k sromr or iwoti&sioral a ra rs x c a l m w h T io n m %bxm&m > m o n o o m m m m boss mxm fm m Submitted In partial fu lfillm en t of thm r®qutr®mnt& far tte Doctor of Physical Education degree in the School of Health, Physical ' Education* and Kecreation Indiana ttalvaraltgr A ugust* 1950 ProQuest Number: 10296504 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10296504 Published by ProQuest LLC (2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 &eeept««S Of tfco faculty of the School of Health* Ffeyeieal Mme&tXon* «m& fteematloii# Indiana university, to portion fulfillm ent of the MQoirenefito for tho Deeter of Fusion! Mue&tlon &e§fee &l*oeter of ^haaie D o c to ra l aem ifcfcee* 11 ACKNOttXib£QIIBIt? The writ®** wishes to expres® his gratitude cad indebtedness to Dr# Karl W* Bookw&lter for his suggestions sad constant encouragement In this project# without hi® very helpful guidance this project would not have boon p o ssib le # The author is sis® grateful for the assistance of ether members of Me Doctoral Commit tea who made special suggestions concerning the study* i t is with great appreciation that the many people in the various Institution© are t&ankod and remembered for their help which gave the necessary information needed to complete this project* Finally# great fchanfcs to those many friends who gave willingly of their moral support* ft*E*T* iii TABfcS OF OOOTEim C h a p te r i* m m m m t z m .............................................................................................................i The lead for the study » * • « * » • # » . * • 1 The Problem * • * * * • ♦ * . . * * * * * « • 6 Procedure * • * . * ♦ * # . ♦ * * * * « * * * 8 XI# ‘timx^.Whk * * * . * « * . * . . * * . 10 III* VAtJSMtXQH OF Tift. CHECKLIST1 * * ♦ * ..................... 81 IV* aSSBSRAh l»TlTOTIO«At BUCTXCES * . . » . * • 8® Student Enrollment . * « ' » » * * ......................... 28 Southern leeoeietlon md State Aoeveditmeiit * * 31 ttehberehlp to Athletic Conference© * * . . # * 33 leal to Service® * * ................................................. 33 fetal Hour® Permitted to Batten©! cm ..................... 38 scholarship of Student© . * « « ............................. 39 S u m if » • « « « • * • « . . » • » * . « . « . 43 V* AfJ&LXSIS OF STHDESm AID STAFF .............................. 43 Selection of student® » • « * * . . » * « • • » 43 Frafe® atonal Quality of Staff # • • * » • « . 83 Training and Eitperiexiee # . * * * * * * » « * 33 39 frefeeiJto n aX M em bership * • • » * Teaching Load * * , * • * * « * . ......................... 63 Summary * « • * # • * • » » • • # • * * • • • 64 VI. THE mmXCWMM OffiERXM ........................ . . . . 67 RequlreMat for Graduation « • • « * * * • » > SB Foundation science # « « * * • • . # » . * » . 69 Cultural * • • • # • * « • * * • • • • * * * • 72 Fsyohology and Education » * » * • • • * * . . 75 Frofeeeioml Technique 77 .Professional Theory SO Percentages Allotted to Area® • » « « • » • « 82 Summary . * • * • • « « • • • • • • * • • • « SO iv Chapter Fag© VII* FACILITIES * » ................... ........................... . • 0® Library • • . * • * « • « * .................. . « « 0® ftiyaioiil B<li*©ati©n Fae£l£tl©» . * . , * » * 101 Bummr? • • « * » « • * » » » * * * • • • » 107 v iii# m m v z w of schools , » * . . « « * * * » 100 Svmmp# * • * » • « » » • » . * * * » » • • 115 a * STOMAB'f # COHGLttSIORS, AHD K&COttM£lR>A?101fS . « 117 Stanaaxy # * * » * # . • . ..................................... 117 Coaelualcm© .................... 12® » « * . * • « « « .................. 125 a m a ffiB & m * * . . ♦ * ............................. . * . . 120 an m n 14a &pp©n&l* At Checklist for Professional 'BMmrntim in Phyatoal saueetton Ars S©!©©$•& Sf©gr© Collages « • « * • * * • • 141 v h im or T A m m Table Pag# 1* Juror*e Validation of the checklist on FlpefeeaiotiaX Training # * * * • • # « * • # • SB 9* fereeiiiaiie Pratf*a«iemX Inimllaaent Is of Total EnroXXawint * * * « # • * * * « • * * * * 39 3# State fiequiremeni for Certification and degree lequlresient # « * « # • » « • • • « # » 33 4# Health Sertriee Facilities Provided fey the Various schools •» • • » » » * ........................ 3? 9* Factor© Considered Important for Admission of student® to Sehoela « * * • * » « . . . » • BO ®* Rank Order of the Teeiity**!# school# fey Cede Bumfeer eid staff Sis# * • * • * « » * • 34 7* Degrees field fey the Faculty member a in the Twenty-*#!# M teols « » * * • • # . » * * • » « 36 @# Frofeaalonal Organisations* lumbar and Percentage of Memberships « * • • * • • « • • 61 8a* Beheele fey Code number# Professional Member* ehlp* m& Indem * * • » # # * * ♦ # * * * • ♦ Ola 9# fetal semester lour Requirement for Qr«du*» tlom in the Twenty*#!* School# » * * * * • « , fS 10* Foundation Selene# Courses* medal Hour Credit* and fereentage of School# offering ♦ . 70 11* Cultural Course©* Modal lour Credit* and y*reeaba$e of School# Offering • • « * • » • « 78 IB* payeholegf and Education Course®* Medal Hour Credit* and Percentage of School# Offering « # * « • » * • # • • * » * • • + • • 7® 13# prefeaeionai Technique Courses# Modal lour Credit* and percentage of .school# Offering # • • • • • » » # * * • * * * * . « « 79 vi Fag* 14# Prafaaaiaoal fhaory Sours®## Modal Hour 0**&lt§ and of Sehool* Offering # • * « » # « * » « « * * * * # • SO IS# Paraafitag* of fatal for OmOuatlem B m im t»y Spaeifla Am& • * « * * « * * » .................. S4 IS# Sahoola ftanlcad tej Mmbar of ¥olwmm and ?olumaa par $tud@nt * * • • « # * « » * » • 04 If# limk MffassMtaa mtmmn fatal folnw# In t&a Library &ssd voluaoa par s mt o t » * * * « » • « « • • t « » • * • « Of IS# fuabor of School# faking forio&iaals * * « # ♦ 08 10# fypa* of Faoiliiio#* Huafeor and Fweaafcago of sahool* Affording » * • • » * « « * * « • 103 10a# Mwik ardor of ttio faoatgr^alx school# bf Soda Stud*** and F&oilftlaa , * * * • • « * » 103a of fwoaif«*ais school* 20# E a tin g * m&. ftank* in six &#X#o**& Factors # • # # * * « « • * 110 o i l 1 CHAPTER I OVlRODVCTlOif the wm& for the study According to Sede*^ the way to discover s need Is In terms of a pattern* or a scheme of values* or an inclusive philosophy of seme kind* It has been cm tended that physi­ cal education should be available to a ll the youth of our country# this philosophy Is In harmony with the philosophy of authorities in the field of physical education and expressed by educators In general* Physical education ’has been given a regular place in the curriculum of the school* If physical education has been given a regular place in the curricula of schools* It could seem necessary that physical education he taught by teachers with the same amount of professional preparation a& the other teachers in the school*/ Ma&ske states* <?aince teaching temsnds a good teacher* a good teacher ought to be a broad­ ly educated person* and a responsible* active cttijsen**^ A sound pro-service training program of teachers would seem to be 'the foundation for providing good teachers for B ade, B o y d /., jg ju X U a lS t UM S& £0s4s* $e#eem and company* lew York* 1033* p# 6S» na&eke* ftoten J«* *Thesis for the general Education of Teachers*” Educational Admlnlstratlon and Supervision. January* 1040* pT H T 2 mm schools* It seems reasonable to assume that teaching w ill be Improved by iflgmnrlag teacher education* Omffttid«kl pas© m to succeeding generations amir heritage with the help of the school* In order that succeed* lug generations may bo improved mm schools m at bo improved* this strengthening of succeeding genex'&tions Is a social doty of groat mspdtois# Ifegre education most make progress In comparison with accepted goals sod standards of education* both locally and nationally* if tbs nation Is to benefit from tbs petsntl&ll* tSlftiMFe s>Mifc o.*»■<s£© ' to e 'iVsS jegf r*©. mmuJ& oko jikoiurkxa OtsmMy* # JDei point of numbers* negroes ©oneti tuts the most important minority social group in the nation* Iti religion mad education# in social# economic# and civic activities# and professionally and culturally# Megrees haw made remark* able progress# they have assimilated and mads contributions to the civilisation of the nation* However# while making considerable progress relatively* they haw lagged far behind the majority group in a great many phases of life* Evidence of the th irst of this minority group for education is realised by the fact that in approximately seventy^fivs years illiteracy has fallen to such a low degree* Should the goals and value® of a tlegre college be com* parable with the goals and value# of the dominant group? I t