Curriculum planning in secondary physical education, 1969

, )F EDUCATION/ATLANTA, GEORGIA 30334/JACK P. NIX, STATE SUPERINTENDENT OF SCHOOLS
CURRICULUM PLANNING IN
SICOROARY PHYSICAL IOUGAIION
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CURRICULUM PLANNING IN
SECONDARY PHYSICAL EDUCATION
CURRICULUM DEVELOPMENT DIVISION OFFICE OF INSTRUCTIONAL SERVICES GEORGIA DEPARTMENT OF EDUCATION ATLANTA. GEORGIA 30334
1969

Acknowledgments
The Georgia Department of Education is deeply grateful for the untiring efforts of the committee during the formulation of this guide. To the following committee members, we express our thanks:
Dr. Robert Bowen Mrs. Helen Brogdon Mr. H. Victor Bullock Mr. Jesse Davis Miss Rebecca Dennard Dr. Edith Grimsley Mrs. Anne Hadarits Mr. Ray Hill Dr. Claude M. Ivie Miss Barbara Landers Mr. David LeCroy Dr. Thomas McDonough Mr. Julian Mock Mr. Jack S. Short Dr. H. Titus Singletary, Jr. Miss Lillie Suder Mrs. Geneva Weaver Mr. E. E. Whitsett
II

FOREWORD
TW The Georgia Department of Ed, . "-~lid allied agencies are deeply concerned with ways to improve the ph) ::;:,:&1 welfare and physical fitness of Georgia's boys and girls.
In the fall of 1967, a statewide committee of physical education teachers and school administrators was appointed and assigned the task of compiling a physical education guide for the secondary school level. This book is the result of their efforts. It enumerates minimum standards to assist teachers and school administrators in planning and developing a balanced physical education program. Physical education should help students achieve the highest possible level of their physical, mental and social potential.
The guide emphasizes that a program to be most effective, must originate in the local school and community. Long-range and immediate objectives have been formulated to aid schools with their own planning for a local guide.
The guide is a policy statement, not a complete textbook, and contains many references and suggestions that should help administrators solve problems of policy in the light of current educational thinking. It should be useful to educators who are attempting to find the best way to meet the fitness requirements of today's youth.
The guide is adaptable to both large and small schools, to multiple school systems, to both boys' and girls' programs; with minor alterations, it sho"u'. ld aid in the solution of administrative problems involving staff, schedules and facilities.
Policy statements on interscholastic and intramural activities have been included in an effort to keep both fields in proper physical education perspective.
Jack P. Nix State Superintendent of Schools
III

ATHLETI:S
E XTRAMURALS
INTRAMURALS INTEREST GROUPS
INSTRUCTIONAL PROGRAMS

Preface

This curriculum guide, in outlining a total physical education program for the secondary grades, uses the triangle as a frame of reference.

The base of the triangle and of the total physical education program is formed

by the instructional program. This division is the basis from which the areas

above it derive.

'

The intramural and specialinterest groups grow from the instructional program. They are a means of applying the fundamental skills learned in the instructional program.

Extramurals derive from the total instructional program and the intramural, special interest groups. They are a means of a higher level of competition.

The apex of the triangle represents the program for the gifted in physical education. Athletics derive from the total physical education program which includes intramurals, special interest, and extramural groups.

IV

TABLE OF CONTENTS
Acknowledgments Foreword Preface
Chapter I: Philosophy Statement of Philosophy Aim Objectives The Purpose of Physical Education Pupil Growth Characteristics A Basic for'Se1ection of Learning Experiences in Physical Education and Recreation,. Physical Development Significance for Physical Educators A Concept of Fitness and Youth Lifetime Sports - Recreation Movement Education References
Chapter II: Procedures Role of the Guide Unit Teaching Example Unit Tennis Unit for Tenth Grade Boys Daily Lesson Planning Resource Units Team Teaching Utilization of Teaching Stations Chart - Existing Teaching Stations Four Quarter'School Reft;renccs
Chapter III: Policies Origanization and Administration of the Instructional Program Class Instruction - Policies Program of Activities and some Guidelines Staff Equipment and Instructional Supplies Storage Grading Credit Time Allotment
v

ii iii iv
1 1 1 1 1 2
2 2 .3 .3, 4,5 6 7 8
9 9 9 10 10, 11, 12 12 12 12, 13 13, 14 15 .16, 17, 18, 19 20
21
21 21 21, 22 23 23 24, 25,26,27 27 28 28

Integration and/or Correlation with Other Disciplines and Areas
Safety in Physical Education Health Services
The Health Appraisal.. Student Leaders
Orientation, Training, and Evaluation Lockers and Dressing Rooms
Shower Rooms Lockers and Baskets Benches Laundry Services After School Use of Facilities Intramural and Extramural Program Interscholastic Athletics Standards Promotion of Program - Interpretation References

Chapter IV: Program

Fitness



Walking (Endurance)

Interval Training

Obstacle Courses

Rope Skipping

Running

Swimming ~

Weight Training

Isometric Exercise

Circuit Training

Individual and Dual Sports

"

Archery

Badminton

Bowling

Fencing

Golf

Gymnastics and Tumbling

Handball

Recreational Games

Deck Tennis

Paddle Tennis

Table Tennis (Ping Pong)

Horseshoes

Shuffleboard

Tetherball

Cropuet

vi

28, 29, 30 .31 31
.3I, 32 32, 33
.33 .33 34 34 34 34 .34,35 .35 .3 5, 36 36, 37 .37 38
39 39 39 39, 40 41 ,42, 43
44, 45'
45, 46 46, 47 .48, 49 49, 50
50 50, 51 51, 52 52, 53 53, 54 54, 55, 56 56, 57, 58, 59
59 59, 60
60 60 60, 61 62 62, 63 63 64

Tennis

Track and Field

Team Sports

Angle Ball

Rule I

Equipment

Rule 11.

Method of Pennlizing Fouls

Rule III

Playing Regulations, Violations, Fouls,

and Penalties

Ru1e IV

Out of Bounds

Rule V

Substitutions

Basketball

Fwld Hockey

Flag and Touch Football

Soccer

Softball

One Pitch Softball

Speedball.

Volleyball

Outdoor Education

School Camping

Angling

Rhythms and Dance

Folk Dance ;

General Terminology

Basic: Steps

Suggested Dances from Various Countries

Modern Dance

Warm-ups

Fundamental forms of Locomotion

Modern Dance Terminology

Square Dance

,

SOH10 Basi\.: Calls

Suggested Dances

Reft:l'ences

Sources of Available Records

Lead-up Games

Adapted Physical Education

Modified Physical Education

Remedial Physical Education

Posture Education

Scope of Adapted Physical Education

Assignment of Pupils

vii

65, 66 66, 67
67 67 68 68 69 69 69
<69, 70 70 70 71 71
71, 72 72, 73 73, 74 75, 76
76 76, 77 77, 78 78, 79
79 79, 80, 81
81,82 82 82
82, 83 83 84 84 84
84, 85 85, 86
86 87 87 87 88 88, 89 89 89, 90 90 90 91, 92 92),93

Aquatics Summary
Combatives Judo Advantages of Judo Disadvantages of Judo Karate for High School Boys
Self Defense for High School Girls Teaching Conditions
Wrestling Evaluation and Measurement
References

93, 94 95 95 95
95, 96 96, 97 97, 98, 99
99 100, 101 102, 103 .103, 104, 105, 106 107-117

Chapter V: Plant

117

Planning of Indoor Facilities

117

Elementary Schools

117

Secondary Schools

11 7, 118

Floors

.118, 119

Walls and Ceilings

119

Equipment and Apparatus Rooms

.119

Gymnasium Showering and Dressing Facilities

119

Shower Room

120

Drying Room

.120, 121

Physical Education Dressing Room and Lockers

121

Team Dressing Room and Lockers

122

Miscellaneous Items

122

School Pool Requirements - The Elementary School 122, 123

Space Requirements for Pool

.123

Traffic Flow

123 '

Climate

123

Pool Basin and Deck Characteristics;

Water Filtration and Purification

J23

Planning of Outdoor Hard Surface Areas

.123, 124

Planning of Outdoor Grass Areas

124

Appendix

125

Lifetime Sports

126

Suggested Recreation Activities

126

Chart - Boys Locker, Gym - Girls Locker, Gym

.127

Chart - Outdoor Hard Surface areas

.128

State, National and International Professional

Organizations

,

129

Glossary of terms for Physical Education

130, 131, 132

viii

Chapter I: Philosophy
STATEMENT OF PHILOSOPHY
Physical education is the study of the art and science of human movement which begins at birth and develops throughout the life of the individual. As a part of the total school program, physical education provides the movementcentered experiences which will enable man to realize his fullest potential as an individual in a democratic society.
AIM
The aim of physical education is to provide leadership, adequate materials and facilities, and a varied program for the individual or group to act in movement experiences that are physically wholesome, mentally stimulating, satisfying, and socially sound.
OBJECTIVES
General educational objectives include: -to aid the individual in the optimum development of the poten-
tialities of his personality-socially, morally, emotionally, and intellectually; -to develop acceptable social and cultural standards, appreciations, and attitudes as the result of participation in movement experiences in a good environment under capable and moral leadership; -to develop the power of self-expression and reasonable selfconfidence; --to develop the individual's leadership capacity and the ability to function as a member of the group. Special objectives of physical education include: -to develop fundamental skills and techniques of movement necessary for participation in the total program; -to provide knowledge and to promote understanding of the various activities; -to aid in the development of whol~some attitudes through successful experiences in physical education; -to promote optimum physical growth and organic vigor through programs desiglled to develop strength, power, motor ability, and endurance;
-to promote the attitudes, understandings, and skills necessary to the worthy use of leisure with emphasis on activities having lifetime value.
THE PURPOSE OF PHYSICAL EDUCATION
Physical education can make many contributions to both the individual
and the total school program. Some contributions mclude:

-the development of the organic systems to their highest functional levels;
-the development of individual neuro-muscular skills; -the development of individual interest in play and recreation; -the development of positive behavior patterns. These contributions can in turn enhance the total school program through the individual.
PUPIL GROWTH CHARACTERISTICS A BASIS FOR SELECTION OF LEARNING EXPERIENCES IN PHYSICAL EDUCATION AND RECREATION
Understanding the nature of growth and development of secondary school students is necessary for all physical education teachers. Although no two pupils are alike and although extreme deviations will always be present, the vast majority may still be categorized along a continuum of observable characteristics which they share to a greater or lesser degree. It is possible, therefore, to make statements concerning the general characteristics of specific age groups. However, care should be exercised in categorizing each child according to the exact phase of growth and development he is experiencing. Still more attention should be directed toward discerning variations from the more "normal" patterns of development. Such variations may be perfectly normal: the mere result of advanced or delayed maturation.
Physical Development
For both boys and girls, physical development represents a period of rapid growth and development. On the average, boys mature two or three years later than girls. The secondary school period is characterized by:
-rapid weight gain and growth at the beginning of adolescence; --sexual maturity, with accompaning physical and emotional change: -sometimes a period of glandular imba1:lnce; - skeletal growth completed, adult height reached, muscular coordi-
nation improved during the period; -heart growing rapidly at the beginning of the period. Behavior characteristics include: -going to extrenlLS. emotional instability with "know-it-all" attitude; - return of habi ts of younger child - nail biting, ticks, impudence, daydreaming;
-high interest in philosophical, ethical, and religious problems such as a search for ideals;

-preoccupation with acceptance by the social group, fear of ridicule and of being unpopular, and oversensitiveness and self-pity;
-strong identification with an admired adult; -assertion of independence from family as a step toward adulthood, de-
sire to be accepted as an adult, and desire to have right to participate in adult behavior; -good response to group responsibility and group participation; -high interest in physical attractiveness; -a stronger interest of girls in boys than boys in girls, resulting from earlier maturing of the girls.
Significance lor Physical Educators
Students need to be given knowledge of the physical changes which they are undergoing. They need to understand that these changes and their reactions to them are normal. Daily activity periods are needed with instruction in sports, skills and body mechanics. Encouragement and understanding should be given to students whose performance is poor because of growth imbalance.
Activities demanding increased endurance may be offered, but teachers should watch for excessive participation. Proper warm-up and training procedures should be followed prior to strenuous activities.
While appetites are large, the tendency to eat unbalanced meals J1ay become a problem. Overweight students should be cautioned against eieting except under medical supervision.
A well-rounded program of activities should be offered to student;,. Team sports are important and should be encouraged. However, it is also lmportant that students be provided opportunities to develop sufficient skills and interest in individual and/or dual sports or activities which will have postsecondary school value.
A CONCEPT OF FITNESS AND YOUTH
The American school is the one great resource for the teaching of foundation skills and knowledges in health and physical education and for establishing the idea that fitness is importan 1. While this effort centers in the schools, it must be strongly supported by other community agencies. School and community cooperation is basic to the success of any fitness programs.
Primitive man survived largely through vigorous physical effort which made him strong physically and emotionally. Modem man survives largely through the Use of his mind and skills which contribute little to his strength and endurance physically or emotionally. Today's new way of life, conditioned by technological advances and rapid change, with its high educational and professional demands, severe competition, and acconpanying stresses and strains, requires body adjustments which have not had sufficient time to develop adequately. The physiological functions of the human organism tend to deteriorate with lack of use. This statement is primarily concerned with "organic development," the authors being cognizant of the fact that physical fitness is a basic objective and only one aspect of physical education.
3

Fitness is a state which characterizes the degree to which the organism is able to function. Fitness in its minimal stage is the proper functioning of all body organs to sustain life. At its optinallevel, fitness is living a full and vigorous life. Its most extensive interpretation applies to lhe ability of the individual to meet living requirements. This ability requires good health, strength, stamina, and skill in a variety of activities.
Fitness is an individual matter, and each person must satisfy his own needs and at the same time contribute his share to the welfare of society. More specifically, the individual must possess:
-optimum organic health consistent with heredity and the application of present health knowledge;
-sufficient coordination, strength, and vitality to meet emergencies, as well as the requirements of daily living;
-emotional stability to meet the stresses and strains of modern life;
-social consciousness and adaptability with respect to the requirements of group living;
-sufficient knowledge and insight to make suitable decisions and arrive at feasible solutions to problems;
-attitudes, values, and skills which stimulate satisfactory participation in a full range of daily activities;
-spiritual and moral qualities which contribute the fullest measure of living in a democratic society.
Fitness is fleeting and transitory, and its development should be continuous and satisfying from early infancy through maturity. The habit of adequate and regular exercise during the formative years is as important to good health as one's sleep, work, and food. Each individual should learn to enjoy taking part in vigorous exercise appropriate to age, sex, and general ability. The President's Cotincil on Sports and Physical Fitness has set forth the following selected priciples which must be the basis for any effective physical fitness program:
-programs to improve physical fitness must provide vigorous activities that will develop the physique, increase the efficiency of the cardiovascular system, and contribute to the development of physical skills;
-progressive resistive exercises involving increased work loads for longer periods are essential to increase the level of fitness;
-endurance develops in proportion to the total work done over a period of time;
-strength is increased through activities requiring more than 50 percent of the total strength capacity;
-organic efficiency is improved where rhythmical muscular activity is continued over long, unbroken periods;
-physical fitness is directly proportionate to the levels of strength, power, and endurance achieved;
-the school physical education program should include a core of developmental and conditioning activities appropriate to each grade level. (These activities should be carefully indentified and stressed in progressive order.)
-the school health education program should provide knowledge and under-
4

standing based on scientific facts and principles in order to develop desirable health attitudes and behavior for promotion of physical fitness.
This guide would be amiss, if it did not mention the facts regarding exercise therapy in the prevention of coronary heart disease, the nation's foremost killer of middle-aged men.
Exercise is one of the most promising means of preventing coronary heart disease. There are those scientists who believe that exercise may have more merit than any other means in the prevention of cardio-vascular conditions. Observation and some research indicate that lack of exercise, along with obesity, cigarette smoking, elevated blood chlosterol, tension, and high blood pressure, is one of the high risk factors in coronary disease.
Individuals must become aware of the false values inherent in some of the fitness fads, fallacies, and gadgets of the past. The lure to become involved in the use of these gadgets is overwhelming. There must be recognition of the fact that many of the advertised practices and methods are based on belief rather than scientific knowledge and are supposed to be time savers. Fitness cannot be achieved without work. There are no short cuts to fitness; it is attained through many months of regular endurance exercise, and it is maintained only through a commitment to a regular exercise program.

* Walking, running, swimming, cycling, jogging, circuit training calis-

thenics, interval training, and weight training.

'

5

LIFETIME SPORTS - RECREATION
Large quantities of leisure for the masses, automated assembly lines, sophisticated analyzers and computers, incredibly fast means of transportation and communication, labor laws which prevent child labor and cut work days, compulsory retirement, technological progress, medical progress which keeps more people alive longer, improved living standards, and urbanization have combined to produce more free time for more people. Modern labor often no longer conveys the sense of satisfaction that once came with the completion of a meaningful task. The worker as a human being in many cases has become anonymous. Fragmentation and specialization of labor and depersonalization of the laborer tend to cause powerful inner tensions. As a result of these factors, there is considerable stress on the physical and mental makeup of man in the American culture.
There are those who believe that constructive outlets for tensions and stress are available through participation in gross motor activity, such as walking, running, jumping, throwing, catching, climbing, etc. These are the activities incorporated in Lifetime Sports.
Sports are among the major leisure pursuits of mankind. They are among the avenues of mankind's never-ceasing quest for excellence. If man is to maintain emotional balance as well as physical health, he must be permitted to choose in leisure those physical activities (Lifetime Sports) which reward him with enjoyment and self-realization. Participation in sports, too, should result in renewed vigor, a more efficient physiological system, and a constructive outlet for energy - all aiding in the maintenance of a sound balance of mental and physical health. In general, it can be said that there is definite evidence of the social and psychological values of participation in Lifetime Sports and physical activities. It may well be that individual, group, community, and national stability may be much more dependent upon an interest and participation in Lifetime Sports than anyone realizes.
In the meantime, as more and more research accumulates in efforts to . resolve the nation's problems, broadened outlets (playgrounds, community centers,
gymnasia, etc.) must be provided for physical actiVity on an-individ'u~las w~il as
a group basis for both children and adults. The secondary schools, usually in a cent~llocation, must assume the
task of providing learning experiences that will help young people develop the attitudes, skills, knowledge, and appreciations which will enable them to enjoy a wide variety of wholesome leisure time activities throughout their lifetime. The play of boys and girls today will become the recreation of adults tomorrow, for a skill once learned is never completely forgotten.
The secondary school, too, has the-responsibility of assuming its rightful share in providing the facilities, leadership, and other resources needed to insure adequate recreational opportunities for the entire community. It is necessary that the family, school and community playa cooperative role.
Education for the worthy and creative use of leisure time belongs in every subject of the school program. Recreational education is an enrichment program containing a myriad of activities. This statement has emphasized Lifetime Sports as merely one facet of recreation. Broader definitions of recreation, leisure time, and lifetime sports, including a description of The Lifetime Sports Education Project and a listing of lifetime Sports, are included in the Appendix.
6

MOVEMENT EDUCATION
Movement Education, a new concept in physical education, had its early beginnings in Germany and England. The concept of Movement Education has been a by-product of attempts to improve physical education programs. Some pioneers in this new area are endeavoring to formulate a systemic "body of knowledge" around the focus of human movement. As yet, there is no common definition for Movement Education; it is in one instance a philosophy of method in physical education as well as a teaching approach.
The study of movement is extremely broad, and there are many avenues by which it can be approached. Movement educators hold that numerous activities have common elemr nts, which are based on comprehensive knowledge of movement fundamentals. They also believe that movement is integral to the human being. Everything that man does, whether he is reacting to his environment or simply express:ing himself, involves movement of some sort. Movement in itself is a "tool" of life; the more efficiently a man moves, the more meaningful his life becomes.
Programs of Movement Education are sometimes structured on a_"problem solving" basis envisioning man as a biological organism whose movement is governed by physical laws. All who believe this philosophy, describe movement in terms of energy, time, and space.
The learner of a skill, sport, or rhythm, not only becomes accomplished in the skill but also becomes a student of "human mechanics," a phrase which describes the mechanical and physiological principles that govern human movement.
Students in secondary schools should be exposed to movement exploration in order to maintain flexibility, to develop muscular strength, to increase endurance, and to refine rhythmic responses.
More research is needed into the nature of movement, for the outcomes of present programs are a matter of speculation.
Physical educators responsible for formulating guides and programs for physical education must be aware of existing pilot programs of Movement Education and movement exploration and be ever watchful concerning the progress of the new concept.
Since the 1920's, physical educators have developed several new concepts of physical education which eventually have become the emphasis or basic core of physkal education. Currently, physical fitness is receiving strong support as the essential content of physical education.
Movement is the tool by means of which physical educators seek to develop their students. Movement Education in its final analysis should tend to make activities more meaningful by giving more depth and breadth to the content of programs in the secondary school.
7

References
1. Brown, Camille, and Cassidy, Rosalind. Theorv of Pnysical Education: A Guide to Program Change, Lea and Febiger, Philadelphia, 1963.
2. Bucher, Charles A., Foundations of Physical Education (Chapter 1.3), the C. V. Mosby Company, St. Louis, 1968.
3. Cooper, M. D., Kenneth H., Aerobics, Bantam Books, Inc., 272 Madison Ave., New York.
4. Hooks, Gene, Application of Weight Training to Athletics, Prentice Hall, Inc., Englewood Cliffs, New Jersey.
5. Meredith, F. L., Irwin, Leslie W., and Slaton, Wesley M., Health and Fitness, (4th Edition), D. C. Heath & Company, Boston.
6. NAPECW and NCPEAM, Quest (Monograph No.2), Tucson, April, 1964. 7. Nixon, John E., and Dewitt, Ann E., Physical Education Cmriculum, the Ronald
Press Company, New York, 1964. 8. Physical Education Activity Series, Wm. C. Brown Company, Dubuque, Iowa.
a. Sorani, Robert P., Circuit Training b. Mott, Jane, Conditioning for Women c. Pierson, William R., Isometric Exercise
d. Rici, Benjamin, Physical and Physiological Conditioning for Men
e. Rasch, Phillip J., Weight Training 9 President's Council on Physical Fitness and Sports, Superintendent of Docu-
ments, Government Printing Office, Washington, D. C. ;l. Youth Physical Fitness b. Adult Physical Fitness c. Vim - Girls 12-18 d. Vigor - Boys 12-18 10. RoyalTanadian Air Force, Exercise Plans for Physical Fitness, Pocket Books, Inc., New York. 11. Steinhaus, Arthur H., How to Keep Fit and Like It, The Dartnell Corporation, Chicago.
8

Chapter II: Procedures
ROLE OF THE GUIDE
It would not be practical to produce a specific physical education guide to fit each school system in Georgia. The underlying aim incorporated in this guide is to be specific enough to outline what goes into a good program, but general enough to cover all systems in Georgia.
This guide is designed to be used as a foundation for local school programs, and the contents must be adapted to the local situation and dealt with in more specific terms.
The points of view of the Georgia Department of Education, expressed in the chapter on policies, should be the basis for establishing local policies for a program; however, many policies may be unique to a particular school system.
UNIT TEACHING
Unit teaching is one of the recommended methods now being employed as a means of organizing and integrating learning experiences into a meaningful program. It involves a block of time, usually, three to six weeks in length.
Unit teaching has many valuable contributions to make to education. Some of these contributions follow:
-it makes learning more meaningful; -it provides greater opportunities to integrate and correlate other learnings into the unit; ~it provides greater flexibility; -it develops a stronger feeling of accomplishment by the student.
When the instructor begins the construction of a unit, he should consider the following building blocks:
Title-Unit should be given an appropriate name and one that also reflects attitudes toward learning.
Introduction-The introduction should include: -introduction of unit; -where and how the unit fits into total program; -background information for unit, -value of unit.
Objectives-Pupils should have a part in establishing the objectives, and the objectives can be classified under these four headings: -knowledge and understandings; -attitudes; -skills; -physical fitness.
Procedure-Procedure refers to the method of implementing the unit, and
9

consideration should be given to: -methods; -procedures; -techniques. Evaluation-Evaluation may involve skill tests and written knowledge tests. The following unit plan will illustrate how a unit may be developed.
When the instructor begins the construction of a unit, he should consider the following building blocks:
Title-Unit should be given an appropriate name and one that also reflects attitudes toward learning.
Introduction-The introduction should include: -introduction of unit; -where and how the unit fits into total program; -background information for unit; -value of unit.
Objectives-Pupils should have a part in establishing the objectives, and the objectives can be classified under these four headings: -knowledge and understandings;
-atti~udes;
-skills; -physical fitness. Procedure-Procedure refers to the method of implementing the unit, and consideration should be given to: -methods; -procedures; -tecbniques. Evaluation-Evaluation may involve skill tests and written knowledge tests. The following unit plan will illustrate how a unit may be developed.
EXAMPLE UNIT
Tennis Unit for Tenth Grade Boys 2
The control objectives, or major outcomes, for teaching tennis for senior high school boys are set forth in terms of condition, skills, knowledge, and attitudes.
Control objectives include: Condition (physiologic capacity to play at least three continuous sets of tennis singles without undue fatigue or lowered level of skill) involving: -running, with emphasis on constant and sudden stops, starts, and changes of direction; -strength and flexibility of knees and ankles to protect
10

them from the strains of sudden stops, starts, and changes of direction;
-strength and.flexibility of wrist, elbow, and shoulder to permit continued efficiency in executing the various tennis strokes;
-acquired toughness of the skin on the feet and the racket hand to permit long and strenuous play without danger of blisters or other skin irritations.
Skills, including:
-skill in
flat serve slice serve American Twist serve
-skill in correctly executing
the forehand drive the backhand drive the forehand volley the backhand volley the forehand half volley the backhand half volley the overhead smash the lob the forehand chop the backhand chop
-skill in footwork while playing a tennis match
-skill in court strategy while playing a tennis match
Knowledge, including:
-recommended procedures in the selection and care of tennis equipment, such as:
racket racket strings tennis balls shoes socks shorts shirt or blouse jacket wristlet
-skills involved in correctly executing the various tennis strokes
-rules of tennis
-terminology used in tennis
-correct scoring procedure
-the basic strategy of both singles and doubles play
-procedures in organizing and conducting team matches and tennis tournaments
-knowledge of prominent personnel in the tennis world -outstanding tennis events of each year (Le., Major na-
tional and international tournaments)
1J

Attitudes, including: -readiness to cooperate with the teacher and fellow players -readiness to play fairly at all times -readiness to accept willingly the decisions of officials -readiness to place sportsmanship above winning -readiness to play always at top effort regardless of the apparent superiority or inferiority of an opponent -readiness to train and practice regularly and conscientiously -readiness always to show respect and courtesy toward players and officials when watching a tennis match
DAILY LESSON PLANNING
This unit plan could be broken down into daily lesson plans and would usually include date, quarter, course, major unit, sub unit, objectives, procedure, and evaluation.
RESOURCE UNITS
Resource units are a valuable asset to the instructor, and units dealing with each area of the curriculum should be kept on file for reference. The purposes of resource units may be listed as follows:
-to furnish suggestions for materials, methods, activities, teaching aids, and evaluative procedures for building a learning unit;
-to" provide a means of helping the teacher to organize materials so that he can depart from the traditional use of the textbook as a guide in curriculum development; -to provide suggestions for the teacher for translating an educational philosophy into practice; -to serve as a guide in helping the teacher to include in the learning unit certain important values basic to education in a democracy; -to sensitize the teacher to all of the significant problems and issues that have a bearing on an area of living; -to utilize the personnel resources of the school appropriate to the cooperative preplanning of a particular unit; -to conserve the time of the teacher; -to make it possible to have teaching materials available when needed. (The use of unit teaching and team teaching techniques can be employed and will provide for more meaningful experiences for pupil growth.)
TEAM TEACHING
"Team teaching is a type of instructional organization, involving teaching personnel and students assigned to them, in which two or more teach~rs are
12

given responsibility, working together, for all or a significant part of the instruction of the same group of students." Judson T. Shaplin
Team teaching is a new pattern of school organization - a major educational movement which has not been limited by anyone level of public education. It is a technique which is in various stages of experimentation in American elementary and secondary schools.
Team teachers share instructional tasks and goals, plan together, assign appropriate tasks to individual team members, observe one another teach, join in the evaluation of instruction, hold discussions based upon common observations of teaching and the effects of teaching, plan common tests, and trade teaching techniques. The team, two to ten teachers, bring the entire group of learners (students and teachers) together for orientation purposes through demonstrations and visual aids. Team teaching facilitates an homogeneous grouping of types and levels of learning capacity so teachers may give further recognition of individual differences.
Team teaching as a technique or structure may improve the quality of instruction, develop improved instructional techniques, and make better use of teacher time, space,. and resources. It provides an organizational vehicle for specialization in teaching, further developing specialties within a subject. If physical educators are to make their unique contribution to the formulation of the secondary school curriculum, they must become conversant and knowledgeable with this new pattern of school organization. The utilization of team teaching and a study in depth in sports and other physical activities should tend to broaden the scope of physical education and thereby make this unique area more meaningful to teachers and students.
UTILIZATION OF TEACHING STATIONS
One of the main factors to be considered in the scheduling and assigning of physical education classes is that of the availability of teaching stations. There must be a sufficient number of stations to handle properly the students involved. The adequate number of stations must be based on the size of the class, number of classes, and breadth of the program. Other considerations must be given to the activity involved, use of apparatus, safety, surface of the station, and weather conditions. A list should be made of all available teaching stations (both indoor and outdoor) and the activities to be taught. These should be correlated on a work sheet for the best utilization of stations for activities.
The following descriptions and chart will include examples of how a teacher or a department head can better utilize teaching stations. The situation that is developed will include five teaching areas. These areas will be the gymnasium, stage or small gym, multipurpose room, outdoor paved and grass areas. The gym will have two teaching stations (A and B), and the outdoor grass area will have three stations (A, B, and C), that can be utilized. The other three areas will have one teaChing station each.
The activities included in this physical education program are archery, ~~dminton, basketball, field hockey, fitness, flag football, gymnastics and tum-
lilng, rhythms and dance, soccer, softball, speedball, tennis, track and field, vo leyball, and wrestling.
ti The following chart will assist the teacher in working out the activies and teaching station conflicts for II unit and also can be used as a means of
13

scheduling classes for each period. The unit that is to be taught, can be scheduled on the chart at the appropriate teaching station, and the areas available, as well as those that are already in use, can be spotted at an immediate glance.
It can be seen, as represented on the chart, where teachers A, B,
e, D, and E are located and what they are teaching. They are as follows:
Teacher A is teaching basketball using both stations in the gym. Teacher B is teaching gymnastics, tumbling and free exercise in the multipurpose room.
Teacher e is teaching tennis on the outdoor paved area.
Teacher D is teaching archery at station A of outdoor grass area. Tea-cher E is teaching field hockey at station B of outdoor grass area. Some strategies that can be employed in the utilization of teaching stations include: -off-season scheduling of seasonal activities;
-rotation of activities ill schedule;
-use of circuit training; -use of covered passageways in inclement weather; -use of entrance or milling areas in the gym.
14

DATE:
UNITS
Archery
Badminton
Basketball Field Hockey
Fitness Flag Faatball Gymnastics Tumbling Free Exercise Rhythms and Dance
Soccer
Softball
Sp.ed
Tennis Track and
Fiel~
Volleyball
Wrestling

_

PERIOD:

_

QUARTER:

_

EXSISTING TEACHING STATIONS

GYM GYM

A

B

Stage

Multi purpose Room

Outdoor Paved

Outdoor Grass
A BC

0

A

A

E

B

C

J5

FOUR QUARTER SCHOOL
The revision of the physical education curriculum, brought about by the introduction of four quarter school, has revealed an outstanding weakness in the course of study. This weakness is based on the fact that there have been very few sequential and graded depth learner oriented programs used in the secondary physical education program.
Many programs offer too much repetition and not enough depth for the secondary school student.
The following example, using gymnastics, is offered as a guide for developing a progressive depth graded program that will be meaningful for the learner.
The course is divided into three separate quarter courses of study - beginning, intermediate, and advanced.
Beginning Gymnastic will consist of -use of spotters -stunts and tumbling individual dual group -trampoline mount and dismount break or stop fundamental bounce drops pirouettes -balance beam mounts and dismounts standing walking running jumping skipping sitting -vaulting or Swedish box (side horse lowered) crosswise one foot "take-off' two footed "take-off' lengthwise forward rolls squat jumps -rope climbing single rope climb foot and leg lock
16

the stirrup cross leg Intermediate Gymnastics, a course designed to increase the knowledge a'nd skills and the opportunity for the individual to move toward more advanced stunts, will consist of: -objectives to demonstrate improved body form and grace of movement in gymnastics to utilize safety techniques and procedures to improve the basic performance skills on gymnastics apparatus, stunts and tumbling to demonstrate skills with a greater degree of difficulty to perform free exercise routines as an outgrowth of stunts and tumbling
-skills review basic skills, spotting and safety techniques stunts, tumbling trampoline and balance beam introduce new skills with a greater degree of difficulty skills arranged in sequences for individual performance with emphasis on fluid movement pilr"''.;} bars and horizontal bar grips mounts and dismounts move and stunts rings (shoulder height) still rings chin-up stunts flying rings swinging dismounts stunts rope climbing emphasize attaining greater height and speed climbing without use of legs vaulting side horse basic skills supports vaults longhorse basic skills
17

use of reuther board
vaults Advanced Gymnastics will consist of:
-objectives to demonstrate individual ability to perform skillfully in gymnastics to exhibit competence in officiating, scoring, and organizing gymnastic competition to conduct and participate in gymnastic competition

-skills

trampoline, balance beam, free exercise, uneven parallel barsf and flying rings

review safety techniques

review isolated intennediate stunts

review intennediate routines

new stunts with a greater degree of difficulty

advanced routines

organizing a competitive program

techniques for officials

side horse

review safety techniques

vaults

review approach

review intennediate vaults

introduce new vaults on an advanced level

support work review intennediate support stunts

introduce new support stunts on an advanced level

combine support stunts to form advanced routines

organize a competitive program and techniques for officials

long horse

review safety techniques

review use of reuther board

vaults

review basic vaults

introduce stunts

organize a competitive program and techniques for officials

rope climbing

t

place emphasis on conditioning value

review safety techniques

review basic and intermediate skills

work on advanced stunts

18

horizon tal bar review safety techniques review isolated intermediate stunts on low bar review intermediate routines on the low bar cover techniques for swinging and dismounting on the high bar introduce intermediate stunts on the high bar work on high bar stunts organize a competitive program and techniques for officials
19

REFERENCES
1. Blanchard, Vaughn S., and Collins, Laurentine B., A Modern Program of Physical Education (New York: A. S. Barnes & Company, Inc., 1940).
2. Bookwaher, Karl, "Meeting the Needs for Fitness through the School programs of Health, Physical Education, and Recreation," 60th Annual Proceedings, College Physical Education Association, 1957.
3. Brownell, Clifford Lee, and Hagman, E. Patricia, Physical EducationFoundation and Principles (New York: McGraw-Hill Book Company, Inc., 1951), Chapter 10, "The Role of Method."
4. Cowell, Charles C., Scientific Foundations of Physical Education (New York: Harper & Brothers, 1953), Chapter 8, "Problems of Curriculum and Method."
5. Cowell, Charles C., and Hazelton, Helen W., Curriculum Design in Physical Education (New York: Prentice-Hall, Inc., 1955), Chapter 8, "Organizing Learning Experiences."
6. Cowell, Charles C., and Schwehn, Hilda M., Modern Principles and Methods in High School Physical Education. (Boston Allyn and Bacon, Inc.), Chapter 7, "Organization of Learning."
7. Gruber, Frederick C., and Beatty, Thomas B., Secondary School Activities (New York: McGraw-Hill Book Comapny, Inc., 1954), Chapter 10, "Health, Physical Education and Recreation."
8. Kelley, Earl C., and Rasey, Marie I., Education and the Nature of Man (New York: Harper & Brothers, 1952), Chapter 13, "Method."
9. Knapp, Clyde, and Jewett, Ann E., Physical Education: Student and Beginning Teaching (New York: McGraw-Hill Book Company, Inc., 1957), "Planning for First Teaching."
10. Kozman, Hilda Clute, Cassidy, Rosalind, and Jackson, Chester 0., Methods in Physical Education (Philadelphia: W. B. Saunders Comapny, 1952 (revised edition), Chapter 10, "Organizing Units of Instruction."
11. Leonard, J. Paul, Developing the Secondary School Curriculum, (Holt, Rhinehart, Winston, New York, N. Y. 1953).
12. Rodgers, Elizabeth G., An Experimental Investigation of the Teaching of Team Games (New York: Teachers College, Columbia University, Bureau of Publications, 1936.)
13. Shaplin, Judson T., and Oldson, Henry I., Team Teaching, Harper & Row Publishers, Ne"w York, N. Y.
14. Spears, Harold, Some Principles of Teaching (New York: Prentice-Hall, Inc., 1949).
15. Williams, Jesse Feiring, The Principles of Physical Education (Philadelphia: W. B. Saunders Comapny, 1954 (sixth edition), Chapter 10, "Principles of Methods."
20

Chapter III: Policies
ORGANIZATION AND ADMINISTRATION OF
THE INSTRUCTIONAL PROGRAM
Class Instruction - Policies
There shall be no substitution (art, band, military) for the instructional program of physical education.
All pupils should be scheduled for physical education according to grade level, special needs, abilities, and capacities.
Adapted physical education should be provided for those pupils who, becau~ of health reasons, are unable to participate in regular classes. A physician's recommendation in consultation with the teacher should be the basis for the assignment to these classes and for determining the activities which should be prescribed for the child. The services of teachers with special preparation in adapted physical education should be available to every school~
The health and safety of the individual should be of permanent consideration in every phase of physical education.
Class size in physical education should be consistent with the class size of other subject areas.
All pupils should be encouraged to change to prescribed clothing for the physical education class. Showering should be encouraged and made an essential part of the physical education program.
Social mores and differences in abilities and interests make it advisable to poovide separate classes for boys and girls most of the time in junior and senior high school. Arrangements should be made for coeducational participation in appropriate activities.
Libraries should include an adequate collection of books, periodicals, audiovisual aids and other resource materials.

Program of Activities and Some Guidelines

Class instruction in physical education should provide for a planned, balanced, and varied progression of activities based upon needs and abilities of boys and girls at each grade level.

. The secondary school program should include rhythms, aquatics, gymnast~cs,.stunts, tumbling, individual and dual sports, team games, special conditionmg activities, and coeducational activities.

Secondary school pupils need to be taught more than the acquisition of a.~easonablelevel of sport skills. These students are more mature and are responS1 Ie persons capable of making wise decisions, provided they have the facts.

tha
t and

Students must be given they may be able to act mental well being.

sufficient wisely on

breadth matters

and depth pertaining

of to

information so their own physical

The teacher must direct attention at this age to the major health prob-

21

lems of today, i.e., diseases and conditions which are held by many to be a reflection of today's technological society such as obesity, physiological stresses, and degenerative diseases. There is enough research to indicate that these conditions may be prevented by a sensible regimen of living.
Fitness must be viewed as an integral part of the individual's pattern of existence. The idea of developing physical fitness must be approached from the adult standpoint. The teacher must emphasize the effects of physical activity upon the health and physiological well-being of man.
Students must be taught to plan a sensible exercise program for themselves now and in the years ahead and must be given the knowledge of how to develop and maintain a satisfactory level of fitness.
In the secondary school (especially in the latter years) the teacher must more and more turn from the mass oriented programs and emphasize the teaching of individual and dual sports and prescribed exercise progressions for the individual.
Vigorous exercises with more demanding exercise progressions, such as weight training, interval training, endurance walking, running, swimming, and cycling, should be included in the program.
The relative values of isometric and isotonic forms of exercise should be discussed and demonstrated.
The physical education teacher must develop strategies which will involve more students in meaningful physical activities.
The physical education teacher and school administrator should keep abreast with new teaching strategies and innovations which characterize the new education.
The physical educator and administrator must be able to modify and adjust programs so that they may better utilize such features and practices as the non-graded school, teamteaching, the park school, conceptionalized teaching, independent study, and programmed instruction.
Evaluation of the curriculum by pupils and teachers should be a continuous integral part of the program and should be used to determine the extent of pupil progress toward desired objectives, planning of future programs, adjustments in present programs, improvement of instructional methods, and necessary guidance for individual pupils. Evaluation should be used as one means of interpreting the program to pupils, parents, and the community in order to provide for a better understanding of educational values and outcomes.
The physical educator must recognize that measurement of physical fitness has a wide range of possibilities. The teacher does not have the time to administer tests to determine human performance of the organism as a whole. The teacher must isolate functions of the human body and devise tests which measure daily activities. The test results and the use of existing standards and norms can be used as tools to help the individual achieve improved human development through knowledge and motivation.
The types of tests which will serve the physical educator best are as follows:
-knowledge tests;
-tests of understandings, attitudes, beliefs, and appreciations;
-tests of activity skills;
-tests for organic fitness.
(For specific information on evaluation and measurement turn to the section on Testing and Evaluation under Program.)
22

STAFF
Once the administration of any school and/or school system assumes the responsibility of providing a quality program of physical education for all students, then it also becomes its responsibility to provide a competent staff, adequate in number, to accomplish this objective.
The individual school enrollment with reference to number, age, sex, and previous physical education experiences should playa part in determining the number of staff members needed to provide a quality program. Existing facilities, equipment and materials, and the possible acquisition of additional materials will also playa role in determining staff. Both male and female instructors must be engaged in the comprehensive secondary school.
Attention should be given to staff balance by employing individuals with varied competencies, Le., not all team specialists or individual sports specialists.
The individual school principal is responsible for insuring a reasonable and lawful pupil-teacher ratio during the scheduling process.
The physical education staff must accept the responsibility of efficient program planning. In the small secondary school, this responsibility may need to be assumed by one or two staff members. In the large comprehensive high school, planning should be accomplished by the total staff under the leadership of the department chairman. It is also most desirable that systemwide planning be initiated where physical education programs are in existence in a number of schools of the same system or intersystems.
The teacher of physical education should have in exceptional degree some of the qualifications expected of all teachers: a good mind, broad intellectual curiosity, creativeness, energy, experience, enthusiasm, emotional balance, pleasing personality, and a deep interest in youth. The physical education teacher should have social sensitivity and cognizance of the needs of the exceptional child.
The truly professional staff member will define his role in a given school by providing a stimulating quality program of instruction and leadership and by assuming the professional responsibilities in which all articulate teachers involve themselves: active professional membership in professional organizations, active interest in other school and community affairs, and wholesome willingness to improve professionally through in-service training and/or periodic college level study.

EQUIPMENT AND INSTRUCTIONAL SUPPLIES

. In a physical education program there must be a reasonable amount of e-

~U1pment and instructional supplies; otherwise, activities cannot be maintained.

f ~ ~mount and kinds of equipment are determined by the type of program, the ac-

I}VIhes ~ffered ,in the curriculum, and the number of pupils to be instructed.

s~ppIies are madequate for efficient instruction, time is wasted, partici-

pahon' IS

Iiml.ted,

and

frustration

and

loss

of

interest

results.

23

Storage
Adequate storage facilities and efficient storeroom management insure the availability of equipment and supplies for safe and effective use. Separate storage facilities for items in active, current use should be readily accessible, while other materials may be stored in a less convenient location. Racks, bins, shelves, and other storage spaces should be planned to provide maximum utilization and to insure retention of the original shape and condition of the stored material. Thorough cleaning of used equipment and supplies before storing them is essential. Damaged equipment should be repaired before storing. Care must be taken to make certain that temperature, moisture control, and ventilation I)f storage areas are suitable for the protection of the ~quipmentand supplies to be stored in them. Storage rooms should be locatl(d near the areas where the equipment is used. Below is a list of equipment and instructional supplies according to the component areas of the physical education curriculum.
Basic Movement and Danish Gymnastics
record player and records utility balls (5, 6, or 8Y2 inches) wands Indian clubs jumping ropes hoops
Health and Testing
stopwatches ( 1/1 0 second) yardstick measuring tape (metal, 150 ft.) marking tape scales instructional charts horizontal bars doorways gym bar
Rhythmics
record player and record dance drum bamboo poles tambourines castanets tone block finger cymbals
Individual Fitness
outdoor obstacle course
24

barbell and weights
Tumbling, Gymnastics and Combative Activities mats safety belts horizontal bar rings parallel bars with uneven attachment side horse with removable pommels reuther board-spring board balance beam trampoline-trampolette fencing foils and masks climbing rope medicine ball hand chalk
Outdoor Education
compass first aid kit rods and reel
Recreational Games
bowling sets by Cosom deck tennis rings deck tennis nets paddle tennis nets and paddles horseshoe sets with stakes shuffleboard disks and cues table tennis tables and nets table tennis paddles and balls tetherballs and pole
Team Games volleyballs soccer balls basketballs softballs footballs field hockey balls softball bats pinnies game timer
25

glasses guards line marker whistles flag football belts field hockey goalie pads shin guards inflater hockey sticks bases home and pitcher's plates chest protector soccer goals volleyball nets standards (outdoor and indoor) catcher and first base mitts catchers' masks basketball goals fielders' gloves
Individual Sports
tennis rackets, presses, and balls badminton rackets, presses, and shuttlecocks tennis and badminton nets archery bows (20, 25, 30, 35, and 40 lbs.) arrows (24, 26, 28, and 30 in.) quivers, ground tabs, finger guards, arm target faces golf clubs (No.3 woods, No.3 irons, No.5 irons, No.8 irons, putters) golf balls (plastic and official) wooden tees handballs and handball gloves cocoa mats starting pistol
Track and Field
batons discus shot put (12 and 8 lbs.) starting blocks
26

high jump standards and crossbars hurdles stopwatches and measuring tapes
Aquatics
blocks, starting boards, kick boards, paddle markers, lane buoys poles reaching 10ft. preservers color caps lane lines life lines starting pistol and cartridge water polo backboards nets standards balls

GRADING

Each student who enrolls in an instructional class in physical education should receive a grade, and it should be the same type as that given in any other subject. It is generally agreed that grades given should be based upon the objectives of the program.
It is extremely difficult to assign to a student in physical education a letter grade which is an accurate measure of his progress toward healthy growth and development. In far too many instances, the only grade in physical education measures the ability of a student to appear in class dressed in a gym suit. Since the teacher must assign a grade to each student, the following areas of evaluation should be considered in determing the grade:
Physical achievement - Standardized tests of motor ability, fitness tests, and skill tests

Skill improvement

- Subject evaluation by the teacher, improvement in achievement scores, and student self evaluation

Knowledges

- Rules, fundamentals, and techniques

Health habits

- Cleanliness, grooming, safety awareness, and practices

Social adjustment

- Attitude, responsibility, ability to work within a group, and leadership

27

No attempt is made here to determine numerical equivalents for the area of evaluation. This responsibility rests within each department. It is imperative that a method of evaluation which is based upon scientific foundations and which measures the achievement of the child in physical education be followed.
Sound advice on the subject of grading is given by Latchaw and Brown: "Teachers whose chief concerns are with students rather than grades will help students, parents and school administrators move a step further toward intelligent evaluation and communication of student achievement." 3
CREDIT
Closely associated with the problem of grades is that of credit. The entire problem appears to depend upon the attitude of the local Board of Education toward credit in general. If the board has adopted certain policies and procedures governing the issuance or nonissuance of credit for promotion and graduation, then these rules should operate in an equitable manner for all subjects or programs in the approved curriculum.
It should be possible for a student who has failed a subject to make it up and still graduate within the expected amount of time. Some provisions must be made for such persons if the program is to be flexible enough to meet the needs of all.
TIME ALLOTMENT
The time allotment to regular instruction in physical education is chiefly a matter of years required, days per week, length of period, and division of time among different types of activities. The first two considerations are also major functions of the breadth and depth of activities and the number of facilities and class size.
A student should take physical education each year in elementary and secondary school and there should be a daily period of physical education for all boys-and girls.
A minimal amount of time is necessary to accomplish indispensable functions such as dressing, showers, etc. For boys, five minutes before class and ten minutes after class is sufficient; for girls, six minutes before and twelve minutes after class. Substracting these 15 or 18 minutes from aSS-minute class, allows only 35 or 32 minutes for active instructions.
The minimum daily instructional period for secondary school students should be equal to a standard class period for other subject areas.
INTEGRATION AND/OR CORRELATION WITH OTHER DISCIPLINES AND AREAS
The relationships of physical education to other areas of study in the curriculum are manifold. Physical education is in an unusually advantageous posi-
28

tion for initiating subject integration, since its content is so obviously related to so many areas of education. Meaningful understanding of these relationships by the students requires an active commitment on the part of teachers to further this understanding. The development of these understandings can contribute significantly to the students' complete education as well as to his enjoyment of each of the areas.
Some of these relationships offering opportunities for integration and/or correlation include:
ART- The human body as an art form may be integrated into drawing, painting, and sculpture. Better understanding of movement can lead to better interpretation of the human body in the various art forms. The relationship of music to rhythmic human motion is exemplified in all areas of dance. There is a wealth of material about various art forms which utilize physical education activities and sports participation.
BIOLOGY AND CHEMISTRY-The effect of exercise on the human body is primarily concerned with changes of a biological or chemical nature. Optimal growth and development of many systems of the human body are directly related to exercise. Many students will find much greater meaning to these areas if they can relate them to their own development.
LANGUAGE ARTS- The field of literature abounds with materials which relate to feats of skilled physical performance. From Homer and Plato to Jack London and Mark Twain, the beauty and virture of physical skills have been extolled. Many students may find it easier to develop their skills in creative self expression, both written and oral, if given the opportunity to relate these to an interest in physical education sports activities.
HISTOR Y- The cultural history of all civiliiations involves each society's commitment to physical education (physical fitness) and its recreational pursuits. Every spo:,t has a historical background and a relationship to national origin.
MATHEMATICS- The diagramming of play areas involves much use of mathematical concepts. Statistics of sports are of vital interest to many students. Measurement of distances, time, and area are all involved in the world of physical activity.
HEALTH- Sound health knowledge and practices are the basis on which the physical educator begins the building of a superior body needed for the challenge of outstanding performance in physical activities. The physical educator should relate the value of physical activity to a long and healthy life. Health education should give the basis for understanding the values of many practices associated with physical activity.
PHYSICS- Many of the mechanics of human movement have their bases in the laws of physics. The application of force and the utilization of leverage are principles of physics essential to success in many athletic skills. Working together, these two fields can ehance understanding of the unique aspects of each. H~ME ECONOMICS- Nutrition, consumer education, and family relations oonshtu~e three areas of ground common to physical education and home econorru~s. Many other areas may be developed by teachers of these fields Workmg together.
tioSo~e of t~e special service areas which lend themselves to the integra-
no phYSIcal education with others phases of the school curriculum include:
29

GUIDANCE- Physical education teachers have distinct advantages in guidance not enjoyed by most academic teachers. Guidance is an integral part of the teaching-learning process in the gymnasium and on the playground. The skill of the teacher in individual analysis and correction is likely to be the crucial factor in detennining individual student achievement. The instructor of gross motor activities is also concerned with personal guidance of individual pupils and has opportunities to counsel pupils in appropriate behavior responses. Gymnasiums and playgrounds are places where boys and girls can be observed under stress. There are many opportunities to discuss personal problems in informal out-of-elass circumstances. Close coordination with health services aids in the individualization of the physical education program by providing special services to the handicapped and temporarily disabled pupils. It is essential that the physical education instructor learn to recognize his own professional limitations and to identify student problems which should be refered to guidance specialists. If the guidance program is to be successful, cumulative records for each student should be made available to all teachers. SAFETY- Safety education is also a part of the total school program. The organization of a safety council composed of the principal, teachers, students, maintenance staff, a fireman, and a policeman from the community may coordinate efforts in making the school a safe place to work and play. Statistics indicate accidents are one of the foremost causes of death among children of school age. The first objective is to provide a safe physical environment. Knowledge of safety rules is not sufftcient, for carelessness and immature judgement are the causes of most accidents. The schools, through teaching in the various disciplines, should devise means of developing safety consciousness in all boys and girls.
Units of safety instruction may be integrated effectively into the content of such courses as physics, chemistry, biology, homemaking, shop, daver education, or physical education. These same courses offer many opportunities for the incidental teaching of safety. The physical educator who is usually trained in safety and fIrst aid procedures is often asked to assume duties in this fIeld of endeavor. One of his responsibilities should be to secure and make available to appropriate school personnel current materials and teaching aids in safety . Throughout the entire curriculum, skilled teachers can develop ways of relating interests of students in physical education activities to other areas to the mutual benefIt of each field. Physical education teachers can broaden the understanding of these relationships.
30

SAFETY IN PHYSICAL EDUCATION
Because of the nature of the activities involved, accident statistics show, the gymnasium and athletic fields are the most hazardous areas in a school. Studies generaey show that approximately 40 percent of all school accidents occur in these areas. Because of this fact, it is imperative that teachers working in this program be accident conscious and plan all phases of the program with the safety of the participants in mind. This statement does not imply that activities should be rejected because they are hazardous. A pioneer of the safety movement, Albert W. Whitney, described life in these terms-not safety first but "safety for more and greater adventures." Many of the most rewarding experiences in physical education are found in activities which involve the risk of injury.
No successful teacher can reject an activity on the basis that a student involved in it might be injured. On the other hand, no teacher should permit an activity to take place until he is sure that all measures have been taken to insure that the activity has been made as safe as possible.
If the program is planned without concern for safety and accident prevention, the teacher subjects himself to a distinct possibility of legal action and financial loss. In Georgia, legal action for redress from injury can be taken against the teacher or individuals with responsibility for school programs; boards of education cannot be held responsible. It is imperative that teachers become familiar with the law relative to school liability and means of protecting themselves against legal action should injury occur.
Safety in physical education is a product of good program planning, competent leadership, and proper equipment and facilities which are maintained in safe, efficient, and usable condition. No activity should be undertaken unless proper safety precautions have been taken, and no equipment should be used until the instructor has assured himself of its safe condition.
Each school should have a plan of action to handle accidents or injury. A system ofrecord keeping should be established which will provide information about the nature of all accidents and injuries, the action taken, and the names of witnesses of the events. These records can prove invaluable in the event of legal involvement. The cumulative records are also useful in assessing the safety program of the school.
Hazardous equipment should be stored or secured when it is not being used under proper supervision. This equipment, when not properly cared for, may constitute what is legally described as an "attractive nuisance." Even though stUdents use it against specific instructions of school personnel, it may lead to injury and legal liability involvement.
HEALTH SERVICES
The Health Appraisal
H~alth appraisal is the process of determining the total health status of a child through such means as health histories, teacher and nurse observations
~~eening tests, and medical, dental, and psychological examinations. Data secur~d
oUgh the health appraisal should relate to the mental as well as the physical aspects of health.
phO~ the basis of medical examinations, children may be classified for
YSlcal education classes as follows:
31

-Average normal children should be able to participate in all types of vigorous activities.
-Children having certain temporary or permanent conditions demanding limitation of activity should be placed in restricted or modified programs.
-Children having conditions susceptible to improvement should be assigned to remedial or corrective programs. In some cases rest might be recommended.
There is a trend toward having the family physician conduct medical examinations. He is usually more aware of the child's background and has more factual information about the pupil than the school doctor.
In cases where families do not have a family physician or cannot afford the expense of a doctor's examination, the school should make necessary provisions for the health apraisal. Treatment of remedial defects, however, is not the responsibility of the school.
When several doctors are employed by the school to conduct mass examinations, standardized forms should be used with a minimum amount of standardized procedures. The examinations should be conducted in a place which is quiet, attractive, and professionally appropriate. There should be ample space for personnel, necessary supplies, and equipment.
Cumulative health records should be kept for each student as he progresses from the first year of school until he leaves high school.
When a student transfers from one school to another, a .copy of the medical examination record should accompany the transcript of courses or subjects completed in the previous school.
Information concerning defects should be transmitted to parents on acceptable reporting forms or, in some special cases, in person by the nurse. Information concerning defects which may adversely affect a student's educational advancement should be reported to the guidance department and to teachers who have the student in class.
Students who return to school after a prolonged absence or after they have had frequent absences, should present a medical certificate from their family doctor or be examined for medical clearance by the school physican.
The presence of parents at the health examination of secondary school children is not recommended. Students should assume responsibility for knowing their own health status.
A comprehensive health examination should be given to all students every three years. This plan is a bare minimum. The years intervening should include screening tests for vision and hearing.

STUDENT LEADERS

Physical education teachers have the opportunity to meet the objective

of leadership development through the training and use of student leaders. Through

II

the use of student leaders, physical educators not only operate a more efficient

department, but also provide excellent opportunities for a better understanding

of the role of physical education and for the recruitment of future physical edu-

cation teachers.

32

CRITERIA FOR THE SELECTION OF STUDENT LEADERS include: -an expressed interest in the field of phYSjL'~d education; -a background of successful achievement in physical education classes; -above average skill in physical education activities; -maintaining an academic achievement level in keeping with the students': -neat appearance and neatness in specified uniform; -evidence of leadership ability as shown in effective group relationships; --the capacity to accept direction from superiors. Some of the duties of student leaders follow: ~act as squad leaders --assist in demonstration of various skills -officiate at games -handle organizational responsibilities such as roll check, handling of equipment, and locker room supervision; -direct small groups.
Orientation, Training, and Evaluation
Prior to participation as a student leader, a planned program for orientation to duties and responsibilities should be conducted. Before a student assumes instructional responsibilities, a program of training should be given by the staff. Periodic evaluation of performance should be made by the staff and the student leaders.
LOCKERS AND DRESSING ROOMS
Many teachers and administrators have questions that arise concerning the locker room, lockers, showers, towel systems, benches, etc. Such questions concerning physical properties of facilities are covered in the chapter dealing with the Physical Education plant.
This section will deal with many questions that are not covered in the section on planning of indoor facilities.
Physical education dressing rooms should be separate from athletic dressing rooms. Separate dressing rooms will eliminate many problems arising from the dual use of these facilities. If separation is not possible, provision for the security of personal belongings must be made.
The dressing and locker rooms should be large enough to accomodate the maximum number of students that will dress at anyone time. All facilities should be planned with this idea in mind.
It is impossible to teach physical education in an unhealthy environment; therefore, it is the responsibility of the administrator, physical educator, and maintenance staff to provide for a high degree of sanitation at all times.
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Shower Rooms
Showers can be constructed in such a location that they can be used by physical education classes during the school day and by other groups after the school day. If doors leading from the physical education dressing room can be locked, many problems can be solved.
Lockers and Baskets
Some things to consider in the selection of lockers follow: -size of the class; -grade levels represented; -number of classes to use the lockers; -type of uniform to be used; -size of locker room.
Consultants from the Georgia Department of Education or from school systems with strong physical education programs are available for assistance in selecting this equipment.
Lockers should be elevated for best sanitation and maintenance.
Benches
Rustproof, sturdy benches should be provided for students in the dressing rooms.
Laundry Services
It is desirable for schools to provide laundry services, though a charge to defray cost may be necessary.
AFTER SCHOOL USE OF FACILITIES
Because of the availability of great amounts of leisure and the need to fill this block of time, a great shortage of recreational facilities confronts today's society. In the face of such a tremendous need, idle facilities are hardly justifiable. There is a need for facilities for adults as well as for youth, and the schools have an obligation to fill this need.
The school can be a community bonding agent, and the coordination of the school program with the community recreation program can be a definite asset to any community. Use of common facilities and equipment, which can be a saving to both agencies, is the concept followed by the community school and park school programs.
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Many community programs can be continuations of the regular learning process, and the skills learned in regular school can be improved in the recreation program.
For this type program to operate smoothly, there must be a tremendous amount of planning, problem solving, and agreement of philosophy on the part of both agencies. There must be definite understandings as to funding, supervision, equipment use, care, maintenance, etc. These understandings must be spelled out in the agreement or contract between the agencies.
The policies for such a program are usually set up by local boards of education, and references to Georgia School Laws (Part XVIII 32-1903), may be helpful:
INTRAMURAL AND EXTRAMURAL PROGRAMS
The term intramural sports, as defmed in the appendix, has generally become accepted as the designation for all competitive and recreative activities which take place within the imaginary boundary of a particular school or institution.
Extramural sports are those competitive and recreative activities between schools which are outgrowths of the program of physical education or sports. Participants in extramural sports are not specifically selected or trained for the sole purpose of interschool competitions.
Intramural and extramural sports, play days, and sports days are an integral part of the curriculum, and their inclusion as such should not be questioned. Close coordination should exist among the required classes in physical education, the intramural, and extramural programs.
The intramural and extramural programs can serve the needs of all students, regardless of their degree of skills, age, strength, sex, and size. They offer an opportunity for friendly competition among groups from other schools as well a~ within schools.
The objectives of the intramural and extramural programs are compatible with the overall objectives of physical education and with those of the total education program in general. These programs aid in attaining goals that will help to enrich living for all who experience them.
INTERSCHOLASTIC ATHLETICS
Interscholastic athletics, as defined in the Appendix, consists of Sports competition between selected groups of the most skilled students from schools having comparable academic levels, size, age, and sex. Great emphasis is ~laced on the mastery of skills in a particular sport. Interscholastic athletics IS a phase of the complete physical education program and must supplement, and ~t replace, opportunities provided for all students. There should be no limit to t e nU~ber of students who will participate in sports activities. Varsity, grade st~~S, Intra-squ~d, extramural, and intramural teams should be provided for all be . e~ts wh? WIsh to participate. Recreational sources in the community should
Inc Uded ill the planning and implementation of such a program
IJ'arn Some ~rac~ices which may create pitfalls for the physical education pro-
regardIng illterscholaslic athletics.are:
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-excusing students from participation in physical education classes because they are members of interscholastic teams;
-substituting interscholastic competition for physical education in giving credit;
-making the physical education program a seasonal sports program of football, basketball, and track because the coach often teaches the physical education classes;
-allowing "varsity" athletes in certain groups sports, because of their superior skills, to dominate play in those activities when they are taught in physical education classes (This procedures often results in neglect of students who need the most attention.);
-developing an attitude of resentment among interscholastic players because they are forced into a program (usually a seasonal sport physical education program) which does not offer enough challenge to them;
-permitting the conducting of interscholastic practice sessions during regular school hours. (This practice robs the physical education program of teaching stations as well as academic periods for the athlete.)
Physical educators must avoid these pitfalls to have a successful relationship between the physical education and interscholastic athletic programs.
The local board of education and the superintendent have legal responsibility for policy determination and the administration of the school system, respectively. Clear guidelines for the operation of the interscholastic and intrascholastic sports programs should be adopted and published by the local board of education. Administrative procedures should be outlined by the superintendent. The principal is in charge of his school and is directly responsible to the superintendent and the board of education; consequently, the athletic program and its control become his direct responsibility.
'The coach usually is in an ideal position to exert great influence over players as well as the student body. His educational philosophy, training, and teaching ability in his subject field including physical education, as well as his coaching abilities should by the major criteria in his selection by school authorities.
The interscholastic athletic program can make valuable and unique contributions to the aims and objectives of the total school system. In addition to the enjoyment of contests, the talented students in these skilled areas, as in academic and other special fields, have an opportunity to develop to their greatest potential. When utilized properly, athletics serve as media through which lifelong growth-physical, mental, emotional, and social-of the participants may be fostered.
STANDARDS
In 1967, the Georgia State Board of Education approved the Standards for Public Schools of Georgia, which provide minimum criteria to upgrade all schools in the state. Standards take precedence over all previous regulations and laws which may seemingly be in conflict.
Standards cover all phases of the curriculum, staff and physical facilities of education in the State of Georgia. A section in general curriculum requirements outlines minimum standards for the health and physical education pro-
36

grams in Georgia schools.
The standards will be changed as schools are improved; consequently, administrators and physical educators should keep abreast of the changes and trends reflected in the standards.
Standards for Public Schools of Georgia may be acquired from the Georgia Department of Education.
PROMOTION OF PROGRAM-INTERPRETATION
Crucial issues in physical education and health, along with the objectives and accomplishments of current programs, can be promoted successfully through proper programs of public relations and creative efforts of interpretation. It is common knowledge that the public will support that which it thinks is important.
Each teacher of physical education must accept responsibility for taking time to interpret his program properly to students, faculty and staff, administration, parents, and the citizenry at large. Methods employed should be suited to each individual's style, but certain suggestions seem pertinent.
Letter communication with parents at the beginning of a school term is essential in order to inform them of the organization, aims, and objectives of the program. Communication with parents throughout the year, in the form of a duplicated bulletin, can also be helpful in the public relations effort.Up-to-date bulletin boards, arranged in clever styles, should be displayed to all students and faculty at the school. In some communities, informational booklets and/or student handbooks have been useful.
Assembly programs, PTA demonstrations, open house, special club programs, play days, and sports days are 11 active ways of displaying the best features of a progre&Sive program. It is not suggested, however, that undue lengths of time be spent in the production of such performances. Instructional time for the student should be protected.
Administrators and the faculty of the school should be kept informed of innovations in physical education. This aim is perhaps best accomplished by the development of a high level of rapport among the physical educator, faculty and staff. The physical educator should show interest in all facets of the educational ~rogram by active attendance at faculty meetings and enthusiastic participation ill school undertakings.
Use of the public news media for community interpretation of the program is higWy desirable. Publicity for all special events is essential. Articles of general interest should also be encouraged, i.e., "Are Americans Too Sitdown~?" Frequently, such articles can be written effectively by students themselves.
cal cable television and other commercial stations are excellent media for dem~nstrations of a physical nature. An even more available news medium would be the ocal high school paper.
him Finally, it should be remembered that the teacher of physical education
h self sets the climate for the acceptance or rejection of his program each time t~ COnducts a ~lass or comes in contact with a student, staff member, adminstrare r. parent, or mterested citizen. In every case, the physical educator should
co:~ber that the goal is the betterment of education, and this aim is best ac-
P shed through positive public relations.
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References
1. AAHPE & R., Physical Education for High School Students, National Education, PUblishers, 1201 Sixteenth Street, N. W., Washington, D. C. 20036
2. Bookwater, Karl W., Physical Education in the Secondary Schools, Center for Applied Reasearch in Education, 1964.
3. Brown, Camille, and Latchaw, Marjorie, The Evaluation Process in Health Education, Physical Education and Recreation, (Englewood Cliffs, New Jersey, Prentice-Hall, Inc., 1962), p. 178.
4. Cowell, Chas. c., and Schwehn, Hilda M., Modern Principles and Methods
in Secondary School Physical Education, (2nd Edition) Allyn and Bacon, Inc., Publishers, Boston, Massachusetts. 5. Daughtrey, Greyson, Methods in Physical Education and Health for Secondary Schools, W. B. Saunders Comapny, Philadelphia: 1967. 6. Douglas, Harl R., The High School Curriculum, (3rd Edition) The Ronald Press Company, New York, N. Y. 7. Miller, Arthur G., and Massey, Dorothy M., A Dynamic Concept of Physical Education for Secondary Schools, Prentice-Hall, Inc., Englewood Cliffs, New Jersey. 8. Nixon, John E., Flanagan, Lance, and Frederickson, Florence S., An Introduction to Physical Education, W. B. Saunders Comapny, Publishers, Philadelphia, PennsyIvania. 9. Oberteuffer, Delbert, and Ulrich, Celeste, Physical Education, (3rd Edition) Harper and Row Publishers, New York, N. Y. 10. Robb, Felix C., and Taylor, R. Robb, The Academic President - Educator or Caretaker? McGraw-Hill Book Company, New York, N. Y.: 1962. 11. Welter, Rush, Popular Education and Democratic Thought in America, Columbia University Press, New York, N. Y.: 1964.
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Chapter IV: Program
FITNESS Walking (Endurance)
Probably no one form of activity builds endurance and combines ease of scheduling, inexpensiveness, and fun more than walking or hiking. Walking as a regular form of exercise helps improve muscle tone in the arms and legs and, if executed vigorously (four to five miles an hour), helps to improve circulation. A noted heart specialist maintains that an exercise like walking also helps improve the diaphragm's tone, resulting in a better functioning organ for bringing oxygen to and removing carbon dioxide from the blood. Doctors have found that vigorous walking is an excellent antidote for nervous stress and strain.
When one plans a walking program, the first walks should be relatively short. One should gradually work up to longer walks. The initial walk may be for fun and enjoyment at a pace and distance which will not cause body discomfort. The participant should walk a given distance at least five days a week. A walk schedule should be at least 15 weeks in duration. One should begin walking a mile at the rate offour miles per hour, then gradually work up to a 12-to-l4-minute mile. One should eventually walk four miles a day in less than one hour if condition and good muscle tone are to be maintained.
To walk properly, the individual should assume good posture:-head high, chest extended, diaphragm depressed, and hips folded back. He should use leg, not back muscles, and toes should point straight ahead or be turned slightly in. If one is walking properly, the heels of his shoes will wear first on the outer rear corner. The legs should swing effortlessly and arms normally.
Objectives are: -to improve cardio-vascular endurance; -to improve circulation; -to improve strength; -to improve organic development; -to have fun and enjoy walking as a pleasant pastime.
Equipment should include: -well-fitting shoes; -comfortable clothes to suit the weather; -timepiece;
-cane or staff for walking over rough or sloping terrain. Evaluation can include:
-evaluation of distance and time; -Kasch pulse recovery step test;
. -periodic cardio-vascular tests (accompanying health examination) .
Interval Training
One of the most modern conditioning methods, interval training, has been

used by Australian swimming coaches since the early 1950's. Many American swimming and track coaches are currently experimenting with interval training.
Interval training may be the key to cardio-vascular endurance. It is a training method involving swimming or running set distances with limited intervals of rest between each effort. Interval training permits the individual to increase his tolerance for exercise over a period of time. Each person, regardless of ability, can use interval training to work at his own level of endurance.
An interval training schedule consists of activity from 30 seconds to one minute at fairly intense effort (not complete). Each period of exercise is followed by 10 seconds to 2 minutes of slow, recuperative activity. Research indicates that the heart rate should run to 110 - 120 beats per minute or less during the rest interval and should not exceed 144 beats per minute during early training.
The four factors which are important in using the technique are: 1. Distance - to build endurance, distance should be long enough to create a stress in the performer 2. Speed - runner or swimmer increases his speed over a designated distance which it is possible to repeat, allowing rest between each run or swim 3. Number of repetitions - depends upon their value or purpose 4. Rest or recovery period - the recovery interval is gradually reduced as training progresses
Interval training is a method which is readily adaptable to conditioning boys, girls, and adults.
Objectives include: -to develop cardio-vascular endurance; -to develop speed; -to enhance flexibility and strength; -to increase tolerance for exercise.
Skills include: -sprints (running and swimming); -distances (running and swimming); -skills associated with the sports of track and swimming.
Equipment includes: -garments and other gear suitable for the sport involved (track, swimming, etc.); -stop watch; -measured distances on track or in pool.
Evaluation includes: -cardio-vascular tests; -Kasch pulse recover step test; -standard physical fitness tests; -strength tests.
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Obstacle Courses
Obstacle courses vary in length from short courses around a gymnasium to a quarter-mile or more around an athletic field or the inside of a running track. Such courses are comparable to a short, cross-country course with carefully planned obstacles spaced at frequent intervals. A well-planned obstacle course will test almost every conceivable method of human locomotion. Courses are usually built to fit the local terrain around a campus or school.
The course should provide a complete workout including running, walking, climbing, balancing, gripping, pulling, rolling, pushing, crouching, swinging, hanging, leaping, crawling, ducking, and bending.
Preliminary to time trails, practice periods should be devoted to instruction, demonstration, practice, and training on the various obstacles. Participants should be encouraged to exercise individual initiative in perfecting techniques and skills best suited to their physical ability. Perfection of form in the different skills will prevent and decrease injuries.
Courses may be devised for boys and girls. Objectives include:
-to motivate and acquire physical conditioning; -to develop the cardio-vascular system; -to develop general endurance; -to aid in acquiring the fundamental physical skills
(running, jumping, climbing, etc.); -to aid in the development of flexibility, balance,
strength, speed, coordination, and relaxation.
Skills include: -suspension hanging and traveling; -fence vaulting; -traveling under-over-under a barrier; -maze running; -hurdling a low barrier; ::-scaling a wall; -rope swinging - travel from one rope to another with feet off ground; -broad jumping; -hedge hop running (use six tires); -ladder climbing; -running to finish line.
Equipment includes:
-tennis or basketball shoes; -comfortable and appropriate clothing. Evaluation includes: - time trails
-pulse rate recovery test; -cardio-vascular tests:

-standard physical fitness tests; -strength tests.
Rope Skipping
Agility and coordination, two of the most inportant components of physical fitness, are also basic to the development of fundamental skills necessary for active participation in many team and individual sports. Rope skipping is an activity which provides an enjoyable and challenging means of developing and maintaining agility and coordination as well as building endurance and stamina. It is an excellent means of toning leg muscles and when done vigorously, will increase lung capacity and cardio-vascular efficiency.
Athletic coaches have discovered that rope skipping is very helpful in developing the hand-foot coordination, balance, and dexterity so essential in basketball, baseball, football, and boxing.
All of these values, coupled with the degree of concentration required to coordinate eyes, hands, legs, and rope and the challenge inherent in working out different movements, combinations, and routines, make rope skipping an exceptionally beneficial off-season activity for all sports.
Objectives include: -to learn the physiological value of rope skipping; -to skip rope using good form; -to learn a variety of basic rope skipping steps; -to build stamina and endurance through using a variety of rope skipping steps performed at various tempos, i.e., Slow skipping - 125 to 130 turns per minute, medium skipping - 135 to 145 turns per minute, fast skipping - 150 to 160 turns per minute, speed skipping - 165 to 180 turns per minute.
Skills include: -development of good form Jump only high enough for rope to pass under feet let hands and wrists do the work of turning the rope body is relaxed with knees flexed only slightly with head up, look straight ahead land lightly on balls of feet -foot movements single bounce heel and toe straddle hop 1lltemate feet -rope movements turn backward turn double turn
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twirls CTisscross CTossover --combining movements into routines to music Eljuipment should be chosen carefully. The length and weight of rope used is extremely important. To get correct length, fold the rope in half. With feet together, place the midpoint of the rope under one foot, with an end of the rope in each hand. Stand up straight. The hands should come up chest high, approximately to armpits. If the hands come up to shoulders or above, the rope is too long and should be wound around the hands. Ropes should be of a semi-heavy material, not waxed, from 1/4 inch to 3/8 inch in diameter. Ropes with handles are not recommended. Excellent ones made of plastic segments strung on nylon cord, though more expensive than standard ropes, are extremely durable and colorful and will not tangle. Resources Skipping the Rope for Fun and Fitness Prentup, Frank B., Associate Professor of Physical Education and Head Baseball Coach, University of Colorado Pruett Press, Inc., P. O. Box 1308, Boulder, Colorado. $1 Rhythmic Rope Jumping (Secondary through College) Hoyman, Dr. Annelis Recorded on Kimbo L. P. No. 4000 Plastic ropes are available from: J. E. Gregory Company, Inc. 307 Radio Central Building Spokane, Washington 99217 Les Pete Sporting Goods P. O. Box 17001 Portland, Oregon 97217
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Running
Because man is able to walk and run, he has used other animals for transportation to a limited extent. His use of machines, such as the automobile, is a fairly recent innovation. For untold ages, he has had to depend upon his own strength, power, and endurance whenever and wherever he wanted to go. Sometimes he wanted to go in a hurry, and by running, he became a "man-that-runs." Historians have recorded for almost all peoples' tales about running. Students of the Inca Civilization have become aware of the very extensive systems of roads through Inca territory which was used for foot travel and, more specifically, for running. The Incas had n~ animals for rapid transportation, and messages were sent from one place to another through relay runners.
Running is the foremost activity in the Olympics Games and attracts more spectators, more world-wide attention, and more representatives from more nations than any other sport.
Someone has said that running is a "natural activity" providing a sense of achievement for its own sake. Dr. Roger Bannister, M. D., the first human being to run the mile in less than four minutes, has this to say about running:
" ... a deep satisfaction I cannot express in any other way ... I sometime think that running has given me a glimpse of the greatest freedom that a man can know, because it results in the simultaneous liberation of both body and mind." 45
There are many types or methods of running, including alternate walking and running, jogging, striding, sprinting, military running (formation), long distance running, and running obstacle courses.
Research indicates that one gets more and quicker benefit from running than fFom any other form of exercise.
Dr. Kenneth H. Cooper, M. D., author of Aerobics, states two principles which apply to running:
"The exercise must be vigorous enough to produce a sustained heart rate of 150 beats per minute or more; the trainingeffect benefits begin about five minutes after the exercise starts and continue as long as the exercise is performed.
If the exercise is not vigorous enough to produce or sustain a heart rate of 150 beats per minute, but is still demanding oxygen, the exercise must be continued considerably longer than five minutes, the total period of time depending on the oxygen consumed." 62
Dr. Cooper, in his book on Aerobics, describes a formula and a point system which measures the amount of energy it costs to perform various exercises, including running.
The inauguration of any exercise program, must begin with a visit to the medical doctor for an evaluation of the individual's state of health. Exercise periods shoulcrbe allocated for running, a shower should be taken during exercise recovery programs and warm-up exercises (in-place running, straddle hops, and other calisthenics exercises) should precede each running session.
Running is a suitable activity for boys, girls, and adults.
Objectives include:
-to develop muscular endurance;
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-to develop circulo-respiratory endurance; -to develop muscular power; -to develop agility, balance, flexibility, and coordination. Skills include: -learning proper posture for running; -learning to relax at intervals; -learning proper leg action (striding); -learning to land on balls of feet (speed); -learning to land on heels in mid-stride (slow speed); -learning to keep hands relaxed and open. Equipment (attire for running) should be selected from the following: -medium heavyweight jersey and sweatpants; -T-shirt; -pair of shorts; -well-fitted cotton or wool socks; -carefully fitted, low or high-top rubber-soled shoes; -an elasticized supporter; -a stop watch. Evaluation includes: --running over measured distances against time; -setting own standards; -set up point system.
Swimming
Swimming should contribute to the improvement and maintenance of physical fitness, to the social adjustment of students, and to their knowledge of safety and chances for survival when in and around water. Research studies indicate that swimming may make a significant contribution to the organic development of the participant. Most of the body muscles are utilized in swimming. Strenuous and persistent effort in the water, performed at regular intervals, aids in the development of a more efficient cardio-vascular system. Of all the types of physical exercise, swimming holds a unique position in that individuals with very little physical fitness, as well as those with moderate levels of fitness, can utilize the water in g1ining and maintaining fitness. Swimming has, by far, the greatest longterm values of any activity for both sexes of all ages.
SWimming, as a conditioning exercise, should be preceded by rhythmic endurance exercises which tend to develop arm, leg, back, and abdominal muscles.
Objectives include: -to improve physique; -to develop motor fitness; -to develop power and muscular endurance; -to improve flexibility.
45

Skills include: -elementary back stroke; -breast stroke; -side stroke; -American crawl; -survival and drown proofing skills.
Equipment includes: -suitable swim suits and swim trunks; -supervised swimming pools, lakes and other bodies of water.
Evaluation includes: -measurement of distances; -time trials; -strength and endurance tests; -physical fitness tests; -cardio-vascular tests; -drown proofmg tests.
Weight Tra;n;ng
Research physiologists have demonstrated the effectiveness of progressive resistance exercise, which has caused a tremendous rise in the popularity of weight training.
"Weight training is a method of controlling the power of movement through the use of exercises imparting great tension in the area of the body being exercised." (Dr. Laurence E. Morehouse.) 145
Athletes specializing in many different sports are using weight training as a means of augmenting the strength of particular muscle groups important to high level performance in their particular sport. Weight training is one of the best ways to develop strength, which along with the development of coordination, desire, and speed, is one of the keys to athletic success. Research further indicates that weight training does not materially affect the cardiovascular endurance of an athlete, because it is not carried out continuously over a long period of time. Running and swimming for distances, develop this type of endurance since they involve a prolonged rhythmical exercise of a large number of muscles.
General calisthenics for warm-up and stretching the antagonistic muscles are recommended before weight training exercise and other vigorous activities. Other precautions necessary to successful results in weight training are:
-have a medical examination; -establish correct breathing habits; -firmly attach collars before lifting apparatus; -resist tempation to see "how much I can lift"; -learn to lift from a mechanically sound position. Weight training is often confused with weight lifting, a term applied to competitions among individuals and teams to determine who can lift the heaviest weights in their respective weight divisions. Weight lifting is often associated
46

with overdevelopment, muscle-boundness, poor coordination, lack of agility, and "Mr. America" contests.
The facilities needed for weight training are a gymnasium, an auxiliary gymnasium, or a suitable room. The minimum equipment for a successful weight training program, is standard barbells, weights, dumbells, short dumbell bars, benches, mats, and weight training charts.
Weight training has a definite place in the physical education program. An increasing number of girls and women are using light equipment such as dumbeUs and metal shoes to reapportion measurements and firm up slack muscles of the hips, thighs, bust, and waist.
Weight training is an all seasonal activity which can be practiced in or out-0 f-doors.
Objectives are: -to condition the body; -to build strength; -to reapportion measurements; -to train for specific sports skills;
-to improve power, speed, strength, and flexibility. Skills to be developed include:
two arm press two arm curl three-quarter sq uat two arm pullover deadweight lift supine press straddle lift heel raise alternate dumb ell press alternate rowing front raise lateral raise sit-ups Methods of evaluation include: standard physical fitness tests tests of muscular strength and endurance use of test norms knowledge tests social efficiency tests anthropometric tests
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Isometric Exercise
An isotonic contraction is a muscular contraction in which the subject exerts force against an object that moves. If a stalled automobile is pushed and moves, the contraction is called isotonic.
An isometric contraction is a muscular contraction in which the subject exerts force against a resistance that does not move. Exerting force against a wall is called isometric contraction.
For the past half century researchers have made sporadic attempts to prove that isometric exercises are of real value in building strength in human beings. This method of exercise has 'been prescribed for patients in the treatment of injuries and also for maintaining muscle tone during illness. This type of exercise is being used quite extensively for the development of special groups of muscles for the improvement of athletic performance.
The "overload" principle of exercise physiology is the basis for the theory of isometrics. This principle holds that a muscle required to perform work beyond the usual intensity, will grow in strength.
Isometric contractions should be supplementary to regular workouts in sports. Strength programs in a particular sport should be instituted prior to the time the activity is to be taken as a unit of instruction. Skill failures may not be due to a lack of coordination, but often to lack of strength in a group of muscles necessary for proper performance of the activity. For example, weak wrists often lead to faulty body movement in throwing a ball.
Isometrics as a method of exercise, should not be considered as a panacea for all exercise problems. This method of exercise does not develop or improve muscular endurance or cardiovascular endurance. The current widespread concept that a six-second or a tencsecond singular contraction is all that is required for the attainment of muscular fitness is erroneous and at times grossly exaggerated.
This type of exercise may be practiced by boys, girls, and adults.
Objectives are:
-to strengthen specific groups of muscles;
-to use as a supplementary method for the training of athletes;
-to use as a therapeutic method in restoring and maintaining
muscle tone during and after an illness of injury;
-to stabilize posture and enhance movement skills. Equipment apparatus essential to the conduct of isometric contraction exercise may be inexpensive and simple, and may include:
window sash or rope bath towel tension exerted against walls, doorjambs, office desks in home
rubber and metal tension springs or other more sophisticated commercial equipment
use of dynamometers
Skills in the practice of isometrics include:
-Organ Grinder - push hand against hand, then pull hand against hand
-The Thinker - push forehead against palm, then push back of
48

head against palm(s) -The Bird - push back of hand against doorjambs, then push palms
in same manner -The Samson - push palms against doorjambs, then straighten arms
high against jambs and push upward -The Siesta - sit with back against one doorjamb, push foot
against other side, then push other foot in same manner (American Medical Association, Chicago, 1954) Methods of evaluation include: dynamometer tests subjective evaluation of performance performance tests existing strength tests an thropometric measuremen t
Circuit Training
Circuit training evolved over the years from a search for a method of fitness training that would appeal to students and would, at the same time, progressively develop muscular and circulo-respiratory condition.
A circuit consists of a number of carefully selected exercises arranged and numbered consecutively about the gymnasium floor or outdoor area. Each numbered exercise within the circuit, is call a station. This arrangement allows a participant to progress easily from one exercise to another, doing a prescribed amount of work at each exercise station, until the entire circuit has been completed. Usually, this single- circuit is repeated three times, and the time of the total performance is recorded. Progression on the circuit is indicated by decreasing the time required for performance, increasing the work load or a combination of both.
The value of circuit training lies in its complete adaptability to any number of varying school situations. The method is consistent with current educational philosophy in that each child is permitted to develop toward his maximum capacities at his own rate.
This type of program does not preclude participating in games, sports, and other types of activities. It merely provides the basic core of physical fitness needed for motor fitness and motor ability.
The circuit training method is readily adapted to boys, girls, and adults. Objectives are:
-to develop muscular strength; -to develop muscular endurance; -to develop circulo-respiratory endurance; -to develop muscular power.
Skills included in a ten-minute circuit are: squat jumps chinning the bars
49

sit-ups squat thrusts wrist rolling step test push-ups straight-arm pullover Equipment includes: chinning bar broom handle, sash cord, and 10-15 pound weight for wrist rolling bench ( 16-24 inc~es high) light weights Methods of evaluation include: cardiovascular efficiency tests dynamometer strength tests
INDIVIDUAL AND DUAL SPORTS
Archery
Archery is one of the most fascinating and oldest of all sports. It offers competition and recreation for all ages and both sexes. It is especially good for the physically handicapped, easy to learn, and very beneficial for posture defects. Archery can be played indoors with proper back stops as well as outside.
Target shooting is probably the most common form of competition. This may be individual or in teams of four or less. The object is to score the most points in rounds of varying distances. The Columbia Round consists of 24 arrows shot from 40 yards, 50 yards, and 60 yards. The Junior Columbia Round, consits of 24 arrows from 20 yards, 30 yards, and 40 yards.
Clout shooting is a form of target archery. The target is much larger and is marked on the grqund with a flag in the center. The distance from the target to the shooting line varies from 80 yards to 140 yards.
Field archery varies from target archery in that the ranges are constructed in rugged terrain. The archer moves from target to target as a golfer moves from hole to hole.
Flight shooting differs from the others in that the archer is shooting for a maximum distance.
Archery golf combines field archery, clout shooting and flight shooting. It is played as golf, aiming at a target, shooting from a tee, and counting the number of shots. This is played as a novelty sport.
Objectives are: -to learn safety rules; -to learn how to brace a bow and nock an arrow; -to learn the steps in shooting;
50

-to learn how to score an end and a round; -to learn the parts of a bow and arrow lli1d how to care for them. Skills developed include: bracing or stringing the bow stance nocking the arrow (placing the arrow in shooting position on the
bowstring) bow hold drawing anchor point (the spot on archer's face where hand is placed when
bowstring is at full draw) aiming release of arrow scoring Equipment consists of the following: bows made from wood, steel, or fiberglass, selected according to
height and strength of the archer straight and light arrows constructed of wood, aluminum, fiberglass,
or steel (wooden arrows are cheapest) fingertabs, usually made of leather, used on the bow string hand
for protection of the fingers upon release of t~e string the arm guard, placed on the bow arm between the wrist and the elbow
and worn for protection against the bowstring's "slapping" the arm quiver, designed to carry or hold arrows (the shoulder quiver carries and holds arrows, the ground quiver sticks in the ground and arrows are placed in it for protection of feathers) the archery target is marked off in concentric circles, each circle in a specific color and worth a given number of points Beginning with the inner circle, gold color, the points and colors on the target are as follows: nine points - Gold seven points - Red five points - Blue three points - Black one point -- White Rebound counts seven points if shot from 60 yards or less. Arrows hitting between two colors count the highest score. Arrows penetrating through the target score seven points.
Badminton
Badminton is a net and racket game, played inside or outside, by two or 1110re people. It is an excellent competitive as well as recreational sport for all ages.
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The objective of the game, is to hit the shuttlecock over the net into the opponent's court in such a way that the opponent cannot return the shot. The shuttlecock never touches the floor while in play. This game can be exciting to the beginner as well as to the expert, as the shuttlecock can be hit lightly and travel very slowly or can be hit hard and travel very fast.
Objectives are: -to learn how to select and care for equipment; -to learn proper etiquette for the game; -to learn all basic strokes, skills, and rules.
Skills include: the grip forehand backahnd strokes overhand underhand shots drive drop lob smash net service long high short driven or fast receiving the service strategy scoring and rules
Equipment includes: a badminton racket, very light, weighing about five ounces, made from wood, steel, or aluminum and strung with gut or nylon; plastic or feathered shuttles; different types for outdoor and indoor play.
Bowling
Bowling is a game consisting of rolling a large ball down a wooden lane at wooden tenpins. These pins are set in a triangle with one pin facing the bowler, two pins set side by side behind the first, etc. The object of the game is to knock down as many pins as possible, using a minimum of one ball and no more than two balls. If all pins are knocked down with one ball, this is called a "strike," and there is no throwing of the second. If all pins are knocked down using two balls, this is called a "spare." The score is the total number of pins knocked down in ten frames, plus bonuses deserved by making "strikes."
This game may be played by an individual bowler or groups of four or five people.
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Bowling is very popular for people of all ages, size, shape, sex, or physical condition. Bowling is not a strenuous game, but it offers good exercise and recreation.
Bowling, using all plastic equipment, may be learned on a gyn floor. During school, with proper arrangements and at all times, bowling takes place at bowling centers. Here they have the bowling lanes, balls and shoes at a rental fee.
Objectives include: -to learn the four-step approach in releasing the ball; -to learn to release a smooth, rolling ball rather than a bouncing ball; - to score as high as one can; - to learn to count correctly and to record the score on scoring sheets; --to learn to analyze one's errors and to make proper corrections; -to acquire enough skill to bowl in public; --to learn the two types of aiming, pin and spot; -to learn how to pick up spares.
Skills include: the starting position (feet placement, ball holding) the four-step approach the release and follow through aiming selection of proper weigh t ball
Equipment should include: bowling pins made of laminated wood or maple wood (pins are 15 inches high and vary in weight from three to three and one-half pounds); bowling balls, which may be a variety of colors or black (the weight of the balls may vary from 10 to 16 pounds, generally a ball has
three holes in it - two for the second and third fingers and one for the thumb); bowling shoes having a special sole that allows for a slide.
Fencing
Fencing is an art with a tradition which has been handed down through the years since the Renaissance. It is a sport which is growing in popularity through the United States and one which a participant can enjoy for a lifetime. Both men and women can enjoy the sport, for timing and speed are the prime requisites. Strength is importan t but secondary.
The equipment would include a foil, a mask, jacket, and a leather glove for each participant. A school could introduce fencing into its physical education program with a limited amount of equipment.
The unit could be conducted any time during the school year and is best suited to indoors. Objectives include:
S3

-to develop the skills of fencing for enjoyment and satisfaction in participation;
-to develop stamina and endurance, strength, agility, and balance. Skills include:
grip
on-guard position attacks
straight thrust simp Ie disengage double disengage cutover beat defense parries
parry of sixte parry of quarte parry of octave parry of septime circular or counterparry counterparry of sixte counterparry of quarte riposte riposte from lunge stop thrust tactics Evaluation can include: written tests skill tests subjective evaluation by teacher
Goll
Golf is played by individuals of all ages and at every level of ability. The player uses a long handled club to hit a small ball around a golf course. The object of the game is to accomplish this, using as few strokes as possible. At the beginning of each hole, the player is allowed to tee the ball, but all other shots must be played where he finds the ball. The player hits the ball as few times as possible, and when it is on the green, putts the ball in the hole or cup. He picks up the ball and walks to the next hole and repeats the procedure. A round of golf consists of 18 holes; however, many people play only nine holes.
Golf courses are measured in yards, and these are shown on the score cards the player receives at the club house. Every player has an opponent named "par." Par scores are desirable scores for each hole for which each player should aim. The length of holes varies from 100 to 600 yards. Golf is considered by many,
54

a great social, recreational, and competitive sport for all.

One advantage golf has over some of the other sports is that it can be played alone as well as with other people.

Objectives are:

-to learn the names and uses of the common golf clubs;

-to learn the terms used in golf;

-to learn the golf swing;

-to learn how to putt;

-to learn the rules and golf etiquette.

Skills include:

the grip (how to hold the club)

the stance

the address (standing a comfortable distance away from the ball)

the swing

backs wing

downswing follow-through shots woods shots

\\

long iron shots

short iron shots

sand trap shots

putting

scoring and rules

Equipment includes:

clubs of two types, wood and irons (Each is numbered, and the higher the number, the shorter the shaft. The smaller the head, the larger the angle on the face of the club. The higher numbered club results in a higher lofted ball and shorter distance. Woods are used for driving the ball great distances, while irons are used for lofting the ball and hitting from bad lies.)

balls, of which the player should have a good supply as it is easy to lose them in the woods and water holes. (Golf balls are made with liquid, plastic, or rubber centers. Rubber yarn is wound around the center, and this is covered with a dempled-designed rubber painted white.)

bags, which can be made of various fabrics, some heavy-weight and others light-weight (These bags have a strap for the shoulder to make it easy to carry. The clubs are carried in the bag from shot to shot.)

a two-wheeled cart to strap the golf bag to and pull or push around the course (For those who prefer to ride, most golf courses rent power-driven golf cars which seat two people.)

special, spiked shoes

tees used to elevate the ball for the first drive on each hole. (They

55

are wooden or plastic and are painted bright colors.) a card, which may be used by several people simply by listing names in
the proper column (Each person counts the number of strokes he takes from his tee shot until the ball is in the cup, and then he records the score on the card.)
Gymnastics and Tumbling
Gymnastic date to about 2000 B. C. with the early Chinese, Greeks and Egyptians. The Dark Ages witnessed a fall of formalized gymnastics, but they were revived during the Renaissance. Since that time, gymnastics have been very popular in Europe. Two German refugees introduced them to the United States. Various systems evolved and were quite popular until the end of World War I, when emphasis was placed on mild recreation at games.
The present trend in physical education is developing physical fitness. In testing different activities to discover which skills contributed to physical fitness, researchers found that gymnastics scored very highly. These findings have brought about the reinstatement of gymnastics in physical education programs.
Gymnastics can be taught in co-educational classes, but it is more feasible to teach segregated classes since some of the equipment must be altered when girls are using it. Equipment presents the main difficulty in offering this phase of physical education, since there is great expense involved. However, a plan of rotating equipment from school to school within a system has been accomplished with success in some areas of the state. In the event that no money is available for the purchase of equipment, some of the pieces of apparatus can be made.
Gymnastics are an outstanding part of the Olympic Games. They should be considered a necessary phase of a physical education program, as they afford the opporttmity to develop an individual to his maximum potential. They include stunts and tumbling, floor exercise, and aparatus work.
By their very nature, gymnastics can be offered at any time during the year. Either the gymnasium or a multi-purpose room with enough space for all the equipment to be used safely is required. Work on the apparatus should not be allowed until an individual has attained some skill in tumbling.
The basic equipment needed includes: long horse horizontal bar still rings balance beam Reuther board or beat board side horse (with removable pommels) even parallel bars (with a convertor to change to uneven) trampoline mats overhead safety belt
Specific objectives are: -to develop courage, self-confidence, alertness, and self-control;
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-to develop all-around neuromuscular skills; -to develop coordination; -to develop stren~th, stamina, and flexibility. Skills to be developed, with the exception of stunts and tumbling and trampoline, are listed below according to sex and are in very general terms. To include specific skills, would involve too much Hlaterial for the purposes of this guide. stunts stunts for agility stunts for flexibility balance stunts double stunts tumbling rolls inverted stunts springs aerial somersaults aerial twisting somersaults trampoline basic bouncing and drops combinations of drops and twists forward somersaults back somersaults side horse vault (girls) basic vaults bent hip ascents straight body ascents inverted vaults uneven parallel bars (girls) grips mounts positions held between movements swinging movements circling movements kips dislocating movements dismounts
balance beam (girls) mounts low balances high balances walks or movements along the beam aerial movements
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rolls dismounts floor exercise (girls) tumbling movements stationary positions dance steps vaulting (boys) basic vaults bent hip ascents straight body ascents inverted vaults side horse (boys) mounts leg circles hip circles scissors traveling dismounts still rings (boys hangs dislocating movements kips levers rolls balance stunts inlocate even parallel bars (boys) mounts swinging movements dips movements along the bars leg cuts rolls balances kips dismounts horizontal bar (boys) grips mounts swings circles kips dismounts
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floor exercise (boys) tumbling movements stationary positions balances and levers
Gymnastics is one area in which evaluation of skill is almost totally on a subjective basis with the use of rating scales. The scoring that is set up by FGI can also be adapted.
Handball
Handball is played by hitting with either hand, a small rubber ball against a wall. It may be played by two people (singles) or four people (doubles) and may be played indoors or outdoors. The ball is hit alternately by the players, and points are scored only when serving. One wall or four wall court is 40 X 20 X 20 feet. Gloves should be worn for protection of the hands.
A person can get a good physical workout in a short time while playing this recreational game.
Objectives are: -to learn the rules of the game; -to learn to serve the ball; -to learn the strokes.
Skills include: serving the ball low drive serve high side wall serve sharp angle serve strokes overarm sidearm shots regular straight kill right outside corner kill right inside corner kill fly kill
Equipment includes a regulation handball made of hard rubber. Regulation handball gloves or any tight fitting gloves are suggested.
Recreational Games
This unit is designed for the instruction of skills and techniques in the following activities:
59

deck tennis paddle tennis table tennis horseshoes shuffleboard tetherball croquet These games are of a social recreation type and are suited for co-eds and segregated groups. Most may well be planned and scheduled on a year-round basis.
Deck Tennis
The equipment and facilities for deck tennis consist of rings and the court.
The game is played with rings or quoits six inches in diameter. They may be made of manila rope one-half inch thick with ends spliced together. Official rings of sponge rubber or inflated rubber may also be used.
The court is 18 feet wide and 40 feet long. Three feet in from the side line and parallel to it, a line is drawn, creating an alley on each side. of the court. This alley is used only in doubles play. Midway the side lines and parallel to them, a center line is drawn. A foul line is drawn on each side of the net, parallel to and three feet from it. The net, five feet high, is stretched tightly across the court. In singles play the area inside the alleys is used, and the center lengthwise line is disregarded. In doubles play, the inside court is used with the center line dividing it into right and left service courts.
Paddle Tennis
Paddle tennis is a popular game, especially with junior high school students. It is particularly helpful to students in learning to play tennis. It is uf)ed on the summer play ground, but if space is available, it can be used in the physical education program.
The rules for paddle tennis are the same as for tennis, with the exception that the ball may be served underhand.
Scoring is the same as in tennis.
Table Tennis (Ping Pong)
The United States Table Tennis Association was organized in 1933. The name "Ping Pong" is now a trade name belonging to the equipment manufactured by one company. The game originated in England. Before it reached the United States, the sport had undergone major equipment changes. The cork ball and wooden paddles were replaced by the celluloid ball and rubber faced paddle. The variety of possible shots and spins outnumbers those in any other sport.
Coed or segregated groups are well suited for table tennis.
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Equipment and facilities include:

table (nine feet by five feet with the top of the table 30 inches from the floor)

net (top - six and three-quarters inches above the table and extending six inches beyond each side of the table)

rackets

celluloid balls

The server puts the ball in play by hitting it with his paddle so that it bounces on the server's side of the net and goes over to his opponent's side. There it may bounce once before it is hit back. This continues until one of the player either hits the ball off the table or into the net, where-upon a point is scored. The serve changes after each five points. A game is 21 points, but at the end of the game, the player must be at least two points ahead of his opponent to win. If the score becomes 20 to 20 it is called a "deuce."

The next point is called "advantage" for whoever scores that point. If the same person scores the next point, it is called "game," and that person wins. If the same person docs not score the next point, the score becomes "deuce" again. Two points in succession must be scored in order to win after the score becomes "deuce." The serve changes on each point after the score becomes deuce.

A ball which touches the top of the net, goes over and hits in bounds on the opponent's side is called a "let" ball. A "let" ball on a return is good. If a player puts his hands on the table or moves the table in any way, the point goes to his opponent.

When serving, a player must stand at his own end of the table between an imaginary continuation of the sides of the table. The racket must hit the ball while the hand and racket arc behind the end of the table.

Objectives arc:

to develop the ability to execute

the serve

the half volley or push shot

the top spin drive

the forehand

the backhand

the chop

the forehand

the backhand

the backhand flip

the drop shot

the smash

to acquire an understanding of

I

the rules and etiquette of the game

offensive play

defensive play

tactics of tlw game

singles

doubles

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special rules applying to double game Evaluation includes skill and written tests.
HorseshoeM
Horseshoe games are thought to be relatives of the ancient Greek art of discus throwing. The Romans adopted discus throwing and later improvised equipment for it, using cast-off shoes of their horses. Soldiers continued adaptation of the game. When it reached England, it blossomed and was one of the fIrst sports to come to the New World.
The object of the game is to pitch the horseshoe so that it encircles the stake or falls nearer to it than the opponent's shoes. Each player pitches two shoes. The game may be played as either singles or doubles.
The player should grip the shoe so that it feels well balanced in his hands, being careful to hold it between thumb and fIngers, rather than in the palm of the hand. A suffIcient amount of twist may be secured by gripping the shoe at the side instead of gripping it at the calk. The player should hold the calk down. A well-pitched shoe will land flat without bouncing or rolling. If there is suffIcient twist, it will encircle the stake rather than rebound from it.
The good player is relaxed and makes his pitch with a smooth, underhand swinging motion. He also keeps his eye on the horseshoe until it lands.
Scores for competition such as that conducted on the play ground or physical education classes, may be set at 15 or 21 points. Play may be in singles or doubles.
Rules are as follows: A shoe must be within six inches of the stake in order to score. The closest shoe to the stake scores one point. Two shoes closer than the opponent's shoe, score two points. One ringer scores three points. Two ringers scores six points. One ringer and the player's closet shoe score four points. A person having two ringers against one ringer for his opponent's, scores three points. All equals count as ties with no points for either side. In case each contestant scores a ringer, the next closest shoe, if within six inches of the stake, scores one point. New rules count leaners one point, the same as shoes pushed against the stake.
Shuffleboard
Shuffledboard was introduced in the United States sometime before 1845. The game was previously played in England during the 15th century under several names including "shove groat," "shovelboard," and "shovel penny."
The object of shuffleboard is to push the discus, using the cue, so that it comes to rest in the serving area at the opposite end of the court.
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Technique of the push is as follows: The player should stand facing the opposite end of the court with his fee' about a foot apart, the left slightly in front of the right. He should flex knees slightly, keeping weight equally distributed on feet. He should grasp the handle of cue firmly near the end and hold it so that his arm is at a 45~egree angle to his body. He should place cue against disc, push forward with right arm and simultaneously slide left leg forward. As cue forces disc forward, player follows through with arm and bring right leg even with left.
Rules for shuffleboard are as follows: In playing singles, both players stand at the same end of the court.
From right side, they push the discs to the opposite scoring area. Players change to opposite end of court after all discs are played; Players use discs of contrasting colors.
In playing doubles, partners play from opposite ends of the court. Teams having red discs start play from right side of court. The side having black discs follows, each side alternating thereafter.
Each player must push his discs from his respective half of the 10foot space. Penalty for violation of this rule is five points off the score. Penalty for stepping on or over the first line of court is five points off.
A disc which has stopped in a scoring area, may be driven into the la-foot space area or outside that scoring area by an opponent. Scoring is as follows:
A disc scores in the area in which it rests after all discs have been played.
Discs that rest on a division line do not score. Discs are removed immediately from the court when they stop between the starter and far deadline.
Fifty points constitute a game.
Tetherball
This game is easy to play and it is suitable for class and recreational activity. Facilities can be constructed at small cost.
The game is best played by two indivisuals. Paddles such as the ones used in paddle tennis may be used, or the ball may be played with the hands. One player puts the ball in play by hitting it in the direction determined before the game, in an attempt to wrap the cord completely around the pole above the marker or foul line. The other player attempts to prevent the server from causing the ball to encircle the pole and tries to cause it to encircle the pole in the opposite direction. Players hit the ball each time they can. The one who first winds the cord around the pole above the marker wins the game. Players must stay in their designated half of the playing area. Service shot must be six feet from the pole base at right angle to the dividing line.
Penalties entitling opponent to a free hit are inflected on the player for:
not remaining in designated playing area
allowing cord to wrap around paddle permitting cord to wind around pole below marked foul line
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Croquet
Croquet is an ancient game of the Gauls. It reached the United States in the mid nineteenth century and is considered one of the most enjoyable outdoor family games.
Croquet sets contain eight balls, eight mallets, two stakes and nine wickets. A regulation court is 30 feet by 60 feet.
The object of the game is to drive the ball with the mallet along a specified course through a series of wickets. First player completing the course is the winner.
The player, using the outside of the right or left foot as a guide, faces the stake with his feet slightly apart and knees flexed. He then strokes the ball from between his legs.
The player interlocks his hands on the mallet and swings from between his feet. He should keep his eyes on the ball and stand with feet apart and knees bent.
Rules and scoring are as follows: Start the game by placing ball the length of mallet from starting stake toward center of first arch. Hitting the ball through two arches at either end entitles the player to two additional strokes. Going through a single arch gives a player a single stroke. One player continues uninterruptedly as long as the .ball goes through an arch, hits another ball, or hits the turning stake at either end of the court. One who plays out of turn loses his next turn. When a ball goes out of the playing area, it is played from the boundary line where it went out, or a mallet's length inside the boundary at the point where it went out. When a player strikes another player's ball with his ball, he may do one of the following: take two strokes if it is an opponent's ball, drive it away and take one stroke if it is a partner's ball, drive it in any direction or through an arch and take one stroke No player may hit the same ball twice in the same tum without first going through an arch or hitting the turning stake. The winner of the game is the first one to complete the course and peg out at the starting stake.
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Tennis
According to the sports historian, F. G. Menke, tennis is of French origin and was known as "Le Paume." There is reason to believe that the game developed from the Irish game of handball; however, play with rackets, seems to have been developed by the French. As with most sports, beginnings can be traced deep into history if one wishes to think in evolutionary terms and attribute the idea of striking a ball toward another player as the early predecessor of the modern game. Modern variations of the game, some of which are adaptable to the high school program, include paddle tennis, rackets, squash, and table tennis. Paddle tennis in particular offers an opportunity to teach the skills of tennis with lesser requirements in terms of facilities and equipment.
Tennis is an excellent co-educational activity. It may be best to pair girls with intermediate skills with beginning boys to offset the strength advantage of the boys.
Many schools ignore tennis in curriculum planning, due to the requirements in terms of equipment and facilities. With the increasing provision of hard surface areas in schools, plans should be developed to use them for tennis instruction. Most tennis skills can be taught in a gymnasium using a wall free of obstructions. (See Journal of Health, Physical Education and Recreaction, Feb., 1962, p. 34). For play, each participant needs a racket; however, for instructional purposes, two to four students may use the same equipment.
Tennis is primarily played as an outdoor sport, and therefore, most curriculum plans include it in either early fall or spring. Indoors the skills may be taught at any time and in relatively limited space where smooth wall surface is available to allow the ball to rebound.
When courts are built, the nets may be nylon cord (the most common) or metal (more expensive, more durable, and less desirable). The school should provvide rackets and balls; however, instructors often have found students or the community willing to make these available.
Objectives include:
-to provide an opportunity to develop skills in a co-educational activity which carries over into the after school years;
-to teach appreciation for the sport from a spectator viewpoint;
-to teach rules, strategy, and sportsmanlike behavior to aid in the development of social acceptability.
Skills include:
footwork and court coverage
strokes
serve
forehand and backhand drive
forehand and backhand volley
lob
smash
drop shot
strategy
singles
doubles
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rules and courtesies
Information on evaluation procedures is included in reference materials.
Track and Field
Running, jumping, throwing, some of man's most basic skills, constitute the activities found in the sports of all cultures. Thus, track and field are among not only the most universal of sports activities, but have the longest history of organized competition. Much of the program of the Greek Olympics of 2500 years ago revolved around events which are common to today's track and field meets. Today, youngsters of preschool age, compete in these activities without need for leadership or organization. For this reason, educators often feel the teaching of these skills is unnecessary. It seems everyone can run, throw, and jump. Unfortunately, many perform with poor skill and are inefficient.
Track and field should be a part of all programs. Modifications and variations require no more than the scaling of the events to the age group served. At the high school level, most students will have had some experience if not instruction. Track and field can be taught co-educationally, but at the high school level, competition should be separated. Team competition can be co-educational, and relay events can be carried out provided the teams are composed of equal numbers of each sex.
Track and field are among the simplest of all activities to organize, since little special equipment is needed and no special facilities required. Problems arise only from the diversity of activities included and the fact that many groups can be working simultaneously on different phases of the sport. This requires good organizational planning on the part of the instructor.
As outdoor sports, track and field are best scheduled in the early fall or spring, spring being the more common choice. Jumping pits of sand or sawdust, must be constructed. Regular maintenance should be carried out to insure that the landing area is as soft as possible. If possible, a running track of oval shape measuring 440 yards should be laid out. This can be done on grass; however, cinders are superior, as is clay, if dust can be controlled. The throwing areas for field events should be spaced away from areas for running events for the sake of safety.
An adequately equipped program will include jumping standards, shots, discus, hurdles (adjustable for high and low heights), measuring tapes, and stop watches. Batons for relays should be available in sufficient numbers to allow several teams to run at once.
Objectives include:
-to provide an activity which is interesting and challenging and which has sufficient variety to offer to almost all the opportunity to experience success in some aspect of the program;
-to develop and improve physical fitness, particularly in the areas of strength, endurance, agility, and coordination;
-to develop appreciation for the variety of skills required in track and field and for the contribution which individuals of differing body characteristics can make to team effort;
-to achieve understanding of the rules and strategy of the activity and to learn spectator appreciation.
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Course content (skills) includes: running events
sprinting middle distances distance running hurdling relays (combinations of differing distances) jumping events long jump high jump triple jump pole vault weight events shot put discus rules (how to organize competition, judging and scoring) Evaluation is carried out within the activities; however, standards may be set for individual events or may be based on all-around performance.
TEAM SPORTS Angle Ball
The American youth of all ages is in need of a game that will build strength, speed, stamina, and agility. For developing these qualities, no form of exercise can surpass a team competitive sport that involves a maximum amount of running with a minimum amount of play interruptions. That these qualities exist in angle ball should recommend it highly for a place in the physical fitness programs being stressed by various organizations and groups throughout the nation. Other qualities to recommend angle ball are that it permits a large number of participants and involves a minimum of equipment and expense, its rules are quickly understood, and no intricate fundamentals are necessary to enjoy the game. The game combines the accuracy and speed of basketball with the interest and aggressiveness of football, qualities which help make it a contest filled with action at all times.
The game is a great conditioner and has been enthusiastically received and enjoyed by those who have played it.
Angle ball is played by two teams of twelve players each. The purpose of each team is to dislodge its own "goal ball" with the ball in play (since ~ne point is awarded for each score) and to prevent the opposing team from doing likewise.
There is no score if Team A's (offense) goal is interferred with by Team A, or if the angle ball should hit the goal below the goal ball and cause it to be dislodged.
A' A score results if Team B (defense) interferes with Team A's goal while IS attempting to score.
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Rule I
Equipment

Section 1 The playing field is a rectangular surface 240 feet long and 160 feet wide, free from obstructions except for the goals that are set equidistant from the sideline and 60 feet from the end lines. NOTE: The game is played between the ten-yard lines of a football field with the goals on the thirty yard lines. The lining of the field and the goal dimensions are as follows:

10 YARD LINE

30

40

50

40

30

YARD LINE

CIRCLES 5 YARDS
DIAMETER
8

MID- FIELD 1I NE
QUARTER LINE

END LINE

QUARTER LINE

8
END LINE

GOAL BAll
CUP 9" DIAM.
10 ft. CUPTO GROUND
-7I '
Section 2. The ball used for play (angle ball) is an outseamed ball slightly smaller and heavier than a soccer ball. 68

Rule II
Method of Penalizing Fouls

Section 1. Fouls shall be penalized by giving the player at fault a prescribed number of laps to make around the playing area and by giving possession of the ball to the opposing team at the point of the foul. NOTE: By mutual agreement, a penalty box may be substituted for laps. One lap equals three minutes.
Section 2. When the ball is awarded to the opposing team at an indicated point, all players must remain at least six feet away from the player putting the ball in play. The player is permitted three seconds to put ball in play and must not take more than one step in doing so. A goal from this point would not be permissable.
Section 3. In executing the penalty, the penalized player shall start at midfield on his team's side of the field and at no time enter onto the field of play until he has discharged the assigned penalty. NOTE: Penalized player's team is one player short until he has taken his prescribed number of laps. He may return to the field or tag in a teammate.
Rule III
Playing Regulations, Violations, Fouls, and Penalties

Section 1. Game consists of two halves, 15 minutes each, ten minutes between halves. Each team is permitted four time outs of two-minutes each half.

Section 2. The visiting team shall have choice of goals in the first half; for

the second half the teams shall change goals.

.

Section 3. Each half is started by ajump ball at mid-field between a member from Team A and one from Team B. Teams A and B remain in their respective halves of the field (the half farthest from their goal) until the ball has been tapped. Players jumping face their own goal.

Section 4. Players can run with the ball, pass it, or strike it with hands open or closed. Penalty for kicking ball intentionally is one lap, and ball goes to opposing team at point of foul.

Section 5. A ball carrier may carry the ball in any direction. However, if he is touched or tagged by an opponent he cannot then throw for a goal or continue with ball, but must pass the ball before taking three steps. Penalty: Ball goes to opposing team at point of violation.

f ~IJII:
)
,
) 69 \

NOTE 1: A tag is not a push or a stiff arm. Unnecessary roughness penalty could be applied. NOTE 2: If the throwing arm is in forward motion when a player is tagged, it is a legal attempt to score.
Section 6. If it is advantageous for a player, he may attempt to tie up the ball carrier rather than tag him. This tagging must be done without leaving the feet and without charging or driving opponent to the ground, but by grasping the ball carrier between his waist and shoulders. A legal tie up results in a jump ball. Penalty for illegal tie up: ball goes to opposing team at point of violation, and roughness penalty is applied (laps).
Section 7. A free ball in the air: the same rule applies as the rule govering pass interference on a forward pass in football. Penalty: lap, and ball goes to opponent at point of foul.
Section 9. The offensive team may screen for its ball carrier with an upright screen but must not leave feet or use a shoulder block. Penalty for illegal screen: one lap, and ball goes to opposing team at point of foul.
Section 10. Defensive team may use hands on the body of an opponent to ward off a screen. Player warding off a screener uses his hands to push him away but does not use them to strike or stiff-arm an opponent. There shall be no unnecessary roughness such as tackling, use of hands about the head of an opponent, tripping an opponent, holding an opponent who is not in possession of the ball or charging an opponent before or after he passes the ball. Penalty: loss of ball to opporent at point of foul. One to three laps depending upon the seriousness of the offense.
Section 11. After a goal is made the team scored upon may advance the ball to the quarter line (the line 30 feet from the scoring team's goal) without interference from the scoring team. Ten seconds are allowed to put the ball in play after the official turns ball over to team that has been scored on. Penalty for intelference with intention of delaying the game: lap, and ball goes to opposing team at quarter line.
Rule IV
Out of Bounds
Section 1. When the ball goes out or is carried out of bounds, an official shall award it to a nearby opponent of the player who caused it to go out. This player may carry or throw the ball in bounds and must do so within. three seconds after being awarded the ball. If ball is carried in bounds, player must come in bounds at the point the ball has been awarded to him. Penalty for failure to comply: ball goes to opponent.
Section 2. A player cannot throw for a goal while taking the ball in from out of bounds. If goal occurs there is no score, and ball goes to opponent.
Section 3. The 15-foot circle around each goal is out of bounds for players but not for the ball. Ball may roll through the circle and not be considered out of bounds.
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Rule V
Substitutions
Section 1. When time is out for a (1) called time out, (2) jump ball, or (3) out of bounds, any number of substitutes may enter the game.
Section 2. When time is in a player on the field may be substituted for by going to his bench and tagging a teammate who then enters the field of play. NOTE: If a team's time outs are exhausted and a player is injured on the field, an official's time out should be call to remove the injured player. Information on obtaining official goals and angle balls can be secured by contacting Coach Rip Engle: 241 Recreation Building; Pennsylvania State University; University Park, Pennsylvania 16802.
Basketball
The origin of the game of basketball can be directly attributed to necessity, the mother of invention. It came about as a result of a dire need for some team sport to fill the gap between the spring and fall programs.
Basketball is a truly American game. Dr. James A. Naismith introduced it to a class in the Y.M.C.A. College in Springfield, Mass., on January 20, 1892. This is the date generally accepted for the invention of the game.
The first rules were a combination of those for lacrosse and association football. Many changes have taken place in basketball as it was originally played. Team size has been reduced from unlimited to five; balls have been specially developed for the game. Baskets, backboards, and courts have been improved and standardized throughout tIle world. Play itself has undergone many changes. The center jump after each score has been eliminated to speed up the game. The ten second rule was invoked to prevent stalling and deliberate delay of the game. Shooting has changed from a careful two-hand set style to a more wide open style, featuring one handed push, jump, and hook shots. One of the greatest changes in recent years has been the domination of the game by extremely tall men.
Basketball can be played by both boys and girls with slight modifications of the rules. The game can be played indoors or on a hard-surfaced outdoor area and can be played at any quarter during the school year. The only equipment need is balls and baskets.
Objectives include:
-development of coordination, strength, and endurance through participation in an active game requiring running, jumping, and throwing;
-development of skill in the execution of the fundamentals of the game to provide for enjoyable participation by the individual;
-knowledge and understanding of the rules and of their application to the game of basketball;
-an understanding and appreciation of basketball as an activity.
f Drills in the development of skills are directed toward the formation o correct habits with respect to certain fundamentals. The success of drills de-
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pends upon the correct stance, slow development, and gradual speeding up until such time as the fundamentals being practiced become routine in their application. A drill which is enjoyable to the individual and the class provides a better learning sttuation than does the formal repetition of a skill.
Skills include: basic movement running forward and backward stopping, gliding
passing catching dribbling shooting individual defense offensive strategy defensive start playing the game Evaluation includes: achievement tests shooting - foul and field passing - accuracy dribbling - zig zag, dribble and shoot jump and react test - sgt. jump Audiovisual source material is available as follows: "Ball Handling - Basketball," 9 minutes FSO 796/3-20 "Basketball" by Rupp, 18 minutes FSO 796.3-9 "Basketball Fundamentals," 14 minutes FSO 796.3-9 "Basketball Is Fun," 17 minutes FSO 796.32-3
Field Hockey
Field hockey is thought to be one of the oldest games played. Figures with hockey sticks appear in early Greek art. Its family tree is known to include such games as the Irish "Hurley", the Scottish "Shinty", the Welsh "Bandy", the English "Hackie", and the French "Hoquet".
It was in England that hockey became most popular. Here in the United States hockey has been principally played by women, but there is no reason why men should not play the game, too. However, because of the nature of the game it is not appropriate as a co-educational sport.
Field hockey is generally played from late fall into early winter since it is a very vigorous sport involving much running and is better suited to cool temperatures.
The game does require more equipment than some activities. Some of this equipment is most necessary for the safety of the players. There is also the importance of teaching players how to safely handle the hockey stick. The game
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is played by two teams of eleven players each; therefore the minimum amount of equipment would include 22 sticks, one ball, 20 pairs of shin guards, two pairs of goalkeeper's pads, glasses guards for students who cannot play without their glasses, and eleven pinnies or scrimmage vests (boys) for distinguishing teams. For instructional purposes and skill development it would be ideal to have one stick and one practice ball for each student in the class. This could be cut to one stick and one ball for every two students, without going below the minimum number of sticks necessary to play the game. A goal area similar to that in soccer is needed, though this can be easily improvised.
Objectives are: -to learn to play the game of field hockey with skill and enjoyment -to develop stamina and endurance, speed, coordination, and agility -to understand the rules and their application to the game -to develop skill in teamwork
Skills include: holding the stick the dribble carrying the stick the drive the push pass the scoop the flick stopping the ball with the stick, hand, foot straight tackle circular tackle left-hand lunge dodging the bully roll-in offensive and defensive strategy free hits and corners goal keeping marking
Evaluation can include: skill tests - dribbling, passing, goal shooting written tests subjective evaluation by the teacher of the student's application of skill and knowledge to the game situation
Flag and Touch Football
Touch football, an outgrowth of regular football, was fIrst played in the United States about the middle of the nineteenth century. Young boys and men Who did not have an opportunity to play on organized football teams were interest-
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ed in the game and began to use many elements of football. These included kicking, passing, and running. Informal games were played in sandlots and playgrounds.
To assure safety in touch football, tackling and hand blocking have been eliminated. Since these are the most likely causes of injuries when the players do not wear protection equipment, touching has been substituted for tackling and blocking has been modified. Touch football is a game of action. It especially appeals to boys because it provides them with many of the thrills of the regulation football game.
A team consists of nine players, although fewer or more players may be used. If teams of nine are used, the offensive team must have at least five men on the line of scrimmage. Rules for touch football have not been standardized to the extent that the same rules are used in all parts of the country.
The teaching station needed is an outdoor playing field the same as for regulation football, i 60 feet wide by 360 feet long. If it is not always possible to play on a regulation field, areas of any size large enough to give the players running and passing room may be used. The only equipment needed is a football and a regular physical education uniform.
Flag football is a popular variation of touch football, in which strips of cloth three inches by 18 inches are worn tucked into the shorts at each hip. The player is downed when either flag is pulled from the belt or when the player is tagged.
Objectives include: -to teach the fundamentals of touch football as a means of providing enjoyable participation by the individual; -to develop speed, skill, strength, stamina, and agility in all boys to enable them to achieve their most effective performance.
Skills include: stance passing and receiving ball handling ball carrying blocking kicking touching center passing defensive stand offensive strategy playing the game
Evaluation includes achievement tests in: pass for distance punt for distance pass for accuracy dodge and weave run with ball
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Soccer

Although it is popularly thought that soccer originated in England, there is a considerable evidence that a form of soccer was played by the early Romans, who learned it from the Greeks. In 1603, the English public school system developed association football or soccer. Soccer is an international game, played in more than 70 countries under a uniform set of rules. Soccer was introduced into the United States about 1870, but it has not been so prominent here as in many countries.

Soccer has many advantages as a team game for use in physical education classes. It can be modified to fit the size and ability of the group, and it will stimulate effort in running, jumping, chasing, and dodging. The competition of the game maintains interest on the part of pupils and stimulates the desire to improve skills. It can be played by both boys and girls on various fields with various numbers of students. Players wear a regulation physical education uniform, and a soccer ball is all that is needed. Due to the fact that there is constant movement in the game, it may be played outdoors during the cold season.

Objectives are:

-to learn to play the game of soccer with skill and enjoyment;

-to develop speed, skill, coordination, agility, and endurance;

-to learn to kick and to receive effectively;

-to develop skill in teamwork.

Soccer is played with a round ball propelled by the feet, head, or body but not with hands or arms. The goalkeeper is the only player allowed to touch the ball with his hands. This may be done only when the ball is in the penalty area. Soccer is started by a kick-off from the center line, awarded to one team. The ball is kicked off when it has turned over once in a forward direction. Kickoff is an indirect kick. On the kickoff each player must be in his half of the field. No opponent may be nearer than ten yards to the ball. In case of a score, the team scored against resumes the game by a kickoff.

A team consists of eleven players. Fewer players or a greater number may be used in individual situations. The players on an eleven-member team are a goalkeeper, two fullbacks, three halfbacks, and five forwards.

Skills include:

kicking, instep, outside of front

trapping

dribbling

heading ball control

~ { JC

tackling and charging

free kick

corner kick

goal kick

penalty kick

throwing

kickoff

goal keeping

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Evaluation includes: player kick for distance goal kick for distance goal kick for accuracy
Audiovisual material includes "Soccer, the Universal Game," ten minutes, FSO 706.3-35.
Softball
Softball has had the most rapid and remarkable growth of all sports in the United States. Indoor baseball was first played in the United States about 50 years ago, but the game was not played outdoors to any great extent until the late 1920's, when the Canadians began to play it on small playground areas.
When the game was moved outdoors, it first was called "playground ball" and was widely used in public schools and by organizations. Later the game was renamed softball. The American Softball Association was founded in 1932 to formulate standard rules and to promote their use throughout the country. The rules are patterned after those of baseball, making the game very similar to the parent game. Participants and spectators alike continue to enjoy softball as a wholesome recreational activity. Its exceptional carry-over value as a recreational activity indicates its place in the physical education program.
Softball can be played by either men or women or as a co-educational activity. It is played with the following equipment: softball, bat, gloves for all fielders, mitts for catcher and first baseman, and mask for catcher. It is played on an outdoor field.
One Pitch Softball
The basic idea of one-pitch softball is to provide players with the maximum opportunity to hit, run, and field. In 50 minutes of play, two teams can get in as many as 20 innings.
The chief innovation is that the pitchers pitch to their own teams. The pitch will be made, of course, at the speed best suited for the batter. The opposing pitcher plays the defensive position around the pitcher's mound behind the opponent's pitcher. The pitcher tossing the ball to his teammate batter does not field the batted ball. If he interferes with the ball, his batter is out.
Another innovation, the one that really speeds up the game, is the changing of sides after the third out. The next inning starts as quickly as the pitcher takes his place and the correct batter (each team must bat in a specified order) is in the batter's box, regardless of whether or not the defense is ready.
Objectives include: -to develop an understanding and appreciation of softball as a game and to stimulate interest in its value as a recreational activity in adult life; -to learn to bat, throw, catch, pitch, field, and run bases; -to develop coordination, strength, and agility through participation in an active game requiring running, jumping, catching, and throwing;
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-to develop knowledge and understanding of the rules and of their application to the game of softball.
Skills include: batting throwing and catching ground balls and fly balls pitching fielding (infield and outfield) base running
Evaluation may consider: throwing for distance throwing for accuracy fungo hitting for distance base running fielding and ground ball and throwing to first base catching fly ball and throwing to catcher
Source materials include a film, "How to Play Better Softball," (11 minutes).
Speedball
Speedball, a game of American origin, was created by Elmer D. Mitchell in 1921 at the University of Michigan for the men's intramural program. The game is a combination of the playing skills of soccer and basketball and the punt and drop kick taken from football. After its creation, it was soon played enthusiastically by women. This team sport, as is the case with many team sports, should be played separately by men and women rather than co-educationally.
Speedball is an outdoor sport best played on a grassed area approximately 100 yards by 60 yaros, though if space is limited, it can be played in a smaller area. It could be played any time of the year but is more enjoyable in cooler weather.
The only equipment needed is a soccer ball and two goals, plus glasses guards for students who must wear glasses while playing. One set of pinnies or scrimmage vests (boys) would help to distinguish teams.
Objectives are: -to learn to play the game of speedball with skill and enjoyment; -to develop stamina and endurance, speed, coordination, and agility; -to understand the rules and their application to the game and the relationship of the game to soccer, basketball, and football; -to develop skill in teamwork.
Skills to be developed include: skills of soccer advancing the ball with the feet and body intercepting the ball by trapping, blocking, and tackling skills of basketball passing
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catching guarding pivoting special skills for speedball kick-up to self rill-up to self two-footed lift to self lift-up to another player drop kick offensive and defensive strategy goalkeeping Evaluation can include: skill tests - kick up to self, Smith footpass to wall test written tests subjective evaluation by the teacher of the student's application of skill and knowledge to the game situation
Volleyball
Volleyball was originated in 1895 by William G. Morgan, physical director of the Y.M.C.A. at Holyoke, Massachusetts. The original name of volleyball was Minonette, but since the basic idea of the game was to volley the ball back and forth over a net, it was suggested that the named be changed to volleyball.
The game was for many years known only in the New England cities. Volleyball and the public playground movement became popular at the same time, and no playground was complete without one or more volleyball courts. Volleyball, needing little equipment and space, was readily adapted by United States soldiers during World War II. This spread the popularity of the game throughout the world.
Volleyball is a necessary part of every organized physical education program. It teaches alertness; furnishes experience which is suitable for young and old, male and female; demands skill; and is fun to play. Today it is played in many foreign countries and is included in most programs of schools, colleges, recreation centers, playgrounds, and camps. Volleyball has recently been approved as one of the sports to be included in the Olympic Garnes.
In official garnes, six players constitute a team. Teams may vary in number according to age and experience of the group involved. A subsitiute may enter the game when the ball is dead and may enter to replace a player who has just scored.
Volleyball may be played by men or women or as a co-educational activity. The regulation playing court may be indoors or outdoors and is rectangular, 60 feet long and 30 feet wide. A net three feet wide and 32 feet long is stretched tightly across the middle of the court and attached to posts outside the court. The top of the net is eight feet from the floor for men and seven feet, six inches for women. A line two inches wide is drawn across the center of the court. A volleyball is the only other equipment needed. Objectives are:
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-to develoD the fundamental skills of serving, passing, spiking, ball handling, body control, and blocking
-to develop knowledge of proper playing position and court coverage; -to develop knowledge of the rules and strategy of the game; -to develop respect for teammates' abilities and the right to full
participation in the game despite limitations in ability. Skills include:
serving passing set up spiking tipping blocking Evaluation includes: serving for accuracy ball handling setting up the ball spike Source material includes two films: "Volleyball for Boys," (11 minutes) FSO 796,3-10 "Beginning Volleyball," (40 minutes) FS 780 (4 filmstrips)
OUTDOOR EDUCATION School Camping
More and more people are heading for the open spaces every year, often without knowing where to go, what to do when they get there, or the value of the parks, forests, rivers, and lakes they are using. The relationship of man to his physical world is a fundamental factor in human living, and an understanding and appreciation of the outdoors should be the heritage of every human being. The out-of-doors constitutes a laboratory - a climate for the things learned outside the classroom.
Outdoor education, which includes school camping, encompasses those direct learning experiences that involve enjoying, interpreting, and wisely using the natural environment in achieving the purposes of education. It appears to be one of the significant educational developments of the mid-century. . School campll1g is a year-round activity and is suitable for boys, gIrls, and adults and is adaptable to co-educational activity.
Many schools have developed their own camp facilities. It is desirable
f~r schools to use camp facilities that have been developed by other agencies,
eIther public, private, or voluntary. The American Camping Association has developefd standards for land and facilities. Minimum standards for a school camp are as ollows:
-a minimum of one acre of land per camper;
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-facilities located so as to provide isolation and a feeling of living in the woods; -a safe and sufficient water supply - approved by the State Board of Health; -ample, sanitary dining facilities approved by the State Board of Health; -living quarters constructed and arranged for small group living; -forty square feet of living space for each bed; -screening and protection from weather. The camp site should provide the following program facilities:
indoor workrooms for arts and crafts; library ; trader's post - concession stand; campfIre circle; nature trails; outdoorcooking areas; ample storage space for tools and camping equipment; a picnic site; athletic fIelds; pond, small lake, or steam; garden area; area for overnight hikes. Objectives include: -to teach citizenship and democratic living; -to teach the conservation of natural resources; -to teach health and physical education; -to teach an appreciation of the out-of-doors and the contributions it
can make to enriched living; -to teach other subject matter areas related to camping. Skills (learning experiences) include: aquatic activities athletics campcraft and woodcraft woodsmanship pioneering nature lore Indian lore riding shooting rhythms arts an d crafts music dramatics conservation contributions other school disciplines may make to school camping
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The program items which must be evaluated are: program of activities leadership administration and supervision facilities equipment maintenance time schedules methodology effect of program on participants effect of program on regular school subjects
Methods of evaluation include: subjective evaluation by teacher or camp counselor written tests skill tests attitude tests use of evaluation forms by teacher and camper
Angling
Among the oldest of man's activities is fishing. At the beginning of time and throughout the ages, he fished only for food. As man became more civilized, more affluent and had more leisure time, he developed fishing into a recreational activity. More than twenty million people in the United States buy fishing licenses every year. Many millions more fish without licenses. Rapid transportation has made it possible for people to fish and explore the waters anywhere inside and outside of the states. Many schools have recognized the value of this leisure time activity and now offer courses to increase fishing knowledge and skill.
Facilities for the teaching of fishing offer no major problem. Areas such as swimming pools, lawns, athletic fields, gymnasium floors, pond or lake shores, docks, and piers offer suitable teaching areas.
Fishing is a universal sport, non-seasonal, a suitable activity for all ages, and has recreational value throughout life. It is readily adaptable to the handicapped and may have therapeutic value.
The equipment for angling consists of a rod five to six and onehalf feet long, made of wood, bamboo, fiber glass or solid steel, a reel or light spool; a ny lon, silk, or linen line nine to 15 pound strength and at least 100 yards long; a light lure or plug; and a practice target.
The various types of angling are bait casting, spinning, surf casting, still fishing, and "skish" (a type of competitive fishing, using the usual eqUipment, which serves to improve techniques when one cannot go fishing.~
Some specifi~ instructional program objectives are as follows: -to promote social and economic values; -to teach development and history; -to teach selection and care of equipment;
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-to emphasize fishing codes and regulations; -to teach ethics and safety; -to explore habitats and habits of fish; -to teach fish conservation. Skills include: stance fly tying making of equipment and lures the grip the overhead cast the side cast the backhand cast retrieving the plug safety and first aid skills boating skills Evaluation includes: subjective judgment of teacher skill tests written knowledge tests
RHYTHMS AND DANCE
Folk Dance
The term folk dance refers to native dances that have persisted through centuries of tradition. The existence of similar dances and dance forms in various countries shows the interrelation of cultures. There are many common basic combinations and steps in all folk dances, such as the schottische, polka, waltz, slide, step-hop, and skip.
Folk dance is significant because it gives the student a better understanding of other countries; it illustrates form in dance; it is based on combinations of natural movement and is, therefore, simple and enjoyable; and it presents the opportunity for vigorous social activity.
To present a broad picture, the dances should be selected from various countries. They should include line and circle dances, couple dances, trio dances, and solo dances. They should be chosen to include a variety of basic steps.
General Terminology
Formations include: The circle (The term "clockwise" is used when the circle moves in the direction of the hands of a clock; the term "counterclockwise" indicates the reverse direction.)
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single circle partners standing side by side, lady on gentlemans right, all facing center of circle or with backs to center of circle File - everyone facing the same direction (either clockwise or coun terclock wise) in the circle, lady in front of gentleman
double circle partners side by side, both facing in the same direction
The line single line partners side by side, all facing same direction, lady on gentleman's right double lines line of men facing line of women, partners opposite each other line of couples facing another line of couples line or partners standing side by side, all facing in same direction
The square - a set of eight people (four couples) facing the center of a square
Basic Steps
(R =right foot; L = left foot)
step - the transference of weight from one foot to the other hop - a change of weight from a foot back to the same foot, during which
the dancer leaves the floor step hop - a combination of a step and a hop done in even time; step L,
hop I, step R, hop R slide - dancer steps to side L (with both knees bent), straightens
knees, pushing body into air with feet clearing floor, lands on R foot with knee sligh tly ben t (the straigh tening of the R knee will prepare dancer for the next side step L) skip - a combination of a hop and a step, done in uneven time polka - dancer hops L, steps R, closes L to R (this repeats, beginning with hop R) waltz - dancer steps forward L, steps to R side with R foot, closes L to R, taking weight on L schottische - dancer steps forward L, steps R to close to L, steps forward L, hops L, repeats, starting on R mazurka - dancer steps forward L, steps R to close, hops R while extending and then flexing the L leg, step repeats on the same foot
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Suggested Dances from Varions Countries
English - Black Nag Danish - Crested Men; Little Man in a Fix Swedish - Gustafs Skoal Hangarian - Cshebogar Mexican - La Raspa Russian - Korobushka The description of each of the dances can be found in the following references: Hipps, R. Harold, and Chappell, Wallace. A World of Fun. The Metho-
dist Publishing House. Nashbille, Tennessee. Harris, Jane A., Pittman, Anne, Waller, Marlys S. Dance A While Durgess
Publishing Co., Minneapolis, Minnesota.
Moc/ern Dance
Modern dance is a creative art form, one of the basic experiences in art that can be provided successfully in schools. Dance is not merely a series of unrelated movements. Adjustment of the form, design, and style to an idea is the central approach to modern composition. The instructor must aid the student in developing the ability to communicate the ideas, using the body as the instrument of expression.
In planning units in modern dance, the following sequence is suggested.
Warm-ups
These drills are a means of acquiring a more usable body. Students should undl:rstand, though, that the performance of exercise is not dancing. The teacher should: start warm-ups with big body movements; then work into more exacting techniques; start with techniques already familiar to class, bouncing, stretching, bending, etc.; have students practice techniques on both the right and left sides to gain balance and facility; stress doing everything in the best possible style; always include simple posture work; proper carriage is a prerequisite to dance.
Fundamental forms of locomotion
There are eight basic forms of locomotion: the walk, run, leap, hop, jump, gallop, slide, and skip. From these fundamental steps many other combinations can be made. It should be stressed that each form of movement be perfonned in good style, with good posture and arm control.
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Traditional dances steps (Refer to Folk Dance Section on Basic Steps)
Developing Simple Patterns
Students should begin to build movements early in their dance unit. This is a great help when they move into composition. Building patterns can be done by taking basic movements such as walking, running, leaping, and turning and arranging them into an interesting progression.
It is not suggested that the teacher build patterns and have the students copy her, but rather that she demonstrate and then have students arrange their own patterns. This way the student gets a feeling for composition.
Simple composition The following are suggested themes for composition: folk songs Christmas carols nursery rhymes poems sports activities Suggested accompaniment piano drum recordings clapping hands General suggestions for compositions divide class into groups, giving each group a problem instructor should act as guide, not imposing her own ideas when a group composes an interesting sequence, they should be allowed to perform for the class encourage constructive group criticism
Modern dance terminology
Accent - an increase in stress or intensity through emphasis
Axial- non-locomotor movements taken on a stationary base; movement of the body around its own axis B~at - the underlying repetitious pulsation; basic unit of a measure Cadence - rhythmic flow Choreography - the art of planning and arranging dance movements into a finished composition Composition - a dance Design - a plan or sketch; the arrangement of various patterns into a particular form Dynamics - variations in intensity; light or powerful movements Focus - the direction of attention to any point in space Form - the shape or structure that a dance takes
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Impetus - the beginning of a movement Kinesthetic sense - muscle sense; awareness of body position and movement Level- relative differences in altitude in relation to the floor Motif - the dominant theme or idea in a composition Percussive - quick, forceful movements Rhythm - the flow of the movement Style - quality and fashion of presentation Sustained - a continuous, reserved type of movement Tempo - the rate of speed at which a movement occurs Theme - the central or unifying idea
Evaluation may take the following forms: students may be tested on knowledge of basic steps in all dance areas; students may be tested on performance of pre-assigned folk and square dances; students may be tested on ability to call various square dances; in modem dance, problems may be assigned to class groups, and students may be tested on composition and performance; written tests may be given on history and terminology in dance.
Square Dance
Square dance is the form of folk dance indigenous to America. In square dance, as in other folk dances, are found the qualities of simplicity in steps and form: vigorousness, repetition of pattern, and sociability which emphasizes the relationship of an individual dancer to his partner and to others in the set. The square, the circle, and the line or reel are formations common to this type of dance.
Square dance is valuable as a part of the American culture, and as such should be familiar to the student; it is also becoming increasingly popular as a form of social recreation. General Terminology Positions
first couple or head couple - the couple with their backs to the caller (or to the music)
second couple - couple to the right of the first couple third couple - couple opposite the first fourth or last couple - couple to left of first couple and opposite the
second two head couples - the head couple and their opposite two side couples - second and fourth couples partners - the gentleman and lady forming each couple (The lady stands
to the right of the gentleman.) comers - if a lady, the comer is the gent of the next couple to the
right; if a gent, the comer is the lady of the next couple to the left
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opposite - person standing opposite in the formation home - original position
Some Basic Calls
sets in order - form a set of eight people (four couples) facing the center of a square
honor your partner - acknowledge your partner with a bow or curtsey honer your corner - acknowledge the corner with a bow or curtsey eight Hands around - the eight dancers making up the set join hands and
circle left the other way back - reverse above procedure swing your partner ( or corner) - assume regular dance position and move
around in circle, keeping in time with music promenade - partners walk around the set counterclockwise to home posi-
tion, usually with hands joined in skating position dv-si-do - man and opposite lady face, with arms crossed on chest;
advance; pass each other by right shoulders, and without turning around pass back to back and return to place allemande left - partners turn away from each other; give left hands to corners and turn around each other, return to original place allemande right - same as allemande left except that it is done with partner, turning partner around with right hand instead of with left
Suggested Dances
Heads and Sides Honolulu Baby Yankee Doodle Duck for the Oyster Texas Star The Virginia Reel
References
Durlacher, Ed. Honor Your Partner. New York, Devin-Adair Co., 1949 Adam and Eve Alabama Jubilee Forward Up Six and Back Lady Round the Lady and the Gent Solo Oh Johnny Take a Little Peak
Harris, Jane A., Pittman, Anne, Waller, Marlys S. Dance A While.
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Minneapolis, Burgess Publishing Co., 1956
Sources of Available Records
Record Center 1923 Peachtree Road, N.W. Atlanta, Georgia
American Squares 1159 Broad Street Newark, N.J.
World of Fun Series Methodist Publishing House 810 Broadway Nashville, Tennessee
Kismet Record Company 227 East 14th Street New York, New York
Lead-up Games
Lead-up games should be used in basic or beginning courses in secondary schools. Lead-up games should be of a higher level than those used in elementary school, but should be simple enough to teach skills used in the activity for which the lead-up game is designed.
Lead-up games can be used as a means to observe the pupil and make judgment as to what skills he lacks and at what level to start instruction.
Some examples of lead-up games are: for badminton hand badminton paddle badminton shuttle badminton sponge badminton volleyball badminton for basketball around the world basketball cageball basketball golf 88

basketball pass, catch, and goal basketball speedball for soccer soccer tag throw-in soccer soccer kick-over soccer end ball corner kick ball for softball long ball softball toss-up fly out wall softball stick ball bunt ball pepper for volleyball serve and sit keep it up newcomb net ball bat ball
ADAPTED PHYSICAL EDUCATION
The adapted physical education program is designed for the student who cannot safely or successfully engage in unrestricted participation in the regular physical education program. The adapted program should be both psychologically and physically sound and should be based on the unique needs of the individuals who make up the classes.
Adapted physical education is composed of three specific categories: modified physical education, remedial physical education, and posture education.
Modified Physical Education
The immediate goal, which all schools should strive to institute, is the modified phase. Modification is merely taking the well-known physical education activities and adapting them to special restriction needs. In most cases, it is an intelligent selection of activities in which the child can participate safely and with satisfaction. When the restrictions are slight or the number of handicapped cases small, children may be scheduled with the regular classes. This is tYPical in most school systems. In some situations, of course, it is desirable to schedule special classes. When handicapped students are included in regular classes, caution must be exercised that they are not subjected to the generalized approach
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of the regular program. Emphasis is rather on what a child can do without danger of injury or aggravaaon. Children in such classes must have an opportunity for success. They have doubtlessly experienced many failures and probably have had little opportunity to participate in physical activities. The well prepared and resourceful teacher must provide equally for both groups.
I
Remedial Physical Education
The ultimate goal for schools is a remedial physical education program. This is defined as the scientific use of specific bodily movements to restore normal strength and function to affected body parts. Remedial physical education is individually designed to serve students who have physical defects and orthopedic deviations which can be corrected, improved, or prevented from becoming worse through carefully selected exercises.
A child is scheduled in remedial physical education when neither the general or modified physical education classes can fulfill his needs. The child remains in this program only as long as he profits from special instruction. Each case should be checked periodically by a physician. Individual programs are best conducted in a special room or remedial gymnasium without interference or interruptions from other classes.
Posture Education
Teachers must be aware of the students' posture patterns and recognize that few persons maintain good posture all the time. While deviations in posture or body mechanics fall naturally into remedial physical education, many faults can be prevented by emphasizing good posture training in the regular school physical education programs. Correcting poor posture is a tedious and frequently expensive job as a child approaches adolescence. Preventive measures instituted early by parents, classroom teachers, and physical educators in emphasizing good posture in standing, sitting, walking, lifting, and carrying may prevent posture deformities and help make a healthier adult. Poor posture is not something children will outgrow; they need continual guidance and training.
Objectives include: -to help the student understand his physical potentialities as well as his limitations and accept the fact that he has them; -to help in correction of defects and an improvement of posture mechanics; -to promote organic vigor within the scope of the pupils' handicaps or limitations; -to provide competency in a variety of skills and safety habits for participation in recreational sports and games; -to build social efficiency in group membership and leadership in physical activity; -to introduce those students with permanent disabilities to activities in which they can succeed; -to use opportunities provided in the class for personal counciling and adjustment through self perception.
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Scope of Adapted Physical Education
The Committee on Adapted Physical Education of the American Association for Health, Physical Education, and Recreation further defines the scope of adapted physical education in the following guiding principles.
There is a need for common understanding regarding the nature of adapted physical education. Adapted physical education is a diversified program of developmental activities, games, sports, and rhythms, suited to the interests, capacities, and limitations of students with disabilities which prevent them from safely or successfully engaging in unrestricted participation in the vigorous activities of the general physical education program.
eThere is a need for adapted physical education in schools and colleges. According to the best estimates available, there are about four million children of school age with physical handicaps in the United States. Only 11 percent of this group requiring special educational services is rfeiving them through special schools and classes. The vast majoriiy of ohysically exceptional children are attending regular scho.JJs. The major disabling conditions, each affecting thousands of children, are cerebral palsy, poliomyelitis, epilepsy, tuberculosis, traumatic injuries, neurological problems, and heart disease. Further evidence indicates that at the college level there is a significant percentage of students requiring special considerations for either temporary or permanent disabilities.
e. eAdapted physical education has much to offer the individual who faces the combined problem of securing an education and living most effectively with a handicap. Through adapted physical education, the individual can:
be observed and referred when the need for medical or other services is suspected;
be guided in avoidance of situations which would aggravate the condition or subject him to unnecessary risks or injury;
improve neuromuscular skills, general strength, and endurance following convalescence from acute illness or injury;
be provided with opportunities for improved psychological adjustment and social development.
e e eThe direct and related services essential for the proper conduct of adapted physical education should be available to schools. These services should include:
adequate and periodic health examination;
classification for physical education based on the health examination and other pertinent tests and observations;
guidance of individuals needing special consideration with respect to physical activity, general health practices, recreational pursuits, vocational planning, psychological adjustments, and social development;
arrangement of appropriate adapted physical education programs;
evaluation and recording of progress through observations, appropriate measurements, and consultations;
integrated relationships with other school personnel, medical and auxiliary services, and the family to assure continuing
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guidance and supervisory services;
cumulative records for each individual, which should be transferred from school to school.
- - -It is essential that adequate medical guidance be available for teachers of adapted physical education. The possibility of serious impairment requires that programs of adapted physical education should not be attempted without the diagnosis, written recommendations, and supervision of a physician. The planned activities must be predicated upon medical findings and accomplished by competent teachers working with medical supervision and guidance. There should be an effective referral service among physicians, physical educators, and parents aimed at proper safeguards and maximum student benefits. School administrators, alert to the special needs of handicapped children, should make every effort to provide adequate staff and facilities necessary for adapted physical education.
- Teachers of adapted physical education have a great responsibility as well as an unusual opportunity. Physical educators engaged in teaching adapted physical education should
have adequate professional education to implement the recommendations provided by medical personnel;
be mgtivated by the highest ideals with respect to the importance of total student development and satisfactory human relationships;
develop the ability to establish rapport with students who may exhibit social maladjustment as a result of a disability;
be aware of a student's attitude toward his disability;
be objective in relationships with students;
be prepared to give the time and effort necessary to help a student overcome a disability;
consider as strictly confidential information related to personal problems of the student;
stress similarities rather than deviations, and abilities instead of disabilities .
Adapted physical education is necessary at all school levels. The student with a disability faces the dual problems of overcoming a handicap and acquiring an education which will enable him to take his place in society as a respected citizen. Failure to assist a student with his problems may retard the growth and development process. the school's offering adapted physical education in the elementary grades and continuing through secondary school and college will assist the individual to improve functioning
Assignment of Pupils
Pupils may be assigned to the adaptive physical education classes by the following methods;
referral by a private physician;
referral by the school physician;
referral by the school nurse;
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referral by the state health nurse;

request by parent or guardian on advice of physician.

The assignment of any pupil to adapted physicial education may be temporary and the child when ready may be reassigned to regular classes.

Equipment may include:

bars (stall)

mirror (foot)

belts (webbed)

mirror (triple posture)

boards (posture)

pedograph machine, ink, paper

camera

pencil (flesh)

chairs

plump line

charts skeletal muscular

podiscope pulleys (wall)

film

rings

grid (posture)

rods (dowell)

hand grips

rope

horizontal ladder

stools

level (spirit)

tables

lights (flood)

tape measure

marbles

wands

mats (gym)

Evaluation

must be continuous;

must employ sound instruments;

must consider established standards and normal variations from this standard.

AQUATICS
While the feasibility of offering aquatics in the public schools of Georgia sometimes seems remote, it is a fact accepted by professional physical educators that aquatics should be offered in every physical education program. Schools and systems should make every effort to offer instruction to all in drownproofing, swimming and diving, lifesaving skills, synchronized swimming, water games, competitive swimming, and small craft safety. If active participation in such activities is an impossibili ty, orientation to the safety factors involved in aquatics should be included in the program of instruction. More and more citizens of Georgia are able to enjoy the water resorts and facilities which abound in and around the state. Portable pools can be secured at nominal costs and the climate of the entire state allows for safe participation in aquatic activity throughout most of the year.
Simple lacking on-campus facilities for swimming does not exempt a school from making attempts to offer programs in aquatics. Films and loop strips are available readily, and qualified assistance in the development of programs in Water safety can be obtained through community agencies. Many times cooperative efforts on the part of varied agencies can make the provision of adequate programs in aduatics possible.

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Some specific objectives sought after in the field of aquatic instruction would be as follows:

-to drownproof each student so that he is safe in and about the water;

-to develop a repertoire of strokes and skills which would allow for efficient performance in swimming and diving;

-to provide opportunities for recreational activity;

-to teach the necessary accompanying hygienic precautions and measures;

-to instill a sense of safety awareness and actions;

-to teach those qualified the skills necessary for lifesaving;

-to provide instruction and experiences in the area of small craft safety;

-to teach the art of science of competitive aquatics;

-to challenge the creative through involvement in aquatic arts and and synchronized swimming.

Skills can be developed as outlined below:

Swimming

Lifesaving

Small Craft

(Beginning)

follow approved

follow approved

adjustment to water Red Cross Course

Red Cross Course

breathing (bobbing) or equivalent

in rowing, sailing,

floating

canoeing, and

simple propulsion

power boat handling

safety

(Consult local

chapter and also

(Intermediate)

Aquatic Art

Pilot Club)

elementary back stroke

side stroke

(to be taught following

front crawl

the mastery of swimming

back crawl

skills)

turning

surface diving

basic sculls

treading and sculling basic body positions

swimming underwater tub sequences

diving

kip sequences

safety

porpoise sequences

oyster

(Advanced)

dolphine sequences

breast. stroke

ballet leg sequences

side stroke variations somersub

inverted breast stroke additional stunt sequences

endurance swimming choreography skills

competitive variations performance hints

advanced diving

routines development and performance

sculling varia tions

recrcational games (organized)

safcty

The Evaluation of any of the aquatic areas will vary according to the method of presentation. If actual participation in the activity can become a reality, the usual methods of evaluation will ensue, i.e., skill evaluation, subjective judgment, and/or written knowledge tests. If a vicarious experience is the only means used in the presentation of this area, then evaluation in any form other than the written would be difficult.

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Summary
Some form of aquatics instruction can take place in every high school. Physical educators and school administrators are challenged with the task of making a suitable provision for this area in the curriculum. If the actual activity cannot be engaged in, coverage of the safety necessities inherent in swimming, lifesaving, and boating should be offered. The possibility of the use of portable pools to insure the drownproffing of every student in Georgia high schools should be explored by all school officials.
COMBATIVES Judo
Judo means "gentle way." It is a modern, two-person Olympic sport based on ancient Japanese methods of bare handed fighting. Judo somewhat resembles college wrestling, and high school tournaments draw large crowds. The sport is well regulated and requires an uncommon amount of self control and discipline. For the past 50 years judo has been safely taught in all Oriental secondary schools and is the national sport of Japan and Korea. During the past decade, high school judo has become increasingly popular in the United States, especially on the West Coast. Girls' judo classes emphasize unarmed self-defense, and separate boys' classes emphasize competitive sports judo.
The art of judo constantly stresses safety and discipline. Instruction is not offered to the immature or the rowdy. Early lessons are devoted to learning how to take a "breakfall" landing so that the student can later be thrown to the mat without any injury. Judo is roughly divided into two main groups of techniques; the throws (from a standing position), and grappling (while sitting or lying on the mat). Judo throws utilize the principle of giving way to the opponent's strength; by using leverage one can throw with the hands, trip with the feet, or throw over the hip a partner of greater size and strength. Grappling for the beginner consists of learning hold-down or pinning techniques; the more dangerous arm locks and chokes are not taught to high school students. Judo is played in a white cotton pajama-like costume (called a "Gi"), and the shash or belt denotes the rank and years of training of its wearer-white belt for the novice, brown for the advanced beginner, and black for the expert adult. Each lesson or practice session begins and ends with an Oriental bow, and gentleness and humility are always stressed.
Advantages of judo
e Judo is an exciting sport for participants and spectators. When it is offered to high school students, there is a long waiting list.
Judo is safe. No student is allowed to practice throws without direct supervision by a qualified instructor. Beginning students easily learn to throw the instructor but are never allowed to take throws until they have adequately mastered the breakfalllanding.
e eDiscipline is the tradition of judo. Rowdiness, loud talking, and inattentiveness mean instant dismissal. Bullishness is not tolerated,and this fact is taught by the instructor by deed as well as by word of mouth.
eJudo is an introduction to an interesting foreign culture. Japanese terminology is used, and students find the philosophy of politeness and humility most beneficial. Good sportsmanship and geniune respect for authority and rank are
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instilled in all. 'Practical self defense is an obvious side benefit. Judo is a technique of weapon-
less self-defense that could prove lifesaving to the student, but only for defense, never offense. Judo is inexpensive. Wrestling or tumbling mats are used, usually in the gym, but it can be played on mats out-of-doors. Judo is always in season. The judo "Gi" costume is the only extra cost (under eight dollars) and is usually paid for by the individual student. Books can be purchased by the library.
Disadvantages of Judo
Qualified judo instructors are still somewhat scarce. To teach judo to high school students, the instructor must be of brown belt rank. preferably black belt. This belt denotes that the instructor will have studied judo intensively for more than two years before he began to teach beginners. Brown belt teachers can easily arrange to have occasional black belt guest instructors. Also, classes can attend judo tournaments which are held several times each year in Atlanta, Macon, Augusta, and Athens.
Classes are small as the instruction is personalized. This fact means that only a rather small number of interested students can take judo lessons in anyone school year .
Judo is an art form requiring many years of regular, sometimes daily, practice for mastery. In one or two academic years the average high school course in judo can be only an introduction to a complex art; however, those few students who wish to pursue the sport can take private lessons in any large city. For many, judo may become a lifetime hobby.
Objectives include:
-teaching a time-honored technique of practical unarmed self-defense with controls learned so that techniques are not used to harm others;
-to develop and improve physical fitness and mental agility (Judo expands the mind as well as the muscles. It has been called a physical game of chess.);
-to develop sportsmanship, humility, and respect (The Oriental tradition and philosophy of gentleness have strong appeal to the Occidental teenager.) ;
-to teach appreciation of the Olympic sport from a spectator's viewpoint.
Course content (skills) includes:
history and philosophy of judo (didactic)
demonstration of judo (movies and live demonstrations)
practical self defense (against attacks from the front, side, and rear. Later, techniques for defense against knife, club, and gun)
for girls, self defense techniques instead of competitive and sport contest practice
breakfalllandings (front, side, back, and forward rolls with each lesson)
throws (there are 40 basic throws; first year students will learn the first ten simple throws: second year students will learn a few advanced throws, including 'sacrifice' throws - a standard method for
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all beginning judo students of white belt rank).
grappling techniques (limited to five basic pins; taught with lectures on locks and chokes; these are safe and fun).
sport judo (random practice between pairs of students at first taking turns throwing each other without resistance; then as skills develop, beginning to resist throws; students try to counter the throws; fmally, advanced students actually compete with each other and later with teams from other schools.)
contest rules (team takes field trips to actual judo tournaments where demonstrations are given and, after written and demonstration - testing, rank promotions are made by the senior black belts in the region.)
Evaluation may be conducted using tests for promotions which are carefully regulated by the V. S. Judo Federation with the approval of the A.A.V. Written tests about history, philosophy, Japanese terminology, and contest rules are already prepared by judo black belts.
Karate for High School Boys
Should schools teach karate, that "killer sport", to teenage boys: To some it sounds like a dangerous and foolish experiment, but nothing could be further from the truth. Karate is in fact a safe and injury-free art of self defense that teaches control, not expression, of violence. The student of karate is taught to use the techniques for defense and never for offense. Instruction in karate is strict and highly disciplined, and all students know that rowdiness or bullishness lead to instant dismissal from class and possibly from any further training. Advanced karate is the most violent method of weaponless self defense known to man. The method it teaches is not for the foolish or immature boy, and the instructor screens applicants and does not hesitate to dismiss the student who he suspects might use the arts irresponsibly.
Karate means "empty hand." It is an ancient and once secret art of weaponless self defense that originated in India and China before the time of Christ. Although still primarily a defensive art of self protection, Japanese karate and Korean tae-kwon-do have in the past 25 years developed into an injuryfree competitive sport that resembles a composite of boxing and the French feet fighting, savate. The advanced karate student, after many months of tedious daily practice, can respond with lightning-like speed and explosive force should he be physically attacked. Karate has been called the ultimate in self defense, because it trains reflexes so keenly and accurately that the practitioner can effectively defend himself from attack by multiple assailants, even from armed gang attack; yet he is able to spar vigourously with fellow students without protective equipment and in complete safety. The popular TV image of karate as board breaking and killing a bull with a single blow is an overemphasis on one small facet of advanced training. The students of karate actually spend much, much more time learning the intricate dance-like karate forms which teach blocks from imaginary attacks from multiple opponents. The beginning lessons in karate, especially for teenagers, are devoted almost entirely to defensive blocks, and only later are retaliatory kicks and strikes taught. Always the emphasis is on control and learning how to pull back the strikes and kicks so that no contact occurs in practice sessions. The practice sessions are rigouous and demand quiet attentiveness. Supervision is close and practice without supervision is not permitted for beginning students.
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Karate training can begin with young boys or girls, but it appeals especially to junior and senior high school students who have a level of maturity to grasp the importance of the discipline that is an integral part of the training. Karate has no season and requires no special equipment. The preferred costume is the light we;(~ht cotton uniform call a Gi (ajudo Gi can be used). Karate classes can meet in,' .IOfS or outdoors and require no mats as does judo training. The classes are small, as the supervision must be close, and as the classes are popular, the instructor may wish to limit them to especially bright senior boys. Qualified instructors must be of at 'east brown belt rank, and black belt instructors are definitely preferred. KOff an tae-kwon-do karate is especially popular in the South, and qualified instrucf III in this style of karate (which is very similar to Japanese karate) is re ..dily available. Classes can attend karate tournaments which are held several times each year. A special dividend of karate instruction is the exposure to the Oriental philosophy that stresses gentleness and humility. Each practice session begins and ends with an Oriental bow, and respect is genuinely accorded the instructor and advanced students. This high school course is only an introduction to a complex art form, but many of the graduates will go on to further study and find karate to be a lifetime, fun hobby, as well as a technique of self defense that could be life saving at some unexpected time in the future.
Objectives include:
-to teach practical self defense, safe and well controlled (Teen age students are not taught the lethal blows. The primary emphasis is on defensive blocking. Didactic instruction is offered on how to use non-harmful techniques unless life is actually threatened);
-to develop and improve physical fitness and mental agility;
-to teach good sportsmanship, humility, and genuine respect for superiors and elders (Self-confidence breeds security, and security and calmness in the face of potential danger breed gentleness);
-to teach appreciation of an incresingly popular sport from a spectator's point of view.
Course content (skills) includes:
history and philosophy of karate (didactic)
demonstration of sample karate techniques, live demonstrations of karate forms against imaginary opponents, of power of strikes and kicks, and demonstration of sparing with a partner; films of contests
practical self-defense; introduction to practical karate
knowledge of the vital points of the body (points that cause pain or injury); Knowledge of how to make a karate fist and striking surface of the hands, elbow, knee, and foot
introduction to blocking techniques (practiced each and every lesson)
introduction to strikes with hands and elbows
introduction to kicking techniques
karate stance and turning movements
introduction to basic forms number one, number two, and number three (three separate lessons)
demonstrations of sample advanced forms
introduction to practice sparing with partner
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contest rules and sport strategies
advanced self-defense techniques and review
Evaluation should be conducted considering the following factors:
Karate is a well regulated international sport that is taught in a time-honored way. Each student anywhere in the world learns the techniques in a step-by-step progression, and promotional tests are organized and graded by black belt instructors. In a one-year course, the average student will probably not advance beyond the novice rank of white belt. Emphasis in this course is on safety and control rather than on sparring or free fighting.
SELF DEFENSE FOR HIGH SCHOOL GIRLS
Citizens today live in an age of violence. They are painfully aware that crime rates are increasing, not just burglaries. Public personal assaults, muggings, purse snatchings, and rape also occur. Armed protection is NOT the answer; tear gas guns quite commonly explode in the user's hand; carrying firearms is illegal for good reason: law enforcement officials agree that armed protection is a personal hazard in the hands of all but a few of the exceptionally welltrained. It is small wonder, then, that books about unarmed self defense, judo, karate, and aikido are popular. More and more women and girls are signing up for self-defense courses and discovering a new kind of security: "weapons" they can carry at all times-their own hands and feet. Human beings spend their lives on dry land, yet most think nothing of taking swimming lessons for those few hours a year they spend in water. Self-defense can be a lifesaving course for dry land, and it is as easy and simple as learning to swim, though it does take practice.
Just knowing something about boxing or wrestling does not qualify one to teach self-defense. A competent instructor of unarmed self-defense should be very skilled in the Oriental martial arts of judo, karate, jujitsu and aikido. Such training allows the instructor to use the particular variation of technique to fit the individual student. Ideally, self-defense for girls is combined selfdefense. The techniques must be simple, easy to learn and easy to practice, yet effective when used by a rather small girl against an emotionally disturbed male attacker who outweighs her by 150 pounds. To be really effective, the techniques must work and must be automatic. Most black belt judo, karate, or aikido men know about 100 self-defense techniques and some fifth and sixth degree black belters know 500 self-defense techniques. However, not every hig..h, school girl can avail herself of this level of competence in her teacher. This proposed self-defense course is prepared by a high ranking black belt instructor but is simplified enough to be taught by teachers of brown belt or first degree black belt rank. The students will be taught some judo, some karate, and some aikido, but the whole emphasis will be on simplified and practical combinations of techniques. The student will receive didactic and filmed instruction in the principles of the various martial arts, and those students who wish to study one ot these arts in depth will find this course a good introduction. After safety rules are clearly understood and students have learned how to take a jodo breakfalllanding, the instructor will show by demonstration the actual self-defense techniques; then stUdents will practice these techniques with each other until the skills are thoroughly mastered. Throughout the course the instructor will discuss practical principles of self-defense ranging from defense against murderous assault with a weapon to how to safeguard one's house and even lectures on defense against biting dogs.
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Teaching Conditions
Self-defense for women is best taught in small groups that meet at least twice or three times weekly. The techniques require a wrestling or judo mat, but may be conducted in or out~f-doors. Loose-fitting sweat clothes or slacks and sweat shirt are adequate apparel. The instructor will furnish rubber knives, plastic guns, and clubs to represent weapons. Since the purpose of the course is so serious in nature, discipline is the same as for a judo class. Loud talking and inattentiveness will not be tolerated, and students are cautioned not to practice the techniques except under supervision, especially not with boy friends.
Objectives are:
-to learn approximately 25 simple self-defense techniques (combined techniques of judo, karate, and aikido to be used for dedefense only, not for offense and not for horseplay. The skills must be mastered so they would be used automatically under certain conditions of actual physical attack);
-to be introduced to the arts of judo, karate, and aikido so the student can appreciate these sports as a spectator and know how to go about getting further training if desired;
-to hear didactic and film teaching on general principles of how to avoid attack, how to protect the home and children from crime, especially from crimes of violence;
-to develop good physical fitness through self-defense courses.
Course Content includes:
introductory films and demonstrations of the martial arts of jujitsu, judo, karate, and aikido (discussion of how to prevent attack and how to avoid violence will be part of each and every lesson)
safe falling techniques (judo breakfalls)
defense from the prone position (defense against rape and how to pin down an attacker)
come along techniques (how to quiet a non-violent person, how to control a weaker person)
defense against purse snatchers and "mashers"; discouraging the over aggressive date
defense against dangerous attack; defense against attack from the front (chokes, strikes to face and chest, front bear hug); from the side (waist grab, hand and arm grab, running attacks) and from the rear (rear chokes and bear hugs); defense against attacks from multiple opponents
'defense against attacks with weapons (guns, knife, club, choke cord)
!'jdo breakfalllandings, in which the students is not injured if thrown down;judo pins and aikido hold down techniques; karate kicks and fist strikes; vital areas to strike which paralyze, maim, or even kill a murderous attacker; and practical tips on avoiding attack and avoiding inviting attack.
Each student is expected to learn how to protect her life against physical attack. The course will assure each student that a situation is not hopeless, that something can be done even if she is cornered by multiple assailants, even armed attackers. The course teaches self-confidence but does not encourage
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carelessness. It is a lifesaving course. Each student will give a demonstration of her learned skills.
Self-defense would probably be a new unit in most girls' physical education programs, but one that can be most practical and interesting to the students. A brief study of the principles involved in judo, karate, and aikido would be a helpful foundation, though this is not a course in anyone of the above three. The content and approach to the course are not for "show", but for practical application should the need ever arise.
This unit could be taught any time of the year and in almost any situation-indoors (gymnasium, multipurpose room, classroom with moveable furniture) and outdoors.
Knowledge includes: situations requiring self-defense situation prevention appropriate methods for varying circumstances when to go into action ftrst weapons and defense reporting an encounter
Skills include: exercises for flexibility exercises for balance exercise for stretching hand blow open hand heel of palm side of fist knuckle jab ftnger stab ftnger pulling thumb press elbow blow kicking blows leaping for evasion deflection and blocking response to threat of bad attack release
Evaluation includes: wri tten tests situation tests subjective grade by teacher on ability
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WRESTLING
Wrestling is one of man's oldest forms of combative activity. GrecoRoman style wrestling is similar to that wrestling which made up a part of the Olympic Games of early Greece. This is still the form used in the modern Olympics. Catch-as-catch-can is the form used in the United States; it is also included in Olympic competition. A major value of wrestling is its limited needs in terms of space, equipment, and facilities. The sport is also valuable to the physical education program because it permits competition for almost all ages and sizes. Classification for competition is based on weight limits. High school competitive wrestling begins with a 95-pound weight class. Because wrestling is a demanding sport in terms of effort, instruction should be preceded by a period of general conditioning.
In planning for group instruction, and allowance of approximately 50 square feet should be provided for each student. Thus, a mat area of 40 by 40 would provide for 32 students. Because of the nature of the activity, safety factors suggest that care should be taken against overcrowding. It is better to divide classes into practice session groups rather than to take the chance of injury. Ideally, the wrestling program should be conducted on a wrestling mat; however, most schools begin by combining tumbling mats to get a large surface. Care should be taken to insure that the tumbling mats do not separate. This is one of the greatest injury hazards. A single plastic cover which fits over the entire area and tucks under the edges by about three feet is desirable.
Wrestling is generally considered to be a winter sport, but it can be taught any time during the year. The limited space requirements allow it to be taught on the stage of many gymnasium-auditoriums. It may also be taught in auxiliary rooms which are included in some school plants. The extra ceiling height required of most sports is not a requirement of wrestling. While wrestling is normally considered an indoor sport, there is no reason why mats could not be moved to the out-of-doors if level ground is available.
Wrestling requires little or no special equipment other than the mats. Most teachers and coaches recommend that the participants wear sweat pants or long pants to reduce the danger of abrasions or mat burns. Many contestants prefer to wear wrestling headgear to protect the ears.
Objectives are:
-to develop and to improve physical fitness, particularly in the areas of agility, coordination, balance, and endurance;
-to acquire skills which build confidence in one's ability to handle the body and to defend oneself;
-to understand rules and strategy of the activity and to acquire spectator appreciation.
Course content (skills) includes:
conditioning exercises specificaLJ ~lated to the sport; Le., front and back bridge, upside down push up, flutter kick, walrus
wrestling skills
take downs
break downs
escapes
reversals
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rides pinning combinations and holds rules, scoring, strategy history of the sport and methods of competition Evaluation of the student may be in terms of his success in a competitive situation, or evaluation may be made of technique in executing the various skills. Written tests may be given on rules, stra tegy, history, and methods of organizing competition.
Evaluation and Measurement
Evaluation and measurement are essential to a successful physical education program, and the purposes are not always clearly understood. According to Barrow and McGee (47) "evaluation is a part of the process of education, measurement is a phase of evaluation, and testing is a tool of measurement." Evaluation, then, is a method for judging the success or effectiveness of an experience; measurement provides the facts for this judgment; and testing is the instrument used to obtain the data. Only by applying evaluative techniques can a teacher ascertain if objectives have been met and how efficiently the program was planned according to student needs.
Evaluation is a continuing process. The results should be scientifically utilized for program development and improvement if the evaluation is to be effective.
Only if the instructor has suitable tools with which to work can effective measurement be accomplished. Some specific tools or tests are listed:
Measurement of Motor Ability Scott Motor Ability Test (47) and (174) Barrow Motor Ability Test (47) Kimesthesis Testing (to perceive position and movement of the total body and its parts) (174)
Tests of Fitness and Endurance AAHPER Youth Fitness Test (9) Kraus-Weber Test for Minimum Muscular Fitness (138) Harvard Step Test (measures general capacity of the body and especially the heart and circulatory system to adapt and recover from hard work). (47) Indiana Physical Fitness Tests (47) New York State Physical Fitness Test (47) Triple Lap (for endurance) (174)
Tests of Posture Iowa Posture Test (47) New York State Posture Test (47) Rating of Posture (1 74)
Anthropometric Measures and Weight Prediction Meredith Physical Growth Record (47) The Wetzel Grid (47)
103

Measurement of Specific Sports Skills

Archery

AAHPER Archery Skills Test (Boys and Girls) (1)

Archery Performance Chart (174)

Target Shooting-Columbia Round (47)

Badminton

Badminton Performance Chart (174)

Clear Test No.1 (174)

Clear Test No.2 (174)

French Short Serve Test (47) and (174)

Lockhart-McPherson Badminton Wall Volley Test (47) and (174)

Long Serve (174)

Stalter Wall Volley (174)

Basketball

AAHPER Basketball Tests for Boys (2)

AAHPER Basketball Tests for Girls (3)

Half Minute Shooting (174)

Johnson Basketball Test (174)

Passing (1 74)

Field Hockey

Friedel Field Hockey Tests (47) and (174)

Smithals and French Ball Control Test (47) and (174)

Smithals and French Goal Shooting (174)

Smithals and French Fielding and Drive (174)

Strait's Field Rating Scale (47)

Football

AAHPER Football Skill Tests (5)

Borleske Touch Football Tests (47)

Golf

Rating Scale (174)

Vanderhoof Golf Test (47)

Vanderhoof Rating Scale for Golf (47)

Handball

Cornish Power and Volley Test (174)

Soccer

Bontz Combination of Soccer Skills (174)

L r - Shaufele's Soccer Battery (174) jr
Warner Test of Soccer Skills (47)

Softball

-,

AAHPER Softball Skill Tests for Boys (6)

AAHPER Softball Skill Tests for Girls (7)

104

Check List for Rating Softball Batting Skills (47) and (174) Davis Batting Tee Test (174) Distance Throw (174) Fielding (174) Fox and Young Bat for Distance (174) Fringer Softball Battery (47) Repeated Throws (47) and (174) Speedball Soccer Skill Tests listed above Smith Kick-Up to Self (47) and (174) Wall Pass (174)
Stunts and Tumbling Scale for Judging Quality of Performance (47)
Swimming and Diving Fox Swimming Power Test (174) Wilson Achievement Test for Intermediate Swimming (47)
Table Tennis Mort-Lockhart Table Tennis Test (47) and (174)
Tennis Broer and Miller Forehand-Backhand Drive Test (174) Hulac Rating Scale for Tennis Serve (47) Ratings in Tennis (174) Scott-French Revision of Dyer Wallboard Test (47)
Volleyball Brady Volley Test for Men (47) and (174) French and Cooper Repeated Volleys (174) Russell-Lange Volleyball Test (47) Serve test (174)
DGWS guidebooks for the various sports also have numerous skill tests which can be used.
The instructor should use a variety of techniques in evaluating performance. Some activities lend themselves more readily to objective measurement while others do not - dance and gymnastic, for example. It is suggested that the instructor not rely completely on objective measures in any activity, but supplement them with subjective ratings. Some rating scales and performance charts have been listed with the preceding tests. Others may be found in references (47) and (174).
Another responsibility of the physical education teacher is the development of good social and mental attitudes or the concomitant learnings. By employing various scales and check lists and attitude tests the teacher will help the stUdent to become aware of his values and can gain insight into the motivdtion of behavior of each student. Excellent scales and check lists for this purpose are descri bed in reference (47).
Another facet of the evaluative process is the measurement of knowledge and understanding that a student has acquired. The "why's" and "how's" are a
105

vital part of the learning experience which enrich the content of the program. The construction of written tests is not an easy task, if the tool
is to be an effective one. Although each instructor should construct his own test for his own situation, he will find excellent references for planning this phase of the evaluative program in references (47) and (174).
This section would not be complete without reference to the fact that periodically the instructor should evaluate the overall physical education progress of the program is the LaPorte Physical Education Score Card No. II, described in reference (47).
106

References
I. AAHPER, Archery Skills Test Manual (Boys & Girls). Washington, D. c.:
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2. AAHPER, Basketball Skills Test Manual for Boys. Washington, D. c.:
American Association of Health, Physical Education and Recreation. 1963.
3. AAHPER, Basketball Skills Test Manual for Girls. Washington, D. c.:
American Association of Health, Physical Education and Recreation. 1967.
4. AAHPER, Casting and Angling. Washington, D. c.: American Association
of Health, Physical Education and Recreation. 1967.
5. AAHPER, Football Skills Test Manual for Boys. Washington, D. C.: American Association of Health, Physical Education and Recreation. 1963.
6. AAHPER, Softball Skills Test Manual for Boys. Washington, D. C.: American Association of Health, PhysicaI.Education and Recreation. 1963.
7. AAHPER, Softball Skills Test Manual for Girls. Washington, D. c.:
American Association of Health, Physical Education and Recreation. 1963.
8. AAHPER, Speedball for Men. Washington, D. c.: American Association of
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10. AAHPER, D. G. W. S., Aquatics, NEA 1967-69.
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13. AAHPER, D. G. W. S., Bowling-Fencing-Golf, NEA 1967-69.
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107

20. AAHPER, D. G. W. S., Track and Field, NEA 1968-70.
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27. AAHPER, D. G. W. S., Selected Tennis-Badminton Articles, NEA 1963.
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40. Armbruster, David A., et al. Swimming and Diving. St. Louis, Mo.: The C. V. Mosby Co., 1967.
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42. Babbitt, Diane H. and Werner, Haas. Gymnastics Apparatus Exercises for Girls. New York: The Ronald Press Co., 1964. 108

43. Bale, Robert O. Outdoor Living. Minneapolis, Minnesota: Burgess Publishing Company, 1966.
44. Baley, James A. Gymnastics in the Schools. Boston: Allyn & Bacon, Inc., 1965.
45. Bannister, Roger, The Four Minute Mile. New York: Dodd, Mead and Co., 1955.
46. Barrow, Harold M. and others. Physical Education Syllabus. Minneapolis, Minnesota: Burgess Publishing Company, 1966.
47. Barrow, Harold M. and McGee, Rosemary. A Practical Approach to Measurement in Physical Education. Philadelphia: Lea & Febiger, 1964.
48. Baumgarten, Albert J. Posture Training and Remedial Gymnastics. Minneapolis: Burgess Publishing Co., 1948.
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51. Bierman, William and Licht, Sidney. Physical Medicine in General Practice. New York: Paul B. Hoeber, 1952.
52. Bower, Muriel and Torao, M. Fencing. W. C. Brown, 1966.
53. Bresnahan, George T., and others. Track and Field Athletics. C. V. Mosby and Co.
54. Bucher, Charles A. Foundations of Physical Education (5th edition), St. Louis, Missouri: The C. V. Mosby Company, 1968.
55. Buen, Ted and Tyler, Micoliau. Tumbling Techniques Illustrated. New York: The Ronald Press, 1957.
56. Bunn, John W. Scientific Principles of Coaching. Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1962.
57. Burn, John W. Basketball Methods. New York: A. S. Barren.
58. Carlile, Forbes, "Ten Principles of Training," Track Techniques, Vol. I Sept. 1960. Page 23.
59. Casting Association, P. O. Box 51, Nashville 2, Tennessee.
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62. Cooper. Kenneth H., M. D. Aerobics. New York: Bantam books, Inc.
109

63. Corrective Physical Education: Teaching Guide for Junior and Senior High Schools. Los Angeles City Schools, Division of Instructional Services, Pub. No. SC-566, 1958.
64. Corrective Physical Education. Wilmington Public Schools, Wilmington, Delaware, 1962.
65. Counsilman, James and Drinkwater, Barbara. Beginning Skin and Scuba Diving. Belmont, Calif.: Wadsworth Publishing Company, Inc. 1964.
66. Cowell, Charles C. and Schwehn, Hilda M. Modem Principles and Methods in Secondary School Physical Education. Boston, Massachusetts: Allyn and Bacon, Inc. 1965.
67. Daniels, Arthur S. Adapted Physical Education. New York: Harper and Row, 1954.
68. Darrow, May Goodall. The Posture Problem up to Date. New York: Vantage Press, 1959.
69. Davies, Evelyn A. The Elementary School Child and His Posture Patterns. New York: Appleton-eentury-Crofts, Inc., 1958.
70. Dean, Everett S. Progressive Basketball. New York: Prentice-Hall.
71. DeCarlo, Tom.Handbook of Progressive Gymnastic. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966.
72. Delano, Anne. Field Hockey. W. C. Brown, 1967.
73. DeWitt, R. T. Teaching Individual and Team Sports. New York: PrcnticeHall, 1953.
74. Diem, Liselott, Who Can, George Williams College, Chicago, Ill., 1955.
75. Dimock, Hedley S., et al. Administration of the Modem Camp. New York: Association Press, 1958.
76. Doherty, D. Kenneth, "The Nature of Endurance Running", Journal AAHPER, Vol. 35, No.4, April 1964.
77. Doherty, Kenneth, "Why Men Run",Quest, Monograph II Spring Issue, NCPEAM and NAPECW, April 1964.
78. Drury, Blanche Jessen, et al. Gymnastics for Women. Palo Alto, California: The National Press, 1965.
79. Ducan, Roy O. Six Minute Football. New York: A. S. Banner.
80. Durlacher, Ed. Honor Your Partner. New York: Devin-Adair Co., 1949.
81. Emery, Canter Ray. Modem Volleyball. New York: The MacMillan Co.
82. Everhardt, F. H. and Riddle, Gertrude F. Therapeutic Exercise. Philadelphia: L:a & Febiger, 1949.
83. Fait, Hollis F. Adapted Physical Education. Philadelphia: W. B. Saunders Co., 1960.
110

84. Fait, Hollis and others. A Manual of Physical Education Activities. Philadelphia: W. B. Saunders Company, 1967.
85. Federal Security Agency, U. S. Office of Education Handbook of Physical Fitness, U. S. Government Printing Office, Washington, D. C. 1943.
86. Fischer, Leu H. How to Play Winning Softball. New York: Prentice-Hall.
87. Flvrida State University. Department of Physical Education for Women, Physical Education Handbook for College Women. Dubuqe, Iowa: Wm. C. Brown Co., 1960.
88. Foote, Doreen. Modified Activities in Physical Education. New York: Inor Publishing Co., 1945.
89. Ford, Philip M. "Obstacles Lead to Fitness", Ideas that Score, Journal AAHPER, Vol. 34, No.7, Sept. 1963.
90. Freeberg, Wott, and Taylor Loren E. Philosophy of Outdoor Education. Minneapolis, Minnesota: Burgess Publishing Company, 1961.
91. Frey, Harold and Kenney, J. Elementary Gymnastic Skill Illustrated. New York: Ronald Press Co., 1964.
92. Gabrielson, Milton A. "Fly Casting in Your Physical Education Program," AAHPER Journal, Vox. XX (November, 1950).
93. Gallagher, E. C. and Peery, R. Wrestling. New York: Ronald Sports Library, The Ronald Press, 1951.
94. Gardner, M. Dena. The Principles of Exercise Therapy. London: G. Bell and Sons, Ltd., 1960.
95. Gundling, Beulah. Exploring Aquatic Art. Cedar Rapids, Iowa: International Academy of Aquatic Art, 1932.
96. Hase, Gerald J., and Rosentein, Irwin. Modern Physical Education. New York: Toronto and London: Holt, Rinehart and Winston, Inc., 1966.
97. Habsin, Edward A. Scientific Basketball. New York: Prentice Hall.
98. Harris, Jane A., Pittman, Anne, Waller, Marlys S. Dance a While. Minneapolis, Minnesota: Burgess Publishing Co., 1955.
99. Hipps, R. Harold, and Chappell, Wallace. A world of Fun. Nashville, Tennessee: The Methodist Publishing House, 1959.
100. Hooks, Gene. Application of Weight Training to Athletics. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1962.
101. Horne, Virginia Lee. Stunts and Tumbling for Girls. New York: The Ronald Press, 1943.
102. Howell, M. L., ~nd Morford, W. R. "Circuit Training," Journal of Health,
Physical Education and Recreation, NEA, Washington, D. c., Vol. 32
(November, 1961). 11 1

103. Howell, M. L., and Morford, W. R. "Circuit Training for a College Fitness Pro~am," Journal of Health, Physical Education and Recreation, NEA, Washington, D. C. Vol. 35 (February, 1964)
104. Howland, Ivalclare Sprow. Adapted Physical Education in Schools. Iowa: William C. Brown Co., 1959.
105. Huff, Bob. Weight Lifting. Pennsylvania: Strength and Health Publishing Company.
106. Ishi, Black. The Key to Judo. Baltimore: Ottenheimer Publishing Company, 1958.
107. Jaeger, Eloise M., and Leighton, Harry. Teaching Tennis for School and Recreation Programs. Minneapolis: Burgess Publishing Co., 1963.
108. Jones, Lawrence. The-Postural Complex. Springfield: C. G. Thomas, 1955.
109. Kasch, Fred W. and Boyer, M. D., John C., Adult Fitness, Principles and Practices, All American Productions and Publications, Greeley, Co1oado, 1968.
110. Kendall, Henry 0., Florence P., and Boynton, Dorothy A. Posture and Pain. Baltimore: Williams and Wilkins Co., 1952.
111. Kim, Daeshik. Judo. Bubuque: Wm. C. Brown Company, 1968.
112. Kim, Daeshik and Burkhard, D. The Art of Tae Kwon Do.
113. Kobayashi, Kiyoshi and Sharp, Harold E. The Sport of Judo. Rutland: C. E. Tuttle Company, 1962.
114. Kodokan, ed. What is Judo? Tokyo: Japan Publication Trading Company, 1960.
115. LaDue, Frank. This is Trampolining. Cedar Rapids, Iowa: Nissen Trampoline Co., 1960.
116. Lane, Janet. Your Carriage Madam. New York: John Wiley and Sons, Inc., 1934.
117. Lankford, Ann E. Fhysical Education Activities for Girls and Women. Dubuque, Iowa: Wm. C. Brown Company, 1967.
118. Lanoue, Fred Drownproofing - A New Technique for Water Safety, PrenticeHall, Inc., Englewood Cliffs, N. J., 1963.
119. Laveags, Robert. Volleyball. New York: A. S. Banner.
120. Lee, Mabel, and Wagner, Miriam M. Fundamentals of Body Mechanics and Conditioning. Philadelphia: W. B. Saunders Co., 1949.
121. Lees, J. T. and Shellenberger, B. Field Hockey. New York: The Ronald Press, 1957
112

122. Leighton, Harry "Cap" Tennis Instructors Guide and How to Improve your Tennis, Athletic Institute.
123. Leland, Tom W. "A Psychotherapist and the Oriental Martial Arts," Voice, Journal of the American Academy of Psychotherapists, Vol. No.2, Winter, 1962.
124. Ley, Margaret and Miller, D. M. Individual and Team Sports for Women. New York: Prentice-Hall, 1955.
125. Licht, Sidney. Therapeutic Exercise. New Haven: Licht, 1958.
126. Lockhart, Aileene. Modern Dance. Dubuque, Iowa: Wm. C. Brown Co., 1951.
127. Logan, Gene A. Adaptations of Muscular Activity. Belmont, California: Wadsworth Publishing Co, 1964.
128. Logan, Gene A. et al. Student Handbook for Adapted Physical Education. Dubuque, Iowa: William C. Brown Co., 1960.
129. Loken, Newton c., and Willoughby, Robert J. Complete Book of Gymnastics.
Englewood Cliffs, New Jersey: Prentice-Hall Inc' l 1960.
130. Lowman, Charles Leroy and Young, Carl Haven. Postural Fitness. Philadelphia: Lea & Febiger, 1960.
131. Mackey, Helen T. Field Hockey, an International Team Sport. New York: Prentice-Hall, 1963.
132. Manley, Helen and Drury, M. F. Education Through School Camping. St. Louis, Missouri: The C. V. Mosby Company.
133. Martin, Joan L. Bowling. Dubuque, Iowa: Wm. C. Brown Co. Publishers, 1966.
134. Martin, Robert A., Hipwood, Stanley D. "Eight Minutes for Fitness", Ideas that score, Journal AAHPER, Washington, D. C. Vol. 36, No.9, Nov.-Dec. 1965.
135. Mathews, Donald K., Kruse, Robert, and Shaw, Virginia. The Science of Physical Education for Handicapped Children. New York: Harper and Brothers, 1962.
136. McKinney, Wayne C. Archery. Dubuque, Iowa: Wm. C. Brown Company.
137. Metheny, Eleanor. Body Dynamics. New York: McGraw-Hill Co., 1952.
138. Meyers, Carlton R. and Blesh, Erwin V. Measurement in Physical Education. New York: The Ronald Press Co., 1962.
139. Meyer, Margaret H. and Schwary, M. H. Team Sports for Girls and Women. 4th Edition. Philadelphia: W. B. Saunders Co., 1965.
140. Miller, Arthur G. and Massey, M. Dorothy. A Dynamic Concept of Physical Education for Secondary Schools, Prentice-Hall, Inc. 1963.
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141. Miller, Donna Mae and Lay, Katherine. Individual and Team Sports for Women. New York: Prentice-Hall, Inc.
142. Mitchell, E. D. Sports for Recreation. New York: Ronald Press Company, 1952.
143. Mohr, Dorothy R. and Veoneer, Elmor L., editors. Physical Education for High School Students. Washington, D. C.: AAHPER.
144. Morehouse, Lanore and Francher, Leonard. Knowing Your Canoeing. Chicago, III.: American Canoe Association, 1950.
145. Morehouse, L. E. and Miller, Augustus T. Physiology of Exercise. St. Louis, Missouri: The C. V. Mosby Company, 1967.
146. Mosscop, Alfreda, et a1. Apparatus Activities for Girls. Minneapolis: Burgess Co., 1952.
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148. Murphy, Bill and Murphy, Chet. Tennis for Beginners. New York: The Ronald Press, 1958.
149. Murray, Dim and Karpovich, Peter. Weight Training and Athletics. Englewood Cliffs, New Jersey: Prentice-H~l, Inc., 1962.
150. NAACC. "Manual for Tournament Fly and Bait Casting," American Casting Association, P. O. Box 51, Nashville 2, Tennessee.
151. NAACC. "Skish Guide," American Casting Association, P. O. Box 51, Nashville, Tennessee.
152. Nance, Virginia and Davis, Elwood. Golf. Dubuque, Iowa: Wm. C. Brown Company Publishers.
153. National Field Archery Association. Official Handbook of Field Archery. Redlands, California: Route 2, Box 514.
154. National Section for Girls and Women's Sports. Official Tennis.
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155. NCAA Official Soccer. Forrest Hills, New York: National Collegiate Athletic Association (Published annually)
156. Newson, Helen. Basketball for the High School Coach and Physical Education Teacher. Dubuque, Iowa: Wm. C. Brown Publishers.
157. Nishiyam, H. and Brown, R. Karate. Rutland: C. E. Tuttle Company, 1959.
158. Nona, Arthur T. Softball. New York: A. S. Banner.
159. Norman, Randi. Gymnastics for Girls and Women. Dubuque, Iowa: Wm. C. Brown Co., 1965.
160. Official AAU Rules for Competitive and Synchronized Swimming, Diving and Polo. New York: AAU, 233 Broadway, Latest Edition.
114

161. Oyama, Mas. This is Karate. Tokyo: Japan Publication Trading Company, 1965.
162. Oyama, Mas. What is Karate? Tokyo: Japan Publication Trading Company, 1963.
163. Pennsylvania, Commonwealth of Guidelines for Adapted Physical Education, Department of Public Instruction, Harrisburg, Pa., 1966.
164. Pierson, William R. Isometric Exercise, Physical Education Activity Series. Dubuque, Iowa: William C. Brown Company.
165. Pohndorf, Richard H., "Swimming and Fitness," Journal AAHPER, Vol. 35, No. I, Jan. 1964.
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167. Price, Hartley D., et aJ. Gymnastics and Tumbling. Annapolis, Maryland: U. S. Naval Institute, 1959.
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169. Rasch, Phillip J. and Burke, Roger. Kinesiology and Applied Anatomy. Philadelphia: Lea & Febiger, 1959.
170. Rathbone, Josephine L. Corrective Physical Education, 6th ed. Philadelphia: W. B. Saunders Co., 1959.
171. Remedial Physical Education, School District of Philadelphia. Philadelphia: 1962.
172. Royce, Patrick M. Sailing Illustrated. Newport Beach, Calif.: Royce Publications, 1960.
173. Rupp, Adolph. Rupps Basketball. New York: Prentice-Hall Co.
174. Scott, M. Gladys and French, Ester. Measurement and Evaluation in Physical Education. Dubuque, Iowa: William C. Brown Company Publishers, 1959.
175. Scott, Phoebe M. and Crofts, Virginia R. Track and Field for Girls and Women. New York: Appleton-Century-Crofts, 1964.
176. Seaton, Clayton, Leibee, Messersmith. Physical Education Handbook. Englewood Cliffs, New Jersey: Prentice-Hall Co.
177. Shands, Alfred Rives and Richard, Beverly Raney. Handbook of Orthopedic Survey. St. Louis: C. B. Mosby Co., 1964.
178. Smith, D. W., Reynold E. Carlson, Donaldson, George W., and Masters, Hugh B. Outdoor Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963.
179. Smoldaka, V., "Interval Training in Heart Disease", Journal of Sports Medicine, June-Sept. 1963.
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180. Sorani, Robert. Circuit Training, Physical Education Activities Series. Dubuque, Iowa: William C. Brown Company.
181. Spears, Betty. Beginning Synchronized Swimming. Minneapolis, Minn.: Burgess Publishing Company, 1959.
182. Sports Illustrated, Editors of, Sports Illustrated Book of Fencing. New York: J. B. Lippincott Company, 1962.
183. Stafford, George T. Sports for the Handicapped. New York: PrenticeHall, Inc., 1949.
184. Stafford, George T. and Kelly, Ellen D. Preventive and Corrective Physical Education. New York: The Ronald Press, 1958.
185. Stone, Eleanor B. and Deyton, John W. Corrective Therapy for the Handicapped Child. New York: Prentice-Hall Inc., 1951.
186. Takagaki, S. and Sh:rrp, H. E. The Techniques of Judo. Rutland: C. E. Tuttle Company, 1959.
187. Tegner, Bruce. Self-Defense for Women. Hollywood: Thor Publishing Company, 1961.
188. Tegner, Bruce and McGrath, Alice. Self-Defense for Girls. Hollywood: Thor Publishing Company, 1967.
189. Track and Field Rule Book. Amateur Athletic Union.
190. Umbach, Arnold W. and Johnson, Warren R. Successful Wrestling. Dubuque, Iowa: Wm. C. Brown Company, 1966.
191. Vannier, Mary Helen and Fait, Hollis. Teaching Physical Education in Secondary Schools. Philadelphia: W. B. Saunders and Company, 1961.
192. Vannier, Maryhelen and Poindexter, H. B. Individual and Team Sports for Girls and Women. Philadelphia: W. B. Saunders Company.
193. Varner, Margaret. Badminton. Dubuque, Iowa: Wm. C. Brown Company Publishers.
194. Vickers, Betty J. Teaching Synchronized Swimming. Englewood Cliffs. N. .I.: Prentice-Hall, Inc., 1965.
195. Vickers, Betty J. and Vincent, William J., Swimming Physical Education Activity Series, William C. Brown Company, Dubuque, Iowa, 1%(1.
196. Volleyball Offensive Guard. The U. S. Volleyball Association.
197. Welch, J. Edmund. How to Play and Teach Volleyball. Associated Press. 1%0.
198. Wells. Katherine F. Kinesiology. Philadelphia and London: W. B. Saunders Co., 1960.
199. Wells, Katherine F. Posture Exercise Handbook. New York: The Ronald Press, 1963.
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200. Willgoose, Carl E. Evaluation in Health and Physical Education. New York: McGraw-Hili, 1961.
201. Williams, Marion and Worthingham, Catherine. Therapeutic Exercise for Body Alignment and Function. Philadelphia: W. B. Saunders Co., 1957.
202. Wilson, R. I. (Ed.). Basic Instruction for Classes. Hickory Corners, Michigan: Professional Archers Association, 1964.
Chapter V: Plant
PLANNING OF INDOOR FACILITIES
The need for sound planning of physical education facilities cannot be overemphasized. Much thought must be given to:
projection of population acquisition of land consideration of long-range planning determination of the type, number, size, and relationship of the areas
and facilities provision of supplies, furniture, and apparatus consideration of flexibility, adaptability, and expandibility of plans. A careful study must be made of the needs to be met by the facility, and the objectives of the physical education program must be kept in mind during this planning. Community interest and needs are also factors that bear consideration.
Elementary Schools
The prirr lry grades can make use of a multi-purpose room for many activities. This room supplements rather than replaces the need for a gymnasium. The gymnasium is used primarily, but not exclusively, by the upper elementary grades and can be utilized to capacity by use of a rotating physical education schedule. A minimum size of 50 feet by 80 feet with a ceiling height of 20 feet to 22 feet is recommended. All other specifications and standards are described under SECONDARY SCHOOL.
Secondary Schooh
In secondary schools the gymnasium is the main workshop of the physical education plant. It should be a large, well-ventilated and well-lighted room, suitable to the activities of the school and the community.
Location The gymnasium should be located on the ground floor and have its
own public entrance. The gym should be accessible to the playgrounds and the atletic fields, preferably without the need for using general school corridors. The gym should be located to minimize noise interference with quieter areas.
117

It should also be possible to lock off other areas of the school during after-school hours.
Size
The size of the gymnasium will depend on the enrollment and the number of physical education teachers to be used. The minimum size should be not less than 80 feet by 100 feet to provide for athletic games. This will include space for folding bleachers and can be used as two teaching stations of 40 feet by 50 feet. These may be separated by folding or movable walls, if desirable. The clear ceiling height should be a minimum of 22 feet, with 24 feet preferred.
Schools with large enrollments will need additional space for adequate storage, dressing rooms, showers, and officers for the teachers of physical education.
Lighting
There should be adequate natural lighting, well distributed and controlled. Windows with tinted glass should be placed 12 feet or more above the floor and arranged, if possible so that pupils using the basketball back stops during the day will not be looking into the light. Carefully controlled top or monitor lighting is sometimes used effectively. The layout of the play areas and the location of the basketball back stops should be developed before the location of the windows is determined.
There should be no restriction to the amount of fenestration in a gymnasium if the location of the windows does not interfere with the activities, but some type of control should be provided for shading windows on the sunny side of the room. Certain types of glass are available for the diffusion of sun rays. If glass blocks are used, care should be given to avoid high brightness areas. A minimum of 40 foot candles is recommended.
Heating and Ventilation
Provision for operating the window sash for ventilation should be made. If mechanical operation is provided, care should be taken to locate the operating devices at a height or in a location where they will not become a hazard to players or spectators. Adequate mechanical heating and ventilation are musts.
Protection of Window Glass and Light Fixtures
If windows are located where they may be broken by game activities in the gymnasium, they should be protected by installing a heavy wire guard to prevent glass breakage. The lighting fixtures and thermostats should be protected by appropriate guards.
Floors
Gymnasium floors should be resilient and non-slippery. Lines outlining the game areas and courts should be painted on the floors before the finish coat is applied (official national standards or state requirements should be followed).
llardwood floors (rock maple. if possible) laid over a sub floor supported by sleepers is still the best gymnasium floor for general use.
Wood floors should be laid in such a way,s to provide sub floor ventilation. Space should be allow""; at all walls for expansion
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and contraction. A three inch by five inch L-iron, attached to the wall only, will cover the joint and fonn a sound base that will protect the walls from damage from the heavy iron bases on gymnasium apparatus. Floors and sleepers should be treated to prevent damage by termites and dry rot.
Walls and Ceilings
The gymnasium walls, to be a height of at least six feet, six inches, should be matte glazed tile or other non-abrasive material with all comers rounded. Above the glazed walls, cinder block, common brick or similar unplastered masonry construction may be used. Accoustical treatment designed to withstand shock is a necessity.
Specator Seating The seating capacity of the bleachers will be a factor to
be determined by local conditions, but a word of restraint is offered. The full occupancy of bleacher seats in most gymnasiums occurs so seldom that the cost of providing these facilities must be given careful consideration. Not only the original cost of building areas large enough for this purpose, but also the cost of maintenance should be considered. Folding movable bleachers will usually provide sufficient spectator space and allow added physical education space. Instructor's Office
An office should be provided for instructors of each sex. A lavatory, toilet and shower are essential parts of this office. The offices should be located in the proximity of the gymnasium and locker rooms. The extent of the office facilities will depend upon the size of the school and the number of instructors.
If the gymnasium and locker room are not on the same level, offices should be near the dressing room. The schematic diagram located in the appendix illustrates the ideal location of the instructor's offices in reference to the gymnasium and locker rooms. This location allows for close supervision of locker and gymnasium areas.
Equipment and Apparatus Rooms
It is essential that storage space be planned in tenns of the things that need to be stored. Equipment and apparatus rooms should be located near the instructor's office. Storage space should not be less than 400 square feet. Double doors should be installed for ease in moving large equipment in and out, and an outside entrance should be provided for convenience in storage of outdoor apparatus. If two separate gymnasiums are included iii the school plans, the apparatus room should be located so that it is convenient to both, or two such rooms should be provided.
Gymnasium Showering and Dressing Facilities
There are three general rooms usually associated with the showering facilities of the gymnasium: these are the shower room, the drying room, and the dressing room, which usually contains lockers. The outline form has been followed for the sake of clarity.
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Shower Room
Location should be convenient to drying and dressing room but should not open directly into dressing room. The room should have no curtains but be separated from dressing room by a wall.
Ceiling should be at least 8 feet. From 16 to 26 square feet of space are needed for each shower head. Gang showers require less space. With gang showers, one head is needed for each 3 to 5 pupils; with stall showers, one head for each three pupils. This refers to peak load.
floor should slope to sides for drainage, not to center. Rounded wall-floor junctions are recommended. Mats should not be used on shower floors. Tile on concrete has proved satisfactory. Small squares of ceramic tile or carborundum in concrete can be used to prevent slipping. Frequent washing with sodium hypochloride is recommended.
Waterproof walls are essential. Tile or enameled brick walls have proved most satisfactory. Soap containers must be recessed in the wall. Rough plaster finish definitely is not recommended. Painting should be avoided if possible. Waterproof paint should be used if it is necessary to paint. Before painting, hot spots should be treated with aluminum paint. Wall primers containing China Wood Oil with linseed oil are best. Spray lacquer is gaining in popularity. Some of the new types of casein paints may prove staisfactory.
Ceiling should be of waterproof materials or painted with light colored waterproof paint.
Adequate heating should be provided.
Drafts must be avoided. Some type of forced air ventilation is needed to carry off steam. A fan near the ceiling with a vent will serve satisfactorily. Outside window opening directly into shower room the tetW to increase condensation
Artificial lighting is satisfactory. Light switch should be located outside shower room. All lighting fixtures should be protected against shock and condensation. A minimum of 20 foot candies is recommended.
Shower hardware must be rustproof. Gang showers are recommended for boys. Gang and/or stall showers for girls should be based on mores of the community. Shower heads should be about five feet from floor. A ball and socket type shower head is better than a rigid head. As a rule, individually controlled showers are best. If showers are to be used by small children, battery type is pro bably best. Wheel type shower controls are better than lever type. The small shower head with slotted holes is preferable to the "sprinkling can" type. Exposed plumbing is preferred to overhead pipes.
Drying Room
Location should be between shower room and dressing room.
Minimum size is 10 feet by 10 feet. A drying room 10 feet by 20 feet will accommodate a group of 100 pupils, according to one authority. Another recommends 15 square feet per five pupils at peak load.
Walls and ceiling should be light color, of waterproof construction.
Heating and ventilation should include screened heating fix-
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tures, temperature to be kept at about 72 degrees F. It is essential that there be no draft.
Artificial light is satisfactory. From five to ten candle power is recommended. Light fixtures should be both shockproof and tamperproof.
Floor should be same as shower with side drainage rather than center drainage.
Accessories needed include hooks for towels.
Physical Education Dressing Room and Lockers
Location should be convenient to shower, drying room, and playing areas, but with privacy. They should not open directly into shower room.
Size should be a minimum of 12 square feet per pupil at peak load (not counting space covered by lockers). The height should be at least ten feet, six inches.
Floors should be concrete, treated to prevent slipping, or ceramic tile. Mixing concrete with pulverized steel will prevent dusting. Floor should have rounded junctions with walls, and should slop slightly for drainage.
Walls, ceiling, etc., should be waterproofed and of a light color. Ceiling should be white.
Temperature should be kept between 70 degree and 75 degrees F. Radiators under lockers will serve to keep clothing dry, but 'are hard to reach for repairs.
Ventilation should insure that there are no drafts. Mechanical ventilation must be adequate.
Artificial light must be adequate with a minimum of 20 foot candles. Glazed glass must be used if windows are in this area.
All benches should be about 10 inches high. There should be a minimum clearance of 20 inches between benches and 18 inches between benches and lockers. Each pupil will require about 18 linear inches of bench space.
Sanitary fixtures should include at least two wash basins in each dressing room. Authorities differ on other recommendations. An aver~ge would be about one toilet per 30 pupils, one urinal per 20 students. Girls' dressing room would differ slightly. All plumbing and hardware should be rustproof. There should be a water outlet and hose for easy washing. Toilets should be located on the high side of the room.
Sufficient locker facilities are needed to take care of the largest class. Additional space is needed if basket lockers are used, since this type locker does not provide space for hanging up clothing. Box lockers are most economical, both in space requirements and in installation costs. If lockers are attached, legs should be on every third locker - this permits easy cleaning. Some authorities recommend that lockers extend to floor. Family or gymnasium type lockers are recommended. These lockers provide six box compartments and one full size open compartment. Wire baskets with racks have been used with some success. Lockers should be provided with some means of ventilaiton. If dressing room is used only for athletic teams, full length lockers could probably be provided.
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Team Dressing ROOM and Lockers
Where schools participate in athletic contests with other schools, it is essential to have a separate dressing room for the athletic teams in addition to the physical education dressing rooms. When visiting teams come for games, they can use the team room while the home team uses the physical education dressing room. These may be constructed adjacent to each other with some common toilets and showers.
Miscellaneous Items
Ample mirror space is needed but often omitted. Stainless steel mirrors have proved most satisfactory.
There should be a drinking fountain in each dressing room.
Liquid soap has proved more economical and desirable than soap in either powder or cake form.
If footbaths are used, they should not be sunk in floors.
There seems to be a tendency to get away from the foot bath.
It is generally agreed that, except when showers are used by small children, the disadvantages of lane, zone, or progressive battery type showers outweigh their advantage.
Toilets and urinals should not be located in shower or in drying room. Locker rooms, when located in the same area as shower room, are usually wet. Additional space in the form of towel rooms, visiting team rooms, training rooms, supply rooms, laundry rooms, etc., are desirable, but will depend on local situation and to use made of facilities.
Lock should be provided for the room used by visiting teams.
Toilet facilities should be provided for spectators someplace 'other than in the dressing room.
Basement dressing rooms are satisfactory if they are properly ventilated. Many authorities, however, suggest that dressing rooms should be on the same level as the gymnasium.
The girls' dressing quarters should be made attractive, feminine, and more desirable by use of mirrors, cosmetic shelves, hair dryers, etc.
Sheltered Areas
In addition to gymnasium and multi-purpose rooms, consideration should be given to providing limited shelters for physical education at the elementary and secondary school level. Such a space, characteristic of physical education at its best, not only affords protection from climatic extremes, but also captures and utilizes the desirable elements of the natural environment and creates a stimulating backdrop for physical education activities.
School Pool Requirements - the Elementary School
For several reasons it appears logical for the elementary school to serve as the setting for a swimming facility - from the standpoint of learning readiness, attitude development, and enrichment of the physical education program.
A shallow, constant-depth pool would serve the primary
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function of teaching swimming strokes. A depth of 36 inches would be satisfactory for all persons, including adults, whose overall height is 44 inches or greater. Analysis of children's height indicates that 90 percent of all children age six or more will fall in this category. Space Requirements for Pool
25 by 50 feet or 20 by 40 feet water depth: three to three and a half feet surrounding decks: six feet on one side and one end; three
feet on other side and end ceiling height: seven feet minimum Traffic flow Participant traffic should flow as follows: Inside hall or outside door to locker room to toilets to drying room to showers to suit room to pool. Where possible, wet and dry traffic should be separated.
Climate water temperature: 72 to 85 degrees F. air temperature: 75 degrees
Pool basin and deck characteristics; water filtration and purification Equipment should follow local building codes and standards
as established by local authorities. For more complete information on planning of indoor
facilities, the following publication will be an excellent guide: "Planning Areas and Facilities for Health, Physical Education, and Recreation." American Association for Health, Physical Education, lB'ld Recreation. 1201 Sixteenth Street, N. W. Washington, D. C. 20036
PLANNING OF OUTDOOR HARD SURFACE AREAS
The hard surface area to be used for physical education should be planned in such a way as to accommodate many types of games and sports. Some that might be included are: tennis, basketball, volleyball, badminton, and tetherball.
Location of Area: The area should be near enough to the school proper to be convenient but should be far enough away so as not to present problems for quieter areas. The area should be located on an elevation so that proper drainage can take place and so materials and debris will not be washed onto the court.
Surface: Many commercial surfaces can be acquired that will be adequate. The cheapest will be of the type material used in surfacing parking areas; new schools usually finish the hard surface area at the same time the parking areas are paved.
Border: A concrete edging usually surrounds the outdoor playing surface. Posts for the fence and drains may be installed when edging is poured.
Drainage: There should be a slight crown on the surface for proper drainage. The water must be able to leave the paved surface around the edges, also.
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Enclosure: The area should be enclosed in a chain link fence from ten to sixteen feet high. The fence connection at the base should be arranged so tennis balls cannot go under the fence. The gates should be !tung in such a way that they swing out from the playing area.
Placing of Net Hangers: Bases for the volleyball and badminton net stands should be placed in the foundation before the surface is poured. If this is not possible, tire standards can be employed without letting down the tennis net. The tennis standards should be set before the surface is poured.
Basketball Goals: Basketball goals should be set in before the pouring of the surface and should be placed either three or four feet away from the fence.
Bank Boards: Bank boards are needed for practice of strokes and service in tennis. Such as area can also be used for skill tests in some of the activities and should be placed so that students using it will not interfere with M'pIay on the other areas.
Marking of Area: Paint for lines should be oil based enamel for best results. White lines for tennis, blue for volleyball, red for badminton, and yellow for basketball could be used.
Maintenance of Area: The area should be swept periodically and proper upkeep of the lines, nets, bankboards, etc., should be exercised. A diagram for hard surface areas is located in the appendix.
PLANNING OF OUTDOOR GRASS AREAS
The physical education staff, department head, system coordinator, and state consultant should help in the planning of outdoor grass areas for all new schools, and administrators should seek their assistance when the need arises. Much consideration must be given to the grass area, when land is acquired for the school.
If enlargement of the school is included in long-range plans, allowances should be made at the time of land purchase. Because of frequent lack in planning, many schools have been enlarged at the expense of the outdoor play area.
This guide will not attempt to cover all of the minute details concerned with planning of outdoor areas, but will again refer the reader to:
"Planning Areas and Facilities for Health, Physical Education, and Recreation." American Association for Health, Physical Education, and Recreation. 120 I Sixteenth Street, N. W. Washington, D. C. 20036
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Appendix

lifetUne Sports

.

ScheDl8tic Diagram .of Offices

.

Outdoor liard Surface Areas

.

Professional Organizations

.

Glossary of TerDlS

.

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LIFETIME SPORTS
The lifetime Sports Education Project of the American Association for Health, Physical Education, and Recreation was initiated in the summer of 1965 in an effort to increase participation in sports which may be enjoyed throughout life. Its major objective is the development of state and local leadership in lifetime sports. The Project is the first to be funded by the Lifetime Sports Foundation, a nonprofit organization supported by private industry which concentrates its efforts on those sports that last a lifetime.
The Project address is:
AAHPER Lifetime Sports Education Project C/O State Department of Education Baton Rouge, Louisiana 70809

Suggested Recreation Activities

Archery

Fencing

Rope skipping

Badminton

Golf

Shuffleboard

Bowling

Gymnastics

Skiing

Casting (bait and fly)

Handball

Swimming

Dancing

Hiking

Table tennis

Folk

Horseshoes

Tennis

Modem

Horseback riding

Volleyball

Social

Ice Skating

Square

Riflery

Deck Tennis

Roller skating

Archery Badminton Bowling Casting (bait and fly) Dancing
Folk Modern Social Square Deck Tennis

Fencing Golf Gymnastics Handball Hiking Horseshoes Horseback riding lee skating Riflery Roller skating

Rope skipping Shuffleboard Skiing Swimming Table tennis Tennis Volleyball

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EQUIPMENT

BOYS LOCKER

BOYS GYM

SHOWER
OFFICE

OFFICE
SHOWER

GIRLS LOCKER

GIRLS GYM

EQUIPMENT
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OUTDOOR HARD SURFACE AREAS
a

a

a

so x 84

D BADMINTON :::::: VOLLEYBALL BTENNIS

BASKETBALL

STATE, NATIONAL AND INTERNATIONAL PROFESSIONAL ORGANIZATIONS
State Georgia Association of Health, Physical Education, and Recreation Georgia Association of Physical Education for College Women Georgia Athletic, Recreation Federation for College Women Georgia Education Association Georgia Student Leaders Association Georgia Teachers and Education Association
District Southern Association for Physical Education College Women Southern District of the Association for Health, Physical Education, and Recreation
National Amateur Athletic Union American Academy of Physical Education American Association for Health, Physical Education, and Recreation American College of Sports Medicine American Physical Therapy Association American School Health Association Association for Physical and Mental Rehabilitation Council of City and County Directors of Health, Physical Education and Recreation National Association for Physical Education of College Women National Association of College Directors of Athletics (NACDA) National Association of Intercollegiate Athletics National Athletic Recreation Federation for College Women National College Physical Education Association for Men National Collegiate Athletic Association National Education Association National Federation of State High School Athletic Association Phi Delta Pi (national professional fraternity for men) Phi Epsilon Kappa (national professional fraternity for men) President's Council on Physical Fitness and Sports President's Council on Youth Fitness Society of State Directors of Health, Physical Education, and Recreation United States Olympic Association
International International Council on Health, Physical Education, and Recreation World Confederation of Organization of the Teaching Profession (WCOTP)
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GLOSSARY OF TERMS FOR PHYSICAL

EDUCATION

Phy~cal education is a planned program of motor activities involving the total organism and designed to promote optimum growth and development of the person as an individual and as a social being.

Health education is a planned program of experiences designed to promote the growth and understanding of health knowledge and the ability to utilize and give meaning to such knowledge in the life of the individual.

Safety education is a planned prqgram of experiences designed to promote the understanding of the principles of safe living and the effects of human behavior on the environment; it enables a person to choose to live a life of adventure free of unnecessary accidents or hazards, either individually or as part of a group.

Recreation is any wholesome leisure experience engaged in solely for the satisfaction to be derived from the activity.

Leisure refers to free time as contrasted to time spent working or in school.

Lifetime sports are those activities with little or no age limit for participation due to physical demands. Generally, the sports can be engaged in by a single individual or in small groups, in contrast to the highly organized team activities demanding large numbers for participation.

Special interest groups in physical education consist of those individuals who organize themselves to promote understanding and development and to provide experiences in a single activity.

Intramural sports has generally become accepted as the designation for all com-

petitive and recreational activities which take place within the imaginary bound-

ary of a particular school or institution.

.

Extramural sports are those competitive and recreational activities engaged in between schools which are outgrowths of the program of physical education; they may also be outgrowths of intramurals whose participants are not specifically selected or trained for the sole purpose of interschool competition.

Interschool athletics, commonly referred to as ,"interscholastic sports", consist of sports competition between schools of the same academic level by selected groups of the most skilled students within the school. The participants undergo special training for these competitions, which may be restricted to local, regional, state or national geographic areas. .

Curriculum is a series of meaningful guided experiences directed toward the development of an individual to full mental, physical, moral, and social potential.

Maturation readiness, sometimes referred to as "organismic age", is the timing and pacing of each child's nurture in accord with his own pattern of developmental growth. Maturation readiness in physical education implies that "the level and complexity of activity in a program should depend, not only upon maturation of the neuromuscular system, but also upon social, emotional, and intellectual maturity, which is closely related to it."

Total program involVes all the learning experiences designed to contribute to the development of the individual. In physical education this would include all activities which are planned to promote "learning through the physical."

Correlation is the blending together of fields with similar learnings so that each may contribute to the understanding of the other. While each field may retain its separate identity, each utilizes the contribution of the other to enhance understanding.

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Integration is the blending together of fields of learning which can contribute to a central theme. The learning experiences are built on the central theme and each field is merged into the total learning situation rather than retaining a separate identity.
Movement education, according to Tillotson, "is that phase of the total educational program which has as its contribution the development of effective, efficient and expressive movement responses in a thinking, feeling and sharing human being." The aim of movement education is to develop an awareness of the self in the physical environment, the body and its capabilities, and the components of movement which, in turn, contribute to the understandings, knowledges, and movement responses of each child in every class.
Skill is an act requiring some degree of neuromuscular coordination and dexterity; also the ability to perform tasks requiring these qualities. Skill involves various aspects of body control; movements are integrated toward a desired end with efficient timing, balance, and relaxation, flexibility, and range of movement all with the minimum expenditure of energy.
Creative activity is any specific experience in which the student is provided the opportunity to explore, develop, and express his own ideas through movement.
Rhythm is movement or procedure with uniform or patterned recurrence of a beat and/or accent.
Self testing indicates activities in which a student participates which offer the opportunity for self evaluation and competition with one's personal record for improvement.
Total fitness is a state which characterizes the degree to which the organism is able to function physically, mentally, emotionally, and socially. Its most extensive interpretation applies to the ability to meet daily living requirements.
Physical fitness deals with the physiological and biological capacity of the body to meet daily living requirements with an adequate reserve to meet emergency; situations of a physical nature.
Progression means gradual increases in the demands made upon the individual; these may be accomplished through increasing the intensity, complexity, or the duration of an activity or by going from easy to hard or harder exercises.
Calisthenics arc light gymnastic exercises, with or without equipment, designed to develop grace as well as physical health and vigor. The exercises are planned to employ all muscle groups systematically.
Exercise is bodily exertion as experienced and practiced through calisthenics, sports, drills, gymnastics, locomotor skills, dance, etc., for the sake of training or improvement of the human organism.
Warm-up is light rhythmical exercise acco~panied by stretching and deep breath-
ing, followed by the practice of basic skills and executed at a gradually accelerated pace to bring about changes preparing the body for vigorous action.
Circuit training is a method of fitness training which aims to increase muscular strength and endurance and circulo-respiratory endurance. The term "circuit'. refers to a number of carefully selected exercises arranged and numbered consecutively about a given area. Each individual participates and progresses according to his capacity.
Interval training means strenuous activity for a given distance or a specified time alternated with lighter activity and recovery. Interval training was developed primarily for endurance training in running and swimming.
Organic development is the end result of the training process affecting the various systems of the body; it leads to physical power for the individ ual so
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that he may achieve peak performances requiring endurance, agility, coordination, speed, and strength. Overload principle implies that the intensity (strength) or duration (endurance) of an activity exceeds those levels ordinarily experienced for improvement to occur. Evaluation is the process in which qualitative and quantitative data are applied to judge the success or effectiveness of an experience. Measurement is the technique of evaluation using objective procedures to obtain quantitative data. Testing is the use of specific tools of measurement to collect data. Team teaching is a method in which more than one teacher has the responsibility for planning and conducting instruction and evaluation of the same group of students at a given time. Independent study is a method of teaching in which the individual student, with guidance, makes his own decisions regarding what and how much is to be undertaken and learned; he also evaluates himself.
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