THE NORMAL SCHOOL QUARTERLY <^,w Series 20 October, 1921 rf^JlSSnUSer 81 PHYSICAL EDUCATION AND THE INTERESTS OF CHILDREN BY LYDIA CLARK Professor of Physical Education for Women Illinois State Normal University AND RUTH B. GLASSOW Director Physical Education for Women Western Illinois State Teachers College PUBLISHT JANUARY, APRIL, JULY, AND OCTOBER OF EACH YEAR BY THE ILLINOIS STATE NORMAL UNIVERSITY, NORMAL, ILLINOIS 1, Illinois, Entered August, 1902, at Normal, Illmois, as second-class mail matter under Act of Congress of July 16, 1894 N. B. — Any teacher in Illinois may get the Normal School Quarterly regularly hy sending exact name and address, and by giving prompt notis of any change of address. Simplified spellings are used in the offisial publications of the Illinois State Normal University. THE NORMAL SCHOOL QUARTERLY Series 20 October, 1921 Number 81 PHYSICAL EDUCATION AND THE INTERESTS OF CHILDREN BY LYDIA CLARK Professor of Physical Education for Women Illinois State Normal University AND RUTH B. GLASSOW Director Physical Education for Women Western Illinois State Teachers College PUBLISHT JANUARY, APRIL, JULY, AND OCTOBER OF EACH YEAR BY THE ILLINOIS STATE NORMAL UNIVERSITY, NORMAL, ILLINOIS Entered August, 1902, at Normal, Illinois, as second-class mail matter under Act of Congress of July 16, 1894 N. B. — Any teacher in Illinois may get the Normal School Quarterly regularly by pending exact name and address, and by giving prompt notis of any change of address. Simplified spellings are used in the offisial publications of the Illinois State Normal University. Normal School Quarterly Publisht by the Illinois State Normal University, Normal, Illinois Series 20 OCTOBER, 1921 No. 81 PHYSICAL EDUCATION AND THE INTERESTS OF CHILDREN BY IvYdia Clark Professor of Physical Education for Women Illinois State Normal University AND Ruth B. Glassow Director of Physical Education for Women Western Illinois State Teachers College INTRODUCTION Within a short time physical education has emerged from its unstable position as a "special subject" with little or no place in the curriculum — barely tolerated by faculties and often considerd a fad by school boards — to a position where it commands increasing respect from educators, and where it is demanded by a majority of school boards thruout the country. The general public fails to consider, as a rule, the nature, aims, and results of its demands. A new movement is heralded; we hear that great results can be accomplisht by promoting this movement; and we demand this new thing without due consideration of its value to the individual, or to types of society. This psychology of social re-adjustment is too often characteristic of educational changes. A subject is demanded because it is being used elsewhere. It is adopted by the school board. Too little thought is given to the nature of the child or to a careful consideration of the objectivs and the results to be obtaind from its adoption. Physical education has been accorded such a reception. The sub- ject is new; we hav recognized its value; and in many instances we hav hazily stated our ends and hav gone on looking at the child thru adult eyes, imagining that great things ar being accomplisht by such an addition to the life of the school. 4 The Normal School Quarterly Instead of this method of procedure it is our duty, first, definitly to state our objectivs; second, to study the growth, development, and interests of children at the various ages ; third, to consider methods of presentation and the approach that wil appeal to the various stages of growth, interest, and development; fourth, to experiment with types of subject-matter; and fifth, to mesure the results of the work. OBJECTIVS OF PHYSICAL EDUCATION With these five points in mind let us consider, first the aims, or objectivs, of physical education. A survey of the qualities of citizen- ship which wil aid in the growth and development of society wil help in crystallizing for us these aims. They may be stated briefly : first, vigorous physical and mental helth; second, a spirit of sportsmanship, loyalty, and devotion to a cause ; third, a love of activity and skil in it which wil giv joy in leisure hours, as wel as aid in the economical use of the energy of the body in the daily occupations of life. PERIODS, OR STAGES, IN CHILD DEVELOPMENT After a study of the objectivs of physical education, one is of necessity led to view the age, interests, and capacities of children be- fore one can plan the type of work that wil make the desired appeal. Children ar observd thru adult eyes, and consequently their motivs and interests ar often sadly misinterpreted. Occasionally, however, there appears a grown-up with an "understanding soul." Joseph Lee shows this happy faculty in interpreting child mind in his interesting book, Play and Education. George Johnson has also done much thru his book, Education Through Plays and Games, to show the value of games in producing mental and physical growth of children. He also points to the need for careful selection of games for the various phases of child life. There ar certain mental and physical characteristics which ar peculiar to the various phases of child development. They ar present in varying degrees in all children and ar manifested at certain age periods, but there is no sharp line of demarcation between the periods. The desires and interests change gradually, and the time of the change varies with different individuals ; for example, babyhood interests with some children last much longer than with others. I. THE DRAMATIC PERIOD The dramatic stage is the first period with which teachers ar in- timately concerned. Lee places this period from four to six years of age. (We include the first two years of school life.) It is charac- terized by the rapid growth of the body and brain ; rapid development Physical Education and Children's Interests 5 of the senses ; great interest in activity for its own sake with little thought concerning the accomplishment of an end ; interest in imper- sonation of adults and their occupations ; activ play of the imagina- tion ; interest in construction and collections ; desire for rhythmic plays ; and lack of interest in the formal, cooperativ type of game. Opportunity for construction with paper, blocks, and sand, as wel as the encouragement to impersonate is of value in giving joy and at the same time is of great educational value. Running, climbing, turn- ing somersaults, and similar activities ar necessary for the development of the fundamental muscles of the body ; and the construction of apparatus for such activities is as essential for the proper growth and development of children as is the construction of windows for the admission of sunlight into the schoolroom. The old time singing games such as Looby Loo, Jolly Miller, together with Cat and Mice, Stone, forms of tag, ar popular during this age. II. THE "BIG INJUN" PERIOD The "Big Injun" stage succeeds the dramatic age and covers the period from eight to ten years. At this time the growth of the body is much less rapid, while nature turns her attention to a period, not of regression as some hav said, but to a physical and mental transition in which the circulatory system changes, dentition occurs and the child's attitude toward activity changes from interest in the mere ac- tivity to interest in the end to be secured. The fighting instinct comes to the front and this together with a decided individualistic tendency is the markt characteristic of children of this period. This aggressiv element when guided and traind tends to develop into a valuable qual- ity of leadership; but without education develops into the "bullying" quality which is so characteristic of the play of the street and the unsupervised playground. There is a markt increase in the physical skil of the individual together with a keen desire to prove one's self superior to one's mates. Games selected for this period should include running, throwing, and chasing, as these satisfy the instinctiv desires of this period and pro- mote activity of the muscles necessary for growth and development. There is an increase in the desire to collect which should be given an opportunity for development during the hikes and field trips, where there is every chance for observation and the procuring of collections of insects, plants, or stones. III. LOYAETY PERIOD Many of the characteristics of the "Big Injun" period, such as fighting and other individualistic instincts, persist wel into the so-calld 6 The Normal School Quarterly loyalty period which covers the age of eleven to fifteen years. Gradu- ally the desires to cooperate and to belong to the group come to the surface and characterize this stage of development. There is an in- creast development of the skil and coordination which is necessary in team games. The spirit of self-sacrifice, of leadership, of follower- ship, of cooperation, of loyalty to the group, and of fair play ar de- velopt more effectively on the playground thru the use of team games than in any other stage of the child's life. This is the period when the instincts that form the foundation of good citizenship and of good society ar redy for development and need the careful and intelligent supervision of teachers and play leaders to guide them and thus secure their right development. Games such as Dodgeball, Newcomb, Kick Bombardment, Baseball, and Soccer contain elements that ar inter- esting and of value in the child's development at this period. ORGANIZATION OF THE PHYSICAL EDUCATION PROGRAM A definition of the objectivs of physical education and a knowl- edg of child nature wil serv as a basis for the formation and develop- ment of a workable physical-education program, while the growth, development, and success of the program depend on experimentation with types of physical activity, methods of presentation, and the reac- tion of the child to this work. TIME FOR PHYSICAL EDUCATION The organization of a physical education program in schools, especially in the elementary schools, has thus far ment simply the setting aside of fifteen minutes a day for the teaching of gymnastics, a game, or a dance. This has been better than nothing, but we must do more than this if we wish to approach in any mesure the objectivs previously stated. We need more time for physical activities, and physical educators need to spend more time in the planning and the presentation of work which wil make for out-of-school activity and for the "carrying over" of the ideals which hav been presented during the physical education period. Fifteen minutes a day can hardly be expected to aid materially in the maintenance of helth, in the develop- ment of sportmanship and the spirit of cooperation, and in the increase of motor control. Thirty minutes a day should be the minimum and even then there is need for the planning of out-of-school activities. METHOD OF PRESENTATION It is impossible to secure a sustaind interest from children unless their age, their interests and capacities ar considerd, and unless they can see some immediate, tangible end in view. One cannot hope to Physical Education and Children's Interests 7 secure the full value from the teaching of a game by saying at the end of the lesson, "Now, children, go and play this game at recess, because it wil make you strong and vigorous." An end of this nature is too elusiv and distant for them to focus upon. If insted you say to the sixth grade, "The fifth grade has been learning this game also ; let us plan to run off a series of games with them, the first one to be playd next Friday. It would be a good plan for your captains to get you together at recess, noon, or after school, because you need practis in dodging and catching the ball," you wil find that the game you hav taught wil be played whenever the children hav a chance, provided you hav selected the type of game that appeals to their age, interests, and capacity. Again if you wish to secure interest in gaining proficiency in a dance or in gymnastics, arrange for a monthly competition be- tween grades and hav a physical education meet with perhaps a banner as an award. It has been stated that children of this period ar interested in an increase in their individual skil. A tabulation of the individual rec- ords in jumping, running, throwing, and stunts wil prove a great stimulus to the youngsters to practis during their playtime; and if a system is organized whereby the individual may work for the group the cooperativ element wil be developt. PHASES OF PHYSICAL EDUCATION Physical education is a broad subject and includes widely varied types of activity ; because of this characteristic there is great need for a carefully balanst program in which the desired types, or phases, may receiv the needed allotment of time and attention. Physical educators hav wasted much time in the past in discussing the value of the various phases of the work. Time has been spent in arguments over the different systems of gymnastics or over "gym- nastics versus play," which could hav been much better spent in experi- mentation with methods of presenting the various phases of physical education, the reaction of the children to the types of the work, and to the results obtaind. The time has come when we must recognize that each phase of physical education may hav some value and that until we can actually prove the value by tabulation we must giv each phase a place in the physical education program. There ar four phases of physical education ; namely, hygiene, games and sports, gymnastics, and dancing. The aims, stated briefly, ar : to develop hygienic habits of life and thought ; to produce organic reaction ; to develop a spirit of cooperation, fair play, and loyalty ; to develop and train coordination ; to train the posture sense ; to develop the dramatic sense. 8 The Normal School Quarterly These, in brief, ar the fundamental aims of physical education, and when used in a carefully balanst program will produce an all- round development. A BALANST PHYSICAL EDUCATION PROGRAM A consideration of the objectivs, the nature of children, and the desirable types of activities, has led the authors to formulate a plan which wil stimulate out-of -school activity and produce a unity and balance in the physical activities. This plan has been evolvd with the thought of the six upper grades of a village school in mind. Since the work of the first and second grades must be placed on a different basis from that of the other grades, because of the attitude of mind and the physical development of this period, the following brief out- line is given. (See also suggested program on page 10.) PHYSICAL EDUCATION FOR FIRST AND SECOND GRADES In a country school the younger children become imbued with the thoughts and interests of the older ones and play the games selected by the older group, but in a village school where there is opportunity to mingle with a larger number of children of their own age they wil instinctivly select the activities and games that ar based on the funda- mental desires and instincts of the dramatic stage of development. In planning work for this period the following characteristics of child development should be considerd : 1. Desire and need for activity which involvs use of the large muscles of the body. 2. Desire to impersonate. 3. Love of rhythm. 4. Lack of desire and ability to cooperate. The subject-matter as wel as the presentation of physical educa- tion for this period should be of an informal type, as is true of the other subjects taught to this group. The work should be developt by the pupils; for example, the children ar impersonating the Ginger- bred Boy. Allow them to discuss and work out the movements for themselvs and assist by suggestion only as needed. If possible, such work should be given in three ten-minute periods which ar scatterd thru the day, and should correlate with the story-telling and with the nature-study work. The teacher of this group is needed on the playground practically all the time because she can then stimulate the children to do more constructiv work on the sand pile, call attention to unselfish use of w Q < O Q O u w fc ccj 5 +j CU 5* u CO t-i 3 P Round and Round the Village Squirrel and Trees 1 cu Choice of rhythms Choice of games co cu H Roger is Ded Squirrel and Trees d Story play Playground > U a O cu J- O co V-c P Roger is Ded Tag games Review rhythms Add- High -step- ping horses CO CU P Tag games Japanese stoop d 2 Rhythms Marching Skipping Rabbits See-saw a ►■a .2 >, cu «-. 1-1 o UO a3 (U pq -T3 cu - 6 O X5 aS O rt CTJ cU X3 U O e Bf. h.2 CO hyth !dren reco mus -a 01 -a ID U, N cj "fe s *' s ,_o bo P4H t3 13 -t-> w Sh P$ +-> 00 00 3 O .2 a 00 «t-t lythms Marching Facing ab on chord CO CU CO l-H High-step p Gallopi Rockin horse 1 PS w 1 10 The Normal School Quarterly the playground apparatus, and suggest activ games. When games ar playd it is best to hav small groups of from ten to fifteen children. A suggested program for the first month is given. (Space wil not permit a program for the entire year.) The teacher is strongly urged to acquaint herself with the reference list on page 44, and secure those books which deal chiefly with work for the lower grades. PHYSICAL EDUCATION FOR THE SIX UPPER GRADES OF A VILLAGE SCHOOL The work is based on the following interests and capacities 0? the children: 1. Desire for activity that involvs running, hunting, throw- ing, fighting. 2. Desire to surpass one's mates in skil and physical ability. 3. Interest in an immediate end. 4. The growth of the group instinct. 5. Desire and ability to assume responsibility and cooperate. The means used to gain an interesting and workable program ar as follows: 1. Arrangement of pupils into groups based on age and hight. 2. Selection of captains. 3. Formulation of a sportsmanship code. 4. Daily helth inspection. 5. Organization of games. 6. Use of standards in athletic events. 7. Organization of athletic events. 8. Organization of stunts. 9. Monthly posture test. 10. Competition in gymnastics. 11. Organization of dancing. 12. Monthly record of weight and lung capacity. 13. Grading of individuals based on effort and improvement in each line of activity. 14. Competition between grades, based on record of room in each line of activity. In proceding with the organization of this plan it should be kept in mind that children ar desirous of leading, and that when they ar allowd to select their own leaders, the leader, or captain, wil take his responsibility very seriously, and if timely suggestions ar given re- Physical Education and Children's Interests 11 garding the responsibility of the group to uphold its standard and the wishes of the selected leader, the work wil progress smoothly toward the desired goal. The authors suggest that the activities be changed during the different seasons. The following plan is suggested. Fall Winter Spring Games Games Games Gymnastics Dancing Dancing Stunts Gymnastics Field and track stunts DIVISION INTO GROUPS If a child is to be graded on his skil in running, jumping, and throwing, we must hav standards with which to mesure his ability. Such standards hav been set in academic branches. At a certain stage in his development a child should be able to count ; at another, to add ; and later to multiply and divide. By these standards, his skil in arith- metic can be mesured. In the school these standards ar set for the various grades. If a pupil has reacht the standard set for the first grade he is promoted to the second, and this method is followd thruout his school life. And so in physical education if we ar to mesure the ability of an individual we must hav standards of mesure- ment as we do in the academic subjects. A standard in physical ability for each grade would not be prac- tical. The boy who is a year or two behind his grade in academic lines might easily reach and surpass the standard in muscular ability. The boy who is a year or two ahed of his grade might find it impossible to mesure up to the standard set for children two or three years older than himself. Various methods of grouping children for physical mesurements hav been used in the last decade. On playgrounds weight has been a basis for classification. In school track meets weight, hight, age, or grade — and in some cases a combination of two, three, or all of these points — has determind in what group a boy or girl should work. In the work in the Training School at Normal during the past year an age and hight classification has been found to make a good working division. The abilities of the pupils in each group wer more nearly equal than they wer when groupt according to grades, and classifications wer more easily made. Five groups wer pland to include all children from the third thru the eighth grade. For convenience in handling, and to the delight of 12 The Normal School Quarterly the pupils, the groups wer known as midgets, tall midgets, middle- hights, small giants, and giants. BASIS FOR CLASSIFICATION IN GROUPS Midgets : Pupils under ten years of age and under 4 ft. 3 in. in hight. Tall Midgets : Pupils at least eight and under twelv years of age and under 4 ft. 7 in. in hight. Middle-hights : Pupils at least ten and under fourteen years of age and under 5 ft. in hight. Small Giants : Pupils at least twelv and under sixteen years of age and under 5 ft. 3 in. in hight. Giants : Pupils at least fourteen years and 5 ft. 3 in. or over in hight. Both the age and the hight of a pupil must be considerd in placing him in a group. The age qualification is given precedence over the hight qualification. If a child cannot meet both the age and hight qualifications in a group he is placed in the group for which he is qualified by age. If, for example, a boy is eleven years of age and four feet six inches tall he meets both qualifications for the tall midget group; he is over eight and under twelv and is four feet six inches tall. A boy eleven years old and four feet eight inches in hight would go into the middle-hight group, for again he meets both requirements. A boy eleven years of age and five feet one inch in hight cannot meet both qualifications for any group. His hight places him in the small giant class, but he must be at least twelv years of age to belong to that group. The age decides the grouping here, and he is placed in the middle-hight class. A few more examples of the ages and hights of individuals show how the classification is made. (a) Josephine, age 12, hight 5 ft. 3 in., is classified as a small giant because, altho her hight takes her out of the small giant class, she does not meet the age requirement for the giants. (b) William, age 12, hight 4 ft. 5 in. William is a seventh- grade boy, small for his age, and is put with the middle-hights. His hight would admit him to the tall midget class, but he must be under twelv years to be in that group, so he works with the middle-hights. (c) John, age 8, hight 4 ft. 5 in. John is a third-grade boy, tall and strong for his age. He easily surpast the majority of pupils in the third grade in muscular strength and skil. By the hight classifica- FIG. 1 Physical Education and Children's Interests 13 tion he is too tall to be a midget, so he falls into the tall midget class and finds there that the majority in the group possess a skil and strength equal to his own. In classifying pupils into groups, it is not necessary to find the exact hight of each pupil. Much time can be saved by the use of the following plan: Select some smooth surface perpendicular to the ground or the floor, against which the pupil can stand to hav his hight mesured. Be sure that there is no obstruction at the base; the heels must be brought close against the perpendicular. A door frame or an upright post makes a good mesuring pole. Next, mesure the pole from the ground up to the hights set for classification. Draw hevy chalk lines at 4 ftt. 3 in., 4 ft. 7 in., 5 ft., and 5 ft. 3 in. A painted line or a piece of tape pasted on the line wil make a more permanent mesurement. You are now redy to classify your pupils. Hav them form in line before the pole. The first pupil stands erect with his heels against the base of the pole. (See Fig. 1.) At a glance you can see if he is below 4 ft. 3 in., between 4 ft. 3 in. and 4 ft. 7 in., between 4 ft. 7 in., and 5 ft., between 5 ft. and 5 ft. 3 in., or if he is over 5 ft. 3 in. A question ascertains his age, and the classification is complete. Several hundred children can be mesured in this way in half an hour. In classifying a large number it would save time to hav five recorders (one for each hight group) and send each pupil to the proper recorder as soon as his classification has been made. The four upper grades wil be able to make this classification without the help of the teacher, if it is explained to them. Even if the teacher helps in the work an explanation of what is being done wil add interest for the pupils. The older pupils might help in the lower grades. In addition to the division into the five groups named it is wel to divide the girls and boys. In the higher grades especially the standards for the sexes must be different. This wil make in each school or town ten groups : Midgets, tall midgets, middle-hights, small giants, and giants for the girls, and similar groups for the boys. SELECTION OF CAPTAINS After the group organization is completed the first step should be to present the problem of game tournaments to the children. They should know that a series of tournaments may be arranged after they hav lernd to play the games taught during the physical education period; that grade teams may be formd which wil later play teams from other grades ; that each grade is working to improv its record in sportsmanship, helth habits, posture, skil in athletic events, games, 14 The Normal School Quarterly weight, lung capacity, gymnastics, and dancing; also thait the record of improvement of each individual in the grade means the winning of additional points for his grade. With this problem before the pupils the time has arrived for a discussion of the qualities necessary for good leaders. The majtter should be talkt over informally with the children, and then the ques- tion of captains put to a vote. It would seem that the qualities of leadership, fairness, skil, scholarship, as wel as the passing of the first two parts of the posture test should be emfasized before the chil- dren vote. The minimum number on a team should be eight and the maxi- mum fifteen. In the four upper grades it is deemd best to separate the boys and girls for their play, since, probably, the sexes need a different method of instruction at this period of development. The selection of captains is followd by a choice of teams; the children should choose as in an ordinary game, altho the teacher must watch and see that the choice is guided with a view to ability and skil rather than to personal friendship. FORMULATION OF A SPORTSMANSHIP CODE The qualities of good citizenship may be developt on the play- ground if the necessary stimulus and training ar given. An under- standing and knowledge of the meaning of sportsmanship and fair play wil grow and expand if a sportsmanship code is developt by the children. Naturally, different methods must be pursued in the vari- ous grades. In the third and fourth grades the qualities that make for good sportsmanship should be discust, and finally a simple code for each grade evolved. The simple rudiments of sportsmanship ar all that children of these grades can understand. It is probably best to hav a code for each grade. The code for the third grade of the Elemen- tary Training School at Normal is : 1. Play fair. 2. Be patient. 3. Do your best. 4. Keep on your side. 5. Be plesant. In the upper grades discussion should be conducted in each grade, and a representativ selected from each grade to form a committee whose duty it should be to formulate a code for the four upper grades. This committee should meet the teacher who is responsible for the Physical Education and Children's Interests 15 physical education of the school. The following code was formulated by the pupil committee in 1919-20 in the Elementary Training School at Normal : 1. Play as hard as you can. 2. Play fair. 3. Be courteous. 4. Keep line. (Line from room to play-ground which is in charge of a captain.) 5. Obey your captain. The children should discuss sportsmanship each year, and con- sider the possibility of change or revision of the code. The grading of sportsmanship is a difficult problem which the authors feel is stil in a decidedly experimental stage. Each child has the opportunity of making a possible "10" for the month, if he makes an effort to liv up to the code, or of making a zero if he breaks all points of the code or does not make an effort to liv up to it. The instructor should hav a sportsmanship card w T ith the names of the pupils. It should hav two columns, A and B, for each month. In column A should be written the numbers which designate the rules he has made an effort to obey ; in B should be written those which des- ignate the rules that he has not obeyd. It is a good plan to hav the captains keep a sportsmanship card, altho it does not seem wise to trust implicitly to these records. STIMULATION OF HYGIENE HABITS Interest in the teaching of hygiene is widespred and we ar fast lerning that the basis for a hygienic life is laid thru the inculcation of helth habits. Habits ar formd by constant practice, and it is im- portant that children receiv a stimulus which wil interest them in the daily performance of simple helth duties. It matters little to a young- ster when he is told that he wil be helthy if he drinks milk, or if he brushes his teeth; but giv him insted some tangibl end, such as being helth inspeqtor of his row; or arrange a system of competition be- tween squads or rooms whereby a good record wil gain points for squad or room; and he wil immediately manifest interest and enthu- siasm which shows itself in practice. The following list of helth-habits was used in the Thomas Met- calf School at Normal : 1. Keeping hands, face, ears, nails, and handkerchief clean. 2. Drinking 8 glasses of waiter daily. 3. Brushing teeth before going to bed and before school in the morning. 16 The Normal School Quarterly 4. Keeping out of one's mouth all objects that do not belong there. 5. Keeping a clean, neat appearance, (This means neatly combd hair, orderly necktie, ribbon, blouse, dress; clean shoes and neat laces.) 6. Not wearing hevy sweters and coats in school when tempera- ture is 68 degrees or over. 7. Drinking milk but no tea or coffee. 8. Sleeping eight hours with open windows. 9. Playing at least one game for fifteen minutes out of doors at recess or noon. 10. Taking a full bath once a week or oftener. These helth duties should be written on the board and then dis- cust with the children. After they hav a thoro understanding of each duty, a helth inspector may be selected for each row and given a card similar to that used for illustration below. The inspector then goes to Frank, the first one in the row, and inspects him for rule 1 and finds that Frank has observed that rule; the same is true of 2, but 3 has been broken; so the figure 3 is put in the Monday column beside Frank's name. The inspector continues with each rule, and finds that Frank has observd all but number 3. The inspector then passes on to Wilbur who has observd all but rule 5. The figure 5 is then put in the column for Monday beside Wilbur's name. The same process is continued daily for the entire month, and the individual record made at the end of the month for each pupil is determind by the formula (100 — No. of breakings or rules) X .1 = hygiene grade. For example : If Frank has broken the rules fifteen times during the month his grade would be figured, (100 — 15) X .1 = 8.5. RECORD OF HELTH INSPECTOR NAME Mon. Tues. Wed. Thurs. Fri. Mon. Tues. Wed. Thurs. Fri. Frank 3 1,2,3 1,2 1,2,3 - Wilbur 5 2 5 1,2,5 Other methods of organizing the inspection may suggest them- selvs to the teacher who desires to work out a helth program in her own room. ORGANIZATION OF GAMES In our anxiety to keep alive traditional games, we hav been giving a welth of material to the children of the public schools. Not much Physical Education and Children's Interests 17 consideration has been givn the number of those games which ar re- peated by the child in the out-of -school hours. The aim in teaching games should be not to teach a great number of games, but to teach a few wel-chosen games so thoroly that the children can and wi? play them when not supervised. The latter aim means that a game wil be repeated often. With that repetition, there must be a means of arousing and holding interest. Competition between grades presents itself as a possibl means of satis- fying the fighting instinct and furnishing opportunity to arouse interest in skil. The pupil has in addition to his desire for self-improvement, the incentiv to work for his grade, and to win the approval of his classmates. In the third and fourth grades one or two games a month wil be sufficient, and in the four upper grades interest can be centerd on one game each season. (See page 24.) Early in the month the new games should be taught Rules should be lernd and elements of skil emfasized. To the third grade, for instance, in such a game as a relay race, emfasis can be placed on the promptness in starting after the signal is givn, on the time saved if each pupil is careful to move up to the starting line while waiting for his turn, and on the importance of avoiding fouls. A date should then be set for a match game with the fourth grade, and the captains askt to see that their groups play the game during their free play periods. If the same game is used for a month, the match games be- tween the grades should be at least a week apart. The teacher might then observ the group early each week. Let some pupil in the group act as starter and another as a judge. Let them giv decisions and then make criticisms as to how the group as a whole can improv in skil, how certain individuals can improv, and how the work of the officials can be improvd. In the upper grades, the elements upon which skil depends ar more numerous. For example, in batball several lessons can be spent on each of the following: (1) Batting: (a) Proper use of arm in batting to insure greatest amount of force. (b) Ability to place the ball. (c) Ability to select weak spots in opponents' field for proper placing. (2) Running: (a) Running on that side of the field farthest from batted ball. 18 The Normal School Quarterly (b) Iteming to run at full speed while ball is at a dis- tance from the runner. (c) Lerning to go slow when ball is near the runner. (d) Ability to dodge. (3) Work by team in the field: (a) Catching fly-balls. (b) Skilful passing of ball. (c) Skilful throwing at runner. (d) Proper placing of team in the field. (e) Lerning to keep runner covered; i. e., always hav some one between runner and outside of field to stop any balls thrown at runner which miss him. Such analysis of a game givs something new for each lesson. One part should be maaterd by the class before another is taught. All games can be divided into similar elements of skil, one of which should be the definit aim in each lesson to hold the interest of the children. The captains who hav been selected in each grade should see that the game is played during the unsupervised play hours. Definit dates should be set each month for the match games be- tween grades. In the third and fourth grades, as stated before, one match a week is a good plan. In the four upper grades the matches can come nearer the end of the month since the older pupils wil hold a sustaind interest thru a longer period of practis. For the monthly physical education competition between grades (explaind later) the authors hav pland three contests in games between grades each month. The grade winning two of those three matches is declared the winner for the month. These matches ar held, third vs. fourth grade ; fifth vs. sixth grade ; seventh vs. eighth grade. In each of these the lower grade should be givn a handicap. In relay races, for example, the third grade should hav a foot and a half less to run than the fourth grade; in dodgeball, the fifth grade should be givn an extra 30 seconds in a 4-minute inning; in batball the seventh grade should hav seven insted of six "outs" in two innings ; in volleyball and in Newcomb the lower grade should hav a smaller field to protect ; in captainball the seventh grade may hav larger circles in which to place its players. The method of scoring for the montly competition is explaind under "Method of Scoring Grade for Competition." (See page 34.) USE OF STANDARDS Since the pupils ar to be graded on ability to throw, to run, and to jump, (the standards for those events should be stated in terms which they can comprehend. Physical Education and Children's Interests 19 Those standards ar stated in the charts on pages 20-21. In grading a pupil decide first to what group he belongs. Then compare his record with the standards for that group. The lowest standard in each case is graded 7; this includes not only reaching the lowest standard, but also any record between it and the second. The standards for the girl midgets for the broad jump ar 4 feet, 5 feet, 6 feet, and 7 feet. Any girl in this class who jumps 4 feet or anywhere between 4 feet and 5 feet should be graded 7. Any girl who jumps 5 feet or between 5 feet and 6 feet should be graded 8 ; etc. We find on record that Elizabeth, a midget, jumpt 4% feet. She is graded 7. Alice has a record for Sy 2 feet and is graded 8. Edna jumpt 6% feet and is graded 9. Hortense jumpt 7 feet 2 inches and is graded 10. Those records that ar lower than the lowest standard ar graded proportionately. A girl jumping 3 feet 7 inches should be graded 6; one jumping 2 or 3 feet should be graded 4 or 5. The tests should require an increase in strength and skil each month. A midget who threw the ball 8 feet in March and who, in May, was stil throwing 8 feet, should not be graded on the same basis both months. The standards given are those to be used the* first month of school. To provide for progression, the following increase should be made eachmonth: Jump } ;nch Throw 3 inches Dash 6 inches To facilitate reference to the Standard charts in grading tests, the following suggestion wil prove valuable. Insted of mesuring each throw or jump as actually made allowance should be made for the increase in the standard. If the take-off lines used in September for the jump and the throw are permanent lines, place the new take-off line the required distance back of it, but make all mesurements from the September line. This would mean that for the throw in October the take-off line would be 3 inches back of the September line, but the distance would be mesured from the latter mark. The midget who threw 8 feet in September and 8 feet in October would have in October a mesurement of 7 feet 3 inches. In November the take-off would be 6 inches back of the September line, in December 9 inches, etc. In the jump, as stated above, the take-off line is moved back one inch each month, and in the dash, the starting line is moved back 6 inches. 20 The Normal School Quarterly STANDARDS FOR BOYS Midgets Grade 7 8 9 10 Jump 4 ft. 5 ft. 6 ft. 7 ft. Dash (30 yd). 10 sec. 9 sec. 8 sec. Throw 8 ft. 12 ft. 133^ ft. 15 ft. Tall Midgets Grade 7 8 9 10 Jump 5 ft. 6 ft. 7 ft. 8 ft. Dash (35 yd.) 10 sec. 9 sec. 8 sec. 7 sec. Throw 9 ft. 13 ft. 15 ft. 17 ft. Middle-hights Grade 7 8 9 10 Jump 7 ft. 9 ft. 10 ft. 11 ft. Dash (40 yd.)-- 10 sec. 9 sec. 8 sec. 7 sec. Throw 16 ft. 18 ft. 19 ft. 21ft. Small Giants Grade 7 8 9 10 Hop-step-iump 18 ft. 21ft. 22 ft. 23 ft. Dash (45 yd.) 10 sec. 9 sec. 8 sec. 7 sec. Throw 26 ft. 35 ft. 38 ft. 41 ft. Giants Grade..._ 7 8 9 10 Hop-step-jump 20 ft. 23 ft. 24 ft. 25 ft. Dash (50 yd.)- 10 sec. 9 sec. 8 sec. 7 sec. Throw 30 ft. 39 ft. 41K ft. 44 ft. Physical Education and Children's Interests 21 STANDARDS FOR GIRLS Midgets Grade 7 8 9 10 Tump 4 ft. 5 ft. 6 ft. 7 ft. Dash (30 yd.)- --- 10 sec. 9 sec. 8 sec. 7 sec. Throw 7 ft. \0 l A ft. 1134 ft. 12 ft. Tall Midgets Grade 7 8 9 10 Jump 5 ft. 6 ft. 7 ft. 8 ft. Dash (35 yd.) 10 sec. 9 sec. 8 sec. 7 sec. Throw 8 ft. 11 ft. 123^ ft. 14 ft. Middle-hights Grade 7 8 9 10 Tump 7 ft. 9 ft. 10 ft. 11 ft. Dash (40 yd.)- 10 sec. 9 sec. 8 sec. 7 sec. Throw 10 ft. 12 ft. 14 ft. 17 ft. Small Giants Grade 7 8 9 10 Hop-step-jump 16 ft. 19 ft. 203^ ft. 22 ft. Dash (45 yd.)._ 10 sec. 9 sec. 8 sec. 7 sec. Throw 20 ft. 27 ft. 29 ft. 31 ft. Giants Grade 7 8 9 10 Hop-step-jump 17 ft. 20 ft. i\y 2 ft. 23 ft. Dash (50 yd.) 10 sec. 9 sec. 8 sec. 7 sec. Throw 24 ft. 29 ft. 31 ft. 33 ft. 22 The Normal School Quarterly ORGANIZATION OF ATHLETIC EVENTS The athletic events include, as explaind under "Use of Stand- ards," a running, a throwing, and a jumping event. Each pupil is to be tested in each of these every month. If the tests ar all given at the end of every four weeks, it is not likely that the pupil wil practis the three events during that time. The stimulus necessary would require a large amount of enthusiasm from the teacher. If, for example, the test for the throw is given the second week in the month, and the pupil knows the preceding week that the test wil be given the following Tuesday, he wil spend some time in preparing for it. If the jump test is given early in the third week, and the dash in the fourth, practis in each of these wil be stimulated for the week preceding the test. This plan is followd in the suggested program for a month on pages 23 and 24. It wil result in better records and in a greater amount of activity during the out-of-school play hours. In taking the records the following plan wil save time : A. THE dash Arrange the children according to their group divisions, midgets, middle-hights, etc. Mark the starting line and finish lines for each group. One person can easily start the runners and time them. The timer stands on ithe finish line with the stop-watch. The runners ar in file formation back of the starting line. The timer brings her right hand high above her hed as a signal for the runner to prepare, or "get set." A forceful bringing down of the arm and hand is the start- ing signal, and with it the timer starts the stop-watch. The watch is stopt just as the runner crosses the finish line. As soon as the time has been recorded, the starter raises her hand to start the second runner, who has moved up to the starting line. Sixty to seventy children can be tested in a fifteen-minute period by this method. If there is no stop-watch in the school, a watch with a second hand may be used. The stop-watch may be purchast for about ten dollars from any of the companies handling athletic equipment. B. THE THROW The pupils to be tested ar lined in file formation as in the dash. Such a line need not be composed of any one group, but may include all those in one grade or in several grades. Each pupil is given two trials, and the better of the two is recorded for the month. Thus, if John throws the ball 12 ft., then 16 ft., the second throw, 16 ft., is his record for the month. It is best to giv the two throws in succession. In mesuring the throws, much time may be saved by having lines markt on the ground. The first line should be about the distance that Physical Education and Children's Interests 23 § S ^ «s < ft, A) c Si N I— < « o 2 o s a 3 O B 4-1 CO CJ CO c3 C s CD T3 aj Ih o Q W d C$ -cj c ,. 1 * 2 9J CD cj is £ 3 Ph s o CO +-> ••"■» co co TO «f« 5 " S 2 a a S S S 3 -* •^ CD CJ '-2 .— CO r^ B o 60 C T3 S b- CTS # +-J 4-> "G 6o a, I s CD M co W 1 I CD CO -a .2 cj en S 3 s 3 o CO co CD (J CO to a B O co CD CD hi 3 CO O C o CO J) co c« C B a O 3 co ** t? cu cj * S aS ? a .S « 5 O ° «U co -f5 .2 co *-. V* o g> a IS CD 3 cd to £ s fe ** js o M •rj +J «+-i 1« 3 ° •~ £ S c .8 ns co {JO co o s S u * S ^g ^ T3 r* u a g a .S .S ^ ^ £? § o hH cj 3 •n ■'- , ^* CO +-* 4-» 5a o R cy o ■g u 1« CO .fh .JHT3 cu O ■si -y bt) S3 II St. ■s 0)' O 24 The Normal School Quarterly Oh ^ « CO £ £ w w o 1 1 S3 33 g ^ e £ £ So a R « o 03 W 2 fa CO o 4-> d , co >. o pq Is +-> co ■f-J -M CO CO N O pq O CO V. as CO CU a •4-J cu Oh CU CO s d o CO S a d -d fix X-d Op* CO O pq CO o ^§ •S & CU CU oo CO o a § *-' 4J Q W co o CU a as to -d u CO O PQ d o co co o ■a s s a d-d >>-d Oe4 CO O CO u (-1 M *£: w) cu cu a$ rt oo CO !>, O pq a ^! ■»-> co Co — cS cu O, CD CO In 1 3 4-> If co rt CO >> O pq r> « G Oh aj cu 3 tn (5 S 2 § HPhH CO o (— CO tJ >»« ^ tJ «- cu S ^ O 3 co o > .« 4-1 Oh _ £ & sis .2 m- co S.2 •a § i^&s £ •* jJQc&fc 60 a, co o w g CO 3 O pq a d .2.8 •a a PhH CO l-l o Oh rt CU a^ a 3 o> c5 4J u »5 r S 2 § HPhH CO O pq d *3d d co CU to D ™ ♦-• d £ ^c^fS Physical Education and Children's Interests 25 the weakest throw wil reach, and the others should be placed at in- tervals of two feet until the last one wil reach approximately the distance of the best throw. Each line should be plainly markt and the distance from the throwing line plainly markt on it. If indoors, the lines can be made with chalk and the distance markt beside them. If out-of-doors slaked lime and water make a good marking, and the distance can be markt on small stakes set in beside the lines. When the first pupil comes up for his test the distance of the first throw should be markt, but not mesured. A small stake placed in the ground or a mark on the floor can be used. If the second attempt is better the stake (or mark) is moved to record that. If less, the stake remains where it is. The distance then can be quickly mesured with a foot rule from the nearest line. Remember that it is always the best throw which is recorded and that time is saved if only the best is mesured. The field when redy for the throw should look like the following diagram : 10-ft. 12-ft. 14-ft. 16-ft. 18-ft. 20-ft. 22-ft. 24-ft., etc. Throwing line In the work with the grades, the double overhed throw is used for the midgets, the tall midgets, and the middlehights ; the shot-put, for the other two groups. In making the standards given in this bulletin a two-pound medicine ball was used for all throws. If the school lacks such a ball one can be easily made by filling a volley-ball cover with cotton and rags until it has the required weight. C. THE JUMP The field is markt as for the throw, marking the distance from the take-off board. Each pupil is given two trials, and only the best is 26 The Normal School Quarterly mesured and recorded. The midgets, the tall midgets, and the middle- hights use the running broad jump. The small giants, and the giants use the running hop-step- jump. If the field and equipments ar limited, each grade should be assignd certain recess periods when it may practis for the coming test. The older pupils can take and record these mesurements, and after a little help wil do it as accurately as the teacher. Descriptions of the events with rules for running them wil be found under "Description of Games," page 38, and "Description of Athletic Events," page 41. D. STUNTS A stunt, according to Pearl and Brown's Health by Stunts, is an activity which can be done or cannot be done. It would include such activities as the forward roll, or somersault, or "skin the cat." There wil be no gradings in stunts other than or 10 if only one stunt is required each month. (If two stunts ar required, 0, 5, or 10 would be possible.) At least two stunts should be required for each month. These should be given to the grade, not to the group divisions, and should be made increasingly difficult from year to year. The stunts for any one month should differ in type. The stunts should be explaind and demonstrated early in the month. The Detroit plan of teaching them to the room captains might be followd. (See Health by Stunts.) The captains would then be responsible for teaching them to the room. A certain time should be set aside each week to ask about the stunts and to test those pupils who say they can do them. As in the athletic events some stimulus each week is needed to carry the interest over for the month. The captains would aid here in giving the tests, and handing in the names of those who could do them. FIG. 2-A FIG. 2-B Physical Education and Children's Interests 27 ORGANIZATION OF GYMNASTICS Gymnastics has a distinct place in physical education in that it trains the subjectiv motor control and develops the muscles which ordinarily secure little work in daily life. For this reason it should be given a definit place in the physical education program ; but one should always keep in mind the thought of the purpose and the aim of this phase of the work remembering that gymnastics can not furnish the same reaction or in any mesure supplant other phases of physical education. AIMS AND VALUES TO BE APPRECIATED BY PUPILS It is necessary in this phase of the work as in every other to secure the intelligent interest of the children before we can go far in gymnastic work. The pupils should be given an idea of the ends and aims for which they ar working; for instance, in giving an order ex- ercize the instructor should point out the value and need for good posture, or, if a shoulder blade exercize, the need and value of stretch- ing muscles in the front of chest and contracting the upper back muscles. It is surprising to witness the actual teaching power of the children in the four upper grades. Splendid results may be secured by teach- ing a lesson to the squad leaders and then later hav them teach it to their own squads under the supervision of the teacher. It wil then be "up to" the leader to perfect the work of his own squad. His work may be checkt up at the end of the month by giving a test. A discussion of the qualities for which the children ar working and for which they wil be tested should be held quite frequently during the month, in order that a sustaind interest may be secured from the children. The authors hav considerd good posture while performing an exercize, good form of the movement, and quick and forceful re- sponse to command — the essential elements of the gymnastic work. TESTS, GRADING, AND "MEETS" A test may be conducted in about ten minutes. Hav the class arranged as for a regular lesson; take the seating plan of the room, giv an exercize, repeating it several times and at the same time focus attention on one row ; at the end of the exercize giv "In place — rest !" and mark the individuals in each row. Continue this process until the lesson is finisht and every child has been graded. The following system of grading may be used. The grading is on a scale of 10. 1. Good posture at the beginning of an exercize, during the exercize when physically possible, and at the end of the exercize should receiv 4 points. 2. Good form of the movement should receiv 3 points. 28 The Normal School Quarterly 3. Quick and forceful response to command should receiv 3 points. Interest in gymnastics may be increast if competitions between rooms ar arranged. Select about ten of the children having the highest records in gymnastics from each room that is to compete. Arrange a time for the meet, place the groups on the floor and grade them in the fashion which has alredy been described. The room receiving the highest record wins the contest. ORGANIZATION OF DANCING Dancing has come to hav a place in physical education work be- cause of its manifold values. The hygienic value derived from this work can hardly be surpast by any other phase of physical education, while the development of the subjectiv motor control as wel as the opportunity for growth of the dramatic sense is very great. The work is more popular with girls than with boys at the beginning, but a careful selection of their dances wil soon prove that boys become interested in this type of work. They ar fond of character dances, such as the sailor's hornpipe, Indian dances, and the simple Scandi- navian dances. The work should be graded, as ar the other phases of physical education, on a scale of 10. 1. Intelligent interpretation and spirit in performing a dance should receiv 4 points. 2. Perfect memory of figures should receiv 3 points. 3. Excellent skil in execution of dance should receiv 3 points. STIMULATION OF POSTURE HABITS The fact that correct posture is so closely allied with good helth has come to mean that posture-training has a place in every physical education program. Erect posture is not an instinctiv quality of human kind, but it is a sense which must be traind and developt until it be- comes a habit. The methods used should be similar to those described under "Helth Inspection." Means must be found to motivate and stimulate an interest in correct posture. Miss Bancroft's book, The Posture of School Children, is rich in suggestions, perhaps the most valuable being the triple test for posture. This has been used for a number of years in the Training School at Normal, and has been found invaluable. Physical Education and Children's Interests 29 THE TRIPLE TEST A careful study of the posture of school children should enabl the reader to giv the "triple test" accurately; but in order that the minds of those who alredy hav some slight knowledge of the subject may be refresht the following brief sketch is given. The entire body is viewd from the side with the thought in mind that the four large segments (hed, neck, trunk, and legs), when the body is held cor- rectly, wil form a perpendicular line corresponding to a plumb line dropt past the ear, shoulder, hip, and ankle. This principle must be kept in mind thruout the test as it is the working basis of each part of the test. The triple test is composed of three distinct parts : first, the standing test in which the pupil is tested for posture in a stationary position; second, the marching test for endurance of the muscles responsibl for good posture; and third, the exercize test for stil greater endurance of these muscles. During the first test the pupils stand by their seats (if in a school room), or in a line at the side of the play room, while the teacher carefully views each pupil, keeping in mind the principle of the plumb line. The eye may be assisted by the use of a long stick which one can actually stand at the side of the pupil, then step back at arm's length comparing in this way the line made by the segments of the body with the corresponding line or stick. Should a child fail to pass this first test, he is askt to sit and his failure is recorded. The second, or marching, test is based on the theory that when muscles ar held in an unaccustomed position they tend, when fatigued to return to a more accustomed or familiar posture. Thus, if a child is unaccustomd to the correct standing position he may hold it for a few seconds as in the first test, but if his muscles ar fatigued he wil slump back to the accustomd incorrect standing position. In order to accomplish this the children ar marcht about the room for four or five minutes, while effort is made to distract their attention from their posture by unexpected halts and facings. As soon as a faulty position is noted the child should be askt to step out and his failure to pass the test be recorded. The third test is a further test of endurance and consists of a series of exercizes which hav been selected with the thought of the age and skil of the pupils in mind. The pupils should be abl to perform the exercizes and at the same time hold the body in a good position. 30 The Normal School Quarterly GRADING The pupils ar graded as follows : D, if they ar unabl to pass any of the tests, C for passing one, B for passing two, A for passing three. If the individual scoring suggested on page — is used, then D = 6, C = 7, B = 8, A = 9. A grade of 10 should be givn if a child passes the triple test and the teacher knows from observation that he has an habitually good sitting, standing, and walking position about school. WEIGHT Tho regular physical exercize has been required in many schools for years, the necessity for continuing that activity in out-of-school life has not been imprest upon the pupils. The relation between helth and exercize has not been demonstrated. This relation should be under- stood and properly valued by the children. Weight has long been considerd an indication of helth. Loss dur- ing illness and gain during recuperation hav been facts considerd with interest by the public. Interest in the weight of growing children (beyond the period of babyhood) has not been so common. This interest could be stimulated if some standard could be set which would be a criterion for the monthly gain in weight of all pupils in school. Such standards hav been made in the charts publisht by the Child Health Organization of New York. These charts include not only the normal weight at a given age and hight for boys and for girls, but also the amount that should be gaind each month. In grading the individual each month we hav used the following method: A pupil who had gaind the number of ounces set as the standard for his age was graded 10. One who had made no loss or gain in comparison with the preceding month was graded 7. Those who had made some gain but not the required amount wer graded proportionately. For example, if the standard for a certain pupil was eight ounces and he had gaind four, his grade for the month would be sy 2 . Any loss in weight was marked proportionately, except in those cases where the pupil was overweight. If the child is overweight any loss should be graded 10. If a child is underweight, but makes any gain he is graded 10. If scales for weighing ar not provided by the school, some mer- chant in the town wil be glad to giv the use of his scales for the school. The weighing can be done by the older pupils if necessary. In rural districts, a nearby farmer wil be glad to offer his scales for the monthly weighing. Physical Education and Children's Interests 31 eo2 v©i-nrtO\MifteO©'#t-©'«3'ON Oi-Hr-li-HCsllNeNCOCOCOTf-^T}" ec*o\Tj* s CO +3 a o s 1 w ri 1 ^ N -f CO >> ■a (0 o o2 r-io0\OOHHHNMNmc0«Ti'rf & r- rH m o\ •* as rr as cc eo © eo eo e© o^. as © © i-h <-i i-h # a, *# a i :::::;: : loiooooot-ot-coeoaosOs©© ■ j ■ ■ j | j j j ©2 Mint^avtsiwcooMi-Hiflai i i i : : : i : i : i i i ininmwsosCsoc-t-^Moseo j ; j | :::::: i j j OJ ... Oh- N N N &5 o o o ~.5< J?; Pi § w f ^ c?srHC\i^'oeor-4'*h-astMso i i i i i : i i i i i i i : i i Tj ■a -£ oeo©©r^Mmrjiinoi--eoas©^MfO^ , LOsot^ooas©i-H» ca m2 sO©"#Osr}«as'*eOCOt-(NO©'<*asT}eoeoeocsOs©©'-irH(N(NMcocOTfiT}'mmo ; : 3 « 2 t-ot-coeoeoasO\as©©r-i(NiNfOfoco :;;;;:; (0 H ^ csjinco©coo©«oo\eoi>iMh-M i i i i : i i : i : i : soooi>t^-t-coeoeoeoasON©©i-i ; : j : ; : : : : ! : : 4J bo 1 13 C JS bo c^csH^h-acsuncMNincoNwoifl i : i i i : i i : : i i : wmsescscsohh>t-cecococj\osoo : i i i i i i 1 i i i i i ©2 ■«5 i i i i i i i i i i i i i : i i i : i i i i tji tji Tji ^ 10 to 10 10 10 so o o o : | : | | [ | : : ) : 1 j { : i : j : : j : -5 t- o\ih co io o eo © cm •<* o eo © in ! ! ! i ! ! ! ! 1 [ ! ! ! ! ! ! coeo , *'* , * , *'*ioioioioiooo : : ; : ; : : : ; ; : ; : : ; ; 4) X ^ \© ec © ©i- o 53 J3 O o i—i ON oo Os l^ t^ t^ t>^ r^ o I— 1 oo rt »— i Os en < oo oo o l-H C cti «-. » OO ^o O oj od O O en pq oo vb Os i— H o - '53 i ■M "o a pj U c 3 CO (2 '5b d CO c a co s o. C/3 S St O h Q i CO y co C a CO +-> a p +-> w Q < c 1 34 The Normal School Quarterly METHOD OF SCORING GRADE COMPETITION As a stimulus for greater effort in the various activities in which the pupils ar to work a monthly competition between grades wil be found invaluable. In addition to the stimulus for greater individual effort, the grade competition brings home to each pupil his responsibility in the school community, teaching him the necessity for cooperation. Upon each individual's success depends the success of the grade. If a banner is awarded to the room making the best record, interest is greater. This banner should be awarded for a month at a time only. The room competition might be compared to a track meet. The grades ar the contestants ; the events ar the elements of physical educa- tion which ar listed on each individual's card (weight, posture, hygiene, sportsmanship, jump, throw, etc.). The mesurement made by any one grade in a given element is that of the average for the grade in that element. Let us take one element, posture. Taking the cards (see sample) for all the pupils in the fifth grade, we add the posture grades found in column b for the first month. The sum obtaind by this addition is then divided by the number of pupils in the grade who were tested. This is the fifth grade's average grade for posture for that month. After the average grades for posture for all grades hav been determind for the month, these averages ar compared. The room having the highest grade is awarded first place in posture ; the second highest, second place ; etc. This plan should then be followd with all the elements on which the individual pupils ar graded for the physical education. This work in determining the grade averages wil be scatterd all thru the month. For instance, the averages for the throw can be found the second week of the month as soon as the [throw tests ar completed; the jump averages, the third week, etc. The older pupils can find these averages. If pupils in the three or four upper grades find them,, they wil serv as a check upon one another. At the end of the month a chart similar to the following would show the exact standing of each room: The total of the columns markt " Place" when the chart was finisht would indicate the best all-round grade. The grade having the smallest total for the figures in column "Place" would be the winner of the month, and would hav the banner for the next four weeks. Thus if any one grade had won first place in every element, the total would be twelv. The lower the place won by a grade the greater wil be the sum of the column. Physical Education and Children's Interests 35 V a o CO cu u W> «s VO - ID 60 aj Ih > < \o 04 OO ui oo CD Ui o 4-) <* u - -* t-O m CU 60 tU (h > < oo VO VO !>. OS 6 43 u OS ^ - - x* (h > < |>1 On oo OS 1- o 43 VO u ^O to r^ VO CD 60 as (h 01 > < m l>. VO as o +-> o co CO ^H oo oo MO oo 6 43 ■!-> oo o aS oi < oo vo r>. oo 43 3 co O ■M 'o aj as u 60 c .-1 IS CO a a$ S CO ■(-> Ih o a CO c G 3 CO CO cu s as a 36 The Normal School Quarterly If the chart is placed in a corridor where all can see it as soon as the first average has been determind, interest and effort wil be stimulated. As in the grading of the individual, any number of the elements of the grading system may be used. In adding these scores for the grade competition, the places won by each grade in the monthly tournament (see section on "Games and Tournaments") should be added to the score. The winning teams should be scored 1, or first place; the losing teams, 2, or second place. Physical Education and Children's Interests 37 Jd T3 C "E CO s Relay races — Tag wall 2 3 Jump over Indian clubs All-up Trades 2 J* o CD B tu J3 > J3 co '5b T3 a a CO O n Club snatch 2 Shuttle relay 4 Overtake relay 4 —, JO v^4 ■9 8 O a$ Qpq J3 J= 4-1 O pq c •S eo 3 M CJ « CD .08 6C tic es 9 a •3 a "3 8 £? - — 38 The Normal School Quarterly DESCRIPTION OF GAMES Games which ar not found in Bancroft's Games for the Play- ground, Home, School, and Gymnasium or in Clark's Physical Training for Elementary Schools or in Spalding's Guides, ar here described. I. KICK BOMBARDMENT 1 The field is about forty by sixty feet with a center line dividing it into two equal areas. A line at each end of the field runs parallel with the end line, and is two or three feet inside of it. This marks off the end zone. Each team must play within its own half of the field. The mem- bers of each team ar divided into forwards and guards. The object of the game is to kick the ball over the opponents' end line; the ball in passing over must not be above the reach of the guards. Guards. — The guards should prevent the ball from passing over the line. They may use their hands or any other part of the body in stopping the ball. The use of the hands in preventing the ball from going over the end line is permitted only as long as the guard remains in the end zone. The guard may venture out of this zone, but may no longer employ |the use of the hands in stopping the ball. Should he use hands a foul is calld. If the ball is toucht by a guard and passes over the end line the score shal count. forwards. — At no time within the field of play may the forwards use the hands. They may stop the ball wiith any other part of the body. Touching the ball with the hands while within the field of play or venturing into the opponents' field shal be considerd a foul. Out of bounds. — From out of bounds on the side lines or at the end, the ball may be tosst or roled into the field of play. Kick-off. — The ball is kickt off from the center of the field. The player who kicks off may take one step, but may not take a run pre- ceding the kick-off. The side winning the toss-up gets the kick-off. Foul kick. — A foul kick is taken from the center of the field. The opposing forwards shal not be permitted to interfere or block the kick. They should stand near the side lines. Scoring. — When the ball passes legally over the opponents' end line a. After a foul kick it counts one point. b. After a kick during play it counts two points. After each, score the ball is again put in play at the center, the side against which the score was made getting the kick-off. If the foul kick is unsuccessful the ball remains in play. 1 By permission f Mind and Body. Physical Education and Children's Interests 39 II. BASE KICKBAU/ Kickball has proved to be very popular with the younger boys and girls of the public schools. It has servd as an introduction to the national game, the pupils learning many of the rules which ar used in baseball. The ideas of "being forced," "playing for the home or near- est base," and "double play" ar quickly learned. Third- and fourth- grade girls hav very little interest in baseball because of their inability to throw or bat, but ar enthusiastic about kickball because all ar able to kick, run, and catch a larger ball. The fifth- and sixth-grade girls learn the game of baseball much more quickly and understand it better after having played base kickball. a Y c h & Ki'c K±r -Ba/c X X H. S. DeGroat. By permission of Mind and Body. 40 The Normal School Quarterly REGULATIONS Ball — A soccer or volley ball. Number of players. — Ten to thirty. Neutral zone. — Not to be enterd until after the ball has actually been kickt. RULES OF PLAY The kicker. — The kicker must stand within the circle when kick- ing the ball. The ball must be kickt fair and beyond the five-foot line. All infractions of these rules shal count as fouls. Three fouls count as an "out." The base runner. — The base runner may take one base only on an infield ball. He may take one additional base if the ball is thrown to a base and mist by the baseman, or if it is thrown at a runner and fails to hit him. He may go as far as safe on all fly balls kickt to the outfield. He musit not leave the base until the ball is actually kickt. An "Out." — A player is "out" when he is hit with the ball ; other- wise the rules ar the same as in baseball. "Side out." — Same as in baseball or when each side has kickt around. III. QUADRUPLE DODGEBALL Field. — The field should be about seventy feet long and fifty feet wide, divided into four equal divisions by lines which ar parallel with the ends. Ball. — A volley ball or soccer ball. o X X o o X o X X o o X o o X o X o X X o X o X Team A Team B O X PJiysical Education and Children's Interests 41 Number of players. — There should be from eight to sixteen on a team. Each team should be divided into two equal groups and placed as suggested in the diagram. Rules of play. — The ball is tost up in the center between two players. It may be batted or caught. The player securing the ball throws it to a member of his team in the end division. For instance, the ball is secured by a member of the O team ; he throws it to a player in the end section; that player may pass it to a player on his own team who throws it at an X player, or he may himself try to hit a player. Should either succeed, a point is made for the O's. The center players may not hit the end players. Should the ball land in their territory they may pick it up and throw to their own end players. The opponents in the center may try to prevent this by catching the ball, When a point is made the ball is picked up and thrown to the end players. The players at whom the ball is thrown should dodge the ball by jumping up, or ;to the side, or by falling to the ground. The ball must be a fly-ball to count. Should it be thrown higher than a player's shoulder and hit the player, no score is made. A ball which hits one player and bounces so that it hits a second player is counted as one point. When a player is hit he does not step out ; the whistle is blown to announce a point and the play continues. Fouls. — Stepping into the opponents' territory is a foul and the ball passes to the opponents. Innings. — Four-minute innings may be playd. At the end of an inning the end teams change with the center teams. Any number of innings may be playd. DESCRIPTION OF ATHLETIC EVENTS The athletic events for the monthly tests shal include a running, a throwing, and a jumping event. Rules for conducting each ar given, which, if observd thruout the year, wil prove invaluable in conducting a field-meet in the spring. THE DASH Description. — The start. Two forms of start may be used. In the first the runner stands in the following position. One foot toes the starting line and the other is placed a step backward and dug into the ground redy to push off the runner on the signal to go. 42 The Normal School Quarterly In the second, the runner, at the command, "On your marks," (see Fig. 3, on your marks) places one foot (usually the left) six to eight inches from the starting line and kneels on the opposite knee bringing it in line with the instep of the left foot. The toes of the right foot ar dug into the ground, redy to push off on the signal. The hands ar placed on the line, finger and thumb tips touching the ground with the thumbs and forefingers along the starting line. On the signal, "Get set" (see Fig. 4, "Get set"), the runner raises the right knee, throwing the weight forward on the hands and left leg. The hips ar then in line with the shoulders. The lower right leg from knee to ankle is parallel with the ground. On the command, "Go," the runner pushes himself forward and diagonally upward and across the starting line. Rules. — If any part of the body touches the ground in front of the starting line it shal be considerd a false start. For each false start, the runner shal be set back one yard. The runner shal be considerd to hav finisht the race when his entire body has crost the line. The dashes shal be the following length : For midgets, 30 yards ; for tall midgets, 35 yards ; for middle- hights, 40 yards ; for small giants, 45 yards ; and giants, '50 yards. Starting and finishing lines must be plainly markt. Bl. the throw (Double-overhed) This is to be used by midgets, tall midgets, and middle-hights. Description, — The ball is held over the hed in both hands and thrown out and forward as far as possible. The ball may be swung forward and backward a few times to gain momentum, and, if de- sired, the thrower may take a small jump forward in throwing. Rules. — The throwing line shal be plainly markt. If in the act of throwing, any part of the body touches the ground beyond the throwing line, the throw shal be calld a foul throw. It shal be counted as one trial but shal not be mesured. All throws shal be mesured from the throwing line to the spot where the ball first hits the ground, and shal always be mesured at right angles to the throwing line. B2. THE SHOT-PUT This is to be used by the small giants and the giants. Description. — The thrower stands on the starting line from five to seven feet back of the throwing line. The weight is on the right foot which is parallel to the throwing line. The right knee is bent i Physical Education and Children's Interests 43 and the body inclined backward. The left shoulder is toward the starting line. (See Fig. 5.) The left foot touches the ground lightly to balance the body. The ball is held on the right hand near the base of the neck. The wrist is flext backward. The elbow is fairly close to the body — never straight out from the shoulder. When a balance is obtaind the left foot is swung to the rear of the right foot and then raised suddenly and forcibly forward and upward. At the same time the thrower hops on the right foot, landing on both feet with the left shoulder stil advanst. A spring forward with a half turn follows, so that the right foot comes up to the throwing line. With the spring, the right arm pushes the shot out from the shoulder, the hand following the shot. (See Fig. 6.) From the first hop forward to the throwing of the ball is one continuous movement. In teaching it, take the parts slowly before trying to combine them. Rules. — The same as those for the double overhed throw. CI. the jump (running broad) This is to be used for midgets, tall midgets, and middle-hights Description. — A place should be arranged for the jumper to land; if out-of-doors, sand, sawdust, or soft earth should be pro- vided; if indoors, gymnasium mats may be used. The take-off line (the mark where the jump begins) should be plainly markt so the jumper can see it as he approaches it. If out-of-doors, a board sunk level with the ground makes a good take-off line. The jumper approaches the take-off line on the run, and lands just back of it on the foot from which he desires to make his jump. The jumper springs into the air bringing his knees up close to the chest and throws the body forward as the feet touch the ground. In teaching the jump, practis it first without the run. The length of the run should be from 10 to 20 yards. Rides. — The jump shal be mesured from the take-off line (at right angles) to the nearest point toucht by any part of the body of the jumper. (If the body falls backward, and the hands ar thrown back of the body it may be the hands rather than the heels which make the nearest point toucht by any part of the body.) If the jumper touches the ground beyond the take-off line in making the jump, the jump shal be calld a foul jump. A foul jump shal count one trial but shal not be mesured. A line shal be drawn 6 feet in front of the take-off line. This shal be calld the balk line. If in any attempt the jumper crosses this 44 The Normal School Quarterly line but does not cross the take-off line the attempt shal be calld a balk. Two balks make one trial. This is to be used by the small giants and the giants. C2. the jump (Run-hop -skip- jump) Description. — The start with the run is the same as that for the broad jump. Insted of starting at the take-off line with a jump, the contestant makes a hop. This is usually done on the left foot — taking off with the left foot and landing on it. A sitep forward on the right foot follows, and then a jump as described under the broad jump. The length of the jump is mesured from the take-off line where the hop began. Effort should be made to gain as much as possible on the hop and the step as well as on the jump. Rules. — The same as given for the running broad jump. SELECTED REFERENCES Bancroft, Jessie H. Posture of School Children. The Mac- millan Company, Chicago and New York. *Bancroft, Jessie H. Games for the Playground, Home, School, and Gymnasium. The Macmillan Company. Games for all grades. *Burchenal, Elizabeth. Folk Dances and Singing Games. O. Schirmer, 3 East 43rd Street, New York City. *Burchenal, Elizabeth. Folk Dances of the People. G. Schir- mer, New York City. *Caskey, G. M. Athletic Jubilee. Publisht by the Author. For boys. *Clark, Lydia. Physical Training for the Elementary Schools. Benjamin H. Sanborn & Company, Boston and Chicago. Gymnastic lessons, games, and dances for all the grades. ^Crawford, Caroline, and Fogg, E. R. Rhythms of Childhood. A. S. Barnes & Co., 30 Irving Place, New York City. For young children. *Crawford, Caroline. Dramatic Games and Dances for Little Children. A. S. Barnes & Co. Gilbert, Melvin B. Gilbert Dances. G. Schirmer, New York City. *Hofer, Mari R. Music for the Child World, Vols. I, II, III. Clayton Summy Company, Chicago. Physical Education and Children's Interests 45 Johnson, George E. Education by Plays and Games. Ginn & Company, Boston and Chicago. Discussion of the value of games. Lee, Joseph. Play in Education. The Macmillan Company, Chi- cago and New York. Discussion of play. *Moses, Irene E. Rhythmic Action Plays and Dances. Milton Bradley Company, Chicago. For little children. *Pearl, N. H., and Brown, H. E. Health by Stunts. The Macmillan Company, New York and Chicago. *Spaulding , s various athletic Guides. A. G. Spaulding & Brothers, New York and Chicago. Skarstrom, William. Gymnastic Teaching. American Physical Education Association, Springfield, Mass. Sperling, Harry. The Playground Book. A. S. Barnes & Com- pany, New York City. N. B. — 1. Any book on this list may be obtaind from the American Physical Education Association, Springfield, Mass, or from regular book supply companies, such as A. C. McClurg & Company, Chicago. 2. References markt with a star (*) contain description of practical work.