PROGRAM Turn the Glasses Over Square Dance Swedish Senottiechs Waltz Fox Trot — ae oO ow American Singing Game Musics "Skip to my Lou! page 6 Miss Selma Petrich, Principal Cobb School Mr. John Hoar Cobb School » Ruby Allanfall «+ Mayme Brockway Russell Southworth ~ Physical Education Nettleton Schoole Virginia O'Neil - Katherine Roland = Menroe School ~- Rose Oxman Longfellow - Anna Young . Dorothy Avoy Florence Owens «+ Accompanists 6th Grade teacher lst Grade teacher Teacher 6th Grade teacher Physical Education teacher 6th Grade teacher 6th Grade teacher Physical Education teacher Assistant Supervisor of Physical Education in charge of Elementary Scheols CO-RECREATION IN THE ELEMENTARY SCHOOL General Objective of Education: A succession of experiences by which the learners grow in power and efficiency to participate in all the activities of a wholesome and satisfying life. ~- F, G. Bonser Specific Objective of Social Dancing: To develop socially well~adjusted boys and girls = ae By insuring the boy or girl an ease or poise in a social group. be By instilling desirable attitudes towards the learning and use of good mannerse Ce By developing wholesome boy and girl relationshipse Immediate Problem: To build up satisfying attitudes that are socially sound. Procedure: I have asked Mrs. Rose Oxman, the sixth grade teacher at the Monroe School, to give her techniques of presenting the programe "My interest in Physical Co-education grew out of a demonstration program I saw last year at the Endion Schools "Interest of the children was aroused by my account of some dances in which I had taken part in the class conducted by the women Physical Education teachers, one of which was the Kentucky Round Dancee We had been studying about the Kentucky Mountaineers, and when the children expressed a desire to learn one of their dances, I took this opportunity to introduce what was to become social dancing. "From this, we proceeded, with Miss Owens! help, to other dances: the "Four in a Boat," "Turn the Glasses Over," etce, where "choosing a partner" was not necessary, but wherein boys and girls participated. By this time, attitudes of courtesy and "fun for all" had been established to the point where children were considered ready for dances for which partners had to be chosen. The Schottische was the dance, and all the children willingly participated. "At about this point we felt that the children were ready to broaden their social experience, A party was planned for which they were to be hosts to about seventy children from a neighboring school. After a discussion of the elements of a successful party, they made a list of requisites for their own party: 1. Everyone must be courteous ee All must be good hosts 3e No one refuses to dance when asked 4. Make as many new friends as possible Se Don't be silly, etce "The experience proved very interesting and instructive. We could see that the children were headed in the direction we intended. Wholesome attitudes were being built up, particularly boy and girl attitudes, and children were gaining social experiences which would be of value to them later. : "Results could be felt outside the Physical Education period ~ an increased feeling of co-operation, respect for each ther, as well as themselves, courtesy, ease in relationships, especially between boy and girl, and greater poise among a group of strangerse" ~~ Mrs. Rose Oxman Realizing that the children were competent judges concerning the program we were trying out, we formulated a questionaire and compiled the answers for our future use. . The following are some of the questions and answers? 1. Did you have a good time at the party? Yes ~~ 58 boys, 45 girls No =. 5 boys, 11 girls (63 boys, 56 girls at the party) Reasons? Yes = 42 —- Like dancing 16 - Met new friends 28 - People polite and not silly 10 = All tod part 5 = Liked lunch - Did not like to dance - People too noisy ~- Children not good sports Neo -= woe 2e Would you like another party like the last one? Yes - 52 boys, 42 girls No .- 9 boys, 13 girls 3e What part of the party did you like best? 88 ~ Dancing 18 = Lunch 1 — Music 4, In what ways did this party help you? 91 + How to act at other parties 78 Met new friends 58 ~ Dance with others and not be bashful 12 + Learn new dances How to be good hosts oOo § 5e What changes do you think will make for a better party? 73 = Be more polite 43 ~ No refusing 47 - Be less noisy 9 = Become acquainted with others 7 - Learn more dances Line up for lunch QD t ~~ Miss Lillian Hanson Principal Monroe, Bryant, Park Point Schools Mrs. Hedwig Cosgrove, sixth grade teacher at the Endion School, submits the following suggestions for carrying on a co=recreation program and some of the outcomes: "After learning our dances sufficiently well and deciding on giving a party and asking a room from another school as our guests, the question arose, "How are we going to ask them?" When I explained how many invitations were given over the telephone but how impossible it would be to phone about thirty-five people and how much nicer written invitations were, the children became immensely interested and very enthusiastic about learning how to write one. They were also eager to know how to write acceptances and regretse "This is the first time that I have ever had such a wonderful response in teaching these three required things in our Six A Grade Course of Study. The boys have always acted so silly in doing this work, Not only did they learn the wording and spelling of written invitations, but it was a very good Penmanship lesson. When I told them that arm movement was absolutely necessary and that I would choose the five best ones to send to different guests everyone in the room tried his very best. "They were told in the beginning that this was absolutely their party, they were all hosts and hostesses, and each of them was responsible for the pleasure that their guests would have. They planned on a reception committee and decided what they were to do. An English period was devoted to writing a "Welcoming Address," and a "Closing Addresses" The best ones were chosen to be givene * "Courtesy lessons were given in another English period. This gave a chance to work on the material which our Citizenship Club has chosen for this semester. Some of the points that were stressed were how to ask a girl for a dance; escorting her to her seat after the dance, and thanking her; how it wasn't the thing to do to allow a girl to cross the floor unescorted, and,above all, to see that the guests were all enjoying themselves. Lessons were given on "introductions." "In planning the dance program, I was very surprised to see how well it was balanced. They decided on having an Announcer. "One of the best results of this project was the good effect it had on several "problem cases." I really feel that it was one of the very most worthwhile projects that I have had the pleasure to see throughe "Besides all the good lessons it afforded, I know that when my children go to Junior High School next fall they will know how to conduct themselves in a becoming manner and also will be able to enter in the fun that is afforded by their Twilight Dances. The bashful, quiet girls and boys will not have to miss all of this fun, You would be surprised to see what these lessons have done for them." w- Mrs. Cosgrove Many rooms had these parties inviting a room from another school, and the groups met not with competition as a basis, but, rather, cooperation. These parties were no hiteand-miss affairs. The whole plan revolved around the idea "one must give our guests a good time." From the time the invitations went out, the cookies made (in school), the program planned and carried cut, and the last guest bade farewell, the whole thought was ~ "consideration for otherse" Here, certainly, is a great opportunity to build attitudes which are socially sounde We must ever keep before us the objectives of such a program. Years ago we taught dancing to teach dancing = our emphasis now is not on the accumulation of a series of steps but rather on what goes on within the child's mental and emotional processes. Dancing, social dancing, makes a very fine channel through which the skilled teacher can direct all sorts of attitudes and habits necessary for a wholesome livinge There are fifteen schools in Duluth where the sixth grade boys and girls have been introduced to such a program. Of course, some schools are more successful than others, but in not one school could one say that the plan did not works The man Physical Education teacher can be a great help, or hinderance, to a dance program - depending on his attitude. The man who mixes in and helps direct or even takes charge himself can make a great contributione We are fortunate in Duluth in having principals and a large group of teachers who are character education minded so that the introduction of any progran that had for its objective the development of socially well adjusted boys and girls was a simple matter, "] have long since felt that a Physical Education progran furnishes a rich field for the development of character. Many of our Children do not have the opportunity of learning those fine courtesy traits essential for wholesome living. We long since, in the lower grades, have taught the folk dances of other nations, but we have failed in providing a similar activity program for the upper grade boys and girls, who need it far more in their relationships with each othere "We have neglected our own American folk dances which correlate well with our early American History. We have found this year in teaching the early American dances, th: t unwholesone barriers between boys and girls are gradually being broken down, Certain behavior problems have teen solved, the causes of unsocial attitude are being detected, which gives us an opportunity to develop a code for wholesome living." ~~ Floy Kensinger Principal Nettleton, Chester Park Schools We have found that the best introduction to such a program is through the medium of American Singing Games, Because of their rollicking nature and their native appeal, we have found that those games found in "Skip to My Lou" published by Girl Scouts, Ince, 14 West 49th Street, New York City, priced at 10¢, fulfill the needs of such a programe We have proceeded with our Social Dancing Program with the following materials 1. “Turn the Glasses Over" ~ is a good game to use to open a progrem of social dancing. In this dance there is an odd boy and everyone must grab a partner at the end of the music or be left oute The music to this game is so catchy and the words so nonsensical that it is learned in @ very short period. : ee "Four in a Boat" — has usually been the next step. In this game boys and girls have to choose partners and it must be done in such a hurry that they have their partners before they realize it has happened. 36 “Sandy Sand! — introduces the Grand Right and Left, where partners are mixed up and a different one found each time, 4. The "Kentucky Round Dance." 5e The Square Dance ~ the children in Duluth have had a great deal of fun cut of the old fashioned square dance. It is a good form of dancing to be used early in the Socinl program because there are no definite "steps" to be learned. They really are only drills. Children quickly develop into "callers," 6 The Schottische has an unusual appeal since it is danced in sO many nations. During the first semester the women in the department of Physical Education in Duluth conducted a dance group every Monday nighte — Anyone who was interested was invited to attend. Some evenings there were as Many as seventy in attendance, The group decided on the type of dancing it would like and teachers were found, A native of Sweden taught the Schottische which you will see demonstrated today. In some schools the children have learned the Swedish words and sing as they dance. In one part of the Schottische we introduced the closed position for ballroon dancing and our greatest hurdle has been madee 7. ‘The Waltz ae Clapping to get accent be Walking in place accenting first beat Ce Join hands, walk toward the center of the circle the first measure and out the second. This exercise gives the children e very definite feeling of the waltz pattern because in order to recover their balance to start back their feet must be together on the third counte d. Circle moving counter clockwise, girls moving backward, boys forward. They use such helps as?! a "Step - step - together" ¢ ¥ "One = two « together" . ¥ "Open = open ~ close! ’. o ¥ 6» Standing in two lines along back of room, join both hands with partner, girl going backward, boy forward with waltz stepe ©oo 600 Oo 0b ZOv8 SEK EERE Gls f. As soon as individual couples have nastered the waltz step, we tell them they are ready to use the closed position they used in the Schottische, ge Few couples waltz and rest of class appraise them on: ls Position Le Rhythn 3e Waltz Step he Children realize that just going in the same direction all the time is uninteresting, so we learn to turn by using the "Waltz Square." , 8. The Rye Waltz Ye The Fox Trot - can very easily be taught with the background already built upe The one used today is in this bulletins Obstacles that might have to be overcome’ Individuals who, because of a feeling of inferiority, are too bashful « we have found success in telling these people we "expect" them to take part like all the others, Often a boy who has raised the most objections has become our best leader, They tell us they are bashful because they "don't know howe!" I believe we adults have been in a great measure responsible for the self-conscious boys It is our experience that boys who are bashful are only too thankful to be released from such an emotional handicape In discussing it with then afterwards, I have asked groups of boys if we did wrong in asking then to dance when they were bashful, and they have all said "no" » that the reason they didn't want to dance was because they didn't know how and now that they could dance they liked ite I have included in this paper some of the material used todaye The music for the Swedish Schottische was arranged by Mr. Axel Wexel of Duluth and Miss Myrtle Larson of Duluth, so there is no question of copyright. Miss Marigold Mattson, third grade teacher, planned the Fox Trot routine. The demonstration which you have witnessed this afternoon represents the culmination of the program described in the preceeding pagese We hope the children have shown you the outcomes of our Social Dancing Program. These boys and girls were selected by their classmates = not for their dancing ability, but rather for their outstanding traits of characters The selection followed after much discussion on the attributes of a good citizene The test of our program today is not — are the children good dancers, but — how do they react in a groupe They have net only twice as a groupe We believe that our objectives have been realized in the following outcomes: 1. The boys and girls are at ease in a group 2e They use good manners 3e The boys and girls enjoy each other's company ~ Florence Owens Figure 1 Figure 2 - Figure 3 QUADRILLE SQUARE DANCE -~ Arrangement, Mayme Brockway First fours Right and left Balance four Ladies chain Half pronenade Allemande left, right hand to partner and grand right and left. Swing partner to place Side fours Repeat sane First lady swing with right hand gent, right hand around, swing partner, left hand around, lady in the center and seven hands arounde Lady swing out and gent swing in; all join hands and circle again Allenande left, right hand to partner and grand right and left, meet partner with double swing. Repeat same with each lady in turn. First couple lead to the right, four hands arounde Lead to the next, six hands around. Lead to the next, eight hands around. Circle to left - - Allemande left. Right hand to partner and grand right and left - meet partners, promenade to seatse ptecc cme FOX TROT ROUTINE 1. Closed Position 4 Walking Steps 2 Two Steps Repeat 2. Open Position - 4 Walking Steps Closed Position - 2 Two steps Open Position - 4 Walking Steps Closed Position Slides and Hold t ea 4 wo 3-e Open Position Walking Steps " " - 2 Two Steps i Ht - 1 Twinkle Step 4. Open Position 2 Walking Steps Closed Position - Step, Step (Turning) Repeat 3 times. SWEDISH SCHOTTISCHE DEMONSTRATION PROGRAM Thursday, March 31 3:45 p.m. A departure from customary procedure relative to demonstrations has been attempted this year. Instead of the usual method of presenting a very large number of people doing a great variety of activities in one larze exhibition, smaller groups are attempting to demonstrate types of activities and technigues of teaching that might be helpful to teachers of physical education. The program which is to be given at this time is an attempt to show some of the activities that are representative of pres~ ent day trends in the physical education fields. The committee hopes that the delegates may find something worth-while and helpful in the program. lst Number 3345 A demonstration of Rhythms for Primary Grades - presented by the Kindergarten and Primary department of the Summit School, St. Paul, Minnesota under the direction of ----~-~------~- += ------— MISS MURIEL LEE In order that these children may be less self-conscious and hence more natural it is requested that there be no applause until their prozram has been completed. The dances have been selected from a large group worked out by the children during their regular rhythm periods. The children have been taught to listen to the music, and then express what they have heard. They have not been shown or given suggesticns by the teacher. In work- ing out story dances and simple folk formations, the ideas, suggestions and organizations have come from the children, Group I i» Bun, Walk, etc. Kindergarten 2. Russian lst. grade 3. Phrasing end. grade Group II 4. Waltz Kindergarten 5. Waltz lst. grade 6. Waltz end. grade Group III Story Dances 1. Deck Kindergarten 8. Windmill lst. grade 9. Wood cutters end. grade Group IV 10. Minuet Kindergarten ll. Minuet Ist, grade 12. Minuet end. grade Group V 13, Folk Dance (Swedish) Kindergarten 14. Folk Dance lst grade 15. Folk Dance end grade Group VI 16. Folk Dance 3rd. grade 17. Seed unfolding 3rd. grade 18. Music Box end. grade end Number 4305 Demonstration of Social Dancing in the Elementary Schools ~ presented by Sixth Grade Boys and Girls from Nettleton, Longfellow, — and Monroe Schools of Duluth, Minnesota, under the direction Of ann nna ee nn ep eee ee ee eee cnn nae MISS FLORENCE OWENS Miss Selma Petrich, Piano Mr. John Hoar, Violin For details of this nugjber consult the special program. 3rd Number 4325 4 demonstration of Volleyball as a school-wide coeducational activity - presented by the Public Schools of New Ulm, Minnesota, under the direction of -e----------- ne rn rrr er MR. TOM PFAENDER All boys and girls in the New Ulm Schools from the seventh through the twelfth grades play volleyball in their physical education classes one hour each week for six weeks. Four regularly organized teams play each hour from 8:00 a.m. until 4:00 p.m. on these "play days". The term in which "play days" are scheduled is preceeded by a term in which volleyball skills, such as serving, smashing, "spiking", and "spotting" are among the physical education class "aims" or work assignments, One two hour period for boys and one two hour period for girls is scheduled each week for pupils especially interested in volleyball. Coeducational volleyball is popular during the noon recreation hour in the gymnasium. —3- Volleyball is a boy's game, a girl's game, a man's game, a woman's game, and a coeducational game. It is splendid exercise and grand recreation. It merits careful teaching and large scale use in physical education and recreation programs. The New Ulm group's demonstration will incluce practice in ball handling skills, smashing, spiking, a boy's game, a girl's game and a coeducational game. Uth Number Ys 4s Progression and Methods in Tumbling presented by gymnastic teams of Worth Hiei School under the direction of «---s<1s-r---= MR. LEWIS BURNETT University of Minnesota under the direction of ----------- MR. RALPH PIPER A. Teaching of Front work - Mr. Burnett B. Teaching of Back work - Mr. Piper C. Progression in Tumbling Stunts demonstrated by members of North and West High School and the University of Minnesota gymnastic teams. 5th Number 5:05 A demonstration of teaching the Modern Dance by students from the physical education classes of the University of Minnesota under the direction Of #---- 8-8 pH rt rt re ee Te MARY V. GARDNER A quick survey of the work from beginning exercises and techniques through studies and composition. Beginning work mee Regular Class Advanced work ~~ Orchesis Summary of Three Hundred and Highty-Nine Responses to Four Hundred and Seventy-Seven Questionnaires Mailed in May 1937 in the University of Minnesota Study of Physical Education Facilities and Equipment of the Accredited Public Secondary Schools of Minnesota 1. Number of Returns from Schools Classified According to Type of Organ- ization and Secondary School Enrollment as Indicated by Respondents. Type of Organization Secondary School Enrollment SO Si 101 OL Gol S01 Tei 4008 tees to. and to to to to to to to to and Total less 100 200 350 500 750 1000 1150 1500 more Junior-Senior High School Ss £62 28 3S St 44 7 4 3 126 Four-year High School 16 38 26 8 . 2 2 4 97 Junior High School 1 1 2 Senior High School 1 1 4 1 1 3 as Six-year Undivided High School 4 @& @ is i 149 High School Department 2 2 4 Total oe 96 137 SY 28 26 1h 5 oe 4&0 389 2. In 75.5 per cent of the schools the elementary and secondary school pupils are housed in the same building. In 74.8 per cent of the schools the ele- mentary and secondary school pupils use the same outdoor physical education facilities. In 69.7 per cent of the schools the elementary and secondary school pupils use the same gymnasium. 3. Average Noon Hour Attendance Attendance Number of Schools 25 or less 28 26 to 125 209 136 to 975 ~ 80 276 to 500 14 501 and more 14 4, Supervision at Playgrounds or Indoor Physical Education Facilities Time Percentage of 389 Schools After school ae Noon hours 45 Saturday 6 Summers 8 De = Number of Schools According to Secontary School Enrollment with Acreage of Outdoor Space at School for all Physical Education Activities - 329 Schools Reported Secondary School Acres Enrollment Less 2 ae Tab £0ad Than to to to and Total 2 s) 7 10 more 5O and less 2 14 i L? Si te 100 28 43 4 3 a 79 LOL to 300 41 59 v 8 3 118 Boi te S00 16 ol 4 7 4 52 oo. to S00 7 9g 8 2 26 SUL 46. 450 6 5 1 i 13 7ok to. 1000 4 3 i: Z 1 10 1004. to 1250 . 2 1 2 4 boo. to 1500 i 1 1501 and more 6 2 i 9 Total 113 io7 a? 20 Le ono 56 LO. Gymnasium facilities and equipment needs: Mats + 84; gymnasium — 79; lockers - 48; showers ~ 48; horizontal bar - 37; parallel bars - 37; more space - 31; horses - 35; locker room - 28; climbing ropes - 225; etc. Athletic field needs; field - 34; track - 17; tennis courts - 15; etc. Playground needs: playground —- 65; playground equipment - 16; etc. Frequency of inspection of physical education equipment and apparatus: irregularly - 22; annually - 60; semi-annually - 31; more frequently than semi-annually - 96. The shewer baths, locker rooms, and gymnasium are on the same floor and adjacent to each other in 181 of the 335 schools with complete responsese Is there a physical education room for use of men and boys only? Yes — 301, Wo - 64 Is there a physical education room for use of women and girls only? Yes - 281, No - 84 Is the same locker room used by boys ani girls? Yes = 20, No -298 Are lockers or lockers and baskets provided for ce physical education? Yea « 211, No = 9% Are lockers or lockers and baskets provided for athletic squads only? Yes - 109, No —14¢4 Do boys! athletic teams have a separate locker room? Yes - 65, WNo -277 Do you need padlocks? Yes - 134 Methods of locking boys' lockers: Miscellaneous pupils! padlocks - 143; combination school-owned padlocks - 109; permanent door locks - 46; school-owned key pedlocks - 36. sola 11. Square feet of locker space per pupil in largest boys' physical educa- | tion Glasses 1 to 5 - 36, 6 to 15 = lle, 16 to BO = 87, Sl or more + 24. 12. The basket system is used in 89 schools. 13. Box lockers are used in 50 schools. 14. Locker and basket needs: lockers - 132, baskets - 54, lockers and baskets ~ 69. 15. Shower baths are available for boys in 339 of 361 schools reporting, and for girls in 312 of 361 schools reporting. 16. Shower Bath-Pupil Ratio in Largest Boys! Physical Yducation Class Shower Baths per Pupils Number’ of Schools One for less than 3 23 One for 3 to 5 49 One for Gc to 8 64 One for 9 to 12 46 One for 13 or more 98 17. Type of boys! showers: central or gang control - 25, individual control - eve, both gang and individual control - 43. 18. Towel systems were reported by 344 schools as follows: Furnished free to each pupil -6% Towel fee is required - 2% Pupil supplies his own -92 % 19. Method of Laundering Towels and Physical Education Uniforms Exclusive of Interscholastic Uniforms Method of Laundering Towels Uniforms Number Per Cent Number Per Cent Delegate responsibility to student 194 84 162 735 Commercial laundry charges paid by student l2 5 " 2 Commercial Laundry charges paid by school 14 6 47 el School Laundry ae 5 D a 20. Soap is furnished for shower baths by 217 schools, by the pupils in 144 schools. 21. Kind of soap in shower rooms: Cake - 183, liquid - 53, liquid and cake — 39, powder —- 3, powder and cake - 2. oe oe Qe ob6 24. 20 « Bre 28. 29.6 30. 3l. 326 bd- 34. 3D 6 36-6 376 py Number of school gymnasiums: none - 54 (15%), one - 250 (71%), two - 45 (13%), three or more - 2 (1%). Gymnasiums were to be available on September 1, 1937 in 15 of the schools which reported none in May 1937. The boys and girls have separate gymnasiums in 38 of the 357 schools which furnished the information. Armories or other non-school properties are used by 75 schools for indoor athletic contests exclusive of tournements. Gymnasiums are located in the wing of the main building and on the ground floor —- 203, in a separate building - 36, on the top floor of the main building - 8, and elsewhere - 80. Type of gymnasium: auditorium-gymnasium - 137, separate unit for games and spectators - 73, combination gymnasium and assembly hall on same floor - 50, stage-gymnasium — 46. Gymnasium seating capacity; 350 or less ~ 123, 351 to 1000 - 143, over 1000 - 30. Gymnasium floor markings: basketball - 333, volleyball - 232, indoor baseball ~ 116, shuffleboard - 58, badminton - 37, deck tennis - 36, hand- ball - 16, other - 19. A separate room is provided for health examinations in 69 schools; a room is provided for orthopedic activities in 8 schools. Does the men's physical education office permit a view of the gymnasium floor? Yes -— 36, No -— 237 of the locker room? Yes - 73, No - 194 Building facilities other than the gymnasium used for physical education activities: class rooms - 84 (35%), lunchroom or cafeteria - 39 (16%), auditorium - 26 (11%), assembly room - 23 (10%), other - 70 (29%). The gymnasium is available for community use in 302 (92%) of the 328 schools which furnished the information. Adult groups may use the gymnasium fecilities without charge - 130, by paying a flat rental fee - 94, by paying for lights only - 66, and by some other arrangement - 9. Percentage of 389 schools which reported certain kinds of available equip- ment and apparatus: basketball baskets - 91, piano - 65, mats (24 sq. ft. or less) - 45, phonograph - 41, climbing ropes - 27, mats (25-50 sq. ft.) - 26, parallel bars - 2d. Methods of cleaning mats: soap and water - 80, vacuum - 74, mat covers - 71, paint - 2. Nineteen schools had facilities for indoor handball; none had indoor squash courts. 38. 39. 40. 41. 42. 43. 44, 45. 47. lien Are the school playground and athletic field on separate sites? Yes = 212, No - 152 Acreage of Playgrounds at School and of Athletic Fields Which Are on Seperate Sites Playgrounds Athletic Fields Less than 2 - 129 5 or less - 197 eo to © - 114 6.1 t6 10 + 2 Sea t6 7 - 6 ADs te 16 = 8G Tak 66 10 ~ 4 15.1 or more - 7 iG.i: te 42 + 1 If the playground and athletic field are not on separate sites, are separate areas reserved for playground and athletic use? Yes - 94, No - 94 Acreage Reserved for Playgrounds and Athletic Fields Which Are On The Same Sites . Playgrounds Athletic Fields Less than 2 - 38 5 or less = 72 S te — 43 5.14 te 10 + 8 5.1 or more -— 4 10.1 or more - 2 the nearest playground exclusive of the athletic field? If no playground is provided at the school site, what is the distance to less than 1/8 mile - 11, 1/8 to 1/4 mile - 16, more than 1/4 mile and less than 1/2 mile - 4, 1/2 to 1 mile - 14, more than 1 mile - 0. Is the athletic field lighted for night use? Yes - 51 (154) No - 301 (85%) Thirteen schools anticipated lighted athletic fields by September 1, 1937. Only one school of those with enrollments of 100 or less has a lighted field. Is the playground lighted for night use? Yes -— 23 (6%) No - 339 (94%) Drainage of athletic fields by tiling, sloping, or tiling and sloping is made on 45% of 341 school athletic fields, and on 44% of 345 school play- srounds. Seating Capacity and Seating Arrangements et Athletic Fields Seating Capacity Number of Schools Seating Arrangements Number of Schools None 197 None 218 1-250 41 Permanent bleachers 55 251-500 33 Portable bleachers 54 501-1500 Qo Permanent and port- 1501~—3000 12 able bleachers 7 Over 3000 iA Total 319 554 «hw 48. Track Facilities: Total oval tracks ......e.0.6- beekeeu ceeds 78 Oval cinder tracks ..... ebeeess 005000 400 0F 440 yard oval tracks ..... ere et ere re 41 Oval tracks with 220 yard straightaways.. 29 Straightaways end no oval tracks ........ 28 49. Number and Percentage of 281 Schools Which Have One or More Areas for Different Activities Activity Areas Number of Schools Per Cent Archery ranges oo 10 Baseball diamonds 209 74 | Softball fields 206 74 Football fields 209 74 Hockey rinks 58 21 Horseshoe courts 61 22 Tennis courts 99 35 Tracks 84 30 Volleyball courts Te 26 50. The percentage of 373 schools which indicated provision for one or more of various types of playground equipment and facilities are as follows; nigh jump standards - 55, swings - 53, teeter-totters - 51, basketball baskets - 45, baseball backstops - 35, volleyball standards - 34, slides - 32, giant strides - 32. Carl L. Nordly Department of Physical Education and Athletics University of Minnesota A Study of Certain Bases for Selecting Content of Professional Courses in Physical Education The scientific selection of materials to be included in professional courses in physical education is a problem that is confronting the many teacher-training institutions today. Obviously, there are many bases that may be used in selecting the content of these courses. It was the purpose of this study to investigate two of these bases, namely: the time spent by teachers in the field in performance of administrative and teaching duties; and the subjective opinion of these same teachers: as to the importance of professional training in the duties involved, These two bases would appear to be most worthy of consideration as aids in the matter of sclecting the content of the professional courses in physical education. Training should be directly related to the duties the teacher-to-be will be called upon to perform when he gets out into the field. Furthermore, no one would appear to be in a better position than the teachers in the field to judee as to the relative importance of professional training in the activities he is called upon daily to perform, The question as to their worth as bases for evalu- ating the content of the professional oourese has never been really established however, and as stated above it was the purpose of this investigation to study them through scien- tific procedure. The first step in this investigation involved the construction of a check list of seventy activities, relative to the administrative and teaching duties of physical educa- tion teachers. This check list was sent to two hundred fifty high school men physical education teachers. They were asked to check: Le The activities snecuting to the amount of tine they spent (none, little, considerable, great amount) in performing their duties as physical education tea- chers. 2. The activities according to their importance (none, little, considerable, great) in professional training. 3, The activities in which they had received their college training. A total of one hunarea questionnaires was returned | and master sheets were developed to compile the data. These totals were expressed in terms of percentages of those re- porting as to (1) time spent an the activity, (2) importance of professional training in the activity, and (3) those having college training in the activities. Tables were then constructéd to indicate the following: 1, Time spent in performing administrative duties. 2. Opinion as to importance of professional training in the activities. Se 4e De Ge Time spent in the performance of teaching duties. Opinion as to importance of professional training in teaching duties. The ranking of the administrative activivies as the result of comsidering the time spent in their per- formance and the subjective opinion of those reporting as to the importance of professional training in the Same. The renking of the teaching activities as a rfsult of considering the time spent in their performance and the subjective opinion of those reporting as to the importance of professional training in the same. -In the eonstruction of these tables, consideration was given only to the tabulations where the teacher had checked’ in the considorable or great colvun. It was de- cided that for purposes of this study the teacher should made an evaluation in terms of none, little, considerable, or ereat, but that rankings would be based entirely upon the ehecks recorded in the eonsiderable and great columns. Correlations were made for purposes of determining, through statistical procedure, the relationship existing between: ‘hs Time spent in performance of administrative acti- vities and subjective opinion as to importance of professional training in the same. Re Se 4 Be 6 Time spent in administrative activities and the item of previous college training in the activities. Opinion as to importance of professional training in the activities and the experience of college training in the same. | Time spent in teaching activities and the experience of college training in the same. Time spent in teaching activities and opinion as to importance of professional training in the same. Opinion as to importance of professional training in teacher's activities and previous experience of college training in the same, The final ranking of the activities as a result of using time spent and opinion as to importance of pro- fessional training as bases are listed in the following tables.