washroom  since t h r e e - q u a r t e r s of the schools l a c k e d d r e s s i n g rooms. The  dress that was  and running  shoes.  r e q u i r e d c o n s i s t e d of T - s h i r t , s h o r t s , There was  u n i f o r m dress i n a few  t h a t were taught by the outside s p e c i a l i s t s . percentage of t e a c h e r s  high  changing f o r c l a s s e s i s m i s l e a d i n g  because many of the teachers were S i s t e r s who i n t o t h e i r running  The  schools  would change  shoes but not out of t h e i r h a b i t s .  63 REFERENCES 1,  Bucher, C. A., Reade, E. M., P h y s i c a l E d u c a t i o n and H e a l t h i n the E l e m e n t a r y S c h o o l , New Y o r k , M a c M i l l a n Co., 1961*, p. 12.  2.  I b i d . , p.  3«  P e n n i n g t o n , G., "A Survey of the P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s , and A d m i n i s t r a t i v e O r g a n i z a t i o n i n the P u b l i c S c h o o l s of New W e s t m i n i s t e r , B r i t i s h Columbia, Canada i n the S c h o o l Year 1959-1960," U n p u b l i s h e d M a s t e r ' s t h e s i s , U n i v e r s i t y o f Washington, I960.  i|.  G r a n t , A. M., "The S t a t u s of P h y s i c a l E d u c a t i o n Programmes i n the P u b l i c S c h o o l s of the M u n i c i p a l i t y of Burnaby, S c h o o l D i s t r i c t No. lili, B r i t i s h Columbia, Canada i n the Year 1953-1951*," U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y of Washington, 195U»  5.  G r a n t , G., "A Survey of the P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s and A d m i n i s t r a t i v e Organi z a t i o n i n the E l e m e n t a r y S c h o o l s of G r e a t e r V i c t o r i a , B r i t i s h Columbia," U n p u b l i s h e d M a s t e r ' s T h e s i s , U n i v e r s i t y of Washington, 1953.  6.  V o l t m e r , E. F., E s s l i n g e r , A. A., The O r g a n i z a t i o n and A d m i n i s t r a t i o n of P h y s i c a l E d u c a t i o n , New Y o r k , A p p l e t o n - C e n t u r y - C r o f t s , 195u, pJ5.  7.  K i r c h n e r , G., P h y s i c a l Education For Elementary School C h i l d r e n , Dubuque, Iowa, W i l l i a m C. Brown Co., 1966, p. 25.  8.  Bucher, op. c i t . , p.  9.  V o l t m e r , E s s l i n g e r , op. c i t . , p.  U7.  li*. 1*5.  10.  Pennington, l o c . c i t .  11.  G r a n t , A. M.,  12.  Vancouver S c h o o l B o a r d , Report To The S p e c i a l Management Committee, S p e c i a l Committee #6-— A t h l e t i c s Committee, Vancouver, B r i t i s h C o l u m b i a , July, 1966.  13.  V o l t m e r , E s s l i n g e r , op. c i t . , p.  loc. c i t .  156.  59.  111.  K i r c h n e r , op. c i t . , p.  15.  Georgiady, A., Savage, R., "Status of P h y s i c a l E d u c a t i o n i n Elementary S c h o o l s " , Research Q u a r t e r l y , v o l . 11 (May, 191+0), pp. 40-^6.  16.  Voltmer, E s s l i n g e r , op. c i t . , p.  17.  Bucher, op. c i t . , p.  18.  I b i d . , p.  19.  S c h n e i d e r , E., " P h y s i c a l E d u c a t i o n i n Urban Elementary S c h o o l s " , B u l l e t i n no. 1 5 , U n i t e S t a t e s Department of H e a l t h , E d u c a t i o n and Welfare, United States P r i n t i n g O f f i c e , Washington, 1959.  20.  Vancouver  21.  Grant, A. M.,  22.  Grant, G.,  23.  Pennington, l o c . c i t .  2l+.  Vancouver  25»  K i r c h n e r , op. c i t . , p. 29.  26.  Vancouver  27.  Grant, A. M.,  28.  Pennington, l o c . c i t .  29.  Grant, G.,  30.  Grant, A.M.,  31.  Pennington, l o c . c i t .  32.  Grant, G.,  33.  Pennington, l o c . c i t .  3I4..  Grant, G.,  35.  Grant, A. M.,  58.  20.  67.  School Board, l o c . c i t . loc. c i t .  loc. c i t .  School Board, l o c . c i t .  School Board, l o c . c i t . loc. c i t .  loc. c i t . loc. c i t .  loc. c i t .  loc. c i t . loc. c i t .  CHAPTER VI  SUMMARY CONCLUSIONS AND RECOMMENDATIONS I. The  INTRODUCTION  purpose of the study was t o determine the  s t a t u s of the p h y s i c a l  e d u c a t i o n programme, p e r s o n n e l ,  f a c i l i t i e s , equipment and s u p p l i e s i n the p a r o c h i a l schools of the Archdiocese of Vancouver and t o make recommendations f o r a more e f f e c t i v e programme based on criteria  d e r i v e d from the B r i t i s h Columbia A d m i n i s t r a t i v e  B u l l e t i n f o r Elementary S c h o o l s , 1 9 5 8 , and from f a c i l i t i e s , equipment and An 1.  existing  supplies.  attempt was made t o answer the f o l l o w i n g  s i x questions:  How much time i s a l l o t t e d t o the i n s t r u c t i o n a l  programme each week? 2. the  Professionally  speaking, how w e l l prepared are  teachers o f the i n s t r u c t i o n a l programme? 3.  What a c t i v i t i e s and t e s t i n g and measuring  techniques are p r e s e n t e d i n the i n s t r u c t i o n a l programme? 4.  What type o f r e c r e a t i o n a l  5.  What f a c i l i t i e s  programme i s o f f e r e d ?  do the schools have?  What types  of equipment and s u p p l i e s are used i n the i n s t r u c t i o n a l programme? 6.  What are the s c h o o l p o l i c i e s r e g a r d i n g m e d i c a l  examinations and p a r t i c i p a t i o n  i n the i n s t r u c t i o n a l programme?  66 A d d i t i o n a l i n f o r m a t i o n was o b t a i n e d Centennial  concerning  testing.  The d a t a w e r e c o l l e c t e d b y p e r s o n a l v i s i t s w r i t e r t o t h i r t y - e i g h t p a r o c h i a l schools which t h e t o t a l number  by t h e represented  of schools i n the Archdiocese.  were h e l d w i t h t h i r t y - f i v e  principals  Interviews  and e i g h t e e n  physical  o education teachers. were c l a s s i f i e d  F o r purpose of a n a l y s i s the schools  according to enrollment  and  geographic  a r e a a n d t h e i n f o r m a t i o n was a s s e m b l e d i n t o II. 1. programme  How  SUMMARY OF THE  much t i m e  tables.  FINDINGS  i s a l l o t t e d t o the i n s t r u c t i o n a l  e a c h week?  O v e r e i g h t y p e r c e n t o f t h e s c h o o l s a l l o t t e d one o r two p e r i o d s a week t o p h y s i c a l e d u c a t i o n . t h e Type I s c h o o l s gave no t i m e and  T w o - f i f t h s of  t o an i n s t r u c t i o n a l  programme  o n l y one s c h o o l a l l o t t e d ICO m i n u t e s o r m o r e . 2.  P r o f e s s i o n a l l y s p e a k i n g , how w e l l p r e p a r e d a r e  the teachers  of p h y s i c a l  E i g h t p e r cent were c l a s s r o o m specialists.  education?  of the teachers  teachers  education  a n d t h e r e m a i n d e r \<ere o u t s i d e  Of t h e c l a s s r o o m  in physical education  of p h y s i c a l  t e a c h e r s , none h a d a d e g r e e  and f o u r t e e n p e r cent had not  an u n d e r g r a d u a t e p h y s i c a l e d u c a t i o n  course.  Over t h i r t y p e r c e n t o f t h e o u t s i d e s p e c i a l i s t s a physical education  taken  had  degree w h i l e f o u r t e e n p e r cent had not  67 taken a p h y s i c a l education 3.  course.  What a c t i v i t i e s and t e s t i n g and measuring  techniques  are p r e s e n t e d  i n the i n s t r u c t i o n a l programme?  A wide range o f a c t i v i t i e s was i n c l u d e d i n t h e programmes of the s c h o o l s , b u t o n l y games o f low o r g a n i z a t i o n and c a l i s t h e n i c s were p r e s e n t e d o f f e r i n g p h y s i c a l education.  i n a l l the schools  V o l l e y b a l l and s o f t b a l l  appeared i n t h e c u r r i c u l u m i n most o f the Type I , I I , and III  s c h o o l s and Type I I I s c h o o l s i n c l u d e d s o c c e r and  basketball also. T e s t i n g was done i n a few s c h o o l s . h*  What type of r e c r e a t i o n a l programme i s o f f e r e d ?  About t h r e e - q u a r t e r s o f t h e s c h o o l s o f f e r e d i n t r a m u r a l and i n t e r s c h o l a s t i c programmes and a l l s c h o o l s c a r r i e d out some s p e c i a l e v e n t .  Of the s m a l l e r Type I s c h o o l s , o n l y  twenty p e r cent o f f e r e d an i n t r a m u r a l programme and f o r t y p e r cent o f f e r e d an i n t e r s c h o l a s t i c  programme.  In t h e i n t r a m u r a l programme, s o f t b a l l and v o l l e y b a l l appeared w i t h t h e g r e a t e s t f r e q u e n c y  i n a l l schools.  B a s k e t b a l l was p l a y e d i n o n e - h a l f o f the Type I I I s c h o o l s whereas t r a c k and f i e l d was p l a y e d i n o n e - h a l f o f t h e Type I I schools. V o l l e y b a l l , , b a s k e t b a l l , s o f t b a l l and t r a c k and f i e l d appeared i n t h e i n t e r s c h o l a s t i c programme i n more than one-  68 h a l f of the Type I I and Type I I I schools  also.  B a s k e t b a l l and v o l l e y b a l l were o f f e r e d viith the g r e a t e s t frequency schools  i n the Type I I I s c h o o l s and Type I I  repectively.  Concerts  appeared i n the Type I, Type I I and Type I I I  schools as the most frequent s p e c i a l event.  Track and  f i e l d appeared i n more than t h r e e - q u a r t e r s of the Type I I and Type I I I s c h o o l s but only i n one-half of the Type I schools. 5. of  What f a c i l i t i e s  do the schools have?  What type  equipment and s u p p l i e s are used i n the p h y s i c a l education  classes? More than one-half of the s c h o o l s had  gymnasiums  although l e s s than t w e n t y - f i v e per cent had d r e s s i n g rooms, and of these  s c h o o l s , the l a r g e r Type I I I schools had the  g r e a t e s t percentage  of gymnasiums  and d r e s s i n g rooms.  Over e i g h t y per cent of the schools had of  two or l e s s acres and one-half of the playgrounds  hard top. playgrounds of  playgrounds were  Type I I schools had the g r e a t e s t number of of two or more a c r e s .  gymnasiums,  The g r e a t e s t  percentage  shower rooms, p l a y rooms and playgrounds  more than two acres were l o c a t e d i n the southeast  with  geo-  graphical area. More than t h r e e - q u a r t e r s of the schools had p i a n o s , phonographs, r e c o r d s , and v o l l e y b a l l nets and posts i n the s c h o o l , and one-half the schools had outdoor  baskets  and  69 backstops.  In the playground  the s m a l l e r schools had  g r e a t e s t percentage of jungle jims and 6.  sandboxes.  What are the s c h o o l p o l i c i e s r e g a r d i n g  examinations and p a r t i c i p a t i o n i n the  the  medical  instructional  programme? All  s c h o o l s gave m e d i c a l examinations,  m a j o r i t y of the school years.  schools were given once d u r i n g the  pupils'  The m a j o r i t y of schools r e q u i r e d the p u p i l s  t o change f o r c l a s s e s and i n over two-thirds teachers  which i n the  of the  schools  dressed a c c o r d i n g l y .  III.  CONCLUSIONS  In view of the f i n d i n g s , the f o l l o w i n g c o n c l u s i o n s would appear to be 1. was  The  tenable.  time a l l o t t e d to the i n s t r u c t i o n a l programme  inadequate.  Elementary s c h o o l c h i l d r e n d i d not  r e c e i v e the b e n e f i t s of d a i l y p a r t i c i p a t i o n i n i n s t r u c t i o n a l p h y s i c a l education 2.  The  activities.  s m a l l e r the s c h o o l , the l e s s time  allotted  t o the i n s t r u c t i o n a l programme. 3.  Classroom teachers who  were t e a c h i n g p h y s i c a l  e d u c a t i o n were not w e l l prepared, having p r o f e s s e d  no  t r a i n i n g i n the f i e l d other than the minimum r e c e i v e d i n r e q u i r e d teacher's p r e p a r a t i o n at normal s c h o o l or u n i v e r sity.  On  the other hand, o u t s i d e s p e c i a l i s t , except  in a  70 few  cases, were w e l l I*.  programme 5,  prepared.  A c t i v i t i e s presented  i n the i n s t r u c t i o n a l  showed l i t t l e v a r i e t y . Little  e f f o r t was made i n the p h y s i c a l education  programme f o r t e s t s and measurements, or e v a l u a t i o n of s o c i a l and i n d i v i d u a l conduct. 6.  The m a j o r i t y of s c h o o l s , except those  with  s m a l l e r p o p u l a t i o n s , o f f e r e d a good i n t r a m u r a l and interscholastic 7,  programme.  A c t i v i t i e s i n the i n t r a m u r a l and i n t e r s c h o l a s t i c  programme were mainly team games. 8. and  In a l l s c h o o l s , b a s k e t b a l l , v o l l e y b a l l ,  softball  t r a c k and f i e l d were the s p o r t s most p l a y e d i n the  i n t r a m u r a l and i n t e r s c h o l a s t i c 9*  programme.  Type I I I schools had more f a c i l i t i e s  than Type I  and Type I I s c h o o l s . 10,  Schools  were l a c k i n g i n n e a r l y a l l aspects of  outdoor f a c i l i t i e s  and equipment,  11,  Indoor f a c i l i t i e s  and equipment were inadequate,  12.  There were inadequate classroom  s u p p l i e s and the  m a j o r i t y of these were f o r team games, 13. all  M e d i c a l and h e a l t h s e r v i c e s were w e l l p r o v i d e d i n  the s c h o o l s , li|.  In most schools  t h a t had gyms, the students  were  r e q u i r e d t o wear costumes while p a r t i c i p a t i n g i n the i n s t r u c t i o n a l programme  and teachers  changed i n most  cases  71 t o t h e i r running l£.  shoes.  P a r t i c i p a t i o n was r e q u i r e d by a l l students  except f o r m e d i c a l  reasons.  IV, 1.  'RECOMMENDATIONS  A S u p e r v i s o r of P h y s i c a l E d u c a t i o n should be  a p p o i n t e d t o a i d and organize the programmes i n the s c h o o l s i n order t o upgrade the programmes.  Some of the d u t i e s  of the S u p e r v i s o r should i n c l u d e : 1,  i n - s e r v i c e t r a i n i n g f o r classroom  teachers  2,  budget making and f i n a n c e  3,  purchase and care of equipment  li.  o r g a n i z i n g the i n t e r s c h o l a s t i c programme  5.  public relations  2,  Time a l l o t m e n t i n each s c h o o l f o r p h y s i c a l  e d u c a t i o n s h o u l d be i n c r e a s e d t o a d a i l y p e r i o d o f p h y s i c a l education, 3.  School a d m i n i s t r a t o r s should h i r e teachers who  have a degree i n p h y s i c a l education or who have taken undergraduate Ij.,  preparation i n p h y s i c a l education, Classroom  teachers s h o u l d be encouraged by the  C e n t r a l School Board t o seek a d d i t i o n a l t r a i n i n g and take summer s c h o o l courses i n p h y s i c a l e d u c a t i o n i n order t o upgrade p h y s i c a l e d u c a t i o n i n the s c h o o l s . 5,  P r o v i n c i a l c u r r i c u l u m g u i d e s , testbooks on  a d m i n i s t r a t i o n , o r g a n i z a t i o n , t e s t s and measurements, and  72  methodology i n p h y s i c a l e d u c a t i o n and o t h e r s i m i l a r m a t e r i a l s h o u l d be k e p t i n each s c h o o l and made a v a i l a b l e t o a l l t e a c h e r s of p h y s i c a l e d u c a t i o n .  The  aforementioned  sources  would g i v e d i r e c t i o n and serve as an a i d f o r p r e p a r a t i o n of c l a s s e s . 6.  S c h o o l s t h a t have no gymnasiums s h o u l d make  a v a i l a b l e i n d o o r a c t i v i t y rooms and/or make use of comm u n i t y c e n t r e s i n the a r e a . 7»  P a r k s and p l a y g r o u n d s  near s c h o o l s s h o u l d be  utilized. 8.  P l a n s f o r new  s c h o o l s s h o u l d i n c l u d e d r e s s i n g and  shower rooms a d j a c e n t t o the gymnasium. 9»  S i n c e s u p p l i e s are s t o r e d i n c l a s s r o o m c l o s e t s or  a c o r n e r , a room o r o f f i c e s h o u l d be p r o v i d e d i n each s c h o o l f o r s t o r a g e of p h y s i c a l e d u c a t i o n equipment and s u p p l i e s . 10.  Equipment and s u p p l i e s t o the minimum s e t down  by the B r i t i s h Columbian A d m i n i s t r a t i v e B u l l e t i n  (see  Appendix A) t o s u i t the needs of the s c h o o l s h o u l d be obtained.  Money f o r equipment and s u p p l i e s may  o b t a i n e d by c o l l e c t i n g one 11.  be  d o l l a r per c h i l d each y e a r .  I n the i n s t r u c t i o n a l programme, such  activities  as t e n n i s and badminton t h a t have c a r r y - o v e r v a l u e  should  be i n c l u d e d . 12.  W r i t t e n and o r a l q u i z z e s r e g a r d i n g a c t i v i t e s  as s o c c e r and v o l l e y b a l l s h o u l d be  recorded.  such  73 13•  A t e s t and measurement programme such as the  C. A. H. P. E. R. F i t n e s s t e s t or the Kraus-Weber  test  s h o u l d be done i n the p h y s i c a l e d u c a t i o n c l a s s e s i n order to i d e n t i f y c h i l d r e n who  may  b e n e f i t from a r e m e d i a l  programme. Ii;.  Appropriate tests  (such as t e s t s of  strength)  should be g i v e n to every student at each year's and end to evaluate the year's 15.  beginning  progress.  An adapted a c t i v i t y programme, s u p e r v i s e d by  medical d o c t o r s , i s needed f o r a l l s c h o o l s i n order t h a t handicapped students may  r e c e i v e the b e n e f i t s of a p h y s i c a l  e d u c a t i o n programme. 16.  Learn-to-swim programmes should be i n i t i a t e d i n  the schools f o r students  i n grade f i v e s i m i l a r to the  programme o r g a n i z e d by the Vancouver School Board. 17»  S p e c i a l events  such as s p o r t s day be o f f e r e d once  a month to encourage p u p i l r e s p o n s i b i l i t y and 18.  participation  Intramural programmes should i n c l u d e i n d i v i d u a l  games such as badminton as w e l l as the popular team games (volleyball, softball).  A r e c o r d of team s t a n d i n g or .  i n d i v i d u a l s t a n d i n g should be r e c o r d e d to i n c r e a s e motivation. 19.  More a t t e n t i o n should be g i v e n f o r c o - o r d i n a t i o n  of e f f o r t s between the nurse 20.  Teachers  and p h y s i c a l education  should change f o r a c t i v i t i e s and  teacher the  Ik problem of S i s t e r ' s changing  f o r c l a s s e s shoulc be  reviewed. 21.  Costumes should be the same i n each s c h o o l .  V. 1.  RESEARCH PROJECTS  I t i s recommended t h a t a study be made i n the  1 9 7 2 - 7 3 s c h o o l year t o a s s i s t i n upgrading  t o determine the progress made and ^ the p h y s i c a l e d u c a t i o n i n the c i t y ' s  parochial schools. 2.  T e s t s should be made t o determine the p h y s i c a l  f i t n e s s of the c h i l d r e n i n C a t h o l i c p a r o c h i a l s c h o o l s and t o compare w i t h the norms of other Canadian c h i l d r e n . 3.  A study of the methods and procedures  used i n the  p h y s i c a l e d u c a t i o n c l a s s e s s h o u l d be made. IL,  A study t o r e v e a l the a t t i t u d e s of p r i n c i p a l s and  t e a c h e r s i n the C a t h o l i c Schools  towards p h y s i c a l  education.  75  BIBLIOGRAPHY BOOKS Bucher,  C. A., R e a d e , E. M., P h y s i c a l E d u c a t i o n and H e a l t h i n t h e E l e m e n t a r y " S c h o o l , New Y o r k , W. S a u n d e r s Co., 1961)., p p . 464*  B.  C h a n t , S. P. N., Report of the Royal Commission, P r o v i n c e of B r i t i s h C o l u m b i a , V i c t o r i a , B r i t i s h Columbia, Don M c D i a r m i d , P r i n t e r t o t h e Queen's M o s t E x c e l l e n t M a j e s t y , I960, p p . 4 6 0 . K i r c h n e r , G., P h y s i c a l Education f o r Elementary School C h i l d r e n , D u b u q u e , I o w a , Wm. C. B r o w n Co., 1966, PP. 655. O l i v e r , N. J . , C a t h o l i c D i r e c t o r y F o r B r i t i s h C o l u m b i a a n d t h e Y u k o n 7th e d i t i o n , V a n c o u v e r , S t . Mark's. College,. 1967^ p p . 8 0 . P u t n a m , J . H., W e i r , G. M., A Survey.of the S c h o o l System of B r i t i s h Columbia, V i c t o r i a , B r i t i s h C o l u m b i a , """" C. P. B a n f i e l d , P r i n t e r t o t h e K i n g ' s M o s t E x c e l l e n t M a j e s t y , 1925, p p . 5 6 6 . S c h n e i d e r , E., P h y s i c a l E d u c a t i o n i n Urban Elementary Schools, B u l l e t i n n o . 15, U n i t e d S t a t e s D e p a r t m e n t o f H e a l t h , E d u c a t i o n and W e l f a r e , U n i t e d S t a t e s P r i n t i n g O f f i c e , W a s h i n g t o n , 1959, p p . 2 9 . Van  V l i e t , M. L., P h y s i c a l E d u c a t i o n i n C a n a d a , S c a r b o r o u g h , O n t a r i o , P r e n t i c e - H a l l o f C a n a d a , 1965, p p . 3 2 8 .  V o l t m e r , E. P., E s s l i n g e r , A. A., The O r g a n i z a t i o n a n d A d m i n i s t r a t i o n o f P h y s i c a l E d u c a t i o n , 3rd e d i t i o n , New Y o r k , A p p l e t o n - C e n t u r y - C r o f t s I n c . , 1958, PP. 570. Periodicals C l a r k e , H. H., C l a r k e , D. H., " S o c i a l S t a t u s a n d M e n t a l H e a l t h o f B o y s as R e l a t e d t o t h e i r M a t u r i t y , S t r u c t u r a l and S t r e n g t h C h a r a c t e r i s t i c s " , Research Q u a r t e r l y , v o l . 32, no. 2 ( O c t o b e r , 1961), PP. 3 2 6 - 3 3 4 . C l a r k e , H. H., J a r m e n , B. D., " S c h o l a s t i c Achievement B o y s 9 , 12, a n d 15 Y e a r s o f Age a s R e l a t e d t o  of  76 V a r i o u s S t r e n g t h and Growth Measures", Research Q u a r t e r l y , v o l . 3 2 , n o . 2 ( M a y , 1961) p p . 1 5 5 - 1 6 2 . G e o r g i a d y , A., S a v a g e , R., " S t a t u s o f P h y s i c a l E d u c a t i o n i n Elementary Schools", Research Quarterly, v o l .  11, (May, 194C-), pp. l±0-W.  :  Mann L . H., "Why P h y s i c a l E d u c a t i o n i n t h e E l e m e n t a r y Schools", C a t h o l i c School J o u r n a l , v o l . 62, no. 1 ( J a n u a r y , 1962), p p . 23-24. Shaffer,  G., "Editor's M a i l " , Journal of Health, Physical E d u c a t i o n and R e c r e a t i o n , v o l . 28, no. 2 (February,  1957), P . 6 .  Ursula,  :  Sister, "A P h y s i c a l F i t n e s s Programme i s P o s s i b l e i n Our S c h o o l s " , C a t h o l i c S c h o o l J o u r n a l , v o l . 6 3 , n o . 5 ( M a y , 1963), p p . 3 1 - 3 2 ,  W h i t t l e , H. D., " E f f e c t s of Elementary School P h y s i c a l E d u c a t i o n upon A s p e c t s o f P h y s i c a l , Motor and P e r s o n a l i t y Development", Research Q u a r t e r l y , v o l . 32, n o . 2 ( M a y , 1961), p p . 2 4 9 - 2 6 0 , Unpublished  Materials  D e p a r t m e n t o f E d u c a t i o n , "Programme o f S t u d i e s F o r The Elementary Schools of B r i t i s h Columbia", V i c t o r i a , B, C , Don M c D i a r m i d , P r i n t e r t o t h e Queen's M o s t E x c e l l e n t M a j e s t y , 1958. G r a n t , A. M., "The S t a t u s o f P h y s i c a l E d u c a t i o n Programmes i n the P u b l i c Schools o f t h e M u n i c i p a l i t y o f Burnaby, S c h o o l D i s t r i c t No. 4U, B r i t i s h C o l u m b i a , C a n a d a , f o r t h e S c h o o l Y e a r 1953-5V* U n p u b l i s h e d M a s t e r ' s T h e s i s , Department o f P h y s i c a l E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n , 1954* G r a n t , G,, "A S u r v e y o f t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s and A d m i n i s t r a t i v e O r g a n i z a t i o n i n t h e Elementary Schools of Greater V i c t o r i a , B r i t i s h Columbia", U n p u b l i s h e d Master's T h e s i s , Department o f P h y s i c a l E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n , 1953< K e n n i s o n , J . L , , "A S u r v e y o f t h e P h y s i c a l E d u c a t i o n i n R u r a l P u b l i c Elementary Schools i n the I s l a n d Empire Area o f Washington f o r t h e School Year 1958-59", U n p u b l i s h e d Master's T h e s i s , Department o f P h y s i c a l E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n , 1959.  77 P e n n i n g t o n , G., "A S u r v e y a n d E v a l u a t i o n o f t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m , F a c i l i t i e s , And A d m i n i s t r a t i v e O r g a n i z a t i o n i n t h e P u b l i c S c h o o l s o f New W e s t m i n i s t e r , B r i t i s h Columbia, Canada, i n the School Year, 1959-60", Unpublished Master's T h e s i s , Department o f P h y s i c a l E d u c a t i o n , U n i v e r s i t y of W a s h i n g t o n , I960. R o t h n i e , J . S., "A S u r v e y a n d E v a l u a t i o n o f t h e P h y s i c a l E d u c a t i o n C u r r i c u l u m F a c i l i t i e s and A d m i n i s t r a t i v e O r g a n i z a t i o n i n E l e m e n t a r y S c h o o l s o f t h e Edmonds School D i s t r i c t i n the State of Washington, 1959-60", U n p u b l i s h e d Master's T h e s i s , Department of P h y s i c a l E d u c a t i o n , U n i v e r s i t y o f Washington,  I960.  S h e a r e r , F . M., "A S u r v e y o f P h y s i c a l E d u c a t i o n Programmes a n d F a c i l i t i e s i n 235 E l e m e n t a r y S c h o o l s i n Washington", Unpublished Master's Thesis, Department of P h y s i c a l E d u c a t i o n , U n i v e r s i t y o f W a s h i n g t o n , 1933* Vancouver S c h o o l Board, " R e p o r t To S p e c i a l Management Committee, S p e c i a l Committee # 6 - - A t h l e t i c s C o m m i t t e e , V a n c o u v e r , B r i t i s h C o l u m b i a , J u l y , 1966.  APPENDICES  ,  78  APPENDIX A ADMINISTRATIVE BULLETIN FOR FOR ELEMENTARY  PHYSICAL  EDUCATION  SCHOOLS, 19£8  AIMS 1. habits, to  To e x p l o r e ,  2.  To f o s t e r  3»  interests,  better  i n the c h i l d  an a p p r e c i a t i o n  contributing  of and  to total f i t n e s s .  To d e v e l o p a s o u n d b o d y a n d n o r m a l m e n t a l t o the b e t t e r  li.  able  i n society.  f o r those a c t i v i t i e s  lending  those  a n d i d e a l s w h i c h w i l l make t h e c h i l d  take h i s place  desire  f o s t e r , and i n c u l c a t e  To d e v e l o p  attitudes  ment o f t h e o r g a n i s m as a w h o l e ,  skill  i n psycho-motor  activities.  SCOPE School p h y s i c a l ional  i s that  scheduled within  r e c r e a t i o n a l programme  o f ( a ) an i n s t r u c t -  ORGANIZATION The I n s t r u c t i o n a l 1. health  participation  occurs a t times  other  ADMINISTRATION  Programme  determines programme:  o f the i n d i v i d u a l by the  the q u a l i t y and q u a n t i t y regular  normal p h y s i c a l l y f i t ) , m o d i f i e d disability),  teaching-day.  periods.  AND  Medical Examination service  The i n s t r u c t i o n a l  the r e g u l a r  generally  than the s c h e d u l e d i n - s c h o o l  (a)  consists  a n d ( b ) a r e c r e a t i o n a l programme:  programme The  education  (full  of  participation for  (pupils with  temporary  o r r e s t r i c t e d (permanent h a n d i c a p ) .  m o d i f i e d o r r e s t r i c t e d programme  school  consists  The  of s u i t a b l e  79 provides  adapted r e g u l a r and r e c r e a t i o n a l a c t i v i t i e s , and  f u r t h e r o p p o r t u n i t i e s f o r p u p i l p a r t i c i p a t i o n through r e s p o n s i b i l i t i e s f o r equipment, f a c i l i t i e s , a i d i n o r g a n i z a t i o n and 2.  Time  H e a l t h and Physical Education  supplies,  and  administration.  Allotment  PRIMARY LEVEL  I  INTERMEDIATE LEVEL  II  Health  140  III  IV  V  VI  6G  60  60  60  ---  —  ll|0  Games and Exercises  3.  100  v  100  100  100  Facilities  P l a y g r o u n d . — A minimum of 2 acres f o r a one-room school;  four-room s c h o o l , 5 a c r e s .  hard surfaces; l e v e l , drained,  Areas of grass  and  and f r e e of hazards.  Gymnasium or Playroom.—Adequate as to c l e a r space, h e a t , and v e n t i l a t i o n ; and  changing f a c i l i t i e s ;  provided with t o i l e t ,  storage,  smooth f l o o r , l i n e d f o r p l a y i n g  areas, f r e e of o i l and d i r t ;  swept and  dusted at l e a s t once  d a i l y , washed weekly. !{..  Equipment  Playground Minimum— One graduated h o r i z o n t a l bar  Playroom, Gymnasium V o l l e y b a l l net and  posts.  80 Phonograph and Benches.  Jumping p i t . Goal posts. Back-stops. Jumping standards. Desirable-Hard-surfaced court. Swings. Jungle gym. Sand-box. P a r a l l e l bars. Blank w a l l . Horizontal ladder. 5,  Supplies  Minimum— Rubber or t e n n i s b a l l s , Bean Bags , Rubber rhythm b a l l s Team ropes ( 2 0 ' ) , Wands (k • ) ,  records,  Piano. Mats, w i t h c o v e r s . B a s k e t b a l l hoops. V a u l t i n g box. Climbing ropes  Grades I , I I , and I I I ( C l a s s of Thirty) .30 .15 .10  S k i p p i n g ropes ( 9 » 6 " ,  10'6") 15  Coloured sashes (varied colours) Markers ( f o r c o u r t s ) Whistles First-aid kit  30 li 2 1  Grades IV, V, and VI ( C l a s s of Thirty) The above and-— Soccer b a l l s (rubber or l e a t h e r ) l\. Volleyballs (rubber or l e a t h e r ) I* B a s k e t b a l l s (rubber) 2 Softballs (rubber or l e a t h e r ) 10 S o f t b a l l bats. 10 F l o o r hockey s t i c k s or wands .30 Rubber q u o i t s or rope ring ( 6 " ) . . . . . . . h Cross-bars f o r jumping... 1+ Desirable— Rugby, b a l l s . Grass hockey s t i c k s and b a l l s . Lacrosse s t i c k s and b a l l s . C r i c k e t bats and b a l l s . Ice hockey s t i c k s and pucks. The  Weighted ropes f o r h i g h jumping.. P a s s i n g s t i c k s or batons., Whistles... Lacers and t i g h t e n e r s . . . . . Ball inflator Repair k i t ( f o r l e a t h e r balls)... Shovel and rake  2 li l\ 2 1  Table-tennis sets, t a b l e s . Paddle t e n n i s b a t s . Horseshoes ( s e t s ) . Quoits ( s e t s ) . Hoops (wooden, 3 ' diameter)  above f i g u r e s are suggested.  The  amount of  1 1  81  equipment r e q u i r e d w i l l depend on the emphasis p l a c e d on the v a r i o u s phases of the programme, NOTE.—Most of the above equipment may be obtained any r e l i a b l e 6. (a)  sporting-goods  from  store.  Participation R e q u i r e d . — F u l l p a r t i c i p a t i o n by a l l r e g u l a r  p u p i l s at a l l times.  Temporary c e s s a t i o n f o r medical  reasons. (b)  Costume.--Teacher and p u p i l s change f o r a c t i v i t y .  Minimum needs: dance-slippers  S h o r t s , s h i r t , sx^eater, running-shoes, (made by g i r l s ) , towel, soap.  d a i l y , laundered  a t l e a s t weekly.  Outfits  Towel d r i e d  laundered  weekly. (c)  Routine.—Preparatory  changing, £ minutes.  rub-down, wash, change, 7 minutes.  Final  With a shower, 10  minutes. 7,  Testing  T e s t , r e c o r d , and r e p o r t as i n other s u b j e c t s .  Use  achievement c h a r t s i n d i c a t i n g development of psycho-motor skills;  w r i t t e n and o r a l q u i z z e s r e g a r d i n g  evaluate  standards  daily (b)  activitiesj  of i n d i v i d u a l and s o c i a l conduct by  observance, The R e c r e a t i o n a l Programme 1.  I n t r a - m u r a l . — G r a d e s IV t o V I — a l l p h y s i c a l l y able  pupils participate.  Before  s c h o o l , r e c e s s , noon, or a f t e r  62 school hours. periods; record  Use  competition  team-standing  responsibility; ional  games p r e v i o u s l y t a u g h t periods, daily.  staff  two  in  to three  darts,  occur  on  supervision  shuffleboard,  the  weeks'  duration;  Encourage p u p i l l e a d e r s h i p and  guidance.  Programme f o r s u g g e s t e d a c t i v i t i e s .  i t i o n might  instructional  See  Further  i n d i v i d u a l games  and  Instructcompet-  level--ping-pong,  q u o i t s , hopscotch, marbles, or  horse-  shoes. 2.  I n t e r - s c h o l a s t i c . — I n G r a d e s IV  outcomes c a n within other  the  best  school,  schools.  p r o d u c e d , f o r the  rather  For  mature, under wise is  be  the  t h a n by  few  to VI,  majority,  seeking  by  play  competion  with  highly skilled  supervision,  desirable  and  inter-school  emotionally competition  valuable. 3»  event per  S p e c i a l Events.--At month:  Swims, h i k e s ,  demonstrations, play days, f i e l d  •sleigh r i d e s , "Holiday" and  one  special recreational  skating parties,  d a y s , dance f e s t i v a l s ,  days, sports  responsibility  least  concerts,  pageants,  May  days, t r a c k meets, s k i meets, parties.  participation.  S t a f f guidance, p u p i l  83 APPENDIX B LETTER OP INTRODUCTION,  #1  Dear Please f i n d e n c l o s e d a l e t t e r from B r o t h e r J . G. Bates, Superintendent of the Vancouver C a t h o l i c S c h o o l Board, and a stamped s e l f - a d d r e s s e d p o s t c a r d . On the p o s t c a r d would you be so k i n d as to i n d i c a t e a time and date to v i s i t your s c h o o l t o speak w i t h you and/br your t e a c h e r of p h y s i c a l e d u c a t i o n ; i f i t i s t o your convenience, a v i s i t t o the s c h o o l on week-ends or a f t e r - s c h o o l hours d u r i n g the week would be p r e f e r r e d . The l e n g t h of the v i s i t w i l l be approximately twenty minutes. The purpose of the v i s i t a t i o n i s to a s c e r t a i n the s t a t u s of the p h y s i c a l e d u c a t i o n programme, p e r s o n n e l , f a c i l i t i e s , equipment and s u p p l i e s i n your s c h o o l and t o make recommendations f o r a more e f f e c t i v e programme from e x i s t i n g . f a c i l i t i e s , equipment and s u p p l i e s . Data c o n c e r n i n g the above mentioned w i l l be made known to B r o t h e r Bates and the C a t h o l i c School Board but other than t h i s o r g a n i z a t i o n , the name of your s c h o o l w i l l be held i n s t r i c t e s t confidence. I t i s hoped t h a t the study w i l l c o n t r i b u t e t o a b e t t e r and more complete C a t h o l i c e d u c a t i o n a l system. I l o o k f o r w a r d t o meeting you. Yours  sincerely,  Gene R i z a k  APPENDIX C C A T H D L I C  P U B L I C S C H O O L OF THE  A R C H D I O C E S E  D F  B O A R D  8%  V A N C O U V E R  LETTER OP INTRODUCTION, # 2  April 6, 1967. The PrincipalSj Catholic Elementary and High Schools, Archdiocese of Vancouver. Dear Principals: This is to introduce Mr. Eugene Rizak, a teacher at Vancouver College since September 1965. Mr. Rizak is completing a Master's degree in Physical Education at the University of British Columbia. The topic of his thesis is "The Physical Education Program in the Catholic Schools of Vancouver". The findings should be of great value for future planning of these programs in our schools. I ask that you give Mr. Rizak your co-operation in his research. He wishes to investigate the current status of physical education in our schools, the f a c i l i t i e s , equipment, etc. Thanking you for your assistance I am, 3  Yours in Christ,  brother James C. Bates, C.F.C., Superintendent.  APPENDIX D POSTCARD  MR. GENE RIZAK VANCOUVER COLLEGE VANCOUVER, BRITISH COLUMBIA  YOU MAY VISIT (NAME OF SCHOOL) ON (DAY) IN THE MONTH OF 1967, AT  (APRIL, MAY, JUNE) (TIME)  PRINCIPAL  8$  86 APPENDIX E QUESTIONAIRE DURING INTERVIEW Instructional 1.  Is there  Programme  a n d Time  an i n s t r u c t i o n a l  G r a d e s programme  i s given:  2»  How much t i m e grade 1 grade 2 grade 3 grade 4 grade 5  3.  Is there a recess period?  Allotment  programme?  (yes/no)  1 2 3 l i 5 6 7 "5  i n m i n u t e s p e r week i s a l l o t t e d i n : grade 6 ___ grade 7 grade 8  Grades r e c e s s i s g i v e n :  (yes/no)  . ' •  1 2 3 4 5 6 7 8  Personnel 1.  2v  How many t e a c h e r s o f t h e i n s t r u c t i o n a l are t h e r e ? (number)  programme  Are the teachers (a) c l a s s r o o m t e a c h e r s who h a v e p h y s i c a l e d u c a t i o n degrees? (yes/no) ; (number) ________ (b)  c l a s s r o o m t e a c h e r s who h a v e t a k e n some undergraduate p h y s i c a l education courses? (yes/no)_ j (number)  (c)  classroom nor (b)?  (d)  o u t s i d e s p e c i a l i s t s who h a v e a p h y s i c a l e d u c a t i o n degree? (yes/no) ; (number)__  (e)  o u t s i d e s p e c i a l i s t s who h a v e t a k e n undergraduate courses i n p h y s i c a l education? (yes/no) j (number)  (f)  o u t s i d e h e l p e r s who h a v e n e i t h e r a d e g r e e i n p h y s i c a l education nor taken undergraduate p h y s i c a l education courses? (yes/no) ; (number) _^  Recreational  t e a c h e r s who (yes/no)  Programme  h a v e n e i t h e r (..3) ; (number)  87 1.  I s t h e r e an i n t r a - m u r a l programme? (yes/no) G r a d e s programme i s g i v e n : 1 2 3 k 5> & 7"~8  2.  How many p a r t i c i p a n t s a r e t h e r e m u r a l programme? (number)  3.  Is there  1|.  How many p a r t i c i p a n t s a r e t h e r e i n t h e i n t e r s c h o l a s t i c programme? (number)  an i n t e r - s c h o l a s t i c  (Check) Sports Football Soccer Basketball Volleyball T r a c k and F i e l d Gymnastics Others ( l i s t ) : 5»  i n the i n t r a -  programme?  (yes/no)  i n t h e programme  ,  ,  Are S p e c i a l events o f f e r e d ? (yes/no) Swims Hikes ' \ Skating Parties ' Concerts P h y s i c a l education demonstrations \ P l a y days S c h o o l t r a c k a n d f i e l d meets S k i meets Holiday Parties S p o r t s days Others: (list)  School  Policies  1.  Are medical examinations given to students? (yes/no) . When? annually once d u r i n g s c h o o l y e a r s twice during school years other ( l i s t )  2:.  Are a l l students r e q u i r e d t o p a r t i c i p a t e i n s t r u c t i o n a l programme? (yes/no)  i n the  3.  Do p u p i l s wear c o s t u m e s f o r t h e c l a s s e s ?  (yes/no)  li.  Do t e a c h e r s  change f o r a c t i v i t y ?  (yes/no)  Facilities Check i f t h e r e i s 1. a gymnasium 2. a d r e s s i n g room 3. a shower room Lj.. a p l a y r o o m 5» a playground  '  I s t h e gymnasium swept d a i l y ? (yes/no) What i s t h e number o f a c r e s a p p r o x i m a t e l y playground? grass or hard surface? 2'.  3,  of  Equipment (Check) equipment i n the b a s k e t b a l l hoops mats c l i m b i n g ropes piano p h o n o g r a p h and r e c o r d s v o l l e y b a l l nets v o l l e y b a l l posts benches trampoline p a r a l l e l bars trampolette spring board v a u l t i n g horse  gymnasium  (Check) equipment i n the swings jungle jim s a n d box graduated h o r o z o n t a l bar jumping p i t goal posts back stops jumping s t a n d a r d outdoor baskets  playground  Supplies rubber b a l l s b e a n bags rubber rhythm b a l l s soccer b a l l s volleyballs basketballs  ___________  Number  approximately  .  the  89 softballs s o f t b a l l bats f l o o r hockey s t i c k s rubber quoits c r o s s b a r f o r jumping footballs s k i p p i n g ropes c o l o u r e d sashes markers whistles First aid Kit weighted ropes f o r h i g h batons ball inflators repair k i tf o r balls shovel rake l a c e r s and t i g h t e n e r s .(F)  jumping  A c t i v i t i e s i n the i n s t r u c t i o n a l basketball volleyball soccer softball relays relays with balls g r o u p games tumbling calisthenics track events f i e l d events  1 1 1 1 1 1 1 1 1 1 1  2 2 2 2 2 2 2 2 2. 2 2  3 3 3 3 3 3 3 3 3 3 3  i*  1* 1* 1* 1* h h k k h h  programme  5 5 5 5 5 5 5 5 5 5 5  67 67 67 67 67 67 67 67 67 67 67  (Circle  8 8 8 8 8 8 8 8 8 8 8  C i r c l e t h e g r a d e s s t u d e n t s are t e s t e d and recorded i n (a) skills 1231*5 (b) fitness 1231*5 (c) written or oral quizzes 1231*5  678 678 6 78  grades)  

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