THE PEN
11
tives for athletics are:
(1) “Skill in those forms of play
that give pleasure and satisfaction
to the participant; (2) Knowledge
of and interest in sports that can be
played after school and college days
are over; (3) Appreciation of fine
ways of play and a generous attitude
towards’ opponents.” The principles
which should guide the selection and
direction of athletics for leisure time
should be: (1^ “The development of
skill in an activity to the point where
jjarticipation gives satisfaction, and
(2) tlie availability of the activity
for most people in most vocational
and environmental situations.
Schools, colleges, and cities are be
ginning to give more thought to phy
sical education and play activities.
The new interest in the movement is
due, perhaps, to change in attitude
toward education in general. Physi
cal education is not, primarily,
tliouglit of as formerly, as a means
to a definite end, tolerated only
for its transfer value; it is now
considered as an end in itself. Near
ly all institutions today have play
activities in some form. Cities are
rapidly building playgrounds and
fostering community centers as a
means of providing play facilities.
Mucii care should be'given to tlie
selection and training of teachers of
play. “Of all the activities of the
scliool curriculum, none is as rich
with educational outcomes as the
play games, sports and athletics of
))hysical education. The teacher of
TOmes in a school has the opportuni
ty to get closer to the pupils, to be
more influential in shaping their
likes and dislikes, and in forming
the standards of sportsmanship and
ethical conduct than any other teach
er in the institution.” “Therefore,
the athletic instructor should be se
lected with greatest of care.
Another angle should be consid
ered in the matter of athletics for an
institution. The question is whether
athletes should be professionals or
amateurs. The professional athlete is
one who participates in athletics as a
vocation. The American Amateur
Union defines an amateur as follows:
“An amateur sportsman is one who
engages in sports solely for the
pleasure and physical, mental or
;’n oral benefits to be derived
therefrom, and to w’hom sports
are nothing more than an avoca
tion. However, most authorities
contend that the onlj' sound distinc
tion to draw between athletes, as
amateurs or professionals is that of
jierformanee.
Athletics in educational institu
tions should be extensive. Athletics
should never demand more than the
able student, interested in all as
pects of fine living, is willing to
give. Athletic leadership must always
be in the institution and should nev
er be divided with the alumni or
student organizations. Democratic
standards should be applied in
coaching, in classification, and in a-
wards. Athletics should be promoted
widely for girls as well as for boys,
with a clear recognition of the biolo
gical limitations of the latter sex in
mind. Athletics should be organized
and directed by and under the .super
vision of the staff of the physic.il
education department. At all times
and under all conditions of partici
pation, the health of the athlete
should be the first concern.
Many critics claim that athletes
are inferior students. Numerous col
leges and universities have conduct"
ed investigations and surveys on the
on the subject. The one conducted
at tlie Univrsity of Michigan rc"
vealed:
(I). A greater proportion of ath-