THE UNIVERSITY OF ILLINOIS LIBRARY 370 116 . No. 26-34 HSSSiSSSBS*' University of Winois Ubrar^ Digitized by the Internet Archive in 2011 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/dutiesofmenengag30monr "Educational excursions by senior high students," Atlanta High School Journal, 2:5-6, March 15, 1924. A list of the places visited by senior high-school students in Atlanta, Georgia, and the number of students visiting each is given. "Improving high school commencements," American Educational Di- gest, 43:339-41, 366, 368, April, 1924. A summary of practices and suggestions from almost twenty-five hundred edu- cators is given, with quotations from a number. Data are included as to kinds of pro- grams, the length of exercises, costs, and so forth. [40] BULLETIN NO. 30 BUREAU OF EDUCATIONAL RESEARCH COLLEGE OF EDUCATION THE DUTIES OF MEN ENGAGED AS PHYSICAL DIRECTORS OR ATHLETIC COACHES IN HIGH SCHOOLS By Walter S. Monroe Director, Bureau of Educational Research THt PRICE 25 CENTS PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 1926 < cduu^. PREFACE The research reported in this bulletin is limited to the collection and summarization of certain data relative to men who are employed as physical directors or athletic coaches. Xo attempt has been made to solve any problem. However, the information collected will be useful to those who are planning curricula in schools or departments ' of athletic coaching. When using any of the information presented in , the following pages, one should bear in mind that the facts relate only to existing conditions and should avoid the error of assuming that it is desirable to perpetuate these condi- tions. For example, it was found that golf teams are coached by only 2.5 percent of the men from whom information was secured. This fact does not justify the conclusion that coaches do not need to be prepared to coach a golf team. This study of the duties of physical directors and athletic coaches was made possible through the cooperation of a number of principals and superintendents, as well as of the men actually engaged in this division of school work. The fact that slightly more than 50 percent of the questionnaires were returned is worthy of comment. It indicates more than a passing interest in the inquiry. The Bureau of Educational Research is glad to acknowledge its indebtedness to all who have cooperated in the investigation. Walter S. Monroe, Director. March 29, 1926. THE DUTIES OF MEN ENGAGED AS PHYSICAL DIRECTORS OR ATHLETIC COACHES IN HIGH SCHOOLS 1 Purposes and sources of information. The following pages present a summary of certain information relative to the duties of men engaged as physical directors or athletic coaches in high schools. The ques- tionnaire used in collecting the information is reproduced in the Appen- dix in order to show the particular items of information asked for and the form in which the answers were given. Examination of the ques- tionnaire will show that an effort was made to state the questions so that the answers would require relatively little writing and be given in a form that would facilitate the task of tabulating them. On October 30, 1925, the letter reproduced on page 6 was ad- dressed to the principal of the high school in every other city appearing in the Educational Directory issued by the Federal Department of Education for the year 1924, except those cities having a population of 50,000 or over according to the 1920 Federal census. In the case of these cities a letter was addressed to the superintendent of schools asking that he forward the enclosed copies of the questionnaire to a representative high school in his system with the request that they be filled out and returned to the Bureau of Educational Research. The letter also contained the following statements: "If additional blanks are needed in order to make a complete report for this school, I shall be very glad to send them upon request." "In the case of cities which have several high schools, we should like to secure a report from more than one of them. If it meets with your approval, will you kindly give us the names of the high schools other than the one to which you transmit the enclosed blanks. We shall then communicate directly with the principals of those schools." Requests for additional copies of the questionnaire were received from several cities. A total of approximately 2300 copies were dis- tributed, of which slightly more than 50 percent were returned. Of those returned a few were not filled out because the school had no physical director nor athletic coach. Others were incorrectly filled out 'S^C-Stafey, Associate Professor of Physical Education and Athletic Coaching, suggested this investigation to the writer and assisted in the preparation of the ques- tionnaire used in collecting the data. The tabulation of the data was under the imme- diate direction of J. A. Clark, Assistant, Bureau of Educational Research. [5] and several were received too late to be included in our tabulations, which represent 1032 questionnaires from 725 cities. The distribution of the sources of information with reference to size of city and geograph- ical location is shown in Table I. The number of cities in each state is given immediately after its name. It will be noted that information was secured from all states except Wyoming. The geographical distri- bution is, however, not uniform; nearly half of the questionnaires being from states in the eastern and north central divisions. The large num- ber of questionnaires from cities over 100,000 population is accounted for by the fact that such cities have several high schools and a highly developed plan of physical education. October 30, 1925 To the High-School Principal: At the suggestion of a number of persons interested in physical education, the Bureau of Educational Research is undertaking an analysis of the activities of men engaged as physical directors or as athletic coaches in high schools. Will you kindly hand the enclosed questionnaire to the proper member of your staff with the request that he answer the questions and mail the blank to the Bureau of Educational Research. Although the information sought will be most helpful to those engaged in training physical directors and athletic coaches, a summary of the replies should be of interest to high-school principals and to those engaged in physical education and the coaching of athletic teams. A report of the analysis will be published as a bulletin of the Bureau of Educational Research and a copy will be mailed to all who contribute information. Please note that the enclosed questionnaire asks for information from men only. An analysis of the activities of women engaged as physical directors is not being at- tempted. I am enclosing only one copy of the blank, except in the case of the larger cities. If additional blanks are needed in order to make a complete report for your school, I shall be very glad to send them upon request. Assuring you of our appreciation of your cooperation, I am Very truly yours, Walter S. Monroe, Director. P. S. In case your school does not have either a physical director for men or an athletic coach, will you indicate this fact on the blank and return it. Accuracy of information and tabulations. An examination of the questionnaires returned indicated that, although there were a few ap- parent absurdities, in general they had been filled out with care. Before the tabulations were begun, each report was examined and obvious errors corrected or eliminated from the items to be tabulated. All tabu- lations have been checked and it is reasonably certain that relatively few errors were introduced into this phase of the work. However, the reader should bear in mind that the questions were such that the answers are general in certain respects. For example, Question 7 asks concerning duties in connection with the physical education plant. The [6] X VO ^60 g o 2 o2^ S •""a'o c30 £SSi2" !> ' \T) so — ~H (SC 2 S-* c.S-E ^^ £ a, u as m o <»^ j»-2 S'gjs 5 s S ^ : .S Q.2 -e n n « ;0(J.« to;; Q£oSz£>££ c> O-* OO 0-* — "* C~ g C u C £_Q v.. 2 3 « S^^iilzzoJ^ 00 *-' "Cp^^^OiS uSSZZZa^oi> O rt o rt >G OC OG Oc 00 no ^* O **"> o ua ua ua » - 3 oj'w •SO" 2 3 M 3 <->« ua ua > > S^ [7] TABLE II. TYPES OF INSTITUTIONS EMPLOYING THE ATHLETIC COACHES AND PHYSICAL DIRECTORS REPLYING TO THE QUESTIONNAIRE Type of Institution Senior high school Senior high school and junior high school Senior high school, junior high school, and elementary school Junior high school Senior high school and elementary school Junior high school, elementary school, and special methods for handi- capped children Elementary school Miscellaneous* Total Questionnaires Number Percent 678 66 135 13 77 7.5 77 7.5 26 2.6 8 .8 13 1.3 18 1.8 1032 ♦This group includes those who reported a college among the institutions in which they were working. four types of duties listed are very general and for this reason they were probably interpreted differently by different persons. Likewise, in most of the other questions an item checked may not always represent the same condition. Types of institutions. Although the information concerning men employed as physical directors or athletic coaches was secured through the high-school principal, except in the case of the larger cities, it was realized that in some cases a man might have duties in another division of the school system, or perhaps might devote some of his time to a junior college or some other institution above the high-school level. Consequently it was thought desirable to ask concerning the type of institution in which the man was employed. Four types of institutions were listed. (See page 20.) In many cases two or more were checked. Table II shows the distribution of the 1032 men according to the type of institution in which they are employed. Approximately two-thirds of the number devote their entire time to duties pertaining to a senior high school and an additional 13 percent are employed in a combined junior and senior high school. In interpreting the facts given in Table II the reader should keep in mind that the investigation was planned as a study of the duties of physical directors or athletic coaches in high schools and that the infor- mation was secured largely through high-school principals. Hence, it is very unlikely that Table II indicates the provisions for physical train- ing in public school systems. It merely states the institutional connec- tions of the men responding to the questionnaire. The fact that only 20 percent of these men had duties in connection with an elementary [81 TABLE III. TYPES OF POSITIONS HELD BY ATHLETIC COACHES AND PHYSICAL DIRECTORS Type of Position Teacher of physical education for men, and coach of athletic teams _ Teacher of physical education for men, coach of athletic teams, and teacher of non-athletic courses Coach of athletic teams and teacher of non-athletic courses Coach of athletic teams Teacher of physical education for men, coach of ath- letic teams, and supervisor of physical education Teacher of physical education for men Coach of athletic teams and supervisor of physical education Teacher of physical education for men, teacher of physical education for girls, and coach of ath- letic teams Teacher of physical education for men, teacher of physical education for girls, coach of athletic teams, and supervisor of physical education Supervisor of physical education Teacher of physical education for men, coach of athletic teams, supervisor of physical education, and teacher of non-athletic courses Teacher of physical education for men, teacher of physical education for girls, and supervisor of physical education Teacher of physical education for men, and super- visor of physical education Teacher of physical education for men, teacher of physical education for girls, coach of athletic teams, and teacher of non-athletic courses Teacher of physical education for men, teacher of physical education for girls, coach of athletic teams, supervisor of physical education, and teacher of non-athletic courses Teacher of physical education for men, and teacher of non-athletic courses Coach of athletic teams, supervisor of physical education, and teacher of non-athletic courses. . . Supervisor of physical education and teacher of non-athletic courses Teacher of physical education for men, and teacher of physical education for girls Teacher of physical education for girls and super- visor of physical education Total Questionnaires Size of City 191 10 326 II III IV V 45 87 148 47 29 S3 66 282 Total 380 130 157 65 67 54 49 1032 Percent 37 16 6.3 6.5 5.3 3.3 2.0 2.0 1.1 .5 .9 .6 .7 .6 .5 .2 .3 .2 school or a college is not at all indicative of the relative provisions for physical education in these institutions as compared with high schools. General character of duties. A general indication of the duties of the 1032 men is furnished by Table III. Teaching physical education classes for men and coaching athletic teams are, as might be expected, the outstanding types of work. A relatively small number (6.3 percent) devote all of their time to coaching athletic teams, but 37 percent indi- cated that all of their duties related to teaching physical education classes for men and coachine: athletic teams. An analvsis of Table III [9] TABLE IV. DESCRIPTION OF ATHLETIC PLANT Description Basketball floor Small locker room Large locker room Swimming pool Showers Little apparatus Sufficient apparatus Athletic field Playground Tennis courts Number of Questionnaires Size of C ity Total I II III IV V 281 85 131 163 235 895 127 45 74 86 139 471 151 39 48 58 65 361 74 28 20 14 22 158 272 83 123 154 223 855 85 30 53 94 136 398 227 60 70 64 59 480 171 61 100 129 194 655 137 40 61 81 147 466 62 34 59 79 119 353 326 87 148 189 282 1032 Percent 87 46 35 IS 84 38 47 63 45 35 shows that approximately 32 percent of the men do some teaching of non-athletic courses. Thirteen percent of them combine this function with teaching physical education classes for men or coaching athletic teams. Only 7.5 percent reported teaching physical education classes for girls. In interpreting this table the reader should bear in mind that the facts given merely describe present conditions and hence should not be interpreted as indicating the conditions that should prevail. Table III does not show that the teaching of non-athletic courses by physical directors or athletic coaches is undesirable; neither does it show that a combination of function is desirable. It merely states certain facts rela- tive to existing conditions. Table IV 2 summarizes the information relative to the physical plant and equipment. It shows that 87 percent of the men reported a basket- ball floor. None of the other items of the table were checked by as large a percent. Only 15 percent indicated a swimming pool, but 35 percent stated that tennis courts were included in their plant. It appears that the available apparatus is inadequate in many high schools. Table V supplements the information given in Table IV. In inter- preting Table V the reader should bear in mind that, when two or more men are employed in a high school, the supervision of the plant is probably assigned to one. Hence, one should not expect that all men 2 The fifth and sixth items of the third question (3e and 3f) relative to apparatus were apparently not correctly interpreted by some of the correspondents. In the second group of cities the sum of the frequencies of two items is greater than the total number of questionnaires, but in other groups the sums are distinctly less. In some cases the correspondent stated that he used an athletic field, playground or other facilities which were not owned by the school. Such responses were eliminated. [10] TABLE V. FREQUENCY OF MENTION OF DUTIES IN CONNECTION WITH PHYSICAL EDUCATION PLANT Duties Supervise sanitation of gymnasium. . . . Supervise conditioning of: Athletic field Playground Tennis courts Supervise sanitation of swimming pool Supervise the care of equipment Number of Questionnaires 200 125 120 104 34 230 326 Size of City III 73 70 11 121 148 IV 99 113 98 95 7 153 189 132 192 170 167 14 231 282 Total 568 557 498 472 86 803 1032 Percent 55 54 48 46 8.4 78 TABLE VI. SPORTS IN WHICH TEAMS ARE COACHED Size of C ity Total Sports I II III IV V Percent Football Basketball Track 141 150 147 118 42 32 12 14 44 11 35 1 326 59 61 48 37 11 11 6 6 18 8 13 1 87 124 121 93 80 6 15 2 6 5 4 14 148 160 165 144 110 9 25 2 12 8 8 15 1 189 233 256 211 166 • 7 52 3 14 9 10 12 282 717 753 643 511 75 135 25 52 84 41 89 3 1032 69 73 63 50 7.3 13 Golf 2.5 5.1 8.2 4.0 8.7 .3 TABLE VII. NUMBER OF SPORTS PER COACH Number of Sports Coached Size of City Total I II III IV V Percent 1 48 79 78 39 36 7 9 29 15 16 7 17 55 34 27 4 13 82 55 27 8 24 103 97 45 74 142 347 240 151 7.8 2 14.9 3 36.4 4 25.2 15.8 Total 280 76 140 181 277 '" [11] would report duties under this head. In connection with the supervision of the conditioning of athletic field, playground, or tennis courts, some of the correspondents checked item 7b, "Supervise conditioning of athletic field, playground, and tennis courts," while others checked one or two of the sub-items. The latter condition made it desirable to tab- ulate the three sub-items separately, but in doing so it was necessary to count each of them as having been checked when the whole item was checked. Hence, the frequencies for "athletic field," "playground" and "tennis courts" are probably larger than they should be. For example, Table V states that 46 percent of the men reported supervising the con- ditioning of tennis courts, while Table IV states that only 35 percent of the men reported tennis courts as a part of their plant. 3 Duties of Coaches. Question 8 asked: "In what sports are you now coaching a team, or expecting to coach a team during the present school year, to represent your school in competition with teams from other schools?" The replies are summarized in Table VI. Basketball is the most frequently mentioned sport. However, football, track, and base- ball are also clearly outstanding sports. The other sports listed in Ques- tion 8 are included in the athletic programs of relatively few high schools. 4 Table VII summarizes the number of sports per coach. Over one- third coach teams in three sports and one-fourth handle four sports. The number who coach teams in five or more sports is slightly more than double the number who confine their coaching to a single sport. Table VIII compares the coaching of teams with the provisions for the sport. Coaching a football team was reported by 712 correspond- ents but only 70 percent of them indicated that the school provided an athletic field. If the replies are assumed to be valid, this means that 30 percent of the coaches must take their teams to a field off of the school property. 3 A comparison of the responses to Question 7 with those for Questions 3-6 revealed some apparent absurdities. For example, a few men reported "supervising the condi- tioning of tennis courts" as a duty but stated that their plant did not include a tennis court. In some of these cases the explanation was volunteered that they used courts in a city park. It is likely that most or possibly all of the apparent errors could be explained in this way. 'Reference to Table III will show that only 101 men did not include coaching in describing the position held. For this reason the percents in the last column of Table VI, which were calculated by using 1032 as a base, do not represent the proportion of coaches who coach teams in the sports listed, but rather the proportion of the total number replying to the questionnaire who coach teams. If 931 (1032 — 101) had been used as a base, the percents would of course be larger and have a somewhat different meaning. [12] Activities in which classes are taught. Question 9 asked: "In what activities are you now teaching, or expecting to teach during the present school year, regular physical education classes?" The replies to this question are summarized in Table IX. In interpreting this table, the reader should bear in mind the distinction between "teaching reg- ular physical education classes" and "coaching a team to represent your school in competition with teams from other schools." The most frequently mentioned activities are calisthenics (free exercise), group games, basketball, relay racing (mass type), march- ing, track and field and volley ball. Each of these seven activities was mentioned by more than 50 percent of those replying to the question- naire. The only activities not reported by at least 10 percent of the correspondents are golf (3.6 percent), winter sports (6.6 percent) and folk dancing (7.2 percent). TABLE VIII. PROVISIONS FOR SPORTS Sports Number of Men Coaching Percent Reporting Necessary Facilities 712 638 510 748 132 84 70 67 Basketball 65 89 58 55 Non-instructional duties. Questions 10-15 inclusive relate to cer- tain non-instructional activities. The replies are summarized in Table X. It appears that most coaches are responsible for keeping the members of their teams in good physical condition. The rendering of first aid at school and giving physical examinations or assisting in the giving of them are important duties. A relatively small number (28 percent) reported that they attempted to improve health conditions in the homes and community. Slightly less than one-half of the coaches (49 percent) reported that they carried on publicity work in connection with adver- tising games, health campaigns, and so forth. Only 8.2 percent reported making "many public speeches." In connection with this last item it should be noted that nearly one-fourth of the correspondents failed to respond to either of the questions concerning public speeches. It appears that most coaches and physical directors (77 percent) purchase equipment but only slightly more than one-third "manage the [13] TABLE IX. ACTIVITIES IN WHICH REGULAR PHYSICAL EDUCATION CLASSES ARE TAUGHT Size of C ity Total Activities I II III IV V Percent 98 188 193 151 110 193 136 26 42 14 44 50 231 227 147 203 165 205 94 71 20 58 44 24 220 255 152 162 326 50 68 59 42 25 56 46 14 23 14 23 23 61 65 38 56 49 55 38 16 9 32 23 11 68 73 44 46 87 73 99 79 66 40 79 57 13 25 3 26 35 92 87 54 78 63 65 47 25 15 17 17 7 82 107 49 57 148 85 119 108 80 35 106 67 22 29 2 35 44 117 108 63 83 78 65 61 26 11 17 19 13 105 133 59 69 189 109 149 128 105 43 114 76 35 55 4 39 26 113 112 50 79 76 62 51 23 19 19 16 13 103 153 53 63 282 415 623 567 444 253 548 382 110 174 37 167 178 614 599 352 499 431 452 291 161 74 143 119 68 578 721 357 397 1032 40 Basketball 60 55 43 Soccer Volleyball 25 53 37 Hand ball 11 17 Golf 3.6 16 17 60 58 34 Individual athletics (rope climb, high jump, etc.)- . 48 42 44 28 16 7.2 14 12 6.6 56 70 Exercises with hand apparatus (wands, dumbbells, 35 Corrective gymnastics for individual defectives .... 39 finances relative to athletics." Since 70 percent indicated that they make out their own program of physical education activities, it is prob- ably true that men in charge of physical education have almost com- plete freedom in regard to the planning of their programs. Duties in connection with intra-mural activities were indicated by 56 percent but it appears that relatively few athletic coaches and physi- cal directors promote or direct Boy Scout work (9.5 percent). One- fifth reported the promotion and direction of general recreational work for the high-school faculty or some other adult group. Working in a summer camp was reported by 22 percent. Table XI summarizes the replies to Question 16 "Check the con- dition (only one) which you consider most essential to retaining your present position. 5 a. Personal character d. Placating superior school officers b. Political influence e. Teaching ability c. Winning teams f. Popularity in community" 6 A few of the correspondents checked two or more items. Their replies were not included in the tabulation. [14] TABLE X. NON-INSTRUCTIONAL DUTIES OF ATHLETIC COACHES AND PHYSICAL DIRECTORS Duties Size of C ty Total I II III IV V 205 62 100 136 197 700 20 10 20 16 18 84 122 36 43 62 71 334 113 34 74 110 172 503 187 58 136 165 242 788 232 61 94 122 164 673 181 45 62 81 100 469 114 15 16 31 34 210 151 44 52 66 58 371 168 45 41 57 67 378 101 33 34 47 64 279 91 23 64 70 144 392 227 62 94 120 193 696 219 52 79 93 138 581 21 6 16 29 26 98 65 25 28 38 51 207 194 54 109 144 229 730 154 69 125 150 223 721 161 24 17 28 43 273 70 7 19 19 30 145 219 70 124 157 242 812 93 27 33 35 66 254 86 18 27 41 52 224 326 87 148 189 282 1032 Percent Make few public speeches Make many public speeches Stage exhibitions, amateur circuses, etc Carry on any publicity work Purchase equipment Render first aid at the school Assist in physical examination of boys Give physical examinations Prescribe corrective exercises for subnormal students Measure the physical abilities of students Attempt to improve health conditions in the homes and community Manage the finances relative to athletics Officiate in athletic contests Promote physical activities for the whole student body after school. (Intramural athletics) Promote and direct boyscout work Promote and direct general recreational work for faculty or other adult groups Take a vital part in the social activities of the school Make out program of physical education activities Follow direction of a superior officer (principal, director, etc.) Follow a state or city handbook Responsible for keeping the members of teams in good physical condition Carry on experiments of a scientific nature Work in a summer camp Number of Questionnaires 68 8.2 32 49 77 65 46 20 36 37 28 38 68 56 9.5 20 71 70 26 14 79 25 22 TABLE XL CONDITIONS CONSIDERED MOST IMPORTANT FOR RETAINING PRESENT POSITION Size of C ity Total Conditions i II III IV V Percent 97 9 7 150 1 35 9 1 22 5 53 2 14 2 45 3 70 1 20 3 48 6 108 2 39 5 67 17 363 5 91 18 332 32 43 .6 11 9 7 Teaching ability 39.4 3.8 264 72 119 148 238 841 "Personal character" was named by slightly more than two-fifths (43 percent) and "teaching ability" by a slightly smaller proportion (39 percent). Only five men checked "political influence" and "winning teams" was indicated by only 91 (11 percent). "Popularity in the community" was checked by only 32 but 17 of these are in the fifth group of cities (population 2500-4999), which suggests that this is a much more important factor in small communities. [15] TABLE XII. PROFESSIONAL TRAINING OF ATHLETIC COACHES AND PHYSICAL DIRECTORS DISTRIBUTED ACCORDING TO SIZE OF CITY Size of City Total Percent 1 II III IV V 10 13 103 124 31 3 7 23 35 9 15 21 31 50 3 16 18 55 48 9 37 14 84 59 4 81 73 296 316 56 9.9 8.9 1 or more semesters less than a total of 100 weeks. . 36 38 6.9 281 77 120 146 198 822 The questionnaire did not ask for this item of information. Hence, the number of graduates should be interpreted to mean merely the number who volunteered the information. Training of athletic coaches and physical directors. Tables XII and XIII present a summary of the information secured relative to the professional training for teaching physical education. Only 822 of the correspondents supplied this information and the answers received indi- cated that a number of these had not clearly understood the request. The question was intended to ask concerning the amount of training which might be considered professional in the special field of physical education. It is likely that those reporting more than one hundred weeks of training included the total time spent in college. Although the question was not asked, several indicated that they had graduated from the institution attended. The reader should bear this in mind and not conclude that only 56 percent of the correspondents were college graduates. It is likely that many of those reporting "100 weeks or more'' are college graduates. [16] C^ooc-i ^Om m »— i SO 00 -^Cn m O u c^ oo o — — 'O CS-H o«„o cj -^ t^ ~h ~h - — i 00 ~H e g o u s g E » 5 E E * ; u „ . o — • > 60 * £ u * ■ a c !"0 o . a 3 H •o "*j 1! a - rt "3 o J= • O 'S u x-<= • 3 o- 2 ■ S • c o . r • S O OJ • E ^ . o a"*- • c 3 C «= » o g 3 rt aj • 2 ct U t-» ^-, OS " ESE-g-gg-g - c-o e o c u c -a •2S.2g.2S.2-gJJS - E a c 3 >." g 1 E g Ets o g" ';:^ w u ." a o," a "' a 2 3 ""3 3 S^^.y's'-S'jjj'o-rt'n.y ■ a j- a « °-"2 a £; "£, a « E 2 = E E S i o a c c O O (3 •$'& o a -c-c-n a « t, ti _'o'5" ! ortOoo'«o a'o o o Sou. ^•'o u -8 t -j=:lr;--'-'S u '-j3 js-c c._a-e.c a.cc-tjj= u«J OOu OU W l> coac Teach phy Teach and Teach Teach [17] >* >, v, " a a? jj a a-g o o o i|J||11|' 4J OJ O 3 3