Historical Perspective of Physical Education
From the late 1700s to the mid-1800s, three nations–Germany, Sweden, and England–influenced the early development of physical education in the United States. German immigrants introduced the Turner Societies, which advocated a system of gymnastics training that utilized heavy apparatus (e.g., side horse, parallel and horizontal bars) in the pursuit of fitness. In contrast, the Swedish system of exercise promoted health through the performance of a series of prescribed movement patterns with light apparatus (e.g., wands, climbing ropes). The English brought sports and games to America with a system that stressed moral development through participation in physical activities. The influence of these three nations laid the foundation for sport and physical education in America (MURRAY MITCHELL, 2012).
The 1800s were an important time for the inclusion of physical education in schools across America. The Round Hill School, a private school established in 1823 in Northampton, Massachusetts, was the first to include physical education as an integral part of the curriculum. Physical education was not offered in the public schools until 1855, when Cincinnati, Ohio, became the first city school system to offer this type of program to children. In 1866 California became the first state to pass a law requiring twice-per-day exercise periods in public schools.
Catherine Beecher, Dio Lewis, Edward Hitchcock, and Dudley Allen Sargent, were the early leaders in physical education. In the profession's early years, between 1855 and 1900, there were several debates, referred to as the Battle of the Systems, regarding which system (American, Swedish, German, or English) could best provide a national physical education program for America.
During the 1890s traditional education was challenged by John Dewey and his colleagues, whose educational reforms led to the expansion of the "three R's" to include physical education. It was also during this time that several normal schools (training schools for physical education teachers) were established. All of these schools offered a strong background in the sciences that included courses in anatomy and physiology, with many of the early professors holding medical degrees.
In 1893 Thomas Wood stated that "the great thought of physical education is not the education of the physical nature, but the relation of physical training to complete education, and then the effort to make the physical contribute its full share to the life of the individual" (National Education Association, p. 621). During the early twentieth century, several educational psychologists, including Dewey, Stanley G. Hall, and Edward Thorndike, supported the important role of children's play in a child's ability to learn. In line with the work of Wood in physical education, and the theoretical work of prominent educational psychologists, The New Physical Education was published in 1927 by Wood and Rosalind Cassidy, who advocated education through the physical.
This position supported the thesis that physical education contributed to the physical well-being of children, as well as to their social, emotional, and intellectual development. However, Charles McCloy argued against this expanded role of physical education, arguing that education of the physical, which emphasized the development of skills and the maintenance of the body, was the primary objective of physical education. The testing of motor skills was a part of McCloy's contribution to physical education, and his philosophy of testing paralleled the scientific movement in education.
The evolution of physical education, along with other educational professions, reflected contemporary changes in society. Throughout the early twentieth century, into the 1950s, there was a steady growth of physical education in the public schools. During the early 1920s many states passed legislation requiring physical education. However, shifts in curricular emphasis were evident when wars occurred and when the results of national reports were published. For example, as a result of the bombing of Pearl Harbor and the United States' entrance into World War II, the emphasis in physical education shifted from games and sport to physical conditioning. Similar curricular shifts were noted in 1953 when the Kraus-Weber study found that American children were far less fit than their European counterparts. As a result of this report, the President's Council on Physical Fitness was established to help combat the falling fitness levels of America's youth.
Early stages of Teacher preparation -
The early roots of physical education teacher preparation in the United States can be traced to the northeastern part of the country during the latter part of the 1800s. In 1952 Charles Bucher described a ten-week course at the Normal Institute of Physical Education in Boston (founded by Dio Lewis) as graduating the nation's first class of physical education teachers in 1861. A one-year course of study was developed in 1866 in New York City under the name of the North American Turnerbund. The Sargent School in Cambridge, Massachusetts, under the direction of Dr. Dudley Allen Sargent, began preparing teachers in 1881, and in 1886 the Brooklyn Normal School for Physical Education was opened.
In 1886 the International Young Men's Christian Association College at Springfield Massachusetts began operations. This institution, which evolved into the Springfield College, began with the mission to prepare physical education teachers for the Young Men's Christian Association (YMCA). Later, degrees at the bachelor's, master's and doctoral levels for study in physical education were awarded by this institution. In general, the preparation of physical education teachers in the late 1800s and early 1900s ranged from as little as two months to as much as five years.
The importance of Physical Education -
In addition to the health benefits, cognitive performance can also be enhanced through physical education. There is a growing body of research that supports the important relationship between physical activity and brain development and cognitive performance. C. Edwin Bencraft (1999) found that "sensory and motor experiences play a prominent role in reinforcing … synaptic connections and neural pathways" (p. 45). Eric Jensen's 1998 research revealed that the cerebellum is not solely dedicated to motor activity, but includes both cognitive and sensory operations. Further, Jensen points out the strong relationship of the cerebellum to memory, perception, language, and decision-making, citing physical activity as a way to enhance cognition. In a summary of research findings, Bencraft suggests providing the following applications that could increase cognitive performance: (1) challenging motor tasks before the age of ten can increase cognitive ability due to a heavier, more dendrite-rich brain;(2) aerobic exercise improves cognitive functioning by increasing the number of capillaries serving the brain through the delivery of more oxygen and glucose and removal of carbon dioxide; (3) cross-lateral movements increase the communication ability between the brain's hemispheres; and (4) physical activity reduces the production of stress chemicals that inhibit cognitive processing.
BIBLIOGRAPHY
AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, RECREATION AND DANCE. 1999. Speak II: Sport and Physical Education Advocacy Kit II. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
BENCRAFT, C. EDWIN. 1999. "Relationship between Physical Activity, Brain Development and Cognitive Performance." Brain Research and Physical Activity: Maryland Physical Education Study Group Report. SPEAK Kit, Vol. 2. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
CENTERS FOR DISEASE CONTROL AND PREVENTION. 1995. Youth Risk Behavior Survey. Atlanta, GA: Centers for Disease Control and Prevention.
CENTERS FOR DISEASE CONTROL AND PREVENTION. 1997. Guidelines for School and Community Programs: Lifelong Physical Activity. Washington, DC: U.S. Department of Health and Human Services.
FAHEY, THOMAS D.; INSEL, PAUL M.; and ROTH, WALTON T. 1994. Fit and Well. Mountain View, CA: Mayfield.
GRAHAM, GEORGE; HOLT/HALE, SHIRLEY ANN; and PARKER, MELISSA. 1998. Children Moving: A Reflective Approach to Teaching Physical Education, 4th edition. Mountain View, CA: Mayfield.
HARRISON, JOYCE M.; BLAKEMORE, CONNIE L.; and BUCK, MARILYN M. 2001. Instructional Strategies for Secondary School Physical Education, 5th edition. Boston, MA: McGraw-Hill.
JENSEN, ERIC. 1998. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
LUMPKIN, ANGELA. 1994. Physical Education and Sport: A Contemporary Introduction, 3rd edition. St. Louis: Mosby.
MITCHELL, Murray 2012. Physical Education - OVERVIEW, PREPARATION OF TEACHERS - National, Health, Sport, and Programs - StateUniversity.com http://education.stateuniversity.com
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION. 1992. The Physically Educated Person. Reston, VA: National Association for Sport and Physical Education.
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION. 1995. Moving into the Future: National Standard for Physical Education. St Louis, MO: Mosby.
NATIONAL EDUCATION ASSOCIATION. 1893. NEA Proceedings 32:621.
SWANSON, RICHARD A., and SPEARS, BETTY MARY. 1995. History of Sport and Physical Education in the United States, 4th edition. Madison, WI: WCB Brown and Benchmark.
The 1800s were an important time for the inclusion of physical education in schools across America. The Round Hill School, a private school established in 1823 in Northampton, Massachusetts, was the first to include physical education as an integral part of the curriculum. Physical education was not offered in the public schools until 1855, when Cincinnati, Ohio, became the first city school system to offer this type of program to children. In 1866 California became the first state to pass a law requiring twice-per-day exercise periods in public schools.
Catherine Beecher, Dio Lewis, Edward Hitchcock, and Dudley Allen Sargent, were the early leaders in physical education. In the profession's early years, between 1855 and 1900, there were several debates, referred to as the Battle of the Systems, regarding which system (American, Swedish, German, or English) could best provide a national physical education program for America.
During the 1890s traditional education was challenged by John Dewey and his colleagues, whose educational reforms led to the expansion of the "three R's" to include physical education. It was also during this time that several normal schools (training schools for physical education teachers) were established. All of these schools offered a strong background in the sciences that included courses in anatomy and physiology, with many of the early professors holding medical degrees.
In 1893 Thomas Wood stated that "the great thought of physical education is not the education of the physical nature, but the relation of physical training to complete education, and then the effort to make the physical contribute its full share to the life of the individual" (National Education Association, p. 621). During the early twentieth century, several educational psychologists, including Dewey, Stanley G. Hall, and Edward Thorndike, supported the important role of children's play in a child's ability to learn. In line with the work of Wood in physical education, and the theoretical work of prominent educational psychologists, The New Physical Education was published in 1927 by Wood and Rosalind Cassidy, who advocated education through the physical.
This position supported the thesis that physical education contributed to the physical well-being of children, as well as to their social, emotional, and intellectual development. However, Charles McCloy argued against this expanded role of physical education, arguing that education of the physical, which emphasized the development of skills and the maintenance of the body, was the primary objective of physical education. The testing of motor skills was a part of McCloy's contribution to physical education, and his philosophy of testing paralleled the scientific movement in education.
The evolution of physical education, along with other educational professions, reflected contemporary changes in society. Throughout the early twentieth century, into the 1950s, there was a steady growth of physical education in the public schools. During the early 1920s many states passed legislation requiring physical education. However, shifts in curricular emphasis were evident when wars occurred and when the results of national reports were published. For example, as a result of the bombing of Pearl Harbor and the United States' entrance into World War II, the emphasis in physical education shifted from games and sport to physical conditioning. Similar curricular shifts were noted in 1953 when the Kraus-Weber study found that American children were far less fit than their European counterparts. As a result of this report, the President's Council on Physical Fitness was established to help combat the falling fitness levels of America's youth.
Early stages of Teacher preparation -
The early roots of physical education teacher preparation in the United States can be traced to the northeastern part of the country during the latter part of the 1800s. In 1952 Charles Bucher described a ten-week course at the Normal Institute of Physical Education in Boston (founded by Dio Lewis) as graduating the nation's first class of physical education teachers in 1861. A one-year course of study was developed in 1866 in New York City under the name of the North American Turnerbund. The Sargent School in Cambridge, Massachusetts, under the direction of Dr. Dudley Allen Sargent, began preparing teachers in 1881, and in 1886 the Brooklyn Normal School for Physical Education was opened.
In 1886 the International Young Men's Christian Association College at Springfield Massachusetts began operations. This institution, which evolved into the Springfield College, began with the mission to prepare physical education teachers for the Young Men's Christian Association (YMCA). Later, degrees at the bachelor's, master's and doctoral levels for study in physical education were awarded by this institution. In general, the preparation of physical education teachers in the late 1800s and early 1900s ranged from as little as two months to as much as five years.
The importance of Physical Education -
In addition to the health benefits, cognitive performance can also be enhanced through physical education. There is a growing body of research that supports the important relationship between physical activity and brain development and cognitive performance. C. Edwin Bencraft (1999) found that "sensory and motor experiences play a prominent role in reinforcing … synaptic connections and neural pathways" (p. 45). Eric Jensen's 1998 research revealed that the cerebellum is not solely dedicated to motor activity, but includes both cognitive and sensory operations. Further, Jensen points out the strong relationship of the cerebellum to memory, perception, language, and decision-making, citing physical activity as a way to enhance cognition. In a summary of research findings, Bencraft suggests providing the following applications that could increase cognitive performance: (1) challenging motor tasks before the age of ten can increase cognitive ability due to a heavier, more dendrite-rich brain;(2) aerobic exercise improves cognitive functioning by increasing the number of capillaries serving the brain through the delivery of more oxygen and glucose and removal of carbon dioxide; (3) cross-lateral movements increase the communication ability between the brain's hemispheres; and (4) physical activity reduces the production of stress chemicals that inhibit cognitive processing.
BIBLIOGRAPHY
AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, RECREATION AND DANCE. 1999. Speak II: Sport and Physical Education Advocacy Kit II. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
BENCRAFT, C. EDWIN. 1999. "Relationship between Physical Activity, Brain Development and Cognitive Performance." Brain Research and Physical Activity: Maryland Physical Education Study Group Report. SPEAK Kit, Vol. 2. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
CENTERS FOR DISEASE CONTROL AND PREVENTION. 1995. Youth Risk Behavior Survey. Atlanta, GA: Centers for Disease Control and Prevention.
CENTERS FOR DISEASE CONTROL AND PREVENTION. 1997. Guidelines for School and Community Programs: Lifelong Physical Activity. Washington, DC: U.S. Department of Health and Human Services.
FAHEY, THOMAS D.; INSEL, PAUL M.; and ROTH, WALTON T. 1994. Fit and Well. Mountain View, CA: Mayfield.
GRAHAM, GEORGE; HOLT/HALE, SHIRLEY ANN; and PARKER, MELISSA. 1998. Children Moving: A Reflective Approach to Teaching Physical Education, 4th edition. Mountain View, CA: Mayfield.
HARRISON, JOYCE M.; BLAKEMORE, CONNIE L.; and BUCK, MARILYN M. 2001. Instructional Strategies for Secondary School Physical Education, 5th edition. Boston, MA: McGraw-Hill.
JENSEN, ERIC. 1998. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
LUMPKIN, ANGELA. 1994. Physical Education and Sport: A Contemporary Introduction, 3rd edition. St. Louis: Mosby.
MITCHELL, Murray 2012. Physical Education - OVERVIEW, PREPARATION OF TEACHERS - National, Health, Sport, and Programs - StateUniversity.com http://education.stateuniversity.com
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION. 1992. The Physically Educated Person. Reston, VA: National Association for Sport and Physical Education.
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION. 1995. Moving into the Future: National Standard for Physical Education. St Louis, MO: Mosby.
NATIONAL EDUCATION ASSOCIATION. 1893. NEA Proceedings 32:621.
SWANSON, RICHARD A., and SPEARS, BETTY MARY. 1995. History of Sport and Physical Education in the United States, 4th edition. Madison, WI: WCB Brown and Benchmark.
SUNY Albany Physical Eduction & Sports History
The first mention of physical education at the State Normal School at Albany is the authorization to develop physical training of the students. The Annual Report of the Executive Committee, January 19, 1859, outlines the course of study in Physical Education. The school gave two reasons for the need to adopt a course in physical education. A quotation from the annual report has evidenced the first reason, "the laudable ambition of students to excel in scholarship, often leads them to disregard the ordinary rules of health, so that not unfrequently the disciplining of the mind, preparatory to future usefulness, is completed at the expense of both the physical health and mental vigor necessary to a true efficiency and ultimate success."
The Program of Exercises, which was the schedule of classes, showed Calisthenics and Sub-Lectures from 12:40 - 1:15. This time was the same until 1863 when the annual report listed Calisthenics and Sub-Lectures between 1:00 - 1:15. Perhaps because of the disappearance of men from the school during the Civil War, the fall 1863 semester had Calisthenics replaced by Rest and Recess. The school barely mentioned Physical Education or activity until the 1880s.
Physical training disappeared from official documents until 1890 when the Circular of the New York Normal College lists the availability of the YMCA gymnasium to college students for improving the physical health and strength as needed. In 1891 there is mention of an attempt to develop athletic activity at the school. The Circulars of the New York Normal College lists requirements for successful completion of course work. They required Physical Culture for all English, Classical, Kindergarten, and Provisional majors. The requirement of Physical Culture continued throughout the 1890s. By 1909, The school established a program of Physical Training, headed by Fanny A. Dunsford. They required Physical Training for all students three periods a week during the first two years of study. Elective courses in theory and practice of Physical Training were in the developmental stages. The requirement for physical education remained until 1973.
The Department of Physical Training maintained its structure until the 1914-15 school year. They divided the curriculum between men and women. Dunsford became the Director of Physical Education for Women and Arch Swaim became the Director of Physical Education for Men. The only difference in the course descriptions is that they offered a course for only men that emphasized coaching basketball, track and baseball. The women's courses concentrated on gymnastics and methods of teaching gymnastics.
In response to a growing shortage of physical education teachers in high schools, the 1917- 1918 school year saw the creation of a major in Physical Education for students wishing to become supervisors or high school teachers of physical education. Jeanne M. Gray and Arthur circa Maroney were the instructors. It is probably the only period in which they offered a major in physical education at the College. The major was cancelled in 1920 when the crisis passed. The 1920-21 school year saw the Physical Education department changed to Physical Education and Hygiene. It was during this time "the Department dropped the distinction between men and women's courses."
Beginning with the 1924-25 school year Physical Education and Hygiene became Hygiene and Gymnastics. The 1925-26 annual catalog lists the department as Hygiene and Physical Training. The focus of the school was to improve the physical condition of all students. The 1929-30 school saw the addition of coaching and dancing courses and a change to Hygiene and Physical Education that remained the title until 1947.
From 1929 until 1947, the Hygiene and Physical Education department remained concerned with students' physical condition and fostering athletic activity. They offered new courses, such as Horseback Riding, Swimming, Bowling, and First Aid, throughout the 1930s and 1940s. Most majors required students to attend two class hours a week for one year. In the 1947-48 school year the department became Health and Physical Education. The Department required that each student complete a course in personal and community hygiene and a course in physical education. Also, all intramural and intercollegiate athletics and activities were consolidated under this department. Another name change in 1948 created the Health Education department. Accompanying the name change were new courses, including Safety and Driver Education, Teaching Driver Education, Officiating at Competitive Sports, and Recreational Leadership. Health Education became Health and Physical Education in 1952.
In the spring of 1951, the Athletics Advisory Board was created. The A.A. Board was a joint board consisting of students and faculty which was "charged with a threefold purpose: First, the development of athletic policy for the college; second, the recommendation of athletic tax levy; and third, with the supervision of both policy and budget." The A.A. Board was primarily responsible for inter-collegiate athletics. By the 1953 school year, they divided the courses into separate headings in the course catalogs.
In 1964-65 the State University of New York at Albany created the Department of Physical Education and Safety. The Department offered many of the same courses in physical education, recreation, and driver education. In addition, the Intercollegiate Athletic program and College Intramural and Recreation programs were facilitated through this department. The catalog lists two courses under "Health Education" and a separate section for physical education. In 1966, the Department divided into separate departments for men and women and reduced the courses to physical education requirements and intercollegiate and intramural sports. By 1969-70 physical education courses coupled with safety and driver education classes were placed under the auspices of the Department of Physical Education, Athletics, and Safety. In addition, the university abolished the short-lived gender division, maintained theoretical courses in teaching physical education and coaching.and created more than fifty athletic courses to satisfy their physical education requirement. By 1973, they dropped the requirement, but continued the courses to be available. The creation of Title IX in 1972, which establisehd gender equality in college sports,led to an increased focus on women's activities, fitness, and social health issues. This is evidenced by the courses offered in the catalog.
The department changed names frequently throughout the `1970s, 1980s, and 1990s but the courses remained relatively intact. The main courses dealing with coaching techniques, athletic activities, and physical education continued. The 1996-97 school year is the final year for classes given by the Department of Physical Education. While the school will eliminate some courses, others will shift to related departments. The Department will be responsible for university athletics and recreation.
Department of Physical Education, Athletics and Recreation Timeline
Titles of the Department, as found in college catalogs:
1909-14 Physical Training (Miss Dunsford, first director)
1914-18 Physical Training (Courses for Women; Courses for Men)
1918-19 Physical Education
1920-24 Physical Education and Hygiene
1924-25 Hygiene and Gymnastics
1925-29 Hygiene and Physical Training
1929-47 Hygiene and Physical Education
1947-48 Health and Physical Education (includes intramural, clubs, athletics and recreation 1947-present)
1948-55 Health Education
1955-56 Safety and Health Education
1956-63 Physical Education (Safety and Health Education separate)
1963-64 Physical Education and Safety (Health Education separate)
1964-66 Department of Physical Education and Safety (includes Health Education)
1966-69 Department of Physical Education for Men; Department of Physical Education for Women
1969-74 Departments of Physical Education, Athletics and Safety
1974-79 Departments of Health, Physical Education and Recreation
1979-81 Department of Health, Physical Education and Recreation
1981-89 Division of Physical Education, Athletics and Recreation
1990-97 Department of Physical Education, Athletics, and Recreation (1990-97)
Physical education was a two-year requirement for all students from 1909 to 1973.
Reference
Mosher, Kenneth D.; Keough, Brian 1996. M.E. Grenander Department of Special Collections and Archives, University Libraries: University at Albany
The Program of Exercises, which was the schedule of classes, showed Calisthenics and Sub-Lectures from 12:40 - 1:15. This time was the same until 1863 when the annual report listed Calisthenics and Sub-Lectures between 1:00 - 1:15. Perhaps because of the disappearance of men from the school during the Civil War, the fall 1863 semester had Calisthenics replaced by Rest and Recess. The school barely mentioned Physical Education or activity until the 1880s.
Physical training disappeared from official documents until 1890 when the Circular of the New York Normal College lists the availability of the YMCA gymnasium to college students for improving the physical health and strength as needed. In 1891 there is mention of an attempt to develop athletic activity at the school. The Circulars of the New York Normal College lists requirements for successful completion of course work. They required Physical Culture for all English, Classical, Kindergarten, and Provisional majors. The requirement of Physical Culture continued throughout the 1890s. By 1909, The school established a program of Physical Training, headed by Fanny A. Dunsford. They required Physical Training for all students three periods a week during the first two years of study. Elective courses in theory and practice of Physical Training were in the developmental stages. The requirement for physical education remained until 1973.
The Department of Physical Training maintained its structure until the 1914-15 school year. They divided the curriculum between men and women. Dunsford became the Director of Physical Education for Women and Arch Swaim became the Director of Physical Education for Men. The only difference in the course descriptions is that they offered a course for only men that emphasized coaching basketball, track and baseball. The women's courses concentrated on gymnastics and methods of teaching gymnastics.
In response to a growing shortage of physical education teachers in high schools, the 1917- 1918 school year saw the creation of a major in Physical Education for students wishing to become supervisors or high school teachers of physical education. Jeanne M. Gray and Arthur circa Maroney were the instructors. It is probably the only period in which they offered a major in physical education at the College. The major was cancelled in 1920 when the crisis passed. The 1920-21 school year saw the Physical Education department changed to Physical Education and Hygiene. It was during this time "the Department dropped the distinction between men and women's courses."
Beginning with the 1924-25 school year Physical Education and Hygiene became Hygiene and Gymnastics. The 1925-26 annual catalog lists the department as Hygiene and Physical Training. The focus of the school was to improve the physical condition of all students. The 1929-30 school saw the addition of coaching and dancing courses and a change to Hygiene and Physical Education that remained the title until 1947.
From 1929 until 1947, the Hygiene and Physical Education department remained concerned with students' physical condition and fostering athletic activity. They offered new courses, such as Horseback Riding, Swimming, Bowling, and First Aid, throughout the 1930s and 1940s. Most majors required students to attend two class hours a week for one year. In the 1947-48 school year the department became Health and Physical Education. The Department required that each student complete a course in personal and community hygiene and a course in physical education. Also, all intramural and intercollegiate athletics and activities were consolidated under this department. Another name change in 1948 created the Health Education department. Accompanying the name change were new courses, including Safety and Driver Education, Teaching Driver Education, Officiating at Competitive Sports, and Recreational Leadership. Health Education became Health and Physical Education in 1952.
In the spring of 1951, the Athletics Advisory Board was created. The A.A. Board was a joint board consisting of students and faculty which was "charged with a threefold purpose: First, the development of athletic policy for the college; second, the recommendation of athletic tax levy; and third, with the supervision of both policy and budget." The A.A. Board was primarily responsible for inter-collegiate athletics. By the 1953 school year, they divided the courses into separate headings in the course catalogs.
In 1964-65 the State University of New York at Albany created the Department of Physical Education and Safety. The Department offered many of the same courses in physical education, recreation, and driver education. In addition, the Intercollegiate Athletic program and College Intramural and Recreation programs were facilitated through this department. The catalog lists two courses under "Health Education" and a separate section for physical education. In 1966, the Department divided into separate departments for men and women and reduced the courses to physical education requirements and intercollegiate and intramural sports. By 1969-70 physical education courses coupled with safety and driver education classes were placed under the auspices of the Department of Physical Education, Athletics, and Safety. In addition, the university abolished the short-lived gender division, maintained theoretical courses in teaching physical education and coaching.and created more than fifty athletic courses to satisfy their physical education requirement. By 1973, they dropped the requirement, but continued the courses to be available. The creation of Title IX in 1972, which establisehd gender equality in college sports,led to an increased focus on women's activities, fitness, and social health issues. This is evidenced by the courses offered in the catalog.
The department changed names frequently throughout the `1970s, 1980s, and 1990s but the courses remained relatively intact. The main courses dealing with coaching techniques, athletic activities, and physical education continued. The 1996-97 school year is the final year for classes given by the Department of Physical Education. While the school will eliminate some courses, others will shift to related departments. The Department will be responsible for university athletics and recreation.
Department of Physical Education, Athletics and Recreation Timeline
Titles of the Department, as found in college catalogs:
1909-14 Physical Training (Miss Dunsford, first director)
1914-18 Physical Training (Courses for Women; Courses for Men)
1918-19 Physical Education
1920-24 Physical Education and Hygiene
1924-25 Hygiene and Gymnastics
1925-29 Hygiene and Physical Training
1929-47 Hygiene and Physical Education
1947-48 Health and Physical Education (includes intramural, clubs, athletics and recreation 1947-present)
1948-55 Health Education
1955-56 Safety and Health Education
1956-63 Physical Education (Safety and Health Education separate)
1963-64 Physical Education and Safety (Health Education separate)
1964-66 Department of Physical Education and Safety (includes Health Education)
1966-69 Department of Physical Education for Men; Department of Physical Education for Women
1969-74 Departments of Physical Education, Athletics and Safety
1974-79 Departments of Health, Physical Education and Recreation
1979-81 Department of Health, Physical Education and Recreation
1981-89 Division of Physical Education, Athletics and Recreation
1990-97 Department of Physical Education, Athletics, and Recreation (1990-97)
Physical education was a two-year requirement for all students from 1909 to 1973.
Reference
Mosher, Kenneth D.; Keough, Brian 1996. M.E. Grenander Department of Special Collections and Archives, University Libraries: University at Albany