The Transformation of Physical Education: 1900- 1939

The Transformation of Physical Education: 1900- 1939

Introduction

Development of Play Theory Cont...

Group K: Tiffany Schaaf, Patrick Bibeau, Guillermo Cuevas, Kayt Boelke

Karl Groos:

• Childhood serves as a rehearsal for the evolutionary process, play is a preparation for life
• From birth individual mimics development of species by assuming type of behavior required in development of species, so play behavior is instinctual.
• Play is a fundamental form of human history.

G. Stanley Hall:

• Influential psychologist of early 20th century
• Childhood is a rehearsal for the evolution
• Play is fundamental to development of species

• Significant changes in physical education took place in the early twentieth century.
• Changes included the adoption of sports in the old and new Physical Education, and the development of play theory
• Their coursework involved hygiene, physiology, instruction in fitness activities. Gymnastics and calisthenics changed.

Physical Fitness Assessment

Play vs Gymnastics

Physical Education Literature in the Early Twentieth Century

Play and Popular Culture

Play Theory Continued...

Architects of the New Physical Education: Clark Hetherington, Thomas D. Wood, and Rosalind Cassidy

Transformation

• Publication of Hetherington's work marked the beginning of time when views about the nature and methodology of physical education crystallized.
• 1920s, textbooks and manuals are written for physical education teachers and teacher-training programs.
• Publications reflected the directional scope that committed physical education to the physical, social, emotional, and intellectual development of individuals.

• Purpose of physical ability testing was:
• 1. Crete measurement tool that could classify students according to ability
• 2. predict future achievement
• formula was made by Frederick Rogers:
• Strength Index divided by 10 + physical fitness index + intelligence quotient = athletic index

• 1886, sand gardens (sandboxes) are built in Boston as a place for children to play in crowded neighborhoods.
• 1889 Charlesbank Outdoor Gymnasium opens in Boston -part of a large park system
• 1889 New York City opens several school playgrounds
• 1903 Chicago opens South Park Playgrounds
• 1903 Public School Athletic League
• 1906 Playground Association of America founded

• Gym advocates find it necessary to acknowledge percieved benefits of play, games, and sport while at the same time trying to make a case for gymnastic programs
• William Skarst M.D. writes series of articles arguing for the use of gymnastics
• Believed it helped improve posture and development, was function of physical education to promote community, social success, efficiency, self management, physical efficiency, and business success
• Gym however begins to diminish in populartity
• By 1915 play becomes dominate method of physical education, and gym is used to correct posture

Luther Gulick: influential physical educator

• Emphasized benefits of play for development of private and social self
• "Philosophy of Play" (1920) published emphasized benefits of play for the development of both the private and public

John Dewey: influential philosopher and educational theorist

• Believed that mind/body were integrated
• Saw education as a necessity for democratic citizenship, social efficiency, and social experience
• Believed play to be a purposeful activity that directed interest through physical means

• World War I to 1930 was characterized by acceptance of social development objectives in form of psychosocial and behavioral principles as a major part of the theoretical foundation of physical education.
• These architects were Clark Hetherington, Thomas D. Wood, and Rosalind Cassidy
• Hetherington published "School Program in Physical Education" that provided direction for the discipline early in the twentieth century

• Education of students included social development objectives
• Transformation of traditional health and fitness
• Developments occurred in three areas:

1. Competitive athletics

2. Physical education

3. Social reform

1930

1915

1939

1905

1900

Promotion of Physical Education

Tests and Measurements

Changes in Physical Education and Athletics

Components and Goals of Physical Education

Play in Physical Education 1900-1915

Development Of Play Theory 1900-1915

• 1916-1930
• Physical education reflects work done in psychology and also establishment of science of teaching, or pedagogy
• Tests for arithmetic, spelling, reading, drawing, language ability, and handwriting.
• Enthusiasm for measurement and quantification gains popularity
• Measures motor ability and physical efficiency
• Attempted to link physical and mental ability
• Assessed physical fitness

• Hetherington championed the educational and socially oriented objectives of physical education over health objectives.
• Children needed four to five hours of physical activity daily
• Adolecents needed two to three hours daily
• Adults needed only twenty minutes
• Development was an outcome of physical activity and was differentiated from the idea of growth
• This line of thought identified development as fundamental process of education -built first on quality of play and work experience

Clark Hetherington divids physical education into four seperate but related areas:organic, psychomotor, character, intellect -1910

Areas lended into five objectives:

Physical training

Social adjustment

Response powers (the early motor learning theory)

Character development

Improvement in thinking (cognition)

Argued for educational and social objectives over health objectives

Argues successfully that physical education is essential for education

Most physical educators eventually come to embrace play, games, dance, and sport

• Luther Gulick: influential physical educator
• Emphasized benefits of play for development of private and social self
• John Dewey: influential philosopher and educational theorist
• Believed that mind/body were integrated
• Body produces experiences that shape the individual
• Play: important activity in the educational process
• Ultimate goal of Dewey system- education for democratic citizenship
• Dewey and others
• Helped introduce social games and social play as significant
• Physical education incorporated these ideas into educational programs
• Play recieved support at the city level
• Playgrounds are built in large cities
• Play theory has growing support
• Gymnastics, science- based programs preferreed by many until 1910
• 1915: Play and sport becomes the focus

• Pre 1906: physical education was taught by faculty
• Athletics was governed by athletic associations:
• Controlled by students and alumni
• There was no national governing body to oversee athletics
• Abuses in athletic associations caused faculty intervention
• High Schools: control achieved by merging athletes and physical education
• Athletic directors and coaches hired

• Early 19th Century: 1900-1930
• Physical educators focused on health, they were doctors and educators.
• Coursework was in hygiene, physiology, and instruction in fitness activities and included gymnastics and calisthenics
• Educators debated appropriate methods and goals for research and teaching

Development of Play Theory

Advocates and Adversaries: Promotion of Play

Herbert Spencer

Conceived play as:

• Instinctual, natural, and enjoyable activity essential for physical welfare and development, and as expending excess energy

William James

• Published "Principles of Psychology" (1890)
• Agreed that play behavior was instinctual, but not simply a reflex in more complex animals.

• Use of military drill in physical education argued- lack of play is not benificial to students
• Play fosters the muscular development necessary for self-preservation, as advocated by educator Jay Seaver
• Most physical educators believed that play, games, and sport should play a secondary role to physical education rather than a primary role
• Teaching done by coaches
• Teachers were trained by educators, not health experts

Components and goals