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constantly learning new stunts and moves at a very fast rate of speed. The slow
boy never gets to feel the thrill of success while competing with these gifted
boys, and so will never get anything interesting out of tumbling. In order to get
any interest in the class at all, the stunts must be held to the ocdhen ZrOup e
There is no chance for the inghructor under these methods to do any remedial work
for these slower boys unless he disrupts the entire class.

The objectives in teaching stunts lave been too far apart, and they should
follow naturally vy developing lead-ups to the main objectivee McClow says, and
I have also observed, that there are about fiftecn distinet stunts and some of
these fifteen could really be grouped together, making probably ten or twelve
groupse It takes a long period of practice for a boy to reach each of the objec-
tives. Unless there are definite in-between stcps, he is likely to become dise
couraged. If I am unable to present a more scientific method than either of the
two methods described above, your time has beon wastod, and nothing nat been
s.ccomplished by this discussione

The LaPort committec has listed stunts as a very fundamental part of the
national physical education program, but they have failed to break the group into
‘ts component partse The whole trend in physical education is toward individua-
1ized instructions Atithe present time, the individual at the on represented
by members of varsity teams, is given individualized instruction. Likewise the
eroup at the bottom, represented by the modified and remedial srovps are given
indiwidval instruction, but the normal boy takes his in a mass, a never
treated as an individual. The method to be presented will attempt to give individ -
ual instruction to all grow2se Tumbling stunts were used in this study because
they are individual activities and lend themselves easily to a progressive arrange-
mente The procedure used in this study is the same as is used to standardize
academic testse Having aceumu.ated a large number of stunts I proceeded to elimi-
nate practically all combinations; all stunts that required apparatus; and all
stunts that once perfected would eliminate, to a large cxtent, the use of mats.
This elimination left only the fifteen fundamental stunts and those other stunts
that, in my opinion,are very necessary to lead up to the fundencntalse

For the first two years of this study, twenty-five stunts were usede These
stunts were outlined on a mineographed sheet with two columns, one for November
cnd one for Marche Eaqch boy in the class was given one of these sheets. During

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