HOWARD ORTNER, CORNELL PRESIDENT THE NATIONAL Ass OFFICERS AND BOARD OF DIRECTORS Dr. Jas. A. NaisMiTH; University of Kansas Honorary President Howarp_ B. OrtTNmR, Cornell University President A. C. Lonporc, Northwestern University First Vice-President Dr. H. C. Carson, Pittsburgh University Second Vice-President BE. A. KEe.izHer, Fordham University Third Vice-President Grorer R. Epwaxps, University of Missouri Secretary-Treasurer Roy MUNDorRFr, Georgia Tech Nat Hotman, City College of New York W. S. CHANDLER, Marquette University MEMBERSHIP COMMITTEE B. T. Grovmr, Obio University, Chairman 1st Dist.: E. J. Hickox, Springfield College 2nd Dist.: Nar Hotman, C. C. N. Y. 3rd Dist.: Vat Lantz, St. Johns College, Annapolis 4th Dist.: A. F. Rupp, University of Kentucky Sth Dist.: Ray O. Derrrick, Ohio Wesleyan . University 6th Dist.: J. O, TrrespaLm, Grinnell College Mars D1£votp, Carleton College 7th Dist.: Louis Mpnze, Iowa State College 8th Dist.: G. O. Romney, Brigham Young University 9th Dist.: Sam Barry, University of Southern California PRESS COMMITTEE Dr. F. C. ALLEN, University of Kansas COACHING ETHICS COMMITTEE. Joun W. BuUNN, Leland Stanford University, Chairman NELS Norgren, University uf Chicago W. H. Browne, University of Nebraska BASKETBALL RULES COMMITTEE A. A. ScHaBinern, Creighton University, Chairman Ist Dist.: A. D, Kanter, Brown University 2nd Dist.: L. P. ANpReas, Syracuse University 3rd Dist.: Gus Tweet, University of Virginia 4th Dist.: A. F. Rupr, University of Kentucky 5th Dist.: Gworce Krouan, Notre Dame University 6th Dist.: HucH McDermort, University of Oklahoma 7th Dist.: J. W. St. Ciam, Southern Methodist 8th Dist.: -WiLLarD Witre, University of Wyoming 9th Dist.: R. W. Ginn, Oregon State College OFFICIALS COMMITTEE Caney Spicer, Georgetown (College, Chairman H. G. Otsox, Ohio State University RESEARCH COMMITTEE Evererr Dean, University of Indiana, Uhatrman W. S. Cranpurr, Marquette University Dr. F. C. ALLEN, University of Kansas Craw Rory, University of MWitnols Dr. Jas. A. Natsmurit, University of Kanans Dr. JAMES A, NAISMITH, UNIVERSITY OF KANSAS A, C, LONBORG, NORTHWESTERN HONORARY PRESIDENT FIRST VICE-PRESIDENT RSASKETBALL COACHES PT GEO. R. EDWARDS, UNIVERSITY OF MissouRi SECRETARY-TREASURER ° BULLETIN NOS 21934-3$35 Edited by Geo. R. Edwards, University of Missouri Our Relation to the Game - by Nick Kerns The Effect of Muscular Steadiness Upon Shooting Accuracy - by Everett S. Dean Study of Play at End Lines - by John Bunn Changes in Convention Headquarters Other Books by Association Members Wants Basketball Movie Shorts New Center for Colorado Successful Clinic at Kentucky Court Games to Madison Square Garden Sponsor Basket Shooting Contest Rules Interpretations Cause Trouble Big Tournament for Next Olympics P.S.:—WILL SER YOU AT THE NVPIONAL CONVENTION IN CHICAGO. APRIL 3. 1k AND 5. 1935, OUR RELATION TO THE GAME by Nick Kearns, Big Ten Basketball Official The importance of basketball officials in our game is evénced by the care and precision with which the coaches select them. They are not picked out of a clear sky, nor from names in a hat. They are care- fully considered, and the coaches, as a rule, correspond with each other regarding certain individuals who should officiate in their particular games. In the selection of these officials the coach, above all, must- have faith in the man's honesty. If the coach has the slightest doubt about the official's honesty he should immediately dismiss the latter from his mind. I consider honesty the prime requisite of good officiat- ing. Also, I believe that, if the coach realizes in his selection, that the official has the courage of his convictions, he has selected as good a man for that game as can possibly be found. For any man who will take a whistle and walk upon the basketball floor with the thought of cheating five boys who are out there with their heart and soul set to win, there is no electric chair or guillotine ade- quate enough for his execution. On the other hand, the official is confronted with the coach who is constantly shouting out from the bench, threatening that he will never again engage the official, and otherwise abusing him in the dressing room; and this, from the gentieman who is supposed to be a character builder. A coach's blacklisting an official from future competition in his par- ticular games because of the fact that the official has missed one or more penalties during a game, or has called them extremely close on the par- ticular team which he is coaching, is the cause, on many occasions, of inefficiency on the part of the officials. If we were in a position to penalize by fine the coach who would address us in such manner, there would be no further disturbance, or at least very little, from coaches, during, or after the game; but we would still have blacklisting because there is no organization in back of us. With the exception of the coaches and the schools themselves we stand unprotected. On many occasions during my twenty years of basketball officiating I have been asked by the president, the trustees, or the director of athletics of many institutions what I thought of his basketball coach. Possibly, if I were truthful, my remarks might lead to the coach's being asked to resign. Realizing that most coaches have obligations in life, such as the support of a wife and children, I have at all times, as I know many of my fellow officials have done, boosted and praised the coach highly. We have been more or less resvonsible for the retention of a coach for many years after such questions have been put up to us. Why not then have that same feeling towards the basketball official ? Inasmuch as you have already designated this man as honest and as having the courage of convictions, why not go along with him and fell as though it is one of the toughest games in our athletic curriculum to officiate to the satisfaction of the coach, the player, and the spectator ? It is my belief that if coaches would have a more definite and friendly undertanding with the officials whom they so kindly hire, our game of basketball would improve rapidly. This friendliness and good will would bring about a resultant good feeling on the part of the players, who by their many remarks and actions can force a crowd to terrific boos that we so often hear during the forty minutes of play. It is my thought that teams who are fortunate enough to belong to a conference should classify their officials as A, B, and C. The man who has been in the game for a number of years and, in your, opinion, is of the better grade should receive a top fee. The man with less experience and less ability than a Class A man should receive a lesser fee. Beginners should be relegated to the C class. [I look at this purely from a business standpoint. If I hired a man tomorrow I would pay him for what I got. If he were young and inexperienced I would start him at a minimum wage. As his knowledge and experience improved, his salary would be inoreased. I believe this also holds good in basketball because I could not expect from a beginner or from the Class B official what I ought to expect from an old timer. Meany times when an old timer is hooked up with a beginner and the game does not go along smoothly enough for the coach, the coach will address his remarks on certain fouls that are missed to the more ex- perienced official because he is expected to carry the load. Why, then, can't we financially reimburse the old timer for the load he assumes in carrying the beginner ? I know that, if the bond between basketball coach and official is strengthened it will improve our game with leaps and bounds. The fact that a coach has engaged the man on the floor because he knows him to be honest and to have courage to call what he sees, should be proof enough that the game will be played according to the rules. We admit our mistakes, Should not a coach also on his defense, offense, and substitutions ? RESULTS OF KANSAS ~ KANSAS STATE TESTS The games in which Kansas and Kansas State tested various pro- posals for rules changes found the two splitting the series. Each team lost its home game. Kansas State won at Lawrence in an overtime contest 39 to 35 while Kansas was the winner at Manhattan 40 to 26. Votes registered by spectators showed an approval of (1) séeortng three points for a field goal; (2) Placing the backboards six feet from the end line; (3) Use of restraining circles for jump balls; (4) Throw- ing of personal freethrows in the half of the court where the foul was made. Number 3 received only a very small margin of approval while the others were more decisive. The spectators were almost 3 to 1 opposed to any elevation of the basket THE ZEFECT OF MUSCULAR STEADINESS UPON JHE SHOOTING ACCURACY OF VARSITY BASKETBALL PLAYERS. Everett S, Dean, Basketball Coach University of Indiana - Anything that exists, exists in a same amount, therefore it can be measured, Basket shooting ability undoubtedly exists, and existing can be measured. The problem, however, is more difficult than the bare statement of facts would indicate because we must first dis- cover those characteristics which operate either independently, or as a pattern to produce accuracy in basketball shooting; and second, these characteristics must be carefully measured. The keen observer of basket- ball notices certain characteristics which all good basketball shots seem to possess: eg: among the more predominate are: -- Coolness during the game (muscular steadiness); Speed (reaction time); Vision (to see the field ahead and to the side); Intuition (perceptional ability), etc. The writer, taking his cue from the opening statement of this paragraph had set himself the task of measuring each of these characteristics listed above and connecting the results with the actual scoring record of each individual member of his squad. THE PROBLEM - Scientifically conducted experiments in basketball have been few and far between, and those that have been made, have been largely of the laboratory type and not in the natural, normal basketball environment. Kellogg, measuring muscular stability, found that exercise produced an increased instability. His study was conducted in the psych- ological laboratory in an environment far removed from a basketball court. Eaton, (1) measuring the stability of freshmen basketball players in the normal playing environment, found that their stability varied greatly as a result of competition. These two studies mentioned above are typical of the investigations in this field. But they failed to determine the relation- ship, if any, which existed between muscular stability and changes in muscular stability and other performances. In light of these investigations concerning muscular stability, the chief aim of this study is to determine the relationship of muscular steadiness and changes of muscular steadiness to shooting accuracy. EXPERIMENTAL CONDITIONS =- The apparatus selected to measure steadiness was a modified plate and stylus tester of the Whipple type. SUBJECTS - The subjects were twenty members of the Indiana University Basketball squad during the season of 1933 - 34. There were three testing situations: Sl. Just before starting practice. S2. After one hour of practice. S3. At the close of practice one hour later. The apparatus was located in front of the playing floor and the Sl was tested standing with right arm fully extended and straight from the shoulder. The testing period was of 10 seconds duration. The tests were taken each practice period during the entire basketball season. PROCEDURE - Immediately upon reporting for practice the players submitted themselves for the test. One hour later the same players were given the test again. At the close of practice the players were tested again. This showed the effect of fatigue upon muscular steadiness, RESULTS - The data collected in this investigation consists of the daily record made in steadiness and the record of both free throws and field goal shooting. The publication of all this data necessitates considerable space, and as our main interest was in the relationship ex- isting between muscular steadiness and shooting ability only averages will be included in this paper, together with correlations. TABLE I STABILITY RECORD SubjecTs PI213 (41516171819 [/olie liz [ts 14 115 | 16117 |iallg ILS| 2136) 615. %.6 / 7 11.64 9 9.6|9.5|/2 /8\26|9.8/2 |/é 19 \9.2\18 18 |26)/4# pool 15 \26 /8 \2- jo TABLE II SCORING AVERAGES Subjects” ve ——, ZSI¥IFS 16171819 oly ii2z 13 [14 [15 [16 [17 [18119 [2 |2/ 33122|27 35| 20|\26|30 | 34#|20|20/2/ |32|30 (22/37 |22)28|29 |127. 60|7/ | 60 15 | 46| S975 | 67 | 52) 59) 50167167 [34170 | 56) 50 | S41 54) The criterian of the part muscular steadiness or lack of steadiness playes in shooting ability is the correlation coefficient ex- isting between steadiness and scoring effeciency. In Table III are the correlation coefficients between the different stimulus situations and scoring ability. These correlations indicate that there is a significent relationship between the changes in muscular steadiness of the basketball Player and his scoring efficiency. TABLE IIT CORRELATIONS Sl 82 S38 Scrimmage Field Goals ~...-..-------- 47 23 12 Practice Field Goals = - 29 92 Practice Free Throws..----.---------- 53 33 34 Average Scoring Games and Practice -. 3g 43 37 CONCLUSIONS - There are great individual differences in both mormal steadiness and changes in steadiness resulting from exercise. There is a definite relationship between steadiness and scoring ability. CHANGE IN CONVENTION HEADQUARTERS Since the announcement in the November Bulletin it has been necessary to re-locate the headquarters in Chicago for the 1935 meeting. The committee has picked the Hotel Sovereign on Chicago's North Side. This choice offers many increased facilities over the original selection. The Sovereign is a large hotel with splendid meeting rooms and 4 . beautiful swimming pool open only to guests. It is only a few steps to Loyolats big gymnasium where exhibition games and demonstrations will be held, The management features care of athletic teams being chosen this year by most of the teams visiting Chicago as well as housing the squads which compete in the National Catholth High School Tournament. Rates are very reasonable with $2.00 per person for two in a room, and $1.50 each for four to a suite. Nick Kerns, Big Ten Official, and promotion man- ager for the Trustees Managing Service at 316 South Michigan Avenue, has charge of reservations and convention arrangements. OTHER BOOKS BY ASSOCIATION MEMBERS A partial list of texts on basketball of which members of this Association are authors was printed in the December Bulletin. Omitted unintentionally were several valuable works published by the Sayger Sports Syndicate of Tiffin, Ohio. "Suz" Sayger, president of the Syndicate is an Association mem- ber. He is the artist and author of a Sportsmanship booklet which contains fine illustrations of various fouls, violation, officials signals, and rules interpretations together with space for line-ups, schedules, and advertisments. When quantity purchases are made this booklet is so low in price that many schools are distributing them free to spectators in attempts to increase game interest and promote better sportsmanship. "Basketball's Assistant Coach", written by Paul "Tony" Hinkle of Butler University is a well illustrated new book which offers many new slants, : "Basketball" by H.G.Olsen of Ohio State University, former pres- ident of this Association, shows illustrations of his offense and gives complete series of plays for three set offenses and one rotating offense. WANTS BASKETBALL MOVIE SHORTS Adolph Lewandoski, coach at the University of Montana, sends in the suggestion that some one of the gifted coaches should use his powers in collaboration with some movie expert to devise some explan- atory pictures of basketball plays to be shown in motion picture theaters so that the general public will see more clearly the skills necessary to good basketball. The work of Grantland Rice is his shorts on football, diving, and golf illustrate the type of promotion that Lewandoski would like to see. STUDY OF PLAY AT END LINES : John Bunn, Coach of Basketball ' §tanford University s There are two places on the basketball court where play is likely to be somewhat congested. These two places are under the bask- ets and at the center jump. As 4 result of congestion, play has a tend- ency to become too rough. In order to eliminate as much of this unavoid- able rough play as possible, much rule legislation has been proposed. Modification and even elimination of the center-jump have been suggested to correct the one situation; while 12-foot baskets, more points for goals made from far out in the court, and more space between the back- board and the end line have been advanced to help the other. This report deals with observations and data taken in connec- tion with different distances between the backboard and the end line. The regular distance according to the present rules (2 feet), a distance of 4, feet and another of 6 feet were used. Data were taken in each case to determine (1) how many balls went out of bounds unavoidably at each end line, (2) how many balls went out of bounds due to the end line, (3) how many out of bounds balls were probably due to the end line, and (4) the number of times that the added distance beyond the regular end line was used. In addition, observation was made as to any difference in the play around the basket and at the end as a result of the different areas behind the backboards. The data in th: columns headed N"ynavoidable" refer to the number of times the ball went out of bounds at the end line as a result of bad passes or shots missing the goal, etc. In all such cases it was judged that regardless of how far the end line may have been away from the back- board, the ball would have gone out of bounds. No player was in a position in each case to recover the ball before it went out of bounds. The data in the column headed "due to end line" refers to out of bounds play that in the judgment of the recorder might have been avoided were it not for the limitations of the end line. An example of such a case would be when the player touches the end line with the ball in his posses- sion or while he falls out of bounds in his attempt to keep his balance and remain in the field of play. The data in the column headed "probably due to end line" refer to play about which there was some question as to whether the ball could have been retrieved or not before it went out of bounds. — The data in the column headed "between the white and black lines" refer to the number of times that the added area beyond the regular end lines was used during the play. Observations were made concerning the difference, if any, in the amount of crowding, jostling, blocking, charging and other types of congest- ed play which tend to cause roughness around the basket. The regular size of the court upon which the tests were made is 50! x 89'. The boundary lines are marked in black. At one end an addi- tional end line was marked off 4! beyond the regular end line. This gave a distance of 6! behind the backboard. At the other end an additional end line was marked off 2! beyond the regular end line. This gave a dis- tance of 4' behind the backboard. These added lines were marked in white to contrast with the regular boundary lines. In each game that was played, one of two combinations of end lines was used. The game was played eitherwith 2 feet behind the backboard (the regular distance) at one end and 4 feet at the other, or 2 feet at one end and 6 feet at the other. No games were played with 4 feet at one end and 6 feet at the other. Fourteen regular games with two varsity teams were played. Eight of these were with the 2 feet and 4 feet end lines; and six were with the 2 feet and 6 feet end lines. Eleven additional scrimmages were held with different combinations of players and the scrimmages were for different leng- ths of time as shown in the tables. Five of these scrimmages were with the 2 feet and 6 feet end lines and six were with the 2 feet and 4 feet end lines. Because of the double markings at the end of the court and because of the conditioned reflexes with respect to the distance under the present rule, between the backboard and the end line the players experienced some difficulty in adjusting themselves to and taking advantage of the greater freedom offered as a result of the extension behind the backboards. The data is arranged in the order in which the games were played, so it may be seen that as the players became accustomed to the added Space they used it to advantage. It will be noted from the tabulated data that the number of "un- avoidable" out of bounds balls were comparable regardless of whether the end lines were 2,4 or 6 feet behind the backboards. This is as it should be if the judgment of the recorder is correct. With respect to a comparison of out of bounds due and probably aue to the end lines between the 2 and 4 feet end lines, it will be seen that there were four times more out of bounds balls at the 2 feet end than there were at the four feet end line. This same relationship holds true between the 2 and 6 feet end lines. The same relationship, although not as pro- nounced, holds true for out of bounds balls that are probably due to the end lines. The difference is so marked both from the study of the recorded data and from the observation of play that one is forced to the obvious conclu- sion that there is a decided advantage to continuity of play in favor of the extended end lines. From the recorded date there seems to be no apparent advantage between the 4 and 6 feet end lines. However, from the standpoint of the use of the added area and from the standpoint of the observations made concerning freedom of movement and elimination of roughness, everything points to the 6 feet end lines. It will be noticed first of all that there was practically twice as much play beyond the regular end lines in the case of the 6 feet end lines as there was in the case of the 4 feet end lines; 156 cases as against 87. It was observed, however, that there was considerably more freedom under the basket at the 6 feet end lines than there was at the 4 feet end line. The 4 feet end line did not permit the player taking the ball off the back- board to take a step with freedom or to circle out around his opponent be- hind the backboard with the ease that was permitted at the 6 feet end line. As a result of this difference practically all of the blocking, pushing out of bounds, charging and general roughness was eliminated at the 6 feet end line. The writer is heartily in favor of changing the rules so that the face of the backboards sets into the court 6 feet from the end lines. How- ever, before such a change is made a thorough study through a questionnaire survey is recommended in order to determine the feasibility and cost of mak- ing such a change in the various gymnasia of the country. This should be done because it is felt that no change in the rules should be made which would be impossible of general execution. With the changes in the recom- mended size of courts it would probably be a wise plan to move the back- boards into the court an additional 4 feet rather than to extend the length of the court. FREER STUDY OF PLAY AT END LINES off Unavoidsble out of bound Out of Bounds Balls Out of Bounds Balls Between Reguler Foot ;Four Foot Foot Foot Foot our 2 2 All Games Between Two Varsity Teams. TOTALS 67 8 NEW CENTER FOR COLORADO A 6% pound son, "Junior", was born December 22 to Mr. and Mrs. Earl "Dutch" Clark in Pueblo, Colo. The father is basketball coach at the University of Colorado having recently assumed this duty after a fine season in professional football where he was selected as the All-pro quarterback. SUCCESSFUL CLINIC AT KENTUCKY More than 400 coaches and officials attended the annual basket- ball clinic and rules discussion sponsored by Coach A.F.Rupp of the University of Kentucky. A program of wide interest was presented. Dave Kerr, coach of the New York Celtics showed motion pictures of his famous crew. Other features were explanations and demonstration of Taping and Training, Ball Handling, Pivot Play, Goal Shooting, Zone and Man-to~man Defenses, and Relations Between Coaches and Officials. COURT GAMES TO MADISON SQUARE GARDEN Se Oe ee ee ee Handicapped by the intensive promotional campaigns of rival indoor athletic activities the colleges of Greater New York City have pooled their efforts to attract greater public attention by arranging six double-header series to be Played in Madison Square Garden, Com- bined in this program are City College, Fordham, New York U., St. John's, Manhattan and Long Island U. In addition to games between these strong rivals several other sectional leaders will be imported. Among the visiting teams will be Purdue, Duquesne, Notre Dame, Kentucky, and Westminister. In the event that the series fails to decide the champions of the metropolitan area a late season game will be staged to settle the title claims. With the publicity scources available to Ned Irish, Garden Basketball Director, the coaches of the New York school anticipate that the plans will result in the greatest season that the sport has ever enjoyed. SPONSOR BASKET SHOOTING TOURNAMENT Under the direction of Nat Holman the 92nd Street Y.M.H.A. of New York City dedicated its new roof gymnasium to Eastern basketball players and fans by holding its First Annual Basket Shooting Contest early last month. The entries were divided into three sections; high School, college, and Jewish Community players with each organization limited to three representatives. Fach contestant was allowed 25 t¥Ptals from the freethrow line. Prizes were awarded the three best scorers in each division. The novel contest attracted great newspaper interest and filled the new gymnasium with coaches, players, and fans. INTERPRETATIONS CAUSE TROUBLE RULES INTERPRETATIONS cee Variations in rules interpretations which cause confusion have come to light recently bringing with them the usual difficulties. Rule 8 Section 8 (b) Note: Two rulings are found in the sit~ uation in which a player with the ball advancing from the back court stops with his pivot foot on the center line and the other foot in the back court. 1. The High School Federation permits the player to move the loose foot into and out of the front court without making a violation. 2. Most section rule that if the loose foot in placed in the front line that it cannot be returned to the back court without a viola- tion being assessed. Rule 5 Section 3 (last sentence): After a foul called for a double or technic reethrow a su stitute enters the game. As soon as the freethrow trial is made, and before the ball is tossed at center, the substitute is withdrawn and the original player returns. 1. Some sections rule that since time was out the freethrow does not constitute a resumption of play, therefore the last change in players cannot be made. os 2, Other sections rule that the freethrow under such con-". ditions is a resumption of play and that the change is legal. : Qswald Tower, Editor of the Rules, gives the opinion: "An attempted Freethrow, successful or not, constitutes 4 resumption of play because it is an attempt to score 4 goal.. The fact that time is out during all or part of this operation has no. bearing. Therefore & player may be withdrawn from the game prior to a freethrow and returned to the game immediately after the freethrow". BIG TOURNAMENT FOR NEXT OLYMPICS Announcement that basketball will on the program for the 1936 Olympic Games in Berlin has given the sport a world wide boost. The latest word from Dr. Karl Diem of Germany, who is in charge of the events, states that twenty-four countries have already signified their intentions of sending teams. Those definitely heard from are Argentine, Belgium, Estonia, Latvia, France, Italy, Austria, Switzerland, cgechosolovakia, Hungary, United States, China, Greece, Cuba, Japan, Poland, Roumanta, Portugal, Spain, Brazil, Phillippines, Bulgaria,, Mexico, and Canada. The American Olympic Comittee soon will announce its plans for selection of the team to represent this country. Details of the tour~ nament will be included in 4 sport booklet now being prepared by the German Olympic Committee. HOWARD ORTNER, CORNELL PRESIDENT THE NATIONAL Ass} DR. JAMES A. NAISMITH, UNIVERS:TY OF KANSAS HONORARY PRESIDENT OFFICERS AND BOARD OF DIRECTORS Dr. Jas. A. NarsmiTH, University of Kansas Honorary President Howarp B. OrtNner, Cornell University President A. C. Lonsono, Northwestern University First Vice-President Dr. H. C. Cartson, Pittsburgh University Second Vice-President E. A. Kevtgnzr, Fordham University Third Vice-President Groroz R. Epwaxps, University of Missouri Secretary-Treaaurer Ror MtNvorrr, Georgia Tech Nat Hotman, City College of New York W. 8S. CHanpier, Marquette University MEMNERSHIP COMMITTEE B. T. Grover, Obio University, Chairman 1st Dist.: E. J. Hickox, hie College 2nd Dist.: Nar Horsman, C. C. N. 8rd Dist.: Vat Lextz, St. Jobns Gio Annapolis 4th Dist.: A. F. Rupr, University of Kentucky 5th Dist.: Ray O. Deirricx, Ohio Wesleyan University 6th Dist.: J. C. TrrespaLmy, Grinnell College Mausu Ditnerp, Carleton College 7th Dist.: Louris MeNzg, Iowa State College Sth Dist.: G. O. Romnax, Brigham Young University 9th Dist.: Sam Barry, University of Southern California PRESS COMMITIFE Dr. F. C. Aten, University of Kansas COACHING ETHICS COMMITTEE Jouxn W. Bunn, Leland Stanford University, airman Ne.s Nororex, University @ Chicazo W. H. Browne, University of Nebraska BASKETBALL RULES COMMITTER A. A. Sciiabinarr, Cre‘;hton University, hairman ist Dist.: A. D. Kanter, Brown University 2nd Dist.: L. P. Axpneass, Syracuse University 83rd Dist.: Gus Tenr.., University of Virginia 4th Dist.: A. F. Rerr, University of Kentucky Sth Dist.: Groner Krocan, Notre Dame University 6th Dist.: Hucw MecDermort, University of Oklahoma 7th Dist.: J. W. St. Crain, Southern Methodist 8th Dist.: Wi..arp Witte, University of Wyoming 9th Dist.: R. W. Gint, Oregon State College OFFICIALS COMMITTEE Canuy Spicer, Georgetown College, Chairman H. G. Orson, Ohio State University RESEARCH COMMITTEE Evererr Dean, University of Indiana, Chairman W. S. CHanpier, Marquette University Dr. F. C. ALLEN, University of Kansas Craio Rusy, University of Illinois Dr. Jas. A. NatsmMiTH, University of Kansas FIRST VICE-PRESIDENT ASKETBALL COACHES SECRETARY-TREASURER BULLETIN NUMBER 5 MARCH 1955 oo ANNUAL GONVENTION ISSUE The Convention Program for 1935 A Message from Our President by Howard Ortner How to Reach Convention Headcuarters Whetting Your Appetites Keep in the Ranks - Bring a New Member Method of Analyzing Offensive Efficiency by Pierce Works Comparison of Fatigue Effects of Two Types of Basketball Floors by John W. Bunn Membership Application Blank P. S.:—WILL SEE YOU AT THE NATIONAL CO APRIL 3, 4, AND 5, 1935. ———_ VENTION IN CHIC a — IE A C. LONBORG. NORTHWESTERN GEO. R. EOWARDS, UNivEeRsiTY OF MissoUR: | } + { A a es CONVENTION PROGRAM NATIONAL ASSOCIATION OF BASKETBALL COACHES CHICAGO, ILL. HOTEL SOVEREIGN APRIL 3, 4, 5, 1935 WEDNESDAY, APRIL 3 8:00 A.M. REGISTRATION OF MEMBERS 10:00 A.M. MEETING OF THF BOARD OF DIRECTORS 2:00 P.M. ASSOCIATION PROGRESS -- President H. B. Ortner REPORT OF THE SECRETARY-TREASURER -- George R. Edwards REPORTS OF COMMITTEE CHAIRMEN: Membership - B.T.Grover Press - Dr. F.C.Allen Officials -- Carey Spicer Research - Everett Dean Coaching @thice -- John W. Bunn BASKETBALL IN THE 1936 OLYMPICS - Dr. F.C.Allen PRELIMINARY RULES DISCUSSION - A.A.Schabinger 8;00 P.M. DEMONSTRATION GAMES -- Loyola Gymnasium THURSDAY, APRIL 4 10:00 A.M. BASKETBALL OFFICIALS' PANEL - Harold G. Olsen (All coaches and officials are invited to participate. Intersectional uniformity in interpretations will be featured in this round table discussion.) TECHNICAL BASKETBALL DISCUSSIONS Man for Man Shifting Defense -- George Keogan Zone Defensive Formations ----- Louis Henze Individual Finnesse ----------- Nat Holman Quick Break Attack -<---------- Ward Lanbert Elimination of the Center Tap - John W. Bunn Footwork in Basketball -------- 4dolph Rupp SECTIONAL REPORTS ON 1935 BASKETBALL MOTION PICTURES University of Kentucky vs. New York University Fundementals of the Original Celtics National Federation Rules Interpretations 7:00 P.M. INFORMAL BANQUET Featured speakers will be: Major John L.Griffith; Dr. James C.. Naismith; Dr. Walter F. Meanwell ENTERTAINMENT - Professional vaudeville type FRIDAY, APRIL 5 10:00 A.M. REPORT OF THE RULES COMMITTEE - A.A.Schabinger CONVENTION VOTE ON PROPOSED CHANGES TO BE SUBMITTED TO THE NATIONAL RULES COMMITTEE NEW BUSINESS REPORT OF THE NOMINATING COMMITTEE ELECTION OF OFFICERS FOR 1956 A MESSAGE FROM OUR PRESIDENT Dear Fellow Coach: Basketball has gone forward this year more than ever, larger crowds have witnessed America's national indoor game, and the Olympic Committee has given it a place on the 19326 program. With this greater interest, more intersectional games have been scheduled, and greater problems have resulted. You will have your opportunity to make your influence felt in anything that concerns the game at the National Coaches" Association Convention, which is to be held in Chicago at the Sovereign Hotel on the ord, 4th, and Sth of April. Most of the notables in basketball will be present, including Dr. James C. Naismith, the inventor of the game. There will be an in- teresting and entertaining program. "Dutch" Lonborg promises something unusual at our informal banquet on the 4th. Nick Kearns is turning over the hotel's swimming vool for our private use, so bring your swim- ming suit and bath-robe. ; Get the old bus tuned up, and make up a party and meet with the best bunch of fellows in the land. Don't fail to save this date for the renewing of old friendships, as well as for meeting new men in your profession. Cordially yours, H. B. Ortner, President HOW TO REACH CONVENTION HEADQUARTERS SOME GENERAL INFORMATION: The method for finding the way.e- round Chicago is very simple. Madison Street runs through the city in the East and West directions. State Street runs in the North and South directions. Locations and streets are numbered in relation to these two main arteries. There are about 800 numbers to each mile. The Sovereign is at 6200 North and 1100 West. Thus it is a little short of 8 miles from Madison Street and a mile and a half from State Street. “= Michigan Avenue, Lake Shore Drive,and Sheridan Raad are three names applied to the same thoroughfare which borders the siness dis- trict on the East and runs North along the lake. The Elevated electric lines come from the outlying districts and circle the business section. This "circle" is ponularily known as the "loop" and is the heart of the business and theatrical territory. HOTEL SOVEREIGN is located at 6200 Kenmore Avenue. Below are directions for reaching it. BY MOTOR : Those who use their own cars can reach the Sovereign by traveling to the East side of the loop to Michigan Avenue, Then go North to 6200. Sheridan Road passes our headquarters. be Bu This is the best type of local transnortation Take the trains marked "Evanston" and get off at Granville Station. Then walk one an a half blocks East. This trip requires about 20 minutes. BUS: Board the bus marked "Devon & Howard" or numbered "Si". The line passes convention headquarters, These buses may be caught in the loop on Jackson Boulevard, State Street ,Vashington Street, or on Michigan Avenue north of Washington, It is a forty minute trip. BY STRELT : The Broadway street car line will take you to Graville Avenue which is 6200 North. Then walk two and a half blocks Fast. WHETTING YOUR APPETITES Some Pre-convention Observations All of the 014 guard in the basketball soaching profession will be on hand in Chicago for the Ninth Annual Convention. Those who have attended former meetings would rather hitch-hike if necessary than miss these gatherings. They play thier games over again and again, and try to scare each other with details of next year's prospects. Hotel cleaners have a hard time to remove pencil sketches of scoring plays that the master-minders draw on table linen, doors, walls, etc. This year all members will be provided with lapel name cards so that we may become acquainted more easily, At a glance one can tell Nat Holman from Do@. Carlson, and Piggy Lambert no longer will be con- fused with Harry G. Olsen. The Loyola University Gymnasium is about 400 yards from our hotel. Loyola authorities have donated the use of the court for demon- stration games, and Leonard Sachs, coach at Loyola, will see that each member has a splendid seat. This gymnasium is the site of the National Catholic High School oo and is one of the best in the city. The Officials’ Panel headed by Coach Olsen is an addition to the program which is expected to be of tremendous value. With the large number of important intersectional games being played there is a need for coaches and officials to iron out the differences in interpreta- tions of the rules. Many of the leading officials will be present. All season they have listened to abuse from the coaches, and will welcome this opportunity to obtain a measure of revenge. Another interesting innovation concerns the showing of mov- ing pictures of famous players and their stunts. Exciting moments in the recent Kentucky - N.Y.U. game in Madison Square Garden will be on the screen. One fine reel shows how the Original Celtics perform their fundementals. Mr. Porter, of the National Federation of High Schools, will bring his reels showing confusing movements which cause some of the differences in interpretations. Still a third new addition deals with the clinic idea. These discussions will be led by men recognized nationally as authorities in basketball. Secrets will be barred. Most of the important features of the game will be covered in detail. Inside stuff galore will be spread. Nick Kearns and Dutch Lonborg have charge of the banquet and entertainment. This should be recommendation enough to insure some fine food and a classical show. Nick writes that some of the best enter- tainers in the Chicago theatrical field have been engaged for us. The fact that Nick is associated with the management of the Sovereign mens that our accommodations will be of the best. Room prices at the Sovereign for visiting coaches have been made very reasonable. Single rooms, two to a room, cost $2.00 each per day while suites to hold four cost $1.50 each. Meals also are low in price. Nick Kerans will attend to reservations for you. Write to him, The fine swimming pool of the Sovereign will be at our dis- posal without cost. Bring your own suits and enjoy a dip. It is plan- ned to have some of the A. A. U. champion divers show us how they plun- ged for their titles. Attendance at meetings is limited to those who can show a paid-up membership card. These cards can be obtained at the registra- tion desk. Tear off the last page of this bulletin and fill out the application blank. Bring it with you. Every type of modern travel will be used by members to reach Chicago. The majority probably will motor, and most of them have plan- ned to travel in parties to reduce expense. Road information may be ob- tained at all filling stations operated by the large oil companies.Low rates will be in effect on all railroads and bus lines. The repert of A.A.Schabinger, chairman of the rules section will be important. The recent season has seen more intensive study and research work by the coaches than ever before. The results of hundreds of experiments have been tabulated, and each proposal of any merit has been tested. Among these have been experiments with higher goals, new locations for the backstops,changes in the center jump, limitations for the pivot post, elimination of the ten second rule, and alteration in the timing rules. These and other features will be discussed minutely. After exhaustive consideration by the members votes will be registered, and the results submitted to the National Rules Committee. It is in this manner that the coaches’ group can render invaluable service to the game, and at the convention these meetings are featured by the earnest and serious effort displayed. The responsibility that should be in the heart of every coach demands his presence, his voice, and his vote at this time, KEEP IN THE RANKS - BRING A NEW MEMBER (Important extracts from a letter written by Nat Holman, C.C.N.Y.,to Hastern coaches are copied here since these are equally applicable to other sections. Basketball coaches must not only keep up their own memberships but should feel a responsibility to bring their co-workers . into this organization. ) "Saw a huckster this morning, while on the way to college, with his wagon loaded with fruit and vegetables -- a most appealing display it was. He was passing along a street flanked on one side by a huge warehouse, on the other by a five acre empty lot. There was not a house within two blocks,and still this huckster was going along, yell- ing at the top of his voice, ‘potatoes, cabbages, tomatoes, oranges”. "It occurred to me that here was wasted effort - a man try- ing to sell merchandise without contact with a customer. He was wast- ing his energy and his sales ammunition in yelling to brick walls and a field. Better it would have been had he reserved his strength until he came upon a street where there were houses, and where there were possibilities of listeners and customers. "I could not help but liken this little incident to a mail- ing list of basketball coaches which contains a number of names that are no longer prospects. YOU OUGHT NOT TO STEP ONT OF TH™ RANKS AT THIS TIME:KERP ALIVE TO WHAT IS GOING ON IN THE GAME YOU LOVE SO MTOR. MEET THE MEN WHO ARE COACHING IN VARIOUS PARTS OF THE COUNTRY. SLIP- PING ? Of course not. RENEW YOUR MEMBERSHIP AT ONCE. ----- "Basketball has gone forward by leaps and bounds this win- ter. We want to keep it up there where it rightfully belongs. To do so requires a solid organization composed of men in the game who are suf- ficiently interested to cope with its many problems. The rules have to be uniformily interpreted; the matter of screening with the ball and without the ball; the pivot play directly underneath the basket,etc., have to be handled. Only by voicing your opinion on these matters at our next Convention scheduled for APRIL 3rd, 4th and 5th at the Hotel Sovereign, in Chicago, can we truly obtain a representative opinion of the coaches throughout the country. "JOIN NOW. MAKE it your business to be at the Convention. Dont't think two or three Eastern representatives are sufficient to raise any dust on important changes that may be presented for imme d- idate action. KEEP IN THE RANKS.” ‘A METHOD OF ANALYZING OFFENSIVE EFFECIFNCY Pierce Yorks, University of California at Los Angeles It is, of course, trite to suy that the cardinal aim of basketball offensive strategy is to work the ball in for short shots, while at the same time forcing the opponents to take the_ long ones. This, of course, is premised upon the obvious fact that short shots are easier to make. In practice, however, we frequently find that the opvonents are quite as diligent in working for the short ones as we are, while at the same time both their defense and ours seem to resent very strongly all attempts to work the ball in for close shots. The results is that in the average contest both teams take short shots, medium shots and, to a lesser extent, long ones. One team may outshoot the other as a matter of mere percentuge of shots taken, but still lose because the opposition has more and better shots. On the other hand, all of us have suffered from the efforts of "hot" teams who salted the game away despite the superior and more numerous shots which our boys failed to realize upon. If consideration be given to situations of this sort, it becomes obvious that any anulysis of offensive efficiency must in some way correlate the number and the relative location of the shots taken with the percentage of goals made therefron. The following suggestions along this line are offered for what they are worth: 1. WEIGHING THE SHOTS TAKEN. For the same reason that all teams endeavor to work the ball in for short shots, it is clear that the mere number of shots taken is not in itself a definite criterion of offensive efficiency. For this reason different values or weights must be assigned to the shots attempted, dependent unon the ieeation of the shooter with regard to the basket at the time a shot is taken. A simple method of accomplishing this is to designate three zones in the chart book; Zone 1 being included within a virtual semicircle of six feet radius measured froma point directly beneath the center of the basket and closed by the end line; Zone 2 being included within a semicircle tangent with the outer edge of the foul circle and closed by the end line; while Zone 3 constitutes the remainder of the offensive area. Shots taken in Zone 1, irrespective of whether they are made or missed and including tir and follow shots, are awarded an arbitrary weight or value of 3; Zone 2 shots a value of 2; and Zone 3 shots a value of l. These are added and the total value or weight of all shots taken during the game by each team is thus obtained. 2. PERCENTAGE OF SHOTS MADE. This is, of course, obtained by dividing the number of field goals made by the total number of shots taken, irrespective of their location. The customary practice , so far as keeping the chart book is concerned, is to note upon it the number of the player taking each shot and the location of the player at the time, circling the number when the shot results in a field goal being made. 3. CORRELATING THE WEIGHTS AND PERCENTAGES, So far we have discussed the weights and the percentages wholly without relation to each other. The weights represent the results of the offensive system or of individual cleverness or both in obtaining proximity to the basket. The percentage represents shooting ability with or with- out cleverness in scoring when and if closely guarded. Fach element, however, plays its part in the general efficiency of the offense and hence each should be given due credit. This is best accomplished by applying the percentage of shots made (the game-criterion of shooting ability) to the weight of the shots taken (the game-criterion of man- euvering ability) a matter of simple multiplication. Thus Team A shoots .200 and has a weight of 100. Its offensive efficiency is therefore, eliminating the decimals, 20 units. Team B shoots .150 and has a weight of 150. Its offensive efficiency is therefore °2.5, or counting .5 or more as a whole unit, 23. This system of analysis as applied to trelve game of the Pacific Coast Conference, Southern Division, for the current season is given below,each of the teams of the Division playing in at least four of the games noted. In all of the games the visiting team is desig- nated "A", the home team "B": OFF. GAME | TEAM | SCORE| SHOTS |F.G.| Pc. | Z1] Z2| Z3 | Wr. | EFF. 7 A 24 57 B | 1460): Ob. 36) 22-4 137 116 B 35 49 12 | .241/ 13]. 25] 11 | 100 | 24 2 A 38 64 15 | .235] 10} 44] 1o | 128 | 30 B 26 58 6 | .103] 12]; 32] 14 | 114 | 12 3 A 39 87 16 | .184] 27| 39] 21 | 180 | 33 B 34 68 13 | s391' 3S} 3s }.-S2-) 1ar fel 4 A 27 57 43 | 3305) 51-38 bio 1200 "| 19 B 34 81 14 | .173| 13] 46] 22 | 153 | 26 5 A 32 67 to | ci Si. B4-| 20-107 119 B 38 56 13 | ,26e) 12l- -S3-| 330 135-1 26 6 A 52 66 24 | .364] 21] 41 41149 | 54 B 22 66 6 | .091| 13] 37] 16 | 129 | 12 W god A 39 82 16 | .195} 13] 40] 29 | 148 | 28.8 B 37 58 14 | 244) 167 =32 | 13-1 191 | 28.1 8 A 21 69 8 Fis a5! 187-35 T 138 ft 4 B 38 54 17 | 3151 201 241 10 |-4i8 | 37 9 A 22 62 & | eo S| ae 38 7 ie 7 14 B 55 58 23 | .397| 16] 38 4] 128 | 51 10 A 28 70 9 | .188| 211% 18 | 31 1 130 | 17 B 33 50 13 1.286! 15) 18 |. is 95 | 25 ia A 16 70 6 | .086/ 10] 30] 30 | 120 | io B 35 63 15 | .238| 9! 25] 29] 106 | 25 12 A 33 (42 11 |.262] 8] 28 6 86 | 23 B 43 52 16 | .308| 18] 29 5 | 117 | 36 * Overtime, 55-35 at end of regular playing time. A study of the foregoing table will show that the offens- ive effeciency in units approximates twice the number of field goals or, in other words, the number of points per game score by field goals, In games 1 and 2 it will be noted the relation is exact in each case, ignoring decimals. This but serves to emphasize the ne- cessity for a correlation between the weights and percentages, for further analysis will show that neither of these elements taken :alone in comparison between the two contestants in. any given game affords an accurate criterion of the resnective offensive efficiencies of the two ovnonents, This is further illustrated below by the appended data showing, among other things, the won and lost record of tpe high per- centages and weights. In addition to this, a brief resume of the 12 contests may be of further interest. Games 1 and 2 were between the same two teams. B won the first night with high percentage and low weight. A won the second night, being high in both percentage and weight. Game 3 was won by & with low percentage but an overwhelming weight advantage (180-111). Ganes 4 and 5 were between the same two teams, B winning both games, On the first night the winner was 20 points low in ver- centage but 53 high in weight. On the second night tne winner was high in both percentage and weight by margins of 53 in the former and but 6 in the latter. Yet in both games the correlated offensive ef- ficiency was the same, namely 26 - 1. In other words, B displayed better maneuvering ability the first night and better shooting abil- ity the second night, but the margin of superiority for the two games remained constant. Gane 6 revealed a margin of superiority in team A that was greater than either the score or the number of baskets indicated. Paradoxically enough, both teams had the same number of shots, but, in addition to being well outweighed, B shot for but .091 against a "hot" 564. Games 7 and 8 were played between the same two teams, with A winning the first game, an overtime contest, by two points, being high in weight (148-121) but low in percentage (.195-.241). The correlated efficiency, however, shows that the losing team had a shade the better of it (29.1-28.8). On the second night (Game 8) the weights were even at 118, but B sowed an overwhelming superiority (.315-.115) in shoot- ing. Game 9 was won by team B, who not only excelled in weight (128-116), but proceeded to set a season's record of 23 baskets out of 58 shots, for a percentage of .397. Games 10 and 11 were Played be- tween the same two teams and were both won by B, whose shooting sup- eriority more than overcame the fact that they were outweighed in both games. B's consistency in the series is shown by the offensive effic- tency of 25 for both nights. Game 12 was won by B through clear sup- eriority in both percentage and weight, its marging in Zone 1 shots (18-8) being especially notewrothy. The full value of the foregoing data may verhaps be gath- ered from the summarization given below which shows the result in games won and lost of the various elements we have been discussing: Won Lost Tied High percentage and weight 5 QO 0 High percentage 9 3 0 High weight 8 3 1 High percentage - low weight 3 3 0 High weight - low percentage 3 3 0 Most shots 5 6 iL Most Zone 1 shots 8 4 0 Most Zone 2 shots 8 4 0 Most Zone 3 shots 2 10 0 The following data may also be of interest: Game No. Highest offensive efficiency 54 6 Lowest winning offensive efficiency 24 L Highest losing offensive efficiency 29 7 Highest shooting percentage 2-597 9 Lowest winning percentage 173 4 Highest losing percentage 262 12 Highest weight 180 3 Lowest winning weight 100 x Highest losing weight 130 10 The foregoing method of ascertaining offensive efficiency does not pretent to be any more than exceedingly simple in its nature. This is largely due to the primary fact that the weights assigned to the various zones are purely arbitrary, rather than being based upon actual statistics. At the same time it is believed that the foregoing data reveals taht the method does give a reasonably accurate correla- tion of maneuvering and shooting ability. eee ee wee ew ew wee For two years work has been in vrogress at Stanford to deter- mine the time required for an individual's pulse and pulse pressure to return to the resting state after the completion of a specified exercise. It is an established fact as shown by the work of Bainbridge in his book and the accompanying bibliography vn the Physiology of Muscular Activity that there is a definite relationship between the strenuousness of the activity and the time required for the pulse and pulse pressure to re- turn to its ele | state. With this statement to suffice as authority for the »rocedure in this paver, the following rather interesting dis- covery was stunbled onto. Fatigue tests were being run on basketball players. As a part of this program their pulse and pulse pressure during rest prior to a practice game were recorded, and then after the game, and while the player was resting under the same condition as before the game, readings of pulse and vulse pressure were taken at regular five minute intervals until his pulse and pulse pressure returned to its normal resting state as recorded before the game was played. Two basketball courts are available at Stanford; the regular basketball pavilion and a court in the gymnasiun. Due to students' ac- tivities which were scheduled for the ovavilion it became necessary to move some of the tests to the gymnasium court. AS a result a wide discrepancy in recovery times for games played in the gym from the games in the pavilion was observed. At first it was thought that this variation was due to the difference in reaction of an individual from one test to another, so several were repeated . Always the variation was in the same direction and consistent for the same individual. A considerably greater time was reauired for recovery from the games played in the gym than for games played in the pavilion. The amount was from 5 to 10 minutes for one individual, which is insignifi- cant, to 80 minutes for another, which is quite marked. The following Table shows the results for eleven tests, The figures indicate the time requirec for the recovery of the pulse to normal resting state after a regulation game of basketball. 4s is noted, eleven of the tests were for games played in the pavilion,and eleven for games played in the gym. Tine of Pulse Recovery to Resting State after Basketbal] Games en Two Different Tynes of Floors Subject | Minutes to recover Minutes to recover Differences in after game in gym | after game in navilion recovery time | 7 80 75 5 2 80 55 25 3 110 100 10 4 80 35 45 es 180 50 80 6 100 80 20 7 110 80 30 8 140 90 50 9 120 90 30 10 90 40 50 Ly 100 70 50 All conditions in each test were kent as nearly constant as possible. The same team was used each time; the games were played at the same time of day; the habits of the individuals were kent as nearly con- stant as possible before each test; temnerature and humidity were noted each time; only one game was played a day and the tests were run in pairs, first one in the pavilion and then one in the gym, and then the order of play was reversed to correct for any discrepancies in this res- pect, It will be noted that while the recovery time varies for dif- ferent individuals, the shorter recovery tine is always in favor of the games played on the pavilion court. The only logical conclusion that can be drawn from the above data (even though there are only a few cases,the trend is certainly conclusive) is that the floor with the greater elas- ticity (the pavilion floor) causes less fatigue for the same activity than the one with practically no elasticity. The players noticed the difference in the effect upon their legs and feet. Their legs and feet ached after the games in the gym, while they felt no ill effects what- ever after games played in the pavilion. Because of these data the reason for the difference was stud- ied. The only variable found was the difference in the construction of the floor of the two courts.The pavilion floor is a uniquely constructed - spring floor, while the gym floor is laid on a concrete foundation and has no appreciable resiliency. These results are of particular value to coaches of teams,because certainly it is an advantage to have conditions for play which are most beneficial to the players, and which are the least fatiguing. It would seem reasonable that for both practice and for games a player could produce better results at a higher intensity and for a longer period on the more resilient floor. 48 a result of these data one new basketball floor has been constructed in accordance with the specifications for the Stanford Pav- ilion floor. In the interest of better facilities, blue prints of the design of the Stanford Pavilion floor may be secured for the cost of printing and mailing the same, by contacting the writer. PPD ee Oe ee ee a a en we ee eee TESTS SOME OF THE PROPOSALS Editor's Note: The following report has been taken from a letter written by Ray Hanson, Director of Athletics and Coach of Basketball at Western Illinois State Teachers College. Mr. Hanson has been a live member of this Association from the start. He was appointed on the Coaching Ethics Comnittee for 1935,but through an embarassing over-sight his name was ommitted fron the published lists of officers. “We experiments with Phog Allen’s suggestions (detailed in the first two bulletins) in a game played between the Quincy, Ill. ,High School Alumni team, last year's champions of Tllinois, and our freshman team. After the game we asked the crowd to vote on the proposed rules changes, and the spectators were almost unanimously against the 12 foot goals.The majority opposed the scoring of three points for a field goal, and almost none liked the idea of shooting free throws in the end of the court where the offense occurred. Votes showed, also, that the use of three circles for held balls was not satisfactory. The one suggestion which was liked was the placing of the back-stop four or six feet from the end line. "We tried to eliminate the center jump, and that experiment proved to be popular with the spectators, but the vote was not one-sided by any means, We experimented with another change ,- that of allowing an incoming substitute to communicate immediately with his teammates. The Dlayers on both sides thought it a fine move, When Knox College plays here late this season, Dean Trevor, coach at Knox, has agreed to waive the present substitution rule and experiment with this change. At that time we will ask for a vote of the players, officials and snectators to find what they think of it". = 5 je | DA KEkle Pern, = i Betaah tH F aw ft betken Bee ee sketball Coaches (aie The National As APPLICATION FOR MEMBE , : ; 4 Awcis % Date. a Rel ; Pee ae re {os: Basketball coaching experience (Give institution and years) ........ ey" fee on Check form of membership desired: ACTIVE. ALLIED... Address... Present coaching position... 2 nas a eal 4 ALLIED—Assistant coaches of National Collegiate Athletic Association institu- tions or any coach who has three years’ basketball coaching, whether or not he is actively engaged in coaching at present. AMOUNT ENCLOSED: § ... I hereby make application for membership in The National Association of Basketball Coaches of the United States and agree to advance its best interests in every reasonable manner and to live cterits constitutions, rules and standards. ( Signed ) Approved 1HE Administration of Physical Education AND Athletics in Institutions of Higher Education By GEORGE H. PRITCHARD PRoFEssOR PHysIOLOGY AND HYGIENE AND Director PuysicaL EDUCATION SLATE. TEACHERS COLLEGE CAPE GIRARDEAU, MO. 1933 FOREWORD This study of the organization and administration of physical educa- tion and intercollegiate athletics in two hundred colleges and universities of all sections of the country is similar to the ona made by the writer in 1924. One reason for making the study again was to asceriain what changes had taken place in the administration of these two important phases of college and university life during the eight years which have passed since 1924. The data show that there have been some important changes made, which may or may not be indicative of permanent change in these fields of higher education. Since 1924 there has been much discussion and some concerted action to change what have been called the evils and over-emphasis of intercol- legiate athletics, especially football. A study made by the writer in 1928 through the co-operation of the college and university presidents and. deans showed that many of the administrators of these institutions felt that, in many places a least, intercollegiate athletics were being over-em- phasized. Many of the administrators felt that successful change of over- emphasis lie in concerted action, while oihers thot that whatever evils were prevalent, could be curbed by individual action in each instivution. Some of the presidents outlined a plan for physical education and athletics which they desired. The data from this study show that there are similar plans now being used in some institutions. All are familiar with the survey made by the Carnegie Foundation. A study of physical education and athletics was made in the Land Grant Sur- vey conducted by the Office of Education in 1928. Some of the accredit- ing agencies of higher education have placed emphasis on inter-collegiate athletics in accrediting institutions. That these surveys have had some effect on intercollegiate athletics and physical education goes without say- ing. This study made through the men actively engaged in the work of directing physical education and athletics should show first hand informa- tion as to the changes made iin this work during the past eight years. Thes2 men with the best interests of both physical education and intercollegiate athletics in mind have noted car2fully the changes made, and those taking place in the work. Whatever changes take place in the work must come through the men directing the work. The men in the work are familiar with the history and development of athletics and physical education in our institutions. They are interested in making this work a part of the curriculum, and in placing it in its proper place in the life of the institutions. They are alert to the evils and are in- terested in correcting them. Plan of the Study. The information for this study was secured by a questionnaire sent to heads of the departments of physical education and athleties of the various ADMINISTRATION OF PHYSICAL EDUCATION institutions. The questionnaire was arranged so that much of the infor- mation could be given in tabular form, without too much detail, and yet be complete. Space was provided for explanations and suggestions. Many of the men outlined their programs in detail. If space will permit some of these will be placed in the study. A careful study of the tables and data will show some interesting facts on our present programs of physical edu- cation and intercollegiat2 athletics. The response to the study by the men in the work has been fine. They are interested in their work, and in anything that will improve it. The writer is very much indebted to the men who responded to the question- naire. The study was divided into five parts. They are: 1. Departmental personnel. 2. Relation of physical education to athletics. 3. Control of intercollegiate athletics. 4, Physical education program. 5. General information. The information from the two hundred different institutions was grouped under three general headings based on the control of the institu- tion to a great extent. The three groups were: 1. Publicly controlled institutions. 2. Privately controlled institutions. 3. State Teachers Colleges. Under publicly controlled institutions are 59 colleges and universities. Under privately controlled institutions are 107 colleges and universities. And under state teachers colleges are 34 such institutions. In the publicly controlled groups are the state universities, state A. & M. colleges, muni- cipal universities and other state conirolled institutions. Under the pri- vately controlled institutions are the universities and colleges under pri- vate control The third group is made up of the state teachers colleges. This last group has grown rapidly in size, enrollment and in their physical education and athletic programs in recent years. These 200 institutions represent nearly every state in the union. 1. Departmental Personnel. Most of the men in the work desire to be recognized as full members of the faculty of their institutions. They are willing! to secure the neces- sary graduate degrees to secure this academic rank. Their becoming a member of the academic faculty would make their positions more secure and more free from the influences of alumni and others when their teams fail to win games. Coaches free from continual pressure to win would have more time to devote to physical educaiion work. The following tables will show the number of men in each institution who have faculty ranking and the number who have not. PUBLICLY CONTROLLED INSTITUTIONS. | DEPARTMENTAL PERSONNEL. TABLE I. MEN ONLY. Institution Prof. a 7 Instr. Director Coaches _Total _ si Wee ee er 1 2 0 i 0 0 4 0 Dey. OF Alabama =. 4 0 0 2 1 5 9 Z meee ory. 2 0 0 2 0 2 7 1 Seo. OF Arizona 1 2 1 x 0 0 5 0 ny. Oe Arkansas. 1 0 1 2 0 0 4 0 Univ. of California—L. A.___ 0 1 0 6 1 13 21 0 Univ. of Cincimmati 1 1 3 2 0 0 a 0 iy. OF Colorado 2 £ 5 2 0 0 10: * 0 aS S| ee eee 1 1 2 0 I 0 5 4 Connecticut A. & M. _____ 2 0 0 1 0 0 3 2 Detroit City College _______ 2 1 3 4 0 0 10 s ome) Florida - 4 0 2 2 2 0 10 2 Geemeeeererh. 0 0 0 0 1 6 ¢ 3 [een tahoe 2 2 i 0 0 0 5 0 eee on dnois 4 9 4 12 0 0 29 1 a oe Iedigen: 1 1 2 3 0 4 Tt 0 ‘iy, OP t0wa co. 2 0 5 6 0 0 13 i Oe ee 2 3 3 7 0 0 10 0 mOeenen @ OM 3 0 2 2 i 1 9 s meee or Hateas .... } 4 0 1 3 zt 4 13 0 tev of Menttcky .-...... . 1 0 0 4 1 6 12 0 Moceiete Siate 0 2 4 0 1 z 8 0 tee Maryland... 1 0 ae 3 b 3 8 1 Pram 4niv. (Ohio)- 1 4 1 2 0 0 8 0 Michigan State Coll, ___.______ + 4 3 4 0 3 15 0 Univ. of Minnesota ____.._ 3 Zz 1 L 1 15 29 4 Univ. Of Mississippi _.. 1 1 0 2 0 0 4 0 ory. Of Weisecur + 2 0 5 0 0 8 0 Der. GF montans 2 0 i z 1 2 8 0 ee et 1 0 0 3 0 0 4 I Unity. of Nebraska _..- 1 0 1 1 7 4 8 0 cone. a eevee 1 0 1 0 0 Z 4 0 Univ. of N. Hampshire ________ 1 1 0 3 0 0 5 0 Goll, City New: York 1 4 2 45 0 0 52 0 iiniv.-of NN. Carolina .: 1 0 0 0 0 a2 13 9 rs Sthte — 4 1 2 4. 0 4 12 0 Oe cune Univ. 5 5 2 7 6 0 0 20 1 ee weve 1 3 2 3 0 0 9 0 Univ. of Oklahoma © st 1 3 3 iL ii 0 9 0 Okiapoma A. & M. 6... | iL 0 1 3 0 0 5 2 my. Ore regom 1 1 0 3 Dean 3 9 0 reson rare | 4 0 3 4 0 1 12 0 Dee ee Co, 2 0 6 6 1 0 15 0 Purdue *Gniversity 1 3 2 5 0 0 11 3 mode telana Seate | 1 0 0 0 0 0 1 0 wor. of 5. Carouna —... 1 0 0 0 3 5 9 0 pouce Uekote State i if 0 0 0 0 2 1 Univ. of Tennessee _...__.____. z 0 0 4 0 1 6 0 WN Oi; Vexne 22 3 0 0 4 1 4 15 2 eee ee ee 3 1 3 0 0 0 ff 0 pErON ICO se 2 - 1 1 0 = r 5 0 ea, oe Vere 2 1 1 1 0 10 15 5 ee PO 1 1 1 7 0 0 10 0 mrriie @ Mary 1 1 0 1 : 0 4 1 Washington State ____________ 1 1 0 6 0 0 8 0 Univ. of W. Virginia ~..._____ 1 0 4 3 0 4 12 1 New River State W. Va. ______ 1 0 0 0 0 0 A 0 Einiv. of Wisconsin _« 2... 4 1 1 7 1 0 14 1 @niv. of Wyoming 4 1 0 0 1 0 5 a 2 Total—59 101 65 86 200 24 1Z2 598 44 PRIVATELY CONTROLLED INSTITUTIONS. DEPARTMENTAL PERSONNEL. TABLE 2. MEN ONLY. Institution Prof. wr a Instr. Director © Coaches Total aca ROTTER Ya oh eee ps ers ee Oe Ee iL 0 0 0 0 2 3 0 Mibien 200s Bose as 0 0 0 1 1 0 2 0 ition 22 hey 0 0 0 0 7 1 2 0 Allephery 2 Se 0 1 1 i 0 0 3 0 MINOTS 252) cas we eres Ss 2 2 1 3 0 0 8 0 mocuctaha——-lls) i 0 2 0 0 0 3 0 Baker (26 oooh be le e 1 1 0 0 0 0 2 0 Bates 2 1 0 0 : 1 1 4 0 Baylor L 1 2 0 iL 0 5 ) Beloit 0 0 0 1 1 0 2 0 Birmingham—Southern ~___---~- 1 = 2 0 0 0 3 0 Boston University —..6.....i- 1 1 1 6 Dean 7 17 4 Bowdoin 0 1 1 2, 1 2 t 0 Bradley 0 1 0 3 0 0 4 0 Brigham, Young, U. 24.2 : 0 1 1 0° 1 4 9 Brown: WA a ee 1 1 0 3 I 4 9 0 Pater oe 1 0 2 i, p 0 4 0 Califorma Chrmtian 0 t 0 1 0 2 0 Californin: Teeho. 225 te 0 0 0 0 1 3 4 1 Capital 1 0 0 2 0 0 3 2 Carleton 1 1 0 1 0 iL 4 1 Carroll 252s i eae es 1 0 0 0 0 1 2 0 Carson-Newman —..---.=- 0 0 0 Mi 1 0 2 2 Carthage 0 0 0 Zt i 1 3 0 Central A 1 0 0 0 0 2 0 Coe 2 0 0 ff 0 0 3 I Colby —- 1 0 0 0 0 3 4 1 Colgate __ 1 1 2 2 : 5 12 0 Coloradé Coll, 22. ie i 0 ik i 0 i 4 i Columbry. University” 2) -2 = 2 3 3 14 1 14 387 11 Cornelllowa 2 ss ee 0 0 0 0 1 1 2 0 Dartmo@tn: 26-3 an. ee Ae 2 0 10 5 0 z 24 T Denison’... eA 1 i 2 1 0 1 5 0 Depauw 4 0 0 2 1 0 G 1 Drake University 2.6 0 0 0 0. 1 5 6 1 Marien ss eee 0 0 0 0 1 2 3 0 Eureka —_ 0 0 0 0 iL 0 1 0 Bordhaw) a ee 0 0 0 0 iL 8 9 8 Franklin 0 1 0 1 0 0 2 0 Friends 1 0 0 0 0 0 i 0 Ginnie es ee ee 1 iE 0 J 0 1 4 0 aritom 23 Vag a 3 1 0 0 0 0 4 0 Harvard University ~-.--------- 0 0 0 3 1 62 66 14 Re 1 2 0 0 0 0 3 0 Brains ee ee St ee 0 0 0 0 1 1 2 9 Oly ess ae Se 1 0 0 2 i 10 14 3 Miinois Weslevyati. ———_4..-- 4 1 0 0 0 0 Z 3 2 sowa Wesleyan .° 4. 1 0 0 0 0 0 1 0 Lareveee 24 oe 0 1 2 0 0 5 8 4 Wawrenge 2s 0 0 a 1 1 0 3 1 Lebauam. alley... le 0 0 0 0 1 1 z 1 Macatesper 222) sis pe ge 0 0 0 0 1 2 o 1 Mariette accee ee 8 See See 1 0 0 2 0 0 3 0 Te 1 1 1 2 0 4 9 1 ety ve a 1 0 1 0 0 0: 2 0 Meat i Se te a i 0 0 1 0 0 2 2 gavees Milk . 0 0 0 1 1 0 2 . 0 Millsaps 0 0 1 0 0 2 3 0 Weis i te 0 0 0 0 2 £ 3 0 Maminmecs: 2 a 1 0 0 + 0 0 2 0 Mt. Union ; 0 1 0 0 1 3 0 Wablentere 2: 5e 2 0 0 0 0 4 1 2 0 Meeting... 0 0 0 0 1 1 2 0 New York University ---------~ 0 0 i 2 1 15 19 0 | | PRIVATELY CONTROLLED INSTITUTIONS. DEPARTMENTAL PERSONNEL. TABLE 2.—Cont. MEN ONLY. Institution Prof pee; PSS: Inst. Director Coaches Total Seasonal Prarun Central 2. 5k 1 1 0 0 1 0 3 0 Northwestern University _.___0 3 4 0 0 0 a 4 Northwestern—Wis. ___________ 0 0 0 0 1 0 1 0 Piette ame 6 0 0 0 0 1 T 8 7 ee et 3 1 ir 2 0 0 T 9 nro Peortenern 1 0 i 0 0 0 2, 0 io Wesleyan 2 iL 3 2 0 0 8 0 ere 1 0 1 0 0 0 2 0 OMG ee oe ee a 0 2 1 0 0 4 0 Princeton University .__.______ iz 1 2 S 0 7 14 3 Pon, teeet semnd — 3 0 0 0 0 1 1 2 0 Randolph—Macon ___._________ 1 0 0 0 0 0 4 1 Roanoke i 0 0 iL: i i 4 1 eee 0 0 0 0 1 0 1 0 ru ee ee a 1 0 0 0 0 0 1 0 Simpson il 0 0 0 0 0 1 1 Southern Methodist ___________ 2 a 0 0 i 4 8 4 Southwestern—Tenn, __________ 0 0 0 1 aL 0 2 0 Southwestern—Tex, ___________ 0 0 0 1 1 1 3 0 Decrene (vo. Bo 0 0 0 0 1 0 1 2 BrchsOn UNIV, Be 1 0 0 0 1 5 7 0 Peimpie; University 2... it 0 0 6 1 12 20 7 Pigitye-Conn, ) li 0 0 0 3 i 0 4 0 Briniby=—- Pex. 2 0 0 0 0 ZL 1 2 1 Peo. Omieneo 2 0 3 2 1 0 8 0 Wisor Pennsylvania. = 1.2. 2 3 2 5 13 Dean-3 30 56 0 tinive of Pittsourgh 8202 8. | 3 0 3 4 2 14 26 2 Binry. @ ediands _.¢ ...._-9 1 or 2 0 0 0 4 0 Unive of-Rochester 28) 2 a 1 0 2 2 0 1 6 1 iiniy. sor South. Fo 0 0 0 0 1 1 2 3 m. of southern Calif. [5 -_ 1 1 2 6 AL 9 20 i Riniversty of “Tulsa £.. 0. 2 i 0 0 0 0 3 3 Wisike *orest.- Ba yi fe 1 0 3 3 af 0 8 1 Washington University ~_-_____ 1 0 1 7 z 0 11 1 Wesleyan University ~__-__-_-_ 1 1 4 0 0 0 6 0 Western Reserve U. _____--_-_ 0 0 1 2 0 3 6 3 Whitman 0 0 0 1 I 0 2 0 Whittier 0 0 0 i 4 0 2 0 is aa 1 0 3 1 0 2 q 0 Wii ewel 922 Sie ee L 0 0 0 0 1 2 0 Wooster 1 2 0 1 0 0 4 0 Yankton iL 0 0 0 0 0 1 0 wae University ..-___.__.-_-__ 0 0 i 10 1 41 53 14 Total—107 83 41 81 145 58 320 729 130 STATE TEACHERS COLLEGES. DEPARTMENTAL PERSONNEL. TABLE 3 MEN ONLY. pie Asso. Asst. = Seasonal Institution Prof. Prof. ss Pook Instr. Director © Coaches Total Di ches Plapetead, Avie. os A i 1 0 0 0 0 2 0 manta Barbara, Calif, =: ws 0 0 0 0 1 1 2 0 Gumicon, Cold, 2. a 0 0 0 0 7 0 ik 0 Carbondale, 1, te al 2 0 0 0 0 3 0. Charieston, Tan 0 1 1 0 0 0 2 0 Macomb, Til 6.00 SG 0 4 if 0 1 1 4 9 Ota 4 6 0 2 u 3 0 0 6 0 mennciee tee. 5 il 0 0 2 0 0 3 0 ‘berre tiatite, a, os 1 + 0 1 0 0 3 0 rye OO 2 0 : 0 0 3 1 0 5 0 Bowling Green, Ky. __________ 1 1 1 0 0 0 3 0 Kalamazoo,; Mich. ... 6 0 0 0 6 1 0 re 0 MMarauctie, Mich.....-£.... 2 1 0 0 i 0 0 2 0 perang, Mich. 2... 6 4 4 2 10 0 0 20 0 Moorhead, Minh. 0.6... 0 0 0 0 1 iL 2 0 Hattiesburg, Mh 6 0 0 0 0 1 1 2 2 Cape Girardeau, Mo, __________ 1 0 0 2 0 0 3 0 Barkevisse, Mees 0 2 0 0 0 0 2 0 Dem en. fe 0 0 0 1 0 0 1 0 inet. 0 0 0 0 1 0 1 0 COnUIGt, Be 1 0 2 0 0 0 3 0 Minot, N. Day Nee Se oe ree al 0 0 0 0 0 i 0 Nelley Lity, No: Dak. £25 0 0 0 0 1 1 2 0 ent Gao 38 1 1 1 0 0 2 5 0 Indiana, Ph ee 0 0 0 3 0 0 3 2 plippers: Rock, 3Pa. s.n20it Si. 1 3 Z 0 0 0 6 0 Murfreesboro, Tenn, —_________ 0 1 0 0 0 i 2 0 Canvony Tex; Geo 0 1 A: 0 d 0 3 0 pan Mares, Tex. Gu 1 1 0 1 0 0 3 9 Bellingham, Wash. £2. 0 0 0 0 1 1 2 0 Marve; W2Vs.. fo 0 0 0 0 zt 2 3 0 Pon Cire, Wis: ee 0 0 0 0 1 0 1 0 Muawnunec, Wis. i... 8) 0 0 0 0 0 Z 2 0 Oshkosh; Wis.0...-) 0 0 0 0 1 0 1 0 Total—34 17 23 a2 33 14 13 111 4 ADMINISTRATION OF PHYSICAL EDUCATION. 9 The above tables show the number of men with their rank in each in- stitution in the work in physical education and athletics. In above tables the directors who had a definite faculty rank were listed in that column. In com- puting the percentage of men who were faculty members, those in the column under Directors were counted in the faculty group. These tables show the total number of men in physical education and athletic work in each institution. It might be of interest to compare the total number of men ‘in above work in each institution to the total enrollment of studenis in each respective institution. A comparison might be made of the number of men having the higher faculty ranks in each institution. The tables show the number of seasonal coaches employed in various institutions. A comparison with the study of 1924 shows that there are more men in the work today than then, especially is this true in the larger institutions. There are more men in the work today with high faculty ranking than in 1924. 7 This study shows that 80% of the men listed under publicly controlled institutions have faculty rank. That 52% of the men listed under privately controlled institutions have faculty rank. That 86% of the men in the state teachers colleges have faculty rank. The data show that there is an in- crease in percentage of men with faculty ranking over the 1924 study. In addition to the table personnel, three questions were asked. They were: 1. Do you have seasonal coaches? How many? 2. Do your men with faculty rank have:—degrees, leave of absence, etc., as other faculty members? _ 3. Are their positions as secure as other faculty members? With respect to seasonal coaches the results are shown in the tables above. The question with respect to degrees and leave of absence is of in- terest to the men in the work and to administrators as well. In the siudy made in 1928 through the presidents and deans the question as to whether they preferred a man who could teach some academic subject in addition to coaching, some of them raised grave doubts as to the prepara‘ion of their coaches to teach academic subjects. The answer to this question by the publicly controlled institutions shows, 52 answering yes, and 7 no. In the privately controlled group 73 answered yes, and 29 no. In the state teachers college group 33 yes, and 1 no. In the three groups a total of 158 yes, and 37 no. Whether or not the answers were based on having ihe nec- cessary graduate degrees may be questioned by some. Many institutions are requiring the graduates degrees for faculty ranking in the work of physical education and athletics. 10 ADMINISTRATION OF PHYSICAL EDUCATION. The question as to whether or not their positions were as secure as are the positions of other faculty members brought forth some cautious answers. There can be no question but that coaches are still judged in many places by the sole objective test of whether or not they win! games. That there is a feeling in many cases that this is unjust is equally true. The data from the publicly controlled institutions show that 34 felt that their positions were as secure while 25 thot not. In the privately con- trolled institutions 66 felt they were as secure, while 41 thot not. In th? siate teachers colleges 31 answered yes and 3 no. In the combined groups 131 felt they were as secure as other faculty members while 69 thot not. About 55% felt they were as secure as other faculty members. The study made in 1924 shows that 49% felt that they were as secure as other faculty members. The above figures give some hope to those who feel that faculty rank will make the coach more secure in his tenure, tho the percentage gain in eight years is not large. II. Departmental Relation of Physical Education and Athletics. The work in physical education classes and intramural play is closely related in many ways to intercollegiate athletics. Much of the work in physical education must be conducted in the gymnasium and on the athletic fields used for intercollegiate athletics. The theory courses in football, basketball, baseball and track are somewhat like those in games and ihe theory of physical education. The work in many cases is done by the same men, and the same equipment is used as for intercollegiate athletics. This is especially true in the smaller institutions. This close relationship makes it easy to combine them in the same department. In the smaller institutions it is a financial saving to have them done by ihe same men. The coach b:- comes a teacher in addition to his coaching work. In the study made in 1928 some of the administrators felt that the in- tercollegiate athletics and physical education work could not be combined successfully. A few said that, when the work was separated, it was more successful. Some felt that in a large institution the department became too large. More of them felt that the work was more successful when the work was combined in one department, and that, to some extent, it took the emphasis off the winning side of athletics. The close relationship between physical education, health education, intramural play, corrective work and intercollegiate athletics are such that they can be combined in one department. PUBLICLY CONTROLLED INSTITUTIONS. DEPARTMENTAL ORGANIZATION. TABLE 4. ee Athletics and Physical Athletics Institutions Ed. Same Department Separate Dept. Uni, of Akron 2... pe i yes Wl oe eae yes ae A eel yes On yes MOON GSAS yes Wniv-or Galitornia, Iss An 2 ee yes Ure Or Ciera yes eee OO yes Colorado A. & M. yes omcomry Ao Me yes Prete ey College 2 yes ee ee no yes re yes Uh pc ge yes Re noise Ns ieee Or S0UiGhA es Univ. of Iowa yes WOWee scteue oe a yes Pere ee ee yes Univ. of Kansas yes. Wty or eebucky = 2 ee no yes et ek no yes Univ. of Maryland _______ ee Ss. ___-yes ee 0 yes Dee ee yes Ue Ot Wer nesold, yes hee 08 Dileep yes ee ee yes Aeeie Ok Seman 2 no yes Montana State _yes ee Oe egg er yes Univ. of Nevada yes hey. of i. Cerpeiire oo yes OGn- cy Few vor yes rs no yes N. Carolina State yes ee. Oe yes ee en eS yes re Cnet yes OR anomie Ae ae i no yes Univ. of Oregon _ no yes ee en ee no yes ee yes Pipe Cer yes Rhode wdsiand ourto: 228s yes Ao, CAPONE 2 no yes S. Dakota State __yes Univ. Tennessee _no yes liniveol Pexag: 2 ge no yes ORAS icy VE ie ee yes BUT iey cy CCN oe eee yes Wing. Ole Van onias = se no yes ee yes Wearhinoren: mtave joo 0 cee yes WoaiteiricGs VERRY: oe et yes Univ ci We 5 ein no yes New tiver slate (W. VV.) 2.22 yes GY © “Oe Wh econsa)), es yes UV Or Wy OMI es no yes Totals—59 45 14 PRIVATELY CONTROLLED INSTITUTIONS. DEPARTMENTAL ORGANIZATION. TABLE 5. — Athletics and Physical Athletics Institntion Ed. Same Department Separate Dept. Adrian _.._yes Pe a ee yes Albright yes Allegheny _ yes Amherst = yes Augustana, III. yes Baker 2 1° yes Bates: 2.25 yes a yes Beloit yes Birmingham—Southern ________________ yes Boston University yes Bowdoin yes Bredley yes Brigham Young yes Brown Univ. yes Butler yes Cerprormig {arisen yes Califcrnia Tech. yes Capital ___ yes Carleton . yes Carroll yes S Carson-Newman yes Carthage yes Central yes oe .. yes. Colby yes Colgate es Colorado Coll. yes Columbia. University. 5223 yes Cornell, Iowa yes Dartmouth _yes yes Denison yes Depauw no yes Drake 5 yes Earlham yes Eureka yes Fordham ___.yes Franklin yes Friends ____ yes Grinnell yes Hamilton yes Harvard University sc 225 yes Hendrix yes Hiram yes Holy Cross yes Illinois Wesleyan no yes Towa Wesleyan yes LaFayette no yes Lawrence yes Lebanon Valley yes Macalester yes Marietta ___ yes Marauette no yes Maryville ____ yes Milligan yes James Millikin yes Millsaps yes Monmouth yes Morningside yes. Mt. Union yes Muhlenberg - no yes Muskingum ___ yes New York University —_-.._... no yes PRIVATELY CONTROLLED INSTITUTIONS. DEPARTMENTAL ORGANIZATION. TABLE 5.—Cont. Sag Athletics and Physical Athlerics lesiitmies ’ Ed. Same Department Separate Dept. North Central ___ yes Northwestern University ~-____--------_ yes INOEEMWeStCEn= Gol, 6 no Phys. Ed. ELC inCreate eS en TS yes Rt eee yes ioe NOrunerh = = ee yes Ohio Wesleyan ae yes Otterbein __ A yes Pomona _yes Princeton University oe SES PEASE SONS ND: tA3 yes yes Coll. Puget Sound ____- Bo a yes Seer con: 2 yes Roanoke yes Rose Poly. _yes Shurtleff : yes Simpson ____yes Souther ecmueaicn Unrv. 22 yes | Southwestern—Tern, ~_-~--~-------~-~- yes | Sousnwestern— lex, ... 2. yes | Spokane U. yes Stetson Univ. yes Temple University 22 ce no yes eee no yes Trinity—Tex. yes Univ. Chicago yes oi or Pemmevivania _ yes piversity of Pitiebure oo no yes Univ. of Redlands yes Univ. of Rochester yes Univ. of South yes Univ. Southern California ~----.-----_- no yes Univ. of Tulsa yes Wake Forest : yes Washington Univ. St. Louis ---.__-----~- yes Wesleyan Univ. yes Western Reserve Univ. _..-- = > no yes Whitman yes Whittier yes Williams yes Wm. Jewell yes Wooster yes Yankton yes Yale University no yes Totals—107 93 14 Table 6 omitted since only the Hays, Kansas Teachers College had their athletics and physical education in separate departments. $¢¢0¢0 The tables show that in the publicly controlled institutions 45 have their physical education and intercollegiate athletics in same department, while 14 have them in separate departments. This represents 76% of this group with combined departments. 14 ADMINISTRATION OF PHYSICAL EDUCATION. In the privately controlled institutions 93 have a combined department while 14 have separate departments. This represents 86% with combined departments. In the state teachers colleges 33 have combined departments with 1 having athletics in a separate department. This represents 97% with com- bined departments. The three groups combined show a total of 171 with physical educa- tion and intercollegiate athletics in same department, and 29 with athletics in a separate department. This represents 85% of the total institutions having a combined department of physical education and intercollegiate athletics and 15% with separate departments. The study made in 1924 shows the total institutions with 78% having a combined department of physical education and intercollegiate athletics. If combining the work of physical education and intercollegiate athletics will improve our athle- tics, then there has been a decided gain since 1924. III. Control of Intercollegiate Athletics. The administrative control of intercollegiate athletics has been much discussed in recent years. This study shows that there have been some changes made in the control of athletics since the study made in 1924. The opponents of intercollegiate athletics have pointed out the methods of con- trol of athletics as one of the causes of over-emphasis. Faculty members have thot that if the administration of athletics were placed under a faculty committee, many of the objections would be removed. In the study of 1928 the administrators thot it best to have an advisory committee to administer athletics. Others felt that the best plan was to secure the right man as head of the department to administer them. They were more united in their judgment that it was best to have all committee members from inside the institution. Intercollegiate athletics are administered in four general ways. 1. Faculty committee. 2. Faculty and student committee. 3. Faculty, student, alumni and trustee committee. 4. By head of department as other de2part- ments in the institution. The following tables will show the make-up of the committees that control athletics in the institutions named. In a few cases the numbers of each group were not given, and in a few more the groups making up the committee were not designated. In the legend of the tables; Fac. stands for faculty. Stud. for students. Trus. for trustees. PUBLICLY CONTROLLED INSTITUTIONS. COMMITTEE CONTROL OF ATHLETICS. TABLE 7. Function. Institution Fac. Stud. Alumni Trus. Others Total Advisory or Administrative Ntiives OF ANON 20 oe 5 0 0 0 0 5 Adv. fUmive.or Alabama 2 9 2 0 0 5 0. 0 5 Adm. eee Oly SS 10 0 5 0 0 15 Adm. Wintec Ol AN 70na. 2 ee 2 S 2 0 0 a Adv. Wn ot Arkansas © 5 3 0 0 0. 8 Adv. tay, © California, L. A. ____._2 * * - 0 0 = Adm. Wine. of Cincinnati 2. _. .No Committee Winiveror Colorado =) 2 4 3 0 0 0 rE Adv. Cmorsdo Aa ks. Me sce ee S 2 0 0 0 5 Adv. @opncebicut As @& Mi 2s os 3 0 0 0 0 3 Adv. Mero Gity College 2 5 2 1 0 0 8 Adm. iniceror tt lorida. =)? 5 2 3 0 0 a Adv. RG COLOIA CO Ipe es eee An 7 3 3 0 0 13 Adm. Winive of Idaho 2 ee 5 0 0 0 0 5 Ady. Wmivevot llinois 282200 he 5 0 0 0 0 5 Adv. Winivevor Indiana 23 i be 8 0 4 0 0 12 Adv. Witieve Ol 1OWAl. 8 0 3 0 0 11 Adm. Iowa State _ : 9 2 3 0 0 14 Adv. eaqisas Ave ee 8 0 0 0 0 8 Adv. Wri of Kansas 2222 9 2 So 0 0 14 Adv. Ui. OF Menputky 2 4 2 2 1 0 9 Adm. OUISIANA State (ieee 4 2 2 0 0 8 Adv. Winky. of Maryland 5 0 0 0 0 5 Adv. Mims. ty. (Ohid) = 5 2 0 0 0 7 Adv. VETO TINS A ek ie oh a 2 3 0 0 12 Adv. Winiv. ot Minnesota a 8 2 2 0 0 12 Adv. Uigiv. Ot Mississippi =. 4 1 2 0 0 i Adm. Wie OF Missouri! -22 | en a 2 4 0 0 13 Adv. Unive of Montana 2. re 5 0 0 0 0 5 Adm. Wontsana state -— soso 4 Z ‘i 0 0 T Adv. Wave: of Nebraska: 2 5 2 1 0 2 10 Adm. Wives, Ob Nevada 2 = 2 3 0 0 0 5 Adv. Um. ot Nv Hampshire —:—.._-._ 5 0 0 . 0 0 5 Adv. Cor ing wew YOrk 22500 9 0 if 0 0 10 Adv. ni. of Ne Carolina =.=. 5 3 3 0 0 1i Adm, INSP CG cronna vstate fe ee ut 0 0 0 0 i Adv. Olio State’ Unive]. 6 2 2 4 0 re Adm. Me Waveriy 226.0 No Committee Wniv. of Oklahoma ==- 3 Se 8 2 2 0 0 12 Adm. Oklahoma A. & Me. 6 3 L i 2, 1S Adm. ney of Oreron 022-5 R Ls ee 3 7 2 0 0 12 Adin. eon ce 5 I 0 0 9 Adm. Penn. State 5 3 5 1 iL 15 Adv. Passe Univ = ee 5 0 0 0 0 5 Adv. ehode: Island State 2.25.2). -22 2 5 0 0 0 0 5 Adv. Wnty Or oe Oarolina: 4 Fe 3 Z 2 0 0 if Adv. Se Pa icots poate So 5 0 0 0 0 5 Adv. Wmv of Lennessée:. 2 i 2 2 0 0 6 Adm. Wniversity of Texas -...5.. 2 3 a - 0 0 5 Adm. SCARS AS ee 4 1 2 0 0 7 Adv. Texas Tech * * 0 0 0 be Adm. Py. Oe Vireinas 3 3 3 0 0 9 Adm. Nireinia Polytechnre — St 0 3 1 0 5 9 Adm. Menten ee lary oo 3 S 3 0 0 9 Adm. Weehiccon State)... =. 6 3 3 3 1 0 10 Adm. fam. 6: W. Virgmia 2. Pd 2 2 0 0 0 Adv. New River State (W. Va.) ~------- 5 0 0 0 0 5 Adm. Winive: of .Wasconsin: 28 5 1 2 0 0 8 Adm. or OF Wyoming: 5 7 1 7 1 21 Adm. Total—59 271 96 88 12 11 477 Adv. 31 Adm. 29 De a hae ahem hm ea oa PRIVATELY CONTROLLED INSTITUTIONS. DEPARTMENTAL PERSONNEL. TABLE 8 Function. Institution : Fac. Stud. Alumni Tras. Others Total Advisory or Administrative Adrian ___ 3 3 0 0 0 6 Adv. Albion ... 3 0 2 0 0 5 Adin. Albright __ 2 0 0 at 0 abs Adm. Allegheny 5 0 0 0 0 5 Adm. Amherst ___ ee No Committee ApS tera = se eer ee Pe 4 3 0 1 0 8 Adm. Baker __ 5 0 0 0 0 5 Adv. Bates __ 5 5 4 0. 0 14 Adv. Baylor 4 1 0 0 0 5 Adv. Beloit a I 0 0 0 8 Adm. Birmingham—South ____-_________ 4 3 0 0 0 1 Adm. Boston Universny 2. * 0 0 0 0 * Adv. Bowdoin __-_ 3 5 5 0 0 13 Adv. Bradley - 0 0 0 0 5 Adm. Brigham Yong U7 os 5 1 i 1 0 8 Adm. Brown Univ. 5 0 2 4 0 11 Adm. Butler 4 0 0 0 Oe 4 Adv. California Christian 2.8 5.22 33 2 2 0 0 0 4 Adm. Catitornia Bech: 32020 a EB 6 6 1 0 0 13 Adm. Capital 2.2. 3 3 0 0 0 6 Adm. Carleton No Committee Carroll . 0 0 0 0 * Adv. Carson-Newman. = 5. 4532 251g = 0 0 0 0 - Adv. Carthage 4 2 1 0 0 7 Adm. Central No Committee Coe 2 2 1 i 0 te Adv. Colby 3 3 2 0 0. 8 Adv. Colgate 3 0 3 3 0 9 Adm. Colorado Coll. 2 2 2 1 2 9 _ Adm. Columbia University <2 25h 4 3 3 2 2 14 ~ Adv. Cornell—Iowa. 3 0 0 0 0 o - Adv. Dartmouth 3 3 a 0 0 oe Adm. Dewison = Ue 2 2 ee ea a 3 2 0 0 0 5, Adv. Depauw Committee Adm. Drake. University (JU. 2B * 0 0 0 0 * Adv. Earlham - 0 0 0 0 * Adm. Eureka 4 5 0 0 0 9 Ady. Mordbam Univ, Se ee 0 0 3 0 0 3 Adv, Franklin tL 1 0 0 0 5 Adv. PUTTS 5 ee a eS 3 0 0 2 2 7 Adv. Grinnell 23 Ue pa Bane Series Sos 5 0 0 0 0 5 Adv. PenilitOn se ee A ela ea eS 3 2S 3 0 0 9 Adv. fiaeveta University 8 ~ 3 8 0 0 10 Adv. Giese A . 0 0 0 0 a Ady. Hiram _..+ 0 0 0 0 3 Adv. Poly Crosses. 3 ee “No Committee Hinois Wesleyan ....... = 3 0 0 0 0 3 Adm. Towa Wesleyan: 222523 Bas - 0 0 0 0 * Adv. LaFayette * 0 0 5 0 - Adm. Tiawnen¢ee 3. ee 4 3 0 0. 0 i Ady. liepanon Valley 2... 2 2 6 0 3 1 i) 10 Adv. Macalester im eee 3 2 ik 0 0 6 Adv. WVARICE Ga eed Ww eae a ee = 0 0 0 0 ES Adv. Wreruehe ft oe 3 1 1 0 0 5 Adv. Maryville 4 4 2, 0 0 10 Adm. Milligen __ 5 2 0 0 0 mL Adm. James Merl iin 22 5 2 1 0 0 8 Adm. Millsaps ae 0 0 0 0 oo Adv. - Monmouth 3 Z z 2 0 9 Adv. ‘Morningside 5 0 0 0 0 5 Adv. + =MeP Union 5 0 1 1 0 T Adv. Muhlenberg 1 2 6 2 3 14 Adm. nnn nN i TT Ne PRIVATELY CONTROLLED INSTITUTIONS. COMMITTEE CONTROL OF ATHLETICS. TABLE 8 Function. Institution Fac. Stud. Alumni Trus. Others Total Advisory or Administrative a * 0 0 0 0 * Adni. New York University ____._________ 6 0 0 0 0 6 Adm. ee rte 4 3 0 0 0 7 Adin. Northwestern University __________ * 0 0 0 0 . Adv. Northwestern Coll. _______________ 3 0 0 0 0 3 Ady. Bee a * 0 0 0 0 * Adv. Oberlin ___ 3 3 0 0 9 Adv. Cs INORCNOI 66 492 No Committee Seer 9 Or levan 2 5 2 0 0 0 7 Adv. pet Oli Yee cee 5 0 0 0 0 5 Ady. Reg TT AY DT NaS eee 4 3 0 0 0 i. Adv. Rrra se * * 0 0 0 . Gol purct, Sounds! 6 0 0 0 0 6 Adm. Ragdoipn—mMacon ——___..-_.__.._ 4 3 3 0 0 10 Adm. Roanoke _= ae 0 0 0 0 = Adm. ee ee 0 0 0 0 0 5 Adv. Shurtleff 3 0 0 0 0 3 Adv. Simpson __ 2 2 1 1 0 8 Adv. Southern Methodist U. __________ oO 0 0 0 0 5 Adm. Southwestern—Tenn, _______________Committee Adm. Southwestern—Tex. ____________-__6 1 0 0 “0 7 Adv. Spokane Ui __ ——e 5 0 0 0 % ' Adv, : prema et 9 re a 4 1 ea 1 0 8 Adv. emple. University.._-____=._.___=._6 toe 3 1 0 12 Adv. . oes On, 4 3 3 0 0 10. Adm. Wb inity—Wex 42 tee ea 5 0 0 38 0 8 Adm. Weel Chcar oO. 22 is __.No Committee iery. Of Pennsylvania _4. ss 5 5 5 0 0 15 Adv. a Gr eerieplren 3 1 2 1 0 a Adv. mee or Pediands= 0 sk 3 0 if 1 0 5 Adm. Mary. of Hochestera 6 3 3 2 0 0 8 Adv. Die Oh OU 3 1 1 0 0 5 Adv. Univ. of Southern California ______ 5 2 2 0 0 9 Adm. Mee ot Plea et 0 0 - 0 - Adm. a Committee Adm. WViaemaetOne Univ, iL 4 3 0 0 14 Adm, Wiesebyane WiNniVvi~ faso: jer Foie aie = 0 0 0 0 * Adv. OVestern keserve U. 5 0 1 t 0. wi Adm. Re 2, 3 0 0 0 5 Adv. Weiriticr feet sit tes es a 5 2 0 2 0. 7 - Adv. ee 3 3 3 0 0 9 Adm. rere Well ee ee re ee ee 5 0 0 0 0 5 Adv. ¢ NVOOS Peles fst 154s Att etna oy eer rey “les ¥ * z * 0 * Adv. BYR) Op 2 1 0 0 0 3 Adm. 2a OM versity 8 2 2 0 0 12 Adv. Total-—107 310 135 93 48 9 591 Adv. 57 Adm.49 STATE TEACHERS COLLEGES. eee COMMITTEE CONTROL OF ATHLETICS. TABLE 9. Function. Institution Fac. Stud. Alumni Tras. Others Total Advisory or Administrative Pe abe is i Bil ise ea 3 3 0 0 0 6 Adm. Sanca -Daroara, \Cals 2c oe: 2 4 0 0 0 7 Adv. pn con, (010, ee eS 2 0 0 0 0 2 Adv. Canpondale, TU. po ec 3 0 0 0 0 3 Adv. Charleston. 25 ee Fe ee 3 2 0 0 0 5 Adm. COR Ee neces ee ee a 3 8 07 0 0 11 Adv. INO male T lise oe Eee a 9 5 0 0 0 14 Adv. Muncie, Ind. = 3 0 0 0 0 3 Adm. Werre Hate; 21nd. se 4 0 0 0 0 4 Adv. Hays, Kan. = 9 0 0 0 0 9 Adv. Bowhne Green, . Ky... 2. 7 0 0 0 0 7 Adm. ies aaZ00 MGn ee ee 3 5 0 0 0- 8 Adv. Marcuette, Miche 2. i000 6 0 0 0 0 6 Adv. Renee, WICR. §. po 3 0 0 0 0 3 Adm. NEO ORHGAG eo VMN oes 4 1 0 0 0 5 Adv. Hachics pure. Miss.) 2280. Me = 0 0 0 0 . Ady. Cape Girardeau, Mo. ........+.___- 5 0 0 0 0 5 Adv. VCS LO as Fo 7 2 0 0 0 9 Adm. SUN ONO ee a s 4 0 0 0 e Adm. PY to ic i - = 0 0 0 * Adm. Ort ade Ne ee 1 10 0 0 0 11 Adv. Dak ee 5 0 0 0 0 5 Adv. Valley City N. Dak. 4.0 4 3 0 0 0 7 Adv. rae OS ae ie 8 0 0 0 0 8 Adv. Indiana, Pa. Lacs re 0 0 0 0 12 Adv. Buppery Rok, Paes 5 0 0 0 0 5 Adm. Mrusfreesboro,. Tenn. 22.220 e 4 0 0 0 0 4 Adv. Canyon. Tbk. coe neh tee x 0 0 0 0 Ls Adv. Ban Marete. Tex 8 5 0 0 0 0 5 Adv. Sellineham: Wash... 3 0 * 0 0 0. * Adm. Pemiont, We VO No Committee Pe Clare Wis. 22 No Committee Mriweukec, Wis. . ©2222 4 6 0 0 0 10 Adv. ea 5 6 0 0 0 al: Adv. Total—34 133 59 0 0 0 170 Adv. 22 Adm. 12 The committees above control or administer the affairs of intercol- legiate athletics, and do not refer to special committees for eligibility of players. A number of institutions had a separate committee for this pur- pose. The purpose of the committees varied somewhat in the institutions. But as a general rule the function which they performed were given as: finance-making of schedules, player awards, making the athletic policy of the institution, securing coaches, etc. Whether the committee was administrative or advisory gives some idea of the use of the committee. In a few cases where the function of the committee was not stated, the writer used his judgment from the facts given to determine whether the committee was administrative or advisory in function. a ADMINISTRATION OF PHYSICAL EDUCATION. 19 In glancing over the tables one fact stands out in many institutions, and that is the large number of persons making up the committee. Prob- ably other committees in the same institutions would be made up of a smaller number of persons. Probably the one reason for the large number making up the committee is found in the history of the development of intercollegiate athletics. Athletics began as outside activities and the faculty members paid little attention to them until they had developed in- to large spectacles. They were directed to a great extent by alumni and others outside the faculty, and it has taken time for the faculty to get con- trol of them. Within the past fifteen years there has been a growing ten- dency to place athletics more and more under control of a faculty com- mittee. The total number of members of the athletic committees of the 200 institutions studied are 1238, or an average of 6.2 persons to each com- mittee or institution. : Credit for establishing the following athletic rules should go to tne faculty members and departments of intercollegiate athletics. 1. Three years of competition. 2. Freshman rule. 3. The transfer rule. These rules have been formed through the organization of college conferences in the various states. Athletic conferences have done much to raise the level of intercollegiate athletic competition. Some of the accrediting agencies of higher education have insisted that members belong to a conference con- trolled by faculty members. This brings concerted action by a large num- ber of institutions on our athletics and helps the administrators in solving their athletic problems. Department control of intercollegiate athletics is another form of in- terest to all. In this method the work is handled thru the head of the de- partment in the manner of other departments in the institution. With the proper man ai the head this is the best way of handling our intercollegiate athletics. The men in the work see the dangers and think of correcting them before other faculty members are able to do so. In the 1924 stuay of 151 institutions there was but one institution that had departmentai control with no committee. That institution was Carleton College. This study eight years later shows the following institutions with no com- mittee and departmental control. The ten institutions are: University of Cincinnati, Ohio University, Amherst College, Carleton College, Centra! College, Holy Cross College, Ohio Northern University, University of Chi- cago, State Teachers College, Fairmount, W. Va. and Eau Claire, Wisconsin State Teachers College. In eight years this plan has increas2d from one insti- tution vo ten institutions, and some of them large institutions. The presi- dent felt that, with the right man to head the department, they would pre- fer to leave the athletic policies of their institutions largely to his judge- ment. Some athletic conferences have selected a commissioner to handle all matters of the conference, and especially those duties which, if handled 20 ADMINISTRATION OF PHYSICAL EDUCATION. by conference members, would lead to ill-feeling and jealousy. Thiz plan seems to be very successful, and no conference that has adopied the plan has discarded it. . Opposed to the idea of faculty control of athletics and the making ot intercollegiate athletics a part of the educational work of ihe institution, is the idea of some faculty members of having intercollegiate athletics separate and apart from faculty control. They would do away with schol- astic eligibility and many of our present rules. In the institutions on the Pacific Coast the Associated Students, a stu- dent organization, has a greater voice in the control of intercollegiate athletics than in any other section of the country. The study in 1924 show- ed they had greater control of athletics then than they do today. The tables show that 190 out of the 200 institutions studied had some form of committee control of intercollegiate athletics. Some of these com- mittees were administrative and some advisory. Also that 10 institutions or 5% had departmental control. In the publicly controlled institutions 13 had their athletics controlled by a faculty committee. That faculty and students formed the committee in 4. Alumni were represented on the committees of 38 oui of the 59 insti- tutions. Trustees were on the athletic committee of 6 of the group. In the privately controlled institutions a faculty committee was found in 32 institutions. Faculty and students controlled the athletics in 16 of this list. The alumni were represented on commiitees of 40 of the 107 in this group. Trustees were represented on the committee of 24 private in- stitutions. In the state teachers colleges group a faculty committee was in charge in 16 of these institutions. A faculty and student committee in 14 of the others. Alumni and trustees are noi listed in this group. The iotal for the three groups show that athletics are controlled by a faculty committee in 61 institutions or in 30% of all studied. The 1924 study shows that 16% of the 151 institutions had control by the faculty. This study shows that 34 institutions or 17% had their athletics controll- ed by faculty and students. The 1924 study shows that 13% had their athletics controlled by faculty and students. In this study the alumni are represented on the committees of 78 institutions or 39%. The 1924 sudy showed that they were represented on 64% of all the institutions. In the © eight years since 1924 there has been a large drop in the representation of alumni on athletic boards. However, this study shows that several insti- tutions have an athletic committee made up solely of alumni. This study shows that 30 institutions or 15% of the institutions had trustees on their commitiee. The study of 1924 showed but 4% representation by the trus- tees. This shows that the governing boards of our institutions are taking a more active part in the administration of our college athletics. ee ee ee ee Se ee eee ADMINISTRATION OF PHYSICAL EDUCATION 21 IV. Physical Education Programs. The tables show many things regarding the physical education prc- gram of the institutions in the study. It is safe to assume that these pro- grams are similar to those of other institutions not in the study. Nearly all of the institutions of higher education in the country require and give positive credit for physical education work. This study shows that there has been a great increase in physical education in the colleges since 1924. Also that there has been a greatly enlarged program of the work since 1924. There is much evidence that there has been a better planning of the work since then. One outstanding feature of the study has been the in- crease in intramural play in the colleges. Instramural is of great value to the students for recreation and exercise. Intramural play should give to the students who take part, some of the values of intercollegiate athletics without the long practice periods of the latter. The number of activities of the physical education programs have been much enlarged. Golf, tennis, handball, swimming, speedball, soccer, volley ball, skating, winter sports and many others are now enjoyed by many college students on the college grounds. The tables below show who are required to take physical education in the various institutions. There is a growing tendency to require freshmen and sophomores to take class work, and allow the junior and senior men to choose their physical education activities. The tables also indicate that in many institutions the freshmen and sophomores may choose somewhat as to their physical educational activities. The tables also indicate to some extent what they may choose or elect in the work. The tables show infor- mation as to training of teachers of physical education. Also some infor- mation regarding intramural play. PUBLICLY CONTROLLED INSTITUTIONS. TABLE 10 PHYSICAL EDUCATION PROGRESS. fusistution Phys. Ed. re- P. E. may be What may Train P. E. Give mimor— Have Intra- | What % men Lack Stadium built Field House quired of elected by they elect Teachers major degree mural Play take part Equipment when built when Univ. ofoviikron 2 |. ‘cso F—S S. games yes deg. yes yes 1923 none Univ..of Alabama o22..2.. F—S J-S games yes deg. yes 40% yes 1929 none Mla aM ah Oly eset et F oo yes minor yes 50 yes none none | Univ. “ot-Arizona. oe 35.3" —-— a yes deg. yes 70 no 1929 1926 Univ. of Arkansas _.-__---_.None a yes ‘minor yes 60 a 1926 1921 i Univ. of California—L. A. __F—S J-S 15 Acti. yes deg. yes 84 no none none | Univ. of Cincinnati _..___..__.. F—S -—-— se yes deg. yes 75 - yes 1925 none Univ.c of. Colorado #222 ~_37All All games yes deg. yes 90 no 1923 none Colorado Ae .& MM, e222 20 F—S —-— —-— yes —— yes 20 yes 1924 1927 Connecticut A. & M. ______ F —-— —-— a —-— yes 50 no none none Detroiy City Wolls a. te: F—S —— yes A. M some — yes none none Umiv.,-ofotiloriday. 22.77 eee F — games yes deg. yes 70 yes none Georgia Rech: ia. ea ae ay None None — nc no — no 1924 none Univ.cof Idahos. «2450: es —— — yes major yes 65 yes 1921 none Wniv. Ofte dllinoige 2a. at PSs J-S Activ. yes deg. yes 50 no 1924 1924 Wniv cooks Pidiang, 2 in 2a. RTL. —-— yes M. §S. yes 60 no 1925 1928 UWnivieOlelOware =. Gece 35 All —-— yes deg. yes 70 no 1929 1926 JOweolpte ee ee _F¥—S Some —--- yes minor yes 85 no 1925 none Kansas Won Mee ee F—S F-S —-— yes major yes 80 no 1923 none Wniv. "Of emansas, 22. ee ae . F—S Some games yes major yes 69 no 1927 none Univ of-Kentucky, £52. ed 2 F—S J-S ee yes minor yes 15 yes 1924 none Louisienn State. 2a es All —-— oe yes minor yes — yes 1932 1932 Unive ot, Marviang 22. fio Some All yes major yes 40 no 1923 1932 Miami Univ. (Ohio) 2.2. 2. F—Ss J-S games yes major yes 90 yes 1932 none Nighiwwan Siate. ~ ea F S-J-S games yes major yes 40 yes 1923 1928 Univ:s of] Minnesota... 2: 22 = F Some Act. yes deg. yes 75 yes 1924 1928 Univ ot Missiesippi-. 2c 3 F—S od games no minor yes 50 yes 1926 1929 Univ. of .Missouri: 2... 22. F—S All games yes major yes 57 no 1926 1929 Univ.cot. Montane: 05 re Fs —-— games yes major yes 15 yes 1924 none Montane Sinte 5. Sch Se F S- class yes major yes 75 no none none Univicot. Nebraska 2° 26 2 Mil. All games yes major yes 90 yes 1923 1926 Univ “of- Nevada aoe F—S All sports yes minor yes 90 yes 1915 1915 Univ. of N. Hampshire _____F—S a SE no —-— yes — yes 1926 none Coll. City of New York _____ F¥—S§S J-S class yes major —-— — yes 1915 none Univ.,0LaN} Carolinas: 228) F aa woe no —-— yes 50 1927 1927 NN. Carolina: State: atin 22 F—S S sports yes minor yes 50 yes 1922 none PUBLICLY CONTROLLED INSTITUTIONS. TABLE 10—Cont. PHYSICAL EDUCATION PROGRESS. Institution Phys. Ed. re- P.E. may be #§ What may Train P. E- Give minor— Have Intra- What % men Lack Stadium built Field House quired of elected by they elect Teachers major degree © —smural Play take part Equipment when built when Oia. State SURIV. 2. F All sports yes Ph. D; yes 90 no 1922 none Ohio; UMmversity 220020. ee i$ S —_——- yes major yes 85 no 1929 none Unity, of Oklshoma, .o522 02 All _— yes major yes 60 yes 1928 1928 Oklahoma A. -@ M...22 22, F All sports yes major yes 15 yes 1932 none Univ. 08 Oregon =... F—S J-S class = yes deg. yes 50 no 1926 1926 Oremon Ae WM, a F—S sports games yes minor yes 85 no 1924 none Penn State seh F—S —-— sports yes major yes 85 yes none none Purdue, University csc, Mil. no a yes deg. yes 75 no 1920 none Rhode: Island: State: 22... F-S J-S sports yes minor yes 90 yes none none Univ... 66.8. Carolina: 2.02 F—S —-— soe no yes 40 yes 1928 1929 S. dA Ote. stabs 2 no —-— no mane yes 60 yes 1920 none Univ. of Tennessee ________ F—S S- games yes major yes 50 yes 1927 none Oe eae ee ey F—S S-J-S Activ. yes deg. yes 80 yes 1925 none GSS A Mite Bias os F fase sports yes major yes 50 no 1929 none Mexasa eChe ek isa ue, F—S yes sports yes major yes 30 no 1928 1928 Univ cor Virginie F—S All class no —_—— yes 20 yes 1930 none Ve Oa ce ie ee F —-— tee yes minor yes 70 no 1925 none Wallen Mia rye cies) oad F—S some sports yes major yes 40 yes Washington State _........... All S-J-S Activ. yes A. M. yes 25 no 1925 1929 WHIVs Wie VIRPINO oe es F some —-— yes major yes 73 yes 1926 1929 New River State, W. Va. ____ All J-S —— yes minor yes 70 no 1932 1932 Univ. of Wisconsin 2... F-_s —--— sports yes deg. yes —— yes 1920 1930 Tniv.nOl WW VOMINn Geshu ea aa yes major yes 95 yes 1927 none 59 -J- Li ben ti eeereemeeieened emer yi Sn STD PRIVATELY CONTROLLED INSTITUTIONS. J TABLE 11. PHYSICAL EDUCATION PROGRAM i Inststution Phys. Fd. re- P. E. may be What may Train P. E. Give minor— Have Intra § What % men Lack Stadium built Field House quired of elected by they elect Teachers major degree mural Play take part Equipment when built when | | oak ov ee eo ae F—S J-S Class yes major yes 75% yes none 1933 Re a ee. F—S ee (a yes minor yes 60 no 1914 none ag ew eee F—S F-S ee no —_—-— yes 40 yes 1926 none eS NEN. oo Be F—S J-S games no —-— yes 80 yes none none BIRGER oe ed eke ae -F}—S—J S- games no —-— yes —— no none none Augustana—TI],, ....._..__-. F—S J-S Activ. yes minor yes 75 yes none 1917 De pee an wt nar es cane F—S J-S games yes major yes: 90 no none none Er sx hermes hn ggg can F—S—J All games no —-— yes 40 no none 1928 RM an ia a ce ay che Sow ieee crue cS J-S —-— no minor yes 40 yes none none PON ct crane wastage peices cca cradiane WHS —-— —-— ne —-— yes 95 yes 1909 none Birmingham—South, —._.~_- F a oe no ee yes 75 yes 1923 none Boston University .22...2.0. All a oa yes deg. yes —— no 1928 1928 PHOT ie ia cc crraeue F—S some games yes Cert. yes 60 no 1912 none DOGO: Git te ee cketenwaa F—S All ware no © aa yes 85 no 1924 none Breenain MOUNS F—Ss some Class yes major yes 90 no 1928 none BSPOW ly UPiNeg cao eek et, I. sports no —-— yes 75 no 1925 1927 ut lel ee eres All All —-—— yes minor yes 15 yes 1927 1927 Valtornia Christ, ooo All J-S Activ. yes major yes 80 no none none Gahtornias Neon... 8s All All sports no —_-— yes 73 yes none none DPA ude oieed c= secu oe. F—S All G-T-S. no —-—- yes 78 yes 1928 none BG secs gets nasesecicwrecurcieataiad F—S—J J- Activ. ' yes minor yes 50 no 1927 none ENO tesa ee ete ee F—S All Tests yes minor yes 70 yes 1931 1924 GAatson-N@WAN » 00s ooe F—S§S -—-— on no —-—- yes ils, no none none BRT NOIO, cic bP pi —osscacccanns All —-— we yes minor yes 93 no none 1930 VOTIS Bh oem ce i gta Sears _F—S J-S Activ. yes major yes 50 yes none none Ry) bye wreuacete Lense td scat incom ie F—S S- Sports yes Widior.. -° «ep 40 yes none 1929 0 rs eae ame nea iks F—S — —— -—— minor yes 50 yes 1921 1930 RO ey ice aera baie ene ee F—S some sports no —-— yes 89 yes none none Omran ORR in we ea F—S —-— ----— no ---— ' -yes 15 no 1926 none Columbia University: _______ mA near wore Activ. yes Ph.D yes — yes 1922 1924 GPa tbr ven coi a F—S§ All Activ. no —-— yes paye 15 no 1920 none DBT OUE Ot iia ce F—S§S All Activ. yes mejor yes 60 no 1923 1927 DSRS OR eeepc itr ssntercxccsperlisrmearcerasiereanay ft —S some Activ. yes major yes 94 no 1922 1922 Depatw (eawaur ie —F¥—S All sports yes minor yes 80 yes none 1925 IPR O Ae a oe All none oo os minor yes 75 no 1922 none — ane oe a All - sports. -- yes —-—- «+ yes 85 no none 1924 De eS TABLE 11 -——Cont. PRIVATELY CONTROLLED INSTITUTIONS. PHYSICAL EDUCATION PROGRAM. Have Intra- Institution Phys. Ed. re- P.E. may be = What may Train P. E- Give minor— What % men Lack Stadium built Field House quired of elected by they elect Teachers major degree mural Play take part Equipment when built when Move ha Ua de ok ht F—S J-S sports no os yes 80 no none none BORGIRIAY iat W__S§ J-S —-— yes ———— ae none none SURAT sa 8 F—S All sports yes minor yes 90 yes 1910 none ert ei ae F—S st — no —_—— yes 15 no 1930 none Crenetn gute. ses i F#—S—J All Activ. yes major yes 90 no 1910 none TRAMAOni a igi ee, All F-S sports no —_—— yes 80 yes none none Harvard University 2.22007 F F- sports no —--— yes 70 no 1908 1930 PGT Be a ry F—S ——— ss no ———_ yes 62 no 1923 1927 ERO rei ante ire ln F—S All sports yes minor yes 50 yes none none FOI One yi en F—S J-S —_—— no ——— yes 715 no 1923 none ilinois: Wesleyan icc. e< FS J-S Bet Sf yes minor yes 80 yes none none lows’ Wierlevan i... >.> es J-S aa yes minor yes 95 no none none Ti Ie VOG (80 08 or ore F—S S- Activ no See yes 75 yes 1924 none ONO Gur ee ee Fr—s J-S Activ no sees yes 90 no none 1928 Nebanon Valley _______ ane F—Ss F-S sport no a yes 75 yes none none DIRCRPes tor Scie eto os _All All Activ yes minor yes 75 no none 1926 Dae ee hoc erie F—Ss J-S Activ no ee yes 87 yes none 1929 MUneOLIA: Os wee ec os F S-J-S Activ yes deg. yes 30 yes 1925 none MERON CNON 6-2 cassie ces F—S All Activ no janie yes 75 yes 1927 1923 PUURAR Sree cegeor ocean All none —-— yes minor yes 90 no none none demiesiMADKin®: oe F —-— —_-— no —— yes —— yes none none Millsaps. 225. Br PB eto mata os F—Ath. All sports no ae yes 75 yes none none BOMIROU PE ce cose sac Es J-S sports yes minor yes 75 yes none none MOP PIOIOG oro oe gl Ls Bsa aoe yes ces yes 60 yes 1915 none WR RO MMON eine. segs r—S S- sports yes minor yes —— no 1927 1921 Wrotbetiergr i ccc riie te asec All none ee no —_ — yes 80 yes none none IRRGU STRAT oe ce esa F—S —_—-— sports yes minor yes 90 no 1925 none New York University 2. -- no === a yes deg. yes 80 yes none 1931 PROP GT POUR pels i ena F—S F-S Activ yes major yes 70 no none 1931 Northwestern Univ. _._______ F—S yes ——— yes major yes 90 yes 1925 1910 Northwestern Coll, ~________ no —-— sports no —--— no —- yes none none Notre Dame 2... creluaancniiaesiel F—-S All sports yes —-— yes — no 1930 1924 QR CPE ise screen cree treme F—S yes Activ. yes deg. yes 80 no 1925. none GMG! Mot meryeus F—S some Activ. yes major yes 60 no none 1928 CaO WOnOVAR oo F—S yes sports yes major yes 90 no 1929 none OUrerpem: 2 ee Siirncwmemane—te J-S —— yes minor yes 94 no none none : PRIVATELY CONTROLLED INSTITUTIONS. TABLE 11—Cont. PHYSICAL EDUCATION PROGRAM : 1 Institntion Phys. Ed. re- P.E. may be What may Train P. E. Give minor— Have Intrae What % men Lack Stadium built Field Honse quired of elected by they elect Teachers major degree mural Play take part Equipment when built when Pomoteu xc curnscseieiecuuwds -All Tests Activ. — yes 80 no 1915 1922 Prine@ie@ie ice ee et some Activ. yes major yes pa no } Coll: Budget Sound: 22-2222 All All Activ. yes minor yes 50 yes none none | Randolph-Macon __-------~---- F no ar no arenes yes 75 yes none 1926 Beane ne cee sete F—S yes . Activ. no a yes 90 no 1928 none RONR OGG. oneoince esos None All games no <= ae 50 no none none MUMBA Go on ee one ¥—S i ae repro yes minor yes 75 yes none none SInIpSOnwe see ea eee F—S yes Activ. yes minor yes 80 yes none none Southern Methodist ~---_-- _F—S yes Activ yes major yes 80 no 1927 none Southwestern—Tenn. __-_--~-- F—S no ~ n) —_—-— yes 75 no 1932 1926 » Southwestern—-Tex, ~------~ _F—S rsfeapres —_-— yes a yes 75 yes 1930 none Sndvete Uryiee be All hie cg eee yes minor yes 60 yes none none Breen) Wi. = ee Soke F—S a nee yes minor yes — no none noue Temple University ~.....--- F—S S- Activ. yes major yes 25 yes 1928 1925 Trimihyrcs Onn. oo F—S—J J- sports no — yes 70 no none none Tinie Pexs eos soso F—S J-S sports no --— yes 50 no 1925 — 1927 Univ, of Chieawo: ......---None All Activ. no : yes 66 yes 1926 1931 Univ. of Pennsylvania __----- All Grad. Activ. yes major yes 30 yes 1921 none Univ. of. Pittsburgh —.-.-~.-- F S-J-S sports yes major a — .__—iyes 1928 - none Uniwuof Redlands: 222c2susc22 All J-S Activ. yes major yes 80 no none 1926 Univ. of Rochester _________- F—S some class no aa yes 75 no 1930 1939 Univwot Yost 22.22. -2-- yes > ET no Si a:!6hUUe no none 1928 ib peomehern * Calif. 2222s 2e F—S —_-— a yes major yes — yes 1931 none Linoce® “Taleban coco cestesss F—S J-S ee no -a-— yes 75 yes 1930 none Ware is onest) ues us cblece All es Tr ee no seer yes 60 yes 1928 none Washington: Univ. ~-------_-. F—S S- Activ. no —-— yes 65 yes 1903 1925 Wesleyan« Univ, 222 2-see cece F—S—J yes sports no —— yes 75 no none 1931 Western Reserve U. ------~— F—S aon sports no ere yes 60 yes none none Wittman. os esos oe oa S-J-S class yes —— yes 75 no 1926 none Whittier: mokecco eres bees All J-S Activ. yes major yes 50 no 1928 none WO el ae F—S S- Activ. no —— yes 95 no none 1928 Wi Sewell ooo 8ec el cee F—S J-S Activ. yes major yes 80 yes none none Wi td Oe ciieidbta icra lanccrcacicsindrte F—S =— yes minor yes 75 _ yes 1924 none Veer eile Gn ere ee a F—S J-S sports no yes 75 | ono 1926 none Yale University _.-----_---- F i cyt no aatnaes yes a no 1914 1923 oo STATE TEACHERS COLLEGES. ee SS oe TABLE 12. PHYSICAL EDUCATION PROGRAM. . Institution Phys. Ed. ree P.E. may be = What may Train P. E- Give minor— Have Intra- What % men Lack Stadium built Field House quired of elected by they elect Teachers major degree mural Play take part Equipment when built when Hlagetei), Arig: oo ee ee —— yes major yes 15% yes none none pamea: Barbara, Gal... o, All | J-Sr. T-G yes major yes 35 yes none none Cupmisom: Colo, os All none ee yes major yes 80 yes none none OCarhomigte 1 coe ae F none —— yes major yes 60 yes none none /Chapiestop, (le 2.0 ee F—S none —_—-— yes minor yes 50 yes: none none Maeoiib ei oo ee Pus yes oe yes major yes 95 yes none 192% ANOT MIME eae F—S Fr.-S games yes major yes 80 yes none none Mumcia. bpd) All none —-—. yes major yes 40 no none none Serre iauce, Eid. =o. es All All T-G-S yes M. S. yes 50 yes none none Bags, Rane 22 okt ba F—S J-Sr gemes yes major yes 70 no none none Bowling Green; Ky. F—S J-Sr. games yes major yes 75 yes 1925 1939 Kalamaaao,Miehs 22. 2 on All some games yes major yes 75 yes none none Marquette, Mich. <2 _F—S Fr.-S —-— yes major yes 25 yes 1982 none Ypelantio Mie 2. All —-— —-— yes major - yes vS no none none ‘Moerhead, Minn. -....__ SVs J-Sr. games yes major yes 80 no none 1932 Flattiesbura.; Miss; _. All none ie set yes major no no 1932 none Cape Girardeau, Mo. _... .: F—S J-Sr, T-S ‘yes major yes 20 yes 1930 1927 Kimesvalle, Mie. = 2 ee Ps none —-— yes major yes 50 yes 1928 none Dillan, Might. i eee All no eee yes minor. yes 60 yes none 1925 Ane ee F_S no ——— no ee yes 75 yes none none COMM SM Vises auch us a All no -—- yes major yes 90 yes 1923 none Miletyene. ak. 2 2. on ae os —-— —-— yes minor yes 75 yes 1930 none Valley. City, No Dek, 2.4 4 WF 8 J-S games yes minor yes none none Bent, 220; 2 ee All — —-— yes major yes 70 yes none 1925 indareor ass All Soph. games no eS yes no none none Diippery Boek, fa. 0 All J-S games yes major yes 15 no none none Murfreesboro, Tenn. _________ F—S§S F-S _— yes major yes 50 yes none none Canyon, Vex. 2. o-oo Ss F-S games yes major yes 60 yes 1929 19238 mal Vearees, Tete 2. 4s F—S —— a yes minor no —— —-- 1932 1931 Bellingham, Wash, 2... All —-— — yes major yes 65 no 1922 none Reirmont, Ws Vales. 2. So F_s a = no te yes $0.3) ves 1928 none Buu. Claire, Wis, F —-— —-— no tet ver Yes . 40 cones: none none Wilwaukee, Wis, ___.______. F—S —-— —_— yes minor a Yes 93. , no none 1931 Gckesh Wiss oe a F —— oe no eee _yes — yes none none 34 28° ADMINISTRATION OF PHYSICAL EDUCATION. The tables show that nearly every institution in the study requires some physical education work. Some few institutions allow their students to take military drill instead of physical training. The tables show that 5 of the publicly controlled institutions require physical education of all stu- dents. That 19 of the privately controlled institutions require it of all stu- dents and that 18 of the teachers college group require all of their students to take physical education. Thus making a total of 37 institutions that re- quire all of their students to take physical education. The 1924 study showed that there were only ten institutions that required all students to take the work. The study shows that 34 publicly controlled institutions re- quire the work from the freshmen and sophomores. That 66 of the private- ly controlled institutions require the work for the first two years. That 17 or half of the teachers colleges group require it for first two years. Thus making | a total of 117 of the 200 institutions require two years of physical training. Freshmen only are required to take physical education in 13 of the publicly controlled institutions. Freshmen are required to take the work in 9 privately controlled institutions, and of the teachers college group 4 require it only of the freshmen. Making a total of 26 institutions in the 200 siudied that require the work only from the first year men. The tendency of allowing the student to elect his physical education work is shown in the tables. The tables show that there are several choices allowed. Some allow all to choose between gymnasium classes and inter- collegiate sports. Others allow them to choose from the many activities of the department, and some allow them to choose intramural games. In the tables sports refer to invercollegiate competition and games to intramural play or other games. It would seem that where four years of physical education is required a choice in the junior and senior years is a good plan. : ‘Our physical education programs would be more attractive to students if we would remove the idea that they are compelled to take the work. The student should enter into the work with a spirit of recreation and exercise, from the natural spirit of play. Our physical education programs would be more attractive to students if there was more than one activity provided for each class period. Providing several games or activities in the same class period would meet the interests of more students in that class. It would seem that we are just beginning to make our physical education work attractive to a large number of students. The tables show a large number of institutions training teachers for physical education work. The amount of work given varies from a minor to the graduate degrees. The study shows that 51 out of the 59 publicly controlled institutions train teachers of physical education. That 57 of the privately controlled institutions give at least a minor, and that 29 out of the 34 teachers colleges train teachers for physical education. Making a total of 137 out of the 200 institutions in the study that train physica! edu- ~ eation teachers. ADMINISTRATION OF PHYSICAL EDUCATION. ' Bie The tables show a large amount of intramural play in nearly all of the institutions. Much stress. has been.placed on intramural play, judging by the large amount found in the tables. However, several of the men with excellent intramural programs question its value in a physical education program. They did not state specific reasons, but maintained that the negative side of intramural play was a strong one. The percentage of men _ taking part in one or more intramural sports during the year is given in the tables. The median for the various institutions is 75%. The question as to equipment for intramural play has been: asked: In 1924 there seemed to be a great shortage of equipment, fields, buildings and teachers for the work. That it has been partially supplied is shown by the large number who say they do not lack equipment for the work. It has often been said that the last ten years have been a period of build- ing stadia and field houses. These stadia built for football and field houss for basketball have been much discussed. The tables show the year in which the stadium and field house has been built at various institutions. It is probable that the Yale Bowl was the forerunner of the many large stadia built since then. A Department of Physical Education. A department of physical education must have some aims or purposes to be successful in its work. The educator in ihe field of physical education should set forth his aims, and then arrange his department to attain those aims. The aims or purposes for a physical education program in a college or university which follow might apply in a general way to those for a good high school department. The aims of a college or university physical education program might be set forth as follows. 1. Health. 2. Exercise. 3. Recreation. 4. Charac- ter training. 5. Training for use of future leisure time. The first aim should be to provide good health for every student. The student should be given a careful medical examination to determine if he has any physical defects or organic diseases. If he has, he should bz given specific instructions as to how to overcome them. Surgical treatment should be given if necessary. Health education of such content should be taught that he may keep the body and mind functioning properly throughout his life. Large muscle activity speeds up the flow of blood and lymph through the body. A proper shower bath following an hour of active physical exer- cise each day will do much to improve every day good health. A physical education program should provide every student with an opportunity for every day physical exercise at a convenient time in his daily program. Some form of recreation should be provided daily that the student may relax from study. In many cases this should be physical exercise in the 30 ADMINISTRATION OF PHYSICAL EDUCATION. form of games. The number of these activities have been greatly increased in the past ten years. These various activities allow the student to relax both mentally and physically from his academic work. Where games and other activities are provided, the student has a better chance to meet other students in a social way and thus learn to meet people socially. This social contact with other men may, because of learn- ing to play by the rules of games, help some in character training. How- ever, it is true that character training has taken place in the home and secondary schools before the student has entered college. The student should be taught games and other activities that he will be able to play after he has left college and even to a late period in life. The amount of leisure time will increase much in the years to come, and college students should be taught to use this leisure time so as to benefit their mental and physical health. The student who has learned games and other activities during his college years will probably use his leisure time to benefit himself and not interfere with the rights of others in these acti- vities. The study shows that games like golf, tennis, handball, swimming and many others, as well as passive activities, are being taught to students for use in their future leisure time. A physical education program, to be of educational value, must provide for every student in the institution the following: a medical examination io see whether he is free from physical defects and organic diseases, and corrective measures for those who may be deficient. A properly taught course in hygiene or health education which will help preserve his mental and physical health to a later period in life. An opportunity for exercise and recreation every day in his college course at a convenient time. A chance for intercollegiate play for those who have the ability to make the teams of the institution . A directed plan of education for future use of leisure time after he has left the institution that he may be happier in life. The close relationship between physical education, medical examina- tions, health education and corrective work, intercollegiate athletics and intramural play are such that they fit well into one department. The physical education department should embrace the following five divisions: 1. Medical examinations. 2. Physical education classes, 3. Health education and corrective work. 4. Intercollegiate athletics. 5. In- tramural play. | The above organization of a physical education program would re- quire that the personnel do graduate work in certain fields in order to carry out the program successfully. The above organization of a physical education department would re- quire that the personnel do graduate work in certain fields to be prepared to carry on the work successfully. Graduate work would be required in ADMINISTRATION OF PHYSICAL EDUCATION. 31 fields other than physical education and education. The work in health education, while not necessarily requiring a medical degree, would require good training in many of the subjects in the field of medicine. A good training in anaiomy, physiology, bacteriology, neurology, genetics and social science would be of great help to all of the men in the work. Men with medical degrees or a good training in many of the subjects of a medical course might help in preventing some of the serious injuries in high school and college football. While for the most part deaths and serious injuries in football have come to athletic club and sand lot players, yet should the number of deaths and serious injuries to high school and college players increase in number, there will be a determined effort made to change the rules of present day football. Teacher Training in Physical Education. The tables in the study show that a large number of institutions are training teachers in physical education. Some might raise the question, as to how well many of the institutions train teachers for this field of educa- tion. A few years ago there was a demand for more teachers in physical education and athletics. The large number of institutions training teachers in this work have more than filled that demand. This field, like all of the other fields of teaching, has an excess number of teachers for the few posi- tions available each year. However, in the field of physical education, as in other fields, the question might arise as io how well trained are some of those now in the work. The tables show that many institutions give a minor in the. work. Others give a major, while some others give a four year course. Some of the large institutions give graduate degrees in physical education. Many institutions provide a short term course in the technique of coaching of the various sports which are of benefit to the high school and college coaches. There seems to be a tendency at the present time to add more of the academic subjects to the work. This has been brought about, to a large extent, by the financial strain of the depression reducing the number of high school teachers in many states. The high school coach is teaching some academic courses in his school. Many school administrators followed this plan even before the depression, feeling that it kept the coach in con- tact with academic class work. Physical education programs must, more than ever, help in training people to use their leisure time for their own happiness and relaxaiion from their vocational duties. There is and probably will be a greater field for trained men and women in this work in directing city recreational pro- grams. The teaching of games that may be played when students leave the campus is not in itself sufficient. A definite plan or program of the various forms of recreational activities should be presented to the student, that he may become acquainted with the various kinds of leisure time activ- 32. ADMINISTRATION OF PHYSICAL EDUCATION. ities. The physical education program should give to the student a definite knowledge of health education, a love of physical activity and lcisure time education, that he may evaluate the educational content of physical educa- tion with other academic subjects. The young man in excellent health hardly finds it possible to properly evaluate his health education until later ‘in life when he must conserve his energy and health. Until students are able to evaluate the educational content of physical education courses teach- ers of other academic courses will discount this education value in this work. However, the educational content of physical education and athletics is much underestimaied by many academic teachers today. Objective tests for measuring the work i in physical education are nec- cessary. Such tests are now being used in many institutions. These tests are in most cases skill tests in the various games and individual exercises taught in physical education classes. Other tests in the knowledge of rules and techniques of games and recreational activities along with health edu- cation are being given. These skill and game tests can well be used to place students in the graded physical education courses given in various instiiu- tions. Further tests to measure educational content gained from these courses are necessary. Wiih perfection in these tests it will be possible to measure educational content in the work. However, it is necessary that these tests measure practical rather than idealistic values. General Information. Under the heading of general information four questions were asked regarding intercollegiate games and physical education. The answers to these questions by the men in the work is their judgment on these ques- tions which are of interest, not only to the people interested in higher edu- cation, but to those people who have in the past attended in large number the various college games. There has been much discussion as to whether or noc people would again go to games in the same large numbers that they did before the financial depression. 1. Do you believe there is a waning interest in intercollegiate games? _. The answer to this question is found in table 13. The table shows that 135 said, No. That 61 said, Yes. And 4 did not answer. The majority of the men said there was no waning interest in games. Many of them felt that as soon as money became more plentiful they would return to the games. Attendance at football games in 1933 seem to vindicate the judgment of the majority, in that crowds this year are larger than in 1932. One big factor in increasing attendance in 1933 is the lowering of admis- sion prices. In many institutions the prices have been reduced by one half or more. Probably the high admission prices of a few years ago will not. — return again. ve In the study of 1928 the presidents and deans were almost unanimous. in their approval of charging admission to all games, but they felt that ad-. ADMINISTRATION OF PHYSICAL EDUCATION. 33 mission prices then were much too high. The majority of them also thot that games as public spectacles were worth while in themselves. 2. Have you noted any recent changes in intercollegiate athletics in your conference or state? The table shows that 95 had noticed changes, and 89 said they had noticed no changes. And 16 did noi answer. The explanation was given in the questionnaire that recent meant within the past five years. The comments on the changes noted were very interesting. In fact, the comments in any study of this kind are more indicative of the changes than the figures of the study. These commenis show that the men in the work are alive to the problems of the work, and feel that the changes are for the betterment of athletics. The men felt that intercollegiate athletics were over-emphasized in some institutions. Some of the criticisms of in- tercollegiate athletics were the following: too much soliciting of high school athletes which made them over-value their playing ability; too much undue publicity for teams and players; too much stress on winning to build up reputation of coach, or pay off debts; admission prices too high; too many intersectional games; too many scholarships and jobs, and in some cases too long schedules. Many of these criticisms are from coaches in the work today. Some of the answers indicated that the transfer rule . should be changed, so that no man could play who transferred from an- other institution. During the boom years in athletics, as in business, there was a ten- dency to over-organize high school and college athletics in somewhat the same manner that business was over-organized. There seems to be a ten- dency now to decentralize, and to depend upon the individual institutions and small groups to direct high school and college athletics. These large organizations did not setile all problems for them, and each institution must have a voice in settling the problems that confront them today. The large organization may set up a standard to measure the work of each in- stitution, but the individual institution must itself reach that standard. 3. Have you noticed any recent changes in your institution or conference in physical education work? The answer to this question showed that 133 had noticed changes. That 56 had noted no changes, and 11 did not answer. There were many changes noted in physical education. Many com- men.ed upon the large growth of the work and the increased interest of the students in the work. Comment was made on the large increase in intra- mural play. Also on the various tests being applied to the work. There was some comment on making the last two years of ihe work elective and increasing the number of activities that a student might elect. The study shows a large increase in the amount of work and in the number of activi- 34 ADMINISTRATION OF PHYSICAL’ EDUCATION. ties over that of the 1924 study. Physical education is making some rapid strides with respect to the educational content and in ihe large number of students taking the work. 4, What effect have the college and university accrediting agencies had _on intercollegiate athletics in your conference or state in recent years? The tables show that 73 answered that these agencies had had a good effect on athletics in their conference or state. That 84 answered that these agenciés had had little or no effect on their groups, while 43 did not answer the question. Some of them said they did not understand the ques- tion. Some institutions who have been inspected by these agencies in re- cent years either did not answer or were very frank in stating their judg- ment on the question. Most of the comments on the question were brief, frank and-to the point. Of the various accrediting agencies the North Central Association has probably been the most active in inspecting athletics and physical educa- . tion in the institutions of higher education and secondary schools. The viewpoint of the accrediting agency being that, since physical education and athletics are a part of the curriculum of the institution, they are to be inspected as are other curricular departments. This would set a stan- dard for athletics and physical education as it does for other departments of instruction in the institution. This standard for the direction and con- trol of athletics would be met by all institutions that are members of this organization. This plan places the standard of athletics on a large group: rather than on the individual institution. 5 TABLE 13. Publicly Controlled. 2 eee eae lg ee 39 No answer: 1 | 59 state? Publicly Controlled. BY ON es 28 EO a 26 . No answers 2-228 25 5 59 education work? Publicly Controlled. BNC eee 33 cera, te ce ee 21 INO answer, 2 5 t 59 Publicly Controlled. Good effect ______._- 16 INGO -CheCh 22 30 No answer =. 2s 13 59 Privately Controlled. Vs ie oe 25 Noo eee vie) No answer ______-_-- -3 107 Privately Controlled. WiC ee ee 53 NG AT Noc-ans wer = ff 107 Privately Controlled. VCS ea ree 73 Oe en 29 No answer _.{2 5 107 Privately Controlled. Good effect _.___--__- 25 Ne etrect (222 46 No answer _________ 26 107 1. Do you believe there is a waning interest in intercollegiate contests? State Teachers Colleges: « oe, _17—Tot. 61 Ne PTT. 135 No answer 2: ‘0+-Tot. 4 ea x ee ieN ol ert & AGRA FRE S 4 reais: 2. Have you noted any recent changes in intercollegiate athletics in your; conference ¢ or State cae eailcese, Wego 14—Tot. 95 No _..____-. _: 16—T ot. 89 No answer —_ 4—Tot. 16 G35 ae iiss 3s .F zs Ht tt Rik os 3. Have you faplgeed any recent changes in your oo or conference in physical State Poker eae eee Tot, 138 ee 6—Tot. 56 No answer 1—Tot. 11 34 200 4, What effect have the college and university accrediting agencies had on intercolle- giate athletics in your conference or state in recent years? State Teachers Colleges. Good effect _ 22—Tot. 73 No effect __. 8—Tot. 84 No answer. 4—Tot. 43 34 200