A study of the classification system of secondary sports competition in the state of Montana
by Thomas Roy Lindskog
A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE
in Physical Education
Montana State University
© Copyright by Thomas Roy Lindskog (1978)
Abstract:
The purpose of this study was to conduct a survey of the classification system for secondary sports
competition in the state of Montana. Specifically, this study attempted to determine high school
administrators', athletic directors' and coaches' opinions regarding the classification system in Montana
and what changes, if any, should be made in the current system. The study compared the classification
systems used by other states with similar population and large geographic areas to the present
classification system in Montana. With the results of the survey and the comparisons, this study
attempted .to determine the best classification system for secondary sports competition in Montana.
This study was delimited to high school administrators, athletic directors and coaches who were
employed by school districts in the state of Montana. It was also delimited to one survey per school
throughout the state. Questionnaires were sent to administrators, athletic directors and coaches in the
182 schools in the state. The questionnaire was completed and returned by 172 of these people. The
other ten people were contacted and responded by telephone to give a 100 percent return.
The questionnaire was developed by the author to collect data concerning classification of sports
competition in the state of Montana. The findings of the study support the following conclusions: (1)
there is a need for reclassification of sports competition in secondary schools in Montana; (2)
classification should be based on school enrollment; (3) there should be a four-class system for all
sports for boys as well as for girls; (4) for economic reasons, there should be a limit on distance of
travel and (5) the schools should be reclassified more often. f
.
STATEMENT OF PERMISSION TO COPY
In presenting this thesis in partial fulfillment of the.
requirements for an advanced degree at Montana State University, I
agree that the Library shall make it freely available for inspection.
I further agree that permission for extensive copying of this thesis
for scholarly purposes may be granted by my major professor, or, in
his absence, by the Director of Libraries.
It is understood that any
copying or publication of this thesis for financial gain shall not be
allowed without my written permission
Signature
J7
Date
So - S' ' 7 7
A STUDY OF THE CLASSIFICATION SYSTEM OF SECONDARY
SPORTS COMPETITION IN THE STATE OF MONTANA
by
THOMAS ROY LINDSKOG
A thesis submitted in partial fulfillment
of the requirements for the degree
•
‘
Of
MASTER OF SCIENCE
in
Physical Education
Approved:
Graduate
MONTANA STATE UNIVERSITY
Bozeman,:Montana
February, 1978
ill
ACKNOWLEDGMENTS
;
Appreciation is extended to the administrators, athletic
directors and coaches of Montana who gave of their time to answer
this survey.
The professionalism they showed in answering this
survey showed a concern for the programs they direct.
Sincere appreciation is given to Dr. Gary Evans, committee
chairman; Dr. Albert Suvak, Director of Testing and Counseling;
Mr. Keith Lambert, Mr, Herb Agocs, and Dr. Nyles Humphrey, committee
members, Dr. William Serdahely, faculty member, for having the
patience to read and make suggestions, and Mrs. Keith Lambert for
her advice.
A special thanks to my wife, Cindy, without whose help this
study would probably never have been completed.
TABLE OF CONTENTS
V I T A ............................................................
■ACKNOWLEDGMENTS
ii
'...............................
ill
TABLE OF CONTENTS........ ’................... •..................
iv
LIST OF TABLES . . . .................................. '......... .v
A B S TRACT................
Chapter
I.
x
Page
.INTRODUCTION............................................. I
Statement of the Problem ....................
I
Definition of Terms.......................................... 2
Delimitations..........................
3
Limitations ................................................. 3
Justification of the Study ................................
4
Questionnaire Construction......................
5
Questions.......... ................................■ . . . ' .
5
Population......................
6
Data C o l l e c t i o n ......................
6
Data Results . ... . ............
7
2.
SURVEY OF RELATED STATE CLASSIFICATION STRUCTURES. '......... 11
3.
ANALYSIS OF D A T A ......................................". .15
4.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................
.62
C O N C L U S I O N S ............ ............... .. . . . . . . ...66
RECOMMENDATIONS.......................... ............. :. . 68
APPENDICES........ ........................ ■.................. . 70
Appendix A .................
Appendix B . , ..............
Appendix C ..........................
71
77
83
V
LIST OF TABLES
1.
Response to Question I by Classification.................... 14
2.
Response to Question I, by Superintendents, Principals, Athletic
Directors and Coaches...................................... 15
3.
Response to Question 2-A, School Enrollment, by
Classification...........................
16
4.
Response to Question 2-A, School Enrollment, by Superintendents,
Principals, Athletic Directors, and Coaches.................. 16
5.
Response to Question 2-B, Natural Rivals, by
Classification.............. . -.............................. 17
6.
Response to Question 2-B, Natural Rivals, by Superintendents,
Principals, Athletic Directors and Coaches .................
17
7.
Response to Question 2-C, Travel, by Classification. . . . . .
18
8.
Response to Question 2-C, Travel, by Superintendents,
Principals, Athletic Directors and Coaches ................
18
Response to Question 2-D, Quality of Competition, by
Classification ..............................................
19
9.
10. Response to Question 2-D, Quality of Competition, by
Superintendents, Principals, Athletic Directors and Coaches. .
19.
11. Response to Question 3-A, Same System for All Sports, by
Classification.......................................... .. .
20
12. Response to Question 3-A, Same System for All Sports, by
Superintendents, Principals, Athletic Directors and Coaches. .
21
13. Response to Question 3-B, Number of Classes,-by
Classification.......... ................................. .
22
14. Response to Question 3-B, Number of Classes, by Superintendents,
Principals, Athletic Directors and Coaches .................
22
15. Response to Question 4-A, Football, by Classification........
23
vi
16.
17.
18.
19.
Response to Question 4-A, Football, by Superintendents,
Principals, Athletic Directors and Coaches . . . . . ........
24
Response to Question 4-B, Boys' Basketball, by
Classification...............................
25
Response to Question 4-B, Boys' Basketball by Superintendents,
Principals, Athletic Directors and Coaches ..................
25
Response to Question 4-C, Girls' Basketball by
Classification........................................... ■. .
26
20.
Response to Question 4-C, Girls' Basketball by Superintendents,
Principals, Athletic Directors and Coaches ..................
26
21.
Response to Question 4-D, Wrestling, by Classification . . . .
27
22.
Response to Question 4-D, Wrestling, by Superintendents,
Principals, Athletic Directors and Coaches ..................
27
Response to Question 4-E, Boys' Track and Field, by
Classification.................................
28
23.
24.
25.
26.
27.
1
Response to Question 4-E, Boys' Track and Field, by
Superintendents, Principals, Athletic Directors and Coaches. .
28
Response to Question 4-F, Girls' Track and Field, by
Classification...................
29
Response to Question 4-F, Girls' Track and Field, by
Superintendents, Principals, Athletic Directors and Coaches. .
29
Response to Question 4-G, Boys' Gymnastics, by
Classification ..............................................
30
28.
Response to Question 4-G, Boys' Gymnastics, by Superintendents,
Principals , Athletic Directors and Coaches ■.....................30
29'.
Response to Question 4-H, Girls' Gymnastics, by
Classification ........................................
30.
31
Response to Question 4-H, Girls' Gymnastics, by Superintendents,
Principals, Athletic Directors andCoaches ..................
32
vii
31.
32.
33.
34.
35.
Response to Question 4-1, Boys' Swimming, by
Classification ..............................................
32
Response to Question 4-1, Boys' Swimming, by Superintendents,
Principals, Athletic Directors and Coaches ..................
33
Response to Question 4-J , Girls' Swimming, by
Classification.......................... •............. .
33
Response to Question 4-J, Girls' Swimming, by Superintendents,
Principals, Athletic Directors and Coaches ..................
34
Response to Question 4-K, Boys' Cross Country, by
Classification.................... : ..................... .
34
36.
Response to Question 4-K, Boys' Cross Country, by Superinten­
dents, Principals, Athletic Directors and Coaches.............. 35
37.
Response to Question 4-L, Girls' Cross Country, by
Classification ..............................................
35
38.
Response to Question 4-L, Girls' Cross Country, by Superinten­
dents, Principals, Athletic Directors and Coaches.............. 36
39.
Response to Question 4-M, Boys' Golf, by Classification. . . .
37
40.
Response to Question 4-M, Boys' Golf, by Superintendents,
Principals, Athletic Directors and Coaches ..................
37
41.
Response to
Question 4-N,Girls' Golf, by Classification . . .
38
42.
Response to
Principals,
Question 4-N, Girls' Golf, by Superintendents,
Athletic Directors and Coac h e s ............ . . . 38
43.
Response to
Question 4-0,
44.
Response to Question 4-0, Boys' Tennis, by Superintendents,
Principals, Athletic Directors and Coaches.......... ■ ... . .
39
45.
Response to Question 4-P, Girls' Tennis, by Classification . .
40
46.
Response to Question 4-P, Girls' Tennis, by Superintendents,
Principals, Athletic Directors and Coaches ..................
40
Response to Question 5, Same System for Girls and Boys, by
Classification ..............................................
41
Boys' Tennis, by Classification. . . 39
t
47.
viii
48.
Response to Question 5, Same System for Girls and Boys, by
Superintendents, Principals, Athletic Directors and Coaches. . . 42
49.
Response to Question 7, Need for Classification in Basketball
and Wrestling, by Classification .............................. 45
50.
Response to Question 7, Need for Classification in Basketball
and Wrestling, by Superintendents, Principals, Athletic
Directors and Coaches........................ ............. . . .
45
51.
Response to Question 8, Need for Classification in Cross
Country, Swimming and Gymnastics, byClassification. ........... 46
52.
Response to Question 8, Need for Classification in Cross
Country, Swimming and Gymnastics, by Superintendents,
Principals, Athletic Directors andCoaches .....................
47
53.
Response to Question 9, Need for Classification for Tennis and
Golf, by Classification......................................... 48
54.
Response to Question 9, Need for Classification for Tennis and
Golf, by Superintendents, Principals, Athletic Directors and
C o a c h e s ..........
48
Response to Question 10, Population Basis for Classification
in Football, by Classification.....................
49
55.
56.
Response to Question 10, Population Basis for Classification
in Football, by Superintendents, Principals, Athletic Directors
and Coaches................................................... . 5 0
57.
Response to Question 11, Need for Classification for Track and
Field, by Classification ......................................
58.
Response to Question 11, Need for Classification for Track and
Field, by Superintendents, Principals, Athletic Directors and
■ Coaches . . . .
.......... .......................................... 51
59.
Response to Question 12, Natural Barriers, by Classification
60.
Response to Question 12, Natural Barriers, by Superintendents;
, Principals, Athletic Directors and Coaches ...........
61.
51
Response to Question 13, School Size, by Classification. . .
. . 52
52
. . 54
Ix
62.
Response to Question 13,'School Size, by Superintendents,
Principals, Athletic Directors and Coaches .......... .........
54
63.
Response by Class AA to Question 14............................55
64.
Response by Class A to Question 1 4 ........ ; ................. 56
65.
Response by Class B to Question1 4 ............
66.
Response by Class A to Question1 5 .............................. 57
67.
Response by Class B to Question15 . . . .
'68.
Response by Class C to Question1 5 ................
69.
Response to Question 16, Regarding, Maximum Distance, by
Classification . ............., .............. ........... '. . .
. ............
56
58
58
59
70.
Response to Question 16, Regarding Maximum Distance, by
Superintendents, Principals, Athletic Directors and Coaches. . . 60
71.
Response to Question 17, Need for Reclassification, by
Classification.................. ........................... . 6 1
72.
Response to Question 17, Need for Reclassification, by
Superintendents, Principals, Athletic Directors and Coaches. ... 61
X
ABSTRACT
The purpose of this study was to conduct a survey of the
classification system for secondary sports competition in the state
of Montana. Specifically, this study attempted to determine high
school administrators', athletic directors' and coaches' opinions
regarding the classification system in Montana and what changes, if
any, should be made in the current system. The study compared the
classification systems used by other states with similar population
and large geographic areas to the present classification system in
Montana. With the results of the survey and the comparisons, this
study attempted .to determine the best classification system for
secondary sports competition in Montana.
This study was delimited to high school administrators,
athletic directors and coaches who were employed by school districts
in the state of Montana. It was also delimited to one survey per
school throughout the state. Questionnaires were sent to administra­
tors, athletic directors and coaches in the 182 schools in the state.
The questionnaire was completed and returned by 172 of these people.
The other ten people were contacted and responded by telephone to
give a 100 percent return.
The questionnaire was developed.by the author to collect data
concerning classification of sports competition in the state of
Montana. The findings of the study support the following conclusions:
(I) there is a need for reclassification of sports competition in ■
secondary schools in Montana; (2) classification should be based on
school enrollment; (3) there should be a four-class system for all
sports for boys as well as for girls; (4) for economic reasons, there
should be a limit on distance of travel and (5) the schools should be
reclassified more often.
Chapter I
INTRODUCTION
The classification system of Montana high schools set up by
the Montana High School Association has been questioned by some of its
members.
Inequities such as travel, number of schools in different
classifications, size of schools in the same class, girls' leagues
not set the same as boys' leagues and other problems are often cited.
Because of these problems, brought to the attention of the
researcher by his colleagues, there was a need for a survey of all
member schools to ascertain the opinions of the majority of the
schools regarding realignment.
This, coupled with the fact that 1977,
was designated by the Montana High School Association as a year for
reclassification, led the researcher to conclude that a. study at this
time on classification would be timely and most helpful to the
Association and the state. ,
Statement of the Problem
The general problem of this study was to develop a classifi­
cation system for secondary sports competition in the state of
Montana.
Specifically this study attempted to determine:
I.
High school administrators' opinions regarding the
classification system in Montana, and what changes, if any, should
be made in the current system.
T
■
'
2
2.
High school coaches' opinions regarding the current
classification system in Montana, and what changes, if any, should
be made in the current system.
3.
Athletic directors' opinions regarding the current
classification system in Montana, and what changes, if any, should
be made in the current system.
4.
Current classification systems used by states with similar
populations and large geographic areas.
5.
The best classification system for secondary sports
competition in Montana, based on the above data.
Definition of Terms
The following terms used in this study were defined by the
investigator for the purpose of this study.
High school administrators.
High school administrators
included both high school principals and district superintendents in
Montana.
High school coaches and athletic directors.
High school
coaches and athletic directors referred to the head coaches in the .
major sports, and athletic directors of high schools in Montana.
Classification system.
Classification system was the term
designating the alignments the schools are placed in for sports
competition in Montana.
Major sports.. Major sports were defined as football, boys'
and girls' track, boys' and girls' basketball and wrestling.
Delimitations
This study was delimited to high school administrators,
athletic directors and head coaches of major sports in the state of
Montana.
A separate questionnaire concerning the classification
system was sent to executive secretaries, commissioners and director
generals of states with population and geographic features similar to
Montana's.
The following is a list of these states:
Colorado, Idaho,
Nebraska, Nevada, North Dakota, Oregon, South Dakota, Texas, Utah,
Washington and Wyoming.
This study was conducted in March, 1976.
Nevada, Oregon, South Dakota and Wyoming did not return any informa­
tion.
Limitations
This study was limited to the opinions of the people answering
^
,
•
the questionnaire. A further limitation was, the way in which they
interpreted the questionnaire.
Another limitation was the background
and professional preparation of the investigator, and his preparation
of the questionnaire.
In regard to the, comparison with other states,
a limitation was that although they had similar situations, they were
not always the same and they may also have a need for reclassification.
4
Justification of the Study
There was a need to look into the present classification of
Montana high schools for sports competition.
A number of schools in
Montana are increasing rapidly in enrollment, while others are
relatively unchanged or declining.
Some schools are faced with
opponents whose enrollment are two and three times greater than that
of their own schools, therefore, there is a need for equalization in
the area of sports competition.
Travel is another major factor.
This problem can never be
solved completely because of the sparse population of Montana.
Hopefully, it can be lessened.
Classification is a never-ending process.
As stated in the
Montana High School Association handbook, "The Board of Directors
shall look into classification every four years or sooner if the
need arises."
tion.
It has been three years since the last reclassifica­
In order to be knowledgeable concerning the needs of Montana
schools for the next reclassification, an assessment of the factors
involved must be completed now if the results are to be of any
benefit.
At present, lines of alignment of classes AA, A, B and C are
not strictly on an enrollment basis.
They are presently set up on
past league alignment, distance of travel, arid natural rivalries,
with some concern as to population.
Perhaps it would be possible to
5
devise a classification system based entirely on enrollment figures,
and thereby.eliminate the need for major reclassification every four
years.
This study should be of interest to school administrators,
athletic directors, coaches, and fans interested in the most equitable
classification system for Montana.
Questionnaire Construction
A questionnaire was designed and developed by the investigator
to easily obtain the desired information, and to be a rapid and
efficient method of gathering data.
information considered
The questionnaire obtained
important by the investigator.
Questions
were developed with the knowledge of the classification system of
Montana schools as observed by the investigator over the past five
years as a coach in Montana.
Doctors Evans, Serdahely, and Suvak, and
the graduate research class of fall quarter, 1975, at Montana State
University aided in developing the questions.
Questions
This study attempted to answer the following questions:
1.
Is the current classification system with its present
alignments the most equitable system?
2.
Should enrollment be the major factor in determing
classification?
6
3.
Should mileage be a major factor in determining
classification?
4.
Should natural rivals determine leagues?
5.
How many classes should there be in Montana?
6.
Should the classes be the same for all sports?
7.
Should the classes be the same for boys' and girls'
competition?
8.
Is there really a need for reclassification of sports
competition in the state of Montana at this time?
Population
• The survey population was high school administrators, head
coaches of major sports, and athletic directors of all schools in
the state of Montana,
Data Collection
The questionnaire was developed by the investigator and a
pilot study was done utilizing members of the graduate physical
t
.’
education curriculum class of winter quarter-, 1976, at Montana State
University as subjects.
The questionnaire was sent to the one hundred eighty-two
high schools in Montana in March of 197,6.
with the questionnaire to explain its use.
envelope was enclosed.
A cover letter was sent
A stamped, self-addressed
A request was made to return the questionnaire.
7
within five days after receiving it.
(See Appendix A).
A follow-up
letter was mailed in order to insure an adequate number of returns.
An additional questionnaire was included with the follow-up letter.
After the.first follow-up letter, there were ten unanswered question­
naires.
The ten schools were contacted by telephone and the results
collected to give 100 percent return on the questionnaire.
Data Results
The results of the questionnaire were tabulated, totaled and
percentages computed.
The Sigma VII computer at Montana State
University Computer Center was used for making computations under
the direction of Dr. Albert Suvak.
The data was then presented in tables under four categories.
The four categories were superintendents, principals, athletic
directors and head coaches.
The data was then presented in a second set of tables under
the classifications of the four classes of Montana schools.
The four
classifications are AA, A, B and C.
A third set of tables indicated how the states with similar
population and geographic areas classify the schools in their states.
From data obtained in the questionnaires and with background from
a review of states with similar geographic problems, a summary was
tabulated and conclusions and recommendations were established.
Chapter four presents a recommended classification system for sports
competition in the state of Montana, based oh the results of this
survey.
Chapter 2
SURVEY OF RELATED STATE CLASSIFICATION STRUCTURES
It occurred to the author that other states in the west would
have classification issues that would correspond to those in Montana.
He selected eleven states with similar populations and large
geographic areas.
A letter requesting a copy of the guidelines used
for sports' classification within the state was sent to each of the
eleven states.
Seven states replied.
This chapter presents the
response to this request.
The state of Colorado has three classes, as follows:
Class
Enrollment
A
AA
AAA
175 and under
176-550
550 and over
The classifications are based on the total enrollment of each
school as of October 1st of the preceding year.
-.
Four-year high
schools count their total enrollment and three-year high schools add
one-third of their enrollment figures to their total to determine
their classification.
Schools that have only boys enrolled double
their total for their classification.
A school may choose to be in
a class above that indicated by their enrollment figures, but must
remain in the higher classification for a minimum period of three
years.
The Board of Control may reclassify a school if in their
opinion the best interests of the schools and state association
10
would be better served by doing so.
The rules can be set aside
because of extenuating circumstances, such as geography or fluctuating
enrollment.
Schools in Class A, which play football and have an
enrollment of less than one hundred, may play eight-man football,
If their enrollment is over one hundred for two consecutive years, they
must play eleven-man football at the beginning of the third year.
North Dakota used.the following two-class system for football,
basketball, cross country, wrestling, girls' gymnastics and boys' and
girls' track:
Class
Enrollment
A
B
325 and over
324 and under
A school with an enrollment between two hundred and three hundred
twenty-four may elect Class A if they wish, but must give a two-years
notice of the desired change.
They must remain in the chosen Class A
for a minimum of three years.
Boys' and girls' tennis, golf and
swimming are. not included in the classifications.
Nebraska classifies according.to the enrollment on the sixth
day of school.
Boys' and girls' enrollment are classified separately,
as follows:
Class
' A
B
C
D
Enrollment
32 largest schools
64 next largest
128 next largest
145 remaining schools
Utah uses the following four-class system:
Class
IA
2A
.3A
4A
Enrollment
199 and under
200-599
600-1399
1400 and over
Washington has the following classifications for baseball,
basketball, football, track and wrestling:
Class
AAA
AA
IA
B
Enrollment
1000 and over
401-1000
151-400
150 and under
In golf and tennis, there are two classes, with Class AAA remaining
the same as above, but Class AA covering any enrollment under one
thousand.
Cross country, track and wrestling have three classes,
with Classes AAA and AA remaining the same as above and Class A
covering an enrollment under four hundred.
Class B schools play
eight-man football.
Idaho's four-class system stands as follows:
Class
Al
A2
A3.
A4
Enrollment
800 and over
300-799
125-299
124 and under
All of the schools will remain in their class for three years.
Any
needed changes will be made in 1979.
In Texas, classes are assigned on a two-year basis, based on
enrollment, using the following five-class system:
Class
Enrollment
AAAA
AAA ■
AA
A
' B ..
1135 and over
520-1134
235-519 '
125-234
124 and under
Schools must play in the class for which their enrollment qualifies
them; there are no exceptions, . The school districts that are
adjacent to each other may not cross other other school districts
to be assigned to another district or conference.
A school with less
than one hundred enrollment may entfer a team in six or eight-man
football.
Four of the seven states that responded utilized a four-class
system based on enrollment.
Texas, having the largest area and
population, had the strictest classification rules and. was the only
state in the survey which considered the distance the teams travel.
Chapter 3
ANALYSIS OF DATA
Data presented in this chapter was collected from all one
hundred eighty-two member schools of the 1975-76 Montana High School
Association.
Questionnaires were sent to all of the member schools.
One hundred seventy-two questionnaires were returned for a 94.5
percent response.
The remaining ten schools were contacted by the
investigator and the questionnaires were answered by telephone to
give a final return of 100 percent.
The data obtained from the questionnaire was analyzed
according to school classification (AA, A, B, C), superintendents,
principals, athletic directors and coaches.
The responses to the
questionnaire are presented in number of responses and percentage,
form.
All the questions in Appendix A and this chapter are presented
as they were on the questionnaire.
As a' point of interest, the one hundred eighty-two schools
are listed by classification in Appendix C. .The questionnaire was
sent to the schools with the instructions that they might be answered
by the person receiving them or passed on to someone on the staff
who was acquainted with the classification system.
The questionnaire
was answered by fifty-one superintendents, thirty-one principals,
fifty-seven athletic directors and forty-three coaches.
It should
be noted that many of the athletic directors are also coaches.
14
Question ■ I.
Is the present classification in your area
satisfactory?
The reaction to Question I, as shown in Table, as responded
to by classification (AA, A, B, C), shows that Classes AA and A
generally were content with the present classification of their
area, while Classes B and C were widely split.
Table I
Response to Question I By Classification
Class
Strongly
Oppose.
Oppose
#
% ' ■' #
.%
Neutral
#
%
AA
0
0
4
29
2!
A
5
16
4
13
3
B
I
2
11
27
C
7
7
24
13
7
43
Total
Agree
#
%
Strongly
Agree
#
%
5
36
3
21
9
10
31
10
31
9
22
12
29
8
20
25
15
16
31
33
18
.19
24
29
16
58
32
39
21
14
•
The response to Question I, as shown ■■in Table '2, as responded
to by superintendents, principals, athletic directors and coaches,
shows that coaches were the least satisfied with the classification
system in their areas.
15
Table 2
Response to Question I by Superintendents, Principals,
Athletic Directors and Coaches
Strongly
Oppose
%
r
.
'
Oppose
%
#
Neutral
%
#
Agree
#
%
Strongly
Agree
%
#
11.
22
4
8
16
31
14
3
6
19
8
26
10
32
6
19
0
0
18
32
5
9
21
37
13
23
Coach
6
■ 14
8
19
12
28
11
26
6
14
Total
13
43
24
29
16
58
32
39
21
Supt,
6
12
Pr in.
I
A.D.
7 '
Question 2.
27 ■
..
On what basis do you feel schools should be
classified for sports competition?
(A) School enrollment, (B) Natural
rivals, (C) Travel,. (D) Quality of competition?
The majority of the participants in the survey agreed that
school enrollment should be a factor in classification, 45 percent
agreed, and 43 percent strongly agreed.
16
Table 3
Response to Question 2-A, School Enrollment, by Classification
Strongly
Oppose
#
%
Oppose
# • %
Neutral
#
% ■
AA
0
0
I
7
0
0
A
0
0
0
0
2
6
B
I
2
I
2
4
C
2
'2
2
2
Total
3
2
4
2
Class
'
Agree
#• %
Strongly
Agree
#
%
7 .
50
6
43
17
53
13
41
10
25
61
10
.24
9
10
33
35
49
52
15
3
82
45
78
43
Table 4
Response to Question 2-A, School Enrollment, by Superintendents,
Principals, Athletic Directors, and Coaches .
Strongly
Oppose
#
%
Oppose
# . %
Neutral
Supt. '
2
4
2
4
2
4
24
Pr in.
0
.0
0
0
5
16
18
A.D.
I .
2
0
0
5
9
Coach
0
0
2
5
3
Total
3
2
4
2
15
Agree
#
%
47,
Strongly
Agree
'#
%
21
41
. 58
8
26
21
37
30
53
7
19
44
19
44
8
82
45
78
43
Thirty-five percent agreed that natural rivals should be
considered while 37 percent were neutral.
17
Table 5
Response to Question 2-B, Natural Rivals, by Classification
Class
Strongly
Oppose
%
#
Oppose
#
%
Neutral
#
%
Agree .
#
%
Strongly
Agree
' #
%
AA
0
0
2
14
6
43
5
36
I
A
4
13
6
19
7
22
13
41
2
B
3
7
3
7
14
34
16
39
5
12
C
6
6
15
16
41
43
29
31
4
4
13
7
26
14
68
37
63,
35
12
7
Total
,7
.
6
Table 6
Response to Question 2-B, Natural Rivals, by Superintendents,
Principals, Athletic Directors and Coaches
Strongly
Oppose
%
#
Oppose
#
%
Neutral
#
%
Agree
#
%
Strongly
Agree
#
■%
Supt.
I
2
5
10
16
31
24
47
5
10
Prin.
2
6
5
16
11-
34
11
34
3
9
A.D.
8
10
10
18
20
36
14
25
4
7
Coach
2
5
6
14
21
49
14
33
0
0
Total
13
7
26
14
68
37
63
35
12
7
■
18
Sixty-nine percent conceded that they would like to see some
attention paid to the distance of. travel.
Table 7
Response to Question 2-C, Travel, by Classification
Strongly
Oppose
#
%
Oppose
%
#
I
7
I
7
3
A
0
0
3
9
B
0
0
I
c.
3
3
4
2
Class
AA '
Total
Agree
#
%
Strongly
Agree
#
%
21
6
43
3
21
7
22
16
50
6
19
2
8
20
16
39
16
39
3
3
26
27
44
46
19
20
8
4
44
24
82
45
44
24
Neutral
%
#
Table 8
Response to Question 2-C, Travel, by Superintendents,
Principals, Athletic Directors and Coaches
Strongly
Oppose
#
%
Oppose
tf
%
Supt.
2
4
I
2
11
22
23
45
14.
37
Pr in.
0
0
I
3
7
22
14
44
10
31
A.D.
0
0
4
7
18
32
20
36
14
25 .
Coach
2
5
2
5
8
• 19
25
58
6
14 •
Total
4
2
8
4
44
24
82
45
44
Neutral
# . %
Agree
#
%
Strongly
Agree
#
%
24
19
The response on the basis of quality of competition was 34
percent were neutral and 34 percent agreed that it should be considered.
Table 9
,
Response to Question 2-D, Quality of Competitionby Classification
Strongly
Oppose
.#
7»
Oppose
%
#
Neutral
it
%
Agree
#
%
Strongly
Agree
%
#
AA
2
14
0
0
3
21
5
36
4
29
A
2
6
6
19
7
22
15
47
2
6
B
I
2
4
10
14
34
14
34
8
20
C
5
5
14
15
38
40
28
29
10
11
10
5
24
13
62
34
62
34
24
13 '
Class
Total
Table 10
Response to Question 2-D, Quality of Competition, by Superintendents,
Principals, Athletic Directors and Coaches
Strongly
Oppose
#
%
Oppose
%
'#
Neutral
%
#
Agree
#
%
Strongly
.Agree
%
' #
Supt.
4
8■
9
18
14
27
17
33
7
14
Pr in.
3
9
I
3
12
38
11
34
5
16
A.D. '
3
5
8
14
22
.39
19
34
.4
7
Coach
0
0.
6
14
14
33
15
35
8
19
Total
10
24
13
62
34 ■
62
34
24
13
5
■
• 'I*
20
In the response to Question 2, it should be noted that school
enrollment was considered to be the major factor in determining the
classification for sports competition.
Question 3,
for all sports?
(A) Should the classification system be the same
(I) Yes (2) No;
systems do you propose?
(B) If yes, how many classification
(C) If no, answer Question 4.
In responding to Question 3-A, 62 percent of the participants
favored the same classification system for all sports.
Thirty-eight
percent thought the system should vary with the different sports.
Table 11
Response to Question 3-A, Same System for All Sports,
by Classification
Yes
#
%
No
#
%
AA
9
64
5
36
A
22
69
10
31
B
23
56
18
44
C
59
62
36
38
113
62
69
38
Class
Total
'I
21
Table 12
Response to Question 3-A, Same System for All Sports,
by Superintendents, Principals, Athletic
Directors and Coaches
Yes
#
%
No
#
%
Supt.
39
57
22
43
Pr in.
19
61
12
39
A.D.
39
68
18
32
Coach
26
60
17
40
Total
■ 113
62 .
69
38
Of the 62 percent who favored the same classification for all
sports, 2 percent felt there should be a one-class system, 3 percent
I
approved a two-class system, 11 percent a three-class system, 70
percent supported the four-class system and 14 percent thought there
should be a five-class system.
!
22
Table 13
Response to Question 3-B, Number of Classes„ by Classification
I
Class
#
2
%
#
Number of Classes
3
%
#
%
4
5
#
%
%
AA
0
0
0
0
0
0
7
88
I
12
A
0
0
I
5
2
10
13
62
5
24
B
I
5
0
0
2
10
12
57
6
29
C
I
2
2
3
9
16
43
74
3
5
Total
2
2
3
3
13
12
75
69
15
14
Table 14
Response to Question 3-B, Number of Classes, by
Superintendents, Principals, Athletic
Directors and Coaches
I
#
2
%
#
Number of Classes
3
%
%
#
4
5
#
%
#
%
Supt.
I
4
0
0
3
11
23
82
I
4
Pr in.
0
0
I
6
0
0
12
75
3
18
A.D .
0
0
I
3
6
16
24
63
7
18
Coach
I
4
I
4
4
15
16
62
4
15 '
Total
2
2
3
3
13
12
75
69
15
Question 4.
14
Circle the number of classifications you feel
there should be (I, 2, 3, 4, 5, 6 or more) in the following sports:
23.
(A) football, (B) boys * basketball, (C) girls' basketball, (D) wrestl­
ing, (E) boys' track and field, (F) girls' track and field, (G) boys'
gymnastics, (H) girls' gymnastics,
(I) boys’ swimming, (J) girls'
swimming, (K) boys' cross country, (L) girls' cross country, (M) boys'
golf, (N) girls' golf, (0) boys' tennis, (P) girls' tennis.
The 38 percent who preferred different classification systems
for the various sports in Question 3 responded to Question 4 as shown
in the following tables.
For football, 76 percent of the participants wanted to remain
with the four-class system.
Ten percent chose the three-class system,
another 10 percent favored five classes and 3 percent, six classes.
Table 15
Response to Question 4-A, Football, by Classification
Class
I
# '%
#
%
Number of Classes
3
4
%
#
%
#
5
// ::
%
.2
6
■ #
%
AA
0
0
0
0
I
20.
2
40
2
40
0
0
A
0
0
0
0
I
10
7
70
I
10
I
10
B
0
0
0
0
2
11
15
83
I
6
0
0
C
0
0
0
0
3
9
28
80
3
9
I
3
Total
0
0
0
0
7
10
52
76
7
10
2
3
Table 16
Response to Question 4-A, Football, by Superintendents,
Principals, Athletic Directors and Coaches
I
Number of Classes
3
4
%
#
%
#
2
Class
#
%
#
%
Supt.
0
0
0
0
. I
5
Pr in.
0
0
0
0
I
8
A.D ,
0
0
0
0
2
Coach
0
0
0
0
Total
0
0
0
0
5
. #
.
%
6
#
%
17
77
2
9
2
9
.
11
92
0
0
0
0
11
.
13
72
3
17
0
0
7
10
.
52
76 '
7
10
2
3
. 7
10
52
76
7
10
2
3
The four-class system was still the favorite for boy’s
basketball, with 54 percent.
Three percent were for a one-class
system, 6 percent for two classes, 25 percent for three classes and
13 percent for five classes.
25
Table 17
Response to Question 4-B, Boys’ Basketball, by Classification
I
2
Number of Classes
3
4
%
§
.% '
Class
#
%
#
'%
.AA
0
0
0
0
2
40
2
A
I
10
0
0
2
20
B
0
0
2
11
5
C
I
3
2
6
Total
2
3
4
6
5
6.
#
%
#
%
40
I
20
0
0
6
60
I
10
0
0
28
10
56
I
6
0
0
8
22
19
56
6
17
0
0
17
25
37
54
9
13
0
0
Table 18
Response to Question 4-B, Boys’ Basketball, by
Superintendents, Principals, Athletic
Directors and Coaches
1
2
Number of Classes
3
4
%
%
#
#
#
%
#
%
5
6
#
%
#
%
Supt.
2
9
I
5
6
27
11
50
2
9
0
0
Pr in.
0
0
0
0
3
25
9
75
0
0
0
0
A.D.
0
0
I
6
4
22
Io
56
3
17
0
.0
Coach
■0
0
2
12
4
24
7
41
4
24
0
0
Total
2
3
4
6
17
25
37
54
9
13
0
0
Thirty-five percent of those who answered Question 4-C would
like to see three classes for girls' basketball.
The next favorite
26
was the four-class system, with a close 33 percent, followed by- five
classes with 13 percent, two classes with 6 percent and one class with
3 percent.
Table 19
Response to Question 4-C, Girls’ Basketball, by Classification
#
%
#
%
Number of Classes
3
4
#
%
#
%
0
0
I
20
3
60
I
A '
I
10
2
20
I
10
B
0
0
5
28
8
C
I
3
7
20
Total
2
3
15
22
I
Class
AA
2
5
6
#
%
#
.%
20
0
0
0
0
4
40
2
20
0
0
44
• 4
22
I
6
0
0
12
33
14
39
2
6
0
0
24
35
23
33
5
7
0
0
Table 20
Response to Question 4-C, Girls’ Basketball, by.
Superintendents, Principals, Athletic
Directors and Coaches
%
4
%
Number of Classes
3
4
#
% .
#
%
Supt.
2 . 9
5
23
9
41
5
23
I
5
0
0
Pr in.
0
0
4
33
5
42
3
25
0
0
0
0
A.D .
0
0
2
11
6
33
10'.
56
0
0
0
0
Coach
0
0
4
24
4
24
5
29
24
0
0
Total
2
3
15
22
24
35
23
33
7
0
Q
2
I
#
I
6
5
#
%
#
%
. 4'
5
27
Three classes were also favored for wrestling, at 45 percent.
Thirty-four percent wanted four classes, 13 percent wanted two
classes, 5 percent wanted one class and 3 percent wanted five classes.
Table 21
Response to Question 4-D, Wrestling, by Classification
#
%
#
%
Number of Classes
3
4
%
%
#
#
AA
0
0 .
0
0
I
20
3
60
A
I
10
2
20
I
10
5
B
0
q
3
18
10
59 ■
C
2
7
3
10
16
Total
.3
5
8
13
28
1
Class
2
15
%
#
6
.%
I
20
0
0
50
I
10
.0
0
4
' 24
0
, 0
0
0
53
9
30
0
0
0
0
45
21
34
2
3
0
0
Table 22
Response to Question 4-D, Wrestling, by Superintendents,
Principals, Athletic Directors and Coaches
I
#
'
2
%
#
%
Number of Classes
3
4
%
#
%
#
5
#
.
%
6
# ■. %
Supt.
3
17
I
6
8
44
5
28
I
6
0
0
Pr in.
0
0
2
18
4
36
5
46
0
0
0
0
A.D.
0
.0
I
6
8
44
9
50
0
0
0
0
Coach
0
0
4
27
8
53
2
13
I
7
0
0
Total
3
5-
8
13
28
45
21
34
2
3
0
0
28
Fifty percent of those who answered Question 4-E would, have
the boys' track and field remain in a four-class system.
Twenty-four
percent voted for three classes.
Table 23
Response to Question 4-E, Boys' Track and Field, by Classification
1
Class
2
Number of Classes
3
4
#
%
%
.#
#
%
#
%
5
6
#
%
#
%
AA
0
0
0
0
I
20
3
60
I
20
0
0
A
I
10
3
30
0
0
6
60
0
0
0
0
B
I
6
4
22
5
28
8
44
0
0
0
0
C
2
6
6
17
10
29
17
49
0
0
0
0
Total . 4
6
13
19
16
24
34.
50
I
I
0
0
Table 24
Response to Question 4-E, Boys' Track and Field, by Superintendents
Principals, Athletic Directors and Coaches
1
2
%
Number of Classes
3
4
%
#
%
#
5
#
%
#
Supt,
4
18
I
5
7
32
9
41
I
Prin..
0
0
4
33
2
17
6
50
A.D.
0
0
2
11
4
22
12
Coach
0
0
6
38
3
19
Total
4
. 6
13
19
16
24
6
%
#
%
5
0
0
0
0
0
0
67
0
0
0
0
7
44
0
0
■0
0
34
50
I
I
0
0
29
Girls’ track and field was also voted to remain in a fourclass system, with 53 percent in favor. Again, 24 percent felt a
three-class system could be used,
Table 25
Response to Question 4-F, Girls' Track and Field, by Classification
1
Class
#
2
%
%
#
Number of Classes
3
4
#
%
%
#
5
6
#
%
#
%
AA
0
0
0
0
I
20
3
60
I
20
0
0
A
I
10
2
20
0
0
7
70
0
0
0
0
B
I
6
3
17
5
9
50
0
0
0
0
C
2
6
6
17
10
28
•h
29
17
49
0
0
0
0
Total
4
6
11
16
16
24
36
53
I
I
0
0
Table 26
Response to Question 4-F, Girls' Track and Field, by Superintendents,
Principals, Athletic Directors and Coaches
I
2
%
Number of Classes
3
4
.
%
# ' %
#
3
. 6
.//
%
5
0
0
0
0
0
0
67
0
0
0
0
8
50
0
0
0
0
36
53
I
I
0
0
#
%
#
#
Supt.
4
18
I
5
7
32
9
41
I
Pr in.
0
0
3
2,5
2
17
7
58
A.D .
0
0
2
11
4
22
12
Coach
0
0
5
31
3
19
Total
4
6
11
16
16
24
.
%
30
Probably because boys' gymnastics is not a sport supported by
many schools, a two-class system was considered by 44 percent.
Twenty-
seven percent decided on a three-class system.
Table 27
Response to Question 4-G, Boys’ Gymnastics, by Classification
#
%
Number of Classes
3
4
#
%
#
%
1
Class
2
%
#
5
# '
%
6
# ' %
AA
0
0
2
40
I
20
I
20
I
20
0
0
A
4
57
I
14
I
14
.I
14
0
0
0.
6
B
I
7
8
53
5
33
I
7
0
0
0
0
C
5
18
13
46
8
29
2
7
0
0
0
0
is
24
44
15
27
5
9
I
2
0
0
Total
10
Table 28
Response to Question 4-G, Boys' Gymnastics, by Superintendents,
Principals, Athletic Directors and Coaches
I
%
Number of Classes
3
4
%
%
#
#
#
#
%
.2
#
5
Supt.
5
35
7
50
I
7
0
0
I
Pr in.
I
10
7
70
I
10
I
10
A.D.
3
19
3
19
8
50
2
Coach
I
7
7
47
5
33
Total
10
18
24
44
15
27
6
%
•#
%
7
0
0
0
0
0
0
13
0
0
0
0
2
13
0
0
0
0
5
9
I
2
0
0
•If
)
31
The girls’ gymnastics tables were identical to the tables for
the boys1, with 44 percent for a two-class system, 27 percent for a
three-class system, 18 percent for one class, 9 percent for four
classes, and 2 percent for five classes.
Table 29
Response to Question 4-H, Girls' Gymnastics,.by Classification
#
%
Number o f ■Classes
3
4
%
#
%
#
I
Class
#
2
%
5
6.
#
%
#
%
AA
0
0
2
40
I
20
I
20
I
20
0
0
A
4
57
I
14
I
15
I
14
0
0
0
0
B
I •
7
8
53
5
33
I
7
0.
0
0
0
C
5
18"
13
46
8
29
2
7
0
.0
0
0
18
24
44
15
27
5'
9
I
2
0
0
Total
10
Table 30
Response to Question 4^H, Girls’ Gymnastics, by Superintendents,
Principals, Athletic Directors and Coaches
1
2
%
Number of Classes
3
4
% .
#
%
5
# .
6
# .
%
7
0
0
0
0
0
0
13
0
0
0
0
2
13
0
0
0
0
5
9
I
2
0
0
#
%
#
Supt.
5
35
.7
. 50
I
7
0
■ 0
I
Pr in.
I.
-10
7
70
I
10
I
10
A.D.
3
19
3
19
8
50
2
Coach
I
7
7
47
5
33
Total
10
18
24
44
15
27
%
Since many Montana schools do not have swimming pools, a twoclass system was favored by 43 percent for boys’ swimming.
Thirty-
three percent felt that one class was all that was needed.
Table 31
Response to Question= 4-1, Boys' Swimming,, by Classification
#
%
'#
%
Number of Classes
3
4
#
%
#
%
AA
2
40
2
40
0
0
0
0
I
20
0
0
A
4
57
I
14
I
14
I
14
0
0
0
0
B
2
.13
9 ■
60
3
20 ;
I
7
0.
0
0
0
C
10
37
11
41
4
15
2
7
0
0
0
0
Total
18
33
23
43
8
15
4
7
I
2
0
1
Class
2
5
6
#
%
#
%
0
33
Table 32
Response to Question 4-1, Boys'- Swimming, by Superintendents,
Principals, Athletic Directors and Coaches
Number of Classes
//
%
#
%
#
%
#
%
#
%
■.#
.%
Supt.
7 . 54
5
39
0
0
0
0
I
8'
0
0
Pr in.
2
20
7
70
0
0
I
10
0
0
0
0
A.D.
6
38
3
19
6
38
I
6
0
0
. 0 '
0
Coach
3
20
8
53
2
. 13
2
13
0
0
0
0
Total
18
33
23
43
8
15
4
7
I
2
0
0
As with the girls' and boys' gymnastics, the girls' swimming
tables were identical to the boys' swimming tables.
Table 33
Response to Question 4-J, Girls'
%
Number of Classes
3
4
%
%
#
#
2
40
0
57
I
14
2
13
9
60
10
37
11
18
33
23
I
2
Class
#
%
AA
2
40
A ■
4
B
C
Total
Swimming, by Classification
5
. #
%
6
# ■
%
20
0
0
0
Q
0
I
14
I
14
0
0.
0
0
3
20
I
7
0
.0
0
0
41
4
15
2
7
0
0
0
0
43
8
15
4
7
I
2
0
0
■X .
I
34
Table 34
Response to Question.4^J, Girls’ Swimming, by Superintendents,
Principals, Athletic Directors and Coaches
#
%
#
%
Number of Classes
3
4
%
#
#
%
Supt.
7
54
5
39
0
0
0
Pr in.
2
20
7
70
0
0
I
A.D.
6
38
3
19
6
38
I'
Coach
3
20
8
53
2
13
2
13
0
0
0
0
Total
18
33
23
43
8
15
4
7
I
2
0
0
I
2
5
6
#
%
'#
%
0
I
8
0
0
10
0
0
0
6
0
0
0
0
.
.
.
o
.
Thirty-six percent of the respondents on Question 4-K felt
that boys' cross country should be in a four-class system.
The two and
three-class systems each received 23 percent.
*
Table 35
Response to Question 4-K, Boys' Cross Country, by Classification
I
Class
#
%
2
# '
AA
I
20
0
A
3
30
B
2
C
Total
Number of Classes
3
4
#
%
%
%
.5
# '
%
#
6
%
0
0
0
3
40
I'
20
0
0
I.
10
2
20
4
40
0
0
0
0
13
6
40
2
13
5
33
0
0
0
0
3
10
7
23
10
32
10
32
I
3
0
0
9
15
14
23
14
23
22
36
2
3
0
0
■i
ii
35
Table 36
Response to Question 4-K, Boys1 Cross Country, by Superintendents,
Principals, Athletic Directors and Coaches
#
%
#
%
Number of Classes
3
4
#
%
'%
#
Supt.
4
24
2
12
6
35
4
24
I
10
0
0
Prin.
2
20
4
40
I
10
3
30
0
0
0
0
A.D .
3
17
2
11
2
11
10
56
I
6
0
0
Coach
0
0
6
38
5
31
5
31
0
0
0
0
Total
9
15
14
23
14
23
22
36
2
3
0
0
1
2
5
6
#
%
#
%
Thirty-six percent believed that girls’ cross country should
remain in the four-class system, also.
As with the boys’ cross -
country, the two and three-class systems each received 23 percent.
Table 37
Response to Question 4-L, Girls’ Cross Country, by Classification
I
Class
2
%
Number of Classes
3
4
%
#
%
#
5
6
#
.%
#
%
#
%
#
AA
I
20
0
0
0
0
3
60
I
20
0
Q
A
3
30
I
10
2
20
4
40
0
0
0
0
B
2
13
6
40
2
13
5
33
0
0
0
0
C
3
10
7
23
10
32
10
32
I
3
0
0
Total
9
15
14
23
14
23
22
36
2
2
0
0
36
Table 38
Response to Question 4^L, Girls' Cross Country, by Superintendents,
Principals, Athletic Directors and Coaches
#
%
#
%
Number of Classes
3
4
%
%
#
#
Supt.
4
24
■2
12
6
35
4
24
I
Pr in.
2
20
4
40
I
10
3
30
A.D .
3
17
2
11
2
11
10
Coach . 0
0
6.
38
5
31
23
14
23
1
Total
9
2
'15
14
5
6
#
%■
■#
%
6
0
0
0
0
0
0
56
I
6
0
0
5
.31
0
0
0
0
22
36
2
3
0
0
It was expressed by 47 percent of the respondents that boys'
golf should have two classes.
Twenty-five percent felt there should
be one class; 16 percent, three classes; 7 percent, four classes, and
5 percent, five classes.
37
Table 39
Response to Question 4-M, Boys1 Golf, by Classification
1
Number of Classes
3
4
#
%
#
%
#
.
%
#
%
2
tf
AA
.2
40
0
0
I
20
I
20
I
A
.4
40
'3
30
2
20
0
0
I
B
2
13
9
60
2
13
2
13
C
6
22
15
56
4
15
I
14
25
27
46
9
16
4
Class
Total
.
%
5
6
#
%
20
0
0
10
0
0
0 .
0
. 0
0
4
I
4
0
0
7
3
5.
0
0
Table 40
Response to Question 4-M, Boys' Golf, by Superintendents,
Principals, Athletic Directors and Coaches
#
%
#
%
Number of Classes
3
4
%
#
%
#
Supt.
4
49
5
43
2
14
I -
Pr in.
2
20
6
60
I
10
I
10
0
0
0
0
a .d
6
33
5
28
4
22
2
11
I
6
0
0
Coach
2
13
10
67
2
13
0
0
I
7
0
0
Total
14
25.
27
47
9
16
4
7
3
5
0
0
1
:
2
5
%
6
#
%
I
7
.0
0
#
7
.
Girls' golf was assigned a two-class system by 46 percent.
Twenty-six percent thought one class was needed, while 16 percent
decided on three classes.
38
Table 41
Response to Question 4-N, Girls’ Golf, by Classification
I
Class
2
Number of Classes
3
4
%
%
#
#■
#
5
.
%
6
#
%.
#
%
#
AA
2
40
0
0
I
20
I
20
I
20
0
0
A
5
50
2
20
2
20
0
0
I
10
0
0
B
2
13
9
60
2
13
2
13
0
0
0
0
C
6
22
15
56
4
15
I
:4
I
'4
0
0
15
26
26
46
9
16
4
7
3
5
0
0
Total
%
Table 42
Response to Question 4-N, Girls’ Golf, by Superintendents,
Principals, Athletic Directors and Coaches
I
.
Number of Classes
3
I
.4
2
5
X
6
X
#
%
I
I
0
0
10
0
0
0
0
2
11
I
6
0
0
13
0
0
I
7
0
0
16
4
7
3
5
0
0
#
X
#
%
#
X
#
Supt.
4
29
6
43
2
14
I
I
Pr in.
3
30
5
50
I
10
I
A.D .
6
33
5
28
4
22
Coach
2
13
10
67
2
Total
15
26
26
46
9
#
.
Forty-seven percent believed that boys’ tennis should be in a
two-class system.
necessary.
Twenty-four percent felt only one class was
39
Table 43
Response to Question 4-0, Boys’ Tennis, by Classification
.#
%
#
%
Number of Classes
3
4
%
#.
%
#
AA
I
I
20
I
20
I
20
I
20
0
0
A
4
20
50
I
13
2
25
0
0
I
13
0
0.
B
2
13
9
60
.3
20
I
■ 7
0..
0
.0
0
C ■
6
22
15
56
4
15
2
7
0
0
0
0
Total
13
24
26
47
10
18
4
7
2
4
0
0
1
Class
2
5
6.
#
%
#
%
Table 44
Response to Question 4-0, Boys' Tennis, by Superintendents,
Principals, Athletic Directors and Coaches
1
2
%
■
Number of Classes
3
4
%
#
%
#
#
%
#
%
5
6
#
%
Supt.
4
29
7
50
2
14
0
. 0 .
I
7
0
0
Pr in.
2
20
6
60
I
10
I
10
0
0
0
0
A.D .
5
31
5
31
3
19
3
19
0
0
0
. 0
Coach
2
13
8
53
4
27
0
0
I
7
0
0
Total
13
24
26
47
10
18
4
7
2
4
0
0
The girls' tennis tables agree with the boys' tennis tables,
with 47 percent for a two-class system,. 24 percent for one class
system, 18 percent for three classes, 7 percent for four and 4 percent
40
for five classes.
Table 45
Response to Question 4-P, Girls’ Tennis, by Classification
%
Number of Classes
3
4
%
%
#
#
#
%
I
20
I
20
I
. 20
I
50
I
13
2
25
0
0
2
13
9
.60
3
20
I
6
22
15
56
4
15
13
24
26
47
10
18
I
# ’%
#
I
20
A
4
B
C
Class
AA
■
Total
2
5
6
■ #
%
20
0
0
I
13
0
0
7
0
0
0
0
2
7
0
0
0
0
4
.7
2
4
0
0
Table 46
Response to Question 4<P, Girls' Tennis, by Superintendents,
Principals, Athletic Directors and Coaches
%
#
%
Number of Classes
3
4
#
%
#
%
I
2
5
6
#
%
#
%
Supt.
4
29
7
50
2
14
b
0
I
7.
0
0
Pr in.
2
20
6
60
I
10
i
10
0
0
0
0
A.D.
5
31
5
31
3
19
3
19
0
0
0
0
Coach
2
13
8
53
4
27
0
0
I
7
0
0
Total
13
24
26
47
10
18
4
7
2
4 '.
0
0
I
41
Question 5.
Should the classification system be the same for
both.girls and boys?
(I) yes (2) no (3) not sure.
If no, what would
be your recommendations?
In Question 5, 85 percent of the respondents answered yes, the
classification system should be the same for both boys and girls.
Of
the 8 percent answering no, 3 percent stated they would like the
present classification for boys and girls.
Two percent felt there
should be three classes for girls and four for boys.
The other 3
percent stated that as girls’ sports grow they should be reclassified
towards the same system as boys’.
Table 47
Response to Question 5, Same System for
Girls and Boys, by Classification
Yes
#
%
No
/A
AA
13
93
I
7
0
0
'A
25
78'
4
13
3
9
B
35
85
4
10
2
5'
C
. 81
85
6
6
8
8
' 154
85
15
8
13 ‘
7
Class
Total
Not Sure
#
%
%
42
Table 48
Response to Question 5, Same System for Girls and Boys, by
Superintendents, Principals, Athletic
Directors and Coaches
Yes
#
%
No
#
Supt.
45
88
3
6
3
6
Pr in.
23
77
4
13
3
10
A.D .
50
88
4
7
3
5
Coach
36
84
3
7
4
9
Total
154
85
14
8
13
7
Question 6.
Not Sure
#
%
%
If the present classification system in your
area is unsatisfactory in your opinion. what would be your
recommendations for improvement?
Some of the responses are listed below:
1.
Twenty-three schools suggested there should be a defined
population boundary for each classification.
2.
Two AA schools felt the four smallest AA schools should •
be dropped to Class A and that there should be two AA classes, a large
and a small.
3,
One respondent felt that there should be more considers-.
tion for natural rivals in their area.
4,
Two respondents suggested that variances in enrollment of
43
schools In given leagues should be smaller and more classifications
should be created,
5.
One coach suggested that there should be local competition
with only one state championship.
6.
One Class A school felt the bottom Class A schools should
be dropped to Class B,
7.
One school suggested that girls’ classifications should
be Class AA same as boys!, Classes A and B should be combined into a
Class A and Class C should be the same as the boys'.
8.
Nine schools felt that classification should be organized
more on a geographic basis in their areas.
9.
One school felt that schools with only boys or only girl's
should double their population when figuring classification.
10.
It was recommended that schools with only three grades ■
must add one-third of their enrollment to their figure for figuring
classification.
11.
One school felt there was ho need for Classes B and C,
except in football.
12.
In Class C, it was recommended that Districts I, 2 and 3
be combined into two districts.
13.
In Class C, a recommendation for the Western Division ■
was to combine the four districts into three districts, or possibly
even two districts.
44
14.
It was recommended by one school that the reclassifica­
tion be done by a committee or by vote of administrators and coaches,
rather than by the Montana High School Association.
15.
Twenty Class C schools suggested that the enrollment
figures should be more closely watched in Class C because of the wide
variance between schools in this classification.
Question 7.
In basketball and wrestling, is there a need for
classification except for tournaments at the end of the season?
(I) yes (2) no (3) not sure.
If no, what would be your recommenda­
tions?
One hundred percent of the Class AA schools felt that basket­
ball and wrestling should have classifications throughout the season.
As the enrollment of the schools dropped, the percentage of those in
favor of classification during the season decreased.
Class A schools
had 81 percent for classification, 16 percent against, and 3 percent
were not sure.
For the Class B schools, 76 percent were for
classification, while 20 percent were against and 5 percent were not
sure.
In the Class C schools, there were 72 percent in favor of
classification, 15 percent against, and 14 percent were not sure.
Overall, the schools were 76 percent in favor of classification for
basketball and wrestling.
45
Table 49
Response to Question 7, Need for Classification In
Basketball and Wrestling, by Classification
Yes
#
Class
%
No
#
%
Not Sure
%
#
AA
14
100
0
0
0
0
A
26
81
5
16
I
3
B
31
76
8
20
2
5
C
68
72
14
15
13
15
139
76
27
15
16
9
Total
Table 50
Response to Question 7, Need for Classification in Basketball
and Wrestling, by Superintendents, Principals,
Athletic Directors and Coaches
No
#
%
Not Sure
#
%
. 10
18
7
13
77
5
16
2
6
50
88
4
7
3
5
Coach
31
72
8
19
4
9
Total
139
76
27
15
16
9
Yes
#
%
Supt.
34
70
Pr in.
24
A.D.
Question 8.
In cross country, swimming and gymnastics is
there a need for classification except for the state meets?
(2) no (3) not sure.
(I) yes
I
46
Not quite half the schools, 44 percent did not feel that
classification was necessary for cross country, swimming and
gymnastics, except for the state meets.
Those who were in favor of
classification during the season, 27 percent, were slightly outnumber­
ed by the respondents who were not sure, 29 percent.
The Class AA
schools were more in favor of classification of these sports, with
71 percent than were the other schools.
Class A had 25 percent in
favor, Class B had 32 percent and Class C had only 20 percent in favor.
Table 51
Response to Question 8, Need for Classification in Cross
Country, Swimming and Gymnastics, by Classification
Yes
#
%
No
#
%
Not Sure.
% .
#
AA
10
71
3
21
I
7
A
8
25
19
59
■5
16
B
13
32
19
46
9
23
C
19
20
39
41
37
39
Total
50
27
80
44
52
29
Class
47
Table 52
Response to Question 8, Need for Classification in Cross
Country, Swimming and Gymnastics, by Superintendents,
Principals, Athletic Directors and Coaches
Yes
#
%
Supt.
10
20
Prin.
11
A.D .
No
. #
%
Not Sure
#
'% '
19
37
22
43
35
16
52
4
.13
19
33
23
40
15
26
Coach
10
23
22
51
11
26
Total
50
27
80
44
52
29
Question 9.
In tennis and golf is there a need for
classification except for tournament play at the end of the season?
(I) Yes (2) No (3) Not sure.
Sixty-four percent of Class AA schools decided that tennis and
golf needed classification during the entire season.
Class A voted
50 percent against classification, with 25 percent for classification
and 25 percent not sure.
Class B and C agreed with Class A, with
approximately half of their respondents against classification for
tennis and golf, except for tournament play,
48
Table 53
Response to Question 9, Need for Classification
for Tennis and Golf, by Classification
Yes
#
%
No
#
%
Not Sure
#
%
AA
9'
64
5
36
0
0
A
8
25
16
50
8
25
B
9
22
20
49
12
29
C
12
13
44
46
39
41
Total
38
21
85
47
59
32
Class
Table 54
Respon'se to Question 9, Need for Classification for Tennis
And Golf, by Superintendents, Principals,
Athletic Directors and Coaches
Yes
#
%
No
#
%
Not Sure
#
%
Supt.
5
10
22
43
24
47
Pr in.
9
29
18
58
4
13
A.D.
15
26
24
42
18
32
Coach
9
21
21
49
13
30
Total
38
21
85
47
59
32
Question 10.
In football could classification be determined
strictly on a school population basis?
(I) Yes (2) No (3) Not Sure.
The majority of the schools, 53 percent, expressed the opinion
49
that football classification could be based on school enrollment.
However, 64 percent of the Class AA schools voted negatively on this
question.
The schools with smaller enrollments felt that population
should be a means of classification.
Table 55 ■
Response to Question 10, Population Basis for Classification
in Football, by Classification
Class
Yes
#
%
AA
3
21
A
18
B
C
Total
No
#
%
Not Sure
#
%
9
64
2
14
56
13
41
I
3
26
63
13
32
2.
5
50
53
28
30
17
18
97
53
63
35
22
12
■
50
Table 56
Response to Question 10, Population Basis for Classification
in Football, by Superintendents, Principals,
Athletic Directors and Coaches
Yes
#
%
No
//
%
Not Sure
%
#
Supt.
25
49
18
35
8
16
Pr in.
13
42
14
45
4
13
A.D.
33
58
18
32
6
11
Coach
26
60
. 13
30
4
9
Total
97
53
63
35
22
12
Question 11.
In track and field is there a need for
classification except for district, divisional and state meets?'■
CD
Yes (2) No (3) Not Sure.
The respondents disagreed greatly in their answer to question
11.
Class AA voted 86 percent in favor of classification, with 14
percent against.
Fifty-three percent of Class A wanted classification,
while 41 percent did not and 6 percent were not sure.
Class B schools
had 56 percent against classification and 44 percent for classifi- ■
.
cation.
In the Class C schools, 53 percent were against
classification, with 36 percent for and 12 percent were not sure.
51
Table 57
Response to Question 11,. Need for Classification for
Track and Field, by Classification
Yes
■#
%
AA
12
86
A
17
B
No
#
%
2
14
53
13
18
44
C
34
36
Total
81
'45
Class
■:
,J
■
.
Not Sure
%
.#
.
b
0
41
2
6
23
56
0
0
50
53
11
12
88
48
13
7
'
Table 58
Response to Question 11, Need for Classification for
Track and Field, by Superintendents, Principals,
Athletic Directors and Coaches
Yes
#
%
No
#
%
Not Sure
#
%
Supt. :
18
35
26
51
7
Pr in .
18
58
13
42
.0
0 .
A.D.
30
53
23
40
4
7
Coach
.15
35
26
60
2
5
Total
81
45
88
48
13
7
Question 12,
Should natural barriers, such as mountain "
passes, be considered in the classification of schools?
(2) No (3) Not Sure.
(I) Yes
14
I
52
Those participating in the survey were widely divided over the
issue of natural barriers.
Forty-two percent thought natural barriers
should be a factor in classification, 41 percent thought they should
not and 17 percent were not sure.
Table 59
rt
Response to Question 12, Natural Barriers, by Classification
Yes
#
%
No
#
%
AA
5
36
7
50
2
14
A
11
34
16
50
5
16
B
24
59
11
27
6
15
C
37 '
39
41
43
17
18
77
42
75
41
30
16
Class
Total
Sure
% .
Table 60
Response to Question 12, Natural Barriers, by Superintendents,
Principals, Athletic Directors and Coaches
%
No
#
%
Not Sure
# •
%
26
51 .
16
31
9
18
Pr in.
17
55
9
29
5
16
A,D .
17
30
31
54
9
16
Coach
17
40
19
44
7
16
Total
■ 77
42
75
■41
30.
16
Yes
#
Supt.
53
Question 13.
When a school enrollment changes in size faster
than normal, either decreasing or increasing, should there be an
automatic method to reclassify these schools without major reclassifi­
cation of all schools?
(I) Yes (2) No (3) Not Sure.
If your, response
i
is yes, what would be your proposal for doing this?
• Sixty-one percent answered "yes" to an automatic reclassifi­
cation when a school's enrollment went above or below a given number
for a particular classification, 25 percent said "no" and 14 percent
were unsure.
1.
Some of the proposals for this reclassification are:
Use a set enrollment but give the school a one-year
grace period.
2.
Have the Montana High School Association Board set
classifications by enrollment each year.
3.
Set the leagues by number of schools and number in school.
If one school increases to a number larger than the smallest school
in the next league up, switch them around.
4.
Another recommendation was to elect a standing committee
to determine classification.
5.
Two schools recommended we use the North Dakota system,
which is a two-class system.
Schools 325 and over are Class A schools
and under 324 are Class B.
6.
Four schools recommended that a hearing be set with the
Montana High School Association Board, with a representative from
54
each district in attendance.
7,
Some schools felt that classification should be on a
population basis with a 10 percent allowance before mandatory change
up or down in classification, if the school were opposed to the change.
Table 61
Response to Question 13, School Size, by Classification
Yes
#
%
AA
8
57
A
21
B
C
Class
Total
No
#
%
Not Sure
#
%
6
43
0
0
66
7
22
4
13
22
54
12
29
7
17
60
63
21
22
14
15
■ 111
61
46
• 25
25
14
,
Table 62
Response to. Question 13, School Size, by Superintendents,
Principals, Athletic Directors and Coaches
Yes
#
Supt.
Not Sure
%
#
%
No
#.
%
28
55
14
27
9
18
Pr in.
14
45 -
12
39
5
. 16
A.D .
42
74
10
18
5
9
Coach
27
63
10
23
6
15
Total
111
61
46
25
25
14
■'
55
Question 14,
Circle the number which you feel should be the
bottom cut off point for your classification if population were used
to determine classification.
Answer only the part which refers to
your present classification.
Class C schools should not answer
this question.
(indicate).
cate).
Class AA (I) 700 (2) 800 (3) 900 (4) 1000 (5) other
Class A (I) 200 (2) 250 (3) 300 (4) 350 (5) other (indi­
Class B (I) 100 (2) 125 (3) 150 (4) 175 (5) other
(indicate).
In Class AA of the schools answering "other", four schools
felt the minimum enrollment for Class AA should be between 1,200 and
1,300.
One school felt it should be determined by the Montana High
School Association and one school had no answer.
Three schools stated
the enrollment minimum for Class AA should be 1000,
Table 63
Response by Class AA to Question 14
(I) 700
%
#
(2) 800
#
%
(3) 900
#
%
(4) 1000
#
%
(5) other
#
■%
2
2
I
3
5
15
15
8
23
39
In Class A, the most popular number for a minimum was 300;
34 percent were in favor of this.
The second most popular number was
250, 25 percent favored this number.
Of the three answering "other"
for Question 14, one said 214 should be the minimum, one said 400
56
and one said 450.
Table 64
Response by Class A to Question 14
(I) 200
%
#
(2) 250
%
# .
(3) 300
#
%
(4) 350
#
%
3
8
11
7
9
25
34
22
(5) other
#
%
3
9
In Class B, 39 percent were in favor of 150 as a minimum.
Thirty-four percent agreed it should be 125.
The one person answering
"other" felt Class B should have a minimum of 300.
Table 65
Response by Class B to Question 14
(I) 100
#
%
5
' 12
(2) 125
#
%
14
Question 15.
34
(3) 150
#
%
(4) 175
%
#
16
5
39
12
(5) other
# ' %
I
2
Circle the number which you feel should be the
top cut off point for your classification if population were used to
determine classification.
present classification.
question.
Answer only the part which refers to your
Class AA schools should not answer this
Class A (I) 600 (2) 700 (3) 800 (4) 900 (5) other (indi­
57
cate.
Class B (I) 250 (2) 275 (3) 300 (4) 325 (5) other (indicate).
Class C (I) 100 (2) 125 (3) 150 (4) 175 (5) other (indicate). .
As a maximum for Class A, 38 percent were in favor Of 700;
22 percent were in favor of 900.
Of the three answering "other",
two felt that 500 should be the maximum, one thought 520, one said
950 and two were for 1000.
Table 66
Response by Class A to Question 15
(I) 600
%
#
3
9
(2) 700
%
#
(3) 800
%
#
12
4
38
13
(4) 900
#
.%
(5) other
#
%
7
6
22
19
Thirty-four percent of the Class B responses on Question 15
felt that 250 should be the maximum.
should be 300.
Twenty-nine percent felt it
The next highest number was 20 percent at 275.
Of
the four answering "other", three felt the maximum should be 350 and
one felt it should be 400.
58
Table 67
Response,by Class B to Question 15
(I) 250
#' %
14
.
34
(2) 285
%
.#
8
20
<3) 300
%
#
12
29
(4) 325
#
.%
3 ■ 7
(5) other
#
%
4
10
In Class C, 35 percent felt that the maximum number for this
classification should be 150.
Twenty-four percent thought it should
be 125 and 20 percent felt it should be 100.
"other", eight had no answer.
Of the twelve answering
Two felt the maximum should be 250;
the other two thought it should be between 130 and 135.
Table 68
Response by Class C to Question 15
(I) 100
%
#
19
20
(2) 125
#
%
(3) 150
#
%
23
33
24
•Question 16.
35
(4) 174
# ' %
8
8
(5) other
'#
%
12
13
If a maximum distance was to be put on schools
for travel during season play, which of the following do you feel
would be a reasonable limit one way?
(I) 150 miles (2) 200 miles
(3) 250 miles (4) 300 miles (5) no limit (6) other (indicate).
Thirty-six percent' of Class AA did not think a limit on the
59
distance for travel was necessary.
The Class A schools favored a
200 mile limit, while Classes B and C agreed on a 150 mile limit.
Eleven schools felt the distance should vary with the size of the
school.
Along this line of thinking, one school felt more limitations
should be put on the travel of Classes B and C schools than on Classes
A and AA.
Some other distances mentioned were 125 miles, 175 miles,
400 miles and 500 miles.
Table 69
Response to Question 16, Regarding Maximum
Distance, by Classification
150 mi
%
Class
#
AA
0
A
200 m i .
%
. #
250 mi.
#
%
300 mi.
#
%
no limit
#
%
other
//
%
0
0
0
3
21
2
14
5
36
4
29
I
3
9
28
7
22
6
19
7
22
2
6
B
15
37
13
32
3
7
3
7
3
7
4
10
C
33
35
18
19
6
6
3
3
16
17
19
20
Total
49
27
40
22
19
10
14
8
31
17
29
16
.
60
Table 70
Response to Question 16, Regarding Maximum Distance, by
Superintendents, Principals, Athletic .
Directors and Coaches
150 mi.
#
%
200 mi,
#
%
250 mi.
#
%
300 mi.
%
#
No Limit
#
%
Other
#
%
Supt.
16
31
12
24
3
6
2
4
9
18
9
18
Pr in.
7
23
7
23
5
16
I
3
6
19
5
16
A.D .
13
23
13
. 23
10
18
8
14
9
16
4
7
Coach
13
30
8
19
I
2
3
7
7
16
11
26
Total
49
27
40
22
19
10
14
8
31
17
29
16
Question 17.
Do you feel there is a need for a reclassifica­
tion of the schools in Montana?
(I) Yes (2) No (3) Not Sure.
Almost three-fourths of the schools, 72 percent, agreed that
there is a need for reclassification of secondary sports competition
in the state of Montana.
cation was necessary.
Only 16 percent did not think reclassifi­
Twelve percent were not sure.
Table 71
Response to Question 17, Need for Reclassification,
by Classification
Class
#
Yes
'%
No
#-
Not Sure.
%
#
%
AA
10
■ 71
4
29
0
0
A
20
63
9
28
3
9
B
27
66
9
22
5.;
C
74
78
7
7
14
15
131
72
29
16
22
12
Total
12
■ Table 72
Response to Question 17, Need for Reclassification,
by Superintendents, Principals, Athletic
Directors and Coaches
Class
#
Yes
%
#
%
Not Sure
#
%
Supt.
34
67
9
18
8
Pr in.
20
65
7
23
4.
A.D .
47
83
6
11
4
Coach
30
70 .
7
16
6
29
16
Total
131 •
No
72
16
' .13
7
.
14
22 .
12
Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The purpose of this study was to conduct a survey concerning
classification of Montana high schools for sports competition.
Specifically this study attempted to determine:
(I) the opinions of
high school, administrators, coaches and athletic directors regarding
the classification system in Montana, and what changes, if any,
should he made in the current system; (2) current classification
systems used by states with similar populations and large geographic
areas; and (3) the best classification system for secondary sports
competition in Montana, based on the above data.
This study was delimited to high school administrators,
athletic directors and head coaches of major sports in the state of
Montana.
A separate questionnaire concerning classification systems
was sent to executive secretaries, commissioners and director generals
of states with population and geographic features similar to Montana’s
A questionnaire was designed by the investigator to easily
obtain the desired information.
After receiving 100 percent
participation and return, the data was tabulated, totaled and percent­
ages computed for presentation in table form.
The foundation for drawing conclusions and making recommenda­
tions for a better classification system for secondary sports in .
Montana was supplied by the questionnaire response, review of the
63
survey of the states with similar population and geographic areas and
the author's background.
A summary of the findings follows;
Five percent of the Class AA and 62 percent of the Class A
schools were satisfied with the current classification of their area.
There was more discontent shown by the Class B and C schools.
The
coaches were the least content with the classification system.
Eighty-eight percent of the respondents agreed that school
enrollment should be a major factor in classification.
They also felt
that there should be limitations on the distance of travel.
Natural
rivals and quality of competition were not deemed as important in
comparision to the enrollment and travel.
Sixty-two percent of the respondents favored the same
classification for all sports. 'Of those who favored the same
classification system for all sports, 70 percent approved the fourclass system.
Of the 38 percent who felt the system should vary with
the different sports, the favored number of classification's for each
sport
was as follows:
I.
Four classifications
a.
Football
b.
Boys' basketball
c«
Boys' track and field
d.
Girls' track and field
64
2.
3,
e.
Boys' cross country
f.
Girls * cross country
Three classifications
a.
Girls' basketball
b,
Wrestling
Two classifications
a.
Boys' gymnastics
b.
Girls' gymnastics
c.
Boys' swimming
d.
Girls' swimming
e.
Boys' golf
f.
Girls' golf
g.
Boys' tennis
h.
Girls' tennis
Some of the minor sports are not offered in the smaller
schools.
Eighty-five percent of the participants felt the same
classification system should be used for boys and girls.
When asked for recommendations for improving the classifi­
cation system in their area, 88 percent of the respondents favored a
defined population boundary for each classification.
It was stated
that schools with only three grades should add one-third of their
enrollment to their figure for determining classification.
They also
felt that schools with only boys or only girls should double their
65
enrollment figure.
Fourteen percent felt that more classifications
should be created.
Forty-two percent of the schools felt that
classification should be organized more on a geographic basis in their
area.
It was also recommended that the reclassification be done by
a committee or by administrators and coaches.
Twenty Class C schools
stated that the population of the Class C schools should be watched
more closely because of the wide variance.
Seventy-six percent of the schools felt that basketball and
wrestling should have classification throughout the season.
It was
noted that as the population of the school dropped, the percentage of
those in favor of classification decreased.
The respondents conflicted
greatly in their opinion of the need for classification throughout the
year for track and field, cross country, swimming and gymnastics.
Forty-seven percent of the schools decided that tennis and golf did
not need classification during the entire season, thirty-two percent
were not sure and fifty-three percent felt that football classification
should be based on enrollment.
As some areas of Montana have more rugged terrain than others,
the participants were widely divided on the issue of natural barriers
being considered in classification.
Sixty-one percent of the participants agreed that there should
be an automatic reclassification when a school’s enrollment went above
or below a given number for a particular classification.
Other
66
proposals were to use a set enrollment, but give a one-year grace
period before reclassifying; reclassify each year; set the leagues by
number of schools and the number in school; a two-class system, such
as the North Dakota system; a ten percent allowance before a mandatory
change.
The survey showed that Class AA schools felt there should be
a minimum enrollment of between 1,200 and 1,300 for their class.
A felt they
should have a minimum of 300 and a maximum of 700.
Class
Class B
felt they should have a minimum of 150 and a maximum of 250 to 300.
The Class C schools felt they should have a maximum number of 150
students enrolled.
The
distance of
larger schools did not feel there should be a limit on the
travel for competition.
Class A schools felt there should
be a 200-mile limit, while Class B and C felt there should be a 150
mile limit.
In the smaller schools, a financial concern was expressed
as the basis for less travel.
Seventy-two percent of all the schools agreed that there is a
need for reclassification of secondary sports competition in Montana.
CONCLUSIONS
1.
There is a definite need for reclassification in some
areas of the state.
2.
The schools definitely thought that classification should
67
be based on population.
3.
All of the other states surveyed based their classification
on school enrollment.
4.
Seventy percent of the schools are in favor of four classes,
but want to see more control on population boundaries.
5.
system.
Four of the eleven other states surveyed use a four-class
The larger the state, the stricter the regulations.
6.
Fourteen percent of the schools asked for five classifi­
cations .
7.
The Western Division, Class C , would like to combine their
four districts into two or three districts.
8.
Sixty-two percent of the respondents would like the same
classification for all sports.
9.
Two of the Class AA schools would like to drop four of the
smaller schools in their class and have one division for Class AA.
10.
Schools with three grade levels should add one-third of
their enrollment to their figure for classification.
11.
All boys schools and all girls schools should double their
enrollment figure for classification.
12.
The Class C schools should be watched more closely
because of the fluctuation in their enrollment.
13.
Basketball, wrestling and football should have classifi­
cation throughout the season; but, tennis, golf, swimming and cross
68
country would not need to be classified until tournament time.
RECOMMENDATIONS
The author proposes the following recommendations:
1.
The Montana High School Association Board should set up a
standing committee to study classification.
2.
Classification should be set up on a four-class system
with the sixteen largest schools as Class AA, next 32 as Class A, next
32 as Class B, and the remaining schools as Class C.
If any school
becomes larger than a school in the next class up, they should
switch.
This plan follows the system used in Nebraska.
3.
A school may petition to move up into the next class, but
must stay there for three years.
4.
The same classification system should abide in all sports.
5.
The same classification should serve for both boys' and
girls' competition.
6.
Schools with three grade levels should add one-third of
■their enrollment to their figure for classification.
7.
All boys schools and all girls schools should double their
enrollment figure for classification.
8.
advance.
The schools should be classified every year for a year in
Example:
January, 1977 meeting will determine the
classification for the 1979-80 season.
69
9.
Schools whose enrollment changes to the point that they
%
would be moved up to the next classification would have a year's grace
period before moving up.
>•
APPENDICES
APPENDIX A
Questionnaire
72
QUESTIONNAIRE
A STUDY OF THE CLASSIFICATION SYSTEM OF SECONDARY
SPORTS COMPETITION IN THE STATE OF MONTANA
The background information called for in this section is essential to
the analysis of the data to be collected. ALL INFORMATION WILL BE
TREATED AS CONFIDENTIAL.
School - Class (AA-A-B-C)
_____________
Enrollment ______________
School - Personnel
Please have the most informed person on
classification of sports competition in high schools answer the \
following questionnaire. Check which one of the following this is:
Superintendent
Principal
.
_________
____________ _
Athletic Director _____________
Coach (list sport) ____________
If you would like to receive a copy of the findings of this study,
check the blank below and list your school name.
Directions for Questions (I) and (2)
On a one (I) to five (5) scale, circle the number you feel best
represents your feelings. Please respond to all items.
1 —
2 :—
3 -4 —
5. —
Example:
Strongly Oppose
Oppose
Neutral
Agree
Strongly Agree
All highways should be four lane.
1
2
3
4
5
If you circled two (2), this shows you oppose this belief.
73
I.
Is the present classification system in your area satisfactory?
I
2
3
4
5
On what basis do you feel schools should be classified for sports
competition?
A.
School enrollment
I
B.
4
5.
2
3
4
5
Travel (distance)
I
D.
3
Natural rivals
I
C.
2
2
3
4
5
Quality of competition
I
2
3
4
5
E. .Others (indicate) __________________________________ ■
3.
Should the classification system be the same for all sports?
.
■
(I) Yes
' ____________ (2) No
If yes, how many classification systems do you propose:
If no, answer question number four (4).
4.
Circle the number of classifications you feel there should be in
the following sports?
A.
Football .
I
2
3
4
5
6 or more
B.
Boys' Basketball
I
2
3
4
5
6 or more
C.
Girls ' Basketball
I
2
3
4
5
6 or more
D.
Wrestling
I
2
3
4
5
6 or more
E.
Boys' Track and Field
I
2
3
4
5
6 or more
F.
Girls ' Track and Field
I
2
3
4
5
6 or more
G.
Boys' Gymnastics
I
2
3
4
5
6 or more
H.
Girls ' Gymnastics
I
2
3
4
5
6 or more.
I.
Boys' Swimming
I
2
3
4 '5
6 or more
J.
Girls ' Swimming '
I
2
3
4 ■5
6 of more
K.
Boys' Cross Country
I
2
3
4
5
6 or more
74
5.
L.
Girls ' Cross Country
I
2
3
4
5
6 or more
M.
Boys' Golf
I
2
3
4
5
6 or more
N.
Girls' Golf
I
2
3
4
5
6 or more
0.
Boys' Tennis
I
2
3
4
5
6 or more
P.
Girls'’ Tennis
I
2
3
4
5
6 or more
Should the classification system be the same for both girls and
boys?
________ (I) yes
__________ (2) no
__________ (3) not sure
If no, what would be your recommendations:
6.
If the present classification system in your area is unsatisfactory
in your opinion, what would be your recommendations for
improvement?
7.
In basketball and wrestling is there a need for classification
except for tournaments at the end of the season?
_________ (I) yes
8.
______
(3), not sure
In cross country, swimming, and gymnastics is there a need for
classification except for the state meets?
______■
9.
■ ■
____ (2) no _
(I) yes
________ (2)
no
_____ ■
(.3) not sure
In tennis and golf is there a need for classification except for'
tournament play at the end of the season?
_________ (I) yes
____ _____ (2) no
_________ (3) not sure
10. In football could classification be determined strictly on a school
population basis?
__________ (I) yes
(2) no
_________ (3) not sure
11. In track and field is there a need for classification except
for district, divisional, and state meets?
__________ (I) yes
(2) no
_________ (3) not sure
12. Should natural barriers, such as mountain passes, be considered
in the classification of schools?
___________ (I) yes
(2) no
_________ (3) not sure
75
13. When a
either
method
of all
school enrollment changes in size faster than normal
decreasing or increasing, should there be an automatic
to reclassify these schools without major reclassification
schools?
(I) yes
(2) no
(3) not sure
If your response is yes, what would be your proposal for doing
this?
14. Circle the number which you feel
point for your classification if
classification. Answer only the
classification. Class C schools
Class AA
should be the bottom cut off
population were used to determine
part which refers to your present
should not answer this question.
(I) 700 (2) 800 (3) 900
(5) other (indicate)
(4) 1000
Class A
(I) 200 (2) 250 (3) 300
• (5) other (indicate)
(4) 350
Class B
(I) 100 (2) 125 (3) 150
(5) other (indicate)
(4) 175
15. Circle the number which you feel should be the top cut off point
for your classification if population were used to determine
classification. Answer only the part which refers to your present
classification. Class AA schools should not answer this question.
Class A
(I) 600
(2) 700
(3) 800 (4) 900
(5) other (indicate) __________________
Class B
(I) 250
(2) 275
(3) 300 (4) 325
(5) other (indicate) __________________
Class C
(I) 100
(2) 125
(3) 150 (4) 175
(5) other (indicate) __________________
16. If a maximum distance was to be put on schools for travel during
season play, which of the following do you feel would be a reason­
able limit one way?
(I) 150 miles (2) 200 miles (3) 250 miles (4) 300 miles
(5) no limit (6) other (indicate) ____________________________ __
17. Do you feel there is a need for a reclassification of the schools
in Montana?
76
(I) yes
(2) no
(3) not sure
APPENDIX B
Letters of Transmittal
78
DEFttRTMENT OF HEALTH. PHYSICAL EDUCATION & RECREATION
COLLEGE OF E D U C A T IO N
M O N T A N A STATE UNIVERSITY
B O Z E M A N S9715
February 7, 1976
R . Rex Dailey
Executive Secretary
Montana High School Association
Helena, Mt. 59601
Dear Mr. Dailey:
I would like to obtain the support of the Montana High School
Association for a study of the classification system of secondary sports
competition in the state of Montana. This study is necessary to com­
plete my degree of Master of Science in Physical Education.
Thank you for your time and consideration.
Sincerely,
Tom R. Lindskog
Graduate Student
TtUF1HONF MOSIWM
4001
79
DEfARTMENT OF HEALTH PHYSICAL EDUCATION & RECREATION
C OLLEGE OF E D U C A T IO N
M O N T A N A STATE UNIVERSITY
B O Z E M A N 59715
February 14, 1976
R. Rex Dailey
Executive Secretary
Montana High School Association
Helena, Montana 59601
Dear Mr. Dailey:
I am writing to you concerning my study on classification
of high schools.
I would like a list of the executive secretaries and their
addresses of the following states:
Colorado
Nebraska
North Dakota
South Dakota
Utah
Wyoming
Idaho
Nevada
Oregon
Texas
Washington
Your help will be greatly appreciated.
Yours for better sports.
Tom R. Lindskog
Craduate Student
lU M m x # M lgiIV M 411111
80
DEPARTMENT OF HEALTH PHYSICAL EDUCATION & RECREATION
COLLEGE OF E D U C A T IO N
M O N T A N A STATE UNIVERSITY
B O Z E M A N 59715
February 25, 1976
Ray C. Ball, Commissioner
Colorado High School Activities
Association
11351 Montview Blvd.
Aurora, Colorado 80010
Dear Sir:
I am in the process of doing a study of the classification system
of sports competition in Montana.
This study includes a survey of schools in Montana and a letter
to states with similar populations and large geographic areas. It has
the support of Rex Dailey, the Executive Secretary of the Montana High
School Association.
I would appreciate a copy of the guidelines presently being
used for sports classification in your state. If you have any studies
taking place in your state regarding sports classification I would
appreciate information as how to obtain the results.
Thank you for your prompt attention given this matter, and your
anticipated cooperation. Please return this information by March 19th.
If you feel a copy of the results of my study would be of value
to you, please check the following blank.
Yours for better
Tom R. Lindskog
Graduate Student
TELFlXJlNt (4061V M 4001
sports,
81
DEfMTMENT OF HEALTH. PHYSICAL EDUCATION & RECREATION
C O LLEG E OF E D U C A T IO N
M O N T A N A STATE UNIVERSITY
B O Z E M A N 59715
March 16, 1976
Dear Sir:
I am in the process of doing a study of the classification
system of sports competition in Montana. This study includes a
survey of schools in Montana and has the support of Rex Dailey, the
Executive Secretary of the Montana High School Association.
Enclosed is a questionnaire concerning secondary sports
competition in the state of Montana. The questionnaire has been
designed to survey the opinions of school administrators, head
coaches and athletic directors on questions concerning classification
of Montana schools.
This survey is partial requirement for my Masters Degree in
physical education at Montana State University. No individual names
or school names will be associated with the results. The question­
naire will take approximately ten minutes to complete. If you need
more space than is provided to answer any of the questions, please
feel free to attach a page with your answer and the number of the
question to the questionnaire.
Thank you for your prompt attention given this matter, and
your anticipated cooperation. Please return this questionnaire in
the enclosed self-addressed envelope within the next five days.
Yours for better sports,
Tom R. Lindskog
Graduate Student
TEl EWONE 1406)994 4001
82
DEfMTMENT OF HEALTH PHYSICAL EDUCATION & RECREATION
COLLEGE OF E D U C A T IO N
M O N T A N A STATE UNIVEKSTT Y BOZF M A N SV715
April 9, 1976
Dear Sir:
Recently you received a letter nsklng you to complete a
questionnaire concerning the classification system of secondary
sports competition In the state of Montana. As of yet, I have not
received your return. This is a very busy time of the year and you
probably set the questionnaire aside for completion at a later date.
The survey results have been excellent Lhus far and only a
few remain unanswered. I have enclosed another questionnaire and
hope you can find the few minutes necessary to complete the form.
I realise you are busy at this time of year and if you wish to do so,
feel free to have someone on your staff who is acquainted with the
classification system used in Montana complete the questionnaire and
return it.
Your response is very important as I am trying to survey all
schools in the state of Montana in order to draw some sound conclus­
ions on what type of classification would be beneficial in our state.
If you have already mailed the questionnaire. please disregard this
letter.
Again I convey my thanks to you for helping make this study
a success.
Yours for better sports,
Tom R. Lindskog
Graduate Student
IFl Fl1HONE (4 0 h W 4 4001
APPENDIX C
Classification of Schools
84
CLASSIFICATION OF SCHOOLS
Class AA
Anaconda
Bozeman
Butte
Kallspell
Libby
Missoula Hellgate
Missoula Sentinel
Billings Senior
Billings West
Great Falls High
Great Falls Russell
Havre
Helena Capital
Helena High
Class A
Baker
Glasgow
Glendive
Miles City
Plentywood
Poplar
Sidney
Wolf Point
Browning
Chinook
Choteau
Conrad
Cut Bank
Fort Benton
Malta
Shelby
Billings Central
Butte Central
Deer Lodge
Dillon
Hardin
Laurel
Lewistown
Livingston
Columbia Falls
Eureka
Hamilton
Loyola-Sacred Heart
Poison
Ronan
Stevensviile
Whitefish
Class B
Belt
Big Sandy
Cascade
Chester
Fairfield
Harlem
■ Simms
Sunburst
Valier
Forsyth■
Huntley Project
Bigfork
■Corvallis
Darby
Plains
St. Ignatius
Seeley-Swan
Troy ■
Thompson Falls
Belgrade
Boulder
Harlowton
85
Manhattan
Three Forks
Townsend
Whitehall
Broadus
Fairview
Medicine Lake
Scobey
Lodge Grass
Red Lodge
Roundup
St. Labre
Shepherd
Circle
Jordan
Sacred Heart
Terry
Class C
Antelope
Flaxville
Lustre
Outlook
Peerless
Westby'
Savage
Frazer
Nashua
Saco
Busby
Ekalaka
Hysham
Pine Hills
Plevna
Rosebud
Wibaux
Ryegate
Belfry
Columbus
Fromberg
Park City
Denton
Hobson
Moore
St. Leo's
Winnett
Brady
Dutton
Geyser
Power
Box Elder
Hingham
,
Bainville
Brockton
Culbertson
Froid
Lambert
Richey
Dodson
Hinsdale
Opheim
Whitewater
Broadview
Custer
Lavina
Melstone
Plenty Coops
Rapelje
Reedpoint
Absarokee.
Bridger
Edgar
.Joliet
Roberts
Grass Range
Judith Gap
Roy
Winifred
Augusta
Centerville
Geraldine
Highwood
Stanford
Hays-Lodge Pole
Inverness
86
Joplin
Rudyard
Clyde Park
Manhattan Christian
White Sulpher Springs
Ennis
Lima
Twin Bridges
Willow Creek
Drummond
Frenchtown
Superior
Arlee
Hot Springs
St. Regis
K-G
Turner
Gariner
Rosary
Wilsall
Harrison
Sheridan
West Yellowstone
Alberton
Florence
Philipsburg
Victor
Charlo
Noxon
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