DOCUMENT RESUME P Cli 042 ED 19 750 Elementary SchoOl Physical' --TITLE Echoes of InflTence for Education. - PhySical Education, an INSTITUTTON American Alliance for Health, Recreation,,Washington, D.C.

77 : PUB DATE- due to marginal NOTE 1590.; Not available in hard copy legibility of the originaldocumen_ fdr Healtn, - AVAILkBLEFROM Publications Office, AmeriCan 'Alliance Physical.Education, and Recreation,1i01 16th Street N.W., Washington, D.C.,($7.00),_ 1.1F$0.83 Plus Postage. HC,NotAvailable from EDRS. EDRS PRICE Games-;" *Elementary DESCRIPTORS Athletics; Dance; Educational Ethication; Exercise APhysiologyY;Handicapped Children; Motor Development;Perceptual Motor Learning; *Physical Activities;*Physical Education, Physical Education Facilities;Play; Playgroan ActiYities; Playgrounds; TeacherEducation IDENTIFIERS -*Movement EdUcationi ABSTRACT This is a compilation DEarticles selected from American Alliance forHealth, PhySical Education,and Recreation publications and conferences1970-76 in which elementarysc.hool physical education issues areidentified and explored. Articles and theory in the areas bf:perspective4 address research, practice, alternatiyes; tor elementary-schoolphysical education; cury.iculum developmental concerns; physicaleducation for special populations; instructional ideas; play andglaygrounds; sports andcompetitions tor 'children; and professionalpreparation. (MM)

Ddcuments acquired byERIC include many informalunpublished makes every effo] * materials notavailable-from other sources-ERIC to obtain the best copya.%ilable.'Nevertheless, items ofmargins" reproducibility are oftenencountered ahd thiS affects thequalit hardcopy reproductions ERICmakes available' of the-microfiche and EDRS is not * via the ERICDocument-Reproduction Service (EDRS), resOonsible for the'quality ofthe original document.Reproductio * supplied by EDRS arethe best that can be madefrom the original.

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Arncrtcin Alliance Health. PhvscaJ Education, andRec?cation 1201 Sixteenth Street, N,W, Washington. D,C.',20036 PRESIDENT'S MESSAGE Among its many concerns, the ft -..ffican Adiance for Ffath, PhysicalEducation, and Recreation has been' especially attentive to physical eatication in theelementary sehool. Our belief in the value of that program has been manifestet) throughpublications, staff services, conferencesconvention programs, and interaction with outside organizations which are also concerned with the elementary schocil child. The zest"and zeal of our members. wtose provincez'of interest lies in this arda, is contagious.One n&d only be with the elementary school group" for a few minutes and without realizingwhat has happened, you have caught the spirit. It is a caring, exciting, productive spirit.Echoes of Influence is an overt example of that spirit. It brings togethef some bf the best thathas been written and said about physical education in the elementary school since1970. It echoes the influences that are being feh as our members make themselves heardin the arena of action. May suchechoes/continue to bounce :7nd resouna so thatur influence will be a clarion call in the schobls of our country. Celeste Ulrich CONTENTS,

Foreword vi Preface vi

Persctiv -_for Elementary. School Physical Education Essentials of a Quality ElemenMry School Physical EducationProgram Profession, A Challenge for the 70s:Margic 5 Elememary School PhYsieal Education:The IlLse.of the R. Hanson 10 Movement Education What Does it Mean?. Patricia 'Tanner and Kate Barrett What Movement Means to the Young Child. Katurah Wbitehurst Education. Vern Seefeldt 14 Middle Schook: Issues and Future Diro:aions in Physical 17 Motivational Wizard. John Weber Curriculurd Alternative 24 Directions and Thrusts. Margii. Hansim Phys Ed is Mov&nent Ed, Kate R.,Barrett 28 Movement Education Challenges an Inner-City School. Ther aRizzifiella 31. Gaines and Humanism, Marie Riley 34 Creativsz Movement Exploration, Joan Hio, 36 The Noneraded Concepu and Physical Education;Stan Cutler.Jr. Carry-Over Physical Education in the Elementary School, ConwlinsR. O'Donnell

= 40 Every ,Child a Winner, Syd Blackmdrr 43 Eftejts of Perceptual-Motor Programs on Children. Jerry R. Thomas Developmental Concerns 48 A Look at the Youne Child. Lolos E. Halverson,: ProLL.smn g CaPacities of the Young 51 Perceptual-Motor Development in Children: information and Child, Horrict Williatnu linplications for Movenieru Education Experiences DraWn fromPere pt r Research. Hof Sinith The Motor Learning of children. Robert Chris'iina Physical Educadon for Special populations Profoundly Retarded. Hollis Fait 64 Teaching and Evaluatine Physia Education for Severely and Education, Ernst J.,Kiphard 66 , BehavioralIntegration of Problem Children Through Remedial Physical DeBonis 69 - Water Activity To Combat Perceptual Motor Problems, Edith Cotton and Thomas J. Haler 7 I Activity GrOups in the Elementary School, Terrence E. Physical& Handicapped Children UsQ the SWIM. Sn.fan J. Crouc . 7' and Youth, Edith L. Ball. Willnin C. 74 The Ne6d for.Eeisure Education for Handicappcd Children Chaser. oonabl E 1,a u kiizPeter J. Verhoven. Jr. 4 !riiructinnal Ideas 78. Dance and Men Physical Educators. Sal E. 79 Open Up!, Howard E. Blake. Joseph G. Heise/mt. RichardJ. lVesier,eit Science As a Point of Departure for Dance. Lin'ena Blank 81 Jungle TiMe at Westwood School, Jack Bockhob 8' Balance Challenges, Craig Cunningham 83 Station Teaching. Ann E. DaviY GOucation. Li5r1t Diem 5 Modern Apparatus for Elementary School Phy:qcal Creatrad: An Approach td Teaching Games, David Docherty and LasPeaky 91 Helping Chirdren Discover Danee. Gladys Fleming 93 The Cargo Net. John S. Hichim -'96 Soccer for Schools A Modern Approach, Alan Launder 99. An Open Gyr)). AnnJ F. 100 Pliiy Cards. Susan Ravitz 101 Dance in _the _Creat(ve -Arts Curriculum, Marie Louise Slerije 102. Watch Us!, Joon S. Tillotson 103 Stretching Your Way to Fitness, Pat Wagner Learning in the Gymnasium. Joan irons and David Wiener 105 Hidden Treasure: in Your Refrigerator. Bob Willianwm Market Day Song and Dance. Rath.Wilson and Beaufort/Thompstm 107 Itiollard.and Millie B. Judd 108 Responding Actively to the Woad Around 1,1!-:: Loretta 6 Play ifnd Playgrounds I 12' Play Lis a Medium for Learning, Mary 1F My 115- playerounds An ExPerienee Cepter for Elementary' Physical Edu an../wie and AIellui. IV. Bond 1 18 Jnexpensive Equipment from Recycled Materiah. Marc,Na Ridenoar

Sports and Competition for Children PO Competition for Youne Children A, Re- Lookl1urioz11icc Sanborn i 22 Volleyball for Children.AllenScares g 127 An Elementary Intramural Track Program. Larry B. Yazel 128 Community Inyolvenient in Elementary School Intramufals. Alielzacl J _ Lanium 130 The Socialization Effect of Game Praying on Pie-adolescents. Michael Inbar 131 Competition for Children: The Rea! Issue. Michael R. Bala 133 Competitive Sports for Children: Editwial Comment and Annotated Bibliograp 1_ rric-RileY

Prof sional Preparation 136 National Survey of 'rok:iunni Preparation for the Elementary Sarno! PhysicalLdueatiori Specialkt, HubertA.H4fmwz 140 Optimistic Prospects in Elemeruary S..-hool Physical Education Professional Preparation. LoL%'Johnson 143 Improving the Competency of Elementary School Teachers, Ataruret Aitken andChappelle Army 145 Teacher Education: One Minute to Midnight, L. F. Locke FOREWORD The Elementary School Physical Education Council thought it would be a significant project to revise the 1968 edition of Pronlising'Practices in Elementary SchoolPhysical Education, one of AAHPER's more popillar publications. In the course of the'project it became evident that the concept of promising practices" was too restrictine in focus for a reised book_ Many of the ideas emerging in associationpublications, from which this new publication would draw, were broad in scope and theoretical aswell as practical_ Thus .it was decided to start a new publication series which would periodically '1,echo" the thinking of the leaders of the time. The Council is indebted to all those who were responsible for the development and completion of this project. We believe that this publication will be an excellent resource for anvone interested in physical education for children W. are pleased to present the 1977 edition of Echoes of inJ1ueu& _Jr Elementary School Physical Education. - Kate R. BarTett Chairperson, ESPEC 1976-1977 Othir members Mae Timer Marion Sanborn Dick Burnham John Fowler Elsa Schneider Margie Hanson

vi PREFACE. Throughout the 1970s. there has been increased interest in the improvement of physical education in the elementary school. The ideas being generated areprovocative as well as functional. This book is a collection of such ideas. It includes selected papersand articles from AAHPER conferences and publications since. 1970 in which contemporary, issues ale identified and explored: Research findings are presented anddifferent"points of view about rnarly topics are projected. While several practical ideils for physical.education programs for all children are included,- particularly in Sections IV, Vand VI, the book goes .beyond the practical to represent different .ipriorities inphysical education for children, different philosophical commitments and diffeient interpretationsof what those commitments mean ri_practice. Therefore, I believe that this publication is anindicator of the state of.elementary school physical education in the early, 1970s. There are several conceOtions of what elementary school physical educationis, with many approaches.-A very large number of professional peoplein a ,iariety of capacities are genuinely concerned with seeing that children get thebest possible physical education. It is left to each of us to select the approach that most appropriately fits ourphilosophy. Then we must strive to be consistent with that philosophy, not only inthe kinds of learning situations-7 create for ciiildren, but in the kinds of.situations wecourageously' eliminate. The alternatives for elementary school physical education must bethoughtfully considered and.carefully selected &quality programs are to be achieved. We must getpast the right way and wrong way"argument and begin to developprbgrams that can be supported with a rationale that includes what we believe about,thenatUre of children and what we believe is, or should be, ihe nature of physical education inelementary schools. 'he selectian of materials for this publication was definitely a group effort and I want to express pliblicly My gratitude to Brenda,David.-Joy and Bob for their sinceir'interest 'ih.the project and their unqualified dedication. I am particularly grateful toDr. Peter Werner of the Universitv of South Carolina:Columbia, whp was responsiblefor-much of the initial .groundwar Acknowledgement should be given also tothose memb'eus of HPER who, through their speeches and articles in Alliance publications, contribute to our growing knowledge and-stimulate ourthinking, thereby improving physical education for children. Without those voices,'Echvi:s of Influence would not havebeen peAsible, Marie Riley Editor

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Perspeptives for Elementary.School Physical' :Education menj of favorkIla self-imagecreative expression. motor skills, Physical fitness, knowledge and understanding of human"movernent, In a very [91 Measure. -the degree of success the elementary child experi- ences in his work and play is influenced by his ability to execute movement 'patterns effectively and efficiently. For the child, movement' is one of the most used means of non-verbal communica- tion and. expression. It is one of the important avenues through which he forms impressions about himself and hi& environment. ,Lin some observable and learned form, movement underlies nearly all of mares accomplishments. The child, to 4ecome a fully functioning individual, needs marly opportunities to participates in well-conceived, well-taught learning txperiences in -physical education. To achieve this objective, the essentials of a quality program of physical education .Essentialt. of a .Guality for the elethentary school need to be . identified.. emeritary Schopl Physica A Point or View' 'Physical education is an integral rTart the total educational program. A's Edicàtion such-it must seek to contribute to the overall goals of the educational program of which it is a part. Position Paper' sponsored by -the AAHPER: the Though thesJ purposes and goals are National Conference for Teachers -untf often broadly cquceived and include Donald Brault.* MadiNoh Fuhlic Supervisors of Elementary School concern for the cognitive and affective Schools. Madison. Wisconsin Physical Education, -the National Madeline floyer,* San Francisco State fields, as well as for the psychomotor, College. San Francisco, California Conference of. City and-. County they should -serve as gpidelines for . Ambrose Brazelton, State Department, Directors ofr HPER, and the Physical determining the -kind of physical of Education. Colambus. Ohio Education Division-Workshop which e.duca,tion program .o'ffered in the Herbert C. Karsten,* Willard Elernen- 'w:is pay of the 1969 AAHPUR' elementary. school_- tory School, Minneapolis, Minnesota Convention field 'in Boston', Mas- In the continuing quest to-make- Sal E. Abitanta, State Department of sachusetts. The final document' was learning more relevant and personal tb_ Education, Trenton, N4w Jersey approved by -the A A H PE Rc Physical the add= and to realize more fully the Mary Ellen Rekstad, Towson _State Education Division Executive Council goals of physical education new, College, Towson, Maryland and by khe Board of Directors of the developmentsin laming theories. Elsa Schneider, (liaison), U.S. Office of 'American Association for Health, Education structure of subject matter, and Naomi Allenbaugh. (liaison, Physical PhysicaP Education, and Recreation. behavioral objective& must be constantly Education Division). Ohio State considered,evalupted,andim- University Foreword?... plemented. Morale Hanson, (liaison), AAHPER Physical education is'one of the rnost k *Member of Editoral Subcommittee rapidly develoPing curricular areas in A number of. recommendations and the elementary schbol program. The 'This position statenietn was prepared to position papers from the Association ar`e need of providing learning experiences assistteachers,administrators, and represented, inthis' document', with in physical education, to children has currieulum planners in gineral to modifications where necessary to reflect bocome utiiversally recognized and determine: directiOn and.focus for their significant ,changes -ere taking.place in efforts in developing programs of what may be considered the tontentpor- physical e-ducationin elementary ary thinkingabout-physical education. the content and teachitig strategics of sfhools_ It was dew/eloped by the Othd statements v.,re developedast thl.) field of ,study.'2 Elementary 'School Physical Education new beliefs which were thought to be When Properly guided and-de- CornmisSion of A Ali PER's Physical --essential to the continuance-of quality veloped, physical education becolnes Educafion Division,* rhe \purposefid and vitalpart of the , programs ofrphysical ediication in -elementary school:of the future. 'children's elementary school educatiim. 2Promisi11 Pracsic Eleinivrtar:r The -document was' reviewed _b_y_ It aids in the realization- of those SendolPhysicalEhication, AA H PER objectives concerned with the develop- (Wasflington, IXC., 1969), participants at Three national meetings ii elementary school physical educa- tion shou:d be required. Laboratory Statement df Beliefs, experiences in working with young children ih physical education are essential. 'The Child 4. In schools where.differentiated staffing patterns -are practiced. the 3 4n-service opportimities should be We believe: provided .frequently for alr personnel 1. Each child is a unique individual value of. auxiliary personnel to assist the physical education teacher should concerned with physical education with differiag phYSical, mentil. programs for children. emotional, and social needs. not be overlooked. a. The use' -31 teacheraides and 4. Itis imperative that teachers of 2. Every child has the need and right to clarses conccraed with preservice benefit, from -physical education traraprofessionals as supporting staff can do much to create and in-service education in physical experience education hav4 had successful recent 3. Through the teaching of carefiilly effective and purposeful teaching teams in physical education as and continuing work with children. planned rno+vement experiences the 5. Participation in local, state,and child: well as in other subject areas, h. The unity of purpose and program national organizatiV should be a. learns to express hisunderstand encouraged as a means of keeping ings of himself and his environ- can be enhanced whenstaffing patterns permit all teachers, informed of trends,, issues, and new rnent developments in the profesSion b. becomes more proficient in move- including -the physical education _ment skills which allow himlo teacher, to plan and evaluate (and participate more fully ill a variety -sometimes teach) as a team Instructional Program woWing toward common goals. We believe: , of life experiences, ' well-executed c. improves in muscular- strength, c_ Guidelines for the utilizationof I. A well-conceived and professional personnel Qncluding -merlin of physicaleducation will . endurance, flexibility, agility. the use of differentiated staffing) ontribute to tiii.development of 'balance and coordination, and in self-directed, self-reliant.-and fully 'his knowledge and understanding should be dezelopedloiVy by the p ysical educat:on teachersand functioning individuals capable of of how these factors relate to living happy, productive lives in a life-long physleal fitness. the ,school administration. 4. Each child should have continubus democratic society. in physical Teacher Preparation 2. A coinprehensive physical educat-Ma learning .experiences program.for all childrenihas as its educaticin each year he is in school. We believe: -. Professional education background foundation a cominon core .of learning experiknces. This cornthon The Teacher for the physical education teacher should be developed upon a liberal Sore of learning is concerned with We'believe: Teachers of elementary school arts base of the humanities, social efficient body Management in a sciences, physical sciences and variety ef movement situations.It physicaj eduCation must understand of all human movement, Child growth iind biological sciences. Professional serves the divergent needs development, current learning preparation 'Courses should, include; pupils the gifted, the slow learner:, theories, and be able to work a. study of child growthand devel- the handicapped, the colturally opment with an emphasis on deprived, and the average and is effectively, u7ith children. of 2. A qualified elementar'yschool motor development and learaing. geared to the developmental needs b. study of the nature 1.:1(3 functiortof each child. . phySical.educStion teacher shodld be and an involved and contributingstaff human ,,movement. 3. The program -.must be planned c. study of learning processes conducted to provide each child with .%rnember cf the elementary school. :maximal opportunities far involve- To assure that the most mean,ingfal and factors that facilitate learning, learning takes place, both the and teaching strategies as they ment in situationscalling:t4r mental, physical education teaaher and the relate to learning outeomes, motor, and emotional responses d. study of development of cur- which will result in optiinal ancr classroom teacher should work desirable modifications in behaVior: together ro develop d'n understanding riculum to include movement of the children and, through this experiences appropriate for- all skills, knowledges, and attitudes. elementary school children, A variety of learQing' experiences understanding, should., provide a 9 program, which is commensurate c. study of earlxchildhood an shotild be planned and canied out to elementary school curriculum as a .emphasize the development of basic with the children's needs. Although concepts, values,- and bekaviors the physical educator assume! the phase of continuing education. f. directed .laboratory-experiences associated with the ultimate goal for primary role in conducting the the physically educated person. rogram, jt is essential that heregard focusing.on learning to critically obsterve the niovement of children 5. Curricular Oontent should be so imselt as one part of the total 'organized that levels of learning in educatiihal. process. in an-eleinentarY school.' When classroom teachers teach 2. Preparation for the classroom physical education itis imperative teacher should include an under- that they be provided with regular standing of the relationship of leadership and guidance- from physical and motor development to 'Prafessional Preparatian the total 'learning eZperience ofthe' Elenuaaary Sclaool PhysicalEduiwtion resource people who arequalified by AAHPER (Washinglon education and experience in elemen- child. Course work in movement 74;achet. Z)f D.C.1969). tary school physical.edugation. skills, methods, and content 1 2 concern in determining- lass--- n landings L' and slcills- of the to 'ited 'and Can take place in learner in relation to the planned groups. ,- learning experience and the b.Class groupings must be flexible qiiiritial arid developmental enough to provide -for differences gnt. . development of learning., experiN pstruCtiontil program should be encesno follow. -in interests, levels of maturity, size, abilities, and 'needs.. kiine;r_to:S11)_encourage vigorous c. It shouls1 be utilized as one klysiciPiativity and attainment of Means olinterpreting the prog-am Consideration of the teaching load is Itklistaallitness; (2) develop motor to parents and .the community in crucial to effectiye, high-quality order to provide for a better teaching: Personnel responsible for s illsii-(3) foster creativity; (4) , 'scheduling must-consider the itiPhasiieTsafety practices; (5) understanding of educational . *values and outcomes. following factors: .,# tiyaie expreikion and communica- a. The number of Pfferent classes a; (6) promo4i self-Understanding 2. A variety of evaluative techniques and acceptance;, and (7) stimulate shoidd be used for detertnining assigned to a physical education It should individual differences and needs of teacher in a day is u better i6ciat development. criterion'for determining teaching fielu e suet' experiences as basic .elementary school children. Suth 'move ent, dance4. game's, .practice techniques should include the use or\ load than is the number of 'hours he teaches. in s'Poskills, stunti, and tumbling teacher observation, class discus- Wei& wii large and small apparatus. sion, knowledge testing', anecdotal For_,example: The teacher who When po sible;the program should records, motor' skill, and physical is leaching 19 or 11 classes in a--.---, iticlude-aquatics.-` EaCh must be so fitness'assessment. The results of the school day of approximately 51/2 structured that it is-interrelated-with use of these techniques should be hours has a greater/kW than the thiepters, permitteng children to -interprefed-in--light-of-the-local---oneuaclzing--6 or_g_clasSes_in_the_ generalize from one:learning situation rather than solely-in relation Same period of time. Plpiming for ::.epxperience ,to the neir: to national norms ' Itis more and adjusting' to a new ii.Zsl. evdry, _ 30 minutes is far more demanding r.` 7: To deal effectivel9 with the whole important to compare the retards of. -child, many styles of teaching must- ahe child's progress than ii is to than changing groups-every 45 to brought to bear on the learning consider the child's rank .in relation 50 minutes:., to othPr children. , b. Group or classscheduling situation.. These include both should be planned to minimize teachers-directed and self-difected . dhildren need to be directly involved rearning. If learning ;is to-be .in their own on2going evaluations-of, equipment changeslrom one class ,-. tothe next (e.g., scheduling all.. .personalized and cdneerned with the themselves, their groups, and-of the program in relation totherealization 'primary elasses in a block of cognitive.- and affective_ domains, problera-solving-,. as a teaChing Of 'fie behavioral objectives time).itis desirable to leave strategy becomes vital. several minutes open between 8, To foster the development a Tirine,AllotMent, Class-. classes to enable the teacher-to generalizations and key concepts. A-P- Size, Teaching Load,-ibress talk to individuallitudents, Make 'range of instructional aids'as well As We believe: teaching notes, or_ confer with the leaching-Styles mUst be-grfiployed._ 1. Pupils in elementary school should' classroom teacher: ' InnovatiYe use of audio-visual participate -in an instructional c. The physical' education- teadhec materialS, large .antt: small .,group pregram,of physical ediication for at needs time to plmt hisprogram; coordinate the total- program; instruction; illdMdual help,. and 'least '150 sroinutes per week in .-, addition. to time allotted for free syn. with teachers. principals, inierdiscipliary. approaches mbst all her resource teachers, and - be _considered. .. and/ok supervised play. 9. ,Opportunity should be provideiffOr a. To best servethe activity needsof parents; and to work with children . participatuan in organized.intramur- children,, a- daily -program is needing additional help. Teachers recomniended..- who travel betweeir Schnols_. als and such extramural programs as during the-day should be given -play days and sports days.. These b. The length of the class- period should be designed to..,serve the' must be appropriate Othe instrue-, special considerations to assure purpose of the class instruction phase filarial purpose of the lessorhand to' that they can function effectiVely as members of the teaching teams of -thg, program.' thepneeds and' maturation_ of .the learne.f. Int-the, schools to which they'are c. The time allocated cif tristruction assigned. Evaluation .4:INpils:-and teachers shoUld be ' We bilieve:' sho-uld be .exclusive 6f ',time allotted-for dressing. showiring: appropriately diessedfouhe tyws of I.. tvaluation must be a continuous and activities being conducted in the vital part of th6 physical education' recess:free and/or supervised play' periods, and noon-hour activities. physical edecation class. Concern program. It is. used to,determine and for yreedom and quality of-move: -= clarify-instructional purposes and to 2. Groupings for instruction in-physical education 'should he appropriate to ment, ps well as for safety, should aSseSs individual pupil prcigresS in _ influence the type of attire worn. achieving rirogram objectives: the- objectives of the lesson being .-a. It is essential! _in theguiglance o -taught, and they should be ordinarily children toward the attainment of consistent in size With those-of-other acceptable'goals and ip motivation subject 'areas and/or self-contairied, Of children and teachers to bring classes. -!tinowledgeuzLd UtalerstatIding ttt about needed improvernent, a. Opportunities for-individualizing --Physical Education, A-AHPER instruction should be of primary (Washington, D.C., 1969). a provides- , .the basis for Assessing- , . educational tool. Properly used it can pnierit TM" selecteor_created) for its_develop:__ mental and educational value.' stkrnulate a keen desire for self- improvement as well as create oard* of education, through their j. Plans for new physical education egular school budget, should facilities are the responsibility of the environments- in which children, provide: community as well as the school and, motivated by common purpose, unite should be developed in` coOperation in an effort to accomplish goals in a a. sufficient fund's fol- the maim manner not_unlike the roles they will nanee and purehase of supplies with physical education teachers, principals, and other resource play as adults in a- democratic, and equipment. competitive society. However, to be b. adequate facilitieS and equipment persons. Personnel inVolvedin planning should be guided by recent beneficial, competition must be for school and community use. success-oriented for all children and .developments in instruction as well 2. Standards fdr the purchase of relevant to the- school program supplies and equipment should be as construction.6 - Carefully structured competitive developed jointly by the physical experiences within the school,in -education-teachers and the school School Related Frograms We believe: volving individual and grOur administration. opportunities and developed . arm 3.- -All children should have many I. The physical activity needsof elementary sehool age children can . conducted toachieve' specifit opp9rtunitiesto. participate 'in behavioral objectives, are usuall physical educalion activities; a goal best be sgved through a program of instrudtion in physical educ-ation mare congruent with elementaq of one ball, one rope, etc per child education goals than inter-schoo is realistic for a physical edocation which is supplemented by other class-if children are to be physically opportunities for participation that competitive programs.' are provided by school, home; and If there is g desire to develop active and fully exPeriencing the program of inter-schoolathletit Aearning situation, ample--equipment -commuhity . competition- for-upper--elementar and supplies for each child are._as 2. The school-related program should provide. opporlunities for further school children, it 'shOuld bi essential as pencils and books in the considered carefully within ail classroom. development of knowledge and skills 4:. Sufficieht indoor arid outdoor gained in the instructional physical context of relative educational value education program--during -sueb __forchildren of this age.7 Sucl facilities, equipment, and supplies consideration should folio* onl: should be provided in each,sof th-e-` periods as recess, noon hOur, and &mended school-day'programs, The after a sound physical educatio . elementa6, schools (e.g., adjustable program should be differentiatedin program WS beert providedfor all th apparatus which provides for children in the elementgy school a climbing:swinging, jumping,- content and organization to provide for the unskilled child as well as the well as an intramural pLogram for th scrawling, hanging; and balancing). upper' elementary grades. 5. School and commtinity facilitiei and skilled performers, , 3. Extended opportunitiesforiton- -progtaros shOuld be planned and 5 PhysicalEducntirinfor Childrefi' -used-to supplement each other in tinued participation- in sport-type HealthfulLiving,Associatioo tc servingthe needs of children. games, dance, gymnastics, andother Childhood Education InternmiRrit .6. Blaatopped- ayas should be prop- activities should be offered in the. (Washington, D.C., l968)s erly'rnalked with circles; lines, intramural pogram for all boys and °Planning Areas anil Facilities fa -courts, etc., tO permii participation girls. 7his program usually starts-in -Health,Physical Education in a wide- variety of activities grade five as the desire for competi- Recreation, Athletic Instituten aPpropriate for various'agilevels. tion and group identificatidn begins AAHPER (chicago, 1965), Play spaces should be designed tc tosemerge. TbesirableAthletic Competition ft 4 Competition at the elementary Children of.Elftnentary' School Agi _permit creative sand exploratory types AAHPER (Washington, D,C,, 19614) of play._ Apparatus -shouldbe' school level is-a vital and. forceful many elementary schools are notlosing ihooLPhySitai their-physical-ebueation_teachers. in _ entOry fact, several cities, districts and states are adding in the:fall of'719- e.g., MinneapOlis is. adding 10 and _Mil- waukee is adding 17,reacbers, while the is the _PrOfepsitin. . educational- systeni of Haw:aii ase of, negotiating to add elementary physical education teachers throughout the state. hapeilge.fge th3 70g Thus,_ the factor of negotiation is operating to keep and/or addelemenibry Physical education teachers its class- Margie R. J-lanson,Elenienuirv True, there have been, -ind are, room ',teachers strive to :obtain a numerous excellent prograrris through- reasonOle daily class load. . EduCation Consultant, AAIIPER .out the, United States 'focusing on a Other_ factors.are also present which Elementary school physical education broad and varied program with an ate helping elementary school physical is fhb basis-of child.development and emphasis on fundamental motor skills, education gain new status-in the school. thus the profession. We have always as well as appropriate human relation- First and foreMost, there is a new look belieyed this, btit never truly had much ships. Put even where such programs at the total elementary curriculum vPportunity to implement the thought exist, thatls one of the first classes to be wherein the leaders are saying that the until the paSt decade. Only recently eliminated from the child's week if there arts and humunities, (the so-called have we become of age, both in theory are conflicts in the schedule. The "frills") og ari, musie,-dance, drama, and practice, and in the 1970s our so-called traditional "basicS- must physical etlucation, should really'be the 'central fo.A.F of Curriculum for hetter --Assoeiation,shonld=have_an_unprecen- Qome first. Why does this happen'? dented opportunity. to take further action Again we have beemour-own enemy in--results-as=education=examines=itsellita_ on this-belief. WhatWe'as members of failure to identify the bread contribu- ascertain why so-many-children cannot AAHPER do for children at this golden tions to development, and to interpret readewhy they fail, why they dropout them properly to classroom teachers, both literally -and figuratively. moment May yery well determine the The fact`that the -schools have not .Wbole future of the Profession. administrators and parents. We tend to focUs solely On the,objectives of fitness, 'been resPonsive to the needs of all.the Past Philosophy and .Practice fair play and skill development for Children hag been singled out many HiStorically, children ingnany of our specific sports, and do a poor job of times by non-educators', for example schools have been victimsvf-the Puritan interpreting those ubjectives. These John Holt- in How Children Fail; work ethic philosbphy that play is practicei, or lack of them, limit the Sin.,:rman in Crisis- in the Classroom; frivolous and only a reward to'be given image of the.profession and children Leonard in Education and Ecstasy: et wheri.áll other work was done, or as a become the losers. as budget and al. means to release- energy after long personnel are-cut back in periods Of Educatdrs are eUrrently concerned ecoomic stress. Cbetainly, the also that the,focus on "accoiintability,- . periods Of sitting. -Most schools have pmfdEsion has experienced this.in recent technologicalbartheiare and "systems of -provided some kind of physical learning" may drive-us even further to - education, but an examinationoC many months. of these programs reveals them to be deperid on mdmorization, drill, rotes in-planned, pobrly taught and of limited Loss of Programs learning and objective testing to the value. We -have been our own worst Aiready the requirement has been lost point where more and more children enemy, perpetuating a stereotyped in many colleges across the country. It will slip intia the category of failure. We image of a circle games program, has also been lost. in a number ofnow know that failure, often creates push-ups aniLjumping jacks, orAhe secondary schOols especially at the more failures:Striving to irieet the goals eleventh and twelfth grade levels:. _How Of a test motivates the able child but inevitable relays with only four children usUally discourages the ress able. moving and the rest waiting their turns -much further this- erosion, at thd in longlines. One might,charge that it iS secondary leyel gOes, depends largely Thus, in an attemPt to vitalize. because classroom teachers and not on the new activism of thesecondary learning for all children, -there, is an physical education teacheri have been school student and hisSemands. The increasing focus on the affective domain responsible for the .program, but let us budget is not the sole influence at those and its contribution to helping children, develop_ a good self-iarnage so that they . ask ourselves N,Vho taught the classroom two levels. Have we failed in making significant curriculum changes, want to learn.. Learning how to learn teacher. Our profession lias riot taken iniciohant a the teaching of that course seriously providing him with a satisfying and and being successful isras challenging experience, while at the concept to these leaders as thlrfacts- enough. For years it has been our only needed to Ile accountable. One can -- vehicle_ for reaching classroom teachers, same time interpreting vigorouslyand'in- a meaningful manner tolhestudent who qu.Ote stich otperts itsTrr. Evelyn-- most' of whom become principals,& Carswell. formerly cif ihe 1EA Center administrators and parents. One should very soon becomes a parent and votes for or against the school budget? for thd Study_ of Instruction; Dr. Robert not point the finger at professional Fleming, noted 'elementary curriculum preparation only: What kincrof program did that classrdom teacher himself have Factors that Promote Physical expert: Dr. -Madeline Hunter, distin- as a high schoa or elementary student? Education What is his view of physical education s It is interesting to note that during the -Speech given at lAHPER Convention, Des recent budget crisis of the schools, Moines, Iowa, April 30, 197.1. rOle-inthe..cumculum? . guished principal cit the University of begat in the fifth or sixth grade. continued efforts the p ofession to Cglifcimia at Los Angeles Laboratory Capitalizine on movement as a medinin identify its 'real contribution to motor St-hoof; Dr -Mary- Moffett-, -Early for Jearning ma-y -provide a very development. It is also:coupled-with-a Childhood expert from Queen's creditable_reason for being.a pan of the new loot( at method more indi- ....College, New York; Robert Glasser. of daily curriculum. vidualization, much more. activity for the Institute.of Reality Therapy: and . Still another'fai!tor operates in 110.1 r eh child,- as well as a locus on numeroUs others. Of elementary schZol physical educa- problem-solving technique. Directed The "Learning How to Learn- tion. More 'and more educator!: are teachihg is 'soil pan of good teaching, as -. objeative has also provided eltimentary interested, in a multidisciplinary itis an important step in problem- school physical education with a real approach and the team effort to help solving. It merely comes later in the - opportunity because our-leaders have diagnose; prescribe end teach. Thus the. teaching proc-eSs, been identifying new methods and look at motor. activity as a -potential" Itis up o Lk professionals to techniques which focus on problem- means for helping-Abe child with incorporate the new look at method, and solying, inquiry,Aliscovery. creativity, learning difficultieshas- reached to identify, and interpret total contribu- and working for success in a way that -stcam-rolIer'' proportions with the tion to learning as well as the relation- we-have never done in the past, and the advent of perceptual-motor programs ship to-the affective domain. However, profession is 'ready to be a part of the tor suctrehildren-----Littlels-known---about if we focus solely ron these limited_ team and not something "apart from:- the role-of motor skills in perceptual objeetives, we as a profession mays The philos'ophy whi,ch is currently deyelopment. Research lags theory and . relinquish to paraprofessionals. developingin elementary school theory actually lags practice in this Little has been said here about fitness physical education is very compatible phenomenon_ Thus, itis important that and sports skills as prime goAls. They with that in elementary education and the f3rofession continue a concertedand are by no Means omitted OF of lesser readily accepted by classroom ffl:achers. ,scholarly effort to examine the cause- imponance;-than other goals.- They'are '.Elementary educat.ors_. arealso and effect relationship as well as to central and unique to physieal education -,concerned with the development of provide appropriate help 10 those and become more important than ever as. concepts and are looking at dance. practitioners who need it and are asking -we face an- era of tremendous population drama,-art, music and physical educa- för-jt. Our profession is very prone to explosion, increased-automation. and a .-tion as a real.means' of helping to climb on bandwagons that may look as more urbanized society_ .develop concepts. Movement_as'a if we will advance ohr -academic- -medium for learning othr things image. It should he our ciincern"to make Sethantics besides psychomotor skills provides a sure `that the academie image be True. there artf semantic difficulties very real opportonity for the profession enhanced by examining-thoroughly and and some controversy as- we hear such ..to contribute to total curriculum. For not by overelaiming, while at the same words as '7movement exploratiOn." example, look at a f0.., copies of the tnic theonsts and practitioners work ''hasie -movement,' -move`nrent periodical YoungChihh-enput-out by the side by side to. validate the program. education," "the traditional National As-sociation for the Education The era of the 70s promises- to be a most proach,- :the new look.-. Clowever, of Young Children, and note thearticles significant "dec:f.dc for a scholarly line can regard_ this as -a sign of a whiCh refer to movement as a vehiele exannnation of the contribution of profession thai is very mach alive for learning.* read the matiy articles physical education to perception and'examining itself, subjecting itself .to on play .published by thern and by the learning. controversy. strivine to -interpret and AsSociation for childhood- Education Proudly we can say that _significant eventually coming forth with .a 'more International.uch schools as Northern changes have taken place in corlieulum scholarly-and sophisticated approach to Iltinbis University inpelcalb, and_ for elementary- school. physical educa- physical education than ever before. - Towson State Collegein Maryland offer- -tion. Thip is sharply reflected in the new 'course for early ehildh'ood teachers in books and revisiOns of old books since Vrt-Schocil One-Might conclude that the elemen- which an, science, math and physical as well as-at conferences, clinics . education are integpted by asking each and convehtion programS. It is also very taryIt3vel is the basis for the profession, discipline to . Plan lessons around a evident in the film titles in the same but that would.- be a very limited single concept such ati balance or force. period as well as ths number of ement as we move.into a creat surge 'Lis team teactiVii with a focus on television series done both locally and of interest in-the preschool. Right now. ConceptS. nationally. What is this new look? It can the entirenation is focusing sharply on Consider the potential of physical._be best illustrated by examining theihis -age level, largely as a result of education for experiencing concepts following schematic drawing cif a tree e amining the welfare program to find 'Such as: line, direction., force, space, with the ireetop supported hY ways to let. mothers,go pack to work. gravity, et al. Physical education anchored in husk; mouement -and _a The success of Head Start has also been provides still another mediam for strong trunk of fundamental skil:s, a great stimulant to interest in this area. integrating with classroonvactivities followed tater by the specialized skills Since the present were dole.system 9ucJi af math. reading _and ,ocial which lead to efficient movement for has become an insurmountable problem,- studies. Read Humphrey's work from participation ,in the cherished cultural Congress is looking very closely at the .the Univers;ty of Maryland for support spons as well As all daily work and play-possibility of letting the mother go hack "\ and ideas in this approach. Are you _to work, which necessitates some way \aware ot the interesting sport called Thus, the new fook with a focus on to care' for children of preschool age ; "orienteering'!-which combineS map . foundations is not a _substitute for the during the day as-well as, elemental-% A reading, compass -work= and cross- old, but rather an extension and an child ren%after school hoursSzic \country running? It should be ideal to;enrichment. It-serves as evidence of -the programs halie numerous implications NASTICS

mENT SPECIALIZED SKILLS AND ACTIVITIES

FUNDAMENTAL SKILLS 1F3A-,tf_ EFFICIENT LOCOMOTOR NON- LOCOMOTOR MANIPULATIVE MOVEMENT

This tree is, now be reproducea without eyedit to the author. Marsie K. Hanson, Elementary, yducation ConAlltant. American Alliance for Health. Physical Education. & 14ff-cation. e for the professiein. First, there Will be a of skills devel d in childhood and educators believe, that more emphasis = demand for the help of our professionals youth. If, ihen,. we believe in promoting should be placed on the aesthetic values in after-school programs. ip addition, motor activity for recreation, for good ot' life and an effort is needed to redirect advice will be soUghf on designinghealth, and for a lifelong feeling of thefocus of populace from facilitiesplay and-playground -cqu;p- physical-.--emotional and_ mental____materlalistic,__technologicals goals to well-being from exercise, a broad range aesthetic goals that enrich the qual,ity of = ment_ Furthermore, there is an in- creased interest' in the contribution that of skills and good dynamic movement life. Thus one can say that elementary motor1development can make to child-must be developed early. Safety of a school physical education is the base of develoPment. There will be a central child and an adult often depends_pn_his the entire profession. focus on the health of the child.. Thus.skill in managing his body in a variety of situations, both in sport and daily Challenges for the 70s _ our profession has an unprecedented Our challenges are-many-for the 70s. opportunity to be part of- this new life. With theincreasing demand for development right-from thebeginning if . Surely the coach is looking for a large we respond to the opportunity both as numberf youngsters _With well- elementary school physical education teachers in public schools and asdeveloped,. skills 'Hopefully 'the basic 7 teachers, pro'lessional priwaration profestional preparation personnel.movement, foundation approach will institutes have 'an ititmediate responsi- develop more Childr&I with a good" bility to turn their attention to appropri- Research does reveal that the infant and. ate preparation for this level. It will also early childhood years are critical in the backgroupd in all movement mare ready development of attitudes, skill begin- to leaM7the highly specific_ skills of a contimk i-i be important to provide the :chosen sport.Most coaches-would- best hglp possible for the elementary pings and a ddire to learn. Controversy-, -edncation major, as it will be many 7 exists over ,the nattireof appropriatebelieve that the only way to create a preschool programs, but let us be a part superior basketball player,swimmer, or- .yeas btfore ilia colleges can proVide an gymnast is to start training them young adequate number- of trained_ personnel - of the_whole thrust, efcire all school systenis- will be A national conference was.held last and very specifically: This niay be true. add However; one- mustarefully consider able o afford or be willing' to hire _ February cosponsored with the National ' - _ Association for it, Education of Young_the purpose..:of an elementary school specialists. Children;- the Elementary School which iVto provide a broad f6undation In-service clinics, couferences and .workshops. not Only for public.Schoel, PhYsial. Education Commission has in a- total curriculum. Does anyone have --the right to make youngsters foals on personnel hut alSoTor teacher prepara- appointed, a subcommittee and is tion personnel, will reillain a critical condacting- a survey; the Dance Ta;:k specific soqrls at the sacrificepc,a varie'd program? It is t.:pnceivable that such- a need throughout the 70s..lt_will continue Ferret has been.invited to participate in to be irnpo\tant to help the_classroom --the planning of. a USOE Corfference_10-child-will be an adult -movement illiterate,- not easily ready to learn new teachec- also. be held in Washington:. DC in July 1.97 Interpretation must become more on the role Of ihe arts and hurnanitiey in skills for a lifetime pursiiit of physical activity: FOr how long a period in life sophisticated and elucidate the goals of preschool programs aesthetic development. learning how to As was said on a nationWide telecast can the average adult play team sports? _The old argumenrdbout whether or learn. knowledge and- understanding, recently, 'entitled Childrc;n. Fewer e -concept dev'elopment. and all, those branches' of s-eience,offer us any more not-transfer takes place seems to have help _than the stUdy of children.- shifted to questions about thviature and related to total development of a child, . as -well as fitneSS and s-pons skills. AAHPR has an opportunity to make a'conditions of transfer. Some recent studies on transfer seem to support a . Our methods of evaluation must = unique contribution to this study. Gestalt concept of transfer' that reflect allot' the.,above contributions as varied ii-aira.ng.encourages transfer and well as the usual performance goals. The Base_ of the Profession that learning how _to learn .is an Fitness, Tests and a few sports skills Thus:it:is evident that preschool- important aspect of transfer. As a matter tests are noL sufficienttools for -motor programs and elementary school of fact,the word .-transfer-, is evaluation. Learning how to observe physical education are the bases fordisappearing from the latev literature, children ---- a griusly neglected area`of good physiCal education programs. For'and such words as -sequential de- our professional..preparation needs .-example; _the. broad foundations ,for velopment--rand-performarke-. are much attention. movemerit'should-really be provided insubstituted. Thus _itis believed that a We need also io focus bn infants and early childhood and some specific skills broad, generalized program of founda- early -childhood, as a tremendous.- Well-formufated-by .age nine. If not, a tion of movement is appropriate for opportunity exists for the profession to young boY Will already be rejected.hyelementary school and yould make-the cooperate with early childhood person- his playmateS. Little girls may not child, more profieient. moreAcachable nel,architects, -designers,child suffer an garly rejection because of lack and more "ready to learnV7 the specifics P-sychologists and many others in this of motor skill, but su'rely _it becomes of a.highly-developed actiVity at the newly-developing national interest, inereasingly difficult for them to learn appropriate time, in junior 'and se'nior Research on- college students sand as time progresses. Witness how hard it high school. white rats is not sufficient basis -for to teach a gobd overhand rhrow to Dance is ftn integral .part of a good drawing implications for children's junior high, seniof high and collegephysical educationrograIi1lt has a programs. Let's research childrea, their= girls.-Think_how. many students "hatemovement base just as do all other skills. ideas. feelings and proenans for, acijvities. However, there ig-an added them. - = gym': at senior high-and college one '.reason May he--la of adequate'dimension of the aesthetic-rhythmical Multidisciplinary efforts are essen- l..Wil have talked to ourselves Ong foundations. Recreational activities areLompkfrients of movements which_ is , ' ehosen in later life largely on the basisspecial -to dance. Today's leading enough_ We will improve programs for 18 childrert only as fastas we seek and district projects, clinics and we stopped talking to ourselves. nding with conferences. Active and meaningful Af. you' believe elemefilary school coopqration and under physical education is the base-of the h them, rather liaison has been 'established with-such Lather groups and work wi profession; if you believe that it is more than -vie fortime in a ys schedule. groups as the Association forChildhood Chbol Vaders, Education InternatiOnal; -the American than a watered-down sports program; if Let -us seek out the p you believe it is more than a releaseof thefEachets-, the adminstramrs ;music:, Association Kindergarten; Nursery_ child Psycholo- and Elementaiy Education; the Natiopal energy, more than remedial work for dance, drama, art, the rhildren with learning-disabilities; if you gists, the humandevelopment Association for the Education of Young specialists, the scol nurse, the Children; the NEA Early Childhood believe it is more than-a few gimmicks he elementary CoMmittee; theOffice of Child such as old.tires and parachutes; if you guidance counselor, believe it can serve A lifetime basis for personnel, and join together Development;.the Arts and Humanities . education efficient movement, for good physical, in 'a united effort fo children. Division of USOE; andanany others too numerous:to mention. mental. and, emotio.nal health,- f: This is a sound beginning, but only recreational- skips, and thatit does AAHPER Efforts contribute to all learning; if you believe The -Associati6 has moved forward the bginning. If you want this effort to contiaenue,you must be active in,your that a sound elerentary ,physical vigorously in its forts by supporting education program will help children ,several.structures to help in this thrust, state, district and patiemal associations become involved, let your officers develop a favorable attitude toward such as the Elem ntary School Physical know there is a revolution in elementary physical activity and therefore cause Education Comn ission. the Task Force them to seek_a higher level of skill and-. for Children's vance, thePerceptUal- physical education and motor develcr- mentsjor_children and _t_he_ profession tO participate willingly in high school MOtoi- Ta-sIC-F -rce-,Lifetime Sports and college programs, as well as in their Elementary, C Imes. the President's- neeqs to capitalize on this gplcien moment for the future of theprrifessionki..adult life:- if yiau° believe that a. Committee on-hild.Related Prograths, college-trained physicol educe.tor- is and and good programs for children. the R-4 Skills Progression Project, necessary, and that a paraprocessional the Outdoorarnes Project. In addi- cannot do an adequate job., then We must Panel. Summary tion, the Pro essional Preparation itis urgently nee4ed that each,begin today to prepare our under- has been ru st helpful in the production . .district, stateand local association find a graduates and our graduates properly of the!parrip let on the preparationof the _wi.y to do- these same kinds ofthings if and to interpret articulately' if we wish to elementary phy5;earedncatidn specialist opportunity be a respected and -integral- p-a-fl4f-th-e- and supp rtive of theforthcoming we wish to capitalize on this in the-70s. A national association cannot educationa systern in 1980. This is the conferen --do this alone, nor can one state or challenge of the 70s. As a I éth century Num o projects. conferences. poet said, -plessed is .the- hand that , seen district. All of us in AAHPEI3., District clinics aad publications have Associations, andState -Associations prepares-a-pleasure far a child, as one produ`c d by the Association. Funds never knows when and where it by the need to work together and with other have en provided for traveling children. It is time bloom forth." cons hant to' work-withvarious state groups interested in

1 9 report thus concentrates on the-term "movement education" and discusses t4 evolving interpretetiofis and their im- voroprit-Edueation plications for ether terms. It is hoped that this statement will help cla,rify some of the confusing terms currently. ih use -666.S:It: Mean and make an impottant contribution to a better understanding of the 'nature of physical ecki6ation: Over 100 members of AAIIPER par- ticipated in various ways in the termi- nology study over the past several years. Appreciation is expressed to all, but es- petially following, who served as hers of the committee softie ti'Me during its eight years of operation:and to Margie Hanson, AAI-If:ER consul- tantforclernentaryeducation,%Oct servedas -liaison 'tothe committee thrOughput its existence., Naomi Allenbaugh Kate Barrett Delia Hussey Lolas Halverson Minnie Lynn- Arthur Miner Lorena porter Patricia Tanner , Vern Seefeldt = StUart-Tobbins Charles Wolbers Rudy Tucker Darudd Brault Terminology can be viewed as an ev- olutionary process: pally terms Change their meanings over tithe. "Movement education" is an outstanding example of thial_phenomenon. Partially because of this evolving change of meaning, mdVement .education isa confusing and, therefore-, controversial term, rnak- . ing _it one of the Most crucial terms for Divelopment of an Interpretation to clarify moventent-educatiorr' terms the profession. In 1968_the Physical Education Di- and (2). the fact :hat such-ferminoltagy .- _ thoelementarYT-----:zgn this report; mOvementeducation vision of AAHPER established a ter- -was a concern not just of . , becontes-the_pentralreference point for school but foralllevels of physical -., minology committee, whose charge was discussion.. It isfromthis point that to "study the purpose of the content education.. many other terms seem to_derive-their of elementary school physical -educa- .A reeonstituted terminology commit- meaning-5. or in rerence to whieh tion as exprbssed in the qterature with tee began. to tackle the iask of_ estab- assurn6 Certain different interpretations. the hope of, determining a common vp lishing definitions, but with feelings The following discussion attempts to reluctance. It was generally agreed the cabulary.7 Theprocedure' adopted was thesedYnamieally__ evnlviiv fixed and limited defiriitions could J highlight to review the lituature. list terms, se- meaningsY lect definitions, and seek jury reactions. to a lack of flexibility in thinkinwith stultifying effects on -future deveiopment. It was found in studying many Of the Almost 200_words or erases were iden- , - . ognizeo eletbentary school physical education tified. and divided into three categories: 'At the. same time.it was thatthereis' considerable duialication -texts that tho-`term movement educaL movement, method, and activity forms. ..tion is often used as ipplying only a In 1970, the unceornple.ted task of de- and cianfusion in the use of terms in current 'literature. -The committee de- unit,' of --the._totalphysicalea rucation fining terminology, was turned over to program. In other texts, however, mOvc- the Elementary `School. Physical 'Educa- cided it could be -spinning i si wheels tried to cap ure 'stet- ment education is used as being synon- tion7 Commission. TheCommissicm indefinitely ifit ' yillops with physical echwa,lion. Yet- ically those: definitions whichcl ought to sponsored a- meeting of interested per-' again,.;the term movement educaSion is sorts at the Seattle Coevention. where be dynamicallY1-evolving,- anso con- centrated on a .discussion of selected emerging in some instances, when used préblerhs -concerning -confusing terms bV certainauthors,as encompassing Were identified and discussed. As a re- prinrity terms. Even with thiri deliinital don, the task was imposini and the the total development of human move sult of this session, the -Divisiorr ac- tneut poterhial, a much broader viewof knowledged (I) the pricalty of the need changing personnel of the Lommittee . found it difficult to prepare 1 definitive the term than previously considered. port. '. These evolving interpretations will be discussed More fully below, hut another Reprinted from Journal of Phys rion The Elementary School PhI sical Edu-; . cation Com-mission, in 1974 asked the -emergent factor. concerning movement = and Recreation: April 1975. committee to submit a 'final 'report. Be-. education mustfirstbe' identified.It PATRICIA TANNERis a member of cause a satisfactory "resultiand eon- was found that, in additioriao the inter- the faculty of the University of South elusions" type of report was impossible, pretations giveivabove, the term méve- Tampa, Fla-rida -,33620 and the committee took a "rfew look at the ment education rkkesents a distinctive Florida, philosophical stance that embodies the KATE BARRETTis at the Univerii0 use of selected terms in the literature 'and revainkd its process of eztamina- following beliefs, beliefs concerned with . of North. Carolina, Greensboro, North children physical-education and educe- Carolina 27412. than; identification, and deffhitipn.Its `- stated, these can be sum- essarily be accepted as the tenets of the Anent, basic movementeducation, and wtal:prograrru.-- exploration. It is reccignized, however, o - that varying interOetations within / the Physical iducitioi is in essence a ctrild's Terms.suCh as movement-..explora- education in and through movement. tion, problem solving, and guided dis- literature/ can be misleading. This idea represents a developing view covery are-still,used within the frame- It is the hope of,this. committee that the view of movement educatioli in its bout movemenvand the potential role work. Here, however, they are used es- it Pia is là the total education of a egad, sentially. in reference to particular teach- most global sense will eventhally .he gen- Chndren are seen as native experiment. ingmetliodologiesandnotcontent erally adopted. This would then also in- era= and -perennial learner5 7 in_ their oi'vn fer the synonymity pf movernent educa- right with the need and ability for self. / areas. _ _ It is interesting to note that in this Lion and physical education within the = evaluated_ learning.Theirindividual scheolsetting,or -formaleducation '-",rates:ofdevelopment andstyles-of context the term movement explora- aniework. This would eliminate ,the 1CariiniCare respected iroth belief that lion assumes *an interpretation that re- education capacityifor. !awning .is related to con. lates solely to methodologya definition use of ,the term movement fidence in self. MI deterve the right to aar interpretation more closely allied to as applying only to fundamental move- succeed and progress at their oWn rate. meritexperiencesfortheprimary the literal translation of -the word ex- grades, particularly 'those identified as -Obvieus- implications indicate a "learn. ploration. ing.environment that fosters independ. These methodologies are all consist- units of content.- ence, individuality, opporturlity for de.- cry with the beliefs inherent in the Eihi- Addendum cision-making, experimentation, and, di. losophy of Movement education and Descriptive definitions for clarifica- vergent-. idens,,ihat encouragei quality would be evident throughout the entire lion of some of the terms used in the perforMance, and that allows for error physical education program. Theygare report are presented here. Thesemeth- -and-ambiguity. ,- desert'bedmore fully latein this dis- oclologiep are-all consistent with the be- Recognition of these beliefs becomSs cussion. lithinherentinthephilosophy of extremely iMportant in considering the movement education and wouldbe curreniuse of the ierm movement edu. Mqvement EdueafionThe evident throughout the/ emire physical - cation. --Development-of-Total Human education prograni. The intent'is to-wed Movetrient "Eduelotr Movement POtential the variety of interpretationsof:these , A .Linit of'Total Program An interesting view a movement ed- terms in cothemporaryphysical educa- ucation thar currently seems to be evolv- with current educa7 When moVernent education is uSed as .that goes far beyond the cationliterature implying a. unit of the total program,- ing is one tional theory. it -usually refers to a ,unit or' series of bounds of ,arograms, schools, and Other MoveMent ,exploration: _Movement ex- small units presented ha the 'primary educationally oriented institutions. This ploration implies a processwhere the evOlving,interpretation- becomesin- enVironinent is al- grades-it_seems_in_these_insiances to velvet-with-the-development -of in- ost open or freest carry with k the irnplications that the creasing awareness of the total scope lowed for learning to.take place.--This remainder of the program does not -fol. isthe situation where the learneris` ,- of movementbehavior andofall directions , low ihose beliefs enconipassed in the related -experiences.'This is not givai a specific series of generally accepted meaning of the term. movement. for operation nor tieddown any _ above. In-many of the texts the all-inclusive view of both the art intent in this . as identified and science of human MovOnient. This Particular outcome. The it is only too apparent that these beliefs process is to givestudents the greatest view mainiains a recognition of ncit opportunity .forself-discovery in and on are' nor,atipPorted in much of the -re- only the anatomical. physiological, ki- Mainder of the program. Movement (including/ mechanical). their own terms. education as iunit also appears' to im- nesiological ProhlerniSolving: With a literal transla- and psychosocial factoreunderlying hu- itis obvions ply a problem-solving methodology and man movement Inn also \theaesthetic tion of 'problem-solving, a. particular content centered .around aspects. It is the. free 'dss&ation,(not that the term implies an enVironment Laban'sccincepticoncerningbody bound by cultural ties or exriences) within- which the child must -come_ to --awareness, spatial awareness, the move- of -movement.related concepts- uch _as _grips with the process,of solving prob- ment /qualities of time,- force, space,and lems, where he beComes better-able to- spaceLtirne-force-flowandsha-line-. flow, and also relationships. cerm-design in all functional, commuL differentiate beiw©n solutions that are Within this' type of unit structure the /applicable or apprepriate tothe.--prebt - nicative,gnd eipressive. human en- alma bask movement,.basic` move- _ km and those that are not. This inter- -Tent education, and movement explor. deavors.- pretation of the method calledproblem- 'ation seem to be used synonymously This interpretation of movement edu- solving means that children are no long- with'tkovement education, allowing for cation would indicate an ultiniate aralu- dealing with movement solely en their slight variations__ of interpretation be- ing of movementin all its forms=baih. oWn terms .but are, being infibenced to animite and inanimateits 'forms of varying degrees lay the structure of the- - tweak. authers, and therefore.- seem to` , adopt the samgeneral characteriitics theory ond practice, process and prod task. All.Possible solutioni are not nee- uct, reality _and abstraction. This inter- essarily known to the teacher in this or definitions. pretation would view movement aa an sttegy-ra 4/ Mpvement Edueado \essential integratingprocess in the de- Gzilded discovery: Guided diseovery is Synonymout Phys need' ':velopment tel --human' potential, operat- Apparently,..: because som hysical ing not onl5( throughout a total physial best described as being a particular di- education progiarn but t6roughout one; .strategy within the wide range of prob- _ educators wereconcerned abou . lemLscilving. -Guided discoveryisthe chokomY Of beliefs which seem to .' total life span. *. 'strategy where the outcome or solution ist the total physical education p to tho problem is known to the teacher gram- when = movement_ education_is _DiScussion- used only as a unit area of content, a . The above 'dflniiions and descrip-, but ls._not-neeessarily-:-initially-knovin_ tionare believed by this coMmittee to by the learner. The role that the teacher -irieiv of movement education as- being plays is to guide the child by question synonymous, with phyakal- educatiod..a-ba- ntended interpretations within_ of a vari- emerged. Thisinterpretation- /implies the' curre use of the term movement or clue through exploration education of the closely related ety of possible solutions tcr-adesired out- hat the beliefs embodied in she !Milos= conic, or certain desired outcomes. 0 '-,ophy of Movement education must nec- content area such as basic move- American AssociatiJn fofIlealth, Phys- ical Edttpation, and Recreation and the National Association for .the Education fYount-Children-Atte the maturity, flexibility, and foresight to form-Tan

THEI'mon CHILD _interdisciplinary team in the search for- better ways of teaching young children KATURAH E. WHITEHURST in all the dimensions of their develop- This in-depth conference, co-spon- ment. sored by two professional organikations .At different periods of edUcational fbr Whom the development- of children -history, interestin 'one or. anbther of is a. central objective, . is a'step in the the dimensions of development has been -right direction: Too long have we lived -emphasizedphysical fitness, cognitive out our professional Jives within thc development, social development, errio- -confines of our own disciplines,not tional development. Now the Spotlight knowing about the insights of the other is on motor development or movement fields of study and, -worse still, not car-, education. The ebb and flow of interest mg..- Linder,theguiseof -becoming in these areas-, 'as well as the predomi- "experts-inseparatedisciplines,' we nance of one oirer the others at a par- have gone our separate ways emphasiz- ticular time may 'be a teal testament to ing only that aspect -of the universe our inability to deal.with the totality,of thatsuitedour narrowinterestsor developmentatanygivenmoment. yieldedto our limitedmethodology. Perhaps what is needed is a new- con- This state of affairs is particularly, de- ceptualization of developrdent--an inte- plorable when a :mists among those of grative philosophy of learningeven a who claim an interestio human new, conimon language_ by which Ave development.ft .is we who proclaim- earl cornmunicate_with_each_other with- the complexity of human behavior. It out the hang-ups imposed upon us by is we who emphasize. the "wholeness" our, compartmentalized training. of the human beings whom we teach. Psychologists have long been aware 'It is we who insis' through preachments of 'the significance of the motor dimen-. that the "whole child- be taught. If, in- sion -in the development of the young dead, the child-as-a-whole is such an child. Several principles of.development, ,intricate and complei organism, it be- give- reebgnition to. it's importance. For hoares---lhe disciplines-that-profess-to examplethe prineiple of the interrela- understand, develog,-,nitd educate chil- tedness of all aspects of development dren to- get together far such serious has led us to expect that improvem'ent exchanges as we have- experienced at inany diMension will have positive this'conference. :- repereussibns in the- other dimensions:' The achievement of effectiveinter-. improvement in the motor area may be disciplinary effort issmore easily written followed by improvement in the social and spoken about than actually 'realized. area and vice versa. Likewise, the prin- Many barriers -to this achievement still ciple of directionalitY in neuthmuseplat eXist, not the least among Which is the controlhasled.totheeducational battler of status, Within ;he hierarchy practice of supplying large pencils, for of disciplines, some enjoy ireater re- -littlehands. Moreover,- some -ofthe 'spect and privilege, than others`, Thus.is earlieit experimentsiin the field, of dif- -created-an-atmosphere-a" defensiveness--ferential psychology were tllose of J. whith utiderrTiings all positive eff. orto MeKeen Cattel reaction tiMe. In reach 'out find to share inttiitions,:n-' psychodiagnosis, movement has- been a sights, and learningi. The college teacher key concept innderstartding' the per-, doubts that . college teaching can be- sonality, both normal and abnormal. iri4roved by the ideas of high- school Play is not only considered the language toachirs whp, ,thernSelves, are distrust- \of normal cl2ildhood, but it is-also the ful of the methods of the elementary i'eythatunlocksthemysteriesof school teacher. 'certainly,: the kinder- atypical behavior for thc child therapist. garten and nursery school teachers are, For the developmental psychologist and glorified baby-sitters, hardly deserving the -childr11,-apist,then,movement ' professorial ranks.- Of course, physical makes sense: it is meaningful. educationeXiststodevelop winning My task, however, ,is to interpret the teams:and to occupy the .energies of meaning of -movement from the point those who -are not interestedin aca- of view of the_ ghild himself. At first demic pursuits. Society reinfaces,these glance, the topic, `:The Young Child: benighted: attitudes'thrpugh its differen- What MoVement Means to Flim,"-'seems tial rewards:of salaries and other forms:- to demarrd, a great deal of inference on my part and to subject me to- therisk . _recognition_It is remarkable, therel._ re,that within sucha- clinzatethe of realfing into the childrs experience my oWri empathic -deductions or even Raturah Whitehurst is prafess'or, Psy. my.need tp -have movement-mean spme- Physical ehology bepartthent, Virginia State.Cal- thing -to the-child. On second' glante, things-Aare not as bad as they first ap- lege, Petersburg. Virginia 23806: .. 2 2 . at, for I have- had the opportunity moves his head to ?ocusishis eyes in 6r To the young child, movement is relationship to a sound and finds toys in a method of establishing contactand to'Observe young children and to talk cOmmunication. Re approaches or with- with them in natural settings over long his environment, as -well as people and other objects with names; As a toddler, draws, smiles or frowns,pointshis periods, of time and the children have finger, waves his hand, purses his lips. -taught me; a great deal about them- he finds that his world is extended by hisq own: mobility. In the enlarged environ- tosses KIS-tread, widens his eyes, shrugs selves. I shall, therefore, proceed to list his shoulders, gesticulates in dozens of, wliat movement means to the Young ment, new objects are dikcovered, ex-. child without apology for my empathy amined, and named. His vocabulary ways. This is a language throughtwhich he expresses "hisideas,feelings,arid or'my methodology. increases for he must ,have new names for His latest discoveries. As his mobility wishes: Also itis the, langoage through '1. To the young child, movement which he clearly reads the meanings and means life. Not-only does- he experience 'increases,the likelihoodthat he will cross the boundaries of other people's, intentions of others. The accuracy 9tthe life in his- own movements but also he young child's perceptions ofnianverbal attributeslifetoallmoving things. rights and Possessions alsoincreases, and for, t6e firsttithettte child must -behavior is astounding.Itis matched Listen to...Louisa' 26 months old finding only by his frankness in letting us know a,,new truck in her sandpile. "0-o-h! a adapt himself to property- rights--a fan- truck, you come to my house? You play damental factor in his -socialilation for what he has perceived. with me? Come on, truck; set moms life in out culture: 7, NOt _the least among the meanings The fact that he_ can move from place of moyetribnt for the young child arc 'rnie." Then.looking back, finding that .sheer enjoyment and sensuous pleasure. the truck was not following, she yelled to place lays the foundation for explo- -back. "Come on, truekr Finally, she ration -of an increasingly complicate& He tuns and screams with excitement as environment--an environment -thaiis an eXpression a joy in just beingalive. returned to the sandpile, took the string , Little Lisa's mother rushed to the door tied to the, truck, and began leiding it social as %Veil as physical Movement assists the young child in- in response to. her four-year. old daugh- "as one would a little child.- -Come on, ter's excited screams only, to 'find the truck." What further evidence does one achieving and maintaining his orienta- tion in space.4 It is an -important factor littlegirl' running at her .fastest speed need that movernentPmeans life' to a and screaming at her highest pitch for young child? in Isis development-of cqncepts of time, space, and direction. no obvious reason,When Lisa's excite- Plaget would consider this incident. ment was so-mewhat abated, her mother --of-1-ouisa-and the-trucL__asan excellent 4.. What does movement mean to a --young child?-lt.means_freedom, freedom said, "Lisa, why were you running so example of the animistic thinking that -fast, andAcreaming so loudly?" 'Cause .istypical of early childhood. In his from the restrictions of narrow-physiCal - confinements and freedom to expand it fcelsio goo-Cmanimie---was_tlie little theory. Piaget finds that the yeamg child girl's quick reply. Lisa's screamswere attributeslifetoactivity .? ingeneral, oneself through creative body expres- sions. To be: "on the move" isto be outbursts expressing the pleasure she then tomovements,to spontaneotis experienced (run,- her own movement md-vements and finally to plants and free. We look- for and find projections -anirrials. The child recognizes at this of freedom and spontaneityinthe thrOugh space. child's _graphic expressions,- in his 'art, S. Ifcontrolled movement means piiFriitive revet that Movement-, isthe ,mastery,..rhythrn, and grace, then un, . 'essence of life outside himself_bin- he his soogand dance, his, capacity for . failure, abaiidonment. _controlledmovernentmeans also coma to know, himself through awkwardness and disgrace.Self-confi- movement. 5. ,iovement means safety. In'ta basic it has sorVival value.It enables dence. aSsurancc, poise, and initiative 2. Movement is', for_the young child, sense imposition - one ,toavoid many forms of bodily can be undermined- by' the an important factor in self-discove. . of movement by external forces or by, Thisself-discovery rangesfromhis harm and as such it -is a "ready defense against several kinds Of danger. Early the lack or loss of 'self-controlled move- fascination4With his toes as ari infant to' ment. Children whia stumble and fall his painful' awareness of the limitations in his develbpment, -the child learns that of his acrobatic skills when he has a rfuick movement, timely; and inthe frequently have laS initiative than those rightdirectionisan important pro- who are sure-footed. -The awkwardand climbed to the highest pinn-acle of the clumsy are always the last to be chosen jungle gym and noW finds it impossible tective device. 'It 'enables him to elude as members orahe team.Their, self-. to baek--down. Through manipulation ,the angry intentions of playmates whom he has provoked. Or,"itImay spare him ..irnagei OnA: or failure mill he discovers one nose, two eyes; two n eroding two nostrils, and the- texture of his bodily assault by a, frustrated parent. and fheir embarrassment has . ears, effect 'upontheir- Willingnessto -- try hair. Through locomotion he-discovers\ He findsiteas,y,to identify _with the independence ind achieves a reperioire storybook character who sho6ts -Run, again. Movement means acceptance. Movement, -then, means many thingS of body skills' that generate. self-pride. run, as fast as you can. You..can't catch Through kinesthesis, he gets to -krrow me.: 'I'mthe.int4rtvread man." The lq children. To summarizs, 4-11 _means ) life,(2)self-discovery,(3)'en-, how it feels to move- and the feedback gingerbread an is a ri.,'.' hero because, ( thrdngh his a-ty and. ,i.wiftness, he is vironmentaldiscovery,both. physical froth each.movement provides cues that fr.eedom, both spatial ire used to develop more -and more able to cope with threats to hii personal . and social'.(4) . (5).safety,(6). ofself-propulsion. safety and well-being. . aridself-expressive. inkricatepatterns (7)enjoymentand Scsin the child discovers what 'a marvel- The actual enviioncneni for which communicaiion, the growing child, mist 'earn adaptive . sensitous pleasure,and (8) ileceptance. ously constructed, organism he is. "Look If movement means so mich to the responSesis much more , complicated at-me, shouted Kip, its he walked a -`developing child; no further justification balance board from beginning to end than the fantasy world otthe ginger- requiredforits. inclusion s, without falling. -See. I cando anything bread_ man. The ply;icahazards of should be cryday living den-land Iinirt'ernasing arn-ong the major technicilles .in educa-- 'anythiv I want to." -As the yron2 tion_ For.somc children. movement edu- child moves, he discovers himself as a emphasis upoo safety educatiOn which separate entity with body features and incorporates the natural defense tend- catidn may be one of many avenues' to encies into 'a controlled and purnoseiul Olt goat of sclf-actu'alization. For others, capacities of his 'own. The ernerging it may bc a -pump primer- to get the concept of self is 'ego-enhancing as he execution of body, movements that are designed to reduce the'scrious and dis- flow of interest and imaginatiog flowing. calls attention to his stunts and tricks. And-for still others, it may be the only __ 3. Moverrrnt means discovery of the abling cOnsequences of bumps,falls, . El environment. As an infant, the child and other accidental impacts. way.

2t.) DISC= DX DiluDic bkau./LA L emphasizesthe educatorN role!n gniding students through these rumUl- tuous years on nn individual basis. Knowledge of developmental changesinphysical,motor,and emotional characteristicsisa pre-. requisite to -teaching _physical educa- tion,in thc middle school. Implicit in ues and future directions programs of teacher education are -experiences which Trovide an under- phyiidai Oucation standing of those specific changes- and- Thow-tbey_relate to skill development. The isolated discussion of physical growth, motor control, and social de- VERN SEEFELDT `-irelopment apparentlyisnot con- ducive to transfer, if theineorpora- e reorganization of -public edu- pervade us physical edudation cur- don of these materials into physical cation, is a continuouS process by riculum? Will the emerging middle education programs can be taken as yihich educatorsattempt to prepare school physieal education prograins a measure of their portability. their clientele for the Challenges they provide for a better understanding, of Examples of the variability among meet in a changing society. A movement and tssult in a wiser use of middle school students.serve to illus- -mac6r concern during the last decade activity in the daily lives of its recipi- trate the problem which teachers 7has -.been the education of stalenti ents?: The syrvey of current ,middle face in their day4o-day atteniPts to o are intransition between the schodi practiees- in physical educa- providesuitablelearningenviron- 0 indiVidualized : programs of ,elerrien- tion, intramuralsi and athletics,re, ments. the standing heights of 12- schools and the departmentalized ported by Stafford3. sdrves notice that year-old girls May vary .from 52 to aPproack of die high Schools: There- many of the past problenis will be 66- inches. Body weight at age 12 general agreement arnong school incorporatediritomiddle school -rangesfrorn - 58 - poundsforthe program's unless there is a concerted _administrators that the curriculum of smallest girls to 140 pounds for the 7---eonventionaljunior high school efeart,to identify them and guard against largest. Skeletal,age as determined by as, failed to prepare -§tirdentsfoe their prOliferation. Several of these- hand wrist X-ray varies from 165 their- high school experiences. In re- persistent problems are discussed briefly months for the earliest maturing girl' sponse' to the disiatisfaction with cur- in this article. - _to 124 months in the latest matOring

rent junior high scliool programs, an; girf.\foliations of_similar. nropor- alternate approach to educatingchil- Individualized Attentlin tioni are recorded for ifitasures ,of dr& within the age range from 10 to to Growth and Performance motor performance. AlthoUgh -- 14 years,. the -middle school, has There is common agreement among are, on the average, two yearsbehind- swetot acrdss the naticn in a brief specialists in child development that girls in acquiring their mature physi- riod-.of .time. the variation in such pirameters as cal size and functional eapacity, the A 1971 report a estimated thai the physical growth, biological matura- differences noted in the developmen- -number of middle schools- in the tion, and motor performance for in- tal-characteristics. and motor perform- tinited 7 States'-'grew from approxi- dividuals of the same chronological ance of girls are true fot bOyS as well. :-Mately 500 in 1965 to over 2,000 b'y :age is at its maximum during the eir- When the diversity in body size. is 1971. changes are, not cumpuherar--period-LThe physical,compounded by &ass size, sex, race, 'Without Precedent when they involve changes which occur in boyi culturalbackground,andvarious- ticationg innovations,- btit expedi- girls between .ihe ages of 10, and -14 other parameters,it _ becomes ap- -is-apt to IFing problems ,which can be _intense or moderate, emerge parent why teachers often resort to as difficult to, relolve-=as those abruptly or require considerable time group instruction instead of individ- Oich precipitaled the change. At this 'n their deVelopment, but ,the transi- ual guidance. 1#t it seems appropos for physiCal tionfrom childhood to adttlthdod re, Despite _clic enormity of the task,- ucition,-tgachersto _Mess their -quires greater personal -adjustments the variations in physical_size and e! in the education of, tronsescenr 'than -haVe been eXperienAd in the. motor ability among children. of outh.2_ Do-- the shortcomings of a previous ars. Thephilos44 similar grade or chronorogical age or bie.hschool education ,gall for curricular content and learn- ing environments which reflect, their -.c-Reprinted. from Journal ofHealth, Physical 'Stafford. Elbinournalof Physical" education diversified needs. HoweVer, ters inter- gducation. Recreation. February 1974_ and Recrejtion 4525,February 1974. 'See,. for' example: Clarke..H., Physi?al relationship of' physical,- moter, and 1 Alezander;--WmarsA; Score on and Motor TestS in Vie Medford Boys social development-hos not received Edfthation------==Grawth Study (Eng)evtoodCliffs,. N.J.: --MiddleSchools?"Today's major attention inprevious .physical 60:67, 1971. Prentice41611,--1971-1;=-Jones, al., . Course of Hainan Developmehr(Waltham,_,_ ---:.1-Tronsescent is commonly used by eda. A.;'and eatorsof_.; middleschool. Children_ -to Mass.: Xerox College Publishingit 1971); 'be the stage of developmenl Which and-McCammon, IL Human Growth and W., A Radiograph-re-Standard of Reference juit prior 10-the onset Of puberty Development (Springfield,Ill.: Chas.' for the Growing Hand and Wrisf(Chicago,__ and eitends into the period of puberty. Thomas, 1970). Ill.: Yearbook Medical Publishers, -1971). 2 4- -77- Intramural 'Activities acknowledgement of school officials idutation curricular efforts. Bas4ed on that students favored increased- py-' recent information, there is currently Intramural Iportsprogramsfor on individual and dual little effort to modify program§ or bbys and girls appear to be a popular pórtUnities of sports in both programs_ provideflexibilitywithin units activity in the nation's junior high The coordination of intramural ac- ktudy to accommodate individual ,in- schools. Thereiseveryindication tivates with' the conteni of physical teresis and abilities of students, Yet that the emerging middle schools will education' programs ensures thatstu-1 -it is.evident that if physical education offer programs which are equally as dents -will participate in after-sthool teachers are, to capacitate students diversified and popular as those of activities which are familiar to. them. through .movement,thenchildren their predecessors. However, a. para- However, the lack of harrn6ny be- must become the reference of their dox is- evident when one compares twee n man y physical education . and; knowledge, and activities must be the p'.1ysical education course offer- intramural programs of schools in the ----selected bit prescription rather than ings of some sehools with their intra- survey is not surprising when one. brjradition; mural programs. Presumably. the ac- considers that over one-fourth had no tivities of the physical education pro- Progriin Content written Philosophy of edueation,-over gram should provide the basicskills 'one-third had no Written course of A frequent criticismof existing for §tudent participation in intramural u study, and oVer one-half did not have : junior high school Programs'is that events. Yet some schools provided a behavioral objectives in written form. _they eniulate or- duplicate the course more extensive seleetion ofintramural their T inability to provide a_ ratioriale offeringiand organizationalstruc- spoits than was available' in for the inclusion of physiaal ed,uca- highschools.How- -tureofthe physical education program: Others tion in the curriculum,- in cOnjunetion Matur- primarilyupon team ever, the trend toward earlier concentrated with an arbitrary-rystem of selecting-- ity in today's youth provides some sports in their instructional program prograrn content, presents a' serious justification for teaching activities at but 'offered a variety of individual -problem in the operational-procedure the junior high school level which and dual sports during the intramural of middle"schools. If the physical edu- were cuttornarily reserved fOrhigh pro'gram.Stillothersernphasized -cation program is tO function Within school prograMs. In addition, many team sports in thephysical edueation the the middle school philosophy, it must Physical education teachers believe. and. intramural 'Programs despite provide a sequential series of experi- thattheintroduction- oflifetime 'ences to students of Varying. abilities. sports- at. the high school level dec The orderly nature of motor skill prives students of learning'these skills acquisition is a matter. of record; the during their- most receptive years, identification ofappropriate- se- namelif at - the _middle' school level. quences for each student is an essen- -"Despite the two points- of_view,it tial'part of the teacher's responsibitity,-- appears that the variation in nkitor proficiency of middle school students Interscholastic Athletics' is likely to inerease ire the ensuing Inkerschdlastic athletic competition', years. Such elements as earlier attain-- is one of the most controversial issueS merit ol bioIogical maturity-and the urrounding middTh school programs.. z =provision of better elementary school Despite the prolonged- involVernent: in _physical education progranwwill en- the issue- t?y botfi its antagonistic' and- hance the achievement of some stu- protagonists, there is currently little dents, -while later biologic maturation scientific evidence, which supports 'or in- conjunction with deprivation of refutes the beneficial effects of these opportunities -to dectime involved in activ tieson -youthfulperformers. moveinent will reduce the potential Corn arative data on the rate of in-.- proficiency .of Others. crea. es in competition atthis _age : The range in Motor..abilities at the .resel aye not available, but Stafford's "ictoollevel indicatesthat y suggests that athletic competi- physical- educationprograRts must opportunities_ tion at the middle scliO01 level'equals proVideinstruttional or- e ceeds thepdpnlarity it _held at a -for those whdse performance- level sim tar grade level in thb junior high - falls .below their potential. Student§ scho who have not mastered the funda;' Thz- popularityofcompetitive -menial, motor skills or those whOse athletic programS has ramiacations developmental leVelbis more compati- jor middle schools, aside fromthe,- ble with the transitional-skills should "potentialphysical_ or_ psychological be -given ample time to learntheSe harrn- they may bring- to the paftici- skills before they areintroduced to Onc of these issues focuses on. the sports .of, our- culture. The op- derive the' benefitS of the,- portunity to acquire,skills thai _were instriktion,..equiPrnent, _and facilities' omitted in-iarlier years and toseleCt activities which are suitable to body prollidect by tax-supported schools.2 EdUcanona:pOlicyhas..generally type,- personal4, and devElOpmental giVen, priority to prograrns whick-ac- level is an inherent part Orthe middle o Modate the student body,priOr school physical education curriculum, ng provisions for Special groups. opportunities the child may have to had their cadet teaching _expeiiince rinslatedintoactivityprograms. practice the skills:in their usual set- exclusively at the middle school or this pippey provides for the, participa- dpg, while the team. members benefit 'junior high school leVel. The large tion.Of all students' in- the physical fromsystematicpracticesunder proportion of teachers whose -under-- educariOn-fand Intramural programs, guidedinstruction.Thesecircum- graduate preparation was designed,- before making any commitment to stances may incrEase the skill' differ- for-high school instruction, hut who an int ischolastic athletic program:,., entialbetWeen the team an'd the non---eveatually acquired jobs the 'mid- Theris evidence that intrarnural a-nd team members, -thus making ft more dro-school, explains the secondary. - _ .. , inte cholastic athletic programs soon- difficult for those, Who were excluded School orientation of many middle sOsirrly the _same school. are not to reach' the achieveMent level of school programq. maintained, on an 'equal basis. The their- peels in subsequent years. A Both men, and women middle AAHPER report on Desirable Athl, - repetitionof these events at an im- schoolphySical education. teachers letie Competition for Children of , pressionable - age maydiscourage often coach interscholastic ashletics, .. Elementary School Age" sugtests young performers from making fur, at the high :school level as well. Al- . that there is an inverserelationship ther attempts to reach their objective. thOughtheseresponsibilities seem betw,een the two programs-when they. A4itempts,triidentifypotential compatible -on the surface, the' shin-. -coexist. The preliminary evid =ice of at es during their childhood, with tion does raise questions concerning _ this survey inditates- that the quality the view toward grooming' them to the Custody of _the intramural pro- of intramural prograMs increases in stardomdis a dubious practice. Aside gram at the middle school, Alternate:, the absence- of after-school competi- from the ethibal problems raised by solutions to having the' phySical edir, don with interseholastic athletics for these. actions, them is also the .cation instruciors conduct- the intra-- equipmenr, facilities,,and personnel. hood that such:, venturet_ will result mural programs involve assigning the . retponsibilityto 'otherteachers-- or .Interscholastic athletics at the mid- in a low proportion-of-successes; The dle school,. as viewed by many edu- 'characteristics which deterrinne ath-..plintinating the programs. The 'latter . cators, areih 'direct conflict With a letie proWess are numerous,,,* inot apPrciach. is unacceptable, while the philosophy which advocates the in- of them are of enVironmental,, rather-former, s [kit, as desirable .as hiving clusion,of every child in the activities than generic, origin. Clarke --freported an, individual in charge of bcith 'of. his 'choice, regardless of ability that the athletic status of young boys srtems who -is acquainted with the ye). Ihe conduct- of interscholastic changed-Markedly over an-eight-year. skill level of the participants. If mid-. tie, competition is, by mature, a period,,between the ages of 9 and 15 . dle school activity programs are to be- process of 'exciuSion, and it is this'years:- Of those who were rated by placedintheir' proper educational element of elimination..which, is of their coaches as outstanding at-some perspective and achieve a status inde- concerntO-'-, some 'educators.Ob- time dining this interval of thne,.only Tendent of- the high schOol athletic. 'viously, there k are many times of, 25% received this rating .at both _the program,' it seems imperative that forced nonOrticipation_in the liVe of elementary and junior high school they employphytialeducation Chdren,i hut . theexclusion- from level; 45% were rated as outstanding teachers' who have a total commit-, -atfiletic ,competition sderns to have in elementary school but not in junior': ment to middle school .programs?- high school, and 30% were, rated as . Instirutions.which prepare teachers speciaL,:sign ficance because of the his- conditions u ,cler which ittakes place OEM-landing in junior high school but ofl!thysical'educationhave and the permanence attached .to ale--not in elementarY school. It is evident torically directed their _attention to- that ;he extreme conditions of over- ward high School students. The recent incident. \- ._. .. , ,- emphasis-1m athletic competition or demand for activity prograins in 'nur- . tearri;,) are, Aspirants ' tO-\nthletic , sery and elemeatary schools has 're- usnally eliminated because they, fail . the deprivation caused by inabil' e \ participate in sports could altetthe. sulted in numerous adempts, to pro- to meet certain standards or,motor vide -courses or areas of concentration c performance -Generallythis failure liv/ of children in these formative yea Middle school activity pro- in eletnentary school physical educe- is attributed to- a lack.of strength, ion. It.. is now, vident. that -the_ insti- wer, or endurance; but the Ultiinate . gramsshould guard.their participants . 'from either of these Situations. - tutions which ,pilpare teacher's Miist cause may_.be the size and maturity. Wso attend to the spec al problems of level Of the performer. Since .chrono7 , -lOgical age' is usually the only ori- Tealber,Preparedness the middle school g a. .terion for . eligibilityfor age-group. The primaryresponsibility -for ' athletic Teams, itis -clearthat-Z.tha translating edUcational philosophy in- 1n_sunimary. this- eport has under- ' earlier- maturing children; -who are t.? practice rests With teachers. This- scrired some of the concerns whioh gEnerally taller and heavier, have arr ..-situationpreatts ..adilem_mafor are detected as ult of a recent' vantage over the tater maturing physical- education .,prograols in the survey on practices in middle school .children.. because/6st of. their physicalactivity -PrO 'rams. Major The,process of exclUding'pefform-,.',teachers Were recruited frceo the de- problems appear to hin inability, to-- ers fiorn teams at, the-middle schoa inentary' or senicir, high schools. Less deal with the physicamotor, and ',is likely to have. frn-Lreaehing con7 than half of the' teacheis who re- social problems of transseent..youth- -; sequences. Elithination frdm a team sponded to the survey queiyonnaire . A in a prescriptive mann and the often, redUces.or removes a y further , propensity to emulate the h'gh schools 7Clarke. H.. .Charteristic 11the in the content of their physi al educli- "PDesirakle Athlelic Compeitibn for ,11-'sung Athlete: A Longiiudinal Look, tion programs and -their -ccl1iduct. of Childreit ' of -Eletnen-iary ;SchoolAge Kinesiology Reviesi; (Wathitgton, D.C.: (Washington, D.C.: AAHPER, 1968). r4A1711,ER, 1968). _interscholastic,athletics. 0

16 2 6 , three-foot bundles of energy (as it I thatif the , once .said couldn't negotiate the distance sdely- world Could be seen through the eyek_ mYself!). At the end of the jbumey of- a child, what a joyful, beautiful, y placeIt would be. Life would she beckoned me to bend over, stood on her tip-toes andwhispered in my "enced in all its beauty as a love you, ting, spontaneous, pur- ear, -Mr. Weber, I really entares meant to be ex- but I love my Daddy, too!" It was then that the revelation caMe to me d njoyed. that Susan was reaching out to me look back at my four years the only way she knew how. I recall experience as in elementary spe- The _elementary with embarrassment the uneasiness cialist, two iasightti come --to. mind. I felt as her little hand wEfs in mine. In thefirst place, I must admit that physical education This was not the role for which I the cluldren have taught me about Susan .specialist is a, was trained. I. felt as though up dynamics, interpersonal rela- were embracing me as fatherand and human Movement, 'las, friend!Istillremember howI though I iupposcdly knew all yearned for 'the security of the gym- thinp before I -began teaching. ot,ntational nasium, with its seclusion in numbers dly, the more I work with phil; and noiseand my whitle! Oh! Just the more realke what litfie about them. They no longer to blow my whistleand neutralize all ippear as beings of the present, but wizard involvement and feelingand .regain aS"teacher." But .instead as individuals rho,have been my rightful status 'who works wonders ..Susan did not let go of my hand that .shaped by ;the past, are being nur- easily, and within a few rninutes -she tured by--the present, and are -con- in the liv es of serned for the future. Because of had my heart. these insights, I must huinbly admit children through As I look back at that encounter 'That any success I have had in work- several Years ago,I- wonder how the' medium of movemen . attempted ing children started the day I many other children have stopped "teaching" them as members to "touch me," to reach out to me, only to be turned off with the blast _ of a --group and started accepting them as iticliliiduals with needs-ach of my whistle. Or perhaps I have With his oi;ft needs to explore, to suc- kept therk buried in a_ line- for five minutes while they' waited patiently ti; and to be acCepted and loved. , JOHN D. WEBER I have come to appreCiate- them as for a thirty-second experience with theyoperate on a feelinglevel, a ball. Or, even worse, if they be- whereas- most adults operate/on an came impatient' and "didn't pay at- intelleatuaI level.I have come to tention," they probably did not get realize. that there isa,_ key ayailable to touch the ball at all. f thank Gbd, _to reach each child I also believe that for people like Susan, and the thou- each Of us has that key within us sands of 'others with whom I have thatipacirY to give. and receive love, had contact, fOr they are the ones to exhibit genuine feeling. who are helping me- to understand 'Mien I first started teaching,I' what makes a- competent elementary found it very difficult to relate to physical education teacher. And it is children in a personal, loving way, this insight that I would like to pass with any display of feeling. I coUld on to, anyone willing to work with rationalize' and_ say that I was just children, and willing to risk having .apprehensive about 'starting my pew his life changed by them. career, but the real reason was that There is no reason,_ however, 'for I was just not prepareii to relate .to me to elaborate on_ all el the com- younger, children,....It Was ingrained in petencies that I feel are ,cssential to me that had to maintain proper this responsibility, since our profes- "Social distance" with juniorafid sion has' already defined them quite Senior bigh school kids in order to adequately. I am encouraged with the Reprinted from Journal of Health, Physkal work being done at some state levels maintain.a Climateconducive -to Education,_Recreation, Ap2.1973. learning. I approached my initiO die- and at the national level to enhance lnentary schoOl expecience with that John D. Weber is presently with the ' the status of elementary physical edu- the -- same frame :ofrefereAcer Olympia Public Schools, Olympia, cation,and, more specifically, elementary physical eduatión. spe- HoWivai, 'never forget the Washington. -He -is cps -elementary day little five-year-old Susan look me physitaleducationconsultant,a cialist. There is one ingredient of the mtl-by the hand and carefully program develer for developmen- physical educator's role which I feel. me across a jungle of steel tal learninand a camp ,.director Was VS, be given even -more emphasis itusteeming with ,wriggling, for j dtechool. district'soutdoor -Tand it may be the very cornerstone -Tannin& bouncing, screaming, joyful, education program. to the eltmentary physiCal education

= 2 7 peeialist'v success: He must be able . to motivate a child to learn, to bethe catalyst for the child's learning ex- perience. If the teacher does not pos- sess this ability, he will beunable to eftect,learning regardless of how . many other competencies hehas mastered. I would describe the ele- mentary physical education specialist as a motivational 'wizard whoworks wonders inthelives .ofchildren through the medium of movement! Jo StanclIfield has acknowledged four principles of motivation in gen- eral , education:contagiop, expect- ancy, effectance,- andinvolvenient. I believe these principles have direct implication for elementary physical. education, and I have endeavored to adapt and apply them to thisfield. Implied in my discussion are the compentencies which I 'have come to believe an eterrantary physical edu- cation specialist must possess.

Contagion. The first principle, cen- tagion, relates to the elementary spe- cialist's attitudes and how he projects them to the children with whom .he is working. It is that aspect of the elementaryspecialist'spersonality which -rubs .otr Onto the 'children azd teachers with whom he comes in contact, It is the excitement be gen- erates when he leads children to ex- perience the cause-effect relationship between movemeht and the discovery of self and the world in which they five. It is loving children as they are and making them feel good about -themselves. Basically it is the ability . torelate or communicate with chil- dren at their level of need. . The elementary specialist needS to understand.that communication is a two-way process and- that howeffec- tive he is in facilitating this process is direCtly proportional to his under- standing of the child's-feelings toward him and the child's means of corn- mudicating with the teacher. Susie -may -see him as morethan just a teacher,such as a fatherfigure, authority figure, friend, Or possibly ths.first significant adult outsideher family Willing to giye love, accept- ance, kindness,and leadership. If the teacher fails to recognize her heeds and fails to relate to them,both'the teacher and Susiewillexperience --frustration. She may then seek atten- tion by striving hard to excel in phys- . 18 icalacdvity,byturning onthe charm, by making herself a nuisance, or by just becominglazy or lacka-' daisical in her participation. If she cannot gain attention, she may en- gage the teacher in a powerstruggle by demonstrating rebelliousness and stubbornness. If she is thwarted fur- ther, she may even seek revenge, or retaliate for her own feeling of being hurt. If she still has not gained any feeling of any status or worth in the ,group, she may develop a complex of complete hopelessness and a sense of worthlessness as anindividual, re- sulting in the inability_ to participate in physical education activity. And the final producta physical edva- tion drop-out at the age of six! The elementary specialistisnot immunetoassumingundesirable means of handling hisfrustrations, either. -His position, authority, and prestige, which are ingrained by tra- dition, --are at stake in this two-way game. In trying to maintainhis status withSusie,he may become too lenient, may try to appease het, Flay "Av 'become too authoritarian while try- 'ing to control the situadop, or may retaliate against her to compensate for his own disappointment. The quality of the relationship be- tween the elementary specialistand the child cannot be overLemphasized. It is one of the 'vital keys to the suc- cess of the entire elementaryphysical education program. The success of thisrelationship will influence the academic and soci0 attitudesthe child will develop toward future cog- . nitive, social-emotional, and physical experiences. As I see it, the most effective way to prevent relationship problemsand deal with ()flier motivational difficul-

- ties is for .the teacher to become a master in practicing-thearC6f loving,, for riothing is more contagious.It also the source of-enthusiasm, an outward manifestation of love. I have heard many teachers com- ment on- how they love"children, , but their outward displayof their sense of love in theleirqing situation 'appears to a more a feeling of toler- ation than of love. I, _too, am guilty of tolerating the -children attifnes, - but admittedly, have always found :companyingthis thii response to be ineffective. -By _anehart, physical definition, "love is a feeling of per- he Woodmoor Ele- sonal attachment induced by sympa- Elaltimore County, selected Maryland , thetic understanding"; toleration, has 1-972. no place within this spectrum. 2 8 Granted, it ismsometimes difficult to love the "nuisance" whose behavior is always contrary_ to what the class is doing, or the one who perfonns a motor skill according to the way he wants to (if he can do it at all), or the one who says, "I can't" and will not even try, or the one who con- tinues to 'bounce a ball or twirl a hula hoop after having been asked repeatedly for hisattention: What these children are really saying is, "Love me for what I am, and low.; me because I mil" To meet them at this level, the elementary specialist must firstbe able to love himself. Second, there must be harmony between hisphi- losophy of life and his motives for teaching. And, third, he must be flex- ible in his planning and organization, enthusiasticinhisapproach, and warm to the children's needs. Love is not just the emotional in- volvement with a child; it g the con- scious practice of an art -an art too often neglected. And as we practice this art we betn to exude enthusiasm and kindness. When we become enthusiastic,weaxe . emancipated from convention and personal inhibi- tiOn.S. We then become excited about our involvement with kids.We be- come free to experience the same excitement that a child feels when he discovers an old oak tree just waiting for someone to explore its upper branches for the first time. We be- come excited over the possibilitiesthe free has for a movement education laboratory withitslow and -high' 0- branches, designed by nature to ac- commodate any .child with any de- gree of motor abilitya place where he can experience the elements of ..timo and space and the sensations of force and flow. Then we become everVmore eicited and enthusiastic lbout the inherent potential children have for exploration and achieve- ment, and we lie awake at rtight, thinking of ways to get the child to discover the tree When we reach this stage,- we become contagious! And when we become contagious,- our -enthusiasm begins to infect the lives of the Susies and Tomrnies, and their attitudes toward learning blossom. So, -4 you want to experience the reality of contagion for yourself, let any.Susie take you by the hand, have the courage and patience tO Ilang on, and let love Work its miracles.. 2 9 Expectancy. The second principle of motivation, expectancy, is closely related to-contagion. When you be- come excited about the potentialin children, your expectancy of them also increases and shows itself.In this sense, expectancy refers to what the'teacher keis the child can learn and how this;_expectancy shapes the child's auitirde toward the learning situation. There are two factuis ,of thisprinciplewhichIthinkare ewntialtoenhancidgmotivation. First, a child's performance isdi- -rectly proportional to your expecta- tions of him . The more you expect hirri to explore the oak tree, the more he Will. Second, the .child must ex- pect that a change in his behavior will take place each time he enters the activity area. Each time he.climbs in the oak tree he knows that he will have to alter his climbing technique to conquer the next higher branch if he is ever going to reach the tort The elementaryspecialistmust create an atmosphere filled with the anticipation that something exciting and rewarding is going to happeri! The child, by nature, has a high level of expectancy, and when he comes to the activity area, he ,expects to become involved in an activity which will meet his needs. The specialist's attitude toward the child'sinvolvementtellshimthat "I know yon can do it!" "I have faith in you!" "I will stand behind yon if you fail and willhelp you to discover a different solution to the problem)" Because of tradition ,and the preconceived ideas of what the childiscapableoflearning, we sometimessetgoalsaccording to what. weexpect from the average youngster and provide little to stirn-_ ulate him to achieve above that level. Our level of expectancy of a child is also conditioned from what we have known his performance to'be, in the past. Wd may expect too much or toolittleof him based on prior knowledge of the child. Either ex- pectation may discourage him in his attempts to master a new skill. One of the easiest ways td stifle a child is just to tell him by your-expectations of him that he is "drimb," or ,"un- coordinated," 9r a "trouble-maker" and that is exactly what you will help to develop, a child who sees himself as a "dumb, uncoordinated,trodble- maker.- Td create an atmosphere of expectancy, you must provide the

19 p child with an open-ended opportunity to develop according to his capabil- "es and desires. With the expectancy of achievi- ment and success, the child will an- icipate a change in his behavior each time he enters the activity area for instruction:Although the change wil be an improvement in motor skirl, it may include also greaterinsight into mathematical and science concepts, music, and social studies. He may come to realize that since hehas unptove0 in specific grosS motor, fine motor, and perceptual-motor skills, his penmanship and reading have improved. Asa.resilltof hisin- creased classroomskills,hisself- esteem improves, and he gets along -better with his teacher, family, -and friends. When the child begins to realize the variety of benefits from physical education activity, he will, in turn; expect to become involved in a learning experience each time he participates. Those precious min- utes in tbe activity area, then, be- come a continuation of his learning experience: .1havewitnessedit_ happening' many. times that thechildren have come tos "iraste time" playingrather than having come to learn. The chil- dren are not always at fault in these _situations.Too,manyclassroom teachers have the attitude that at 10:40 a.m.,lea n ing stops in the reading group, a d, at 10:45, "PE" starts in the gyi_,asl if to say_ that when learning i ops,1 "PE" begins., Associated with ithis attitudeis the fallacy that theflly 'time kids are ready to do thehlbest learningi is _in , the morning betw en 9:00 and 11:00 when they..are ale "PE" is reserved forthe .alternoowhen they are "tired" and need t me to let off-steam and. flex _their mus lei. It goes witho t saying that we achieve what is e pected 'of us. And thiS is never mortitle than in -ele- mentary schoolhysical \ education, or any bther phase of thechild's edIN cational experienc I

I Effectanee.The third* 'principle which is essentlal to motiVation is effectance. It is the child's . ability to cope effectively wi h a rim \experi- ence. It ii also hisiibility to attempt it, . a new movementkill, practice 20 evaluate, and_ repractice it untfl he has it mastered. This principle places the responsibility on the elementary specialist to help the child cope with each new physical skill by adapting its component movements to each child's level of ability and style of- learning. There are-two areas of effectance to be considered. Thefirst one is vertical effectance. That isto say, the child has to sacceed at thebasic, lower level of knowledge and physical skillbefore hecanachieve and enjoy success at the next higher level. In order to do this, the elementary specialist must state in 'concise, be- havioral terms those motor skills that -are to be learned at eachlevel of the child's development. It- is crucial that both he and the student have a specificcriterionthey can useto assess the degree to which'the skill has been learned. -- After the motorskills are defined behaviorally, they must be presented in a sequential, spiral progression so tltat the child can experience success at each appropriate level.Each level of_ skill presents a uniquekaming situation where the child must be- come involved by using allof his senso6,modeshissight,touch, hearing, taste, smell, and kinesthesia. Furtht..c involvement in the skillis brought about by forcing the child to become cognifively andemotion- ally involved by presenting theslcill as a problem to besolved,- rather than by following an example set by the teacher. As the child works to- ward the solutión, he may, alter the basicmovement patternshehas learned already, or he may create new ones through hisintellectual and physical exploration of the many dif- ferent facets the problem presents. It is most important to remember, however, that he cannot be creative in hii movement in the most effec- tive way until he has first mastered- the -basic fundamental skills_ which allow him to explore: With the mastery of new skills and the experiences of success and"&t.i0- ment in the physical education ac- tivity, 'the child has the basic knowl- edge and physical skills to explore and succeed .in other areas. This is called horizontaleffectance. As a result of skills learned in Physical education, a boy will be able to join hii peers in a gime of touch_ football or soccer duringreceis and find ce in a group. He may outlets for his physical Competencies of the Elementary Physical Education Specialist activity and become interestedin 1.Demonstrate the ability to motivate children to learn traniural sports where he can excel 2. "Dernonitrate the art of loving all types of children, communicatingwith and fulfill his needs for corn- them as unique individuals at their level of need andgrourfidentification. 3._ ConstnIct program objectives at each level of development and state Older, intermediate grade boys and them in behavioral terms girls 'who have experienced the joy 4. Apply the facts and theories relating to human devtiopment andlearning of success may desire to become' in- based upon the following: process of motor development, process of perceptual development, human anatomy, human physiology,develorfr volved in any of the lifetime, sports, mentr.1 psychology, educational psychology, and childbehaviorwith such as tennis, swimming, bowling, some emphasis on the formative years or skiing. 5.Develop evWuation procedures which will assess the degree towhich cognitive, social-emotional, and neuromuscular learning has occurred at each level of development 6. Modify and adapt the progression of physical skills, games, andactivi- ties to meet the needs of the atypical child, including the emotionally, Involvement. The lait principle of mentally, and physically handicapped Experience for himself and be able to perform movement patterns,skills, motivation, involvement,.is the me- 7. and 5ctivities dium through which contagion, ex- Organae and involve largd numbers of boys and girls formeaningful pectancy, and effectance work. More 8. activity simply stated, the elementary special- 9.Relate mathematics, science, music, reading, and children'sliterature- ist- May be the most contagious per- ., and art to the child's elernentary physical education experiences son ever, but if he does not provide 10. Design creative activity areas, including movementlaboratories, multi-use Tortunitiesfor kidsto become 1gymnasiums, and playgrounds which will stimulate children toeiplore totally_involved in physical education Demonstrate administrative ability in scheduling classes foractivity, in activity at their level of ability, the developing budget procedures (including ordering andpurchasing of program's objeitives will never be equipment), and_ in developing procedures for use, care, storage,and distribution of equipment 12. Organize and develop an effective publicrelations program -iugh the Regardless of the activity offered, use of demonstrations, parentinvolvement in_ physical fitness testing arid each one must be designed to involve as teacher assistants, serving as a resource person, orconducting work- each . child -in° a cognitive,. social- shops emotional, and physical-neuromuscu- 13. Organize and conduct intramural and otherrecreational activity lar activity within the lirMtations of 14.Design and constnict inexpensive kinds of equipment asneeds of the congested space, limited time, and activity may dictate (such as bounce-boards, balance beams, targetsfor Iiited amounts of equipment. throwing practice, paddles, hula hoops, etc.) -Large class loads, inflexible sched- ules, limited time, limited space, and limited equipment are some of the rnent and well-being of others as a problems whichwillcontinueto basis for success in this field. plapte the elementary specialist in- Many specific competencies have his 'effofts to involve the children in been identified by renowned experts physical education activity. Some of in the realm of elementary physical _these obvious problems'ean be solved education, and they can be found.in.- by the specialist involving himself the Current literature. In the sum- with other persons who haim an in- mary here arc listed some of the . west in the program,such as ad-. competenCies implied in this paper ministrators, teachers, and parents. as being .essential to the role of an In-service training workshops con- elementary physical education spe- ducted by the specialist for teachers cialist. Some are general in nature; andadministrators,andphysical others ate more specific. They are education demonstrations for PTA not All-inclusive,Irealize,butI groups can help inform others' abput have come to appreciate them as 0 the value,of the, progam and the those which have bad the most mean- needs to-improve- the Trogralh. ing to me in my four and one-half -The less obvious. threats to pro- years of teaching experience. ant suacess can usuOly be reduced But perhaps, the greatest compe- when the specialist practices his "art,- tency of all is just to be willing to let of loving" and manifests it in his the Susans in your life take you by "genuine involvement" with staff and the hand, to have the courage and community; as well as with the patience to hang on, keep your eyes Thus I have begun and con- open -and your senses- Alert,and let cluded my thoughts with the im- them show you what the game of portance of a loving attitude and elementary physical education is all concern for the gowth anddevelop: about. 0 21 CurticulLim Alteignatives =Directions and thrusts MARK HANSON locomotion. MO% judging . mtifOurstneedanenvi- 'theme,such as Phyolicael ronment of many sensory space; weight transfm balance, or manipula- Education and social experiences to tion of equipment is decided upon, and all sorts '173 facilitate learning. PhysiCal of 'activities carried out to develop that theme. activity is a wrinderful way to enrich their lives In locomotion, for example, a group of lag to and to reach them as they grow and develop. games might be used, teaching youngsters The physical education period is a laboratory run and stop throughthesegames. They for many types Of learning as children develop wouldn't Ke learning the games just for the sake healthy atatudes toward social ..telationships of the games, Elulratt,6- for the -sake rif The . and learn to value; interact, observe, think. skills of-running and stopping. As each, theme and-create. Physical-education also helps them is introduced and problems discussed, activities learn to communicate, to express ideas ,and for solving the problems will emerge froM the feelings through Movement_ and vocabulary___,ideas of the children. Rather than taking a hula__- pupils learn` to cooperate and to compete. hoop and devising a number of activities for it They recreate. They develop skills and under- aCtheme or concept is chosen (perhaps manimo standings which erthanee their poise and self- [anon of equipment1 and 1113rq RIOS are col- gOod confidence and they .acqffire, such concepts as lected and espgmenied with tit develtip strong, weak, fast, slow, up, down, around. moVement around that theme. A child gaits% a he through, over, and under, 'I:hey learn to judge sound nnderstandings-t1 how he Moves, what the spaee, distance, right, left, speed, force. as well moves, and where he is moving. Perhaps feeling fordhis approach can be caught 'from a as to anticipate actions of others.They learn in liSten, follow poem written by four-yeac-old Jeff in 3al4ivo. a laboratory bf "doinehow to Dino thrections, communicate, and relate with peers mcnt education class condoctcd by Don as well as adults. They develop skills,function- of Ottio Junior College, LaJunta, Colorado: al fitness, attitudes, interests, and Our class called u:ffintiled hnowledges foi a lifetime pursuit 1 he movements are so free of health and happiness. Because It's fun to he a student physical educators' are responsive to the needs With friends that laugh with me! of children and the changes in educatitm. thew 2. Tlw .yeeond thrust, percyptualdnotor de- child is a new look in elementary physical education. velopment, grew out of concern tor the What is this new 1000 During the sixties the with leaping disahilities.Filucators realized only so emphasis had three special thrustsnuwement that if a child had trouble reading and education, perceptual-motor .development pro- much remedialreading provided help they grams, and a multidisciplinary approach to would have to Find utlwr means, to remtive learning. These continue to characier0eiood blocks to learning, i hc many sticcesses Of mo-. lor tietivities` in clinical situations created ade- programstoday, .withsomemodifications, There is increased emphasis on the contribu- duand for schools to use motor activity as an tion ol motor aclivrty to the affeetiye domain. approach to improse pereeption; hence ,the There is Mcreased concern about the motor de- term perceptual-motor. velopment of the' young child. There is a surge A rash of programs developed :through fhe country, And trviaetion into-acedtheory, Mien- of 'int.crestin creathe datwe integrated with Tnented 'evidence of cause-clfectrelationship other arts. But these are genet al termS, 'and re- there has , was seam. In- recent veats. however, quire some explanation. edu- I; What is movement effircatitt ? flow does heeji esillOnce to support many of,,the it diger from the physical education of the cators'originalassumptions.Studieshave past? The major goal of mosimii m education shown that: --The slow learner, is usually a poor motor is efficient movement for all of litc's a useful Other goals include a knOwledge, understand- performer, hence motor tests .are ing,, and developMent of the- creative process, screening -device. Patterns of development of the normal' and learning how to leani. A curriculum expressing that point ofview child do dilter fromd he sIsOwly developing child. Thought is associated with sensory input. --even a single lesson doingsodiffers eon; --Controlled movement depends on sensory siderably from the traditional' is-Olated unit aP- proach,.. especiallyatthe primaryleyel. A input, -

Reprinted from Instruct°houary 1973. --Transfer of skills and learning does take Government and .lirusate kiundattons have place under certain conditions.For example, v.xinessed then .interest iii vablishing thc arts a child learning to pitch .a softball iinvWrhanif as.the eore tlw elementary program by fund- might be able to transfer this skilLto. serving- ing pilot projects caned "IMPACT- infive a volleyhall-underhand.iOn the other handhe ties.(They're located m Alabama, Oree0n, might not be-able to pass a football efficiently.) California, Ohio,. anti Pennsylvania.) I fere art, Percepuial-inotor programs that arc fklcilsCkl music, dance, and drama have united To open oil space orientation, visual perception, .audi- up new possibilities for original thinking and tory perception, kinaesthetic awareness, tactile creative exp'ression ,for all children, not just a Ft.tot Loop% lor Eleniconari, School Physical experience, and motor skill_ development may limited few. Teachers are learning to use the Ida( miim. (A series of twenty-four 5nim tech- be hetping to develop learning power. arts as important tools for teaching and for de . nicolor loop tffincartridges on Basic Move- Interestingly enough, by the end of the sixties velopIng pathways toward deeper understand- ment and Fundamental Skills ) . 'Available Holt, - educaforif were discovering a great.commonali- ing of basic concepts in the academic suf.;ects. Rinehat 1 and Winston, 383 Madison Avenue, ty between the content of movement education, Today, ,ciincerned leaders are looking at -a New' York, New York. Produced in coopera- perceptual-motor programs. and those for the curriculum in, a much broader way than -ever tion with AAF,IPER, 1969. _ handicapped- children. Educators are now be- 'before aCthey examine -the :unique and .essen-, Task Force 4aa Children's Dance, Ed, "Over ginnMg to identify a mach more meaningful bal. yet complementary, ode of physical edu- the Country Children Arc Dancing:: Journal of physical education grogram focused im a pro-, cation in total learning and child development. Health, Physical Education Recreation, Oct,, gression ol developmental activities. coupled 1971, pp. 27-39, ' with concern (or each child achieviag_success- Readers interested in pursuiag, fUtther-some Guidelines for Chili/re Hance. American of die thoughts presented in thiX article may by working m his own rale and according to his 'oeiationforI lealth,PhysicalEducation own needs and abilities. by consulting the folffiwing resources: and Recreation, 1201 16th Street, N.W., Wash- -The increaSed interestinthe very young Trends 4/1 Elementary St ington, D.C. 20036.1971,12 pp.( #243- child has also led many to reexamine the con- AmericanAssociationforHealth, 25154) 50e. tribittions of motor activity to development. PhiC.al Education and Recreafion;-1201 six- Terry, Walter, "The IMpapt of IMPACT," The value of play is a predomiaant theme in teenth Street, IN.W Washington,- D,C, 20030. Saturday ReViEw. February 5, 1972, nursery school education. However, the focus 1970, 25 pri.1 -4.t245-25112) 50e "- Flinehum Betty' NI. and Hanson, Margie. has been on -.learning through movement" such Remly-Vrt-Go (-Television series and manu- "Who Says the Yining Chi/d Can't". Motor Ae- as: exploring. diseovering, relating to others. al for K-3.). National Instructional Television OVITV for Early Chthlhood. AmericanAssocia- sharine,- developing _confidence and courage. ,- rieui,, aerviees, Box A, Bloomington,. tion for llealth, Physical'Ineation arid Reefed- Islow thereisad added focus---1earning to Indiana 47401. Produced in consultation with tion, 1201 frich Street, N,W., Washington, move wejlf ig tuned. leaders are' achieving AAHPER, 1970. 20036. 1971, 16 Pp. (#245.-25152) 50r . both glials simultaneously when the program iS carefully developed and.carried out. 3. The seventies have brought an inere.. interest in Tile third thrust of the sixties, the multidisciplinary approach, with a focus on the Phys Ed is directive domain, With a renewed interest in the quality Alf. life and a Widespread, popular interest in the arts, there arc inereasing,cfrorts Movement Ed . providemoreopportunitiesforcreative dance for children and to improve the quality KATE R. BARRETT Of these-programs. Like other motor activities, dance has a-movement base. But it also has an extrystr's and teachers have non is. in -essenec.' a child's movement educa- added dimension, one of inner self-expresion always known that a child tionhis effiwation in and through movement, with aesthetic overtones, usually with rhythmic needs to move as a way to AX,an idea, movement education is not entirely -accompaniment, grow. Th1g need is expressed new. What is new, however, are fresh insights Throughout the cotintry increased interest ) children as They play, itut educators, espe- Imo its potentiarand the emeiging implicakms -alSo- can be found in integrating various subs eidlly those iii physical education, have a new for elemental y school physical education. ject matter areas around a general concept. =awareness of how vitally imporliffit this needis The need fors:irefully designed learning ex- -There arc programs, for example, in which art, and of the implications it holds for all of ele- periences tfficaglniut a child's education iS nOw ,musie, science, and physical education have mentary education. This sharpened awareness, fairly Onions. More is known about Carly united tif focus _on such cnncepts as balance. together with the nCw-emphnsis flit the "whole- 'learning as well a, the possihie influence jt May force, and direction, to help the child gain cog- ness" of how children leant, ha% .ffirust physi- have on later performance and life, Although ' nitive understandings through a varietY of 'sub- . cal education into anew era, the term "early learning" usually is associated more with the preschool child, physical edu- jeCt .matter experienceS--"Learning through The new era has many characteristics: but movement while learning to move." Mosisignificant is the idea that physical educa- cators are expanding the idea to in. litde all of 31 In a lesson highlighting the expressive qua& ty Of Movement, the facile may be on contrast- ing sudden with sustained movement while emphasizing the use of the total body _ (this focuses on the body and eflorrcategodes). Younger children might try to show sudden and sustained movements while traveling about a Spate by suddenly:jumping to the ground, then slowly wafting or lowering their bodies. oldeF children might refine a sequence %thief' shows clearly an opening and closing action of the body while at the same time contrasting sudden with sustained movements. The tiacher, as be- - fore, observes, &susses, and-plans for the next set of objectives and activities. . Withagility-orientedmovement,children the elementary school years:. When viewing might begin working on the floor, experimente physical education as a life-long expetierice. ing with different ways to maintain and lose they consider tbe elementary school years a tbeir balance, such as balancing on two hands beginning, or foundation, in which:the child and one-foote then rolling' over and-regaining7 Should &ii-iinified-dnderstanding Cif melee- ment to be better able to cope with future balance on two knees (this focuSes on thc bode eral aipects of physical/educationgames/ aspect of the_content) . The children might be movement demands. This view suggests three ten, elevin:M ce-c-n-twelve years old, since this interrelated goals: sports-, dince,--and--anifiaities =Main basically the same. The differences are in what is occur- isafairly .difficolf concept requiring some -I. A child should be able to move skillfully. previous experience. Once 'Versatility and.con- 'Ile-should be efficient and effective in move- ring within the specific activities. 5uppose there is a problem, for example, on handlieg a ball or trot is gained these movements might be ap- Menu situitions,.both planned or unexpected. plied to differeni arrangenivis of small and 2. A child should develop awareness of the beanbag using different parts of the hands or personal value of movement. Also, he should '(this focuies on the relationship and body large apparatushoops, low hurdles, benches, tegorics of the content ) A group of six: and boxes, tables, and balance beams. In $o doing, become sensitive to how he feels about his own the children are Iuriher challenged to gain. movement, as well as the movement of others Oen-year-olds may be asked to find out for themselves the' different things they can do with stery over their bodies in a eafiety of eitua- 3. A cMld should have knowledge about Otitis. Later on these children might focus on movement and the principles which- govern it. either object_ They can be -encouraged to seek different wayS to handle the objects with their relining certain moves. For example, can they ! He should understand how this is applied to feet and hands. The experience serves- as, a` move gracefully from a jump to a walk to a his own movement and that of others. squat in one fluid movement, Thee than in a As physical educators have more clearly starting point, a point from which a child and his movement potential(in 'this case more series of-jerky movements. Stressing the use of identifiedthese broad goals for elementary edifferint body parte and theidea of directionake, -school children, so have they clarified their be- specifically related to objecthandling). will fiefs about childre% ard education, They' view grow_ After observing carefully what the chil- or level changes would give added.challenge tol the child as an individual with a,potential for dren actually do, the -teacher can ,decide how children_ready for it (this now adds (Se space his own unique development. He is a seeker best to help each achieve- even more,' aspect of the content and a new dimension of and a doer who learns most effectively when -With the same general emphasis, that of the body). es the eiperiences are personally meaningful. He handling an object, a small group of eleven- From these examples certain eharacte has. his own ways, rate, and style of learning. and twelve-year-oldi may be oked to impro- of the physichl education environment are evi- A child's education revolves around such vise a game. Their work may focus on improv- dent. First experiences are mainly individual- ing their ability to handle the ball with the-goal ired so each child can wort 41 his own rate and goals as rational decision-making, independence is accom- in and love of learning, self-identity,self7 of putting another, player out (this focuses on in ways meaningful to him. -This acceptance, and sclf-worth. The fact that chil- the relationship category of the content). In-,-plished by structuring eacfi experience so that dren implement experiences_ in a way that is their attempts to improve ball-handling skill, in itallows for the natural differences amondcliii. consistent with these beliefs' has influenced the activities with one or more players, the chil- Men. There is no consistent "pattern of struc- direction of today's physical. education. dren may decide to work specifically on throw- ture" because children's needs differ from slam- tionto situation. Secondly, there are always -The content of physical education is con- ing for distance and accuracy. This- may be sidered movement,- with four major categories; done first without a runner and then with one. opportunities for children to make decisions I. 'Body, or what the body can die Letting pupils make their own decisions about regarding their own learning. -The type and 2. Space, or where the body can move. specifically what to do' gives them Many op- amount of these decisions reflectthe teacher 's 3. Effort, or how the body can move, portunifica-for personal involvementinthe understanding of:children, movement, and chil- 4. Relationships, or with whom or what obe learning situation. The more activities they de- dren learning movement. velop and carry on, the more contiol they gain The actual material or content and the goals jeets the hody can move. toward which children are working make cvi- 1 Let's look more-specifically at what is hap- of their bodies. If he meds to, the teacher might pening in terms of these categories. The gene suggest -more challenging experiences. dent a.third characteristic. Lessons tend tO be himself further, and in so ...Ming help him gain designed around a major movement focus, such greater control over his body. as handling an object, contrasting sudden with The concept of progression is inhe'rent with- sustained movement, maintaining and losing balance. The more -specific and potentially in- in all the ideas discussed, provided the child is helped to understand himself in relation_ to his diVidual goals for each child emerge as the les- nuwement potential. The team of the child-and ' son or lessons progitss. These goals can then, the teacher strivmg.together toward these goals be identified in more specific !CMS (i.c., be- haviorally). Goals such as a specific type of has potential for a very exciting and challenging throw (overhand throw, tWo-handed under-. SPc:Wats.- Phxsical educators arc committed to the im- hand threW, and so on) or a specific gymnastic portance that movement plays in a child's edu- move (head stand, forward roll) are no longer catkin. They are cornmittcd to the goal of skill as important as ends in themselves, butrather in movement, appreciation of movement, and they arc a part of something much larger which knowledge of movemen t. as they develop in an relates to a ehilg's- ability to adjust his Jnove- educational setting of decision-making,- inde- ments to diff&SI situations both prearranged pendence, and self-confidence. A different ap- and unexpected. To accomplish this a versatile, proach-is needed from that of the_past if we dextdous and 3dr-directed mover is needed. are to help children become competent in their- As the child works within the structure of each own right to take theit place in the-world. experience. the teacher must W-pliim challenge

27 movement education challenges an inner-city school

THERESA RIZZITIELLO

During the 1970-71 school year we at Y have presented the philosophy and utilize( niques.of moverhent education.with children f ily populated inner-city school, P.S. 134, in C York City.- When we designed our work with at P.S. 134, we had a threejold purposp in we wanted to generate a. developmental scrie in movement education for a group of highl) grade students. Second, we hoped to show th teachers at P.S. 134 how they could comfot _porate a variety of methods in their existing And last, we expected to involve York Col education students in the progam to introdi techniques that would enhance their teachinl .With the cooperation of the principal,th( teacher, the Children, thE students from -Yo parents of our first graders, we were able to a variety of perspectives. Drawing from dies fashioned a program to suit the needs and ab first graders. The primary concern underlyini ,was whether or not-the teaching styles would and effective when applied to large groups with diverse backgrounds. We decided to approach Arnold Raisner, PS.-134, because of his reputationf(irr( programs and techniques to individualize ir all areas of learning. P.S. .134 is nOw partici second yeu of a 'federal grant for individual': instruction (IPI); it is the only school in Qui been selected. Although only A few clisses Reprinted fromJournal of Health. Physical Eduroann, :January 1972. 28 nses from the children who, at firstoverWhelmed by tc freedom and release we offered them, weresatisfied to run ar bre*akneck speed. The various sound_ patternsof the drum helped elicit appropriate kinesthetic,iesnses. The Safety Factor The only' limitation we placed on the children was the uniform response to the_ catchword "freeze." The.ehildren derived -pleasure from developing a game from this as they assumed a unique body r4ose of -frozen- motion" with each call to freeze. They also enjoyed the luck of restriction they ewerieneed from barefooted movement. Wo decided with the children that if soineone collided with 'someone else, he would automatically oit out for a short period of time. In-an attempt to provide a edunting game for the child while he- was on thesidelines, we, suggested that he count to 90 before returning to the' activities into the lesson. For example,we had thechildren activities: the children's abilities modified the count to ten. use jumiropes to duplicate theletters of the alphabet -and to translate the shapes into body shapes. At onepoint, The Individual's-Sense of Self we asked the children to try tobe "as tall 'las the Empire When we began, during the mass- activities, the children State Building." Then we realized that some youngsters were content to move in groups. The individualchild was had never heard of it. -But we did find that, imagery as a unable to relate his own body triahe surrounding area; he form of communication had value in terms of hothbody did not have the confidence to "do. his own -thing.- At language and verbal-comprehension. -this age level it is natural for the children to want to be in a group. We wanted to direct each child to the 'joint Development of Manipulative Skill where he would enjoy exploring his own abilities. We Rdfining gross motor abilities to more delicatemanipu- gradually tailored our activities to this end. lative skills is necessary not only in physieal education One of our techniques was fri provideenotigh materials activitieSiblit in the classroom-as well,=---We=ttiought=that_ for each child to- have his own piece of equipment For this might be ,a difficult task. However, wequickly dis- instance, we had as many playground balls; hoops, ropes, covered that the six-year-olds had a high level ofskill in and mats as we had children. Each student thsn had the ball handling. Once again, -the problem was not somuch opportunity to develop his personal abilities and to respect in'wOrking with .the balls, hilt in helping the youngsters the space of those around him. We purchased, a sheet to use this equipment to understand the conceptsof high- of zarl:skin tl.'sk. soft, foamy materialfor low and near-far, and to develop a greater degreeof con- knoininal fee, tie...! rat Cie large- sheet into 2' x 3' pieces trol.With the challenge of an obstacle course of traffic' -to provide a met every childTr is impossible to relate cones and hoops, they were able to movearound, in-and- the exci-teme...',air; children displayed at thik opportunity out-of, and under ,and over by 'bouncingadd catching to,- have equipment to work with. The impliea- with a greater degree of freedom, control, and confidence. ons mcd for individuation in teaching and learn- ing are enliniied. involvement of York College Students The enthusiasm, exeitement1 arid -energy of the,first- warl-rn_w of Bo.:ly Shapes - graders provided a catnlyst for the college students;they Recopizaig tile -rie'ed ta develop concepts of different were forced io become- involved.The prospective ele- parts of the body, how they move, and what they can do, mentary school teachers were able to workwith the we planned a series of'rnovement tasks. Because we were childTen on5one-to-one ratio. -By participating with indi- Continually concerned the needto improve . the. viduals, small groups, and the entire class, future teachers language level of °Ur p.,--Iquswrs, we incorporated 'verbal could sharpen their 'own awareness of a childl behavior. The opportunity for interpersonal relationships helpedthe colles_student to develop his own sensitiMties tothe yougiter and his- perceptions of the worla! The Ycirk College students were constantly impressed by the amour)t oof physical energy they needed to keep up with the six- year-olds. As a result of the variety of activities and thedemands of the children, the potential teachers were stimulated to invent additional tasks to challenge the youngsters. Through their involvement, in this, pfogram the -young and fun Thecesa Rizzitielluis assistant pro- adults increased their awareness of the value fessor of health and phYsical educa- .inherent in learning through movement and self-discovery._ tion at York College of the City In addition, it was rewarding to see themrecognize the 'UniversitYof New York,158-11 important connection between the physical educatOr .and Jewel A venue,, Flushing; New York, the classrcairn teaeher in interweaving the` development 11365. of the child's cognitiveand motor abilities. 29 The-Classroom 'ruder and Movement Education and we hope to share our observations and questions with the speech specialists in the school. In addition, we have Throughout _the-program, the classroom teacher, Linda seen many examples of how the child with anaturally high Pile, was an active participant and iupporter. She helped energy level, often mislabeled "the disruptivechild," can identify individual- temperaments,- backgrounds, and de- be directed' through appropriate learning experiences to velopment of the children in the class. With her co,pera- channel this energy to productive ends. tion we yiere also able to determine whether or not there The incouragement and intereSt of the parents of the was a direct correlation And carry-Dver between the chil- self- children participating in the program, coupled with _the dren's _learning accomplishments and developed continued support of :"Iose at P.S. 134, have further stimu- confidence in the gym and in the classroom. There is lated us to commit ourselves to qpanding the program Liman), ng sure way to determine the degree of insight and in the 1971;72 school year. With the funds that the prin- understanding that the classroom teacher develops in- re-, cipal has already allocated, we plan to rchase additional lotion to a program being conducted by a group of college equipment. We hope to be able to exp3c more childreo 4 people who come into the elementary school twice a week. to.the program as well as to continue to work with 'the We were fortunate to receiVe an unsolicited piece of posi- tive feedback ip the form of an articre that Miss Pile wrote for the March issuetof the P.S. 134 PTA Bulletin. /In this -rude,. Mtsk. Pilc. described various aspects of the program and revealed great sensitivity to and appreciation for the aims of our-project. t .it has been tound that children who'd° not have . experiences using their bodies and muscles are often' at. a disadvantage in the cfassroorn. The child Who has a solid background in rinNicievelopment will in turm be a more cornpetent a9c1 coMpletely functioning human being. . Another asset to this program is that the child be- Comes aware 9f his capabilities without feeling tie is the least capable one in thc class. He learns that different people are wro'd at different things.Since there is no set standrd-,.N.-child is -more wilting to accept his weak- ness. Ftn-thermore, he is not overwhelmed hy his of ability. Future Plans Before our year's pilot project was completed, we began to develop insights into where we havi been and where we hope t6 go. We have been intimately involved in an 'often exhilarating, often frustrating learning experience. Theftager participation and warm welcome of the children have been a constant source of, regeneration for us. Oft bur bi-weekly visits it was always dffficult for us to know exactly what the, mood of the class would, be; somedmes even the classroom teacher coUld not predict what would happen. This is part of the 'Oontinuing challenge of teach- ing at.the elementary school level. We recognize the need to focus on every opportunity o increase the language development of 'these youngsters

same group of youngsters that was involved last year. We have been asked to present wOrkshops 'for classroom teach-, ers in the surroundingsch::italdistrict so that they can become skillful in presenting similar ptograms in their own schools. We have even begun to bring' movement educationactiyitiesto,4h-e-kindergarten childrenin- a nearby day care center,..program. On a broader sate,' we haVe inicrestcd the; Nair York City. Board of Education and the City-Wide Supervisors .in Physical Edtkation in our program.,We are conducting a series of workshop, seminars sO that movementeducation can spread To different areas of New YorkCity:In this way,-wc hope to,b`e instruMental inbringing more mealy; ingful and challeOging eiperiences to meet the complex needs of over ,600,000 NeW York City youngsters. child dominates the-situation"an-d thus First,skillsderivedfromspecific becomes our barometer of success. sports.are not really so importantfor pales & The change elicitedkty the ac- elemeotary school children to learn. prance .of humanistic tenets isdy- The chest pass, the finger volley, thi' namic. However. the role gameteplay knee trap, the inside of the footdrib- humanism in a child'e education must beviewed ble, and other specific game-oriented Humanism has become a house- within the context of the contempo- skills are mac generally useful "to chil- in eame situations hold wordor at least a schoolhouse raryteaching learning environment dren, especially word. Physical educators are being and, W-hich are unpredictable andwhich rather than the context of sports of challenged constantlyto reexamine ;athletics in socicity. Children's activi- continuously change, The practie 'their philosophy, goals; values. gnd tiesinrecreStion programs.Little isolated skills is not adequate pre a- curniculumS1 in relation to the. Woad League, Y. intramurals, recess, and t:Ilion for the dernands. of a garria. humanistic goal'of optimum develop- other patterns' which arevoluntari- Consequently, a more comprehensive ment fo; the individual. The cur- are not germane to adiscussion of definition of skill and a different aP- :rent literature and materials dealing games within the frameworkof a re- prone',toleaching game skillsis with elementary school physical edu- program-in wdrranted. Learning experiences mot quired physical education total . cation place heavy emphasis on games the elementary' school. be based on an analysis_ of the and competitive experiences at vary- In the past_ observations of chit- movement demands of variousOrnes. ing levels of complexity. Is hu&lankM 9een playing.games in physicaleduca- The progression of experiences is de- Compatible with a competitive games'lop classes generated severalpersist- signed to lead to the development of a emphasis?;It can be if we are willing ent questions: skillfulmover, one who possesses relinquish some of our sacred .-vcrsatility and dexterity in his ability to 1.In additionao the phvsical skills . :in rnovemeat situa- ideas about games for children. needed; can the children cooperate, to move A revised approach toteaching collaborate, and make -decisions so _ lions that are both planned and un- games invphysical educationhas been that the game issatisfying for all expecteli.7 under empirical investigation at the I he second significant thesis isthat Teacher EcIncation Center, for Ele- participants? there.are many possible game forms. 2. Why do some game situations mentary School Physical Education at The possibilities.which fae exceed in seemLofoster. in'ssome children, ir- the University of North Carolina re- whatissuggested inthe-literantre-.'-- Greensboro, North Carolinasince rationaL excitable,. behavior that offer teachers- many different educa- 1971. Experimentation with differ- sults in an unproductive contra-union tional avenues for children's experi- influ- tothe game outeodle, or atearful ofgames. ent approaches to games was exit from the game b -eause -1 don't encesinthelearning enced by two convictionsFirst, the re-nea forms fallinto two. distinct impact of humanisticprificiples can never get my- kick-? broad categories: pre-deterinhwd no longer be ignored Or beeiven only a. Why does the game situation :inal. The game,s_ in both Cate- lip service. Secor that impact ne- ..eent to foster, for some children, a nave structure, but the- strue, cessitates such cs as those dis- heightenedwaren'ess -of mistakes ture is determined indifferent ways Cussed here'. their own and others'? and at different stages in thechil- 4. Why do some children always dren's experience.. Implications'of Humanism have to be coaxed to play? Why do The commqn form of -the pre-dt- . Thimplications of current hu- caniechildrenfind excUses notto rennin& game is the traditional or manistic educational pri:Aciples in re.-- Play? conventional game Selected by the lation to the teaching of 'games in 5. -Whatisbeing learnedinthe teacher &oaf any Of the'available re- physical education necessitate -new me? Isit important to learn? Are ,ources _orfromexperience,and approaches. For example,ifeach relf-conCepts improved? Are' inter- taught to the children exactly as orig- child shbuld he respected a a uniqtid', personal relationshipsenhiinced? inally- conceived. Hundreds or games -individual, capable of learning irt his,/ The seareh fOr_:answers to- stich fall into this category and they have; het' own style and at his/her own questions is jorcing us to -clarify 'what &nosed for eons to meet the =LIZ,' rate,itisinconsistent to persist in is raeantby a humanistic positiOn and of everybody. - the practice bf:. (1)selecting one to ideatify an approach to gamesin Original ganfes,:-'are- the creation of game for a' whole class or- group: the elementary sahool which is con- the teacher and/or the-children and thereby assuming that all children in sistent with that -position. Learning are not found in-anyliteratifecaelhey that group are able to .'cope to _participateeffectively and pur-' may be designed in any ofthree wajA well -with the. physical, intellectual, posefully in games should be a vital Teaclwr tiesioed. The teacherlit- social and emotional demands of that part .Of eVery child's edacation.To erally makes up a game which is de- game on that' day or (2) designing implement ttiis beliJ so that the ex- signed in relation to the particular sit- sante situatiohs in which the larger, perieace is personaiis meaningful re- or more verbal iiation and the teacher's ohjectlyes onger, quicker. quire.sadifferent approath to the for those students_ MARIE RILEY' is in the Sea.ral of -teaching of games, HPER at_ the University of North A Nesti' Look at Game Skills and- ' Kate R. Barrett, l Wish I Could Fly.- Carolina at Greensboro, Greensboro, _ came Vorrns jiCoilleiaporary Philosophies sal Physical North Carolina 27412. 'kr/ovation and 'AthliqicsR. Cobb and it:- A new approach to the meaning of eds.(Columbus: C. ,E.Merrill hila n tql,1 1..epley, Repnnied (rum.Thurraibeh theses_ Puh. Co., 1973)p.5. Rerregriini. February 1975. games &uggests two significant 4 0 _ eacper/ enndaesignea.Ti i ne .childran together start .frean. scratch to Make up a game. The teacher may influence thiS approach : --- by plannimg for the use.- of certain typesofequipment,appropriate safetyrules, ind/or skillpatterns. After .such ihnitations are imposed, the teacher -can let the children de, cide such things as numb& _per side; rules -for- starting,continuing, and scoring; boundaries; 'and other 'gen- eral rules., A secimd alternative with- ,in thisosscheme is for-the teacher and -*children-together in class to deign gaine. The tedcher guides. the -discus, skin- and-_participates in it; the re--- suiting game is.a product of-joint de- cision making by teacher- and chil-

Child designed. The child designed game is a creation -of one or more children and the resulting structures reQed the.decisions made solely by the' children. The teacher plays an important role in helping the children identify' the'deciiions they must make., afetyisa primary consideration': The child designed game is unique in that,irithe beginning,- the_ final structure is completely unknown to teacher and children. Fora variety of reasons, both pre, deteinfined and- original games may need to be modified. Evaluation of the game beina played may reveal that there- is too _much inactivity,' for the rnajority.or too much dominance by one or two players, the iules seem -inappropriate forthe,children's'stagesi of development, or. the boundaries may inhibit the flow of thegame. The leacher must, decide Whether the-modification is* to be the resn- sibility of the teacher, the teacher and children, or the ehildren alone., / Finally,all forms. 61 games '1W be dsed to emphasize varying degrees -61'relationship to.the tradiiionl team

_ and individual sports. Three' emphw- ses dye .possible: (l) the_game may be related directly to a specific game of sport; (2) the game may be a cembi- nation of more than one conventional game or sport; (3) the ,gaine inay be verynon-specific,containing ments of several' games' such as dodg- ing,intercepting, off,balance catch- ing, and passing to s9ades.

Photos: Kate flrr and Alex MeNeol 41 Experimen on with- Games 2. choose to play, a garge which per- Teaching mits_the use of more .than one _ball . (two players, two balls). The alternatives available for game 3. choose small grorms -(rarely more forms; a more ,dynamic perspective than four) and to seek others of simi- of game_ skills, the belief that games lar' ability...When children- mix abilities, in the elementary school should be a by choiceohey show a tolerance for the valid eiperience for each child, and differences and usually design -a game C.J the belief that all children have the which Accommodates the variations in right to succeed and to progress at skill. their own rate resulted in afour-'yeai .4. make rules sometimest sometimes . not; but they will bend the rules when . examination otimplementing some of the aforemeritioned- ideas hi physical needed to make the game work. clasies'forelementary 5. give .the game a name onlyif, education asked to. They may use the narrie of a School children.Particular concern known gaMe even if resemblance to that centered on sustaining children's nat- game is remote. More. often, th6 will uralinterestingames.improving dse the eontent to name the gainez skills in gatnes play. and being con- "the striking game." sistent with the educational beliefs 6. be .self-oriented. A game of four which reflected. htimanisrii. is often no more than- two twas. With All of the experimentation rcpoi younger children, a, group of thteesis ed here has liken place at the Teach- . really three ones. -er Education Center ,for Elementary- 7.- keep score bril7Cvhen asked to. If School Physical Education at the Uni- they score at all, there is a' tendency to versity 'of Narth Carolina in Greens- score by s'ubtraction. IStart with12 .paints; if you ruisc7yoit point.). boro. While chilE ren in all six grades If they start to -keep score, they often have been involed to some ,degree, forget to keep.up-with it. With or-with- . thefocus has be n on-rades five and out a score, they. rarely announce a sii. Original game forms and a non-' winner. specificdirection -were ernphasied 8, hi concerned mainly with. making 'because such prodedures were con- -..the garr5 "work- so all can participate. sirtent with the Center's philosophy The foregoing observations have', and that of the elementary 'school in- been made on a select group of chil- volved (Julius. I. Foust Elementary dren, most of whom would be classi- 'School in Greensboro). The teacher/, fiedas disadvantagedinterms of child and child designed sames which socio-economic background and op- evolved came Mini classes in which portunity. The possible influence of the learning experiences were plan- thiS social background may be im- ned to elicit versatility in a variety portant to` the' interpretation ofthe of constantly changing sitikatiOns. The findings. climate for learning was structured in search for answers about . the tot allow individuals to work attheir 0,wn rate, to feel free to rnakemis- role of games in .the physical educa- the prozess of becoming tion prograrn of an elernentary school, takesin we must (I) try continually togain more skillful, alid tobecame increas- the' natureof ingly independent as learners. Inher- deeper insightinto - games and tonnalyze thedemanas,af ent in this environment was the op- tri-. portunity for -decision making and .the games on the players; (2), try-r give each child ample opportunity to choice of alternatives by the stirdents. becotne competent in games playand The following findings-suggest va., to enjoy playing-at his/herlevel; (3) lidity due to consistency of occur- give _each child abasis for ciioiee that renee- and the foci that some of the, does not reflect constant failure; (44) literature substantiates the findings. continue to try to gain insight into the Thrdugh grade six the majority of kir child's point of view. children seem to: _ The concept of humanism has the 1. choose ,cooperative situationsof. potential to give new direction to the an early developmental stage,in which the improvement.of skill is a Prime in- teaching of garnes in the elementary terest and the partner is used for his/ school physical 'education program. her usefulness toward that goal, Itwill mean new approaches. new -methods, new.ex'pectations, new les- son plansflt can foster a new concept regarding sport in education.. It is an 'E. Mannikin and H. B. Rcdfein,G;inws idea which requires workLa goad :Teaching.London: MacDonald and Evans. one if you're willing to work it out. Ltd..1969.

4 2 , exploration,- thatnew responseis not only correctit is 'superior. - ' By Patterning all,our educational ac- tivities with desirable "adult" outcomes in mind,' we limit our Ability to really` educate our .cgildren physically and- 'otherwise. A truly educated person is one who is willing- to exploresituations Creative Movement Exploration and make or.withhold value jildgments . desirable 'long-tent, specific- outcomes about those situations based- on an in- JOAN HAYS, chairman of thp Dance telligentsynthesisof _Allpossibilitiei ,{*ctiaof the Texas AHPER,,is for a physicaleducation program. We, (or as many as he can dettrmine" at a dande intill. Department of then. loOk at the elementary physical education ,progtam and set up, if not given time). If his educatidnal--pr&ess PER-at,..Southwest Texas State Uni-.- has always, been geared toa' limited rsiti[cSan Marcor,'Texas 78.666.. on pap5r at least in ow attitudesand ideas, some dangerous preconceptions exploration leading .clearly to specific or the past two decades,educators ahout physical.education. In A program ends,- his- oWn evaluation of situations on=all levels have bodame increaSin ly c.4 elementary physical education de- with which he must be able to ,grapple .Concelned with 'creativity in the class- sign14rsto enhance creativity, preCon- is going to --be limited. WhateVer prob- - rnorn is part of the teachingand learn- ceptio are not only dangerous, they lem solving he dOes.will involve only frig =p-roCess.` Efforts toward enhancing are downright subversive.' When we those obvious aipects which Can be ,the 'development of:individual creativ- start working with early elementary found easily, - ity 'Within the scope of-the daily educi- children,despite our creativeinten- 'By always thinking of specific skills Onarprbeess have, been, more and tions, we have already determined 'that as the major auctime of physical edu- -Ore, directed -toward the elementary the desirable outcome of physical edu- cation, vie Often lead% uP to and get , !Orel; This is logical because the first cation iS to be able to perform a set hung up qn the ., ultimate specific skill. .2few:years of eiPosure to formal 'educe-% of specificskills. As a, result, -every We practiceit,perform-, it,and nag thin can make the difference between'a , movement exploratioe isdesigned, about' the correct way to. dtiit until, youngster who alloWs himself to exam- Consciously or -unconsciously, to -lead - ^theactivity- has been destroyed kr inn: his learning environment with a up to these specific skills. For example, those- who cannot achieve success in probing, questioning mind and one who explorationactivitids with-1 a ballare that, particular skill]at that perticular ,-- settles .for or even demands rote learn- always done with the idea of develop--., time., When this lack. of successbe-- 'rig- for, the duration of hii Ethicational _ ing bell hand!ing skills and, uhimately, comes frequent, apit does for-many experience. ball' handling gamajeam sports. Ex- Children, we have destroyed physical ,All areas of subject matter taught plorations with mats automatically, we activities- for them, -tether than creating on-the elementary level haveLbeen care- thinC, must lead toward formal gym- . potentially-trulyphysicallyeducated_ fully reviewod by educators to_ deter- nastici skills. In the long run this is a people who can -enjoyindulgingirl ' mine -where and how- materials can be popive outcome. It is"also only one of moVement as a means. of developing. Most effeetively _taught using the new several possible positive outcomes. th!ir own mental and physical abilities. "creativity enhancing techniquds," some- Uniortunately, As soon as the teacher As' a result of a lack of_ succeisful times referred 'to as problem solving or _program director sees movement ex- techniques: This is' all well and good, physicaleadcationalexperiences, we ploration, only as a means of leading up have a.series.. of generations of people hut it.seems- that in some instances we to specific skills. he unconsciously elim- have, as a result,vpui the cart before the who know__ th ey ought to participate in inates many exploratory tangents, which -some kind ofctivity but hate it be- horsemakingfordiffieult,uphill would bechallenging,pleasant,and , cause they.never b\ad any success atit. learning.. enriching experiences. If we are always These people see physical education . Let us examine this idea' in terms of teachingtoward fiomepreconceived physical education on the elementary merely as training for athletics 'and not specificity, we have lost the basic pur- as a means of enlarging their awn com- level. It has always been assumed that pose of education for creativity-dis- municative abilities or their sensitivity, theimost desirable outcome of, physieal covering . new and interesting juxtapo- to their environment' and to one' an-. education is a person vi,ho can and does- sitions ot known materials. As a, result, other. Many students who come to play several sports well, or dance Well, physicaleducationbecomesnothing the. -area of gym- creative rhythmic actiVities come will- - or perform well but _education for sports and athletics ingly, work -themselves vigorously for nastics.'We make a lot of noises about' rather-than a means of education and hate worthy ,use of leisure_ time, a sound through _ the an hourwith great gleebut lot*reinforcing: learning , "PE"beeause they do not -feel, sUccess- Mind in a sound body, and a number physical sensory mechanisms. oUilether equally fine educational out- ful or mentally challenged in- the typi- Creativity really means an individ- cal "specific skill" atmosphere'. in the `Ccifiles. The fact remains, however, that ual lonking at aspects of an ectivity- or, our pieture of the truly physically edu- elementary schoolphysical.' education situationina waythat ,henever class.In othir words, they are- fre- cated' man is -one who is successful in thought of before. To 'allow this to oc- quently not able: to perform well and --some type of athleties, even if it is only cur, we must -give the child the oppor- per- : they are also bored. - s- -on a weekend or evening basis. -A unitytoactuallylooketallthe son who cen participate actively and aspects.It may be a, shook to- some What isneededis. an elementary successfully in athletics- _as 'a vacation that- a -child may think of 'something physical eduation- program which 'al- or' avocation is likely living a fu9, vig- in relation td a given situation that we lows students to discover movement as-- orous, and healthy life. That sounds had not thought of previously. If our moven-lent; allows Movement and the like an excellent outcome. teaching pattern hasaspecificpre- .kingstheticsenseto be a means of- t- But at this point we really start to conceived outcome, then that child's enhancing andenrichingacademic get things turned around- These are response is -incorrect and therefore un- learning; and. Allows movement to be recognized A a Means of communica- Reprinted from Journal of Health, Physietil successful for hint If we arehonestly tion. Movement Should be experienced , RecreationJanuary 1973. trying to encburage creative movement 4 3 ways he can move his body andwhy in epbsibIe way so that the, child how softly fog creeps.. This kind of moVement experienee can make words. It moves asitdoes, when be finds --, has au opportunity to move every way a." means of learriing and he,_dan, rather than make only those experiences,and envirnnments more movement meaningful. Much, of our communica- communication as well as a discipline, rather limited movements required in it can be used -successfully as a means specific sports or danceskills.This tion is gesture,, which reinforces what reinforcing many aspects of his edu- would allow for individual success as we are saying. Why then shouldn't=gesL . of ture, a perceptual motor activity, be cation. Then he will be prepared' to, well as making movement classes more analyze and solve the movement prob- - interesting. used as a means of increasing aWare- ness and understanding. J1 meansof lemspreSentedbyspecificactivity skills. He will then feel confident in his For example, one always thinks of' reinforcing our-total learning process and' will be able physical education as being involved physical education in the most literal own movement ability to determine the-;activities inwhich he with strength; agility, flexibility, etc. Our sense? , has the most interest. Finally, hewill bodies, however, are equipped with a physi- inechanisgri calledkiriesthesis Movement experiences should be fun have experienced success within serisorY and challenging, both physically and 'cal education and will not walk away and an intellectual --involvement with this sense whiel ! allows a communica- mentally. The- challenge comes easily from it, or dread the fact that he must tive ability called empathy to Function. ,when children are asked to solve move- participate in `tPE:"- He_ will,- in fact, Through these avo deviceskinesthesis rilritproblems thatinvolve thought have the horse before the cart,' using and Apathythe human body can .ac- processes. It becomes fun and creative movement as a means of-reinforcing-, when the child.discovers that he can his education and his own self-image. tually leant throukh movement. The be readyto add child can learn through Physical move- make a correct and successful response Ultimately hewill ment: how -t would feel for the wind even if it is not the same as his neigh- specific movement skills to his educa- o blow, a . piece of paper;how the bor's. Once- the child has had an op- tion as well. 0 an:waves undulate, swell, and curl; portunity to- discover the multitude of

44 _ In recent years, nongradedele- evaluation, .Goodlad -and Anderson- mentary school instruition has. be- suggest that "what is needed to ye- come-increasingly pOpular because of place the system of grade norms is reports, studies, grid readings that in- a System of more fluid-child-develop- dicate that norigraded programs have ment noims, in which each child's certain advantages over graded pro- reactions represent a separate sta- grata.Giaded and nangraded tistical universe and in which nor- programs may be appraised by corn, malcy-has primarily an individualized paringthe. characteristicsinitially meaning. "5 built into each and thus differentiat- Inspite of thefact, that many ing one from the other.' schools-and school systems are trying fresh anT- novel ways to .implement Graded Organization- their physicaleducation programs, Typically,the graded schooliS thereisevidencetoindicate .that characterized asfollows;( I)the many elementary school physical edit= class is taught as a whole; the teacher cationprágramsremaintypically teaches the same thing tct all of the graded. Mosston states,"Most cur- children inthe class- at the same riculurns in.. physical- education. leen' - time. (2) The course of study is care- to be singleminded, predetermined,' .. ' fully planned in detail for eadh grade. -and rigidly fixed in their distribution '(3) Children ire seen as making a over the year.. . .There is no. set rate of progress throughout the relation bettkeen this structure and STAN CUTLER. JR. course of study. The rate of progress the performance status of- so many in each, grade isdetermined by experi- varying students.6 Mosston-also com- ence at one which is suitable to the ments that in physical education it is majority of northal children in each common to hear the teacher com- grade: (4) Grade levels signify defi- plain about the failure of the class niteachievementlevels.(5)In- to reach-the standard of -performance - dividual differences are reduced as presuniably suited fdr that grade level. much as possible in each classroom.° This complaint is rather common in school, and is, no doubt, a result of Nongraded Organization rigid acceptance of graded materials. Perhaps the central themeof non- In addition, many of the current tekt- gradedness. is eipressed by Goodlad books on physical edueatiowcontinue andAnderson, -"TheNongraded to characterize programs in -the' tra- - School is designed to implement a ditional graded sense, where- all chil- theory of continuous pupil progress: ,dren of a certain age or grade. level - since the differences cannot be sub- receive instruction based upon the stantially modified, school structure characteristics of the so-called aver- must facilitate the- continuous edu- age of the group. cational progress of each pupil. Some A recent study compares the rela: pupils, therefore, will require a long, live effectiveness -of graded and non- er period of time than others for graded physical education programs achieving certain !earnings and at- for boys in grades 4-6.. While the re- tainingcertaindevelopmental1ev- sultsindicate no significant differ- , els.7 -Innongradedclasses - the encebetweenthe groups 'in. body einphasis is on the child's-responsi- image and attitude toward phYsital bilityfor the direction of his pro- e4uration, there are significantre-' gam. The childisencouraged to sultsforthe, nongraded group r in' develop adtivities in hisstwn areas of physicalfitnesi, motor ability, and interest,- with- the 'cooperative .plan- soccer skills.6 .-- ningoftheteacher.'Regarding The, followingisaconceptual John I. Goodlad and Robert Ander- model of a nongraded physical edu- son, The Nongraded Elementary School, cation program presently being con- New. York,Butlinghame: Harcourt, Brace ducted at the Flower Hill Elementary and -World, Inc., 1963, p. 58. School in Port Washington. James Francis Lindsey, "A Study of Provisions for Meeting Individual Differ- Goodlad and Anderson,op. cit.,p. 105. - ences through Graded School Organiza-v. " MuskaMosstorf,TeachingPhysical lion." Doctoral Dissertation, Univ. of Cali- Education,Columbus, Ohio:, Charleg E. i- :Stan Cutler Jr. teaches physical -edu- fornia, Berkeley, 1966. Merrill publishing Company, 1966, p. 137. 7 Ibid. p. 36. cation in the Port Washington (New 'Gdodlad and Anderson,op.dl., . 52-53. . ' Charles Stanley Cutler Jr., -A Corn- York) Public Schools. ' Bernice J. Wolfson, "The Promise of parison of Attainment of Selected Physical Multiage Grouping for Individnalizing In- Education Objectives in Graded and Non- Reprinted fromJournal of Health, Fhvsicu struction".The Elementary School- Journal, graded Physical Educatitin," doctoral dis- Education, Recreation.April 1974. p. 355. sertation. New. York University, 1972. 36 4 A Comp ual Model of the Flower HillNongraded ;Physical Edueatio7l Program (Lovels 1-6-years) which occurs over long .periods of le of the Teacher and the Learner Implementation _ I. A longitudinal view of the pro- time. Policy Slatemi.nt grant. in which the learner is restrict- 2. A learning'_situation appropriate, . one learner may not be appro- , Each- learner, in cOnjunction with ed only by ability or interest, not by the teacher, establishes the objectives graded priate for another. age or grade.level, replaces the the -.. he will.puraue: concept which implies that bodies of 3.Every child needs,from point of view of both efficient learn- Rationale content may be identified for a par- tidular age- or gade. ing and healthy develoPment of per- 1. Learning is a perSonal- and in- , Sonality,- a curriculum in which he 2. The program is designed to help dividual matter. can succeed. thelearner build desired learning 2. Learning takes place more ef- upon desired learning, in acontinu-, Implementation -tively' if the learner .actively partici- ous,sequential faShion.- The slow, L.:The curriculum is expanded to- pates in selecting and setting the goals learner, isprovided mcre- time to include- as many activities as possible. of learning and in Planning ways to achieve -a given_ task, .while the fast 2. Choice within choice. (See in- attain them. learner is also allowed to proceed at struction #3, #41,), 3_ The teacher should aim tbward his own rate to -the 'extent _of his 3. A mixed curriculumis used developingself-regulatedbehavior ability. whenever it is possible. whichis.dictatedbyindependent 3. In addition, to choice of an ac-' 4. All units -of activity are open- thought and decision on the part _of tivity, the learner determines how he ended. Although some contends re- each learner. quired, the amount of time the learn- 'will participate in the activity. For ex- ., Implementation ample, he cn participate individu er -must remain in that unit of activity 1. The teacher 'and learner jointly ally, developing and, improving skills; is flexible and optional. _The interest, determine the level and nature of his he can participate in small groups on and ability of the child are the main skill develdpment or playing in lead- eterrninants. activity. _ up.garnes;,and he can participate in -.Full use is made of teaching as- 2. Learners are encouraged to pur- the large group activity, playing the\ sistance, especially high school stu- interests they sue tasks ,relatedto s port. 'dents and sixth year students; have developed. 4. The learner has available several- 3. Lear9ois in the primary grades instructional arrangements. -He may Evaluation for the Purpose of Reportin4 Pupil 'Progress are encouraged to participate in de- selectacontractarrangement,in cision making. which the teacher has pre-determined POlicy Statements the nature and extent"of the content The adequacy of each -child's Instrucfion to be covered. He may select an ar- progress is an individual matter. Policy Statements rangement in which record keeping 2: \ The 'evaluationoflearning 1. Learning opportunities are pro- dfqualitarive or quantitativeper- shouldrecognizeindividualdiffer- vided on the basis of individual needs, formance is maintained. The learner enees .inthe, learner. It should be interests, and abilities.- a so has available instructional aid in purposeful, continuous, and informa- theteacher, --highschoolstudent tive for both Itudent and parent. 2. Learning opportunities are paced teachers, sixth year student helpers, so that each child, with 'd ;is tcLaid in the develoPment of objec- Rationale able tdprogress in relation to his . tives. Each child is- seen as a separate own rate of development. learner with heeds and potentialities Organization at variance with those of all other Rationale Policy Statements children. . I. The most effective learning oc- The prcigram is organized to curs when opportunities are provided I . Implementation air the apyropriate time in a child's facilitate the continuous and cumu- 1. A longitudinal growth..picture is lative learning of each child. development. constructedinwhich each -child's . 2. The program is organized so achievement can be presented without 2. Children differ in their rates of that alternate learning activities are . learning, and furthermore, the same need for recourse to grade nerms, available to the learner, and oppor- 2. The learner assists in the de- child progresses at different learning tunities within these activities to 'pro- rates in different learning'situations. velopment of the progrels report. grcss it -different rates and work at 3. In his.evaluation of the student, 3. ,In,addition to individual differ- different levels of ahility.,. . . he Oacher gives-.prominence to in- ences, intra-individualdifferences parent exist in which there arc trait4o-trait Rinionale dividualpupilconferences, A differences in the- same individual. Learning is a gradual proce s conferences, and case conferences. 0

37-, ed the elementary physical education staff,classroomteachers,remedial reading, specialists,special, education teachers, and a school nurser Activities, games, and techniques were developed whereby reading, art, music; arithmetic, and ,geography could be taught in 'the arry-Over Physical Education in the Elemen ary School gymnasium. The. needs :of special education CORNELIUS R. O'DONNELL is su- icaleducation classei.The primary . dents are vastfy different from those of pervisor of elementary ph-ysical edited- grade program was -builtexclusively the "normal" child. In order to meet don for the Matawan Regional Schools, around movement educition techniques, these needs a teacher with training and 93 Brood Street, Matawan, New ler- which had been introduced in the dis- experience in both special and phys- sey 07747. trict in 1967. Upper. elementary grade ical education was emplOyed. Since spe- -children *ere introduced to archerY, dal education students were not housed Physical education, _especially in the bowling, ice skating, and gymnastics in at the pilot school, where swimming elementary schools, is often the step- addition.to ,team_sport skills which are, could be part of their regular program._ :-child of, the_ iotal curriculum. Its only a Saturday morning program was set value, in. the -eyes of many,- is to let also important in a good physical edu- cation curriculum. up to provide them with swimming in- off steam; the same, old games are fun struction. The Saturday COPE Program but don't- really. teach 'anything in 'the A course was developed, in conjunc- tion with' Trenton State College, to was designed: to provide a high inci- ,-'primasy grades. In- the upper elernen- dence Of success, and to dliminate fail- tary, middle,* and junior high schools -shady ways in which the eorrelations between physical education And other ure as much as possible, in the liNgie the physical education' progrant fre- of Improving the self-image of the siu- Auently starts and ends with the teach- disciplines. could be improved. This course Was taught in Matawan. bY Sal dents. 4, ing of skills necessary for varsity team'. A pilot program with a limited num- sports, with an occasional additional' Abitanta, director .of elementary phys- ical education for the New Jersey De- ber of students manifesting perceptual activity such as volleyball thrown in. withapart-time -Of what lifetime value is sach a pro- partment of EduCation, and Was open lagswasstarted to all teachers of the Matawan Schools teacher seein,g each -child selecte4 30 gram to the children?. What about the minutei daily Scheduling wis worked rnajoritY of the birys and girls who will professional Staff. Participants-inelud- never -be varsity -athletes? Are there not sOnie 'alternatives for these. stu- dents? ' the past 'there were some valid reasons -for the poor quality of phys- icaleducationprograma-;-lickof .inoney, facilities, equipmenti and per- sonnel; --and resistance to change by 'teachers,- administrators, and boards of education. Then in 1969, through Title III of the Elementary Secondary Edu-.. cation Act, money became available from the federal government to improve such programs. A Title IIIgrant of $7,500 was awarded to the Matawan (New'Jersey). Schools for 1968-69 for the planning of Project.,COPE--Carry Over Physical__ Education. Such proininentphysisal, educators. as 'Gladys- H. Fleming, Hazel\ M. Wacker, -Nettie13.Smith, Gabe, Vitalone, Roger Rada, 'and_ Daniel P. Stanley were utilized as consultants ex-1 tensively during the planning _stages. A program was laid out and a budget was compiled. It was decided to use one elementary school _in_1969-70 as a pilOt for.the district. .The Brciad Street School WasdeCided u in -As the pilot school andfunding as awarded .in, the amountof $67,- 750.00; Staff was tilred, -equipment was purchased;---andthehey.,curriculum was started. All children at theBroad Street School were scheduled for swim- ming. instruction once a week in addi, tion,to. their regularly scheduled phys- Repiinied from Journal of Health, Physical Education, Recreation, January 1973: A p

classrooms at the Broad Street &hoot the continuation of all carry-over ac- -out With classroom teachers to cause tivities with the exception of the swim- as little disruption of.slassioomroutine were converted to. a "Learning Readi- ming program. The Board of Education es possible,: .P.re- and post-testingindi- hess Center; this involved the removal cited improvement in 72 out of 73 stu- of a wall, some redeCorating, and the was asked to assume; for 197142, the costs 2f continuation of the swimming dents, in the program purchase of equipment. Evelyn Bieber, Consultant's made periodic visits for the teacher who had;conducted- the pre- and perceptual-1-programs; which ceding year's pilot program on a part- amounted to the salaries of three teach- evaluation; a general evaluation was The dropping of the Saturday canducted as the pilot year passed the- time basis, was employed full time and ers. -halfway point. The feeling was that assigned to operate the Learning Readi- COPE Program for 1971-72 was die- ness Center. T tated by fiscal considerations and not ---none -of the activities had failed; but with--the pro- that they had had varying degrees .of - The .,second part of the perceptual by any dissatisfaction success. Based, on this eValuation,, ap- prograM involved the assignment of one gram. ,--plieationT-was-mad-forAhe thircl-and------tracher-to-werntra-Anrwik7a-SSiian at Project COPE has attained re last /ear of funding (1970-71) in the each of the other , elementary schools tpan in New Jeriey physical education circles and has attained some nati,.."Al amount of $47,425.00. to- establish an awareness on the part recognition _as witnessesd by publica- The Program for.1970-71 Was-revised of parents and the professional staff to provide wider use- of equipment, the of the content and pUttOses of 'a per tiOns of project monographs and re- introduction of roller skating, and -the ceptual program. It was hoped that a questsforinformationfromother expansion of the perceptual and Satur- program, asit ,was conducted at the states,. Those seeking further informa- day programs. The course for teachers Broad Street School Would serve as tion may. contact the author at the was dropped beeause its purposehad a prototype for the whole school dis- Brc4cl Street School in .Matawan, or ? phone him at 2017566-9542. been accoMplished. trict. 'Wider -utilization of equipment was The third part- of the perceptual ex, We feel we'still have a long way to accoMplished by setting up a rotation pansiori was the establishment, as part go in Matawan; but we also feel-that schedule:for the use of equipment be- of -the Saturday COPE .Program, _of -we-have-made- a466-d- start toward the -tween the five elementary and two mid- some perceptdal, remediatiOn for third, establishment_of a physieal education die settooli.- Ice, skating was expanded fourth, and fifthgraders who could program thatwillturn stUdents .on, by,having the Maintenance Department not fit into the regular -school program; not off. We feel _we are educating chit. plow a rink at each school.Parents but were recommended for the program dren, not just teaching -theni. We have were asked to donate ice skates for use -by their teachers. \. taken a look at 'our curriculum and by children who had none. Fifty pahs The Matawan Regional Board j-of tried to strengthen what is- got:4,4nd of roller skates were purchased and Education made ad effort to gradually change What iweak. -In educational procedures- tor teaching were formu- absorb the costs of toeaf 'funding -for terms we are attempting to _become -__ysicaLeclucation,staff.---contirtration----t-oject more-.-aecounta roug -programs- The expansicrn of the perceptualpro- tivities: The special education program 'that are relevant for the students' long. gram was three-fold. First, two empty was transferred to local funding, as was term needs.

39 can-say .now is marour UUCP elementary program, arta testimonials Fr uput aras,,aaaas, c aa pline:has -improved tremendously, and to -its success are many and enthusias- end-all for thorny integration problems Ligive Much of `the cr'edit to our phys- tic. One of the most impressive indica- and such stubborn schoolhouse ills as ical j,edilcation program," says Irwin tions of the project's impact it a $100,- inattentiveness, apathy, and disruption. -Middle School principal Charlie Gib- 000 grant from HEW, establishing the But Health and Optimum Physical Ed- Ian. . program' as a national :demonstration peation is making inroads into these "Thisphysical. education- program center and training site for elementary . and many other problems. The model benefits every childnot jUst a select physical' edudation for 1974-75. In ad- program, whose first home 'was an ap- group with special problems or special dition, consultant Serviee will be pro- ple crate filing cabinet in its originator's ,abilities," _comments Jack Norwood, vided for school systems in the United own home, is now being sought' by'ed- IrWin Elementary School principal_ States wishing to adopt the program. ncators with vision_ across the nation. "The difference-this physical educe- Health and-.Optimum Physical Edu- Martha -Owens;projectoriginato tionTrogram has-made in the children cation began in '1970.as a project fund- and director, recalls the project's be- is unbelievable. They're more attentive, ed under. Title III of the Elementary ginning. "During the summer' of-116S, better,. behavedintheclassrooM," and Secondary Education Act and con- I was ,teaching physical education in # claiins Mary Powell elementary teacher tinues to operate in the two Ocilla, TitleI. ESEA summer .program in Ir-. with 15 years experience. -` Georgiaschools,involvingapproxi- win COunty. I was astounded at the -Such-praise is-notusuallY directed at mately 1,000 children in grades IC-b: children's lack of knowledge of phys- elemental); _physicaleducation "pi:1;F ical' education in general: They had no grams, which are too often thoujEt of understanding,- of _thebasic toncepts, as mere safety 'velVes for the exceis the ''equipment, or how to useit.I enere of children. But Irwin County, really became concerned when Iad- Georgia's Project Health and Optimum ministered a youth fitnesss test (AAH- Physical Education isnot the usual PER), tothechildren andallthe scores fellat or below the zero per- Reprinted fro;n Journal of Wealth; centile." _EdUcation, Recieahon, October 19 Mrs.Owens waspuzzled."Our , school system, like many'others in the nation, was producing super-star _ath- letes and winning teams, yetallthe evidence pointed to large numbers of physically unfit boys and girls." Lookingintothesituation,Mrs. Owens wondered whether many of the problems that beset the Irwin County _Schools and othe- schools in neighbor- ing districtshigh dropout rates, aca- ,demic underachievement, children with low self-concepts, apathy and disrup- don, in the classroommighl-sanehow be related to a lack of planned element- ary physical education programs Could _a really good elementary physical edu- cation program-help solve some of these problems? Could such a progarn make children feel good about them- selves and lead them to better academie and social adjustment? Envisioning a "really good element- aryphysiealeducation program"as one that would "make everk`-child a winner" by encouraging the unskilled and theaverage,while providing a challenge for the physically giffed, Mrs. Owens persuadedtheIrwin County Board of Education to attempt to set up such a program Three main goals were listed initiallyto simprovemeas- urably, the fitness levels and motor skills of every child in the program, to en- hance self-concept and academic adjust- ment,andtoplanandimplement school health services. The board's ap- plicationfor -`fundsto"designand field test a-model program-in-element- ary physical education and'health serv- ices for rural schools" won approval from Title III, ESEA Today, four years after its launching; Mrs. Owens says, "The ,project- has mushroomedfarbeyondthese 'first .room situations. Visitors toe project frequently exPress surpriiever the abienceofpushing,shovin 'and crowded lines. The "discovery learning" teehue Is employed in the, teaching of project lessons. For a complete under standing of how a concept is taught using this method, it may be well to fbllow the -development of a particular movement skillfor example, catch- ing--4rom kindergerien through grade - six. The kindergarten child -,might learn "the basic movements the body makes With the Manipulative skill, of catching" by first sitting down 'and rolling a large ball to himself ,within the confines of his spread-eagle legs. As the child' be- comes proficient inthi's simple,- task, smeller bails,varying distances, and motedemandingproblemsbecoMe more appealing, "Can you throwyour* ball into a low level (round to hip-' high) 'catch it?" Xan you throw , your bz.,.,ato a high level and catch -it?" "Show me how you can throw our hall into a high level end caech it on a low level Later. the more .complex featof catching a ball thrown by -another per, . son is developed. Then thechildlearns to catch while moving. "Can you catch the ball. while running- toward Jim?" "Choose another direction and each the ball thrown to you by In grades four through six, catching- May be 'used in creative dance lessons as fourth graders move to music and the catch halls. Or it may bec,orne more I A challenging as sixth graders learn to hods catch .a 'forward or lateral pass, or to 1: on make an interception in ,child designed hild, fames. :cess By applying the discovery learning and technique in the teaching of movement for- concepts, project teachers enable each ram. childto develop movenrnt patterns with and skills at his own paee, rather than w to imposing set standards which students War- must meit or fail. Children learn to proj- listen closely, as they, must decide on rnent an answer to the taskspresented and such tespondaccordingly.. Eachchild's the capacity for' response,is broadened,- his oyes, sense of personalworthenhanced -as_ are -be daily discovers that his answeris the the correct one for hiS persorugmay& and ment needs. Only when he -hasde- veloped. thenecessary. ,physicaland tught emotional readiness through Such re- and peated success experiences will he be in- level, troducedtomore, highly . organized, Cately oring lding helps SYD BLACKMA RR is:dissemination and specialist far the Health and Optimum irP nwd- . Physical Education project located- class- Ocilla, Georgia 31774. computitiveactislties.Thiskind. Of project philosoPliy, teaching methods, everyday success helps him to see him- -Ind, movement concepts to their par- self as a winnerwith valuable carry- ieular ifeeds. A booklet. Every Oilld a over effect- into the classroom as well Winner .with Improvised Physical Edul as other areas' of school life. cationEquipment,contains- detailed It is easy to understand why such a plans and cost estimates for- economical program has won.the support not only site-tested equipment. In addition, of classroom teachers, but of athletic - workshops are conducted. at the proj- coaches as well. For example, Barbara - ect schools and throtighout the, nation- Wolfe,juniorhighgirlsbasketball for those wishing to adopt the -pro- - coach, comments, "My girls had a 12-0 gram. Participants include ,physical ed- recordthis: year. They' came to mg ucators,classroom teachers,' co: from the elementary program with a students, and administratois. -good foundation in ball-handling skills. All the data show that Health and- I now have an entire 'class on -which to Optimum Physical Education has suc- build a team, rather than relying on a eeeded in raising the fitness levels and few who happentobeathletically improving the motor skills_ of projedt ,gifted." And Irwin varsity tennis coach childrenCounty records indicate an Hank Wainer cOmments in regard to improvement in attendaneti in grades tennis, "I'm confident-that -the ground- . one through six ,sirice the project's- in- ing my studentsreceivedin°striking ception. Teachers and principals-report skillsintheirelementaryyears is improved behavioral climate. But ,per- greatly responsible for, their successful haps the real portent of the program year." is best understood in the light of what Of_course, the program itself is the ishappening, to attitudes tdward ele- --Wean of Health and Optimum Physical, mentary physical education. Education. but the unusual apparatus .2In Irwin County alone, notes excus- and equipment developed by the staff ing children from physical education are -important elements. All the eqoip- are fewer- and fewer, The mother of ment is- economical and practical, with one fifth grade boy repora, "Jakie begs costs ranging from nothing atallto Me not to send an exettie; even when - $152 per unit. "One bf the- primary he's had an asthma attack." And now reasons for- the success of the project the board of e-l-ication,for thefirst is the involVemerft of the community -time inits higtory; employs two full- in the planning and building Of our timeelementaryphysicaleducation equipment," comments Mrs. Owens. teachers and two aides. Children brought scores of old- tires In the State of Georgia, at least 20 donated by parents and neighbors for school systems are implementing ele- tire climbs, fire walks. -balance beam mentary physical education programs supports, standards, and _hurdles. Local after sending staff memberk to train at retired citizens built archery standards; the project site. Attitudeof physical civic clubs made- bean bags and yarn educators reflect renewed vigor after High school-artclasses made such training. Jay Gassman from Al- -targetbaskets. Many materials -were -water Eldmentary in Thomaston- says, purchased from army surplus outlets; ."I can honestly sayI was 'becoming others were donated by local firms. depressed and frustrated with the way The laiger apparatus was cnnstrticted physical edutation was being handled = -with the help of Irwin-Ben Hill "Voca- 'in many school systems, almost to the tionalTechnicalSchool.Vdlonteers point of changing professions:But now, from the Young FarrnersiOrganizatiOn just by exposure to this project, I'm built a covered play area on the ele- sure I'll never surrender.-- mentary campus. Hundreds of-- requests for, inforrna-. The Irwin County -Health Depart- lion and help- from across the nation Ment has worked closely with the proj- areansweredhytheprojectstaff. ect, giving necessary treatmeni to Oil. Martha Owens sees tfiese ,requests as an drenidentified by theproject- health indicationof a nationwidetrend. staff as having certain health needs and "There -is an increasing awareness by by making referrals to the proper agen- ediicators today of- the important -con- cies.Physicalexaminations are now tribution movement education' makes \required four times during a child's toward the development of thetotal school career, and project-designed cu- child. The Health and Optimum Phys- mulative health records arc kept on ical &location design, thOugh not per- each child. fcct, answers the _need for programs To help other schools implement the: that are movement oriented. This pro-- heallh' and optimum Physical Educa- gram is practical,economical,and tion, 13rogram, the Staff has developed proven effective, butits -1rue' signifi- several\products. A -guide, Every Child cance lies in its-goal to help every child a Winref.-- A Practical ApProach to become a winner-. In Project Health and Movement,: Education,isbeing pub- Optimum Physical,Education, this : lished to aid classroom- teachers as well means each childdoing hisor her as physical \educators in applying the best-. El 5 little support for it. In_fact, accordieg to. Cratty (1972, p.' 69), Seven major medical and health organizations' have él'tsOf Percepktial.Mpt0 stated that patterning 1-was 'without merit' and chided its supportersfor claimihg cures without documen tion."

8 omas, Ed.D ,Director, In recent years the direction ot Correlational Researeh Frostig's work has moved towardthat of . -The theories mentioned previously 'Deivelopmeht Laboratory; dev8loped _by' nt Sciences Program,. Florida Cratty .and Humphrey. These three have basically been. niversity, Tallahassee, Floridq, authors appear to be itt agreement that in clinical psychologists who have order to obtain .significant academic observed the frequency withwhich with--- odue len performance benefits from movement motor dysfunction is paired experiences, he child must 6c involved learning difficultieg.According -to" extremely difficult to begin a Seefeldr(1974, p. 276), this "has led to iscussibn Of P-M programs without in activitieshieh dire:fly ieiate to fiist delimiting the word P-M to some cognitive performance:. Each of these 'the hypothesis that a-strong felationshi exieq. "Seefeldt . (1974) offers a authors offers numerous suggestions' to exists between motor and cognitive- coMpfeherisiVe definition of the word theaaractitioner for games and strategies function.L' thus, many studies seek:to 0-M ,which includes the-four processes that are useful with certain types of..establish the relationship betWee these children. These theorists believe that domains and try to use tests in theoto- of: . (1) discrimination and selection of a motor tss a mediumfor increasing doinain as predictors of perform nce itt academic performance but only to the the cognitive domains. / stimulus, objectives The types of variables used to kissess 2) integration of the stimulus with extent that specific academic . ., aredeveloped for the selected move- P-M function vary acrossA road _1, past experiences, ment experiences_ spectniM. If these types were plac d oji (3) purposeful movement in reply to would range ,"a stimulus, and Cratty's (1972) _second category -is a continUum, the spectrum ,(4) monitering of the respons called "Perceptual-Motor Theoqes" from gress motor skills suchassiho'pping ; (p. 52)_and includes the theoriesand or walking around obstacles to-fine (p. 266). and You may observe that this definition programs of Barsh (1965), GelmanAnd motori skills such us sorting Kane (1964) and Kephart (1960). These matching shapes. Seefeldt (1974) -has could easily include several of the classifi0.4hese variables into four theories' of motor- learning as well. three theorists emphasize the _develop- ment of cErtain perceptual-motorbases general_ categekies that he calls illowevr, most P-M programs are symptoms of perceptual-motor dysfunc- assoeiated:with academic performance which they feel underlie successful acadedne performance. Their tests are tion which are assockted-with learning outcomes\ and this unique aspect has disabilities. These categories include tended to set P-M programs apart from designed to identify alie perceptual- the straditfonal- physical education motor bases and their.programsto balanee and poStural control, temporal- remediate the identified problems The spatial relationships, coordination of experience. \ bodyPans, and bodrimage. In general, The purpose of this paper is to,reyiew _remediation of these perceptual-Motor A71'01,11 s' Will then lead to increased coordination and/b`alance items have - the research in the perceptual:motor. - academierformance. In general, the tended ti-irrelate more highly with area (within the previously meOtio-ned- academic-performance thafr_have gross uniqUe connotation) with the- ultimateresat:eh fails to support these-typesof -motor skills (Chissont 1971; Ismail & aim being to-make sorne-mgestions to prograrns, althoUgh many of thestudies 'the practitioner concerning the types of _ have inappropriate designs which-Makes Grdber 1967). However,. this relation- the interpretation ,of data difficult ship appearkto be a developmental one, P-M programs that ,are fikely to be Chissom -(1971) and Themes and successful in attaining certain specific (Klesius 1972; Seefeldt 1974). -objectives with specific types of The third category of theoriSts .Cbissorn (1972) have reported-relation- mentioned': byCratty(1912)is ships-between P- Ms variables involving children: ."Neurological Organization" (p: 64) fineeye-handcoordinationand - Ckatty .( 1972) and Seefeldt (1974) academic/ performance-measures to be preseift a yery useful and 'informative and includes the work and research by Delacato (1966). This theory suggests hilghest for kindergarten children' bitt- ; historical summary-ofperceptual-motor deeieasing as age increases until by th-edites underlying special training that Unless human infants.go through the programs_-which have been in use for normal .stages, of development which grade three, relationships-are no longer itkveral yearS throughout the world. Deladato identifies, they will be significant. ratty (4972) summarizes thesetheories ineffective in their use of sensory input, _ into tfiree citegóries. The f1rst category communications.and motor activities. If- 'called "Theories Emphasizing Delacato's examinatipn -indicatesthe spi cech givenat AA HPER Convention, Intelleatdal Abilities' (p. 42) and ehild_has _missed one of these stages; a Athintic :City, 1975. places-the emphasis upon the intellec- program oferemediation is'begun based ' Anierican Academy for Cerebral Palsy_ tual invelvement of- the child as he heavily on motor patterning(which American Academy of Physical Medicine, involves manipulation of the apperi-. American Congress of Rehabilitation Medicine, functions .motorically. Theorists falling Cariadian Association for Childien with Learrrini in this group include Crattyand Martin 'dage&:as well as certain other movement -Disabilities, Canadian Association for.,Retarded sequences): An extensive review of the Children, Canadian Rehabilitation Council for the (1969), Frostig (1970), Humphrey arid . Sullivan X1970), Kiphard and Huppertz _research on this theory .hy Glass add Disabled, National Associatioli_ fay Retarded Children. (1968), and Mosston (1966). s : Robbins. (1967) Suggests that there- is The type of child on which--P-M merit of prescribed P- M programs that seek transfer Uflearrung beyond a_sssssMents are Made isvital to which- attempt to_increase academic 'the conditions just outlinekivare interpreting the results of correlatibnal performance.. These st,udies are destined to fail. (p. 282). researchi, For instance, "children with genera16, in agreement in repsrting 9ther important-variables to consider compensatory problems Is a broadly Significant changes in percepnial-motor in experiments involving perceptual- used term and might include learning_ skills but few changes 4in:aca-demic motor training include the length arid _diiableclehildrep, mentally -retarded. function for normal kindergartners and intensity of the training program, the ' Ehildren, tinderdchievers, physically first- graders. The.,-Orogra.rns -haVe individualized nature of the program. Etandicapped childrett and sometiirres generally been -critibized, be_cause of-4nd an "incubation" effect. Many even socioeconotnically .disadvantaged , shorttraining periods,,pbor race-,experimental programs attempt to children. Airement, inadequate controls, and lack- remidiate deficiencies in compensatory Several studies have compared oT a long-term follov-uP. A study 'by children that have been created by normally functioning children with Thomas.ct al. (1975)' does not have seyeral years of neglect. 'foolish to children in- compensatory education most ot these problems beeduse (I) the -thinklthat a i:-::-2e-month, one-half hour progtarns "using:a variety or measures training period is teasoriably long and- per day treatment ean fernediate a- problem that has been developing over a and cireumstances.Lietz _ (1972) . Aaily. (2) the :dekendenivariables are.- repor,trcd that disadvantaged sul?je"Cts strong'in terms of reliability andscale of four- or fivesyear period. If blisic skill ri-erfnr.tned 'at a lower -level dm the measurement. (3) the trainingVrogram' deficiencies are to be remediated, they Purdue Perceptual Motor Suryeyr than identifies spe6fic `-pcie-e'pttial- motor must be diagnosed earlier andLor the advantaged chilen. However,xv,iihin-" dysfunctions relatedto_ academic treatment program must be more the. disadvanta group there-Were no performance and seeks to alter these,.; intensive and eXtended for longer time sex or race differences in perf-ortriance. and..(4) there is both an periods. _ Chissom add ThorneS (1973) and iniMediate and long-term foNow-up. Yet Researchers must also begin to Hammill; Goodman and Wiederhalt results from this study are basically evaluate perceptual-motor programs that (1972) reported that P-M tests did not equivocal as-- in previous studies lacking are individual 'in nature. All d6ielop- appear to be good predictors of-.:these c(Mtiols. While this is a rather mental difficulties dolnot require the academic performance for kindergarten _limited-caMount of data from Which to same treatmentS equally spaced over the and first-grade disadvantaged subjects.- ge nein! i ze t imight be SUggested that same time interval. While indi- In a later. study, Thomls, Chissorn and pere5ptuai7rnotor training programs lack- vidualized programs create design and gooker -(1974) reported_ that perfor- effectiveneks ,k,ith normal children even analysis problems for experimental mance on both P-M- and ,atademic wheri'-the' subjects- are in.-kindergarten research, they offer the only reason- variables' was consistently _higher_ for where,e Co'rrelational data suggests able solution to the type difficulties digadvaritaged subjects clasesified as-: thairthe;st prwl'est cl.g.'ree of relationship discussed in this paper Itt? addition to "nermal performing than Tor learning. exists. individuali?ing a child's program of '. disabled. disadvantagedchil-dren. BarloW±.._(197 I ), treatments, its is essential that once the However, -the correlations between the stUdies---of 'pe'ixePival-inqtrit giokg ams child's difficulties are "rem`ediated'-' P--,M and academic measures were orchildreiNith learning-i'gbiI that a periodic check be made toprevent 'consiktently highec for the leaning failed tfid e.videlrice whi h PINrried regression and to cycle the child back disabled children, supporting_ the academicA enefitorthe s e prrtir ,into the treatment program if Kegres nun' concept of the global nature of-learning Glass aria Robbii4-1,(1967) reported pee urs., disabtlities.Studi.i..s using mentally similar findings,for a:v:-...Kiety of studies 9ne additional *aspect irr the evalua- retarded children as subjects have dealing with 13iefacati-Y..-:t",,neurdlotleal,tion;of perceptual-motor programs is consiStently found that they perform :organization? progrard; and Robinson':.;, what,MacCoby and pee (1965) eall an significantly-below normal children on (1971) fouridimilar results. for the :.incuhatibn effect.Applied to most perceptnal-motor tasks. Factor Frostig- (prior to 1970)., 1

4 Perceptual and Motor Skills33: lacato. C. H. Neurological Organization and intellectual Performance-Columbus. Ntudy. Reading.Springfield, IL: Charles C. OH: Charles E. Memill Co., 1967. 1971. 927-934, Thorba.s. Publisher, 1966. Kephart. N.C. TheSlow. Learner in the_ Robinson. H. M. Perceptual-motor training Does it result in reading- improvement? -Fleming, J. W. Perceptual-motor prograrns. In R. Classroom. Calm uN, OH: Charles E. Merrill Co., 19 Background- of information and N. Singer,ed.,. The Psychomotor research_ Paper presented at the 17th Domain. Philadelphia: Lea & Febiger. Kiphard. E. J. and Huppertz. HErziehimg durch Annual Convention of the Interna- 1972. Rewegung.Germ. ny: Durr, Bed ,Fres lig M.Movement Education: Theory and Godesberg, 1968. tional Reading Association: Atlantic Practice. Chicago: Folio Educational esiu S. E. Research findings regarding CityNJ, 1971, perceptual-motor development and Seefeldt, V. Perceptual-motor programs. In Corp., 1970. Sciences Reyiews. Gelman. G. N. and Kane, E. R. The Phy.tiology academic perforMance, InProceed- Exerciseund Sport of Readiness. An Action Program far ings: Region East&rceptlial-Mator vol 2. New Yorl.:: Academit Press,' the Development of Perception for Conference, Clearwater. FL. 1972. 1974. Thomas. J. R, and Chissom.13. S. Relationships Children.Minneapolis: PASS Inc.. LeitzE. S..Perceptual-m[4rabilities or and -advanf"aged as assessed by canonical corelation tW-A- disadvantaged Glass, G and Robbins. M. P A critique of kindergarten children. ',Peri-ennui/'and between, perceptual-motorand intellectual abilities for pre-school and experiments on the role of neurologkal Motor Skills 35:1972: 887-890.\ organization in reading performance. by, E. and Bee. H. Sotne speculations early elementary age children.Journal . 4: 1972, 23-29. Reading Research Quarterly 3: 1967. concerning the lag between perceiving of Motor Behavior . R-.: Chissom. B. S.: and Booker. L. 5-51. and performing%Child Development Thomas Hamill, D. Goodman, L. and Wiederbalt, J. L. 36: 1965, 367-377. Perceptual-Motor and academic Use of ihe Prostig DTVP with Maloney, Al.f.; Ball. T. S.: and Edgar. C. L. relationshipsfor bisadvantaged economically disadvantaged children. Analysis' of the generalizability of children classified as hiaming disabled Journal of School Psychology 9: 1972. sensory7motor training. American and normal.' Ameritim Corrective , Journal .28:1974, 95=99. 430-435-: Journal of Mental Deficiency 74: Therapy Teaching 1970. 458469. Thomwi, E R. et al. Effects of perceptualemotm Humphrey% J. H. and Sullivan, D. D. training on preschool children: A Slow Learners ThroughActiveGames. n M, Teachinx Physical Educ,igion- Springfield:IL: Charles C. Thomas, Columbus OH: Charles E. Merrill multivariate approach. Research Quarterly 46: 1975, 505-513. Publisher, 1970. Co., 1966, Ismail, A. H. and Gruber...I. J.juregrated Neeman, R. L. Perceptual-motor attributes of Development: motor Aptitude wid mental retardates: A factiar analytic Dpvelopmenta _Concerns- to aet upon, or even recognize. the THE YOUNG CHILD implied -recommendations for further study" to be found in the early motor LOLAS E. HALVERSON 'development research by tjesell, Shirley4 Wellman. Bayley. Citmeridge, and other In the decade Of the '70s, everyone psychologists in the 19.30s. .is looking at the preschool child.. He is In practice we., along with other edu- !;tiThlenly big business, important news. eatoN and psychologists,-'eleyated what - a televisio.: market, a phenomenon to should have been tentative conclusions be researched. Ages two to five have abOut some children in a ,ertain situa- assumed unprecedented significance: tion to sweeping generalizations about once considered a waiting period until all children in all situations. These early "real learning" began, these years are studiesall classics in their own right now deemed crucial for future success. sulTeted ;frontthe sante shortcomings -Suddenly, we educators find ourselves that any pioneering work does in any confronted with an unprecedented op- neld. The% were beginnings and were portunitybut,atThe sametime,a uoi intended 0,5 final answers. Most of sobering responsibility. We are clearly them had small samples and did not unprepared to meet the needs of the claimtoreflect -thetotalpopulation. preschool childinterms of our pre- Yet, without reservation, recent child= service and in-servicepreparationof and motor development books are still teachers, our facilities, our development emphasizing motor development scales of programs based onresearch. We and movement descriptions from this find ourselves pressed by a crisis and, work of the 1930s. Now these texts are typically, a crisis must be met by ac- being'quoted uncritically., and we.have tionso we have rushed to act. been content to accept the results of this I There is danger thatthis rush, the ondary source syndrome,- But push to do, may oversha-dow the need is time that we read the to question the why, the 'how, and the surely, it results of such action: That innovation original work again. Surely there are and chart& will become the criteria for new insights to add: there is more to adoption of a preschool program, with know. little questioning of the real relevance And wh-at was our role' in the devel- of the changes. There is danger that the opnient of physical education programs - small child'slifewill become overly- for the small child? Here, too, we were- .=structured and overly-stimulated, with guilty 'Of neglect. Now, suddenly, atten-, large doses of oVerpressure, just as has m has been focused -by non-physicaf that of thc elementary 'child. There is educators on the possible importance of --danger that our interest and concern for movement' in the cognitive development him,could turn to a tragic destruction of the young child.Perceptual-motor, of childhood, rather tikan a fulfillment visual-motor,- sensori-motorprograms

. of the pr-omise for whick we hope. . arc being developed. sometimes in con- As we contemplate bh -the prob- sultation with physical educators, often ----lems-ariet-thc-promice=-Ict--nconsider\ not.- But.-regardlcss of whether they- the contribution of .physicaeducators were a part of the planning, more and to understanding the world of e snail) mOre physical, educators haVe become child, especially his world of moscment. involvedinimplementingthesepro- What scholarship have we brou0 tto grams, We have joined- therushto this area of concern? Sadly, as we It k, action. atourliteratUrebetween1940 am However, for the most part,in Mir 1970, the answer must be that we have rush, we havenotdevelopedbroad ,not contributed, much. We know far ement experience programs,for the too little about what small children can voting child.In general. the rush has and should accomplish in movement. been Irt,one direetionlo develop pro- - We know very little, really, about how _grants designed only to hasten, or im- movement does develop. We have failed prove cognitive development or to cor- rect learning dliathilities through stereo- typed mOyement training. concepts quite different from the goills,,,of most early Lalos E. Halversai is p - childhood educators and, 1-b=ope, differ- partineniol Physical Education for ent' frontthe goals of inot physical Women, University of Wisconsin, Mad- educators. ison,Wisconsin- 53706, She Made a As more of us recognize this and be- prese_ntation- at. the 'Conference on the gin the work of developing more brohd- sisznificance ,of motor development for ly based movement programs for young the young child: this article is baced an children,itis' essential that we avoid her speech ift the Elementary Physical the prohlenis which 1 see insci many . Renrinted from .1( nal of Phvsieal Fthication Area meetinci at the /970 of the perceptual. vival, and .sensori- ary source syndrome" in the haphazard actually do. manner inv, Inch motor activities are A third problem is thr. validity of the chosen for the programs.ialso see measurementtool.Theinvestigator signs of -instant expertise" where phys- must know the purpose of the task set ical educators who have never worked for the child and must forther determine with young children or even noticed whether the task cledrIv-dchieves this them before are suddenly -specialists," purpose_ For _example; intheabovey-, implementing these prbgrarns. I am con- hopping test, what iS" th6jective? Is- cerned at the unquestioning adoption by itto determine the child's ability to educators, physical educators, and psy- distinguish between the- right and the chologists of motor items' said to assess left foot? Is it to determine whether the the level of children's motor develop- child ean count t6 five, or is it simply ment and at -the uncritical manner in to see if the child can hop several times which the items are- administered and conscc-utively? Is it to determine whether interpreted. he eon control his body so That he can _ Let me give a hypothetical example. stay within a small circle while hopping, Imagine a four year old being brought or to discover whether the child', can into astrange environment.- possibly or Cannot hop on each foot? even a big gymnasium for the first time. Each of these purposes would require with an adult whom he has never seen. differem-approach--to=the_developrnent Suppose this adult asks him__to----statidof the hopping task. Each shou-Fd'T-re---.-. in a small eirele.---thenhop five times quire a carefully conceived basis for on _his righifoot, staying in the circle the evaluation of the child's perform- ---aSr he doesit.Suppose.then.. -heis ance. For example,if_ the. -goalistO asked to hop on his left foot five times discover whether the child can identify while staying inthe circle. Suppose, his right or left foot, it is essential that further, that tl c child is given only one thc abitity to hop already be or 'two chances to try the task and is eStablished so his.concentration can be then scored as "passed- or -failed.- It on the problem of right and leftnot- isobviousthatthe stageissetfor on trying to cope with the movement ensured failure or, at best, meaningless task. Similarly, to ask him to hop five in formation-. times before -he can readily count to You may at once conclude that five, or can hop with ease, or both, have developed an incredibly bad eval- simply confounds the information ob- uativesituationforthishypothetical tained. We must know whether the example. Isincerly hope that thisis child is failing the task because of his not typical of what does happenin : concentration on counting, or because the motor testing of small children, but he cannot hop, or both, if we are to .- let 'us examine the built-infailures to Interpret the residts clearly. Only if we illustrate some of. my concerns.. are specific in what we wish to test can The problem of a strange environ7 we determine accurately what the child ment with a strange adult needs little can actually accomplish in motor per:- expansion. Itis obvious _that for many formande. 'or moM small children, the performance A fourth problem is evaluation on the recorded at_ suctwession_ k Jikely to_-.11aila-of_onc_ or two _tri'als _on_ one day._ _ be less than their potential or, at least, This is a critical problem at any age different from it. The adult- who does le.yel, but itis especially critical in the not know children,inparticular, the assessment ;Of the performance of a children with whom he is working, will young child. We know- that the small end up with smile strange data. child is highly individualistic and -vari- A second problem is that of commu- able in response to tasks set for him. nication. Many words have little mean- We know there can be marked varia- ing for a small childespecially when tion in children's responses to the same' under the stress of an unfamiliar en- task from one trial to another, from-one vironment. Yet to ask'. a child to per- Observationperiodtoanother,even form 'a very .specifie task using words from one mood to another. This, then,- as the only avenue -of communication must be' taken into account in the as- .isafault common to many adults. sessment and interfiretation of the re- Showing the dhild what is to he done sultsof ehildreo'sperformance._ Wc may be a more helpful method, but must allow for neveraltrialsduring neither willitwork forallchildren. more than one observation period. For instance, even after an adult has Seen asa whole, our hypothetical demonstrated a leapa many young chit- situation suggeSts one final comment. dren remain confused. Yet the same While' itis important for one to know children may be able to perform a good if and when a child can accomplish a leap when asked to run, clear an ob- movement task and to evaluatethis stacle about six inches high, and con- carefully, itis perhaps more -importimt tinue running.Itis essential that the for us as teachers to know what the investigator know enough about chil- characteristics of his movements arc as dren and about movement to set a situ- he accomplishes this task. Such infor- ation Which shows what the child can mation is essential for designing a move- ° 49 -

merit progression to fit individual needs_ 2. Preschool and day care centers must What is achievedthat is, the -score-- include space. freedoM, and, equip- tells us only a sniall part of the story ment for children's movement- This und is limited as a diagnostic tool. -will require much _more than is cur- For example, a statement that- most rently in many of 'the centers being 40-m(mth-old Children can jump from devehaped today. 10 to 35 inches tellslittle-gamut they The leaders of preschool programs movement of a child who can jump 35 must have a better background in niches :Is opposed to one who can imp movement than is eurretnly true, and only 10. All we know is that for _sonic better-help in using this information. reason one child jumped farther than Programs for small children must another_ We Might speculatethathe ineInde more opportunity for explor- may have used more body parts in the ing.experimenting. and practicing jump. may have used force, may have all types of movement skills under a dared to lean alittlefarther forward. variety of situations. It 'Must not he HoweVer, itis equally possible that -the restricted to a rhythms period now child who jumped farther might have and then.' or--- to a structured game used an immature. leaping jurnfl, 'while occasionally, the other child may hase used the more 4. Parents must he involved with edu- difficult. more mature.rwo-foot take-offs cators in the process of enriching the We can onlv speculate: we do not know. child's environment for total develop- It is obvious that more than a numerical ment. score is essential it wc are to know what S. While preparationforilitureaca- the performance really was. demic dernands may w 11be the Itshould also he obvious that the driving force for much of he current pass-failscoring of our hypothetical interest in the small chik ,itis es- -'hopping test- gives little useful infor- sential that we continue ti evaluate mation because of the multiPlc demands the action wc do take as \ itaffects ofthetask. two children"failing" the whole child developingl and that might have done so for very different we recognizethatevensreschool reasons and would, therefore. peed very human beings do .differintheir dilferignt teaching progressions to help needs, interests, and respon . them niastef the task. If thereisto be special ork on Thus. an -easy" task of hopping five "de-velopmental deficits," it should he times on the right foot while staying in a in addition to, not in piace of. reg-- eirck should now he recognized as a attar well-rounded and stimulating task with multiple demands, a formiL movement experiences. (Table task for a small child and a com- 7. We must be willing to try to develop- plex evaluative challenge for an adult wavs.of evaluating the impact of all It is essential. then. for us to know what programs and to change if we are response we are trying-to evaluate: to no making headway. To do this, we know how to elicit this response from must be able to define- "progress" the child: to know children well enough clearly and spe.:iifically. to -know when their solution represent Above all, we nufst remember that in what they c43T---7do: and. lastly, to evalu- our haste, there is serious dangefthat ate their peeformance in a way that we will not stop to really look .arthe will be usefulinplanning movement small childor, if we do look, we -May experiences.foe awn,. fail to see him. There is danger that 'we These :Md other challengesinthe wil( fail to understand that he needs to e-omplex area 9( preschool motor devel- grow and Icarn as a whole being, not opment and learning Will take a great a self split 'into perceptual.conceptual, dealof study on the \part of both motor, affectual. and social pieeps; that scholars anti teachersthus.- of course. to develop he needs time, space, rove, action cannot wait,- put, if\ we a-Ve-Vill- and companionship: that to develop he. nig to use carefully what\ we already needs_to share experiences with othi-ri knoW-to plan-and-carry OLall move- children. and alsO with eoncerned' anst mem programs with a etincernfor interested adults. . observing. ssessing, studying,\and ques- We must .be wise enough to share tioning what does oectir---research and what we, know and what we discove'r action in preschool movement education with each other. We must also work can become mutuallyinclusive:not with persons from many disciplines ro make real progress. Indeed, itis essen- Meanwhile. as -we continue the cur- tialthatphysical educators,together rent rush to develop preschool move- with early childhood edocators, work ment programs. I hope we will pause to together to- meet: rhe current rushto consider the following things: action. Together we will haVe tO assesS Programs should be designed to help the needs, to study the ways, To evloate the child learn at hiy stage of devel- the results. Together we must do more opment in an environment designed than look atthe preschool child,we must-see hins, . and understand him, PhotOgrr by Michael D.:cullivan for hint: 5 9 systems with relatively elementary or crude information processing capacities Perceptual-Motor to the use of input from sensory systems with more highly relined information Developm.ent in Children: processing capacities. The visual system is believed to be most advanced of all the sensory systems with regard to 'information and Proce$sing the speed and precision with which it can supply information to the organism -Qapacities ..par the YoungChild from his environment. This- trend sward a dominant control of motor behavior by visual cue-s means of Morse that more refined cOntrol or modifica- HarrietWillie' term is an at empt to draw attentiOn tion of overt motor behavior is_possible -Ph5.sical Education, continuall y.to the fact that sensory because the child using visual cues is Toledo. Toledo. Ohi(-' perception processes ,are vital in all able to make more rapid and preCise human beh5vior, Thus, it's strange that assessments of the elivironMeni to Ov,er a century ago Seconott. a we have just begun to recognize that one which he must adapt. Russian physiologist.uggested that all _of the things that mpst characterizes the Second, .this change in afferent human,behavior c.ould be thought of as a perceptual-motor development of the reorganization seems to take the form product of three very close interrelated young child is a steady and cOntinuous of improvedintersensorv functioning or processes: 1) sensory or afferent input, change in the afferent functions of the increased intersensory communic'ation. 2) a cortical or cerebral process, and 3) central nervous system. Chances which -This means that as the child crows und efferent or motor output_ He further ore necessary Ore prerequisite if the develops there is a grea[er means of hypothesized that of these three the child is to develop greater control and/or communication gathered from,the motor followed and was baseil on the direction of his overt motor behavior. sensory Systems of the KodY. Behavior- outcome or effectiveness of the first two Front an information processing point of ally. the child is able to dse more and processes. If for the sake of simplicity view. these changes in the central more, a vliriety, ofsources of sensory and clarity we were to lump the first two nervous system are reflected primarily input (0 aid hint in the control of his processe's together airld call them in the improved capacity of the child to motor behalVior. As lie grows and perception and label 'the la,st as handle increasinely large quantities of develops he can use sig. ts, sounds, etc. movement or motor behavior, we find more and more complex environmental in helping him modify hic behavior to that what Seconoff was stiggesting over input. Thui. as perceptual:motor_ the environment. One af the most 100 years ago was that all, of man's development proceeds. the child important characteristics of perceptual behavior could be thought of essentially develops increased capacity for -motor developmentis/this trend- toward'. as a series of perceptual events followed handling more complex quantities of multisensory. rather than unimodal. by a series of motor or hehavioral acts. sensory input and the thing that we functioning on the part- of the child. This-particular formulation points out observe behaviorally in the child is an Important. because! this trend toward, very closely that the processing of improved capacity -to execute more multi-motor sensory 'functioningis specific sensory perceptual information complex,,and adaptivemotor believed to be a reflection of high order is both prerequiSite to and necessary for behaviors, Tfie whole-concept of PMD _brain processes _that allow the c_hilit,t-ic.,___ adequate execution of adaptke motoris-pn-eithardeals- with -changes-in-the compare. match, and evaluate sensory reactions. This- would indicate that, if afferent processes of the young child. input from different sensory systems the processing of afferent information: Changes are reflected in more effective, before motor behavior is decided on. Upon which a motor behavior is based. adaptive and.modifiable motor heh2vior The premi."Fc thatthis Iprocess of is both rapid and precise then the in the young child. These changes in Multisensory functioning is not present probability of that behavior being erent processes are revealed in three fixed at birth Is supported by many skillful or adaptive is much greater than major changes that' occur during the .6-iptions of early sensory-motor if the processing of such afferent perceptual-motor development of..the ges of the child's development. information is inadequate or ineffective. child, These periods of devlopment are -In other words, most-of our motor acts universally described as stages of hule are-reallyll product of the precision of -Affirent Reorganizaann intersensory communication'. There is the afferent processes which precede Afferent reorganization is seen first in some, but it's not highly refined. Rather them. There is indeed much evidence the- shift from the dominance or there are periods during which [he today to support the notion that sensory -preerruCienee of the use ot input from the individual sensory systems appear tit perceptualprocessesare indeed touch: or movement receptors to the function independendy of one another. irrevocably linked to the production of predominant use of input from the Thepattern of perceptual-motor adaptive overt behavior: that indeed distance receptors. mainly the eyes for development of the normal child afferent input is an-intricate part of the the control of molor behavior. In other involves a.definite and imponant trend chain of events leading to effective words, perceptual-motor development -aw4.from reliance on input from single adaptatipn of the environment. Itis in the nomtal child is characterized by a separate sensory modalities and toward ,because tfiere is this very strong and shift idreliance from tactile-kinesthetic the USC of multi-sensory input- -in -identifiable link between overt behavior lues to a primary reliance cm visual cues modifying motor behavior. and sensory perception, ,of afferent for the control of his behavior.-This shift to dominance ry the visual system rfl1111 PrOCeCd Higs. Olthc Region Ellt ,processes that the term perceptual-motor Pereepivat Motor Confeicncc, ()cc. WI. .._has been used so widely. The use of the .repre!-ents the shift frorn input sensory ' 5 1 6 U -Third, with the elaboration of these then we must recognize that the nocnial are dinimal. Thus, the child can intermodal relationships there is, at the developing child has advancedto a concentrate on attaining his maxiMum same time, an increased differentiation higher level of intrasensory discrimina- speed. This requires little refined power within each of the .individual tion than the slower child. Thisis intersensoty communication in the sense sensory systems themselves. This revealed in his superior visual- that it is not necessary for the child to improved intrasensory differentiation is perceptual capacity for competeneies_ continuously translate visual cues into reflected in the increasing capacity of What about behavioral indicators of precise motor behavior or judge. the child to make more refined intersensory functioning? The behavior compare and evaluate the incoming discrimination about his environment. we refer to as ,body awareness, body visual inPut against the semi-modal Improved intrasenSory discrimination perception skillS may infact be sensory feedback which cs continually may be reflected in the ability of the exemplary of intersensory functioning being derived from the ongoine child to make more refined discrimina-, behavior, i.e.. right-left discrimination. behavior .- tion about his environment. Improved In order for the child to respond in the- run-and-under, however. in intrasensory discriminationmay be_ correctly to a request of--sh,-.ae youraddition-to the speed-requirements. the reflected in the ability of the child to right arm' the child mus able to visual-spatial aspects of the task' are make increasingly clear cut and precise process through the auditory system, but more demanding and require that the visual perceptual judgements about also compare information with informa- individual pay continual attention to his objects or events which make 'up his tion stored in, or available to him visual-spatial environment and ihus surroundings visual environment. As through the tactile-kinesthetic sensory direct his body 9ccorcling to the input a result of improved intrasensory systems_ This comparing of information frorn that- visual environment. To discrimination, the child is able to see is a necessary prerequisite if the childis perform this successfully the child must' m6re detail in visual stimuli presented to to identify his right arm. Right-left maneuverhis body to what he sees. He, him. He is able to see more complex confusion would arise yhen there is therefore, must compare visual-spatial interrelationships and spatial arrange- sonic inability to compare or interrelate input with the semi-modal sensory ments in various stimulu?, elements that these two 'sources of sensory informa- feedback that is continually produced as make up the environment. As a tion. Differences in the degree Of the child moves through space. This consequence, we find that the child is development of intersensory communi- places greater stress on the intersensory increasingly able to exert a greater cation capacities would show up then in communication mechanism of the Child afferent control oVer his behavior and differences in,right-left discriminations. and tends to make the task more difficult thus be more effective in adapting to Predictably then we would expect the to perform. With the slower child's lack enyironmental conditions that face him. slbw developer to evidence more of development in intersensory function- Answers to scrme questions in this difficulty-in performing such tasks than ing we would expect more difficulty in area follow. the normal child. I found that normal the run-and-under task Than the normal Slo.wly and Normal Derelopitig Chil- developers tend, to be more advanced child: On the 20 yard run the slower with resp4 tri body perception or body child will exhibit similar patterns of dren _ Much of what I've said -suggests. for awarenessskills._ intersensory _functioning to the normal -example, that the child that may be. Based on three diffefent measures of child. When compared on these bases labeled .asa chiid with learning body awareness it was observed that the the normal child showed superior difficulties or a child who is perceptu, normal child possesses a keener sense of performances in run-and-under but not ally deficient is one who is likely to awareness of body and dimension and on the 20-yard run. exhibit-0-0m s--o f4ien scary _percepru-a h c se organization that are different from differences are reflections of differences perceptual-motor developnwnt of the those of the child developing nor- in levels of development on inter- child is an increased intersensory .- The slowly developing child is sensory communication in the two kinds- funetioni?ig.Inher Analysis of likely to have less developed intrasen. of children.,The degree of intersensory Perceptual-Motor Development in sory discrimination capacities andthus development is also seen in motor Children.Jean Ayres finds that the likely to exhibit lower ,levels of performance skills as in a 20-yard dash developmental patterns of normal eompetency when performing visual, and the- run-and-under. In the 20-yard children are different from those of the auditory. tactile, etc' ie., perception dash he is asked in a well defined way to -slower child, The data from her studies skills. A comparison of intrasensory run from one point to another:- l-n the suggest thattliese differencesin -discrimination capacities 'of slowly run-and-under, the child is'started at a developmental patterns are a function of develoPing and normal developing specified_ point. in space. He runs to a afferent or sensory-perceptual develop- children would support this kind of second point in space', this time an ment of the chifdren One, of the characteristics of normal perceptual- assumption. I compared perceptual obstacle, goes- Under the obstacle characteristics- of slowly developing without touching it, continues in a line 5 motor development was multiwsory children with those visual characteris- feet beyond, touches the line and returns awareness-, a general pattern that tics of normal children and found that to start by reversing action and goes prevailed in all of the perceptuaarnotor these differences were statistically under the starting line. If we analyze development of normal children. This diffefent. The normal child shows these two tasks and separate differences pattern is best described as a geneeal greater advancement in-all individual in them, we find that in both of them the scnsitivityl- on the_part of the child to perceptual skills than the slower child is asked to cover the same amount spatial relations. The spatial awareness deVeloping child. Thus', if we are of space. However, the d f fire nce is the pattern imPortantly was multi-modal in willing to accept scores on this test as an visually spatial framework in which nature rather than being confined to any observable,indication of the level-of these distances are covered. In the one sensory modality. ThuS, from the trasensory discrimination of the child. 20.yard dash, the visual requirements Ayres data we see that the developpent 6 1 of the general spatiara areness is an -outstanding developmental pattern of behind in some aspects of his afferent or importantcharacteristicof the die slow child is best described as a ensory perceptual development. Many perceptual-motor development of the general motor coordination and motor of.the other differences in development is patterns characteristic of these twp -normal child. . planning pattern. This pattern In the case of the slow:ly developin, characterized by the _inability of the- groups of children suggested the same child, the orily developmental pattern child to plan and carry out in a skillful kind of things inherent of developrpgntal related to spatial awareness was one that way simple motor acts. The impact on differences in the sensory-perceptiild s predominately visual in nature, and such a general motor coordination factor capacities of the child. What this - so is almost completely confined to is seen when no such developmental impliesisthatperczeptual motor visual-perceptual elements of the spatial pattern appeared in the characteristic of 'development in children is characterized relation concept. This difference normal children. The patterns that by changes in the processes involved in between the normal and slower'child characterize this generalized mothr developing increasingly refined afferent suggests that the slower child is'coordination for the slower child or sensory-perceptual comrol _ooven =dependent -on-visual -input-fromi the appeafaTonly as single and unimportant motor behavior. This suggests the environment for-his spatial awareness factors -inthetotalschemeof , difference of normal and slower and for spatial orientation while the- perceptual-motor developinent patterns children developed in terms of their normal child is able to use sensory input for the normal child. Thus what is still perceptual-motor characteristics is from a variety of sources to orient undifferentiated motor coordination for largely a reflection of differences in the himself spatially_ The slower child is the slower child has for the normal child degree to which this refined afferent has tied to his visual world while the nOrmal deVelopedinth a -series of well defined been developed in the individual child. child is not. Maybe due to the ability of and smootl, motor behavior responses. The challenge forces us to clearly the normal child to use a variety of The basis for the existence of_ outline in scientific fashion the basis of sources-in his environment titat he is differences in such developmental the elements involved in intrasensory more at home in his space world than patterns is largely a reflection of the- discrimination and intersensory the slower child and tends to show less degree to which the motor responses of Communication not just behaviorally but confusidn in spatial concepts in his the child have come under the control of physiologically. When we have done space world. This-suggests that one of higher refined and interrelated afferent this I'm sure that we will have met, the important differences is that the sensory perceptual processes. The faced and solved most of the issues slower child's world is predominately a 'presence of a general motor coordina- involved in perceptual-motor develop- uni-modal space.world based largely on tion developnental pattern for the, ment int children. vision while the normal child enjoys the slower childiggests that this child, multi-modal- space world. The most unlike the normal child,is lagging

,53 .E. practical implications from researeh. At the outset of the task, particularly in dealing with the broad class of studies that fall under the heading "perceptual-motor," one must ItAkICATIONS goup the reSearch works to beexa ined into viable subcategories.The next consideration ust deal with selecting, from each subcategory,thosetudies that best FOR.MOVEMENT meet the criteria for res.nrch design andcontrol. And, finally, when practical implications are drawn, one Must communicate to his readers that these implications are EDUCATION purely speculative in nature and should bestringently evaluated in the teaching-learning environmentthrough action research procedures. fXPERIENCEL For-the purpose of this untle I havecliosen to sub- classify perceptual-motor research into five divisions. These divisions are predicated in light of the similarity in focus DRAWN FROM of groups of srudier I list them here in random orderwith no attempt to place the divisionsaccording to priority PERCEPTUALMOTOR I.Sensory physiology and anatomy 2.PerceptuW development and/or status without con- cern for motor performance RESEARCH 3. Motor learning with little concerh for the perceptual aspects of the investigation 4Percephtal training progams and devices related to increased efficiency in motor performance 5. Motor programs for perceptual training inrelation to sCholastic or academic achievement NeedleSs to say, with such an inclusive list, one finds it impossible to discuss all the available literature ineach division for the purposes of a short article.Therefore, I have chosen those findings that, to me, seem mostrelevant- for physical educators, and haVe collated theinformation according to the perceptual mode with which theselected - findings deal: VISION Organic Development Young children are farsighted. This is due to thefore- shortening of the eyeball whith does JiDt reach its most spheroidal form until about the age of six or seven, de- pending on individual maturation rates. Implicationi'for teachers working with preschoolers or elementary school children are that in presenting young _ children with target tasks, e.g., throwing at a wall `target, teachers .should provide visual objects large enough tobe seen clearly and when working withrelatively small target objects the children probably get best visualinput at a distance of _no less than six feetfroth the object. Play 'objects (blocks, balls, bean bags, etc.) are probably better visualized if they- are not extremely small. The speed of objects thrown or propelled toward the child shouldbe HOPE M. SMITH minimal to allow for gradual focal convergence. Dr. Smith is professor of physical education Visual discrimination, matching, and at Purdue University, classifying Lafayette, Indiana. Three and four year olds tend to rely on the shape or She is head .of the form of objects for identification and classification rather specialized area of study than on the color of the objects. By age fivecofor begins visual oper- in perceptual-motor behavior. to plaY, a more important role than form in this ation. By age six or seven both color and formire im- portant in perceptual operations involved in classifyingand mem! ( Phpirot n, Re( 711 Reprt -drt. 6 3 54 discriminating ameng and between objects. Color prefer- procedures may find greater satisfaction and higher levels ence studies indicate that blue is the favorite color for both of motor performance in nonobject oriented activities such boys and' girls with red and orange next in preference. as swimming, dancing, or skating where thedemands for Yellow seenis to be the least favored color. figure-ground visual adaptations are minimal. Implications for physical educators working with pre- schoolers are Several. Head Start programs seem to suggest Depth perception andsize constancy that a greater variety and complexity in the forms of play- These abilities are learned visual phenomena. They objects 'and equipment than now in use should be intro- develop gradually as children mature. There seemi- to be duced to three and four year olds without imdue concern overwhelming evidence that depth perception and size over the color of these items. But those working with five constancy are largely a function of the use of relative year olds should capitOize on the opportunity for inno- visual cues, texture gradients, and probabilities from past clueing children to a great variety of color in their play- visual experience --Things and surroundmgs.-7his seeIES-to be a critical time -Implkations for curficular experiences to be included in for-increasing motivation for motor ierformance through pre-school, elementary school, and even some students at the use of ccilor. During first, second, and third grades even the high school level are many. For young children; the greater varieties of shapes in objects and tints and shades environment should provide many and varied spatial and of Color may make the physical education class more dimensional visual cues. These cues should not be left 'to exciting and educational than ever. If some object in the chance, but consciously planned for by teachers. One equipment supply does not seem very popular and it is example of such experiences niight be setting up lanes yellow, paint- it blue and note whether it gets increased formed by indian clubs with a target at the end of the lane attention from the children. and having the children roll or kick various size balls at the target. At the secondary school level, teachers should be Figure-ground phenomenon aware that a -student rnay have inadequate depth percep- This visual- operation seems to have nothing to do witli tion and be unable to make satisfactory motor responses visual acuity.- It is the perception_ of a simple figure or because of thi's inadequacy. If other types 'of instruction object when that figure is embedded in a cornplex back- fail to improve his responses it-may be productive to give ground An example of this as it might occur in physical .hirn -some visual screening tests for depth perception or education activities is the situation caused by a baseball or size constancy function. If the student performs poorly-on such teststt may be necessarrto include some visual softball getting visually "lost" against the complex back- training procedures along with his movement education. ground of a crowd as the ball rises from the bat. In such a , situation even highly skilled players may be unable to field . the ball effectively. The ability to differentiate, visually, Phi phenomenon (autokinetli.Movement) the simple object from the cOmplex g&und develops This is a visual illusion that gives one the impression slowly -and seems to reach peak performance in the teens. that a stationary' object is in motion. It occurs during pro- At about 14 to 16 years of age both'boys and girls reach longed periods of conktant visual focus-on art object. their top proficiency levels at which time girls begin a very Implications, for physical educators are that, when teach- slightAlecrement in performance that-lasts until age 20 or ing activities requiring students to maintain continuous and 21 and a leveling-off period exists after that; Boys tend to.- prolonged focus on a stationary, object or "spot" (such as 14' maintain, the same level of performance reached by age balance bam.t exercises demand)'," the student should be to 16 until age 20 or 21 'at which time there is a slight_encouraged to occakionally shift his' visual-focus by afew decrementin_peformancer prior to the leveling-off period. degrees right or left. If May be helpful to provide sortie Not only are there differences iri performance by age, with focal point that is in constant slight motion. For beginners, youngerchildren exhibiting less ability than older children, a blinking light might be provided onstandards at each but there is Edso a difference by sex, with girls being less end of the beam. Such a teaching aid may produce, more proficient than boys at each age leVel. -Those individuals efficient motor response in balance activities. who perform poorly for their age and sex on this visual task are 'usually said to be field-,dependent and those who per- Retinal inhibition -form well are-field-independent. Implications for physical educators, Whether they work Because of the bipolar character of the retinal end with young children or teen-agers, seern to suggest' that organs, these sensory bodies are capable of inhibiting or . many, individuals friay exhibit pOor motor performance in facilitating the_progress of light stimuli over the optic nerve- striking and catching activities because they are visually to the .visual cortex. When inhibition occurs the individual field-dependent and not because of motor problems per se. literally does not "see" an object or event even though he- may be capable of 20/20 vision. .Teachers who encounter persistent motor response prob- lems with some students in catching, striking, or target Implications from the study of this phenomenon are that throwing skills (e.g., in tennis, badminton, seftball) should teachers should not rely only on auditory instructions when probably test those students with a valid; reliable, .em- directing students' visual attention to cues for motor per- bedded figures test to deterniiiie if field dependency in forthanee. If. for instance, the teacher should give verbal fignre-ground visual perception is prssent. For individuals instructions to students to throw a ball at one of several having this type of visual difficnity it may be effective to adjacent wall targets, she should also give visual direction tablish visual procedufes that could be alternated with by walking up and touching the appropriate target. Even acMal performance practicei. Those who show little or no . then there is no guarantee that all the students are attending improvement in. figure-ffound performance after training to the same, target.

6 4 rnents to the left, but the verbal cue emanatesfrom the "AUDITION right side of the individual, the initial motor responseis to the right, followed by a reverse responseto the left. Organic development Implications of this finding may be extremelyimportant- Auditory organs are developed in utero and thereis at both the elementary leveland at more advanced and evidence that human babies do experience some sound complex levels of skilliearning. When one isworking on sensations prior to birth. Response to amplitudes ofsound, direction of motor responses with young children heshould therefore, occur long before parents and teachershave be sure that sound cues come from the directionin which much to do with planned auditory input. Thebaby is soon the motor resportK is to be made.Children find it difficult exposed to a variety of frequencies as well asamplitudes enough to discrirnloate, right from left without our con- of sound as soon as he is born. Theseexperiences with founding them even further. In advancedwork, such as sound contimie throughout all of his earlyeducational diving or ffmnastic skills, if sound cues arebeing given for years and beyond. While there islittle -research in the initiating motor responses, one should give the cuefrom audition field that could be considered directly relevant to the direction in which the response is tobe made. The physical educatioa, we may draw from these studies some momentary hesitation ,caused by the Sound cueissuing implications concerning the provision of effectiveteaching from the opposing direction may mean the'difference be7 environments, curricular experiences, and "soundeffects" tween a successful or an unsucce§Sfullr,if-twist, tour jete, related to improving motor performance. Damping results or round-off. in the conversion Of sound waves into heat.In some industrial studies it has -been -shown that drop-offsin Auditory rhythm perception production rates may be directly related to high noise,heat._ This involve+ the identification of a regulatedseries of and humidity levels of the working environment. sounds interspersed by regulated momentsof silence in fmplic:ation.c for providing optimum teaching-learning repeated patterns. It also involves tempO and accent(in- environments for physical education, where highlevels of creased amplitude at regulated moments in thepattern). sound amplitude obtain over long periods, seem tobe that This is an extremely complex operationinvolving temporal all indoor facilities should be provided withceiling and perceptions through Use of the auditory mode.In studies wall acoustical materials. Also -optimumtemperature levels of children's temporal perceptions it wasfound that Chil- _for activity should be maintained automaticallybecause of dren begin to make temporaldiscrirn;nations via the the rise in., temperature occasiohed by productionof body auditory mode prior to the visual mode:1;ndthat there are, -heat dunng activity ,and also the heatgenerated by the transfer effects from auditory to visual Modes,but not the damping of sound wdves. reverse. hriphcation.s for physical echicators Tire thatsimple Auditory figure-ground auditory rhythmic experiences should certainlybe a part Motor that ,of any preschool or elementary school program. _ This is much like visual figure-ground operation in responses to superimposedauditory rhythmic patterns one -is able to detect one specifictonal quality and fre- elementary within a whole complexity should begin early and continue throughout thc quency range that is embedded school program. Such experiences May, infact, lead to of- sound. For instance, some individualswho have ex- later on, perienced listening training over long periods can,when better visual estimations of a temporal nature horns in e.g.. judging the speed ofobjects- to be intercepted or they wish, detect and attend_ only to the French get from one the complexity Of simultaneously producedsounds of a avoided or the length of. time estimated to symphony orchestra. Obviously, individuals vary, intheir point to another in space. ability to discriminate between relevant andirrelevant sound signals. TACTILE PERCEPTION Impliattions for physical educators may be that auditory training should be incorporated early and continuouslyin Organic development movement education programs. Teachersshould provide' The end organs of touch in the skin seem tofollow opportunities for children to attend to releVantauditory usual- cephalocaudal directions of development.In young cues prior to, during, and at the terminationof motor-per- children the receptors in the head region and upperlimb formance. _Suffices oil walls, floors, targets,- andobjects precede development in the lower limbs. Themouth and should be of varying -materials and densities so that _a toogge are rich in tactile end organswhich probably ac- variety of distinctive sound amplitudes andfrequencies May counts for the persistent use of the mouthand tongue for be associated with striking and throwingactivities. Again, the exploration of objects during the first two yearsof life. these experiences should be planned so thatchildren begin, The fingers Rnd palms of the hands are moresensitive than at an early age, to detect and userelevant auditory input the lower extremities. When developmentof this part of the for feedback on their own .motor performanceand as cues sensorium is completed, the most sensitive wasof the for irnitiating motor respodses to objects and eventsissuing body arc the mouth and tongue, the fingersdid palms of from the performance of others. the hands, and the toes and solesof the feet. The hairier areas of the_ body- are moresensitive than the less hairy DlructIonalIt of sound areas, and the torso, both front andback, is less sensitive, tactical end organs indivicruMs tend to initiate than other body segments because the According to recent findings, are less mbnerous here thanthey are in other areai. _movement_toward the direction from which the sound cue emanatei. For example, if a verbal cue is given that in- Implkations derived from such information indicatethat structs the individual to move a body segment orseg- young children ahd children of clernentarYschool age

-, 56 should have many opportunities to explore the environ- versions of merry-go-round with hula hoops or ropes and Activities involving gym scooters are but a few examples ofspinning activities. ment tactilely With all body segments. the the trunk area of the body-such as logmills, forward and Many of the suggestions for activity mentioned in backward rolls, and sliding head first and feet first onfront section on taetileverception will also involve the balance and back should be integraparts of the movementeduca- mechanisms. Since the end' organs of balance are stimu- lated by changes -in direction of movement, many oppor- tion program. orientati6n should be Aquatic experiences should begin age two and tunities for abruptly changing spatial certainly no later than age four. The water is aperfect introduced, e.g., a forward roll to a standing half-turn to a thetactile backward roll would be effective in stimulating the balance medium for allowing children to experience mechanisms. Aquatic experiences are rich in opportunities senSe over-the total body surface,the delicious freedom differ- from gravitational fnrce, the sensing of pressure onbands, for Children to perceive both dramatic and subtle arms, legs, and feet that tells onehe is making himself ences in body orientation. . move, and the useof the-temperature receptors of the skin that signal whether a leg or an arm is in or outof the water. Even though we physical educators have great concern PROPRIOCEPTION ove safety, and rightly_so, we probablydo a treat deal of in sneakers for all Oreanic development of the proprioceptors takeSPlace sensory "masking- by keeping children prob-- activity sessions. Children should-do more of theiractivities in liter°. They, along with the Witch receptors,.are barefooted. The tactile receptors on the soles ofthe feet ably the most "ancient" part of the sensory system, evolu- shifts of tionarily speaking, and are the earliest to develop. Although and toes arc extremely, important for signaling they probably operate primarily at the reflexivelevel in weight and changes in surface textures. is able to experi- utero and in the neonate, the young baby soon Setting the environment for a variety of tactile be consciously aware of the positioning of body segments, ences does not receive, enough attention:Play areas should play area, muscle tension, and visceral pressures. The proprioceptors be sUrfaced in a variety of ways. The total function to give us infoliriation that is vital for the particularly outdoors, should be divided into severalsub- lion of precise motor responses. Recent itu shown areas, each subarea providing adifferent textured surface: tiMe, lo train'in natural crass, imitation that it is even possible, in a short period of e.g., sand, black-top or cement, individualtotirea single motor unit by attending to turf, plastic, and a large shallow wadine'pool. Facilities for proprioceptive information along with visual and auditory climbing, sliding, and similar activities should be-of differ- ing shapes and sizes. The general terrain should notbe signals. totally flat, but some portions should belsloping at various Implicationc that might be drawn from such information degrees from a gentle 10° grade to an abrupt -RPhill. Our are concerned with the kinds ofexperiences that would aid physical education outdoor areas need Ito be alittle less children in attending to the proprioceptive feedback result- ing from their own voluntary movemencbehavior_Since it -tidy and sterile is possible to 't enter conscious attention oninformation coming from one sensory mode by blocking the information from another mode it might be profitable to haveelTildren BALANCE MECHANISMS AINNEREAR) move through space and perform-avariety of motor taaks without visual intlirmation, using only the visual modein Organic development of the labyrinthine, orvestibular occasional checks for error information. Research seems to organs, is not fully reached untilabout age 'two or three. point to the possibility that males are better able-to use This is probably why motion sickness is rarelyobserved body sensation" information for spatial orientationthan in infants under two years of age_ Rotary andgravity effects art females. It may be that the roueh andnimble activities are signaled by different sets ofend organs at the end of the_ in which boys arc encouraged toengfige from early child: semicircular canals and these sensory organs reactonly to hood are instrumental in helping them to achievegenuine changes- in the direction of motion. Thebalance mecha- perceptions of their spatial orientation, while girli'activi- nisms, along with vision,tactile information, and data ties from early childhood are aptto be curtailed and from thepropriocePtors,- enable one toperceive his limited to those behaviors 'that are considered, by parents body orientation in space. There is someevidencethat and teachers, to be culturallYspccepiable in relation tothe actiee of spinning and inversion does result in alessening female sex role. Activity prokrams for preschoolersand ,oextreme vertigo at the co-nclusion of suchactivities. elementary school children should,contain a wideyariets, of kowever, it may lx that this is occdsioned by conditioning' body orientation experiences, some of which havebeen effects and probably can not be credited to any lesseningof described- previously inthisarticle. Particular emphasis the sensitivity of the Cnd organs. Vertigo may belessened should be placed on this type of activity for girls. and controlled by visually focusing on one pointduring spinning activities. Focusing reduces the visual nystagmus that accompanies such activity. Implkations from the scanty information available seem The implications that have seen suggested here arc to be regarded as hypotheses to be tested both in the con- . todictate the inclu4ion of spinning types of actiVityin with vertigo trolled laboratory setting and through action research pro- programs for children. Early experimentation always' return to may 'supply children with pleasurableassociations_ Even grams in the school setting. One must research his speculatiOns, for the chief function ofresearch _ . three-and four year olds can learn to_visually focus on a trampolines, is not so much the.factual data derivcil but thegeneration stable spot to reduce vertigo. Bounce turns on answered. spinning around on &in.-scooters. andplaying modified of new, relevant, intelligent questions to be 1 57 6 6 The rate 91 development differs 1Thè Motor Learning -0 considerably among children, primarily because each child is endowed with his own unique heredity characteristics. Childreh This is one reason-why all children are not ready for the'sarne Motor skills a, the same time. Robeit W. Chri:':inu. =Ass learnin'g and maturation. For example. Professor Eind Director-of the maturation provides the potential for Transfer and Motor Learning Behavior LaboratOry, Colleg running: opponunity is needed to bring It is important torthe practitioner to Health,Physical Edue,ation about running behavior: and practice is understand the principle that with each Reereation. The -Pennsylvania State needed to refine U. Essentially, a child's year, motor leauning becomes largely a University, University Park; Pennsyl- Motor- learning is inextricably bound matter of transfer; Transfer rafers to vania. together with his maturation. This being how the learning of one: motor task the case, the practitioner must realize movement pattern or skill) that maturation is a prerequisite for influence the- learning of some Introduction motor learni;g and that the child will The-purpose of this paper is to report subsequent motor task,Transfer not learn a motor skill before- he has on what research tells the practitioner between tasks depends on both stimulus about the motor learhing of children_ reached the appropriate maturational and response similarity and generally 'However, before focusing on that level.- Further, the practitioner must speaking, the more alike the two tasks keep in mind that the process of motor purpose I Would like to comment on the are the greater the transfer between learning in children cart be understood. emphasis of this paper which is chiefly 'them. The point to keep in mind is that only in relation to maturation and conle limited to discussing, motor learning in role of after the first two or three years of life-. relation to the physical and: motor to recognize the critical learning a completely _new movement characteristics of the child's maturatim opportunity and experience in the pattern or mOtor skill is -an.uncommon acquisition of motor skills. and development_ This-emphasis is not occurrence. To a great extent, new intended to minimize the-importance of patterns or skills are developed on the other maturational _and developmental Development and Motor Learning foundation of previously acquired characteristics (e.g.., social, intellectual. The motor learning of children is patterns and- skills. Therefore the emotional) which interact in a complex subordinate to the laws of -their, learning -'of Motor tasks is largely a way to .exert their influence on the development._ Ordinarily.the term Matter 'of transferring previously learning of motor'skills. A child's motor development is used to define a seriesof itcquired patterns arid skills to patterns learntng is in harmony with all of his changes that take place in an orderly and and skills that are about to be learned. maturing and developing characteris- coherent pattern. Development, such'as Up to thiS-pOint I've been concerned tics, and his motor learning can be mastering locomotibn, is a complex wi_th introducing some rather general understood only in relation to all these _process-of integration qr the structures concepts. Of maturation, development, characteristics. and functions of thebody: it iS the result transfer and the motor learning of -of maturational and ',environmental 'children. However,- the remainlier of Maturation 'and Motor Learning influences combined. this paper will concentrate on More When movement behavior is m Mussen. Coneer and Kagan (19691 .qtecific aspechi of the rriotor learning of ified as a result of experience or emphasize thatall children tend to children. For convenience of presenta- practice, the change' in behavior is, follow a rather 'consistent predictable tion, the material will he organized largely attributed to the process of motor pattern of physical and motor 4evelop- under the general headings of Early learning. In contrast, when a movement ment and three patterns are evident: Childhood: Ages 2-6 -and. "Late behavior sequence progresses through I .'-cirowth tends to_prouress from the -Childhood: Ages 6-12' regular stages as a result of growth headtothe feetorin a processes, but independent of experi- cepholocattchil dfrectiou. Thus. Early Childhood: -Ages 2-6 , ace pr practice the_ change inbehavior the child is able to gain Control -The progressive maturation of the credited mostly to the process of over the upper parts of his body Child1 physical and neurological physical maturation.For eXample. before he can gain control over the meehanisms lays the foundation for improvements in performance as- lower parts., increased skill -in motor activitiesi sOciated with ontogenetic skills such as 2. Growth tads to progress from the Learning plays more and more of _a role swimming and skating appear to be to a ,center PI the body toward the in motor performance improvements, great extent the result of learning, periphery or in aproximodistal but as with itilatit, broadening of. the whereas changes in behavior linked direction As a result, the child .repertoire ,a,mptor skills must await with philogenetic, skills such as is tible to gain control over the physical and neurological matorational crawling and walking seem to be chietly medial parts of his body before he development,. controlled by maturation. Thus; the is ale to gain control over the .influence of learning seems to be greater peripheral pans. in the developinent of ontogenetic skills 3. Motor control tends topoceed .and the influence of matitration seems to frommass to specpic.Therefore, in phylogeneticskills the infant eains control over large Presentaa thaRes:;fr.ch,sectioi symposium: 1_ predominate 'hat Research Tells the Practitioner. About (Rarick 1961): And yet, the develop- 6-oss movements before he gains Childre9*, Motor Development AAH PER - ment of both types of skills is dependent control over smaller, more precise ConvemiG7, A:lantic City, Nay,' JaNey, March upon a complex interaction of both ents.- 15. 1975, 6 58 games, allow them to make up their own on ;tor neiping ine Variety 91 Basic Skills is im c- ant practitioner determinii when motor This period of early child! :oo may rules and regulations_ For the most_part then, the motOr learning of skills shiculd learning comes easiest for the child, )e viewed as a time for build. places him in a rather jifferent fundamental motia be left.to play, experimentation and Further, exploration. Such motor jearnine difficulj position because he is which, if adequately perfected, may be 'responsible for providing the environ- used as a base for developing more sessions sliould plac -Thore emphasisiin the object of th _movement or on ment and materials for Motor-learning at :omplex motor skills in the future. By the appropriate time in relation to the the end of this period the average child problem solvi i,rather than the mechanics of i C movements them- child's.readiness_ To pursue this task on has acquired a variety of basic motor the basis of the research information skills at some level of proficiency,. The 'selves_ Howeve .if the purpoSe of the session is -to master a particular potor available is a bit frightening, but work of Bayley (1965), Deach (1951). nonetheless, the practitioner is obligated Guiteridge, (1939), Halverson and skill, more emphasis must he placed on Roberton (1966), McGraw (1935) the mechanics of the movements to do so. indicateS that the average child can learn triemselves. . to ride a tricycle. run, jump, hop. Toys are important to the child's play Late Childhoed: Ages 6-12 gallop, skip, and with regard to ball and his development during early The, late childhOod period is ideal for childhood.Espenshade and Eckert learning more complex _motor skills. skills he can throw, catch, kiek, bounce The physical and neurological. meal-. and strike. If some children are given (1967) say, "Toys are, at one and the same time, the instruinents ofplay and anisms are becoming develoPed to the the opportunity it has been shown degree that the.child can retiffe and build (Hottinger 1973; Leithwood 1970-71; he tools by which children develop their gross and. fine motor abilities. on the .movement patterns aridbaste Mead 1930; Water Babies 1971) that motor skills that were acquired,during they cap learn complex motor skills Favorite toys of children include blocks, balls, push and pull type dcviceS. infancy and early dhildhood The first such as swimming. roller skating. riding part of this period finds the child having- a bicycle and even standardgymnastic wagons, kiddie cars, tricycles.,roller skates and bicycles_ Lockhart (1973) some difficulty in Masteringfine activities. Of course, for such learning manipulative skills, but by the end of to take place the environment must be recommends that the child have at least properly strtictured in relation io the five types of toys: (-1) toys for this period his motor beha:/ibr is rat.her child's motor readiness level. For developing strength add a variety of well integrated. example, whether the child is trying to motor skills; (2) toys fordramatization and imitation; (3) creatiVe constructive Differences in Motor Rea iiness learn to ride a bicycle or learn gymnastic Maturational influences and indi- activities, it must be ma-de clear that the toys; t4) toys fordevelophig artistic bicycle and the apparatus has to be abilities; and (5) 'toys providing vidual differences in motor readiness for opportunity for intqllectual develop- both sexes are still pre_sent. id late scaled down to his level: Further. childhood. Instruction should be prEcautions must be taken'Io safeguard"ment. In tuldition, for-, shouldbe safe, sturdy, 3nd...should be manipulated by , individualized as much as possible and the child against injury and eliminate his the child should not be introduced to few---of getting hurt, the child (nT3i- motor driven). certain motor skills before he is capable . ' The acquisitiOn.of a variety of basic Differences in -Motor Reacl; of acquiring them. Lockhart (19-73) also motor skills provides advantages tothe stressed individualized instruction and chil4 that extend beyond the satisfactiOn During this period boys and girls are about equal in their motor development. stated, -,'Emph'asis should be put on the uced by that aCquisition. It permits child's own progress, not pn comparing .hild to become mire and more However, for -both sexes there are° ni!irked individual differenceSitt his achlevements with those of others. independent, it provides him with a So great are individual differences that 'means by, which he -can interact with readiness" for learning motor skills. All children are not ready to learn the even by the fourth grade there maybe a other children, and iris likely to be a gulf between youngsters as wide as a positive influence on the development same motor skill at 'the same Wage. Consequently, the- learning of motor six-year span. Approaches and expec- of his self-concept. As- Havighurst tancies for motdif learning must differ .(1953) stated, To an increasing extent; skills and .the expectancies _concerning motor performance should be'indi- from ;individual tto indiyidual, Scott a child's concePtion ofhiniself is tied up (1.968) says, "Most children are not with the skills hesbas'. It is as though his vidualized in relation to the child's acceptance of himself comes in part maturational level. Opportunity should able to perform activities requiring good be provided for the child to experience a coordinations of the whole body much frcirr his ability to master different before the agespof .7 or 8; and introduc- forms of the world outside himself: reasonable degree usuccess in his motor performance. An environmentin ing them too early:to such activities only which the child eAperiences repeated results in unskilled performance and Capitalizing op the Child's Interests failure." Taking the lead from Bruner Early childhood is a period when' the failure in motor activities is likely to be detrimental to his development. (1963), Singer (197-3) points out that_ child likes to -play, experiment and many motor skills-can be changedand explore. He should have the opportunity Itisunfortuoate that research provides us with nO exaCt rules that can modified 'to meet the, child's motor 'to do so because it is through these readiness level. Be also emphasized that --means that he comes to develop many be used tobelp the practitioner in deciding When a child is ready 61) learn a practice and special training 'produce rnotor,.intellecttial, social and emotional 'desired results only when tiv child is abilities. Let the child play, experiment specific motor skill. The pereeptive, experienced piactitioner claims he can maturationally ready: --As with early and.explore, and within reason let him childhood, there is agreement among ret his own pace: Avoidstriituring _tell when the time is right because the child has his own ways of letting him the experts that instruction should be mations that Will create fear or anxiety. individualized, but there_seems tObe in 'him. When children are involved in know. This certainly isn't much to gp. 1ittle,scientific basis for determining opportu ts is important for develop-. stages of learning, when the, mqtivation when a chils1 is ready for a certain Motor ing a wi e range of motor skills and for which comes from success increases, kill. 'NXertheless, the practitioner is developing physical abilities such as practice periods can be lengthened. still'obligated to wrestle with this stgligth,endurance,flexibilit ractice alone is not enot_AgtiLtFle child _ -problem and provide the answer. balanceagility, speed and coordirfa- Must be helped to -uOderstand how his lion. The skill opportunities should also movements can be improved. He should ifferenees and Mutor Learning be designed to contribute to the child's receive ,knowledge of results about hiS otor performance thehasic skills self-esteem, body image; peer accep- performarice but ihe -should not receive (e.g., _running,' thro*ing, catching, tance and social behavior. During the too much information. Don't- analyze jumping, ,balancing, striking) -are early years of this _period childien are excessively during the early stages of gradually iinprOved with age for both interestid swimming, rhythmic and learning.. ln order to keep _the child sexes (Seils,195I). In-addition, complex dramatie ,ex'periences,movement motivated he should experience a :motor skills are built on already learned exploration, simple moyernent activities reasonable amount- of success .in the organization,. that is, on eiisting basic and games of low organization. In the skill. The motor behavior reflecting the _skilli..''TheSe complex motor skills later 9ears, chilgren are interested in ass.should be feinfOrced to promote learning. Remember, the learning of ,usually include game, dance, and sport more complex motor skills and_ formal instruction ean be started in skint snch motor skills should be a pleasurableand Boys-have been found to perform as golf, tennis, baseball, gymnastics, satisfying experience and- not. an : better In 'those gross motor aills which basketball afid soccer. Children- are experience in failure and frustration. demand strength and large body capable of.specializing at this level,'but _ movements, whereas, girls usually it would seem best to have them Concluding Remarks . perforin belief in fine-motor skills which experience a yariety of skills and.allow Based on the literafare reviewed, this riquire a high degree of coo-dination true speOalization to come later. paper attempted to \fresent some rind- preeision (Espenshade Eckert During, this period children are highlights of what res arch tells the 067-2-Keough 1965; Singer 1973). interested in free play add it is important practitioner about the motor learning of After reviewing the literature on this. for their motor development, but free children. This was a difficult task topic, Broverman et al. (1968) con- play should be coupled with systematic because of the lack 'of research on many aspects of children's motor learning. cluded ". .. evidence eXists that instruction in motor skills. Although fernalei exceed males in tasks that therehas .beensomeresearch For example, there are relatively few _ require rapid, skillful, repetition, (McDonald 1967; Miller 1957) on studies which deal with various learning articulation-; or coordination of instruction irrehildren's motor learning, phenomena such as motivation, 'lightweight,' overlearned responses little is known\about the age at which reinforcernent, knowledge of results', (perceptual responses, sMall muscle instruction becomes most meaningful: transfer, ,,practiee, and retention and . 'movements,, simple perceptual coordi- Singer (1973) proposes that it depends forgetting in relation tri children's ------_-nation)±'LltLhas_also _been found that on the nature of the skill; the matura- acquisition of inotbr skills. However, boys corttinue to improve in.the basic tional readiness of the child, and the recently at least-two researchers (Brener whereas,girlk-iisually do,fro-t7and type.ofinstructionalprocedure 1970 and Schmidt 1975) have provided the -difference between their motor employed. us with theoretical explanations of performances, whieh is slight .in early In order to learn a specific motor skill motor learning and skill development which could serve as-a springboard for ._ childhood, increases with age (Espen- the goal must_be clearly understood by future research on such learning. shade 1960; 1-atchav; ,1954). = -the child. Further, he must be motivated However, the difference in motqr to achieve' the goal. Oncethe skill is phenomena Another aspect that has performance at .a given age and the dem'onstrated, the child will form an received limited , attentionis. the difference' in improvement in motdr Image for actionor an'idea" for: influence that the learningof motor performance with age does not necessar- what movements will have to be made skills has on the, child's social, ily mean that sex is a factor inthe as well as how to make them. The,child intellectual and emotional development. potentialities-for skill learning. Itis should not be expected to reproduce_the An additional asPect receiving little -likely that some of 'these motor movements in the same form in which investigation L concerned with the early performance differences as al-unction of they were demonstrated. There are niotos experiences that are important for sex- are largely due to sociocultural many movement v.ariations which are the ehild's development. The available pressere to have boys engage in certain acceptable apProxirnations of the so- research does not tell us about the kind activities and girls _in others. For called -correct way" for executing a of experiences, the amount of e4osure to each experience, and when each example, the leveling off of improve- - skill. ment typically found in girls at later Ideally the skill can be practiced as experience shOuld be introduced for agemay be -largery the resultof whole, but if the child cannot achieve learning to be most effective. Much presstue .to .become involvediin seccess, the-skill must be broken down work need5 trybe done because research activities other than the hasic.,motor into subskills and practiced as such. hus not provided the practitioner' with skills because-they may not be consid- Once the subskillS are mastere\i, they the scientific bases for knowing how to ered "lady like.-Therefore, if given must then be practiced togetihec as a develop to the maxinium all the motor the opportunity, it seems reasonable tO whole. 'During the initial stages' of learning potentials of the child. expect that girls.could learn motorskills learning the skill, when the child is about as equally well as boYs.. likely to fatigue quickly, practice should References be distributed. In-other words, the skill Bayley. N. Comparistins ofmetnal and motor mat Other Motor Learning Considerations should be practiced frequently, but not scoresfor ages I 1.5 month hy sex. Exposure to a variety of skill for too long a duration.- In the later . birth order.. race.. geographWlocation, 6 9 and edocation_ of parents. Child Havighurst, BJ. Human Development and : Mead,\ M. Growi if, in New Vaitam. New Education.....Ne'w york: Longmans & . ! York: W Main MorroW & Co., 1930. .Developmem 36:I65. 379-411, : Miller. J. 1..: Effec/Of instruction on development [-man, D. M. et al. Role- of activation and Green, 1953. 7 inhibition in acdifferences in Hottinge'r, W. L. Motor developm n ' _nception, ! of ihrow_Mg±=14rac of firgr e A children.:- Reveurch Quarterly '28: cognitive. t itie. gical , M age fiVr _n or t ; , 1957132-137. Review 75: 196 50_ Textbook of . Motor Devetopment. Bruner, .1.7 S. The' Pr ce f Education.. Dubuque, IA: William C. Brown. Musseu, 13,; C tiger, J.: and Kagan, J.Child andPersonality. 3d ed.. Cambridge, MA:arvard University 1973: Dev lopmenr wry Ne York: Harper & Row, 1969, Press, 1963. Keough, J. Motor Perfornumce of , L. Minor Developmeth During ironer, J. S. The,growth and a ructure of skill_ In . Sehool Children. Los Angeles: Connolly, e MeChanisms of Department of Physical Education, titer and Childhood. Rev, ed . Motor Skill Develo ment. New York: University of California, I965 adison. WI: College Printing and :,- yping Co., 1961, Academic Press,I70. LatchasiM. Measuring selected motor skills in . A. :A schema theory 'of discrete Deach. F. F. Genetic develoPrhent of motor Skills fourth:, :fifth. ,and sixth grades. Schmidt in children two th gh six Years of Research Quarterly25: i 954. motor Skill learning.Psychological . Review 82: 1975. 225-260, age. Microfilm A stractsI 1:1951. : 439-449. EarlyEiperient'etoultheGi- 287. Leithwood, K. A. Early childhood motor learning. Early Childhood Education got:611am of Rchtivior,'Helinont. CA: EspenshadeA., Motor de etopment. ln W. BrookSICole. 1968. 7 Johnson. ed., Scien und Medicine of 5: 1 70-71, 7.20. Exercise and SP irts. New York: Lockhart, A. S. The mobar learning of children. R. The relationship between We:owes of physic41 growth and gross motor Harper iRow, 160, In B. Corbin. ed.. A Textbook of Espenshzide, A': hnd Ecke t,I-L M. Motor or Development: Dubuque. IA: pertorm: nce,of primary-rade schoOl children. Research Quarterly 2-1 Development. olumbus, OH: Wi ham C. Brown, 1973. 244-260. Charles E. Merrill1967, McDonald, .L. :Influence of practice on the 1951, R. N. Motor learning as a function of age Gutteridge, M. V. A study of motor achievement , c nisition of a complex motorskill by of :young child en_ .Archives' of .t-year-old chddren.Master's and sex. In L. G. Rarick, ed,. Physical Psychology 34: 19 9. I-178. NnnsyIvania State University, Activity Hainan Growth and Delelop- 1-is,_ mem, New York:. Academic Press, Halverson, L. E. and Robeno , M. D.:74 Study of I967. Motor Pattern De .elopinent in Young AL B. Growth: A Study ofJohnny and bableis.74.9 August6. 1971. -59. Children.Paper presented atthe Jimmy. .NewYork:' Appleton- Water AAPHER Nati nal Gonvention Century-Crofts, 1935. Chicago. March 1'66.

61 -phys Oa! Education tor Sppcial :pppOlaVons ._HE--- emphasis was on providinff ffood programs for themildIrM,Amoderately retarded during the early stages of profframing in physical education for thementally retarded. It is understandable that this shbuld have been the case becauSe of recognizablesimilaritiei chiliriren and those of nonretarded betWeen responses of mildly and moderately retarded a yOungsters. Mildly and moderately retarded children are able to run, jump, catch,and throw a ban in- much the same way theseskills are performed by their contemporaries. Severely "and profoundly retarded, on- the other hand, havefemotoi characteristics in corn.. on. with nortretarded children. They do not resgond in ways that arefamiliar to teachers ac- Customed to children in ordinary Flassroorns. The severely orprofOundly retarded child does not listen well, if he listens at all. His responses, if he makes arty, are vagueand mean- - ingless. He cannot catch a /Lail or ececute similar Motor skills nor does it appear that-he'.. cares one way Or another. It was, therefore, some time after pl ysical education programs' for mildlyand moderately. retarded-had been established that physical educators.hegan to investigate thepossibilities of improving the motor skills and .pisical . fitness levels -of severely andprofoundlire- jarcied. In initial studies and experientation, a- large pereentage of these children were found M. show_ positive changes in"otor ability as the result of participating in well planned and well presented physical education programs. The range of aetiviries in physical education- programs for severely andprofoundly re- tarded is necessarily limited. Exgeriences- offered should be ones that develop basic, every- day skills such as lifting the feet over object; and going up .steps. The -way inwhich ac-7 tivities are presented by teachers is extremely impbrtant in achieving-good results. caching se.trely and profoundly retarded, two or three different activities -maybe presented in one class period. If a child refuses- to partieipate in one kind .ofactivity; he maY take Parr .in another. Participation in aby one activity should be rathershort. Re-' larded children often perform be;t the _first few' times they 'try- a-skilL=ConsequentlyHt-is, m their advantage to end practice periods beforeboredom or frUstration occur. After key- ing one activity teachers may retuin to it in a few minutes_ or at some-time before theperiod is over; activities should he presented every_ day until learned. After the skills of .anaatiyity.' have been masjered. new aetivities may be intreduced. Skills already learnedshould be

reviewed_briefly from tirneto time . Teaching theses'sfu4ents requires great patience and kin7c1ne4.. Teachers -should. never resort to pressure tactics to achieve improvement...They must realizethat improvement may -come very slowly and that they must work patiently withstudents until,it comes.- Firm control of students must be exercised without resort to threats and punishment: Discipline niust take,a form that the child is cipable- of comprehending. Punishmentand withdrawing privileges have very little meaning- for these children. ' 'Praise for good conduct and withholding approval for poor conduct are more effective because mos children understand these. Praise should be offered generously for anyefforts , stirdents make. The effort may not result in suceessful performance, bot the fact that it was made should be recognized by teachers and (aver-ably cornmented upon:' The article on these pages Verbal praise has its- limitations, however, because many of these children do not com- is based.on a paper presented prehend the spoken-word, so other means of rewairjing successful behavior should be con.- sidered. -An effective mkhod of- Operant conditioning; using eandy as a reward. Alas tised attheSPECIAE EDUCATION effectively in-teaching motor Skills in physical eduCation in research at Mansfield Training : WoRK5110P,Dr. Joseph H. School (Connecticut). Ladd SchooL Exeter, Rhode Operant conditioning is a behavior- niodification technique utilizing 'reinforcement: re- ward of some sort is consistently given for a specific behavior immediately after the-action. Island. March 12, 19/0. For some students, praise or knowledge that the attempt was successful issuIFIcient rein- forcement. For others. especially those low on the-scale of retardatien; a reward of earidy _ Reprinted from The flot is effective. When using reinforcement. the time between reinforcement anddesired be- lenge,volnme2 (Washington. D.C,: American -AlliancerorHealth, haVior must he as short as possibld: otherwise the, child js not always certain .why he is Physical Education. and Recremion, being rewarded. The rcarml should be.given consistently and given only fill' performing at- 1974). 'maximum capacity. . Teaching&I; evaluating physical edit. 7 2 EDITOR'S NOTE: Another study to provide a means of evaluating motor ability in lyyord-prafmndly- retarded is being conducted by lean- Calder, University ofQueensland,St.Lucia, A movement -fhat is.made up of two or more parts must, hebroken into its components Brisbane,- Queensland, Arts- and-eaCh taught ,separately. For example, the movement pattern ofreaching for and pick- tralia, under the direction ing-up a ball nutss,be broken intis these components: II) makes movementin the direc- of Hollis Fait. Miss Calder dun of the tall, (2) touch the ball, (3) place the fingeri aroundthe ball, and (4) lift up attempting to establish-.a the'liall. The child is first encouraged to reach (or the ball: any effort to do sois.rewarde MOTOR AGE classification. given when the child seaches the The term MOTOR NbE Jr with candy and words of praise. Thereafter, the reward is this project is a composite same distance or a sereater ditarice than hisinitial effort. Whenever 'he, reaches a greater becomes, the point of rein- scOre !rain 1110toi skill tests distance, bringing *his hand closer to the ball, the new distance that indicates -the age level forceriient. When the child finally touches the ball, this becomes.the point of-reinforcement; at which certain motor abil. likewise, when he grasps it and when he picks it up. After the_childhas'mastered-the skill, itiesgenerally develop 'in the candy.'reinforcement is gradUally withdrawn. Praise and approvalcontinue to be given. norinal children 0 to 5 years far =successful effort; eventually, they can be used entirely as thereinforcer. of age; or, if the results o Although physical edutation programs foi- severely and profoundlsretarded are being testing indicate that a corn- developed, little attention has been given tn means of evaluating theresults of these pro- positescorecannot be essential fo -determine the progress of the children in achieved, the term will be grams. it is, .of course. absolutely applied to the age level at_ order,to know what activities and methods are most.successful. which a specific skill is gen.! One method of evaluation is subjective analysisbased on .careful observation by the _erally developed in normal .teacher of the quality of performince and the behavior ofeach student during the physical children. The MOTOR AGE, .0 -education class. Observations are recorded in brief form as soonafter dais as possible; when determined, will be- thesie notes can then 'be used in writing 13 evaluations of each student's progressat the come a standard for.evalu- end of designated periods. These notes wil also reveal agood deal about the effectiveness acing motor ability and for .Of the teaching methods and the Materials used, programing physical educe- Use of objective tests is limited by.the lack of suitable testinstrumnts. However. experi- tion for the severely and mentation and research are under way to developthem. profoundly retarded. an example that ean be used The rationale for-the proj- A test developed at.the Mansfield Training School serves as ect is based upon thefol- to objectively evaluate progress in specific motor,skills. Test items were developed to rolling. (3)' walking up and lowing: normal youngsters Aeasure progress in certain core activities:- t LLcrawling..t2) tend to develop certain mo- objects, (6) .throwing. )71 catching, 181balancing, ; [down stairs, (41 running. (5). grasping torcharacteristicsduriitg -(9)---jitimpigg-Off:obstacles;(101-stepping-overand into-objectsH1-11-bouncing, (12) -climb-. specificperiodsof'their ing over, upon, and off objects, and (13) kicking..FOr each test item the range of possible childhood so that the' mean ...responses was determined andeach response 'assigned a numerical value according toits characteristicscan be de- i-degree of difficulty. Each test`was,constructed so that achild making a specific score would termined for any given age. lie able to make all responses with a lesser value. ForeXample, a child whii scOred three on If the specific motor skills' crawling would be able to perform responses from zerothrough shree. A score of two rep- that develop at certain age -resents average ability to perform-the motor skill ofstudents whose IQ isirk the range of levels in normal youngsters be calculated by adding also develop inthe same 0-34 and who are not physically handicapped. A total score may orderinretardedyoung- -the scores of test ite-ms and dividing hy the number of testitems administered. sters. if tlthy are developed K-study by Crampton in the early.part of this centuryshowed that highly trained and at all, but at a later crge-- well conditioned athletes had lower pulse rate-differences between, lying arid standing posi- as would probablybe the 'Hems than those not in good physical condition.Later studies -did not confirm his findings, case since retarded young. so-that this, measurement as a means of evaluatingcardioresplratory efficiency was Alan- sters do mature more slowly .doned. Recent reinvestis-,ation of this mea_ rernent indicates that,although pulse rate dif- scores- cah be determined Jerenees are not good indicators of physic lcondilion when comparing -those in average om a battery of-motorskill -condition with those in superb condition, they may bereliable indicators when meaguring. eSLs .that will indicate the, -those who are extremely sedentary, as the severely andprofoundly retarded usually are. motor, age level of .the re- observable lessening of pulse tardedindividual.Ifthe Although my study is not complete, I have found some specific Motor skills for- the differen.ces in extremely sedentary retarded youogsters afterthe'y have been conditioned in retardates do not develop in an exercise program-consisti4 mainlyof running. In some case., basic pulse rate is lower- . the same order as that of -after a conditioning prOgrsm. If this finding proves tobe trotin subsequentexamination, normal youngsters,itwill we can rteasonably expectthat most extremely sedentary severely and profoundly re-. nevertheless be possible ,to tarded will respond in this manner, then we willhave a valid test of eonditioningmore develop a Motor Age Pro- -speeifically, a test of cardiorespiratoi-y endOrance. Such _a testwill he extrensely useful to file Chart that will show the teachers-who wrsh to determine she effects of any specific physicaleducation activity upon -molar age lor each indivi- the cardiorespiratory endurance of any child inthts program. dual activity,. ion for severely,azprofoundly retarded Phylsical movement in its exttherant and enthusiastic modes of expression is a basic need of children. ove- j_menrja an_impmtant part_of_the developing_ The younger the child,, the more basic and spon aneous BEHAVIORAL the movement, We need to understand the term."psychomotor" sothat we will not become stuck inthe purely mechanical and \ functiOnal aspects of movement. Movement is morethan : this; itis the medium of expression of the physical and einotional conditions of ,a person', 'Observation of the psychomotOr behavior of a child opens tbe door to an understanding not only of motor dysfunction_.-but.also ofpsychological and sociai'difficulties.-ConversivelY, move- _i_Togovol.-;KmENA( ipt provides the educational means toaffect positiVely. 'this psychomOtor dysfunction. The improvqment of move- ment in the sense of a psycho-motorintegration of young -.filYSIOAL EDUCATION:: children results in time in a profound stabilization of be- havior. Therefore it is often indicated at thebeginning of any measures taken for thesocialization and rehabilitation of the disturbed child. Through motor activity we aspire to aid in thedevelop- ment and unfolding of the physical, emotional,and intel- lectual potential in terms of a comprehensive education toward the formation of character and. equipping,the in- dividual to deal .with the task of living. Thefollowing traits of Character are especially promoted: self-discipline, moderation, will pOwer,' the ability to make decisions, courage, perseverence, anddiligence. Furthermore, the will to proVe oneself, to devote oneself to something,'to achieve something are promoted. In addition, the joyin creativity is awakened. SoCial virtues Such astolerance, a sense of justice; dependability,taking pleasure in re- sponsibility and decision-making, companionship, and devotion to' otherS can be acquired. In short, an"actiVe p blic Spitit,--as the GermanedmatorKiRt-flahn,.put it, c n be deyeloped through mOvementeducation, through play and Competition in sporting events. Although \remedial physical education cannot add any- thing to th4e basic goals, ideas for theeducation !of. "normal" children may emanate from remedialeducation theoties. On closer observation these-children areoften not at all as "normal" as they seem whenobserved within the anonymous mass. If we trace in detail the integrative healingeffects of educative movement, we arrive at the following considera- tions, a classification ,of the various aspects of the educa- tional endeavor, which are discussed in. this article. The functional aSpect 2The emotional aspect 3. The social aspect 4.The' educational aspect.

PEREPTUAL-MOTOR DIFFICULTIES ERNST J. KIPNARD Professor ICiphard is director the functional motor and physiological sphere we of movement therapy at the .attempt to raise .step by step the efficiencyof the lung- Westfalisclies Institut fur heart circulatory and muscle systems throughexercises Problem chil- jugendpsychiatrie und Heilpadogogik inVolving strength, speed, and endurance. drena collective term for.heterogerieous andmultidimen- in Hamm, Germany sionally manifested forms of maladjustmentoftenlack the elementary physiological prerequisites forthe control _Reprinted from Journal .of Health, Fliy,iccil &Melt:ion, Recreatifin. April1970, of their motor functions, . =-'66 indifferent type, who does not Besides general improvement of physicalfitness, which terns stands the apparently participate and remains seemiaglyunimpressed, who-mere- ----obviously also leads to art improvement of posture,special this torsfthe-ceecdinati case, too, much isdemanded of_ the_ physical education training of skill and, agility in con- precedes s we understand the therapist,if psycho-motor- exercises treatment and challenging movement situationswith a child is here not ready apparatus, in which the psycho-therapeutic treatment. The variety of small and large pieces of psychologically for the motor.experiences. efalcfshould find adequate and satisfying-motor responses. 'Many brain-damaged children have inadequately progressively strUctured fields of perception ,andimage. They therefore Therapeutic value of and goal image structured achievement lack the ability.ao ,coordinate perception r iritc; a response adeqaate to- the 'situation.-Their pea- Apart from the rare extreme casesjust-Mentioneddit ceptiml-rnotordiseoordination 'manifests itself in thefact,'has been our experience that itis always possible, in the _that they are scarcely able to perceivetwo objects sirhul- long run, to equalize thepsychomotor-disabilities through taneously, This- deficiency in multipleoptical perception progressively structared achievement.'he inhibited chil- coliatitutes an immense handicapfoi such children in dren betome More outgoini andtake ,heart when given atioat-tind:play situations. Quite apartfront the frequently the opportunity of using their unskilledmovement/ initiallY Prevailing difficulties in social -adaptation, aaeain game in playful' activity.'The tense,unbridled, and -overactive is a'auite out of the,question for thembecause of the defect child will ba helped by the generalexperience Of suecesi in sensory-motor coordinationfrom which they suffer. and the ensuing recognition he receives,With /his newlY Children who are lacking: hand-eyecoordination can- found motor skills he finds himself fromtime to time the not 'catch a ball, accurately.They .do not fail primarily focal point of others' attention.He no longer needs to be-Cause of an impairment of the motorcontrol of the force himself upon their attention withrebelliousness .and hand, blip rather because their eyemovements-ire too disturbing actions. sroW. As a result, their catching mbvementsare too late Of edurse, firmly establishedpatterns of maladjustment . for the' ball. They are not guidedprecisely enough bY the cannot be removed suddenlyby movement therapy. 'They eyes, which are unable tofollow the- rapidly moving object. arc altered slowlY andgradually. In'abe course of- time, A balloon, bedause of its relativelyslow flight, can usually the unblilancea, inconsistent, -andunstable child gains hi be followed yisuly quitesuccessfully,- but not so the firmness, stability, and inner harmony: rapidly_approaching_bala Inthisarespectaat-isaimportant-to-observe-a-basie-print---7 The lower the abilita for perception,adaptation, and ciple in progressively stiucturedachievement. First elf all, reaction,-, the mbre the child willreact accordingtal build upa the child's strong points!Approach -the weak- habitnal or routine reaction pattern. In these cases-an nesses mach later! We musttry to' assess as quickly as; improvement of motor-_adaptabilityis gained through possible -the latent abilities in theindividual. Their cour- the movement-age-must-be_strengthened and a foundation-for_confidence \ frequent but scarcely noticeable changes in _ _ problem of the 'exercise sequence-._These changes should in their own ability must be,established.Only after stabili- \be made at a point when the precedingmovement task aatign of the initially unsteady base is itreasonable to ap- `\ has juiT barely been mastered. We-havelearned from ex- proach_specifically the particular motorproblem. 'perience that children with motorcoordination disturb- _ _ancesi_find _it easier to modify and reshapecoordiaation patterns that they have just learned.If,however, thern NO SOCIAL PRESTIGE WITHOUT motor memory traces in thecerebral cortex are firmly set, ACCOMPLISHMENT -it is 'more difficult to forgesubset:a:tent cross-connections motion-patterns. From The sense-of belonging and the abilityof social contact = aimed\ at new or slightly varied harmonious and secure sport education we knowthat flaws- within a movement -develop- only on the_basis of a'' pattern that has become habitual are verydifficult to erase belief in one's own worth. Inaddition to a characteristic later. lateidea- this perceptual motor aspectin improving drawing away from social cdntactbecause' of_ an innate movement coordination, we mustalso try to increase the self-centeredness which seems to resist anytherapeutic chiids ability.to_contract_and relaxmuscles. -7_influence,-we_meet_in...the_emotionally_disturbed_child and \ adolescent tither a "regressive" tendency, awithdrawal from the group, or an "aggressive--attitude toward 'his MOVEMENT AWKWARDNESS peers. In the first casethere is a general aversion to arid rejection of any collective activity. In thesecond case the \ \A DISGRACE individual addpts a defiant and hostileattitude toward 1 fails to give the child continual experience of failure, the group. In both cases the, group Asa consequence\of -the recognition and acceptance soessential for his self- children' with Wreak or, impairedmotair coordination also disturbances.-There are two diametrically esteem. liffer emotional Functional inferioritythe physicalawkwardness which opposed forms .of reaction to such motorinadequacies: useless tá his peersis _ a laela of restraint. In 'the first ease makes the individual appear inhibition and complete' basic problem. What is the class,the team, to do with a the child loses all desire to`cortquer his aurroundings and other runner passivity and regr'ession.' In the weakling, a "dud" who is always behind any assurnes an attitude of- iii the -race, who is afraid of theball in the soccer game second -case the child's, despair,despondency, ancr resig- mOrveinents? If the cheeky, unrestrained, and .always misses it with his clumsy nation arc overcompensated and teacher, nevertheless,lets the boy join in, he willbe and aggressive behaviorpatteinusually. dominate. Be- and 'sometimes hit psychomotor_ behavior pat- verbally abused, angrily shoved away, , tween these-two extremes of 67 use he is too slow, muddle -headed, and free 'to use externaltimuli for this: a gong is sUddenly sounded, the teacher raises a hand, or a hitherto.continu- tive tor because-he_ has done, something wrong yet , , c, a am ounne su y stops. Simultaneously the ability for relaxatiqn in resting posi- . caie, a patient, progressively structured achieve- _approach can work wonders. Specific acfivities aimed bon is praCticed, preferably with eyes closed: These two lal adaptability can be added. Milestones op the way ,exercises can easily be combined; when the music stops '-irre learning to adapt toapartner, to a group of 'the runners assume a lying position with lightning speed, aid to small groups. Play is a great help. One close their eyes, and remain completely. motionless Until èn.with-sinple,'easily:ea:gay grasped games. A."witch" tries the music begins again. Catch-the other children; the'twins" try todd the same g,while)tolding hands; a "hunter" has a large box of Training of the senses oa, froin, the center of the room- tries to hit 'the - _es" bOuncing around him. The step front games where The acquired ability for arresting movement and for.. everyore plays against ,everyone else to a team game is relaxation leads on now to a Armed program of training of the senses. Here again, voluntary closing of theeyes_is _ _ ailong one and often, not -yet possible with younger aimed at in all exercises for hearing, touch, and spatial , orientation. The child with light brain damage freciuently lacks the ability to choose between all the stimuli offered FROM LACK OF CONTROL TO by his Surroundings; the stimuli impinge on him un- checked. The more these children receive auditory and SELF-CONTROL visual stimuli at the same time, the-more their attention With regard to the Practice of exercises, two facts are fluctuates and the less able they are to concentrate. But of paramount importance: "self-control can within certain if they close their eyes, they temporarily exclude all visual limits be trained" and "self-control begins with the control stimuli, and only then,do they understand that they possess_ of niovement and is only to be reached through this." other useful senses. This deliberate isolation of senses is- Since true educational effort is basically aimed at'self-- an enormous help to.problem children who lack the ability -education,- everything in remedial edticatiOn and,_ we be- to doncentrate, as they progress toward intensive and con- lieve, everything in normal eduntion, depends on awaken- centrated activity. Training of the senses is 'always at the ing selWirection We milsive_thr_ehilit the_npportunitysainctime-trainingin concentration. 'to experiencelithe joy of being master of himself, his own mdvement, -and itseffect in conquering the obstacle, a Training in deliberate gentleness piece of apparatus. We_must allow an inner sense of order Even more difficult than the above mentioned breakipg to develop gradually instead of letting the child be satis,- of &swift running-is- the consciously gentle, cautious, and fied with an external order imposed by authority,- -which at eVery stage carefully measured execution of slow move7 only causes resistariee in problem children. ments. These exercises in "deliberate gentleness- are the counterpart to_ all- extensive, spacially large, and highly Education through music and rhythm dynamic forms of motion. They are, from -an educational Initially it is sufficient to aim at' letting the child adjust point_of view, the yisible sign of a mastery of self through voluntarily to a general-discipline-which:everyone accepts coordinated motor control. as the rule of the garne..,Musie and, rhythm capturethe children. They are- far more willing to yield to this "cap- Exploring and creative exercises tivity,"-lhis relative lack of freedom, which consists of , accepting some objective neutral law, than to the author- Itwould be one-sided and uneducational.if .the child ity of an adUlt. And they enthusiastically submit their Were not allowed the chance to be creative with his own movements to this neutral law whose formative and dis- particular modes of expression. All children:- particularly. ciplinary' forces can now exert their influence on the inhibited ones,.should be given the opportunity to explore in a creative and imaginative way. They often do notInow Children.' ' . For- the_inexperiencedTleacher,- a-t4,first where to -begin freedom of choice and.; salvation. toJ break into a noisy, disorderly lesson with the opportunity for self-discovery. For this very reason it is organIZIng element of musicsinging, clapping, or play- wrong to give the children absolutely unlithited possibili- ing an instrument. As a last resort music from_ S- record ties right from: the beginning. It is far easier- for them_to player or tape recorder can be utilized. The movements choose their own wa -)r if there are not toe many alternative the children perform to this music -can be the simplest possibilities. The essential limitations concern spade, time, '(walkingi running, skipping). Each child should wherever and implement.' Otherw-iSe the pupils will be afraid of possible follow his own path in space (free self-direction) drowning 'in the bonndleSs sea of possibilities and there-- without tonching anyone else (selfcontrol). fore never dare ro ake the first step on their own. The children should learn at every opportunity to think Exercise in self-command things out, to find ways of scilution of their ownWhether In the _quest for self-discovery and Self-control further it is to find a way over obstacles Or- in playing with hoops, , stepshe_come necessary.The first _type_ of ekercise, play- . baljs, orballoons. Play-acting games will be particularly fUlly'repeated with endless variations and modifications is - helpful for inhibited ehildren and especially for stutterers. that of suddenly arresting ones oWnmotion.-From a run The gamin of these activities runs from animal imitationg as fast as possible the child' learns to sit or liedown.. sud- through simple pantomirries to the pantomime representa- denly and does so on his own volition. The teacher_is qUite tive of real situations. WATER ACTIVITY TO COMBATPERCEPTUAL MOTOR PROBLEMS Stale C011ege, New Haven, Conneakut By Edith DeBonis, Professor of, Healthand Physical Eduiation, Southern Connecticut Inusic to accompany activitiesis another motivating Water activity designed to helpchildren move walking relays are more efficiently, ritherthan to teach them to swim;, force. Special activities such.as promising new . used to encourage movernent in thewater. At tithes, has proven, to be an exciting and more directives need tobe`given to help the children dimension in working with children Withperceptual-- in-out, up- motor 'problefns. With this new approach,children iecognize spatial concepts-right-left, down, forward-back; over-under.Awareness of Per- are not taught to swim,although the fact that often gradually they do 4.eiarn is an addedbonus.' No demands are sonal and general space 6an be developed structured, precise, by moving -individually in-one's= own- space.Chil- rnade-on4-11e children to perform dren can see how far they can reach in anydirection simultaneous leg. and arm movements,to learn cer- their hands, arms, tain strokes, nor is -thereformal instruction and by stretching or curling with frustration of at- legs, feet, or-neck. Children canlearn to plan their drill in proper breathing. The movements by designatinggeneral space with float- tempting these demanding skills, foryoUngsfers who General space tan be progres- already have problems with motbr .responses,has ing rope dividers. method of discovering sively enlarged, eventually removingthe dividers to -been removed. A creative require children to plan where they can movewith movement in the water hasbeen substituted, and all know how to greatest security andsafety. As they learn this, children in the programthose who they move more freely andconfidently. swim and those whocannotparticipate. ,Using children, have small equipment, such as beachballs, hoops, pucks, To add further experiences for the etc., young- them enter the water fromdifferent spots and in' pennies, flutterboards, stretch ropes, different ways. For peacticing balance,utilize a sters diicover the buoyancyof their bodies in the bottom of the pool as_a tight- water..In the process of solvingproblemi, they find rope held taut ori the Weir arms rope for the childrento walk in heel-toe fashion; they ean duck their 'heads and can move eyes can be closed aschildren develop ability .and or legs, or both, topropel or lift their bodies, or confidence. Having chiluren bunnyhop. With feet to reach in different directionswith their hands and and-do-manmthings in the together, over the rope, graduallyraised higher, can -feet. -They-can-balance- explosiVe-power. water without.actually swimming..F assist in the- development of games, the-chi - Such-water-activity-helps-children-discover-for By playing carefii ry selected themselves their overall movementpotential:It is dren's involvement in theactivity is so complete that reflex responses. hoped that they will- develop thepersonal cognitive their movements._almost become secunity needed tO-feel free andconfident in their what everyone else but in other, en- The incentiv_e_o_td6 The addition of movem,nts not only in the water .is doing eannot be underestimated. Vironments. The extent of transferof movement environments where the . in water to that in other added problem of graVity is ,presentis yet to be Reprinted-Com The it of ChoIiengc.volume 1 (Washin on. D.C.: proved, but the- prognosis leans.toward the positive. American Association for Health. PhysicalEducation. and Recreation, 1971) deta&mii canbeTu Nhadi-which capitalize upon fa- best order in which to teach swimming effectively.The instructor. must pre- miliarity and security have been found skills to the retarded? Can we really -pare a lesson fOr each individual, tak--- to be the most effective- with the men- determine a time scliedtile for moving ingiinto conside.-ation his total func- tallyretarded.Since most children, on from One skill to the next? tional abilities. The traditional group from early infancy, have had the ex- Methods and materials used in teach- approaches dannot be used with most perience of having their faces washed ing the mentally retarded to swim need retardates; the instAiciar must think, with a soft waihcloth, this old friend to be reviewed, evaluated, and reclassi- evaluate, und plan accordingly.He is brought to class with us.. We do not fied. Many swimming instructors have must be creative, find new devices - createfearbyusingan -approach concluded that the basic methods of traduce fresh methods and approaches, which throws water into the child's teaching swimming needt9bere- and appeal to the individual retardate eyes; -there is no splashing. The child- with whom he is working. The swim- progresses at his own rate arid has fun vamped, especially those used with - certain fetardates the young, those ming instructor must be a psycholo- while he learns. _

-of low-functionil-levels;-the=timid-and-f gist,- educator, friend benefactor,. and- fearful.There are many sequences analyst, combined!

Many children are too small for the shallow end of the APTE: Ecen notywimmers can hold on to one end of the el, pool, so with towels we bring the bottom ol the-pool up pinnk, or rope. While the deidces below are simple ones: to the child! There are many ways in which a towel can they certainly' can work wonders for the instructor. be used as an aid in helping a timid child to become ac- customed to the water. The instructor Miss/ be alert far natural lateral movements which give clu117 strokes and skills which might be most approkriate for the individual. Have ihe child baldnee on a plank (2":1-6"x8'), lie down, roll-over, and,move along.it. As he gains confidence, en- courage him. to- stay on the plank by usingnatural arm movements. A length of rope can be used in the same way as the towel or-board. As the child gains ability,_one_erid=of_the sup port can be lowered so he is actually 'keeping thesebmly parts dfloat himself. Gradually' the entire device can be lowered-to allow the child to float on his own. However. keep the supPort close enough to- him in the early stages .5o it can be reapplied if he starts-to sink. AttivityGrotip$10 the- EleinepterySdooF things and be recognized as an accept- -TERRENCE E. COTTON is äphysical able person. educationteacher and THOMAS J. 35 HALEY is a social worker atThoreau The -average group, session is Concoid, Massa- utes. The activity engagedin on any Elementayy School, given, day is decided on by Theentire chuseps 01742-. al- a group: On occasion,Andividuals are _lowed to pick an activity for thelafger For children whose 'mental -status, goals. First,it reduces -the possibility group to do. Most of theactivities per- background, and potential allow them thate any excessive labeling takes plaCe formed in the groups have already_heen to succeed, school can'be, a funplace with_ respect to -thechildrdninthe education and done in the regular physical to spend a day. For other6hildrpn ups. We feel labeling by peers classes. Thes.instrUctors often participate cause of_farnily difficulty,'ocial in-,. ulty is the single greatest negative with-the group, SerVing as acorlifor abilities,poor academic acievment, reinforcer forthe problem children, and tempo and behavior. 'Ideally,howevef, etc.-.-school is a place whe-they fail when it is apparent that averageo'non-- the greatest control exerted'over ,the and gain a negative reputati n. Nega- problem': students -are in the groups, grail'', comes fromitsown_ internal tiVe Stigmas, aresolidified by those _labeling should diminish4 Secondly, :the pressure. The group membersrealize round therii,J and such child enbegin ,inclusion of "non-proble children in that the amount of fun , and time they to assimilate a poor self--image..With the groups acts as a byllt-in-supportand get each session is directly-related to constant- negative- ..reinforeernent :they. control -mechanism. The non-problem their own ability to get organized, tsi bcgin, -to doubt theiry.. w n nbility ta children tend' to keep activities "going maintain-order, and=to- keep=the_activity_ de Well, to succeed. This article is con- over a _longer period.,of time,arid their going. Therefore, thepressureisCo: cerned ,with these- children andtheir _- abifity to control their Own behavior. cooperate and_ to do_-well, andthe ex- participation- in activity groups.- usually 'minimizes. the confusion and pectation is that all 'the childrenwill Activity groups are .cornprised of chaos tvhich dominates the "problem" behave in a marmer that willensiire child's free time. group-success. small ambers of.- children (6- to 12) Coordinating ,these activity groups-is who _meet formally once a week inthe degree the- task, of the school physicaleduce-_ It is too early to prediet,what schoolgyrrinadiurri. Members include These of success will' be realized by anyof "non- tion teacher and social worker. of -problentchildren"and r also educators offer the childrenvigorous the group mernbers. However, many problem" children' Who have adapted Meth- the children :have Lmproved _ activity with-a variety of controls. ads vary but the goal remains thesitme basicireasasself-image,self-confi- that it-is most important that the ac- Succest is a ciartm and the abiliv to interactin a- tivitgroups-be--of-kheterageneous--na-____success___for_each_child.wonderful thing to experience; it gives group for a iustainedperiod of time. ture. That is, none of the groups are and gains for They are beginning to feel thatthey_ can comprised either solely or mainly of one a positive self-feeling weli; it is hoped that ' much-neededTecognition. -The do certain things problem children. As often a.s possible him this_feeling:will expand inta.their class- th-rhalf -initial_task,of_theLzrouvactivity _pro- the-groups lirk-fpli gram is to let the, childrenexperience room experiences. lb-several.- instanceS of the children being 'referred to us we have noticed definiteareas 'hf social, ' and areas of success and to- reinforeethis because they are having difficulties stronily:-ReinfOrcemenrcin be through as well asphysical:improvement pn the be con- the other because they usually don't verbal praise, peer- acceptance,recogni- part- of the children who might have school problems. This latterchild tion, or other means. Once the child sidered the sehool,(s' "bad boys."In is usually an average student who-is has 'some cZnfidence that he can suc- these cases, fife_ improvementreflects a well liked andwho has the ability to generalize -decrease in 'the children's. getting.into relate well with other children. Thein- ceed, it is hoped that he will this- to the classroom and' beyorid.-It trouble-or disrupting a classroom. While - elusion of Mon-problem- children in a these improvements don't of.themselves severaldesirable is here that the child, begins to -have ther du group accomplishes feelings of entitlement about his life-- remove -negative refintations; to* do . serie as a basis for that drid. I.PII) zi - thatisthat he has the right Reprinted from for,Pnal of Heil/ _ Education. Recreation. January 1973. Physically:-Handia; )ett.,Chilcirep Use the Stegel SUSAN I. GROSSE teaches physical in braces or on crutches, can walk up edaation 'at \F.I.' Gaenslen School', the ladder: 'Children who have weak 1301 E. Auer Avenue, Milwaukee; Pkis- niusais due to muscular dystrophy, or -consul 53212. , extremecontractureasincerebral palsy, can move up the, ladder back- The Lueheburger Sregelalso known--wards in a sitting position using their as. theAll-Purpose, TraMer or-Lind hands on the sIde rails for support. The Climber,is,a versatile piece of-climbing .\activity can be varied by not allowing equipment rapidly achieving popularity a child' to use a particular arm or leg.' in elementary physical education pro- Suspended_ between both horses,the grams. It conski&--three'poles which' ladder can be used for going across n-P4-1:ip arranged at- severaldifferent . either by-.Iying on khe stomach and eights between two ,sawhorse pieces. pulling:- withthearms, crawling,or ladder and a slide may- be attached crawling in and out between the rungs, ither the poleS ar-horses. Its current. Polei. The "thiee poles can beat- pularity stems from the many dif- taehed.. to any of the three _ different ent ways in which the equipment levels of the horses. At a variety of, be set up as well as the variety of settings 'they can be used for move- ities which may be performed on it, merit problem solvirig. The child can e does not usnally associate climb- be asked to go over, under, between,- ing uipment with the physically handL and around various poles.. If the prob- icapd. However, the same character- lem, isset .but thp childisnot- told .Isticshat make the stegel valuable for . exaatly how to do it, he is able to work the` n rmal child make it even more out ,a solution at -a physical level where valn.ab eforthose who arehandi- he .islikelyto -,aehieve-SuccessFor ,capped_ initially it an previde an op- example, if one pole -isset at each of portuni for movement for children the three-levels-and -the-problem- isAo ':_who-are-restricted-by- their handicaps go over a pole, the child who is usually =------and by \people who are afraid tolet in a wheelchair can crawl over the low them participateinphysicalactivity pole -while the Minirri-"ly . handicapped for- feal- V, of further damage. through child can go over the '.,kh Pole with a accident. Though the potential fdr acci- forward roll. Each has solved thetprob- dent _doeSk exist,itisgreatlyovef- lem. each has been successful, and each weighed bk the benefits ,such actrvity has had a new Movement experience. 4 chn provi4. Through this _Movement . The prOblems can be made'More chat- many otherintegritiescandevelop. lengingif further restrictions on the Muscular 'strength,coordination, bal- movement are 'made. by asking thatit ance, and °agility May all .be improved. be done feet first, back to the floor. Coneepts .-ofbodyimage,spatial stomach facing Ole floor sidewards etc . awareness, and laterality can be devel- If two poles are placed parallel to , oped and- th: self-confidence acquired through aceo plishmeht can enhance _each other at the highest level they can : usedasgvmna,stic_ parallelbats. _:emotional_ growth.-Perforrning-on- the Students who have handicaps involving steger:rnby/ require more effort- for, the the lower extremities but with intact' handicapped..child -but 'the rewards .dre shoulder gird e functioning can learn -- well worth it\ -gular parallel bar move- , There are essentially two:ways _of many of' the ments. I apprbaching actiVity on the stegel: frorn -, If hiie poleisplaced at the high the aspect of ntovement iiroblem sciili----level it can bc used as a horizontal bar ing and from the- aspecf offormal by boys and 1s a starter bar for begin- -.gymnastics.- Each',of these is somewhat ning uneven parallel bar activities for dependent Upon the:part of the equip- girls.Many 1childrenwithminimal ment used. Thereforp each part of-the handicaps,especiallythoseinvolving equipment is considered separately here only one lower extremity, can perform not onlY--in terrns of possible activities quite Ntll in "these areas.. \but also in .light of how a handicapped Slide! Hoolked to either a horsc or a child can perform,the activities. pole, the slide provides a great deal Of * \Ladder. Hooked to one botse_or a. motivation, -for children who have to pole_ itcart15e used for climbing up work -hard fa 'move_ arbund especially and\ down. A child whd can walk, even enjoy the ,freeeffortless slide down at \ , . the end of their work on .a problem.. Reprinted from Journalof Health. PInsical Itrequires no great physical exertion Etiarua?n. Recreation,June- 1972. , 72 dateh , 'one senie .of feedback and forces Ithe support., If the child is falling, -child to rely More heavily oilothers. _ the shoulders to keepfiim from, landin Mest'of the problem solving activities on his head. done with the eyes open can be done -4. Let the child move at his own speed. Children with limited experi nce blindfolded. - . activity,thefollowing may need time ft).ihinkl out what they Withany are doing. On the other hand, afre- safetyprecautions - shooldbetaken when using a stegel: -quint occurrenceistheenthusiastic' 1. In setting up uipment "-.be child who gets upside down for the first sure that all the bol secure. They time and' lets go. He may need some will work loose with At d as movable- slowing,sclowo next time. nCOblige sharing of/space.' As - parts areexchanged.); 5 'the children ;become moreapable, sev- 2:. se mats.-itiefiSt two layeis deep under thd odes, and one layer Under eral can perform at one tie. Howevért- the ladder and 'at the erid of the slide. they should be aught:tt de their own Children in braces -may be less capable thing without interferinv,ith sorneOne of adjusting their bodies to t fall else. a safely,- due to -the added wel of the Physically handica ped children can braces as.-well as the weakencq or con- perform on the 'meg I and can achieve tracted state of the Muscles involved. the same benefitsi -terms of physical mobilityandgr wthinself-esteeM and can be done in a varletyof dd.- Mats will ensure a safe_ fall and hence re-ssen fear ofarying again. through arscomplishrnent, that normal ferent wayson the -stomach,back, However, they first, feet first, Use _spotting.' Encourage thelliild. _children can achieve side, seat, or knees; head needit much more Because the poss or sideways. The moreable child in to accomplish as much on his ownaS possible., Sometimes this -may mean- a sibilities for Such achievement are much e- terms of shoulderstrength can be asked more limited. Don't let thispossibilitY slideasIl part of a fall, but children also learn _by their - .to crawl up the afe to waste; let your physically handi- strength building problem. mistakes.: Spot to' make sure_it is.a s fall. When in doubt, steady the hips for capped -children_ u.se the siege!. - -Combined ptecesThe pi:4es, ladder, and slide can be arranged in any num-_ her of ways. With--each npw arrange- ment- the child can be asked to getfrom one side _or end of the_set-up to the Lother. He =may go- any wayhe wishes at Orst.If the teacher wishis to make .the'problem harder, additiOnalequire- ments can be made in,terms ofactivitie tobe_ performed during the trip-across 'For example; -Go across bYgoing over two poles and under one ofthe poles," or '!Get to the other endby .going back- -wards."The possibilities are endless. Each child can achieve success ,by in$ the problem at his ownlevel of mobility. The key to success is varietyvariety in the arrangement of theequipment-- .and variety in the movement- ofthe child.In addition to the problemsolv- ing method as a means' ofachieving child different physical responses, the-- can also be. blindfolded.This eliminate THE NEED FOR LEISURE' EDUCATION FOR HANDICAPPED CHILDREN AND YOUTH

_Education for leidure contributes This is a draft statement prepared by ployed.An -additional 1% will to. the -Oality r. and richness of the EDITH L. BALL, W ILLIAM C. CHASE1',' require at least a partialTy shel- lives ef all children- and youth. But and DONALD-E. HAWKINS, .Leisure tered setting and ferrety, and 3% torhandica/Pped :chiIdrenleisure Information 'Service,- and- PETER J. =Willprobably.- be almosttOtally education -may provide the tools to VERHOVEN, JR.,'National Recreation' depende'nV' create a life of involvement and self- and Park Association. The rationale Inlight of this profile, there can directed 'pArticipation. Some' handi- waS,.cleveloped as a part of OS0E/- be little doubt that handicapped chit- Pepped childfen end youth will derive BEN _Contract #300-75-0264, :Pro- dren and youth require alternatiVes thetrbasic satiafacfons and-sense of gram for Leisure Time Education for to education fOr wOrk.They. mast accomplishment frOmtheexped- Handicapped 'Youth (K-12)," awarded have ooportunities to prepare them- -- --lances end relatiOaships they ,_have in . to 'Leisure Information Service, -729 selves to direct their lives at leistire Ntheir Many hours-6f unobligated time. Delaware WashinOton, in a way which brints' personal Te- ror this group, leisure education may 0. C. 20024,, The complete document -wards and enables th m to contribete serve' as a significant positive inter- includes a 'rationale dealingwith tp the life of their comMunity. _ vention intoaridsupport oftheir education for leisure for the general Traditionally,. American education overall development. poalation, but because that is du- has emphaSizedthedevelopment Adverse Influences Upon plicated inemuch of (he material oF-,- of work-oriented behaviers and atti- sented in this specrat issue, only the tudes; eduuation for leisure es an Leisure Participation . A distinction should -be made-be- second .part,'bontainTh4 the retanale objective of -the educational. process,' een. handicaps of intrinsic and ex- for handicapped youth, is presented has-been accorded:low priority. This here, --Specific= reactions-and-criti----narrow- -perspective resUltingin 'a sic --origin. --Intrinsichandicaps cisms-tp (he statement will be appre- lack of options' to prepare fbr total result fromiz: physical, :emotional, or ciated-and-should be -sent -to-the- mental-impaIrments-7Whfch-lirnit or living has-been a disservice to many hamper the child's ability to carry out aboye address. , persons,- but- it has been. particularly. unfair to- thbse whq may h e b4become involved in normal life intrinsically or extrinsically 'caused= activities such as education, work, potential and opporttinity to 'erther requires-involvement-and -coopera . -self-carc-recraation,-Ten-d-social in- -world oflwdTk. tion of the child end those who have ; Education for leisure may be p teraction.Special training medical directcontactwith -handicapped ceiyed as an integral component o treatment, or supporthie _devices- are- children and inflUence the programs the educatiOnal program, which stim, often required to facilitate the indi- and services provided for them.. viduarkdevelopment and' elevate his ulates the development of variedlei- or her, 'functional. capacity.Self- Enforced Leisure and the- sure intereste and abilities through is -the Haridicapped 7Child curriculum content and associated concept, :an -intrinsic factor, MartY handicapPed persone, espe- participatorylearning., experiences. way in which a child, perceives his cially those with severe disabilities, Incorporationofleisure education or her competence, ability to make can be expected to have dispropor- concepts and opportunities for ex- an impact upon the environment, and tionately more' leisure than -others ploring activities balances-the- voca- worth as a person. A negative self- because they have -more 'limited em- tional cOMponents of curricula and 'appraisalcreates- problems which ployment opportunities. Even those may have little or no relationship to broadens the seope :of instrUctiOn. and/or able to achieve a-satisfactory level of For thbse with many hour's of free demonstrated-Capabilities leisOre competence may find thetn- aerie, -leisure education offers appro- degrees to which the impairment has- selves confronted with many unfilled priate preparation for living. been surmounted. hours because they .cannot reach : When the _factors limiting -partici- resourcesor -because- Attitudinal Change . pation and interactibn are_ found in community they may lack the social skills which Etecause they are looked upon% as The environment, handicaps may be accompany many activities and are said to be extrinsically determined. different, handicapped per-sons are essential in forming -and sustaining often excliided from the mainstream In spite of skill proficiency, positive friendships and dating relationships: self-coneept, and functional capacity, of American societyPublic attitdde Themproblem of enforced Leisure is- has attached a stigma to disability a child's leisure participation may undert'cored by the statistics pro7 negative :public and has fostered stereotypic ways of hinderedby id d i'1975 tf th N tional attitudes, inaccessible facilities and perceiving and relating to_ this pop- Advisory Committee on the Handi- ulation wawa.. As regult, handi- program* Inappropriately designed capped. The Deputy Commissioner vehicle*economic capped persons often _form a nega- transpOrtation of he Bureau of Education for the tive self-concept -end develop low constraints, and priablematic jCgal dipapped states that: issCes. riThese elements are often expectations -Of: themselves'. How-. -Subtle and :are usually beyond the nly 21% of the handicapped Chit- ever, because .attitudea are learned, dren leavirig schools in the next they are subject to change, provided control- of the child four years will be fully employed , Overcominghandicapswhether the pyblic gains,new informatioriand 'or go on to I=experiences to stimulate Change. indi,aduals de- Reprinted IrornJournalqfPlipical Edo. Another- 40%willbe underem- ;As handicapped &vermin.. March 197o. ployed, and -26% will be unern- monstrate their autonomy ind corn- -- 8 2 forthe is a place in all classes andcourses' petence during their leisure activities create- additionalbenefitg of a handicapped chiio.Increased 'ern- for integration of components and as they become more comforter leisure education program. Associa- peerg, phasis upon leisure 'educationwill ble with their nonhandicapped fields tion of leisure concepts withvaried . new aeceptance andunderstanding create renewed interest in such art,music, subject matter is one way to demon- - should be evidenced in publicatti- as physical education, strate the interrelatedness ofleiiure Differences fostered by dis- drama, and dance. These areas have tude. to all aspects of life. t ability should fade gradually, and distinct therapeutiC and educational Counseling students about their commonalities stimulated by mutual value end are essential elements of leiSure interests is 'one 'component interests and human eeds should education for leisure.These. areas, frequently considered "extra-curric- of a leisure education program. This take precedence. Participation in a process enables students toidentify community setting hplds great poten- ular- by educators, deserve greater recognitidn for the contribUtions they their interests, discover which ac- ,tial for -creating the attitudes which .tivities they wish to pursue, and de- will bridge the gap traditionally se- can make to lite enrichmentand to the quality of Jeisure experiences . termine whiCh skills they Kaye and parating the hahdicapped and non- need to develop to achievesuccesi handicapped populations in normal Itis timely that increased concern -andsatisfyingparticipation.They . for leisure educatiOn coincides with a life activities. And itis through a also learn effective ways of forming -program of education forleisure that current national movement to expand inphysical ties with individuals and groUps and handicapped children and youth will instructional programs strengthen affiliations with family and to education and arts educationfor gain the skills and independence friends.Leisure counseling assists function more effedtively in thecoM- handicapped students, An emphasis upon leisure within handicapped children and youtti to munity. the-'school program demands a pro- use community resources andto involve themselves insolitary and Leisure as Related to the Education fessional involvement which carries home-centered activities. One of the Youth over into the total livingenvironment of Handicapped Children and prime goals of the counseling'proc- Education and recreation have a of the child. Increased communica- of tion and coordination betweenedu- ess is to facilitate the application ---7-similar goal: to improve theindivi- skills outside the classroom. dual's. mental, physiCal, social, and cation and redreationis a qietural encOurage Teachers who work with handi- emotional deweloprnent. Both educe- outcome, which should capped students can undertake a individuals teachers.recreators,parents, and tors and recreators help other concerned .rersons to team to- limited counseling role in their daily assume the lifetime responsibilityof contacts. They can apply informa- directing their own education and rec- gether to provide more effective and appropriate services 'to handicapped tion known about-students' functional reation involvements, Such common- levels end potential to the ac:tivities unity of purpose lakes onspe6ial children end youth . which relate to leisure skill and in- significance in light of the increased The prognosis for such a relation- between special education and terest development.Teachers can leisure aVailable and tne substantial aisc5 serve as a link between other portion of a pereon'S life spanwhich recreation is good, since both fields appear to be dynamic changeagents, counselors and- individuals assisting is devoted to leisurepUrrsuits. The their students. 'implication for eduCation is thatan as evidericed by theirefforts at all appropriate 'curriculum mustincor- levels to expend services for handi- Implementation of Leisure porate preparation for leisure as a capped populations.Educators of Education Programs means of facilitating lifeadjustrnent handicapped students are in a unique position to be adyocates of leisure To implement programs of educe- . The scelijit play an important tion for leisure in the nation's schools comprehensive, education: they spencla significant, role in providing a portion of each day in direct contact requires the combined efforts of a long-terni program of training to in- variety of professionals.and.rnembers. dividuals who experiencesignificant with their students and are able to Each may con-, atcriticalpoints tofa- of- the lay public. deficiencies in one or more- areasof intervene tothe acme- result of cilitate_developrient of basic Skills,' tributesignificantly human develojarilent as a tance of leisure activity as a worthy . Learnirig how to knowledge, and attitudes. Educators their disabilities. may also serve as significant'guides pursuit and the provision of educe- find enjoyment and meaningduring tion for leisure as an important func, -leisure is as important apart of a the community and dssist the handicapped youth to function within tion of public education. total equcational program aslearn- The Schools.Educators should interact it. . ing hew toread,speak, Leisure education need not be a play a significant role in establishing . socialiy, and count. A welf-conceived leisure education as part of the total leliure edircation program will pro- -..-eparatesubject or content area within the curriculum.Its concepts curriculum. They need to learn how vide'. thepreparatoryexperiences to be effectiveintheir role as a handicapped children and goals may be used to formulate necessary lor structure and.content of the total leieura educator and the ways in and youth to .function withminirnur, . the :prograrn and assure adequate provi- which they cal assist their students difficulty within the 'communityand leisbrelifestylewhich from coal- sion of opportunities tor thedevelop 'develop a to, gain maximum benefit -act,gty-Sj

, toward ltisure as a worthy pursuit schools . thee riust now work to accommodate .The current trend in education is to this arouo insatisfyieg leisure ac- and sen itivity to the special needs integrate (mainetreale) handicapped tiveies. To accomplish these tasks of this p pulation group. Because of childrenandyouthintoregular ,requires cooperation of transporta- the com on goals held by educators , glasses. A similartrend, deinstitu- ffion specialists, architects, planners, and recr ators and the varied ways tionalizationiMoves handicapped landscaPe designeri, and building6 in which they. can Coordinate their children and .youth from instffutions 1contractors; inyolvement of media programs and pool their resources to to community settings.Both efforts and human service personnel is aleo facilitate tunán growth and develop- attempt to normalize the lifestyle critical. ment, it Wpuld seem logical that they andexperiencesofhandicapped Legislation. The "Education for All join toget er as advocates of educa- children and youth and assist them Handicapped .Act of 1975" (P.L. 94- tion for le sure to function more effectively within 142) may provide the impetus for edu- Society, as well ai the .individual, programa- providedtononhandi- cating teachers, administrators, and benefits f pm programs designed to capped peraons, others about the concept and value enhance human growth and devel- poth trends have implications for .of leisure education .and for creating opment and enable each person to the ways in whiCh leisure education leisure education programs for hand- assume a productive and contribu- is implemented in ihe schools and lapped children and youth.The tory role within the community.In support the value ofestablishing purpose .of thp Act is 'to ".. assure lightoft 1 1e. American concern for such a program in tthe school sys- that aP handicapped children' have equal opp rtunity and the right of tem.Leisure educationprograms the individeal to the pursuit of happi- !offered in -regular clesses must be ness,proiesionofeducationfor sbuctured and conducted in ways leisure as1 an ietegralpart of` the which take into accipunt thehandi7 total educetional program for handi- capped student's spacial needs and capped children and youth appears enhance his or her ability to utilize to be an a propriate and necessary communitye resouroes.1 If leisure edu- endeavor. 1

I 76 Instruaona 'Ideas DANCE AND MEN PHYSICAL EDUCATORS

Sa/ E Abitanta is elementary physical education consult- ant !or the New lerN'ey State Department of Education.

ance that can-emerge from classroom experiences As physical-educators, we need to do some in-depth is plentiful, as illustrated by the Doze and the soul-searching. Possibly one reason why we other vignettes in this feature. Correlating'classroom have avoided dance is that we have never been happenings into meaningful dance experiences can be exposed to the powerful masCuline, virile kinds of done with work on transportation, migration of dance_ We arestill eniGued with the 19th century birds, community helpers, hats, World Series, weather approaCh and refuse to put dance in its proper' and seasons, Olympics, folklore, states and counties perspective for boys_ indeed, with any unit of-study. We men teachers have long been embarrassed by Dance as a correlative activlty is one thing, but to our lack of skiff. Much of our dance exposure was a make dance a vital part of physical education and the poor experience which did not appeal to our male total curriculum is another. We need the courage image and, as a result, we have embraced the idea of to begin taking a hard look at the things held sacred nurturing the athlete, leaving no time for in physical education programs. We will agree that movement-related activities. We can no longer working with children in physical education can be a continue to believe that all expressive experiences in relatively easy task, if we perform in the traditional movement belong strictlyjn the women's sphere. American sports-oriented program, beginning as early It is impohant for us to revitalize our dance as possible to ready another generation for sports, background and convince administrators that the and repeating the same program year in and year out_ only reason dance has been primarily taught by the But can we justify physical education by developing women was because we Men had failed to properly for later athleticS several highly skilled children in prepare ourselves. each class of 25 to JO? Can we continue to-convince It is important that we re-acquaint ourselves with administrators of the need for more time fOr physcal children and study what it means to have dance education when we are not reaching all children? experwce threading-through all physical education We need to demonstrate what a truly meaningful activities (K-12th grade). Dance is body talka means physical education program should be and the *- of communication and Of creative expression for important part dance contributes.to the overall one's feelings for his fellow man and his way of life; program. Men teachers can no longer say.that "boys it provides enjoyment and sensuous pleasure, a means hate dance." Dothey really hate dance or shall to emotional release, a healthy form of exerCise; it . we restate the question, -Who is it who hates dance?" develops control, poise, and balance and affords numerous opportunities to respond to music through movement. Reprinted (rum /ditinal of Heal Physical Be courageouS. Give-boys meaningiul dance Education, Herreation,:factaberaun. experiences.

78 are-de- 1. Students may perform onlythe OPEN UP! Remedial learning centers signedtorernediatespecificphysical, listed skills. HOWARD E. BLAKE is professor of limitations, weaknesses, and deficiencies. 2.Potentiallyhazardousactivities elementary education. Temple- Univer- Art example of this is a balance beam (ciarked on the list with a red star) sity.Philadelphia.Pennsylvania, and center which enables a studentwith a airseiotno. be performed only with- super-,. consultant to the. Ridley School Dis- balance, deficiency to practice balanc- 3. Students must be engaged in an trict. 'JOSEPH G. FLEISCHUT ishead ingskills withinhis own classroom. of the Elementary Health andPhysical This approach has been used to reme- activity. w all times during the period. Education Department for the Ridley diate problems in the areas of percep- The learning areas vary from schodl School District. Folsom.Pennsylvania tual skills and movementeducation. to school but theirorganizational con- 19033. RICHARD .1_ WESTERVELT In addition to the learning centers ceptsremainconstant. is a health and ph;sical eduratkinteach- that -have .been placed in regularele- The advantages of the opeti concept er in the Ridley SchoolDistrict. mentary classrooms, elementaryhealth in gymnastics have been: and physical- education teachershave 1. All students can progress at their Like many school districts through. Own speed. School Pis- begun to use the principles of the open out the nation, the Ridley classroomintheirbasicelementary 2. All students can derive a measure trict has sought a means forimproving service of success. terms of health and physical education itseducational program in program. Many existingprimary and 3. All students can be aetive.all the current Curriculum development.=Afte? unit educatiun for ititermediatephysicaleducation time. a period of in-service plansh-..e been restructured to best 4. A wide variety of skills can be az- teachers, its elementary schools arc rrow ommodated. of facilitate the philosophies Of the open using learning centers for a portion classroom. 5. The teacher is free to work with the school day for intrOducing, prac- For example:in:, an open gymn'astics all students at their own level. ticing, and reinforcing skills and con- unit for intermediate students, all the 6..Theprogram is low-key, and cepts In all subject areas. facilities are open to all students in the competition is kept at a minimum. The Ridley Elementary Healthand class all the time. Each piece of equip- 7. Superior students., cart be directed Physical Education Department studied ment is treated as an individuallearn- to work with less able students,thui ways in 'which it might use the learning ing center. A list of skills to be per- fostering a sense of appreciation of in- center approach. It was discoveredthat posted. There, dividual differences and likenesses. planning, formed at each areai. throughcareful,creative are also drawings orpictures- of each Converting physical edocation pro- elementaryphysicaleducationpro- skill for reinforcement. All the skills techniques the- success grams to open classroom grams could help augment and skill progressions are shownand musi be a -carefully planned process. of the open classroom. Many aspects explained to the.entire class, after which Racing into these techniciues could lead of "traditional" physical education pro- the students are free to participate at -experience gramssdch as physical activity,skill to utter chaos. The Ridley .- any of thp areas. Theodly restrictions indidatesthat in-service education develbpment,cooperation,progressive and are: should be used to familiarize teachers challenge, healthy' competition, fun, with the basic philosophies of_the oNn an informal instructionalatmosphere learning Kindergarten children at WoodlynSchool gymnasium before starting io Teach- easily lend .themselves to the ers must feel comfortable withit and . work together at. a balancecenter in center concept. - want to teat...4n this way for it tobe The Department has been able to act = their classroom. classroom rewarding and successful. .as resource personnel for the ustre-S5o gni-e th'spupil- -teacher and thoN extend the physical ed- 1' Totc h e.m class- :centered approach as an attitude ratherc., uoation program by Placing in the than a system alone. Without this atti- room learning centers thatlend enria- teachers cannot commit them- ment to the overall program aswell as tude, problems. selves to the superiority of this form of aid in remediation of specific education or facilitateiteffectively in Enrichment learning centers use aphysi- their schools. cal activity or games to promote learn- Health and physical e4ucators can ing in specific i-ubject areas. An exam- use the relaxed, informalrelationship 2. ple of this is a math center which takes they and their students have often en- the form of- a simple bean bag toss joyedto form thefoundation of a -gameforprimarychildren,which lirriitless variety -of open _classroom ac- makes itnecessary for partypants to tivities. These activities will enable them record and compute humerical scores_ . to begin modification of the service pro- gram as well as to reach out tothe classroom andofferprograms of a Reprinted from finwnai FhviiI Ed4tiwf mand medial and enrichment nature. RecreationApril 1975. 7

8 7 SCIENCE AS A POINT OF r-ricke ,crickets hear them sing In the summer and the spring. DEPARTURE FOR _DANCE Ants are crawling, never still, Loretta Blank is a third grade teacher at the Lakeview Watch them vorking in their hill. School, Colonial Heights, Virginia. Caterpillar, don't cry, don't cry Spin your cocoon, be a butterfly. he children I teach particularly enjoy our learning Texperiences in the area of science_In the begin- Fly, fly, dirty fly-- ning warm days of school, they were keenly interested Such a pest! Oh, my! Oh; my! in insects. All sorts of insects were being bottled and ZZZ-ZZZ in my ear brought to my classroom.- So began our study of in- That mosquito has no fear. sects.Books were gathered, arid as quickly as One child finished with a book, another would pick it up. Insects, insects all around We discovered many interesting things, like watching You'll find them everywhere in town! crickets rubbing their wings together to make their Creepy insects! Crawling insects! chirpiiig song. Some are mighty small insects! How do you go about bringing a unit so full of en- Insects! Insects! thusiasm to a dose? We wrote our own song about In experiences such as these, learning involves more bees, crickets', ants, caterpillars, flies, and mosquitos than books and Words.It involves the child's life and and then made a dance about them. interest is a source, his mind for thinking, his-voice Before we realized what had happened, the room for verbalization (stories, poems, songs), his hand for was alive with thirty insects of many types and Sizes. writing, and his whole body for a deeper understand- They crawled, leaped, jumped, wiggled, humped, and 'ing through creative rhythmic movement and dancez made ipsect sounds. One group of children danced Motivation for another dance,study wAs a tornado the complete metamorphosis of caterpillar to butterfly. which destrOyed buildingsina nearbi area,- This Another group rubbed their wings together to sing. brought about a discussion of the puzzling aspects_of Becoming insects.of all kinds, the children illustrated, nature, and the following poem resulted. in the best test possible, their knowledge of the insect world. .. Nature's Contrast Insects, insects all around The wind is bad, it destroys. You'll find them everywhere in town! The-wind is good, it cools and it dries. Creepy insects! Crawling insects! Rain is bad, it floods the land. Some are mighty small insects! Rain is good, it helps plants grow. insects! Insects! The sun is bad, it parches the earth. The sun is good, without it our earth would he void. Bees, bees, sMall, small bees In the world of nature there are things bad and hood. Making honey in the trees. The poem was a point of departure for making Reprinted tram lownal of Health, Ica/ dance showing-the contrasts in 'nature through group Education, Recteation, October 1971. movement. r11111Ile1611t tiu The t011owing teaching idet du- in- Cannibal CavesSecure large card- einnuti Pub Ito Schooh' were collected mid parallelbar,Havethreeadjustable heights to choose from_ board drums_ Cut out bottoms and suihnitted by RudolphL.IletuuH.l.in= place end to end. Nail on a 2" x 6' structional cOnsulutut in health tool Volcano or MaintainOblique lad- der covered with a 24' tumbling mat plank to hold drums in place_ Place unit ediwation at the fincin[toi Public Schooh. on top of bucks on side horse. Crawl h-ducatton Center, 231) E. Ninth street: draped over and tied underneath_ Run up oblique ladder and climb down back through or use large truck size inner- i'innuzi. Ohio 45202. tubes tied,together: crawl through`cen- - side cf vertical lapder. Raise angle of oblique ladder each gym period. Fol- ter hole, lowed by the pole or vine swing this is Snake IlitHorizbutalladderor a good activity. monkey bars..Travel -across with hands JUNGLE TIME Ant HidHigh 6'horizontalbar on beams or rungs. Mats underwith AT WESTWOOD SCHOOL with18' tumbling mat draped over. stuffed snakes or rubber snakcs, Scale and climb over. Raise height of Swinging Bridgeuse a 10' to 12' 2" JACK L. BOCKHOL7' teaches at est- hill each gym period. diameter iron pole suspended by two wood Ekrnetuary School, 2981 Mon- Tiger' PitHand travel across rings swinging rings approximately 30' off tana Avenue, Cincinnati, Ohio 45211, with mats underneath. Rings can be tied floor. Attach an overhead guide rope to a 7" diameter pipe suspended from for support balance. Walk across. 'The -Jungle" is an adapted vcrsion of Cave EntranceHang old tires from a World Was II obstacle training course seve...d rings if need be. Raise rings; jump high from floor. horizontal bar for crawl through. for conditioning the youth of our coun- , try. Combined with modern day altera- Spider WebUse a cargo netto Trail MarkersBowling pins make tions and vivid imagination, it is the one climb over the top o- through certain excellent trail markers. experience most remembered by ele- mentary age pupils long after they have -become adults and parents. Often the first question asked by 'ting° former pupilsis,-Do ,you havethe Jungle?" The Jungle gives the student WI op- portunity to improve agility and balance in a fun and imaginative way to use the entire muscular system, It's a real work- out, -but fun! The gymnasium is transformed into tropical jungle with a path to follow through the obstacles.. Every piece of I. equiprnentisinuse. Children -make stuffed dummies, palm trees, signs, trail markers: etc. Names arc given tc; the, various obstacles to enhance the imagi- nation. The object isto travel on the path through the Jungle. conquering every obstacle ;n you'r way. The class vided into groups of six to eight and givennamesofexpeditions.These groups are then sent on the trailwith spaces between teams. Each memberof the team may help teammates conquer- each obstacle. The team having the few- est unconquered obstacles is the winner. Vine SwingClimbing poleswing

LAM Mil Reprinted from lour/ Westwood Elementary School's Jungle Rel"YealW11,Ochlher 1975,

8 I. to pract ee balznee skills such asroller - Challenges include the following: skating,bicycling,ifndatiltwalking. I.Skate 25' on grass with proper weight Cone are the wooden fences which ill transfer. the past afforded children the challenge '2.Repeat,on coarse asphalt. of walking ort bases of support, Repeat on str.,001h cemenl. With this loss, some children become 4.Skate Iasi for 50'. -balance deprived-.. and to offsetthis-- 5 Skate slow, for 50'. deficit, the University Elementary 6'cilide in squatting position for 20' on School at UCLA. the state laboratory horizontal level. school in California, began to investi- 7. Wide down 50' sloping hill. gate the possibility of moving ordy- S.Skate aroundten12" conesplaced namic balance atall levels 6f the cur- three feet apart. . riculunt.Children at the school range One day during each of the weeksof in age from 4 to I2 years, and sothe the six-week total block, -the children challenges hadtoencompass a full check off as many skills as they are range of balance possibilitiesthatcon- able to do.Inthis way, the childis tainedsequential challengesforchil- continuallychallengedin sequential how we teach dren. It was decided'that rollerskating fashion and has knowledge of reslfits. would he an appropriate skill for early The skill card proyidesan on-goingrec. BAtANCE CHALLENES childhood (3-6 years old), stilts would ord for riarent conferences. be good for 6-8 year old children,and The children often, have theeir shOe CRAIG CUNNINGHAMis supervisor unicycleridingwouldbe a logical skates but the school provides toeclamp f pllysical education, Univenity Ele- choice for 9-12 year olds. skates us the basic equipment.Children and this pro- --ry,Schoof, Graduate School of Ed- Because the 3-6 year old children can take skates home, ucation.University of California, Los needed a great deal of positive success. vides an opportunity to practice at other Angeles.,90024. it was decided to start the skaters on times. rdsistance Some 'of the 6-8 year old children grass to provide the necessary make their In todays society, children often do and a cushion for emergency landings_ are given the opportunity to not have the opportunity of beingchal- Children move from grass to a coarse own stilts, and somecommerdial stilts lenged with a koy developmental con- asphalt and then to a smooth sidewalk are also purchased. Sincethe.concdpt of child grass- cept, balance. It is difficult for the in front or the school so surfaces be- success in initiattrials is important, -Mdi- was again chosen for its betterhase sta- came a variable, for programing firstwith low vidual levels. Skill record cards are bility:Children work kept for sach child, which aided infol- baSes (6' from the grdund). and work lowing individual progress. their. way to higher bases of 12"-16". / Many ,children- haye learned about Me concept of balance by- walking wooden, fences. The. child %-..those .neighborhood !acid such Challenges --. maybe "balance deprived."

aukePublic Schools pnoto

Reprinted from Jmirrianf Ia/lu iInniilliI Recreation, March 1975. out for the fence for supportagain. Once students are able to ride along STATION TEACH! NG the fence, they are encouraged to ride ANN E.' DAVIS teaches in South-Glen- out on their owu and attempt toreach Falls, New York 12801, a 25distance. Once this distaneeis .mastered,thestudentattempts even The station method of teaching frees greater distances. Self starts: turns in the teacher to be a guide, a motivator, both direetiobS; riding up and&dm a critic, and a friend. In this approach, ramrs, between objectsina -slal'orn" teachers can get to know students and course, onteeter-totters;andriding direct the learning experiences as deed- backwards are all skills eagerly worked ed. Students can practice at their own on. levels of ability, free from the pressure For team play, unicycle hockeyand of measuring up to more advanced stu, basketballare used along with other dents. activities such as unicycle derby, uni- The 'station method incorporates. the cycle Olympics, folk dances, and ere-. use of learning centers. Itinvolves sev- ative routines. Skill eards are used to eral activities to he performed in one help motivation and enhancerecord class period, all built around one cen- keeping. tral theme. It is best described in four The students are encouraged toride parts: the theme, the station, the sta- as much as possibleduriqg the school tion card, end' the group organization, day. Some children have been somoti- The thenie is the basic objective for vated about this'partieular unitthat station lessons. All activities used con- they work to earn money to buy,their tributetothede,v5loprnentofthe own unicycles or ask forthem as birth- therrie which can be general (accuracy.) day and Christmas gifts. They bring or more specifie (overhand throwing) .their own qinicyclestoschool, -and depending on the.objective of the les- some children ride toschool carrying som school books.. The 3ta1ion iy.the attivit5, to be per- formed and 'the area tis performed in. A specific space is designated as thestationarea andtfieactivity'is .clearlydefined.Severalstationsare R;printedirorpitpurnia of Physical Lilifetallin used in one lesson to dovelop the select- ffeereathMApril 1975. ed theme. Thestationcard explains the activity performance and give individua Kickingstand at the line taped to and the procedure for that- station. The lion to each leaner. the floor. Try to kick the ball between card consists of a brief written explana-' the cones. Theme Ideas don and an illustration. Sport Skill Themes Theorganizationof thoee participat- Themes around which station lessons Basketballdribble the ball in and ing in station lessons provides (or a can be- designed are divided into four smobth and efficient flow of traffic from basic categories:, basic skills, develop- out of the cones, alternate hands. one station area to another. This can mentalrnoVernent,sportskills,and Soccerkick the ballto the wa: be accomplished by forming groups of operpended themes. Stop it with your knee when it comes students who travel together from sta- Basic skill themesinvolvesuch back to you. Try your foot. tion to station throughout the class pe- things=as ball handling, hand apparatus Developmental Movement Themes riod. The number of stations determines activities, development of accuracy; and Balancewalk along the line taped the number of groups. as well as the any of those skills needed to develop to the floor,, try not to fall off. Can you amount of time each group may spend more advanced participation in games do it backwards? at each activity. and sports. Agility-have a friend throw three Planning for the use of the station Themes of sport skills are designed balls at you. Can you dodge each ono? mandates an efficient organization of for the sport to be learned and the sta- objectives, skills to be learned, and eval- tions are the specific skills needed in Open.ended Themes uation of progress. the sport. Stations' like this provide a Can you twirl the hoop around three Preparation begins with determining usefulalternativetolearningsport different parts of your body? - the theme or objective. When the sta- skills through traditional drills. Using the equipment thatishere, tion method is used within an estab- Developmental movement themes in- make up a game that has 2 rUles: lishetIunit, the unit in progress pro- clude balance, strengzh, coordination, Alternatives vides the theme. Itis also possible to agility,and flexibilityactivities.Sta- - use die station method .todevelop cer- tions developed aroun,d this theme pro- Alterrfa,tivesfoe:" organizingstation tain generalskills or concepts. Once vide an excellent means of teaching the lessons- include changing the organiza- the theme is established, the skills need- importance of these skills' in develop- tion OI both the group and the mate- ed to achieve the_ objective should be ing the body for greater involvement rial. listed. Activities are then designed to in sports. The traveling group may be elimi- contribute to skill development. These Open-ended themes are a time for nated in Savor of students going indi- activities make up the various station!, experimentationand development of vidually or with partners to the- various or activity areas. new and- iaried patterns of movement. activities. Once students have learned Activities to be used have few lirni, This type of theme involves leaving the to operate in a station lesson, they can"- tations. They can be individual, part- interpretation of the station to the stu- travelattheir own pace,:practicing ner, or small group tasks designed for dent, even leaving the making of the sta- skills that need more work for longer competition with one anothe. or -one- tion to-the student. All children, especial- periods of time. The key idea to men- self, or with no competition at all. ly the veor young, need time to develop a tion is that of sharing the activity with franiework of reference' for Their bodies others who wish to try, it,Emphasize Procedures- and their movement. They need time to that each individual must travel to each Children must learn to operate with experiment with their physical selves, station, but the amount- of time spent the patterns of group_s traveling from explore their capabilities, develop an is determined by the amount of prac- area to area. The number of stations awareness of _the possibilities of move- tice needed. Encourage students to plan intheactuallesson_ determinesthe ment. Open-ended themes are construct- their time Wisely. number ,ofstudentgroup'sandthe ed through unusual combinations of Score sheets provide an interesting amount of time each group can spend at equipment or tasks. The station card is variation. Individuals dr groups receive each activity. At the end of the speci- written leaving the interpretation to_ the a score sheet and travel to each activi- fied period, groups rotate to a new sta- student. The teacher must workto ty, recording the score of each member tion. The lesson continues in this fash- help children develop their own solu- or of the grqup. Each station card ex- ion until each group has been to each tionsto thetasks,not impose pre- plains the activity and lists the= num- station (there should be enough time left conceived solutions on the child. ber of tries allowed.- A certain -num- shareclass comments ber of points is giVen-for each success- in the period to Station Activities about the- activities). ful attempt This resson can be repeated At the start of the class. a brief ex- The following is a sampling of vari- after a practicetime,giving an oppor- planation of the theme and of each sta- ous station activities which would be tunity to 'improve scores. tion is given. When the students begin; written as station cards, organized un- The station method of teiching- al- the teacher circulates among the vari- der various themes. Activities from one lows freedom of moveMent and free- ous stations giving help where needed. area may be used in other areas as well, dom of expression whiledeveloping The independenyearner is free to work depending ontheobjectiveofthe basicskills.Itallows ample time for individual.instruction, personal commu% on his the more dependent learn- lesson. erfias an opportunity for individual nication between teacher and student, instruction. Skill Themes and the opportunity for self-paced learn- In introducing a new skill the teacher Catchingthrow the ball to the wall. ing of 'a skilC The kition method of might remain atthe station that uses Can you catch it with the scoop? instructionis an easiLy adaptable meth- thespecificskill.Since each group Strikingbounce the ball, then hit it od of instruction, used within previ- passes through the activity,- the teacher to the wall with your h'atitrtan you ously establishedunits or 'asa unit has the time to bbserve each child's' hit it four times in a row? , itself. 0

CI Ad-0 1. Along Atte side of each gymna- eas from Germany sium we construct a room for/equip- ment; it has movable- doors, like in American garages. Each piece of ap- paratus and its spot in the room are labeled so that children "nay return them quickly to the right place. The '..41/WDERN room contains 4 boxes, 2 bars, 4 bal- ancing-round beams, and a carry-on- wagon with about 12-20 mats. There are spots for 6-8 iron bars, for balls, for ropes. APPARATUS 2. In a row down the gymnasium, we have some stx small blocks on the floor 2 x 2 inch. When they are lifted up, it is possible to pull out with one for_ elementary school finger the bar eqUipment. These must be provided for during construction _ of the gym. phOical, education- 3. On both sides, we have a .place for rolling in 6 ropes, so you amay within a Minute have 12. ropes ready -for swinging or climbing, perhaps in LISEiOTTDIEM , combination with the I:loxesto swing -137r them. 4. ,German boxes are particularly convenient and economical because While M the United States I learned each part of the boxes can be used nukh, but there is one -thing I do not separately, for example, for jumping understand-in your world of technical jacksor for running through or progress: Why haven't ybu developed around. new equipment for your gymnasiums? Wheels ugder the box can be pulled Apparatus should be so easy to down with one ot, so it is easy to handle that even a child of six years move. is able to move a bar or a box. It should be possible to set up the-ap- 5,. We also use balancing round paratus and take0 it down in a few beams, which children can move.. minutes. It should be possible to have They can be fixed at three different a gymnasium very.well equipped viith heights for different aged children. a lot of attparatus at one moment and 6. European jumping ropes are in- then some minutes later be able to expensive. They also Awing better have a good game hall -withOut any. than the American style because they. apparatus. How can this change be are thicker toward the middle. There" made quickly? Here are some ideas are no wooden handles. from our school in Germany. 7. Excellent research is presently being done in GermartY on swimming pool construction. A recent develop% ment is to construct small pools with Equlpinant double floors. The second floor has Apparatus Outlit tor a Normal little holes. It is possible to raise the Gymnastics Hall floor, in three minutes, so there is 1. apparatus giant shallow water for little childreru and 2.Eareeliew cselaiesr move it down later for adult lessons. 3.4 ewe 4.1 Seam 5. 1 pair limit( stalls I. OLIJlUI 7.I wets (t..bII.g wets) mg wages Liselott Diem Is professor, at the P.2 20'11 trwrepeIlles Deutsche Sporthochschule-Xlik in Co- IL1 side line MettIag) logne, Germany. She has long-been ac- 1$.4 lieekt (malting) .tive In international organizations. such 11.lPig tremens. 12.j alg kass as ICHPER and IAPESGW, and has 13. 2 spriag burps (Semprssei recently ofjerled workrhops in colleges 14.4 !Prig& knee a el unii,ersities in the United States. Reprinted frorn.Jouzpul of Heath, Physical 15. zd laml died kin HI.4 purest', hash. Peritertal her Education.,Recreation, March 1979. 17. herirewlaI pale 4rM

Installations for bar equipment are concealed in the floor until needed. Little strengtlz is required to manipulate them.

The Gerrndh box is a versatile piece ofapAratus which can be used as a unit or in separate pieces. Wheels .makeit easy to move into the most advantageous spot. The ropes fastened against the wall move out on a ceiling track. The rozqi4 hewn4 used in Germany be handled by children.. for use indoors or out.

.17 Jumping.ropes are without handles and

. thicker in the middle ,to facilitate swinging.

Swi ming pools are constructed with two bot qms. one of which may be moved up and do n to quickly change the depth of=the water for different levels of . (5) game situations whichinvolve the less skillful as well as the skillful;(6) development of individual initiative de- cision making and creati7e processes; (7) presentation of skill learning in an An'Ap roach effective and enjoyable way; (8) variety and mental challenge; (9) development to Teaching Games of interest through cooperation and competition; (10) better use of equip- ment and playing areas; (.1 1) transfer of condepts between sports; and (12)' freedom and control.These- comply with the psychomotor taxonomy de- scribed by Jewett.4 The Creatrod Method 'Mk concept of movement education middle and lower elementary school, follow the movement edu- In this method a skillis developed can be combinedwithtraditional teachers who methods to teach game.skills to upper cation approach deal with, the general and briefly practiced using the speaific, motor skills of strikingatching, Col- direct,forrn of teaching', The usual skill elemeotary and high school students. both individual Most readers are familiar with the m- e ling, and carrying as theserelateto techniques are usedfor iearning via running, nct, and batting games. The and team?ports.During theearly ditional method of skill conceived drills and relatedpractices,butthe Objectisto present experiences in a stages, practice through well rietyofgame settingsinkeeping and executed drillsis ,included. Once movement or problem solving approach to the is either less familiar to Middleand with the developmental needs of chil- a movement vocabulary pertinent skillsbeing learned has been estab- secondaryschoolphysicaleducation dren. Students are required to create teachers or has not been ,adopted for their own skilland game situations lished, the next step is to refine it in an - use with rudents who wantspecific from these general skills. This is quite enjoyable arid effective. manner.- Move- ment limitations are imposed for per- , know-hoW,'finskillacquisition.The different f rom the atice offered by Wickstrom" to educators following a forming the newly acquired skills. The movement education concept of teach- ap- ing and 10-ning has met with approval mere traditional approachlic suggests teacher ensures that responses ; e -in elementtry schools mainly because it correct execution of a skill, an early propriate for the specific problem ant .complemitits the practice of individual- concentration on drills, game-like drills, is posed. The solutiOn is usually sought the use of rmiltiple skills, and the play- by developing creative games. ization seen at this level. 'the limitatiohs the stu- Edentially, the movement approach ing of modified garnes. Unfortunately, By changing th* iaqmissibitity that the traditional dent is forted to apply the skillin a involves a spectrum of teaching styles insight ranging from direct toindirect with methgd, because of the conformity re -variety of2ways, necessitating special use of the limitation method,' quire does not meet Ithe needs of into the skill and minor adaptations to som of the students, particularlythoie the original movement patterns. How- which involves factors that affect the within the development of movement usingthe wh arelessathletic.Repetition jof ever. there is still flexibility limitationsand the games thatare conceptsofspeed,direction,body pra tices and games, too, can lead/ to bo edom.. developed willreflect the -skill, levti, shapes, and the ose of space. Students maturity, attitude, and aptitude of the the eachers of older students often find- explore solutions to probiems within students. A complex game with strin- realms of their own capabilities. As they movement education approach too- not gent rules demanding a high,perforrn-' master individual skills, newlimitations eperallacking ' skillspetificity, formulated :by The r and challenges are given that follow a ering enough challenge, time con- ance level may be 'facile learner. The less adept learner - sequence as in any othercurriculum suming, and- not 'preparing students t3 centered, meet standards of North Amerinan cul will use the skills at a less sophisticated area. The approach is child level and be less rigid in rules govern- rather than technique-Tcentered. tural games. ing the game. In both 9ises a game will The competencla taught move- The dilemnia, then, is,.the gap be- / be developed that challenges their skill- ment education are general movement tween these- two approaches.'Whilethe Jevel, ingenuity, and edoperative ability. skills fostered by exposing thestudent / literal application of the movement ap- n ense prac ice -f thespe_i c s,is to a wide variety of motor experiences proach for older students is-inappropri- brought into realistic and re6ant- game which, in the :area of daffce and gym- ate, the concept and philosophy are situatidns. nastics, can be extended to upperele sound. The traditional games approach, There arc several waYs in Which a rricntary and secondarysuidents. T on the Other hand, canoffer technique. movement patterns created are m teacher may impose restrictions on the practice, and challenge. The Creatrad game to be created by the students. intricate, shOw more depth, and can approach is an attempt fo fill in /he gap group oriented. Basically the approch and to apply present education philos- SpecificSkills is to contidue the refinement of ye- ophrof optimum deVelopment of eacb Single Skill,The specific skill to be ment skills begun in earlier year student. It is a blend of creative move- usedinthe game is the most . critical This is not true of games. the ment -education and princi- limitation. The jristruetor may .selbet the term any, single recognized skill such asthe LES ples And_ practices,hence DAVID i DOCHERTY-- a "Creatrad.- bump. set, and spike in volleyball; the PEAKE are assistern=t-profess on the The objectives of the Creatrad system dribble, lay up, and chest pais in bas- Faculty of Education,Unit ersity' . .kethall;.-and the4ass. tackle head and - Victorid, are: (1) mixiinuni participantinvolve- Victoria,P.O.Bail1700, -lob in- soccer. British Columbia,Canada 8W 71'2. ment;(2) -situations wAere each student can learn by trial and error; (3) prac- Mulri-Skills.As more and more -bee of skills at the student's own per- _ skillsare taught svithina particulate d formance level; (4) Progress based on sport, the limitations spt by the teircher Reprinted from onrnal rehnied Min lir may permit ;nclusion of two or more Rec'reationApril 1976. the student's own compeLencele4e1;

88 developed. Decisions about the garlic skilln. The games create4 by__ the stu- Number of Players Per Group In the early stages of skill acquisition can be made in severaldifferent ways: dents will become More complex, and During theinitialexperiences the may, or may not, be increasinglysimilar the practice is most intensive when the perform- teacher n&mally makes certain deci- to traditional sport. - groups are small and equal in ance level. Students will usually group sions(for example, the number of Multiple Skills. Once several skills players per group, the spatial areas to have been developed in two or more themselves homogeneously. Gaines can be developed with one player per group, be used, and the apparatus to be used sports the limitations imposed by the ina given setting).Inlightof the teacher _may _permit inclusion of two provided there is sufficient equipment. TwO players per group can provide an response from the class or students,the = from different -spörts--for skills intensive practice .of the skills and a teacher can modify the initial limita- arnple, a bump from volleyball and a tions or. offer suggestions-to- help the head Crain soccer. Limitations should game can be created .within ashort period of time. To maintain homo- group reipond to the movementsetting. be ?elected carefully since Ilse specific 2. The teacher can make the initial . nature of &kill learning may result in geneous grouping,-maximumskill practice, maximum individual involve- limitations or decisions and the students some negative traasfer (for example, may madify these limitations asthey heading a volleyball is Aifferent from ment, and a productive group size, the group should not exceed eight people. see fit. They may require more space heading a soccer Sall). HoweVer, it can_ ,or change the apparatus arrangement provide i change of pace and fascinat- Teams need not be equal in number. they are using. ing results. It is often desirable, in the early learn .- ing stages, to create a aursher advan- 3. Initialdecisions can be the re- The Playing Area tage on one team as long as all members sponsibility of the students and modified The playing sff ea can be restricted in in the group have an opportunity to be by the teacher. size or shape and can impose important on the larger side. Most game situations 4. Students can both select the initial limitations on the game that Can be are based on the principle of creating limitations for the game and make their developed. In general, ihe early stages the "extra-man." When teams are nu- own modifications as theydesire. of skill acquisition require substantial mericallyequal,creatinganextra - 9, A game can'be developed by a space since- movement and equipment player demands sdme game sophistica- group _of students and_tried byall the are not under control. However, by tion and reasonable degree ofskill other groups. The shelling of ideasis careful use of limitations of space,- the performance. The principle of the extra another aspect of the approach and skill -execution can- be made progres- man can be introduced and appreciated should be encouraged. Aspects of .each sively more difficult. In addition, the use when it exists in a prearranged form. other's games can be incorporated as of levels can' be introduced and move- -Pig in the Middle" is,perhaps, the the students desire. ment restricted to low, medium, or high simplest example of unequal teams. The The teacher has a dual role to per- areas. The actual directions and floor teacher should ensure that students or- form during the experimentation and patterns described by the students can ganize some method- of involvingall execution' of the games. Correct skill also'be restricted. By careful imposition students and rotating players on an executionisparamount knd 'errors of the,use of space on the movement equal time basis. should be detected and corrected early. response, the skill can he executed in a Howevet, perfectexecution may be variety of, settings. A pparatus neitherdesirablenorfeasible.The The type and amount of ,apparatus teacher musi deci.de whether or not Rules provides a useful self-iMposed limita- the error detracts from the result or Rules developed within a game obvi- tion on the game that can be dveloped. future skill development. . - ously restrict and govern the application Traditional equipment, such `as nets, The second role of the teacher is to of skills. The degree of competition ean basketball hoops, and soccer goals, lim- maintain the challenge of the gameby . 'vary,depending upon,the skill level and, it the number of people that 'can par- offering shgestions :Indat the same desiresoithe participants.Highly ticipate since such equipment is seldom time be sure the ganse is being played skilled and aggressive students may con- available in large numbers. However, within the appropriate limitations. The struct a very competitive game that may games can be developed withinthe teacher can ensure the progress of the include, physical contact. Others may confinesornon-traditional apparatus skillby enforcing adherence tothe preferpassive oppositionor- impose such as cones, ropes, hoops, high jump limitations and frequently changing (or rulei that,restrict physical contact. The stands and ha-is, benehes, chairs, and providing opportunity to change)-..the ' game may not require competition but walls. Such equipment forces, the stu- frames of reference. Then games can be necessitate Cooperation within the group dentg to adapt the skill to' a variety of increased in complexity. to be successful. ., situations in the game. Performing the Scoring is an6ther aspect of the game skill using apparatus promotes a broad Class Organization that.' leaves considera9le- scope for in- application of the skill and, _perhaps, The class can be structured for the ventiveness'. Students may set a variety slight adaptations- to the original 'pat- development of the students' games in of _requirements for scoring, such as% tern. - four ways: - arriving at prearTanged targetareas, Other than the basic equipment, like I. Present all students with the same completing a specifiednumber a bat or ball, games canbe effectively eqiiipment and/or apparatus-and, there- passes, or maintainiag pos"session'of developed without the use of artificial fore, the sanie basic limitations. ball for a set timb period. The sa apparatusthatlimitsthe movement 2. Set up stations with different facil- game may involve ieveral .methodsof response. Apparatas from onesporting itiet.. The limitations will vary accord- scoring. area can be used for thedevelopment ing to the station. Students arc directed Rules in the games can be extensive of a Alit from a different area. For to specific stations and rotated to ,a but are free to be changed, sele%.'ted, or instance,--basketball hoops can,be used new station after appropriatetime peri- modined by each group aril, we hope, for volleyball and soccer astn,rgets ods. will reflectItheir skill and mental skills. 3. Stations can be set up with differ- tude. The_ most successful games may ent- facilities, then- students cart select net Ise produced by the most physically Decision Making Process The decisionmaking processcer- the station they Wish to work at. Groups skilled t'int by _those with 'initiative and rotate at will. Such 'an organizational creative';ibility. tainlyaffects the- games tgat can be setting is most appropriate for an ex- Stations and possible floOr plans far Creatrad Vollevball perienced class. cS 1 4, The apparatus can be made avail- able en masse and students can choose pieces to use as a limitation on the game they create. Some control can be exerted by the teacher through the type 11=11111 and extent of equipment available. ,a Invention of new skills -The-teacher can occasionally provide opportunity for, the invention of new skills for old games or new skills for Station 3: 9 hoops new games. Such art approach provides Station 1: basketball hoops Statio9 2:6 tiencha mental and physical diversion and may Station 4: rebound wa I I Stay o5:12 cones produce interesting results. Techniques 4. Before' receiving the ball perform a for games and sports are frequently Try for one Minute. Jhes change. role stunt and play the ball back to your part- changed and new techniques occasion- Fhrough questiuit.and answer mid, example =dribbling. ner who attempts to do the same (e.g., ally invented. estract the ,basic ,principles :of toucn ihe floor w'ith hands, turn around, e.g.. the, body stays between- the opponent sit down). You may choose to let the ball Using CrTafrad and the ball. hocr9ce once before playing it. At all times student and teacher deci- 2. Can you devise a game in a limited space using theskill of dribbling? You i.elopm/ sions should take Mto account that need to decide on therules,asetof game satisfaction can occur only when boundary Imes on the gym floor, and a I. There are several stations set up in 'there -is maximum participation and the simple scoring system. (Allow 35 minutes the gym. You will be sent to one and are spe- activity.) asked to ilevise a game that includes the opportunity to practice and rehrt to develop ideas, then insist on equipment taut is based on the bump and/ . cifie skills. Let the game'prdgress for 3-4 mirnites. If desirable -stop and allow interchange of or set shots_ . Creatrad offers an eclectic approach 2. Modify, the epparatus arrangement to eaching that could be used as an ideas.Studentsarefreeto -incorporate to other peoples ideas into their games. suit your needs. alternative,'supplementary,oreven. 1. Devise rules, area, and a scoring sys- complete system for teaching games Culmination tem. skills in schools. Ideally, teachers will I.Divide yourselses- into threes (or use 4.. Your game can be compe itive or develop a prograrn that. includes "cre- ahy np-rhod with which the..class is farnil- cooperative. ative games" as suggested here, mihor iar)t 5. The students are sent to the different 2. Use one ball for each group. Develop stations (approximately six per station and games, modified games., and the- full arecon- gaMe in some sequence. a eame in which the three people two per apparatus arrangement). tinuouslyinvolved.The dribbling -1 skill 6. The games aredevised,practiced, -must be the main part of the game'.-You and modified. Allow 5-8 minutes per sta- SAMPLE LESSON,Basketball again need to decide on,the drea. tion. The apparatus arrangement can be Objective.- To review Lfribbling and in- scoring system and perhaps,amethOd changed. corporate the skill in games created by the rotating the rOles in the game: (Allow 7. The groups are ,rotated around the modi- students. time for development, practice, and various stations (there may be onl)tufo Equipment: One basketball per student fation. if most games involve a two rotations in one class). if possible'(otherwise miscellaheous balls). versus one situation, offer the following Cul anation - introduction 3. Can Lo_u_devise a game that requires I. ' Two courtsf urteams equalin, , I. Find a space and bounce 'theball all three People-to w'ork together on the around you..Use different degrees of force same team? The skik must bedribbling 1`.,lodifiedvolleyball game (bythe and- change the levelat which you are and the game must foster the skill. teacher)I . performing _sothat sometimes you are a. 'lean only pse the bump and set. close to the ground, sometimes far away. SAMPLE LESSONVolleyball h. 'Extend playing area to use all people (Review the finer points of dribbling tech- For this lesson, the bump and set must (may extend beyond regular volley- 2 atique for control.) have been previously imsoduced through ball courtidentify with cones). 2. Keep changing body positions (from c. Increase number of consecutivehits standing to kneeling, lying, rolling)and direct instruction and the individual skills used in creitive.garns situations similar to to 4 or 5 depending upon numbers. keep bouncingtheballunder. control. d. Other modifications to develop skills Change hands. the .lesson example on basketball. while bouncing Objective: To combine the set and bump _ in all the students and keep the game 3. Perform any stunt active, theball(e.g.,touch the ground,turn skills into a game created by the student 0 arountflbrafse leg over) but keep control using apparatus in specific statioraa Equipment: A back wall (flat surface). FOOTNOTES For a class of 24 students thereashould be . Nowdribble the balrabout the gym about eight volleyballs, nine hoops, six .1 Percy Jones, .'aEducationalft Gymnas - but stop where you are when you hear ics," CAHPER Journal 1961, pp. 26-30. the whistle. Keep equal spaces between benches, twelve cones, and three basket-a everyone, so .you need to watchthe-ball ball hoops. 2 E. Mauldon and Hall. Redfern. Games Teaching: A New Approach for thePit:- ahd class members at the same time.- Introduction S. Vary the level, force, speed, or path- mary Sehool. (London: MacDonaldand I. Review, throughdirecttechniques, Evans Ltd., (969.) way Of your dribbling, always keeping the the bump and set shot. ballcloseandundercontrol.Change 3 R.L.Wickstrom,"InDefense of 2. Allowpracticethroughrilativaly Drills," The Physical Educator 24 (March hands frequently. static drills with attention devOted to tech- nique. Work in groups of two. 1967), p. 39, Development 4 A, Jewett et al., -Educational Cl.ange LaChoose a partner and put One ball a 3. Travel with your partner (five yards apart) about the gym using the bony. the Through a Taxonomy for Writing Physical away. Wing the whole gym, dribble the Education Objectives," Quest XVI (1971), set,then both shots. rAvoid others.Re ball but keep it away frbrn your partner. p. 35. You also need to avoid the other groubs. aware. 9 8 HELPIKCHIiDREN DISCOVER ,DANCE Gladys Fleming is professor61. education, Virgini:1 Corn- onwealth University, Richmond,Virginia.

through, with, and activities in feeling, and inquiring. It is moving hildren profit from meaningful dance moving with various cherished in dimensions of space,-and multiple ways. These values-should be moving to coptrI the degrees of speed and intensity. It is and.nurtured since dance may well be one of through space nonthreatening and to change oneself at will, going last frontiers for helping children in with time not because it is good exercisebut because ways. It offers ppportunities torrecognizing self, for there is so m'uch to discover.The development of for belonging, for aesthetic involvementfand creativity is uncorked as individual achievement Such potential values are the imagination is ignited and inventiveness and selection of movement areused important for all children.whether they residein the - in small towns or abundantly: - ghetto or in suburban communities, For all of this to come about,adults must understand in large cities. There are broad, basic,and fundamental and-respect the uniqueness otboys andgirls at various values to berealized. Those ikho teachchildren's and values .stages of growth and recognizethat no two children dance need to clarify purposes to be served have the same structure, the same make up,the same to be attained in dance. potential. 'They must enjoy movementand present Movement is not dance, but all danceinvolves for able to mOve easily endless, progressiye, satisfying opportunities movement. Children must be children to explore and invent movementpossibilities; anW readily in order to effectively compose dances. according They require time to perfect movementskills necessany and they must offer movement opportunities to the interest, motivation,and sensoryperception to make their bodies do whattheir emotions dictate. with-what of all children within the group. Such experiences should be commensurate dance for . The teacher is essential in fostering is known about physical andpsychological children. He makes it right for children tobe develogment. Boys and girls becorrie securein themselves arid to express themselvesthrough their movernent as they have opportunities tounderstand of movementsepertoire. their movement and to analyze movement in terms be .Teachers help to establish ideas that are to how it feels, how it looks, and how to invent ,communicated- by talking with Children, raising combinations of movements. As this happens,they questions, providing varied andmeaningful movement are discovering andfashioning their own individual that which , ppportunities, and by hell:31'1g to clarify storehouse of movement. children themselves.wAt to build into adance. Movement experiences tan be initiatedand:-` Teachers listen and take many leads fromstudents' presented in siich a way that children areanxious . responses. Children maysay/'That was a real tosespond to new and more complexsituations. This inside.- It is the the self dance because we meant it from involves thinking about movement cif -inside" which makes cMrice.It feels good and we rather than just about the self and "how Ilook." Dance dance." with think it should look good bacause it is our that is based on movement is not concerned Teachers need to Yssist children ratherthan try to developing movement in a vacuumbut ralher with some movement fashion them in an adult stage. Unfortunately, developing, inventing, and controlling adults often show a lack of appreciationfor the simultaneously with thinking, sensing,responding,

Reprinted from lootnal of Health, Physical Education, Recre:ation, October 197t

This article consists of excerpts fromDr. Fleming's chapter on "Composition with ; Children, in Focus on Dance VComposi- tion, published by AAHPER for the Dance Division, children's concentration-on finding ways of Moving foposition emerging. This happened with a-group their bodies. At times these adults try to, superimpose of third-grade children who translated their -Can, on chttdren their own form or system of techniquesor' we just skip?" into "Our SkippingDance." This dance patterns of dictated movement. Th;s is not the way had the recognizable elernZnts of composition: various to assist children to'realize their own potential of groupings and regroupings of childreminteresting quality in movement. Instead, tcachers should help spatial patterns they charted graphically sothey could children dance what they mos:want to dance, rather more effectivelyrememberlhe sequence. Variety was achieved not only by theaccomPaniment to their .than what adults think they should dance. The teacher's role as an expediterremains constant. arrangements of high-and-low andfastand-slow The essential ingredient is for the teacher not to be variations of skip, but also in the quality andstyles of in a hurry to get involved in the process of composing skipping. In composing this dance, the children - dances with children before the children have acquired had a strong feeling for, unity and for organization. a small repertoire ormovement; some awarenessof They remarked that they were "really dancing their the great phenomenon of space and rhythm and the skips." Before the year was overethis group ofchildren ability to respond rtwthMically; some degree of control had oppoetunities to Compose many dances On various, of that human communication system flowing subjects in solo and with groups. Their fondness continually-within; a willingness to invent, to take for the skip cdmposition, however, which had itS' chances; extensive exploration and the-use of many of beginning aS it spontaneously emerged, was not the exploratiOns in.improvisations and dance studies; forgotten. In fact, much time was spent in refining and opportunities to improvise spontaneously, to solve perfecting before they shared it with an audience. sensory and mOvement problems,.to figure out Children have shown/ regardlesi of age, that they sequences, to combine elements, to stylize movements; are able to handle details in sequentialand organized 'and experiences-to portray from the quality,called ways. They see relationships andmake assotiations. With students the teacher plans ways of developing Abstractions such as love, happiness, hope,enger, dance studies ancrcor4ositions which emerge brotherhood, or democracy Mean little to children and naturally from dance songs, movement discoveries, are usually merely words. If such adult concepts spatial designs, and rhythmic responses. This iS are given to them, their responses tend tobe quite different from having boys and girls dance out superficiz Thesoncept must be associated with stories or idea's.before theyhave sensoryexperiences to something real such as "The Happy Time at the Fire which they can respond with movement-and before Station," -The Angry Bumblebee," "The Fireflies 'they are comfortable with_their movement venturing. Keep Hoping,They Won't Turn Off." This is quite different from presenting a dance program There are many levels of maturity fordance in a schotel, studio, or children's theater just because composition among children in a given sehoal. The it is Spring, May Day, Christmas, or because a program yotinger they are,,the simpler the-statement and the is expected rather than because children have the more clearly allied to their particular world at completed meaningful.compositions which they moment AS youngsters mature, thequality of cherish and want to share. experiences can yield dance composition of a more . In the process of helping, teachers need to be sorhisticated n4ture. continually watchful that childrendo not take on more One niust be, prepared'to accept what-emerges than they are capableof handling. it is suggested when involved in improvising, inventing, discoVering that teacherS' make it possible for the composition to selecting movement or thematic material. This is grow by helping children clarify what they are trying true of any age group. In the beginning, what occurs to say, by keeping the ideas simple, and by helping May appear to be "groovy," brash, or trite.In time, them build their ideas. Care should be taken to prevent with enriching and appropriate experiences, quality children from becoming overwhelmed with too much will be developed.: The teacher must not be in a rush to make boys and atonce. . It womld be fascinating if we could capture in girls into performers. They must be allowed to be words the exhilaration and spontaneity of meaningful children who are not afraid of dance, who want to dance which so often eruptfrom youngsters saying, dante, and who can express themselves with sensitivi "Can we just skip?- Here, is movement magic. Here is Adults should want quality in children's dance. - Children should want to ask, How can I dance it better? movement conquerability. Here, too, is dance d". TASK FORCE ON CHIWREN'SDANCE GLADYS ANDREWS FLEMING, chairman MARY RAE JOSEPHSON SHIRLEY RIRIE School of Education North High School Department of Ballet & MOdern Dance Virginia Commonwealth University Minnevialis, Minnesota 55411 University of Utah Richmond, Virginia 23220 Salt Lake City, Utah 84112 SAL E. ABITANTA '- RUTH MURRAY ROBERT S. FLEMIG, consultant Division of CurriculuM Instruction Wayne State University Virginia Comrnowealth University StateOepartment of EducatiOn Detroit, Michigan 48202 Richmond, Virginia 23220 Trenton, New Jersey 08625 MARGIE R. HANSON, staff liaison KATIE PLANCHE FRICORICHS JOAN S. TILLOTSON AAHPER elementary education Zonsultant Southeastern Louisiana College Morrisonville, New York 12962 Washington, D.C. 20036 Harnmond; Louisiana 70401

92 100 THE--ARGO -NET 4OHN S. HICHWA

it Cargo net -is a new and (creative 4e1.. piece of apparatus which excites an3 motivates primuy and intermediate

:- 1 childrentoclimb,balance, stretch, swing, and hang. It provides an opportunity toeic-plore in a gelf- initiatedandcreative manner and gives each child a better idea of his own movement. capabitities.There-. may be other cargo nets, but outs is unique in thatit may be set up and used in a variety-of ways. Initially,the children shbuld be allowed to explore and experiment CM the net With as few litnitations as pos- sible.This self-initiated exploration satisfies the child's conipelling desire to try something 'new and ,see what the 'cargo net is like. Becausethecargonetinvolves several xhildren atthe same time, - and one child's movement will affectc . the movemert of the others, -the fol- lowingsuggestions couldserveas guides inintroducing the net to a physical education class: I.Establish an atmosphere whith Will stimulate she children to mean- ingfully exploi.e the Many possilVi- ties of the net. 2.Itimit the height die c ildren may climb during their first experi- ence on the.net. 3. Prpvide adequate matting under rhe cargo net. Vh-ese safety precautions are im- portant; however, most children will only experimenl at that level of skill John S. Hichwa isa' physical edu- in which thby feel safe and secure. cation teacher at the John Read Mid- Rvprinted fromJournal' cpj Health. Phy3icof dle School, Redding,.Connecticui. Education. Rec-rcation.Junthiry 101 93 Once the snidents have had this initial experience of exploration,the teachex may make suggestions so as to stimulate thechildren to try new- skills. For example, he may say: In-how n3any differe.nt directions can you niove?" "Lees 4-See who canstretchand cover up as much space as pos- -sible. -How mail.y different shapes can you find formed bythe rdpes of the net? Can you crawlthrough aoy one ofthem? can you crawl through one of the Ac aces _god ..climb on the outside of the pet?" "Who can move so that youwill go over or undersomeone?" e "How high can you climb? How low?- ."See% if you can move, keeping as much distance as possible from one abother.- "See- how close you can get to one anotherwithouttouchingeacb other." "Find a spot on the net. Who can move to a spotfurthest from Our How fair can you move, on the net? How slow?" "How can you swing on the net 'or be swung?" "Can you climb tile- net using,only your-hands?". "Can you climb horizontally across the net using only your handsr "With the net in 'a basket shape, ,find a'srable position in the center ..of the' basket. Can childrenstand- ing on the floor shake you out?" "Can you find a place ix) the cargo net and-lay down as if you werein 'a hammock?" "How many different ways can you find to get on or off the cargo net?" "Can you do a hip drcle mount or dismount on the net?" 94 102

self=initiacedexploration. l isim- of these elements which in- The cargo net is both p tysically . and emdtionally challenging it pro- portant that you -revert back tothis dude: vides a stimulus for instant action. phi,se of teaching frequent particu- I.Spaceliscovertngicsvarious fntheself:initiated- and guided larly with younger children. dimensions p ases of introducing the cargo net,it The cirgo 9et provideshe chi up-down forward-backward isiMportant thatthereacher and dren with the opporrunity cu explore tudent communicate as much as poS- on a three dimensionalpiece of equip- misted-straight sible. Let the children- explain what ment which moves as they move.The flexible-curved_ they ate doing and encoura et. a con. students discover depth and direction direct path-indirect path stunt verbal and visual excl-ta4e of aswellasdevelopbasicspacial big-small ideas. skills and strength. It allows them to 2. Timelearning howifit affects Once the- children become fully (reaw and discover basic movements movement- fast-slow and all speeds in between cuitomed to the net, more specific ac . at their own rate. Their courageand it tivities may be initiated. For example sdf-confidenceischallenged.Their Farceexperimenting with you may want to have a round tug. imagination is stimulated. Their.natu- and its effects o-w:ir, have ,one group of.children ral interests and-instincts are aroused. sfsong-weak swi,ig another, use the net in an ob, todis-cuss.to ex- push-pull Children need , ,stacle courfse, or play "space tagon plore, to exp-eriment, and to under- tense-relaxed the net: stand the basic elements of movement. 4.F/ow---feeling the pleasures of Specific activities are fun, but chi-1. The cargo net can aid each child to -moving from one skill to another with drn k-arna grat deal and enjoy recognize and develop akinesthetic ease and fluency.

1 '0 3 SOccer fOrSchoolsA8'.Modgra .Approac4 ALAN LAUNDER

of (a) The ball can be played with ggmes g:veyoungsters a'n understanding Soccer is one of the great- the any part of the body exceptthe of the world. It is rapidly growingin the game or help them acquire 'basic skills. Practicing thetethniques hands and arms. Stress that this popularity in the United Statesat rule is very important and makes nearly all levels, and many authori- of kicking, controlling, heading, and dribbling in drills outside the context soccer a special game. Anytouch- ties believe that it should be one of ing f!J the ball with the ha'i-Jby irkthe of the game is also of limited value the most importdnt games for there is .little transfer to thereal a team gives their opponentsa schools. free kick al the placetWebalr One factor that is delaying a more game., Soccer should be introduced veiy .was handled. rapid spread of soccer in schoolsis (b) The game should be started, little simply in a modified formwhich that m.any teachers have had are" and restarted after a score, by a or-no experience with the gamethem- -meets youngsters where," they in terms- of skill, needs, andinter- "drop" ball between two oppo- selves in school or college. They are nent's in the center of the field. often reluctant to 'introduce soccer ests. To do this: This rule can be altered to the because they think it is too complex 1.Start with games between teams correctsoccerkickoff .without or because theyfeelthey cannot of 5 or 6 players insteadof the great difficulty whdri a classis teach thq many techniquesof the usual11. This encourages and ready. outlined _here' game. The appfoach tILlowg'. more children to be ac- (c) When a team puts the ball makes it possible for anyenthusiastic tively involved. "out of play" (out of bounds) leacher to introduce soccer to stu- 2.Play on small fields, 20-30 yards over-'the , "touchline"(sideline) dents of any grade level. wide and 30-50 yards long.This the other team gets a freekick, Most texts in elementary physical concentratestheaction,cuts not.the usual "throw in" from th education- recommend aseries down on the amount of running point where it crossed theline:, lead up guiles and/or a sequence required, and enables the Chil- The substitution of a kick for a oT isolated technique practices before dren 'to play longer beforethey- throw-in eliminates a skill -which introducing the actual game of soccer. tire out. children find difficult, toexecute' However, few if any of the recom- 3.Use asmallball.Elementary and also somewhat confusing in. mended lead up games bear any rela- schoolchildrenshouldusea a "no,hundling" game. tionship to soccer and do littleto molded rubber ball, such as a (d) While body contact is per- rubber volleyball, which canbe mitted, deliberate kicking, trip- kicked _further, ccVrolled more easily, and ,even headedwithout Reprinted frota Journal nir Health. theerne Educalion.Rerrealion.Novernber-December injury.This makes 1973. easierfor young children and dr much more fun. Full sized soccer alls should not be used untilthe 9th graae at the earliest. ALAN LAUN- 4. Make it easier to score, because DE1? I o r in e children love to score goals... A physical educa7 goal is scored when the ball is lion instructor at kicked or dribbled with the foot Wepern 1Cen over any part of thegoal line tiicky University,. (figure 1). In .addition to making is --now a lecturer scoring easier, this change from in physixal educa- the normal game eliminatesThe tion at Adelaide of Ad- need for goal posts and encour- College ages the players to uscthe full variced Education .in Adelaide,Snail; Australia, A graduate of Lovhborough width of.the field instead of play- College of Physkal Educatlibi inEng- ing up and down the middle. land, he. hay taught and coached soccer Simplify the game by eliminating at all levels in England andthe United some rules and alteringothers. 'Slates. Before coming to theUnite'd rhe following rules give the game _Statesin '1967,heesiablisluylDr. the structure of 'soccer without GOAL LIN Challoner's Grammar .(selective high) making it too complex for begin School as ope. of the leading soccer Mine 1._ schools in Englandi' ners, 96 At the 5th grade le nd above of the foot,.thigh, abdomen, or chest. ping, orunching is not allowed to- use and shoOld, be penalized by -a an enthusiastic, teacher whothinks Do nor encourage students free kick to the other team from ,his class is 1.-ady can quickly raise their shins to control the ball for althoughthis. -techniqueisrecom- theplace wheretheviolation the standard of play and _bring --the game closer to real soccer. T6 dothis, mended in" mostThooks on soccer occurs-and of course by any this countryitisnot other action the teacher cares to first concentrate on improving passing publishediri very effective. take. for this is the basis of organized team play. Use the four on one practice to (e) Omit the offside law,0 which improve ;hese skills and then when is not only confusing to children' Begin with a simple four on one the -students are ready, move to a and their teachersbut cuts passing practice (figure 2) which not down on the real playing area. on!), develops the techniques of_kick- three on one practice (figure 3a). ing and coat-oiling the ball but also This not only puts more pressure op It takes almost as long to write , thetechniques of kicking and con- these rules down aS it_does to explain develops_ the ;perceptual aspects of trolling but introduces the mew .and them and little time should be spent passing. If the defender (x) moves to important skills of passing into a on them. The one rule which must cover one man the ball player must space, moving into a space for a pass be observed "get the game started quickly spot the open .man and pass and makinglhe angle for a pass. as quicklyaspossible."Teachers to him. The new ball player now has the With only two receivers to cover, who do have a good background in, to control the ball quickly, choose the defender can cut_off a pass to soccer mast resit the temptation to open man, and pass off again.When five passes are co.inpleted the defend- either unless they move into better give "beginners lectures on the rules, positions. As shown in figure 3b,_02' techniques, positional play, or tactics er change,s places 'with a paNseral- though if he touches the ball at any runs into space to giveballplayer before they start the game. Until chil- 01 art easy target; as the defender dren have had .a chance to play they time before five are made he takes the place of the pLayer whose pass X1 moves to4n off the obvious pass will be unable to understand your back to 01, 03 now takes up a new lecture and, more important.,they was intercepted. Youngehildren can "pass the ball in this practice without position' (figure3c)which makes will not be interestedin- it.They 02's task simple. This sequence can want to start playing. great skill in kicking andcontrolling and they are learning the mostim- be continued until a pass isinter- In the elementary school, there- cepted or until five ..passes are corn- fore-, get the game started quickly portant skill in passingchoosing the open man'. However, progress canbe pleted. As ball control imkoves, the and let your class have fun, playing size 'ofthe- offensivetriangle can primitive "kick grid rush- game speeded up if the students are giyen some instruction in the skillsof kick- gradually be cut down to about ten at develops, with little or no inter- yards.Iffurtherdevelopmentis ruption. When they do get tired give ing and contr,olling at this point. needed the teacher can either use a them a short break, in which you. ,There arc severaceffeetive methods three on two practice or he can move can stress any of therules which of kicking the ball but at this stage to a three ,on one practicein which 4, have been "bent a little." Although the "instep kick- is the best for it the attackers have to advance the there willappear' to belittle -skill combines power and accuracy. _The bail past. d defedder to -score w goal development at this stage many valu- following poilits should be stressed: (figure 4), able' learnings. aretakingplace Le Use a slightly curved 2 or 3 step Make sure that the youngsters have which involve conceptsthilt- adults approach. plenty of opportunities to play the - takefor granted bat which may be Place the nonkicking foot_ (the modified game alreadyintroduced totally new to your class. The con- left foot in the t:ase' Of a right and encourage them to use their now cepts of a -team, of '.!playing in footed kicker) level with the balls skills' init. Help thcm develop fur-,, certain direction," "scoring a goal,- but not right alongside it. ther by" teaching the offensive prin- of -"change of possession," "attack 3.Keep the- head down and eyes ciples of width, support, movtmcnt, and defense,- and "out of play" with on the ball throughout thekick. and Penetration, and 'thedefensive its acceptance pf ate-bounded playing Lock the kicking foot back so principle of delay. Without some Un- and 4. area are important both to soccer t'hat as it meets the ball the toe derstanding ofthese -.principle's -of to many other games. In addition the is down and contact is made with play the game will tend to remain a-, chirdren can bekin to sec a need for the lower laces and toe. chaotic jumble in which there will developan __Alesand 'hopefully 5.Swing the whole leg at the ball be no time; or Space for the playel: awareness of such difficult concepts and drive .the instep through it to control -and kick accurately.Un- as "the rights of others- and"Fair- with a powerful snap of the lower less there is some further improve- play."' Finally._ this chaotic but fun leg, ment, boys will often lose interest for game_ lays a realfoundation for an° understanding of soccer and' of the There are many specific technicfues- in the upper elementary grades ..and for controlling the ball with different inthe juniorhightheyareskill. skills needed for success in it..136th hungry- and need to meet and master that this- parts of the body but with yoangsters 'logic and experience suggest new challenges. approach to teaching -soteer isfar_ itis- sufficient to 'tell them to move better than static "one at- a time quickly to' the path of the ball and Figure 5 shows the normal pat- lead up games which infact 'dead relax the -part of the body the ball o( play with beginners Who will is to be stopped with. Treat the ball cluster around thehall.kickingit nowhere and makes far more sense to surround than practicing isolated skills which like a friend', Let the body relax as then chasing it are never really used in the game. the ball contacts the inside or sole it vain The' offensive team should 10 97 spread 8ut. by using' the Width of 02 .the field.(05 and 06), byAupporting f 01, atheball. playex (02 and 03), and by 'rnovipg into the space cre- ated (04). They will thus force the fenders to adjust as shown in figure There are trcow many possible I pases, there is spacefor the players to move into, and areceiver can 'make time for himself so that hp can more easily-control LhC balland look' for a new receiver. If the defenders are encouraged not torush wildly at the ball player but instead tosirnpry 0 0 move between him and the goalline to delay him this will slow.down the Figure Z hectic' pade and bring more stnicture the game. Other skills' such as 'heading and dribbling past an opponent will often develop naturally. although an experi- eneedteacher can easily set up suit- able practices to facilitate their de- velopment. At some point, goals'and goalkeeping should beintroduced; although the fifth grade is ,suggested.. only the ipclividual teacher can de- cide whianThe time is ripe. Keeping goal is a ell:fficult skill which requires considerable agility as well as-phys: ical -and moral courage so that few la boyswillinitiallybeenthuSiastic 'about playing there. The best ap- proach isto st2rt with a primitive goal of marker cones or volleyball posts and thenallowaspeCified player on each team to use his hands to stop shots atthe goal; do not fbrce him to play always in front of pilotGRourING of sEGINNuts the goal but let him move arpicnd freely. Encourage frequent switches AROUND RAIL of goalkeepers without insisting that anyone play there. In. this- wayboys Pitm re 5 who like to play in goal will dkcover ()their ability and will asuaily begin to volunteer to play thereallthE time. Do not, -however, encourage complete specialization too soon for Figure 3b this is a period of 'great physical and emotibnal change. This-approaehtoin,troducing soccer has beenuser.'successfully- withfirst graders and with college students. It has rhany advantages, the X I most important of which aresiMplic- ity and a positive student response which leads to further interest and participation.. Finallyandperhaps most important of all, thisapproach to teaching...soccer meets thecriterion ,:vhich must be- applied to all \games for, children----"If a game is 'worth playing, itis worth playing _badly." Heresy? Maybe, or maybe not! 106 ro.!, , I IMMO A't Driscoll School in Brookline. Masiachusetts, we combine philasophy. methodalogy, and organization in such A way that all children find excitin challenges in physical education. network of fundamentals includes: .Philosophy Joy in activity MethodologyMovement exploration OrganizationOpen gym diversification_ This pattern has produced new qualities and.satisfactions in physical education for both pupils and teacher. . The flood of books, and articles about the relatively new "open- classrooms of Englana has influenced teachers and parents in this country. Physical educators who are concerned about accommodating the wide range of individual differences in the primary grades cao profit from studying that literature. Adapting thebcstideas" about open classrooms leads to organizing- the gym in such_ a way that large nurpbers of children find joy and success. Regardless of tht differences in sex, somatotype, age. -.past experience, confidence, socialization. fitness; or skill, the open gym has somdthing fpr evei-yone._ OBAsically, our gym is divided-t-bY rnats'or cones into three separate areas: Apparatus Exploration:beams, box, boom. horse, ladder, ropes:stall bars, parallels Favorite Games:Jump the shot, call ball, tether 'ball, bowling, dodgefiall, newcomb, rallies at the bat Perceptual-Motor Play:Balance board, form-perception box, crawl tunnel. hoops, ball skills, footsies, jump ropes In addition to these three play areas. there is a special'track surrounding at lea.st one of those areas. The track of matsis used ft:it fotal group activitiesat the startof each le`sson. This is an ideal area far stunts, mimetio, motor patterning, or circuit training. Some children Zlect to stay on the track throughout the whole lesson. Following the lesson opening, children .,scatter to various play areas. Some kind of sequential selection of activities skrid/or eq,liprnent leads to better all-around lessoni. started simply: we -have prbgressed to phisticated levels in several Icinds of activities. -New" -games or equipment are pointed out with a minimum of explanation, demonstration,or motivation. Traditional. mass teaching is extremely rare artd quite unnecessary. Natural, en7the-spot, stialJ group-teaching is continuous. The children's success and outright enthusiasm have made thc ope permanent- feature of our progr im.

Reprinicd from journal of q1 P 111'SiCal . gdummyri,Neerirlawn,lil!I 972 9 ANNE: F. MILLAN IS-with Michael Dristol7 School, 64 Wtstbourtw Terreffset Brbokline, Massachusetts .02146,e7: 99 PLAY CARD #1 Use 5' LARGE ball I.- Bounce thehail with thehand you -write with. Try and bounce i! so thatit _does not go over thewaist. o 2.be the same thing with yourotherhand. 3,_ Bounce the ball with the hahd you write with. Bounce the ball so;it goes over .. PLAY CARDS your head.Tq not to move your feet. 4. Do the 'mine thing with theotherhand. S.Bounce the ball. Make sure theball bounces only one time. Don't bounce -too high. Catch with iwo hands. hand. SUSANRAV1TZ teaches physical-ed- 6. Bounce the ball. Mate sure the ball'bounces only one time_ Catch with one 7, ,D0 1-6 again, ucation at North Country Elementary , School, Suffolk Avenue. Stony 'Brook, Very good. Now please go get Play Card #2. New York 11790. 6 We .have devised aseries of play PLAY CARD #2 cardkwhich help young children master Use a SMALLball basic physical skills undet the guidance I.Bounce the ball with me !,and you write with emembernot over the waist. of the older children in our school. In 2.Do the same, thing with your other hand. additiontoconventionalclassrooms, 3.Bounce the ball with the hand you write with, Bounce the ball over your head. 4. Do the same thing with the other hand. North,Country School has two "open" high. Catch with two hands. -Wings housing students in -grades 1-6. 5_ Bounce the- ball (one bounce). Don't bouncetoo 6.Bounce the hall (one bounce). Catch with one hand. , The interagpgroupinginthe' open 7. Do 1-6 again. classes givathe older childrenthe crp: portunity to help the younger ones with Good. You are ready for Play Card #3' physicalskills and with 'theteadinS skills necessary to work with thç play cards. PLAY-CARD . Each play card describes a sequ nce I. Throw the ball carefully in the aipnot too higit. Let it bounce one(1) time. of skillu.tilizationactivities that ro-,. Catch with two (2) hands. vide the practice necessary before the 2. Throw the ball carefully in the-air. Catch it with one hand. aciiianced skills can be introduced: -Our 3. Throw the ball carefully in the- air. Let it bounce tWo (2) rimes7Catch with particular play cards are intended to two (2) hands. , . help the younger children develop ball .''' 4.- Throw the ball carefully in the air.- Let it bounce two (2) times.Catch with handling skills, but theconeat can bi one ( I) hand. - , 5. -Moo the same as 1-4 but turn around as you do it. used as a teaching technique in many ball. areas of skill development. The cards 6.Repeat items 1-5. Use a lae ball,if you have already used a small involve movernent skills and perception Now go on to Play Card #4. skills; di: Sequence. of six cards ends with a fun game. "Ehe cornpositidn of 'the cards can be varied according to PLAY CARD-#4 the needs Of the students in any par- . the ball to the target the teacher will show you. qicular situation. I.Throw ..-..,. We have the children work% in pairs 2_Use a large ball if you-havealready used a small ball. qn the cards. They are fte tochose When you can do this well, you are ready for Play Card #5. Goodluck! their own partners,, but interage group- Sante targetsbasketball hoop. markings on wall, bowling pins, basket onfloor ing is a requirement. The children move at their own -speed. They areparticu- PLAY CARD #5 larly, forid-of play card #.4 where they 4---, .have to aim at targets. They like to work orr.. play card # 5, which ,givcs Makepatterns on the floor with the ball. them the opportunity to use their im- Suggestions:. aginations. Triangle The adapted physical education pro- Circle Line gram at the North Country School (a uare remedialrifograrufordhildren with LettersSpell your name. physical difficulties)has incorporated NumbersAll numbers. Add and subtract. the condept, permitting the participants , Very good work. Now you are ready for Play Card- . in that program to develop their skills a pace that they canhandie without undue -frustration or embarrassnient. PLAY CARDE}#6 - The children'4, enthu.siasrn and their , .., obviousimprovementino basicball I.Roll ball to-partner. Sit'close together and roll hallto partner, handling skills, and the practice that 2. Now that you can do this, move back and do it again, the cards provide in teading skills, have 3.Get onyour knees. Bounce the ball to ypur partner.After ypu can dp this.. made play cards a permanent feature stand up and boup,ce ball topartner, of our-program. 4._Do 1-3 with a large ball if you used all hall before. 5.Play "Hit the Penny." Congratulations! You have completed your Play Cards: Reprinted fromJournal of Health, Physical Education, Recredtion,Februnry -1915. 4 1 _ - - , he experiences provided-for theSechildren includ0 _- 2 N: _THE -.CRENrIVE D#NeE combining locomotor and .nonlocomotormovements ARTSCURRICULUM -"in various ways, Wing a,problem-solving approaCh, using percussion to accompanyoriginal movements, Marielouise Sterne is a physical educationsfiecialist tor and using the body to move tooriginal interpretations !he:Minters Woods Elementary School, Reston,Virginia. of w_ctrds, phrases, Senteiices,'haiku, and othcr poetry. -November the Chiln worked withthe thbrus,,,, and treated a'dancem- a -AmericanIndian Christmas schoor with -an caiol entitled PThe -Hurdn CaroL"This cornbination untees Woods is a ,nongraded for the other children = enrollment of1,300-childrerk The six teams of of song and dan'ee was presented comprise the school population are f the school and for the PTA.-On DeceMber 23,1 _.cbildrtn_ .closed circuit. TV as part ofthe' *Oki- ge grouped and are teamtaught. There are two s presented on physi&I education specialists. In e ton community'sChristmas pageant. creative arts 'A ther- special project of this groupof children conjunction with the school's focus on a -movement experience 'utilizing turriculinr,Ahe physical education programincluded was the creation of a hoops ATwotwelve-yar Old children created MoVe- -creative dance. ments-at\ home and offered to presenttheir cornposi- The interegt slimulared during-thiscurricular-activity choreography lent itself so, resUlted in a -requ.esf from-the children that acreative tion to the, group. Their well to the use of hoopS tha we&II learned- their. arts.'-icenter" be set up. The physicaleducation spe-- corporating our hula -cialistjaaght a groUp of 40 childrenduring free time ,original, movement 5equenceg, she-then planned noops. - :each Friday afternoon for 70 minutes; The-experimeneal inclusion -of dance in theci'eative tfather. teachers sane follow-up experiencesfor the Wi_ arts curriculum -enriched theexperiences of those Wedtiesday afternbon meeting of the group. . dren who, participated init.It gave the children a themselves, and, Ectucation, Recreation, positive feeling about m9Vement, RepOmed from Journal of Health, Physical their ability to move creatively. October .1971. TCH US!

oan S. Tillodon was, formerly amovement education, -specialist for the Plattsburgh, New York, Elementaq 'Schools.

hirty hoops,. and balls were cony 'eniently As more and more joined the two boys,others put placed around.the pflyspace. As the secprid grad- down their ball or stick, picked up a hoop, and soon ers came- in, music 'of the. Tijuana Brasswas being all but. two children were "marching" around,-each with a hoop, Picking up the "catchy" rhythmic pattern. :played: The childrenimmediately .moveidfreely Ohrough .the playspace, in time wilh the milsic, with The teacher suggested that the two boys be leaders and_ andtor without a, partner or partners. Withodi a word; see whar,changei: theyCould make in the forcer-used. the :teacher put other music on; picked ub a hoop with the hoop and with the speed- Of the pattern. The and:tapped a rhythmic pattern on the floa; the chil- changes were delightful-and the total class was en7 dren copied .with their hands or feet on/ the floor. grossed in working cooPeratively. As an ending of the The teachef did the same with a-stick and then a ball, class period, the children worked with :the Tijuana- changing rhythmie'patterns each time. Without corn- Brass music again and continued the pattern out the Merit, :the teacher indicated that the children wereto door, without hoops, and quietly ,down the corridor Choose their -,equipienent, find a space bn the floor; to the classroom. and,begin ter_make up patterns on their own. Tw6 boys wire working together and had developed aripattern-whith they-ear-Ad-do with a hoop and at the same time walk around the floor following theleader: They raced to the teacher to have her "Watch us!" At the ".. and resr.Signal, the children sat on thefloor and watched two demonstrations: the two boysand their.hoop pattern and a girl with a ball-rhidhm pattern*. 'The class was asked to try to- pick up the rhythmic pat- terns_with their-piece of equipment as they sat in their places. Somewere obviously successful; other needed more-time to- praCtice. The children wereencouraged- to continue .developing k pattern, eithertheir awn a/ one of the one% demonstrated forthe whole class. As the clasS progressed, the children decided to join the two boyk,who had a very interesting and contagious rhythm; By this time, the music faded out of the picture entirelY, and the chHdren hardly noticed that they were Working without an external beat.

Rei;rinted from Journal.of Health, POysical Educath;n, Rectea October 1971. Using two donbled tubes, place Onechild isdevelopingmuscles STRETC11114G YOUR- WAY through isotonic exercise, anotheris uric under each (opt; pull up with hand& .TO FITNESS becoming more flexible, while a third 'and 'walk with stiff legs. child is becoming creative by. develop- Activities with yi partner ing his own movements, and allof these 1..Sit with feet flat against partners: activities are done with the samepiece hook, tube over feet...keep legs straight of equipment. Is this a typical scenein and use rowing technique:- lie. down; your ppysical educationclass?. If mat, sit up, lie down, sit up, etc. it could-be. This can be a parfof your -2: With tube a'roundwaist of both program and the only costinvolved izs partners. have each partner takesix the time it may take to stop at alocal steps in the opposite direction. bike shop.. This marvelouspi&e of Activities with a-group of four equipment is the inn-et-tube. I..Wilh tube 'held in hands, two part- . hack, out: . The bicycle inner tube can becOme a ners stay in. place while two valuable and enjoyable piee of equip- continue to work in smd out,in and ment. Withit;a child can become 'Out, etc, . aware of his body's .strengths,limita- 2. All hold-tube above heads; turn tions, and various movement possibili- inSide out. ties, through activities such as the fol 3`:\ Travel in a circle: walk, skip, hop. \ lowing. run, eic. Activities done alone (hot& eachr;osi- NoW. that you have, some basic ac- \ for' 8 seconds) tivities its time-to let the students.cre- I \ Stand with both feet' on the inner e theirowry,-You-will=be4r_prised and - .up with both arms (palms ,delighted no see the wide range of ac- down)\ tivities created when, adequate time is 2. SaTe as above but reversegrip gisien.to _the .students. 0 (palms up). 3 Stankwdh both feet on the tube: loop the tube behind the neck: from a crouch pesitibn force the jube upwith the neck. \ 4 Same as above but push the arms out to the side \ - 5Double the t4e, hold in'front of body with locked elbows; with armspull out to the side. 6Double .the tdbe\-loop_thi arounekAone foot, balance,on one foot; pull ter the side With thebther foot. 'Repeat using the other\foot 8Double the tube; hook \behind one heel, keep other 'egstraightNpoint toe of straight leg and lift straightlorward. 9 Repeat usinethe,othd foot. 10. Double the tube, holdhigb over the head with' straight arms,pull -arrtr. Jpposite directions,

PAT WAGNER is a graduate :tissisi- ,ant in tile Health" andPhysical Educa- tion Department of MiamiUniversity, Oxforci, Ohio 45056.

Reprinted from Journal qf Health, Physiou/ Eau- _roam Recreation. March 1975. LEARNING. IN THE td -recognize and understand through are introduCed to ail the shapes'and let- 7-GYMNAS1U M their-own-bddy-rnovements=the-tbrma- ters over a_short period of time. tion of these shapes. When the children Thereenforcemenr Ofidentifying JOAN WATTS ii physical education Aave graspedthis concept theyare geometric figures can be .a,ceornplished teacher in- the Hewlett-Woodmere, New ready to workwith two partners to in- throuth the use of .streteh ropss. The York, Public Schools. DAVID WIEN- crease .the- scope' Of letters and forms student shapesthestretchrope into R is botka phyqical educator in the that they may wish to try (A, B, F, H, variclusfigures:triangle,square, and Hewlett-Woodmere system and an ad- L,triangle). When the children are able rectangle. He or she must think in or- junct'lecnirer of physical education at to .form and identify all the letters of 'Cr to increase the number of poinis the alphabet they -arc then ready- to ceded to form la pentagon, hexagon, Brooklyn _College. work in groups of two or three to or octagon.It becomOs -necessary for The idea that each subject matter in form two-letter words. The progression them to find parts of their bodies which' the grade schools is taught separately from here is to develop more complex will create a pointnot 'all body pins" and apart from others has long passed. words.Itisquickly apparent which will. Once the basic geornetric figure Physical education, however, has some- -children have a better understanding of has been established the child can make times been slow to adapt. Now it must how to form and span words. They au- itbecomewide, narrow,: smaW or prove its value in the realm of interdis- tomatically seek-out those who cap work large.Bodyposit.konscanalsobe - ciplinarymethods .'ofeducation and theii: oWn level, but these children changed while performing/ the task. The show that',thi''gymnasiumistruly a can be helpful to others in a learning child can be standing, lying, down- fac- classroom, -too. -situation. ing the ceiling a lying down facing Identifyiwg ,letters is-one -eximple of It should be rioted thatitis easier the floor. These variations; allow the how the physipalerf:..caiionprogram to begin with Kock capitalletters.It teacher to observe:whether or not the can reenforce other learning. :this ac- should also be noted that the authors child fully understands the figures. These are but _a few areas of reen- tivityis ,1Cnown as :human' anagEams. have experienced _success with this ac- In the early lessons children learn- to' tivity at the kindergarten level:' foreement, which can be incorporated form various shapes with their:bodies Another method of approaching the in the physical educatimi program.- The orr the floor (C, L, Y, T) or With a concept of shapes s to _have the chil- list cfn be an extensive one, but both partner (D, I, X, square,rectangle, dren write a shape on a piece of paper the classioom teachers and the.physical oval). This giVes them an 'opportunity ..then walk the shape on the floor. educators mustleavetheir domains This can be made into a partne,r type id communicate With on& another: The game Where one child tries to guess fhe results will build understanding among shape thathis partner isformiri,on ofessionals and fits the same time bene- Reprinted from-Fawned af.jicalth, Physical the floor. Through interaction with- oth- fit the children. Education, Recieatiov..March .1275. er members of the class the children game may ..be playzd in 4periods. The time allowed is up to the teacher,but do not 'exceed more than 5 m;nutes per period. - To Start-Garne:The-official maydrip -carton_between twu pyers at centerof playing area, or toss _coin-lo see which- team will put ball into play by a free BOB WILLI. M ON is a physical edu. recreational, and fun-filled de_ntary kick to the op-ponent's team. iskicked cationsPecialistfor -BillingsPublic physical education program. Scoring: (Goals) Carton School's in Billings, Montana. in box which its side -with open MILK CARTON SOCCER end out, or kii;ked between two Soccer Many.city and rural schools through- Purpose: To develop eye-foot co- standards_ which' are six feet apart. Each ordination, with vigorous play. Team goal counts one point. out the country are 'financiallY urtable Rules: Socar kick only using the in- to supply their multi-purpose rooms or work and.- fair play should be stressed. Equipment: Multipurpwe room or step' of. focit.- Itis illegal to push, trip, gymnasiums with the essential' equip- use unnecessary roughness, ortouch `ment needed for elementary physical playground. lh gallon or preferablyI above gallon milk carter'. Cartons may be filled Carton with hands. If any of the education. .Creativity and innovation are violaied, free kick isawarded the must then hecome the'answeri to many with foam rubbd'r and taped to make offended team. (DON'T LET GAME of the equipment problerns. more durable; - GET TOO ROUGH!) As an tleinentaryphyiical educhtion Number of Players: Game. Method I Free Kick Line: A line 10 feet or specialist and instructor, I am_ constant- 10 'to 12 players to a team depending closer (depending on skill of students) ly searching for new matecials that are on size of area. Game Method2 in front of goalwhere offended_tearh's easily obtainable, inexpensive, sturdy; --6 _to 10 players on a team. (Play for 5 player may place carton for chance to uncomplicated,._and. safe. ; minutes, thewsubstitute). score a goal. All otherplaYers line up The empty milk carton-bai bee-erne Olt fectiver- of_ Game:Tfyto use team- in back of person making an attempt a treasured piece of equipmentfor the work in taking_ the carton (ball) from Billings, Mon- on a free kick. If missed, the carton elementary schoolsin the opponents and score-a-goal. becomes live and play resumes. tana,. during the past two years, par- Throw In: It is legal to throw carton ticularly for chdaren, in primary grades The game is -..played with Modified rulek for safety. ------in from out of bounds with twohands and special education. We hid students , over head only when you're.puttingthe bring empty; clean one-half gallon or - Each M.P. Room would use different The bane (carton) into play. gallonmilk cartonstoschool.This floor markingsforboundaries. stimulatedtheir,interest,becauseal- ,.most any -student could easily obtain an -ernFty milk aarton. The milk carton serves as equipment Soo 4se Goal* in three areas of creative play:(1) obstacle courie with stunts and relays, BOX 'B NultLmrOrpoos Roo 2,)skill -building activities, and (3) X * BlaygroUnd games. The obitacle courseis particu- larly good for developing balance, agil- ity,,strength. and endurance.

. The different activities appeal to the childrenas being primarily fun, but .even more important, the attributesof initiative, coordination-, motor skills, and fitness -are being developed and im- proved throughplay- withthemilk cartons. Most of the games and activi'icare -derived fforn others and are mo ified CENTEX for plai with the milk carton. Thus, the milk carton soccer arid the milk carton hockey garbes use combinations-,of rules *Ira1inp .1)..ta from both -seccer, and hockey.The hockey game, for example, is charac- rized by: using the hand in place of 1be hockey stick in-regular hockey, and teises ,are used as goals for both m'lk' carton soccer and milk carton hockey. -In all the Activities, stunts, and games Utilizing the milk .carton, the. Children provide -the milk carton and thein- structorprovidei: theleadership and instruction. This results in a healthful.

Reprinted fromJournaritf Health. Physical Gk.K..psr' Ares Education. Recreation.Septembe1970_. 113 4.Karigaroo-7standingjumpsfor- soccer kick-balls at milk carton. ward and sidcward oVer cartons. See M.P. Room diagram__ 51 Leaping over. 2.Circle Socceruse M.P. Room 6.Hopping in and outzig-zug, circle.' (See M.P. Room diagram) hopping first on one foot and then 3. Bowling(See multi-pUrpose dia- the Othei:hblding the other toe up gram.) 0 in back Of body with the hand. 7.Atternate'Rops and jumps. 8.Puppy dog zig-zagzig-zag in and out among the cartons on..all f9urs (hands'and feet). stontach parallel to floor, back up. .Crab-walking zig:zagzig-zagin and out among the, cartons on the, palms of the hands and the soles '-idk carton ooçc of (he feet, back parallel to the floor, stomach up. - ICI. Improvisationsbe creative; corn Pass: Players spread out ald one bine stunts' into series-=usc other controls the carton by lockingitto equipment, balls, bean liags,.ro another on his team. sticks -with the milk eari?ns. Goal Keeper: .A team may keep a goal keeper back to protect their goal. SKILLS TAUGHT USING MILK CARTONS- Soccer kickuse instep of\ foot Game Method No. I: The playilig ). Crab soccer dribble rela area is divided by a'center line and 2.Soccer oribbleuse insteP and out- side of foot 4.. Line Soccer -each team may have th. same number sec position 1.Puntinghold with two hands like 5.Crab Soceer( to -of offensive and_defensive players on check- obstacle-course- #9, usc each side. Some play only offenSd or de- football and punt 4.Bowling -(uling playground ball and goals and M.P. Room. See M.P. fense, depending.or which goal they arc Room diagram.) defending. No one IS- allowed to cross milk -.cartonsfor pins)bowling .the center.line. If this is violated_ the skill-t4 step or 5 step approach; vtll 6 Obstacle Course(withteatits and offended team receives a free kick. -underhand relay methods.) Game Method No. 2: All players can Throwing (bSing beari-bag§..to thro -7.Scramble- Soccer (Kgep Away) -move- in any direction and the center at carton fargets)overfifind or un- will:: feel or hands (free, for all, line is disregarded. The scramble sys- derhand try to take carton from anyone-7- tem.a mixture of offense and defense. 6.Pass eidik carton (tootbatl pass) fewer cartons than players) 7.Hand hockey: dribblearms and 8.'Relays-- &lands as hockey stick both hands _HAND MILK CARTON HOCKEY Balance-,balance cartein on head,=. a. Elepliantclasp _ 8. - together -withfingers.Fiang Play game with hands only: use hands -foot,- or hand -arms down and keep elbows like a-hockey stick (no picking up car- straight. Walk arid swing arms - ton), Use sôme of the rules and modify SUGGESTED GAMES USING MILK CARTONS sideto siade.pushing -carton.- =meet needs of -students_ Use gamic .1,Kick the cartonlind up carton .4. Bend over at waist. Niethod No.I_or Npo. 2 from Milk on center line. use free kick line to Carton Soccer Game. Crah.,-See Obstacle Course Floor pescriptioncan be marked #9. Push with feet using in- With colored tape. step: c.Billy GoatPushcarton 'hy butting 'and pushing with head:. 'I OBSTACLE COURSE Keep on 'your hands and toes Place Cartons ahotit 4-5 feet apart in (don't let knees touch). a line, ci'rele, or other formation asde- d.William TellBalance, carton sired. . on head, hands or feet.- Bal- I.Zigizag run in and ou . ance race. _-2., Straddleleg run over top of car- 9: Milk Carton Soccer ton (knees hrgh -and wide apart). "Jack be nimbie and quick and Milk- CartOn Hockeyusing game iuinp over the milk cartgehigh method No.I 'or No. 2: also von- picking' up men rules from milk cartcli'\soccer steppingover each, game into rgilk -cartonItUckey. knees._ Ik k DANCE the welcoming entrance,the group dispersed to their MARKET DAY_ SONG AND appropriate booths to beginthe .serious business of bartering with-appropriate chants:.One- boy moving uth Wilson and.Beaulorcl Thompson aresixttr grade the necessary thread Chej(enne, from group to group provided chersatDavisElcrnentarySchool, for continuous movement, as eachfamily in-turn circled Wyoming. the plaza chatging and dancingabout their wares. Th-e dance-cancluded_with all groups joining in acircle, sliding, jumping, skipping,analging-rogether:- .ollow-ingAhLs_experience, each child wrotehis reac- ixth.- grade boys and girlsat Davis Elementary. tion to the activity.Paul expresse,.it as foltows-rWe School, Cheyenne; -Wyoming,- werestudying flatin. did t:tis -Market Day .because it gave experience on America in social-studies. For-sometime they had been how the Latin American peopletrade aQd §ell their 'discovering how some a the LatinAmerican people products. We made pots, candle holders, tyand etc. trade and sell their products,and they wahted to have_ We also made booths and made songs'an -dances. their -own market dayIn art class, they madeSuch The-dances we did were using creativedances like items as pots, candle holders,siesta mats, jewelry, hats, 'skipping, jumPing, running andother movements. The and toys. Booths were constructedfrom which grOups song we made up ourselves.This was the most inte'r- of ,ghildren (families) were to selltheil wares. esting experience." What a naitural background for thecreation of tbeir- The children enjoyed the experience sonitwit tbat chants and folk dance. Market day song -and they decided to re-do their market dayfor-their_parents movements were developedby the children esp.!cially and ther whole school.' performed by the entire for 'this cvent. The dance was Rnt-r,',n,on, (Mawr group: Each "family" enteredthe plaza gaily ClanCing Reprinted frOnl Journal or Health, Physical and joyously greeting each other. Atthe conclusiorrof 1971: FJL ui waveS, shells, fish, guns,and- other: life- in 'the sea were reinforced. This experienceof exploring ideas about the sea by using movement helped toemphnize RESPONOING&ACFIVELY verbal aspects of learning, including vocabulary reading, poetry, and story writing. TO THE WORLD AROUND US One of the boys made a boat and brOught it to school for all to see. As we were discussing Glen's Loretta Woflard is a second grade teacher and Hallie bogt, we decided to write our own story and toextend' B. judd=is a third grade teacher in the Richmond, Vir-- it into our dance. = . -.._ginia,_Rublic Schools. One-day-Glen took us-explorinOn_his_boat. We left on a beautiful Saturday-morning. _Wewanted to look or -manylthings---Wowww_L_The_first_thingecaught was an octopus. We saW a gigantic whale.- There was s a fiew teacher at Maury School, Richmond, Vir- poey jellyfish floating op the water. We also saw a ginia,I recognized the need for variety in the squid under the water. tin- the floor4lf the Ocean we program I was developing with the.35 children in my saw crabs, sand dollars, and shells. Fish andseahorses second grade c!ass..There were dimensions in learning were swimming all around- Our boat.It began to get that seemed to be missing.Potential opportunities dark. Glen took us home and said, "1 will take you : existed for rich learning for each child in my class, but. again some sunny dayr I did not know how to capture them. Seeking assist- _ante from my .principal, Elizabeth Wall, I was encour- Another day the children found 'that *they could aged to investigate the possibilities of emphasis- on swing their bodies in ,many. ways and that they could , children's dance. Plans developed, -and we became a invent a yariety of swinging patterns. The group tried _ pilot class for the.Task -Force on Children's Dance of to identify many things that.swing.. From thisvocabu- the AAHPER Dance DiVision. lary-and reading chart we wrote our song; "Things Are The firSt experience under the guidance of Gladys Swinging All Over ToWn." The children understood Fleming Made me-realize-that one of the dimensions of the concept and readily made associations- because earning forwhich I had-been groping was sensing the they could "feel" a swin.g.-, Soon -the song_was turned world-aipurid us and respoding actively through crea- into a dance and we were able to. sing our own tive rhythmic-movement. Given opportunities td ex- _accompaniment. plore movement -and-movement combinations, the' Things Are Swinging A11 Over Town children became-better aware-7-of---their-own_potential,_ discovered spatial_ relationships, and -Were able to Things are swinging all over town handle themselves in various dimensions of spate. Thingsre swingipg all over town They started responding rhythmically to what they saw, --This_is_what we all can see felt, and heard. Things are f:Vvinging all over town: As our work with this' Medium of expression pro- A skinny monkey swings on a tree: gressed I found that the children were- following directions, listening, thinking, solvLng problems, and You can swing on a swing witb me! An elephant can swing his big trunk. inventing_Ifelt that the children were feeling. better about themselves. They were sensing and responding; A little boy can swing off his bunk. they felt accomplishment! A kite can swing in.thesky so high. At one time,we studied ,the sea and used it as a ton- Bi'anches swing in the-brighr blue sky. tource for expression through words and dance. A happy puppy ;wings his tail. - . A boy-and girl can swing a pail. Reprinted from journal of H alth, Physical Education Recreation, , _ An opossum 'swings upsid2 down- October 1971 lihings:are-swiicging all over town!

The_ Children _are now-sensing- and resp-orfding- in . ma4 different Ways. They ha,.7e come to realize that ouriclass is made up of many different boys and'girls. who need to work- and live together while inschool. A unified group seems to be emerging.- As-they hal had increaSed opportunitiefor creatiVe ekpression, their self concepts have _i-mproved, , - As the children have learned fromthiS experience, I have also learned.I now know that a- reading experi- ence involves more-ihan just books and words.It involves the child's life and interests as a source, his mind for thinking, his voice for verbalization (stories, . poems, songs), his hands for writing,and his whnie body fol-._a deeper Understanding tnrough creative movement and danca.- A Child must sense andrespond for true learning and-understanding. . "One day when they were getting ready for, a per- When:the situationi changed, because the -children needed to also eel! jnthe Matiry_School were transferred to theBlack- formance they decided that the; their story in color. A mural emerged.As Donna -read Well $chool; the Principal Was anxious that the'pilot her story the class Inurgl and backgroundmusic be- ,prOject in ,children's dance continud.Another teacher also worked. came a' part of the- dance. -400k over the third grade group who had Last year this group gaveseveral special sessions for FleMing the previous year, and thus we can interested groups in the city. Theywanted- tO share- . showlhe progresSion-of activities during a seco-nd year. two of their favoritepoeths and to communicate them ' Creative rhythmic movementand dance continued through music and movement. Thepoemswere "jultin ---to'jbe---.an integral- part of the new third grade's work. and Jiggle' and -Kite Weather." The buYs and-girls had, become more skillful jnhan- has been exciting. The .chil- . . The work of this group 7dling-thelr bodies in space and with -varyingcomplexi- dren haverequestftl-thfarthercontinue-as-agroup-and Arrangements have . tiesoftimefactors._ They seemed to enjoy working_out that they have dance experiences. _ -1d-e-as'-fr--cm-rvari-ou-conten t-areas. been made-for-the-group-to-remainas4working_group The children- have helped to teachothers who have for another year. One of the teachershas requested 'joined 'thi gfoup beth Movement skills and 'compe- the opportunity to help in integrated[earnings. : tence in analYzing them. They have enjoyedeomposz It is important to note that theprincipal valued these- dances, The grouR was particularly fond ofmaking dance experiences and -that alladministrative-arrange- a dance out of results oftheir discussion _of ,"Fun ip ments4vere made for a new year.Likewise it should the Sun." DonnS, e member of the group,4vrote the be noted .thauthis project wascarried out -hi a large; and urban school with major problemsof integration.It is dance in _story form_ Children selected parts and worked 'hard in "dancing out" theirideas. They per- significant to report that _no racia's barriers arose , existed. fected this dance and. performed it fofothers. that highly effective interpersonal relations

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109 'Play-- 'and PlOygrounds:,. Play as a Medium Learning by Mary. W. Moffitt

DOES PLAY PLAY ACTIVITIES provide for "Infor- Each-isTdependent-upon7other-parts. MARE-A -DIFFERENCE mation-seeking" behavior. We havePlay activities provide the- momentum- _'knowejlor A long time, that play is athrough which a child,can make a more powerful inner fprce throtIgh-Which-a------belanced-thrust_towstrdmaturation. _It child reaches out to interact with hishas been recognized environment involving matrement andthanhere is a close relationship be- different Sensory modes. He siiems totweeew perceptual -development and . learn more Intik he can moVearound,---,,school.achievement, If_a person selects handle, and manipulate objects anKone of.the sUbject areas and-asks Through -such sensory-motor activities,the queition, "What does a child need he learns much about the 'properties offor suoceas-In this_ 'veer_ he is sfruck matter and finds ways to adapt:to aby- the fact thet all of the above men- BOPLE tend to approach play fronz complex environment through pxperi-tioned activities are basic to learning two-different .stances. One, they like it ences relatedto ctuse and effect.to read and write, for understanding because it pst happens to be more fun Children who are prevented, from hay-science,socialStudies, 42indother than most other things that human beings ing a wide range of sensory-motor ex= areas. do. It followir, therefore- that we should periences in these early years, due to An attempt will be made to describe have more of it, and ifia dull world if ,illness ,. overprotection, or, other rea- in more detail the speeifics Or per- die do not. This_was not a poptilar point sons, are not likely Ao develop certain_Cepto-cbgnitIvit developMent.ond the of yiew in Puritan iimkt, hut it has kinds of percepto-cognitive informa-activities that May be importantin each increased its Vog-We in recent-lean:. tion in the- itme way _ar4a_as' shown on the .schematic re'P- Two-, ethers argue that although play Theachen...iticdrawing on the kit- reséntation. might seem Id bra somewhat useless . - all, lowing page is an 'attempt to show ths activity,- that can't really be so. After relationship of 'different play activities_Penzaptmotor Skills human beings are evolutionary creatdres Memel putting to perceptual-motor development and BODY IMAGELaterality is. an and could Artily have survived by cognitive development that are necei- rpalliatien that the body has spatially ori- so much time and effort into an sary for success in academicsubjects. ented parts-auch as la right and left side, a, unfunptional activity; thsref ore, play and front and a back, which must be egerdl--1- Both BruneraridPiaget have exs , games mustbe useful. Unfortunately, if pressed the point of view that multi: nated A child-must sense_ that:he Is an has- been not-so easy to Show what play- - object In space and that he takes up a cer- and games contribute as it has baen to sensory experiences.obtained through tab amotint of \space. The body may ',be environmental encounters with'the con- used to measurespace is Izt dhlid finds out make-this claim, Currently it is ying crete, three-dimensional- world are im- argued that play and games contributeto where he can reach. step, Jump, and what It is -through sensory experi- Into,. 'through, and around. learning, particUlarly ofacognitive sort. portant. he can get ,erices' that children build a repertoire NeuEomuscilar contr`olis promoted as a The article by Moffitt provides us with a of "referents" that _can,-be used for child 'assumes-various Positions and When valuable set of parallels between play and ,experiences-. he, propels his body through space in Af-:, r. cognitive activity'and lays the groundWorkinterpretationofnew These referents form' a batis for'Clas- ferent ,lhays,Directionality Is an extembi orsting some of-the propositi6ns ahoutsifying information and the ct indi- referent by which the child learns to use pltiy's usefulness, - cates this by saying, "It it like ..." the- horizCmtal and vertical coordinates :in One has to keepinmind, however, that the environment fOrrelatinghimself to much of what Moffitt describes as play The rnanyidpects of sensory lxperi-other'objects In space. His eye, must ac- ences are processed throogi'P. observ- commedate to space at various focal pornta would be called straight exploration or -ordering, learning by others. It could be that all ing, comparing, classifying, such as near, ,mid, and far areas). Some, interpreting; summarizing, an,f kqagln these understanldings are:gained through children have trouble adjusting to the 'll- eiploration, and that play has to do less ing.Each of these processes Is, an .lush:in of size related to. distances. The 'with these cognitive phenomena than integral part of 'the way a child actsairplane which is seen as large, on the upon the stimulihe,receives. As a z.hild ground Is explained to be "shrinking" when with the.child's control over the variations develops his language and is able to seen Os' a tiny oblectin the sky. that succeed these eArtitive phenomena: speak about what he sees, hears, feels-, mOTgri, PATIERNs---Running,jumping, JUMP Flops. JuMP-TOPC like Hopscotch nd_Jecks, tastes, and smells, he etractsmeaning ,skipping, creeping, throwing, and .the ilke seems ineeperable from tho pley of girls.Hafer two turn turner* put their companion to one of time,tante from his experiendet, require balafce7-7controlandmuscular g 'of nimbleness and divination which aro nearly uni:-helps him to, biJild his Cognitive struc- s rengt. ones an musc es grow ac- renal In, IMW.alunn world. ture in various Ways: cording to usage.The muscles are ir- As one, can see from the schematid ranged In pairi and inuit, be used to de- rawing, there is a circular relationship velop ,reciprocal action .that Is necessary _ Reprinted Journai of Health, Physical . forefficient movement.' Many movements Education, Recreation, June 1972., of the parts- that make' up the whale. 1 I rangements.Activities 'for Matching and _vendent on hand-eye-coordination. orders may arise; too, from Inability to hear for _sounds distinctly which is another formof sorting of a wide variety of objects Ms of manipulative- skills involve the size, shape, texture arid the like areés- figure-ground differentiation. x enalon of the body throughthe use of sennal and involve perceptual acuity. Certaln occular patterns -are a part SYMBOLIZATIONA child needs to have coordinatIon Both eye focus some experience witre' concreteobjects K Leliguage Development and.teye_ following are important. Where he Is to fully recognize their m/MbolizatIon. Language and thought are closelyallied. does the child look? Doesthe'eye follow Some children have difficulty in recognizing,As children work and play:they,learn to the -hand in a rhythmic fashion?Many ,specific symboir-due -to! inexperiencein talk about the attributes ofobjects and' H -activities-such as painting, pushing asmall handling, seeing; or hearing. Painting Is an descriee what they are perceiving.The- truck along-the floor, steering -abicy0e, activity that Is particularly useh4 for learn- English language, of course, has Its own bouncing, throwing, and rolling a ball pro- ing symbolization. ThroUghrdIntinc, and_ trans- /he he tan word-ordef and the child foams to vide for near focus and eye following pat- drawing: a child may learn form thai syntax invartous ways. Actual ,- ',terns. representthe three-dimerisinnel world experience provides for ideas associated his - ...... through line' and form and thus c:evefep 'with the experience -and helps to"build Perception of own symbols, Clay Is anotilei mediumthat learns When a meaning for the words 'he heera and -MEASUREMENTA child mCistacquire may be used _for this purpose. to use. _accernmodationa, for objects in re- child makes his own symbols. he can bat- ---lation-to-other_objects_ in a variety et ways. ter accept the symbois e! mathematicsand Cognitive Development Comparative forms require à -referent-when_those used to represent sounds for read- Basically, cognitive development IS com- differentlatlerF Is 'made for how long. how be . . posed of Ideas or concepts: These may 'high, how deep, and the like. both quantitative (many, more, few, nu-- Whole-Pert Lemming `coid, POSMOW-e-Up,--down.abave, under, aside, .Learning tiff see the parts or elemeets that.rherical, etc.) -end_qualitative (warm, _balsa% in. the middle are la-, -A-few-of-the reading rough, srnoeth, etc.). As children ,build con- _-_-niake,_tre the whole is related to build-On_past. words.that ere- used to designateposition and othereCademicAkills. Young children cepts about their world, they experiencea 'arid Understandlnds.Bruner orobjepts in relation to other objects. Aclend to see the whble rather-then_the parts chila needs to learn how to orgenize -0b- speeks_about learning-as "cOntinual &rev , although some children mayseasofa-a_ that -----jects and himself in space by thepositions Plaget speaks of this ten- ening _of onea---underatandIng_,_±, small ideat-1411---pro±--=-- so designated. ° dency as "centration7 or, in other words, comes -from-learning to use gresslvely More _ciiMplex forms." 1 Learn- the Child tends to become fixed on one ele- Figure-Ground ing proceeds in a spiralader,___ A child can ment within the' whole. Onthedther hend, FiGUREGROLIND Is a term applied to- the learn something new becauseThe has a if two shapes are similar titit differ-Only on Infollinatfon way a child selects a certainstimulus interior detail, the child may fail to see the schema Into which the new _ from a complex background byignoring interior detail as p.art of the whole pattern. pay be fitted, all other stimuli. -Perception of form; tex- - The schematic drawing attempts to show Reading, for instariceaeqUires the skill of pereeptual ture, smell, and' taste is, dependent upon I6oking at individual letters and then atthe the relationship of processes, intake, language and cognitive development what a child pickslaut to attend to.- Some-word as a whole. Sisters children learn;to parts will Stand out ai "figural" anddetails identify words by configuration or shape of In a circular fashion as iedicated_by_s_the noted while _the backgiound will tend to the word while others leek at the elements lines,- Each partris related to the other. II back and lack- Omni. Ability- to con- or individual letters, andthen-at the whole Academic Subjects ' centrist's" is related to how long achild can word, There -are many activities that ,are ads- atieria to a -specific cpsifiguration. related to whole-part learning.' Constotic- It should be noted that the skills for . '-demic !earnings are the same as those that CONFIGURATIONA_ chiid needs to -have-tion_gf all- kinds' such as block: woodworkTrw---erillage, painting are some are found In Jim schema underperceptual a clear image br' a basicconfiguration of development.- It is impohant, therefore, to an object if he Is to make somedifferenti- of the activities that reitaireAhe,.child to assemble or note discrete partsthatTmake provide the kinds of actIVIties that are Im- ation df If from among other. meterialt. portant for the development ofperceptual Infigure- Taking -apart and Specialproblems may, arise" up the larger whole, skills. -It has been noted that if aChild noes grobrid differentiation when items are em- putting 'together prcivIdeOPpOrtunities for for in- ' learning to look at sequence and orderof not succeed_in learning to read, bedded In extraneous- detail or only partial -stance, heIs' referred-to the remedial - figures are shown, Children are oftenaiked .parts as they relate to each other. with elcture teacher who frequently has to work to select a particular Item from a Classification-Serletion perceptual deficiencies before- -.thechild with many other details.If a child does. can piogress with the taak ofreading, not dnderstand how to use, -certainclues-Classification end sertation are cognitive object, the processes thatvresulf front itChild's ability or ha lacks a clear image of the kinds took. may 'cause some difficultyfol.'him. to perceive the attributes di various motor of materials and -organize them in some There Is soma_ relationship between sei- development and figure-ground differential class' or cataywy. Many conCepts in chil- ence and mathematics aredependent upon lion because it has been found that kinds dren scrim poorly isn figure-ground If .their the ability to place objects in various Language dm- of categories or put them inOrdered ar- motor *development Is poor.

2 0' an expenence cenet .eremerAcary ragCdticQIon Today's typical American elemen- tary school playgrcuud is- either a haphazardlyi planned grassy area coy- red with_ dangerously crowded un- movable structurr or a small paved area botinded by permanentbasket-L ballgoals.Chinisy. and expensive -equipment usually occupies much of the prime teaching space, severely re- stricting the activities the -area was designed for.

11'1- Generally, people planning en- ary-School playgrounds have little br leariXiug experiences appropriate to thatarea; and ma logical long-Tange plan1,for playground-cle§ign.-ToiS-often,l'moneya grioe-the development or *provernent of playgroundS fs secured from-fair- -,;ent organizations, industrial concerns, -and private or chantable-groupswho' i attachwell-meaning, kutunsbund limitations on the use 'Of thefunds.p- The playgfound area typically in- eludes kwing sets;slides, -_see--saws. !sandboxes, and some type of motiOn -ipparatu% sUch _as a merry-go4ound. These- struttures au. heavily roofed in cernent and akOften located too iclose to each othei2for either peace Zi7Or _these pieces a equipmenr pacify-the, children during reees< they grovide few, opportunitie(for physieal-devel- opment. BecaUseTof the increased riatidn- --al-contern_tor the well-being, and --;-----edueation,. of chirdrerk-4cliool hdmin- istratm are asking ,phiiTeal---edtka. ; torsf guide the development playgrounds, for_instruction in physi, cal education. The---primary objec*eto--,r -- cif physical education fOr-eleinenthry children include physical growth" And physical-- fitriessthq developtfient o .1 NE B. IVIOORE is assodate pro- and ALETWA AI. BOND, is- ,assistaht-professor in the Department FIFER, Auburn' University. Au- bu'in.Alabatna 35830. JANE COBB isillustrator for the Learnipg -Re- soureei Center of the School ofEdie - ration at Auburn.

Reprinted front journai Physiva Recreation.. Arne 1975 basic movementskills,andsell- balance, and coordination, determin ,The All-Wejtheir Area awareness coupled with a sense of the design and selection nf certain This- area rdquiris the hi well-being. These objectives are pred- pieces of equipment irrthis area: hori- tial expense becanse it needs- an as- icated on the idea tbit if children zontal bars, traveling and stationary phalt Surface, yetrin some sections of learn to understand and control the rings, Waling bars, walking boards the country it could be the most use- many ways in which their bodies ean of different heights, the jungle gym,' ful area due to climatic conditions. move, they are more able to direct and tires in groups of six or eight One possible solution to redufe the the actions of the body, resulting in --Set in cement or partially buried. necessary financial investment would increased confidencein work and One of the most vers;atile and valu- be to ask city officials to lay the as- play. These objectives require a com- able pieces of equipment for the de= phalt when nearby streets are being binationofadequateplayground velopmental arei is a sturdy frame resurfaced. spbeeandsufficientinstructional with adjustable hooks at Thetop. The markings on the asphalt sur- ime. This frame is relatively inexpensive face are of primq importance to in- Thephysicaleddeationexperi . in view of its potential for providing structional and educational 2ctivitieS. encecenterisaplaygroundde- a tremendousvarietyof develop- Suggestedmarkingsincludelior signed to achieve, the purposes of mentalexperiences.Cargoropes, scotch, four-square, Various sizes of elementary -physicaleducation and climbing ropes, swings, and rings_ot circles (one with a °double ring, --one , bring instruction in physical educa- different lengths are just a few_ of the with geometric figures inside the eir-- tion into closer alignment with the attachments that can be used on this cumference, a big circle, and a small- other experiences in the school pro- piece of equipment. The fact that the er circle), ladderztype markings, and gram. The tsperience center is di- attachableequipmentisportable several- straight parallgl IMp. The vided _into three areasthe develop. makes this idea especially attractive. circles and the lines make it easier to mental area, the creative afea, and The Creative Area arrange the children ininstriictiónal the all-weather Area._ This experience formationsancfearr-beused- I& re- --e-rnen exp oraticTiChas become lays,- chasing and fleeing games; basic from materials already availa,ble in a universally-accepted method for de- movement skills, ball and "rope rou- the school plant or surrounding areas. veloping basic Movement patterns in tines, and space orientation. Some of It can also be developed gradually, elementai)/ school children. One of the maryngs, such as the circle with one area at a time, or as rapidly as the fiJst priorities for a physical edu- the geometric figures, are designed a schoors budget allows.- cation program of this typeis an to enhance relationships with acia: - open, grassy area for movement ex- demic -aim of learning. The lines The Developmental -Area periendes. The creative area serves -can also be used for rhythmicactivi- By different methods of gouping the simplistic yet functional purpose ties and many games of lo'w oiganiza- and theearlyestablishment of a of stimulating imaginative and crea- tion. traffic pattern, an innovatjve 'and cre- tive play by children. A variety of in- Dancing, lead-up. games for sport ative teacher can easily plan for the expensive equipment such as sails, skills, rope jumping, and other move- developmental center- to .be used si- hoops, wands, beanbags, and egg car- ment experiences can also be held on multaneously by large nuMbers of tons can be tiSed for' activities-in this the paved area. Portable standards children. area. Lets portable additions to the for stlits, drills,- and lead-up activities The equipment in this, arca is con- center include boards,stepping to team and individual sports may be structed over a grassy surface, with stones, boxes, and tunnels. Rhythmic added but are not absolutely essential. sand beneath the apparatus. The ba- activities are especially s t As the r sic commnents of fitness and move- child improvises expressionistic pat- ment, such as strength;flexibility, terns of movement. The natural set- ting of the creative area stimulates ,the development of mare creative endeavors. / addition to any paved lay arra is a multi-pur- pose sheltsr, which greatly extends the area'srapacity and potential for instructional/ use. One of the shelter's primary/functions is to provide pro-- tection from inclement weather, al- lowing physical education activ to be cheduled with nodepend:nee external weather conditions or i _of day. In the early stages of planning and evelopiag an instructional play area, /some type of storage facilityis indis- pensible.Thisfacilityshouldbe sturdily constructed and anchored, lockable, and accessible to both -the The Developmen black-topped and creative areas. TWe - high eapital outlay for a storage fa- cility is balanced by its ease of ac- cess and by the reduction inmainte- -nance,repair, -and replacementof stored%equipment. Most of the move-

ment gxploration _equipment.any portablestandards,nets,tumbling mats, jump ropes, cargo ropes, climb- Versatile Frame Ing ropes, rings and sivings, a porta- for Apparatus t ble chalkboard, batons, utility hop- scotchmarkers,parachutes,tires, hurdles, balance beams, record playl.'-

. ers, and other audiovisualequipment can -be stored in this facilitywhen not in use. An electrical outlet on the out- side of the storage facility further in- creases its potential value forinstruc- tional purposes, _ 'Updating Exjsting Playgrounds Not all existing elementary school playgrounds are old-fashioned and incapable of- providing opportunities for educational activities. However, the possibility of adding to or altering previouslyestablishedplaygrounds in .order to greatly extend the area's potential for the instructionaV pro- gramshOUld 110t beoverlboked. The Creative Area -.Many schook already possess partsof the.basic elements for providing stim- ulating and cohesive experience cen- ters. For example, a tarredbasketball -court can be easily adaptedfor a greater variety of purposes byadding some simple and inexpensivemark- ings.. An old swing set can -undergo a Metamorphosis byplacing adjusta- blebookg at the top foramultiplic- ity of uses. Innovative, courageous thinkingin combination with a back-- ground-4: playgrbund expertise and, a thorough understandingof elemen- tary physical 'educationobjectives can create a playground atmoipherethat encourages that -rarity, theteachable

moment. I 0 The All-Weather Nes 124 11 7 Inexpennve_ewment fromrecycled mderioli

,aalt _ Delawiri; ar" 30 As part of a movement education course atthe University of altaa mammasam ow KW__ playground to present- a wait wag sitemffb college students constructed an outdoor aP we mg MO experiences for yotingpre-sc6ol ir.ta series of developmental movement '21tt r circular saw, and drill) were top twatN - children. Selected power tools (sabre saw, _ available to the students. Safety goggles wererequired for all students _ ma mttar OM MS manufacturer provided an IRV as WS Mr oto Om so operating power tools. A large power tool Immr anicommls local section of the.. National _ vow mlis =loam MO instructional and practice session and the star wow diii Ma Safety Council provided programsand motion picture% on the use of -- r AIELMWMOM ,_ designed and .... power tools. The outdoorplay equipment.that`the students :--- -built is shown here. "NI_memento._

stable Climbing Fran . Young children climb on narrow, surfaces at varying heights above thegrOnd. The frame is constructed of discarded lumber which has beennaired together with supports sunk into the ground. --r Spool and Ladder Jungle.Young children climb on surfaces of varying sizes andheights frorn the ground. They The spools may also suspend theirbodies, using a hanging arm support. were free from a local companywhich purchases large quantities ofwire. buildings A salvage company specializingin destruction of unwanted contributed the posts. The ladder wasmade from discarded lumber and broom handles. Barrels and MoreBarn*. Barrels, singly and in groups. stimulate creative movementand climbing experiences. The barrels were free from a localindustry. Groups of barrels are held together with bolts, nuts, ind large washers. Swinging Bridge. Here is a large. unstable surface forcrawling and walking patterns of locomotion. Tires are placed under the,bridge to -keep the rope from stretching. The bridge is constructed ofdiscarded lumber, posts, rope, and tires. Round-and.Rourul.This merry-go-round, made from- and groups a discarded metalindustrial spool and lumber, gets pairs of young children- to coordinate theirmovement efforts to reach a desired outcome. The center nut maybe adjusted to vary sPinning resistance. The spool-post was Sunk sevenfeet underground using a borrowed commercial postdigger. 6Slantt l Stutnps . These provide stable, separated, slan'ted surfacesfor the developm nt of young- children's locomotion and jumping patterns.The sturnps,'-free from a tree removal service, are sunk onefoot in-the ground and toppedwith

non-skid carpet.- . ." Sunken\Tires.These are stable, separated,- narrow surfaces for thedevelopmnt of young children's locomotion- and jumping patterns. The tires aresunk half way into the ground. Tires are free from most commercialtire specialty skit-es, ' 1\

R,Trinta Irtim h 01111 f ilfm, [mar% 1,175

RIDENOb.', fort?rtv(lb tilt1:nlversti; 1", now an ( zatecl with / 1 !ttiCersity,

1 Penn sy 19121. Sports and .Corppet4ion= .for 'Children to confuse its own tendencies witn Otinipetition foe Young the nitiinate and high9it goal, but to- understand that it is enclosed within certain bounds freely accepted. thildrep A Re-4:00k Civilization will, in a sense:always be played according to certain rules, and true civilization will always demand fair play. Fair play is nothing less than gfood faith expres- .Marion Alice Sanborn, Shaker Heights Winning Isn't Everything. sed in play terms. Hence the cheat or Schools, Shaker Heights, Ohio Good leadership will -not make winning the only goal. winning isn't the spoilspcirt shatters civilization itself. To be a sotind culture-creating Have athletics for children changed in everything. What does that mean? It force this'play-element must be pure. means the game, the contest, the pitting the past, 10, 20, 30 years? It must not consi/st in the darkenir.g or Yes, in intensity. of skill against one nearly equal, perhaps the Moment of truth when you debasing of standards set up- by Yes, in the kinds of sports played. reason, faith,lor hunianity. It must Yes, in organization. find that you either are or are not at least not be afalse/seeming,a masking of Yes, 'in the emphasis onwinnih. superior to-your opponent political purposes behipd the Illusion that day in that simation. Winning isn't I have been forced to look at this of genuin lay forms. True play revolving, ever-presprit issue more than everything._ There is comrade.ship; there knows no propaganda; its aim is in- `- once during my professional career. is the intensity of all-out effort; there is strong resistance to what.you want to _itself, and familiar spirit is happy While-1 am sometimes swayed by inspiratioçI. enthusiasm 'and impresd by a rfew do; there is respect for opponents; there . - is the desire to beat the opponent at her his Piro gh play that children learn really good programs that 'I have seen, how to funion successfully in society,- when it comes to the question, "Should or his best; there is satisfaction in a game well played. There is a joy in Play is th work of children. Co -eti or should not elementary schoolchildren tive sport has been so distorted_that it engage in highly competitivesports?" I winning and there is no humiliation in play. The defeat. can no I nger be classified as usually come to the same conclusion. playersight argue this point. mistak- If athletics are good for children, then , ToNinceLombardi, winning wasn't everything. -It was the,ohly thing. To ing int nsity in sport for the joy, of play, let us allow everyone an opportunity to Intee it is; play it is not. Indeed, when play a game representing their school. many of those who coach young it we icet_a player who is obviously out They should have thechance to practice children, winnina isn't everything enjoy the game, we point the finger with 'their team, to get to know the is'the-only thing. Kids are coached this and say, that' player is not serious players on the other team and come way. Overemphasis_on athletics? No! enough," or -that player does not home knowing they did their best. Overemphasis on winning. Fortunately; someone has care.- When winning is everything, we Let's provide a team for every child, want our players to be serious. then make the teams small enough so through this madness. Our keyote speaker, George Leonard, wri g. in Campbell (1974) asks us to compare that every youngster has a chance to a street baseball game wherethe kids are play in every game, and let's see that Intellectual Digest ( /973) sAys, -If winning isn't.,everything. itX the only enjoying thernselves, laughing and that rule is enforced. Every youngster having a good time witl a Little League should have -to play a th:rd to a half of thing, then, the only thing/ig nothing kids, emptiness; the nightmare/of life without game in which there are -tense each game. There should be no- shouldering the responsibility of dozens variation of that rule. Let's not have a ultimate meaning. fhis emptiness pursues us whet-eve( 'winning out' is of adults, making good for dad and child prepare for a game. then sit on the mom, for the team, the coach,and the bench for the whole time, The metto proclaiMed as God community. Those adults have effect "every kid on a team- does not need to Snort is NOT/hay. Huizinga (1950) says: Sport /has become profane, tively destroyed riot only childhood; to. be a hollow promise. -Every kid plays an always unknown degreethey have' every game- is the kind of promise we "untinly"i/tf every way and has no organic connection whatevep with the distorted that child's entire life:.- shouldn't mind making and ktieping. If you don't believe there's distortion, structure/of society . .. Ho../ever important it may he for the players or. read uThe Case .Against Little League It's the Leadership That Counts Mcithers" by Robbins (1969). There's Organization and administration set the specn (ors, it remains sterile. The old a lotof meat in the article; one statement limits. Given reaionably sound play factor has undergone almost particularly stood out: -But as soon as . .In the case of planning mid provisions, there's only complete atrophy . we got into the Little League.__weall one thing that matters after that. Gladys rt we have an activity nominally stopped laughing. The atmospherejs Palmer said it years ago "It's-the o.-.-.i as play but raised to such a pitch pretty grim ... Thetension is thicker Leaderihip that countS!"! Programs echnical organization and scientific thoroughness that the real play-spiiit is than Mud at home plate."- can have identical provisions, identical You might have read the interesting numbers of participants-, _games, threatened with extinction. article, "Competition: the Star- 'contests, whatever. One can be a great Why doe's Huizinga place such Spangled Scramble,- by Nelson and success from the standpoint of partici importance on the play spirit? Quoting pants, families and coaches. A'noth further:- can be misery for .most of th Real civilization cannot eXist'in the Speech given at AM1PER convention. March involved. The quality of the expericc absence of a certain play-element, for 15, 1975. is determined by the quality -f he eivilization presupposes limitation 'Gladys Palm The Ohio Stioe university., leadership. and master of the self; the ability not 19413. 120 127 the book Games TeacIfing by Mauldon Kagan (1972) in which children were survive in a doTear-dog-worldThese_ people are overlooking severalthings: . and Redfern (1969).) given an opportunity to compete for This is what 1 would substitute for prizes- or to cooperate for prizes. 1.- Children 'are not prepared to cope adult-imposed sport. This is what I -- Anglo-American children chose to with adult-style competition. They would proposi to gradually take the compete even when it was obvious that are capable of-competition attheir place of adult-organized leagues. Not cooperation would have brought them level the natural competition in tomonow. We couldn't do it tomorrow. more prizes. and-ip some casesthey the give-and-take of the child'S But let's give the children back their denied themselves prites in order to world, play. Let's give them back their deny prizes to their companions. 2. Children need, support from- childhood. Let's let them h ve thew- fun. In today's world can we affordto--N-, adults, rather than imposition and have people who arc -more concerned interference. When adult start- References about winning than they are about their , dards are imposed from above, the Campbell, David N. On being number one: of Competition in education. Phi Delta own or others' welfare? What kind play life of children, including Rapport 56: Oct. -1974, 143-146. people are we? What kind of ghildren their competitiveactivities: Huizinga. Johan. Homo Ludens: A Study of the -are we raising? What kind of adultsdo becomes distoned. Play-Element in Culture- Boston: we want our children tobecorne? 'What Beacon Press, 1950. are.we dorng to our children? I have long believed that elementary Leonard, George B. Winning isn't everything. It's physical aducaiors have a responsibility nothing. Intellectual Digest, Oct. to teach children appropriate games and 1973, 45-47. A Possible Alternative Mauldon, E. and Redfern, H. B. Games Fifty- to one hundred years ago adults behavior for use on the playground._ Teaching: A New Approach foe the did not have, to concern themselves with Until the movement education approach Primary &hoc)), London: MacDonald children's games and .children's -play. to games with its emphasis onchild- & Evans, 1969. .But distortion has crept in.and I believe initiated games was introduced, this had Nelson, L_ L. and Kagan. S. Competition: 'Me been a frustrating experience for me.- star-spangled= scramble. Psychology we have a responsibility notonly to give Today 6; Sept, 1972. 53-56, the game back -to _the children, but to There haa always been the cheat and the Kelly, M. Games and humanism. Journal of teach them how to play. spoil-sport who clen't even pretend to Health,- Physical Education, Recrea- Movement education holds great play by the -rules and as Huizinga says, tion, Feb. 1975. 46. shatter the play world itseLf. When Robbins, J. The case against Little League, promise for removing adult interference mothers. AfeColl's 96: July 1969. and allowing children to gain maiimum students work together to make up their own rules and are allowed to adjustrules benefit frorn healthful movement 1316liography _ experiences. Onc thrust of .movement to unforeseen circumstances, there is- Bugg. R, Should Johnny (or Johnnie) play ball? education educational games greater allegiance to rules, less cheating Today's Health 48: Sept..1970, 56-58. and less spoiling of the sport. This is the Cronley, J. -Sooner or later, champions. Sports utilizes the creative talents of children Illustrated 37: Oct. 23, 1972, 50:52. (and teachers) and allows each child to direction I think we ,have to go in Is the boom in "kid sports" good for thckids? participate at his or her own levelof children's play. Toward self-made U.S, -News and World Report 76; Feb. skill. The-teacher frequently giee some games and rules. Toward, more au- 4, 1974. 60-62. tonomy for the children so, that when Knox. G. M. Organized team sports: Help -or _ minirrW rules, such as: hazard to your youngster? Beller You arc to keep the ball in the airand they're tired, hurt, no longer having Homes and Gardens 50:, May 1972. you are to work across a rope or nct,OR fun, they can stop.- 22_ c. . You may use one basket and as -many This does,.npt mean license to turn Maddocks, M. New awaking in Orr Land. Sports - them loose. It ineans a different kind of Illustrated 35; Oct. 11,.1971, 32-37. balls as you decide. Mangel, C, How good are organized sports for The children can then get together in play with a great deal more guidance from adults;-- but less interference and your child? Look 35: June 1, 1971,- their nwn small groups and decide what 61-62, further rules they will play by. more support 99 and 44/100% pure? Newsweek 82: Sept, 3. There are those who justify participa- (For more information on this type of 1973, 59=60. Lrefer you to the article -Games Shecter, L: The making of n hockey sla tion by children in competitive athletics 34: Feb, 10, 1970:-70-74, because it will help them leant how to and Humanism" by Riley (1975) and to

7 _ The main reason that "power" vol- graders are capable of using the over- kyball h s been so slow to develop hand serve and can put the ball into in the L. nted States is that the basic the opponent's court 8 out, of 10 skills and tactics essential to the sPort times at distances up to 30 ft. On the ire usually not taught to children in other hand, I have made the mistake the elementary schools.Itis much of frustrating children during their more difficult to teach older students initial traininp period by attempting and adults because they are self-con- to teach skills beyond their reach. scious and afraid of looking uncoor- Unless they feel successful and have dinated and generally inept. Volley- fun while they are learning they will ball techniques do not come easily to loSe interest TOo muCh drilling with- people whose spons background has out motivating lead-up games and not incorporated similar movements. tournaments can quickly turn into Children readily attempt to learn the drudgery. techniques of the dive and roll while adults have a fear of gc5.ng to the 1,and-Vp Games floor toretrieve aball. We have After the International Volleyball strong age group- programs in all of Association developed "mini volley- the sports that our country is success- ball" in 1971, the Scientific Research ful in on an international level. The Section of the Committee of Instruc- Eastern Europeans _and Asians dom- tion and Popularization of the Jap- inate international volleyball because anese Volleyball Association care- instruction, is available at an early fully examined its possibilities: the age and the interest among young Japanese have "taken a leading part people grows as ithey mature. in studying the volleyball rules for While teaching elementary school children and lead-Up games that are I have found that coordinated kind- considered a preceding stage of guid- er arten Children can learn to use_the ancetomini-yolle _ILLe forearm pass. High ability second course of study for volleyball in the elementarY schools ofJapan, students develop the capacities of catching and throwing as the first step in a proges-_ ALLEN SCATES is a physiceedu- sion to the fundamental technique of cation teacher with the Beverly Hills the overhand pass. The overhand Unified School District and varsity pass is developed from the action of volleyball coach di' the University of catching the ball in front of the body California, Los Angeles, 405 Hilgard and immediately throwing it to a Ave., Los Angeles, California 90024. _teammate-over the net. The following He was selected to the United States stages are recommended by 'Hiroshi Volleyball Association All American Toyoda, the Chief of Scientific Re- -Team five times and was a player on earch of the Japanese Volleyball the USA team for three years. He has Association.2 , served as chairman of both the NCAA 1.Throw and Catch the ball. VolleyballTournament Committee 2.Hit the ball after bouncing it on and USVIIA Collegiate Committee. the floor. Hiss UCLA teams have won seven 3. ,Hit the ball without bouncing it. National Championships including,the 4. Do not catch the ball;at this 1970, 1971, 1972, 1974, and 1975 stage the criteria for a held ball 'NCAA Championships. Hi Foached are not too severe. the Men's Pan American Team and 5. Do hot catch the hall; criteria for was head c9ach of the 1972Men's a legally played ball are nearly Olympic Team. In_ 1974 he was the those of the formal game. manager of the National Women's Although there are many stages Champions, the Los Angeles Rene- and styles of, individual training at gades. Portions of his book, Widning each of the principal lead-up games VolleYball, :hai,e been incorporated described in this article, the main into this article through the courtesy point tO stress is to move quickly in at Allyn and Bacon, Inc. -front of the oncoming ball. When players reach the receiving area the front foot shMild hit the floor first and point in the direction of the intended pass. It is Nery important to maintain a low body position to stop with good Reprinted from Journal of Flivskc4 Education and balance. The stop is made with the Retfreation. November-Decemr 1975 lead foot _ slightly forward and the g foot closing to maintain The children line up in the M for- position. mation to receive the serve. The play- rules to the various 'lead up er who receives the serve may catch games which follow are those that it and throw it to the setter in the - haveworked for me at the elementury- middle front. _The setter sets or lobs and junior high school level. Each the ball with two hands in an under- instructor can devise modifications of hand toss to one of the spikers, who these and other lead up games to hitsit over the net using any legal emphasizethefundamentaltech- technique. The defense is also allowed niques that need to be strengthened. to catch the first and second ball as It is important got to move too quick- long as the ball is hit-into the oppon- - lyin the progression of games or ent's eourt. _ children will not experience success Hitting the Ball After Bouncing it and feel that volleyball is too difficult for them. I. Bounce Volleyball is played on 1. Net Ball is played on a regula- a regulation court with sixplayers on tion court with a net or rope stretched a side. The ball is caught,bounced, across the center Of the court. A team and hit once in a regulation manner. _consLsts_ of six playas or less when Pie ball is still play if a teammate working with high ability groups of catches the ball. The server has two children; homogeneous groups may chances to hit the ball over the net play with up to eight on a_ side. Apy Weaker servers may stand as close as player puts the ball in play by threw- 20 feet from the net 2. Option Volleyball is almost the .ing it over the net from the court or behind .the court. The ball can be same as Bounce Volleyball. A player touched three times and must be is allowed to hit the ball with or with- caughi and released quickly. TouCh- out bouncing it. The ball mustbe tg_Le ball two tinfm in succession is returned to the opponent's court with- _ afault.If the ball ffies out of the tfiree touEh.--Ag4me IS liiit opponent's cburt orfallson the - with the teamschanging sides at Cight ground-a fault is committed and the points. 4111111111.1111 opponents receive a point. Balls that 3. Volley Tennis is played on a hit the net are always in play: A tennis coun with a tennis net. A team When receivingthe ball it is game consists of 21 points. consists of six to nine players. The important to maintaina lowbOdy 2. Newcomb is played on a regula-' ball is served from 'behind the end position as demontrated by this tion court with the height of the net line and one assist can be made be- fifth grader: Notice that her feet from 5 to 7 feet, depending on the fore theball crosses ,pyer to the are spread further than shoulder size of the children. The game is opponent's -court. AlthoUgh players width apart with the forward foot played with eight players or less, de- are not allowed to catch the ball,they pointed in the direction of thp.. ing on theit ability. This game 'have the option of hitting it on the intended pass. The knees are bent appears in many physical education ly or letting the ball bounce once at approximately 900, as are curriculumguidesthroughout the efore playing it: The ball must be thehips. country and can be introduced in the returned to the opponent's court with- second grade. Instnictors may want tri in three _touches. This is a good game continue this game with low ability to emphasize the spike.. fifth and sixth graders, All balls can be caught and quickly thrown to a Modified Volleyball teartimateorintotheopponent's 1. Sitting Volleyball teams consikt ,court. Volleyball rules are in force of nine players or so, who all sit or with the following eiceptions: kneel on the floor. A rope or net is The server may throW or se drawn across the center of the cotirt. the ball to put it in-play. 'The game can be played on mats and b: The server may stand as close the site of the court is determined bY to_the net as necessary to complete a the number of pOrtilants. Net height succestful serve. can be varied from 'group to group c. A back row player cannot throw dependent upon their strength. Serv- the ball over the net. This rule is not ice made from behind the:end line, using an overhand pass. Rotation sari ,in force when playing with four play-- ers or less. be used if- desired. 3, Modified Newcomb is like New- 2. Keep It Up is played on a regu- Comb in that the first and second ball lation court with four teams of three can be- caught; but the ball that-is to' six players, Each court is divided, -refurned to the opponeat's.court must perpendicularly into two courts so be 'hit in a legal manner. A freer that there are two separate courts on handling of the ball is allowed. both sides of the net. A front line 13 _0 I 23 03all games to use left to -fight, are \underhand serve es volleyball. the firstpss is the key to the offense, tacking man- better sets and spikes also increase left side of tI significantly. After the serve isre- It is ?noved ceived the boundaries extend back to sidc of the cc the i=egulation 30 ft. by 60 -ft court. each- play. T The children play on a net that is when the, lowered until the average child in the return the N game can touch the top ,of ,the net fense scores ; with outstretched fingertips from a makes an err standing -.position. This lowered net return or b encourages spiking. Regulationrtiles opponent's c arefollowed,butthecriteriafor 6. Thriple handling the ball are determined by a badminton the capacity of the players. The underh: 4. Bonus Volleyball LIMN the same and all play: net height, serve, and-criteria ler b.all Two playen handling as Underhand Serve Volley- to receive 1 ball. Points are awarded iri the norinal player stays, way with, the following exception:if of the copy a team scores using a pass, set,and from left bn spike__ they are awarded tWo points, back or seri A game is won when a teamscoies the moveme 21 points. encourage 5. Spike-it Volleyball was devel- court can b oped to teach defensive, pdsitioning. received in The ball is put into play by the -at-- the bidmini tacker who hits the ball out ef. the increases,ti- "Spike-It." Each member of the at- used along iii Volleyball 3. The players of _cal The Trainer Commission Commit- tion themselves within on Mini-Volleyball of the Inter- so that there are two fr tional Volleyball Federation de ers and one, back-line oped:rules recqmmended,fOr adop- time the ball is served. n by all national volleyballassoci- the ball the back-line' pl ons in 1971.3 These rules are for spike the ball from witl ildren from 9 io 12 years of age area or attempt to hit t are played by two tealsof.three attack arca unless the iyers each. The rulesena,ble chil- the height 'of the net. .tn to grasp 'the technique and the 4, the pl&yers of a mintary tacticsand capabifities theirpositions upon mntial to the sport, such as swift-, ball for service. The ri ss, skill, lumping ability, and quick\player becomes the ba ;ponse, and- they are, able to learn\\and the left front-line p this while aetuaLly playing. The e r. ght front-line play les established .for mini-volleyball 5.A team wins the based on relevant experiences scorA\at least 15 poir d stientific publications of many two poh\t advantage" ov unifies. cnts (15 : 1,3; 16: 14; etc.) de ChangeP 6. A team, wins the t 1. A team consists of thre'e players; has won at leakt 2 sets o substitutions per game are per- (2:0 or 2:1). \ ssible. J. The match co 2. The height of the net is 2.10 referee who takes car !ters (approximately 6'10") for arc not violated and en th male and female teams. match is played correctl .- 1 3 2 ing with principles-of fair play. The referee has a teaching function. 8. The playing area is 4.5 ureters wide and 12 meters long. A net di- vides the playing area in two equal parts. The spiking dine is 3 meters from the center line. [Author's note: 4.5 m by 12 m is approxirriately 14' 9" by 39'. 5", Since most school vol- leyball courts have badminton courts marked within their dimensions I suggest you use badminton courtsfor mini volleyball. This gives you an area of 20 ft. wide by 44 ft. longwith a spiking line 6' 6" from the center line. I have ukd badminton courts for thriples v6Ileyball with children up to the seventh grade withgood re- sults.] Offense Since the back line player cannot spike in the official version of the- game it is usually advantageous for the front row players to receive all the serves and have the back row player penetrate to the net to set. This allows the offense te run with two attackers.. If players cannot pass accurately this system does not work,..,_ I prefer to disregard the rule _that prphibits spiking by ttie backcourt . player and use a different forination ahd rotation. We place twO-players deep irpthe court to receive all serves. The third player is placed at the net in the center of the court and Ich team posi- has no receiving responsibility. This their courts playyr's job is to set all passes for One ront-line play- of the other players to *Ice. All play- player .at the. ers are allowed to spike andblock After serving 'and players rotate from left back to dayer may not setter to the right back or serving hin the attack position. the ball in the Defense ball is below Most children under 13 years of age are not capable of strong spikes. eam change Therefore it is often best to keep alla receiving .the three defenders back to receive the ight _front line spike. This .leads to long rallies and- ick-line player great conantration.and pride in dig-. dayer becomes ging techniques by the participants. yer. enthusiasm that 'is evident when game when it children complete these long rallies nts and has a .is very stimulating for the participants /Cr the oppon- and spectators. When players- are capable of strong spiking they-Should match when it be opposed by one blocker. > of the match Mini Volleyball in fast Germany mducted by a About 1962 the East German-Vol- that the rules leyball Federation began- to assign isures that the some of their top volleyball coaehes 1Y\ nd ifi keep- to work with children under 12 years 115 of age. They were soon confronted gram at the junior high level; the stu- are often invited into the class atthis with arguments that power volleyball dent should have an opportunity to -stage to challenge- the better players techniques were too difficult to teach becomeacompleteplayer.- This in doubles or mini volleyball while to children because of their insuf- means that all players should get to the majority of the class plays the ficient physical development:' How- set and attack.Under our present other modified games. Homogeneous ever, their immediate success caused system players are labeled setters or grouping only siiceeeds when playing mini volleybOl to spread throughout spikers and often fail to develop the with .six on a side. Smaller games EUrope. fundamental techniques inherent in need to bc grouped by ability. Today.volleyball is an, integral part the other position. On our national Since we play on the blacktop die of many national physical education teams there arc setters who are poor Weather isa, determining factor Ln programs; it is particularly strong in attackers and spikers who arth poor the selection of the activity for the Eastern Europe and Asia. Teachers setters.Intheir development they second half of the class. On particu- and coaches begin teaching . mini missed the opporiunity to become larly hot or humid days the students . volleyball to children who are `eight complete players. are divided into three teams so they . and nine years old. This experience At this level of competition one cam reit taetwecn games. We can play would be difficult to duplicate in the position on the court should be desig- 'three games of underhand serve vol United States since the overwhelm- nated as the setting position. For leyballin 50 minutes, which gives ing majority of children do not re- example, if. a team is running a two every team two games. The more ceive regular instruction from -a phYs- hitter attack every player who rotates energetic players are allowed to play icaleducation teacher until they are to the Middle front position should an unstructured game on the adjoin- in the- seventh grade. The chairman set the ball for the side out attempt.. ing courts -instead- of resting. This \ of the Internadonal Volleyball Coun- If a team uses a three hitter attack type of practice is not -designed to cil of Coaches, reporting on the East the player in the right back position develop a school tearri, but rather to German Mini-Volleyball champion- should set. This 6-6 system of offense ,teach the' fundamental techniques and Ships, states that "children possess forces all players to develop funda- instill interest in the sport. r already, astonishingtechnicaland mental volleyballabilities. On de- In Eastern Europe and _Asia chil- taetical achievements and -their en- fense the player should also play each dren 12 to T4-yenrs old tfain a mini- thusiasmis.. enormous."5 He gives of the six positions. mum of 10-12 hours a week after several reasons for this quiek and During the summer_ I have con- schoolifthey_ are representing a successful development. First; tech- ducted coeducational volleyball_ clas- school team. Studies conducted by a niqueisacquiredquicklybefore ses which meet-daily for two hours for prominent coach -in Bulgaria indicate puberty when the requirements otthe a five to six week period.. The children children are capable of playing a five game- are modified to their possibili- are entering grades six through eight game match at this-age and "began at ties. =Second, the essential physical and the first 24 students to sign up the following day their meetings in a qualities of speed; mobility, and agil- = for the course are accepted without physical state fully restored."7 I have ity exist kthis age or quickly develop. regard to ability. not been 'able_ to find similar studies Third, children are enthusiastic about We usnally spend the first 20 min- in the literature, but my experiences the game and its competitions. Fourth, utes reviewing the last day's progress with children of this age lead me to the rich emotional content of mini and establishing points of emphasis concur with the Bulgarian study. volleyball has strong attraction for for the daily lesson. I have found that children; ;7 it is best to spend this time in the _FOOTNOTES Children who train twice a week classroom where the students are not 1 Hiroshi Toyoda, "Report to the Coun- can le.irn the fundamental techniques distracted by playground activities. cil of CoachesFIVB,"Technieal Journal in two or three months and after four The next 30 minutes are spent on 1. no. 2 (1974), pp. 3S-41. Canadian Na- or five months training can success- drills with no more than two or throe iionalVolleyballCoachek, Association, fully participate in formal tompeti- students, to a ball. After the players Scarboro,, Ontario. Canada. learnasufficient number of ball 2 Hiroshi Toyoda, "Volleiball Coaching . don. Since, mini matches are the best- Seminar,"Technical -JournalI,no. I Iwo out of three games, children play handling drills they should move from (1974), p. 63. Canadian National Volley- in 'several matches -in the same day drill to drill rapidly so interest does ball Coaches Asstieiation, Scarboro, On- Without overstrainingtheinselves: not lag. Spiking and digging drills tario. Canada, . "For children, mini volleyball is a ---,come last because these arc the most 3 Horst Baake, Tech- satisfying and provide the best moti- nicalJournalI, no.I(1974), pp. 36-40.- complete, whole game; a struggle full Canadian National Volleyball Coaches As- of sense and joy, an event and in the vation as players start to become fifteen sociation, Scarboro. 'Ontario. Canada. same time a lesson. It is of paramount slightlyfatigued. A _ten to 4 "Mini Volleyball Rules for Children *mponance to itimulate the interest minute break is taken at this point to frpm-9 to p Years of :Age," FIVB Train- and the enthusiasm,to_ _learnthe allow the players to get dfinks_ and a er Commission Cominittee on Mini Volley- movemeits Of the game, to develop snack if desired. -Many students pre- ball, Leiptigi December 27, 1971. Trans- fer to Work with the ball during the lationobtainedfromMichaelHaley, die physical qualities , essential for USVBA Chairman of Collegiate;and Scho- volleyball both- for all' Mass games , break in unsupervised games of rine- lastic Volleyball. of entertainment and the elite volley- on-one or doubles. Others request , Baake, op. cit. help with certain- techniques, partie- , -- 6 Ibid. ularlyspiking. After the break - Thomas Chakarov, "Some Questions Junior High School Vplleyball align the class into vhrious teanis- on of the Maximum Possibilities Of Playing In the physical edueation class, in- two to three courts depending on the of Children in VolleYball,- FIVBBulletin 49-50, March 1970. pp. 27-35. . tramural program, or extramural pro- daily lesson. Older boys and girls . n 126 1 3 3 to- further strengthen student motiva- .. on, The events run in the all-school track meets are: e Dui Grade 5girls-30, 60. 100:220, broad initautur jump, high jump, softball.throw, 440 relay, & 880 relay. An Elementary Intramurar Track.Ptogram,- Grade 6 girlssarne as above plus a 330. LARRY R. YAZEL isdirectorol grade 6.During thetrack meetings, Grade 5 boyssame as grade '6 girls. physical eduéation and-athletk:s, School the participants practice their events Grade 6 boyssarne as grade 5 boys and are coached in much the same way TownofHighlandAdmriiiltration except 440 replaces 330.4 as in a varsity track program. Interest Centet, 9145 Kennedy Avenue, High- The all-city track meet takes place land, Indiana 46322. in the elementary intramural track pro- g,ram is heightened each year by three during the third or fourth week of May In the School Town- of Highland'in specialevents:exhibitionraces,all- and is the zenith ot the elementary Indiana -a highly successful elementary _school meet s/. andtheall-city meet. intramural track program. -The indi- intramural sports program wai initiated -. The exhibition races are elementary vidual winners of each event at each during the 1969-70 school year; the relay races run as a special event during _school are ell brought together to com- response was so overwhelming that the regular uarsity track meets at Highland . pete.:_Teamscol'es are kept, and com- High School.Itis a realthrillfor petition isas keen as at any varsity program was expanded for itiel-9,7,0-71 track meet. The junior high and high schoolyear. The elementarymtra- elementary youngsters to run at a var- mural sports program is in effect at all sity track meet in front of a crowd! school track coaching staffs assist with seven Highland elementary schools and In 1971 each elementary .school entered the administration of the all-city meet races:a as do GAA members and sponsors from isadministeredbyfiveelementary a tearnin three exhibition physical educatiOn specialists and two grade 6 boys 440 relay race, a grade 5 both secondary schools in Highland. elmentary classroomteachers. The girli-440 relay race, and a grade § boys The all-city meet is comprised of a total prograrrl is open tà all interested boys 880 relay race. RibbOns were awarded of 39 events in the four divisions. The and girls in grades 5 and 6. The pro- for firit throughseventhplace, mean- meet can be run off in approximately grarn encompasses many -different ac- ing that every participant received a two hours if it is well organized.Rib- (softball, voll4ball, newcomb, ribbon regardless of where the respec- bons are awarded to the first folk places tivities in each event, and the meet is scored wrestling, floor hockey, tumbling, square , tive teams finished. dancing, basketball, etc.), but track is An all-school track meet is held at identically to a 'varsity invitational track students easily One of the most popular. each school around the rniddre of May. meet: All parents, faculty, and The spring intramural track program Every boy and girl in grades 5 and 6 are welcorded as spectators, and no begins as early in April as the weath.- r who has been attending the -practice admission feeis charged. Some 600- permits.It is run two dav ,.per sessions is, eligible to enter two or three boys and girls actually participated -in the elementary intramural track pro-- ateachschoolfromapi,:-,ximately events. The all-school meets are run 315 p.m:- to 4:30-5.- g.Y.')p.m.Most in either one or two sessions, usirng gram the first year, and the all-ciry meet schools reserve one n!rthL r week for faculty volunteers to assist the regular was viewed by some 500 specators. We boys and,one nigh fc-girls, !Tut some track coach with the administration of feel that these+mumbers help substan- use' one night foo :lade 5 one for the -meet.Winners in each event re- tiate our claim that an elementary intra- ceive award ribbons and automatically -mural- track program can be a huge fortheall-citytrackmeet. success. - Reprinted 'from pm, ofif.-,101,. Physteat qualify Education, Rea-anion, April 1972. School records are kept year by year

131

127 boys wrestle. The parents are becoming involved in all these programs. .0...major goal for the new physical education instnictor was to strengthen iMramuralii lopoi both the physical education program and the intramural program. It seemed Community Involvement a good ideatofinancially combine phjsidal educAon overall fitness activ- in Elementary Schbol Intramurals ities with intramural canyqaver activi-. ties. Gymnastics was selected as the MICHAEL I. LANNON is director of parents noticed, the whole community 7 began to stir; the values of-the pro- money-producing partof the -program physical education far Chester-Andover and as the medium for demonstrating Elementary School in Chcster, Vermont gram had been partially sold. As ail- example -of- community in- the values of a program involving all 05143. the students. Two years ago, .traditional physical volvement,thefirsttwo-yearplan education classes at Chester-Andover called for reduction of the traditional 1'he fall inventory showed little 'in Elementary School consisted of soCcer, sports program and introduction of a the way of gymnastics equipment-7one led by two more varied and exciting intramural set ofstillrings,three ropes, three basketball,and softball parallel part-timeteachers; intramunds were program. In fall1970, in addition to mats, and a side horse. Pruned almostnonexatesitexceptinthose boys soccer and girlsspeedball, we bars, springboard, homemade vaulting sports. The administration and school,offeredintramural programsinflag box, .and more mats wert borrowee boar4 saw the need for a stronger football, in severl coeducational -activ- frOm` another school. Replacements for physical education_ program and recog- itteseross-country, four-squares, hik- the borrowed pieces were requested in nized the 4alues of a quality intramural ing,andrifleryandcoeducational the N,budget;aset-back came when program. The community agreed that activities in which parents also partiei- physibal education budget requests were turkey thechildren-380students . patedadvancedfitnessand cut. needed a coordinated program of phys- run. Added to,the usualboys and girls An all-school gymnastics show was 'cal educatiort-d intrarnurals, The basketball on the winter schedule were planned for earlyspring of the 1970-71 writer was hired a Physical education pall,..uptournaments, boyswrestling, school year. Shortly after the start of ineructor to hetP; produce a quality and girls ballet;,coeducational gymrias- thefallintramural program, 'several program. tics, dance, and 'skiing; -and coeduca. students were shown some simple basic To implement the program, a four- tional square dance in which' paients tumbling. Each student was to instfuct year master plan was devised. The plan also _participated. To softball and base- a few more studenis, who: afterlearn- b 11 pri dd d dp g as divided into two two-year plans and ing the sFtill were to teach others. The dsubdividedintofour .one-year track and field, volleyball, golf, boys anegirls organized themselves and plans. The plan designeto have ermis-;arrdcoedswirnming with par- began to improve their skills. The phys- the communityinvolved in the intra- ents also participating In fall 1971 we ical education tumblingand gymnastics mural program at the end of the four addedco-edprograms. inarchery, unit is only eight 'weeks long, but the years. bowling, and shuffleboard; and volley- students came to practice before and The program began with a $500 ball,which was coeducationalwith after school and at recess. Everyone budget. This was split-up between a parents. -Vor winter ,we added co-ed seemed to catch the gymnastics fever; six-member intramural staffteachers snawshoeing, billiards and pool. 'and. this was a program newto the school, willing to sacrifice time and money to darts; co-ed'and parents ping-pong; and and the students saw immediate results see the program move forward.The boys street tiockey. In spring there was in their own bodies. Fitness- scores be- need for more money wai evident; the co-ed badrninton and fishing anti co-ed gan to double. Parents andthe com- problem was, to convince the comrnu- and parents bicycling and camping. munity began to notice -students cart- hity of the need. Parents and even chil- Students, parents,"leachers, and corif wheeling to school. dren needed to.be shown the values of., munity have responded with growing enthusiasm.- For example, the twckmile To promote the program, the school intramurals. administration allowed the children to The pinn for the first year included road raceinthe-faii cross-country pro- affair go on tour. The66 boysand girls se- anassessmentofthecommunity, gram has bedorne a community with a police escortand -the. -town lected to represent the school polished school, and parental attitudes toward fathers" support. The race is run down nd perfected their skills, The towing intramurals. We -felt it necessari to find am performedinfrontof .1.000 out all we could about the community. Main Streetwithalltrafficstopped We sought to involve the people of the and buiinessmen cheering as anotheF people. communitymeeting_community lead- year of intramurals begins. Cont&tants After the tour, the team joined all increased frorn, 25 the first year- to 45 the- students in the school for-a home - . ers and listening to their needs, espe- cially in the area of youth problems; for the second annual race; spectators show in front of their parents. Over learning Who were the hard workers increased from a handful to pyfr 50. 1,000 parents came to, the two-night and the active clubs.and organizations The race is condneted by, parent§who `show; they were amazed at their of the town; seking out local,reporters were absent from,the first raceand dren's performances. "Their favorable three teathers; parents serve as timers, comments indicated they were sold_on _.= and sports writers and keeping them informed. Most important was youth- scorers, and officials. ,/the program. We-collected $100 in the involvement_ We found that activating ,Participation in' the baiketball pro- donation boxes at the front door. Ad- the program and becoming known a§ gram has increased_frOril..t0,%_ of- the veriising by localmerchants. inthe doers- of good things was effective. student body to-an overwhelming 93%. brochure for the show brought- us an- When the youth began to notice out In the area of track and field, 96% of other $11-0. program,' parents notited too. When thb students participated ut the field Confident of the community's favor-. day activities in 1971,- Nine percent of able reaction to the gymnastics phase the girls take' ballet, 13% :of the stu- -Reprinted from Journal of -Health, Physical dents square dance,-and 15% of the of the intramural program, we launehed EducatilmRecreatijn,November-December ahouse-to-housecanvasstoraise 'activities in their summer recreation money for new parallel bars and unexen 42'3[42' floor exercisd mat. A substan- tial increase in salaties for the intra- programs. The same kind of program bars sonversionkit. The equipment is wanted at the high school level. *could be used in physical education mural staff has been worked. forand approved. The gymnastics program has The following suggestions may lbe classes,adaptive ppgrams, programs'. helpful in starting Ibis kind of program for-the perceptqally handicapped.- and dxpanded; ihe touring team performed before over 6.000 people during the in your school. Survey -the needs of the intramural program. Within two the Community. Find one activity which 98peoplehadcontributed 1971-72 season, and proceeds fromThe weeks home show tripled over the previous can grow quickly and be apotential 11,200. The community had obviously money maker. Involve allthe youth. aCcepted the program. year. -The _intramural gymnastics pro- gram is now a continuous operation. Be a hard worker, full of self-confiz .Siride thal first upidll year, support Parents are waiting to take part in dence. Try to get coverage by local of the program has grown tremen- newspapers, radio, and televis on. dously._ Budget gunds have purchased the intramural program, not as spec./ a neve Side horse, balance beam, port- tators-but as participaats. The commu- ablerings,- -horizontalbars,anda nity- is trying to include many Of these

13

129 The Socialization Effec on Pre-adolescents by Michael Inbar

. THEREIS A WIDE RANGE of hypoth- -In essence, the classificaticin allows QESOLAYING GAMES AND us to distinguish- and make compari- °RI'S -MAKE. A DIFFERENCE eies and statements in the profes- sional literature, about the, relationehip sons between games involving.strategy between game playing' and socializa-and those. Where the challenge is pri- tion. A review of thieliterature, how- marily a task (game types 1; 3, 5, and 6 ever, shows- that- exiatence oftheversus types 2 and 4); between games 7 relationship-Is oftenestablished by requiring predornihanqy physical skills, speculative reasoning.1 In an attemptintelledtual skill, and chance (game to find out which among--; a set of un-tyPes 1, 2, and 6 versus types 3, 4, aad tested or insufficiently.tested proposi- 5,- respectively); and between team and tions had sbme eMpirical validity, anon-team games (game type.6 versus ,croes sectional study was Carried out types 1, 2, '3, 4, and 5).- I1Z_Centuries mill fry ledders have felt The study involved a sample of sOrne . Fourteen socialization outcornes _4day-iv:games makes a diffirence . 2,000 Israeli filth and sixth graders. were considered.5 These include: atti- biS century most high schools add One of the .aims of the stUdY was totude teward rules and authority. -de- niniverrities have felt the same way. In further our knowledge relative to thelay of gratification, cooperation, "self- 'Pait few ldecades,,business Men an? following _two questionel esteem, ability to concentrate, ,social catori hallo joined th.bandwagon. skille, interpersonal trust- leadership, ' ehaVe.einphirized wkat games Doee"gaine playing!' act uniforntlyIndependence_ belief In c6ritrol over therrthe effect of games onthe as a socialization mechanism, or do ttie environment social maturity, moral t----to 'ty,.ethers the effeci-of games on onlysorrie games havp a socializa- development and school achievement. i-.'-' 1 self.7control. ,At Johniliopkins tion effect? . Although at the time of fills Writing; s ty, JamesColeman.andmany' i 2Is the impacf of plOying aCertain analysis of the data is not ypt corn- tvothers 'have been concerned forsOme ye.. type of game -nimilar for childrenpleted, a number of. trends already ...t.tinih' thithre of games for educational . = with differentbacicgrounds? 2 emerge with reasonable clarity.- In gen- 'Otirpases; Michael Inbar working within - . . eral terms, these can be summarized this- &lip has, With leveral colleagues, The study was ca ried out by means, as follows: foetiSid his attention on'the role that - questionnaires; in- , . . . . ,. . _ ofself7administpre ganies,ptayen-- Joao Son. In tnis section cluded in each se was a list of games1. 'For the relationships investigated, WeinclUde an artic -.by Inbar on7hif to be checked by/the childrenaccord- 'Mb iimffarity between fifth and sixth eirrentWork on the' lationships between ing to the frequency of-pl-ay-cluringthe gradersis such that nothingis '111inie.s4and socializatio. Weprocyed to :-last- year.3For/ purpose of analysis,- gained by looking at the findings for .,call ajlention to the importantresedrch twentY-four barhee were-U.sest to cleete . -each 'age group, separatelY. ithirkiroing On eurrinilylitio the - six 'game typea.4, The garnee and._ the ,.. . irn- fiisy4ology,lediology, and histary _of -categoriesthat theyrepresentare.2. On .the other hand, there are sp,Oriwith an article by JohnLoy.It is listed in Table 1. Portantdifferencesby eex and ome measure.of t e new resea ch , entstm in thesis area, that a number disil associations for their study TABLE 1LIST OF1GAMES BY GAME TYPE . kbeen founded in the-past 'several . generally played by opposing Individuals: . ng nalsonal anti internatiana 1. Games invelying phYSical skill arid it,study of sport psychology wrestling, ping-pong, handball, tag the performance of a task : sociology., 2. Garnes involving-physical skill and requiring arbles, jump ropei-pick-do sticks, five stones -- G riles involving intellectual skill andgenerally played by opposing Ind&

. viOuals:. mom tiC tactoe, Chinese checkers, checkers; chess', 111NO-1.111. Thu processof Westing wiutor. I. as Imperlsni sr the' gsme Milt and" .-- requiringlhe performance ,of a task: wok of tho memory al chIldhsod SW.--A.Garhes involving-Intellectual skill and Iriddles, scrabble, word games, crosswords 5. pmes involving.primarily, chance factorsand generally played_by opposing clivlduals: . dominoes, monopoly, backgammon, card games - played by op osirig te Physical ernes Involving 'physical skill and generally eprinted from :Journal af Heal dodgeball Educadon. ROreation, Juni 1972j. soccer, basketball, vollpyball; 14o . 137 population. case, the importance of areplication S.E.S., 10' the extent that astrong case' in the specific target .elaboration. At the same time, however,there is a is too obvious to require relationship in one Subgroup may child's another one, or even`general effect dependent on the re disappear-in playing a large number of gamesof 'show up with a reversed sign.That different types, provided this isdone I See inbar, M.. "Towarda Sociology of is, a positive effect in one'subgroup Sociologica, another with moderate frequency, Autotolic Behaviour,-La Critica -doesn't guarantee .that in . . .14, Summer'1970; Inbar, M.,and Stoll, C.,. subgroup'. the.same- type of activity Hence the following answers maybe 1, 2, raised "Games and Learning," Interchange, will also be, related to apositive given to the two questions we 1970, 53-61. , ft may have exactlythe at the beginning: 2 The, present redearch wasconfined -to : _effect -games only,' as, opposed toplay. That Is, reverse eact. Apparently no single game typehas we are only dealing herewith ludic actIvk 1 defined.rulesand. Furthermor, the frequency of play a generat.good or badsocialization tiesinvolvingclearly the goals. . is of,great importance.Different effect. The same holds true for .3-This set of questionnaireshad been games are r fated to apositiv/ e or notion of "game :playing" jrtgen- previously pretested in` a pilotstudy (N--= eral. The irnbortant Variable seems 524) and-the list of games wasestablished negative effe taccording .to an, empirical- findings.- A which to be the variety of gametypes on the bests of the optimum -frequency .of play report on this pilot study canbe found in varies-froin garne to game and from . engaged in, provided the overall G. Schild, The Influence ofGamps; Rela-.,. subgreup to sureup,.. frgquency of play Is moderate; five to Abilities and Attitudet on'Achieve- ment InSchobl,Unpublishedmaster's genie playingis.thesis, Johns Hopkins University,1970. 4. There isevidencè that a Moderate 2. The impact of and amount of play iseneficial across clearly different for chitdrerc with 4The methodological constderations different characteristics and/or so- procedures underlying theclassification' gimes in general. That is, although cannot 14 detailed within theacope.of this 7 not a single game .t pe, or asingle cial backgrounds. . paper.In a nutshell; (allowing Guttman's .. of frequencjr 'Of play diny one game These findings point to the needforfacet analysis apprOach, the categories 4ffect, playing the. classification werb createdby. means type, hasauniform redearOh to identify andunderstand theof a cartestan produce of theelements of not'playing at all L."A very frequently or of it)7-1. range ofspecific effects of games ina--` mapping sentence.(Guttman, the gamut Of games (or most various groups and for varidusfreqüen-Structural Theory forIntergroupBeliefs . is generally worse than amoderate it Wouldand Actions," AmericanSociological Re- cies of play. As a first step view, 24 (3), 1959, pp. 318.281 , amount of play. . probably be,useful to see hoW the pres- 3 The reasons and methods-ofselection indi- ent results can be generalizedtor otherand measurement are detailed inInbar, M., To tiut it otherwise, the findings age groups, fora- w?der range. ofand Edwards, K., Natural Gamesand Pre- cate that there is a game'specificeffect In anyAdolescent Socialization, forthcoming 1972. which must be ascertained in each games, and acrosscultures.

131 AAHPER's Opio_ Forum o. Competition for. I.Children Ite- Real -Issue MICHAEL R. BMA

The-principle that propekly organize'd and closely_ iuper- further' education and more._ qua qualified super- vksed athletic competition\ can benefit the elementary vision. . .\ school_age child Is 'definitelSt_ controversial. -Support and Edueation ot the parent is all-important. Workshops -need to-be held- to educate parents as to the benefits and condemnatiort can_ be .founck .Research-findings whiFh.stippor(hoth sides aNreadily available. Each indi- pitfalls -of coinpeljtion for ;their child. As the finalde- vidual in phyikal, education, --:"-ministration, and medicine cision rests with-them,-the more information_provided, the more likely it is that a realistic_decision-can bemade. has Ins opinion. -- The school is the_ pe ect agency for this kind ofeducation However,,a personal conviction of whether competition 410 I' for the *junior high school ag-,student is- heneficial or of the parent. , not, is-no longer pertinent? Compelitien for thisage' group EducatiOn for' cciac e'sis crucial./ Tol;layfcolleges and is -here ind is continuing to grow. 'The primary concern universities' are conceied with developing craches pri- . _ marily for secondary a d college ,positions.Little or no -. '-- the physical educauön profession mita have is ko ensure -that 'Abe child receive a positive exPerience while cotn- time is-given to any other areas. Regardless of one'slike peting, Let's not kid ourselves; hc is \going- to compete! or dislike for competition,\this'.patternshould be chanied, Presently national tournaments exist for children under so there is qualified personnel for the 4ittleleagues. eight years of age,' .Local and are_a_totirtiaments include Educating the-child abou t competition is also important. divisions for six-and seven year olds-In at least one sport . \omPetition for him is not. something new.- He is cop-- a primary objective .is to exceL,in competitionregardless tinually challenged by his JIrents, peers,'andteachers. of age. ThOusands of children play little league- football What is important is that he centinually ree-Ave apositive and baseball. Competition for the elementary school age expedence- through-competition, whether it be inathletics, child is available in nearly every sport pratticed .in the school, or home. Adults must\conStantly strive .to make educating and challeng- United States. - each contact _with competition a In general, the schools-andm'any leading physical edu- ing experience. . _ . cators -Wave taken stron'g positions against any typeof The AMA° ignored. alcoho! -and drugach3iction until they hecame,-Apidemic. A parallel may be madewith_the prganized competition for any 'child under highschOol age. . In most textbooks competition for thisAge groupis given field of physical -education. AAHPER'disapProves corn- Xet_today_it is one _petition for children so that finalizeit; competition is no _-a paragraph or less,'at most a chapter. is left of the crucial problems facing a physical educator. good foi chilp -n under the_, ninttirade so ifit The child who wishes ta compete will compete with or alone it will... go a iy.. Instead, it gets -stronger every year. without the school's approval or sueport.It must become Think! Isn't it time we started bec rning educators and don't make the - the concern of the professional physical educator to ensure -not so opinionated that we forget that we that the child receive proper guidance and supervision by decision as to whether competition is Ito beavailable or not; the public does.It appears _that tme.public is stir qualified personnel. The parents Jook tolhe schools as herefore, isn't it the best_source of personnel, facilities; ,and=_ equipment, porting competition fipthe youngster:- yet the schools refuse to be a-leader in this area, often time programs be initiated to educate the public? profession attempting to appease the parent and the child with play ,. Before the epidemic gets. oat of hand, the ,days-and intramural programs. The parents must then must recognize.the fact that coMpetitionfor the elementary apply, theii- limited laniwledge or turn for guidance to school age child is growing stronger regard! ssOf-what the i--personnel.- -profession has revealed as to research, A tional office other -agencies having inadequately prepared arious other The priinary concsrn is proper supervision. Many May prepare direetives, pamphlets, and lieve that too much pressure' is put on the child too soon. materials but if the material does not reach tepublic or The coaChes, are not well qualified to provide_ proper parent, nothing-ran beaccomplished. guidance. The child attempts to learn .a Skill before he In summary, to he for oeligainst competition_for the these--imply-a great-need-for---childis,Lneit-the-issue.-The-issue-is-that-the-6mcieting-child--- must be ensured._ the highest quality ofsupersion -and the payent must be made fully aware of his, rolein his child's competitive life, As professionals, we niistbegin at the local level to educate parents and thepubl c about competition.

Miehnek R. W0 is- youth physical director' for..the Men'sChristian AsSociation a ppolitan Dower, He -neen invor yea witn programs 0 RIM 1 osier Reprimid from Journal of Health, Physical Educt Recreation, , the past si.v-years,- - Semmotter 1971. 132 139 Defo dFrank. Now- Georgy-Porgy runs away. SportsIllustrat d Corni*.titive_Spott*.":f9T 4: April 22, 1974, 26-28. ' Recent Superior Colin ruling in New Children Jersey stated that girls should be accepted in baseball leagues-and several Editorial Cornoient and Annoed of the wide range of publications in whi8h ideas and opinions about cases cited: Brings up thepoint, of the Bibliography 1 competitive Sport for children can be -darigers'-'_.,of role blurring that is Marie Riley, 14niversity of North obtained: A perusal of these would be a caused by mixing theiexes_earlysinlife, start toward gai,oing insight into the Mentions that girls are losing groutidzin: ....: Carolina, Greensboro, North Carolina. their desire for.equal opportunities in nature and seore\of competitive sport and The topic of competitive sports for for boys and girls. .i\%ifter deciding where sports as boys try out for volleyball children is one-that can be found in-most you stand on the issue, andwhy, the field hockey teams. *------pdpular, magazines and many profes- critical question is What action do you Deltastatious, J. W. and Cooper_ . sional journals. Interestingly, there have plan to take? Walter.. The .phySiological this aspects of competitive sports j6 been comparatiVely few articles on for young athletes.Physical '-*topic in AAHPER publications so, to 27: March -1970, supplement the materials in thk section Educator an annotated list of readingsis included Selected Readings 3-5. _. The effects of athletic competitiOn on here: Albinson, J. G. and Andrews, G. M. I agree with Bala (p. ,132) that eds. The Child .in Spoil and young children were studied andit was competitive 'sports- programs for Physical Activity. Baltimore: concluded that a good physical educa- University Park Pressi, 1976. tiOn and a good intramural program are children are here to:stay and physical - educators must decide jland how they A.collection of scientifio pipers in the basic foundations on which a invalved. Much their entirety as given at The NatiOnal beneficial interschool program is built are going to become Strenuous athletic competition at that i% written is personalandwanecdotal. Conference on. The Child in Sport\ and ... --Much,.however, is based on faer-as well Physical Activity: Queens Univers, ty, this age should be avoided. Activity should be organized, administered,--and: evid&nce as Kingston, Ontario, ,May 1973. . as opinion and scientific _supervised- in an intelligent_way by well as -empirical judgment.Competi- Billings, R. -W. Where have all value-. athletes gone? P-TA Magaiin qualified leaders. , tion for childrea has become a Dworkin, Susan. Sexism strikes out. laden question and it Must be confronted bec. 1972, 28-33 . from the vantage point of sound reaSon Discusses\ the question of the 'decline Ms 11: MaY 19-74, 20. - ccincern it\ Brid atticle concerning the rights of and good judgment. in popula'rity Of,sports and the The-extent-of youth sport programs causes-for-the ):1rection- of-physical girls to- play on- Little_League teams. \ that children between the ages throughout the nation illustrates the edueatign in schools. AlSo, briefly comments on how ?Little Leagne, etc. otres"-sesand 12 perform differently on an value that society placeso'nthis of their leiperience for children.---The majority of can be-playedtc; the participants' n ividuil basis, not because opinions expressed pro and con about advantage. sex. the prograMs .are not fromphysical Bucher, Charles. Athletic competition Kro Chester. Choosing the right Woman's educators, but from parents, profes- -" And 'the development growth sports for your child. Physical Educator28: Day, Oct.1976,-26-32:- sional players, Sport psychologists, pattern. , medical and recreation personnel. March 1971, 3-4. Ufg consideration of individual Physical educatorS, it seems to me,need Points out that human beings grow readineSs (physical arid psychologicalT to kegin 'discussingthis topiel:in our and develop in In orderly, sequential, for sportarticipation. Written for Professional -literature, but front an pattern and that physical edacators Must parents. angle different frOM the pro and con be aware of.shis pattern and orgaRize Kaplan,-J-irrh- Young blades A wiattni-__ their instructional program So that it will 'issue. We need to clarify the relationship her ,Sports illustsated, between' youth spcirt. programs and be compatible with theneeds and Feb. 76, 30-36. physical education programs,. Questions characteristics of children and youth at Gives manY gestions for modify- such as the following, need to be. thege different stages of development., ing youth ice hoc ey; answered: Is .there any relatioaship The same is true with athletics. Author cKlafs, Earl E. an rnheim, Daniel E. between sport programs for children and offers his, suggestions for such a Modern ciples of Athletic elemental), school physical education? program. 3d ed.-St.- Louis: C. B u K _ ,surilque-tabout-erieh_ program? ho do the programs serve?' What are Psychological and physical ics of young, implications of highly cOmpeti- Pathologies and inj the objectives of each program?Should immature (physiologicly) baseball one prdgram influence the other? Or, tive sports for children. Physi-s and :cal Educatar,.May 1976, players explained. lncluths bone should/they be mutually exclusiV.6? If joint injuries, to pitchers,espcially from Ou decide the two programs are _637,69. Refutes many of the arguments often -pitching a curie: erent[do you have any responsibility Larson, David.; Spreitzer,E.;aad yonth .spcirt leadership or given in favor of youth sport by citing Snyder. E. An anaIisisof leAdership training? research findiags and empirical' organized sports for children. ale annotated reference list which judgment. Offers 12 recommendations for improving the youth sports oppor-' lzpica I Educator,'May\976, .follows is only a sbrnple of the available 59-62. material on' this`topic and is illustrative -tunities for children. 140 Discusses resultof a survey And municatjon, leadership and children and how to develop physical explores._ long-ter consequences of motivation in youth sports. In education prbgrams in which all panicipation in or anized yciuth sports. National Youth Sports Direc- children learn many. skills And develop a Levy, Maury. c girls of summer. tors Conference Proceedings love for activity throughout life. - Women Sports, Aug. 1974, Report. Mimeographed. Chi- Thornton, 'Melvin, M.D. Little- League. 36-39. cago: Athletic Institute, Youth baseball: Tis- not good Cites casesf young girls trying out Sports Dept.,1975. (xerox enough -for girls." Today's Littleeague teams and the copy). Health 52; July -1974, 6-7: pssursfhy face, mainly from adults. Describes the need for improved As ,a father of five girls. the author does not see opening up Little- League In fact,.most-y- of the conflicts described leadership by citing examples of seem -to be-caused_ by_adults.. _Children negative situations: Makes proposals for .baseball to girls as the meads for gaining are usuallY very accepting of each other.= improving the coaching of youth sports. . equalfacilities and opportunities in regardlesS of sex. - PileggiSarah. Everybody gets to play. athletics.- He encourages atrive Lewandowski, Diane. Girls in youth -Sports Illustrated,Nov.3-, participation in a variety of activities as sports. In Nwri-on-a-F-Youtki- 1975-47. a-way-of--avoiding -heart-problerns7= Sports Directors Conference Discussesthe -philosophy and whicb.he goes 6n to describe -at\great Proceedings Report. Chicago: organization of the American Youth length...He -is concerned that the girls

Athletic Institute Youth Sports Soccer Organization. . who participate-in !tittle League will Dept., 1975. Roberts, Robin. Strike out -Little_become an excuse for Ainerican /- . .,'A plea for phyiical education for all League. Newsweek. July .21. r'comrnunities to avoid providing equal 7- then competition forthose who 1975, II. facilities and opportunities for those desire it and are ready for it. , A critical examination of -Little girls not participating. He Mit) believes 'Martens; Rainer. Kid sports: A den of League demands, with suggestions for in the fourth .Rrurining. iniquity or land of pomise? In change. Author is a former_big-Icague Underwood, John. Taking the fun out of

. National Youth Spans Direc-. , pitcher with 14 years of experience. the game. Sports -Illustrated, tors Conference Proceedings Shaffer, Thomas E. Athleties fur Nov. '17, 1975, 87-98. .Report. M imeographed . elementafy school youth. Expressed opinions about a variety of Chicago: Athletic Institute, TheorY into Practice 3, no. 3: adult values and adult interventions in _,- . s Youth Sports-Dept., 1'975. 1-964! yOuth footb'all. uggestions offered as to how -the Lists-pros and Cons toward-competi- Tutko; Thomas and eruns, William. .ri ins pf psychological research can tion in elementary schoolchildren: Gave The American cornpulsion to be aApliar.by coaches to. help-develop several things to do to make competition.' ,win: Wornen's Sports, Sept.. _ _moral ndards among young athletes _favorable. Well-conducted program 106; 16-20. .and'hosocial-learning principles may gives chance for minimal injuries. No -Point-out the fallacies of imposing be used facilitate moral development: proof that injuries happen more iri sports adult values bn children's games. also suggsfsa perspective for youth than in backyard play. Program should Whiteside. Marilyn. What happens to spons.pro rams. _ be broad and well supervised. the giftedgirl?-prA Magazine Orlick, Te `"and Botterill, _al'--. Every Shipira,_ Will. Mike Marshall: Baseball 68: Feb. 1974';20-21. Kid CanWin.Chicago: '-.- is his hobby, physical educa- Points out that parents encourage the feminine role for their daughters rather Nelso 41all, Inc.,_1975., tion is his life. The'Physician A perceptive look -at sports- partici- and Sports Medicine 3,Ao: 2: than have the daughters use and express certain of their talents that might, in the pants as individIs, with emphasis an Feb. 1975, 89ff. . children's feelingand goals. Written . An interview withMike Marshall, parenis' opinion._have some traditional for "children insp, andesoeciallY for the 1974 Cy _Ypung Award winner. male ehara-eteristics. There is a need to children out of Spo Marshall has strong views about howto get away from the -labels of -mas- Parker, -Thomas. E.talishingb corn- modify competitive experiences for culine' and -ferninine,." -

Profesional Preparatioh'- I (SURVE Program Organization The most common pattern of organization for undergradu- !Ts- PROFESSIONAL fREPARA HON ate programs is the. K-12 major: 40% indicated thiS re- sponse, 2,5a% indicated only a secondary (grades 7712) ,major, 22% saiii either elementary' (K-6) or 7-12, 12% indicated NE ELEMENTARY stime other pattern, and 0% indicated only a K-6 major. In the popular- K-12 design, 30% responded that, some SCHOOL PHYSICAL attention is given to the:elementary level in sOme Courses, bnt the major emphasis is on the secondary level. -Only 9% EDUCATION SPECIALIST indicated equal emphasis to all school levels in the courses, and a.- 6% mentioned that they provide a concentration of HUBERT A. HOFFMAN electives at the elemeritary level. Many of the comments made were related -to program " design.- Most responded that there is a need for ifiaproved prePiration at the elementary level, TheY cited,finanees, lack national .surveY- Of professionalpreparation of the of competent college faculty, 'no dernandS--for eleinentai-y ern ntary ichoal:-physical education _specialist .was corn- specialists .in Oen- state, and state certification requirements -.in August 1971 by the Elementary School .Physical as factors lnItibithig program, development. Others simply lion Commission (ESPEC) --"of AAHPER's Physical stated that they weze, not interesiV in an elementary Major ducation Division. the study was initiated by the.ESPEC or any,elementary school physical eddeition -course -work. :one, of many_ iffOrtS to fulfill Its primary reiponsibility of -The most surprising comniehld we\re those dealing witfi the rornothig the demlopment of",:quality- elefientary SchCool' K-12 or "core programs th Irange\Within this categorY is % / physical educatiorftrograins throughout-the country.. The -great. There is the basic.'secon ary program extended by one purpdSeS-WcrctO1SSesS the status of the professional prepa-a or more courses td othe- sMdent teachingsat ' the n of,elernentary Physical edocation specialist, toidentify elementary_ level ere is_.t qual emphasis to all school innoilative and/or exethplary professimial preparation pro- levels in all conr.sei approach. ere is,the oommon core with grains, and to give guidance to future efforts of the ESPEC. specialization then alloviedin elnentary, seebndary,_ aquatics, The focus-on professional-- preparation has been ,stirnulated gymnastics, or coaching, ete-:Th re seem to'be many varieties by the' recOgnition of tile need and impOrtance' of quality_ of these pattems.- roL- elementarY school physical education teaching and the de- Some penple-supPOrtit4 K-12 ct:;,sigr,00Vei the elementary - _Mands-for- specialists toproVide the necessary leadership . major:TheY explain that all -physical- edUeators should under- questiofinaire was designed by th© author and reviewed stand;hurnan movement. frorn, -birth to death. They. say -that byrtheF-SpEC. The:instrument containeditenis that could the hestay .to recruit eleinentary specialists is through.the ulate&-The=first-sectiornasked-for-infonnation=elem mg program organization, courses, field experiences, and is that becaude most majors arc oriented toward secondary find. This part- was followed by sections hetding with- teaching and do not k'now. whaCelementary sehool physical -future plans and graduate programs. A request Was made for education is all abOlit, 'they would not choose the elementaq descriptive datV to allow, the respondents to explain and major prior to elementary experiences in the K-12 design. expand upon- situations not adequately provided for in the 'yhe 'K-12 deSign is, the most common in professional Prep- previoui parts of the questionnaire; this last seetion proved aration physicat'echicatiOn. 'However,the' varianceis to be very productive. tremendous; ranging from a qingle two-semester-hour course distinguishingcertification Jbetween K-12: and, 7-12toa . The., questionnaires Were mailed on May 14, 1971, to the 1,500 departarients'of professional preparation that could be quality emphasis on elementary sehool physical education. identifiedTFollow-up letters were sent.on June 15, 1971,..and' a Some oniversities'offer a choice Of majors to their students, for example, a choice between a K-I2 or a K-6 major. At - . -July 2,-1971', deadline was established: Returm reteived by -the headline represented 44.9% of the 'departments. Other colleges, students -may take a auble, maja.in ele- mernary education:and physical education to become certified- The resources of the University cifSouth Florida, Tampa, to teaCh. elementary school physical iduCation. While some- orlda. ,were used in coil e.c-t ing and analyzing the data= The _ schools have-a secondary physical -education major, they also llowing 'discussioni Of the findings of' the tabulated data offer a concentration in elementanj school physical eeucation hare enriched wish icommeriti rom the descriptive part of the to elementary eduCation- majors. One state has recently pro- uestionnaire. While manyp4rsons assisted in the survey, the vided for a concentration in physical education, grades 4-9," author ,is solely resporisible for any:errors in tabulation or,r'Sfor elementary edueation majors. -m_vr- mt___-li lulls.- iiliik!'tWe-appears-,-ro be grCat inteit lif-iitiprovifir- program designs to better prepare elementary school physical klukEt.fi -an is.afiociate professor, College of Education,--education specialists, there are also indications of .two emerg; University '1of South Floridain Tampa, ,,Florida 33620. ing trends: preparation of teachers to WOrk at the _ middle lie is chairman of the Elementary School Physic.if Education school level and preparation fOr the earlY childhood years. Comitaisionl existe.. now are examples of elementary:school physical educat: mrses catering to the heeds of preschool arid prim .dc- children and others directed more toward the Reprinted f !au* tkPhyskalEducation. Recreation.ebruary 4 1972. net oi intermediate grade children. _

143 It -is clear ihatcontent and- methodology are the most emphasized areas in a single elementarycourse.-In view of Ofe respondents, 89% indicatedthey have one general -ihe_scope, of comprehensive elementary programs,this is ;an urse in ekm- entirY school, physicaleducation. Of these enorinous task. Yet, most ,reipondentsfeel-that their snidents _ of 2-3 semester or 3-4 courses, 70% have a credit value are adequatelyprepared,-as indicated in table 2. It ShoWS the *tarter hours. Respondents wereasked to.rank five content- answers to the questiOn "HowWell prepared are.Your'students tireas_in the one general course from 1, designating area to work productively withchildrenin= these1 activities? "ektPhaisized most, to 5, for the area' emPhasized least. The of the_ preparation. _ _ 'While some might quesilon the quality results are shown in table 1. -in any area, the rankingswhich are shown represent the judgments of those responding-andindicate relative emphases in the course. Thus, basic movementeducation, which is Table I: Contik t..ctnphasis. in the general ary physical than just an area for education course ranked high, would -appear to be more acadimic discussion and has_.been`established as an im- Respon portant_ element inelementary' school physical education ,ntentArea_ are -ranked 'relatively 2 3 4 5 preparation. Perceptual.niotor activities low. Perhaps this area is stillinterpreted -as one reserved for . of a general elementarY: Content (what-to teach) 1.4 45 .35 11 4 special study and beyond the scope Mahodolory (how to teach) 2.1 35 35 16 .10 school physical education course.Of those responding, 20% Philosophy and' objeCtives 2.9 25 13 29 '18 14 indicated that the general course is-"very .effective" and 48% -.Planning 3.2 10 15. 32 32 10 11 .24 57 indicated that tt, is "effective." :Evaluation 4.3 3 4 determine how. selected, subject =An attempt "was -made- to _ . matter in the predessionalpreparation' of elementary special. -3 shows the results.% acto;ities ist wai organized -for instruction. Table Table 2: Competencies of students to teach Many, commented. on the need forunderstanding growth and developtpent of children ifelementary physical education:, ,Activity specialists are to work productivelywith children. -It appears'. that this study often takes place inisolation from much Cif the -other subject- matter in professionalpreparation. prograMs. Games and sports 47- 49 3 in Curriculum, adminis- :-Physicalffitness 2.0 19 65 ,14 The K-12 courses are predominant Easie movinient education 2.1 '21- -57 20 2 tration and organizationelialuation'research, and some Other rhythrnical'-activities '2.2 60 22 activity areas, Separate elementary .courses arerkost frequent 56- 26 4 rumbling and stunts. 2.3 12 in dance and .rhythmic movernen-t eddeation, Dance__ 2.3 17. 49 . ,_24 9 GYmnastics 2.6_ 8.37 -42 12 and gamei and sports- for children. 36 44' i he professional prepa- Perceptual-motor 2.8 16 ___A final point regarding content rah emen ary c-t-a respondents. Many. indicated that the s 11 ts should under- 1r._-extreinely well_prepared '3=poorly prepared stand= the total. elementary school cu so that they 2=adequately prepared -4=not prepared could function better as membersof entam-school- faculty. Questrinis relating to thisointPhoèd that, in K-6 a. general Table 3: *Course r4ponsibility for, bask content or=-K-12 programs students are reqUire elernentary school curriculum coursein!1-39%'' of thb cases; arts Response % an early-childhood coursein 444;A...reading or language Content Area fdr-children conrse in 24%; emaih, seknee,.or socialstudies course in 26%; and an art ormusic -colirse in28%2of- the Growth and development cases. . of children 10 14 if Learning-process 4 2-2:- 69 2- Teaching behavior. 8 24 58 6 24 48 -19 . Fleid Experienco4. Currialum daelopment terminal un- Administration and g Traditionally, student-teaching has .becn the prkanization__ 64 12 5 dergraduate experience for educatinn majors.- Ithas also been 20 .4 _ Evaluation.. 1.1 vieived by mans as the nu;st meaningful of allthe protessIonal Research 3 30 17 40 to . to-pro- -43 36 -I- .15 5 - preparation practicesManY educators 'are attempting Danceforchildren -io stu- ythmie activities.for. Videfieldexperiences _fer undergraduate Majors prior -childreri '37 jenteliirw-the_smni f_o____o_l_ring_guestion: Prior to the student-teaching experience,--ar----i-craT76-4715r-r-a-ares_ Games' and,pports for _ children 50 "41_ requirement;:do your students: 51 TS Yes No- GSrmnastic(for children 22 _ -Stunts and tumbling far: Observe children in motor activities? 93 29_ 53 children 1-'1- - - 35 Observe children in:an elementary- Aquatics for dhildren 5 74 26 Perceptual-motor. activities wheel! classroom? for _Children_' 23 fAssist a teacher in an elementary school physidal education class? 69- 19 , lsepa.rateelementary physical education course 4=not offered Teach an elementary school physical --2=pstrt of X-12- course educatfon class? - 32 -1 3.-4eneral teacher education course 5=other \, 137 7_ There is an obvious trend toward early field experiences.- stentiate the idea- that' theelementary physical education This area was One that received much comment in the last specialist and the classroom teacher should have ,a close

_.part of .the.questionnaire. Many ways are used to provide working relationship:., - .' field experiences. One -university reported that their students Many of .the comments made 1the descriptive section take a field trip of several, days around the state- observing were directed to those teaching the el tag school physical elementary school.physical education programs. Other schools education courses in the universities. e are the Most com- =report use of-a -labpratory schobl or a special clinic or labo- mon remarks: Elementary school- physic I education prepara- ratpry on eamptis that brings in elementary age 'children. One tion needs restrocturing- and restaffing. We need specially university reports that studeni-teaching has been replaced by trained people for professional preparati p of elementary --two-year continuous field experience ranging from ele- specialist's.' We need...people who havetel. ght elementary mentary through secondary grades, including teaching .in: the school physical education successfully: Profes oshould-go elementary- school classroom. Others have established an ele- _link to elementary-physical educatiOn teaching. . Tnentary schdol, physical education teaching center that is a in addition, i number of respondents reinfor --d the idea cooperative' effort between the OniversitY and a public ele- of university-public school cooperatjoa in the pre Rration of mentary school..-Such centers are used in a variety of observe- teachers. This feeling was expressed best in this -stutement, tion and. field experiences. "All professional preparation programs roust -inereas41y. in- There are two- basic reasons given for promoting early volve the public school people- in -the capacity of te-cher experiences with children. First, it enables. the major student trainers." to make a more intelligent career choice. Second, itgives "PrOgrainPlans' greater meaning to all the "on-campus" study and helps bridge . the gap between theory and practice. Are teacher preparation departments planning changes in Student-teaching is still the terminal; exPerience in almost their programs? Of the schoolg with secondary physical edu- all profeskional preparation programs even though many are cation majors, 42% indicated that they planned, -within three providing prior, field experiences, The -survey revealed that years to add either required or elective elementary physical - in the K-12 design only 48% rof the- programs require all education courses; 47% indicated .they would be adding their majors to have elementary school physical education either' required or elective field experiences at the elementary- student-teaching. school level. Also, 30% said they 'would be adding either .a In cases where majors have elementthy school physical required: or elective elementary major or conejntration jn elementary school physicaheducation. education Student-teaching, the---daily teaching is sdpervisedy by an tlementary physical education specialist in 42% of the, The results for departmen,ts with K-12 programs were about the same: 47% indicated plans -for required or elective ale- cases, by an elementary classroom teacher 11% of the time, -7 and by a comblnation of Specialist and classroom teaeher mentary physical education courses, 53%. plan required or 29% of the time. elective field experiences, and 34% are planning an elementary major or concentration in elerifentary school physical educa- tion. Departments- with entery phrical education majors -- One part of the questionnaire was designed 'to determine are not planning many new courses. However, 22%. are how 'many professors teaching -elementary school phySical planning required field 'experiences prior to student-teaching, education courses have, had actual elementerf school physical and 5% are planning ilective field experiences . education teaching experience. It also` requested information .Itis apparent that many departmenti are planning to on the .value of the public school teachers-in supervising field improve their programs to better prepare teachers to work experiences in elementary schools. at the elernentary schoOl level. In response to the questiOn,--.= The sOrvey revealed that, regardless n't the Program design, "Do you feel that yo.br deparIMent -should do more to pre- ost bf the f.aculty responsible for elementary school physical pare physical education teachers for the elementary school education courses have not had tactual elernentary school level?" 57% :responded tyes1,--miich more; and 26% responded . physical edu5ation teaching experience. K-1274.programs_ that yes, a little. - , \ have separate elementary school- courses 'scored hest. Here , Those departmentk Planning improvements indicated what 50% of tbe respondentilndicated'that at !eat one-half of the kind of assistance wpuld be 'most helpful to them; 48% . said teachers resporisible fnr the elementary 'school.physical educa- a conference or workshop on professional preparation, 9% tiori courses have had actual elementaly teaching experience. -said publications pr articles. 21% said consultants to work , University teachers. rated the role of elementary - school witlithe faculty, and 21% indicated some other kind of help. phyiicial educe-tion specialists and classroom teachers impor- (Fi ally 23% said they are planning to employ a. person tant in supervising fidlcrexperiences for majors. Elementary in their department to work in the ilrofessional preparation specialists were rated important or extrernely important in of\ elementary school speci-tlists. The most frequently men- ge,--case.s-classroom-izachervererated_irn pita rr t...:,---1 ioneppreferatmo _fo _-_-1--persori7with-,e,doctaraLcleg .-_ or extremely important in 55% of the cases. plus elementary teaching. experienee. .... A question was asked rege-rdig 'who should supervise studenkeachers.in elementary physical education under pres-- Graduate Programs ent conditions: 52% indicated the elementary physical. edu- Fifteen percept of the departments offering a mesler's. ction specialist, 5%. said the classroom- teacher, and 36% degree, 5% of those offeripg a specialist'S degree, and 4% said both. This question wag followed by another asking the of those granting a doctorahdegree have a specialization or 'same question assuming ideal conditions. The results were concentration in -elementary school physical education. substantialpr. the same with 53% saying the specialist, 7% Of the inititutions offering a-concentration or specialization indicating -the classroorn .teacher, mid 41% saying both. in elementary school physical education at the graduate level, These data are particularly interesiing. They appeAr to sub- 4% have elementary field experiences for those who have had

_ 8 -Th:71

periettee and 9% have elementary field cx- elementary .school physical'ucation specialist. This is con- e- need for the physicaledu7 rsnce for everyone specializing at-the elementanflevel. sistent with-the expression of Ontent,and _CurriCulum.are emphasized most ingraduate cation specialist to be totally 'liar with the elementary school currieulum a.s.nd an integralember of the elementary grams. Specializing in elementary schoolphYsicareducation. .=?ThisTsinlloWedrbi an emPhasis on methodology, then tirgani- schOol faculty. children. More people are 'calling for coopeive efforts in teacher 74zation and-administration, and finally research with and public school - 7:died-nate leVel courses are offered in areas receiving current preparation between universiti facul ationarattention: 39% offer courses in basic movement personnel. The student-teaching -iupervi -an'cooperating teachers hive been doing this for 'someme, but greater -eclitCatiort,' 40:96 offer courses. in perceptual-motor activities, prove to be 'and 25% offer conrsei Lh'clanee for children. cooperation in- this and, other ways shou In the descriptive section of the qUestionnaire there was effective. In many diffelent Ways; respondents talked ab the kind only in.--eccastonaLcomment regarding- .graduate work that cal edu- c mphisizes elementaiy-schoOl physical education. of,person whO should teach elementary s-chool ph cation. A definite plea was made for-I -Selective a sions and recruitment program to get the best people possle to Concluding Stutements work with elementary childrtn. Here are_some of the ty ical Quantititively,-_-_There are many plans -for improving the comments: Need teachers who -wish_tti_work_with_ehildr preparation of -elementary school physical education special- Need for selectivity 'in- recruitment and -retention. Nee ists. Many courses have been added but-most programde- students with commitment to teach at the -elementary level. signs have mit changed: Qualitatively,- however, there .are Screen for those Who have real interest Need dedicatedteach- exaniples of new progi-ams and-also Old\ designs where people ers. This is certainly an area which stn. be examined care have made-changes within their 'programs to, help produce .fully by those responsible for professional preparation. extremely competent elementary, physical educationspecial- hundreds than Finally,' one gets a "feeling" when he reads- the ists. Much mori Seems to be changing in undergraduate of comments written by concerned professionalswho took graduate preparation.- time to, reflect on the problems posed in this_survey.There is - There is some evideneethat' the usual elementary prepara- tremendous concern about the professional preparationof tion (K-6);is undergoing close scrutiny. The early childhood elementary school physical education specialists.The.concerns and middle school patterns are receiving more .attention and are not only pbout courses and fieldexperiences sand pro- professional preparation thay focus on this trend. gram designs and credits, but'also about people: As one Field experiences prior to' student-teaching are increasing person wrote; "Ourprofessional 'preparation program will in- professennal preparation. A pattern' ofobservation, assist- . improie.- as we strive to develop individuals who are never ing, and then teaching has 'emerged. There are those em. satisfied .with the statUs qUo." phasizing Classroom field experiences for the prospective irtiistiPloospects ip...ElernOntary.,$ctipol Sidal Ed:LI-cation- H ProfettionaV:PreparOtion.:.

. in terths of maturity and love for children. This writer ob- LOIS JOHNS N . = _ served -the first week of classes and had the opportunity of -, What is happening in professional preparation for elementary following one section throughout the week. The :maturity 'and retention displayed by' this group' was amazing. hool phjisical educators? This artiele presents interpretations A similar program diagonally across the continent is_that

_ - of Simon Fraser University, io Burnaby,. BritishColumbia. ased on firsthanil observations during the author's-visits to the . The university was also founded in1965, and like tutions across the country, while on- sabbatical leave. -,UniVersitY of-Sonth-Floridalthad_the opportunity to 'develop = its_ philosophy withOut traditional barriers. The program was designed to be one channel Of special interest for elementary Interesting innovative aspects of-each school's programs have . . classroom teachers preparing _them with an additional. and been singled out for attention. Statements made alut one special competence io teach physical educ_ation. It is a three semester professional development program. The first semester program are probably true of several-others, but repetition includes a two-month in-school classroom experience where, four students are- placed, with a classroorn teacher. During has been avoided as much as possible. This- is by no means this period approximately 24 studenti are selected forthe- , ... a complete cotierage of innovations .in professional prepare- minor program in.physical education..Seleation'is based upon . the studenCs potential teaching ability and his spec.L., interest . don for elementary school physical education. Institutions and competence in ihysical education. 'When these-students return to the campus for the next two moni'A theypartici--' r- included were those ited time schedule allowed the pate in general sessions, curriculum seminan ,and workshops offered to all students plus additional workshops and seminars author ro visit (see list on last page of article). in elementary- physical education. The student, in addition, prepares a project hi his area of .intereit, The second emester These- are stimulating changes in colleges and universities has a four-month in-school experience in the classr 'and aeross the country. The chanking times; the mass media,and an additional - six to ten classes of physical education -1' more/enlightened searching students haVe contributedto week covering all age levels_ in the elementary school. -1. examinatiOn_ of the eurriculum in professional preparation. student is supervised closely by.the university apeCialisln e-traditional pattern of pouring in knowledge to be stored physical education and;superVising teachers. The third , se- r future use is no longer acceptable. Students aredemanding rnester ,is course work on campus with an opportunity to observing, -re-cognizing, problern7solving degree of mastery ue special areas of interest in physicaleducation. The culty canAzresent additional knowledge the student may rnible through immediate feedbaCk. .---... , en an institution can start as a new university, its philosophy with no"tradition to stifle its progress,.and .In both of these programs the structured tieis with the faculty who will'subscribe to this format, it has all th ofiege of education which elicits the common goal of a Marks o utopia. The Univeriity. of South Florida did thi developmental program and the whole-child concept: Boili ing. The e is an-- indivichial assessment_yrograrn where1h -,programs hive clime snpervision -from universityspecialiits: responsibility is placed upon the student to understandhis- Both tprograrns Providearly: aral, continuous exPeriences 4.Own behavioas -he is engaged in the' process of práfessional -with :--hildren in the..sehools. Both programs -have a highly , seleeti d admissions requi(ement. Both programs have pro- reparation. The courses are team taught from a core ap7 / roach, thus ehminating ,duplication and providing valuable duceduality graduates and 'school districts are eager to hire reinforcemenrof incepts it'd Values. The student is in the them. sehools hisrst quarter and every quarter he. is in There are changes Occurring in the well-established Col- leges and universities as . well as the new uniVersities. The falla detailed selective admissions program, was University of North Carolina,-- 'at- Greensboro is an example. ated. Students' entered the program through consensus A team teaching program is in eiistence through the coopera- --ultij=interviewsrueturvdmithsituatianz-iluestionsorc,uV -whosecourseare_taukht_with a movement education approach.' Major students taking field Johnson is associate profeisor in the Departmeqt -qf hockey, for example, -are. working on. spaces- to- pass to a 17- -PhYlien/ Edacation, Calif orn"a State College,Long-- Beach, . teammate, the same students in ihe elerrientary class use the :California 90801. same example to reinforce general space while the movement components and subdivisions-are -diagrammed on the chalk board. For the men in tha. class an example from basketball Reprintcd from Journal of Hialrh, Physiced Education, Recr majors in-: 972- _ - z on finding open spaces is presented. 'For the dance _

,t7P- -work with class- -class;Ifor `whcirkt the sliace concept has beenwell waukee public Scnools. Experiences-include Sa in teaching physical education the example of gencrar space room teachers highly skilled blished as a. restilt of the EPDApilot program 'of 1969-70 Which__ basic 'mnve- titudents then have opportunity to -observe this same ed .84 classrooth- teachers and princinals in meni education. They also work with a U.WMsupervisor- aught to children in the Teacher Education Center Close cooperation vistablished jeintly by the Mikis I. Foust Elementary School specialist in elementary physical education. Edu- between classroom teachers, UWMstudents, and supervisors indh -University'S Department of Health, Physical areas and lessons at provides insight into relationships tif subject cation, and Recreation. The classroom teacher is present teaeher. detailed lesson plan taught in physical edudation by the classroom 1 je-siona taught by the specialists.. A learning ceilters in Mauling instructional objectives kir both the-child and Ohio 'State University has established various school4 in COlumbils Where the, universityelerriemary the teeiher, learning experiences, major emphigis, and pos- given Sible expansion is given' to the classroom teacher preceding physical education classes 'meet_ for a series ef lessons assistant by the OSLI faculty. The students thenbegin "micro-teaching4: the lesson. The classroom teache7-participates as an and three in the lesson-and can repeat or expand the' lesson the next which-con'ilsts of -three teachers, tWo assistants, back-up team, each teaCher day; JWithin'two years the classroom teacher should be able observers- in "a groi.m. -With this -to_inatruct- other teachers- in the system.) The /mit lesson presents a ten-minute lesson,- the student's-initial expOsure Gradually the responsibilities progression is given when sufficiert mastery- has Occurredin to teaching movement -skills. for class control, and teaching are- increased-under- cldse the preceding leasdn- providing greater in-depthlearning.. alid depth in A sirdile learning center has been, established by the Supervision ro provide the necessary _growth- Men's Physical-Education Department at Bowling Green im'Plementing the movement approath. Many students elect to' State'University ancl the Bowliag Green, Ohio, Public Schools,. ,do-graduate work in this area at Ohio State:UniVersity. all In 1963 the first step occurred, in providinglaboratory using Crirn Elementary School:The department assumed, student at instructionalj responsibilitiesforthetotalprogram, thut experiences with children for the prefessional lirreeing city supervisors 'for-Other scliools irp-the district. The Northern Ilhnnis linjversity. Through observation andassist- director's office is: at Crim Elementary School. The university ing master teachers, the students workedWith children ages administration has designated this .attion-research, thereby 5-12 -in a Saturday morning prograrii. This-served as an creditingf the director with 'the necessary research time in observatiOn center for ahout 500 prospective elementary class- instruciqrs. It could not, determining her full-time teaching equivalent load. % room teachers and their University exist . however', -duplicate the sequential relationshiPs which The program is based upon Rudolph Laban's classification structure of a schoOl. ofi movement movement-themesand movement analysis -in the ciassroom or the total curricular which refleet how the body moves, where itis in space, A pilot program WAS initiated with LittlejohnElementary School i in February 1967, a's a cooperativeproject . of the _ a+.at it can do, and the relationships involved as it moves. .As th6 environment changes-because of theintroduction Of DelCalb Public Schools -and the Departrrient of Physical different apParatui and equipment or because of thereqt-Tisite EducatiOn for Wornen. The pilot prograin consisted of two

. classes/of students, two classroom eachers, the physical edu- of 'ihe interaction among the learners to other stimuli, so Department of the activity product, ef he experience changes. Theactivity' cation'specialist, and two consultants frorn=the I visiting lecturer will manifest.itself to the observer and learner as dance, gym- rhysical Education .for Women, including one nastics, striking,-throwing,- games or whatever, depending from_England..j.he_prograro- was continued as a Demonstra- in, which the tion Center in I967-68 with all classes irthe school becom- npon the' stimulus Within the environment selected by content- is being examined: The Center encompasses grades ing inVolved irs the

.quarter orthi:Junior year. The elementary clastroom teacher. tion for children, and fundamental motor skills. Experiences candidate ina54 Aka :health, and physical- edudation" as ah :at four different socioecPnomic-type learning centers, namely, area of specialiiation. In se'veral states, Oregon being one, inner city, affluent suburbia, bilingual grouping, and middle the credential may include both health and physical education. class, were developed by the School, of -Education. These At Moorhead- State College,- Moorhead, Minnesota, there centers are available for demOnstration, observatfon, and mi-. is a major .in physical educatior_t or health and physical edu- cro-teaehing experiences for the students in all areas. of e.duca- lion including physical educatIon. The Uoirersity orWashingtoWs program is based upon a - Further information about the';.$rograrns, referred to in this article may he obtatned,by writing to t e following: Numan rnbvement c-ore with emphases in various specialiia- Bowling Green 'State UniversitBoWlink 'Green, Ohio 43402 tions; elementary physical education is one of those.,areas. This Dr. Annie Clement, ChairmanKPhysical--Education for_ Women is also true of the.University of.California, Los Angeles._Both . . California State College. at Long-Beach/ JOrEaSt'Seventh Street. of these programs cap leads, to. advanced degrees with an long B9cb1 California_9osolpf G'Fatritha Keld...Chairnian. .. elementary specialization. Women s Physical Education De ,nt East 'Stroudsbupg State I1ge tStroudsbi]rg. -, sYlvania fhe State Univtysity it Brockport, Brockport, -New York, 18301Dean .Arnii Olsen; -Hialth ScicdEe5 4 and has an academic major, a_ study Of 'the..theoretical body of , Physical Education knoivledge of physical education. _The student elects one of_ Eastern Washington State Co1le0 Washingtda Or Patrick_WhitehillJakOor= eataiV PhysicAT o focuses, the significance- of experiences in human move-

lion J."-, - grit or sport science. Stuy a uman viors on Florida State University, Talllii orida,32306Dr.,Mary- reCtibn in the hurnan movement' focus. \Contingent upon . V. Alexander, Elementary Coordinator.'sPhyaiCaLEducation the academic major,oeaching and therefore certification are' Moorhead State College, Moorhead, Minnesota`,56560Dr._Don,, ald Anderson, . Director -,,of Heth, Physiear Y.dueation aiif based::'upon knowledger and concepts from the academic, . ma'OrThe _K-6 learning center on the campus is a modeli 'Recreation . _ NOrthern-Illinois University, DeKalb, Illinois 60115. co plex Ofzurtra modern design. It includes obseriation decksl Porter.- Elementary Coordinaior, Physical Educatide with one--Way glais panes, classrooms for c011ege classes, and; Ohio State -University,1760 NeilAvenue, COlumbu : . . . .. , 43210Prof. .Naomi'"Allenbaugh,:Assistant Dean, the latest equipment for inclividuanzing instruction,. Health,,Physical Ecipcation and 'Recreation ' Oregon_State University, Corvallis, Oregon. 97331-Dr. James In- sum a optimistic prospects in elementary school Director of Health Physical Education and Recreation , *mon Fraser University, Burnaby 2, British'Colunihia. Canada- ysical edueation professional preparation are (1) 63-provider-- _Dr. Glenn- Kirchner, Director, Physical Education, Professional ri,ngent -selective admissions policy With-maturity and. Development Center !bye foi.,l'ellildien.as.prime requisites, (2) .to establish .a basic' _ State:,Univemity7-College at Brockport, Brockport, New York 1420-Dr. Ruth Gads. Chairman, Women's Physical Education core for the physical education major based upon the phil- UniversitY of California at Los Angelea, 405 Hilgard, tcis Angeles. Osophical, psychological, ,and scientific foundations, of Move- 90924Dr. Camille Brown, Chairman, School of ment, (3) _ro provide areas of specialization that. rnay be Health, Physical-Education and Recreation pursued at the beginning cf the professional sequence (far too University_ of -North Carolina, 'Greensboro,North- Carolina ,_27412Mrs. -EthelManus,- Lawther,Director,School.of freqbently the student has had t6 !acquire a;foundation in li-ilealth,-Physieal Education and Recreation. secondary school phyFical education before specializing in-any ueationT-am ..,.*rost*****:* (******w, _ Florida 62 nis Bowers, Chairman, Department.. of _Physical -Education (4) to design course offerings in blocks or cgres to eliminate University, of :Washington,. Seattle; Washingtori-96105br. Ruth . duplication and to synthesize_and reinforce learnings, (5) to _ Abernathy;:Director, Schriol of Health and Physical Education teach from. a team approach, and, last but far from the least. UnNersity;oUWisconsin,. Madison,--Wisconsin 53706Dr. Muriel (6)tc* provide early exposure for students in -a learning _ Sloan,7Chairman; Departmentof Physical Edueation center environment with-continuous growth of experiences in Universayof Wisconsin; Milviaukee, Wisconsin 53201Dr. Eliza- beth -A. Ludwig; Chaninan, Department of Physical Education teaching children.'. A seven-iveek Institute irr Elerhentary Sehool Deve o F a total of-90 applications;32 well-qualified partici- - ants were invited td.attend, 24 menand 8 wornen.- Half of .',- mental Phiiical Education wax conducted during the . Northvest,- half selects mer of 1969atAyesterri-Was,hingtol State College, Belling- the selectees were.from the Pacific ed natIonwide. ,:,ham,VaShington.:j."he Department of Physical EducatiOn kind, and its' for Woiben in7coOperation' with the U.S. Officeof Edu- The Institute Was among the first of its, cdntent 3vas carefully planned and'coordinated. Estab-- cation-spopiored the institute.- A federal grant, of $46,000 majórportion of the I.-.funded thtaAgh tbeEducatiotf Professions bevelopment fished college courses comprised the dwa\rded to, the college- and the de- proiram: Human Growth and Motor.Devaloprhent (3 '--. Act' (EPIA) was Chit'? penman. The major emP asis focused on moverne. lu- credits), Mrivetnent Education and Gymnastics kir dren (2 credits), dames.. and%Sports forChildree.,-(2 eation using -nib:I.-center d methods as approm physical -teaching -all_. Areas _ of phys'cal edueation. E riphas, credits), .bance for :Children, (2 credits), and also placed upon proeartis for the pre-school and pri- EciticatiOn Program for the Elementary School (3credits); (Credits are quarter hours.) Trie,nature ofthe institute r mary grdes. ---- 7 , The purpose of the Inititu c was- to improve the com- regaired that each course not be taught as anindependent T,wo petency of teachersresponsibOor the conduct of Physical Class but -integrated. so that -theory le& to practice. education programs ii 'the- ele_ entary school level: Rig- lecture-discussion and two lahoratory sessions Were held Throns criteria were= established fOrthe selection of the 'daily, supplemented with demonstrAtion-lesson§ With.chil- 13PsticiPants in order.to unite educntors who couldbe-most dren, small group- discussions, seminars', films,:and, other influential in inakirig" changes in \physical education, pro- educational media. Integration of the coursecontent rep- grams.. Selection was on the basiS \of the teacher's profes-, resented&major Challenge to ths faculty and requiredtall commi\ment to physicaledu- resident faculty- to* participate in' all aspects of the,prol sional qualifications and job Available funds permitted cationfoi the :, 1969-0'7 school All those selected grarn. and all class sessions. the extensive uSe _of visiting -faculty withexpertiseiri - each Some ,elnientary physical. for the ma- te-ed cation- specific areas:- a Qie elementary programs, e.gic ppsture

_ and corrective actitities, -creative dance. The overall program Was- Ineplanned permit,-flexi.7 bility and Modifications dependent uponabilities and terest- of. the participants. Each participant wasrequesie-d_ toindicate his goals and his a:eas of strengthand'weale--- nesses. ) From the beginning an effort was inade toUtilize new methods and equipment for physical educationmethods which would permit maximum- activity for -airchildren, - permit each child creative movement activities, and,utilize large apparaitis such as-climbing frames.Various equip-- - inentfirms generously don4ed new equipment. 'Theehild-: centered method-- was basie not only to-educational'dint-, nasticsbuttosports, /hams, aquitigi;-- finddance.' Participants developed lesson plans in these greas, a chal- lenging ass-imn-ent-fer most7S1-nall-group-diSetissions,-con-z--= sisting of eight particiPants and *one faculty, -wereheld-_ about,twiee weekly. AY the particiPants 'request,additional discussion times were' arranged during earlymorning and CHAPPELLE ARNETT MARGARET AITKEN'and lunch periods. i. . ,, \ Innovation, chat* in education,' iuesimehild-centered aid_ facilities for_chil- jority 50% of 4-kir load is physical education. ,Participants learning, develoOmental eqfiipwent , primary and in- dren, programs toi. atypical childien; and in:service pro; were to repreisent classroorn teachers-ak- ._ the program'. termediate levels and administrators responsible for grams for teacher's, were-topics- included iri . mentaxy physical education. As-the Institute waspriniarily. Other., aspeets/of the Institute made-. significantcOntri- -, a 'retraining program, the participants wererequired to butions.--. An .eV#lualion committee, select,ed by the par- have taught school at least three years. ticipants, served* as ' a foruin for par-tic-Tam:Opinions, The.hpplication for the Mstitute was accompanied by problems,' andisugostions -for the Institute. The commit- a-recommendation -front a principal and a representative fee met regularly wilt the director, thusensuring effectiVe and-mainte- superintendenf§ office -which ;stated, the teacher's '-` -incorporatio tof thdir ideas and suggestions _ resnsibility the ilementary school., The application*nance of re port. An Institute Reading Rooth Was an also asked for previous college records and # statement : important rdspurce center. Current malcrials,boo19, jour; of /professional inyolvement and -educationar leaderchip. .nals, and 14arch reports ;Tat ----ictade ,available.Supple- mentary materials were distributed:iefel-s7-2-ParticLipants :..._wereLx_pected to reed only moderate class assignment§bnt-----___"-__ i1wzan o. were enc tore-areasil Physical_Education ten, Wehern Washtngton ad- therVin tridependent study. Social and recreational , Wasilington: Chappelle 7 State College, Belling/zàm, tivities. *ere largely, handled by -a - committeeof partiei:-, -Arnett is a member of the faculty af -thatdepartment.' . _ . . petits._ . Journal of Health, Pkvsical E.-due-1100n. 'Heere;kin, bine Thb'faculty for the Institute were selcced on,the-basis tfteprinced from . 1:1970:- c of specializations and the general contributiothey: could An additional outeome' of the Institute was the pub- mike. Margaret Aitken served as director, cordinator of lication of a classroom teacher's project, Vi 132 nlphlet. de program, and consultant on facilities and eqipment for signecrto help primary classroom teacherS, develop motor elementary schools. Chappelle Arnett was resnsible for skills through movement education. Copies of Cassroom ,including Capers by Ruth W. Fandek are available from the di- the areas of growth and motor developmen , ,

perceptual-motor' development and evaluation,and served rector. _ as assistant director. La Vere Shaffer, also of WWSC;\ was During the fall of 1969 the participants wrote to the .. responsible for movement education and gymnifstics. Rob- director of the Institute to report progress on their project ert Bub, Greene, New York public schools, was 'responsi- and other innovations that they had initiated in ele- ble for 'curriculum planning, games and sports, and dance.. menary programs..Material from these reports was used Assisting in movement education-and in games and spar in a newsletter distributed in late._ fall. In addition, partici- was Michael Hardisty,._physical educationteacherat pants have corresponded among themselves; distributing Trafalgar School in Vancouver, British Columbia. He Was materials and ideas of interest to others. The director a graduate teaching Asistant at WWSC hailing had his , wrote to theparticipant's' local school superintendent giv: previous undergaduate education in England. Guest fac- ing him the names of the ieachers in his district who had Ultx in creative dance was Bruce 'King of Adelphi College attended the-Institute -and \-advising him that the,-teachers in Ldn Island, New York. Alta Hansen, WWSC, taught had agreed, to be available as resource people for their for ,ieveral -days in the area of adapted and corrective..state and district. The Institute director -received many physical edueation. Margie Hanson, AAHPER.coasultant letters of acknowledgment and comMendation' on the in elenientary education, brought information on current woi,k of the Participants.. trends on the national scene and evaluation in elementary In the firSt four months -following the Institute, 22 of physical ,education as well as several new films:. Other the t Instituteparticipants - have corresponded With the guest factilty includedvelyn Wiseman, WWSC, creative director regarding- theirprojecti. These informal communi- dance. Three state consultants in physical education, How- cations revealed many 'successes using the rnevement edu- , _ard 5chaub- of Washington, Stan Olson of Idaho, and cation approach to teaching physical education. The let- ames Goddard of Oregon, met with the group in two ters indicate that some 'changes have been initiated: the discassion sesSions. teachers are using new,methods in_ teaching, they are in- reasing the activity:offerings in their own Programs, a In-service Programs, Demonstrations they are serving as resource personnel to classroom teaeh- " ers and to their district. One classroom teacherhas been' What Of-the short term -results of such. an Institute?relieved half a day to 'teach the primary phySical edue - All participants devoted considerable discussidn time to tion; several have acted as demonstrationteachers. A nu5.17 ideas_ fof :developing in-seryice programs. for teachers, for ber ef the participants have conducted' state, district; or initiating change in their. own -programs, and'for working school_wdrkshops_and_ln7service-prograins in moVeme -,- -with administrators, teachers,- and parents td-demonstrale education. Some sehools -and districts hove authorized th new Pidgrams in elementary physical education. Eachpad- making or purchasing of equipment for elementaryphysl- ticipant did the initial research and writing of a project.for ical education at the suggestion of the Institute participantci his school-or district:. The projeal was to be feasible, prac-, About four perceptual Motor prdirams for preschool an . .. 1 Elea]; and within the participant's area of responsib"ity and, ,primary grades now under WaY were planned as projects ability to implement. '.The projects were read and dis- at the_Institute. Two partidipants ,have indicated that they\ cussed with the faculty and other interested participants. have been asked to serye on curriculum Committees for\ Upon return to school the particiPant, with cooperation of their district, one as.' the chairman. I 'school personnel, was to implement his prograni. I-

Less RegiMentation:More Action:, . In general;the changes brought about indicate that in the schools where the majdrity of ;participants (of those Institute participants. listed below, have agreed to act as resource 'who reported- their work) are teaching there is less regi- personnel in their geographical area. ffentatidmiand more total action 'and enthuSiasm on the Califogria:,1-ila I, SOram. Redland. Colorado: Betty; M. Crone, part of the ;students. .Not allparticipants accepted the Monte Vista. Idaho: Jac:D. Acres, Boise; Harlan D. Bridges; child-Oentered appro-actr _to teaching physical education Homedale; Kay Engelking, Nhmna. Louisiana: Fannie M. Win4on, with 'equal enthusiasni- Similarly,' not all teachers with Sg`reveport. Minnesota: David A. Olsoh, Duluth, _Morirena: Elaine whom the participants are working ,are, convinced- of its :hoover, Helena; Bryce Myer, Poison'Nebraska:, Roderick D. merits,- but' the general response has been very _favorable. z Clement, ,Grand Island Nevada:Orville L Halderrnan, Reno; leisie W. :Was the effoft'worth;the' taxpayers' money? bid it irn- Barbara A. Marsh,-Las Vegas. North Carolina: /Mrs. prove educational:programs? Did it change the ,traditional /,:ioore; Raleigh.Oregon: David- L. D'Olivio, /Ashland.Sourti` 'Wekotor-Douglas Evans, Sioux Falls.Teras: /Robert Bradford:system for the better? It is early in the implementation: of FlaiiiOn. Washington: Richard C. Burnharn, Seattic; M. Margaret 1:3'programs, yet 68% of the participants indicate they have adwallader, Kent; Jack J. Daly, Bellevue;Thomas. E. pecbachC: rnade some:Inroads into iMproving school programs and - Bverett; Ruth:W., Fandek, Highline Schools;/ Bruce E. Flanagan, some of these-will influence distribtcurricularns. The ciadlaidF Matthew P. Gefre, Tokdo; Bernard J. Jagoditslt, ture fdr elementary, physical educationthronghdut the- EveiettV, Kenneth E. Olson, Richland; LOwell Sonmore; Seatt;J: United States seems bright,- but the 'needed changes 'will 'Jack B. WayerskiiBellingham: Larry Webb, Othello.Wypining: take some time to reach-all distriets. A retraining program cruocs-Adetrnau, gasper; Bertel 0 Budd, Cheyenne; Jerry C. such as the EPDA Institute and teachers dedicated to ro-SX,Buffalo;-Kathrin E. Thompson, Lararnie. 151 children can provide the, catalyst for. initiating change. ^. practice in the schools. Your situation is like that in an old joke. The county agricultural extension :Teacher Education::. agent found a great new fertilizer and brought some out to the tarrner to Qne Minute toMidnight explain its virtues. When the agent came back a -week later, the bag still was L.F. Lotke, Univesity of New What we have been doing for decades is giving courses, arranging credits,: sitting there. in ibe barn, so he asked the Mexico, Albuquerque, . New Mexico farmer: -How come you haven't tried ,For-three days I have sat in-on- and organizing majors and minors-in various patterns, tinkering with requirements the new fertilizer? If you would use it, listened to as many ofiyour meetings as and electives, providing a bitof why.I think you could farm this place time and schedule would permit. There twice as well:: To which the farmer has been talk about ri:urriculum, public observation, and topping it all off with some practice teaching.The end replied: -No point in bothering. I'm not relations-,learning environments, farming near half as well now asI aestheticg, the nature of children, open product of that process was intehded to ready, to take.his already know how." The degree to schools, early childhood education, and be a young teacher place in the profession and in the which you have focused your attention administrative fomats for plrysical on curriculum content andteaching education programs. In short, there has schools. Those ar,e the methods by which we ..have taught -teachers. By methods is the degree to which you risk been a great deal /for me -to hear about -the trap that ensnared the exte'nsion. the subject matter, the clients, the extension, those are the methods of teacher education which have produced agent bringing fertilizer to people teaching MethOds, and the social- i who do not go out anddo/their job one political status/of elementary school What we now have in the public schools, and three days of listening have half as well as they already know how. phYsical- education. One half of the problem with teacher Looking back over the experience, an convinced me that many of-you are far from satisfied with what You' see out perforthance -lies in the structure of the ,interesting fact/emerges. All that I heard public schools and in how that powerful hai 'fold me a great deal about what there. . Is it possible that some of you have organization shapes teachers' behaviors elementary school physical education often in ways that are alien to the for which I am made an error of logic? Some, people - teacilers should teach value commitments of the training giateful. In, contrast, however, there believe that by improving the content of what you teach teachers .you will institution, The other half of the was surprisingly little to hearabout how problem lies in what the trainees learn We should go abdut teaching elementary imprOve the yerformance of those teachers in-the schools. Half a century about being-a teacher that_ isn't in your ,schoof phySical education teachers a professional curriculum at-all. These \ - [fact which leaves me_both puzzled arid of experience in teacher edueation f;uggests that those people are wrong. _learnings arise from the unintended \ I distressed.. Messages that are transrnitt -d in how \ What teachers teach could be the They have reached the wrong conclu- _s_ion becau_sthey Five_failed .to_ you teach professionalcourSes and in -'foeuslfor'-a-eurricutumliebnferen7e_or-the_ understand that the medium :(--.7the the thousands of encounters the trainees YocuS' fOr a teacher behavior conference have with you, with each other, and dealing with how thessage and the medium of teacher r evenla conference education is.,all of the experiences with praetitioners from the worl8of hildrelearn to move. In contrast. how work. The 'shaping fo'rcesof the school- that traihees have within the training , to tacI teachers is the only topic society and \the shaping forces of the can be the focus for a professional program. The complete training program is a college society are major elements in pr paration conference.\Clearly that making teachers what tliey; are. In those of this soeial -aswell as an intellectual : to "c bas not, been at the Center .complex sub-so,:ieties /.1-lestthe 'real nietiig. Why do you think it,worked- environment. The prOgram i's a place for. learning what to value, a time for forces of professional preparation, and out 'ht way? / the elements to which ybu most give- possible ways learning what a teacher is, and what T e seeroito be three walls\ f a your consideration in any attemptto' of aountinfor your behavior at this -really matters within the school , all of which have little to create better teacherc.- - 01 g: ,you think you already At this conference the; has been too know how o teach teachers and really with either how or what io teach. It is the subtle message about values and little tall- and serious d*usSion of the don't I eed to talk about it; (2) you think rIrkamigs of teacher education --., it'is ur job to wrestle with the roles, engendered by the ,experiences and environthent of Professional something that is beynd credits and _'.'probl of teaching teachers because requirements. You hie notthought somorelse is',in charge' of making preparation programs, that are responsi- 'He for present condition's in school enough, \studied eno gh, or reasoned .. those decisions; or (3) you feel that how , physical_education, not, what teachers together enOugh about the'substance of .. ten t4fIs are taught does not matter so have been taiight about whal to teach. how to teach ttacheits tO satisfy me. I-- long as you have the curriculum and wonder how well, in the long run itis cred'ts correctly arranged. Cet me argue the point ver'Y simply. I don't_think many willtdisagree with the ,going to satigfy y o, carrdismiss the middle possibility From my N''ta6,point there box händi.because there certainly is proposition that for tWo 'or three ou generations, ht least, we have been been a central tme foi\the conference. not aone else who cares about Most of you to prokide experi- .--_ mentary phySical education teaching a brand of physical- education .,te ences called ysical educatb for more spe.iali. Which lektves:-po you to trainees that issubstantiaily-superior to what ;heypracticii, when they get out. - rea ,ly know--how?.- and " Do:the FromPreqhrtng The rwiltary Si / 3' - in the schools, Yet.f a large part of this m ods by which we teach teachers report of pmiceedings of National Contemn MI ,. conference has inv lved discussing an ProfeNsiryfa/ 'Preparation of the Elemen . rea ly make anydifference?-' My even more superior brandof physicaL Specialise April 1972, pp. 87-103 (Washingt _ anser, to those questions is:"No, you , DCA HPER. 1973); -and "Yes, they 'do." '' education which trjijnecs siill ;will not do [45 2 chadren, _in more elementary schools, profession. The discussion is new in trouble before. There has been a kind conducted by proportionately more because, while many of the procedural of cyclicity to their crises. The carousel, teachers who specifically are prepared elements may be substantially un- however, now has_brought us to a new to work with that subject matfer and that changed, .your real objectives have kind of storm. You don't have to age- group. e.nd to 'doitall much become at least partly social and subscribe to Goodman, Kozol. or Hold differently than presently is the case. To politieal. When 309 people can get to know that the schools are in trouble that central theme I will add the obvious together and talk as seriously and you just have to be a parent. -logic,To-accomplish=such ends-you are extensively as you have about the Likewise, you don't have-to-subscribe going to have to change what is being business of making elemeetary-school to Conant, Kerner, or Silberrnan to done in the schools and what presently physical education the central thrust of know tharteacher education institutions is being done in teacher training our profession, they must betalking are in trouble you just have to be a institut ions. organizationalpoliticsand they professor (or a trainee). Everyone now All of this seems clear and logical. certainly are not reflecting' traditional is in on the act studenis, parents, perhaps even simple, because it iS what values. politicians, teachers, unions, minority everyone knows and has agreed to. For You and your revolutionary idea have groups, adrinnistrators, and, as always that reason it makes more sense for me become a single vector moving into the the teacher educators (surely the most to talk with you about some-things that educational arena. Inevitably, yop are self-critical group of professionals in . do not already have your agreement, or piing to collide with other educational our society). which you may not have had an vectors. Here, pf course, the vector TeaChers' colleges have all the opportunity to think about. analogy breaks down because you are problems of the University most First, let us examine the context not riding as passive passengers on a particularly they now serve too large a theworld of education where you must mindless eyent you are steerable. portion of the intellectual spectral) go to hammer your dream into reality_ You -can-dodge, maneuver, and fotm within each age cohort for -traditional .assumptions about higher education to Events in education, as everywhere, are alliances, 'In other words, yoi.Ccan act the result of Confluence the coming withrationality.That capacity, function without great difficulty. In together at a point in time of people, however, always is limited by how well addition to that, however, the college of ideas, and institutions. The elements you understand the canteit. In the education has its own cluster of private come togetherat the intersection and words of The Musicman, "you Gotta problems. KnOw the Territory," because there are The college'S first problem is -the bump. Spme fly off on a new, path. century old failure to make allies in the Others stop, their momentdni dissipated other ideas, both new and old,- which appear to be bound toward you on a wider university. Such isolation makes by the collision.- A college.president the college partieularly vulnerable at a rilea,s_a student rebellion bump; your collision course. car nieets the corner of the garage The first significant element.in the time when it appears, to use E. R. bump; a arena is the institution of teacher Collin's succinct phrase, imperative and bump; a boy 'meets. a girl the-college----impos-sible--to=work= with colleagues---in ---teacher-rneets-a7child bunip; all qf education -as-we knoW-it- these are the confluence of events at a or school of educationIt ma)/' bo that the arts and scierices.' Professional point in tirne. To all this there is.a you have arrived at your moment of educatidn and the disciplines now - quantum ot accident that gives flavor to destiny, ready to change the direction of appear to share the most fundamental ,bur intentionality, the quality of surprise thprofession by training large numbers kind of probleM within an institution --"- that adds zest to lire. .. of g nuine elementary school specialists a failure of respeci and mut val you as individuals and the idea ofi in institution thatis about to.., confidence. The significance of the specialists in elementary physical disinteate. problem rests on the fact that in nearly edudation have arrived here, at this It is hato be sure about such things . allteacher education programs the point in time, as a vector bound toward because .0perspecttve .always is so r trainees speRd the largest single portion the future. Ydu were set_ in motion by limited in tm When you reach a crisis of their time in courses outside the the in human affairs. 't is not:always easy to college. Significant iMprovement in things- that happened before teacher educhtion thus rests in some' bumps of the past. Some past events are tell if itis a crisis that ntarks the obvious: the perceptual motor training beginning or the endiN, of sornething. It measure on bridging the gap between movement, educational dance, move- is possible, howeveOhat University academie and professional elementS ment education, patterns of prestige in based teacher education, to'ue Edward the student's experience. The college's second problem lies in --the public schools (in which promotions R. Morrow's dramatic phr-a-se.,is at always are up never down); the "ohe minute to midnight." Just ig--mcn the long history of exploitation of the preoccupation of teachers' colleges with die, institutions die, traditions peter otit-,, public schools-and school practitioners secondary school programs, early great theories are disproved, and by the colleges of education. There childhood education, patterns of federal enterprises are wound up. There is a lias been any adequate recom- midnight stroke for all things and the penie-- for the burden of being funding, and personalities within the supervising teacher or the disruption of profession. college of education is just a social institution, not a somehow permanent serving as a clinical-school. Those token All that, however, is history, for n-_--- remunerations: the ,$50.00, the free you arc here and this -now- is aspecial feature of our world. and unique moment. To disagree for a Teacher education as we knoW it, a university credits, the' dinner in the university based., university controlled, moment with Gladys- Fleming's earlier 1E..R. Collins, "The Impossible Imperatives: remarks, you noW pre thinking and degree bearing program of study and Power. Authority and DeetsiorOnakingiii talking about the, preparation of the practice, shows signs of severe Crisis. v Teacher Education." 12th Charles W. Huto elementary specialist in a way that TeaCher.education, and colleges *of LeetUre, Ahnual Meeting of A ACTE-February genuinely is new in the history of your education morp sPecifically, have-been 1971. '146 153

_ North-Dakota), or-(2) get off the worl colleg,ci cafeteria at the end of the year. provisions for field experience and (at New Mexicawe give fooiball tickets definitions for competency, in places for awhile by leaving the college for in the end called -Teaching-Learning Centers- period of hard thinking and plannin to the supervising yachers and then return for a fresh start (whicis Zone), all are forms of expklitation. - which-turn out tobe public schools. The plan relegates to the colleges the what they did at the Universi of Only those racketeer teachers -who ans, take student teachers in order to steal "academic and scholastic dimensions of Massachusetts). Those solu time to drink coffee -in the faculty professional preparation.- While itis- however, require more coural more lounge cOMe- off-with-any= kind of difficuIrto -translate those-high-sounding moneyand more= sheer--dissataction_ bargain. The rest are cheated because words, they may indicate "all those than most of us can muster. courses in history, psychology, and It is not only the facultiethat feel they take trainees as- a',professional trapped. Increasingly, the ople who responsibility and all 'of us know philosophy in Which we never put much stock Unyway!' The Fantini Report fund the collegeS feel frappeas well. In what the proper payoff is 'Tor the artments of execution of professional respOnsibility. suggests that it soon may be possible to Washington. in state de The only reasonable quid pro'quo is a make teacher education an all-graduate education, and in state Jegstatures, you enterprise, recruiting trainees from don't have to look far to d a man who meaningful role in making deeisions and college of policy within_ the training program. undergraduate programs in the arts and considers the averag sciences. In sum, the.Fantini Report is a education to be a rat holdown which it UnfortunatelY, the colleges never have great sums OT been-willing to give that recompenSe. scenario forthe demise of the-college of is unwise to throw an The fund of antipathy that- has education in its present form. money. accrued from the exploitatiOn of schook,.. The Fantini Report did not arise Unfortunately, gett out of the- btu and teachers is due to be pald.:. Teachers solely out'of the ravages of exploitation. or stepping off the wrld costs a lot of and administrators I meet everywhere There are more subtle and lethal forces money. The collegs that received are sick of being used by colleges (and work. Whilesome of the cover stories massive infusions ofunds to-support too often being typified by the trainers sound mildly positive, -new :routes to dramatic revisionsn their operation as "badies- -in the bargain).Teachers-. certification will provide new kinds of may now survive asuriosities, relics of want a piece-lif the action and a opportunity in teaching," and -alterria- an-age past,when taining institutions might have used fedral monies to break substantial- piece. With the growing . tive, forms of training will take the power of unions and a reorganized presure off the colleges.-there is out of their traps..That age is gone, NEA, teachers May at last have the strorig,,suspicion.that many people no possibly forever. Gien the over-supply or under-consumptin of teachers (at the _ muscle to get whaLthey want. lOnger-:believe in the teachers' college. Consider this quote from a recent .In straight language, many people level of admission training programs feel that the college of education has had it's all the same)nd the-, ineffectiial .-TEPS position paper: "Teachers roust response of colice faculties and -have the major voice ... they mustbe its chance7--- and has blown it. The largely responsible for determining who colleges too Often have proved' unable to administrations that condition, it would-be- surpiisintndeed-to-fi nd-t Sha e. can 1a es ort e tr-cits-iTri make signifteanraYnges-in their and by what standards teachers-shall be programs., proved too rigid, too locked purse-string peoplin Washington prepared (including accreditation of in...with history..ta respond to new anxious to pump momoney:into the institutions)."2 When TEPS says opportunities and 'responsibilities. The college's. -teachers, " they don't mean the collegesplaced 190Q00 new teachers in One direct reflectionof governmental professorial staffs in teacher trainin_ .-_,the public schools last year alone, and disenchantment is a nestrategy called Tacher Renewal. Yomay not yet .. , institutions!Colleges of edUcation. by the majority of those teachers were not exploitation of the schoOls, have %prepared to do things much differently have heard of.Teacthei, enewal. but I forfeited the confidence of teachers in than they have Aways 'done --:--- in a predict that you will andr a long time dominated_ decisions society that is undergoing dramatic -to come. Renewal conSti utes a major institutionally new strategy to which thOffice of about training: One consequence of that change. . loss of confidence will be erosion of The colleges are trapped by the Education already is- coin"tted. The tructures they have created, by their Renewal' plan will investoney and unilateral control over teacher prepara- program control for allinds of tion., . own Frankensteins: the-courses, theI Another consequence of the college's faculty expectations, the leas orstai educational enterprises, induct; g some declining credibilitywill be the 'certification, and the implacabl 'cal aspects of teacher training. in°catty .development of alternative routes to arrangements built around .the dredit based centers operating under local certification. Some of these will be `systein. The colleges of education alsciii,;control. partly or wholly controlled by teachers, are trapped by their own momentum. or Obviously; Teacher Renewal and some will be partly or wholly to be more accurate about many cases, response both to over-production and outside the university struCture. There by their own inertia. Many faculties the,concept of communjty accduntabi cannot step outside the presumptionsof ity (the latter being a word taken very already are school-centered training seriously in Washington), At a deeper programs for teachers in severalStates. day-to-day operation long enough to An illuminating example of alterna- distover ways of revising their level, however, Tdtcher Renewal is P tive rbutes-io certification is contained =programs. The siniple Jatigue of in New "York's Fantini Report.' The over-commitment limits many faculties 2 NCTE PS- NEA. The Meaning' of Account- condensation-appearing in the ,lune. to tinkering rather than meaningful ability: A Wotking gaper. (Washington, D.C.: 1972: Phi Delta Kappan should be read revision. . . The Association. 1970)5 p. 6 (mimeo). is -a There appear to be only two solur 8M. D. Fantini. The Reform Of Teacher , with care, however, because it Education: A Proposal for.New,York State. Phi - guarded document. The report contains tions: (I) get out of the box and start a new college (which is what they did at Debit pippin, (April 1972), pp. 476-79. 82. a plan I.Po relocatecertification, ...... 147

1 response to disenchantment with needs of ehildret,. The lzitk.t . your plans. The academies have been playing that university based teacher training. for producing the teachers needed to put-down game with us for roil !orig. Although the intent is vigorously denied implement the new curriculum, seem by Neither the.teachers nor the researchers in the Office of Education, Renewal contrast,,pedesfrian, vague, and too know what research results mean for the will operate to bypass colleges of often just plain simplistic. world of practice. Translating research education in the allocation of funds for .The creation of a new breed of reports into-usable operations- is the many aspects of teacher preparation. teacher'demands something superior to highly technical job, of iramed men. So much for the college of education the usual Rube Goldberg contraption called research d, ..elopment specialists.----- ourorfriends, put ot mime), out at w hkli weds-a-w-ashing-machnicanotor to- not-school- teachers, credibility, and possibly out of nerve as a Mercedes. By reshuffling content into Hete. however. we are not talking Thosepf you wl-lo hope to initiate new packages ol credit allotment-, by about public sclioplsti'r elementary . new training programs for elementary changing course titles.. by altering teachers. We are tatking_ahout colleges by . specialists have good reason to consider administrative- arrangements, of education -witty.prolessorial staffs. 'the capacity and viabilityof the increasing the volume of li.fli.1 experi- Teacher educators have both the institution in which you must work. The ence. and by generally prolonging the capacity and the obligation to use lean year we are just completing may period of incarixration for your trainees, ,.knowledge in regulating what they do. prove to be a standard for the decade to you can-manage to create something that Unfortunately, thetotal body of ' \ come. looks neX.k.- There is,a highprobab-ility, knowledge concerning how we train

Whatever the.destiny of the college ol 'however. tat ym. i will be substituting .physic I education teachers (and' I mean education, you will have to confront a cv inadequate plan for another. what w know. which is an expensive host oe others vectors, each working out If you don't break out of the box 'in eomnioJity when compared with what its own place in education: behavioral which so many physical education we heli4vc. which always collies cheap) objectives, differentiated _staffing. departments are trapped. you will not, can belaced in a briefcase alone with ,competency based teacher education get the kind of teachers you want you lunch ana thermos of coffee and leave protrams, open _schools. teacher will get the kind of teachers you always lots of n\loni, What we know about the militancyc and unions, Each Of them got. There 'will he good ones' and bad more lic matter of training e will have its 14..wn impaCt on any ones., and too many who see them- nientay pecialists can be written on _ proposal to .train elementary school selves, children, the learning process, the backf your conference program specialists. and the subject iniluer of movement in and leave lotsT room for doodling,' As an example. consider the concept ways that are iniinical to your goals. It is important tii.understand that not of'accountability. While it is anythingN- Obviously, if we knew exactly how. having a knoWledge base has no speeial but new, educators seem ready to to teach teacheos, we would not be here ificance. unless you have made understand and apply it- in 'new ways, talking abOut it.- in my -owm..head. particular presumptions.about how best Anyone interested in the physical however. there-are a few key elements 'to design training'prOgrams. Must you education of children eannot 'afford to that are 'worth your careful considera have knowledge in order to train misunderstand the Wgie, advantages: don.- The--firsu-is-the--toughes-tmost----tc-aehers? OF-cniirsc-ycardon t ha ye.-to and potential dangers Of accountability. costly, least romantic, and, for some, have knowledge to train teachersl We By this summer there will be courses the most frightening. This element is have he.:n doing it for 70 years without dealing.with accountability for physical fixst because over the' long haul it any knowledge: Teacher education,-is education. if there are not some already. matters more than anything else, It is the ' like journa-lism yu have to produce What do you think wifl be in those need for the empirical study of teacher something raiw and cannot wait until all course outlines? What is easiest to training as a proce:-.s. Itis our-need to the facts are in, So we.have used a blend measure and count in children's physical-- acquire a body of hard knowledge and a of art. instirrct, common -sense. performance'? Think about' it. Worry set o(theoriex that can tell us something pragmatic experience, persond taste about it! What will -elementary .school about how a teacher becomes. and how popularity. tradition and a bucket of physical education programs be held teaklier training ticks. hope., It has worked just well enough to accountable for and how will the gams You- should be caulk .about keep us from being driven to find a be Measured? cballing up the point about our neeil for petter basis on which to construcit If the colleges of education do inquiry to the fact thatI am the usual training. programs.- So we -putt-putt manage to limp along, if there really is a reseakti nut = because I am not. I along in our washing machine-powered market for- large numbers of physical could \not disagree- more With Bob Mercedes and because we get there educators in the elementary _schools, if Fleming:.s coMments of this afternoon. eventually, prod,ueing some good you gm win the stipport-of departmental CLenerallY,. elementary school physical leachers and some poor ieachers, no olio faculties, then some of you ,w;Il have the education teachers neither need_ norsan is inclined to get out and look under the chance- tti pursue your fine vision. The use researchTedchers need the end hood. - difficulty for me is that there seems to prothicts of research proven ways of I am convinced that knowledge can be a -serious Mismatch between your doing their work better. We need lead both to better mouse-traps and to curricular dreams and your training research development and disemina- better teacher education. Whether. you schemes. Th'e former, your dream non, not more copies of the Research want better teachers badly enough to .better phySical education'for children, is Quarterly. There is no reason to believe that iranslation attempts, siich as ''What represented in the best of what has S. Re ing Leadership-in the SO happened in_ elementary school pro- Research Tells the Teacher.- ever have Sixth General S_ion, April 29, 1972, grams o-ver the last decade. Mamf of or will influence teacher-behaviorfin the 'Readers interested in research on teacher the developments have been exciting, gymnasium. The last tifing the elemen- education are referred to ehe hihliography at the daring, and carefully artieulate_d to the tary school. needs is a research shelf, end-of this article. 155 V All ...... pay. therprice tor the needed, inqum; is a ot tne- annual menue anti a ivees loi ," , -value deeision you must- make. The growth -into professional responsibility personal. ,if teacher educators really standard, however, is easy to.eslaNiSh. that goes far beyond the average student want to produce a better product. they 'Every faCulty which deckles to get into major clnb. will have to give more thought to the- .the .elementaryi specialist, business At a deeper level, perhaps we \oceed'to developMeht of trainees as people. The ,shOuld;. as a matter of. professional identify a neW brand of professionalisiii. idea that all the students .,vho have responsibility, commit .a portion Of Looked at closely: the demands we have' elected to become physical education their resources -to systematic sell- made fcif student profesSinalism ttio teachers haYe resolved all their basiC value_and iLOnitv eontliets, or that they_ sctuliny such_ tao.aty".__Intist.__!.,pftei_have.consisted of little_mare_than_ und.ertake 'some form of inquiry in .the demand,for a conservative life-style, will resolve them simply, by taking Which what is done to the trainee serves loyalty- to middle-class and classe's and geuing older, would 'be as an independent variable and how'llie- 'plenty of delerenee to administrators. funny if it di'd not have such tragic trainee ultimately.bel-iaves serveS as a NOrse, perhaps,' too many signals _tell consequences_ dependent variable. At. the 'very least, trainees that studied silence or evasions Physical edpc ion,majors. like tither every program must have somesystema- are -the proper response to questions voting adults, 'need ,wrious and ,suFpiloo- tie evaluation of its prbducts- which can concerniM2 problems in Our schooland lipl with-Ttheir problems of be fed back into the process of program college programs. By identifying unklding .as_ people. as well as !heir 'growtb as teachei.s. Trainees need your adjustment.:. professionniism too closely with not A second key element in prOducing rocking the educational boat, we have help in th'e serious sense that was -the teachers you need Will be how you converted young-dreamers into what, at underscored by Arthur Jersild when he regard,your trainees. At what level-are besL;are .Competent technicians. At wrote Olen Teachers Face Them- you prepared tO encounter theM?. How \ worst, a professionalism like that % 7 help them lace what do you feel about`people who are spawns the livitfg. dead who are we know are the hard realities Of a struggling with the kind or growth Toficatedtowanderlikezombies career in teaching: the dilemmas that required to becorne a teacher?_In -large t Irough your generations of children, come- With' the use of authority, the Tart. your answers to those .kinds of new k.r.d of professionalism could problein of handling aggression (Which _questions will determine kow the niet('holJae out the demand-for deep frightens so many young teachers). the trainees cOme to feel about themselves, perjsonal commitmenttomaking lonelhiess of teaching. and the sense of vou want them lo see themselves upon teaihint better to life as a student of helpiesSness that engulfs us all from aduation as competent. :effective tetn,hing. If professionals are-to struggle tinti to time..That kind of- assistance professionals, then they must be treated toward better Ceaching a:nd better not beiSackaged in 13 credit-hOurs of ,like.thaf-from the start. schools, that strnggle.ean only Mean orientation and methods (plus a term There 'is ample..evidence to indieate Thange, and change means ditticu ty. If paper or two), Those .-,tre :human that attitude toward the self is a potent. our 'Students are to be commiued to the p-oblems and require intensely human factor in.teacher effectiveness. To use difficult tasks of educational change. s rategies for resolution, h L t o to:e--po we r reeent book by the same narne, ir yo.0 influence things that are not /much closer attention to the signals' trent- -students as niggers," then.. it ,is bestowed as a reward for.sioing ouietly .igiyen trainees concerning how a professional feels about his subject ..:vunreasonable to expect strong- protes- irr the midOle of the boat. Pow-kr is sionals to come out"of the Rips, inc. The, sOmething that. Must be seized with matter, Few of us oke the time to notice book, by the way. is not about eace, it is daring and used with skill. this crucial trait in our -trainees, much about a destructive social role, There As professionals, I= think s udenis Jess make speeil provisions' forit within the program. Many students ."are distressing signs of that role in too mu`st he ready to intervene in th many .collegephysi-cal education politibl processes of the public schook. graduate who really care Very little departments: discrimination, tokenism. They must kilow how to form alliAces about their experieikes in ;Movement. and Mt awful paternalisM.In- some with I:ke-minded, peophe and how to They never have placed much value on . .departments there is a clear7pattern of. build support bases in thecommunity those experiences and certainly bave never thought deeply 'about them. pathologicalrelationships which around` them. In short, they.need what prevents both students and faculty from . LeO Postman "has called the:tools of 'Teachers like that can become con- . . tributiIrs to the endemic -disease of growing:together: -sOft revolution.''" Thc.: complexity and diffihulty of what- How many of your graduates know, physical. education dullness. you have prpposed at this- cmterence what a Board of Education is? Half of . An exeitingfeacher inany subject is dernAnds that you take yOur -students one of my recent classes were not really one whb isLiurned on by his sport. Jack .into.real partnership, even if4In'elearlY sure we had 'one at all! How does the ,Frymier said a.lopg time agoAn miother .different roles and witti clearly dif):erent board relate to theprincipal's speeqh that We need teachers with "hot In responsibilities.If trainees are -liot decision-making process? What.sons of feelings abilut cold subjects.' partners in professional preparation.. things really influence voting patterns physical education thereis no substitute they will be dependent children athesX.-,on school issues within the community? for geitirig pleasure from. movement, and, at .worst, they will be shaped into\Within what limits can groups of :satisfaction from mastery, and excite-. members of that ugly.role. )concerned teachers act to influence ment from the struggle, educational policy? Answers to Meaningful participation means, ''N. Posonaluuld1117 Weinguriner. -The Soft , voice in planning, evliThation, and. oueStions like ,thOse, and hundreds kevahalan (Nes Delf,Publist: Co.. policy construction. TheSe dsemand more, must be in the survival kit of any 1971).. structure for student and- faculty new teacher prepared for dynamic 'A. Jersild. When Teachers Face Th4 useives cooperation, that goes-beyond the level professional membership. (New Teachers College Press. 196 it has to he, way to teach itis the only way. Unfortunately, administrators seem If you want children to become forevir searching for a 'substitute.I Sonic of you should be bedeviled by know programs where you can't play the question: -Where will I find muster creative. autonomous, expressive teachers with whom to put my students learners, then you must have-teachers with the children while in teaching with those qualities. And it follows as uniform and other programs in which,. so that theywill grow rather than shrink?- Any professional faculty that the night the day. that -you must active teacher participation is consid-- surround those teachers ctaing tbeir ered unprofessional at best. If you are hopes to produce fine elementary- hooked on movement, a real user specialists will have-to find a cadre of formative training years with teacher --(perhaps --we-should-say "pusher"), such- facilitating practitioners. -Where ed Ucators- who-have-those u6alities- too. they cannot be found, ttiey will have to . When students sec around them rules _like that are a constant source of professors whose real livcj; are lived- irritation. he produced. That means getting into the business of in-service training and elsewhere, in coaching, in thelaborato-- , If your, graduates are going to get educational change in the public schools ry, at home; when 'students see children high on sport and dance, they "professors who have little talent for must be hooked on movernenr them- &heavy burden tb &wry in addition to selves. The corollary 'of that fact for teacher preparation_ what they are doing; when Students see My suspicion is that more of you will professors who urge one teaching style both teacher edqcation programs and and use another; when they see profes- teacher educators is too obvious to miss_ have to get involved in such tasks than The_ meaning and joy of effort in will be able to avoid them. There really sors whogire not still growinginto-their movement must be held at the center of is.no choice. Either the master teachers powers by being students of teaching, and clinical schools are working in the end result is predictable. Some.of professional life. those students will become good A key factor, both in what the trainee concert with the training program, feels -about movement and in the sharing its values and reinforcing its -teachers, some will be poor,a-but the because pedagogical skills he develops, will be definitionf good teaching. or the majority will be indifferent direct experiences' with children. master teach ts,and clinical schools will indifference has been the salient message of their training experience. Throughout this convention people have be wprking\against the training We need the kind of teacher educator been talking about the need to expand program_ .1n, teacher training; tri be neutral is to he- hostile. The best who persistently asks the -question: school experiences for the trainee. The -What difference does it make that difficulty,.as many of you know, is that program in th6 'world can produce these trainees are here with ,me rather it is easier to talk about -more" but far trainees with thdesired behaviors and values -- but a y public school that than somewhele else?- and then really harder to decide about "more-of what?" worries.about.the answer! To achieve There is evidence that field experiences does not .share the same values can the reshape the trainee in a-feW days. that, many professors will require their can have a negatiye impact on own form of teacher renewal. Givenn growth of a teacher (some research All of the foregoing which I consider . indicates that this may be a -special to be sonie of the key eleMents- in encouragement and opportunity to focus upon -the fresh challenge of preparing problem in physicafeducation). Clearly shaping effective programs for training experiences r ere. ni i Ms towz--frd=--ctementary-spei; n, I e ma er,o te will respond with creative enthusiasin, y_our teachers demands more than a single final fact. If .you want a new breed of teacher, you will need a new but not all. Any faculty which doeso simple commitment to ereder suuarely faCe the fact. that so -Certainly, experiences with real breed of teacher educator. Teacher preparation programs are not professors rrtust be removed from children and real schools,must be piked contact with trainees is engagingreither earlier in the trainee's' program. The rationalized industries. There are real limits to the/system management in self-delusion or indifference. Your common pattern of four years of ambitious plans leave room forneither. preparation followed _by an eight-week approach -which conceives of the trainingsystemusasetof input. Where are we now? You are about to encounter with the real world is go home and the concept of elementary pedagogical madness. If the trainee is to throughput, output, and- feedba-ck components. The heart of a teacher physical education at the center, rather =hsve the time necessary to define than the peripheiy; of our profession preparation progrum lies not in the . himself as a teacher (even to.decide must keep its appointment in the arena whether dr not he wants to be a teacber), catalogue, the facility, or even in a set of carefully designed and integrated of educatiOn. There will be some rough he has to be' involved with the real stuff bumping with other concepts. Some will- right from the stint. trainiug'experiences. The heart lies in the day-to-day human_contacts within a assist you, some may deflect you in What the student encounters in his surprising and happy ways, and sonic field experiences matters a great deal. sociai group, many of which are can.stop you in your tracks_if you don't While it is iMportant for him to confront unplanned and which draw upon what, use your capacity to take evasive action:- . itis the participants are, rather than what the schools as they really are, M:..ny of us sense that it is late, very equally important to 'help him distin- they know. Just as our nonyerbal-signals guish between what is and what might tell others far more than our wordS.-sci it late, to start such an effort. Perhaps it already itsi one minute to midnight for be. If your trainees have to spend isthat the informal and personal elethents of a program tell trainees the physical education in the public'schools. significant amounts of time with Perhaps Are':are riding. those grim-- teachers who are dull or harsh,.then that most about what it is to he a teacher and 5econdary School progrumfi down a path experience Only will serve to reinforce ,a professional'. \ to destruction,-unable to jump off in . the 12 years of dull and repressiye =;Thepnly place to start.ts `with i eacher physical education many Of them bring educators who can dikwhaeyOu want the ti me. rainees to learn to do. that hardly is , The task is going toJle yours. yon to the training.program. The inevitable the poWers of yobr conclusion drawn from such field For years we have known that need ching by_example is not just the best rationality to-think it throu-gh tO use experiences is that dull apdharsh is how -

150 :- your knowledge-of the territory. You -Perhaps you have walked past midnight, Enelewood Chits. New Jersey: toward the'dawn, and.never realized it_ Prentice-Hall. 1972. will need all the strength of your StilesL. J. "Tencher Education Proerams, in courage to_try things which have not Instead, of 23:59, perhaps you have The Eli-cyclopedia of Educational been tried, and which may fail_ You will made it 00:01 a time of beginning. Research. 4th Edition, New York: Macmillan Co.. k969. need all the perspective of your humor Bibliography tst W.(ed.). The Second Handbook Research on Teach'er Educafion TraverR. to avoid the ;terrible trap of taking. of Reseurchon Teacniny. Chicago: yourSelves .too seriously. Humor, Gage, N. L.Tedeher Ejfi.ctiveneAN and Teacher Rand McNall;,, On press for Fall. Education. Palo Alto: Pacific Books. 1972i See parficularlv the chapters courage, and rationality add up to the_ 1972. human quality calledgra':e_ This 11111_7-Teaching titled -The Training of Teachm- and .0hr.-.NTonoeraph-X "Research on Teachin convention has drawn togethersmileof Teachers, June 1972. our profession's most graceful people. Smith. B. O.Rorarch on Teacher Education. Education.`'

151 .ALSO AVAILABLE FROM AAHPER

FOUNDATIONS AND PRACTICES IN CHILDREN L'EARN SPORTS PERCEPTUAL-MOTOR LEARNING: =Learning-programs-designed-to _provide_parents,_teachersand QUEST_E_ORAMERSTANDING. developing specialists with techniques- and suggestions for A multidisciplinary examination ofmajor conceptual view- rnbvement abilities in early childhbod. TWQ separatevolumes points of perceptual-motor behaviorand teaching methods. 1-3 and the other are availableone for use with ihfants, ages Includes descriptions ofaction programs,tests,resource organized in for, children, ages 3-5 years. The activities, materials and a professional preparation survey. systematically 'planned -sessions," are directed toward open

self-confidence _ learning situations in which children can gain CHI LDR EN'S DANCE through movement. By Liselott Diem, internationally recog- dance can be used in-the nized authority in the_ field (translated from theoriginal A book designed to show how lively, innovative ways_ Appropriatefor the volumes in German). classroomin classroom teacher aswellas the specialistin dance and physical activities. Covers such topics asdance as an expretsion ANNOTATED BIBLIOGRAPHY ON of feelings, folk and ethnic contributions,dancing ,for boys, MOVEMENT EDUCATION and composing dance. A collection of selected resourcessignificant to a deeper understanding of the many aspects and definitionsof move- PERSONALIZED LEARNING IN ment education. Designed to serve avariety 'of professional PHYSICAL EDUCATION student of needs-for the researcher, practitioner or any A new book for teachers andadministrators at all.!evels who classifi- -human movement. Listings, are organized under major are interested in thewhy and how of individualized instruction is sub-divided to cations of Theory and Practice. The latter and personalized learning in physicaleducatio::1. The emphasis cover basic rrioyement, dance-drama,gymnastics and sport: of Part One is on clarifying theconcePts of persLnalized learning, while Part Two offerspractical applications at the WHO CAN ... teacher-student level, both in the formouf specific delivery reconimendatiOns. Diverse tnoveinent tasks using'systems and general suggestions and Offers teries of developmental basic points of view are presented and readers areencouraged to ---probtenvsdiving-Method---(dialogue) fe-eternebtary_sc_teel, contrast-rcompare andselect-from-the-teuetrer-learner-options' children. Features some inexpensive simpleequipment. B. presented. LiSeldtt Diem (translated from theoriginal volume in Ger- man). WHAT EVERY.PERSON SHOULDKNOW ABOUT THENEWPHYSICACEDUCATION MOVEMENT ACTIVITiES An interpretative leafletfor distribution to parents, decision FOR PLACES AND SPACES makers and others in mailings, at meetings, games,demon- , Suggests methodg and activities inphysical education which strations and similar events. can contribute to eachchild's maximum development. The activities are-designed to encouragemotor Lkill development, ALL THE SELF THERE-IS- create situations in which children canmake choices in an A film .designed to interpiet -The NewPhysical Education.' to atmosphere of freedom, and allow children toparticipate in teachers, administrators and parents.Depicts new approaches enfiWale move,rnent expiriences whichhelp to develbp a in physical education and focbses on theimportance of sports desire for continued participadon in physicalactivities. and activity in developingself-eoncept and self-confidence- . _ highlighting lifetime learning gained\from_physical education. ANNOTATED BIBLIOGRAPHY ON EVERY CHILD A WINNER PERCEPTUAL-MOTOR DEVELOPMENT The PEP! Project's second film, designeditlnlist support fdr__ An up-to-date bibliography.withsections devoted to auditory educationinel,rmenti'ry\ schools. The perception and movement; body imageand movement; and , the new physical dramatic message is that every child-not justthe.athletically depth-distance perception and movement.A separate compila- gifted-can develop self-confidence andspontenei y through tion of tests, programs, material sources,assesment instru-- ments and films is included. creative programs. 'For pricas and order irtformition,Write: AAHPER Promotion Unit 1201 16th St., N.W. Washington, DC 20036,