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Research-based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, on popularity-demonstrates conclusively that athletics is far and away more important as a value among high school stu dents than intellectual achievement. And the school itself seems to encourage rather than to discourage this relative evaluation. There must be basic reasons for these phenomena, and these may be discerned in the functions performed by ath letics not only in the school but also in the community. Among boys, for example, it has been found that athletics has a demo cratizing effect, breaking up organization based on background and reconstituting it on the basis of common activity or achievement. Athletics serves an important function in moti vating students. It generates strong positive identification with the school ; without athletics the school would be lifeless for the student, deficient in collective goals. With athletics, it is possible for all students to identify with their school through their teams. Not only schools but whole communities depend upon the collective enthusiasm generated by their local high school athletic teams. The problem for the school is to find a way to have the functions now performed by athletic teams performed in ways more conducive to the intellectual aims of the school. Debate used to serve this function, music contests may also, as well as drama contests, and mathematics tournaments. It is possible that social and economic games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics.

Res based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, & on popularity demonstrates conclusively that athletics is far more important as a value among HSch S's that intellectual achievement, & that the Sch itself seems to encourage this relative evaluation. Basic reasons for these phenomena, may be discerned in the functions performed by athletics not only in the Sch but also in the community. Among boys, for example, it has been found that athletics has a democratizing effect, breaking up org based on background & reconstituting it on the basis of common activity or achievement. Athletics serves an important function in motivating S's; it generates strong positive identification with the Sch & provides it with collective goals. Not only Sch's but whole communities depend upon the collective enthusiasm generated by their local HSch athletic teams. The problem for the Sch is to find a way to have the functions now performed by athletic teams performed in ways more conducive to their intellectual aims. Debate, music contests, drama contests & mathematics tournaments may serve this function. Soc & econ games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics. AA.

Research—based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, on popularity—demonstrates conclusively that athletics is far and away more important as a value among high school stu dents than intellectual achievement. And the school itself seems to encourage rather than to discourage this relative evaluation. There must be basic reasons for these phenomena, and these may be discerned in the functions performed by ath letics not only in the school but also in the community. Among boys, for example, it has been found that athletics has a demo cratizing effect, breaking up organization based on background and reconstituting it on the basis of common activity or achievement. Athletics serves an important function in moti vating students. It generates strong positive identification with the school ; without athletics the school would be lifeless for the student, deficient in collective goals. With athletics, it is possible for all students to identify with their school through their teams. Not only schools but whole communities depend upon the collective enthusiasm generated by their local high school athletic teams. The problem for the school is to find a way to have the functions now performed by athletic teams performed in ways more conducive to the intellectual aims of the school. Debate used to serve this function, music contests may also, as well as drama contests, and mathematics tournaments. It is possible that social and economic games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics.

v.1. Recommendations and general staff report.--v.2. Florida's economy, past trends and prospects for 1970.--v.3. Facts and figures on Florida higher education at mid-century.--v.4. The government, management, and finance of higher education in Florida.--v.5. Professional and specialized programs. ; Mode of access: Internet. ; grad: v.2 only