A course of study in health and physical education for boys
Item Type text; Thesis-Reproduction (electronic)
Authors Doolen, Bryan Clyde, 1900-
Publisher The University of Arizona.
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Link to Item http://hdl.handle.net/10150/553488 A COURSE OF STUDY IN HEALTH AND PHYSICAL
EDUCATION FOR BOYS
by
Bryan C. Doolen
A Thesis
submitted to the faculty of the
Department of Education ■ : >:.x in partial fulfillment of \ \ the requirements degree
- Master of Arts.
in the Graduate College
University of Arizona
1 9 4 0
Approved: (Signed) 0. K. Garretson Mav 16. 1940 Adviser ■ Date
ii /<}■$/& it? . ; TABLE OF CONTENTS
Chapter Page
I . THE FUNDAMENTAL BASIS OF PHYSICAL EDUCATION...... 1
Physical Education and Social Changes...... 1 Need for Physical Education...... 2 The Value of Physical Education...... 5 The Scope of Physical Education...... 6 Criteria for the Selection of Program Content...... 7 Some Major Problems in Physical Education...... 8 Solution to the P ro b lem ...... 9 The Role of Physical Education in the Past...... 10
II. TIE RELATION OF PHYSICAL EDUCATION TO GENERAL EDUCATION...... 13
Physical Education as an Integral Part of E d u c a tio n ...... 13 The Goals of Education...... 13 Major Contributions Can be Made to Health...... 14 Physical Education Contributes to the Attainment of Fundamental Processes...... 15 Physical Education Contributes to Ethical Character, Worthy Home Membership, and hence to Good C itizenship...... 17 Physical Education Contributes to the Worthy Use of Leisure...... 18 Physical Education Contributes to Vocational Preparation...... 20
III. AIMS AND OBJECTIVES OF PHYSICAL EDUCATION...... 21
The Necessity of Having Aims and O bjectives...... 21 D efinitions of Terms...... 21 The Aims of Physical Education...... 21 Objectives of Physical Education...... 22 General Objectives of Physical Education...... 22
IV. CRITERIA FOR THE DETERMINATION OF THE CONTENT AND TECHNIQUES OF A COURSE IN PHYSICAL EDUCATION...... 24
Health Service...... 25 Health Supervision...... 26 Health Instruction...... 27 Physical Education...... 28 iii
Chapter Page
Are the Programs of School Health, Service, Health Instruction, and Physical Education Separate and Distinct or Do They Frequently Overlap...... 29
V. THE ADMINISTRATION OF PHYSICAL EDUCATION...... 31
The A ctivity Curriculum...... 31 Departmental Organizations...... 32 The Organization of the Class...... 33 The Administration of the C lass...... 34 Psychology of Physical Education...... 37 The Intra-Mural Program...... 38 Interscholastic Athletics...... 44
VI. FACILITIES AND EQUIPMENT...... 49
The Athletic F ield...... 49 Indoor F a c ilitie s ...... 51
VII. THE RESTRICTED AND CORRECTIVE PROGRAM...... 59
The Administration of the Restricted Program...... 61 The Administration of the Corrective Program...... 63 Available Activities...... 64
VIII. PHYSICAL ACTIVITIES...... 66-b
Unit I, Calisthenic Exercises...... 67 Unit II, Marching...... 73 Unit III, Volley Ball...... 77 Unit IV, Football...... 82 Unit V, Basketball...... 91 Unit VI, Soft B a ll...... 99 Unit VII, Speed B a ll...... 106 Unit VIII, Track and F ield ...... 117 Unit IX, Hand B a ll...... 125 Unit X, Tennis...... 130 Unit XI, G olf...... 141 Unit XII, Boxing and Wrestling...... 147 Unit XIII, Recreation...... 154 Unit XIV, Swimming...... 167 i v
Chapter Page
IX. HEALTH INSTRUCTION FOR THE NINTH GRADE...... 172
Health and Health R ules...... 174 The Living Machine and its P a r t s ...... 176 Regularity of Habits as a Factor in Health...... 179 Watching Ourselves Grow...... 181 Structure and Function of the Skeletal System ...... 184 Structure and Function of the Muscular System...... 186 The Respiratory System...... 188 Parts and Function of the Circulatory System...... 190 The Nervous System...... 192 The Organs of Excretion...... 194 The Structure and Function of the Alimentary System...... 196 Seeing Well, Now and Later...... 198 Hearing Well, Now and L a t e r ...... 200 Teeth as a Measure of -Sanatory Growth...... 202 Skin Diseases...... 204 Fresh Air and Sunshine...... 206 Function of Foods...... 208 Control of Communicable D is e a s e s ...... 210 Exercise as Related to Health and Growth...... 213 Personal Appearance...... 215 Sanitation in the Home...... 217
X. HEALTH INSTRUCTION FOR THE TENTH GRADE...... 219
The Meaning and Value of Health...... 220 The Healthy School...... 222 Exercise...... 224 The Common Cold...... 226 Sunlight and Growth...... 228 P o s tu r e ...... 230 Dependable Feet...... 232 D igestive System...... 234 The Balanced D iet...... 236 Sleep and R est...... 230 F irst Aid and Safety...... 240 Driver and Pedestrian R esp on sib ilities...... 243
XI. HEALTH INSTRUCTION FOR THE ELEVENTH GRADE...... 246
The Healthy Home and Community...... 247 Body Mechanics...... 249 The Effects of Physical A c tiv itie s...... 251 V
Chapter Page
The Circulatory System...... 253 Bacteria...... 255 Care of the F eet...... 257 Seeing and Hearing...... 259 Muscular System...... 261 N utrition...... 263 Keeping Well...... 265 Safety in Athletics...... 260 Sound Driving Practices...... 270
XII. HEALTH INSTRUCTION FOR TIE TWELFTH GRADE...... 272
Food and its Relation to Health...... 273 The Results of Unwise Eating...... 275 Vitamins...... 277 Rest and Fatigue...... 279 The Respiratory System...... 281 The Skin...... 283 Effect of Tobacco...... 285 The Effect of Alcoholic Drinks...... 287 Venereal Diseases...... 289 Supervision of Public Health...... 291 F irst Aid...... 293 Automobile Operation...... 296 BIBLIOGRAPHY...... 299 CHAPTER I
THE FUNCTIONAL BASIS OF PHYSICAL EDUCATION
Physical Education and Social Change
Physical education, in common with all other activi tie s of l i f e , is shaped by the changes that take place in society. Every period in history has witnessed social changes.
The organizations and institutions of American society have developed at different rates and have attained to different degrees of growth. Among the institutions in which unsynchronized changes are taking place are num bered the home, the church, the school, the government, and practically a ll a c tiv itie s of an economic nature. The church seems no longer to occupy its former position of relatively great importance as a source of authoritative guides to living. The school has been forced to assume many of the responsibilities which previously the home, the church, and other institutions shared. The home has transferred most of its economic functions to the factory,
and its educational functions to the school. The demands
on our governments for services have grown more rapidly
than the willingness and ability of the people to pay the
cost of the expanded service. In manufacturing, gains in 2 production have far exceeded our ability to distribute the manufactured a r tic le s. The development of the automo tive industry has resulted in many changes and has brought many new influences to bear on road building, the railroads, the urbanization of population, the manners and morals of large numbers of our people, and the home-life in America.
Physical education must take cognizance of the changes that have taken place and are now taking place in American society. It must seek to assist people to adjust them selves successfully to the social group in which they are living; In order to do this, the.physical education pro gram must be made to meet the needs of individuals who are living in present-day society. A contribution toward this end may be made through physical education by widening the ability of people to participate in recreational activities, by providing a variety of interests, by encouraging relax ation and change of a ctiv ity , by helping in the development of v ita lity through wholesome vigorous physical a ctiv ity , and by providing opportunities for the satisfying expres sion of many natural interests, urges, desires, and in terests.
The Need for Physical Education in Modern Society
The social trends which are observable in American society indicate that there is an increasing need for phy sical education in all the schools of the country. The 3 home which is the fundamental integrating unit of society, takes care of relatively fewer interests and needs than it did in previous generations. In many families all the members now get most of their education, recreation, and social contacts outside the home.
Industry has become highly mechanized, and most of the human functions involved are routinized to a great degree. The opportunities for an individual worker to find any great satisfaction through his work are conse quently limited. It is through avocations, recreations, and hobbies that the majority of people must find oppor tunities for wholesome self-expression and creative a c tiv ity .
With the development of machinery for use in industry and agriculture and in the home come increased leisure for a large proportion of the population of the country. The greater amount of leisure time for so many people, in cluding children, youth, and adults, offers possibilities for enriched living and cultural growth. If it is not wisely used it may prove to be a real detriment to many individuals and to society.
Available data on the vitality of the American people indicate that the opportunity is open for physical educa tion to make a valuable contribution to the efficiency and the ability of the present and succeeding generation to enjoy life. Life expectancy has increased greatly in the United States in the past three decades. This increase 4 in the average life expectation of Americans has been due largely to a reduction in the mortality rate of infants and young children. The important problems in the con servation of vitality in this country involve:
(1) the reduction of the relatively high incidence of illness at all ages, except in late childhood and adolescence;
• * ' - » (2) the correction of the causes which resu lt in nearly five percent of the babies who are born in America "becoming so mentally diseased in adult life as to require admission to some institution"; and
(3) the discovery of "the causes of organic break downs of the heart and circulatory system, the kidney and entire alimentary mechanism among per sons over forty years of age".
While there is no great amount of sc ie n tific a lly authenticated evidence to prove that physical education a c tiv itie s or health instruction can make any improvement in the vitality of the people, it appears logical and is a widely accepted belief that such procedures can make a worthwhile contribution to this end.
It is apparent, in view of the change in character and functions of the American home, the mechanization of industry, the increasing amount of leisure, and the prom- 0 inent unsolved problems of race v ita lity , that there is a real need for a complete program of physical education in all schools in the nation. 5
The Values of Physical Education
The preceding paragraphs have shown the way in which
American society is developing points to the need of worth while physical education programs in all schools. A sum mary of some of the objective evidences of the value of physical education,! shows: "(1) that the participation in physical education a c tiv itie s stimulates growth;
(2) that health educational programs in schools influence the rate of gain in height and weight;
(3) that physical education aids in correcting dysmenorrhea;
(4) that there is a d efin ite relation between physical proficiency and scholastic achievement;
(5) that participation in athletics is not detri mental to health or scholastic standings;
(6) that physical education develops abilities and traits not dealt with by the traditional classroom subjects;
(7) that the program of physical and health education in schools reduces absences and retardation;
(8) that physical education improves posture;
(9) that the most favorable opportunities exist in physical education for developing desirable character traits; and
(10) that unusual p o ssib ilitie s ex ist in physical education for affecting normal personality ad justments."
In the following statement the National Committee on Physical Education summarizes the needs and values of
1. Brace, David K., "Some Objective Evidence of the Value of Physical Education", Journal of Health and Physi cal Education. Vol. IV; 31-34. (April, 1933) 6 physical education in present-day society "(1) Hunan vitality is partly hereditary and partly development. The power of vital organs is therefore dependent upon the developmental physical a c tiv itie s of the young. In a secondary and industrialized society physical education is peculiarly indis pensable for the development of the vital organs of children and for the adequate functioning of these organs in adults.
(2) Leisure time has increased tremendously in the last decade, and every indication points to a shortening of the working day. There w ill be leisu re in amounts undreamed of a generation ago. This calls for types of education that will serve the play time of the whole population. Therefore, in our modern world physical education for leisu re time becomes indispensable.
(3) Physical education is indispensable also for the normal growth and development of youth. When children and young people are denied the growth and health that comes from physical activities in educational institutions or in community life, the saving in such expenditures w ill be more than o ffse t by the increase of costs for hospitals, reforma tories, and jails.
(4) At one time education was merely a training of the mind, but the idea is everywhere gaining ground that education must deal with the whole man and not with just a part of him. Out of this conception has come the conviction that the good life exhibits play, laughter, recreation, and joy, not as com petitors with mental accomplishments, but as es sential elements in full and live living. For this physical education is indispensable."
The Scope of Physical Education
The physical education program in schools is con
cerned with the education of boys through motor activities.
2. Williams, Jesse Feiring, (chairman) "Physical Education Today—A Statement by the National Committee on Physical Education", Journal of Health and Physical Education. IX (March 1933). 7
It attempts to influence and modify for the better, the behavior of the pupils. It is particularly interested:
(1) in providing opportunities for wholesome expression of the natural interests and desires of children, thereby contributing to the development of desirable character and personality traits; (2) in the development of the organic systems of the body; (3) in developing skills in, and fondness for, activities that may serve as recreational interests during leisure time.
Criteria for the Selection of Program Content
In order to decide satisfactorily what should be in the program content, it is necessary that some guiding principles be accepted which can be used as standards in the selection of activities and techniques. The state- ments listed are suggested as valid criteria for the selection of the content of a school program of health and physical education.
" (1) The a c tiv itie s included in the program must occur frequently in the daily lives of most indi viduals.
(2) The content of the program must be such that it is not provided satisfactorily by other agencies outside the school.
(3) The activities included in the program must be such as to occur frequently in the daily lives of most individuals as they should live during adulthood.
(4) The content of the program must be within the range of experiences, interest, ability, and
3. Sharman, Jackson R.. Introduction to Physical Education, pp. 10-11. e
capacity of the pupils so that they can achieve a reasonable degree of success.
(5) The activities included in the program should be the ones of the greatest relative value.
(6) The number of activities included in the pro gram must be relatively small so that a few val uable activities may be taught intensively, rather than treating many activities superficially.
(7) The a c tiv itie s included in the program must be such that they can be graded and arranged in pro gression to fit the needs of the pupils.
(8) The activities included in the program must be such that a maximum correlation with other subjects is possible.
(9) The activities should provide desirable and wholesome contacts with other people.
(10) The activities should lead to other worth while activities."
Some Major Problems in Physical Education
The selection of the content of a physical education program is one of the most important problems that must be solved in every school. A statement of these problems has been made by Bristo and Vibberts.^
"CD The interpretation of the values, objectives, ideals, and program to educators and to the public;
(2) finding a place in the crowded school schedule for physical education;
(3) planning a program and adapting activities to particular types of situations;
(4) the organization and presentation of satisfying
4. Bristo, William H. and Vibberts, Charles D., "The Prob lem of Administering Health and Physical Education in Secondary Schools," Journal of Health and Physical Education, II (November, 1931) 3 f f . 9
instructional materials? (5) making the most efficient use of facilities, in cluding inadequate and unsuitable facilities; (6) securing proper pre-service and in-service professional preparation of teachers to teach physical education; (f) the organisation of materials, methods, and organisation to meet the individual differences o f p u p ils; (8) the organisation and direction oflnterseholastic athletic activities; (9) the control of the school environment and in structional procedure to the end that participation in physical education will be healthful to all p u p ils .”
Solution to the Problem In order to understand and solve the problems that arise in the teaching of physical education It Is helpful for a teacher to know something of the history and the movement of physical education and philosophies which have influenced its development. The teacher of physical education should know the aims and objectives of modern physical education, its significance in the school program, and the activities that should be included in the program. It is also important that a teacher of physical education be familiar with the methods and techniques for determin ing the individual differences in children and be able to adapt the program to fit the needs of each individual. Each teacher of physical education should be familiar with the technique of teaching and of organizing and administer- 10
ingth® program.
The Role of Physical Edoeatioa In the.Past- It is important for a teacher of physical education to have a knowledge and understanding of the Influences that have helped to shape its development. Such a knowledge enables one to see in proper perspective the present-day program of physical education. It gives one some famil iarity with physical education practices of the past, and enables one to use some of the experiences of former generations in solving the problems of the present. From a brief review of some of the evidence of the past we shall see that the amount and type of physical education practiced by a people reflect its philosophy, and frequently serve to reveal the dominant purpose of the state. Programs of physical education have been deter mined to a considerable extent by the social, political, economic, and religious influences of their times. For example. In Sparta where it was necessary for every man to be an efficient soldier in order for the city-state to exist, the entire education of the ch ild ren and youth was directed toward developing, strong, courageous, disciplined soldiers. In Athens, a different philosophy existed? there it was socially desirable to have beauty and grace of form, to be able t© dance well, play the lyre, to sing,and to appreciate the drama and literature? their program of 11
education made definite provision fo r the development of such traits. Man has had some type of physical education from re mote antiquity. Most of the activities of primitive men were directed toward securing the means of existence and were predominantly of a physical nature. The physical education that received attention was primarily u tili tarian and was directed toward fitting each Individual to secure the practical necessities of life. The Spartans had a philosophy of conquest* They took the youth at an early age and trained them In those a tti tudes toward and forms of physical activity that made for rugged soldiers. During the growth and rise of Rome as a world power, hard work and physical activities that prepared the youth for war were directed by a philosophy of conquest. At the crest of her power and especially during her decline, Rome was aflame with a desire to see blood. The physical activities of her great arenas reflected her desires. During the Dark Ages, the revival of asceticism made for a general lack of Interest in physical activity. C enturies la te r F rie d ric h Ludwig Jahn, o f Germany, used physical activity and its accompanying attitudes to build toward the great German goal of defeating France. Hjalmar ITedrlck Ling, of Sweden, saw in formal physical d rill a means of improving the efficiency of the Swedish army. 12
This fear of neighbors and the desire for conquest have been responsible for certain types of physical education down through the ages, ' ' • • . ■ • - - ' ; " • r. .. _ ;• _ . „ • . The Puritans and ether early settlers in America, who had a great deal of work to do, frowned upon these types of play that did net possess■immediate utilitarian value• Wood chopping contests, corn husking contests, and rifle matches wore popular. More recently, however, increased leisure, greater freedom of thought, and a philosophy that usually aocanpanlos success have led to a variety of vig orous, competitive games, hot molded after forms of work. The World War d ra ft fig u re s :pointed out a need fo r more efficient physical training, and as a result many states enacted compulsory physical education laws. The" depression has forced loisure on many, arid has stimulated recreational center activities. Wo see, then, that the philosophy of a people, which is always formulated in part by its needs, determines both the form and the amount of its physical activity. Certain activities formerly discouraged, are now important units in our programs. We must follow our educational philosophy, which is influenced to some extent In its ap plication, by public opinion. . 12-a
REFERENCES Brace, David K., "Some Objective Evidence of the Valtw of Physical Education", Journal of Health and Physical Education, IV (April 193'ST'^'.' ------Bristow, William H. and Vibberts, Charles D., "The Prob lem of Administrating Health and Physical Education in Secondary Schools", Journal of Health and Physical Education, II (November, 1931} '",' "" . Nixon, E. W» and Cosens, F, W., An Introduction to Physical Edueation. Chapter I. Shaman, Jackson R., The Introduction to Physical Education, Chapter I. Voltmer, Edmrd F,, and Esslngler, Arthur, The Organization and Administration of Physical Education, Chapter I. ' Williams, Jesse F., Principles of Physical Education, Chapter IV. ,; ...... Williams, Jesse F*, (chairman) "Physical Education Today", A Statement by the National Committee on Physical Education Journal of Health and Physical Education, IX (March, 1953)4 CHAPTER H
THE RELATION OP PHYSICAL EDUCATION TO OEHERAL EDUCATIOIT Physical Education is an Integral Part of Education Physical Education is that part of education which proceeds by means, or through physical activity; It is not a separate or partially related field* This significant means of education furnishes one angle of approach in educating the entire individual, who is composed of many component, interrelated functional units, rather than of several distinctly compartmentalized facilities. The physical, mental, and social aspects must all be considered together* Physical education,, when well taught, can con tribute as much to the goals of education as can any other school subject: not as much to each goal than any other subject, but as much to all goals as any other school sub ject. This is made possible, in part, by the fact that the offerings of physical education are very largely on the level at which the youngster lives,
Tho Goals of Education The seven "objectives" as presented in Cardinal Prin ciples of Secondary Education1 *3, are generally accepted as
1, national Education Association on the Reorganizationof Secondary Education, Cardinal Principles of Secondary Education. TJ. S, Bureau of Education, Bulletin, l9l8, Ho. #5. \7ashlngton; Government Printing Office . 14 adequate goals of education. They are Health, Command of the Fundamental Processes, Worthy Home Membership, Vocation, Citizenship, Worthy He® of leisure, and Ethical Character. More than twenty years have passed since the Committee of the National Education Association published it# report but these seven *objectives" still stand as adequate and acceptable goals of American education. Since physical education is a part of education. It has the same general g o als. The closeness o f th is re la tio n s h ip can be shown by pointing out the numerous ways physical education con tributes to these goals *
Major Contributions Can be Made to Health These contributions can be made to both physical and mental health. Health is considered that condition, mental and physical, in which the individual is function ally well adjusted internally as concerns all body parts and externally as concerns his environment. Physical exercise is advocated as one of the necessary means of attaining a healthy development, A child who ex ercises adequately becomes tired and will rest better; be comes hungry and e a ts more; has more need o f oxygen, and breathes more deeply and more rapidly; all of these con tribute their bit toward better elimination of waste. School children need some joyous excitement and w ill have it. Physical activity can substitute for dissipation and delinquency by giving children an opportunity to spend their 15 f^ee time, in gymnasiums, on playgrounds, or In.some other areas of physical activity; time used In this way cannot, be spent in some unfavorable environment, , Students acquire sound habits only by practice. Sports, a large part of physical education, contribute well to health la this respect. In order to be a better player the Individual is more apt to practice health habits, es tablish regular and sufficient hours of sleep and rest, . select ;w>r® carefully the food he eats, and la general practice better habits of living. : v . . The. value of play as a mental relaxation must not be forgotten. Something new and vital to think about provides mental rest just as change of occupation provides physical rest.; Y/here exercise is carried to the. extent of marked fatigue, however, it leaves the individual more susceptible to certain diseases than he would have boon without the exercise. Competent physical educators discourage such practices. The loss of resistance to infection is prac tically compensated for by the fact that regular, adequate exercise builds one.up to the place where he is less readily fatigued. When emergencies arise which demand an extra output of physical activity, he will be less fatigued than he would have been had he not built up his endurance.
Physical Education Contributes to the Attainment of Fundamental processes The fundamental processes are the. physical skills common to citizens of the United States in general and to 16
©nets own locality in particular* They are fundamental chiefly because the child needs them now for happy living, and also because future physical education endeavors and many occupations are based upon them. Children live on a different level from that of adults. In play situations a good performer is a hero and the poor performer is pushed aside. Much of a child*s life is play and a large share of it deals .with physical skills, whereas only a small part of adult life is play and good performance Is not stressed so mush. If the adult loses in a game it.matters little , fW he has other things that influence happiness so much more* The child does not have those numerous other phases of endeavor to which he can turn for success if he fails in his physical skills. He must master the fundamental processes or suffer the consequences of loss of standing and recognition among his fellows.In one of the major fields of youthful endeavor. This is one of youth*s most severe punishments, and it can be avoided or made less severe by improving his physical abilities. Many unhappy, insig n ific a n t boys become w ell In teg rated and accepted members of the social group in the school because of their im provement in the fundamental phys leal skills, - Regardless of what walk of life we enter, training in fundamental skills is necessary. Those who fail to get this training miss much joy that comes with living a full life. School athletics and leisure time sports .-activities 17
demand a thorough grounding In the fundamental physical activity skills. Certainly physical education contributes largely to the attainment of an adequate command of many of the Important fundamental educational processes.
Physical Education Contributes to Ethical Character, Worthy Home Membership, and hence to Good Citizenship Sine® many of the qualities that make for achievement in any one of the above provide for achievement in the other two, the three are grouped together. Physical education is one phase o f school work th a t lends Itself particularly to the development of character. The physical education class provides more than a place to discuss character; it furnishes a laboratory for actual practice. Wo develop character much more by doing than we do .by hearing about It. This is clearly shown in the playing of games; the player himself may be very sports manlike in his actions, but frequently the spectators are ju s t the o p p o site. The educational la b o ra to rie s demand actual responses to tense situations just as much as does life. The whole setup provides ronl rewards and punish ments which, with proper guidance, w ill serve to encourage sportsmanship, cooperation, sociability, self-oontrol, leadership, and those other qualities of character and good citizenship which we stress. The competitor is an active citizen, not a passive one. It is the acting citizen who receives the training. 16
There are laws smfi fu1@s that must be obeyed in winning a eonteet or in performing well. There are penalties for infraction of the law. bpportmiliies t© give, to take, to obej, and to cooperate are numerous. Here is the ideal setting for developing the good citizen, the worthy home member and the individual of high character, provided, of course, that the situation is well handled and well "reg ulated, and definite provision is made to facilitate transfer to other life situations.
Physical Education Contributes to the - : - - ■ Worthy Hse o f L eisu re■■ - .-■Y: -;:/' In the past few years, the hours of labor for both children and adults have been drastically reduced. Many informed people predict still further reduction. Whether or not this anticipated reduction comes to pass, there is a vast amount1 of leisure time to be spent now? much more than ever before in the history of this country. It is not during the hours of labor that unsocial conduct develops but In the hours of relaxation and freedom. Since it is during this leisure time that those who enter crime prepare for that regrettable adventure, steps must beV taken to train our citizens to employ that time profitably# It is to this phase of guidance and development that physical education is eminently qualified to contribute. Youth desires physical activity, competition, fellow ship, and many of the other elements !in our program. It 19
Is Important to note, that adequate provision for the leisure time of adolescents is more Important than is the preparation for their leisure time when they will be adults. If this problem is adequately administered in youth, there w ill be but little cause for anxiety about it during adult life... : ; ... .. ■; : ..... It is a mistake, thon, to criticize many of our more vigorous team games on the count that they do not provide carry-over activities for later life: they do not need to do that in order to justify themselves for they serve the cause of leisure time here and now. In meeting the leisure needs of youth, they render a greater service than some of those less vigorous games which carry over into adult life. One reason for this is the fact that youth Ms much more free time than adults; the greater need of fers the greater opportunity for service. Another reason is that proper training and correct habit formation in youth may carry over into adult life. Since team games attract strongly, they have the power to pull youngsters to them who might not be attracted otherwise. To be sure, our games th a t have carry-over value as e n tire games in to
• ■ ' . '■ v -V: V ■" V. ' ■ ... . ' adult life need to bo increased in number and quality, but they must not b© used to the exclusion of the more vigorous team game# . Physical education is not presented as the only unit in the school system that contributes to the worthy use 20
of leisure but rather a# «ie of the Important units that has a significant contribution to make, both during the school, age and later in life.
Physical Education Contribute# to Vocational Preparation Better physical and mental health, character, and ctt- isenthip will aid emi la sechrlng and maintainingiemploy- mmnt. The endurance, strength, and skills developed in physical education activities increase one *8 efficiency in emny types of work." Certain types - ef ip&ysi##!" aetiV lty, notably sports, develop leadership and poise. The skills and:knowledges gained through participation in physical education are of direct economic value to cer tain groups of people. Hany„poople today obtain their_ : - livelihood by teaching and coaching physical activities; some by officiating and still others by actually playing the games. Those who coach as well as teach other school subjects find it easier to secure positions as teachers, and., when they are placed, re c e iv e , in most in stances b e t ter wages in proportion to their academic preparation and experience than they otherwise would. The increased de mand for recreation and playground directors provides another vocational opportunity for persons with adequate physical education experience. Through this means of education many are prepared in part for some full time or part time vocation. 20-a
REFERENCES ,Brace, David K., "Soma Objective Evidence of the Value of Physical Education”, Journal of Health and Physical Education, IV (April 1933) Bristow, William H. and Vlbbets, Charles D., "The Problem of Administering Health and Physical Education in Secondary Schools,” Journal of Health and Physical Education, II (November, 1931). Nixon, E. W. and Cozens, F, W,, An Introduction to Physleal Education,* Chapter III7~ T Sharman, Jackson R., The Introduction to Physical Education, Chapter I . Voltmer, Edward F. and Esslngler, Arthur, The Organization and Administration of Physical Education, Chapter I. Williams, Jesse Felring, (Chairman) ”Physleal Education Today”, —A Statement by the National Committee on Physical Education, Journal of Hoa 1th and Physical E ducation, I I , (November 1935) Williams, Jesse Felring, Principles of Physical Education, Chapter IV. 2 1
CHAPTER H I
: THE AIMS AHD -OBJECTIVES OF PHYSICAL EDUCATION The Heoeosity of Having Aims and Objectives In order to proceed efficiently and virith dispatch toward any goal it-is essential that the goal be known« Furthermore, attainment which will be educationally satis factory is only possible i f the end to be gained is worthy. It is not sufficient to attain just any goal. Consequently, the physical educator in addition to ah ad equate aim, must have worthwhile objectives and must have seme concept of the aims to be employed to achieve his objectives. -
D e fin itio n o f Terras
Aims' - v are- • the' " chief'• goal toward which - ••• ; • all - education. . • . ;• - -■ is directed. Aim is used to denote the general purpose. Objectives are more specific and definite and lead up to the alms. They are practical, more nearly attainable and are major steps or points of significance toward realiza tion of aims. ; ; :
The Aim o f P hysical Education The general aim of physical education should be p ra c tic a lly the same as th a t of a l l education. I n • fa s t anything that is Included in the educational program 22
should be of serrloe in the attainment of the alms of general education, othoroioo there is no. justification for the place given that activity* An aim of physical educa tion, which is so inclusive that it might also serve as the aim of all education, can be stated as follows: ’’The aim of physical education is to influence the experiences of persons to the extent that each individual within the limits of his capacity, < may b® helped to adjust successfully to so ciety, to increase and improve his wants, and. to develop the ability to satisfy his1wants.w* ‘
The Educational Objectives of Physical Education The Muoatlonal objectives of physical education may be included in the three following statements; "(1) To provide opportunities for controlled par ticipation in physical activities that will result in educative experiences. , (2) To develop the organic systems of the body, to the end that each individual may live at the highest possible level. (3) To develop skills in activities and favorable attitudes toward play that w ill ostrry over and function during leisure time."
General Objectives of Physical Education In order that the educational objectives of physical education can be worked out with some hope of achieve ment, it is essential to have certain general objectives ■ a 12* 1. Thorndike, Edward L., Education, p. 13, Macmillan Com pany, Mew York, 19121 2. Oharman, Jackson R., Introduction to Physical Education, p. 65, A. S. Barnes and Company, 1934. '"...... "' 23
that will aid in the working o«t and administrating of the educational objective#. Some general objectives, of physical education may bo stated as follows: (1) The development of the organic system of the individual through physical activity. (2) Contribution to the development of desirable health habits, pertinent terowlMgev ai^ independent ■ application. r. ■ (3) Development of such skills and desires as will encourage active participation in physical recreatien during leisure time...... * .. .. (4) Discovery of gr wrt h hand leaps and remediable defects and correction of them as far as possible. 5 (5) The development of desirable traits of char acter and citizenship. 23-a
REFERENCES Hetherlngfcon, C. W., School Program in Physical Eduaatlon* World Book Company, Mow York, P art IX", 192%. “ — Sharman, Jaeksm R., IntrodmetSsn to Physical Edueatlon. Chapter I . Voltmer, Edward F. and Esolinger, Arthur A., The Organism* tion and Administration of Physical Education. Chap. III. Wayman, A. R., Edueatlon Through Physical Education, Chapter I. ~ 1 ™~ 1 ' 1 Williams, Jesse F., The Principles of Physical Education, Chap. I . - 0HAPTEH IV
CRIfBHIA FOR THE DEtPEBHINATIOH OF THE COHTEITT Aim TECH1TIQ13ES OF A COURSE IH PHYSICAL EDUCATIOH Physical education and health education are frequent ly combined fo f purposes of administration and instruction. The combined program includes (1) health service, (2) health supervision, (5) health instructicm, and (4) phy sical education. In order to choose intelligently the activities which make up the content of the program it is necessary to have .some definitely stated Ideals and c r it e r ia . The following statements are proposed as valid criteria feu* the selection of the content of the school program of health and ohysical education:1 . . "(I) The activities included in the program must occur frequently in the daily lives of most individuals• (2) The content of the program must be such that It Is not provided satisfactorily by other agencies outside the school. - - (3) The activities included in the program must be such as to occur frequently in the daily lives of most individuals as they live during adulthood. (4) The content of the program must be within the range of experiences, interests, ability, and capacity of the pupils so that they may achieve a reasonable degree of success.
1. Sharman, Jackson H., Introduction to PhysicalEducation, p. 1 7 A. S. Barnes and Company, New York, W34. 25
(5) Tho activities inclMed In the program should be the ones of the greatest relative value. (6) The number of activities included In the pro gram must be relatively small so that a few valuable activities may be taught intensively rather than tre a tin g s u p e rfic ia lly many a c tiv itie s . (7) The activities included in the program must be such that they can be graded and arranged in pro gression te fit the needs of the pupils. (8) The activities Included in the program must be such that a maximum correlation with other school subjects is possible. (9) The activities should provide desirable and wholesome contacts with other people. (10) The activities should lead to Ither worth while activities.
Bsalth Service School health service may be defined as the success ful operation of the agencies aiming to improve or to protect the personal and environmental health conditions of school children. The function of this service should be primarily educational. The health service should include the following activities of health protection and promotion. (1) Health examination of pupils. (2) A follow-up program for the correction of remediable defects. (3) Protective measures. (4) Daily health inspections. (5) First Aid services. (6) Correction of defects. 2 6
(7) Welding and measuring. (8) Byglen# and sanitation of tho school plant and equipment.
" : Health Supervision , . The health supervision part of tl» school program fo r health education should b® concerned with the hygiene of the school plant and with the school procedures and pro cesses, Under this heading are included the following: (1) Hygiene of Instruction. The hygiene of instruction has to do with hygiene of the educational process itself and Is concerned w ith the problem of making sure that the health of school children is not. affected adversely by their school experiences.
' - - ^ ■ - " ■ ■ ■ - ' (2) Lighting. The lighting of all rooms should bo such that each ch ild may work a t school comfortably and efficiently with ample light but without glare or cross lights. (3) Sanitation. The most essential objective of school sanitation is to provide an adequate supply of pure water for drinking and washing, (4) Heating and ventilating. The amount and quality of work done by a person and the comfort with which it is done is dependent very def initely on the temperature and other conditions of the air. 27
(5) Safety tneasureo* Aecidenta are responsible for more deaths among children of;school age than any other cause, Measurable results in reducing accidents can be achieved by carrying on a program of safety education in all grades.
Health Instruction • Health Instruction is the sum of the: instruct ion •• given within the curriculum which has for Its aim the im provement of the health conduct of the Individual. Health instruction should develop knowledges, habits, and a tti tudes which will help the pupil to be healthy and happy. The responsibility of the health teachers should
' - - < : - ... y.-: ------''' , \
(1) To make sure their pupils have command of the necessary and fundamental health knowledge. (2) To help pupils form habits of healthful living so that the simple rules of health will be ob* served and worked out in natural practice. (5) To lead pupils in the development of attitudes that will be conducive to healthful behavior.
The Objectives of Health Education A committee composed o f outstanding members o f the American Medical Association and the National Educational Association has outlined the general objectives of health education as follows: -, 1 . . : 28
,!(1) To in struct children and youth so that they may conserve and improve their own health. (2) To establish in them the habits and principles of living which throughout their school life, and in later years will assure that abundant vigor and vitality which provide the basis for the greatest possible happiness and service in personal, family, and community life. , (3) To influence parents and other adults, through the health education program for children, to better M bits and attitudes; so that the school may become an effective agency for the promotion of the social aspects of health education in the school i t s e l f . (4) To improve the individual and community life of the future; to insure a better second genera tion; and a still better third generation; a healthier and fitter nation and race.”®
Physical Education Physical education is the contribution made to the complete education of the individual through piiyco-motor or large muscle activities. Interpreted broadly, this program includes many manual activities. For purposes, of this discussion, physical education is limited to play, games, self-testing activities, athletics, gym nastics, rhythmic activities, swimming, and related activities. Physical education aims to promote normal robust health. It is also believed that physical education acts as one of our best citizenship laboratories where children
2. Report? Health Education, Joint Committee of the national Education Association and American Medical Association, 1925, Columbus, Ohio Public Health Association. 29
engaging in play activities are surrounded vvith oppor tunities for developing desirable ways of re-acting as Individuals In a social group* - ; - The success of physical education depends upon the degree It© whleh the various activities conform to the following @r Iter la: - (1) Promotes normal robust health. : ;. - ; (2) Enables the child to act as one of a social group.
Are the Programs of School Health Service, Health In struction, and Physical Education Separate and D istinct, or Do They Frequently Overlap? It is sometimes Impossible to allocate a given activity to any one of the departments of the triangular program of health service, health instruction, and physi cal education. Moreover, too rigid a placement is un desirable since it is intended that many of the activities will influence the operation of ail three departments. Health examinations, for example, are placed under health service since their function Is to discover certain remediable defects. The health examination, however, forms one of the important elements of health instruction since instruction pertaining to defects found can most effectively be given at the time of, or with direct reference to, the examination. Moreover, the educational value of health examinations is to encourage parents and children to consult their family physician periodically 50
In order that early diagnosis may protect the individual against ill health. Again# health examinations are 5 ’ desirable in connection with physical education programs for determining the most suitable types of activities . for individual children. The activities of the triangular program aro so closely interrelated that the success of any one division i# to a great extent dependent upon the cooperation of the other two; . v-_ \ d ^ 30-a
REFERENCES Hetherington, C. W., School Program In I%jsleal Education, part i i . - ■ ; : ~~ : 1 ~“.- Repeat: Health Education, Joint Committee of the National Educatloh Association and American Medical Association, 1925, Columbus Ohio H ealth A ssociation. Sharman, Jackson R., Introduction to Physical Education, Chapters IV, VI, and Vll. ' "" Voltmer, Edward F. and Esslinger, Arthur A*, The Organiza tion and Administration of Physical Education, Chapter a l i i , xv. ; ' ~~~ Williams, Jesse F., The Principles of Physical Education, Chapters VII and VIlTI : CHAPTER 7
THE ADMINISTRATION OF PHYSICAL EDUCATION Because of Its many elements, sueh as athletics, games, rhythmic and gymastlcs, physical education demands care ful and Intelligent administration. The problem of Inter* scholastic athletics alone Is a compelling one and needs the application of all the principles of general school administration. The physical education program is not an unrelated activity. Organization into a unit program with proper administration ©entered In the administrative office of the school Is the cornerstone of good administrative p ra c tic e s .
The A c tiv ity Curriculum Physical education should be taught as a course of study, composod o f many d iv is io n s . I t is sim ila r In form to any other course of study of the school. Hot all pupils are qualified or able to participate In all the parts of the physical education course. Mo pupils, however, need be completely excused from all participation in the pro gram. If the program Is properly arranged, there should be something worthwhile for everyone. A competent physi cal education teacher should bo able to modify the program to meet the needs of every boy no matter what his degree 32
ef physleal fitness* All pupils should participate In the.. program, but the activities should be determined by the revelations of (1) health examinations and (2) the classi fication of appraisal tests* Pupils,"therefore, should be divided into four groups—those physically unfit to take a normal program of vigorous activities, and those physically fit to be placed in an activity coursei In the activity group there may be some that may not be able , to participate to the more vigorous games, due to some phy sical defect; Then there is the somewhat .larger ^cup that can participate in all activities.
Departmental Organization The organization of personnel and function depends upon the size of the school and breadth of the offerings• The following points in departmental organization are recommended: (!) All activities in health and physical education should be underthe immediate' supervision ofthe
principal and th e ultimate supervision of th e superinten dent and board of education. (2) In the larger schools a department head is advisable. He should have charge of all activities including athletics. (3) Athletics are a part of the physical education course of study and should be administrated as such; Interscholastic athletics should be so organized as to permit academic credit to be earned from successful participation. Athletics r ? ;; 35
are not one thing# and. physical education or "gym" another• They are both parts of a course of study aiming at the physical education @f the child. (4) Personnel trained in physical education rather than in athletics alone is nec essary for efficient functioning of any and all phases of the course of study. (5) The coaching and administration of interscholastic athletics should be under the super vision of the trained physical educator. (6) In country and village districts the local health commission should be employed to give the annual or seasonal health examina tion. (7) A school health committee and health coordi nators are useful devises.
The O rganization of C lasses There should be different types of physical education groups and not all students need be enrolled in the same group. They should be assigned to classes or groups within classes on the basis of (1) physical fitness? (2) age and grades; (3) aptitude or degree of motor ability. Pupils should not be assigned, as often happens, to classes on a basis of free study hours or miscellaneous free periods. To use the playground or gymnasium as a dumping ground for all unoccupied pupils is bad practice and tends to defeat any possibility of educational progression within the physical education classes. Health and physical education should be placed on the pupllb schedule at the same time 34 and In the same way as are o th er subject a# Homogeneous groups aro necessary for effective teaching in physical education. The practice of turning all unoccupied or un» , placed students into the physical education classes is to be condemned.
Administration of the Glass For effective teaching it is Important to have good class organization, beee of time or faulty lesson planning Jeopardizes the best results from a well founded course of study. Much time can be wasted through tardiness of pupils, slow methods of taking attendance,.poorly trained class leaders, poor lesson planning, and poor attention of the pupils. These are administrative matters and a well trained teacher should have a solution to such waste ful practices. - Important points In the administration of the class are as follows: A. Routine o f p a rtic ip a tio n . 1. Enter locker room and proceed to assigned - lockers. ‘ : : - . 2 . Change to gym uniform . 3. Lock lockers. 4. Go to gymnasium. 5. At signal report to squads. - 6. Squad leaders, check attendance. 7. Squad leaders receive dayfs assignments and 35
squads move to assigned activities. 8. Proceed with activities until dismissal time. 9. Return to letter rooms and secure'towel. 10. Shower. : ; rv ,:r: 11. Dress and replace gym uniform in locker. 12. Leave room on dismissal signal. ^ B. The F ir s t Day. Because physical education includes p lay to a larg e degree, there is a danger of developing chaos without leadership. On the other hand rigidity in class conduct is undesirable. Impressions are important, and the first lesson should be well organised and should keep the pupil interested. 1. Begin the first and every subsequent class on time. - : - - 2. Acquaint all pupils with rules and regulations to be followed. 3. Teach method of squad formation and movement. 4. Carry on interesting activity: -- 5. Dlsaiss class on time. ' - 6. Supervise showers and dressing. ’ C. Lesson Building; T 1. Bach day*s work should be carefully plamwti. The daily plan should be a working outline and definitely a port of the year1 s work. 3©
2. The d a ily allotm ent o f tin e to sp o rts , gymnas t i c s and other phases o f the v/ork v/l 11 depend upon the nature of the local program. 3. Sports should be taught In their proper seasons. These periods should be used mainly for In- ,structIon In skills, techniques, and strategy involved rather than to ungulded and undirected . p lay . ■ ■- " . . ; 4. A detailed report of the activities of each lesson should be kept in order to provide a permanent record indicating the point of pro- grossion reached by a class in each type of a c tiv ity . 5. The teacher should consider the kind.and amount of activity the class has had and the need and particular interests of the class when planning the dayfs lesson, 6. The matter of lessen building should be left almost entirely to the individual teacher. Weather conditions, interest in the activity, time allotment, will have an effect upon lesson planning but the minimum requirements must al ways be kept in mind, and must be definitely secured. D. The Squad and Squad Leaders 1* The squad is the unit of the physical education 37
'. class, r 2. For best results, squads should be of equal number, and the same level of motor skill'. 3. Objective motor tests In fundamental skills • and game skills should be used in forming - balanced squads. 4. A.squad should have from 8 to 12 members. 5. Squad leaders should be picked on the basis of (a) personality; (b) teaching abilityj (c) dependability? and (d) performance. 6. Squad leaders should meet with the instructor , at-ether times than the regular class period to go over the coining lessons. 7. Squad eompetition is often desirable, and records of squad achievements should bo kept.
Psychology of Physical Education Good methods of teaching physical education must be based on sound principles of psychology. Every teacher, therefore, should be familiar with the more pertinent material on the laws of learning, the characteristic of a learning curve, the methods of securing efficient learn ing, the techniques of developing motor skills, and the place of drill in learning# The laws o f le a rn in g . . ■ - - -y (1) The law o f read in ess (2) The law of exercise. 38
(3) The law of effect. The state of readiness determines the emjdltSon and environment under which learning is most likely to take place. The principle of exercise emphasises the Importance of continued practice of the reactions which are to be learned. The principles of effect indicates the attitudes which will survive. The shape of each learning curve depends on the person doing the learning,...-the thing being learned, and the con ditions under which the learning is done. It is not ac curate to speak of a typical or average learning curve. The "initial spurt", "plateaus", and "end spurt" are char acteristic of many learning curves, but not of all of them.
The Intra-mural Program In every school from the one-teacher rural school to the large university there should be provided an opportun ity for all the pupils to participate in intra-mural ath letics. Intra-mural athletics appeared in the schools long before anyone even thought of physical education and interschool athletics. The desire to play is universal, and some form of it has always existed. It seems Incon ceivable that this powerful urge could have been entirely suppressed in our first educational institutions. A. Objectives of the intra-mural program. ' - v . ,,, , ..... (1) Recreational A part of a pupll*s leisure time should be employed in wholesome, pleasurable 39 physical activity* This is a significant factor in adolescent recreation. ' (2) Social Contacts Intra-mural athletics promote group relationship which are of vital interest to pupils.' : ' ' ' ' " ' - ' (3) Group Spirit Devotion to a cause which prompts one to sacrifice oneself for the best interests ■ ©f the group is a desirable social trait. Whereas interscholastic competition reserves this privi lege for the few who comprise the team, intra mural athletics provide opportunity for a larger number of the pupils to enjoy this rich experience. (4) Health Since health.is a condition that comes from wholesome living, intra-mural athletics may contribute greatly by prompting Interests in per sonal fitness that the pupil may be a more suc cessful performer and a more popular member of his group; ' ' - : ' ' •' ' • ' \ . (5) Permanent Interests'in Sports Intra-mural athletics allow for the development of skills to various types of activity, some of which may carry over Into the leisure time of adult life. This is an important educational practice. (6) Development of Varsity Material Although it is not the prime aim of Intra-mural competition to act as a ttfeeder” for interscholastic athletics. 40
many "varsity" players are recruited from the " ranks of intra-w ral contestants * However this should be considered only as an incidental objec tiv e . Since intra-mural atheletics serve the mass of pupils, and Interschelastle athletics restrict participation to the few possessing superior skill# the-Intra-mural program as a general educational measure'is superior to interschool competition. It should be remembered that the "varsity11 teams are a great incentive in the successful operation of an intra-mural program. For the favored youth of high potential capacity, the intra-oaral pro gram provides an opportunity to develop skills' which will later enable him to join the "varsity squad” . B. Administrative Points " . : V (1) Intra-mural sports are a part of the broad physical education curriculum and as such they should be administered by the teacher of health and physical education. (2) Health examinations should be given all Intra mural participations as they are given varsity athletics. Injury# illness, and danger will ac company an in tra-m u ral program unless such pre*i cautions are taken. 41
(3) The program should be administrated oo as to require an adequate training period before each sport. Ho competitor should be allowed to compete his 11 first night out". (4) Varsity athletics: should be denied intra-mural participation in their particular varsity sport• (5) Intra-mural teams should be kept as balanced in skill and excellence as possible. (6) Ho intra-mural program is complete unless all of the pupils of the school have every opportunity to participate regularly throughout the year, _ (7) The activity should fit the ago and grade of participant* v . v ' v (8) Intra-mural teams diould be,organized to give every pupil a chance to participate, not to re cruit varsity material. (9) Officials should not be chosen haphazardly. If pupils are used, special instruction In of ficiating should be given them. (10) Round-robin tournaments are always preferable to elimination schemes. An elimination champion ship is less important than continuous partlclpa- . tion of all pupils throughout the season. (11) Pupil managers are necessary in a large program. They should assist the director in hand ling equipment and keeping scores and records. 42
(12) Accurate statistics of the number In sports, games played, scores, office records, all-star teams to be selected, social questions, constitu tio n and by-laws to be drawn up, and numerous other problems must be efficiently administered i f a sueeessful program of intra-mural activities is expected. C. Units of Competition There are a number of sports, such as track and field, wrestling, tennis, and others which are in dividual in nature. These sports may be run off in an all school tournament. However in most sports it is necessary to form units for team competition and some scheme of classifying the pupils is necessary. Examples of classification: (1) Home rooms. (2) (blades of c la s s e s . (3) Motor ability groups, (4) Residential districts.
. - . .. ' . (5) Departments. (6) Clubs. (7) Age, weight, and slme. These are only a few of the numerous ways of clas- sifying groups. Whatever be the basis fo r classifica tio n th a t is chosen one thing should be kept clearly in mind; that is arrange them so that all competition 43
is as keen as possible vfithout eaerlfieing good will between the gro%#@.
D. Sehednling making and tournaments. Scheduling # ik ln g will depend upon the kind of tournament or series used. For the most part it is more advisable to use the round robin rather than the elim in a tio n . In large schools w ith many team s, i t may be necessary to form different leagues within the same sport in order to insure maximum partiolpation. The determination of championships is always secondary to maximum participation over the maximum period of tim e. Kind of Tournaments* (1) Round Robin Every team plays every other team in the league at least once. (2) Ladder The team plays another team whose name appears immediately above on ranking list. If victorious, names are shifted on the ladder. The object is to climb to the top and remain th e re . (5) Elimination—consolation Defeated teams have a chance to play other defeated teams and ultimately return t© the championship. No team eliminated until it has played.at least twice. (4) Elimination drawings made and defeated teams drop out after each round. 44
E, Point System. . Some form of point system is frequently useful but the emphasis on points and .awards should never be so great as to be the principal motive for participation. Method, of winning points* • :" v • ; (1) Entrance. (2) Team winners. . . (3) League winners« . \ - '• : (4) Runner-up. : • . : v r (5) Graded points in order of stawtlag. (6) Attendance, et cetera. F. Activities for Intra-mural Programs.•. Fall - ' Winter ; Spring - Football Basketball , Baseball Tcroeh football Boxing Soft ball Soccer Wrestling Tennis Spaedball : Foul shooting Track and Field Volley ball Volley ball Swimming / Rugby . Hand b a ll Golf Tennis ; Gymnastics Shuffle board 0©lf Badminton Bowling
Interseholastic Athletics A. The importance of athletics in physical education. In the United States athletics make a more wide spread appeal than any other part of the physical 4 5
education program. The Interest which Is taken by nearly all boys causes athletic activities to offer unusual educational opportunities. Athletics are here to stay. The problem is how best to administer them. Interaeholastlc athletics are a part of the whole pro gram ®f p h y sical education. It is probably a combination of many things which make athletic games so popular, but regardless of the special basis of appeal, it seems evident that com petitive athletics are meeting needs In our schools and communities. It seems wise, therefore, that our high school programs of physical education should provide for inter-institutional athletics and admin ister these sports in the interests of physical education. . . B. Objectives of Athletics* In all phases of education including athletics. It is necessary to have a clear understanding of ob jectives in order to choose intelligently the activi ties to be taught and the methods to be used to ' ■ ; .. ' - ■ : . : . ■ - - ■ - . teaching. The general alms of athletics should be the same as that of all physical education. Some of these objectives ares (1) Team play and loyalty; (2) Confidence and self-control: (3) Physical development! 46
(4) Discipline; (5) Clean living; (6) Quick thinking under fire; (7) Respoet for the rules of the game; (8) Respect for others; (9) A spirit of friendly rivalry betv/een schools; (10) Provides a wholesome means of entertain ment and recreation for students and faculty; (11) Helps to promote loyalty and morale in the student body. C. Principles of Athletics. A statement of the fundamental principles governing the administration of athletics should prove of value in using athletics as a means to achieve the aims of education.in general and of physical education in par ticular* The North Central Association of Colleges and Secondary Schools has proposed the following prin ciples and policies for governing tho administration of athletics in secondary schools.1 ”1. All athletic competition in high schools should grow out of and from an integral part of the phy sical .education program. 2. Individual athletics should not be exploited for the glory of the town, the school, or the coach. 5. A well balanced program of athletics should provide opportunities for participation In sports which may carry into adult life.
1. Morley, E. E. "Report of the Committee on Athletics in Secondary Schools,” North Central Association Quarterly VI June 1931, pp. 26-35, 27. 47
4. Greater emphasis should be placed upon ex tending opportunities for participation in sports and'games .to-all-.pupils rather than upon the in tensive coaching of a few. 5. The administration of all athletic contests in the hlgi school program should be entirely con trolled by properly constituted school officials. - 6. The promotion of pupil Initiative and self- confidence among athletics is in favor by trans ferring the responsibility for managing.and directing the team during contests from coach te student manager or.captain. ' v 7. Fair play, courtesy, generosity, self-control and friendly feelings for the opposing school should not be sacrificed in the desire to win. 8* Sportmanshlp ideals apply equally to-players and spectators, to winners and losers. 9. The school should aim to develop sufficient skill in one or more sports among all its pupils to create abiding Interest. 10. A liberal program of intramural competition in sp o rts and games should be provided in schools sponsoring interscholastic teams. 11. Daily coaching practice should not be so long or so strenuous as to endanger the health of con testants or to detract unduly from evening study. 12. Bo greater proportion of school time should be devoted to promoting studentsupport of ath letics than Is given to promoting dramatics, con certs, debates, or other non-athletic activities. 13. Schedules and games should be so arranged by each school as to limit the number of its contests to one game per week during a playing season (in a given sport). 14. Contests played at night should be scheduled on Friday or Saturday. 15. Ho pupil should be permitted to take part in a contest in any sport without first receiving a thorough physical examination from a competent physician." . 48
D. A th letic A ssociations Interscholastic athletics present far too many prob lems to be adequately treated here but it is worthy of note, for practically every state has established state athletic associations to eeotrel and govern these activities. "The National Federation of State High School Associationshas also done a great work to foster a nation-wide acceptance of‘sound principles for the administration of such programs.: E. Trends in Athletics. There are apparently certain.definite trends in interscholastic athletics with,which teachers should be familiar. Some of these trends are: 1. Classifying schools and players. 2, Increasing power of athletic associations and conferences. 3* Limiting competition* 4. Interschool athletics for all. 5. Reduction of amount of time lost from classwork. 6. Wider distribution of honors. 7. Shortening the daily practice sessions. 8. Distribution of the coaching load. 48-a
REFERENCES Worley, E. E., "Report of the Committee on Athletics in ■ Secondary Schools", North Central Association Quarterly, VI. June 1951, pp. M8-35, 2'7, Nash, J. B., The Administration of Physical Education, Chapter XIV. : Mitchell, Elmer D. Intramural Athletics, A. S. Barnes and Company, 1924. Sharman, Jackson R., The Introduction to Physical Education. Voltmer, Edward F., and Essingler, Arthur, The Organization and Administration of Physical Education, Chapters IV, V, vi," yn ,'.'v i i i . .. - ^ • Shaman, Jackson R*, Introduction to Physical Education Chapters VI* VII, VII'I, A ll, XIII, 'XV, xVI. Williams, Jesse F. and Hughes, W. L., Athletics in Education, Chapter VI. :;v. 6HAFPER VI :
FACILITIES AHD BOHMEHT The A th letic F ield The modem physical education program emphasizing sports requires extensive play area. About one hundred square feet per pupil is the generally accepted standard for the outdoor play area. In many schools gymnasiums are not available, or they are too small to oar© for all the pupils $ therefore the greater part of the program must be conducted out-of-doors. The weather conditions In the greater part of Arisona are so ideal that physical educa tion can be very successfully conducted In the open Swing the greater part of the school year. Athletic fields, accordingly, should be equipped with areas suitable for all forms of games. The number of courts, basketball, volley ball, hand ball, tennis, should vary accordingly to the number of pupils to be accommodated. Each school should have a battery of courts for each of those individual or dual activities if proper instruction is to be given. In some schools with a minimum of facilities available it may be necessary to divide the class Into two or three sections, with one section, for example, playing tennis or badminton and another playing volley ball. Of course this 50 will reduce the effectiveness of the instruction and super vision since the teacher must go back and forth between the groups, dividing his time with each* If emeh a plan is tft be used it is desirable to centralize all special courts in as small an area as possible. Another solution to be used where facilities are limited is to use mass instruction technique, with a double load on each court. Under such conditions, fundamentals, and skill may be taught, but the complete game situation can never be realized unless half of the class sits idly while the other half participates* ■ . - ... ' ■ , ' V . ...' Another problem that arises where the facilities are inadequate, is the adjustment between the boys* and the girls* program. In small schools they may be able to alternate between the indoor and out-door facilities, nor mally, a separate section of the athletic field should be reserved for boys and for girls. Play areas should always be as level as possible, without obstructlens. Heavy turf makes the best surface for large areas. For the relatively small areas usually used for basketball, handball, tennis, and volley ball courts concrete, asphalt, or oil macadam is the best. Sand, wood shavings, or sawdust should bo used for jumping pits and under field apparatus. It is also desirable that all play areas be fenced off from the street and should be provided with shrubs and trees for shade and beauty. It 51
has been generally accepted that for the senior high school the play area should comprise at least five acres. A senior high school of any size should have at least this much area If an adequate program Is to be carried out. The California Score Card recommends that no school have less than four acres and gives an average score on the following basis: . , . Enrollment Humber of Usable Acres 0-100 — — — mimumm**"**^'****#.**'^***#*#^***#^** —»5 . 101-300— -— ——— j— ___ 6 - - '
, . 301—000—— — — — * * * » - » * * * * * # a * " * ' * m m ...... 601-1000---- -— ------T-10 . ; 1001—18QQ—————— —————IQ . . «. , ■.....« 1800—over—— ———————— ———io —14
...... Indoor F a c ilitie s ...... A. The gymnasium . ... . ■ - . . . Each hl#i school should have a good gymnasium with a maple or other hardwood playing floor large enough for the maximum basketball court, 50 x 84 feet. Well painted lines should mark the different courts $ the Interior should be painted a light color. It should have adequate light, heat# and ventilation. It should be located separate from academic building; acoustics should be good. This building should be accessible to students and public, and have a smooth area on one side or end for handball court wall. 1
1. Bulletin E-2 and E-3, California State Department of Education, Sacramento, 1^31. " T / ■■■■". S t ;
B, B leachers. The seating arran|piB®nfcs in the gymnasium should care for one-ha If of the student body enrollment; the seats may be permnent or temporary, though folding bleachers are p re fe rre d . , , ,, . . , ...... , ...... ' .. .
G. Dressing room.. ■ • The dressing rbora should provide free floor space ex clusive of lockers equal to about eight to twelve square feet per pupil for peak loads. Floors should be non-slip materials, concrete or tile . A separate dressing room for visiting teams is an advantage In intersehool athletics. The dressing room should be provided with strong nonmovable benches, good floor dminage so that the floor can be hosed out; good ventilation, light and heat; toilets adjacent; drinking facilities; washing facilities; mirrors, and with a general exit independent of other areas in the building. Lockers — The combination large dressing locker for street clothes fitted with several box storage lockers, all with proper ventilation are very satisfactory. They may be of any one of the several combinations of wire ■ - ■' - ; " . ■ : ■ ' w.: ; - ; . . f- baskets and a large dressing looker. In recent years the ecmiblnation large locker for street clothes fitted with the small storage lockers are growing in popularity and seems to be the most desirable. Combination padlocks are recommended for general purposes, since they simplify the problem of lost and 53
implicated-.keys.; - - V . '■;:••• It Is iapca^tamt that the locker room be kept clean and as free from odor as possible. All box type lockers should have adequate perforations to permit air to circu late through the®. It is also advisable to have a blower installed in the locker room to keep the air in circula tion and thereby dry the contents in the lockers.
D. Shower room. i / > v- ... ' The mlm of the shower room depends upon the enroll ment, with 8 to 12 square feet of floor area allowed for each shower head, lash recommends the following formula for determining total number of showers neededs Boys— Peak load - lO^2 It is common practice to arrange boys* showers in bat- teries without partitions. Shower heads should be shoulder hi^a and should W therms tat ieally controlled to prevent scalding. Individual control of hot and cold water should be provided rather than an automatic central control, al though a central emergency control is desirable. Liquid soap should be dispensed from a central storage tank, fed by gravity through pipe lines, with valve between each two showers. It is recommended that well-drained drying rooms be placed between the showers, and locker rooms to prevent splashing and tracking water into the dressing room. A :
2. Hash, J. B., The Administration of Physical Education, ! . A. S. Barnes and company, ItW , p. 2W. 54
•peeial towel and equipment room may be Installed near the drying roam. •• , v A wading pool for disinfectant is helpful in control ling athlete's foot.
E. Additional rooms. A small room for storing apparatus Is desirablej also a corrective room, a rest room for boys and girls for use in case of Injury and illness or for rest periods; this room should be equipped with suitable cots, blankets, sheets, et cetera. There should also be an instructor1s office, health or medical examining room, and a class room for health education classes, .
F, Lavatories. - 1.=;. ■ •: , Toilets and lavatory facilities should be placed ad joining the dressing or locker room. They should also be accessible from the playground and: shemid have adequate bowls and urinals, wash basins, hot and cold water, liquid soap dispensers, either paper towel dispensers or drying : machines, mirrors and wastebaskets. /
0. Swimming pool. Swimming pools should be provided where at a ll pos s ib le , since swimming has been evaluated as the most worth while all-round activity by physical educators. Both open and closed pools are favored; however, in this state, due to the relatively mild climate, the open pool is more 55
advisable, - ' • ' . ■; - The sis® ef the pool may vary from 50 feet by 60 feet to. 60 feet by 75 feet. Any variation is length should be in multiples of 15 feet, while variations in width should be in multiples of 5 feet. Water depths should vary from 5 feet 0 inches in the shallow end to 9 feet or 10 feet in the deep end. Adequate machinery for heating, fiIteration and ster ilization ; standard spring board and all safety provisions should, be provided in the construction of a swimming pool.
; - . - . ■ . .■ ■ , ■
H. Supplies. Activity supplies such as balls and bats will depend upon the particular program provided. It has been said that participation in the activities of physical education is in direct ratio to the facilities and equipment pro vided. In many cases ineffective instruction is due to inadequate supplies• The items of supplies th a t have been commonly issued in the past by schools as a part of their class materials for use in physical education classes and in intra-mural sports include the following: basketballs, footballs, soccer balls, soft balls, baseballs, volley bell and bats* These represent largely the supplies necessary ter the largo team games which have constituted the backbone of the physical education program in the past* 56
. In th© carry-over sports, where we now find an In creasing emphasis, those of the dual sport type,.as ping- pong , badminton* deck tennis, et cetera, call for a new type of supplies. Such equipment includesj archery equip ment , badminton sets, golf clubs and balls, horseshoes, tennis balls, handballs, ping-pong sets, shuffle board sets, deck tennis, paddle tennis and various oth er game s e ts . ' ' ' : ' : " ' . - Other equipment needed includes much Items as: mats, mat covers, horizontal bars, parallel bars, bucks, horses, climbing ropes, rings, scales, hurdles, boxing gloves, and other necessary equipment. All schools, regardless of the size should purchase only the best of equipment. Be cause of its quality and lasting longer, they will find it cheaper in the long runto buy only the best.
I# Uniforms. V '; '.' : All #ysical education classes should be attended in a standard physical education uniform. Some schools fur nish a uniform, laundry it, and charge a rental fee to each pupil. In other places the pupil buys his own uniform and sees that it is kept clean. It is more ad visable that this plan be used. A very good uniform can be purchased for less than one dollar and If cardd fo r properly will last the four years of high school. This w ill "cut down the expense of the pupil having to pay a rental and laundry fee each semester. 67
J. TOV/elS; : . > The school should furnish and launderthe towels. An ordinary bath towel can be laundered for about one cent. ' ' ' ' - ' '■ - ■ ■ : . Area so noble fee for towel service would be one dollar for each sem ester. Where commercial in te re s ts charge more the possibility of a school laundry should be investigated,
K. The Care of Equipment . - ; - - :r r ; :,, . . - . _ - _ „ Thousands of dollars are lost annually through mis use of equipment. A close bookkeeping system should be installed to ja^vent the loss of equipment and a careful check should be made on its care and repair* The purchase and care of equipment constitutes one of tW director’s most impwtant responsibilities• Storage space of equipment needs to be adequate and auperrialon careful. There should be some one person to look after all equipment .and keep it clean and in good repair. This is best done by the physical education director himself.
L. First Aid Supplies. An adequate supply of first aid materials should be kept on hand at all times in the instructor’s office and in the equipment offices if an all time nurse is not available. Some of the contents needed for first aid cabinet are as followst sterile gauze pads, bandages, absorbent cotton, adhesive tape> aromatic spirits of ammonia, tincture of iodine, two percent mereuroehrome, solution of boric acid. 58
zinc oxide ointment, iodex, selssors, one pain of tweezers, one to w n lq n e t, fo w wooden s p lin ts , one dozen wooden tongue d ep ressors, and one dozen wooden a p p lle a to rs , wound in cottons.. v '' . ' "7 - V ■
M.' Library Equipment...... • : ...■ V. : : : Each school should have in its library several good up-to-date books bn health-and physical education, and some athletic books along with some good magazines and journals. 58-a
REFERENCES Bulletin, E-2 and E-3, California State Department of Education, Sacramento, California, 1951. Hughes, L., Administration of Health and Physical Education, A. S. Barnes and Company, ■ hew York, TOkS", Chapters XIV, XV, XVI, and XVII. Nash, J. B., The Administration of Physical Education, A. S. Barnes and Company, New Yoric, 1959, Chapter H , I I I . Sharnmn, Jackson, Introduction to Physical Education, A. S. Barnes and Company, 1954, Chapter V lll. Voltmer, Edward F. and Essingler, Arthur A., The Organiza- tion and Administration of Physical Education, f. 5 . draft and tiompany, Mew York, ItfSti, Chapters VIII and XIV. Williams, Jesse F. and Brownell, U .., The Administration o f Physical E ducation, W. B. Saunders Comoany, P hiladelphia Chapters til, XIII, XIV, and XVI. CHAFFEE T il
THE RESTRICTED AID CORRECTIVE PROGRAM As a result of an efficient health examination, pupils whose phsreiealeonattion will not admit their participation in the regular program may be divided into two groups, for class arrangement. Group I. - ' - ■ - ■ - In this group falls those whose physical status Is such as to prohibit them from carrying a normal schedule of vigorous activities, but who may be assigned to classes or Individual work in restricted or moderated activities; or In eases where the defects found are correctable within the means o f the health and physical education department, they may be assigned to individual treatment in physical theraphy or corrective exercises. Group II. Those whose physical incapacities render them unfit for any program of physical activity but whose defects may be benefited by some treatment by the department.
Principles and Objectives of the Program The restricted and corrective programs should answer the question o f what to do with a l l students unfit for the normal vigorous program. Here is found a close correla tio n between education in health and physical education. 60
Bealth service, health Inatruction and physical education go band In hand to make the life of the physically hand icapped more enjoyable. There should be something In every program of physical education for every boy to do. A. Objectives of the Restricted Program. 1. To establish a feeling of"competence among those physically handicapped. 2. To give the pupil opportunity to perfect skills In recreational activities in keeping with his defects and provide activities which may be en joyed throughout life. 3. To acquaint the pupil with the nature of his defect and assist him in every way to compensate fo r i t . 4. To secure whatever correction a restricted recreational program may afford. B. Objectives of the Corrective Program, 1. To bring an understanding to all pupils concern ing the cause, nature, and prognosis of defects. 2. To prevent existing defects from becoming worse. 3. To Improve so far as possible the specific defect of the pupil. 4. To offer opportunities for prolonged treatment of certain defects wherever necessary and possible. In this program, no activity, restricted or corrective, should be prescribed except with the advice and consent 61
of a physician. Many defects including many postural de ficiencies :are either not correctable or have been com pensated for by the pupil. In those, cases, for the sake of the educational benefits of a recreational program, corrective theraphy need not be applied. Only those cases in Which c o rre c tio n can a c tu a lly and fe a s ib ly be accomp lished should be assigned to corrective or therapeutic Classes. : -.Y:/ v. - The health and physical department must administer the program of treatment recommended by the physician?; cooperate with the nurse in all treatments and keep record of defects, their progress and development. . „ There is ho one corrective exercise good for. all cases, nor can corrective exercises be given to a large group of pupils.in hopes of preventing sane of the group developing defects without: knowing exactly What defects, are antici pated.. v.:;. ^ : . ;V ;■
The Administration of the Restricted Program 1. Some type of regular procedure should be used in assigning pupils to the program. The physician making the examination may advise a range of activities for the particular student. 2. Corrective exercises given for specific purposes maybe given on request of the physician. These normally Include the following general typess (a) Exercises given to develop certain muscle 6 2
groups; legs, trunk, shoulders, arms. (b) Exercises to stimulate the heart and lunge. (c) Exercises to correct postural deformities: ■ . - ' . ■ • ■ . such as—flat chest, round shoulders, lat eral curvature, flat feet. 3. All assigned to restricted groups should have per sonal interviews with the teacher at which tim e- fa) The student should be told the cause, nature, and prognosis of the defect. . (b) The pupil should be assigned to the restricted c la s s . (c) The p u p il may be assigned w ith no c la ss work and at regular periods, be assigned rest periods or recreational periods. 4. Any adjustment of the school program, such as avoiding stair climbing, rest periods, et cetera should then be made and arranged through the prin cipal's office. 5. Only a physician should diagnose a defect or pre scribe treatment. This must not be done by the te a c h e r. 6. Exact supervision should be offered all restricted pupils to see that t hey play within the limitations set by their defects. 7. Pupils should be protected against any ideas of Inferiority because of their defects. The Individ- 65
ual conference gives opportunity for such training in mental hygiene.
The A dm inistration o f the Corrective Program In the classifying and scheduling corrective cases for actual class instruction, particularly in the small schools Where several are handled by one teacher, it may be necessary to group them according to major needs and those with a given defect such as flat feet may be taught together. Group exercise can be devised whereby classes of as many as fifteen or twenty can be handled very ef fectively. In some cases specific individual attention must b® given. Corrective eases may be classified under the headings of (1) nutrition (over or under weight), (2) weak and flat feet, (3) poor posture, (4) hernias, (5) functional and organic heart conditions, (6) nervous instability, (7) de feats resulting from Infantile paralysis, et cetera. Personneli Unlike the restricted activity program, corrective physical education needs teachers with definite training for this type of work. Mot every teacher of phy sical education is equipped to carry on an efficient and worth while program in this field. Teachers or correctives may be either the regular physical education teacher w ith adequate and special training in correctives or one teacher of corrective work Who may travel between schools doing only corrective work in several different schools. The 64
latter plan is gaining favor In thelarger school systems. Administrative High Points: It Is essential that pu pils know of and understand their defects. Corrections will depend largely upon the interest and effort put into the prescribed exercises or procedures by the pupils. Through personal conferences with the teacher, and with: the physician said nurse where possible, pupils should be told of their defects and of the procedure advised for their correction. The correction of defects through ex- eroise takes time. Rarely can effective correction take place through group activities. Rarely do as many as five or six pupils in any one school approximate each other In defects, and it should be borne in mind that every defect found is different in each individuals Hence, no two cases can be treated exactly alike. :
Available Activities for Corrective and Restricted • . .. Program - A. Restricted Activities. c.-r Restrieted activities include various types of eaiti games, types of bewling games, gold putting, riflery, archery, golf, deck tennis, shuffle board, ping pong* badminton, horseshoes, and other sim ilar activities. _ . .. . v B. Suitable activities for the corrective program. So far as possible, in addition to the specif ic corrective work, a normal program should be made 65
available for the pupil. This should Include aparta and games in which he is capable of partic ipating without injury. The emotional value of enthusiastic participation in re c re a tio n a l games should never be denied the child when it can be avoided. It Is important that the child's atten tio n be directed away from h is handicap as fa r as possible with the emphasis oh the pleasure of participation. The correction should be pointed out as a means o f making i t possible fo r him to p a rtic ip a te more su c c e ssfu lly . Exercises for the correction of specific de fects are entirely too numerous and too uncertain of application to be mentioned here. Before a teacher attempts to give a definite activity to a particular individual even under the direction of a physician, he should make a study of this special ized field. Some of the best books in this field are: "Corrective Physical Education for Groups," by Lowman, L# C., Coleetock, Claire, and Cooper, Hazel, A. S. Barnes & Co., H. Y. - 1928; "Preven tive and Corrective Physical Education", by S ta f fo rd , George T., A. S. Barnes & Co. » 1931; "Physical Diagnosis" by Chenoweth, L* B. and Korri- son, W. R., Lea and Febiger, Philadelphia - 1928. 66
PHOGllAM SDHMDU1S
F irst 8emm#ter
Health Instruction OzgBBlsntlen . Calisthenics
2 days per week 3 days 6 day# 6 day#
Health Instruction oxganlsatlon , Calisthenics Hare hi*
2 days per week . 4 days 6 days 6 days
First Semestor
Health Im traction Organization C alisthenics - Marching
1 day per week 4 days _ 4 days r 4 days Second Senaster
Health Instruction Organization Calisthenics Tumbling
1 day per week 4 days 4 day 8 16 days
Forward B oll , Backward Roll Head Stand Hand Stand Hand Spring Heel Throw Hand and Leg Throw Running Forward Somersault Basketball Tumbling Recreation
9 days 9 days : ‘ 9 day# 9 days
A ctiv ities A ctiv ities Activities Activities Panting k ib b lin g Forward Roll Horse Shoes Passing Foul Shooting Backward Boll Badminton CatcMng of One Hand lay- Combination of Shuffle Board Peases up Shot. Forward b Relays Stances • v Tnti Hand Chest backward R oll. Indian Wrestle Drop Kick Shot. Head Stand Booster P l^ t Team Play Passing Hoad Spirib^r Grots) Games fumbling Recreation Volley M il Soft Ball
8 days 8 days 16 ctiys 16 days A ctivities A ctivities Hand Stand - - Dodge Ball Head StaM Prisoners Base High Dive :: Wand Wrestling Hand Spring Over Band Wrestle Sack Spring Indian Wrestle. Running Somer Hat Boxing sault Back Boxing - Back Flip from Barrel Boxing teg. - ./ ' . ■ Football Speed Ball Basketball Volley Ball
16 days 16 days 16 days 12 days
Volley Ball Hand Ball Tennis ' Track & Field Recreation
■ Activities Activities Starts Belays 50 yd Bash Hopping Roloys 100 ” * 3 le g « High Jticp Dual Basketball Broad Jtmp Group Games Pel® Vault Belays First Semester
Health lastraction Urganlzation Calisthenics Football
1 day per week 4 days 4 days 16 days
Second Semester
Health instruction Organisation Calisthenics Boxing L Wrestling
1 day per week 4 days 4 days IS days
Twelfth Grade Program Schedule
First Semester
Health Instruction Socreation Calisthenics Fastball
1 day per week 4 days 4 days 20 days A ctivities , Group Games miles Dual Gomes Team Offense ■ . - ■ Medicine Ball Team Defense Soccer Gam Participa Back Carry Belay tion lines Soccer
Health Instruction Tumbling Track and Field Soft Ball
1 day per week 4 days . 8 days l£ days
A ctiv ities A ctiv ities A ctiv ities Two men or Bales Game participa more com Game participa tion . binations. tion . Speed. Ball - - Basketball Volley Ball Hand Ball
8 days 16 days 16 days 8 days ^
'rambling : :v ;7 , Srack 't;Pleii4 V;;:'"/5!te'n»is' ~ . ; Golf
8 days - 7 16 days 12 days . _ 12 days
Basketball Valley Ball Hand Ball Tumbling
24 days 8 days 8 days 8 doya A ctivities A ctiv ities A ctiv ities Amt tv Itie s Free throwing Serving Serving Head Stand lay-up Shot Spiking Smash Hand Stand Chest Shot Set Ups Tournament Forward Flip Individual De Game p a rtici Back Flip fense. pation. Brel Throw Seam Defense Hand and Leg throw Team Offense Upper Leg balance Game p a rtici stand. pation. Burning front somerv. •s u it.
Baseball Tennis Golf Swimming
8 days 16 days 12 days 12 days
A ctivities A ctiv ities A ctiv ities A ctiv ities Game p a r tici Tournament Driving Ability tests pation. participation Putting in different Approach Shot strokes. Game p a rtia l- Tests in Diving ation. 66-a
REFEREM5ES Sharman, Jackson R., Introduction to Physical Education, A. S. Barnes and Company, liew York, I9S4, Chapters V I,V II. Sharman, Jackson R., The Teaching of Bays leal Education, A. S. Barnes and Company, New York, ly a i. Chapter V, VI. Voltmer, Edward F ., and Esslngler, Arthur A., The Organiza tion and Administration of Physical Education, F« Sv Craft and Company, MewYork, 19^8, Chapter V ll. Williams, Jesse F. and Brownell, C. 1», The Administration o f H ealth and Physical Education, W. B. launders Comoahy, ' Philadelphia, 1^4, Chapters V, VI, VII, and VIII. American Child Health Association, Principles and Practices in Health Education, Hew York, 1931. The White House Conference on Child H ealth and P ro te c tio n , The School H ealth Program, Century Company, New York, 1932. -; CHAPTER V III
PHYSICAL ACTIVITIES Unit I, Calisthenio Exercises Unit II, Marching ^ Unit III, Volley Ball ^ Unit IV, Eootball ^ Unit V, B asketball Unit VI, Soft Ball Unit VII, Speed Ball Unit VIII, Track and Field Unit IX, Hand Ball Unit X, Tennis Unit XI, Golf Unit XII, Boxing and Wrestling Unit XIII, Recreation Unit XIV, Swimming -- r::/ ; V:" WIT.''X'-/v ".
GALI^HCTIC EXERCISES Caltsthenio exercises are included here because they have certain definite dev®lepoental values for the boy of high school age. These values includei (1) The development and maintenance of good body mechanics. (2) The development and maintenance of body health. (5) The development and maintenance of suppleness of 'th e body. (4) The development and maintenance of body control. (5) Training in self discipline, and alertness. Vigorous effort end enthusiastic response on the part of the student in body-building exercises hot only leaves its mark in physical betterment, but stimulates desirable mental attitudes as well. - • n Calisthenics also have a definite carry-over value. In the complexity of modern life , many men: use a sraa 11 amount ©f time necessary to vitalize otherwise unused muscles by a regular program of calisthenic exercises.
Teaching Technique ^ : ^ 1 ' ' In the main the teaching techniques employed for calis thenics instruction divide into two methods of approach, these being the definite and:the rhythmic typesw The former lends itself admirably to exercises for posture 6 8
and coordination, where- the body posture and alignment is so important, While the rhythm exercise does not entail' the same degree of mental concentration but rather a vig orous , free, stimulating body movement. The clear explana tio n of the exercise by voice and demonstration, and the command for execution, are common to both methods. The definite method employs number commando, in broken cadence, stressing positions, and the rhythm movements swing along to the.even.extension.of muscles. ,,
Commands •' - Word commands used for mass control of classes are di vided into two segments, the first being the preparatory command, and the seededj’: "the'command for execution. The preparatory p a rt A s c rib e s the movement to be made. The execution command actually starts the movement, and should be given with a sharp, clear voice. Example—If the in structor wishes the group to perform the exercise of rais ing the arms to a forward position the command would be "Arms Forward-Raise".
nomenclature ' v'';" ^ "v ; v' - v-•- The nomehclatuie of liiysleal education is varied due to the historical background involved. The systems1 in this country trace back to German, Swedish, Danis# and English practice and each has left coined words for types of : physical movement. : : 1''-: ' 69
A simple, tailfonn terminology should be used. - 1. Attitudes. In the eouduet of a -exercise drill vre fimi it necessary to have the exercisers use throe a tti-
tU a Q S : .....- ...... (a) "Attention", ' (b) At R estn, . (c) "At Ease". ,v: 2. Reclining attitudes. The various attitudes are most generally used in the standing position. It occasionally develops, however, that it is desirable to change the attitude while the class is in a reclining position. Inasmuch as the demands and conditions in the reclining positions are quite the same as those of standing . position, the principles enumerated in establishing the attitudes to be used there are equally applicable here. 3. Movements and Positions. 4. "Starts" and Hstop” exercises. , 5 Earning e x e rc ise s. T ., ....
The General Lesson Plan To avoid all possibility of misunderstanding and con fusion attention should be called to the fact that the ar rangement submitted is, as it is named, a general lesson plan and not a definite lesson plan to be used with all classes. Different groups require different lesson plans, certain groups need fewer exercises, while others need more. The general lesson merely covers the fundamental exercise typ® and presents the general method o f. organization.
The general lesscm plan ia aa follows: 1. Arm ©zeroise. ' ' ' ' ; -' " ' ' : ' 2. Trunk turalng ©xercls©. 3. i^g raising exercise. - 4. Trunk forward bending exercise. 5. Heck and cheat e x e relae. 6. TMink formiM Wndlng exercise. Y* Heavy leg exercise.' 8. Trunk lowering exercise. 9. Abdominal exercise. 10. Special exercise, 11. Stepping exercise. 12. Breathing exercise. For those not familiar with "The General Lesson Plan*, a complete explanation of the twelve exercises can be found In reference—Staley, S. C., Calisthenics, A. S. Mm©s and Company, H. Y ., CM pter V II. 71
A Typical Lessen:Pimm for High:School Boys. The following table outlines the general nature of drills for this group. ; The exercise types, the frequency of repetition, the time allotment, and the method of per formance, are covered here. - E xercise Repeated Working Time Method of Exercising. 1. Arm . > , 10-12 Times. 25-50 Sec* Humber or Rhythm 2. Trunk turning 10-12 . # 25-50 * Rhythm
3 . Leg R aising ; 10-12 ; 25-50 *
4. Trunk sideward . - • * bending ; . - 10-12 :-.,2S-5e-' i* 1 * ' ^ — ■ ", n 5 . Heck and ch est - 6—10. . _ * 25-50 numbers
6. Trunk forward ; : v :„ . . : .. . bending. 10-12 w 25-50 * Rhythm * 7. Heavy leg .. 10-12 : 25-50 - X.- • ■ ■ ■ 8. Trunk lowering 6-8 n 25-50 # numbers 9. Abdominal 10-12 25-50 Rhythm 10. Special 10-12 25-50 # ' 11. Stepping 20-30 m 25-50 12. Breathing 6-8 R 25-50 » "By any method. 72
Oatcornea fo r C aliath en lc E xercises It Is desIrable that the pupil. ■ c - 1. Appreciate the possibilities of using calistbenic exercises in his daily life. 2. Appreciate the necessity for perseverance in mastery of s k i l ls . 3. Know coordinative movementa th a t w ill develop body control and suppleness. 4. Know a variety of exercises which may contribute to his we11-being * throughout his life . 5. Show growth in ability to carry the body in an up right and easy manner. 6. Show growth in development of strength and muscle tone. 7. Increase neuromuscular skill through rigorous group muscle activity.
Time Allotment The first week of each semester should be devoted to this unit and at least ten minutes, two or three days each week through the y ea r. 7 2
• REFERENCES Staley, S. C., Callstheales, A. S. Barnes and Company. H. Y. 1926. ; - .‘ Rath, 1M11, Thecary and Practice of Physical Education, Vol, II. ~ ~ —:— ~ — ----- ;— ------;— ----- Free Exercises, Normal College of the American Syanastle t&io'n, Indianapolis, Indiana, 1920, 73
: Ul? IT I I
- MARCHING Marching has various uses in connection with physical education. It is an old form of mass training used ex tensively for the development of rhythm and discipline. It serves principally as a means of getting a class into desired formations in a rapid and orderly fashion, and also serves to unify a class and to develop alertness and en thusiasm. There are certain other definite values derived from the practice of marching. These values include pos tural development, rhythmic training, voluntary attention, and the development of self control.
Time Allotment A few minutes each day during the first three or four weeks of each semester should bo spent on this unit.
Close Order D rill Close order d rill, being precise and exact to a high degree, is valuable in disciplinary training, some of which has a definite place in educational methods for the adoles cent youth. These drills are executed at attention; a stu dent at attention is mentally and physically alert and ready to obey promptly orders form the instructor or leader. Precise execution ©f the movements during the marching period is desired. 74
Common Method and Type# . ; There are two kinds o f commands: the p rep arato ry com mands, such as "Forward” indicate the movement that is to be executed. Then the eowaand of execution, such as "March” or "Halt” causes the execution. D istinct, animated commands are essential to good responses. The unnecessarily loud commands and prolonged explanation are to be avoided.
Outline of Content *1 A clear exposition of the manner of executing each move ment will be found in—Staley, S. C,, "Marching Tactics", A .'S . Barnes and Company, IT. Y ., 1924. 1. Individual movements. a. Fall In. b. Position of attention, ease and rest. 2. Squad and class alignment. a. Counting off. b. Dressing. c. Guiding. 3. General Activities. a. Facing? rights left; about, b. Marching forward, sideward, and backward. (1) H alt. (2) Marking time. (3) Half stepping. c. Halting form. d. Marking time. 75
©« Flank, right, left, oblique, and to rear marehing. 4. Activities of the squad. - Squads right? left; right about# 5. Activity of the company. a. Column right or left. b. on rig h t or l e f t in to lin e .
Outcomes fo r Marehing T actics It is desirable that the student 1. Improve posture through developmental d rills. 2. Gain in knowledge of the meaning of obedience to law and order. 3. Know the fundamental marehing d rills to be used for m ilitary reasons in times of emergency. 4. Appreciate the knowledge o f how to conform to certain forms of discipline required fbr mass or group handling. 5. Learn to respond promptly to the commands or will of persons in positions o f management. 6. Grow in self-control, obedience, and ideals of law and order through participation in marching tactics. 7 6
Teaching Suggestions ; . 1. Commands for execution should he given in a clear cut v o ice. . 2. The XT* S. Infantry D rill Regulations is best basis for commands. 3. Use rapid cadence, ten or fifteen beats higher than Infantry regulations. 4. Don REFERENCES R. 0. T. C. Manual of Infantry D rill, United States Army, Government P rin tin g O ffice, Washington, D. C. S taley , S. C ., Marching T a c tic s, A. S. Barnes and Coamany, Hew York, 1924.------7 7 UNIT I I I . VOLLEY BALL Htstcaplcai ‘ 1 ' - " The game of volleyball which was introduced by William 0. Morgan/ Physical Director of Holyoke, Massachusetts Y.M.C.A, in 1895 is now played a l l over the w orld. I t was i-. created to supply the need for a competitive gymnasium sport without the combative element. A tennis net and a basketball bladder constituted the original equipment used. - Thegame was originally intended for middle aged men who could not indulge in the more strenuous sports, such ms basketball. However, volley ball is now extremely pop ular with people of all ages and may be very spectacular and fast if properly played. In the early rules of the game the players were content to merely ping-pong the ball hack and forth over the net as in tennis using the hand in place of rackets. v . The simplicity of equipment and rules, the small space for playing the game, and the fact that a large or small number, with or without experience, could play with fair success added to the attraction of the game. Due to all the above attractions the game became rapidly popular. In recent years players "have' "‘developed great skill in playing the gam® and it has become one of the' competitive sp o rts. 78 Purpose of the Game . Volley ball provides a recreational sport which provides exercise to all the muscles of the body, and which el tin- Inates the necessity for long .training, expensive equipment, severe physical strain, or rcm^mess as found In mny of our contact games, „ Buies'and Regulations Players: Buie 4, Sections 1, 2, 3,4, 6, and 7. * " Definitions: Buie 7. Serving:- ■- •• Rule - ■ • ' 8. v ■ Scoring: Rule 11, Sections 1 and 2. Time Out: Rule 15, Section 1 and 2. , , Technical Fouls: Rule 10, all sections but 4 and 7. Arsenal Fouls: Rule 12. . , „ , Referee: Rule 6, Sections 1 and 2. The O ffic ia l Game The official game la a contest between teams of six players (however the game may be played with as many as ten players to a side). The game continues until one of the teams scores a two-point lead with fifteen or more point, to their credit. Time out may be called by the referee only. Time out shall be called a maximum of two:times In a game except when It. is called for1 the substitution of a nlayer or ' ■ ‘ .. - • ' • . ' ' - - : ■- : . : . "s * . • because of Injury. , 79 A score is credited to the serriag team when the receiv ing team falls to return the ball. Additional scores,may be declared by-the referee for violation of playing regu la tio n s . . ,• - - '• '; - f . ' ’ ' - •: TW game shall be in charge of a referee whose duties are to begin and stop play, declare dead.balls, decide points made, call time out, and impose penalties. All playing regulations should be taken from the of ficial rule book. ; - •• Court and Equipment The regulation court is SO x 60 feet. A regulation net should be stretched across tho court at the center between uprights placed outside the playing court • The top of the net should be eight feet above the ground. - v"; v. ■;; v: - :: The ball should be a regulation volley ball properly in fla te d . . • , . • ...... , . . - ■ • Fundamental Elements of the Geane Servingt Open-palm underhanded? side arm; partly closed hand; closed hand, knuckles, and back of hand. Passing: Underhand open palm; two hands under and head; placement and arch. (Passing is battle i. . to another player). leseription of Defence: Two hand open; right or left hand;^rs. opposite side; pass to team-mate; set-up for i 8 0 left attack man. ' , ; v Set-upi Placing the ball in advantageous position for at tack man to ”spike” into opponents* court. Attack: Jumping high; easy-tip; full arm: swing with closed fist "spiking”. Confined Elements: passing* set-up, attack and defense. Outcomes 1. Experiencing.an aroused interest in a new gam© by means of an introduction through the historical ' e " % ... L. » ; development• '* • ' of,« the* game., ! 4 . *'• 2. Gaining fam iliarity with the rules. 5. Growing appreciation of the desirable Qualities of the game of volley ball. 4. Developing game skills in volley ball. 5. Deriving increased satisfaction from participating in volley ball. ; v. v '^vh: ^ :• V:: . 6. Acquiring increased agility and muscular coordination through participation in the game of volley balli 7. Gaining knowledge which will enable him to act as an organizer, player, or referee in the game of volley ball. Teaching Suggestions - ^ - ; . v;: I - 1* Explain the purpose of the game with description of serve, set-up, and position of the players. 81 2. Line up In circles and toss, then pass the ball around. Teach to avoid catching, holding or one hand passing. 3. Practice patting the ball across the net without scoring points. A. Practice serving by lining up players at the base line and serving several times without any return. 5. Teach both underhand and overhand serves. 6. Teach each player to play his position and to pass to forward line. 7. Stop the game at Intervals to explain team play and passing technique. 8., Have outstanding players demonstrate the serve, set-up, and spike. T esting Tests should be kept well within the range of achieve ment of the group being tested. Problems should be based upon the measurable increase in athletic skills and ac quired knowledge of the subjects considered during the unit of work just completed. Time Allotment Two weeks in the semester should be alloted to the unit. More time may be alloted if the Instructor sees fit. 81~a REFERENCES Official Volley Ball Guide, Spalding*a Athletic Library, No. ItiBR. : : ^ 8 2 M IT IV FOOTBALL Introductory Statement In this unit football Is modified for adaptation to th& physical education class period. For instructional pur poses the official football rules are studied, but in practice, heavy contact is eliminated and open play is used; ;u ': ■ •: / ' ■. " : ; In order that the students may have an Introdwtlcsa to regulation football and gain some appreciation of the game, the current official rule book of the national Collegiate Athletic Association should be used for study and dis cussion. r-' :.v.. This study should prepare the student for participation in the modified game of touch football which constitutes the exercise element of the unit. - Content and Method Theory Lesson 1. 1. History v; , ., ; The Spartans are credited with the origination of foot ball about 500 B. C., calling it Harpastai. It was played on a field much larger than the field of today. There was no limit to the number of players but the sides bad to be 83 equal. An Inflated animal bladder was used as the ball. At first no goal posts were used, goals being made by kicking the ball over the enemy line. Football from this time underwent many changes but continued as folk sport• Because it became so rough Henry VIII forbid its being played. The English "rugby" game started in 1823 when a player was first allowed to catch a bouncing ball and run w ith i t . From 1830-1845 football was played in American colleges in a hep-hazard way without well defined rules as an inter class game. In 1869 we find the first college game being played in the United States: in that year Princeton played Rutgers on November 13. The ru le s provided ibr 25 men on a side, goal-posts that were 25 feet apart and a field not much different than the one used today. Six goals con stituted a game. The ball was to be kicked; throwing or carrying i t was b arred . The next development in 1874 was Rugby fo o tb a ll which is again becoming popular in some of our colleges. From Rugby football the game of modern collegiate football was evolved. Points were made by: safety, 1 point; touchdown, 2 points; goal from touchdown, 4 points; goal from field, 5 points• After 1884 scoring was amended to make touchdown count 4 points; safety, 2 points; goal from touchdown, 2 p o in ts . Because o f the many deaths and injuries from mass plays, a strong movement 8 4 developed about 1905 to bar football from college aporta. Then In 1906 football leaders met and rules out practically all mass formations* prohibited hurdling, permitted the forward pass, and adopted other new rules to make the game safer. Annual revision of rules have changed football Into a game for lighter, faster men, with every effort being made to make the game safer, and reduce the probability of physical Injury. Lesson 2. Rules: Some time should be spent in discussing the rules so that every boy can properly settle any ordinary prob lems that may occur on the gridiron. A general knowledge of the rules will enable spectators in later life to better understand and enjoy the game. The discussion in this lesson should take up the, rules governing the following: 1. The field, and ball. 2. Definitions. 3. Oame--how started, conducted, and timed. 4. The kick-off. Lesson 3. In this lesson the instruction should present the rules governing: 1. Scrimmage Play a . Downs 8 5 b» P ositions e. Ball in play . d. Backward pass and fumbles e. Forward pass f. ’Kicks from serlasnage 2 . Scoring a . Value b . Touchdown c. Try for point d. S afety e. Goal from field f• Touch-back ! / ■' V . • v 3. Fair catch, free kick Lesson 4. In this lessmi Instruction should be on the gmmt&l ru le s and customs governing: 1. Conduct of players 2• Enforcement1 of penalties 3. Officiating a . General b . Referee c . Bmpire d. Head Linesman ©.Field Judge 85 Lesson 5* This lesson should deal with the ~ ^ Fundamentala of s ;; :: . ; ■ r1;;-. - - 1. Puntteg? drop-kicking and place kicking. 2. Passing the ball • a. Forward passing •• , : ■ v-. b. From center Rmmlng lateral pass 3. Receiving the ball . S, PtmtS - - ' - v b* :-Pessee v / Lesson 6. In this lesson Instruction, with demonstrations, should be given in the following: 1. Running with the ball; deception; change of pace. 2. Blocking and interference. 5. Position of players on offense and defense. . . . ’ . , , r > " .■■■•: : • - - ; ; , : „ v" . - - ; ... 4. Signals and simple team play. Modified Rules for Touch Football Here the most Important rules are presented for playing the game of touch football. These may be modified or changed to suit various situations. It Is the aim of touch fo o tb a ll to retain the Identity of official football as much as possible, yet to leave out the more strenuous bodily contact elements. 87 1. F ield A regular football field may be used for playing touch football games. It is also possible to play the gam® In a much smaller area, for example, the regular field may be converted Into four touch foot ball areas for class purposes. This is done by adopting the usual width, 160 feet as the length, and determining the new width at 90 feet. 2. Number of players The game is played by two teams of eight, nine or eleven players each. 3. Start of Gam# The klek-off is made from the goal line, and may bo a punt, drop-kick, or place kick. 4. Necessary Gains on Downs If in four consecutive downs, the offensive team has not scored a touchdown (a completed forward pass not to be counted as a down) the b a ll s h a ll go to th e opponents at the spot of the fifth down. 6. Try for Point As no goals are used, a single play Is permitted to score the extra point. 6. Position of Players at Scrimmage At scrimmage both teams may lin e up in any manner, provided they are not offside. 88 For-wapd Pass The passer must be behind the line of scrimmage when th® pass is made, 8, Eligible Poos Receivers All players are permitted to receive a forward pass after it has been properly snapped back from the c e n te r. 9. After Touehbaek or Safety Tho ball is put in play by the team making the touch- back or safety on their own ten yard line. Following a safety the ball must be put in play by a free kick. 10. Touch for Tackle A player carrying the ball is considered to be "down" when touched with both hands above the hips by an opponent. Tackling has no place in touch football. 11. Blocking The only block permitted is that above the hips. 12. Players* Equipment. Regular gymnasium uniforms, and for foot wear, soft ' soled shoes may be worn. Gloated shoes are prohib ite d . 13. Back Man on Offense Hot to be the same man fo r more than two plays In succession. 8 9 Practice Instruction Lesson 7 ■ -■' - ' ' ■ ' ^ • - ■'■ : ■ -. Kethoit’ 'Have the class form a large circle. :' Exercise 1. Have Illustrated methods of holding the ball. Receiving it from center. Proper way to catch a forward p ass. Exorcise 2. Center pass fundamentals. - " a. Stance ^• b. Holding ball c . C h ar^ d. Snap back. , , Lesson 8. v-■ • ■ '■ '..• -■ Method: Divide the group into centers, kickers, re ceivers^ and ends; have them go down under kicks. Alternate every few minutes so that each pupil will have a chince to participate in each o f th e named p o sitio n s. Lesson 9. Divide the group into centers* passers* and receivers and have them run down field to re ceive the forward pass. Alternate frequently. Lesson 10. Divide the group Into teams, select a captain for each group, have them work on offensive plays, each group working on a few running : . plays, with three or four pass plays. 9 0 Gace Participation The rem aining lessons to ba spent In game participation. Gam® participation should bo arranged with selected teams, organized into a league with regular playing schedules and the comparative standings recorded* . Instruction is continuous daring these games, both from the teacher, who criticizes the actions from observations* and from the pupil himself in a selftesting situation. Outcomes for Football , I t is desirable th a t the pupil 1. Appreciate that a knowledge of rules increases enjoy ment of the game either as a player or spectator. 2. Gain familiarity with the rules and regulations of American football. 3. Know the rules and fundamentals of touch football. 4. Continue to develop poise and neuromuscular control in game situations, 5. Increase In desire to cooperate in team play. 6. Develop fairness, courage* responsibility, and ag gressiveness in football activity, 7. Experience satisfaction in the preparation for possible subsequent participation in football. 8. Develop more interest in the game through fam iliarity w ith I ts historical background. Time Allotment Pour weeks of the fall semester is the tine allotment. 90-a REFERENCES Official Intercollegiate Football Guide, Spalding *3 Athletic Library. Ko, 200X Football Rules, Questions gmd Answers On., E* C. Krieger, tawheaci tress, Athens, Ohio, Published yearly. Rochne, Knute, Coaching, Devln-Adair, Hovz York City, 1925. Zuppke, Robert C., Football Technique and Tactics, Bailey and Himes, Champaign, Illinois, ly%4. " ” Romper, William W., Football Today and Tomorrow, DuffleId and Company, 1928. Mitchell, Elmer D*, Sports for Recreation and How to Play Them, A. S. Barnes and Company, M. Y. 1956. 91 fWIT V BASKETMIX The H istory r - . ; : - h ... ^ : Modem bastoetball vras originated by Dr. James A. Natsmlth while he was teaching at the Springfield, Massachusetts Y.M.C.A. College in 1891. It was created for the purpose of decreasing the tedium of routine gymnasium work and with the hope that it would provide a new form of health-giving and musele-building team sport. The first cages used were tall peach baskets erected at the opposite ends of the gyraaslum. Tims the game got its name. The baskets were placed on th e balcony or r taming tra c k which was ten fe e t high, thus the height of the goal was ton feet as it is today. The b a ll first used was a soccer football. The game became very popular immediately, so popular in fact that gymnasia in different parts of the country merely adopted the basic principles of the game and never waited to obtain the rules from Doctor lalseith. Basketball first started with seven men on a side, then nine^ then eight, and now five. The game consisted of three periods of twenty mimtes each. Field goals counted three points. one man was:allowed to shoot all the free throws derived from personal-fouls . Since the intrcduetion of: the game in 1891, the rules 9 2 have changed great ly. The type of plays are: so 'highly de veloped, that the game compares very favorably with the other standard American team-games ©f football and base ball. More people are playing basketball today than are playing any other team game. ' ' ' ’ ; • ■ : rn.> I..v of The Objective's...... r.- f 1, The game develops the character of the youth: first, In th a t if the game is properly supervised and admin- Istrated, the responsibility of representing a school, o:- - v .o": ■; o i •oo - f . £::: noln;.- o;..o :: o-'- rather than himself, provides a boy with a proving o ' ': o I-:'""': 2 •:: O'-o.-" } o ro.. v ^ • ■o • i.l-o '•''0'v::.---'0;V,. o ? ground for growth of the best in his character. Sec- 0 .0 O.V OOOO. O.',., ' -/ O-yOOOOO O' : 'OOO'O - ; O-iO •■Of.r. 0 ; O' X ... ond, the individual is trained to overcome obstacles, ■.” 1 • "-0 OO-O'O:;.. 0 .; : ' \o: - 0-0' 0 . : o-o O-rr, o- \ , ,00000 0.O0.0 both internal and external, and to conquer them with the urge of a strong desire to excel. 2. Basketball also provides opportunity for the devel opment of a high degree of individual skill, good team cooperation and oportmanshlp. 5. Basketball furnishes a great amount of recreation for those who are spectator#* -L * ' ' . The nature of the Game The reasons for the great popularity of basketball are apparent. They are found in the simplicity of the rules| the nearness of the spectator to the playing courtj th e fa s t action, and with scoring often coming in flurries . Off :.;' Ufl r : :: there is always the element of uncertainty. These, com- m blned with untold poaslbllltlea for both individual skill and finished teamwork,, makes for a-game: comprising a ll the essentials that hold the onlookers1 Interest . Factors which make the game easy to promote are the small number needed for. a team, the limited space needed to play the game, the cheapness of the necessary playing equipment, and the simple ru le s under Which the game is played* Basketball is easy to play; but to be a polished player it takes long hours of hard work* To master the individual techniques that make for an outstanding player one must spend many hours of hard work in mastering the fundamentals. These fundamentals consist of passing, shooting, dribbling, starting, turning, pivoting, and guarding, with their many variations* Content and Methody Theory : .v:':• Lesson 1* The aim of lesson one should be to give the pupils a perspective of the game and the general rules under which it is played. :.v-,r ■ 2 : v " ' " ‘ : .v . - . 1* Bistory : r 2* Equlpwat 3 * Playing terms 4* Players and substitutes 5. Official duties 94 Lesson 2.'::: : The purpose of lesson two should be to give the pupils a perspective of the game and general rules under which it Is played. \ ; 1. Playing. regulations : • 2. Scoring-- ::v\y;' y 5. Time out 7-;: y-'.::.;1:::. 4. Held balls : r ' 5- 5. Free;throws - . . 6. Violations and penalties 7. Fouls, penalties 8. Blocking 9. Personal contact 10. Dribble 11. Screening Lesson 3, : .practice Instruction The. purpose of this Meson Is to give the pupils instruc tion and aetual practice In passing, receiving, goal throw ing and dribbling. Method: Divide the class In groups and appoint a leader. Each group line up cm sides facing each other about ten or twelve feet apart• • Exercise 1. Passing '"••■y y:-::--.' '"'y -y-y .-yy. y>.- L-yi . a . The chest pass b. Underhanded—two handed pass 95 c . Hook pass d. Borneo pass Exercise 2. Receiving a. Eyes, watch the ball b. Hands—flex fingers e . Relax—.anas mid body give Exercise 5, Goal Throwing. a . The chest shot The technique Lesson 4. Exercise 1. Dribbling a. Dribbling and shooting b. Dribbling and passing Exercise 2. Dribble and onehanded lay in short shot. Exercise 3. Pivoting a. Right and left Exercise 4. The reverse turn, front turn Exercise 5. Feints Lesson 5. Individual Defense The aim of this lesson is to give the pupils instruction and practice on individual defense. Exercise 1. Stance Exercise 2. Guarding an opponent who has the ball. Exercise 3. Qaarding an opponent without the ball Exercise 4. Guarding two opponents M ason 6 . Team Defense This lesson is to give the pupils the different forms of team defense and offenses used in basketball, and to let:the# participate in them as a unit. Exercise l.Zone ' - £xercise;;-8«-.-.Mttn«tOMMUi : . • ; ;■ ; ...... Exercise: 3. Combination Exercise 4., Select team captains and spend the remain- •L : ' v- der of the time on team - defense. , Lesson 7. Exercise 1. Team offense a . The long pass offense E xercise 2. The fa s t break Exercise 3. Delayed offense cExerelse 4. The criss cross offense Game Participation ': ;•:- - ■;.... • ' ■ . The remainder of lessons in the time allotment should be given to game participation which is necessary In that it provides opportunity for development of a high degree of individual skill, good team cooperation, and sportman- • sh ip . Game participation with selected teams, should be or ganized into a league with regular playing schedules and standings recorded. Instruction should be continuous during these games. Outeomeg fo r B asketball . ^ ... . As a result of the Instruction In the playing of basket ball it is desirable that the pupil $ ... 1. Appreciate the background and history of the game of basketball. g. Develop ability and accuracy in handling the ball. 3. Grow in knowledge of the rules and fundamentals of the game. ' ^ ' -' 4. Learn soma"of the finer techniques of the game. 5. Iherease ability to handle the body well in game a c tiv ity . 6. Develop fairness, self control,and the spirit of cooperation in game participation. 7. Grow to app^elat® the value of team play. Teaching Suggestions 1. Demonstrations on passing, shooting, pivoting. 2. Demonstrations on methods and rules of guarding. 3. Good teaching units may be found from such game ele ments as team play, games and relays, and discussions of rules and tactics. 4. Post on bulletin board, hints to players. 5. Discuss various systems as used by leading coaches throughout the country. 6. Have members of the class attend regular varsity games and make various re p o rts on the game. 98 7. The use of motion pictures are very desirable In the r-Vv, aid to teaching* -V / kv V ', - ' 8. Discuss the Importance of forming good training . .. _ mm ■ . -■ ► r - ...... — • 1. , • - - - - ' habits.' . .■ ■ • T esting . .■■■■•- v/--.: " Testing may be done under regular'game conditions. Here test the various skills of the individuals: foul shooting, pr^^ssive shooting; speed passing, and accuracy of passing. Time Allotment Four weeks. 98-a fOTBRENGEB Ruby, J. Craig* How to Coach and Play Basketball, Bailey and Himes, Champaign, Illinois, 1926 — Allen, Forrest C., My Basketball Bible, Smith«Gfriews Co., Kansas City, Missouri, 1^4. ■' ■ ' . ■■ ••. ■■■ ■ ■ - ::: M - Veenker, George F ., Basketball for Coaches and Players, A. S. Barnes and Company, Ifew York C ity , ^ Official Basketball Guide, Spalding Athletic Library, Ho. iO u t. — The Athletic Journal, The Athletic Journal Publishing tf€W|»ny, Chicago, I l l i n o is , 1925. ' 6 9 v m iir v i SOFTBALL Introductory Statement t , The' great game of baseball, in its modified form called softball, retains its popularity with both youth and adults. There are many variations to this activity. The game of Indoor baseball as contrasted to baseball is played with a softer and larger ball and a smaller diamond. Variations in the original softball game have resulted in standard rules being written for indoor M aeball, playground base ball, recreation ball and other local variants such as k itte n b a ll. A ll th e games are a lik e in general a sp e c ts, the variations occuring principally in tho size of the ball, length of base bats,. and weight of the bat. Opportunity is given in this u n it for the student to review the rules of the game, practice the fundamentals and skills, and participate in actual games. Because of the average hl#i school student's familiarity with the game, the situation is ideal for concentrated instruction in the rules of fair play, the ability to lose without sulking, to win without boasting, and all that is meant by good sportmmnshlp. Content and Method Theory ‘ ; ; ' ■ - The aim of this lesson is to familiarize the pupils with 130729 100 the history of the game, its development, and its changes since it was first played. . Lesson 1. 1. H istory Softball is a sport of quite recent origin. Its orig inal purpose was to serve as a game to be played Indoors during the winter months. The first softball was made seventeen Inches in circumference and the bat was similar to the baseball bats but much smaller. Softball was first played in the Chicago Athletic Club in the winter of 1900. No gloves were used as the ball was soft as compared to the regular baseball. The Ditch ing distance was first made twenty-two feet, and the bases twenty-seven feet apart. There were nine players on a side but beeause of the limited space, only two outfielders wore used and two shortstops? otherwise the rules were very similar to regular baseball. The third strike must be caught? if missed the batter could run to first. The game soon became very popular in the middle west and east. By 1906 it had spread to all parts of the United States. It grew in popularity each year and was soon made an outside game as well as indoor. The original rules prevailed for many years? even after the game became a popular outside sport* The outstanding changes in the rules were the lengthen ing the baseline to forty-five feet and the pitcher1s box 101 to thirty-five feet. The ball was made smaller and the batter was not allowed to ran on a missed third strike. There were other less notable changes, all made necessary because the game was played outside. Softball has proven so popular that it has taken the place of regular baseball in many high schools and we find it being played in practically every community in the United S ta te s. Softball is now played under the "Official Softball Rules", approved as official by the joint rules committee, representing the following organisations: American Phy sical Education Associationj Catholic Youth Organisation?' Rational Recreation Association? Young Men1a Christian Association; and The Amateur Softball Association. Some of the more recent changes In the softball rules are as follows: a. Distance between bases has been lengthened to sixty feet. b. The official softball is now twelve inches in circumference. e. The official bat must be round, made of hardwood, and shall be of only one piece, not more than thirty-four inches in length and not more than two and on® half in diameter at its largest part. d. Pitching distance has been made forty-three feet. loa e. numerous other changes have been adopted, such as the wearing of gloves* the infield fly rule, ad vancement on overthrows, et cetera. Lesson 2. The aim of this lesson is to give the pupils the gen e r a l ru le s under Which the game is played, : / ^ : ^ i- : \ ; ,.;4: OU.U 1* Rules 2. F ield '* r. 'I ■ 3. Equipment V ' v : r ;':- v . ?.r.;v 4. Teams, players, and substitutes 5. The game 6. Pitching rules 7. Batting rules 8. Base running * •" T— *’ <'■ : + r .-«. \ ::.U. 9. General definitions 10. Scoring Fractlee Instruction ' ' . ' ' ‘ V ■'. *'• r": rl - ' 1- 1 " '' ■ .. Lesson 3. The purpose of this lesson is to give the pupils ins true- tlon, and practice on the important fundamentals of the ■' ',.• •••' ' - . - * -■ . 1 ■ >„ . game. Method: Divide the class into two groups, one group as batters and the other as fielders. Two or three diamonds may be used if available. Players ro tate fielding positions and batters take turn a t b a t. 105 ! • B attin g i;. - : - ; r ^ - ■ -'k:'"-'v; .. ;':f::.t a , Poe It leu a t : the p la te -:e: b . Swing c . Eye on the b a ll d. Beating - 2. Fielding ■ i l :: v . a. Catching a throw or batted ball b. Fielding ground balls e. Catching balls in outfield and throwing 3. Base running ' V > l - \ »; " r. v ^ ^ ■ "■• ■ ■■. - -■ »■, . . . ’ , j-' ~ » >. , - a. First, second, third, and home b . S liding 4. How to play the different positions a. Catcher, pitcher, first base, second base, third • base, short stop, left field center field, right f ie ld . . V L- r- I ■ : .■ L ' Game Participation Game participation is necessary in that It provides opportunity for development of a high degree of individual skill, team cooperation, and gives the pupil a great deal of enjoyment in playing the gain®* . Remaining lessons : ■-.r--.. V.l (Mm® participation with selected teams organized into a class period league with regular playing schedules and standings recorded*. - _ • - ^ - 104 Instruction is continuous during these games, both from the teacher who criticises the play from observation and with the student himself in a self testing situation. teaching Suggestions . ; . ' a. Pick players for positlens for which thoy aro best su ite d . b. Give instruction and examination on rules of the ' . game. c. Instruct students on strategy of the game. d. Post on bulletin board, illustrations of batting, fielding the different positions et cetera. e. Post pictures of different ftodamentals of the game. ■ . , - ' , : ■ ■ ' • . . ■; Time Allotment This unit should be a seasonal sport, more time should be given to advanced classes. ■ ' .. '■ ■ . Outcomes . *1 As a result of this instruction it is desirable that the p u p il: 1. Grow in the knowledge of the rules* 2. Grow in the finer techniques of baseball. 3. Enjoy reviewing the rules of a popular and familiar ; game. / _ . . • . 4. Increase in agility and ecK^rdlnatioa in bodily a c tiv ity * 105 5. Develop wholesome attitudes In team activity that may be used In other life situations. 105-a REFEREKCES Spalding, Baaeball Rules, Current Issue. Official Rules "Softball", Current Issue. Lundgren, Carl L., Baseball, Oblwrslty of Illinois, 1922. 106 - WIT VII Intyoduefcory Statement ; ; . Speedball has won a place aa a splendid fall competition @im® for younger boys, for outdoor, v/ork of. physical educa tion elasses# for,intra-mural sport of both high school fmd colleges, and as a. major sport for some schools that do not :p lay ;.fo o tb a ll.. _ , : The "Official Speedball Rules" with Instructions for play, with photographs and.dlagrams and various adaptations of the game are published by the A frican Sports Publish ing Company, 45 Rose Street, Hew York City, The price is twenty-five cents each copy.. It is one of the Smlding "Bed Cover" S eries o f A th le tic Handbooks, Ho. 186H. Each Instructor should be provided with a set of rules. Content and Method . *1 The-aim of these lessons is to give the pupils a per spective of the game and rules under which it is played. Lessons 1 and 2. . r .. . > . 1. Histcry v . :.r v. v. .. Speedball was originated by Eltor D. Mitchell, Direct®? of Intra-^nural Sports, University of Michigan in the fall of 1921, Its purpose was to provide a game interesting to the students and played with a minimum of expense and 10V In ju ry . ■■ It was folt that speedball would prove a desirable sub stitute for all of the autumn games, and so we find in this game a combination of football, basketball, and soccer. Speedball became very popular at once and in a short time it was one of the leading intra-mural sports during the fall season in many universities, colleges, and public schools of the country. The National Recreation Associa tion soon placed a strong approval on th® gam® and has helped it to spread to playgrounds all over the country. This game is advocated chiefly as an intra-mural snort and has proven quite popular from the upper elementary grades through ©©liege and into adult life, and no doubt will continue to grow. 2* Rules ' a . Rule I . The Playing F ield bv Rule II. Players and Equipment e. Rule H I. The Game d . Rule TV. Scoring e. Rule V. Ball out of Field of Play f. Rule VI. Playing Privileges g. Rule VII. Playing Restrictions h. Rule VIII. Penalties 1; Rule IX. Forfeiture# and Special Rulings j. Rule X. Officials 106 [email protected] of the .official rules may be made to suit local needs on devices. > r ^ lesson 5. Tag Speedball ' 1 ' "Tag" speedball, a later variation, has developed be cause there v/as a well defined demand for a game that al- lowed with the ball along with all the other splendid features of regular speedball. Points which first seemed to present objections have steadily vanished under playing conditions. There is no more body contact than in basketball or speedball. Small or large players aM even players varying considerably in age, play safely w ithout special ®qui|«tnt. Running with the ball has added a number of natural skills, mny of them extremely useful: dodging, side stepping, and various types of foot work and change of pace, and along with these has come a h ost of new game situations which bring joy to the players as well as to the spectators. "Tag" speedball is filling a long folt want for a fast outdoor running, kicking, throwing team game for boys and young men. For those players and instructors who are already fam iliar with the regular speedball rules, it will only be necessary to cite and explain the changes made necessary by allowing running with the ball. These changes are as follows: 10 ® Pag© 49, Rule 4, Scoring, Section 1—Add: Touchdown from run across end line, two points, if the ball is carried across the end line by the ball carrier starting from outside the defensive end zone. page 50, Rule 4, Section 3—Add: A touchdown may also be scored by a player running across his opponent*s end line with th® ball in his possession without boing tagged until across the end line, if the ball is carried across the end line by the ball carrier, starting from outside the defensive end son©* Page 53, Rul® 6, Section l«~ehange the sixth lin® to read, "A fly ball that has b##m caught may be held, passed, pimt®a, drop kicked, run with or played as an overhead dribble, at option", Pago 53, Rule 6, Section 3 (b)—Add to the last sentence read: "He may not score a touchdown by this method except that in the case of the hall carrier running across the end line, the ball carrier started his run out®Id® th e defensive end zone." Page 54, Rule 6, Section 6—Omit entire Section G, as this rule in th® book prohibits carrying the ball; this rule ' ... to readi - ; . . _. - S@w Rule 6, Section 6-— (a) A player when catohing a fly ball from a kick or pass may take as many steps in any direction as : ; h®/pl®as@s. v. : . " : no (1$) A player, with the hall in his arms or hands, either standing or running when tagged by an oppo nent above the knees, shall forfeit the ball to the opponents at the spot where he was tagged; the tagging side in turn shall put the ball in play by a free kick In any direction at this point within five seconds, and the opposite side shall remain ten yards away from the ball or remain out of the play until it is kicked. The remainder of Rule 6, Section 8, "Tie Ball" and Section 9, "Free Kick* remains in force. Page 55, Rule 6, Added Section 10, (Hew for the, "Tag" Speed- ball only) —When a defending player Is tagged between his goal line and his end line, the ball is placed at the relative point of tag on the goal line and the de fending players are allowed to line up on their goal line at will, or otherwise remain at least ten yards away from the ball until it is kicked. Page 56, Rule 7, Section 5—VIolations-N*0eit A—"Carrying the ball."--A ll of the plays possible In regular speed- ball are still a part of "Tag" speedball and in addition the running feature provides for extremely interesting fast team play In combinations of throwing, eatehlng, and running, as far as the defense has openings and then perhaps dropping the ball to the ground to be dribbled by the ball carrier*s feet, or drop kicked, or punted. I l l ©r tossed for an overhead dribble to the player himself (once) or thrown to a teammate, or carried up to the goal opening and there kicked off of the ground between the uprights and under the bars for a three-point score, or passed into the end zone to a teammate for two points, . or drop kicked over the bar for one point, or run serese the end line anywhere between the sidelines for a touch down, a two point seore. The running feature, therefore, adds another scoring threat and seems to open up the defense and consequently all kinds of new situations arise for both offense and defense•. , - The player running with the ball is stopped by being tagged anywhere above the knees (to avoid tripping) and the ball is Immediately placed on the ground at the spot of the tag and the tagging side has a free kick with oppo nents ten yards away, or if closer, not allowed to inter fere with the play until the ball is kicked. Five seconds is to be allowed for the play. This gives about the same amount of stop in the game as a toss-up in basketball* The "tag" feature, therefore, does not slow up the game; if anything, the running creates many rapid changes, im possible otherwise. A provision may be made which permits for opposing players to be tagged between the goal line and the end line in the following manner: m When the defending team le tagged within the ten-yard line (that is, between the goal line they are defending and the:end line) the defending players are allowed to line np with their feet on this end. line, or. ten yards. away, and the ball is brought out to the same relative position on the goal line for the free kick. ' ^ ' At first it might appear.very difficult to officiate this type of game, as It.is about as fast as basketball and'spreads over an area much larger. This very fact of Increased area opens «p the play,- body contact is at a minimum mid the skillful player rarely allows himself to be tagged when running with the ball—he drops It a t;the last moment to the ground and continues the attack with a foot d rib b le or passes or k ic k s. The game is no more difficult to officiate than other games of this type. It might appear that running with the ball would lead to abundant and easy seoring—but the fact is that it is very difficult to score on a running play, perhaps more, so than in regular football, because no advance protection is allowed and the running player must be tagged.only— not tackled. In addition he generally"has three, to six defensive p la y ers to , out-maneuver who are facing him with others trying to tag him from the side or rear. A running score Is generally well earned. = Practice Instruction The purpose of this lesson is to familiarize the pupils with best methods of passing and receiving, and to give them practice and instruction in each. Method: Divide the class into two lines facing each other, about fifty feet apart, with a spacing of ten fe e t between men. Exercise 1. Passing The first man in the line starts passing the ball by taking step forward and using the over arm, one hand pass to the man opposite him. : Exercise 2. Receiving The re c e iv e r catches the b a ll with two hands, fingers spread upward and not toward the ball, flexing wrist and elbow slightly toward the body to break the shock of the throw. The ball continues to be thrown and caught in a zigzag manner to the length of the line, when it is returned in reverse o rd e r. .lesson 5. . ■ - : ' . - The aim of this lesson is to give the pupils instruction and practice In some of the important fundamentals of the game. - ' v . ' ... V : . . : ; - 114 Method: Divide the squad into two single columns. Exercise 1. Dribbling Humber one man in each column starts and dribbles it with his feet; after advancing about fifty feet he returns and next man takes his turn, and so on until each has had three or four trys. Exercise 2. Kicking, stopping, and pick-up. Columns face each o th e r. The f i r s t man in line plaeekieks to the man opposite, who picks the ball up with his foot. The ball continues to be kicked and picked up in this manner in a zigzag fashion to the end of the line. When it is returned in reverse ■■ "- - : order. Exercise 3. Dribbling, running, trapping (use two balls) Each man in turn «n the two columns, foot d rib b le s up to and through the goal posts thirty feet distant. He then turns away from the post and place kicks to the next man Who traps the ball and starts his drib ble. Continue until each man has had three or four tries. Exercise 4. Punt, drop kick, catch The lines face each other about twenty- fiv e yards a p a rt. The f i r s t man pimts to 115 the opposite man who catches the ball and pants to the second man in the other group. This continues to the end of the line. Then the place kick is p ra c tic e d . Game Participation Game participation is necessary in that it provides op portunity for development of a high degree of individual skill, good team cooperation, and recreation. The remaining lessons to be spent In actual game par ticipation. Teams should be selected on as equal ability as pos sible. Instruction is continuous during those games. Outcomes fo r Speedball As outcomes from his instruction and participation in speedball it is desirable that the pupils 1. Show growth in skill and bodily control. 2. Develop ability and accuracy In handling the ball. 5. Appreciate the joy of competition in a familiar a c tiv ity . 4. Continue to grow In those qualities that contribute to the development of desirable character. 5. Increase sturdiness of body and character and hardy self-reliance in meeting the bumps and the jolts of competitive sports. 116 Teaching Suggeatlona - ■ : - - ■ r v-;.:: ■■ v „ , r-i-rv. r. : 1 1, Explain very briefly the fundamental ruleev'liraving"' .the.more detailed rules to be pointed out as In- ■ ru-: ..'Av;v::7y; ...... fractions occur In the game. 2. The pupils should be given the basketball techniques that are also used in speedball such as the overhead, chest, and double arm over shoulder passes. Practice all these passes by passing back and forth in parallel lines. Time Allotment Two weeks in the fall semester. 116-a REFEKEHCES Mitchell, Elmer D., Speedball; Official Rules and Coaching H in ts. - ■ Spaldings, O ffic ia l Speedball R ules, Ho. 126R, American Sports P ublishing Company, New York C ity . 117 xraiT v i i i TRACK AHD FIELD ATHLETICS Introductory Statement Track and field athletics in the senior high school offers opportunity for the nupil to satisfy a natural de sire for individual achievement $ to improve and develop the fundamental skills of running, throwing, and jumping; to grow In courage, initiative and perseverance in whole some competitive activity. Track and field athletics dif fer from the team games in that, with the exception of relay racing, team total scores, and team morale, they stress almost entirely individual achievement. The work planned in this unit should give the pupil a rather general introduction and review of the field. Content and Method *1 Theory - - - . " ; - Besson 1. '■ ' ; " v . - The aim of this lesson is to give the pupils some idea of the early history of track and field events and to show the tremendous growth and popularity it has now reached. 1. H istory Foot racing Is as old as man. It is probably the oldest of all sports and most of our early information comes from the accounts of Olympic games of ancient Greece. A large portion of these early Greek games was given 118 over to foot racing, field events aaiS'' discus tterowlttg. As far back as history records we find that running has been cultivated both for amusement and for practical pur poses, with a special effort to cover more distance In < , ' •*,. j -- .J. ' _ V ■=*' -v 4 < * 1 , ; - . ~ i * m *• _ t w. - ■ : ' . V . „ '>•>>* - ' *. » - j ^ *■ ■ . ■*-:«' „ v-* ' I* , ' less time. Jumping and wel#it events also have always been a part of track events. There were some Olympic events as oarly as 1453 B*C. and they continued to 392 A.D. During th is time th ere were 292 Olympiads held at Intervals of four years. The Olympic games were revived in 1896 and since th e ir re v iv a l have gained tremendously In popularity. Prior to 1868 little attention was paid to track and . ' field in the United States, In that year the New York :;r.. / . Athletic Club became Interested in such events and ar ranged meets. Before 1887, all footraces were from a standing posi tion. In this year Charles H. Sherril of Yale University demonstrated the advantages of a crouching start. Track and Field development in the United States has r;:: ; C -::v; been exceedingly rapid. Some idea of the interest evi denced by Americans may be gained by a glance of the Olympic champions in track and field since the events were first started in 1896. Japan and Sweden have also made noticeable development In both track and field events in recent years. At the present time track and field meets make their 119 appearance In the early elementary grades and are In dulged In by all succeeding age groups. Lesson 2. This lesson Is to give the pupils Instruction and prao tlce in the various events, 1. Sprint Running a . S ta rt . :b. Stride c. Finish : -■ : ^ : 2 . D istance R um ing. f,-..-V.. , &. S ta rt b . S trid e e. pace Setting 3. Relay Racing a. Baton .Passing b. . Positions 4. Broad Jump a . Run ' b. Take-off c . Height d. Landing 5. Shot Put . : a . Form b. fflpip c. Travel across ring 1 2 0 ' o; Finish 6. Diseus — * ;;■ ■ - C - a . Form - v '■ ' : b*; Grip: -"v'- -:• c* Spin r,:r „d. F inish i . Lesson 3. This lesson aims to give proper Instruction and practice in events where .form„plays a very important part. ■.r.- 1. Pole Vault a. Holding the pole " .. T . *c b . The run c. Form of the vault • , V-' ? ■ f • ’ • . d. Take-off 2. Jav elin . ■*.-- ■" r ! a . Grip -. i - b. Run and steps c. The release 3. High Jump - - c a . Forms b. Run, and steps 4. Hurdles a . Form b . S trid e 1 2 1 Practice Instruction Lesson 4 to 10 The purpose of these lessons is to give the pupils a chance to practice the different events, and to give the instructor a chance to correct any faults the pupils may have. Method: Divide the class into four groups. Assign one group to each event. 1. S p rin ts a. Starting holes, where to place and use. b. Starting procedure e. Rise to full speed d. Stride, legs, body and arms e . F in ish 2. High Jump a. The Western Style—run, take-off, body position, landing. b. The Eastern Style—run, take-off, body position, and landing. 3. Broad Jump a. Ways of finding take-off b . The ta k e -o ff c. Position of body in the jump d. Landing 4. Discus a. Grip, body position and stance, turn. 1 2 2 throw and balance 5. Shot Put a. Grip, arm position, travel across the c irc le b . The Put 6. Jav elin Throw a. Styles, run and steps b . Throw and follow through 7. Hurdles a. Form ever the hurdles, stride and finish. 8. Pole Vault a. Holding the pole b. The Run e. Form In the v au lt 9. Middle D istance Runs a. Judging pace b . S trid e 10. Relays a. Positions b. Baton clmn^ The remaining time to be spent in game participation In that it will give the pupil a chance to test his skills; it will give him a chance to practice these skills along with others. The entire class to compete in the different events to determine abilities. Have the winners in the different 125 events to stage a regular track meet to determine which group is the champion. Outcomes fo r Track and F ield As the result of the instruction given and the practice in the various events, it is desirable that the pupilt 1, Appreciate the values of rules and regulations gov erning track and field events, 2, (h»ow in knowledge of the fundamental techniques of the activities, 3, £h»ow in knowledge and ability to conserve own bodily strength. 4, Increase development of controlled bodily movements in fundamental skills of running, throwing, and jumping. 5, Develop habits of bodily grace and poise through track and field activity. 6, Practice good sportm&nship at all times. Time Allotment At least two weeks of the semester should be spent on th is u n it. Teaching Suggestions *1 For the purpose of aiding the instructor in better pre senting this work, it is desirable that he: 1, lake frequent use of authoritative books on the 124 coaching of track and field, Motion and still plctures-of successful competitors are also help ing in: improving form. 2. Track and f1#Id events. Involving, as•they do, the fundamental movementsv o f _running, : throwing, and . jumping, are used many times as the basis for achievement tests. Standards for performance should be set far local groups and point systems based on local performance. There are also some national norms and tests available that will be of aid in te s tin g . 124-a REFEKEHCES S ill, Harry, Track and Field, Bailey and Himes, ChamnalKn Illinois, 192BT— —— ------Track and Field, Spalding*s Athletic Library. Robertson, Lawson, Track A thletics, Athletic Book Comnany Chicago, Illinois, 1926. \ Wegener, Albert B., Track and Field Athletics, A. S. Barnes and Company, hevr York c ity , 1924. 125 H IT IX HAMDBALL Introductory Statement Handball offers students an excellent opportunity for the development of skills and interest which will encourage active participation in physical recreation during leisure time. This game may be played and enjoyed many years after more highly organized team games should be and usually are discarded. Its carry-over is attested by the great number of men who play it in athletic clubs, in the Y.M.C.A., and on the playgrounds. Content and Method *1 Lesson 1 1. H istory Handball was first played in Ireland; it was intro duced in "that country in the tenth or eleventh century, although some authorities claim that the game was first played by the ladies of Ancient Greece. Early in the 1800* s Ireland was holding national championship matches with town and country champions throughout the nation competing for the highest honors. Handball was introduced in the United States in the early 80*s by an enthusiastic player from Ireland named Casey. It was popularised immediately, but mainly as a professional sport. 1 2 6 The game in th is, country was f i r s t played as a four-wall game. The one-wall game .was Introduced in 1900. Because of the economy of the one-wall court this game rapidly supplanted tho older form of the games, le now find the one-mil coxirt the popular game now al though the four-wall game is still played in all parts of the country* 2. Fundamentals \ , Here the pupil is given instruction in the funda mentals of the game. In order to be a successful handball player,, three very important qualities.are necessary: accuracy, endurance, and speed. By mas tering these fundamentals the individual will be able to play the game to some degree of mastery and thus get the full measure of enjoyment-out of it. ' ...... ■; • "• .V . ‘ ' - b. Footwork .. .. ■ ' c . Itend p o sit itm . .. d. Swing . ... e . Return . S^)rve • 1 - ; ■ . . ..;. * ". .• Lesson 2 ■ ■ . - ... " - , - - * - ... The aim of this lesson is to give the pupil a general knowledge of the ru le s and term® used in th e game. . ; ... Rules: Many rules govern play. Variations to the rules should be made locally. For the general rules of the 127 game one should consult the handball guide. The game consists principally of batting the ball with the hand against the front wall from Which the opponent must hit the ball in the air on the first bourne®. If the ball bounces twice the service side wins a point or is re tired depending upon who failed to make the return. Different kind of balls are used. One is a small hard rubber ball requiring a glove to be worn in play. The other is a slightly larger ball, softer, and re quires no glove. The latter is preferable fbr school purposes. Tennis balls or soft rubber balls may be used but they are not as suitable as regular official s o f tb a lls . The game may be played in either singles or doubles and scoring is similar to that of volleyball. The side serving may score if opponents err. The side first scoring twenty one points wins although if the score la twenty-twenty, the serving side wist win two suc cessive points to win. Handball Terms: Get s A return of a shot that would have scored for the player who made it; a difficult return without any regard to placing. Hinders A returning ball that strikes an opposition p lay er. 128 Killed Ball: Generally a scoring shot so low that the resultant bounce Is barely perceptible. Ace: A point scored by a shot that the opposition failed even to touch* legally. Error: Any ball that the player can and does touch legally, but fails to return to the board legally. Glassification of errors of judgment we leave to the imagination. Fluke: Any extraordinary shot that was palpably not Intended by the player who made it. Safety: A shot made from a weak position that pre vents what looked like a sure score for the opposition. Cutting the Line: All shots that are intentionally played close to or upon the front line. Shading the Linei Any shot that falls close to or upon the front line• Wild: A player is ’’wild” when his shots fail to strike the board within five feet of where he obviously intended: if not within ten feet, he should spend many hours in p ra c tic e . Steady: A player is Msteady* when he is able to place the most of his shots within two feet of his mark. Serve: One ball served from serving position. 129 Service; A number of consecutive serves made by the same p la y e r. Remaining Lessons - - - - . • The remaining lesson® should be given to game partlolpa- tlo n . m : : r ;:':vvr:>. : . v :r. ; ^'v -. - V ,:-; Outcomes fo r Handball *1 As the result of Instruction and the participation in the gam© the pupil should: 1. Develop interest In a sport which may be indulged in as an Individual and as adults. 2. Gain fam iliarity with the terminology, and techniques of handball. 3. Develop aggressiveness and self-confidence. 4. Gain increased development of endurance through strenuous activity. 5. Develop in body grace and poise. Time Allotment for Handball One day per week for six weeks. REFERENCES Menke, Ffank G., A ll SpertB BecoTd Book, 1 9 3 2 , Spalding Athle'tle;'Llb*ex*y II, Handball, A, A, V. Rule Book, Ameniean Sports Publishing CornpanT 1U Y., 19357—— _ ...... Mitchell, Elmer D,, Sports for Recreation and How to Play Them, A. S. Barnes and Company, N. Y. 1936. 130 WIT X TEHUS Introductory Statement Because of Its splendid carry-over value, tennis should be provided in connection with every physical education program. Tennis may be offered as an elective course; how ever , every pupil who desires to do so should have the opportunity to participate in this great out-door sport. The course should be planned to provide opportunity for the pupil to grow in knowledge of the rules and finer techniques bf the game; to develop new skills and to im prove in known skills; and to grow in appreciation of the joy of playing a game that will be of use during most of his adult life. Content and Method ■ ^ v.- Theory ' - v " : v.: _■ ■ *1 Lesson 1. ' - - -' ’ : ' ' : - ■ • •’v:; : - ; , 1 - ; ? " :■ % - The aim of this lesson is to give the pupils some idea of the history of the game. ' ' - 1. History " - ' vv': Tennis was probably'evolved from the ^ime o f handball that originated in Ireland in the tenth or eleventh century. There are many historians who w ill dispute th is; however, all are agreed that as a definite gam it was not estab lished until Rranee gave It life in the twelfth w 131 thirteenth century. At this early time It was, in the tn main, an Indoor game, played only by the royalty, the general public being barred from participation# After more than a century the public was finally allowed to partici pate and the game became popular. In 1873 outdoor tennis was'revised in France. This was the beginning of Lawn Tennis, It immediately spread rapidly throughout the world. The honor goes to Miss Mary Ewing O uterbridge fo r bringing the first ’’Tennis Set” into the United States and it was she who Introduced the game to this country. Because the word "love" was included in the rules of the game the masculine gender held a prejudice against it which endured throughout many decades. The first tennis tournament was held in this country in 1881 w ith th ir ty -th re e members p a rtic ip a tin g . Tennis has grown from this modest start in America into one of the most popular sp o rts in the country, w ith many more people wishing to play tennis than there are courts to ac commodate them. Tennis is a wholesome, vigorous game th a t is enjoyed by all ages. Many tournaments now include as many as eight different groups. There are twelve classi fications that may bo included in any tournament. They are: Boys and Girls (15 years and under), Junior Boys and Girls (18 years and under), Men's and Women's singles. Men’s and Women's doubles. Mixed Doubles, Veteran Singles, 152 Veteran Doubles, and Father and Son. The student should be familiar with some of the famous stars of the courts, as, Vincent Richards, George Lott, William Tilden, Helen Wills Moody, and others. Lesson 2. Rules—The object of this lesson is to give the pupils a general knowledge of the rules. Official Rules of Lawn Tennis, as Adopted by the Inter national Lawn Tennis Federation. A. The Single Game Rule 1. Dimension and Equipment of the Court Rule 2. Permanent Fixtures Rule 3. Size, Weight, and Bounce of the Ball Rule 4. Serve and Receiver Rule 5. Choice of Sides and Service Rule 6. How Serve is Delivered Rule 7. Foot Fault Rule Rule 8. Service Delivered from Alternate Courts Rule 9. Faults Rule 10. Where Ball is Served After a Fault Rule 11. Ball not to be Served Till Receiver is Ready Rule 12. A Let Rule 13. When Receiver Becomes Server Rule 14. Ball in Play T ill Point la Decided Rule 15. When Server Wins Point m Rule 16. When Receiver Wins Point Rule 17. When Player Loses Point Rule 18. Ball Palling on Line is in Court Rule 19. Ball Touching Permanent Fixture Rule 20. A Good Return Rule 21. Interference Rule 22. Scoring Rule 23. How Winner of Set is Declared Rule 24. When Players Chang® Sides - ' . " . - Rule 25. Maximum Humber of Sets Rule 26, Rules Apply to Both Sexes Rule 27. Umpire1s Decision Final; Referee Decides Questions of Law Rule 28. Play Shall be Continuous: Exceptions Lesson 3. The aim of this lesson is to give the pupils some rules of the gag# when doubles ore played. Rule 29. The Double Game. The foregoing ru le s s h a ll apply to the double game except as follows. Rule 30. Dimensions of Court fa r Double Game Rule 31. Order of Service in Double Match Rule 52. Partners Receive in Alternate Games Rule 33. Procedure when Player Serves out of Turn Rule 34. Error in Order of Receiving 134 Rule 35. Ball Touehlng Server’s Partner is a Fault Rule 36. Ball Must be Struck Alternately by One or Other of Opposing Teams Practice Instruction lASson 4. The object of this lesson is to give Instruction and practice in the various fundamentals of the game. The organization of the class for practice instruction should be governed by the facilities provided for by the individual*and by the individual ability of the pupils. The squad organization is effective in teaching beginners the elements of tennis. Exercise 1. The Serve. The three most popular variations of the American Twist Serve—the Cannon-ball, the Twist, and the Slice. All this from exactly the same body position. The player places his left foot six inches behind the service line to avoid committing a foot fault. The left shoulder is toward the net; the weight of the body on the left foot. The racket swings back and the body weight flows from the left to the right foot. As the racket reaches waist height on the back swing, the ball is tossed about five feet in the air slightly to the right of the head and directly over the base line. The eyes should follow the ball at all times. The racket comes forward and hits the ball at the peak of the throw. The racket continues forward and down and follows through naturally to the left side of the body. Exercise 2. The Forearm D rive. To insure correct footing the body should be "squared around" to the right and the shoulders brought into line parallel to the alley lanes. The racket is taken back and the body weight flows from the left to the right foot. In this stroke the head of the racket is up. Eyes should be glued to the oncoming ball. The back swing mist be started as the opponent’s re turn is still in the air. The racket is brought forward and gathers momentum until it strikes the ball. At this point the weight of the body is shifted from the right to the left foot. The racket contacts the ball from the back slightly on the outside top. The ball is hit at a point opposite the belt. The upward part of the body is tipped slight ly forward. At the moment of the impact the wrist turns the head of the racket over into an almost flat position, so that just enough top spin is imparted to the ball to keep a ten inch clearance of the net. At the finish of the stroke, the weight is on the left foot and the arms are crossed for balance. E » re ls e ^ 3 ^ ^ ' / The Forearm Volley. A player should have two types of fore-arm volley at his eoamand: the chop volley for handling shoulder high balls and the flat volley for those below the shoulders. The most desirable position for a net player is a little forward of halfway between the service line and the net. The stance is similar to the fore-arm drive- shoulders 0 squared around" and brought in to a line parallel with the alley lines. The body is tipped forward more and the ball is hit slightly, in advance of the left foot. Most volleys will have to be taken net-high or be low. At the moment the racket meets the ball a snap of the wrist will Impart the necessary spin for proper control. At this point the weight flows from the right to the left foot. Never try and hit too hard but try to place the ball. Exercise 4, The Overhead Smash. There are two variations of this stroke. One where the player takes the ball right out of the air and the other is when he allows it to bounce before stroking it. The mechanics of both smashes are exactly the same and follow closely the stance and footwork of the serve 137 with the left shoulder towards the net. The Important thing to remember Is to keep the ball In front of you. In most eases, the overhead smash Is used by players as a killing shot, so accuracy Is very Important. The momentum of the smash should carry the player forward into the court In perfect position for another effort at a "kill" If the opponent should return the first. In practice of these strokes either the wall board or a net may be used. It Is best to practice the serve over a net. Lesson 5...... ; The object of this lesson Is to give InstructIon and practice in the use of the backhand. . Exercise 1. . _ ; . Backhand Volley...... The position of the. backhand volley Is similar to the backhand drive except that the player stands slight ly in advance of halfway between the net and service 1 in e . - , -.-I . The weight o f the body is on the rig h t fo o t. The right shoulder Is toward the net and the upper part of the body tipped forward with the shoulders parallel to the alley lines. The ball is hit well in front o f the body. The eye is cm the ball, body slightly crouched forward, with right shoulder toward the net. Volleys below the net must be blocked with the racket head 158 slightly tilted up to deflect the ball upward and help it over the net. The racket is drawn across the ball at the moment of impact, and the body weight ia transferred to the toes. This gives the stroke spin and power. The arms then part naturally for balance at the end of the stroke, making it possible for the player to get into position for handling a possible return. Exercise 2. Backhand Slice. This stroke is executed the same as the backhand drive from the standpoint of position, grip and stance. How ever in this stroke, the racket Is brought down through the a i r at almost a forty-five degree angle and cuts under the ball, slowing down the speed of the shot. The racket is brought down and across the ball, im parting the spin necessary for control. While the ball is being hit the weight travels from the left to right fo o t. The racket meets the ball just opposite the right foot. You play the ball, never allow it to play you. These strokes may be practiced in line formation, first without the ball; then with the ball, hitting over a net, paying particular attention to footwork) Individual instruction being given at all times. 1 3 9 Lesson 6. The aim'of this lesson Is to give instruct1cm and prac tice In serving.1 1. Practice serving on courts. a. Divide into groups of four*s. b. Place four on. each court. c. Test fo r placement of serves. d. Test for form on serves. , 2. Practice of backhand strokes. Same method as in Lesson 5. Lesson 7 : V- ;v'-v or : : % - The aim of this lesson is for testing and Measuring ' improvement .-': ■■"' ' ' '" -■; " ; r'"' : a. Serving to a spot. h.-Line drives on the eowt. ^ ' c. Volley at net. Remaining lessons. - ; • -' ' -- : \ ; game Participation ; . - The aim of these lessons is to give the pupils a chance to play the game and put into practice some of the skills studied in earlier lessons. Exercise Play games of doubles, instruction being given at a l l tim es. 140 Tournament Play . 1. Doubles 2 . Singles Outcomes ' *1345 As a result o f the Instruction given and the opportun ity to participate In the game of tennis, it is desirable that the pupils: 1. Appreciate the value of tennis as a game v/hich may be used in leisure time throughout life. 2m Grow In knowledge and strategy of the game. 3 . Develop skills through practice of the finer tech niques o f the game. 4. Develop habits of bodily grace and poise through tennis activity. 5. Practice good aportoanshlp at all times. Time Allotment Tennis should be made a seasonal sport. Those who wish to should haw opportunity to spend at least six weeks in this sport. 140-a ' RETERERCE8 Htllas, Marjorie and Handle, Dorothy R., Tennis Organized, A. S. Barnes and Company, Hew York C ity , T93TZ ~ Spalding1s Athletie Library, Tennis Annual, American Snorts Publishing Company, 45 Rose S tr e e t, Wow York. filden, W. L. Ill, The Art of Lawn Tennis, Doran Company, Hew York, 1932. ------Mitchell, Elmer D., Sports for Recreation and How to Play Them, .A. S, Barnes and company, H. Y., iy56 ' “ 7 ‘ L* Driver, Helen, Tennis for Teachers, Madison, Wisconsin, 1955...... - Agutter, Y., Lessons in T ennis, American Sports Publishing Company, IT. Y. lyo%. " 141- TJNIT XI GOLF ' ; Introductory Statement Golf provides opportunity for tbs pupil to Improve his ability in an activity which has a definite carry-over value into adult life. Youth has made golf its own In America. Formerly it was called "an old man’s game". Old men continue to play it, many of the® until they are eighty years old, and mak ing good scores, too; but there are more young chacpione in golf than in any other game. Boys everywhere are taking it up. In all parts of the country. And everywhere boys are coming to the front through the skill they show—a skill that is eternally surprising to their elders. It is not until one begins to study the championship lists that one realises What a great part youth is playing and has played in golf in America in the past twenty years. Here are some of the ages of past amateur champions when they came to the top by defeating, in nearly every case, men who had played at least twice as long as they: 1902, Louis James, nineteen years old; 1904, Rovert Egan, twenty years ©Id; 1907, Jerry Travers, nineteen years old; 1909, Hebert Gardner, nineteen years old; 1913, Franols Oulmet (Open), twenty years old; 1922, Jess Sweetser, twenty years o ld; 1923, Bobby Jones (Open), twenty-one years old* 14g W alter Hagen was ju s t twenty when he won h is f i r s t Open Championship and Gene Swarzen was under twenty-one when he won In 1982, . 1 ^ : Golf is indeed an Interesting game. Natural or arti ficial obstacles, called hazards, make the sport thrilling. They require accuracy in driving the ball, test the play er *s skill and judgment, and give a more satisfactory - gauge of playing ability than could be had if the course merely called for brute driving strength. There are other Interesting things about golf, and one of these is that the player has almost as much fun trying to improve the best score ho ever made in any other round of the cowse, as he has in winning from an opposing player. In this great game of golf, it is Important that youth get the right start, and acquire an Interest and skill that will be of incalculable pleasure to them, and of def inite benefit to their health in later years. Aims The general aims in this unit are to give the student a comprehensive knowledge of the rules and ethics of the game and to provide periods for practice in the fundamental s k i l ls . M aterials - In adding golf to the school curriculum, two possibil ities are presented for its organization; either to have an indoor driving tee, or to arrange with a local golf 143 course for students to play on the course. In the case of the former, with a relatively small outlay of money all strokes may be practiced within a small area. Strips of canvas three feet wide hung from the ceiling to the floor in a double row with each rear strip covering a six inch space between the front strips serves as an adequate back ground to catch balls. netting at the sides catches wild shots. Soft indoor golf balls should be used. One or more full sets of clubs should be purchased as part of the equip ment and issued to the pupils. Athletic goods companies are now making a ball with a long string attached, hereby giving a ball that can be used for all practice shots. Content and Method Theory ' :■ " : - ' ; .../v-.:; ■ Lesson 1. " v : : . / . v.. - The aim of this lesson is to show early development of the game, and to give them some knowledge of the rules. 1. History : ' / - : ' - Modena golf dates back to the fifteenth century. Scotland is generally given credit for originating the gamei It gained in popularity to such an extent that by 1457 the King of Scotland ruled against it, fearing that golf would displace archery, a compulsory national sport. Despite this, and further bans by Parliament, golf continued to flourish* Although golf was very 144 popular in Scotland, almost from its inception, England showed no r e a l in te re s t u n til about 1850. The f i r s t golf club in England v/as organized in 1846. From this time on i t s growth was ra p id . The f i r s t g o lf tournament to history was in 1860.at Prestwick, Scotland, thirty- six holes, medal play. From this tournament evolved the "British Open"—1871, and sine® that time the winner of this tournament has been considered champion of the world. John 0. Reid, a Scotsman, is called the "Father" of American Golf, and it is he who was chiefly respon sible for the amazing growth of golf in this country. On November 4, 1888, Reid and four friends played the first round of golf to the United States on a six hole course on a vacant lot. The villagers, seeing the strange golfing tactics of these five men, considered them as "five nice fellows gone cuchoo". From this modest start the St. Andrews Golf Club in Yonkers, N. Y. was founded. By 1894 there were nearly a score of golf clubs organized. It is easy to see how remarkable has been the growth of golf from this recent date to the present time. 2. Equipment 3. Playing terms 4 . Scoring 5 . Types of competition 6. Rules and ethics 145 Lesson 2 . . ■ . ■ . .. ■ - ' - - A c tiv itie s The purpose of Lesson 2 is to give the individuals in struction and practice in the use of the different clubs. Practice Instruction 1. Group and individual instruction in the use of the a. P u tter b . Mashle c . Midiron d . Wooden clubs Remaining lessons The aims here are to give the pupil a chance to partic ipate in the game of golf under regular playing conditions. 1. Competition in a . P u ttin g b. Approach shots o. D riving 2 . Playing on Golf Course Outcomes *1 It is desirable that the pupils, from the instruction given, and the chance to participate in golf #111: 1. Appreciate the value of golf as a leisure time activ ity which may function throughout adult life. 2. Know the rules, ethics, and fundamentals of golf. 3. Show continued growth In those qualities which develop through good aportmanahip in Individual activities. 1 4 6 4. Grow in appreciation of the value of practice and skill in golf ' • ‘ . ■ 146-a HEIEHM€ES Golf Guido, Spalding^ Athletic Library, TIo. SX, American Sports publishing Company, Kev/ T o rt. Ouiment, Frances, Golf Facts for Young People, Centary Company, 1921. ------Collet, Glenna, Golf for Young Players, Brown Company, Hew YoTt, 1926. ------— sa----- *-— . M artin, H* B ., P ic to ria l G olf, Dodd Mead Oomnany, Hew York 1928. . ------Gbmmloy, Mitchell V., Play the Game, The Viking Press, Hew York; 1935. ------Eiag, Marion, The Stony of A thletics, Harper* Mew York* 1931. . ------!------Herklo, Frank G., All Sports Record Book, Hew York* Frank G. Merkle, Inc.; 1935 ' Mitchell, Elmer D., Sports for Recreation and How to Play Them, A. S. Barnes ana Company, Hew York, 1936. wts mi BOXING AMD WRESTLING Introductory Statement Most Indirldm ls, especially boys of the high school age, give evidence of a strong desire to demonstrate their individual power and skill. Boxing and wrestling offer an excellent opportunity for satisfying these desires in the boy of high school age. Participation in these activities should aid the student in developing a feeling of confidence and power in his ability to handle his body. They are worth-while activities which encourage self improvement, and give joy in Whole some competition with others. These combination activities have a strong attraction for most boys and when properly taught and controlled, ■ ' ‘ . - * afford splendid training. WRESTLING " " : ' '• ' : ; • Content and Method Theory Lesson 1 1. H istory Undoubtedly wrestling is the most ancient of sports. Wrestling is as old as Homer, who presents an account of a wrestling match between Ulysses and Apox. It was a con t e s t where no equipment was needed and was perhaps 148 primitive manVs chief sport. In ancient Rome and Oreeee wrestling was s o .exceedingly popular that such combats were employed to settle national athletic supremacy. In modern times there have been three different styles of wrestling: (te^eco-Roman, a combination of the ancient Greek and Roman grappling,now featured mainly in Europe $ Ju-Jitsu, originated in Japan; and Catch as Catch-can, which Is preferred in the United States and is also liked throughout the world. In re cen t years Greco-Roman w re stlin g M s become almost obsolete. The last two generations of Europeans have been trained in Catch as Catch-can almost exclusively so that new we find this type of wrestling predominating throughout the world. Frank Goteh is recognized by many as the greatest wrest ler of all time. He made his debut in 1899 and was cMm- plonof the world from 1905 to 1913. During this time he wrestled any man who challenged him, as many times as they wished. Out of all these matches he lost but one. Many colleges and high schools in recent years have ad ded wrestling to their curricula. In colleges wrestling Ms proven a very popular minor sport. As in professional wrestling, it has weight classifications from 112 pounds to the unlimited class, thus giving an opportunity for all to participate without physical Mndlcap. Practically all of our. best wrestlers come from men trained in our colleges. 149 2. Rule Discussion Reference: Spalding, H.C.A.A* Wrestling Guide 118R, Practice Instruction Lesson 2. 1* The 11 (to Guard” p o sitio n . 2 . The proper g rip s 3. Referees hold 4. Practicing the holds with class grouped in pairs of equal ability. Only holds used while standing on the feet should be used in this lesson. These in clude referee *8 hold, neck, body holds, and corre sponding breaks. No participant should be thrown to flo o r. Lesson 3. 1. Pick up or football tackle 2. The g rip method of going behind 5. Positions on the mat 4. Methods of keeping man on the mat from behind 5 . The h alf-n elso n Lesson 4. 1. Three quarter-nelson 2. Inside eroueh and half-nelson v 5. Body scissors : ■ .. : 4 . Head locks 5. Double wrist lock. Defense for these holds. 150 Lesson 5. 1. Double wrist lock from underneath on mat. 2. Head scissors ■ Defense 3. Arm scissors: 4. Short bouts Lessens remaining in the time allotment. .:' - 1. Competitive bouts in weight classes. Equipment *1 Mat at least 15 x 15 feet. Teaching Suggestions 1. Explain to class all holds that are barred in amateur wrestling. : - ' ' ... • : ; , . - ' ; . ■■ ■ - ■ 2. Opportunity for competition should be confined to mats and under-supervision of the teacher. 3. Mass wrestling instruction may be taught without mats, teaching holdsi breaking holds, but a pupil should never be thrown to the floor. Time Allotment Time allotment should be about two weeks. This unit may be elective, having those not interested in wrestling working on some other unit at the time this instruction is given. 151 The pupil should: 1. Gain confidence in ability to use the body in ag~ : gressive physical combat. 2. Know the basic rules of wrestling. > Vi; 3. Grow in bodily control and balance. 4 . Derive wholesome satisfaction from matching . strength and ability with another. 5. Improve coordination and balance. 6. Grow in perseverance, endurance, judgment and self- control through contesting with others. BOXING Equipment One or more p a irs of 12 or 14 ounce gloves. Introductory Statement Any boy in good physical condition can learn enough about boxing to make himself a match for seventy-five per cent of the boys in his own weight and a lot who are many pounds heavier. A basic knowledge of the science of box in g , good co n d itio n , and the right kind of practice will do i t . It does not take a boxing genius to make a b e tte r - tban average performer. Anyone who combines physical and mental alertness, normally good physique, and perseverance can learn to be a good boxer. 152 Content and Method Theory - Lesson 1 ^ 1. Rules. Rules and Regulations of Amateur Boxing. 2. Position of body 3. Feet, position 4. Shifting position 5. Position of arms Lesson 2. Practice Instruction 1. Positions 2. Leading 3. Jabbing 4. Crossing 5. Advance 6. Blocking 7. Right hook, lefthook, the upper-cut 8. Feints and draws 9. In-Fighting Practically all the lessons can be given without the use of gloves. Pupils may take positions, practice shadow boxing. Spread the class by twos over the floor. Practice guards, advance, leads, retreats, thrust, dodge, sidestep, and feints. Actual participation with an opponent of equal size and 153 experience will be the culmination of the last part of this unit, provided this does not interfere with administrative regulations. Outcomes fo r Boxing The p u p il should: 1. Grow in bodily grace and poise. 2 , Learn to take miM punishment and maintain spirit of p lay . 5. Know the baale rules of boxing. 4. Develop in knowledge of how specific group muscles function in self-defense• 153-a REFERENCES W restling Sliding, N.C.A.A. Wrestling Guide 118R O topalik, Hugo, Modern W restling fo r High School and College, Charles Scrilbher*s Sonsr 'i@w York. Prehn, Paul, Wrestling*~Modern Scientific Methods, N, Y. Mitchell, E. D., Sports for Recreation, A. S. Barnes and COTpany, Chapter axV III, T95&. ~ Gallagher, 2. C., Amateur Wrestling, Cooperative Publishing Company, G uthrie, Oklahoma, 1%5'. Boxing Boxing Rules, Spalding’s Athletic Library No. 25B, Amerloan Sports P ublishing Company, New York. Kennedy, C. E., Boxing Simplified, Antioch Press, Yollow Springe, Ohio. Mitchell, E. D., Sports for Recreation, A. S. Barnes and Company, N. Y. Chapter VI, IdbG. ~ Tunney, Gene, A Man Must Fight, Houston M ifflin Co., Boston, 1932. 154 ^ .... . UNIT X III RECREATION 1. Dual toms , . ... 2, Group Game a 3. Contests : ■ : ; 4. Relays , . , Introductory Statement These activities offer many benefits and have many ad vantages for gymnasia and playground use. In the first place# owing to the fact that not much organization is required, large ntmbers ©an be readily handled. In the second place, owing to the fact that relatively little skill is required, they may be effectively used with any group without previous preparation or practice. Third, they have a high degree of recreational content—they are more immediately enjoyable perhaps than any activity in our program. Fourth, they have a large hygienic content; using large muscle groups in a vigorous way as they do, they provide a generous organic reaction. Fifth, the social benefits are large ; the qualities of good sports manship, . loyalty, cooperation, sense of responsibility and so on may be inculcated. And last, they offer more diverse kinds of natural physical activity than any of the other types of work used. 155 Alms of this Unit 1. To promote a desire for wholesome association and recreation. 2. To develop leadership. 3. To develop in the Individual social benefits as: the qualities of good sportsmanship, loyalty, cooperation, and a sense of responsibility. 4. To develop neuro-auseular coordination. Materials Equipment and materials is a very important factor in the conduct of an all around recreation program. It is possible to carry on a fairly good program with compara tively little equipment. The following is a list of equip ment that will be found very useful in carrying out this program :' Medicine ball Wanda Basketballs Rope (75 feet) Volley balls ; Jump stands ‘ Playground balls Mats Tennis balls Bats Indian clubs Running track Boxing gloves A c tiv itie s The activities in this recreation unit are far too num erous to mention many here. Brief descriptions of a few 156 will be given. The bibliography at the end of this unit has references to books in which many activities are listed. 1, Dual Games and Stunts. Sack Boxing. Two sacks and a set of boxing gloves are required for this contest. Place two contestants in separate sacks, tying the sacks about the waist. Have each contestant put on the gloves and stand facing each other at a distance of four feet. At a given signal, the contestants start to boxing, each attempting to knock over his opponent. The contestants should follow the rules of amateur boxing. Each bout lasts two minutes. The winner of the bout is the one who is knocked down the fewest number of times. Three bouts constitute a match; the contestant successful in two bouts wins. Ball Wrestle Place two contestants facing each other at a distance of three .feet. Give them a large ball (medicine, basket, soccer) which they hold chest high between them, each contestant having both hands on the ball. At signal, each attempts to take the ball away from the other. Any fair tactics are allowed. The contestant who succeeds in securing the ball so no part of the opponent1 s body touches it wins the bout. Three bouts constitute a match; the co n testan t successful in two bouts wins. 157 C ircle B all Bounce A tennis ball or a hand ball is necessary for this con test# Draw a circle one foot in diameter on the ground. Give one of the contestants the ball. At signal, the con testant with the ball bounces it in the circlei the other contestant, using the palm of his hand, bats it down again; the first then bats it, and so on, the two, operating al ternately, continue to bat the ball. Either player hitting the ball so that it bounces higher than his opponent *s head, or lower than his knees, or who hits it so it strikes outside of the circle, or fails to hit it on the bounce, loses the bout. Five bouts constitute a match. The con testant winning three bouts wins. Band W restle Place two contestants so they stand with feet firmly spread in a stride position; each contestant with his right foot forward, touching the outside of his opponent * s foot. Have them grasp right hands. At signal, each attempts by pulling, pushing, turning, and twisting hands, to over balance his opponent or compel him to move either foot ft»om its original position. The left hand must not be used against the opponent. Either contestant forced to touch the ground with any part of his body other than his feet, or forced to move either foot loses the bout. Five bouts constitute a match; the contestant successful in three 158 bouts wins, Indian Wrestle Place two contestants side by side, lying on their beeice, with heads in the opposite directions, each contestant1s head resting at a point opposite his opponent1a buttock. Have each contestant place his inside arm straight down by Ms side with his hand on his opponent*8 shoulder. Have the contestants place their outside hands on their hips. At signal, each lifts his inside leg (knee stiff) to a point just beyond the vertical, hooks ankles with him opponent and attempts to roll his opponent over backward. Either contestant rolled backward loses the bout. Stick Twist Two boys stand facing each other about a foot apart. Each extends his arms above his head and grasps a round stick from one to four inches in diameter. The palms of each are held, facing in the same direction as the con testant . The boys grip the stick tightly and on the sig n a l "Go", each backs up and the stick is pulled down between them. The object is to have so strong a grip on the stick th a t i t will s lip or twist in the opponent1 s hands but w ill not in h is own. The lo se r Is the on© whose hands slip. 159 Combination Stunta Hand Jump Boy X stands ready with hands clasped and resting against left leg. Boy Y, with a running start, places his right foot in the locked hand, grasps X by the head and vaults over his shoulder, aided by a lift from the hands of X. Back Spring X takes a position on the floor on his hands and knees. Y with a running start, throws his hands to the floor, as in turning.a hand spring, close up beside the first boy, and turns a flip over hie back. To do this well the boy underneath should raise his back slightly just as he feels the pressure of the first boy going over him. This will give sufficient spring to throw him up onto his feet in good form. This should first be praetleed over a mat. Elephant Walk Two boys stand facing each other; boy X grasps boy Y by the top o f the tro u s e rs . Boy Y a t the same time jumps and locks his legs high up under the arms of X, then lets his arms and upper part of hie body fall backward, swing ing through the legs, he grasps X by the heels with both hands, X falls forward on his hands and walks on all fours like an elephant. Y pushes up until his arms are straight, his head high, and his back arched. When two boys go along rapidly this way, it quite resembles the walk of an elepter*. 160 Front Straddle Boy X faces boy Y and leans forward toward him, ex tending his hands backward between his legs. Y leans over him and grasps the extended hands, A quick lift by Y will f lip X over on h is f e e t . Elbow Roll Two boys lock elbows with backs together in a standing position. X leans forward, pulling boy Y off his feet and rolling him. over his baok so that he lands on his feet facing X. This should be done carefully at first and care ' ■ • \ should be taken not to let Y>slip at all as he comes over. He is to be held tightly to the back of X so that no fall " \ will result. Front Foot Flip Boy X lies on his baok, with knees up and feet against the stomach of boy Y, grasps Y by the shoulders or hands and uses toes against the stomach of boy Y, flipping him over his head, Y landing on his own feet. Slant R oll Two boys stand facing In the same direction about two feet apart. Boy X, who is in front, leans backward with arms above head and grasps Y about the waist. Y grasps X about the waist at the same time, then X kicks up his feet and is lifted up over the shoulders of Y and down to the ground on the other side. Continue with boy X 161 lifting boy Y. Group Games • Individual Basketball The game must be played on a regular basketball court. Have the group count off. Give X a basketball and place him on the foul line. At signal he attempts to throw a basket. If he falls Y secures the ball as near the basket as possible and from the point whore he recovers it attempts to throw a basket. If he fails Z secures it and makes the attempt. In this manner each player in turn makes the at tempt. The first player follows the last. Any player throwing a basket scores one point. After a successful throw the succeeding player secures the ball and throws it from the foul line instead of the point where he se cured it. Any player holding the ball longer than five seconds forfeits his chance of making a throw. Five points eonetltute a game; the player scoring this number first w ins. Medicine Ball Soocer The game may be played on a regular basketball court. Divide the group into two teams of equal numbers; mark one team so that the groups may be distinguished. Place the teams on opposite end lines. The line on which each team stands is that team’s goal line. Place a medicine ball in the middle of the field. At signal both teams rush toward 162 the ball; reaching It, each attempts to kick it across the opponent1s goal line. Kicking the ball across the goal lin e scares one point for the successful team. The ball Is put In play at the center of the field after each goal has been scored. Rough tactics and the use of hands, both on the ball and on opponents. Is barred, then the ball is kicked over the side lines it is returned by the referee sto© tosses it Into the field o f play at the point ih er e It went out. Set a time limit of five or ten minutes; the team having the largest score at the end of this period w ins. Relay Races Relay races are usually classified with group games, and in view of the general sim ilarity which e x i s t s in th e ir organisation, conduct, and use, it is quit® practical to do th is . Basket Shooting Relay Played on a regular basketball court. D ivid e the c la ss into two groups of equal number. Give the first boy in each line a basketball. Be dribbles the ball to the far end of the court and must shoot a basket, receiving the ball he dribbles back to the second man in Ms line who does the same thing. Each boy must keep shooting until he makes the basket. They continue until each boy has made a basket. The side finishing first wins the relay. 163 Leap Frog Relay Arrange the teams in parallel columns ten feet apart, abreast of a common line. Place three men.in each column, six feet apart, in fro n t o f each celmm. Have the players spread their feet and bend forward, placing their hands on their knees. Those players (bucks) stand as firmly as possible. At s ig n a l, the next man in the columns advance; each in his turn straddle-vaults ever the T1 bucks" in front of him, rims around to the right, back to the rear of the column, and then forward to his starting position. In the execution o f this relay each player advances directly be hind the player in front and each must maintain his posi tio n In the column. The team re tu rn in g to its starting position and squatting first wins. . Sprinting Relay E sta b lish a circular track about fifty or seventy-five yards in circumference. Place each team at regular in te r vals on the track. Give the first player of each team a baton. At signal, the player of each team, carrying the baton, starts running around the track. Upon completing. one lap the runner passes the baton to the next member o f h is team Who repeats. This player passes to the next* This continues until all have run. The team which has its last runner recross the starting line.first wins* 164 Straddle Vaulting Relay Arrange the teams in parallel coltsms of twos, ten feet apart, abreast of a common line. Establish a tu rn in g point fifty feet in front of each team. (Call the players in one column of each team "ones® and the players in the other column "twos"). At signal, the first pair of each team move forward alternately vaulting over each other as follows: Humber one leaps forward* spreads his feet, and leans forward; number two immediately straddle vaults over him, landing with his feet spread, and leaning forward. Umber one now vaults over lumber two. They continue in this manner forward to, or around the turning point and back to the starting line. The players must not run be- tween vaults; each must stand and lean forward at the point of landing after vaulting. As the first pair cross the starting line the second pair starts forward by the same method. This continues until all have run. The team Which has i t s la s t p a ir across the s ta rtin g lin e f i r s t w ins. Indian Club Relay Divide the class into two equal groups. Establish a starting line and a forward line about seventy-five feet away. Give the first player of each group an Indian club. At signal he runs to the forward line and places the Indian club, seeing that it remains standing. He then returns and touches the next player in his line who runs forward 165 and gets the club and returns it to the next one in his lines he then runs and sets the club and returns as did the first boy. This continues until all have taken part in the relay. The team which has its last man across the starting line first wins the relay. Shuttle Relay Hare two teams in parallel columns ten feet apart, di vide the teams into two sections and place each section in column formation facing each other, about fifty or six ty feet apart. At the signal, the first player of one section runs forward and touches off first player of the other section. Players run back and fbrth in this manner until all have participated. The team completing this performance first, wins. Outcomes for Recreational Games and Contests *1 It is desirable that the student 1. Appreciate the fun to be derived from simple group play. 2. Gain fam iliarity with rules and equipment of games that are recreational in nature and have a carry-over value in leisure time. 5. Grow in knowledge of relays, games, and stunts to be used in groups. 4. Develop neuromuscular skill and bodily symmetry by engaging in dual contests. 166 5. Grow In courage, courtesy, cooperation, and fair play through participation in recreational activities. 6 . Develop leadership ability. 166-a REFERENCES Staley, S, C ., Games, C ontests and Relays, A, S, Barnes and Coai^my, New York City, 1924. Bauosroft, Jessie H., Games for the Playground, Home, School and Gymnasium, The Macmillan Company, hew York C ity , WdU. Hellson and Van Hagen, Physical Education fw Elementary School, A, S. Barnes and Company, New York C ity , 1§30. M itch ell, Elmer D., Sports for Recreation and How to Play Them, A, S. Barnes ana Company, New York, Chap" "X'JClX. 167 TEXT HV SWIMMING AND DI7IW ^Bti^yductory Statement ' ' " Perhaps it best be that swimming and diving be pre sented as electives for pnplls who wish to acquire greater skill in these activities. This unit should be organized for gradual achievement and learning with provision for gradual improvement and ability. It is assumed that the swimming and diving course be taught by instructors especially trained and qualified to teach these activities. In that very few schools in this state have swimming pools, no attempt will be made to give detailed descriptions of content and method in these cour ses. The outline given is progressively planned and should serve as a guide to the instructor. Theory Lesson 1. The purpose of lesson one is to give the pupils some Idea of the history of swimming. .. 1. H istory The Egyptians, near the dawn of history, were so ap preciative of the art of swimming, that the beauty of the body lines of the swimmer was idealised in decorations. The ancient Greeks considered in a b ility to swim was on the same plane with inability to read and write. 168 L In Qreee® and Rome a r t i f i c i a l swimming pools were common an early date. With the passing of classical • tw lliia tlo n , swimming was discarded by a l l but the a r is tocrats. As modern cities have grown, the percentage of civilized persons who know how to swim seems to have d eclin ed . The f i r s t re g u la rly organized swimming meet in w estern civilization seems to have been held at Woolwich, England in 1849. America sought to standardize swimming in 1878, and the whole world showed i t s in te re s t when swimming events were scheduled a t the re v iv a l o f the Olympic games in 1896. England held the lead in water sports for many years. With the development of the nAustralian Crawl”, the United States and Australia began to take the supremacy from Eng- land. This stroke was standardized by Richard Cavill® of Australia, who brought it to England in 1902. Modern swimming records are being broken w ith monot onous re g u la rity . In d icatin g th a t development in swimming is recent. Perfection in swimming la exceedingly hard to .... • - ■ ■ , ' attain, and new methods are constantly being introduced. At one time i t was supposed th a t swimmers w ith long arms and legs were the only ones that would become champions. This was disproved in the 1932 Olympic swimming events when Japan dominated the men*s swimming ev en ts. 1 6 9 O utline o f Swimming and Diving : .... Time Allotment t Four weeks. F irs t Week The aim of these lessons is to give the pupil instruction in the fundamentals of swimming. 1. Classification tests. 2. Breathing drills. 3. Body balan ce: and buoyancy. 4. Land drills in crawl stroke. a. Leg action. b. Arm action. 5. Class swim competition. Second Week ■-,v The aim of this lesson is chiefly to give instruction and practice in the crawl and breast strokes. 1. Classification tests. 2. Coordination.of;arm and leg action of crawl stroke• 3. Land drills. 4. General review. - . 5. Land drills in breast stroke. a . Arms. b. Legs. ; - c. Combination. Third Week The aim here is to review, test and give instruction In strokes,already ppaeticed and to give Instruction on divese ; .7 • .%::" : 1. Review of crawl and breast strokes. . 2. Diving instruction. . ; ,• - . . : _ a* Front div e. v -- )•, f - - ■ - •>. b. Back dive. ■ 3 . Land d r i l l s in each stro k e. . 4. Treading water. ;■ - ■ •'.'-v , 5. Testing—different strokes and dives. Fourth Week ' " r ' "' ' ^ ' '" " ' ' '''" '' The aim of these lessons is to give the pupils instruc tion in diving and reviewing, and testing of the different swimming stro k e s. 1. Review instruction in diving. 2. Hew dives. 3. Review of strokes. 4. Instruction in life saving. 5. Artificial respiration. 6 . Class swlwilng and diving competition in strokes and dives covered. 7. T esting a. Different strokes b. Dives c. Life saving. 171 Ontcoaea for Swimming and Diving From the Inafcmietlon given in swimming the pupil should: !• Appreciate that learning to handle oneself in the water may prove to be of value throughout life. 2. Know the fundamentals of life saving and how to conduct himself in emergencies in the water. 3. To show 0 *owth in self-confidence, poise, alert ness, courage, and responsibility in water activ i t i e s . 4. Gain ability to pass the test requirements o u tlin e d in the course. 5. Know a variety of water games and activities that can be enjoyed in later life. 171-a REFERENCES Riggen, Alleen, Modem Swinging and Diving» Dodd and Mead Company, New York, 1^31. King, Marion, The S tory of Athletics, Harpers, Hew York, 1931. ■ ------:------:------■ Swimming and Life Saving, Metropolitan Life Insurance Company, Hew York...... ■ Mitchell, Elmer D., Sports for Recreation, A. S, Barnes and Company, H. Y. 1936.------American Red Cross, Life Saving' Methods, American Red Cross First Aid and Life Saving, Washington, D. C. Cure ton, T. K., How to Teach Swimming and Diving, Association Pres— ...... 52 CHAPTER IX HEALTH INSTRUCTION FOR THE NINTH GRADE The principal aim of health instmefeion Is the develop ment of Intelligent health conduct. By presenting teachable material relating to health, such Instruction aims to pro duce in each individual a behavior compatible with his own and his community1® best interest. The following units of instruction in health are pre sented In teaching units. This group of m ilts, prepared for the use of ninth grade pupils, is a general one, de signed to give the beginning high school boy a general idea of health education as a whole. The sequence given may be altered to meet local teaching conditions. U nits Health and Health Rules The Living Machine and Its Parts Regularity of Habits as a Factor in Health Watching Ourselves Grow Structure and Function of the Skeletal System Structure and Function of the Muscular System The Respiratory System Parts and Function of the Circulatory System The Nervous System 173 The Organs of Exeretlon . ' The Structure and Function of the Alimentary System Seeing Well, Now rad Later Hearing Well, Now and Later Teeth as a Measure of Sanatory Growth Skin D iseases r-i:- ■ u.: % l , Fre sh Air - and Sunshine Function of Foods : r: Control of Communicable Diseases i Exercise as Related to Health and Growth Personal Appearance ‘ Sanitation In the Home 174 HEALTH AND HEALTH RULES Approximate Time Allotment Two lessons. O bjectives . \ i ■, *1 1. To know why we should s triv e to have good health. 2 . To know the advantages of good h e a lth . 3. To know the fundamental laws of health. 4. To teach the p u p il to recognize the lack of health, and to remedy it. ; . 5. To teach the pupil to look for his own faults and endeavor to correct them. . Discussion Points 1. Why health? 2. The best friend you have, "Your Body". 5. Advantages of health. 4. Health laws. 5. Can health be wasted? 6. Health examinations. 7. Knowledge of health as an aid in maintaining our health. 8. The relation between good health and success in school. 9. Health and holding a position. 175 Suggested Pupil Activities 1. State some reason for desiring good health. - 2 , Define health, 3. State some rules of health.that should be.followed. 4. VThat should .a study of healthful living„do for a ''''''' pwsbn? ' ' -'v..- :--.. 5. Prepare a health record book. 6 . Report violations of health rules in the school. 7. Slake posters, showing health rules and regulations. 8 . Write articles on health to be published in school paper. 9. Give examples of outstanding men who have followed the rules of health. m - a - HEFEREHCES : •" Berry, Glenn H., Healthful Living, Chapter I. Diehl, Harold 8 ., Healthful living/ Chapter I. Winslew, C. E. A., Healthful Living, Chapter II Wheat, Frank M., and Fitzpatrick^ Elizabeth T., Everyday. Problems in Health, Chapter I» Williams, Jesse F., Healthful Living, Chapter I 176 THE LIVING mCHIHE AID ITS PARTS This milt Is to aequalnt the pupil with the general mako-up of tlto body an6 ;will be treated as specific units l a t e r . Approximate Time Allotment Four lessons. O bjectives 1. To acquaint the pupil with the general make-up of the body, and the relationship of the various parts. 2. To know that the human body is similar to a machine, in many respects and may well be compared with one. 5. To know that the different parts of the body are dependent one upon the other. 4. To know the general make-up of the body. Discussion Points 1 1. The bony system. a. The skeleton and its uses. b. Major parts of the skeleton. e. Different types of joints. • : - • d. What is the composition of bones ? 2. The muscular system^ : or- a. The major parts of the muscular system? . b. What are the functions of muscles? : . e. What do we mean by voluntary and Involuntary muscles? 177 5» Discuss the function of the skin. 4. Structure of the skin. 5. The respiratory system. a. The structure of the lungs, b. Hygiene of the respiratory system. c. Muscle action In breathing. d. The exchange of oxygen and carbon dioxide In the lungs. 6 . The circulatory system. a. Parts of the system. b. Functions. c. Injuries to the system. 7. Digestive system. a . P a rts. b. Functions. 8 . Sense organs. 9. The nervous system. 10. The ex creto ry system. Suggested Pupil Activities 1. Name the bony parts of the skeleton that serve la rg e ly for protection of important organs. 2. Draw a diagram showing the center of the circulatory system. 5. Check and record pulse rates of different pupils. 4. Give advantages of slow deep breathing. 5. Demonstrate artificial respiration. 6 . Discuss the value of regular exercise on the muscular system. 7. Illustrate the simplest typo of reflex. 8 . Draw the digestive tract of man. 9. Name the sense organs and state what each records. 178~a • ' / REFERENCES . / ' ■ Winslow, C. E. A., Healthful Living, Chapter V. Berry, Glenn H., Healthful living. Chapter II. Williams, Jesse F.» Healthful Living, Chapteiw VII, XI. m i , xv, xvii, xvut:------#m at, Frank M., and Fitzpatrick, Elizabeth F., Everyday Problems in Health, pp. 214-278. Ithredge, Maude Lee,:Health Facts for College Students, Chapters XVI, XVII, XVIII, a n d XIX. : 179 , HOTIARITY OF HABITS AS A FACTOR IN HEALTH AND GROWTH Approximate Time Allotment Three lessons. Objectives 1. To know the regularity of the following habits of living contributes to health and growth. a. Sleep d. Bathing b. Heals e. Elimination e. Exercise f. Exposure to sunshine. 2. To know how to use the twenty-four hour schedule. Discussion Points1 1. The value of regularity In Mbits of living. 2. Using the twenty-four hour schedule. 3. Value of eating regularly. 4. Sleeping regularly. 5. Proper rest. 6 . Exercise, 7. Regularity of elimination. 8 . Bathing. 9. Exposure to sunshine. 10. Working. 1 8 0 Pupil Activities 1. How does your work Interfere with your following a regular schedule. 2 . List examples of how irregular schedules have affected onef s growth. 3. Discuss the need of rest for various occupations. 4. Make up a schedule you should follow each twenty- four hours. 5. Heeds for regular rest periods. 6 . Write a short theme on regular habits. 1 8 0 - a REFERENCES - Meredith, Maude L., Health of Youth, Chapter X. Berry, Glenn H., Healthful Living, Chapters I, XVII, and XVIII. Riley, Philip L., Wright, Merritt A., and Connor, William L ., Health Workbook, Unit XVII. 181 WATCHING OURSELVES GROW Approximate Time Allotment Three lessons. Introductory Statement If conditions are favorable> all young and healthy liv ing things, plants as well as animals, grow regularly. How ever# if you do not grow at all, something is wrong. The best way to find out what is the matter is to weigh and measure yourself and keep a record of your habits of health. Below are some of the things which usually interfere with normal growth. 1. Physical illness: sore throat or any other disease. 2. Physical defects: bad teeth, infected tonsils, en larged adenoids. 3. Poor habits of living: too little rest, over fatigue, improper food, irregular exercise, poor elimination. 4. Emotional disturbances: conflicts coming out of un happy home conditions, lack of success in school, and other conditions which tend to disturb pupils frequent- . iy. Whenever you find that you regularly fail to gain in weight, you may be almost certain that one of the things mentioned above is the cause and that it is within your power to change and improve the condition. 1 8 2 O bjectives 1* To know how to use the height-weight-age table. 2. To know how to keep an individual physical growth record. 3. To know what to do in case your growth is not normal. Discussion Points *1 1. To be healthy one must be the right weight and height. In this discussion attention must be called to the different body types. 2. Causes of improper growth. 3. Home conditions that interfere with normal growth. 4. Improper foods. 5. Emotional disturbances that may interfere with normal growth. 6 . Physical defects and their effects on growth. 7. Diseases and their effects on growth. 8 . Injuries and their effects on growth. Suggested Pupil Activities 1 . List common diseases that often interfere with normal growth. 2. List foods that may cause you to gain in weight. 3. What are the most common home conditions that may interfere with normal growth? 183 4. Make a weight-height-age chart, and check yourself in relation to your body type. ^ 5. What bad habits may interfere with normal growth? 183-a - ' REFERENCES "" ' ' Andreas, J. M., and Goldberger, I. H., Health Essentials, Chapter X. ..v : . ^ ------Diehlj Harold 'S., Healthful Living, Chapter X. W illiam s, Jesse F., Healthful Living, Chapters I , II. Riley, Philip L., Wright, Merritt A., Conner, William, H ealth Workbook, pp. 1-5. r ■: ■v' 184 ■ STRUCTURE AHD HJNCTIOH OF THE SKELETAL SYSTEM Apiaroxitnate Time Allotment Four lessons. O bjectives 1. To know the structure and function of the skeletal system. x a. Major parts. b. General structure of the bones. c. Types of joints. 2. To know what to do when a bone is broken. Discussion Points , - 1 1. What is the skeleton and what are its uses? 2. What are the major parts of the skeleton? 3. Discuss the composition of bones. 4. The value of proper foods that goes to make strong bones. 5. From studying the structure of the foot, discuss the proper method of using the foot in running and walking. 6. J o in ts . 7. Common causes of pain in the muscles and joints. 8. Diseases of the joints. 9. Why do bones of older people break more easily than those of younger people? 185 10. Bone fractures. . 11. The ipart .the ligaments play In the binding of bones to g eth er. 12. Posture. ' .. Suggested Pupil Activities 1. Name the bony parts of the skeleton that serve largely for protection of Important organs. 2. List the common causes of pain in the joints. 5. Diagram the skeleton, naming the major bones. 4. Draw a cross section of a bone. 5. List foods that are good for building strong bones. 6. Draw a lateral view of the vertebral column showing curves. 7. Demonstrate method of splinting a broken bone. 185-a • i ‘ ' REFERENCES " / - Riley, Phillip L., Wright, Merritt A., and Connor, William Ii. , H ealth Workbook, Chapter V. Williams, Jesse F., Healthful Living, Chapter VII. Williams, Jesse F., Personal Hygiene Applied, Sixth Edition, Chapter VI. ------Encyclopedia Brltannlea. Voltme XX, pp» '732-746. 1 8 6 STRUCTURE AND FUNCTION OF THE MUSCULAR SYSTEM Approximate Time Allotment Four lessons. O bjectives 1. To know the structure and function of the muscular system. a. Major parts* b. Gross structure. c. BinetIons. Discussion Points : 1 1. Majer parts of the muscular bystem. a. Skeletal: Those muscles which are attached to and move the parts of the skeleton. b. Visceral: Those muscles which cause movements of blood vessels, stomach, and other visceral organs like the Intestines and lungs. 2. Movement of voluntary and involuntary muscles. 5. Tendons. 4. Connective tissues. 5. The function of muscles. 6. Cause of weak and flabby muscles. 7. What makes strong muscles? 8. The effect of stimulants and narcotics on muscular a c tio n . 1 8 7 , 9. The effect of exercise on muscle growth. : 10. Muscle tone. ..■ ^ v -- , r 11. Muscular activity and fatigue. 12. Overdovelopment of muscles and its effect on health. Suggested Pupil Activities 1. The effect of beat and cold on muscular contraction? 2. List value of regular exercise on the muscular ' ' system .. . :' .. - ^ - v ; 3. Evaluate commercial schemes of muscle building. 4. List exercises to develop certain parts of the body. 5. Dangers from over-fatigue. 6. Discuss swimming as a good exercise fo r the m uscles. 7. Effects of stimulants. 187-a ; REFERENCES - Williams, Jess© F ., Personal Hygiene Applied, Sixth Edition, Chapter VI. Blount, Ralph E Health, Public and Personal, Chapter XI. Diehl, Harold S., Healthful Living, Chapter X. Kirkpatrick, Bruce, and Huettner, Alfred F., Fundamentals of Health, Chapter VI. .... t. ^ .. Winslow, C. E. A ., H ealthful L iving, Chapter V. , Riley, Phillip L.^ Wright,.M erritt A., and Connor, William, H ealth Workbook, Chapter XXV. 188 THE RESPIRATORY SYSTEM Approximate Time Allotment . .Three.lessons., ; V Z O bjectives 1. To know how air goes in and out of the lungs. 2. To know that the blood absorbs oxygen and gives off carbon dioxide in the lungs. 3. To know the common diseases of the respiratory system. Discussion Points I - : 111 1. The structure of the lungs. ; 2. Deep b reath in g . 3. The upper passages of the respiration system. 4. Hygiene of the system. 5 . The air we breathe. 6. The exchange of oxygen and carbon dioxide in the lungs. 7. Muscular action in breathing. 8. Respiratory exercises. 9. Artificial respiration. 10. The effect of smoking on the respiratory system. 11. Diseases of the system. 12. Tuberculosis. 13. Hayfever and Asthma. 189 14. Common co lds. * 15. The P lu era. - - - /; -.,: Sa^j^ested Pupil Activities — ....'..■ il. lhat Is the effect of tobacco on the respiratory ■system?: , - . vi :,•■;■ .■ 2 . ' Qlire reasons why the w ight of the clothing we wear Aionld hang from theishoulders and not from the w ist. 3. -Name habits that im ^ir the poiyer of the Imgs. 4. List the physical factors of a well ventilated room. 5. Give advantages of slow, deep breathing as compared to quick, shallow breathing. 6. Discuss the adjustment of respiration to changes in altitude> . 7. List the obstructions to breathing. How may such ob structions be removed? 8. L ist the ways in which tu b erc u lo sis may bo c o n tro lle d . 189-a f V REFERENCES _ Blound, Ralph E., Health, Public ami Personal, pp. 135-159. Ethredge, Maude L7," Health Fact a for College Students, Chapters XV, XVI, XVlTT- — ------Williams, Jesse F,, Healthful Living, Chapter XV. ^ _ . . :— ;— Kirkpatrick, T. Bruce, and Huettner, Alfred Fundamentals of Health, Chapter VIII. ; Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 243-255. Encyclopedia Brltannica. Volume XIX, pp. 223-226. r . r \PAHTS ;'.ANI>.HJHCTIOK ..OF THE CIRCULATORY SYSTEM Approximate Time Allotment Three lessons. Objectives :' ‘: 1. To kiiow the parts and function of the circulatory ; - system. '■ 2i To learn how the blood circulates through the body. 3. To know how to care for Injuries to the circulatory ' ■ system’. ' ' - - - v ^ ; ' ^ • Discussion Points 1. The composition of blood. 2. Blood cells. 3. Circulation of the blood. 4. Arteries. 5. Veins. 6. The lymphatic system. 7. The h e a rt. 8. Diseases of the heart. 9. Blood clotting. 10. How to stop bleeding. 11. The influence of tobacco and the circulatory system 12. Symptoms of heart disease. 13. The function of the kidneys. 1 9 1 Suggested Pupil Activities 1. Draw a diagram showing the center of the clrcula tory system. 2 . Demonstrate ways to stop bleeding. ^ 3. Make a chart showing the average heart rate at birth and at- extreme old age. 4. List the functions of the red blood cells. 5. List the functions of the white blood cells. 6. State causes of varicose veins. 7. Demonstrate how to take blood pressure. 8. What do we mean by an*1 enlarged h e a rt”? 191-a REFERENCES Williams, Jesse Faring, Healthful Living, Chapters XIII, XIT* Williams, Jesse Faring, Personal Hygiene Applied, Sixth Edition. Chapter IX. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 258-277. 192 THE NERVOUS SYSTEM Approximate Time Allotment Three lessons. O bjectives 1. To know the structure and function of the nervous system. 2. To know hov/ to develop and maintain the nervous system In good working order. 3. To understand the effect of the emotions and how to control them. Discussion Points 1 1. Structure of the nervous system and Its function. 2. Discuss emotions and their effect on the body. 3. The path of a nerve current. 4. Forming habits. 5. Value of habit formation. 6. The protection of the central nervous system. 7. Injuries to nerves. 8. General arrangement of the nervous system. 9. The effects of narcotics on the nervous system. 195 Suggested Pupil Activities : 1^ Illustrate the simplest tyne of reflex. 2. List emotional states to avoid and explain why they are injurious. 3. List the values of habit formtion. 4* Make a Hat of twenty varied activities i^rformd bv - - - s - W . . : . . < . ■ x, - ' > /- • *■ : ■ ' • • ' • - ' : • ... .• . ... x » you in one day. State which are reflexes. habits or oonsolous mots. : 5. List the effects of alcohol on the nervous system. 6. List factors of importance in maintaining the health of the nervous system. 7. How can we develop wholesome mental habits. 8. Causes of mental ill health. 1 9 3 - a REFERENCES Williams, Jess© Feirlng, Personal Hygiene Applied, S ixth E ditIon *,Chapter XlTI Williams, Jesse Feirlng, Healthful Living, Chapter XVI. Riley, Phillip L., Wright, Merritt A,, and Connor, William, Health Workbook, Unit XXXI. Wheat, Frank M,, and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 288-300. Kirkpatrick, T. Bruce, and Huettner, Alfred F., Fundamentals of Health, Chapter X. 194 : ^ ^ : : ,the oroams of e ic r e t io n Approximate Time Allotment Three lessons Objectives ‘ ^ 1* To know the function of the excretory system. ; 2. To know the Importanee of the excretory system. - Discussion Points 1. Kinds of body waste. 2. The kidneys. 3. The bladder. 4. Work of the kidneys. 5. The lungs. 6. Sweat glands. 7. How the sweat glands of the skin remove waste from the body. 8. Care of the skin. 9. Normal kidney function. 10. How the lungs eliminate waste from the blood. 11. The large intestine. 12. Foods harmful to the kidneys. 195 Suggested Pupil Activities 1'. List ways to properiy eare for the skin. 2. Draw vertical section of a.kidney. 3. Give ways th a t alcohol may e ffe c t the function of the kidneys. 4. Summarize how the.kidneys may be affected unfavorably by significant influences under the control of the individual. 5. List causes of constipation. 6. Cures for constipation. 195-a . REFERENCES ; ... , . . Williams, Jesse Fairing, Healthful Living, Chapter V. Wtlil&eis, Jess© Feiring, Personal Hygiene Applied, Sixth Edition, Chapter XlT. = Blount, Ralph E., Health, Public and Personal, Chapter XXIX. Wheat, l¥ank, and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 278-281. 196 THE, STRUCTURE AND FUNCTION OF THE ALIMENTARY SYSTEM Approximate Time Allotment Four lessons. , Objectives ■ : - ■" ' — 1. To understand the principal parts of the alimentary system and their functions. 2, To understand the process of salivary and peptic d ig e stio n . - " j ' - - ^ : - ■ 5. To study digestion in the intestines. 4. To know conditions necessary for proper digestion. Discussion Points 1 1. The parts of the alimentary system and their fu n ctio n s. 2. Mechanical changes of food in the alimentary system. 3. Chemical changes of food in the alimentary system. 4. Conditions necessary for proper digestion. 5. Poisons in the digestive system. 6. The effects of alcohol and narcotics on digestion. 7. Waste products from food elements. 8. The function of the large and small intestine. 9. Foods that assist elimination. 197 Suggested Pupil Activities 1. List conditions necessary for proper digestion. ' 2. List the aids to proper elimination.' " 5. Draw a diagram showing tlm digestive tract of man. 4. Describe the way in which lymph from the in te s tin e reaches the blood. 5. Give health values of proi^r chewing of foods. 6. Explain the work of the gastric juices. 7. Explain how one*s mental state affects digestion. 197-a 'REFERENCES Blount, Ralph E*, Health, Public and Personal, Chapter VI Diehl, Harold S», Healthful Living, Chapters XI, XII. Kirkpatrick, T. Bruee, and Huettner, Alfred F., Fundamentals of Health, Chapters IV, V, Williams, Jesse Pairing, Healthful Living, Chapter XI. Riley, Phillip L., Wright, Merritt A., and Connor, William L., Health Workbook, Unit XXVI. , 1 9 8 SEEIM WELL, HOW AHD LATER Approximate Time Allotment Four lessons. O bjectives ' V : : : / : V; V .... ; 1. To knew hov? to measure keenness of vision. 2. To know simple rules for care of eyesight. 3. To know the degree of accuracy with which you can distinguish color. I : 4. To develop habits of proper care for the eyes. Discussion Points 1. In what ways is the eye similar to a camera? 2. How is the eye protected? 3. What is the fmiction of the glands In the eyes? 4. Discuss how proper lighting in a room protects the eye. 5. Diseases that temporarily and permanently affect the eyes, 6. The value of having the eyes examined by a specialist. 7. Need o f bathing the eyes re g u la rly . 8. Eye washes. 9. Glasses. 199 Suggested Pupil Activities ,1, Measure keenness of ¥lslene . - 2. Test ability to distinguish eolors. 3. List different means of oonservimg the ; 4» List outdoor conditions besides the sun glare that should be avoided for the sake of the eyes. 5. List ways to determine whether or not you need g la sse s. ' ■ - : : . V::‘ 6. Evaluate home conditions with reference to light and reading conditions. 7. \fhat are the refractive errors of the eye? 8 . L ist ways eyes are In ju red . 9. What are suitable conditions for eye-work? 199-a REFERENCES' Diehl, Harold S., Healthful Living, Chapter XVI. Meredith, F. L., He alth of Youth, Chapter XVI. Meredith, F. L., Twelve Hours of Hygiene, pp. 152-158. Williams, Jesse F., Personal Hygiene Applied, Sixth Edition, Chapter XIVT*~ ; ‘------Berry, Glenn H., Healthful Living, Chapter XII. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems In Health, pp. 109-125. ’1 ' HEARING WELL, 1I0U AND LATER Approximate Timo Allotment . — ■ : : : : Four less O bjectives 1. To determine whether or not your hearing is defectiv e 2. To learn to care for your ears properly. 3. To develop habits of hearing. 4. To appreciate the importance of the care for hearing on the general health of the individual. D iscussion Points 123456789 1. What causes throbbing of the ears? 2. What are the causes of earache? 3. How prevent earache? 4. Home treatments for earache. 5. Study the relation of ears to throat for sources of Infection. 6. What is the yellow excretion that comes from the ears? 7. How should the ears be cleaned? 8. How often should the ears be cleaned? 9. How should foreign substances be removed from the ear? - ' 2 0 1 Suggested Pupil Activities 1. Test for defective hearing. ; 2. Have pupils give audition tests to eaeh other. .,5. List causes of defective hearing. ; 4. Draw a diagram of the ear. . 5. List rules for thecare of the ear. 2 0 1 - a REFEREHCEE’ Williams, Jesse F ., Healthful Living, Chapter XVIII. Berry, Glenn H., Healthful Living, Chapter XII. Meredith, F., L., Health of Youth, Chapter XVI. Riley, Phillip L., Wright, Merritt A., and Connor, William L ., Health Workbook, Unit IV. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, Problem VII; 2 0 2 TEETH AS A MEASURE OF SANATORY GROWTH Approximate Time Allotment Four lessons. O bjectives 1. To make a rating of the condition of your teeth. 2. To estimate your health on the basis of the condition of your, teeth. 3. To know how to Improve the condition of your teeth. Discussion Points 1. Causes of bad teeth. 2. Why is it necessary to keep the teeth clean? 3. What is the proper way to brush the teeth? 4» Relation of teeth to general health. 5. Ways of Improving the condition of your teeth: a. Cleanliness of teeth: clean. b. Cavatiea: have teeth filled. c. Pathological teeth: have teeth extracted. d. Softness of dentine: harden by drinking milk and eating vegetables. 6. Trench mouth. 7. What can be done to prevent decay of teeth? 8. What should be the daily care of the teeth? 9. Foods for good teeth. 10. Tooth pastes and powders. 2 0 3 Suggested Pupil Activities 1. Condition of tb® teeth. Witte the aid of a small mirror, look Into your mouth and observe the fol lowing conditions. . ' . . a . Number of te e th . _ . .... - . b. Their cleanliness. c. Condition of the gi»s. -' ' " d. Missing teeth. e. Decayed teeth. f. Pathological teeth. 2. List the ways to prevent and control trench mouth. 3. List foods that are good for development of teeth. 4. Collect advertisements on tooth pastes and powders. 5. What should be the daily care of the mouth? 6. Give ru le s fo r conserving the te e th . 7. What is the function of the different teeth? 8. What is the health objection to waiting until your teeth are bad before going to a dentist? 9. What is the relation of diet to good and bad teeth? 203-a REFERENCES . Diehl, Harold S., Healthful Living, Chapter XVII. M eredith, F«L.y Health of Youth, Chapter XV. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, Problem XIII. Riley,' Phillip L., Wright, Merritt A., and Connor, William L., .Health Workbook, Unit II. Ethredg®, Maude L., Health F acte, Chapter X«; 2 0 4 SKIN DISEASES Approximate Time Allotment Four lessons. O bjectives 1. A study of rashes and eruptions on the surface of the skin will disclose one or more of the following condltions. a. Allergies. b. Digestive upsets. c. Poor physical condition. d. Lack of cleanliness. . e. Infectious skin diseases. 2. To appreciate the value of healthy skin from the standpoint of appearance. 3. To learn that a healthy skin is an aid to proper elimination of perspiration. Discussion Points . 1. How clothing may affect the skin. 2. How allergies and digestive up-sets may affect the . sk in . 3. The most common skin diseases. 4. Poor physical condition. 5. Eating the wrong foods. 6. Lack of cleanliness. 205 7. Structure of the skin. 8. Poor physical condition. r 9. Infectious skin diseases. - a. Impetigo. ;' ;' ..; ' '• ' "-"r b. Scabies, o. Ringworm. 10. Whenever the skin sends out danger signals look for the following causes: a . Unwise e a tin g . b. Poor physical condition. Suggested Pupil Activities 1. How does the skin aid In regulating the body? 2. What Is the function of sweat glands? 5. What Is the different purposes and value of hot and cold baths? 4. Discuss how uncleanlineso may cause skin diseases. 5. Have pupils check their own skin for skin disorders. 6. Draw a diagram showing the structure of the skin. 7. Difference between skin of light and dark persons? 205-a REFERENCES Berry, Glenn H., Healthful Livingt Chapter IX. Meredith, F. L., Health of Youth, Chapter XIV. Riley, Phillip L., Wright, Merritt A., and Connor, William L., Health Workbook, Unit VI. Williams, Jesse F., Personal Hygiene Applied, Sixth Edition, Chapter X. Winslow, C. E. A., Healthful Living, Chapter XIII. 2 0 6 . FRESH AIR AMD SUHSHINE Approximate Time Allotment Three lessons. O bjectives 1* To appreciate the importance of fresh air and sunshine. . 2. To encourage the habit of keeping rooms vent Hated properly. . 3. To learn, how. buildings are ventilated. 4. To learn about the different kinds of ventilating ... , system s. . : , . . . . : , Discussion Points 111 1. Proper temperatures of school and living rooms. 2. Method o f v e n tila tin g homes. 3. Heating of homes. 4. Fresh air in your sleeping quarters. 5. The value of a thermometer in a room. 6. The relation of ventilation to health. 7. Discuss the relation of proper temperature to the amount of physical work done. 8. Ultra-violet rays of sunlight. 9. Air conditioning of homes. 10. Study the air conditioning of the school building. 11. Cooling systems. 2 0 7 Suggested Pupil Activities 1. List, the chief factors in heating and ventilating a . : : : hOUS©. . , .. : - : ;;; L ; J ; ; • . ;; : . 2. Examine the ventilating system of your school and your home. , ; . 3. Examine buildings w ith a ir-c o n d itio n in g u n its . 4. Record the humidity of the class room. 6. Discuss the substitutes for sunshine. 6. Relation of gases to good air. 7. What is the value of a thermometer in the school room? a t home? 8. What are the chief dangers of impure air? 207-a .REFERENCES Berry, Glenn H., Healthful Living, Chapter XV. Diehl, Harold S., Healthful Living, Chapter VII. Meredith, F. L., Health of Youth, Chapter VI. Winslow, C. E. A., Healthful Living, pp. 347-348 Riley, Philip L., Wright, Merritt A.* and Connor William L., Health Workbook, pp. 67-68. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 229-241. 2 0 8 FUNCTION OF FOODS Approximate Time Allotment *111 Four lessons. Objectives . . 1. To know the relation of food to health and growth. 2. To know fuel and energy value of different foods. 3. To know influence of foods as a regulator to the body. 4. To know the body building values of foods. PisoussIon Points . 1. Protein as a body building food. 2. Sugar and fats as heat and energy foods. 3. Minerals as a necessity for life. 4. Vitamins as a necessity in regulating the body processes. 5. Shall we eat candy? 6. Milk completes the diet. 7. Y/hat habits of routine may interfere with your ap p etite? 8. Keeping the body in running order. 9. Water. 10. Eating between meals, 11. Starches. 12. F ru its 13• Tissue builders. ; 14. Sources of vitamins. : . . Suggested Pupil Activities ‘ ' 1. Make a chart showing the fimetlcm and food sources of minerals. . 2. Make an outline showing the function of foods. 3. Study school lunches for proper distribution of food values. 4. Make a report on the history of vitamins. 5. Make a chart showing the classification of common foods as to: a . Power to y ie ld energy. . b. Power to build tis s u e s . c. Power to re g u la te body processes. 6. What is a balanced diet? 209-a ' : - REFEREMCES ' . ' . Blount, Ralph E,, Health, Public and Personal, Chapter 71. Rose, Mary S., Feeding the Family, Chapter I. Fisher, Irving, How to Live, Chapter II. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 160-185. Riley, Phillip L., Wright, Merritt A., and Connor, William L*; Health Workbook, Unit XIII. 2 1 0 C0HTR0L OF C0M1WICABLE DISEASES Approximate Time Allotment Four lessons. Objectives , 1. To know something of the cause, method of trans- • mission, and methods of control of the following common eomranleablo diseases. ; a . Commcm co ld s. : > b. Diphtheria, e. Influenza. d. Tubereulosla. e . Whooping cou^i. f . Mumps.- g. Measles. 7 „ h. Smallpox. 1. Scarlet fever. Discussion Points *1 Before considering the problems of communicable diseases In detail, you should know that illness from any of the specific Infections Is due to two factors: the specific invading micro-organiany and lowered resistance on the p a rt of the individual. 1. Common colds. a. What is a cold? 2 1 1 b* Contributing eauaea of colds. e. Taking care of a cold. d. Common dangers of colds. e. Prevention of colds. 2. Diphtheria. . a. Prevention. b. Immunisation. c. Agents involved in transmission of diphtheria. d. Discovery of the antitoxin. 3• Influenza. 4. Tuberculosis. a. Protection against. b. Treatment. 5. Whooping cough. 6. Mumps. 7. Measles. 8. Smallpox. 9. Scarlet fever. Suggested Pupil Activities 1. Write a report on Pasteur and Koch, and their achievements. 2. List the factors that may cause a person to catch a cold. 3. List common ways of caring for a cold. 2 1 2 4. Make a chart showing the decline In death rate from tuberculosis. . : - . 5. List all diseases for which immune or remedial sera has been developed; . 6. Give reasons why Inoculation Is sometimes compulsory. 7. Howcan one prevent giving a cold to others? 8. Why must communicable diseases be reported to the schools ? 2 1 2 - 4 1 ' REFERENCES Meredith, F, L., Twelve Hours of Hygiene, pp. 268-288. Meredith, F. L*, Health of Youth, pp, 418-420. Williams, Jesse F., Healthful Living, Chapter XIII. Berry, Glenn H., Healthful Living, Chapter V. Riley, Phillip L., Wright, Merrill A., and Connor, William L., Health Workbook, Chapter XXXIX. 213 EXERCISE AS RELATED TO HEALTH AID GROWTH Approximate Time All©t;iaatofe ' Four lessons. - ^ ; ^ ' : - % O bjectives 1. To know how exercise affects the development of the body. 2. To know what exercises are best for the pupil*s own development. 3. To know the opportunities for outdoor sports and other recreational activities in the community. 4. To know the proper amount of exercise to take. Discussion Points 111 1. The effect of exercise on the body. 2. How exercise Increases circulation. 3. Why exercise Increases the demand for oxygen. 4. How exercise increases the expenditure of energy. 5. How exercise affects elimination. 6. Cause of fatigue. 7 . Over fa tig u e . 8. When to exercise. 9. Why avoid chronic fatigue? 10. The e ffe c t of ex e rcise on sle e p . 11. Why should we avoid violent exercise immediately after meals? 2 1 4 12. Why one hour or more of outdoor ezerolee daily? Suggested Pupil AetlvltlBg 1. Report on how exercise Improves digestion. 2. Prepare posters end slogans relating to exercise. 3. List opportunities for recreation in; your community. 4. What exercise do you take dally? 5. List types of daily exercises you think good for a boy of your age. 6. List exercises desirable for a man working in an o f f ic e . 7. Give reason for too strenuous exercises being harmful for growing boys. 8. Why do exercises aid elimination. 9. Give causes o f fa tig u e . 2 1 4 - a REFERENCES Diehl, Harold S., Healthful Living, Chapter XIX. Keredlth, F. L., Health of Youth, Chapter IX. Riley, Phillip L., Wright, Merritt A., and Conner William L., Health Workbook, Unit XIX. Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems In Health, pp. 41-66. Williams, Jesse F . Healthful Living, Chapter IX. 215 > : - ' . PERSOHAL APPEARA1GE Approximate Time Allotment Three lessons. O bjeetlves 1. To develop the habit of v/oarlng, neat, clean, and sensible clothing at all times. 2. To know the Importance that good posture plays in personal appearance• ^ : 5. To know tho part that cleanltoess plays in personal appearance. 4. To know the desirable habits to fere to make a good Impression by our personal appearance * Discussion Points 1 1. Posture and appearance. 2. Health and appearance. 3. Cleanliness. 4. Clothes. 5. Keeping the hair clean and combed. . 6. Keeping the hands and nails clean. 7. Walking correctly. 8. Keeping shoes shined and clothes pressed. 216 Suggested Pupil Activities 1. What general relationships exist between health and personal appearance? 2. List the points that should be kept in view in selecting clothes. 3. Give the effect of using shaving lotions and powders. 4. What is the relation of certain foods to skin rashes? 5. What exercises can you demonstrate to aid posture? 6. Collect suggestions as to skin and hair hygiene from magazine advertisements. 7. List precautions that help prevent and cure pimples and blackheads. 216-a ■ REFERENCES Wheat, Frank M errill, and Fitzpatrick, Elizabeth T Everyday Problems In Health, pp, 91, - W. Meredith, F. E., Health of Youth, Chapter VII. Andress, J. H., Health Essentials, Chapter XVII. Barry, Glenn H., Healthful Living, Chapter VI. 217 SANITATION IE THE BONE : Approximate Timm Allotment Three lessons. ;.r. ; ...... _ O bjectives 1. To appreciate the importance of aanitaticax in the home. 2. To appreciate the sanitary and esthetic value of clean surroundings. 3. To establish a feeling of personal responsibility for the cleanliness of surroundings. 4. To discover the factors in the community that contribute to good health. 5. To develop a feeling of pride in good surroundings. Discussion Points 1 1. Home decorations. 2. Methods of cleaning the home. 3. Devices for cleaning. 4. Car© of lawns. 5. Garbage disposals. 6. Control of flies, ants, and household pests. 7. Bats and mice in the home. 8. Ventilation. 9. Lighting in the home. 2 1 8 10. Food In the home and pules fo r caring for foods. Suggested Pupil Activities 1. How is garbage disposed of in your community or city ? 2. list factors present in your community which make it a healthy place in which to live. 3. List unclean and unsanitary practices about the home which may lead to serious illness. 4. Note unsanitary conditions about the school that should be remedied. 5. Organize sanitary squads to make a survey of the neighborhood, report on all unsanitary conditions, and suggest means o f improvement. 6. Visit city garbage plant. 218-a REFERENCES Hheat, Ft'ank M., and Fitspatrick, Elisabeth T., Everyday Problems In Health, pp. 370-588. Berry, Glenn E., Healthful Living, Chapter XV* B roadhurst, Jean, Heme and Community Hygiene, Chapter V. Smiley, Bean R♦ j and Gould, Adrian G», Community Hygiene, Chapter IX. Turner, C. E ., Personal and Community Hygiene, Chapter X III. ------:------r, CHAPTER X HEALTH INSTRUCTION FOR THE TENTH GRADE The following units of Instruction In health are presented in teaching outline. The sequence given here may be altered to meet local teaching conditions. U nits The Meaning and Value of Health The Healthy School Exercise The Common Cold Sunlight and Growth Posture Dependable Feet Digestive System The Balanced D iet Sleep and Rest First Aid and Safety Driver and Pedestrian Responsibilities 2 2 0 THE MEANING AND VALUE OF HEALTH Approximate Time Allotment Two lessons. O bjectives 1. To appreciate the value of good health. 2. To know what is meant by good health. 3. To teach the pupil to pay more attention to his h e a lth . 4 . To know the fundamental laws of health. 5. To learn how to overcome poor health. Discussion Points 1. What do we mean by h ealth? 2. Define health. 3. What Is good health? 4. Advantages of health. 5. Does h e a lth mean long lif e ? 6. Why can’t all people have good health? 7. What does health mean to one who is a cripple? 8. Is too much attention to health detrimental? 9. How can you waste your health? a. How is city life harmful to health? b. What will cause poor health? c. What is meant by dissipation? d. Why do people dissipate? 2 2 1 10. Regular health examinations. : 11. Regular,visits.to the dentist. . 12. Why teach healthful living? 13. Are th ere many people who are r e a lly in p e rfe c t health? Suggested Pupil Activities 1. Look up as many d e fin itio n s of h e a lth as you can fin d . 2. State some good reasons for wanting good health. 3. List habits that tend to produce good health. 4. Make posters showing health rules and regulations. 5. State some rules of health that should be followed. 6. Discuss the difference between health knowledge and health conduct. 7i Give examples of outstanding men who have followed health rules. , 8» Write a paper on the meaning and value of health • for your school paper. 221-a REFERENCES Williams, Jesse Fairing, Healthful Living, Chapter I Williams, Jesse Fairing, Personal Hygiene Anplied, Sixth Edition, Chapters i; 'XI, IV. “ Meredith, F. L., Health of Youth, Chapter I. Berry, Glenn H., Healthful Living, Chapter I . Diehl, Harold S., Healthful Living, Chapter I. 2 2 2 THE HEALTHY SCHOOL • ' . - Approximate Time Allotment Two lessons♦ Object Ires . ^; : ; : :.v :: ■■ 1. To eneoarage the practice of proper cleanliness and • sanitation abont the school. . r. r 2. To learn what factors in the ctmunlty' contribute to good h e a lth . 3. To develop a feeling of pride In clean surroundings. 4. To establish a feeling of personal responsibility for the cleanliness of surroundings. Discussion Points ‘ 1- v v ;.V • 1 1. What clubs can promote health in th® sohool? 2. Who is responsible for keeping the school clean and sanitary? : "■ "i-v : 3. Responsibility of students in maintaining proper sanitation of the school grounds and buildings. 4. Proper: care of- drinking fountains. ; : , 5. Ventilation of the school. ' : * • ; 6. Heating plants 7. Lavatories. - ' ■ 8. Garbage:disposal. : ' - ^ . 9. Temperature of class rooms. *23 10. How strictly are the health laws of the school enforced? r... 11. School regulations regarding cleanliness and sanitation of the school. 12. What are the non-offlclal agencies in the community interested in health? 15. What are the responsibilities of the school board in relation to protecting health of students? Suggested Pupil Activities 1. List the good and bad characteristics of the school building in regard to sanitation and safety. 2. Study the responsibility of the individual students in maintaining proper sanitation of the buildings. 3. Investigate cleanliness of school toilets. 4. Outline opportunities of pupils for cooperation with school officials in keeping the grounds and buildings clean . 5. List several unclean and unsanitary practices about the school which may lead to serious illness. 6. Organize school patrols to help keep the buildings and grounds clean. 7. Organize clean-up week campaigns. 8. Place health and sanitation posters about the school. 2eS-a REFEREHCES Etbredge, Maude Lee, Health Facts for College Students, Chapter- XXIV.1 - ' ------H------Wheat, Frank Merrill and Fitzpatrick, Elizabeth T. Everyday Problems In Health, pp. 270-289. Blound, Ralph E. , -Health Public and l^arsonal, Chapter XVII. 224 ... EXERCISE Approximate Time Allotment Three lessons. Introdnctory Statement lost people have a desire to exercise—it' is a carry over from childhood. Some fu lfill that desire in one way or another, but a good majority neglect to get enough ex e rc ise as they become o ld e r. I t la n a tu ra l fo r young peo ple to exercise. A day seldom; goes by but they are run ning, Jumping, and playing games. As we grow older and have less time to call our own, it is easy to forget that our bodies still need exercise. We can only make and keep ©ur muscles strong by giving them activity througi exercise. Exercise stimulates the whole system, especially the heart and lungs. It is important to know the parts that are affected by exercise,and the factors that should control the type and amount of exercise taken. Objectives --'' : " " 1. To know how exercise affects the development of the - body. - ' ' - : ■ ; ■ ' ‘ : 2. To know what exercises are best for your development. 3. To know the proper amount of exercise to take. 4. To know the parts of the body affected by different types of exorcise. 225 5. To know the opportunities for outdoor sports and the .recreational activities available in ymar community. Discuss ion Points ' ' 1• The effeci.of exerelie oh the body. ' 2. Yihy exercise increase# the demand for oxygen. 3. How exercise increases circulation. 4. How exercise affects elimination. 5. How exercise increases expenditures of energy. 6. How exercise affects nerve stimulation. 7. Causes of fatigue. 8. Over fa tig u e . 9. When to exercise. 10. The effect of exercise on sleep. 11. Result of too little exercise. Suggested' Pupil Activities 1. What exercise do you take daily? 2. List the ways exercise improves digestion. 3. List the opportunitles for recreation in your commu n ity . 4. List the types of activities you think good for a boy of your age. 5. Demonstrate some good exercises that should be indulged in dally. 6. Prepare posters and slogans relating to exercise. 7. What is the importance of regular exercise? REFERENCES Meredith, P. 1., Health of Youth, Chapter IX. Berry, Glenn H., Healthful Living, Chapter IV. Williams, Jesse F ., Personal Hygiene Applied, Sixth Edition, pp. 11V-147. Williams, Jesse F., Healthful Living. Chapter IX. Riley,. Phillip L., Wright, Merritt A., and Connor, W illiam L ., H ealth Workbook, Unit XIX. Wheat, Ffank M errill, and Fitzpatrick, Elizabeth T Everyday Problems in Health, pp. 41-66. 2 2 6 , , : - - . - TEE COMMON COID Approximate Time Allotment Three lessons. Objectives . _ 1. To know the contributing causes o f common colds 2. To know how to take care of colds, 5. Common dangers from colds. 4. To know preventiona of colds, 5. To know the danger of pneumonia as a result of not taking care of a cold. Discussion Points 1 1. Define a cold. • 2. There appears to be two types of colds. What is the difference between the two types. 3. Causes of colds. 4. Discuss the sudden change of temperature, draftand cooling off too rapidly as contributing factors. 5. Common dangers from colds. 6. Preventions. 7. Cleanliness and colds. 8. Principal predisposing factors in catching a cold. 9. Danger to the lungs. 10. Bathing and colds. Stmpgeated Pupil A c tiv itie s 1. List tbo factors that may cause a person to catch a . co ld . - • ; 2. List comnon treatments of colds. 5; Enumerate ways to build up resistance against colds. - 4. Make posters, reminding pupils" of dangers of common colds. ;i ; 5. Write a paper on the "Prevention of Colds". 6. What is the danger of colds to the lungs? 7. Dissipation a factor in bringing on colds. 227-a REFERENCES Williams, Jesoe Fairing, Healthfal Living, pp. 326-327 Williams, Jesse Fairing, Personal Hygiene Applied, Sixth Edition, Chapter YtTH Berry, Glenn H., Healthful Living, Chapter V. Kirkpatrick, T. Bruce, and HUettner, Alfred F ., Fundamentals of Health, pp, 505-308• Meredith, F. L,, Health of Youth, Chapters XII, XIX. Riley, Phillip L., Wright, Merritt A., and Connor, William,L., Health Workbook, Chapter VII. 228 - SUNLIGHT AND GROWTH Approximate Time Allotment Three lessons. Objectives . 1. To know how sunlight affects the body. 2. To appreciate the Importance of sunshine to health. 3. To know the value o f;sunlight to growth. 4. To.know the danger of over-exposure to sun. Discussion Points 1. Sunlight as the "Health Giver". 2. Plant growth without sunlight. 3. Diseases cured by sunlight. 4. Sunlight and rickets. 5. Sun b ath s. 6. Sunburns and sunstrokes. 7. Study of composition of sunlight. 8. Discuss the power of ultra-violet rays of sunlight to stimulate the human skin to form vitamin D. 9. Substitutes to sunlight* 2 2 9 Suggested Pupil Activities 1 ..Study the composition of sunlight by focusing a ■ lens on a piece of paper* What' happens? 2. Write.a theme on the value of sun tan. , 3. What arethe treatm ents recommended for sunburns. 4. Give, a report on the use of sunlight In the treat ment of diseases. 5. List the dangers of too much sunshine. 6. Causes of sunstroke. 7. Symptoms of sunstrokes. 8. Treatment for sunstrokes. 2 2 9 - a REFERENCES Berry, Glenn IL, Healthful Living, Chapter XIV. Diehl, Harold S ., Healthful Living, Chapter VII. Riley, Phillip L., Wright, Merritt A., and Connor, William L., Health Workbook, Unit XX. Ethredge, Maude Lee, Health Facts for College Students, . Chapter XXVI. ------:— -----■ — ------Encyclopedia Brltannlca. Volume XIV, pp. 82-84. 230 ' : POSTURE Approximate Time Allotment Three lessons. ' ' : " ' " . V " : . V' O bjectives 1. To know that good posture means that there is good anatomical and physiological alignment of the seg ments of the body so that the functions of the body may be performed without undue strain. 2. To know the effects of poor posture. 3. To know the common causes of poor posture. 4. To know the esthetic value of good posture. 5. To know what is meant by good "muscle tone" and how important it is in helping one hold the body in good p o stu re. Discussion Points 1 1. Why poor posture w ill not permit the normal working of the heart and lungs. 2. Causes of poor posture. 3. The e s th e tic value o f good posture. 4. Muscle tone and good posture. 5. Why poor posture produces real structural d e fe c ts. 6. The reward for good posture. 231 7. Types of good posture. 8. Types of bad posture. 9. Posture in sitting. Suggested Pupil Activities 1 1. State the reasons for desiring good posture. 2. State five causes of poor posture. 3. List exercises to Improve posture. 4. The relation of good posture to social success. 5. Values of good posture. 6. From posture charts, rate yourself to see In which class you fall. 7. Demonstrate methods used to correct poor posture. 251-a REFERENCES Berry, Glenn H., Healthful Living, Chapter V. Bancroft, Jesse H., Posture of School Children. Meredith, F. L., Health of Youth, Chapter VH. Kirkpatrick, T. Bruce, and Hwttner, Alfred F., Fundamentals of Health, pp» 226-235; ‘ Wheat, Frank M., and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 134-145. Stafford, Preventive and Corrective Physical Education 232 BEPBHDABLi-MEt Approximate Time Allotment Three lessons. Objectives 1. To know how to detect feet ailments. 2 • To know how to make fo o tp rin ts . 3. To know how to dispose (determine scientifically the meaning'of) footprints. 4. To know the effect of mechanical strain on the foot. 5. To know how to prevent or cure ringworm of the foot. Discussion Points 1 1. Can you work well while your feet are hurting? 2. Discuss the structure of the foot. 3. 7/hat are the principal arches of the foot. 4. Which arch is the one th a t u su a lly gives the most trouble? 5. What are the causes of fallen arches? 6. How does the strength of the foot depend upon the strength of the muscles? 7. What is the relationship between weak feet and poor h ealth? 8. What is worse than aching feet? 9. Discuss the causes and cures for corns and bunions. 10. The effect of ill-fitting shoes. 11. Flat feet. ; . v- 12. General care of the feet. 13. Cause and cure for ringworm. 14. Athletes foot. Suggested Pupil Activities 1. Have pupils demonstrate how flat feet may be aided by proper exercising. 2. Have discussion on the characteristics of the best type of shoes. 3. Make foot-prints. 4. Have pupil Illustrate the effect of mechanical strain of the feet. 5. Should you have ringworm and athletes foot, list the precautions to be observed in order to prevent the spread and to secure relief for yourself. 6. List conditions that aid the parasite producing athletes foot and ringworm in Its attack upon people. 233-a RBKERE1CES Ralph E., Health, Public and Personal, pp. 178-182. Berry, Glenn H., Healthful Living, Chapter X. E thredge, Maud® Lee, Health Facta for College Student#* pp. 244-246. Andress, Aldlnger, and Ooldberger, Health Essentials, pp. 193-203...... Swartout, Hubert 0., Guide to Health, p. 64. S 3 4 DI®STIVE SYSTEM Approximate Time Allotment 1. To know the principal parts of the digestive system and their functions. 2. To know the conditions necessary for proper digestion. 3. How foods are broken up in the alimentary system. 4. To know how to properly care for the digestive system. 5. To know the part played by digestive Juices in the digestion of foods. Discussion Points 1. Parts of the digestive system and their functions. 2. The mechanical and chemical changes of foods in the alimentary system. 3. The function o f the large in te s tin e . 4. The function of the small intestine. 5. The effects of alcohol and narcotics on digestion. 6. Waste products from food elements. 7. Elimination. 8. Foods that assist elimination. 235 Suggested Pupil Activities 1. Draw a diagram of the digestive tract of man. 2* List conditions necessary toproper digestion. 3. List the proper aids to elimination. 4* Write a paper on the hygiene of meals. 5. D escribe the way in which lymph from the in te s tin e reaches the bleed stream. 6. What is the health vsliie ©f thorough chewing of food? 7. How does the mental state affect digestion? Explain. 235-ft REFERENCES Diehl, Harold S., Healthful Living* Chapter XI. Williams, Jesse F., Healthful Living* Chapter XI. Williams, Jess® F., Personal Hygiene Apnlied, Sixth E d itio n , Chapter VII": ------Blount, Ralph E., Health, Public and Personal, pp. 99-119. Hutchinson, Handbook o f H ealth, Chapters IV, V, VI, IX ~ — - Kirkpatrick, T. Bruce, and Huettner, Alfred F., Fundamentals of Health, Chapter IV, V. 2 5 0 THE BALANCED DIET Approximate Time Allotment Four lessons. O bjectives *1 1. To learn to know which foods are harmful to you. 2. To know the value of well balanced meals. 3. To know the rules of diet. 4. To.make a study of the dietary of hlgh-school pupils. 5. To know the substitutes of some foods. Discussion Points 1. Harmful foods. 2. Well-balanced meals. 5. Is it good to eat a large breakfast? a. What foods should be eaten for breakfast? b. Is it necessary to have fruit every morning? 4. When should the heaviest meal be eaten? 5. What is the proper amount of calories needed for the average high-school boy? 6. Does a person working indoors need as many calories each day as a laborer? 7. What effect on health does a balanced diet have? 8. Milk as a complete diet. 9. What habits may interfere with your diet? 237 Suggested Pupil Activities 1. List the„ foods you eat eaeh day showing the approx imate number of calories eonsumed ba@h day. 2. Prepare examples of woll-balaneed meals, 5. Chart energy requirements at different j^riods of the day showing correspondingly desirable meals. 4. Study school lunches and determine the degree to which they show proper distribution of food values 5. List the common food deficiency diseases with cause and means of prevention. 239C & REFERENCES *®37©aith, F. L.» Health of Youth, Chapter III. Williams, Jesse F.» Healthful Living, Chapters X, XI Riley, Phillip L., Wright, Merritt A., and Connor, William L., Health Workbook, Chapters III, XIII, XIV and XVI. Wheat, Frank M., and Fitzpatrick, Elizabeth T ., Everyday Problems in Health. 8 3 8 SLEEP A im REST Approximate Time Allotment Two lessons. ; . Objectives 1. To know the value of sleep and rest and its relation to h e a lth , 2. To form habit of sleeping at least eight hours a night. 3. To encourage rest and sleep at regular Intervals. 4. To know how the body rebuilds Itself during rest p erio d s. 5. To know the effect of relaxation of the muscles. 6. To recognize the need for adequate rest. Discussion Points 1. Why do wo need re s t? 2. Can you work well, physically and mentally, when you are tire d ? 3. Does continued loss of rest affect your weight? 4. Why can some people get along with very little rest? 5. Why is sleep the most complete form of rest? 6. Why should one rest after meals? 7. How may sleep he induced? 8. Why do we need sleep and rest after strenuous exercise? 9. Can loss of sleep be made up? 2 3 9 10. Why do younger persons need more sleep than older people? Suggested Pupil Activities 1. Keep a record of the number of hours you sleep for one week. 2. List Items that make up a good rest program. 3. Enumerate ways to induce sleep. 4. List things that may affect your rest and sleep. 5. Does age affect your sleep and rest program? List the causes. 6. Chart the number of hours of sleep needed for a child of the age of three, six, fifteen, and twenty. 239-a REFERENCES Berry, Glenn H., Healthful Living, Chapter XVIII. Diehl, Harold S., Healthful Living, Chapter XI. Meredith, F. L., Health of Youth, Chapter X. Meredith, F. L., Twelve Hours of Hygiene, pp. 175-180. Blount, Ralph E., Health, Puhll® and. Personal, pp. 210-11. Riley, Phillip L., Wright, Merritt A., and Connor, William L., Health Workbook, Unit XVII. 2 4 0 : " PIEfT AID AHD SAFETY Approximate Time Allotment Five lessons. O bjectives 1* To develop an appreciation of the value of human l i f e . 2. To encourage the habit of avoiding mmeecssary r is k s . : . - . > •: ^" ■ ■ 3. To learn that immediate attention to wounds is necessary. 4. To acquire a knowledge of simple remedies for burns, cuts, bruises, nose bleed, and other minor injuries. 5. To teaeh the responsibility ofjouth in the safety of o th e rs, 6. To learn safety precautions to be used at home and a t school. 7. To help lower the number of. injuries and accidents occurring at school and at home. Discussion Points - - - -- • . . :1 1. Discuss the history and purpose of the American Red ■ C ross. ■' • : - ' : : ' V. r - " - ■ - 2. First Aid Stations. 3. The value o f quick follow-up work in the care of injuries. c . 241 4. Dangerous occupations. 5. S afety at homo. 6. Safety at school. 7. Safety on the streets. 8. Traffic dangers. 9. Safety In the school laboratory. 10. Safety on the playground. 11. Treatment for bums, cuts, bruises, sprains, and other minor Injuries. 12. Discuss artificial respiration. 13. Kind of bandages. 14. Broken bones. 15. Dislocations. 16. First aid to poisoning. 17. How to stop bleeding. 18. Insect bites and stings. 19. Snake bites. 20. Degree of burns. Suggested Pupil Activities 1. Keep a list of accidents occurring at school, suggest means of lowering the number of accidents, 2. Discuss the wisdom of avoiding fo o lish or unneces sary chances. 3. Prepare posters and slogans about safety and place them in different parts of the school building. 4* Demonstrate ways to stop bleeding, 5 . :Report accidents that occur in the community and suggest ways for avoiding them. - ■' x;- 6. Prepare a detailed list of safety precautions to be cbserved in the homo,' such' as: ‘ ' v a. Keep medicine out of reach of small shildren. Ib. Avoid leaving articles on the floor that may , cause others t® fall. c. Hever allow hot water to be left in reach of small children. d. Remove all pieces of broken glass, nails, et cetera, from the yard. e. Keep matches out of reach of small children. 7. Demonstrate treatments for burns, 8. Demonstrate appliance of bandages. RE KisREHCE S A w rlean Red C ross, F irs t Aid Textbook. Guide for Safety Education, Rational Bureau of Casualty and Surety Underwriters. Ethredge, Maude Lee, Health Facts for College Students, Chapter XXVI. . r ■'...... : ““ Blount, Ralph E., Health Public and Personal9 Chapter XV. #mual of First Aid Instruction, United States Department of the Interior, Bureau of Mines, Washington, D. C. 843 DRIVER AID FSDESfSlAf RESPONSIBILITIES Approximate Time Allotment '....i:rL": A “ ...... *.:...... T 'Tr:f ' ' ; ,:rr;'ir.....r ...... r u r ir "~...... :...... T !^ '''r':T'....T...r ; ' Four, lessons. O bjectives 1* To show the individual that he must develop the proper attitudes in addition to skills and habits in order to become an expert d riv e r. 2. To show the individual what social obligations he has to meet as a driver. 3. To give the individual the rules of good sportsmanship on the highway and show him that it is as important to follow them as it is in any game. 4. To know sound pedestrian practices. 5. To develop a cooperative attitude toward pedestrians. 6. To know the responsibility of society for safe guarding the pedestrian. Discussion Points ' ' - - ■ ;1 1. Types of automobile drivers. 2. Pedestrians and the accident record. 3. What implications are there in the statement that driving is a social undertaking? . , \ 4. What are the proper relationships between drivers and . '■■■"•■- - ■ pedestrians? : -r- ■ , 5. What responsibilities has society for the safe- 2 4 4 guarding of the pedestrian? . 6. Why is it possible for young driver# to be better drivers than older people? . . ... 7. What assistanee ean society give to pedestrians and d riv ers? 8. Relationship between speed and safety. Suggested Pupil Activities 1. Write a paragraph stsnmarlzing your philosophy of d riv in g . 2. Observe practices of automobile drivers for a day and list those that you consider unsportsmanlike• 5. List a number of practices of an expert driver. 4. List pedestrian practices you observed at an inter section that are undesirable. 5. Study the motor vehicle laws of your state and report on pedestrians* rights and duties in this law. 6. List some things that are being done in your state to deprive poor drivers of the privilege of driving. Why has the state the right to do this? 7. Make a list of the things you practice as a pedes trian. After each of these things mark whether it is good or bad according to the standards set up in this study. 8. Describe the procedure for securing a driver’s license in Arizona. 848 9. Make a report deserlMng under what conditions a • driver*3lleens@ ©an be canceled or revoked. 10. Secure the State Highway Department a statement of the causes of automobile accidents during the p a st;y e a r. 245-a REFERENCES American Automobile Association, Driver and Pedestrian Responsibilities, 17th and Pennsylvania Avenue, Washington, t). 0. : Whitney, A lt^rt, Man and the Motor Car, National Bureau of Casualty and Surety Onicfei^riters, one Park Avenue, ITeu York C ity . L • ; Allen, Thomas, Safe and Sane Use of Highways, E. M. Hale and Company, Milimuke®, Wisconsin."" ' 1 State Department of Public Instruction, Iowa State Course of Study for Safety Education, State House,, jbes Moines, Iowa. 1 ~ ~~ ~ Bureau of Public Roads, Model Traffic Ordinances, U. S. Department of Agriculture, Washingtoh, b. C. CHAPTER X I HEALTH INSTRUCTIOX FOR THE EIZVE1TH GRADE Tn some of the lessons of this unit we find some repeti tion from previous grades, but due to their Importance they have been repeated. The following units of Instruetlen in health are pre sented in teaching o u tlin e . The sequence given may be altered to meet local teaching conditions. U nits The Healthy Home and Community Body Mechanics The Effects of Physical Activities The Circulatory System • B acteria Care of the Feet ' Seeing and Hearing The Muscular System n u tritio n Keeping Well Safety in Athletics Sound D riving P ractices THE HEALTHY HOME AID COMMUNITY. ! : : ObjectlTea 1. To appreciate the sanitary and esthetic value of • . clean surroundings. - ;v.;- rr..; 2* To establish a feeling of personal responsibility for the cleanliness of surroundings, 3. To know the functions of the official agencies in the city, county, and state having to do with ; health. V,. 4. To know the individual responsibilities toward these agencies. : ■ . ; ^ ' 1 - - : - Discussion Points 1. What are the official agencies in the city, county, and state having to do with health? 2. What is the function of each of these agencies? 3. What non-official agencies in the community that are interested in health? 4. Discuss Individual responsibility toward these agencies. 5. How strictly are the health laws of the community enforced? 6. How does the city dispose of its garbage? 7. What is the best way of disposing of sewage? 8. The city water supply. 248 9. Who is responsible for keeping the school buildings and grounds clean and sanitary? . Suggested Papil Activities 1. Organize clean-up week campaigns for the home and school—have the pupils note conditions which need a tte n tio n . 2. Visit city sewage disposal plant. 3. Visit city water supply system. 4. List good and bad characteristics of school building in relation to sanitation. 5. Study responsibilities of individual students In maintaining proper sanitation of buildings. 6. Collect literature from the Department of Interior, Washington, D. C., indicating function of national government in health. 7. Chart all health agencies in Arizona both official and non-official with outline of their purposes. 8. Visit local meat markets and grocery stores and evaluate for sanitary precautions. 9. Discuss safeguards against water impurities from public drinking facilities. 248-a REFEREHCES . Peraonal and Cornmnnity H ealth, T urner, Chapter X U I. Home and Community Hygiene, Breadhurafc, Chapter X7. Community Hygiene, Smiley and Could, Chapters IX, XVIII. *- : 249 BODY MECHANICS Approximate Time Allotment Three lessons. O bjectivea 1. To know the physics of the body. 2* To better understand the importance of good procedure and techniques in the accomplishment of physical r e s u l t s . 5. To appreciate the value of good posture. 4. The effect that posture has upon the organs and general health. 5. To realise the Importance of a desirable foot action in physical achievement. 6. Exercises for strengthening the feet. Discussion Points 1. What is the physics of the body? 2. What are the advantages of good technique? 5. The cause of poor posture. 4* Poor posture from physical defects. 5. The reward of good pasture. 6. The feet and posture. 7. Proper shoes. 8. What are normal and abnormal spinal curves? 250 9. How may posture be tested visually? 10. How may posture be tested mechanically? 11. What methods aid correction of posture? 12. What are the ten important rules of posture? 13. The r e s u lt of poor shoes. 14. Correct foot action. 15. Normal position of the feet. Suggested Pupil Activities 1. List ten rules of posture• 2. How does good posture favor the health of bones, joints, and muscles? 3. L ist causes of weak fe e t. 4. Demonstrate exorcises that are useful for strength ening the feet. 6. Demonstrate proper method of using the feet in w alking. 6. Name several causes of ill-shaped feet and te ll how to avoid them. 7. List the qualities of a good shoe. ' 8. State reasons for desiring good posture. 9. From posture chart, rate yourself to see in which class you fall. 2 5 0 - a REFERENCES Berry, Glenn E., Healthful Living, Chapter V. Kirkpatr lek, T • Bnae® and Bnettner, Albert F ., Fundamentals of Health, pp. 228-256• M eredith, F* L ., Twelve Hour# o f Hygiene, Chapter VI Wheat, Frank Merrill and Fitzpatrick, Elizabeth, Everyday Problems in Health, pp. 146-151. Meredith, F. L., Health and Youth, Chapter VIII. 251 THE EFFECTS OF PHYSICAL ACTIVITIES Approxlraate T im e Allotment Three lessons. Objectives ':-v. 1, To understenfi how physlea1 activities affect tbs body. 2, To learn v/hat physical activities are beat for the particular individual. 3. To know the parts of the body affected by different physical activities. 4. To develop an appreciation of the value of exercise. Discussion Points .....1- Why exercise? 2 , Wlmt happens if you don * t exercise ? 3 . Which Is more harm ful, too «tieh o r too l i t t l e exercise? : 4. If a boy Indulges In sports will he have to continue: these forever? . a. Do athletes live longer than the average person? b. What athletics are harmful to health? c. Will athletics shorten the life of a person? 5. Is over*©xercise harmful? 6. How can you te ll when you are overdoing? 7. How much daily time should be taken up in physical activities? ' : 252 8. la It necessary to take regular wralng and evening .exercises? ' 9 . why are athletics good for some and not for others? 10. If a boy does not participate in athletics does this mean he is not healthy? 11. Cause of fatigue. 12. Over fa tig u e . 15. When best to exercise? 14. The effect of exercise on sleep. 15. Are athletics an asset to our school life? 16. Why is physical education good for a person? Suggested Pupil Activities 1. What exercises do you take daily? 2. Demonstrate an exercise of a man who works in an office all day. 3. List opportunities for physical activities in your community. 4. Investigate physical education opportunities in other countries and compare them with opportunities here. 5. Draw up a list of occupations and estimate the amount of physical education needed In each. 6. Investigate life expectancy rates for athletes and non-athletes. 7. Discuss the problem of exercise for the sedentary worker. 8. Discuss individual aptitudes for physical activities. 252-a REFERENCES Riley, Phillip L., Wright, Merritt A., and Connor, William Health Workbook, Unit XIX. Wheat, Frank M errill, Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 41-66. Meredith, F. L., Health of Youth, Chapter IX. Berry, Glenn H., Healthful Living, Chapter IV. Williams, Jesse Fairing, Personal Hygiene Applied, p p . 117-147. ------:— ™— Williams, Jesse Feirlng, Healthful Living, Chapter IX. 253 THE CIRCULATORY SYSTEM Approximate Time Allotment Three lessons. O bjectives 111 1. To know the parts and functions of the circulatory ' system. ' ' - ; - 2. To learn how the blood circulates through the body. 3. To learn how to care for Injuries to the circulatory ’ ' system. y:"' ' Discussion Points 1. The composition of the bleed. 2. Blood colls. 3. The circulation of the blood. 4. Arteries. 5. Arteriosclerosis. 6 . V eins. 7. The Lymphatic system. 8. The h e a rt. 9. Diseases of the heart. 10. Symptoms of heart disease. 11. Prevention of heart diseases. 12. The functions o f the kidneys. 13. The influence of poisons upon the heart. 14. The Influence of tobacco upon the circulatory system. 254 Suggested Pupil Aotlvlti## 1* Draw a diagram, showing the center of the eiremla* tory system, 2. List the functions of the red blood cells. 3. List the functions of the white blood cells. 4. Have pupils check pule® "rates. 5. Demonstrate how to take blood pressure, 6. Make chart showing the average blood pressure for different ages, 7. What are varicose veins? State causes. 8. Describe the heart. State fully the influence of athletics upon the heart. 9. List parts of the circulatory system. 2 5 4 - a ' ' HEFEHETOES Williams, Jess© Fairing, Healthful Living, Chapters XHI XIVi ■ - ~ Williams, Jesse Fairing, Personal Hygiene Applies, Sixth Edition, Chapter IX. T"in 1 ...." 1 ' ' '' 1 ...... Riley, Phillip L., and Wright, Merritt A. aM Connor, William, Health Workbook, Unit XXXTCI. Kirkpatrick, T. Bruce, and Huettner, Alfred F,, Fundamentals of Health, Chapter VII. : MCTEHIA Approximate Tim® Allotment Three lessons. Introflgetory Statement Bacteria are everywherej in the water we drink, in the food we eat, and In the air we breathe. They multiply very rapidly, if conditions are favorable, and their control is one of the most important safeguards to health we have. O bjectives 1. To know where b a c te ria are found. 2. To know the conditions necessary to growth of b a c te ria . 3. To know how to control the spread of bacteria. D iscussion Points 456123 1. What are bacteria? 2. Conditions necessary to the growth of bacteria. 3. Where bacteria are found. 4. Types of bacteria. 5. How bacteria reproduce. 6. Control of bacteria. 2 5 6 Sttjtaifsted Pupil A ctivities 1* List the conditions necessary for the growth of bacteria. _ - . ' ^ . • - - - ; : S» Bpaw diagrams showing th® shapes of bacteria. 3. Discuss ml Ik as a food for M eter is. 4. Transmission of bacteria* 5. Ways bacteria reproduce. 2 5 6 - * REFERENCES Williams, Jesse Fairing, Healthful Living, Chapter XX. Blount, Ralph E., Health Public and Personal, pp. 49-55 Kirkpatrick, T. Bruce, and HUettner, Alfred F., Fundamentals of Health, Chapter XIII, Riley, Phillip L,, V/right, Merritt A,, and Connor, William L., Health Workbook, Chapter VII. 257 CARE OF THE FEET Approximate Tlmo Allotment Three lessons. O bjectives 1. To develop the habit of proper care of the feet* 2. To encourage the wearing of a desirable type of shoes. 3. To develop a desire to stand and walk correctly. 4. To learn to distinguish between correct and in correct shoes* 5. To better understand the mechanism of the feet; the arches, muscles, and ligaments. 6. To acquire the habit and knowledge for the eare and protection of the feet. Discussion Points 1. Discuss the mechanism of the feet. Explain the proper manner of walking. 2. Why should we walk with feet parallel? 3. Introduce the study of transverse and longitudinal arches. Explain the necessity for keeping these arches in proper condition. 4. Discuss the good and bad points of different shoes. 5. Why are shoes with pointed toes and high heels harmful to growing feet? 6. What harm results from flat feet? 258 7. Are special shoes necessary for flat feet? 8. Can one be a good athlete with flat feet? 9. Why do flat feet spoil a runner’s swiftness? 10. What causes flat feet? 11. How @an one distinguish flat feet from normal feet? 12. What ©muses pains In the arch? Suggested Pupil Activlties 1. Name several causes of 111-shaped feet and te ll how to avoid them. 2, Have students observe each other in walking—find out if the toes go straight ahead or does the in dividual too in or toe out? 5. List the qualities of a good shoe. 4. Display samples of shoes demonstrating desirable arch supports. 5. Take foot impressions on charcoaled or lamp blacked paper-study these impressions. 6. Discuss the mechanism of the feet—show by diagram how feet held in bad positions strain the muscles and pull the ligaments. 7. Discuss types of exercise as an aid to flat feet. 8. Use pictures, diagrams, and inspections to show proper and improper shoes. 9. Write a theme on: ”My Next Pair of Shoes” (with reference to comfort and suitability). 2 5 8 - a REFERENCES Berry, Glenn H., Healthful Living, Chapter X. Meredith, P» L., Health of Youth, Chapter VIII. Wheat, Frank M errill, Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 146-161. Riley, Phillip L., #rl#it, Merritt A., and Conner, William L., Health Workbook, Chit V. Thaekston, Thaekaton, Wamm H ealth Chapter XVI. Broadhurst, Jean, and Lerrlgo, Marlon Oliver, Health Horizons * pp. 60-65. 2 m . : ; : SEEING AND HEARING A part of this unit is a repetition of the unit in the ninth grade but because of its importance it is repeated. ■ •; v r - Approximate Time Allotment Three lessons. ‘ \ -■ ; ;• O bjectives !• To know the simple rules governing conservation of eyesight. ; ; 2. To determine if your hearing is defective. 3. To develop habits of earing properly for the eyes ; and ears. , •, - . , \ 4. To appreciate the Importance of the eye and ear in the general health of the Individual. Discussion Points 1* How is the eye similar to a camera? 2. How are the eyes protected? 3. What is the function of the glands of the eyas? 4. Discuss how proper lighting in a room protects the eyes. 5. Discuss the value of having the eyes examined by a specialist* to be sure they are normal. 6. Why do the eyes need bathing regularly? 7. Discuss home treatment for earache• 260 8 . How should foreign substsnees be removed from the G&r? .■ - ,, 9. Study the relation of ears to throat for causes of In fe c tio n . 10. How Is earache prevented? n . Hov/ often should the ears be cleaned? 12. What causes throbbing-In the ear? Suggested Pupil Activities 1. Measure keenness of vision. 2. Measure ability to distinguish color. 3. List the different ways to conserve eyesight. 4. List outdoor condition® that should be avoided for the sake of the eyes. 5. Evaluate home conditions with reference to light and reading conditions. 6. Study classrooms for proper lig h tin g . 7. Determine defects in hearing. 8. Have pupils give bearing tests to each other. 9. List causes of defective hearing. 10. Diseases that often affect the ears. 260-& REFERENCES Williams, Jesse Felring, Healthful Living, Chapter X. Williams, Jesse Pairing* Personal Hygiene Applied, Chapter XV. . ------Meredith, F. I»., Health of Youth, Chapter XVI. Berry, Glenn H., Healthful Living, Chapters XII, XIII Wheat, Frank M errill, and Fitzpatrick, Elizabeth T., Everyday Problems in Health, WP* 10#*1M. .THE MUSCULAR SYSTEM V ■! Approximate Time Allotment Three lessons. O bjectives 1. To know the structure and function of the muscular - ■ -* . ~ fji • ...... 'V- .1- ■ a . "Major p a rts . b. Function. v c. Gross structure. Discussion Points . . 1. Major parts of the muscular system* a. Skeletal. b. Visceral. v 2. Gross structure. 3. Kind of muscles. 4. Voluntary. , 5. Involuntary. 6. What do muscles do? 7. The attachment of m uscles. 8. How do muscles and bones cooperate? 9. Tendons. 10. Causes o f weak and flabby muscles. 11. Overdevelopment o f muscles. 262 12. Can you control your muscles best when you are tired or when you are rested? Explain. . 13. Injuries to muscles. 14. Injuries to tendons. 15. What do we mean by muscle tone? Suggested Pupil Activities 1. Discuss the value of regular e x e r c i s e on the muscular sy s te m . 2. List exercises for the development of certain muscles. 3. The effect of cold and heat on the muscular system. 4. Examine the muscle of a chicken and see the char acteristic of their s t r u c t u r e to those of the human m u sc u la r system. 5. Evaluate commercial muscle building systems. 6. Chart specific exercises for the development o f s p e c i f i c muscle s e t s • 7. List separate movements intended to strengthen separate parts of the b o d y and compare with athletics for strengthening effect. 262-a REFERENCES Etharedge, Maude Lee, Health Facts for College Students, Chapter XIX. . Williams, Jesse Feiring, Personal Hygiene Applied, Sixth Edition, Chapter VI. Kirkpatrlek, T. Bruce, and Huettner, Alfred F,, Fundamentals of Health, Chapter VI. Blount, Ralph E., Health Public and Personal, Chapter XI. *63 1IUTRITI0H Apiaroxlmate Time Allotment Four lessons. O bjectives 1. To learn what constitutes a balanced diet. 2. To appreciate the need of eating well-balanced meals. 3. To encourage the habit of eating fruit daily. 4. To know the substitutes for some foods. 5. To learn the foods that are harmful to you. 6. To learn rules of table etiquette. Discussion Points 1. Discuss the type of fuel used in operating various engine a o f tra n sp o rta t lom—What is the s im ila rlty o f these engines to the human body? 2. When should the heaviest meal be eaten? 3. The habit of eating fruit. 4. Why avoid eating too much? 5. What is the proper amotmt of c a lo rie s needed fo r the average high-school boy? 6. What is a well-balanced meal? 7. Why do athletes have training tables? 8. What kind of foods are termed “roughage”? What is the value of such foods? S 6 4 9. Hov/ should wo sit while; eating? :10. What :1s the value of proteins, sugar, minerals, and vitam ins to the human body. Suggested Pupil Activities ; ; ; 1. Make a set of eating rules, such as "Eat slowly", "Don't over eat", et cetera. 2. Make a menu for breakfast, lunch, and dinner. 3. List rules of conduct and courtesy which should be observed at the table. 4. Have pupils give reports on the following: a. Protein as a body building food. b. Sugar and fats as heat and energy foods. c. Minerals as a necessity for life. d. Vitamins as a necessity in regulating the body processes. 5. List foods eaten daily, showing the number of calories consumed each day. 6. Study school lunches for proper distribution of food values. 264-a REFEREKES William®, Jesse F e i r t o g , Healthful Living, C h a p te rs X* XI. ; . ------— ------Rose, Mary S., Feeding the Family, Chapters I, X. Wheat, frank M errill, and Fitzpatrick, Elisabeth T. Everyday Problems in Health, pp. 156-181. Meredith, F. L., Healthful Living, Chapter III. Hutchison, Handbook o f H ealth, Chapter III. 969 ' - KEEPIHG WELL Approximate Time Allotment Three lessons. Objective# : 1. To appreciate the value of good health.; 2. To teach ua to conserve our health. 3. To know the fundamental lawsof health. 4. To know the general precautions against diseases. Discussion Points 1. Cause and spread of colds. 2. Why is It so easy to catch colds? 3. Why do you get a cold after you bathe and then go out? 4. Are colds caused by Improper breathing? 5. Prevention of colds. 6. Do tonics aid in preventing colds? 7. Is there any vaccination against colds? 8. Effect of colds on lungs? 9 . Which is" th e most dangerous, colds in the head or : ■ chest? ': ':'V' ' r : '. ::' - 10. Chest colds developing into tuberculosis. 11. Resistance to diseases. ; V-- . 12. Vaccination for smallpox. . 2 6 € 13. Why is vaccination neeessaMr? 14. Can the De$mrtront of Health force children to be vaccinated? ...... 15. Is Inoculation tte® only means o f prevention o f certain diseases? 16. What diseases may vaccination prevent you from . , ‘getting? . :■ .. • 17. General precaution against diseases. 18. Is there a protection ayiinst all diseases? 19. Is a thin person more likely to contract diseases than a fat person? Why? 20. What is anemia? , ; - . . -y. . 21. Why are blood transfusions given for anemia? 22. What are the symptoms o f diabetes? 23. Is it safe to take patent medicines for constipation? 24. What is the difference between constipation and indigestion? 25* What is the effect of constipation? Suggested Pupil Activities 1. Evaluate all know theories concerning cause, trans mission and prevention of colds. 2. List causes of epidemics: as colds, and influenza. 3. Secure data showing decline of smallpox in the United States. 2 6 7 4. Investigate nature of compulsory vaccination laws - and their results. ' •' . . v " 5. -Discuss waysJby which immunizing sera are developed and controlled. 6. List all diseases for which Immme or remedial sera have been developed. 7. Study history of various inoculations such as the original Pasteur treatments, the Dick test for scarlet fever, Schick for diphtheria, and others. 8. List healthful practices favorably affecting normal elimination. 9. Evaluate commercial products for relief of constipa tio n . 267-a REFEREHCBS Meredith, F. L.t Health of Youth, Chapters XII, XIH Turner, C ..E ., Personal and Community Hygiene, Chapter XI. Fisher, Irving, How to Live, Chapter VII. Williams, Jesse Feirlng, Personal Hygiene Applied, Sixth Edition, Chapters V lll, IX, X, XIII. 2 6 8 SAFETY IH ATHLEflCS Approximate Time Allotment Three lessons. O b je c tiv e a 1# To encourage the habit of avoiding unnecessary risks. 2. To teach the responsibility of y o u th In th e s a f e t y , o f ' oth e rs. ' 3. To acquire a knowledge' 'of' earing fo r o th ers who may be In ju red . 4. To familiarise the pupil with safety precautions to be used in the gymnasium and bn the a t h l e t i c f ie ld . 5. To lower th e number of injuries and a c c id e n ts occur ring on the athletic field and in the gyemasl*. Discussion Points , 1* Increase in safety consciousness. .. _ ...... 2. What are the hazards in athletics? 3. What are the most comon injuries in athletics? 4. Type of injuries? 5. How do these injuries occur? 6. How may we prevent these in ju rie s? 7. In what sports do most injuries occur? 8. The part that carelessness p la y s in injuries. 9. The part inadequate leadership plays in injuries. 10. Treatment of Injuries to the: a . Skin. b. Muscles. ■: c. Ligaments, d. Bones. ©. Internal Injuries. S u g g e ste d Pupil Activities 1. Make a chart showing—classification of sports by degree of hazard. 2. List the most common type of injuries in athletics, 3. List the hazards in a gymnasium. 4. How most Injuries occur. 5. How might inadequate leadership cause accidents? 6. List in order and rank the causes for the majority of the serious accidents in athletics. 7. Make posters and slogans to put up in the gymnasium which may help prevent an accident. 8. Make a chart showing football fatalities during the past ten years. 26#~a REFERENCES Lloyd, p^ank S ., Leaver, George 0., and Eastwood, F lo y d R Safety In Athletiee. Savage, Howard J ., American C o lle g e A thletics, New York. Carnegie Foundation for the advancement of Teaching, 1929 270 SOUED DRIVING PRACTICES Approximate Time Allotment Three lessons. O bjectives 1. To acquaint the pupil with sound driving practices and laws and to compare the results of sound and unsound driving practices. 2. To develop a desire on the part of the pupil for sound driving skills and attitudes which will be adaptable for both city and country driving. 3. To show the individual how traffic accidents e*n be materially decreased by observing the laws of nature and applying sound driving practices. 4. To develop an appreciation of how a good driver can Influence others for better driving practices. Discussion Points 1, Compare the driving conditions in the city ami country in regard to driving hazards. 2. What hazards are involved for drivers who do not observe safe following distances? 5. What procedure would you follow in case of an accident? 4. Why does the knowledge of and ability to use signals play a very important part in successful city driving? 2 7 1 5. Study oldest available traffic regulation* and com pare them with present day regulations. 6. Why has custom played an important part in the development of traffic regulations? 7. What can the "right of way" driver do to influence others to adopt emad- driving praetlw#?'' " Suggested Pupil Activities ^ v 1. Observe traffic at a prominent intersection and record abuses of sound d riv in g . 2. Make a series of posters that will illustrate what .you consider to be the most desirable driving p ra c tic e s . 5. Make a list of those factors Which one oust take into consideration in order to learn thoroughly what to expect of hie car. 4. Make a list of sound driving practices. 5. Make a study of the state motor vehicle laws for regulations governing bicycle riders. 6. Prepare a large chart upon which you can illustrate the proper method of making a l e f t and right turn. 271-a RBFEREHCES American Automobile A ssociation, Sound D riving P ra c tic e s, 17th and Pennsylvania Avenue, Washington, D. c. Whitney, Albert, Man and the Motor Car, pp* 115-149, Rational Bureau o f Casualty and Surety Underwriters, One Park Avenue, Hew York City. Commission of Motor Vehicles, Iowa Motor Vehicle Laws, State House, Dos Moines,.Iowa. national Safety Council, Accident Facts, 1937 edition, 20 Morth Weaker Drive, Chicago, Illinois. CHAPTER XIX HEALTH INSTRUCTION FOR THE TWELFTH (BADE Tho following units of instruction in health are pre eanted in teaching outline. The sequence given may be altered to meet local teaching conditions. U nits Food and i t s R elation to H ealth The R esults o f Unwise E ating Vitamins Rest and Fatigue The Respiratory System The Skin Effect of Tobacco The E ffe c t o f A lcoholic Drinks ? Venereal Diseases Supervision of Public Health F irs t Aid Automobile Operation 273 FOOD AMD ITS RELATION TO HEALTH Approximate Time Allotment Three lessons* Objectives 1. To know the relation of food to health and growth. 2. To learn the fuel and energy value of common foods. 3. To know the value of a well-balanced meal. 4. To appreciate the importance of eating correct foods. 5. To know how to select healthful foods from menus. Discussion Points 1. Preservation of Ibods. 2. Pure Food and Drug Act. 3. Metabolism. a. Katabollsm. b. Anabolism. . 4. Function of foods. 5. Carbohydrates. 6. F a ts . 7. Proteins. 8. Minerals. 9. Calcium and phosphorus. 10. Sodium and c h lo rin e . 11 Iro n . 274 12. Iodine. IS. Vitamins as body regulators. Suggested Pupil Activities 1. Hake an outline of the function of foods. 2. Make a chart showing the classification of foods as to : a. Power to y ield energy. b . Power to b u ild tis s u e s . c . Power to re g u la te body processes. 3. Prepare samples of well-balanced and poorly-balaneed m eals. 4. Study school lunches for proper distribution of food values. 5. List the foods you eat dally, showing the number of c a lo rie s . 6. Make a report on how scientists determine the number of calories in a given amount of a particular food. 7. Make a report of foods given athletes during training. 2*74~a RBFEREICBS Wheat, Frank Merrill and Fitzpatrick, Elisabeth T. Everyday Problems in Health, pp. 153-199. Etheredge, Maud® Lee, Health Facts for College Students, Chapter VI. Williams, Jess® Fairing, Healthful Living, Chapter X. Fisher, Irving, How to Live, Chapter II. Meredith, F. L., Twelve Hours of Hygiene, Chapter III. Kirkpatrick, T. Bruee and Euettner, Alfred F., Fundamentals of Health, Chapters IV, V. 2 7 5 THE RESULTS OF UNWISE EAT ISO Approximate Time Allotment Three lessons. O bjectives 1. To learn to know the foods that are harmful to you. 2. To know the results of over-eating. 5. To understand the value of well-balanced meals. 4, To know the causes of indigestion. 5. To know the causes of constipation. Discussion Points 1. Food p re ju d ice s. 2 . Food fa d s. 3. Hunger. 4 . How may emotional states such as anger, fear, end worry retard hunger? 5. Beverages. 6. Constipation. 7. Causes of constipation. 8. What should be done to prevent or cure constipation? 9. What is the cause of undernutritlon or malnutrition? 10. What are the symptoms o f m aln u tritio n ? 11. Overnutrition. 12. What is generally th e cause of overnutrition? 27© 13. What may be the Ill-effect of eating between meals? 14. If you are not gaining weight normally, how would you proceed to correct the difficulty? 15. Should candy be eaten between meals? 16. Does smoking affect your appetite? Suggested Pupil Activities 1. List causes of constipation. 2. L ist symptoms of m a ln u tritio n . 3. Analyze content of soft drinks, and evaluate for nutritive value. 4. Evaluate food combinations and menus for underweight and overweight. 5. Evaluate commercial fads relative to eating. 6. Discuss facts concerning the eating of sweets between mealsi 7. List causes of indigestion. 8. Demonstrate some exercises that are good for con s tip a tio n . 9. Make a weight and height table for high-school boys of average body type. 87*-a RCTERHICES Etltoredge, Maude Loo, Health Fact® for College Student®, Chapter VIII. ' ■ ■ ------Rose, Mary Swartz, Feeding the fhaily. Chapter III* Wheat, ITank M errill, and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 155*199. BrMdhurst, Jean, and Lerrlgo, Marion Oliver, Health Horizons, Section VIII. Meredith, F. L., Twelve Hours of Hygiene, Chapter III. Fisher, Irving, How to Live, Chapters II, III. Kirkimtrick, T♦ Bruce, and Huettner, Alfred F., Fundamentals of Health, Chapters TV, V. i VITAMIHS Approximate Time Allotment Three lessons. O bjectives 1. To learn the function of vitamins in regulating the body processes, 2. To study the history of the development of vitamin® 3. To learn the functional characteristics of the different vitamins. 4. To know the more common sources of the different v itam ins. Discussion Points 1. The place of vitamins in diet. 2. Vitamins as body regulators. ' 3. Vitamin A, B, C, D, E, and G. a . Source. b. The absence of the vitamins, causes? 4. Scurvy, as associated with a deficiency in the vitamin C in the diet. 5. Rickets, as a deficiency of Vitamin D. 6. Vitamin E, or the anti-sterility vitamin. 7. Which is known as the sunshine vitam in? 8. Are vitamins destroyed by heat? 9. What foods should be eaten in the winter? 2 7 8 Suggested Pupil Activities 1. List feeds rl©h In Vitamin C. 2. Make labeled chart of various nutrients supplying each vitamin by cutting out pictures of various foods containing it, 5. Find out in what localities deficiency diseases like eye disease, beri-beri, scurvy, rickets, and pellagra are most common. Report on the reason® for the prevalence of the diseases in these local i t i e s . 4,' " 4. lake a report on the history of the discovery o f vitam in s, 5. lake a table showing the relative amount of vitamins A, B, C, D, E, and G present in different foods. 2 7 8 - a • REFERENCES Diehl, Harold S., Healthful Living, Chapters VIII, IX. Etheredge, Maude Lee, Health Facts for College Students, pp, 8S-1£X). —— -...... " " ' ...... " ' " ’mieat, Frank Merrill and Fltspatrick, Elizabeth T-, Everyday Problems In Health, pp. 165-181* Williams, Jesse Felrlng, Personal Hygiene Aopllod, Sixth Edition, pp. 229-2€Srr~------Williams, Jesse Pairing, Healthful Living, Chapter X. Kirkpatrick, Bruce and Huettner, Alfred P ., Fundamentals of Health, Chapter V. 279 BEST A!® FATIGOE Approximate Time Allotment Three lessons. O bjectives 1* To recognise the need for adequate rest. 2. To know the value of sleep and rest in relation to h e a lth . 3. To acquire a knowledge of the amount of sleep needed for the moat efficient living. 4. To develop a desire for regularity of sleep and rest. 6* To know how the body rebuilds itself during the rest period. 6. To learn causes of insomnia. Discussion Points 1. Sleep as a need for all animals. 2. How the body rebuilds during sleep. 3. Why ean some people get along with very little sleep? 4. Why is sleep the most complete fora of rest? 5. Insomnia. 6. Fatigue. 7. Dangers of over fatigue. 8. Ways to prevent fatigue. 9. Why do we need sleep and rest after strenuous exercise? 280 10. Can one work well, physically and mentally, when tire d ? 11. Regular habits as an aid to sleep. 12. What are the degrees of .fatigue? 13. What is nervous fatigue? 14. What goes on during sleep? 15. Can loss of sleep be made up? 16. Is a change of occupation as good as rest? 17i Bov/ do baths aid rest? 18. Sleeping powders. Suggested Pupil Activities 1. List conditions favorable for sound sleep. 2. Keep a record of the number of hours you sleep each night and compare it with the sleep of others. 5. Name items that make up a good rest program. 4. List things that may affect your sleep or rest. 5. What regular habits aid in sleep? 6. How foods may affect our sleep? 7. How drugs may affect our sleep? 2 8 0 - & REFERENCES Diehl, Harold S., Healthful Living, Chapter VI. Etheredge, Maude Lee, Health Facts for College Students Chapter V* ' ^ ------Wheat, Frank Merrill and Fitzpatrick, Elizabeth T., Everyday Problems in Health, pp. 48-66. Biley, Phillip L., Wright, Merritt A., and Connor, William L,, Health Workbook, pp. 57-62. Meredith, F. L., Health of Youth, Chapter X. Meredith, F. L., Twelve Hours of Hygiene, pp. 169-182. 2 6 1 THE RESPIRATORY SYSTEM Approximate Time Allotment Three lessons. O bjectives 1. To know the function of the respiratory system. 2. To know how the lungs function. 3. To appreciate the importance of the respiratory system. 4. To know the common diseases of the respiratory system. 5. To understand how the blood absorbs oxygen and gives off carbon dioxide in the lungs. Discussion P o in ts 1. The stru c tu re o f th e lungs. 2. Muscular action in breathing. 3. The effects of obstruction to breathing. 4. The pleura. 5. The exchange of oxygen and carbon dioxide in the Image. 6. Respiratory exercises. 7. Common colds. 8. Pneumonia. 9. Tuberculosis. 10. The spread of communicable diseases through the respiratory system. 11. A rtificial respiration. 282 Suggested Pupil Activities 1. name habits that;impair the power of the lungs. 2. Draw a diagram of the lungs, 3. The effect of tobacco on the respiratory system, 4. Evaluate a ll theories relative to the cause of colds, 5. Effect of ©olds on the Imgs. 6. How la tuberculosis started? 7. Trace influensa epidemics over the past twenty years. 8. Chart all known means of transmission of tuberculosis, 9. Investigate state laws relative to control of tuberculosis. 10. Chart course of air through the lungs and discuss function of nose in cleaning air. 11. Discuss nasal obstruction. 12. Demonstrate, effects of deep breathing without corre sponding demand fo r oxygen. 15. Demonstrate the beat method of artificial respira tio n . 14. By means of a diagram explain the work of the iron lung. 15. List the physical factors of a well-ventilated room. 2 8 2 - a HES^REICIS M ehl, Harold S., Healthful Living, Chapter XIV. Etheredge, Maude Lee, Health Facte for College Students, Chapters XV, and XVI. Meredith, F. L., Twelve Hour a of Hygiene, pp. 45-48. Williams, Jesse Feiring, Personal Hygiene, Sixth Edition Chapter VIII. . • ■- - .: ~ Kirkpatrick, T. Bruce and Huettner, Alfred F., Fundamentals of Health, Chapter VIII. Riley, Phillip L., Wright, Merritt A, and Connor, William L«, Health Workbook, pp. 95-100. Berry, Glenn H., Healthful Living, Chapter IX. < 283 THE SKIN Approximate Time Allotment Three lessons. O bjectives 1. To appreciate the value of a healthy skin from the standpoint of appearance. 2. To understand the function of the skin. 3. To learn that a healthy skin is an aid to proper elimination of perspiration. 4. To familiarise the pupil with the best methods of bathing and washing the skin. 5. To develop proper habits in earing for the skin. Discussion Points , 1. The function of the skin. 2. B aths. 3. Complexion. 4. How clothing affects the skin. 5. The common skin d ise a se s. 6. How digestive up-sets may affect tho s k i n . 7 . The stru c tu re of the sk in . 8 . W arts. 9. Moles. 10.Cancer 11. Eczema. 12. B o lls. 15. Commtlo#. Suggested Pupil Activities 1. How does the skin aid in regulating the body heat? 2. Ways uneleanlineas may cause skin diseases. 3. Draw diagrams showing cross section of the skin. 4 Purposes and values of hot and of cold baths. #, Things to look for when the skin sends out danger s ig n a ls . 6. What are the things that are harmful to the com plexion? 7. What is the difference of inner and outer skin? 8. Discuss the value of lotions, face powders, and : salv o s. 284-a REF1H10ES . Bleont, Ralph E., Health Public and Personal, Chapter X, WilliSES, Jesse Eelring, Personal Hygiene Applied, Chapter XI. , Etheredge, Maude Lee, Health Facte for College Students, Chapter XXI. ------u------Meredith, F. L., Twelve Hours of Hygiene, Ct»pter IX, Kirkpatrick, T. Bruce, Fundamentals of Health, pp. 520* 335. ~ Berry, Glenn H., Healthful Living, Chapter IX. Srortout, Hubert 0., (Mlde to Health, Part 9. 236 EFFECT 0F TOBACCO Approximate Tfaw Allotment Tliree lesso n s. O b jec tiv e s 1. To know the ill-effects from the use of tobacco on growing boys and adults. 2. To loam how it harms the lungs* 5. To appreciate how it interferes with mental and physical development, 4. To learn that those who smoke have less success in athletics, as a result of its effect on the nervous system and upon the endurance or "wind". Discussion Points 1. Can a person be h ea lth y and smoke? 2. Does smoking affect everyone alike? 3. Does smoking shorten life? : 4* How does smoking harm the lungs? 5. What causes dlszinees from smoking? 6. Does tobacco irritate the throat? 7. What is the effect of smoking on the heart? . 8. If tobacco is harmful why is it sold? 9. Can persons be healthy and chew tobacco? 10. Does smoking harm underweights? 2 8 6 11. Does the use of tobacco stunt growth? 12. Does moderate smoking harm one after he has ‘ obtained full growth? 13. Does smoking harm one if he does not inhale? 14. Does smoking affect one»a appetite? 15. VJhat harm does smoking do to a person of high-school ■ age? . ... ' 16. Do high-school pupils smoke because it is smart? Suggested Pupil A ctivities 1 . In v e stig a te money cost to In d iv id u als, s ta te , and nation for tobacco. 2. Investigate legislation concerning sale of tobacco. 3. Evaluate all available scientific evidence con cerning effects of tobacco. 4. Give your view as to the most harmful; the cigarette, pipe, or cigar. 5. VThat is the effect of various types of advertising on the use of cigarettes? 286-a REFBHEHCES : Williams, Jess® Felying. Healthful Living, Chapter XXI. Williams, Jesse lairing. Personal Hygiene Applied, Chapter IX. , ------• Berry, Glenn H., Healthful Living, Chapter VII. Meredith, F. L., Health of Youth, Chapter XXI. ^ % ______Etheredgo, Maude Lee, Health Facts, Chapter IV. Fisher, Irving, How to Live, Section V. 2 m EFFECT OF ALCOHOLIC DRINKS Approximate Time Allotment Three lessons. O b jectiv es 1. To know the effect alcohol has on the nervous system. 2. To learn how it affects digestion. 3. To appreciate the effect of the use of alcohol on the development of desirable character traits. 4. To learn the ill-effects of the use of alcoholic drinks on susceptibility to disease, on child welfare, unhappy and broken homos, public welfare, public health, crime, and other social problems. Discussion Points 1. The general effect of alcohol on the body. 2. The value and ill-effects of alcohol. 3. The e ffe c t o f too much alco h o l, 4. Why people drink. 5. How Is alcohol habit forming? 6. What effect does drinking of alcohol have on the nervous system? 7. What effect does alcohol have on the heart? 8. Does drinking make one more su scep tib le to disease? 9. Will drinking alcohol cause insanity? 28© 10. Does alcohol shorten lif e ? 11. How does alcohol cause intoxication? 12. 7/hat is moderate drinking and is it harmful? 13. Why do people drink alcohol? 14. Which is the more harm ful—g in , b eer, wine, or whiskey? 15. Hot/ can the alcohol habit be cured? 16. How can the alcohol habit be prevented? 17. Does alcohol help any kind of disease? 18* Does alcohol affect family happiness? 19. The relation of alcohol to accidents. SO. Alcohol and crime. 21. Mental diseases caused by alcoholism. Suggested Pupil Activities 1. Why is alcohol sometimes termed a food? 2. Investigate effect of alcohol upon the occurrence of a c c id e n ts. 3. Investigate mortality rates of alcohol users. 4. Investigate traffic accidents in relation to intoxication. 5. L ist th e ways moderate drinking may do as much harm as drunkenness. 6. Investigate presence of alcohol in patent medicines. 7. Produce discussions relative to temperance and prohibition from all standpoints. 8. List reasons why you think high-school students drink. 2 8 8 ~ r REFERENCES Berry, Glenn H», Healthful Living, Chapter.VII. Meredith, F. L., Health of Youth, Chapter XXI. Blount, Ralph E., Health Public and Personal, pp* 92-95. Etheradge, Maud® Lee, Health Facts, Chapter 17. Meredith, F. L., Twelve Hour a of Hygiene, pp. 306*309. Wheat, Frank Morrill and Fitspatrick, Elisabeth, Everyday Problems In Health, pp. 304-306. Corradini, Robert E ., Narcotics and Youth Today, pp. 1*13 2 8 9 VENEREAL DISEASES Approximate Time Allotm ent Three lessons. O bjectives 1. To know the different venereal diseases. 2. To learn that the diseases are coeammlcable from one individual to another. 3. To know the community measures for the prevention of the venereal diseases. 4. To know something about the work being done by the prophylactic stations and clinics for the treatment and prevention of these diseases. Discussion Points 1. What types of sex diseases are there? 2. What types of sex diseases eoroe from sex relations? 3. Is there danger of contracting diseases from toilets? 4. What is the best way to avoid contracting venereal diseases? 5. History of syphilis. 6. The discovery of the bacteria (gonococci) causing gonorrhea. 7. Treatment of venereal diseases. 8. The diagnosis of venereal diseases. a. In what ways may diseases be detected In boys? 290 b. How ean venereal Infection be discovered? c. How la syphilis diagnosed? d. How Is gonorrhea diagnosed? . 9. What cures venereal diseases? 10 e HerMtty and venereal disease a. a. If a person Is cured of a sex disease Is there danger of. Its affecting hls future children or wife? 11. What venereal diseases if carried to advance stages may cause insanity. Suggested Pupil Activities 1. Secure statistical data on incidence of venereal disease throughout history. 2. Tabulate means of transmission of venereal disease discussing appropriate measures for prevention. 3. Prepare a paper on the history of mercurial treat ments for syphilis. 4. State the difference between congenital and Inherited diseases. 5. Study statistics on causes of blindness. 6. Prepare a paper on the use of the WasBerman tests. 7. Investigate social implications of venereal diseases. 290-a - RFFERE1CES Kirkpatrick# T. Bruce, and Huettner, Alfred F., Fundamentals of Health* pp. 450-460 Meredith, F. L., Twelve Hours of Hygiene, pp. 279-283 Williams, Jesse Fairing, Personal Hygiene Apolied, pp. 471-475. *------Etheredge, Maude Lee, Health Facts, Chapter VIII. Smiley, D. F., and Gould, A. J ., College Text Book of Hygiene, Chapter XXXII. 291 SUPERVISION OF PUBLIC HEALTH Approximate Time Allotment Two lessons. O bjectives *• 1. To learn what factors in the community contribute to good health. 2. To know something of the work of the local, county, and state, and national health organizations. 5. To learn the functions of these health boards. 4. To appreciate the Importance of community sanitation. Discussion Points 1. What are the official agencies in the city, county, and state having to do with health problems? 2. What does each of these agencies do? 5. What non^official agencies in the community interested in health? 4. What do these agencies do, and how are they financed? 5. What is the individualts responsibility toward these agencies? • 6. What are some of the health activities of cur national government? 7. How strictly are the health laws of the coeammlty enforced? 8. How does the city get rid of the garbage? 2 9 2 9« Is an accumulation of garbage and other waste materials a potential source of disease? 10* Government health pamphlets. 11, Safe foods. 12. The medical profession. 13* Working and housing conditions. 14. Duties of the United States Public Health Service. 15. Informing the public about health. Suggested Pupil Activities 1. List the duties of the United States Public Health S ervice. 2. Visit sewage disposal plants. 3. List diseases which spread through careless disposi tion of garbage and waste. 4. Collect literature from the Department of Interior, Washington# D. C., indicating function of the national government in health. 5. Chart all agencies both official and non-official with outline of their duties. 6. Outline opportunities of school students for cooper ation with public health agents. 7. Evaluate the work being done by the school nurse in controlling the spread of diseases. 8. Prepare a chart showing the work being done by the American Red Cross. 2 9 2 - a REFERENCES Blount, Ralph E., Health Public and Personal. Chapter XVIII. Diehl, Harold S,, Healthful Living, Chapter XIX. Kirkpatrick, T. Bruce, and Huettner, Alfred F., Fundamentals of Health, Chapter XIV. Bthredge, Maude Lee, Health Facts for College Students, Chapter XXV. _ Brwdhurst, Jean and Lerrigo, Marion Oliver, Health Horlaona, Chapter XIX. Public Health Reports, Oovernment Printing Office, Washington, b. C. 293 FIRST AW Approximate Time Allotment Four lessons. O bjectives 1. To develop an appreciation of the value o f human l i f e . 2. To encourage the habit of avoiding unnecessary risks. 3. To acquire a knowledge of simple remedies for burns, cuts, bruises, and other minor injuries. 4 . To appreciate that immediate a tte n tio n to wounds is necessary. 5 . To teach the responsibility of youth in the safety of o th ers Discussion Points 1. Mortality in the United S ta te s , caused from accidents. 2 . Suggestions on tra in in g . 3. First-aid organization. 4. First-aid equipment• 5. What to do in ease of accident. a . Take charge. b. Find out how badly the patient is hurt, e. Act promptly but not hastily. d. Send for a doctor or ambulance. 294 6. Treatment of wounds. 7 . Shooks. 8. Snake bites. 9. Internal bleeding. 10. A rtificial respiration. 11. Chemical poisons. 12. Effects of heat. a. Sun strokes. b. Heat exhaustion. c. Bums and scalds. d. Chemical burns. 13. Unconsciousness. 14. Fractures. 15. Dislocations. 16. Sprains, strains, and bruises. 17. Removing fbreign bo d ies. a . a foreign body In the eye. b. A foreign body in the ear. c. A foreign body in the nose. d. Foreign bodies swallowed, 18. Home care of common ailments. a. Earache. b. Hosebleed. c. Toothache. d . Stye. 295 e. Insect stings, f . B o ils. g. Ivy, oak, and sumac poisoning. Stumosted Pupil Activities • 1. Prepare posters on safety and accidents and place about the buildings. 2. Report accidents that occur about the school build ing and suggest ways for avoiding them. 5. Prepare a paper showing the wisdom of never taking foolish or unnecessary chances, 4. Suggest safety precautions to be observed in the home and at school. 5. Demonstrate artificial respiration. 6. Demonstrate ways of stopping bleeding. 7. Transportation of Injured. 8. Organize school traffic patrols. 9. Tabulate all school endplayground accidents and indicate precautions. 2 9 5 -a REFElESeBS -■ Aaerleen Red Cross, First Aid Tent Manual of First-Aid Instruction, United States Department oiTiK ir^t¥ribrjr^Weau'''o'f Mines, John W. Finch, Director Etheredge, Maude Leo, Health Facts for College Students, Chapter XXVI. Blount, Ralph E,, Health Public and Personal, Chapter XV. 296 AUTOMOBILE OPERATIC* "THE rnTTER** Approximate Time Allotment Two lessons. O bjectives 1. To develop in the pupil the feeling of a need for Instruction in safe driving. 2. To bring about an understanding of the relationship of the physical, mental, and moral characteristics of individuals to safe driving. 5. To develop an attitude of individual responsibility for driving expertly. 4. To understand the need for the development of right habits essential to expert driving, 5. To discover and understand common driver faults. 6. To learn the characteristics of intelligent driving. Discussion Points 1. Importance of the automobile in modern life. 2. Driving hazards and the accident situation. 3. Importance of habits, 4. Accurate and critical vision. 5. How are mental and physical fitness related to good driving? 6. Number of persons injured and killed in automobile accid en ts. M l 7* The increase In Morse power o f autom obiles from 1910 to 1939. 8. The increase in deaths in the bigh-eohool and college age group as compared with other age groups. 9. The effect of such factors as fatigue, drunkenness, poor driving practices of other drivers, unfavorable road conditions, worry, general physical condition, and defective vision such as color blindness and in ability to judge distance, in Increasing traffic hazards. ■ ' - "■ ' "■ '■ '" ; • - " ' Suggested Pupil Activities 1. Get statistics on the number of automobiles in the United States; number of accidents during the year; number of deaths; of injuries; do the same for your s ta te , 2. Make a graph showing the increase in the number of automobiles in the last ten years as compared to number of accidents and deaths. 3. Study the reports of your state motor vehicle depart ment for a certain month and make a graph showing the causes of accidents with percentage of each. 4. Read accounts of accidents in papers for one week and show What principles of safe driving were violated. 5. Observe automobile drivers as you are going back and forth to school for a week; list violations of sound 2 9 8 driving practice a with frequency of each. 6. Why is there an increasing need for safe driving? 7. Describe the improvements in the automobile in the last ten years that makes instruction in safe driving necessary. 8. Make a list of things that are done, that illustrate intelligent driving, by drivers with whom you rid® while you are studying this unit. 9. Prepare a list of the things you learned in the study of the unit that will result in your being a better d riv e r. 2 9 8 - a REFERENCES Whitney, A lb ert, Man m& tbs Motw Car, Rational Bureau of Casualty and Surety Underwriters, Cne Park Ave., New York C ity . General Motors Corporation, We Drivers, Detroit, Michigan. Floherty, Jolm J ,s Youth at the Wheel, y. B. Lippincofct Company, Philadelphia, pp. 65-08. Traveler*s Ineuranee Company, You Bet Your Life, Hartford, Connecticut, 1937. . ~™* “* ‘ Stack, Herbert J., A teacher’s Manual Designed for Use and the Motor Carn / National Bureau of Casmlty and Surety Ifedorwriters, One Park Ave., Now York City. BIBLIOSUPHY A. Activity Roforencea Allen, Forrest C., Better Basketball. iBook Com^tny, Inc., Hew York, 1937 Berry, Elmer Baseball Notes for Coaches and Players. A.Barnes and Company, lew York, 1929. B lekley, apahara Handbook o f A th letics for Coaches and P lay ers. A. b. Barnes ana Company, lev/ York, itiso. Clark, E» H. Track Athletics Up to Date. Duffle id and tireen company, Nov? York, 1929. Cetteral. Donnie and Bonnie, Tumbling, Pyramid Building and Stunts. A .li. Darnes and Company, New York, 1926. Crwnptcm, Ward C ., The Pedagogy of Physical Training, The Macmillan Company, New York, 1922. Gill, Harry Track and Field Athletics for Coach and Contestant. B a iley and Himes, Champaign, I llin o is , 1922. Hammett, Charles E. and Lundgren, Carl L., How To Be an A th lete. E. C. death and Company, New York, 1923. King, Marian The Story of A th le tic s. # ¥ p er and Brothers Company, New York, 1951. Kennedy, C. E. Boxing Simplified. Antioch Press, Yellow S w in g s, Eftiio, 1925. LaPorte, William R. Recreational Leadership. M ethodist Book Concern, New York, 1927. LaVega, Robert E. Volleyball, A Man's Gamo« A. S, Barnes and Co®pany, Hew York, 1933. McClow, L* L# Tumbling Illustrated. A. ii. Barnes and Company, Hev; York, 1932. Heanwell, Walter E. The Science of Basketball. C atholic tm b listin g Company, 1925. ' •( ...... Mitchell, Elmer D. - Sports for Recreation. A.S. Barnes and Company, Now York, 1936. Mitchell, Elmer D. Spoedball, official Rules and Coaching Hints, George Moo Sport Shop, Ann Arbor, Michigan, 1928, Paret, J, Parmley, How to Play Lawn Tennis. American Lawn Tennis Association, 1933. P earl, H. Y. and Brown, E. Health by Stunts. The Macmillan Company, Hew York, 1923. Rlggen, Aileeh Modern Swimming and D iving. Dodd and Mead, ^'ew York, 1931. R. 0. T. C. Manual of Infantry D rill. The N ational s e rv ic e Publishing Company, Washington D. C., Annual Edition. Rochne, Knute Coaching Football. Devin-Adalr Company, Hew York, 1929. Spalding>3 Athletic Library Handbooks. American Eports Publishing Company, Hew York. Ho. 100Y O ffic ia l B aseball Guide Ho. 700R o f f ic ia l B asketball » id e Ho. 200X. O ffic ia l F ootball Guide Hd. 120R O fficial Volleyball Guide Ho. 4B How to Play Golf Ho. C2X O fficial Badminton (teide Ho. 114R How to Play Handball Ho. 25B Boxing Rules 301 Ho. 65R How to W restle Ho. 126R How to Play Spood Ball Ho. EIP. How to Play Badminton Ho. 12R S o ftb a ll Guido Ho. 57X O ffic ia l Tennis Guide Ho. 112R Track and F ield Guide Ho. 117R Official Athletic Rules Ho, 1R O ffic ia l A th letic Almanac S taley , 3. C. Games, C ontests and Relays ’AV ^r. Barnes and Company, Hew York, 1924. S taley , S. C. Individual and Mass Athletics. A. fe. Games and Company, Hew York, 1925. Staley, S. C. - Calisthenics. A. s . bnrnes and Cmnpany, Hew York, 1926. S taley , S. C. Marching Tactics. A. s . Barnes and Company, 1928. Veenker, George F. Basketball for Coaches and Players. A. S. Samos and Company, Hew York, 1929. Wlttlch,..V7. J. and Reuter, H. C. Exorcises on the Apparatus, Tumbling and Stunts. A. S. Barnes and Company, Hew York, 1925. Zupple, Robert C. Football, Technique and Tactics. Bailey and Himos Publishers, uhampalgn, Illinois, 1924. B. Magazines Athletic Journal. 6926 Glenwbod Avenue, Chicago, I l l i n o is . The Journal cf Health and Physical Education. Published by the A m erica n Physical Education Society, Ann Arbor, Michigan. Research Quarterly. r American Physical Education Society, Ann Arbor, Michigan. Scholastic Coach. published by Scholastic Corporation, 250 E. 43rd St., H.Y. 502 C. Prlnotplee and Practices in Physical Education Bovard, J. F. and Cozens, F. W. Tests and Measurements in Physical Education. W. B. Saunders Company, pEiladeiphia, iwau. Brae®, David K« Measuring Motor A bility. VuS. Barnes and Company, 1937. mtherlngtcn, Clark W., School Program in Physical Education. World Book tioapemy, Nevv York, iSZS... Lowman, C. L., and Cooper, R. Corrective Physical Education for Qroupa. a. S. Barnes and Company, tiew Y ork,1928. M i t c h e l l , Elmer D. Intramural Athletics. A. S. Barnes and Company, Hew York, 1925. Hash, J . B. The Organization and Administration of Playgrounds and Recreation! ~ : " : ; A. d. darnea and Company, Eew York, 1927. Hlxon, Evigm® Vi. and Cozens, Fredrick V7. An Introduction to Physical Education. Vi. E. Saunders and. Company, P h ilad elp h ia, 1934. Stafford, %org@ T. Preventive and Corrective Physical Education. A. £. Barnesand Company, Mew York, 1928. Voltmer, Edward F ., and Essingler, Arthur A. The Organization and Administration of Physical Education, F. s. crofts and tiompany,Wew York, Ivsti. Williams, Jesse Fairing The Organization and Administration of Physical Education, tfhe Macmillan Company, 1922. Williams, Jesse Feiring The Principles of Physical Education, w. B. daunders Company, 'P hiladelphia, 1927. Williams, Jesse Feiring and Hughes, P. Athletics in Education. W,. ‘ H.’ launders Ccmpahy, P h ila d elp h ia , 1930. 3 0 5 Wood, T. D. and B row nell, C. L# Sourco Book In Health and Physical Education. Macmillan Company, Sew York, 1WS". Wood, T. D .^ and C assidy, H. F . C. Physios1 Education in the Field of Education B o b b itt, F ra n k lin Curriculum. Hougtiton M ifflin Company, Boston, 1918. Dewey, John Democracy and Education, The Eaemlllan Company," Hew York, 1916. Hopkins, L. Thomas Curriculum Principles and Practices, Benjamin B. Sanborn Company, B oston, 1929. North Central Association Report, Hlgh-Sohool Curriculum Reorganisation. Ann Arbor- Press", Ann arbor, Michigan, 1933. Pringle, Ralph W. Adolescence and High-School Problems. (Chapter IV) D. c . Heath and Company, B oston/ 1922. D. Health Education References Andreas, James M. and Goldberger, I. H. Broadcasting Health. (fihn ana Company, New York, 1933. B e rry , Glenn H. Healthful Living. Los Angeloo, C a lifornia, 1957. Blount* Ralph E. Health, Public and Personal. Allyn and Bacon, itew York, 1930. Broadhurst, Jean and Lerrigo, Marion Oliver, Health Borlsms. S iIv o r, B urnett and Company, Hew York, 1931. 3 0 4 Diehl, Harold S., M. D. • Healthful Living. Boole Company, Hew York, 1935. Etheredge, Maude Lee, M. D., Dr. P. H. Health Facts for College Students. YV. B. t-aunders Company, Philadelphia, 1937. Kirkpatrick, T. Bruce and Huettner, Alfred F. Fundamentals of Health. Ginn 'and. Company, Mew' York, 1934 Lloyd, Frank S., Leaver, QeorgB G. and Eastwood, Floyd R. Sa fety in Athletics. $"•'"6”/""Saunders"" Company, P h ilad elp h ia, 1937. Meredith, F. L. Twelve Hours of Hygiene. p. tiiaiciston’B son and" Company, P h ilad elp h ia, 1935. Meredith, F. L. Health and Youth. ... P*- tiiakiston*a Son and Company, P h ilad elp h ia, 1928. Riley, Phillip L., Yfright, Merritt A. and Connor, YVilliaa L. Health Workbook. Allyn and Bacon Company, Hew York, 1931. Rose, Mary Swartz Feeding the Family. I'hV Macmillan Company, Hew York, 1924. Smiley, D. F. and Gould, A. J . . C ollege Textbook of Hygiene. Macmillan Company, Hew Yorlc, 1928. Smiley, D. F. and Gould, A* J« Community Hygiene. Macmillan Company, Hew York, 1930. Swartout, Hubert 0. (Mid® to H ealth. Pacific Press Publishing Assoeiafcion, Mountain View, California, 1938. T urner, C. E. Personal and Community Hygiene. C. V* tiosby Company, Sf. Louis, 1925. 3 0 5 winsidw, c. s." a* ' ■ ■ . ; Haalthfui Living, M e rrill Company, Hew York, 1928. Williams, Josse Fairing Personal Hygiene Applied, Sixth Bditien. W* B. baunders Company, P hiladelphiaj 1937* Williams, Jesse Fairing Healthful Living. ■• ^Tie Ifecm illah Company, How York, 1928, Wheats Frank M. and Fit®trick, Elizabeth T. Everyday Problems in Health. " - W. i3. Saunders and. Company, P h ilad elp h ia, 1931 B. Organizations Publishing Health mid • Physical Education Material Philanthropict American Child Health Association, 450 Seventh Avenue, Hew ■ York. ' , = ' . ' ■■ , ■ - American Medical Association, 535 H. DearWm S t., Chicago, I l l i n o is . American Public Health Association, 450 Seventh Avenue, Hew York. American Red Cross, National Headquarters, Washington, D.C. American Social Hygiene Association, 450 Seventh Avenue, ■ ■ Hew York. ' ‘ • % : "■ ■ ■ .. -• - - - - : Boy Scouts of America, 200 Fifth Avenue, Hew York City. Eyesight Conservation Council of America, Times Building, Hew York. Joint Committee on Health Problems In Education of the national Education Association and the American Medical- Association, care of Dr. T. D. Wood, 525 W. 120th Sti^et, New York c ity . national Child Welfare Association, 70 Fifth Avenue, New York. ■ - : ■ ’ - ■ National Education Assctoiation, 1201-16th Street, Washing to n , D. 0. 306 Rational Federation of State High-School Athletic Associa tions, ll S. LaSalle Street, Chicago, Illinois• Rational Safety Council, 120 W. 42nd S t., Hew York City, Rational Tuberculosis Association^ 450 Seventh Avenue, Hew York. Rational Woman*s Christian Temperance Union, 450 Seventh Street, Hew York City. Ohio Public Health Association, 72 S. W wth St., ColumWm, Ohio. United States Bureau of Education, Interior Department, Washington. United States Public Health Service, Treasury Department, Washington, D. C. Commercial: Armour and Company, Union Stock Yards, Chicago, I l l i n o i s . Borden Company, Department o f H ealth S erv ice, 350 Madison Avenue, New York City. California Fruit Growers Exchange, 900 H. Franklin Street, Chicago. General Foods Corporation, Education Department, 250 Park Avenue, Hew York City. Eorllck*# Malted Milk Corporation, Racine, Wisconsin. Re Hog Company, B a ttle Creek, Michigan. Loose-Wiles B iscu it Company, Thompson Avenue, Long Islan d City, New York. R ational B iscu it Company, 85 Ninth Avenue, Hew York C ity . Rational Dairy Council, 307 R. Michigan Avenue, Chicago, I l l i n o is . Posturn C ereal Company, Educational Department, 250 Park Avenue, New York City. Quaker Oats Company, 80 E. Jackson S tre e t, Chicago, I l l i n o is E. B. Squibb and Sons, 80 Beelcman Street, Hevr York City. Insurance Companies: The Equitable Life Assurance Society, Hew York City. John Hancock Mutual Life Insurance Company, Life Conserva tion Service, Boston, Mass. M etropolitan L ife Insurance Company, 1 Madison Avenue, Mew York C ity . E1711. UNO -2b C2 a 3900 1 00 128 32 1 Ob 7 f / A y), z- E 9791 940 26 2 DOOLEN b CSCOURSE OF STULY IN HEALTH AND INSERT bOOK MASTER CARD P a FACE UP IN FRONT SLOT : F s .r . Pur cH II \ i UNIVERSITY OF ARIZONA MASTER CARD LIBRARY