TEE USE Of AUDIO-VISUAL AIDS IH THE CONDUCT OP

INTERSChOLASTIC ATHLETICS FOR BOYS IK

AA HIGH SCHOOLS OP TEXAS

APPROVEDJ

ijopjProfessor

linof Profewor

^or"olf"'fee si"el»I Huoal'ion

/ Detn of the Graduate School

THE USE OF AUDIO-VISUAL AIDS IM THE CONDUCT OF

INTERSCHOLASTIC ATHLETICS FOR BOYS IM

AA HIGH SCHOOLS OF TEXAS

THESIS

Presented to the Graduate Council of the

North Texas State University In Partial

Fulfillment of the Requirements

For the Degree of

t

MASTER OF SCIENCE

By

Daniel C* Slaughter, B. S,

Denton, Texas

August, I965

TABLE OF CONTENTS

~$e#e

- M B M r 7 H S B E ® T T " . -fcr—

P«yc.. Chapter

I. INTRODUCTION 1

Visual Aids in Education Audio-Visual Aids in Education Audio-Visual Aids in Physical Education

2 Statement of the Problem Definition of Terms Limitations Sources of Data Summary of a Previous Study Procedures

II. THE USE OF AUDIO-VISUAL AIDS IN THE CONDUCT OF INTERSCHOLASTIC ATHLETICS FOB BOYS IN AA HIGH SCHOOLS OF TEXAS . . . . . 12

Audio-Visual Aids in Athletics Availability and Method of Obtaining Film

; Filming Daily Practice® and Athletic Events > Problems of Using Audio-Visual Aids

The Cost of Audio-Visual Aids as Used in Coaching Athletics

Financing the Athletic Program

III. SUMMARY, CONCLUSIONSt AND RECOMMENDATIONS . . . 40

APPENDIX 43

BIBLIOGRAPHY . . . . . . . . . . . 52

ill

LIST Of TABLES

Table Page

I, Number of Responses to the Study . 13

II, Sports In Which Audio-Visual Aids are Used . . . 14

III, Rank of Audio-Visual Aids by Sport 15

IV. Equipment Owned by the Schools in This Study . . 16

V, The Kinds of Audio-Visual Equipment Used by the Coaches in This Study . , 17

VI, The Number of Coaches Who Indicated a Noticeable Improvement in Fundamental Skills of Athletes After They Have Received Instruction With Audio-Visual Aids 17

VII, The Number of Coaches Who Think Audio-Visual Aids are Used Too Much as Coaching Aids . . , . 18

VIII, The Number of Coaches Who Have Received Professional Training in the Use of Audio-Visual Aids 19

DC, Availability of Films as Coaching Aids 19

X, The Time of fear When Films are Most Often Obtained 20

XI, The Method Most Often Used by Coaches in Obtaining Films for Use as Coaching Aids . . . . 21

XII, The Person Most Likely to Select the Films Which are to be Used in the Athletic Program , , 22

XIII, The Number of Coaches Who Film All Their Games and Contests in Various Sports . 22

XIV, Coaches Who Think it Practical to Film All Contests , 23

XV, Coaches Who Think it Practical to Film Daily Practices 24

iv

Table Page

XVI, Number of Dally Practices Filmed . 24

XVII, The Number of Coaches Who Film Practices as Group Work and Scrimmage 26

XVIII, Number of Coaches Who Review Practice Films with the Athletes 27

XIX. The Number of Coaches Who Think Their Teams Play Better After Reviewing Films of Their Opponents , 28

XX, The Best Coaching Aid as Determined by the Coaches of This Study 29

XXI, Problem® Encountered by Coaohes in Using Audio-Visual Aids 31

XXII, The Amount of Money Spent on Audio-Visual Aids as Used in Coaching Athletics 32

XXIII, Athletic Budget Per Sport 34

XXIV, Relationship Between Athletic Budgets of |4500 or Less and the Restricted Use of Audio-Visual Aids 38

CHAPTER I

INTRODUCTION

VlatMUl A i d s In Education

The u s e o f the picture i n education i s n o t new i n any

aenae of the word. For thouaanda of y e a r s , even sine© the

e a r l i e s t evidence of man, the picture h a s been uaed to con-

vey a seaaage or idea. The neander tha l raan may have wished

to tell hla family about a s t r a n g e a n i m a l he had encountered.

By draw in.5 crude picturea on the oave walla he could convey

a good l i k e n e s s of the animal he had s e e n , Thouaanda of

yeara later the American Indian uaed a s e r i e s of painted

p i c t u r e s to tell a complete atory. By using picturea the

Indian could i l l u s t r a t e a settle or a auoeeaaful hunt. P e r -

haps the moat important uae of the picture writing, aa it

was called, waa to help him communicate with another tribe

of people who did not apeak hla l a n g u a g e . Whatever ita

early uae, we are r e a s o n a b l y s u r e that a picture language

waa the forerunner of our modern alphaoet.

In the early atages of the development of the uae of

v i sua l t r a i n i n g aids it waa thought that the eye waa all

powerful in the e d u c a t i v e proceaa. "Lone e d u c a t o r s were

enthuslaatic enough to s t a t e that 80 to 05 per cent of all

we know Is learned through the eye."1 Others even felt that

it would not be long before texts would be replaced by pic-

2 ~

ture substitutes for the printed word. It is now known

that these assumptions were wrong, because of the obvious

importance of the senses of hearing, smell, taste, and touch.

Each of these senses can be used in a specific situation

where the sense of sight will not be of value to the indi-

vidual. It may be significant, however, that the eye is

considered to be of primary importance concerning the senses.

Weber has estimated that about 40 per cent of all human con-

cepts are based upon visual experiences, 25 per cent upon

the sense of touch, and 15 per cent upon taste and smell.3

Audio-Visual Aids in Education

Audio-visual aids are familiar terms In the realm of

education. For some years they have been widely used and

evaluated. Before World War II audio-visual aids were used

by museums in integrated program®. They quickly recognized

the educational possibilities of pictures, slides, and motion

pictures. Schools recognized their values too, but not many

^Ellsworth C. Bent, The Audio-Visual Handbook (Chicago, 1946), p. 1.

2Ibid,

3Joseph J. Weber, Comparative Effectiveness of Some Visual Aids in Seventh-grade Ti^tr'wcMon (Boston, 19^1), p* "is.

were able to use these aids. "In 1936 only four per cent of

the schools were equipped with projectors, and four years

nk

later, in 19^0, not more than ten per cent.

Today, with the sound motion picture, the radio, tape

recorder, and records which accompany many of the filmstrips

and film®, the hearing and seeing experiences are combined,

and &udlo—visus1 impressions result in more meaningful

teaching and learning.

While there is evidence that films are of more benefit

to the slow, than the fast learner, there is reason to

believe that this reflects a situation in which the tech-

nique appeals so much to the slow learner that the faster

learner may tend to lose interest and become bored. Such

investigators as Westfall, Wise, and Gonsltt point out the

success with which silent and sound films are used among

children of low ability. The following statement by Hoban

should be taken into consideration! Differences in the reactions of "dull" and "bright" students to films are those of degree, not of kind. Because "dull" students who frequently are not responsive to books and other verbal materials often respond quite noticeably to pictorial materials, par-ticularly motion pictures, It is sometimes said that films are better for "dull" than for "bright students, whereas the real difference is in the kind of materials to which the response has been made, not in the kind of response to motion pictures.

^Anna Curtis Chandler and Irene P. Cypher, Audio-Visual Techniques for Enrichment of the Curriculum {NewYork, 1948), P. 3.

Because filas are less abstract than words, and because d̂ull'* students, by definition, have leas abstract

ability than do bright students, it does not follow that films are better for dull than for "bright stu-dents, They serve the same essential functions of presenting visual data for observation and for Inter-pretation.^

Early opponents of educational film® feared that

excessive use of these films may tend to deemphasize reading

6 because the motion picture film made learning so easy. Well

recognized authorities, however, have demonstrated that

viewing well constructed education motion pictures stimulates

voluntary reading.

It has also been shown that sound motion pictures pro-

vide experiences that the average child would not get. Motion pictures do not develop critical thinking, but they provide experiences particularly rich in oppor-tunity and material for such development. The kind of critical thinking developed on the basis of film usage is likely to be more realistic and more functional in the lives of students than that developed on the basis of verbal experience alone.'

Through the medium of the motion picture with the environ-

mental sound, the student can visit places that otherwise

exist only in books. He can gain almost first hand know-

ledge from a simulated trip up the Amazon Hiver, a weeks

^Charles F. Hoban, Jr., Focus on Living (Washington, D.C., 1942), p. 69.

^Walter Arno Wlttich and John 0. Fowlkes, Audio-Visual Paths to Learning (New York, 19^6), p. 16.

7w. A. Wittlch and J. Q. Fowlkes, oj>. cit., p. 19.

visit in the Yukon Territory of Canada, or a short expe-

dition into the Andes of South America.

Audio-Visual Aids in Physical Education

Schools of today are using audio-visual aids more and

more for physical education purposes. Almost all schools

today have and use motion picture cameras and projectors.

Physical educators have been made aware of the many and

varied types of audio-visual aids. It will be shown,, how-

ever# that there is much room for improvement. This applies

both to the professional training of the physical educator

and to a survey and evaluation of the equipment that can be

used.

Audio-visual Materials, properly used, increase learning

and speed up the learning process.® This has bean sub-

stantiated through numerous experiments both during and

since World War II, "Experimentation has shown that facts

and skills could be learned with the help of audio-visual

materials in a shorter period than by older m e t h o d s , A s a

direct result of this and other research, the following

audio-visual aids have been developed and are now being used

in physical education classes, /^hey are blackboards and

Q

^Federal Security Agency, Movie Projectors in Public High Schools (Washington, D.C., 1949)« p. 16.

L̂« Harry Strauss and J. R. Kidd, Look Listen and Learn (New York, 1948), p. 5. ^

MT bulletin boards; charts, graphs, and diagram; illustrations

and photographsj motion pictures, opaque, and overhead pro-

jectors; slides and slidefilm; and radio, television, and

recordings,

By making use of these aids and materials in teaching

physical education, factors vital to the learning process

are vividly portrayed. Verbal presentations are often

inadequate since students lack the necessary previous exper-

ience to benefit from such tn approach. The effective use

of audio-visual materials can frequently provide much

clearer concepts and much fuller understanding.

One of the strongest selling points for using audio-

visual aids in coaching athletics or teaching physical edu-

cation is their applicability to large groups. Films and

other audio-visual aids are usually clear to see and easily

understandable. They appeal to the student's senses and

they tend to motivate him to the extent that more learning

can occur. More can be learned by seeing a skill performed

than by hearing it explained; and still more can be learned

by combining the two, seeing and hearing.10

Audio-visual materials do not refer merely to motion

pictures and fllrastrlps. Many other media and methods are

available and are being used daily, Some of the more common

10Ameriean Association for Health, Physical Education, and Kecreation, Audio-Visual Materials for Physical Education (Washington, B.C., 19371, p. 1.

7

aids are loopfilra, opaque pronator, overhead transparency*

projections, and slide projectors. Also included are non-

projected materials such as posters, sequential drawing,

diagrams, charts, chalk boards, bulletin board®, and model

boards. Other aids might include mirrors, sound recorders,

radio, and television.

- 2-'1 Statement of the Problem

The purpose of this study was to make an investigation

of the use of audio-visual aids in the conduct of inter-

scholastic athletics for boys in A A High Schools in Texas.

&) Definition of Terras

High school, as mentioned in this study, means the

division of the public school comprising grades 9, 10, 11,

and 12.

Audio-visual aids are those materials and devices

selected on the basis of appeal to the senses of seeing and

hearing.

Interscholastic athletics are those forma of physical

activity conducted on a competitive basis between two or

more individuals or teams representing separate schools.

The AA high schools ar© those high schools of Texas

whose enrollment is 215 to 415 students.

8

cuuy**

5' -4»4«4rtetl-oira

This study was limited to the us® of audio-visual aids

in the oonduot of intersoholastic athletics in the AA High

Schools of Texas*

Sources of Data

The source of data for this study ms human in that the

head coaches in the 183 AA high schools of Texas were asked

to complete a questionnaire. (See Appendix.)

I 4 i'K.efulU"- T u -vvts-'wi*

Summary of a Previous Study

In 1951 Workwan conducted a study on "The Use of Motion

Pictures and Film Strips in the Coaching of Athletics in a

Selected Group of Texas High Schools»B The source of data

in this study was human in that athletic directors and

coaches in 200 Texas high schools were asked to participate

in the study,11

The present work is quite similar to that of Workman.

The two papers parallel each other In that they are directly

concerned with the use of audio-visual aids in the conduct

of interscholastlc athletics in senior high schools in Texas,

The noticeable differences between the two is the limitation

of the present work to the AA schools of Texas, while the

^Mayfield Workman, "A Study of the Use of Motion Pictures and Film Strips in the Coaching of Athletics In a Selected Sroup of Texas High Schools, unpublished masterfs thesis, Department of Physical Education, North Texas State College, Denton, Texas, 1951.

schools mentioned in Workman's paper were of all classifi-

cations as recognized by the Texas Interscholsstic League*

Correspondence was inaugurated with schools of the four classification groups recognized by the Texas Interscholastic Leagues city-conference schools, ? Class AA schools, Class A schools, arid Class B schools* 1d

Also, Workman limited his research to the use of only two

aids, motion pictures and film strips.

Workman listed the following conclusions to his study

in the use of motion pictures and filmstrip,

1, Motion pictures were employed as coaching aids to a much greater degree than was true of film strips,

2, Very few of the smaller high schools employed the use of film strips as coaching aids,

3, Large high schools tended to use both motion pictures and film strip® as coaching aids to a greater extent than was true of the smaller schools,

4, Motion-picture projectors were readily avail-able in almost all of the high schools, but fewer than half of them owned motion-picture cameras, and slightly more than half owned film-strip projectors.

5, Films used as coaching aids were of the sixteen-millimeter type,-and projection equipment was of the sane size,

6, The general practice was to obtain training films throughout the year as needed.

7, In the main, films to be utilized as coaching aids were selected by either the coach or the athletic director,

9, Football and basketball ranked first and second, respectively, as the sports in which motion pictures and film strips were utilized most frequently as coaching aids.

1 2ItU., p. 4.

10

9. Most of the schools did not spend much money on motion pictures or film strips for use as coaching aids. This may have been due to the fast that many of the larger schools, especially, had already accumulated film libraries which could be used year after year with little additional expenditure,

10. Expenditures for films tended to decrease with the size of the school, and in all classes of schools larger sums were spent for motion pictures than for film strips, and more of both motion pictures and film strips were used as coaching aids in football than for any other sport.

11. Much more money was expended annually for motion pictures than for film strips,

12. Comparatively few of the coaches filmed their major sports events, but almost all of them expressed the opinion that the filming of all such contests would be practical.

13* lack of adequate funds apparently was the greatest hindrance to the use of films as coaching aids, and especially to the filming of sports events in which the teams engaged.

14. Relatively few of the coaches filmed any of the daily practices of their teams, but almost all of them felt that such films would be highly practical in helping the team to grow in efficiency and skill,

15. With few exceptions, the coaches were certain that both motion pictures and film strips were valuable aids in the coaching of athletics, with motion pictures being considered as more worthwhile than film strips,

16. Most of the coaches were convinced that more use should be made of motion pictures and film strips as aids in the coaching of athletics.

f'{ Procedures

The criteria used for the selection of the high schools

included in this study were that they be accredited high

^Ibid., Pp. 76-78.

11

schools recognized by the University of Texas Interscholastic

Leaguej and, that they meet Ah enrollment qualifications.

In order to Initiate the collection of data, question-

nalres were sent to the head coaches of each of the AA high

schools in Texas. When the questionnaires had been returned

and their data analyzed, conclusions were drawn In the light

of that data.

CHAPTER II

THE USE OF AUDIO-VISUAL AIDS IN THE CONDUCT OF

INTERSCHOLASTIC ATHLETICS FOR BOYS IN

WHITE AA HIGH SCHOOLS OP TEXAS

This chapter is devoted to the presentation of data

collected by means of a questionnaire (see Appendix) which

was sent to the head coach of each of the 183 schools in

Conference AA in Texas, This classification, according to

The University of Texas Interscholastic League, is deter-

mined by total enrollment of the school. The limitations of

Conference AA enrollment are 215 to 415 students.

Since the only restriction on the choice of schools to

receive the questionnaire was that of enrollment, there is

statewide representation in the study. This affords a good

insight into the trends followed by coaches throughout the

state.

Prom the schools to which questionnaires were sent (see

Appendix) there were 115 returns. This represent® an overall

return of 63 per cent; however, there were questionnaires

that could not be used. Soiae of the respondents did not

supply necessary information and other® checked all answer

spaces indiscriminately. Table I gives a complete breakdown

of the number of responses and their usability.

12

13

TABLE I

NUMBER OP RESPONSES TO THE STUDY

QuestionnaIres Sent 183 Number of Responses 115 Invalid Responses«... 4 Questionnaires Returned Unanswered......... 1 Number of Valid Responses 110

The unanswered questionnaire was returned by a coach who had

just recently taken the job and was not familiar with the

system.

Audio-Visual Aids in Athletics

Each of the coaches participating In the study indicated

that he did use audio-visual aids in coaching athletics.

There was wide variety, however, aa to the type of aid used

and the sport in which it was used. It will be seen in

Table II that the most popular aid used by the coaches was

the motion picture. One hundred six coaches indicated the

use of motion pictures in football, 7 in baseball, 48 in

basketball, 3^ in track; and 1 coach made use of motion pic-

tures in tennis and wrestling. The next most widely used

aid was sequential drawing. This was used by 26 coaches In

football, 5 in baseball, 16 In basketball and 8 in track.

The least popular aid was the loop film. Thirty-four coaches

indicated the use of loop films in all sports. It will be

noted that the loop film was second only to the motion pic-

ture as a coaching aid in track.

i4

TABLE II

SPORTS IN WHICH AUDIO-VISUALS ARE USED

Item Football Baseball Basket-Bali Track Tennis Wrestling

Motion Picture 106 T 48 34 1 1 Film Strip 21 3 6 6 0 1 Loop Film 16 0 3 15 0 1 Overhead Projector 37 2 7 0 0 0 Sequential

16 Drawing 26 5 16 8 0 0 Tap® Recorder 25 0 7 4 0 0

Table III indicates the rank of each aid regarding its

usability in a particular sport. The motion picture ms

placed first aa an aid in football by 94 coaches but was not

indicated as a first choice in any other sport. The second

moat popular aid was the overhead projector, rated as first

choice by 30 coaches. Sequential drawings and the tape

recorder were used most frequently by 19 coaches. It may be

significant to note that, the highest ranking for all aids

was in football,

TABLE III

RAM OF AUDIO-VISUAL AIDS BY SPORT

15

Basket-Football Baseball ball Track; Other Sport

Item Rank Rank Rank Hank Rank

1 2 3 1 2 3„ 1 2 3 1 2 ,3 1 2 3 Motion Pictures 94 0 0 0 6 l 0 32 8 0 18 12 0 0 0 Film S tr ip 15 4 0 1 1 0 1 3 3 8 *7 2 0 0 0 Loop Film 13 1 0 0 1 0 0 2 0 8 4 2 0 0 0 Overhead Projection 30 0 0 0 1 0 0 7 0 0 1 3 0 0 0 Sequential Drawing 19 0 0 0 1 1 0 10 0 0 1 3 0 0 0 Tape Recorder 19 0 1 0 0 0 0 2 6 0 3 0 0 0 0

The coaches participating In this study indicated

school ownership of a wide assortment of audio-visual equip-

ment. The iao®t commonly owned aid, the motion picture

projector, was found in 104 schools. This means that

6 schools, or 5.5 pe** cent of all schools responding, did

not own motion picture projector®. Ninety-nine respondents

indicated the ownership of motion picture cameras, 8? owned

film strip projectors, and 80 owned tape recorders. The

remaining aids were mentioned in fewer responses. The over-

head projector was reported In 77 schoolsj the loop film

projector In 45; while the opaque projector was reported in

only 41 schools. Table IV Indicates the type and number of

aids as reported in this study.

16

TABLE IV

EQUIPMENT OWNED BY THE SCHOOLS IN THIS STUDY

Type of equipment owned 4otiI

Motion Pletur© Camera 99 Motion Picture Projector,,,,.,,.,, ,,,,,,,104 Film Strip Projector, 87 Loop Film P r o j e c t o r , 4 5 Overhead Projector 77 Opaque Projeotor, 41 Tape Recorder. .80

Other .None Named

The data as presented in Table V have no significant

value as to fact; however, they do show the trend and

opinion of coaches throughout the state. It is significant

to note that every question, except one, pertaining to

Tables V, VI, VII, and VIII is answered in the considered

opinion of the respective coach. One hundred per cent of

the respondents to the study make use of audio-visual aids

to an extent. It has been shown in Tables II and III that

the use made of audio-visuals was confined largely to motion

pictures.

Motion pictures were used in 109 of the responding

schools. The next most commonly used aids—the film strip,

overhead projector, loop film, and tape recorder—were

employed by 84, 79, 76, and 70 coaches respectively.

Sequential drawings were used by 60 coaches while only

30 coaches made us® of the opaque projector. These data are

presented in Table V,

17

TABLE V

THE KINDS OF AUDIO-VISUAL EQUIPMENT USED

BY THE COACHES IN THIS STUDY

Kinds of equipment used Number of coaches, using these aids Kinds of equipment used Yes No Mo Answer

Motion Picture 109 .... 1 Film Strip 84 22 4 Loop Film 76 27 7 Overhead Projector 79 26 5 Sequential Drawing 60 44 6 Opaque Projector 30 50 30 Tape Recorder 70 38 2 Other None Named

The data in Table V again point out the popularity or

extreme use made of motion pictures as compared to the other

aids. The exact reason for this was not determined in the

study; however, a number of respondents indicated they were

not familiar with some of the aids.

TABLE VI

THE NUMBER OF COACHES WHO INDICATED A NOTICEABLE

IMPROVEMENT IN FUNDAMENTAL SKILLS OF ATHLETES

AFTER THEY HAVE RECEIVED INSTRUCTION WITH

AUDIO-VISUAL AIDS

Fundamental skills are improved Yes No No Answer after athletes receive instruction with audio-visual aids. 108 1 1

18

An overwhelming majority of the respondents to the

study, 108 of the 110 who answered this question, indicated

a noticeable improvement In the fundamental skills of the

athletes after they had received instruction with the aids

mentioned in the study. It was not a point of the study to

determine the basis for Judging Improvement; therefore, it

ean only be assumed that this was done through observation.

The use of audio-visual aids in coaching may be too

extensive. This in Indicated by the large number of

respondents, 44, who think this is the case. Sixty-three

coachea do not believe there is excessive use of audio-

visual aids in coaching. It was not determined by this

study if this applied to any particular aid or to all aids

in general. Table VII presents these data.

TABLE ¥11

THE NUMBER OF COACHES WHO THINK AUDIO-VISUAL

AIDS ABE USED TOO MUCH AS COACHING AIDS

Are audio-visual aids Im No No Answer

used too much? 44 63 3

A surprisingly large number of respondents have not had

professional training in the use of audio-vlaual aids. The

42 respondents who have not received previous training repre-

sent 39 per cent of the respondents who answered this item.

These data are presented in Table VIII.

19

TABLE VIII

THE NUMBER OP COACHES WHO HAVE RECEIVED PROFESSIONAL

TRAINING IN THE USE OP AUDIO-VISUAL AIDS

Coaches with professional Xes No .. No Answer training in the use of audio-visual aids. 65 42 3

Availability and Method of Obtaining Film

Availability of films for use as coaching aids could

bear considerable Importance In this study. Of the 110

respondents, 33 cent did not have access to motion pic-

ture catalogues; 59 P©r cent did not have aecess to film

strip catalogues! and 6? per cent did not have access to

loop film catalogues. Table IX presents these data.

TABLE IX

AVAILABILITY OP FILMS AS COACHINO AIDS

Type of Catalogue Have

Access

Do Not Have

Access No

Answer

Motion Pictures..., Film Strip. Loop Film.......... Other (Name)

72 42 32

37 65 74

1 3 4

None Named

A number of items in the questionnaire pertained to the

availability and procurement of films for use as aids in

coaching. Special attention was given to the method most

20

often used In obtaining these films. It will be rioted that

the response to a single Item does not correspond to the

total number of responses to the study. This Is due to the

fact that some coaches Indicated more than one method of

obtaining film*

In obtaining and selecting the films to be used in the

coaching program, the head coach or athletic directors were

responsible. In no case was any other Individual responsible

for these films. These data are presented in Tables X, XI,

and XII.

TABi£ X

THE TIME OF YMR WHEN FILMS ARE

MOST OFTEN OBTAIMED

Time film obtained Number of respondents

At beginning of year..,,........., 26 Through year as needed 70

Other t i m e s 6

According to a majority of respondents to the study,

films to be used as coaching aids should be selected through-

out the year as needed. Seventy coaches, representing

approximately 64 per cent of the total responding to the

study, Indicated this fact. Twenty-six coaches select their

film at the beginning of the year while only six coaches

select their films at other times.

21

TABLE XI

THE METHOD MOST OFTEN USED BY COACHES IN

OBTAINING FILMS FOR USE AS COACHING AIDS

Methods by which films are obtained. Mumber of respondents

lent 26 Purchase. 41 Free,,,,, 48

Trad® with other school®,., 54

Table XI presents data which determines the most popu-

lar method used by the coaches in obtaining films for use as

coaching aids. Fifty-four coaches obtained their films by

trading with other schools. This Is compared to 48 coaches

who get their film free and 26 who rent their film. Only

41 coaches Indicated an outright purchase of these film aids.

It should be noted that the questionnaire asked for the most

frequently used method, By answering In this manner some

respondents may not have indicated the purchase of film

beeause they buy only a few films each year. Therefore, the

data contained in Table XI may not give a true picture con-

cerning all methods used in obtaining filnas.

It can be seen in Table XII that the head coach usually

obtains the films which are to be used as coaching aids. It

should be pointed out, however, that some respondents gave

more than one reply. Also, the head coach in a number of AA

high schools Is often the athletic director. This may have

caused confusion in the respondent's answer.

22

TABLE XII

THE PERSON MOST LIKELY TO SELECT THE FILMS WHICH

ARE TO BE USED IN THE ATHLETIC PROGRAM

Films are selected bys Number of respondents

Athletic Director 56 Head coach of sport ..... 62 Principal 0 Superintendent., 0

Filming Dally Practices and Athletic Events

A number of items in the questionnaire dealt with

filming daily practices, games, and the practicality of

filming such events. These data are presented In Tables XIII,

XIV, and X?.

TABLE XIII

THE NUMBER OF COACHES WHO FILM ALL THEIR

(JAMES AND CONTESTS IN VARIOUS SPORTS

Sport Number who

film Number who do not film

No Answer

Foot ba11 101 8 1 Baseba11 - 97 13 Basketball......... 3 101 6 Track. 2 101 7

None Named

A vast majority of the respondent®, 101 or 93 per cent,

indicated they did film all contests in football. Only

3 coaches in basketball and 2 in track indicated any filming

of games. Baseball was not filmed by any of the respondents,

23

It will be noted, however, that 2 respondents in Bible XI?

felt that It was practical to film til contests* and as many

as 20, Table X?, ftlt that it was practical to film dally

practices, Although It was not an item in the Questionnaire,

34 respondents stated that their school did not sponsor

baseball#

TABLE XI?

COACHES WHO THINK IT PRACTICAL TO FILM ALL CONTESTS

Is It practical to film all conteata ini Yen Ho Mo Answer

Football. ....... 95 14 1 Baseball. , » 2 105 3 Basketball 9 99 2 Track.,.,..,. T 101 2 Other. Hon© Named

Ninety-five respondents felt it would be practical to

film all football contests. Thia Is compared to 2 In base-

ball, 9 In basketball, and 7 in track. Negative returna in

Table XI? outnumbered positive returns oonaiderably. Thia

may indicate that respondents were primarily football coaches

biased against other sports.

The filming of daily practices was more favorably re-

ported in all sports mentioned except football. Slxty-seven

coaches believe that it would be practical to film dally prac-

tices as compared to the 95 favoring contest filming. Filming

of baseball, basketball, and track in daily practice was more

practical according to the reaponae to the qaestionnalre.

24

Twenty respondents In baseball, thirty-six In basketball, and

thirty-three in track felt that It Mould be practical to film

dally practice©* These data are presented in Table XV.

TABLE XV

COACHES WHO THINK IT PRACTICAL TO FILM DAILY PRACTICES

Is it practical to film dally practices in: Yes No No Answer

6? 3T 6 20 84 6

Basketball 36 67 7 33 69 8

Other.... None Named

Table XVI presents data concerning the number of dally

practices filmed.

TABLE XVI

NUMBER OF DAILY PRACTICES FILMED

Sport Do not film practices *N A

Number Filmed Per Year Sport

Do not film practices *N A 1 2 3 4 5 6 7 a 9

Football.. 67 10 20 7 3 1 1 l Baseball, 89 19 1 1 Basketball..., 89 16 4 1 Track 86 16 4 3 1 Other.

•N.A., No Answer

The data presented in Table XVI agrees with that of

Table XIII. Football, in both Instances, has maintained the

highest per cent of filming games and practices. Twenty

football coaches filmed at least one practice as compared to

25

one In baseball, and four each in basketball and track.

Prom here the masher of coaches filming practice© falls

sharply. Only seven coaches filmed two practices In foot-

ball, One coach in baseball and one coach In basketball

indicated they filmed two practices, and three coaches

filmed two track workout® per year, Bata revealed that only

four coaches, three in basketball and one In track, filmed

as many a® three practices per year, Football was the only

sport In which coaches filmed more than three practices

yearly.

The questionnaire produced additional information,

though not asked for specifically, that sheds more light on

the practicality of filming contests and daily practices.

In many eases the respondent answered that it was not prac-

tical to film any dally practices. Then, he would qualify

the answer by stating that he would film all practices if he

could afford it. This might indicate that the practica-

bility of filming practices stems from financial ability.

Table XVII presents the data concerning how the daily

practices are filmed.

TABLE XVII

NUMBER OF COACHES WHO FILM PRACTICES AS

OROUP WORK AMD SCRIMMAGE

26

Sport Scrimmage Group Both

F OOt lOd ll»«f»#«#»»#»*»#»»»«»»# Bas ebsll»..»«»«»«.»«»»»«..»»»i B9 s ke t ba II4 Tra ok Other (tuiBf

25 0 3 3 0

1 2 1 3 0

5 1 1 2 0

Sixty-nine coaches stated that they did not film daily

practices in any sport and ten respondents did not answer

this item. The majority of the filming done was during foot-

ball scrimmage. Twenty-five coaches filmed their scrimmages;

on® coach filmed group workoutsj and five filmed their dally

practices both way®. Only three respondents Indicated the

filming of any baseball practices. Two filmed the practice

as group work and one filmed his dally practices both ways,

as group work and as a scrimmage. This again points out the

small degree to which baseball is supported in AA schools

and the Insignificant amount and kinds of coaching aids used

to develop the sport. Three coaches In basketball and track

film their daily practices as scrimmage, while only one

coach in basketball and three in track film their practices

as group work.

Table XVIII presents data pertaining to the review of

films. Thirty-three coaches indicated they reviewed all

27

films with the athletes while only one did not review these

films with the athletes. Mo qualifying statement was given

by this respondentj however, there could be a number of

reasons why he made this choice.

TABLE XVIII

THE NUMBER OF COACHES WHO REVIEW PRACTICE

FILMS WITH THE ATHLETES

Coaches review practice Co Do Hot Do Mot Film No films with athletes. Review Review Practices Answer

33 1 69 7

The data In Table XIX closely correspond to those data

as presented in Table VI. The respondents in both instances

indicate an improvement in the athletes, both individually

and as a team, after having received Instruction by audio-

visual aid®.

Ninety-two coaches, representing approximately eighty-

four per cent of the total respondents, believe their teams

play better after having reviewed a film of their opponents.

It was not determined by this study whether or not the same

results would have been achieved if the athletes had seen

the actual game of their opponents.

28

TABLE XIX

THE NUMBER OF COACHES WHO THINK THEIR TEAMS PLAY BETTER

AFTER REVIEWING FIB© OP THEIR OPPONENTS

No No Answer

Teams play better after they review a film of their opponents. 98 9 9

Aids that are used In coaching athletics may be of many

varieties, (These aids were listed In Chapter I.) These

aids may be of the type that stimulate the two senses, seeing

and hearing, or they may stimulate only one or the other,

usually the sense of sight. The classification of the aid,

whether it serves a dual or singular purpose in imparting

knowledge, has little control over its usability.

When an individual speaks of the best of something in a

broad field, he generally means the subject of his discussion

is most likely to meet the need® and demands of any occasion.

One item of the questionnaire In this study concerned the

beat audio-visual aid in the opinion of the coaches. No

attempt was made to classify or associate this beat aid to

any particular sport. Table XX presents these data.

29

TABUS XX

Til BEST COACHING AID AS DETERMINED BY

THE COACHES OF THIS STUDY

Type of aid considered best J Number of Respondents

Motion Picture 101 Film Strip 1 Loop Film. 3 Overhead Projector 1 Sequential Drawing. 0 Opaque Projector. 0 Tape R e c o r d e r . 0 Other. None Named

The motion picture Is the most popular choice of

coaches as the best aid to use in coaching. This can be due

to a number of reasons, one of which 1b the ease in using

this aid to present information to a large number of people,

Using the motion picture, one coach can point out basic

fundamental errors to a group of athletes, and the athletes,

watching themselves on film, can see the error as It is

committed and oftentimes see its cause. Without the use of

this aid the coach would be restricted in the number of

athletes he could screen and instruct. Another very

important reason for the selection of the motion picture as

the beat aid was presented in Table IX, This table, con-

cerning the availability of films as coaching aids, indicates

65 per cent of all respondents had access to motion picture

film, as compared to 38 per cent in film strip and 29 p«r

cent in loop films* It may be Inferred that availability of

any particular item over another will enhance its popularity.

30

Three coaches Indicated loop film as their choice while

the film strip and overhead projector each received on®

response* A broad interpretation of the selection of the

loop film by the three coaches might be made with consider-

ation given to the data In Table II. This table indicated

th@*us@ of the loop film in football by sixteen respondents

and by fifteen in track. Table XII indicated thirteen first

place ranking® for the loop film in football a® compared to

eight first place rankings for its use in track, Although

this is not conclusive information, it ia strong indication

that the loop film has become a special aid at concerned

with coaching track.

Problems of Using Audio-Visual Aids

The problems confronting coaches in the use of audio-

visual aids are of primary importance to this study. An

item in the questionnaire was concerned with thoa© problems

the coaches moat often face. These problems may have sig-

nificant bearing on the reason® why audlo-vlaual aids are

limited In their use as coaching aids. The data concerning

these problems ar© presented in Table XXI.

31

TABLE XXI

PROBLEMS ENCOUNTERED BY COACHES IN USING

AUDIO-VISUAL AIDS

Problems encountered in using audio-visual materials as coaching aIdas Number of Respondents

No problem#,.. ,.... 64 Lack of equipment. 11 No room In which to show films. • • 17 No money provided in athletic budget. , * 32 Others (listedl Not enough money 4

Finding Adequate sources of film 2

The most common problem faced by the respondents in

this study was the lack of money in the athletic budget.

Thirty-two coaches indicated that their athletic budget made

no provisions for the purchase of audio-visual aids. Four

other respondents replied that their use of audio-visual

aids was hindered by a shortage of funds. Problems attri-

buted to the shortage of money represented 33 per cent of

all respondents. Seventeen coaches reported their main

problem to be the lack of proper viewing space while the

least acknowledged problem on the questionnaire was the lack

of equipment and adequate film sources.

It is significant to note that approximately 46 per

cent of the total number of responses to this item indicated

no problems encountered in using audio-visual aids in

coaching. This percentage is significantly high when one

considers the total number of respondents who acknowledged

more than on© problem. The 64 coaches who had no problems

32

represent 58 per cent of the total number of respondents to

the questionnaire.

The Cost of Audio-Visual Aids as Used

in Coaching Athletics

In an effort to determine the approximate amount of

money that is spent on audio-visual aids in each of several

sports, the questionnaire provided an Item through which

this information was collected. There Ma® no distinction

made between money spent for purchase of equipment and films,

the rental of such equipment, or the cost of filming athletic

events. It would b® impossible to determine, from the data

given, the amount of saoney spent on each aid.

Table XIII contains data relating to the approximate

amount of raoney spent for all aids in the separate sports.

TABLE XXII

TIE AMOUNT OF MONEY SPENT ON AUDIO-VISUAL AIDS

AS USED IN COACHINO ATHLETICS

Sport Amount spent ( n hundreds)

8 10 11 12 13 Football Baseball, Ba sleet ba 11»»«««*« Track Other•**•***•••••

3 3

25 16

13 1 3 1

15

0

20

1

1ft 1ft 12

33

Each unit column of Table XXII represents $100 and each

numeral under that column represent® the number of coaches

spending that amount of money for audio-visual aids. Three

coaches spent $100 per year on coaching aids for football,

three spent $200, and thirteen spent $300. It will be noted

that baseball received the least amount of financial support

for audio-visual aids.

The data contained in this table are significant in

that they follow the trend as evidenced in previous tables.

The amount of money spent on audio-visual aids is markedly

higher in football than In all other sports combined. This

again points out the concentration of monies and time In

coaching football.

Financing the Athletic Program

It was thought that if accurate interpretations were to

be made of the data in this study it would be helpful to

know the approximate amount of money allocated for each

sport. Mo distinction was made as to how the money was ©pent:.

The budget might include such expenses as travel, cost of

equipment, and money spent on awards.

These expense obligations often require 100 per cent of

the budget, thereby eliminating any finances for audio-visual

aids. Throughout the study each questionnaire showing a

gross athletic budget less than $4500 generally indicated an

34

overall curtailment of the use of audio-visual aids. These

data are presented In Tables XXIII and XXIV,

TABLE XXIII

ATHLETIC BUDGET PEE SPORT

Approximate budget per sport,

_ Sport Approximate budget per sport, A« B # e* D« K p* 0*

$ as 1 1 50 3 3

100 1 1 2 125 150 1 1 1 175 200 2 2 6 1 1 225 250 1 3 1 2 " 1 275 300 3 3 2 1 350 400 l 2 6 450

8 14 500 11 8 14 550 l 600 l 3 4 650 1 700 2 3 2 750 1 800 3 4 850 900 1 950 1000 6 17 9 1100 1 1200 1 1 1 1300 1 1400 1500 4 j 6 1600 1700 1

•A, Football? B, Baseballj C, Basketball, D, Track! E, Golfj F, Tennis; 0, Volleyball

35

TABLE XXIII — Continued

Approximate budget Sport per sport. A* B* C* m " p« G*

$ 1800 1900 1 2000 6 6 2200 1 1 2400 2 2600 3 2800 3000 9 1 3200 1 3400 2 3600 1 1 3800 2 4000 8 2 4500 3 5000 13 2 5500 6000 3 6500 7000 3 1 7500 1 8000 5 9000 2

10,000 2 11,000 1 12,000 1 13,000 1 14,000 15,000 1 20,000 2

•A, Football; B, Baseball! C, Basketball; D, Track;

E, Golf; F, Tennis; 0, Volleyball

Of the 110 valid returns In this study, 24 respondents

stated that they did not have a specific limit to their

total athletic budget. Most comments vierei buy what is

needed, or, anything within reasonable limits. Nineteen

coaches did not answer the question nor did they offer

comment.

36

Due to the length of this table It Is not practical to

mention the number of schools reporting In each budget

range5 however, the extremes (high and! low), mean, and mode j

will be pointed out in eaoh sport. The figures given In the

following paragraphs are budgets for specific sports and not

the total athletic budget,

Sixty-nine schools reported a total outlay of $395*050

for football alone. Included in this amount were two schools

which allocated $20,000 for football and one school that

reported $1900, The amount most frequently reported by the

respondents was $5,000, thirteen coaches indicating this

amount a§ their football budget. The average amount spent

on football was $5725 per year.

Thirty-four coaches reported a budget of $24,585 for

baseball. This amounted to an avenge expense of $723. Four

schools reported a maximum of $1500 per year while a low of

$200 was reported by two schools. The amount most frequently

reported, $500, wa§ specified by eleven respondents.

Basketball coaches in sixty-nine reporting high schools

spent an average of $1278 per year on basketball. This

amounted to an overall expenditure of $88,195. Included in

this amount were two schools which reported a total budget

of $200 and one school with a $7000 budget. The most fre-

quently reported amount, $1000, was reported by seventeen

coaches,

37

Track received the third largest budget. Sixty-six

sehools spent #58,070 per year. This amounted to an average

$879 per school. Two schools reported a maximum of $5000

while fourteen schools had a total track budget of only $500*

The next three sportB were added to the questionnaire

by the respondents. These sports are golf, tennis, and

volleyball. The data concerning these sports may have been

more complete if they had been listed on the questionnaire.

light coachea spent a total of $885 per year on golf.

This amounted to a $110 average per school. The largest

amount spent by any school was $250 and the least amount $25.

Three schools spent $50 per year on golf.

Tennis was acknowledged in the budgets of eleven

schools. Each of these sehools spent an average of $139 for

a total of $1535» The largest tennis budget reported by any

respondent was $300* The least amount of money reported by

any school to maintain tennis was $25, Two schools reported

an expenditure of $250 and two schools spent $200 per year on

tennis.

Only two coaches reported a budget for volleyball. One

school spent $250 and the other school spent $150 on the

sport.

Table XXIV will present data that shows the relationship

between a gross athletic budget of $4500 or lea© and the

restricted use of audio-visual aids in various sports.

38

TABLE XXI?

RELATIONSHIP BETWEEN ATHLETIC BUDGETS Of $4500 OR LESS

AND THE USE OF AUDIO-VISUAL AIDS

Amount of Budget Number of sports In which aids are used

$4500 4400 4300 4200 4100 4000 3800 3600 3400 3200 3000 2800 2600 2400

1 1 1

1 1 2 1

2 1

1 1

Read down the column marked "Amount of Budget" to the

figure $4500. Move to the right to the first figure in that

row. That figure, the number on®, indicates one school with

a total athletic budget of $4500. The number one is under

the third column. This third column indicates the number of

sports in which audio-visual aids are used. In the $4000

range there are two figures. The first number, two, means

that two schools, having a budget of $4000, use audio-visual

aid® in one sport. The second number, one, means that one

school used audio-visual aids in two sports.

It will be noted that the smaller the athletic budget

the fewer the number of sports in which aids are used.

39

Although conclusive proof cannot be given, there la strong

Indication that schools having athletic budgets below $4500

are financially unable to maintain adequate audio-visual

materials to be used In coaching athletics.

V. , j-

CHAPTER III

SUMMARY, CONCLUSIONS, AMD RECOMMENDATIONS

Summary of the Study

The purpose of this study was to make an investigation

of the use ©f audio-visual aids in the conduct of inter-

scholastic athletics for boys in AA High Schools of Texas.

A primary goal of the study was to determine how extensively

audio-visual aids were used in athletics..

The sources of data for this study were human in that

the head coach in each of the 183 schools in Conference AA

was aifced to complete a questionnaire, The criteria used

for the selection of these schools were that they be accred-

ited high schools recognized by The University of Texas

Intersoholastic leaguej and that they meet AA enrollment

qualifications.

Conclusions

The following conclusions were drawn in light of data

collected in the study,

1, Many coaches are not familiar with some of the more

common audio-vlaual aids.

2. The lack of professional training in the use of

audio-visual aids may be a stronger deterrent to their use

than is Inadequate financing.

40

41

3. The availability of equipment and films oftentimes

determines their popularity.

4. Loop films are More popularly used as coaching aids

in track than In other sports.

5. Most coaches would film some daily practices In

football, baseball, basketball, and track if it were

financially possible.

6. Reviewing films of games and practices is of defi-

nite benefit to the athlete.

7. The availability or the lack of funds la a deter-

mining factor in deciding the practicality of using certain

aids,

8. Coaches of Conference M have little difficulty in

obtaining adequate audio-visual materials to use as coaching

aids.

9. Schools with a total athletic budget less than

$4500 are financially unable to provide adequate audio-

visual materials to be used in athletics,

10. Football receives most of the available finances

for purchase of audio-visual aids.

Although It was not an item of the study to establish

the popularity of any sport, there were a number of instances

whereby coaches Indicated a lack of interest in baseball,

Remarks such as, "baseball Is a waste of time," and "we

finally dropped baseball," appeared on a number of the

returned questionnaires. Thirty-four coaches stated their

42

schools did not sponsor baseball, These 34 coaches repre-

sent 40 per cent of the 110 valid returns.

RecommendstIons

In view of data collected In this study the following

recommendations are made,

1, Coaches should receive professions! preparation in

the us® of audio-visual aids.

2» Coaches and a t h l e t i c directors should investigate

all possible sources of educational films in an effort to

obtain film® pertaining to athletics,

3. Coaches should allocate a larger portion of their

budgets to the procurement of audio-visual aids to be used

in sporta other than football.

4. Further study should be made to evaluate and rank

audio-visual aids according to their appeal to the individual

need® and the degree to which they contribute to the teaching-

learning process.

RecosunendatIons for Future Study

The following recommendations for future study are made*

1. To conduct a study to evaluate and rank audio-visual

aids on the basis of their contribution to individual needs

in athletics,

2, To determine the degree to which they contribute to

the teaching-learning process.

APPENDIX

P. 0. Box 141 Roanoke, Texas April 26, 1965

Dear Coach1

I am conducting research to determine how extensively audio-visual aids are used In coaching interscholastic athletics for boys. This research Is toeing undertaken pri-marily to gather data which will enable me to make a comparison of the procedures and materials used in AA High Schools of Texas.

Information from the enclosed questionnaire Is essential to the success of this research, therefore, I shall appreciate it greatly if you will return the com-pleted questionnaire at your earliest convenience. A stamped,, self-addressed envelope has been enclosed for your convenience in returning this material.

As a High School Coach, your contributions to this research are Invaluable, A copy of the results will be sent to you at your request. You may toe assured that all Information will be held in strictest confidence.

Thank you for your help in this matter.

Respectfully,

Daniel C, Slaughter

43

44

Questionnaire

1. Do you us® audio-visual aids in coaching athletics? Indicate by checking yea or no.

YES NO' ( ) ( )

2. Indicate whether or not any of the following aids are used in coaching a particular sport by checking that sport. If the aid is used in any other sport please name that sport.

3.

A. Motion Picture Football^ JBaseball^ JBasketball_ Track

mm mmkwwt

B. Film Strip Football^ ̂Baseball^ ̂Basketballs jrrack

C. Loop Film Football mm JBaaeball^, Basketball

m #m Track

ilrtMWIW

D. Overhead Projector Football^ JBaseball^. JSasketbal l_Tra c k

IS. Opaque Projector Football,. ̂Baaeball^ ̂Basketballs Track

F. Sequential Drawing Football. ̂Baseball^ JBasketball^ JTraok

a. Tape Beeorder Football, ̂Baseball^ ̂Basketball Track

H. Other Aids {Name) Football,, ,_Baseball_ ̂Basketballs Track

In by

which sport do you use these aids number. (1st, 2nd, 3rd)

most? Please rank

A, Motion Picture Football, Baseball Basketball^ Track

B, Film Strip Football. ̂Baseball.., JBasketball_ JTraok

c. loop Film Football, Baseball Basketball Track

D. Overhead Projector Football. _jBaseball^ ̂Basketball. Track

E. Opaque Projector Football, __Baseball_ ̂Basketball. Track

F. Sequential Drawing Football. ̂Baseball^ JBasketball. JTrack

45

G, Tape Recorder Football Baseball Basketball Track

What Is the average number of films you use each year for the following aids? Please indicate by number (1, 2, 3# etc.).

A, Motion

Picture Football Baseball Basketball Track

B, Film Strip Football Baseball Basketball Track

C, Loop Film Football Baseball Basketball Track What equipment does your school ownt Place a check after each piece owned,

A, Motion Picture Camera

B* Motion Picture Projector

C. Film Strip Projector

D, Loop Film Projector

1. Overhead Projector

P. Opaque Projector

0. Tape Recorder

H. Other (name)

Do you have access to film catalogues pertaining to athletics? Indicate by checking Yes or Mo,

A. Motion Picture

B. Film Strip

C. Loop Film

D. Other (name)

M S ( )

( ) ( )

NO

( ) ( ) { )

When are films obtained? Please check only one,

A, At beginning of year ( )

B. Through year as needed ( )

C« Other times ( )

46

8, How are films secured? Check method roost often used*

A. Rent { )

B. Purchase ( )

C. Pre# { )

D. Trade with other schools ( )

9. Who selects films which are to be used? Check only one,

A. Athletic Director ( )

B. Head Coach (of sport) ( )

C. Principal ( )

D. Superintendent { )

10, Do you filis all your games or meets in the following? Check Yes or No.

YES NO

A. Football ( ) ( )

B. Baseball ( } ( )

C. Basketball { ) ( )

D. Traok ( ) ( )

E. Other (name) 11, Specify the number of game® and meets filmed if you do

not film all.

A. Football ( )

B. Baseball { )

C. Basketball ( )

D. Track ( )

£. Other (name)

12. Do you think it practical to film all contests? Indi-cate Yes or No.

YES NO A. Football ( ) ( )

kf

13.

14.

15.

B. Baseball

C. Basketball

D. Track

E. Other (name)

C )

( )

( )

( )

( )

( )

( ) ( )

Bo you film your practices as a scrimmage or as group work? Pleaae check only one*

A, Football

B, Baseball

C, Basketball

D, Track

E# Other (name).

SCRIMMAGE GROUP C )

BOTH ( )

C ) ( )

( ) C )

C ) ( )

{ ) ( ) Do you think It practical to film any of your dally practices In the following? Indicate by checking Yes or Mo,

YES NO Football { ) A,

B.

c .

D.

Baseball

Basketball

Track

E. Other (name)

( ) ) ( )

C )

( )

C )

How many daily practices, if any, do you film in each of the following? Pleaae specify by number or check None,

A, Football

B, Baseball

C, Basketball

D, Track

E, Other (name)

MUKBER FILMED HOME ( )

(

( ) ( )

48

16, Do you always review all these films with the athletes? Indicate Yes or No,

YES NO ( ) C )

IT. Do you think each of the following is a definite aid to coaching? Indicate Yes or M©»

YES NO

A, Motion Pictures ( ) ( )

B, Film Strips ( ) { )

C. Loop Film ( ) { )

D. Overhead Pronator ( 5 ( )

E. Sequential Brassing ( 5 { 5

F, Opaque Projector ( 5 ( )

S, Tape Recorder { ) { )

H, Other (name) ( ) ( ) 18. Do you think the above aids m y be used too much?

Indicate Yes or Mo. YES MO { ) ( )

19. Have you noted any improvement in fundamental skills after an athlete has received instruction with any of the above mentioned aids? Indicate Yes or Mo.

YES NO ( ) ( )

20. In your opinion which is the best coaching aid listed in question number seventeen? Please Indicate by the letter of the aid. Letter

21. Do you think your teams play better after they review a film of their opponents? Indicate Yes or No.

YES NO ( ) ( )

49

22. What problems do you have in obtaining and using audio-visual aids? Check any that af>ply. If there are other problems please list them In the space provided.

A, Ho problems ( )

B, lack of equipment { )

C, No room in which to uae films ( )

P. No money provided In athletic budget ( }

E. Others— please list.

23, Have you had a course of instruction in the use of audiovisual aids? Indicate Yes or Ho,

YES NO ( ) ( )

24. Approximately how much money 1® spent each year on coaching aids for the following sports.

A, Football Amount Spent

B, Baseball ««•««««»

C, Basketball

D, Track

E, Other (name)

25. What la your approximate budget per iport?

A. Football Amount.

B, Baseball _

C, Basketball _

D. Track __

I. Other (name) _

PLEASE RETURN THIS QUESTIONNAIRE TOJ

DANIEL C. SLAUGHTER P. 0. BOX 141 ROANOKE, TEXAS

50

Schools Participating in This Study

District School

I....Boys* Ranch, Dalhart, Sanford-Fritch (Fritch), Phillips, Shamrock, Spearman, Stinnett

2,,..Childress, Electra, Iowa Park, Olney, Quanah, Seymour 3... .Abernathy, Diaimltt, Floydada, Frlona, Lookney, Olton 4.,,,Denver City, Morton., Post, Slaton, Prenship (Wolfforth) 5..«.Anson, Ballinger, Colorado City, Hamlin, Haskell,

Stanford, Winters 6,.,.Alpine, Crane, McCamey, Marfa 7,...Cisco, Comanche, Dublin, Granbury, Hamilton 8....Brady, Fredericksburg, Llano, Mason, San Saba 9....Bowie, Bridgeport, Decatur, Jacksboro, Nocon® 10,..Burleson, Everman. Lake Worth (Fort Worth), Grapevine,

Northwest (Justin), Mansfield, Boswell (Saginaw) II...Wilmer-Hutchins (Hutchins), Lewlsvllle, Piano, Rockwall,

Seagovllle 12,..Hlllsboro, McGregor, Marlin, Mexla, Teague, Conally

(Waco), West, Copperas Cove 13...Clarksvllle, Dekalb, Hooks, New Boston, Pewitt (Omaha-

Naples), Liberty-Eylau (Texarkana) 14...Atlanta, Daingerfleld, Gilmer, Qladewater, Linden 15.».Commerce, Cooper, Mt, Vernon, Pittsburg, Winnsboro 16...Canton, Grand Saline, Kaufman, Llndale, Mlneola, Chapel

Hill (Tyler), Van IT...Caldwell, Cameron, Heam#, Mavasota, Rockdale 18...Del Valle, Elgin, Georgetown, Hound Rock, Taylor 19.»*Columbus, Qlddlngs, Hallettsville, La Orange, Luling 20.. .Bellville, Katy, Sealy, Klein (Spring), Tornball 21...Cleveland, Crockett, Livingston, Kadlsonvllle, Rusk 22,..Buna, Kirbyville, Kountze, Newton, Little Cypress

(Orange), S, F. Austin (Port Arthur), Woodvllle 23,. .Anahuac, Dayton, Hamshire-Fannett (Hamshire), King

(Houston). Humble, Hardin-Jefferson (Sour Lake) 24.,.Santa Fe (Alta Loraa), Bollng, Hitchcock, Pearland,

Needville, Sweeny 25...Edna, Ganado, Palacios, Industrial (Vanderbllt) Yoakum 26...Poteet, Floresvllle. Karnes City, Kenedy, Yorktown 27...Southwest (Atascosa), Boerne, Randolph (Randolph Air

Foro® Base), Cole (San Antonio), East Central (San Antonio), South Side (San Antonio)

28,..Carrizo Springs, Cotulla, Crystal City, San Felipe (Del Rio), Devine, Hondo, Pearsall

29...Goliad, Mathis, Refugio, Sinton, Taft 30...Aransas Pass, Bishop, Flour Bluff (Corpus Christi),

Tulso-Mldway (Corpus Christi), West Oso (Corpus Christi), Gregory-Portland (Gregory), Rockport

51

ft,#1991

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BIBLIOGRAPHY

Books

Chandler, Anna Curtis, arid Irene F. Cypher, Audio-Visual Technique Nfoble and

A. j WJ»W $ %***%* <fc * %rjr ~ * >

Techniaues for Enrichment of the Curriculum, New York, ^"^"llobTe, Inc., 1948?

Dent, Ellsworth C., T£e Audio-Visual Handbook, Chloago, Society for Visual Education, Inc.,1946.

Exton, William, Au^M-B£MSi, M g E & iQSMuotion, Hew fork, McGraw-Hill Book Company, Inc., 1947.

Ho ban, Charles P., Jr., Focus on Living. Washington, J>. C., American Council on Education, 1942.

May, Mark A., and Arthur A. Lumsdalne, Learning From Films. Mew Haven, Yale University Press, 195^.

Strauss, Harry L., and J. R. Kidd, Look, Listen, and Learn. Association Press, New York, 1948.

Wagner, Paul A., editor, Sixty Years of 16am Film. B®s Plalnes, Illinois, Film Council of America, 1954.

Wittlch, Walter Arno, and John Guy Fowler, Audio-Visual Paths to Learning. New York, Harpers & Brothers, 19^4.

Articles

"Audio-Visual Materials for Physical Education,w American •Association of Health. Physical Education, and Reoreatlbn Research ftuarierly» (Pecem&er I9^tI. 1-3.

Blechenstaff, D., "Charting Basketball With a Tape Recorder," Scholastic Coach. XXXII (January, 1964), 18-21.

"Coachina With a TV Taoe Recorder." Scholastic Coach. XXXII (January, 1964), 56-57.

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"Film Program for Small High SchoolsAthletic Journal. XLll (February, 1962), 34-36.

Poster, B», "Role of the Portable Tape Recorder in Basketball Coaching," (January, 1962), 38,

Hainfield, H. and Flanagan, D., "Tape Recorder as a Football Coaching Aid," Scholaatlo Coach. XXVII (January, 1958), 26-30#

McVay, J. E., "Utilization of Game Film," Athletic Journal. XLIV (February, 1964), 14.

Ostendarp, J. E., "Getting the Most Out of Your Game Film,H

Athletic Journal. XLII (May, 1 9 6 2 ) , 24-27.

Watkins, D. h,, "Motion Pictures as an Aid in Correcting Batting Faults," American Association of Health, Physical Education, and Recreation Research Quarterly. (May, 1963), 228-234,

Reports

Federal Security Agency, Movie ProJeotora In Public High Schools. Washington, Government Printing Office, 1949.

Unpublished Materials

Workman, Mayfield, "A Study of the Use of Motion Pictures and Film Strips in the Coaching of Athletics in a Selected Group of Texas High Schools," unpublished master*® thesis, Department of Physical Education, North Texas State University, Denton, Texas, 1951.