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-.