ERIC Number: ED231761
Record Type: RIE
Publication Date: 1983-Jun
Reference Count: 0
The Development of an Empirical Based Curriculum for Aspiring Higher Education Physical Education Administrators.
Miller, Arthur W.
This study was designed to establish a basis for developing a relevant curriculum for preparing administrators of physical education departments in higher education. Responses to a questionnaire were received from 106 chief administrators in university and college physical education programs. The first part of the questionnaire asked respondents to indicate course competence ratings and to indicate course usefulness as specifically related to their present administrative position. The second part asked ratings on their preparation for specific administrative duties and the importance of these duties in their administrative routine. Responses revealed that physical education administrators rated their competence high in physical education type courses but rated the usefulness of this coursework low in relation to their administrative duties. Results also revealed that non-physical education type courses had a low competence rating but a high projected usefulness rating. Ten core courses are recommended for a relevant physical education administrator curriculum: (1) leadership skills; (2) personnel management; (3) public speaking; (4) public relations; (5) budgeting; (6) staffing; (7) problem analysis; (8) administration of physical education; (9) physical education facility planning; and (10) health, physical education, and recreation skills. A copy of the questionnaire is appended. (JD)
Descriptors: Administrator Attitudes, Administrator Education, Administrator Qualifications, Core Curriculum, Curriculum Design, Curriculum Evaluation, Educational Needs, Higher Education, Leadership Training, Management Development, Needs Assessment, Physical Education Teachers, Public Relations, Relevance (Education), Supervisory Training
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A