Dr. Clark Hetherington was born in Piqua, Ohio on January 2nd in 1879 and died in 1916. He was the son of William and Lida E. (Wells) Hetherington. He began his education at Stanford University and received his BA of Education in1895. He later received his MD from Chicago Homeopathic Medical College 1901. In his early years, he was a pioneering, stunt-performing, physically dynamic individual. Being the son of a construction engineer, his family moved several times. His innovative spirit was nurtured when they traveled to California. He was exposed to different privations of the frontier such as mines, mule trains and saloons, as well as “rough and tumble” men (Ennis 1). As a young boy, he was afflicted by several illnesses, but became exceedingly …show more content…
This has been influenced by Hetherington’s work concerning athletes. During his vocation at the University of Missouri, he served as a Professor of Physical Education. He also organized an athletic department and became the first athletic director of MU (The Play and Playground Encyclopedia 2). Clark then required all athletes to maintain scholastic ability and remain unpaid amateurs while in school. The following year, the NCAA (National Collegiate Athletic Association) was formed and Dr. Hetherington was one of the executive members. Clark was capable of developing physical education as a school requirement in secondary and postsecondary education, as well as establish undergraduate and graduate professional preparation programs in colleges and universities. Later in 1906, Hetherington helped serve on the Board of Directors for the Playground Association of America. In 1908, he organized a statewide network of rural playgrounds with the goal of having “organized play on every town and rural school in the state of Columbia” (Bandy 1). Before Clark Hetherington’s involvement in the playground movement, physical education was not accepted as important. There were no departments, majors, jobs or requirements in school for physical education. There was thought to be no educational benefit from physical education and that the acts were unnatural. Parks were a dream and Hetherington’s …show more content…
Without play man is inconceivable; play makes volition and rational living possible. There is no meaning to the phrase 'mere play,' for play is the most important activity in life” (Bandy 2). Because of his love of being active as a child, it grew into his profession and his life-long passion. Clark and his colleagues rejected the formalized systems of gymnastics for “natural” activities and argued for the educational significance of play and physical education. Believing that “the position of playground supervisor may be no less important than that of the superintendent of schools and that a playground system needs to be run with definite objectives just as a school system” (The Play and Playground Encyclopedia 4), Dr. Hetherington led a committee in defining and setting standards for the different types of playgrounds, the hierarchy of play leaders, the qualifications of playground leadership, and the organization and content of adequate training courses for play professionals (Bandy 3). Hetherington established the Demonstration Play School on the University of California, Berkeley campus. He established Summer Play School which was a balanced blend of physical, moral, and cultural education based around the basic types of child development activities. This has now transformed into Summer School and Saturday Academy. Summer School is simply academics
Leong was featured in the May 2003 issue of the NAEYC’s Young Children. The article explores the conflict between children's play and meeting academic standards; more frequently, teachers are forced to limit playtime in order to teach essential skills to students; however because of limited imaginary play, increased academic demands of young children, and more realistic toys, children are almost unable to imagine. Although play has been proven to benefit children’s cognitive and social development, administrators do not consider it to be an important aspect of young children’s education. Because of this, preschool and kindergarten teachers are put in a challenging predicament; in order to compensate for children’s lack of play, teachers would need to prioritize play development at the level in which they prioritize phonics awareness and fine motor skills development. Although it is difficult to do, it is not impossible to incorporate play into the curriculum. Teachers can facilitate mature play by providing multi purpose props, encouraging children to create their own props, and allowing time for children to plan their roles and scenarios for dramatic play. In addition to play helping children develop foundational skills and concepts necessary to master math and reading, it has been shown to increase classroom cooperation, the effectiveness of instructional time, and the number of friendships developed in the
Thelin, John R., and Lawrence L. Wiseman. The old college try: balancing academics and athletics in higher education. Washington, D.C.: School of Education and Human Development, the George Washington University, 1989.
Many of Frank Merriwell’s challenges did occur on the playing field at Yale in a multitude of sports that included football, baseball, crew, and track. During most of these events, however, the precocious hero and his comrades usually solved a mystery or righted some wrong. In addition, Merriwell left college for a few years, and this respite from college life enabled the multifaceted young man to write a play, purchase a champion thoroughbred horse, and travel the world in his pursuit to stamp out all wrongdoing, all activities contrary to the ideals of amateurism. Stover receives the hero worship typical o...
Gender inequality affected sporting activities among high school and colleges in America in the 1970s, to an extent that the female gender were marginalized and could not freely participate in games like athletics, basketball and hockey (Houser, 2013). There even existed one sporting body, the National Collegiate Athletic Association, which over saw the sporting activities at this level. This body was reported to be in opposition of the female gender sporting activities. It was not until the year 1972, when the popular title IX, was passed into law. This title read that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” The core theme of title IX was to eliminate discrimination in the sporting sector and to promote the status of the female gender in the same field. This title is contained in the Education Amendment Act of the year 1972, and it was meant to fill the gaps present in the title VII, which was included in the Civil Rights applied into law in the year1964 (ibid). It after the emergence of this title that brought the motivation towards the implementation of equality in the sporting sector, an idea that was pushed for by the popular Lonnie Leotus “Lee” Morrison. This essay accounts for the efforts made by Morrison in effort towards achieving gender equality in sports at high school and college level.
Siegel, D. "The Union of Athletics with Educational Institutions.” Athletics and Education. Science Smith Education, n.d. Web. 01 Apr. 2014.
Amanda Ripley constructed an article in which she opposes the use of athletics in American schools. She proclaims that America’s schools are placing athletics above academics. This highly controversial article was published on the cover of the Atlantic. Her argument raises opposition
Jessica Statsky, in her essay, “Children need to Play, Not Compete” attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable for children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, “When overzealous parents and coaches impose adult standards on children's sports, the result can be activities that are neither satisfying nor beneficial to children” (627). While this statement is strong, her defense of it is weak.
Interestingly it was through this process of sharing our professional experiences that we established the central idea of our exhibition. We had determined that the importance of play in the Early Years was a theme that was often debated by parents, colleagues and policy makers. By choosing this as our topic we hoped to have an enhanced understanding of the historical implications of play in Early Years Education, resulting in professional competence and the ability to guide and mentor others on the significance of play. Rodd (1996) endorses this importance of Early Years Professionals having the skills to build, establish and maintain credibility in the fast-changing sector of Early Years.
Forbes, 30 January 2014. Web. 29 April 2014. Gutting, Gary. “The Myth of the ‘Student-Athlete’.”
...ctive. Play is an essential learning tool and one that must not be ignored within the classroom. It is a catalyst to help children develop socially, emotionally, physically and cognitively. It is not only an important part of a child’s development as a pupil but also a child’s development as an individual.
John F Kennedy once said, “Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.” He believed that a person who has conditioned their body will exceed when striving towards intellectual achievements. Parents across America have seen the influence that physical exercise can have on students. After school physical education programs, such as sports, not only condition the students to maintain physical health, they also work with teachers to make sure the mind is also being conditioned through learning. Students who participate in school sports are required to maintain their grades to academic standards to be able to participate in the activity. Even though many people would agree that physical education is important to a student’s health and learning process, schools across America are still suffering budget cuts that directly affect the physical education programs and hinder the amount of resources schools have to educate students about physical education. In some cases programs have been removed from schools entirely due to the tremendous cuts in school funding. Physical education programs in schools should not suffer from budget cuts because they support making positive life choices, the exercise is good for an active brain, and being physically fit is important for children as they grow into adults.
..., J., & Garzoli, E. (2007, November 11). The Effectiveness of a Play-Based Curriculum in Early Childhood Education. Retrieved from http://teachplaybasedlearning.com/8.html
Before diving into my research, I reflected on the knowledge I already knew regarding play and play based learning. From experience, I know that play is an enjoyable activity for children, and even some adults. I know that there are different ways one can play. For example, playing with others is known as cooperative play and playing alone is considered solitary play. There are different types of play. For example, there is dress up or pretend games, which is considered dramatic, play and there is playing with building blocks which is constructive play. After my reflection I realized that I was more knowledgeable on the action of playing rather then the benefits of it.
In one historical moment from Pamela Grundy's book Learning to Win: Sports, Education, and Social Change in Twentieth-Century North Carolina, she writes about men's college athletics between 1880 and 1901. Grundy states that "metaphors of competition gained new prominence, particularly among the members of the state's expanding middle class, which was coming to dominate public affairs" (Grundy, 12). Male college students living in North Carolina began to excel in organized athletics during this time period. "The contests on the field seemed to mirror the competitive conditions prevailing in the society at large, and the discipline, self-assertion and reasoned strategy that sports were credited with teaching meshed neatly with the qualifies required for business and political success" (Grungy, 13). People who supported athletics wholeheartedly believed it taught good values such as discipline and good character, while there were some who opposed this saying that sports were a distraction for students and thus a hindrance to their educational goals. White college men perceived athletics as a way to show their superiority and justify their presence in business as well as politics. They believed athletic sports were essential in their "vision o...
Sports, a very popular past time today, have been around since ancient times. Greek Olympic Games featured events from chariot races, javelin throws, to wrestling. In addition, a game similar to soccer was played in China by the second century BC. In England, a violent rugby type game was even played to settle feuds between villages. With the development of the industrial revolution and the creation of the first public schools, sports decreased in violence and were played more recreationally and constructively. Basketball was invented to help the youth in New England spend their energy in the winter months. Since the early 1900’s sports have been a key experience in the United States (“History of Sports”). I have played sports for many years, and the experience has helped me grow significantly as an individual.