37?/67531/metadc331805/...37? A/g/J Mo. SUti ENTRY LEVEL COMPETENCIES FOR RECREATIONAL SPORTS PERSONNEL AS IDENTIFIED BY CHAIRS OF PREPARATORY INSTITUTIONS DISSERTATION Presented to

37? A/g/J Mo. SUti

ENTRY LEVEL COMPETENCIES FOR RECREATIONAL SPORTS

PERSONNEL AS IDENTIFIED BY CHAIRS OF

PREPARATORY INSTITUTIONS

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

Marion Wayne Jennings, M.Ed,

Denton, Texas

May, 1984

© 1984

MARION WAYNE JENNINGS

All Rights Reserved

Jennings, Marion Wayne, Entry Level Competencies for

Recreational Sports Personnel as Identified by Chairs of

preparatory Institutions. Doctor of Education (Higher

Education), May, 1984, 115 pp., 14 tables, bibliography,

61 titles.

The problem of this study was to determine if the

competencies identified by recreational sports practitioners

as most needed for entry into the profession were the same

as those identified by chairpersons of preparatory depart-

ments. Furthermore, this study determined if chairpersons

of physical education and recreation curricula identified

significantly different competency areas for entry level

personnel.

The two populations of respondents were from sixty-

seven institutions listed in the 1982 SPRE-NRPA Curriculum

Catalog. Each subject was asked to complete a copy of the

Jamieson Recreational Sports Competency Analysis. The

criterion scores for each of the statements were divided

into twelve competency areas for analysis.

A usable response rate of 68.5 per cent was obtained

from physical education chairpersons and a useable response

rate of 71.64 per cent was obtained from recreation chair-

persons. Chairpersons of physical education ranked the

competency areas in the following order: philosophical

foundations, safety/accident prevention, communications,

governance, officiating, programming techniques, sports

science, management techniques, legality, facilities/

maintenance, business procedures and research. Chairpersons

of recreation departments ranked the competency areas in the

following order: philosophical foundations, safety/accident

prevention, communications, governance, management tech-

niques, programming techniques, legality, facilities/

maintenance, business procedures, sport science, officiating

and research.

A comparison of the scores given the competency areas

of physical education and recreation chairpersons produced

a significant F-ratio for the competency area of officiating.

A comparison of the criterion scores produced in the compe-

tency areas by recreation chairpersons and recreational

sports practitioners produced significant F-ratios for the

competency areas of business procedures, communications,

facilities/maintenance, governance, legality, management

techniques, research, philosophy and programming techniques.

A comparison of the criterion scores produced for the compe-

tency areas by physical education chairpersons and recrea-

tional sports practitioners produced significant F-ratios

for the competency areas of business procedures, communica-

tions, facilities/maintenance, governance, legality,

management techniques, officiating, philosophical founda-

tions, programming techniques, and research.

TABLE OF CONTENTS

Page

LIST OF TABLES V

Chapter

I. INTRODUCTION 1

Statement of the Problem Purpose of the Study Hypotheses Background and Significance Definition of Terms Limitations of the Study Assumptions of the Study Procedure for Collection of the Data Treatment of the Data Chapter Bibliography

II. REVIEW OF THE LITERATURE 14

Competency-Based Education Research Pertaining to Competency-

Based Education Professional Development in Physical

Education Professional Development in Recreation Professional Development in Recreational

Sports Summary of Literature Review Chapter Bibliography

III. PROCEDURES 45

Selection of the Instrument Research Design Chapter Bibliography

IV. ANALYSIS OF THE DATA . 50

Chapter Bibliography

i n

Chapter Page

V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 80

Summary Findings Conclusions Recommendations

APPENDIX 89

BIBLIOGRAPHY 110

xv

LIST OF TABLES

Table Page

I. Percentage of Responses of Physical Educa-tion and Recreation Chairpersons to the Survey . 56

II. Level of F-Ratio Significance Between Populations 6 3

III. Analysis of Variance Between Populations Area 1—Business Procedues . 65

IV. Analysis of Variance Between Populations Area 2—Communications 66

V. Analysis of Variance Between Populations Area 3—Facilities/Maintenance 67

VI. Analysis of Variance Between Populations Area 4—Governance 68

VII. Analysis of Variance Between Populations Area 5—Legality 70

VIII. Analysis of Variance Between Populations Area 6--Management 71

IX. Analysis of Variance Between Populations Area 7—Officiating 72

X. Analysis of Variance Between Populations Area 8—Philosophical Foundations . . . . 73

XI. Analysis of Variance Between Populations Area 9—Programming Techniques 74

XII. Analysis of Variance Between Populations Area 10—Research . . . . . . . 76

XIII. Analysis of Variance Between Populations Area ll--Safety/Accident Prevention . . . 77

XIV. Analysis of Variance Between Populations Area 12 — Sport Science 78

v

CHAPTER I

INTRODUCTION

The field of recreational sports is an interdisciplin-

ary blend of physical education and recreation. Hotchkiss

(6) in a paper on recreational sport terminology defined

recreational sports as varying degrees of competitive play in

game form; a group of comprehensive recreation opportunities

that occur through extramural and intramural competition,

clubs, self-directed leisure and instructional programs.

It exists in specialized forms in varied settings such as:

military installations, correctional institutions,

commercial-private enterprises, industrial firms, municipal

and educational institutions.

A professional organization has existed for recrea-

tional sports since 1950, but Jamieson's study in 198 0 has

been the only attempt made to identify the competencies

needed by recreational sports personnel (8)« Jamieson sent

a questionnaire containing a competency checklist to 300

randomly selected recreational sports professional personnel

at 100 military settings, 100 educational settings, and 100

municipal settings. The competency areas identified by the

136 respondents as most needed for entry level recreational

sports personnel were: safety/accident prevention,

programming techniques, governance, science, and philosoph-

ical foundations (8).

Persons wishing to enter the field of recreational

sports most often seek to acquire these competencies by

preparation in colleges and universities. The curriculum

that they follow is primarily within a department of

physical education or a department of recreation. Some

institutions may have a combined department of health,

physical education, and recreation. The effectiveness of

a student's professional preparation is determined in part

by the curriculum emphasis of each department.

Statement of the Problem

The problem in this study is to determine if the

competencies identified by recreational sports practi-

tioners as most needed for entry into the profession of

recreational sports are the same as those identified by

chairpersons of preparatory departments of physical

education and recreation.

The problem is divided into the following subproblems:

1. What are the competencies identified by chair-

persons of physical education departments as most needed

for entry level recreational sports personnel?

2. What are the competencies identified by chair-

persons of recreation departments as most needed for entry

level recreational sports personnel?

3. How do the responses of the chairpersons of physi-

cal education departments and chairpersons of recreation

departments differ?

4. How do the responses of the chairpersons of physi-

cal education departments as determined in this study and

recreational sports practitioners as developed from

Jamieson's (6) data differ?

5. How do the responses of the chairpersons of recrea-

tion departments as determined in this study and recreational

sports practitioners as developed from Jamieson's (8) data

differ?

Purpose of the Study

The purpose of this study is to determine if the

competency areas identified by practitioners as most needed

for entry level recreational sports personnel will be

different from those identified by chairpersons of the

college and university physical education and recreation

departments that prepare these entry level personnel.

Furthermore, this study will determine if chairpersons of

physical education curricula and chairpersons of recreation

curricula identify significantly different competency areas

for entry level recreation sports personnel.

Hypotheses

1. The competencies identified as most needed for

entry level recreational sports personnel by chairpersons

of physical education departments will differ significantly

from the competencies identified by chairpersons of recrea-

tion departments.




from the competencies identified by recreational sport

practitioners.



of recreation departments will differ significantly from

the competencies identified by recreational sport practi-

tioners.

Background and Significance

The field of recreational sports has grown in an

attempt to meet the ever increasing demands of society.

This growth has resulted in a need to identify the exact

skills needed to provide qualified personnel for the

field of recreational sports.

Preo(ll) first noted the need for research to examine

the professional preparation of recreational sports

administrators as an area different from physical education

and recreation administrators. He suggested that training

recreational sports personnel be conducted in such a

manner as to provide both a technical and conceptual

framework for the administrator.

Beardsley and Mull (1) addressed the needs of under-

graduate and graduate recreational sports preparation in

the American Alliance of Health, Physical Education, and

Recreation publication Professional Preparation of the

Intramural-Recreational Sports Specialist. The publication

provided for the following areas of study:

1. Undergraduate—Programming Option

a. Intramural-recreational sports programming

b. Sports officiating

c. Safety and first aid

d. Intramural-recreational sports leadership

e. Practical experience

2. Graduate-Administration Emphasis

a. Intramural-recreational sports administration

b. Research

c. Philosophy of leisure

d. Public relations

e. Internship

f. Sport facility management and construction

g. Psychology of sport

h. Sociology of sport

i. Human relations

j. Seminars

k. Field trips

As competency based education received more attention

in teacher education, therapeutic recreation, and other

fields, it was necessary to examine the field of recrea-

tional sports to develop an academic base to prepare

persons for entry into the field. The Jamieson Recrea-

tional Sports Competency Analysis was developed to

determine the competencies needed by professionals at

the entry level, middle management, and director level

of recreational sports (8).

Jamieson then surveyed practitioners of recreational

sports in military, municipal, and educational settings

to determine needed competencies for each of the three

professional levels. The competency areas most needed for

entry level recreational sports personnel were safety/

accident prevention, programming techniques, governance,

sport science, and philosophical foundations.

The competencies that are perceived by chairpersons

of departments of physical education and recreation as

necessary for entry level recreational sports personnel

will influence the general nature of recreational sports

course in higher education (11). This study sought to

identify those competency perceptions.

The study focused on the differences in competencies

needed for entry level recreational sports personnel as

perceived by practitioners in the field of recreational

sports and the chairpersons of physical education and

recreation departments. Preo stated that the effectiveness

of professional preparation of recreational sports per-

sonnel is influenced by the way in which recreational

sports personnel are perceived by others (11).

Definition of Terms

The basic terminology used in this study is defined

as follows.

1. Competency—A composite skill behavior or

knowledge that can be demonstrated by the learner and

derived from explicit conceptualizations of the desired

outcome of learning (5).

2. Competency area—A major grouping of subjects,

skills or sub-competencies (8).

3. Recreational s£orts--Varying degrees and/or

interest levels of competitive activity in game form for

everyone (7).

a. Informal sports--SeIf-directed competitive

activities in game form requiring minimal or no

organization (7).

b. Intramural sports—Structured, competitive

activities in game form requiring organization and

direction (7).

c. Extramural sports—Competitive activities

where teams from one institution's intramural sports

8

program compete against another institution's intra-

mural sports teams (7).

d. Club sports—Groups that organize because of

a common interest in competitive activity and social-

izing ( 7).

4. Curriculum area—A major grouping of subject areas

or sub-competencies (10).

5. Professional preparation—Formal learning exper-

iences structured to prepare personnel for a field of

endeavor (11).

6• Entry level recreational sports personnel—

Activity specialist, face-to-face leader (8).

Limitations of the Study

The study is limited by the following factors:

1. The degree to which the respondents understand

the research instrument;

2. The limitations recognized in collecting data

by mailed questionnaire;

3. The possible changes in perceived needs among

practitioners since the Jamieson study.

Assumptions of the Study

The study was based on the following assumptions.

1. It is assumed that the respondents have an

adequate understanding of recreational sports terminology.

2. It is assumed that the chairperson's responses

reflect the professional preparation curriculum at their

institution.

Procedure for Collection of the Data

The Jamieson Recreational Sports Competency Analysis

was used to collect the data for this study. The mail

questionnaire techniques used by Jamieson (7) were repli-

cated for this study. Each subject was sent a question-

naire with a cover letter and self-addressed, stamped

envelope. A follow-up post card was sent fourteen days

after the first mailing and a follow-up letter with an

additional questionnaire was sent twenty-eight days after

the original mailing.

Jones (9) stated that correct address and personaliza-

tion of address have an impact on how well the questionnaire

is received by the recipient. Length of the questionnaire

may influence rate of return as may failure to include a

stamped self-addressed means of return. If cost is not a

factor, inclusion of a second questionnaire for the respon-

dent to keep may improve return.

A cover letter should be included with each question-

naire that explains the purpose of the study and emphasizes

its importance to the profession. A deadline data and a

willingness to share the results should also be in the

cover letter as should a guarantee of confidentiality (4).

10

Follow-up strategies to include a reminder post card

and then another letter and questionnaire may be needed to

receive the percentage of returns desired. The higher the

rate of return, the more valid the conclusions of the

study (2). A response rate of 60 per cent was sought from

each of the two populations in this study.

The two populations were chairpersons of physical

education and recreation departments at four-year colleges

and universities with an enrollment of more than 10,000

students. This minimum number was an attempt to have

separate departments of recreation and physical education.

Smaller schools would be more likely to have a combined

program. The mailing list for the populations was developed

from the 1982 Society of Park and Recreation Educators

(SPRE)--National Recreation and Park Association (NRPA)

Curriculum Catalog. Borg and Gall (3) state that if a

specific professional group is determined to have informa-

tion needed in a study, that the members of that organiza-

tion may be used as the study population. While other

institutions meeting the criteria may exist, no concise

listing with addresses was available.

Treatment of the Data

This study is designed to identify competency areas


perceived by chairpersons of physical education and

11

recreation departments at four-year institutions of higher

learning. A three-point scale was used to determine if

competency statements are of no importance, below average

importance, average importance, or above average importance.

The resulting criterion scores for each statement were

compared with existing scores developed from data supplied

by Jamieson from the 1980 study of recreational sports

practitioners. One way analysis of variance was used to

determine differences between the groups. The scale, while

ordinal, can be considered interval in nature due to the

indefinite numerical distance between 0, 1, 2, and 3, on

the scale (3). A significance level of .05 was established.

The independent variables consist of the three profes-

sional groups responding to the questionnaire: practition-

ers of recreational sports, physical education department

chairpersons, and recreation department chairpersons. The

dependent variables consist of the twelve competency

statements.

The design is a fixed model because the respondent

groups were selected from a specific population rather

than randomly selected. Therefore, the results of the

analysis may only be generalized to the respondent groups

surveyed.

CHAPTER BIBLIOGRAPHY

1. Beardsley, K. P., and R. F. Mull, Professional Prepara-tion of the Intramural-Recreational Sports Specialist/ Washington, D. C., AAHPER Publications, 1977.

2. Best, J. W., Research in Education, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1970.

3. Borg, W. R., and M. D. Gall, Educational Research, An Introduction, New York, New York, David McKay Company, Inc., 1976.

4. Borg, W. R., Applying Educational Research, New York, Longman Inc., 1981.

5. Hall, G. E., and H. L. Jones, Competency-Based Educa-tion: A Process for the Improvement of Education, Englewood Cliffs, N. J., Prentice-Hall, 1976.

6. Hotchkiss, M., "Agreement Assessment of Recreational Sport Terminology," unpublished master's thesis, Indiana University, Bloomington, Indiana, 1982.

7. Jamieson, L. M., "A Competency Analysis of Recreational Sports Personnel in Selected Institutional Settings," NIRSA Journal, 7 (1982), 20-24.

8. Jamieson, L. M., "A Competency Analysis of Recreational Sports Personnel in Selected Institutional Settings," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1980.

9. Jones, R. H., Methods and Techniques of Educational Research, Danville, Illinois, Interstate Printers and Publisher, Inc., 1973.

10 Nixon, J. E., and A. E. Jewett, Physical Education Curriculum, New York, Ronald Press Co., 1964.

11. Preo, L. S., "A Comparative Analysis of Current Status and Professional preparation of Intramural Direc-tors," unpublished doctoral dissertation, Univer-sity of Illinois, Chicago, Illinois, 1973.

12

13

12. Preo, L. S., "Professional Preparation of Administrators of Intramural and Physical Recreation Program," in Intramural Administration, Theory and Practice, edited by J. A. Peterson, West Point, New York, Leisure Press, 1977.

CHAPTER II

REVIEW OF THE LITERATURE

The recreational sports profession has developed as

an interdisciplinary area with its roots in both physical

education and recreation. This interdisciplinary nature

of recreational sports has complicated competency

identification in the profession. Jamieson's 1980 study

was the first to validate a specific knowledge base in

recreational sports. The review of literature will

include the use of the Educational Resource Information

Center data base and listings which deal with the areas of

competency-based education in specific and related areas

of recreational sports.

Competency-Based Education

Although Competency-Based Education (CEB) has recently

developed in teacher education, the concept has its origin

in ancient times (1). A teacher surplus, public demand

for accountability, and an increase in research pertaining

to instructional methods were the catalysts that have

triggered recent interest in Competency-Based Education

programs (25).

14

15

Competency-based education is a systematic approach

to learning that is directed toward specific outcomes

that describe exactly what the learner will be able to

do upon the completion of the program. A carefully

designed individualized program of instruction, materials,

and media is provided for each student. Regular feedback

is given to the student to allow errors to be corrected

as the student progresses. After a student has taken as

much time as he/she needs to master the task, he/she is

required to perform at a high level of proficiency in a

job-like setting before being allowed to move to the next

task (1, 7)„

Because all educational goals in competency-based

education are defined in terms of observable behavior, any

behavior that cannot be measured directly must be excluded

from the program. The ability of a student to appreciate

literature or increase his tolerance for differences can-

not be directly measured because they are subjective in

nature or come to fruition at some future point in the

learner's life. The capacity to identify and clarify

one's ethical and moral views is also difficult to measure

because of the value judgments involved (31).

A carefully developed competency-based education

program usually results in more students mastering more

skills at higher level of proficiency than in the

16

traditional educational model. In a competency-based

education program of instruction the students identified

as lower ability, can learn and retain as much information

as the student identified as having higher ability (7).

A general plan to design, develop, implement, and

manage a competency-based educational program will include

most of the following tasks:

1. Identifying essential student prerequisites

if any;

2. Identifying and verifying necessary job tasks;

3. Analyzing job tasks and adding necessary

knowledge tasks;

4. Writing final student performance objectives;

5. Placing tasks and terminal performance objectives

in proper order;

6. Developing a performance and a written test;

7. Developing student learning manuals;

8. Piloting test materials and revising manuals;

9. Developing a learning management system;

10. Implementing the program with continual evalua-

tion (7, 43).

Research Pertaining to Competency-Based

Education

Research in competency-based education reveals the

use of several means to identify competencies: the

17

development of a checklist for validation; job analysis

of workers on the job; and the Delphi technique.

The most popular technique for defining competency

is the accepted judgment of experts (36). At the United

States Office of Education Invitational Workshop on Adult

Competency Education in February/ 1978, participants

recommended that competencies be identified by asking

individuals, agencies, employers and local and state

education officials to list needs (33). Beal (22)

expresses the view that professionals should select the

competencies with an understanding of the concerns of the

citizens being served.

Teaching competencies in Florida were determined by

the distribution of a questionnaire featuring a competency

checklist of teaching skills to public school teachers.

The teachers rated the competencies on a four-point Likert

scale and identified twenty-three competencies which showed

necessary knowledge and skills regardless of the age of the

teacher (14).

The Delphi technique is a procedure using key inform-

ants to gain consensus among experts in the field. Consensus

is achieved by having the experts complete a series of

questionnaires with controlled feedback. Although

originally a forecast tool to predict events, the technique

has been broadened to arrive at the consensus as to the

desirability of events or outcomes (33).

18

The traditional approach to competency identification

is job analysis. Klemp in Defining and Measuring Compe-

tence (36), states that competence precedes performance,

and therefore evaluation of performance identifies compe-

tence. Job analysis has been used to identify requirements

for specific jobs and these requirements produce hypotheses

about the nature of competencies needed for successful

performance of specific job tasks.

Professional Development in Physical Education

Curriculum design in the physical education profession

has historically been task oriented and therefore lent

itself to listing of psychomotor skills in teaching units.

The competencies of those who select physical education as

a profession are not clearly defined and the little

research that is available is scattered among the following

areas: teaching of physical education classes, administra-

tion of physical education programs, athletic training, and

course evaluation.

The origins of physical education as a profession can

be traced to early Greece, but professional development in

the American physical education model is recent. Until the

twentieth century, American physical education consisted of

gymnastics, physical training, or physical culture designed

to develop the student's health. There was during this

19

period, a dualism in education that separated mind and

body (18).

In the early 1900's the concept of physical education

expanded to include sports and games. Professional prepara-

tion of physical educators also expanded and in 1924, New

York University granted the first Ph.D. in physical educa-

tion (40) .

World War II created a new emphasis in sport due to

the need for national fitness. The need for fitness was

reemphasized during the Korean Conflict when large numbers

of army recruits were turned down due to poor physical fit-

ness. The President's Council for Physical Fitness was

initiated in 1958 to further the fitness of American youth

by the establishment of a national fitness test and norms

(40) .

Only recently has organized mass participation in sport

gained widespread support. Sport today is touted as a posi-

tive means of filling the leisure that is a result of

industrialization. Sport activity now claims that it eases

the various ills of modern society such as poor health,

moral decay and anti-social use of leisure. Sport is now

hard work for many and a high profit business for others

(10).

The rise of sport in America following WWII was

contributed to by the increased technology of the time and

its effect on leisure. Men returning from WW II were given

20

GI Bill bonuses for education which allowed them to go to

school without having to work. This new leisure time was

used both for participation and spectation in sport. Radio

and television made collegiate and professional sports more

accessible to Americans and helped stimulate sport (2).

The Miller Lite Report on American Attitudes Toward

Sports published in June of 1983 indicates that only 3.7

per cent of the American public do not participate in sport

as a spectator or player at least once a month. Forty-two

per cent of Americans indicate that they participate in

sport at least once a day. Swimming is the most popular

participatory activity with calisthenics, jogging, bicy-

cling, and baseball following. This high level of involve-

ment is not surprising since over half of American adults

played some type of organized sports as children (16).

In the early 1970's the professional organizations

in physical education began to recognize the value of

competency-based teacher education and the need for the

development of competencies for the various aspects of

physical education and sport. The American Alliance of

Health, Physical Education and Recreation sponsored a 1973

Conference on Professional Preparation which recommended a

competency-based approach in the areas of dance, physical

education, recreation education, safety education and

school health education. These recommendations came in a

21

document that covered the following areas in which compe-

tency should be shown:

1. Meaning and significance

2. Growth and development

3. Research foundations

4. Development of personal performance competencies

5. Modes facilitating learning

6. Administration, curriculum planning and organiza-

tion

7. Intramurals (17).

These competencies were supported in part by a critical

incident study which developed competencies for effective

teaching of courses in professional preparation in physical

educaiton (4). Douglas used needs assessment to establish

competencies for athletic training which identified both

specific subject areas and a procedure for attaining the

competencies (12). Task analysis of physical education

instructors was done as they performed duties related to

United States Public Law 9 4-142. This analysis demonstrated

that only 45 per cent had good formal training for meeting

the needs of handicapped students (6).

An early study to develop a graduate curriculum

reviewed on-the—job competencies of directors of health,

physical education and recreation. It was found that these

administrators primarily used the competencies of an

administrative and supervisory nature (8). Research

22

relating to competency development in physical education

is primarily in instruction and specialized areas such as

athletic training. The Bridgeman (8) study indicated that

a study of practitioners' on-the-job competencies was useful »

for curriculum development.

Professional Development in Recreation

The recreation movement in America closely paralleled

physical education well into the twentieth century. The

early movement was primarily concerned with acquisition of

land for parks in urban areas and some programming for

inner city populations.

Specific professional development in recreation began

in the mid-forties with the offering of separate recreation

curricula at New York University and Indiana University.

Competency-based curriculum for recreation students has

been developed extensively in therapeutic recreation litera-

ture, but is not prevalent in general recreation curriculum.

Epperson (15) identified the job duties and responsi-

bilities required of professional recreation graduates of

the Great Lakes region. The competency checklist led to

the conclusion that most park and recreation education

departments had very limited contact with alumni in the

field, that undergraduate curricula needed more emphasis

in administrative skills, and that there was an inconsis-

tency between job opportunities and needs and curriculum

23

program emphasis. These conclusions were supported by

Meier (28) in a study of master degree programs in recrea-

tion.

Recreators and recreation educators were shown to

differ in their perceptions of the importance of administra-

tion, facilities, finance, history, leadership, philosophy,

programming and research in the master's curriculum. Of

forty-six competencies identified in the master's curricu-

lum, only twenty-four were agreed upon by practitioners and

educators (29).

Competency analysis has been instrumental to the

development of therapeutic recreation curricula. The

identification of competencies in therapeutic recreation

indicates that practitioners have a more realistic percep-

tion of needed competencies than educators (26, 27).

The Delphi and critical incident technique have been

used for competency identification in recreation curricula,

but the use of competency checklists appears to be the most

common tool in identifying competencies (15, 26, 38, 39).

The philosophy for course content in recreation activity

leadership courses was determined by use of a Delphi group.

The study generated 105 concepts to be considered in leader-

ship courses (41).

24

Professional Development in Recreational Sports

The interdisciplinary nature of recreational sports

and the resulting identity problems have, until quite

recently, limited research efforts to determine competency

needs of professional recreational sports personnel.

Leaders within the profession have called for research in

the areas of curriculum development and ultimately certifi-

cation of recreational sports personnel (20, 37).

Although Elmer Mitchell (30) published the first text

on intramurals in 1925, the area did not gain its own iden-

tity until much later. The American Association for Health,

Physical Education, and Recreation created an intramural

athletics section in 1938 and in 1950, Dr. William Wasson

of Dillard University founded the National Intramural Associ-

ation (2).

As physical education placed more emphasis on skill

development, recreation focused on the preparation of

programmers and managers for non-educational settings. The

National Intramural Association focused its attention on

college intramural programs but soon began to expand into

other settings such as military bases and municipal programs,

At the same time college programs began to expand beyond the

traditional competitive programs to a more broadly based

program that included informal recreation, sport clubs,

faculty-staff programs, co-rec activities and outdoor

25

activities. In 1975 the National Intramural Association

changed its name to The National Intramural Recreational

Sports Association (NIRSA) reflecting the change in member-

ship and program areas (2).

The increased expansion and visibility of recreational

sports participation has resulted in an acknowledgement that

there is a need for well-designed and supervised recreation

programs to satisfy the needs of society. To meet these

needs, recreational sports specialists must be prepared (11),

Preparation of these specialists can be achieved only

after the core content of recreational sports has been

identified, validated, and given credibility. Identifica-

tion of needed skills for effective job performance will

add to professional preparation of recreational sports

personnel. After this knowledge base is established, learn-

ing objectives may be developed for needed coursework (42).

The general nature and status of intramural sport

courses in public higher education was determined by Cable

(9). Of 491 institutions surveyed, 50 indicated a need for

an intramural leadership course in the curriculum that

would deal with the following areas:

1. Facilities and equipment

2. Objectives of intramurals

3. Units of competition

4. Program of activities

5. Philosophy and history of intramurals

26

6. Promotion and public relations

7. Scheduling

8. Point systems and award systems

9. Health and physical welfare

10. Rules and regulations

11. Finances

12. Time allotments

13. Program evaluation

14. Principles of administration

15. Extramural activities

16. Problems related to population size (9).

Preo's (37) analysis of the effectiveness of professional

preparation of intramural directors indicated that a desirable

curriculum for recreational sports directors should include

introductory administration, recreation administration,

facility and equipment management, finance and budgeting.

The study also suggested several areas for future research

including the need to determine professional preparation for

recreational sports directors as perceived by others (37).

The National Intramural-Recreational Sports Association

has been instrumental in clarifying the definition and

identity of this multidisciplinary area. A 1975 NIRSA

position paper stressed the importance of developing an

overall position in the recognition of recreational sports

as a profession. Areas that needed differentiation from

physical education and recreation were identified as:

27

1. Broad spectrum of sports

a. Casual to highly competitive

b. Lesser to greater skilled participants

c. Casual to vigorous physical exertion

d. Relaxed to intense mental concentration

2. Stressing underlying principles of programming

a. Fun and enjoyment

b. Learning

c. Safety

d. Fitness

e. Equality

3. Four major program areas

a. Informal

b. Intramural

c. Extramural

d. Sports clubs (32).

One model showing the professional preparation of an

intramural and physical recreation program director identi-

fied formal study, conceptual skill, and practical work

experience as three major factors affecting the attainment

of managerial skills (35). The National Intramural Sports

Council (NISC), the National Association for Sport and

Physical Education (NASPE) and the American Alliance for

Health, Physical Education and Recreation (AAHPER) developed

a guide for the preparation of Intramural-Recreational

Sports Specialists which contained a rationale, definition,

28

objectives, and curriculum design for the field of recrea-

tional sports (3).

Johnson (24) indicated that there was a specific body

of knowledge necessary for success as an intramural direc-

tor. He felt that the following topics must be mastered in

intramural professional preparation:

1. Historical perspective

2. Finances, facilities and equipment

3. Units of participation

4. Scheduling and structuring tournaments

5. Rules and regulations

6. Publicity for intramural programs (24).

In 1978 Graham (20) called for certification of recre-

ational sports personnel based on a competency based assess-

ment of those who wanted to enter the profession. This

assessment should be based on levels of skill and knowledge

deemed necessary by peers.

The academic and practical experiences of recreational

sports professionals were identified by Dusing when he sur-

veyed programs listed in the NIRSA directory (13). The items

believed necessary were:

Academic

1. Recreational sports programming

2. Recreational sports administration

3. Legal concerns/liability

4. Psychology of sport

29

5. Human relations

6. Business management and procedures

7. Facility management and construction

8. Practicum and internship

9. Seminars

Practical

1. Team sports officiating

2. Pass rule exam for each sport

3. Sport/activity supervision

4. On the spot rule interpretation

5. Schedule staff

6. Conduct single and double elimination tourna-

ment

7. Conduct round robin and league programs

8. Meet organization (13).

Jamieson (23) developed twelve competency areas needed

by recreational sports personnel at the entry, middle man-

agement, and administrative level. These competency areas

were identified by surveying 100 educational institution

programs, 100 municipal settings and 100 military settings.

The competency areas are:

1. Business Procedures:

Prepare and defend a budget proposal

Know basic bookkeeping procedures

Apply purchasing policies and procedure

Examine and analyze the budget

30

Initiate effective office procedures to handle

registrations, reports, notices, etc.

Identify sources of income for budget

Prepare financial reporting statements

Prepare reports for accidents, disciplinary action,

protests, complaints, etc.

2. Communications:

Coordinate interagency cooperation

Maintain effective communications with staff

Develop publicity approaches for advertisement

Maintain effective communications with public

Prepare and develop public presentations

Identify and encourage participants for programs

Consult and advise program volunteers

3. Facility/Maintenance:

Comprehend design specifications of equipment and

facilities

Knowledge of administration of a facility reserva-

tion system

Conduct routine inspections of facilities and equip-

ment

Develop maintenance planning for facilities and

equipment

Conduct inventory and storage of supplies

Develop and maintain planning schedules for improve-

ment, construction and maintenance of facilities

31

Recognize program needs in facility design

Participate in short and long range facility

development

Report maintenance needs of facilities and

equipment

Governance:

Identify and utilize procedures to regulate the

conduct of spectators and participants

Conduct and investigate disciplinary action,

accidents, game protests and eligibility

status reports

Establish and maintain eligibility guidelines

for participants

Demonstrate ability to organize a governing or

appeals board

Understand procedures for settling protests

Establish due process for dealing with program

concerns

Prepare written documentation of cases dealing

with protests

Supervise governing or appeals board

Establish supervisory controls that prevent

participant misuse of a facility

Legality:

Comprehend legal implications in recreational

sports

32

Establish procedures reflecting fair treatment

of staff and participants

Identify and apply guidelines of legislation

involving accessibility for the handicapped

Identify and apply affirmative action guidelines

to personnel and program

Apply Title IX guidelines to personnel and program

concerns

Process contractual agreements for staffing

Process contractual agreements with other recrea-

tional sport interests

Process contractual agreements

Establish preventative measures against negligence

6. Management Techniques:

Conduct staff meetings with program personnel

Demonstrate knowledge of organizational theory

and behavior

Implement planning strategies for program

Prepare and review committee, program, and informa-

tional reports

Evaluate full-time personnel for appointment,

promotion, leave, and termination

Evaluate part-time personnel for changes in status

Utilize effective decision-making skills

Develop and maintain standards of performance

for program operations

33

Schedule part-time employees for work

Conduct visitations of other programs and

facilities

Supervise a system of volunteer personnel

Utilize time management techniques

Evaluate and document program development

Officiating:

Prepare sport rules and regulations

Procure and evaluate officials

Prepare officiating procedures not covered in

rules

Exhibit practical experience in officiating

Develop and administer rule exams

Organize and conduct clinics for officials

Handle player misconduct in game environment

Philosophy:

Recognize the philosophical values of recreational

sports to the individual

Understand a philosophical basis of recreational

sports

Understand the broad spectrum of recreational

sports opportunities

Know basic recreational sports terminology

Understand organizational and operational aspects

of sports clubs or organizations

34

Understand leadership techniques operational in

recreational sports

Understand the theories of cooperative and compet-

itive play

Differentiate between the philosophical bases of

physical education, recreation, athletics and

recreational sports

Programming Techniques:

Know procedures for dealing with recognition of

participants

Understand organizational aspects of informal

sports programming

Prepare administrative guidelines for programming

Understand organizational and operational aspects

of intramural (team, lifetime) sports program-

ming

Develop and maintain procedures for postponements

and rescheduling

Demonstrate ability to schedule tournaments,

leagues, and meets

Develop and maintain procedures for dealing with

forfeiture of games

Develop extramural games and contests

Adapt programs to the special needs of the

handicapped

35

Understand the organizational process of developing

sport instructional programs

Develop and conduct sports clinics

Demonstrate methods of securing participation

involvement in leadership roles

Develop alternative forms of competition

Observe and supervise recreational sports par-

ticipation

10. Research:

Apply statistical tools to program evaluation,

financial analysis and planning

Construct problems appropriate to recreational

sports research

Develop and analyze recreational sports aspects

of program participation statistics

Consult on sports programming and facilities

Understand the process of creative writing and

publishing

Know existing research in recreational sports

Know measuring instruments appropriate to

statistical analysis

Understand survey methods for program analysis

11. Safety/Prevention:

Recognize safety hazards which cause injury

Relate accident trends to elimination of hazards

36

Understand symptoms of injuries

Ensure safety through equipment maintenance

Develop supervisory techniques to avoid accidents

Possess necessary certification in first aid

Possess certification in water safety

Possess certification in cardiopulmonary

resuscitation

Recognize various factors that lead to accidents

Familiar with effective decision-making techniques

in dealing with accidents

Understand specific risks of sport activity

12. Sport Science:

Recognize the effect of recreational sports on

stress increase/reduction

Recognize aggression patterns of participants

Know levels of competition in sport

Recognize individual differences in exercises

Recognize certain medical considerations in

exercise

Understand the socialization process evident in

sport

Understand the effects of recreational sport

participation on personality and attitude.

The competencies identified as most needed by entry level

recreational sports personnel were: safety/accident

37

prevention, programming techniques, governance, sport

science, and philosophical foundations (8).

Research questionnaires must collect standardized,

quantifiable information from as many members of a popula-

tion as possible. To reach a national population who have

the information desired and are willing to give that

information, a mailed questionnaire is the most effective

technique (18).

A well prepared questionnaire must deal with a signifi-

cant topic that will motivate the respondent to take the

time to answer clearly and carefully. It should not seek

information available from other sources. It should be

neat, attractive, easy to understand and of reasonable

length. If jargon must be used, definitions must be given.

The data should be organized in such a manner that it is

easy to interpret and tabulate (5).

The researcher must avoid conscious or unconscious

bias in the questionnaire. Questions that may elicit super-

ficial or unthinking replies should be avoided. Care must

be taken not to reveal a preferred answer or to ask ques-

tions that may be embarrassing to the respondent (21).

Before mailing the questionnaire the researcher should

be familiar with postal regulations. Time limits must

include time for transit. Incomplete addresses will cause

delay of delivery or return of the questionnaire, so the

more complete the mailing list, the better chance for

38

delivery and return. A self-addressed, stamped envelope

must be provided for the respondent. A pattern of follow-

ups is needed to achieve maximum return (25).

Summary of Literature Review

Competency-based education has developed due to a

teacher surplus and the public demand for accountability.

This method of education is a systematic approach directed

toward specific outcomes describing exactly what the learner

can do upon completion of the program. Any behavior that

cannot be measured directly must be excluded from the pro-

gram.

Competencies are identified by development of check-

lists for validation, job analysis and the Delphi technique.

The most popular technique is to have individuals, agencies

and employers in the field list job needs. Another method

is to have workers in a field complete a questionnaire

featuring a competency checklist. Although originally a

forecast tool, the Delphi technique has been broadened to

arrive at consensus as to desirable outcomes.

The performance nature of physical education lends

itself to competency-based programs. In 1973, AAHPER

sponsored a Conference on Professional Preparation which

recommended a competency-based approach in the areas of

dance, physical education, recreation, safety, and school

health education. Competency-based curricula are prevalent

39

in therapeutic recreation, but not in general recreation

curricula.

Leaders in the profession of Recreational Sports have

called for research in the area of curriculum development.

NISC, NASPE, and AAHPER developed a guide for preparation

of Intramural-Recreational Sports Specialists in 1977 (3).

Jamieson (23) developed twelve competency areas needed by

recreational sports personnel at the entry, middle manage-

ment and administrative level.


1. American Association of School Administrators, The Competency Movement; Problems and Solutions, Arlington, Virginia, 1978.

2. Bayless, K. G., Mull, R. F., and Ross, C. M., Recrea-tional Sports Programming, Minneapolis, Minnesota, Burgess Publishing Company, 1983.

3. Beardsley, K. P., and R. F. Mull, Professional Prepa-ration of the Intramural-Recreational Sports Specialist, Washington, D. C., AAHPER Publications, 1977.

4. Benton, C. W., "Critical Requirements for Effective Teaching in Professional Preparation Courses in Physical Education at California State Colleges," unpublished master's thesis, University of Southern California, Los Angeles, California, 1965.

5. Best, J. W., Research in Education, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1970.

6. Bird, J. W., and B. M. Gansneder, "Preparation of Physical Education Teachers as Required Under Public Law 94-142," Exceptional Children, 45 (1975), 464-466.

7. Blank, W., Handbook for Developing Competency-Based Training Programs, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1982.

8. Bridgeman, D. F., "A Study of the Job Competencies Utilized by Directors of Health, Physical Educa-tion, and Recreation," unpublished doctoral dissertation, Springfield College, Springfield, Massachusetts, 1961.

9. Cable, D. L., "Intramural Sports Courses in Selected Institutions of Higher Education," unpublished master's thesis, University of Illinois, Chicago, Illinois, 1965.

10. Chu, D., Dimensions of Sport Studies, New York, John Wiley and Sons, 1982.

40

41

11. Daniels, M. A., "Professionalism, Can It Be Attained?" in Intramural-Recreation Sports; New Directions and Ideas, Corvallis, Oregon, Benton Printers, 1980.

12. Douglas, J. W., "Professional Preparation in Athletic Training: An Experimental Curriculum, " JOHPER, 47 (May, 1976), 40-41.

13. Dusing, M. J., "An Analysis of the Academic Preparation of the Recreational Sports Specialist," unpub-lished paper presented at Indiana University, Bloomington, Indiana, 1979.

14. Dziuban, C. D., and T. J. Sullivan, "Teaching Compe-tencies: An Investigation of Emphases," Clearing House, 59 (1978), 422-424.

15. Epperson, A. F., "A Profile of Selected Personal and Professional Characteristics of Recent Graduates from Recreation and Park Curriculums in the NRPA Great Lakes Region," unpublished doctoral disser-tation, Indiana University, Bloomington, Indiana, 1973.

16. Finn, P., et al., Miller Lite Report on American Atti-tudes Towards Sports 1983, Milwaukee, Wisconsin, Miller Brewing Company, 1983.

17. Freedman, M. S., "The Design, Implementation and Revision of Systematic Units of Instruction for a College Course in Intramurals," Proceedings from the 1976 NIRSA Conference, San Diego, California, 1976

18. Freeman, W. H., Physical Education in a Changing Society, Boston, Houghton Mifflin Co., 1977.

19. Gay, L. R., Educational Research: Competencies for Analysis and Application, Columbus, Ohio, Charles E. Merrill Publishing Company, 1976.

20. Graham, P. J., "Certification of Intramural-Recreational Sports Personnel: Is it Needed?" in Theoretical and Operational Aspects of Recreational Sports, edited by T. P. Sattler, P. J. Graham, and D. C. Bailey, West Point, New York, Leisure Press, 1978.

21. Hillway, T., Handbook of Educational Research, New York, Houghton Mifflin Company, 1969.

42

22. Ingle, R., M. R. Carroll, and W. J. Gephart, editors, The Assessment of Student Competency in the Public Schools, A CEDR Monograph, Bloomington, Indiana, Phi Delta Kappa, 1978.


24. Johnson, J., "Preparing the Intramural Director: A Practical Approach," Proceedings from the 1976 NIRSA Conference, San Diego, California, 27th Annual, 1976.

25. Jones, R. H., Methods and Techniques of Educational Research, Danville, Illinois, Interstate Printers and Publisher, Inc., 1973.

26. Kennedy, D. W., "A Competency Analysis of Therapeutic Recreation Graduates of Different Educational Levels," unpublished doctoral dissertation, University of Maryland, College Park, Maryland, 1978.

27. Kurtz, M., "Development of a Generic Professional Core of Competency-Based Recreation Courses for Undergraduates," unpublished doctoral disserta-tion, Michigan State University, Ann Arbor, Michigan, 1976.

28. Meier, J. F., "Recipients of the Master of Science Degree in Recreation at Indiana University: An Analysis of Their Backgrounds, Motives, Professional Aspirations, Educational Experi-ences," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1973.

29. Merkeley, M. P., "The Identification of Core Competen-cies at the Master's Degree Level in Recreation at Kansas State University," unpublished master's thesis, Kansas State University, Lawrence, Kansas, 1975.

30. Mitchell, E. D., Intramural Sports, New York, A. S. Barnes and Company, 1939.

31. Monjam, S. V., and S. M. Gassner, Critical Issues in Competency Based Education, New York, Pergamon Press, 1979.

43

32. National Intramural-Recreational Sports Association, Newsletter, November-December, 197 5.

33. Parker, J. T., and P. G. Taylor, The Delphi Survey, CBAE Through the Eyes of Leading Educators, Belmont, California, Fearon Pitman Publishers, Inc., 1980.

34 Parnell# D., The Case for Competency-Based Education, Bloomington, Indiana, The Phi Delta Kappa Educa-tional Foundation, 1978.

35. Peterson, J. A., and L. Preo, editors, Intramural Director Handbook, West Point, New York, Leisure Press, T977.

36. Pottinger, P. S., and J. Goldsmith, Defining and Measuring Competence, New Directions for Experi-mental Learning, Washington, Jossey-Bass Inc., 1979.

37. Preo, L. S., "A Comparative Analysis of Current Status and Professional Preparation of Intramural Direc-tors," unpublished doctoral dissertation, Univer-sity of Illinois, Chicago, Illinois, 1973.

38. Rainwater, A. B., "Comparative Analysis of Competencies for Therapeutic Recreation Technician II and Therapeutic Recreation Leader Practitioners in Therapeutic Recreation," unpublished doctoral dissertation, University of Oregon, Eugene, Oregon, 1978.

39. Smith, S. H., "Practitioners' Evaluation of College Courses, Competencies and Functions in Thera-peutic Recreation," Therapeutic Recreation Journal, 4 (1976), 152-156.

40. Van Dalen, D. B., and B. L. Bennett, A World History of Physical Education, 2nd ed., Englewood Cliffs, n7 J-r Prentice-Hall, 1971.

41. Wingerter, E. J., "Utilization of the Delphi Technique in Determining Philosophy for Inclusion and Content of a Recreation Activity Leadership Course in a Four-Year Leisure Studies Curriculum," unpublished master;s thesis, Indiana University, Bloomington, Indiana, 1977.

44

42. Young, L. M. , "Competency Areas in Recreational Sports," in Intramural-Recreational Sports; New Directions and Ideas, Corvallis, Oregon, Benton Printers, 1980.

43. Zieky, M. J., and S. A. Livingston, Manual for Setting Standards on the Basic Skills Assessment Test, Princeton, New Jersey, Educational Testing Ser-vice, 1977.

CHAPTER III

PROCEDURES

The nationwide scope of the study required a mailed

questionnaire be sent to the respondents. Similar tech-

niques in competency analysis studies (5) have shown the

advantages of wide scope, accurate data, and standard

results from this technique.

The sample for this study were the chairpersons of

physical education and recreation departments at four-year

institutions of higher education. The respondents were

from 67 institutions that were listed in the 1982 SPRE-NRPA

Curriculum Catalog with an enrollment of more than 10,000

students. Although there are approximately 500 institutions

that offer professional preparation in parks and recreation,

those institutions that are listed in the SPRE Catalog are

those that feel it is important to provide detailed infor-

mation about their programs to the public. The SPRE

Catalog lists 101 four-year institutions with degree pro-

grams in recreation and parks (6). Sixty-seven of these

institutions have an enrollment of 10,000 or more. These

institutions are located in thirty-two states and two

Canadian provinces. See Appendix E for a listing of

institutions and enrollments. This minimum number was an

45

46

attempt to have separate departments of recreation and

physical education. Smaller schools would be more likely

to have a combined program. The instrument was sent to the

chairpersons of both the physical education and recreation

departments at each institution.

Two factors play an important part in increasing

response rate for mailed questionnaires. The first is to

motivate the respondents in the initial contact or cover

letter by personalization, guarantee of anonymity, and type

of appeal. The type of appeal may be egotistic (your

opinion is important), altruistic (please help), or social

unity (your opinion will help the profession). Physical

characteristics of the questionnaire and cover letter have

very limited effects on response rate (9).

The second factor in response rate is follow-up

reminders to respondents through repeated mailings (9).

Replicating the mailed questionnaire techniques used in the

Jamieson (4) study, each subject was sent a copy of the

Jamieson Recreational Sports Competency Analysis (Appendix

A) with a cover letter (Appendix B) requesting their assis-

tance and a self-addressed, stamped envelope. Each

envelope was marked with a code number to identify the

respondent.

Fourteen days after the original mailing, a postcard

(Appendix C) was sent to all persons who had not responded

to the instrument, reminding them of the need to respond.

47

An additional follow-up letter (Appendix D), a copy of the

instrument, and a self-addressed envelope were mailed to

the remaining non-respondents twenty-eight days after the

original mailing.

When each envelope was returned, the respondent was

checked off the mailing list and the Jamieson Recreational

Sports Competency Analysis was given a data processing code

number identifying it only as from a physical education

chair or a recreation chair. No attempt was made to

identify the respondent for each instrument.

Following the mailed questionnaire format used by

Jamieson (4), the responses were transferred from the

returned instrument to an 80 Character Data Coding Form. A

response of "Not Applicable" to a statement was given a

value of zero; a response of "Below Average Importance" was

given a value of one; a response of "Average Importance"

was given a value of two; and a response of "Above Average

Importance" was given a value of three. Failure to respond

to a statement was treated as missing data and was given a

value of four.

The data were then placed on IBM Character Data Cards

for analysis by an IBM 370 Computer located at the Univer-

sity of Kentucky. The data was fed to the computer by the

BATCH System at Eastern Kentucky University. The Statis-

tical Package for the Social Science, Version H, M, and G,

48

was used to provide condescriptive data for each of the 112

competency statements and the 12 competency areas. An

analysis of variance between the populations was performed

for each of the twelve competency areas.

A review of the literature related to competency

identification suggests that a response rate of 60 per cent

from each population was needed for the study (3). The

previously noted techniques were used to achieve the

necessary rate of return.

Selection of the Instrument

The Jamieson Recreational Sports Competency Analysis,

hereafter referred to as JRSCA, was developed by Jamieson

(4) to determine the competencies needed among professional

levels of recreational sports personnel in educational,

municipal, and military settings. The instrument is based

on the following twelve competency areas for recreational

sports personnel:

1. Management Technique

2. Programming Technique

3. Legality

4. Governance

5. Philosophical Foundation

6. Business Procedures

7. Communications

8. Officiating

49

f

9. Safety/Accident Prevention

10. Sport Science

11. Facility Maintenance

12. Research

These twelve competency areas were drawn from a review

of the literature which included: basic texts in recreation,

physical education and recreational sports; professional

preparation guides in each of the fields; competency-based

education texts and research; and taxonomies for educational

objectives. Jamieson also consulted the Certification

Committee of the National Intramural Recreational Sports

Association to establish the competency areas.

A jury of twelve professionals who were either

nationally prominent in recreational sports, had evidence

of involvement in curriculum design, and/or had published

in areas related to the problem were selected to review

the competency statements. Each statement was rated by

the jury on a five-point Likert-like scale as follows:

1. Essential—Of Utmost Importance

2. Very Important

3. Average Importance

4. Questionable Importance

5. Unnecessary

A criterion score of three was needed for the competency

statement to be retained as valid (2, 8, 10).

50

One hundred nineteen competency statements were

generated by the jury of experts and presented in a

scrambled list. The JRSCA was pilot tested on twenty pro-

fessionals in the recreational sports area to further test

the instrument for validity and to establish reliability.

The respondents in the pilot study rated the statements on

a three-point Likert-type or priority-ranking scale as

follows:

3 = Above Average Importance

2 = Average Importance

1 = Below Average Importance

NA = Not Applicable

At the conclusion of the pilot test, 112 statements

were retained for inclusion in the questionnaire. A total

of 300 survey instruments was mailed to full-time recrea-

tional sports administrators, 100 to educational settings,

100 to municipal settings, and 100 to military settings.

A return rate of 50.6 per cent usable questionnaires was

achieved. Descriptive statistics and univariate analysis

of variance were used to deal with specific sub-problems

and all twelve competency areas were accepted as applicable

to some professional level of recreational sports (4).

Research Design

This study is designed to identify competency areas


51

perceived by chairpersons of physical education and recrea-

tion departments at four-year institutions of higher

learning. A three-point scale was used to determine if

competency statements are of no importance, below average

importance, average importance, or above average importance.

The resulting criterion scores for each statement were

compared with existing scores developed from data supplied

by Jamieson from the 1980 study of recreational sports

practitioners. The scale, while ordinal, can be considered

interval in nature due to the indefinite numerical distance

between 0, 1, 2, and 3, on the scale (1).

One-way analysis of variance was used to compare the

populations on each of the twelve competency areas. The

analysis of variance provides a test of the hypothesis of

equal means, which is the equivalence of the T-test. The

null hypothesis tested by the one way analysis of variance

is that there is no significant difference between the

parameters represented by the mean square between and the

mean square within populations. If the calculated F-ratio

equals or exceeds the .05 level of significance, the

hypothesis is rejected, and a significant difference in the

means of population is determined to exist (7). The sig-

nificant F-ratio indicates a real difference between groups,

a difference too large to consider chance as the probable

cause (11).

52

The independent variables consist of the three profes-

sional groups responding to the questionnaire: practitioners

of recreational sports, physical education department chair-

persons, and recreation department chairpersons. The depen-

dent variables consist of the twelve competency statements.

The design is a fixed model because the respondent

groups were selected from a specific population rather than

randomly selected. Therefore, the results of the analysis

may only be generalized to the respondent groups surveyed.

A significance level of .05 was established. This

level of significance will aid the elimination of Type I

errors. The F test was used to determine the measure of

significance in the design. This test determined if there

was a significant difference between respondent groups for

each of the twelve competency areas.


1. Borg, W. R., and M. D. Gall, Educational Research, An Introduction, New York, David McKay Company, Inc., 1974.

2. Deppe, T. R., "An Evaluation of Selected Techniques Used for Inservice Training of Professional Recreation Personnel," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1953.

3. Hall, G. E., and H. L. Jones, Competency-Based Educa-tion : A Process for the Improvement of Education, Englewood Cliffs, New Jersey, Prentice-Hall, 1976.


5. Kennedy, D. W., "A Competency Analysis of Therapeutic Recreation Graduates of Different Educational Levels," unpublished doctoral dissertation, University of Maryland, College Park, Maryland, 1978.

6. National Recreation and Park Association, Curriculum Catalog 1981-1982 Biennial Directory, Arlington, Virginia, 1981.

7. Roscoe, J. T., Fundamental Research Statistics for the Behavioral Sciences, New York, Holt, Rinehart and Winston, Inc., 1975.

8. Schroth, R. J., "Effects of Local Governmental Struc-ture on Budgetary Procedures of Municipal Parks and/or Recreation Departments," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1978.

9. Tull, D. S., and D. I. Hawkins, Marketing Research: Measurement and Method, New York, Macmillian Publishing Co., Inc., 1980.

53

54

10. Uibel, H. F., "Recruitment Procedures and Selection Criteria of Selected Commercial Recreation Enterprises with Implications for Position Open-ing and Professional Preparation," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1977.

11. Weber, J. C., and D. R. Lamb, Statistics and Research in Physical Education, St. Louis,"C. V. Mosby Company, 1970.

CHAPTER IV

ANALYSIS OF THE DATA

The problem of this study was to identify and compare

the competencies needed for entry level recreational sports

personnel as perceived by chairpersons of physical education

and recreation departments of professional preparation.

These results were then compared to data from recreational

sports practitioners collected by Jamieson in a 1980 study.

Descriptive analysis of the data produced the top

twenty individual competency statements as perceived by

physical education and recreation department chairpersons

as well as a rank order of the twelve competency areas by

each of the two populations. Analysis of variance was used

to compare the findings for the twelve competency areas

from the two populations with the data from the Jamieson

(1) study. The F-ratios were calculated and the level of

significance required for accepting an hypothesis was set

at .05. The hypotheses were stated as follows:




from the competencies identified by chairpersons of recrea-

tion departments.

55

56




from the competencies identified by recreational sports

practitioners.



of recreation departments will differ significantly from

the competencies identified by recreational sports practi-

tioners.

Table I reveals a response of 79.1 per cent of the

total population was received from both the physical educa-

tion and recreation chairpersons. Several respondents in

TABLE I

PERCENTAGE OF RESPONSES OF PHYSICAL EDUCATION AND RECREATION CHAIRPERSONS TO THE SURVEY

Population N Surveys Returned

Per Cent Returned

Usable Returns

Per Cent Usable Returns

Physical Education Chairpersons 67 53 79.1 46 68.5

Recreation Chairpersons 67 53 79.1 48 71.64

each population returned the questionnaire unanswered due

to their lack of knowledge of the area. A usable response

57

of 68.65 per cent of the total population was obtained from

physical education chairpersons and a usable response of

71.64 per cent of the total population was obtained from

recreation chairpersons.

A three-point priority-ranking scale was used to

determine if each competency statement was of above average

importance (3), average importance (2), below average impor-

tance (1), or no importance (0). The twenty competency

statements given the highest average value (criterion

ratings) by physical education chairpersons were:

1. Recognizes safety hazards that cause

injury 2.913

2. Maintains effective communication

with staff 2.783

3. Utilizes effective decision-making

skills 2.705

4. Comprehends legal implications in

recreational sports 2.696

5. Recognizes various factors that lead

to accidents 2.667

6. Understands the philosophical basis

of recreational sports 2.652

7. Prepares sport rules and regulations 2.652

8. Understands specific risks of sport

activity 2.644

58

9. Demonstrates ability to schedule

tournaments, leagues, and meets 2.630

10. Identifies and encourages partici-

pants for programs 2.630

11. Conducts and investigates disci-

plinary action, accidents, game

protest, and eligibility status

reports 2.622

12. Identifies and utilizes procedures

to regulate the conduct of spectators

and participants 2.600

13. Develops supervisory techniques to

avoid accidents 2.600

14. Prepares reports of accidents, dis-

ciplinary action, protest, complaints,

etc- 2.578

15. Establishes procedures reflecting

fair treatment of staff and partici-

pants 2.568

16. Familiar with effective decision-

making techniques in dealing with

accidents 2.568

17. Knows basic recreational sports

terminology 2.565

18. Establishes preventative measures

against negligence 2.558

59

19. Relates accident trends to elimination

of hazards 2.556

20. Conducts routine inspections of

facilities and equipment 2.556

The nineteen competency statements given an average

value of 2.500 or above by recreation chairpersons were:

1. Recognizes safety hazards that cause

injury 2.896

2. Maintains effective communications

with staff 2.833

3. Utilizes effective decision-making

skills 2.687

4. Prepares sport rules and regulations 2.687

5. Knows levels of competition in sport 2.667

6. Understands the philosophical basis

of recreational sports 2.667

7. Demonstrates ability to schedule

tournaments, leagues, and meets 2.667

8. Relates accident trends to elimina-

tion of hazards 2.604

9. Recognizes various factors that lead

to accidents 2.604

10. Comprehends legal implications in

recreational sports 2.583

11. Ensures safety through equipment

maintenance 2.542

60

12. Prepares and defends budget proposal 2.521

13. Establishes procedures reflecting fair

treatment of staff and participants 2.521

14. Understands symptoms of injury 2.521

15. Understands the broad spectrum of

recreational sports opportunities 2.521

16. Establishes preventative measures

against negligence 2.521

17. Implements planning strategies for

programs 2.521

18. Understands leadership techniques

operational in recreational sports 2.500

19. Familiar with effective decision-

making technique in dealing with

accidents 2.500

The average criterion scores for each competency

statement in a competency area were averaged to produce

a criterion score for each of the twelve competency areas.

Chairpersons of physical education departments ranked the

competency areas as follows:

1. Philosophical Foundations 2.485

2. Safety/Accident Prevention 2.388

3. Communications 2.347

4. Governance 2.341

5. Officiating 2.324

61

6. Programming Techniques 2.300

7. Sport Science 2.293

8. Management Techniques 2.152

9. Legality 2.133

10. Facilities/Maintenance 2.103

11. Business Procedures 2.095

12. Research 1.760

The chairpersons of recreation departments ranked

comeptency areas as follows

1. Philosophical Foundations 2. 479

2. Safety/Accident Prevention 2. 339

3. Communications 2. 331

4. Governance 2. 288

5. Management Techniques 2. 267

6. Programming Techniques 2. 266

7. Legality 2. 248

8. Facilities/Maintenance 2. 229

9. Business Procedures 2. 227

10. Sport Science 2. 185

11. Officiating 2. 060

12. Research 1. 804

Practitioners of recreational sports as surveyed in

the Jamieson (1) study ranked the competency areas as

follows:

1- Safety/Accident Prevention 2.180

62






7. Governance 1.753



10. Legality 1.245


12. Research 1.167

Table II reveals the level of significance between

populations for each of the competency areas. Analysis

of variance between responses of physical education

and recreation chairpersons produced a significant F-ratio

at the .05 level for the competency area of officiating.

Physical education chairpersons' responses generated a

larger criterion score for the competency area of

officiating than did the responses of recreation chair-

persons .

Analysis of variance between responses of physical

education chairpersons and recreational sports practi-

tioners produced significant F-ratios at the 0.05 level

for the competency areas of business procedures, communi-

cations, facilities/maintenance, governance, legality,

TABLE II

LEVEL OF F-RATIO SIGNIFICANCE BETWEEN POPULATIONS

63

Competency Area

Recreation Physical Education

Recreation vs.

Practitioner

Physical Education

vs. Practitioner

Business Procedures 0.168 0.001* 0.001*

Communications 0.757 0.001* 0.001*

Facilities/ Maintenance 0.268 0.001* 0.001*

Governance 0.464 0.001* 0.001*

Legality 0.130 0.001* 0.001*

Management Techniques 0.235 0.001* 0.001*

Officiating 0.011* 0.397 0.004*

Philosophical Foundations 0.922 0.001* 0.001*

Programming Techniques 0.797 0.001* 0.002*

Research 0.799 0.001* 0.001*

Safety/Accident Prevention 0.432 0.244 0.113

Science 0.477 0.206 0.091

*F-ratio significant at .05 level.

64

management techniques, officiating, philosophical founda-

tions, programming techniques, and research. For all

competency areas the physical education chairpersons gave

a larger criterion score than did the recreational sports

practitioners.

Analysis of variance between responses of recreation

chairpersons and recreational sports practitioners produced

significant F-ratios at the 0.05 level for the competency

areas of business procedures, communications, facilities/

maintenance, governance, legality, management techniques,

philosophical foundations and research. For all competency

areas the recreation chairpersons gave a larger criterion

score than did the recreational sports practitioners.

Table III reveals mean scores, F-ratios, and their

level of significance for comparison of the responses of

recreation chairs, physical education chairs, and recrea-

tional sports practitioners for the competency area of

business procedures. The mean score responses of recreation

chairs was 2.227 while physical education chairs responses

produced a mean score of 2.095. The F-ratio for this com-

parison was 1.937 which has a level of significance of 0.168,

This indicates a degree of agreement on the relative impor-

tance of the competency area of business procedures as

perceived by recreation and physical education chairs.

The responses of recreational sports practitioners

produced a mean of 1.203. Comparison with the responses

65

of recreation chairs produced an F-ratio of 56.012. When

comparison was made against responses of physical education

chairs there was a significance of 0.001. These values

indicate a significant difference between responses of both

recreation and physical education chairs when compared with

responses of recreational sports practitioners. Both

academic groups gave the competency area of business pro-

cedures more importance than did practitioners.

TABLE III

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 1—BUSINESS PROCEDURES

Recreation Chairs vs. Physical Education Chairs

Recreation Chairs Mean 2.227 Physical Education Chairs Mean 2.095 F-Ratio 1.937 Level of Significance 0.168

Recreation Chairs vs. Practitioners

Recreation Chairs Mean 2.227 Practitioners Mean 2.203 F-Ratio 92.022 Level of Significance 0.001

Physical Education Chairs vs. Practitioners

Physical Education Chairs Mean 2.095 Practitioners Mean 1.203 F-Ratio 56.012 Level of Significance 0.001

No significance was produced in the F-ratio between

mean score responses of recreation chairs (2.331) and

physical education chairs (2.347) for the competency area

of communications as shown in Table IV. The F-ratio of

66

0.096 has a level of significance of 0.757. The academic

groups perceive a non-significant differences in the value

of the competency area of communications for entry level

recreational sports personnel.

TABLE IV

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 2—COMMUNICATIONS








generated a mean score of 1.884. When compared to the

responses of recreation chairs the F-ratio of 18.491 was

found to be significant at the 0.001 level. Comparisons to

the physical education chairs score produced an F-ratio of

17.922 which was significant at the 0.001 level. Both

recreation chairs and physical education chairs perceived

the competency area of communications to be of more

67

importance for entry level recreational sports personnel

than did the practitioners of recreational sports.

Table V reveals a significance level of 0.268 for the

F-ratio of 1.246 generated in comparison of the recreation

chairs mean of 2.229 and the physical education chairs mean

of 2.103 for the competency area of facilities/maintenance.

This indicates that there was no significant difference in

the value of this competency area as perceived by chairs of

preparatory departments.

TABLE V

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 3--FACILITIES/MAINTENANCE


Recreation Chairs Mean 2.229 Physical Education Chairs Mean 2.10 3 F-Ratio • 1.246 Level of Significance 0.268





When the mean of 1.64 5 given by recreational sports

practitioners was compared to the recreation chairs mean

an F-ratio of 3 0.052 was produced. A F-ratio of 17.575

68

was produced when the recreational sports practitioners

mean was compared to that of the physical education chairs.

Both F-ratios were significant at the 0.001 level which

shows that educators give the competency area of facilities/

maintenance more value than did recreational sports practi-

tioners .

As shown in Table VI, there was a significance level

of 0.922 in the F-ratio of 0.542 produced when the mean of

2.288 for responses of recreation chairs and 2.341 for

responses of physical education chairs were compared for

the competency area of governance. This non-significant

F-ratio suggests general agreement on the value of the

TABLE VI

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 4—GOVERNANCE






Physical Education Chairs Mean . . . . . . . . 2.341 Practitioners Mean . . . 1.753 F-Ratio . . 23.081 Level of Significance . . . . 0.001

69

competency area of governance as perceived by recreation

and physical education chairs.

When compared with recreation and physical education

chairs, the mean of 1.753 for recreational sports practi-

tioners was significant at the 0.001 level for both F-

ratios. The F-ratio between responses of recreation chairs

and practitioners was 19.737 and the F-ratio between

responses of physical education chairs was 23.081. Again

both recreation and physical education chairs responses

gave the competency area of governance a larger value than

did recreational sports practitioners.

Table VII reveals a mean of 2.248 for responses of

recreation chairs and a mean of 2.133 for the responses of

physical education chairs for the competency area of legal-

ity. A comparison of these means produced an F-ratio of

2.342 which was non-significant at the 0.130 level.

The mean of 1.245 for the responses of recreational

sport practitioners produced F-ratios of 93.396 when com-

pared to recreation chairs and 58.613 when compared to

physical education chairs. These F-ratios were significant

at the 0.001 level and show that although there was agree-

ment between recreation and physical education chairs on

the value of the competency area of legality, there was a

significant difference in the response of recreational

sports practitioners when compared to recreation and

physical education chairs.

70

TABLE VII

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 5—LEGALITY


Recreation Chairs Mean 2.248 Physical Education Chairs Mean . . . . . . . . 2.133 F-Ratio 2.342 Level of Significance 0.130





Table VIII deals with the analysis of variance between

populations for the competency area of management techniques,

The responses of recreation chairs produced a mean of 2.267

while responses of physical education chairs produced a mean

of 2.152. Analysis produced an F-ratio of 1.431 which has a

level of significance of 0.235. Academic chairs had very

little difference in their perception of the value of the

competency area of management techniques for entry level

recreational sports personnel.

There was a significant difference at the 0.001 level

between the means of academic chairs and the mean of 1.438

for recreational sports practitioners. The F-ratio for

71

recreation chairs and practitioners was 61.873 while the

F-ratio was 36.288 for physical education chairs and prac-

titioners. Academic chairs responses gave a higher value

than did recreational sports practitioners for the compe-

tency area of management techniques.

TABLE VIII

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 6—MANAGEMENT






Physical Education Chairs Mean 2.152 Practitioners Mean . 1.438 F-Ratio 36.288 Level of Significance 0.001

The competency area of officiating produced a signifi-

cant F-ratio between the responses of recreation and physi-

cal education chairs as shown in Table IX. The mean for

recreation chairs responses was 2.060 while the mean for

physical education chairs responses was 2.324. Analysis

produced an F-ratio of 6.722 which was significant at the

72

0.011 level. This reflects the greater importance of rules

and officiating in the physical education curriculum.

TABLE IX

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 7 — OFFICIATING


Recreation Chairs Mean 2.060 Physical Education Chairs Mean . . 2.324 F-Ratio 6.722 Level of Significance 0.011


Recreation Chairs Mean 2.060 Practitioners Mean 1.938 F-Ratio 0.722 Level of Significance . . . . . 0.397



The F-ratio between responses of recreation chairs and

the mean response of recreational sports practitioners of

1.938 was 0.722 which was not significant. The F-ratio

between responses of physical education chairs and practi-

tioners was 8.738 which was significant at the 0.004 level.

The value given the competency area of officiating was

lowest by practitioners, but differed significantly only

when compared to physical education chair responses. Physi-

cal education responses also differed significantly from

the responses of recreation chairs.

73

A comparison of mean responses of 2.479 for recreation

chairs and 2.485 for physical education chairs produced an

F-ratio of 0.010. This was not significant at the 0.922

level for the competency area of philosophical foundations

as shown in Table X. The non-significant F-ratio reflects

general agreement on the value of the competency area for

entry level recreational sports personnel.

TABLE X

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 8—PHILOSOPHICAL FOUNDATIONS







A comparison of the mean response of 2.015 for recrea-

tional sports practitioners with both academic groups

produced significance at the 0.001 level. The F-ratio

between responses of recreation chairs and practitioners

was 21.190 while the F-ratio between responses of physical

74

education chairs and practitioners was 18.629. The compe-

tency area of philosophical foundations received the highest

value for any area from each academic group while practi-

tioners rated it lower in value for entry level recreational

sports personnel.

The responses of academic chairs and recreational

sports practitioners for the competency area of programming

techniques are shown in Table XI. The mean score for recre-

ation chairs was 2.266 while the mean score for physical

education chairs was 2.300. Analysis of those means pro-

duced an F-ratio of 0.067 which was non-significant at the

0.797 level.

TABLE XI

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 9—PROGRAMMING TECHNIQUES




Recreation Chairs Mean 2.266 Practitioners Mean . . . 1.905 F-Ratio . . 11.273 Level of Significance 0.001



75


generated a mean score of 1.90 5. When compared with the

recreation chairs mean, an F-ratio of 11.27 3 was produced.

This F-ratio was significant at the 0.001 level. Compari-

son of the practitioners mean score with that of the

physical education chairs produced an F-ratio of 9.803

which was significant at the 0.002 level. While the two

academic groups were in agreement on the value of program-

ming techniques, they both differed significantly with the

perceptions of recreational sports practitioners.

Table XII displays the analysis of the competency area

of research. The mean scores for the area were: 1.804 for

recreation chairs, 1.760 for physical education chairs, and

1.167 for recreational sports practitioners. An F-ratio of

0.065 was generated when the mean of the academic groups

were compared. This was non-significant at the 0.7 99 level

of significance.

A significance of 0.001 was produced when the practi-

tioners mean was compared to recreation chairpersons.

The F-ratio was 35.619. An F-ratio of 24.802 was produced

when a comparison was made with physical education chairs

responses. This F-ratio was also significant at the 0.001

level. Although the competency area of research received

the lowest mean value for each of the three groups, the

responses of academic chairs differed significantly from

those of recreational sports practitioners.

76

TABLE XII

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 10—RESEARCH







The competency area of safety/accident prevention was

given high scores from each of the three groups producing

non-significant levels between groups. The mean value

given by recreation chairs was 2.339 while the mean from

physical education chairs was 2.388. Table XIII shows an

F-ratio of 0.626 which was not significant at the 0.432

level, when the academic chairs responses were compared.

When compared with the practitioners mean of 2.180 the

recreation chairs mean produced an F-ratio of 1.368 which

was not significant at the 0.244 level. The F-ratio for

the comparison with physical education chairs was 2.546

with a significance level of 0.113. The competency area of

77

TABLE XIII

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 11—SAFETY/ACCIDENT PREVENTION


Recreation Chairs Mean 2.339 Physical Education Chairs Mean . . . . . . . . 2.388 F-Ratio 0.626 Level of Significance 0.432


Recreation Chairs Mean 2.339 Practitioners Mean 2.180 F-Ratio 1.368 Level of Significance . 0.244



safety/accident prevention was the most agreed upon compe-

tency area and should have a strong place in any recrea-

tional sports curriculum.

Table XIV reveals no significant difference in the

values given by the three populations for the competency

area of sport science. The mean value for recreation chairs

responses was 2.185 while the mean value from physical

education chairs responses was 2.293. This produced an

F-ratio of 0.512 and a level of significance of 0.477.

When compared to the practitioners mean values of

2.064 the recreation chairs values generated an F-ratio of

1.613 and a level of significance of 0.206. A comparison

78

TABLE XIV

ANALYSIS OF VARIANCE BETWEEN POPULATIONS AREA 12—SPORT SCIENCE


Recreation Chairs Mean 2.18 5 Physical Education Chairs Mean 2.293 F-Ratio 0.512 Level of Significance 0.477





of practitioners and physical education chairs responses

produced an F-ratio of 2.901 and a level of significance

of 0.091. The three populations are in general agreement

on the value of the competency area of sport science for

entry level recreational sports personnel.


Jamieson, L. M., "A Competency Analysis of Recreational Sports Personnel in Selected Institutional Settings," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1980.

79

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

Summary

The problem investigated by this study was the

identification of the competency areas most needed for

entry level recreational sports personnel as perceived by

chairpersons of college and university physical education

and recreation departments. Furthermore, this study sought

to determine if the competency areas identified by physical

education and recreation chairpersons differed significantly

from the competency areas identified by recreational sports

practitioners in an earlier study.

The Jamieson Recreational Sports Competency Analysis

was mailed to chairpersons of both the physical education

and recreation departments at colleges and universities

listed in the 1982 Society of Park and Recreation

Educators—National Recreation and Park Association

Curriculum Catalog as having an enrollment of over 10,000

students. A self-addressed stamped envelope and a letter

requesting assistance with the study was also sent to each

chairperson. A follow-up post card was mailed to non-

respondents fourteen days after the original mailing and

80

;

81

an additional letter, envelope, and instrument was mailed

to non-respondents twenty-eight days after the original

mailing. These procedures generated a usable return of

over 65 per cent from both populations. The data from the

earlier study of recreational sports practitioners was

supplied by Jamieson.

The data were coded and analyzed using descriptive

statistics and the analysis of variance procedure. The

data were separated by individual competency statements,

competency areas, and populations. The .05 level of

significance was required to accept the hypotheses.

Findings

The findings of this study are presented by popula-

tions to indicate importance of competency areas. There

is also a comparison between populations. The chairpersons

of physical education departments identified the rank order

of the competency areas needed for entry level recreational

sports personnel as:




4. Governance 2.341



7. Sport Science 2.29 3

82


9. Legality 2.133



12. Research 1.760

The chairpersons of recreation departments identified

the rank order of the competency areas needed for entry

level recreational sports personnel as:

1. Philosophical Foundatiions 2.479



4. Governance 2.288



7. Legality 2.248





12. Research 1.804

Practitioners of recreational sports ranked the

competency areas as follows:





83



7. Governance 1.7 53



10. Legality 1.245


12. Research 1.167

It was hypothesized that there would be a significant

difference between criterion scores of competencies

identified by the chairpersons of physical education and

recreation departments. The findings indicate a signifi-

cant F ratio for the competency area of officiating.

Therefore, this hypothesis must not be rejected for the

competency area of officiating, but must be rejected for

the other eleven areas.

A comparison of the criterion scores given the compe-

tency areas by physical education and recreation chairper-

sons produced a significant F ratio for the competency area

of officiating. The competency areas of philosophical

foundation, safety/accident prevention, communications

and governance were ranked as the first four areas by each

population, while the area of research was ranked last by

each population.

84

A comparison of the criterion scores produced in the

competency areas by recreation chairpersons and recreational

sports practitioners produced significant F-ratios for the

competency areas of business procedures, communications,

facilities/maintenance, governance, legality, management

techniques, research, philosophy and programming techniques.

No significant F-ratios were found for the competency areas

of officiating, safety/accident prevention, and sport

science. The criterion scores given by the recreation

chairpersons were larger for all areas than those given by

recreational sports practitioners.

It was hypothesized that there would be significant

differences between criterion scores of the competency

areas as identified by chairpersons of recreation depart-

ments and recreational sports practitioners. The findings

indicted a significant F-ratio for nine of the twelve

competency areas. Therefore, the hypotheses must not be

rejected for those nine competency areas and must be

rejected for the other three areas.

A comparison of the criterion scores produced for the

competency areas by physical education chairpersons and

recreational sports practitioners produced significant F-

ratios for the competency areas of business procedures,

communications, facilities/maintenance, governance,

legality, management techniques, officiating, philosophical

foundations, programming techniques, and research. No

85

significant F-ratios were found for the areas of safety/

accident prevention and sport science. The criterion scores

produced by the physical education chairpersons responses

were larger than those produced by the recreational sports

practitioners responses in all competency areas.

It was hypothesized that there would be a significant

difference between criterion scores of the competency area

identified by chairs of physical education departments and

recreational sports practitioners. The findings indicate

a difference for ten of the twelve competency areas. There-

fore, the hypotheses must not be rejected for those ten

competency areas and must be rejected for the other two

competency areas.

Conclusions

The findings of this study suggest the following

conclusions:

1. Recreation curricula should give more importance

to the area of officiating in the preparation of recrea-

tional sports specialists. Recreation chairs ranked

officiating eleventh even though application of rules

through officiating is a major factor in game safety.

Recreation chairs ranked safety second in importance.

2. Specific classes dealing with safety, first aid

and accident prevention should be included in all

curricula. This competency area was perceived as being

86

first in importance by recreational sports practitioners

and second in importance by chairs of preparatory depart-

ments .

3. Curricula for entry level recreational sports

personnel should be changed to include more practical

skills such as officiating, programming, business and

management techniques and less in the area of philosophical

foundations. A better balanced blend of theoretical knowl-

edge and practical skills is needed for entry level person-

nel.

4. At the present time there is little difference

between the perceptions of recreation and physical chairs

for preparation of entry level recreational sports person-

nel. The only significant difference is for the competency

area of officiating which physical education chairs perceive

as being more important than do recreation chairs.

Recommendations

This study determined the importance of competency

areas for entry level recreational sports personnel as

perceived by chairpersons of physical education and recrea-

tion departments at institutions of higher learning with

an enrollment of over 10,000 students. The following

recommendations are offered to enhance preparation of

recreational sports specialists:

87

1. Since all entry level personnel are not produced

by large institutions with separate physical education and

recreation departments, a study of preparatory departments

at institutions with smaller enrollments or combined depart-

ments would broaden the data base for needed curriculum

revisions.

2. A study to determine competencies used by recrea-

tional sports personnel during their first two years in a

full-time professional position would also supply data that

would be useful in curriculum revision. These professionals

would be in a unique position to identify entry level compe-

tencies.

3. The National Intramural Recreational Sports Associ-

ation should, on the basis of this study and the Jamieson

study, take a stronger role in influencing the professional

preparation of personnel entering the field. Accreditation

of curriculum cannot be justified on the basis of two

research projects, but substantial data has been generated

that identifies the unique blend of skills needed for entry

level recreational sports personnel. Curricula which can

verify inclusion of these components should be recognized.

4. Institutions interested in the preparation of

recreational sports personnel should examine this study to

help determine needed components. Specific course require-

ments can be obtained from the National Intramural Recrea-

tional Sports Association Curriculum Package.

88

5. Both physical education and recreation departments

should investigate adoption of courses to deal with various

age groups in sports as well as traditional public school

and collegiate settings.

6. The competency area of research should not be

included as a separate course in the preparation of entry

level recreational sports personnel, but should be intro-

duced in other courses. All three populations perceived

research as the least important competency area for

preparation of entry level recreational sports personnel.

APPENDIX

89

APPENDIX A

90

JAMIESON RECREATIONAL SPORTS COMPETENCY ANALYSIS The field of recreational sports is viewed as an interdisciplinary blend of physical education and recreation. It exists in

pecialized form in many settings; military, municipal, educational, correctional, commercial-private, industrial and quasi-

ublic. It is not known, however, to what extent training needs exist in this field.

The following survey is designed to permit you, chairpersons of preparatory departments, to provide input relative to the

ompetencies needed by entry level recreational sports personnel. The following definitions provide a guide for appropriately

nswering the questionnaire.

Recreational Sports Competitive activity in game form engaged in during leisure.

Informal Sports Self-directed competitive activities in game form.

Intramural Sports Structured, competitive activity in game form with groups within local setting.

Extramural Sports Structured, competitive activities in game form that are organized with groups outside the local setting.

Club Sports Groups organized because of a common interest in competitive activity in game form.

Competency A composite skill behavior or knowledge.

Entry Level Activity specialist, face-to-face leader.

'LEASE NOTE: The data received from this questionnaire will be analyzed and interpreted anonymously with no reference to the name of

lie respondent. Such names will be kept in confidence and will not be used for interpretation of analysis of results. Thank you for taking time to complete this questionnaire. Please return in the enclosed stamped, self-addressed envelope as

oon as possible to: M. Wayne Jennings, Begley 202, Recreational Sports, Eastern Kentucky University, Richmond, Kentucky 0475.

Competency Analysis istructions: Place a circle around the choice in each scale that indicates the importance of the competency statement.

ley NA Not Applicable 1 Below average importance 2 Average importance 3 Above average importance

1. Prepares and defends a budget proposal NA 1 2 3

2. Coordinates interagency cooperation NA 1 2 3

3. Comprehends design specifications of equipment and facilities NA 1 2 3

4. Identifies and utilizes procedures to regulate the conduct of spectators and participants NA 1 2 3

5. Comprehends legal implications in recreational sports NA 1 2 3

6. Conducts staff meetings with program personnel NA 1 2 3

7. Prepares sport rules and regulations NA 1 2 3

8. Recognizes the philosophical values of recreational sports to the individual NA 1 2 3

9. Knows procedures for dealing with recognition of participants NA 1 2 3

10. Applies statistical tools to program evaluation, financial analysis and planning NA 1 2 3

11. Recognizes safety hazards which cause injury NA 1 2 3

12. Recognizes the effect of recreational sports on stress increase/reduction NA 1 2 3

Key NA Not Applicable 92 1 Below average importance 2 Average importance 3 Above average importance

13. NA 1 2 3

14. NA 1 2 3

15. Knowledge of administration of a facility reservation system NA 1 2 3

16. Conducts and investigates disciplinary action, accidents, game protests and eligibility NA 1 2 3

17. Establishes procedures reflecting fair treatment of staff and participants NA 1 2 3

18. Demonstrates knowledge of organizational theory and behavior NA 1 2 3

19. NA 1 2 3

20. Understands a philosophical basis of recreational sports NA 1 2 3

21. Understands organizational aspects of informal sports programming NA 1 2 3

22. Constructs problems appropriate to recreational sports research NA 1 2 3

23. Relates accident trends to elimination of hazards NA 1 2 3

24. Recognizes aggression patterns of participants NA 1 2 3

25. Applies purchasing policies and procedures NA 1 2 3

26. Develops publicity approaches for advertisement NA 1 2 3

27. Conducts routine inspections of facilities and equipment NA 1 2 3

28. Establishes and maintains eligibility guideline for participants NA 1 2 3

29. Identifies and applies guidelines of legislation involving accessibility for the handicapped NA 1 2 3

30. Implements planning strategies for program NA 1 2 3

31. Prepares administrative guidelines for programming NA 1 2 3

32. Prepares officiating procedures not covered in rules NA 1 2 3

33. Understands the broad spectrum of recreational sports opportunities NA 1 2 3

34. Understands organizational and operational aspects of intramural (team, lifetime) sports programming NA 1 2 3

35. Develops and analyzes recreational sports aspects of program participation statistics NA 1 2 3

36. Understands symptoms of injuries NA 1 2 3

37. Knows levels of competition in sport NA 1 2 3

38. Examines and analyzes the budget NA 1 2 3

39. Maintains effective communications with public NA 1 2 3

40. Develops maintenance planning for facilities and equipment NA 1 2 3

41. Demonstrates ability to organize a governing or appeals board NA 1 2 3

42. Identifies and applies affirmative action guidelines to personnel and program NA 1 2 3

43. Prepares and reviews committee, program and informational reports NA 1 2 3

44. Exhibits practical experience in officiating NA 1 2 3

45. Knows basic recreational sports terminology NA 1 2 3

46. Develops and maintains procedures for postponements and rescheduling NA 1 2 3

47. Ensures safety through equipment maintenance NA 1 2 3

48. Recognizes individual differences in exercises NA 1 2 3

ey NA Not Applicable 9 3 1 Below average importance 2 Average importance 3 Above average importance

19. Initiates effective office procedures to handle registrations, reports, notices, etc NA 1 2 3

50. Prepares and develops public presentations NA 1 2 3

51. Conducts inventory and storage of supplies NA 1 2 3

52. Understands procedures for settling protests NA 1 2 3

53. Evaluates full-time personnel for appointment, promotion, leave and termination NA 1 2 3

54. Develops and administers rule exams * NA 1 2 3

55. Understands organizational and operational aspects of sports clubs or organizations NA 1 2 3

56. Consults 6n sports programming and facilities NA 1 2 3

57. Develops supervisory techniques to avoid accidents NA 1 2 3

58. Recognizes certain medical considerations in exercise NA 1 2 3

59. Identifies sources of income for budget NA 1 2 3

50. Identifies and encourages participants for programs NA 1 2 3

51. Develops and maintains planning schedules for improvement, construction and maintenance

of facilities ^ A 1 2 3

52. Recognizes program needs in facility design NA 1 2 3

53. Establishes due process for dealing with program concerns NA 1 2 3

54. Applies Title IX guidelines to personnel and program concerns NA 1 2 3

65. Evaluates part-time personnel for changes in status NA 1 2 3

66. Organizes and conducts clinics for officials NA 1 2 3

67. Understands leadership techniques operational in recreational sports NA 1 2 3

68. Demonstrates ability to schedule tournaments, leagues and meets NA 1 2 3

69. Understands the process of creative writing and publishing NA 1 2 3

70. Possesses necessary certification in first aid NA 1 2 3

71. Processes contractual agreements for staffing . NA 1 2 3

72. Processes contractual agreements with other recreational sport interests NA 1 2 3

73. Utilizes effective decision-making skills NA 1 2 3

74. Develops and maintains procedures for dealing with forfeiture of games NA 1 2 3

75. Develops extramural games and contests NA 1 2 3

76. Prepares organizational guidelines for staffing and programming NA 1 2 3

77. Adapts programs to the special needs of the handicapped NA 1 2 3

78. Knows existing research in recreational sports NA 1 2 3

79. Develops and maintains standards of performance for program operations NA 1 2 3

80. Understands the organizational process of developing sport instructional programs NA 1 2 3

81. Schedules part-time employees for work NA 1 2 3

82. Develops and conducts sports clinics NA 1 2 3

83. Possesses certification in water safety NA 1 2 3

84. Demonstrates methods of securing participation involvement in leadership roles NA 1 2 3

85. Possesses certification in cardiopulmonary resuscitation NA 1 2 3

Key NA Not Applicable g

1 Below average importance 2 Average importance 3 Above average importance

Prepares financial reporting statements NA 1 2 3

Consults and advises program volunteers NA 1 2 3

Participates in short and long range facility development NA 1 2 3

89. Prepares written documentation of cases dealing with protests NA 1 2 3

90. Processes contractual agreements NA 1 2 3

91. Conducts visitations of other programs and facilities NA 1 2 3

92. Develops schedules or contracts for officials NA 1 2 3

93. Understands the theories of cooperative and competitive play NA 1 2 3

Develops alternate forms of competition NA 1 2 3

Knows measuring instruments appropriate to statistical analysis NA 1 2 3

Recognizes various factors that lead to accidents NA 1 2 3

Understands the socialization process evident in sport . NA 1 2 3

Prepares reports for accidents, disciplinary action, protests, complaints, etc NA 1 2 3

Reports maintenance needs of facilities and equipment NA 1 2 3

Supervises governing or appeals board NA 1 2 3

Establishes preventative measures against negligence NA 1 2 3

102. Supervises a system of volunteer personnel NA 1 2 3

103. Handles player misconduct in game environment NA 1 2 3

104. Differentiates between the philosophical bases of physical education, recreation, athletics and

recreational sports NA 1 2 3

105. Observes and supervises recreational sports participants NA 1 2 3

Understands survey methods for program analysis NA 1 2 3

Familiar with effective decision-making techniques in dealing with accidents NA 1 2 3

Understands the effects of recreational sport participation on personality and attitude NA 1 2 3

Utilizes time management techniques NA 1 2 3

110. Evaluates and documents program development NA 1 2 3

111. Understands specific risks of sport activity NA 1 2 3

112. Establishes supervisory controls that prevent participant misuse of a facility NA 1 2 3

General Inquiry Instructions: Please answer the following general questions to determine your views about recreational sports professional

preparation.

1. Do you believe that there should be specific undergraduate preparation of recreational sports professionals? Yes No

2. Do you believe that there should be specific graduate preparation of recreational sports professionals? Yes No

3. Do you believe that there should be continuing education programs for recreational sports professionals? Yes No

4. Do you believe that there should be in-service training programs for recreational sports professionals? Yes No

APPENDIX B

95

EASTERN KENTUCKY UNIVERSITY Richmond, Kentucky 40475 9 6

COLLEGE OF HEALTH, PHYSICAL EDUCATION, RECREATION, AND ATHLETICS

Department of HPER&A Services

September 16, 1982

Dear Colleague:

I need your help as part of ray doctoral program at North Texas State University. I am conducting a research project with the purpose of identifying entry level competencies for recreational sports personnel. The curriculum that these people have followed in their academic preparation influences the competencies that they have when they seek to aiter the field of Recreational Sports.

You, as director of an academic program preparing these students, have a unique influence on their preparation. Your concepts greatly influence the emphasis in your curriculum and therefore the competencies of your students. It is my hope that you will assist in my research by filling out the enclosed Jamieson Recreational Sports Competency Analysis. Your responses, I assure you, will be held in the strictest of confidence.

The success of the research is dependent upon your response. It is iterative to the integrity of the research that you respond to the questionnaire without consultation with the Recreational Sports professionals on your campus, as their input will be achieved in another manner.

This study is being partially funded by a research grant from the National Intramural Recreational Sports Association and I hope to have the results for the NIRSA Professional Development Conference to be held in Louisville, Kentucky after the NRPA Conference in late October.

Thank you very much for your time and effort in increasing the body of knowledge in Recreational Sports. I look forward to hearing from you soon.

Most Sincerely,

M. Wayne Jennings Director Intramural Recreational Sports

APPENDIX C

97

98

October 5, 1982

Dear Colleague,

It has been two weeks since the Initial mailing of the "Jamieson Recreational Sports Competency Analysis". My research is depen-dent upon your response. Would you please com-plete the questionnaire and return it as quickly as possible.

Your help will be greatly appreciated.

Thank you,

M.. Wayne Jennings Director, Intramural Recreational Sports

APPENDIX D

99

EASTERN KENTUCKY UNIVERSITY 100

Richmond, Kentucky 40475 - 0934

COLLEGE OF HEALTH, PHYSICAL EDUCATION, RECREATION, AND ATHLETICS

Department of HPER&A Services

October 18, 1982

Dear Colleague:

On September 16, 1982, you were mailed a copy of the "Jamieson Recreational Sports Competency Analysis" as part of a study to identify needed competencies for entry level recreational sports personnel. Although I have received many returns, a response from you and your institution will greatly enhance the results of this study. I hope you will take a few minutes and contribute to the body of knowledge in recreational sports.

I am enclosing another copy of the questionnaire and a stamped envelope for your convenience. Thank you for your time and efforts.

Sincerely,

M. Wayne Jennings Director

Intramural Recreational Sports

MWJ/ar

Enclosure

APPENDIX E

101

RESPONDENTS TO QUESTIONNAIRE

102

Institution

NORTHEAST UNITED STATES

Boston University

Monticlair State College

New York University

Pennsylvania State University

Slippery Rock State College

Temple University

University of New Hampshire

University of Toledo

Physical Education Response

X

X

X

X

X

X

X

X

Recreation Response

X

X

X

X

X

SOUTHEAST UNITED STATES

Auburn University

Clemson University

Eastern Kentucky University

Marshall University

North Carolina State University

Old Dominion University

Virginia Commonwealth University

University of Florida

University of Georgia

University of Kentucky

University of Maryland

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

103

Institution

University of North Carolina, Chapel Hill

University of South Alabama

University of Southern Mississippi

University of Tennessee

MIDWEST UNITED STATES

Central Michigan Unviersity

Eastern Illinois University

Indiana University

Iowa State University

Kansas State University

Kent State University

Mankato State University

Michigan State University

Northeastern Illinois University

Northeastern University

Ohio State University

Purdue University

Southern Connecticut State College

Southern Illinois University

University of Illinois, Urbana

University of Iowa

University of Minnesota

University of Missouri


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Recreation Response

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

104

Institution

University of Nebraska, Omaha

University of North Dakota

University of Northern Iowa

Wayne State University

Western Illinois University

NORTHWEST UNITED STATES

California State University Sacramento

Oregon State University

San Francisco State University

San Jose State University

University of Oregon

University of Utah

Western Washington University


X

X

X

X

X

X

X

X

X

X

X

X

Recreation Response

X

X

X

X

X

X

X

X

X

X

X

SOUTHWESTERN UNITED STATES

Arizona State University

California State University, Northridge

California State University, Long Beach

North Texas State University

Oklahoma State University

San Diego State University

Texas A & M University

X

X

X

X

X

X

105

Institution

Texas Tech University

University of Arizona

University of Colorado

University of Northern Colorado


X

X

X

Recreation Response

X

X

X

Canada

University of British Columbia

Waterloo University

106

RESPONDENTS TO QUESTIONNAIRE

BY ENROLLMENT

Institution Enrollment P. E. Rec.

Response Response

Ohio State University 54,462 X X

University of Minnesota 47,386 X X

Northeastern University 46,152 X X

New York University 45,524 X

Michigan State University 44,940 X X

Arizona State University 38,000

University of Maryland 36,905

University of Illinois,

Urbana 34,792 X X

Texas A & M University 33,499 X X

Wayne State University 33,408 X X

Pennsylvania State University 32,936 X X

San Diego State University 32,465

Purdue University 32,000 X

Slippery Rock State College 31,881 X X

California State University,

Long Beach 31,239 X X

Temple University 31,000 X X

Indiana University 30,380 X

University of Florida 30,000 X

University of Arizona 28,854 X X

University of Tennessee 27,803 X X

University of Missouri 27,306 X X

107

Institution Enrollment P. E. Rec. Response Response

University of British Columbia 27,044

California State University,

Northridge 26,449 X

University of Iowa 25,100 X X

San Francisco State

University 24,120 X X

San Jose State University 24,074 X

Southern Illinois University 23,236 X X

University of Kentucky 23,125 X X

Texas Tech University 23,043 X X

University of Utah 22,970 X X

Iowa State University 22,301 X X

University of Georgia 22,000 X

California State University 21,555

North Carolina State

University 21,200 X X

Oklahoma State University 20,790

University of Colorado 20,653 X X

University of North Carolina,

Chapel Hill 20,451 X X

University of Toledo 20,270 X

Kent State University 18,938 X X

Kansas State University 18,334 X X

Auburn University 18,329 X

Boston University 17,400 X

University of Oregon 17,379 X X

108

Institution Enrollment P. E. Rec.

Response Response

North Texas State University 17,178 X X

Virginia Commonwealth 17,096

Oregon State University 17,000 X X

Central Michigan University 16,912 X X

Old Dominion University 15,139 X X

Waterloo University 14,885

Montclair State College 14,696 X X

University of Nebraska,

Omaha 14,472 X X

Eastern Kentucky University 14,081 X X

University of New Hampshire 12,624 X X

Indiana State University 12,34 3 X X

Western Illinois University 11,904 X X

Marshall University 11,856 X X

Southern Connecticut State College 11,705 X X

University of Northern

Colorado 11,700

Mankato State University 11,616 X X

Clemson University 10,891 X X

University of Northern Iowa 10,600 X X

University of Southern Mississippi 10,471 X X

Northeastern Illinois Univer-sity 10,346 X X

University of South Alabama 10,117 X X

109

Institution Enrollment P. E. Rec. Response Response

University of North Dakota 10,117 X X

Eastern Illinois University 10,038 X X

Western Washington Univer-sity 10,033 X X

BIBLIOGRAPHY

Books

Bayless, K. G., R. F. Mull, and C. M. Ross, Recreational Sports Progamming, Minneapolis, Minnesota, Burgess Publishing Company, 1983.

Beardsley, K. P., and R. F. Mull, Professional Preparation of the Intramural-Recreational Sports Specialist, Washington, D. C., AAHPER Publications, 1977.

Best, J. W., Research in Education, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1970.

Blank, W. E., Handbook for Developing Competency-Based Training Programs, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1982.

Borg, W. R., Applying Educational Research, New York, Longman Inc., 1981.

Borg, W. R., and M. Gall, Educational Research, An Intro-duction, New York, David McKay Company, Inc., 1974.

Burns, R. W., and J. L., Klingstedt, editors, Competency-Based Education, An Introduction, Englewood Cliffs, N. J., Educational Technology Publications, 1973.

Chu, D., Dimensions of Sport Studies, New York, John Wiley and Sons, 1982.

Finn, P., et al., Miller Lite Report on American Attitudes Towards Sports 1983, Milwaukee, Wisconsin, Miller Brewing Company, 1983.

Freeman, W. H., Physical Education in a Changing Society, Boston, Houghton Mifflin Co., 1977.

Gay, L. R., Educational Research: Competencies for Analysis and Application, Columbus, Ohio, Charles E. Merrill Publishing Company, 1976.

Hall, G. E., and H. L. Jones, Competency-Based Education; it. Process for the Improvement of Education, Englewood Cliffs, N. J., Prentice-Hall, 1976.

110

Ill

Hillway, T., Handbook of Educational Research, New York, Houghton Mifflin Company, 1969.

Jones, R. H., Methods and Techniques of Educational Research, Danville, Illinois, Interstate Printers and Publisher, Inc., 1973.

Mitchell, E. D., Intramural Sports, New York, A. S. Barnes and Company, 1939.

Monjam, S. V. , and S. M. Gassner, Critical Issues in Competency Based Education, New York, Pergamon Press, 1979.

Mueller, P., and J. W. Reznik, Intramural Recreational Sports; Programming and Administration, New York, John Wiley & Sons, 1979.

Nixon, J. E., and A. E. Jewett, Physical Education Curricu-lum, New York, Ronald Press Co., 1964.

Parker, J. T., and P. G. Taylor, The Delphi Survey, CBAE Through the Eyes of Leading Educators, Belmont, California, Fearon Pitman Publishers, Inc., 1980.

Parnell, D. The Case for Competency-Based Education, Bloomington, Indiana, The Phi Delta Kappa Educational Foundation, 1978.

Peterson, J. A., and L. Preo, editors, Intramural Director Handbook, West Point, New York, Leisure Press, 1977.

Pottinger, P. S., and J. Goldsmith, Defining and Measuring Competence, New Directions for Experimental Learning, Washington, Jossey-Bass Inc., 1979.

Roscoe, J. T., Fundamental Research Statistics for the Behavioral Sciencs, New York, Holt, Rinehart and Winston, Inc., 1975.

Tull, D. S., and D. I. Hawkins, Marketing Research: Measurement and Method, New York, Macmillian Publish-ing Co. Inc., 1980.

Van Dalen, D. B., and B. L. Bennett, A World History of Physical Education, 2nd ed., Englewood Cliffs, N. J., Prentice-Hall, 1971.

Weber, J. C., and D. R. Lamb, Statistics and Research in Physical Education, St. Louis, C. V. Mosby Company, 1971.

112

Zieky, M. J., and S. A. Livingston, Manual for Setting Standards on the Basic Skills Assessment Test, Princeton, New Jersey, Educational Testing Service, 1977.

Articles

Bird, J. W. , and B. M. Gansneder, "Preparation of Physical Education Teachers as Required Under Public Law 94-142," Exceptional Children, 45 (1975), 464-466.

Blumberg, H. H., C. Fuller, and A. P. Hare, "Response Rates in Postal Surveys," Public Opinion Quarterly, (Spring, 1974), 113-123.

Daniels, M. A., "Professionalism, Can It Be Attained?" in Intramural-Recreation Sports; New Directions and Ideas, Corvallis, Oregon, Benton Printers, 1980.

Douglas, J. W., "Professional Preparation in Athletic Training: An Experimental Curriculum," JOHPER, 47 (May, 1976), 40-41.

Dziuban, C. D., and T. J. Sullivan, "Teaching Competencies: An Investigation of Emphases," Clearing House, 5 9 (1978), 422-424.

Graham, P. J., "Certification of Intramural-Recreational Sports Personnel: Is it Needed?" in Theoretical and Operational Aspects of Recreational Sports, edited by T. P. Sattler, P. J. Graham, and D. C. Bailey, West Point, New York, Leisure Press, 1978.

Jamieson, L. M., "A Competency Analysis of Recreational Sports Personnel in Selected Institutional Settings," NIRSA Journal, 7 (1982), 20-24.

Preo, L. S., "Professional Preparation of Administrators of Intramural and Physical Recreation Program," in Intra-mural Administration, Theory and Practice, edited by J. A. Peterson, West Point, New York, Leisure Press, 1977.

Smith, S. H., "Practitioners' Evaluation of College Courses, Competencies and Functions in Therapeutic Recreation," Therapeutic Recreation Journal, 4 (1976), 152-156.

Young, L. M., "Competency Areas in Recreational Sports," in Intramural-Recreational Sports: New Directions and Ideas, Corvallis, Oregon, Benton Printers, 1980.

113

Ziegler, E., "Intramurals, Profession, Discipline or Part Thereof?" in Intramural Administration: Theory and Practice, edited by J. A. Peterson, Englewood Cliffs,

J., Prentice-Hall, Inc., 1976.

Publications of Learned Organizations

American Association of School Administrators, The Compe-tency Movement; Problems and Solutions, Arlington, Virginia, 1978.

Freedman, M. S., "The Design, Implementation and Revision of Systematic Instruction for a College Course in Intramurals," Proceedings from the 1976 NIRSA Confer-ence, San Diego, California, 1976.

Ingle, R. B., M. R. Carroll, and W. J. Gephart, editors, The Assessment of Student Competency in the Public Schools, A CEDR Monograph, Bloomington, Indiana, Phi Delta Kappa, 1978.

Johnson, J., "Preparing the Intramural Director: A Practi-cal Approach," Proceedings from the 1976 NIRSA Confer-ence , San Diego, California, 1976.

National Intramural-Recreational Sports Association, Newsletter, November-December, 1975.

National Recreation and Park Association, Curriculum Catalog 1981-82 Biennial Directory, Arlington, Virginia, 1981.

Unpublished Materials

Benton, C. W., "Critical Requirements for Effective Teaching in Professional Preparation Courses in Physical Education at California State Colleges," unpublished master's thesis, University of Southern California, Los Angeles, California, 1965.

Bridgeman, D. F., "A Study of the Job Competencies Utilized by Directors of Health, Physical Education, and Recreation," unpublished doctoral dissertation, Springfield College, Springfield, Massachusetts, 1961.

Cable, D. L., "Intramural Sports Courses in Selected Institutions of Higher Education," unpublished master's thesis, University of Illinois, Chicago, Illinois, 1965.

114

Deppe, T. R., "An Evaluation of Selected Techniques Used for Inservice Training of Professional Recreation Personnel," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1953.

Dusing, M. J., "An Analysis of the Academic Preparation of the Recreational Sports Specialist," unpublished paper presented at Indiana University, Bloomington, Indiana, 1979.

Epperson, A. F., "A Profile of Selected Personal and Professional Characteristics of Recent Graduates from Recreation and Park Curriculums in the NRPA Great Lakes Region," unpublished doctoral disserta-tion, Indiana University, Bloomington, Indiana, 1973.

Hotchkiss, Mandy, "Agreement Assessment of Recreational Sport Terminology," unpublished master's thesis, Indiana University, Bloomington, Indiana, 1982.

Jamieson, Lynn M., "A Competency Analysis of Recreational Sports Personnel in Selected Institutional Settings," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1980.

Kennedy, D. W., "A Competency Analysis of Therapeutic Recreation Graduates of Different Educational Levels," unpublished doctoral dissertation, University of Maryland, College Park, Maryland, 1978.

Kurtz, M., "Development of a Generic Professional Core of Competency-Based Recreation Courses for Undergradu-ates," unpublished doctoral dissertation, Michigan State University, Ann Arbor, Michigan, 1976.

Meier, J. F., "Recipients of the Master of Science Degree in Recreation at Indiana University: An Analysis of Their Backgrounds, Motives, Professional Aspirations, Educational Experiences," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1973.

Merkeley, M. P., "The Identification of Core Competencies at the Master's Degree Level in Recreation at Kansas State University," unpublished master's thesis, Kansas State University, Lawrence, Kansas, 1975.

Preo, L. S., "A Comparative Analysis of Current Status and Professional Preparation of Intramural Directors," unpublished doctoral dissertation, University of Illinois, Chicago, Illinois, 1973.

115

Rainwater, A. B., "Comparative Analysis of Competencies for Therapeutic Recreation Technician II and Thera-peutic Recreation Leader Practitioners in Therapeutic Recreation," unpublished doctoral dissertation, University of Oregon, Eugene, Oregon, 1978.

Schroth, R. J., "Effects of Local Governmental Structure on Budgetary Procedures of Municipal Parks and/or Recreation Departments," unpublished doctoral disser-tation, Indiana University, Bloomington, Indiana, 1978.

Uibel, H. F., "Recruitment Procedures and Selection Criteria of Selected Commercial Recreation Enter-prises with Implications for Position Opening and Professional Preparation," unpublished doctoral dissertation, Indiana University, Bloomington, Indiana, 1977.

Wingerter, E. J., "Utilization of the Delphi Technique in Determining Philosophy for Inclusion and Content of a Recreation Activity Leadership Course in a Four-Year Leisure Studies Curriculum," unpublished master's thesis, Indiana University, Bloomington, Indiana, 1977.

Documents

37?/67531/metadc331805/...37? A/g/J Mo. SUti ENTRY LEVEL COMPETENCIES FOR RECREATIONAL SPORTS PERSONNEL AS IDENTIFIED BY CHAIRS OF PREPARATORY INSTITUTIONS DISSERTATION Presented to