Federal Security Agency
U. S. OFFICE OF EDUCATION

Washington

ADJUSTMENT OF THE COLLEGE CURRICULUM
TO WARTIME CONDITIONS AND NEEDS

REPORT NO. 17.--PHYSICAL EDUCATION FOR MEN
PART |. FUNCTION, EXAMINATION, AND REHABILITATION.

This report is one of a series of reports that are designed to be of assistance to
teachers in colleges and universities. It has been prepared by a committee appointed by
the College Physical Education Association and consisting of:

Glenn W. Howard, Associate Professor of Physical Education, The Ohio State
University, Chairman ;

Willard P. Ashbrook, Professor of Physical Education, The Ohio State University

Whitelaw R. Morrison, Professor of Hygiene and Physical Education, Director of
the Men's Gymnasium, Oberlin College

Delbert Oberteuffer, Professor of Physical Education, The Ohio State University

In publishing the report the U. S. Office of Education does not assume responsibility
for the statements contained therein; such responsibility rests with the Committee named
above.

This report is being issued in two parts.
The Function of Physical Education in Wartime

Departments of physical and health education in American colleges have two broad and
important functions to discharge as a part of the war effort of the institution. They must,
where such professional curricula exist, prepare young men for military and naval duty as
physical education instructors. The various branches of the service have, in this war, made
unprecedented demands for such professionally trained college men, and the colleges should
continue to supply the demand. From accredited professional physical education departments
the Navy, the Army, and the Coast Guard are drawing hundreds of physical eduéation teachers
and athletic coaches. The supply of these men should be maintained.

The principal task, however, to which American colleges must rise is to provide an
appropriate physical education and health education to the rank and file of men students
on the campus. During wartime this experience, this sort of development, must be intensified
and broadened. For men, particularly, colleges must offer the kind of physical education
experience which will best prepare them for the rigors of military life. Also for men whose
military careers are not imminent, the kind and amount of physical education activity needs
to be geared to the social and organic needs of both war and peace. For it is not only for
war that this Nation is preparing. Indeed if it were for war alone our efforts might well
be directed only at the process of preparing men for military service. But the evidence of
recent months points to a greater scope of this preparedness, a broader and deeper purpose.