California State University Northridge
A COlVIPAHISON OF TI-lE
PHYSICAJ...~
EDUCATION TEACHER
\\
F'REPl:\RA. TION PFtOGHAMS OF THE 1JNIVEHSITY OF
Bl1. GBDAD - IHAQ AND SELECTED COLLEGES
AND UNIVEHSITIE:S IN THE UNITED STAT'ES
A thesis. stlb-:-nHted in partial satisfaction of tbe
requi.rer:nents fo:•.~ tLe degree of I\:Iaster of A:rts i.n
Physical Edaca.Hon
by
-
Jasim Al--Kuraishi
August, 1972
The thesis of Jasim Al-Kuraishi is approved:
California State University Nortb.ridge.
August, 1972
ii
I
I
!
ACKNOWLEDGMENTS
This Investigator appreciates the many hours of assistance
I!put in by Dr.
Merrill D. Hardy (Chairman) and Dr. William J.
I
jvincent (Graduate Coordinator).
Special thanks to Mr. Mahmood Al-Qaisy wbo helped furnish
!necessary rnaterial f:com Iraq.
1
iii
I
ABSTRACT
Il
A Comparlsor1 of the Physical Education Teacher Preparation
'
!Programs of the University of Baghdadj Iraq, 2.nd Selected Colleges
I
II
rnd
Universities in the United States
i
By
!
Jasim AL··Kuraishl
Master of Arts in Physical Education
Augt:1st 1 1972
'
The purpose of this study was to compare the undergraduate
1
i
!physical education teacher prepara~ion program. of the University of
IiBaghdad with those of five
selected colleges and unive·rsities in the
!United States, and offer recommendations for revision at the
Univer~
!sity of Baghdad where appropriate.
\
Based on the findings of the comparison of the teacher prepa'
'
jration prograrns of the University of Baghdad and the five selected
I
I
i
lAmerican universities and colleges, the following recomrnendations
'\Vere rnade:
(1}
The tmit requirement for physical education should be
reduced from two-thirds to not more than one-half of the
total unit requirement for graduat:Lon at the University of
Baghdad.
iv
....
'·
.-
'·
.-
f'""''" .........., ............. - ... -.-.. ,, ........ " " .._ .........
~--"------·
''
..................................
---~-
....... -........ .-..
~-----
.......................... -............. ·-· ....... _-. ,,,
<
••
(2) In the physical education program, less emphasis should be
placed on participation :in sports and m_ore emphasis placed
on rnethodse
In order to improve the competency of the students in the
sports taught at the University of Baghdad~ perhaps a
system of skills testing, li.ke that done in some institutions
in the United States could be usedo
(3) The sh1dent teaching assignments of the Untversity of
Baghdad should be designed so the student teacher is responsible for the assigned class and is evaluated by the Master
teacher ..
(4) Opportunity should be provided for the physical education
major at the University of Baghdad to experience elective
classes :in physkal education and in other areas of the college
program*
(5} The men's and women 1s physical education programs should
be comb:ined so those classes which could be co,"educat:l.onal
are taught as such..
v
'··
.-
'··
.-
TABLE OF CONTENTS
!
Page;
'
LIST OF TABLES • •
~
•
eo~oeeooo,oeo
ix
Chapter
L
INTRODUCTION. •
The Problem
II.
III.
1
•.
2
Purpose of this Study
2
Scope of this Study,
.
2
Lilnitati.ons of Study .
3
Organization of the Chapters
3
e
•
c.
HISTORICAL BACKGROUND
4
Ministry of Education .
6
The Educational Ladder
8
Higher Education
10
Physical Education .
14
The Directorate - General of Physic:al Education
16
Surnmary . . .
17
A STUDY OF THE PRESENT PHOGRA:IT:.I
OF COLLEGE PHYSICAL EDUCAT1PN
AT THE UN1VERSITY OF BAGHDADJ .
vii
~.
.-
19
f'"•~--•·•-o
·-
.....
·""~.--· ~
~---=~h~~- ·"·:·--·~
.. .._._-.c-.
-~
·~·~•~•.-..-.~·-~-h·,..------'-----~-• ~-·~--- -~-· -·-~··~-~~T«··-~• '-~"'''
.,, ._..._
~·~-~ ·~--.-,~~''-" ~--··•••·~•---·~-~-=--..--~·~~-~-~
•· -·~ __ ,....,.. .•- .....,~~·•'· ,....., c--."'-~--
1
Chapter
I
Pagel
1
lI
Historical Sketch of the
Developr:nent of Professional
Training in Physical Education •
I
Curriculum of the College
of Physical Education
at the ·university of Baghdad
'
I
I
!
0
o
l
Staff Quality and C}uantity
•
•
•
•
•
•
o
o
•
•
"
•
•
20
o
e:
a
o
24
oooo•o-a.ooo.::.
Certification ReqtJJ.rements
for Physical Edueation Teachers •
IV.
PBYSICJ\.L EDUCATION CURT-UCULUlV[
OF FIVE SELECTED
AJVIEHICAN COLLEGES AND UNIVEBBITIES.
Proeed1ire
o
0
0
~-
0
o
o
o
4)
•
•
oooooo.:.•
Comparison of the Undergraduate
Requirements of FivE;! Selected
Colleges and Universities in the United States
Vo
SU]\1IVIi\ItY OF FINDINGS
CONCLUSIONS AND RECOMMENDATIONS.
BIBLIOGR.APHY
o.Qcoo•oec-oo•oa
viii
19
0
Facilities of the
College Physical Education Department
I
i
25
28
28
42
45
48
LIST OF TABLES
Page
I~
IL
III.
IV.
V.
VI.
VII.
Organization Chart -The Ministry of Education
7
The Iraqi Education System
9
Number of Students Studying
Abroad in Different Countries
By 'I'yr;e of Sponsorship and Degrwes
11
The Organiza.tion of
Higher Education in Iraq.
15
Nurnber of Students and Gradllates in
the College of Physical Education:
at the University of Baghdad (l9GI5~1971)
21
Physical Education Facilities
at the Uni.versity of Baghdad (197il0-1971l
26
A Sunnnary of the Four-Year Curricu~J.mns of
Five Selected American Colleges ~and
Universities
43
Graduation Requirements of Five
Selected American Colleges and
Universities, and the Co1lege of
Physical Education at the Univers~Ity of Baghdad"
44
~~teoooo
VIII.
ix
',·
.""'-
r-·..
-~--"~---·····-"··-"·'"-··-
. -..
~·-·-·-··-····""'-•"•-·"·---·-·~
........
--~-------
. . . . . . . . . . . . . . . . . . . . . . . . . . ._._ . ,__________________,_. . . . . . . 1
I
.
l
!
!
I
,!
l
I!
I
CHAPTER I
I
I
INTRODUCTION
To insure that the most effective experiences are made avail-
I
l
!
!able to prospective teachers of physical education> constant review,
lland revision where appropriate)
is vital.
In relation to this thought,
i
l the investigator has been concerned for some time with the follovi·ing
I
itwo questions:
l
(1)
To what degree do the requirements of the
i'
jphysical education teacher preparation program. at the University of
~
!Baghdad) Iraq, parallel those of the ·western Vlorld, and (2) To
i
jwhat degree could the University of Baghdad benefit from a closer
t
j adaptation to the American system of teacher preparation?
The investigator has been in communication with the Department of Ph:YBical Education at the University of Baghdad, and they are:
very much interested in such a comparative study.
To this investigator's knowledge this is the first comparative
!study of its kind regarding physical education in Iraq.
It is hoped
:that it may provide impetus and help to others who are interested and
;
! concerned
with regard to the fllture of physical education in Iraq.
1
'•
.... -
2
l
l
,........... ·...-~-,-•·=·'>'-'-.,_,'•"""'... -~•-=•~•---~--~...._, ___~_,_ 4._...,,__,
~~- -~--~~~~"---.··-~·- ·-~-~-~~-.-_..,.-,..,., ~ ~-·~
'
-~~w~~~-"~~ ~'' ~· --=~-----~,,._,...,
,,. ____,
~
a•·•• -A<--~..-......-. .. ~
~·' .....__._,_.,........_~ ---.-~-..-?,.,•-;>-•·•~- ~-'1
The Problem
l
The problem under investigation in this study is the shared
!concern of ·the investigator and the Dep2.rtment of PhysiCal Education
lat the University of Baghdad for a comparative study and possible
!revision of the teacher preparation program at the University of
!Baghdad.
IjPurpose o_!_th_is ?tudy
l
The purpose of this study was to compare the undergraduate
!
jphysical education teacher preparation pT·ograrn of the University of
l
!Baghdad with those of five selected colleges and universities in the
1
!united States, and offer recommendations for revision at the
I
i
!UniversitY of Baghdad where ar)I)ropriate.
l
~
~
.
I
ljScope of the Study
,------------
1
The scope of this study includes:
(l) A descrlptive chapter regarding the historical background
of education in Iraq,
(2) A study of the present physical education teacher preparation
program. at the TJniversity of Baghdad.
(3) A study of the physical education teacher preparation pro·grams of five selected colleges and universities .in the
United States.
(4) Comparisons of the programs in Baghdad and the United
States.
{5) A summary of the findings along with conclusions and
recommendations.
3
~~~;r:~~-~~·~~~·~,~;~-~~~~·~;-·-·
,.
,,,,-~---------····><'-"--------~·-···--···-····-·------·----·---··-·----·····-~·-"-'l
(1) The time factor involved in communicating with the
Department of Physical Education in Baghdad.
I
l
I
I
l
(2) Equating materials translated from. Arabic to English.
(3)
The use of only five American colleges and universities
for cornparison.
(4)
The investigator 1s limited command of the English language.
I
I
lOr ganiza tion of the Chapters
l
I
!
An historical back.ground of education in Iraq is presented in
)
(Chapter II.
Chapter III deals with a study of the present physical
I
!education teacher preparation program at the University of Baghdad.
l:In Chapter IV is
found a study of the physical edu,cation teacher pre-·
l
!paration program of five selected American colleges and universities,
land Chapter V is devoted to a sumnJ.ary of findings, conclusions and
li recommendations.
}
i
I
CHAPTER II
HISTORICAL BACKGROUND
The essentials of Iraq culture have endured through many
different occupations by various other nations. Sumerians,
Akkaadians, Babylonians, Assyrians, Persians, Greeks, Romans,
Arabs, Mongols, and Turks have followed one another in occupation
of this area, each contributing to a greater or lesser degree to the
physical mixture and cultural complexity of the Iraqi civilization.
This civilization was already a composite one, three thousand years
before Christ.
In 1750 B. C., the first school was built by King Humurabi in
the city of Sippar, twenty miles north of Baghdad.
But even before
this .. between 3600-3500 B. C." there were writings on education by
the Summeriat, the original inhabitants of the area. · (11:17)
i
In 637 A. D. the Moslem Arabs conquered Iraq and began to
establish public schools.
Baghdad became the center of literature
I
j and knowledge, particularly during the Abbasid Period, which took
place between 750-1258 A. D.
During this period, many scholars
Ifrom western nations went to Baghdad for advanced training
i
4
l
'
5
.
~~-~~~-~-~···;_:·~~,·;~-~~~~~~--~ ~~-.-~-~-~~-~~-~-~-~ ····-~-~~-~-~~-~-~~~~·1;·: ~~:;~~-~-~--~-~-~ ~~~--~~~~----1
jcradle of civilization and culture.
For instance, the foundations of
I
!algebra, astronomy, and chemistry were laid in Baghdad, and the
I
1sys ten1 of Arabic numerals became a tool for mathematicians the
I
I
jworld over.
(11: 17)
During the period of 1861-1917 A.D", Iraq was considered a
i,'
i
ipart of the Ottoman Ern.pire and was divided into three provinces
I
!called Mosul, Baghdad, and Basrah.
Each province had its own
l
!governor and city council.
i
The city council of each p
!
!responsible body for the educational system.
vince was the
In 1833 A.D. the
!
Board of Education was established by the Sultan of Turkey and was
located in Istanbul, Turkey.
The Board of Education -vvas considered
a government agency responsible for the spread of education,
teacher
training, inspection, and publishin.g for the province of Iraq.
Longrigg and Stoacks indicated that:
Upon a traditional layer of elementary (lVlulla's schools) and
m.ore advanced IVIosque schools the Ottoman government had
imposed a system consisting of primary and secondary sd16ols,
one or two were to be industdat w·ith an independent system of
milita:cy instruction. The smns spent on it \cYere small, the
organization weak, the standard of teaching low and the
students few. (14: 17 3)
In 1917 as a part of the Mesopotamian Campaign, the British
Army captured Baghdad and ended the Turkish rule.
The British
1\-Iilitary Administration realized the country's needs, particularly for
civil servants to run the government.
The obstacles faced by the
6
[-'""""~ ---·-··--·--····-~----,----··------ ,
____ ----·-·--·-----·-·-----------------------·----------·-···---·····-----
·--·-~"-~----~~-------·--·-·---------------
-·
!British administration were finances and a shortage of teachers and
~building
facilities.
Il~Y o_!_Education
Today, the public school system is under control of the
l
!Mj_nistry of Education, vrhich coordinates the school systems and
lj drafts
and implements policies relating to curricula, textbooks,
/teacher training, and long-term planning.
The Ministry of Education
1
!
i exercises
I
I
jWithin the
considerable control over the private schools ln Iraq.
M~inistry
of Education, each major departm.ent is headed
by a Director General who ts responsible to the Minister for lmple. mentation of policy in his own sector.
!
'
The organization of the
!
Niinistry of EducaHon and its departments is shown in Table I.
The head of the Ministry of Education is entitled
, Education.
11
11
Minister of
He is a member of the cabinet and is responsible to the
; Council of Ministers for the Educational policies of his rninistry.
i
The Deputy Minister assists the J\lini!3ter of Education in
developing the proper administrative policies.
The technical,
financial, and administrative affairs come under the Minister of
Education by way of eight major departments:
(1) General education
) (including a separate section for secondary education),
'tration,
:
The first step initiated by the British administra-!
ltion was the opening of several primary schools to provide junior and
t
!senior civil servants to run the local governments. (34: 14)
l
-~
(2) Adminis-
(3} Inspection (including inspectors of secondary school
---~----------------·
TJlJ3LE I
ORGANIZATION CHART TilE HINISTRY OF EDUCATION
1
~~~
~
-----
t:;ultural
~(elations
~·~
I
,
~~
__j
lcl-~:l~
'f
"•
~
ICult~:~:
f Industrla.L
Exchr;;1~! .~~"L0uC'ati~
, -gc__
I
I
~~
..-:--""'----, P:d;r~"!.!'Y
I
1~-,~tion
!
t\1
-----li!l--:-"
r--1
1 ., t
.'ome
... Ec on
. •
1
'
C'l
,
''"holar.-!L,
Board
...... ....,
I
,, •
·:,.c·;h
•..J.<J.-
!
t
II
llL.__ ~ .:--·
·
~ .... r.... ,...rrncrc],lC\,J. ~
~ !""""' '
.
-:-:--:11
i f:,J,j,';,•1U6il.
G:lucn.tion
!
~
L
I
l
nJ·
Vocat~on,~
']Schools
I
· Source:
L_·-
~
__..,__
~~ I
I
"'
( 111 ..... t".
-
,,_ "'· .
J
'
t...:.:.:.:---- .
'
r~;'r:"lation!l
"- ... ' . '
', -:u..c~l....Ql;.;,
,_
(;:
£:~
k:tb:::-n:d.cs I
fine
I~J '. •
.
,•H
II
I
I
~Tech.!1J..C~
r·
r;. •
~~~ 1r::-..:..;;:::;-.:.~
~
1f ....,·:.?.rninc<twri
i"
·,
......
" ~" j fi cn.i.
n rTl~,
:·nspecti~ 1''"'. ,, o:.i
~-~-11~
T:rn.1n:inr
'"
!
)
r--
~ c.~
Jil .Secondary
II~' '1 1~1...~
.-.
on
,., - ''~!. . uJ•,.,-.di ':d. Tclch;ri ~~
[c.\ 11 ;~a: !f··' ,·::~~;~~ u:~~- I
I
~
;1.tttv·~ ~ ___ tL__
r.:-&_
f
,,
I
'~~'~
!.-J~
,~ Subj • I !.~"-"; V •rc•:-:t::
,\icb
i!!
f£1;
,
Inspec-c:lonl rAffairs
'~u-ts
I
t.._____l
•
-L';<pi
. . e?;.
s~;-:-r<-~j
lrn:;>
.
~J-:..,___,_,
~
i
~
13i"ucatonall
I<".+ n+;
•'
~~..J
Gover!1ment of Iraq, Hinistry of Education, A:mual Report,.·n."l :Ulucation in Iraq (Baghdad:
Republic Press, 1969), p. 19,
-.:J
8
r--·--····-
~-·-·····-····-
rubjects),
1cia!,
I
-----·-------·-
~~-··--·---
· -· · ---·-----
·----·-·-----~·····-
--··-·--.,··--·····--·--·---·· -
(4) Vocational education (including sections for commer-
agricultural, and industrial education),
.
I
-~·-------·~--··-····------1
(5) Technical affairs
j
!
, (including sections for curricula, textbooks, and visual aids, exami-
I
!nation and certificates, fine arts, translation and publication,
I
!libraries and educational statistics),
l
(6) Cultural relations (including;
I
!sections for scholarship boards and cultural exchange),
I
J
(7) Physical
!education, and (8) Kurdish studies.
I
l
!i
The Director General of Education and the Director General of
ITechnical Affairs are the real administrative heads of the school
i
.
i
i
1 system.
1
They are required to have experience in educational adrnin-
Iistration and classroom instrLlction,
and are responsible to the
/Minister for the proper administration and supervision of all the
!
i
Ischools in the country.
I
i
i
!, __
The _
Educational
Ladder
The educationalsystem has three stages.
:the primR.ry stage with a duration of six years.
The first stage is
The secondary school
is the second stage and l.s made up of three intermediate followed by
. three preparatory years.
The preparatory is also divided into two
, sections; the literary and the scientific.
There are two kinds of
secondary schools in Iraq; vocational and academic.
Arabic language..
literature, mathematics, history, and the sciences are stressed in
the secondary school curriculum.
Table II illustrates the primary
and secondary stages of the educational system in Iraq.
'·"
.-
TABLE II
THE IRAQI EDUCATIONAL SYSTEM,
PRIMARY AND SECONDARY STAGES
n('1':'.8
I
}~,~~")nt"r:ti ~s
I
{-, j 2]..3J::~;-:3
, 1--=-T,l~,_ ,. -~-I
. l,
.
l J"r~In.''"l"'"V
1
t;
.
t-[ 1 [ ; :G.. Qlnine
!
\
[
Tr.,,...h,..- rr,..,
I1.-(-i
F'.lnc.
1
.~.,...t '"'~
.l
a
I
T
•
n:ot.ltntcs
.i /
i ,I
i
.!
I
l
I
l
!
I
i
I
!
.,
I
I
!,
I
I
1:
l,
j
i
·source:
Covcrnment of Iro.q_, Mini.stry of T::cuc.:.t.ir;:1, ~Q P.e.DQ!i !,2 ft~nt""j_ti nn 1n
Republic PreCJG, 19~,7), p. JR.
'--~-------------·----·-·
~...
------
------
l::.:::.c.. (Rar;hdud:
·--------
I
I
_ _ _ __ . t
~
10
---
"'"'" ~-~---~ ···-~-~-·- ~ --~· ~- ~
.....~~~-~---- ····----~~···--~~-~. ····-···~·-~·----· ·- ~-·-------~-"-"-··---~·-·-·---... ~- ·~··· ... ····---~·-·--··----~------
-..
--~------~
The third stage is higher education which ranges from four to
I
six years of additional learning.
I
Hiaher
Education
b
I
l
l
.
DurLng the Ottoman domination, Iraq had only one college of
law to train civil cifflcials, publicists, and lawyers.
Under British
mandate, a higher teachers training college of education and college
of medicine were added.
Higher education today ranges from four to six years and no
student n1ay be admitted to higher education unless he has su.cessfully
l
I
passed the central examination (baccalaureate).
'
In Iraq, there are
four universities, five private colleges, and one private university
located in Baghdad.
In 1934 the Ministry of Edu':ation created the higher teacher
institute to prepare more teachers for a growing need in the secondary schools.
The government of Iraq began to send students abroad
for higher education, particularly to the American University of
Beirut in Lebanon.
Schools in England, France, Germany, United
States, Sweden, Turkey, Italy, Switzerland, and India were also
utilized.
After the revolution, July 14, 1958, students were also sent
to~
Communist countries, such as the Soviet Union, Red China, Eastern
Germany, and Bulgaria.
Table III shows the number of students
. studying abroad in different countries by sponsorship and degrees.
'
~
--·-----·----
.,
!
I
!
TABLE III
I
NIDIDER OF STUDENTS STUDYING ABROAD IN DIFFERENT
COUNTRIES BY TYPE OF SPONSORSHIP ~"D DECREF.S
j
I
II
I
!
I
!
I
~
.
l_
~r.tor
\.)ll.ruLQf SpQDf\C'I;illio
Bursaries · .
Fellowships
Financially 'Aids
W~;;t_dv Lecwos
2
-
L-Gnver.m:lilnb.J §j;.ufuin"\;:o ~
J'!'otr.]
-~_?OO
~
jDur.sa.ries
Fellol'sbips
Finandally' Aids
Study Leaves
!
F1op-Gpverm~cnta1
~
'nttJl
Stud .nts
' '
ursJ.r1es
ello•,:ships
inanci.ally A.i.ds
tudy Lenves
rKnn-Go~r1.,nts
·,.,+~1
~
~
ursaries
enowsbj.ps
!" inancially Aids
!Study Leaves
r·lon-(iovcrom,n·r,ol St.u.rlf.:l:J.t."
L_ TOTAL
Source:
i
j
\
125
7
186
2
-
2/+
19
L,
-
61
l'
47
.31.3
-
1
21a
-
8
-
16
112
-
-
_J')l
'369
· -
·
·
6
10
· 18
/,
162
-
1n?
-
.5
1
-
6
•
BOO
95
1
!
II
80\J
ro
t:..
!
-l.....§.TI
I ·
17
1
I
!I
. -
1.6.~
-
25
-
-
~~J.57
.
!
! (. .
;;7
-
n
1
-
-
84
-
I
,
n
.1 '"?
i
!
159
26...2
I -
I -- l
58
i·
~~nunl
'i"-6
I
10
292
19
6,15'7
)2.102
(...?n
Countries
1
United States
I
I
Western
European
Countries
I
l
Near East
1 and Asian
Countries
I
;::~
10,227
,
I
'1
.J..
, t..,n
-
-
2,7Jf!:
58
16
I!
86
i 1 6?.0
, noo.
-
!
1 fo"ifl
-
2.s
Knh
726
26
314
2
1
-
.. ·?.
l,l.)5
.6sol
I
,
I
-
"
1 J,t;()
!
I
Governm0nt of Iraq, ~anistry of Education,
Republic Press, 1969), p, 18.
·----·-------~------
-
l
267
7
35
-:::~
-
3
-
l
Tote,]
-
-
-
6
-
I -
-
3
8
-
_jNon..:Govt:
IDnche1or I Di.rlomco ISt;Jr1ents
51
1
7
i20~~
'i~
'f'oh,
~
H:tstor
192
6
9
'
Type of De-cree
,
1 Eastern
-
I
II
I
II
1 E\.:ropean
Countries
l
I
Renort on Education in Iraq (Baghdad:
1.
f--'
f-'
12
I
r··~-·-·····-~~---·
..
........... ..............._...... .... . .-...........__________·-·---····-·..····............_._···--·-·····-..·-·····-······--,
····--··-~---~---·-·"-
~
~
~
In addition, a new revolutionary era of mass education
1evolved
and, consequently~ the illiteracy dropped from 90 percent to
I
!50 percent within six years.
(3: 14)
Educational legislation for the
I
lI
I
j
!nation of Iraq was clarified by Matthews and Akrawi as follows:
f
!
j
In generat education in Iraq is governed by the provisions ofl
the public education law of 1940. The law defines the functions or
the Ministry of Education as the founding of the m.inistry of government schools of all types and levels; the supervision of private and foreign schools to direct them. toward the general goals
of the governm.ent schools; the organization of youth, particularly through military training, scouting, and physical edLlcaU.on;
and finally, the fostering of scientific a·nd literary movements,
the spread of general culture, and the liquidation of illiteracy.
The law classifies the schools into primary, secondary and
higher institutions; according to purpose into schools of general
culture and professional or vocational s<;hools; and according to
control into government, priva.te, and foreign schools. The la\v
sets forth in a general way the conditions for admission of stu··
dents to the various kinds of schools and of their promotion from
one school level to another. It authorizes the Ministry of Education to declare attendance compulsory in those localities where
adequate prirnary school facilities exist. It defines the level of
training required for teachers ·in each type of school, makes
provisions for sending students abroad for study, and lays down
rather careful stipnlations for the supervision of private and
foreign schools. (15: 128-29)
Colleges and higher institutions existed in Iraq for many years
before the University of Baghdad was founded in 1958.
Institutions of
higher education now in Iraq include the University of Baghdad, University of Al-Basrah, University of Al-lviosul and University of
Al-Sulaimaniya.
Baghdad.
The last three are connected with the University of
Also there are two private universities; University College
and University of Al-Rikma which was founded by American Jesuits in
: 1956.
The University of Baghdad, with its nevvly organized branches
13
in Mosul, Basrah and Sulaimaniya, encompasses 92 percent of the
enrollment in higher education.
University of Baghdad
In 1960, the legislature passed the "University of Baghdad
Law" which introduced the University into official records.
No
II
action, however, was taken until a year later when the appointment of;
i
i
the first president of the University of Baghdad and four professors
who acted as members of a University Council came into being.
(12:289)
The "Law of the University of Baghdad" established the University Council which immediately made an annexation of the thirteen
existing colleges and six higher institutes.
(12:289)
The University Council administers all university affairs and
supervises its policies.
The council consists of the president of the
University, the deans of the colleges, and a representative of the
Ministry of Education.
The Minister of Education represents the
University of Baghdad in the Parliament and in the Cabinet.
(8:8)
The thirteen colleges and six higher institutes that make up
the University of Baghdad still occupy separate buildings at various
·locations in the country.
Still in the early stages of construction, the University has an
entirely new $87 million campus designed by American architects.
I
It is situated on the peninsula of Jadiriyal. which is formed __b_y_a_ ____,
14
--------------- ------- ------------ ----- -- - ----------)lorseshoe bend in the Tigris River.
f~---------~------~-------
-----------------~---
--- ---------- --------------- ----------- -------This area is in the southern
~----------
Isector of Baghdad.
i
l
At present the University of Baghdad is comprised of fifteen
;colleges and six higher institutes in Baghdad, four colleges in Basi
irah, five colleges in Mosul and three colleges in Sulaimaniya.
i
It is
'
!planned that the University's Basrah, Mosul and Sulaimaniya sections
I
;will become independent universities \Vhen they are administratively
:and academically establi's he d.
Table IV outlines the organization of
!higher education in Iraq.
In the early days of education in Iraq, college enrollments
were small.
Programs of physical education were simple and the
:organization and administration of f!iUCh programs was attempted by
persons with little or no professional training.
In 1960 the higher
'institute of physical education extended three years, but by the University of Baghdad Law of 1958-1959, it ·was established as a four-year
college.
The College of Physical Education is sHutated in Baghdad,
and is administered by a dean who is a member of the University
Council.
The college is financed by the Ministry of Education, and
students applyir1g for entrance n."lust have a high school diplomCJ..
situation now is in sharp contrast to those earlier days.
The
Increased
'enrollments have brought about many changes. ·Now physkal education teachers possess the same qualifications as other members of
I
TABLE IV
i
TEE ORGANIZATION OF HIG:r-IER
EDUCATION IN IRAQ
Collagen
i&, in lhr;hdnd
~~
'
C~luc:1ti!~
==mr_
'
_ _w
I
~rt
t Tcr;hni c.:~}
and
F:cr.nrmi c~;
Ar . ri r:uJ tt're
,·n
-
l '.~;, ,,,
m
,.. j_ fl t1
----,
I ::=J
,.r~Dninc
----
Fu:>inc:s!J
Technicc!l
Toc1:noJcr:Y
===:r=
l'f'c~"r11·
- .... " c~"• 1
'1
1 tor..e
!.
te-,
~University
fi. ch:;:l· ~~'echnj-j
(-''1
.1\.cr:!.cuJ-Lnrc
En('i.ncr;dnr·
Phn:rm:~
i
I- - - ]
-).d!'i1n1.!JTr~;.-t,i
~-I'ri vn
lm chor uTechI n i c .,1 1'::'·,.,_ i rd>1r~
1Zlci nce:1· inG
::H~:i D!H:C
1·~~··(1'l
~~ Covornrncnt
. ·i~ Inst:i.;utes
I
_::l
\Fri rrr.•rv T(w.chi
0:r Tr:1 in·inr,
.
I
I
r----oi.-:-::----1
m.:mrlc.m-"n bl
!&Jucat.ion
Teacher Training
r?.conot1iCD
cy
lncnt.is try
f~!Fc-fc:J
r.;---:- :M'~---.
~nr
=::m:-,- -I
T'11v~-l r-~1
'}~~_l, ~;~ 1-~- on·
Ter.hno1 orry
Snril nc·"rinr,
I
Il _ _ _ __
-~
.-:~
f-'
c.n
16
r--~--------~-·--·----~----·····-·-·~·----~---·--··---·--·-~··-·---···-·-·······------·--------··-·······-----~------··~--·l
faculty and, in addition, they have the specialized abD.ities and
I
lknowledges which enable them to carry out their duties in physical
I
1the
Ieducation.
Recently, as a professional group, physical education
.
II
.teachers have been recognizing their responsibility for developing
il
I
I
de1nocratic ways of living through physical education programs.
I
The program of physical education in all the colleges except
lthe military and the police colleges is based·on varsity team games
liand a few co-educational intramural games which are restricted and
I
ilimitcd in number·.
There is no physical education requirement for
!
lI graduation.
1
l
iThe ~irectorate - General of Physical Education
I
l
The Directorate - General of Physical Education and Social
I
i
1IA C t'
·1v1't'leS is connected directly to the office of the Minister of
'
~
/Ed
.
j
ucabon.
l
\
Article B .. No. 29, of the year 1958, issued by the Ministry of\
lj
!Education, stated that the Directorate - General of Physical Education!
i
II
·and Social Activities s houJ.d be a college graduate with a physical
education major.
He also must have experie?ce in working with
young people and the various sports organizations.
He assumes the
Ii
l
I'
l
full responsibility for organizing and administering physical education at all levels of education in schools attached to this Directorate1 GeneraL
The sub departments are Director of School Sports,
l
L,.,,•-r• • -•
-~··- ••r.--u ---~·--~~-·---"-'·--··--: <A-~~--~-·~-•••••"~--T--~~~----·--~---- -"--~~--· •• ·-·~-~-~-·~-~-·-··~ ~--·----·--~- "M·•-----··-·-- .~·-·- ·---~-J
•..
_
....
17
Director of Civic Sports, and Director of Camping, Scouting and
Student's Movements.
The Director of School Sports is responsible for providing
students with good physical education facilities, and a spirit of participation among all students.
The director of this branch must
·have experience and specialization in youth activities in the physical
education field.
(16: 66)
The Director of Civic Sports deals with the local and Civic
Sporting Activities throughout the country.
He is considered the
coordinator between the international sports organizations and clubs
and the national organizations such as the Olympic Committee of
'·
Iraq.
He also has to have experience, specialized skills and an
interest in club activities in order to promote good standards of
sports in the country.
(16:66)
The Director of Camping, Scouting and Student's Movements
arranges and organizes student camping and scouting activities.
To
be in a position to perform duties effectively, he must possess
·experience, specialized skills, and knowledge of his field.
(7:234)
Summary
The educational history of Iraq has ancient beginnings.
Dur-
ing the Abbasid Period, Baghdad was an important educational
center of the world. Some strides were made through the years by
lvarious rulers in the educational system of Iraq.
.
18
Higher education has varied avenues open to the relatively few i'
i
1who do successfully pass the baccalaureate.
Available are the col-
!
I
l
lleges and universities in Iraq and the option of gol.ng to universities
I
!
.!
!abroad to study,
;
!
j
Illiteracy dropped from 90 to 50 percent after the 1958 revolu"·l
i
i
ltion when an era of mass education evolved.
The educational system
i
I
\
!is governed by provisions of the public education law.
!
!defines the functions of the Minister of Education.
!
The law
He is head of
!education in Iraq and he coord:i.nates and implements policies within·
I
It he educational framework and supervises the affairs of eight major
\
!'
!departments.
The Deputy Minister assists the Minister of Educationo
!
The Director General of Education and the Director General
i
!of Technical Affairs are administrative heads of the school system
i
!and are responsible to the Minister~
The Directorate - General of Physical Education is also
;responsible to the l\i.UJ.1ister.
His responsibilities are to organize and
!administer
physical education at all levels of education.
I
Ii
1
~·----~-----------------~----~-----~--------------···----~------·-~------·------~-----··:-·-~----~------~-----------------.,.,
-
-I
l
I
II
CHAPTER III
A STUDY OF THE PRESENT PROGRAM OF COLLEGE
PHYSICAL EDUCATION AT THE
UNIVERSITY OF BAGHDAD
l
IjBistorlcal Sketch of Development of
I
Professional Trainipg in Physical Education
i
The College of Physical Education, limited to men students,
Il
;was established in 1942-1943 in Baghdad by the Ministry of Education
l
!
/for the purpose of training m_en students with the intermediate certifi- j
!
l
)cate to teach physical education in elementary and secondary schools_
I
1
ifor boys in Iraq,
A three-year course of study, assigned by the insti- 1
I
;
ltute, was thought to be all that an h1termediate school graduate needed
!
ito be
I
qualified to teach physical education in the elementary and
!secondary schools.
(16:78) The enrollment for the year 1943-1944
i
i
Jwas forty-one students.
Only 30 students graduated in 1945-1946.
I
!
!The other eleven students either dropped out of school or transferred
i
!
'
lto other teacher training institutes before graduating. (6: 137}
,_
i
The institute was officially closed from 1946 to 1954, and
'reopened under a new administration in 1954.
The primary
:teacher training school at Baghdad substituted a section for training
~
;physical education teachers for elementary schools.
I
'j'
·~-·-~
This section vvas
,,,,,..,- ~·, _,__ ____ ··--~·--~~·-·-~-·--••••-·•·~---«-•-·•--•v-~ ·-·~~''" • --·--·------·-·•--~ ·~---·----- --•·----·-~-· -----·~·----•-·--• ·~-·-• -•- ••-•·· ·-··-- --·'"•~•--• •
19
'·
--
~·
20
f------·-~-·
__ ., _________________ , ___ ···-··--·--·····----.. ---· ...........
----~---~·--·---·-··--···---·----·---" ·--·---·-····---~---------·------------··--:--"'"'!
substituted because the Ministry of Education realized the importance i
I
lof having a physical education training center.
I
In 1954 to 1955 a new I
three-year institute of physical education was established for students I
!with secondary school certificates.
1
II
I
{6:55)
Iraqi schools, both elementary and secondary, have long
.
I
!suffered from a shortage of qualified physical education teachers.
Il
i1
l
j
jAlthough physical education classes wereJ and still areJ a require-
1
l
!
lment in the Iraqi school'curriculumJ there are few trained teachers
I
l
;
l
i
IIto direct these programs an.d untrained teachers have been substituted i~
1
lin this phase of the curriculum.
It subsequently follov,rs that physical
I
i
!education in Iraqi schools fell below that of other subjects in quality.
i
I
The new law of the University of Baghdad (No. 28J 1958)
'stated that the College of Physical Education was to be established as
a four-year college attached to the University of Baghdad.
{9: 7)
Table IV shows the enrollment and number of gradllates of the college
of physical education for the years 1965 through 1971.
This enroll-
ment shows increases of about 45 percent from 1965 to 197 L
.Curriculum of the College of Physical Education
3tt the University of Baghdad
The program of the College of Physical Education at the University of Baghdad is designed for students who plan only to teach
physical education at a pllblic school.
Courses are offered which
lead to the Bachelor of Arts Degree (B.A.)"
21
TABLE V
NUMBER OF STUDENTS AND GRADUATES nr THE
COLLEGE OF PHYSICAL EDUCATION AT THE
UNIVERSITY OF BAGHDAD (1965-1971)
Year
Students
Gradaates
1965-1966
440
79
1966-1967
567
104
1967-1968
548
137
1968-1969
650
153
1969-1970>!<
720
165
1970-1971>!<
807
97
* Including "\Vomen s
1
College of Physical Education
from 1969 to 1970.
I
I
i
I
i
I
j
i
l
l
.' . '"" ......... ·····-·-·--·----..·---·---·-----·-·-· --------------·-·-·····--~-------------------------·-·· -···--· ---·------------·--------------------------·-· --___J
22
-----·--·----·---------.. ··--·-·-·-···------...... - ......._ ........__...,......... _________________,___
. ···----···"'1
r
A total of 116 semester hours are required forgraduation
j
,~--··--·-·-·-
!with a Bachelor of Arts degree in physical education.
I
Following is
.
I
I
jfour-year program offered. (26: 20)
'
I
II
I
l
1
I
1
l
1
1
:, ':
1
I
I
1
I
!
I
!..
!
th~
l
FRESHMAN YEAR
1971-1972
1
Semester
Hours
Subject
English Language
Education
Arabian Society
Physiology
Health Education
Scouting
Gymnastics
Track and Field
Small Ga1nes (Handball and Table Tennis}
\iV eight Lifting
Boxing
Handball
Fencing
Youth Guidance
Youth Guidance and Safety
3
,
l
1
1
2
1
4
---~
32
SOPHOMORE YEAR
Se1nester
Hours
English LangL1age
Educ2.tion
Physiology
Psychology
Methods of Teaching Physical Education
Theory of Physical Education
Gymnastics
Track and Field
Basketball
Soccer
Boxing
Wrestling
Handball
Total
I
1
2
3
2
1
4
3
1
2
Total
i
3
2
3
2
2
1
3
2
2
2
2
2
1
27
23
r-·-~---~-"---
---- ---~----- -------·~--·---.·- -----· ------- --- ---------- - - --"
.
-----------·-~----------··-~
JTTNIOR YEAR
1.
Semester
Hours
English Language
Sociology
Kinesiology
Teaching Practice
Methods of Teaching Physical Education
Theory of Physical Education
Corrective
Youth Guidance
Gymnastics
Track and Field
Basketball
Volleyball
Soccer
2
2
2
Total
3
2
1
2
2
3
2
2
2
2
27
1
I
I
I
}
l
i
!
SENIOR YEAH
Semester
Hours
Subject
English Language
Kinesiology
Teaching Practice
Sports Psychology
Methods of Teaching Physical Education
Theory of Physical Education
Corrective Exercise and lVIassage
Sports Medidne
Recreation
Youth Guidance
Gymnastics
Track and Field
Basketball
Volleyball
Soccer
IN eight Lifting
Swimming
2
2
3
1
2
2
2
2
1
2
2
3
Total
"i
!
l
1
2
1
1
1
30
1
,._,
~- .• ~ •
•>-··.--·
~·«•"-'-~=--~---~~-~~.---~-~---~--··~·· -·~---·---·----~~---~-----·-•---~-·--··-~ --- .v--~-----~-·----···~---~-~--·-- -••·•·
I
v
_ _. , . - . . - · • - • · · - - - · • · •
~--··• -~
24
r~-----------------------------------------------·---··------------
·
.......___. _______
.
~-----------------~---·---------------------------~---·- ·~---1
There are no co-educational classes at the University of
!Baghdad
for physical education majors, nor is there any skill proI
I
A summary of the study of the curriculum of the College of
I
\Physical Education at the University of Baghdad is organized into
I!three
categories as follows:
l
j
1.
General Education
A. Humanities-- Total of 1 0 unit courses require d.
I
B. Social Science---Total of 6 unit courses required.
I
C.
2.
3.
Natural and Applied Science- -Total of 9 unit courses
required.
Physical Education
A.
Activities ---Total of 50 and 1/2 unit courses required.
B.
Theory--Total of 29 and 1/2 unit courses required.
Education Courses--A total of 11 unit courses· required.
Total units required for graduation is 116 semester hours
for a Bachelor of Arts degree.
Facilities of the College Physical Education Department
The higher institute of physical
educa~ion
is administratively
attached to the University of Baghdad, but it has not yet acquired an
assigned building on the grounds of the university.
As a teaching institute the school now has modern facilities
and equipment.
I
I
l
I
ficiency examination required.
!
!
There is a large and small gymnasium, another
indoor gymnasium for boxing and wrestling, three indoor basketball
25
..
!courts, four outdoor basketball courts, two tennis
-------------~--------------
----------------------------··--·~---·----------~-~----'·--------------~----·---,
courts~
one outdoor!
!
j
!swimming pool, one soccer field, one outdoor handball court and one
j
Ilindoor
Ii
I
.
handball court, and one field area 25 x 25 meters.
There is
I
!also a library with 3,100 books written in ArabicJ English and
j
!German.
I
I
l
I
l
Table VI shows the facilities of the College of Physical Educa- j
1
i
bon and various dimensions.
(8: 7 5)
l
~taff Quality and Quantity
!
I
The Co1.lege of Physical Education at the University of
1
I
!Baghdad is administered by the president who is at the same time the
i
I
!Directorate-General of Physical Education.
The president of the
!
;college of Physical Education has been a leader in Iraqi physical
i
!education for a short time and hold::; the Ph. D. in physical education.
i
I
iT he teaching staff consists of five professors with Ph.- D. 1 s (most of
lwho1n are graduates of Am.eriCan universities), twelve assistant pro!
ifessors with lVIaster 1 s Degrees, and twenty-five instructors with
;B.S. degrees.
l
(10:8)
l
~er~ification Requirements for
-
Physical Education Teachers
---'L--
-
'I
Higher diploma degrees in physical education are conferred on
i
1
{'
,a student after he meets the following requirem.ents:
i
i
1. Successful completion of the four-year course of study
at the College of Physical Education.
\
I
I
- I
l\
'
•b•--~~~ •·------·~-·~--~-•"'~~---·•••-~·-~·-··-·--~·--.<•-•·•~·--•·-•·-•--·---~~----·-•--~·· ~ ·---·• --~---~-- •••••''•"""- • ••• _.,• ._,,,,.,,,_' J
•.v-•
26
r-·-------------~~----·----~-------·-----------------·
-------·-----------------·---------------------------------------- ----------------,
'
TABLE VI
l
PHYSICAL EDUCATION FACILITIES AT THE
UNIVERSITY OF BAGHDAD, 1970-1971
I
I
X
t
Measurement
Gymnasium {large)
30
X
40 JVI.
Gymnasium (small)
20
X
30M.
X
Boxing and Wrestlh1.g
10
X
30 l\li.
X
Squash Courts
Outdoor
Indoor
Facilities
>:<
X
Basketball Courts
X
X
Basketball Courts
X
Tennis Courts
X
Swimrning Pool
X
1
Soccer Field
X
1
Handball Court
X
i
I
!
I
1
Handball Court
1
Field
>:<M. -Metric system
X
25
X
35 M.
X
27
~,
-~ -·----~·-
2.
--·----- ---------------- -----------------., "'"----------- -~-
-~----
-----
--~-----
--
----~---~----
Practice student teaching in the junior and
senior high school years.
--l
1
I
I
After receiving the degree, the physical educa,tion teachers
i
I
.
I'
1
. t ae
I
1 sys t em b y the
1are ass1gne d a t eac h'1ng pos1•t.1on 1n
pu bl'1c scL10o
I!Minis try of Education.
I
I
I
l
i
!
I
i
!
i
--,
CHAPTER IV
PHYSICAL EDUCATION CURRICULUM OF FIVE
SELECTED AMERICAN COLLEGES
AND UNIVERSITIES
This chapter includes:
I
ling of the data;
(1)
Procedures relative to the gather-
(2) the undergraduate curriculum of each college and
I:university for
physical education majors; and (3) common character-!
J
Ii
i.
:lStlcs among the five selected American colleges and universities.
I
~
!
l
l
i
!Procedure
;-----!
j
The investigator conferred with Dr. E. C. Davis, a member of i
'
;
!long standing in the Academy of Physical Education in the United StateJ
\who suggested the names of five members of the Academy to serve as
i
i
i
:a panel.
A letter was sent to each of these Academy members asking
I
!their opinion as to the five best undergraduate physical education
I
.
!colleges and/ or universities in the United States.
l
ltme1nbers
l
(1)
(2)
(3)
(4)
(5)
The. five Academy
asked to respond were:
Dr.
Dr.
Dr.
Dr.
Dr.
John M. Cooper, Indiana University
Roger K. Burke, Occidental College
Ethel M. Lawther, University of North Carolina
Frank D. Sills, East Stroudsburg State College
Ruth Abernathy, University of Washington
28
29
[
··----~~----------·-
--··-------·-·
---------------······-------~----·-----~--------~·-··-----···----·------·--j
Since there was no response from three of the Academy mem-
,bers (Dr.' Ruth Abernathy, Dr. Frank D. Sills, and Dr. Ethel Ivi.
!
!
!
I
!i
i
l
iLawther), Dr. E. C. Davis, member
of the Acade:my and lecturer of
l
.
lphystcal education at California State University Northridge,
.
I
lnr. J. Tillman Hall, Chairman of the Department of Physical Educa1
.
jtion at the University of Southern California, and Dr. Robert
l
/Pestolessi, Chairman of the Department of Physic.~al Education at
!
!California State University Long Beach were substituted as members
I
!of the Panel.
}
j
The Panel of five experts was asked to sel.,.;;ct the five colleges
I
!or universities with the best undergraduate physieal education pro\
!
/grams in the United States and rank them one through five.
The
lf
\results were as follows:
I
i
l'
(1)
Springfield College
(2) California State University Northridge
(3} University of Oregon
(4) Indiana University
(5) Illinois University
i
i!
The criteria to be used for comparison with the College of
l
jPhysical Education at the University of Baghdad 2-rre listed below:
i
I
i
!
l
Total units required for graduation
Total units required in physical education (ac.tivity and theory):
l
Total units of electives
!
('-:!:) Total units for student teaching
(5) Co-education classes in physical education
(6) Skills tests required of physiCal education majors
(1)
(2)
(3)
The investigator selected data from the
c:~ttalogue
of each of
30
requirements.
The investigator also communicated directly by
phone with some of the schools where
m~re complete information was I
needed.
Springfield College
The program in physical education at Springfield College
seeks to develop the qua.1ities of human leadership and professional
skill., and to foster in the individual a desire to aid others in their
personal growth.
It confers upon majors in physical education the
I'
I
I
Bachelor of Physical Education degree (B. P. E.}., the Masters degree •
(M.P. E.)., and the Doctor of Physical Education degree (D.P. E.).
A minimum of 136 semester hours is required for graduation
i;
with at least 120 semester hours in non-skills courses., as indicated
in the various curricula.
Where applicable., all courses in physical
education are co-educational.
Following is an outline of the 136 semester hour requirement
for undergraduates majoring in physical education.
(31:73-74)
FRESHMAN YEAR
Subject
Semester
Hours
Biology 1: Basic concepts of modern biology
Camp Counseling
English 1-2: Written English
English 3: Oral English 1
Personal and Community Hygiene
Introduction to Physical Education
Physics Survey
Introduction to Psychology
.,. . -
..
_
4
2
4
2
2
2
6
4
....
•.
---
'•
_..,..
31
r-
Semester
Hours
?ubject
4
2/3
1
2/3
2/3
1
1
2/3
2/3
Man in Society
Soccer
Football
Baseball
Track and Field (1}
Swimming
Gymnastics
Basketball
\!if res tling
I
1
l
l
l
I
l
i
I.
I
I;
I
I
I
'
36 1(3
Total
SOPHOMORE YEAR
I
I
.I
-------·--·;;~~~~;,~~~--~;~~;-(;~:;~~~·~-:~)----~·. ··-~--~----·-------------~ I.
Semester
Hours
Subject
I
f
I
I
i
I·
I
I
I
I
;
l
i
Biology 7, 8, 9: Mammalian
Anatomy and Physiology
Chemistry (1--2 for those
specializing in Physiology, 8 S. H.)
Elective (non-major)
Expressive Arts
First Aid and Safety
Religion or Philosophy
Fundamentals of Rhythm
Games (1)
Folk Dance
Square Dance
Garnes (2)
Games (3)
Total
8
6
4
6
2
4
2/3
2/3
2/3
2/3
2/3
2/3
. 34
JUNIOR YEAR
Semester
·Hours
Subject
Foundations of Education
Electives (non-major}
Free Electives
Physical Education Methods and Materials
Physical Education, Analysis of Motion
................ ,....
......
•
~~--··-·
2
4
5
6
2
'
.
32
JUNIOR YEAR (Continued)
Semester
Hours
2
Physiology of Exercise
Physical Education in Elementary
and Secondary School
Tests and Measurements
in Physical Education
Education Psychology
Fundamental Gymnastics (1)
Track and Field (2)
Gymnastics (2)
3
4
2
1
2/3
1
32 2/3
Total
SEJ\'10R YEAR
Semester
Hours
Organization and Administration
of Cornmunity Recreation
Free Electives
Physical and Health Inspection
Supervised Student Teaching
Prevention and Care of Athletic Injuries
Physical Education for Atypical Children
Organization and Adr:ninistration of
Physical Education in Schools
and Social Agencies
Philosophy and Principles
of Physical F;ducation
Golf
Tennis
Badminton
Handball
Volleyball
Total
2
6
2
10
2
3
3
2
2/3
2/3
2/3
1/3
2/3
33
Skills proficiency required (examination) for graduation"
1
I
l
l.,
'·
.--
33
r---·---~---------------···-·"·-----------·--·-~·-····----····--·--·----·--·-·---········---·-------··-·---------·····-~
'California State University Northridge
The Department of Physical Education at California State
University Northridge is designed for students who {1) Plan to teach
j
II .
physical education, or {2) Expect to become physical education lead- l
lers in public or private programs, or (3) Plan to continue the study
I
jof physical education for an advanced degree.
!
!which lead to a Bachelor of Arts degree {B. A.
I!degree (M.A.) in physical education.
Courses are offered
L
Master of Arts
A total of 124 semester hours are required for attainment of
the Bachelor of Arts degree in physical education., Where applicable,
all physical education courses are co-educational.
outline of the four-year
program~
Follovving is an
(27:4)
FIRST YEAR
Semester
Honrs
Biology
English
Speech
General Education Electives
Natural Science Elective
Psychology
Hmrumities Elective
Physical Education Professional
Activities for Men
4
6
3
5
3
3
3
4
Total
31
I
34
r
--"~
I
I
1
1
..
-----~------·-~
--·------------· ·--. _____,____ . . --·-··------.. ----------.-· - ------·----------.---~---
SECOND YEAR
Semester
Hours
Subject
Humanities Elective
Anatomy
Social Science Electives
Political Science or History
Human Physiology
Physical Educatior1 Basic Dance
Physical Education Professional
Activities for Ivlen
Eleetives (major)
6
3
6
3
3
1
Total
4
5
31
THIRD YEAR
Semester
Hours
Measurernent and Evaluation
in Physical Education
History and Foundations
of Physical Education
Motor Develop·ment
Kinesiology
Psychology Foundations
of Education
Social-Psychological
Aspects of Physical Education
Physiology of Exercises
Education in American Culture
Theory of Coaching
Electives (major)
3
3
3
3
4
Total
3
3
4
3
3
32
FOURTH YEAR
Se1nester
Hours·
Adapted Physical Education
Organization and Management _
of Physical Education
Individual and Dual Sports Program
Dance in the Secondary Schools
Theory of Coaching
Foundations of Secondary Education
3
2
3
2
3
3
----~
I
~.
~,:
!
1
35
--·--·--·-·-···--·-·----·-·----·~-----·---·-------·----·----~·-------·--·~-----·---·----~----------·~·--···1
FOURTH YEAR (Continued)
Semester
Hours
Subject
Electives {major)
Electives (minor)
8
6
Total
30
Skills proficiency examination in 14 different skills req'uired
I
!for graduation.
I
.
FIFTH
~EAR
Semester
Hours
I
Education (student~teaching major)
Education (major; minor methods) ·
Electives
Il
I
I
8
6
16 .
30
Total
I
1
!University of Oregon
I
I
'
The Health, Physical Education, and Recreation Department
I!at the University of Oregon offers an undergraduate curriculum in.
!
I
\physical education leading to the Bachelor of Science degree (B.S.
l
L
'
ior Bachelor of Physical Education degree (B. P. E.>~ the Master of
!
!science and the Master 'of Arts degrees (M.S.) (J\1. A.
L
and the
l
fDoctor .of Philosophy (Ph. D.}, or Doctor of Education (Ed. D.) ..
'
To attain the Bachelor of Science or Bachelor of Physical
'Education degree in physical education, students must acquire a
:total of 125 semester hours.
for which a total of 17 quarter
This does not include student teaching
hours are required.
all physical education courses are co-educational.
... --
·when applicable,
I
I
I
36
·-··--·«"'"""~------·-··---------· ·----~-----------·-----------~-----~ -···----···-···-··-----------·---------~-~---·--~-----~----·-·-----l
Majors in professional schools usually take at least nine hours!
in each of the three groups:
arts and letters, social science, and
An outline of the four-year requirements follows.
(30: 396)
FRESHlVl:EN YEAR
Semester
Hours
Subject
General Biology
Elementary Chemistry
Nutrition
Psychology
Introduction to Health
and Phy?ical Education
Professional Activities
I
I
I
1
6
6
3
9
Total
2
6
32
SOPHOMORE YEAR
Semester
Hours
General Biology
Elementary Chemistry
First Aid
Human Anatomy
Principle Practices of Physical Education
Professional Activities
Total
6
6
3
6
3
.6
30
JUNIOR YEAH
Semester
Hours
~f
i
I
Human Physiology
Class Techniques in Physical Education
Organization, Admhlistration
of Physical Education
Personal Health Problems, Community
Health Problems, Communicable
and Noncommunicable Diseases
Professional Activities
6
3
3
9
Total
6
27
i
·-------~----------- J
...
-
...
-
..
_
......
37
.
.
r~-----------·--··--·-~-- ····-·------~·-···-----.~····· ·-·---~·-·----·------··--·-··---·-·-·---·--~
I
~~R.~~
I
Semester
Hours
1
I
Subject
I
Test and Measurement in Physical Education
Physiology of Exercise
School Program
Corrective Physical Education
Kinesiology
Health Instruction
School Health Service
Professional Activities
Total
l
l
I
I
··-------··
3
3
3
3
3
3
3
6
27
No skills proficiency required (examination) for graduation.
I
1
:Ind"1ana
1
','
u n1vers1ty
.
.
Indiana University, Bloomington, Indiana, has a school of
!jHealth>
Physical Education and Recreation.
The following profes-
j
jsional degrees are offered:
(1)
Bachelor of Science degree (B.S.)
i
j
jfor those successfully completing a four-year curriculum jn one field
I
l
!of physical education, health education or recreation;· (2) Master of
j
\
!Science {M.S.) degree in one of three fields:
health education or recreation;
(3)
physical education,
Director in one of three fields:
physical education degree> health education and recreation;
{4) the
school is authorized to certify candidates for. the follo\ving doctoral
degrees:
Doctor of Physical Education (F. E. D.), Doctor of Health
; and Safety (H. S. D.), and Doctor of Recr~ation (Re. D. L
A total of 124 semester hours is required for graduation with
, a Bachelor of Science degree in physical education.
; all physical education courses are co-educational.
-~
-•<"'
---~-·~-.~----~~--~~-·-~·-•·•·•--~--·----~---,•-• ·-~---·--··---~-•···------·-••-••
·---
When applicable,
Following is an
·----·-r~--··• .--~--·
-- -••••·•----·
,
~- ~-·-----.- ~---'
•.·
.--
38
3
3
2
5
2
6
2
7
Total
30
SOPHOMORE YEAR
Semester
Hours
?ubject
2
2
2
1
5
4
Introduction of Teaching
Public Speaking 1
Introduction to Community Recreation
Apparatus and Conditioning Program:s
Human Development and Learn:ing
Human Biology
Humanities
Personal Health
Gymnastics and Rhythmic Programs
Electives (minor area)
3
3
1
8
31
Total
JUJ\TlOR YEAR
Semester
Hours
II
l
il
I
I
·. .
-
Anatomy and Physiology
Physical Education in the Elementary School
Organization of Health Education
Kjnesiology
Laboratory Teaching in
the Basic Instruction Program
Or
5
2
2
3
1
39
-·---~~----····--------------------~--~---.--------·-~-------~·-·-------------·-···---··~··--·-···-·---··------·----------~·--J
j
JUNIOR YEAR {Continued)
Semester
Hours
Subject
Elective Physical
Education Activities for men
Individual Sports
Coaching Basketball, Track and Field
Coaching Baseball and Football
Team Sports
Electives (minor area}
1
1
3
3
1
10
31
Total
SENIOR YEAR
Semester
Hours
Methods of Teaching
Physical Education for men
Adapted Physical Education
Test and Measurements in Physical Education
Administration, 01-g anization, and
Supervision of Physical Education
Secondary Education and Guidance
Student Teaching in the High School
Social or Behavioral Science
Aquatics
Hmnanities
Electives (minor area}
Total
3
3
3
3
3
8
3
1
3
2
32
No skills proficiency required (examinaHon ) for graduation.
l
I
punoi~ University
!
The College of Physical Education at Illinois University,
!
~
]Urbana, Illinois, was first established as the School of Physical
l
!Education in 1932 and then changed to the College of Physical Educa-
1
'
iuon in 1957 with four departments:
!' '
'safety Education;
(1) Department of Health and
(2) Department of Physical Education for Men;
1
40
~------···---
1 (3}
~
...,-·--·--
~-----------------------
..........
__
,,
___
~--·--------------·-----··"---·---·····-·--·-;---·····-----·--------~
Department of Physical Education for Womenj and (4} Depart-
ent of Recreation and Park Administration."' The Bachelor of
.
I
I
I
Science
(B.S.} and the Master of Science (M.S.} degrees are offered
I
l
by these departments, and the Doctor of Philosophy degree (Ph. D.} in
l
I
1
physical education.
I
I!
To qualify for graduation with the Bachelor of Science degree
lin
physical education, a minimum of 132 semester hours is required.
i
!An outline of the four-year requirements follows.
Ilapplicable,
(28:426-27) When
all physical education courses are co-educational.
l
I
FIRST YEAR
Semester
Hours
!
Subject
I
Introduction to Physical Education
Health and Modern Life
Speech--Principles of Effective Speaking
Elementary Zoology
Physical Education Fitness Program
Rhetoric and Composition
Mathematics
Beginning Basketball
Beginning Football
Swimming
Electives
Total
lI
I
II
I
2
3
3
4
2
6
5/3
2
2
2
3
32
SECOND YEAR
Ii
Semester
Hours
I
Introduction to Human Physiology
Human Anatomy and Physiology
Politics Science--American Government
History of the United
States, 1865 to the Present
Humanities Electives
'·
I
.-
'·
.-
4
5
3
4
6
1
I
l
!
41
r······-····-··-------~----~-------~-········------~---···--------·····-··-------·--·----~·-·······-----·-·----·~--1
I
SECOND YEAR (Continuedl))
I
.
Semester
I
H~~-
Subject
Track and Field
Wrestling
Baseball
Electives
'1"<otal
1
1
1
10
36
TBJRD YEAR
Se1nester
Hours
Subject
-------"--
Organization of School Health Programs
History and Philosophy-Foundations of American Education
Kinesiology
Physiology of Human Exercise
Prevention and Care of Athletic Injuries
Square and Ballroom. Dance
Introduction to Psychology
Principles of Secondary Education
Supervised Experience in Physical EducaJtion
Electives
One of the following:
Soccer and Volleyball
Tennis and Squash
Lacross and Ha11dball
Golf and Fencing
T<otal
3
2
3
3
3
2
4
2
2
5
2
31
.FOURTH YEAR
Subject
Theory of Prescribing Exercise
Education Practice in Secondary EducatiQJ>n
Education Psychology
Administration of Physical Education ·
Tests and Measurements in Health,
Physical Education and Recreation
Techniques of Teaching
in the Secondary School
His tory of Sports
'·
.-
Semester
Hours
3
5
3
3
3
3
3
1
I
\
42
r-I
1.
!
-------------------·FOURTH YEAR (Continued)
Semester
Subject
Hours
Supervised Experience in Physical Education
Administration of
School Sport Programs
Electives
Total
1
3
5
32
No skills tests proficiency required (examination) for
f
:graduationo
j
I
:comparison
of the Undergraduate Requirements of Five
i--------------1
Selected Colleges and Universities in the United States
i
I
!
Table VII shows a summary of the curriculums of the five
;selected Ainerican colleges and universities.
The summary is or-
j
iganized into seven categories that were prevlously mentioned.
In addition to the items shown in the table? it should be noted
jthat in relation to student teaching at all five of the selected American .
:colleges and universities, the student teacher is given sole responsii
bility for at least a part of the class, a.nd receives an evaluation from
the master teacher as well.
It was further noted that most classes in all five selected
1
American colleges and universities were co-educational.
In only two
of the five-··Springfield College and California State University North'ridge--were skills proficiency examinations requiredo
43
r-~-----~---.----------------·--------
I
l
1
~
..------·-----------·--..·-·---..
---·-·---------~---------------l
I
TABLE VII
I
A SUMMARY OF THE FOUR-YEAR CURRICULUMS OF
FIVE SELECTED AMERICAN COLLEGES
AND UNIVERSITIES
I
I
i
II
I
I
1
I
II
I
l
I
I
'
I
lI
I
N
l
Physical
Education
General
Education
I
s
I
T
I
T
I
l
Ul
u
(\)
C)
(\)
Ul
<l)
•rl
+->
•.-l
0
N
s:::
(1'j
s
s
:::J
P:::
!=:
())
•rl
C)
00
'D
.-I'D
•-l
ro
H
C)
+->
ro
•.-I
0
til
<D
•ri
::::J.-1
0..
ro 0..
Z<G
I
:::J
0
-~
!=: C)
cdtll
l
Ul
H
!=:
C)
T
I
<l)
Ul
U1
())
Q)
•rl
_,__,
•rl
•r~
H
0
.-1
C)
..d
f£1
<G
E-t
:>
+->
C)
())
Ul
!=:
•.-I
•rl
p
-1-'
!=:
0
:>-..
~
...,
())
+->
roC)
.p
rr.l
E-t
0
-- -·
i
i
j College
j California
!state Uni/versity
l
l Northridge
i
6
24
14
19
15
40
18
136
18
19
9
22
11
32
13
124
6
27
21
20
24
17
11
123
6
17
21
25
12
35
10
132
18
20
12
23
15
36
8
124
108
21. 5
15.4
21.8
15.4
32
12
I
1
'
ro
:::J
IS prmguelc
. r· - 1
j,
I
;
r-1
'D
-
l
l
u
U n1vers1
.
•ty
of Oregon
Indiana
University
Illinois
University
Average
i
127.8
44
------··-~·--·-----------------···-~--------------------·------····-··-~ ----~
I
TABLE VIII
I
PHYSICAL EDUCATION GRADUATION REQUIREMENTS OF
, FIVE AMERICAN SCHOOLS AND THE
UN1VERSITY OF BAGHDAD
I
l'
l
_I
===========-~-~=-=-==~====-====================~==================----,
Requirements
i
I
College of
Physical Education
at University of
Baghdad
Five Selected
Colleges and
Universities
of U. So A.
I
'
I
I
~----------------------!
IITotal units
I
i
!required for
Igraduation
!
116
127.
8>:~
8.
2~~
.
I;,
IiTotal units
i required
in
i Physical Ed.
80
l
lTotal units for
i student teaching
I
!Total
6
Lmits of
lgeneral education
None
:electives
j
!Skills Tests
>:<
None
2 only: Cal State
Northridge and
Springfield
Average units of five Arnerican colleges and universities.
I
i
I
II
..................... -----··------------------- -----·---------------·-----------------···---·-······--·-----···-------·----·J
'•
.-'·
.--
'•
.--
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Chapter V compares and summarizes the findings as they
I
!relate to the University of Baghdad and the five colleges and univer1
lsities.
Conclusions are drawn and recommendations made.
I!Summary of Findings
(1)
Total units required for graduation at the College of Physical
Education at the University of Baghdad \vas 116 units, and the
average for the five selected-American colleges and universities was 127. 8 units.
(2) Total w1its required Lfl physical education at the College of
Physical Education in Iraq vvas 80 units, while the average of
the five selected colleges and universities was 47. 4 units.
(3)
Total units required for student teaching at the University of
Baghdad was 6, while the average for the five American
colleges and universities was 8.
(4) No elective units v\rere required at the College. of Physical
Education at Baghdad, but the average at the five American
colleges and universities was 21.8 units. All of those units
were in general education electives.
I
I
I
li
l
li
(5} There vvere no required skills tests at the College of Physical!
EdL1cation in Baghdad, but two of the five American colleges
and universities required skills tests for the undergraduate
physical education major.
(6) Co-education. There are no co-education classes at the
College of Physical Education in Baghdad. In all five of the
45
-.
---
46
colleges and universities that were selected for this study,
most classes are co-educational.
l
{7) The awarding of the teaching credential is coincident with the j
completion of the B~ A. requirements at ithe University of
!
Baghdad. This is true also at three of the five American col-I
leges and universities surveyed {Illinois» Indiana, Spring·
field}. California State University North.xcidge and OrE;gon
University require a fifth year for permanent certification.
(8) At the University of Baghdad, the student teacher is not
given the opportunity to have sole responsibHity for the
class. Neither does he receive an evaluation from the
Master teacher (only from the colleg_e st~-pervisor}. At all
five of the selected American colleges an:d universities, the
student teacher is given sole responsibility for at least a
part of the class, and receives an evaluation from the l\;Iaster
teacher as well.
Conclusion
Based on the findings of this stucy coincidenf; with the background and qualification of the researcher, it canL be concluded that
certair. recon1mendations for change in the physical education teacher
preparation program at the University of Baghdad could be beneficial
and justifiable.
H.ecoJrtmendations
(1)
The unit requirement for physical education should be
reduced frorn two·-thirds to not more than one-half of the.
total unit requirement for graduation at the University of
Baghdad:
{a) Mo.re units should be required in ot.Jher academic areas
such as edu.catiori, social sciences .. philosophy_, and
natural sciences.
(b) The physical education curriculum should be coordinated
with the curriculum of the school of .education to a
47
r------------~-----------------~-----------
. . ._____
--------------------------------~-----------
. ----·----------------.,----"'..
greater extent. This would be facilitated by having the
various colleges or the University of Baghdad closer
together.
(2) In the physical education program, less emphasis should be
placed on participation in sports and more emphasis placed
on methods.
In order to improve the competency of the students in the
sports taught at the University of Baghdad~ perhaps a
system of skills testing, like that done in some institutions
in the United States could be used. Then those who meet the
required level of proficiency could take other preparatory
classes instead of taking all of fifty-two U11its now required
in the various sports.
(3)
I
~
i
1,:
l
I
;
i
The student teaching assignments of the University of
Baghdad should be designed so the student teacher is responsible for the assigned class and is evaluated by the Master
teacher. Presently, student teaching is a. co-teaching
arrangement \Vith no evaluation of the student teacher's perform~ance by the Master teacher.
(4) Opportunity should be provided for the physical ed~cation
major at the University of Baghdad to experience elective
I
classes in physical education and in other areas of the college!
program. Thus, a student could follow a special interest area
of work in which he feels a need to pursue further. Since no l
minor is required, or available, for physical education stu- !
dents this would allow them to expand their background as
they see fit.
.
I
(5) The men's and women's physical education program.s should
be combined so those classes w·hich COLlld be co-educational
are taught as such.
This L'lcludes theory classes and those activities in which
both male and female students cOL~ld appropriately participate. This coordination of programs would rninimize duplication of classes taught as well as providing valuable learning:
:
experiences.
'·
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BIBLIOGRAPHY
A.
Books
1.
Al-Hilali, A. R. History of Education During Ottoman Reign.
Baghdad: People Press, 1959.
2.
Al-Kadhiini, M. A. H. Education During the British Mandate.
Baghdad: Al-Rahmaniya Press, 1922.
3.
Al-Quzweny, Hutham M. "A Study of Secondary Education in
Iraq, vVith Recommendations for its Reorganization. II
Thesis unpublished, California State College, Los Angeles,
1971.
4.
Clark, Victor. Compulsory Edncation in Iraq_.
UNESCO, 1951.
5.
Davis, E. C., and John A" Lawther. Successful Teaching in
Physical Education. Prentice- Hall, Inca .. 1948.
6.
Directorate General of Statistics, Ministry of Education in Iraq.
Report ~n Ed~1catio~iQ_Iraq. Baghdad: Government Press,
Paris:
1957-1958.
7.
8.
9.
_ _ _ _ Report on Education in Iraq.
Press, 1966-1967.
Baghdad: Government
Report ~!1 University of Baghdad_.
ment Press, 1970-1971.
Baghdad: Govern-
Directorate General of Registration) University of Baghdad.
Report on Education in Iraq. Baghdad: Government Press,
1959-1960.
10.
Report on Education in
Press, 1971.
48
Iraq~
Baghdad: Government
49
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11.
1
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Harris, G. L. Iraq, Its People, Its Soclet~s Culture.
New Haven, Connecticut: Harp Press, 1958.
I
.
!
I
!12.
1
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1
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l
113.
!
I
j14.
!
;!!
The Higher Committee for Celebration of the 14th of July.
The Iraqi Revolution: Its Second Year. Baghdad: Times
Press, 1960.
Hitti, Philip K. The Arabs: A Short History"
Macmillan Company, Ltd. , 195 3.
Longrigg, S. H., and F. Stoacks.
Praeger, Inc., 1958.
Iraq.
London:
New York:
ll
l
1
!
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l
Frederick
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j15.
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i
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!
I
Mathews, R. D., and l\IL Akrawi. Education in Arab Countries
of the Near East. Washington, D. C.: The American
Council on Education, 1949.
Sabie, M. "A Proposed Professional Curriculum for Preparation of Men Teachers. 11 Dissertation unpublished, George
Peabody College, 1961.
Smith, H. H. Area Handbook for Iraq. Washington, D. C.:
United States Printing Office, 1969, 1970 .•
'
Ii1s.
il19.
I
UNESCO. International Yearbook of Education.
UNESCO, 1970.
__
. ____ World Handbook of Education Org§:.nization and
Statistics. New York: UNESCO, 1971.
I
\20.
______ World Survey of Education.
UNESCO, 1971.
B.
21.
New York:
Iraq~
New York:
!
Government Documents
l
Government of Iraq, Ministry of Education, A~nu~l__Repor!_~_m
Education 1930-1933. Baghdad: Government Press, 1940.
22.
AnnLJ.al RepoEt on Education in Iraq.
Republic Press, 1967.
23.
______ • Annual Report <?D Hj._g_l_1er Education
Baghdad: Republic Press, 1969.
li
Baghdad:
i~
Iraq.
l
I
!
50
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24,
. Annual Report on Higher Education in Iraq.
Baghdad: Republic Press, 1970-1971.
25.
Final Results of Central Ex'lmjnation 196 9-1970.
Baghdad: Republic Press, 1970.
I
I
\.
I
Catalogues
University of Baghdad, Directorate General >Of Registration.
Physical Education Bulletin 1971-1972. .Baghdad, Iraq-.
27.
California. State University Northridge. Physical Education
Bulletin 1972. Northridge, California.
28.
Illinois University. General Catalog.
Urbana, Illinois, 1971-1972.
29.
Indian.a _University Bulletin 1971-1972.
Bloom:ington, Indiana.
30.
Uniyersity of q!'~()~General
Eugene, Oregon.
31.
Sr::ringfJ:~!.?
Volume 68, No. 96.
Volu.n1e LXVII, No. 24"
9~-~_}og,_19?l·197~.
College - General Catalog, 1972-197 3.
Massachusetts.
D~
I
No. 168.
Springfield,
Pamphlets
Repo~t on Educational
Baghdad: Al-Ani Press,
32.
Elias, Taha and Abdual J. Al-Zobaie.
Progress of the Republic of Iraq.
1969.
33.
Ministry of Education of the Republic of Iraq~ Curriculum of the_ 1
College of Physical Ec!ucation. (Trans. by the writer.)
·I
Baghdad: Baghdad University Catalogue.., 1971-1972.
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Periodical Articles
Al-Salman, A. I-L ''EducaU.on in Iraq," The Teacher, IV
(December, 1948).
I
I
1
''Team Approach Provides Varied Student~
Teacher Experiences,"
Minnesota Journal of Education,
November, 1967.
!35. 0 1Hanlon, J. P.
I
I
Il
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