Document Type

Thesis - Open Access

Award Date

1972

Degree Name

Master of Science (MS)

Department / School

Physical Education

Abstract

In recent years traditional educational systems in some areas of the country have been replaced by many new trends and innovations. One such innovation is the adoption of the daily flexible modular schedule, which advocates a personalized program where the curriculum could better meet the needs of the student. The daily flexible smorgasbord modular schedule was accepted by the faculty at Harmony Hill High School, Watertown, South Dakota, a private girls' boarding school, in the fall of 1967. In order to have a successful daily flexible smorgasbord schedule, it was necessary to have very few large classes. However, at Harmony Hill, the "must" classes or requests are interpreted as a class which must meet at and for a specific time on a particular day or days due to external circumstances. For example, physical education at Harmony Hill is a "must" in the schedule due to the availability of a gymnasium and bowling alley at specific times for use. Or, if some other academic class invites a guest speaker, such a class would have to be scheduled on that day and at the time the speaker could come. The investigator believes that the daily flexible smorgasbord modular schedule produces excellent results in some areas of learning. However, in physical education, it was felt that because physical education was placed in the daily flexible smorgasbord schedule it could not meet as often as desired or as regularly due to conflicts that developed in scheduling. It was felt that conflicts developed with physical education classes which went back-to-back with other classes meeting less frequently and as a result there was less time for physical education classes. For those physical education classes that went back-to-back with many other classes that could meet more frequently, more time was scheduled for physical education. The investigator felt that the variation in the amount of time spent in physical education due to the two methods of scheduling would affect attitudes toward physical education and of knowledge, skill, and physical fitness of the students. The purpose of this study was to determine the difference in attitudes toward physical education and of knowledge, skill, and physical fitness of those students taking physical education in the daily flexible modular schedule and of those taking physical education in the daily stabilized partial master schedule.

Library of Congress Subject Headings

Physical fitness
Physical education for children

Format

application/pdf

Publisher

South Dakota State University

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