Recreational sports activities and interscholastic and intercollegiate sports are integral phases of the total sport program in a school or college. This total sporting package includes the intramural and extra-mural programs, sport clubs, and varsity sport, as well as the basic instructional physical education program. Each makes an important contribution to the achievement of educational and physical education objectives. It is crucial to maintain a proper balance so that each program phase enhances and does not restrict the other.
The basic instructional program in physical education is viewed by many physical educators as the foundation for recreational and competitive sport programs. The instructional program includes teaching such fundamentals as skills, concepts, and strategies. Recreational sports programs provide opportunities for all students and others to employ these concepts, skills, and strategies in games and contests that are usually competitive. This part of the total Physical Activity and Sport Continuum is sometimes referred to as the laboratory where the individual has an opportunity to experiment and test what has been learned in the physical education program.
Whereas recreational sports are for everyone, varsity sports are usually for those individuals who are highly skilled in sport-specific activities. The intramural phase of the recreational sports program is conducted on an intra-institutional basis, whereas varsity sports and extramural are conducted on an inter-institutional basis.
Very little conflict should exist between these two phases of the sports program if the facilities, time, personnel, finance, and other factors arc apportioned according to the degree to which each phase achieves the desired outcome rather than the degree of public appeal and interest stimulated. One should not be designed as a training ground for the other. it should be possible for a person to move from one phase to the other, but this should be incidental rather than planned.
If conducted properly, each phase of the program can contribute to the other, and through an overall, well-balanced sports program the entire student body or all members of an organization will gain appreciation for sport and the great potential it has for improving physical, mental, psychosocial, and emotional growth.
The philosophical model illustrated the placement of recreational sports within the province of physical activity. This triangular model depicted interdependence and a building of skills from the basic instructional physical education level to the recreational sports level and, finally, to the level of varsity competition. This model conveyed the philosophy that instruction is basic to
the other programs and that recreational sports skills are essential to producing the high-level skills found in varsity play.
The basic instructional program in physical education is viewed by many physical educators as the foundation for recreational and competitive sport programs. The instructional program includes teaching such fundamentals as skills, concepts, and strategies. Recreational sports programs provide opportunities for all students and others to employ these concepts, skills, and strategies in games and contests that are usually competitive. This part of the total Physical Activity and Sport Continuum is sometimes referred to as the laboratory where the individual has an opportunity to experiment and test what has been learned in the physical education program.
Whereas recreational sports are for everyone, varsity sports are usually for those individuals who are highly skilled in sport-specific activities. The intramural phase of the recreational sports program is conducted on an intra-institutional basis, whereas varsity sports and extramural are conducted on an inter-institutional basis.
Very little conflict should exist between these two phases of the sports program if the facilities, time, personnel, finance, and other factors arc apportioned according to the degree to which each phase achieves the desired outcome rather than the degree of public appeal and interest stimulated. One should not be designed as a training ground for the other. it should be possible for a person to move from one phase to the other, but this should be incidental rather than planned.
If conducted properly, each phase of the program can contribute to the other, and through an overall, well-balanced sports program the entire student body or all members of an organization will gain appreciation for sport and the great potential it has for improving physical, mental, psychosocial, and emotional growth.
The philosophical model illustrated the placement of recreational sports within the province of physical activity. This triangular model depicted interdependence and a building of skills from the basic instructional physical education level to the recreational sports level and, finally, to the level of varsity competition. This model conveyed the philosophy that instruction is basic to
the other programs and that recreational sports skills are essential to producing the high-level skills found in varsity play.
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