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group, it is the collectivity which gives meaning to the skills of the
performer. Thus social ends are substituted for the personal ends.

The accentuation of the joy—complex against the work habit, the
seliewtiviatic impersonalization and the substitution of interpretation for
the personal goals are creating a new culture pattern. The content of the
new pattern in physical education is social rather than individualistic.
Consequently, more and more the directors of physical--education are making
alliances with the so-colled social sciences. Even in the elementary and
the secondary schools recreation, physical training, athletics, play and
leisure activities are being linked with the art of social living. I do not
need to remind you how much business is transacted during a fishing and
hunting trip or on the golf course or at the horse races or between the
acts of a ballet by the shrewd businessmen. Moreover, the health education
advocates have reached the point where, in addition to the physical, the mental
health of the people are being seawidined. Most of the character building
organizations use the physical body as means for the attainment of non-
physical ends. Thus it is apparent that in recent years the content of physical
education has become more culture-social, more non-physical than it was at
the turn of the century. This gradual tipping over in the direction of the
socio-cultural necessitates a complete re-evaluation of the status of

physical education among the scientific disciplines.
IV. Possibility of a Science of Physical Education

All sciences, physical and social, are differentiated from the
arts because of their respective methodologies. Arts deal with skills which

create unique results; sciences are concerned with processes which repeat