A TENTATIVE CONDENSATION OF STANDARDS IN ATHLETICS FOR GIRLS AND WOMEN, a This is a statement of a point of view regarding the nature end conduct of athletics for girls and women, It represents the position of the National Section on Women's Athletics of the American Association of Health, Physical Education and Recreations A standard is an authoritative rule or model constructed as a guide to actions Standards serve as a basis for program making, as a means for motiva~ tion and stimulation of activities and as a method of appraisal, To be effective in guiding action standards must be sufficiently general to operate in many situations and sufficiently specific to indicate a course of action in any given situation. Any statement of stendards concerning women in athletics must be presented both in terms of the development of the individual who participates and in terms of the leader of the program. One of the first points to keep in mind is that the participant is concerned primarily with herself, that is, with what she is to gain fom athletic participation, The ‘iong view of the situa tion must belong to the leader, Leadership in athletics is a common responsinility of all persons who exercise any type of control over the way an activiy is carried on, It begins with the administrator who hoids ultimate power, It falls directly upon the teacher or coach who actually conducts the activity and extends to the most temporary leader who directs his side or captains his toam ina contest. Therefore, the following statements must also be inter- preted continuously in terms of the participant and the leader, THE STATEMENT OF STANDARDS PURPOS E The one purpose of athletics for girls and women is the good of those who playe STANDARDS The program of athletic activities for girls and women should be based upon a profound knowledge of the individual and the environment in which she lives, The progran should bo based upon the individual differences of the participant, such as: age, physique, intorests, abilities, experionee, health, and stage of physiological, anotional ond social maturity. Athletic activitics should be choson and developed on the basis of scientific ovidenes ond from theso three aspocts: ae Analysis of activitics from simplo to complox, be The classification of individuals in ability from novice to oxperte ce In terms of present and future usc, The program should provide for a continuous challonge to tho ingenuity, orgonizing powors and powers of appraisal of every player so that oach may lead according to her mcrit and skill in loading and may follow according to her willingness ond ability to adapt herself to othors and to a common onde mere ‘Participation in athletic activities should depend upon a thorough understanding of the health status of the participant. Special restrictions upon participation, such as participation during the menstrual period should be determined by individual differences, In the absence of final evidence conservative prox cedure should be the ruloe The program of athletic activities should be based upon the relating factors of the onvironmont in which tho participant plays, such ass physical sotting ond facilitics in the community and tho or gonizotion responsible for the program, Each community should bo studiod to usc, to improve and to increase oll availablo space and facilitics for wholesome plays The program should be carefully adapted to specific local con» ditions and built in torms of local nocds, Tho onvironment for play should bo planned, supervised and controlled by the best stondards of health and safotys The clomont of competition prosont in all organized group play should bo mado to function as an important fundamental constructive factors Tho program should offcr opportunity for canpetition to all according to the ability of the individual. Compctition should be wido in rongo rathor thm cnctorod in one activitye Competition should be adapted to tho needs ond interests of the participonts in every rospect. For competition, those types of organization should be. selected which will yield the groatost number of dosirablo outcomose Compctont women officials should be used for athletic com» potitione Official rules cither developed or authorizod by the National Section on Women's Athletics should be usode The athletic program should progressively cducatc the particis pant away from the nocd for ortificial incontives ond tangible awards, Good publicity should devclop a sound public attitude concerning the program, its standards, aims and outcomos, and the importance of the welfare of the playorse LATE RESEARCHES IN BASKETBALL by - Dre Forrest C. Allen, ~~" Director of Physical Education, Varsity Basketball Coach, University of Kansas, Lawrence, Kansase (Presented to the Men's Athletic Section of the American Association for Health, Physical Education and Recreation at their national meeting in San Francisco, California, April 3-6, 1939.) For years the generally accepted method of choosing a team has been upon the judgment of the coach, reinforced by the performance of stellar players who were outstanding in scoring field goals on the offense and by superior guards smothering the scoring oppositione Many times a coach removes a player from the game merely on the coach's own judgment. By the same token other players do not get an opportunity to play because this particular individual did not attract the coach's attention. Baseball has had its batting and fielding averages computed for years, thereby making it easy to weigh the ability of the dominant players in this sport. Using the same procedure in basketball, it is the opinion of the speaker -that.g relative rating of basketball players can be hade We call this the "batting and fielding averages" because this terminology elicits the interest of these competing players on account of their previous experiences in baseball. Most every able-bodied boy in America has played either hard ball or soft ball. ~Lthink this is also true in basketball. The problem was to link up the inter- est of these boys and get thom to enter into a scheme that indicated their prowesses definitely in basketball as has been done in baseballe The development of a list of offensive clements was the first stcpe With that idea in mind a list of offensive clements was made and cach activity or play was woighed subjectively. Tho woight of the item was carcfully considere ed ag it related to an important part of fforsive tactics and also insofar as it doiteibutod to the cxocution of soud fundcmontals ond to winning successe Of course, the objective was to stimuiato the Icarncr to make as fow mistakes as possible. Experience has shown that it is the repetition of mistakes that dee feats a player or a teame Tho same mistake made too many times always proves disastrous e Under the heading, "The Kansas Basketball Evaluation Study", is shown the positive items as opposed to the negative itomse Every play of importance, both in the pesitive and the negative offensive study, has been weighed in evaluation points. The old kindergarten theory of a good reward for a good deed and a poor reward for a bad deed has been carricd oute In the above offensive study the data were collected by former varsity players well versed in the meaning of these evaluation points, by mature majors in the Department of Physical Education, and by some other woll qualified student assistants. Twolve mon students wore used in the collection of facts, six for woe each teame The men worked in pairs, one acting as a recorder and the othor as an observer. One pair made a record of 211 the passes and catches, one pair made a spot record of 211 the shots taken by players' numbers, and the other pair ree cerded the remaining material, Data were collected during al1 the home games on both the Kansas team and the visiting teams. The technique used in the collection of these data is the same as deseribed in the first evaluation study, It will be observed that in the first year only the offensive evaluation chart was used. In the socond year of the study, 1938-'39, the evaluation tech= nique was extended to inelude a defensive rating systen for both the team and the individual playors. A new term, "defensive efficiency", is used in the defensive rating which is canparable to the first study on the offonsive rating. You will please note that in Table III the term "defensive efficiency" is the result of the formula: , total positive defensive evalumtion points sum of positive and negative defensive points We now have a form of study which incorporates the offonsive and the defensive rating comparable to the batting and fielding averages in bascballe It is the convistion of the speaker that research of this type is worth while. The accuracy of this study depends upon the efficioncy of the recorderse As stated heretofore, the selections were carefully made and the same individuals performed their tasks in all games. Thorefore, there is evory reason to belicve that the results were very nearly correct, The groat benefit accruing to a coach from this type ef study is that the mistakes made during the game are pointed out, thus causing the players to be more conscious of them. This chart will omable the coach to link up the practice poriod value of executing proper fundamentals with matched game or competitive situations. For instance, we teach our players before receiving the ball whon going down the court never to got closer to the sidelino than 8 fcet because should that player fumble the ball when very noar the sideline it will go out of bounds and the player will lose evaluations points; whereas the same bell throw to him when he is within 8 feet of the sideline oan properly be recovered for no loss of evaluation points to the player and to the teams Again, in our offensive set up we insist that our offensive players do not retreat teward the division line nearer than 8 or 10 feet, because when the offensive tcam is forced back collectively by a defensive tcam, the playor on the offensive team having the ball is in danger of getting “ticd up" if he were closer to the division line than 8 fccte Imnumerable instances such as the two outlined above are always pre# senting themselves to the coach, enabling him to foreably teach better funda- mentals to his proteges. The coach can say = By overcoming certain self-evident faults you can increase your batting and fielding averagese And in the discussions that always follow when the players and their coach are huddled around the batting ond fielding average chart in the dressing room the following day these abeve mentioned points always come out during the "bulifest". ade Furthor, it stresses the additional importance of game fundamentals and it also provides an itemized history of the contest which is intensely interesting to the players in the upper brackets, It stimulates those in the lower brackets to better their fundamentals. And too, it makes it possible for 2. coach to select his men on a more accurate basise His judgmont is reinforced by the itemized history of the conteste The speaker is indebted to Dr. EBs Re Elbol and Dre Ve We Lapp, of the Department of Physical Education, for their aid in working out the rating of the basketball playerse To Dr. Elbel for his invalwble assistance in an a dvisory capacity in weighing the offonsive and defensive eloments and in the careful seloction of the recorderse To Dre Lapp for his painstaking work in compiling the statistics and presenting the results in readable forme Dre Lapp initiated the thought of writing to each player on the varsity squad, asking them to evaluate cach of their teammates according to their individual playing efficicncye It is through Dr. Lapp's untiring devotion and indefatigable paticnce that this rescarch is possiblce Discovered! Complete rest and relaxation! mchreved scientitically for the first time! Julia fLugele ~ POSTURE BOARD ¢ improves posture, carriage, poise e relieves backache, strain, cramps ¢ aids in correcting round shoulders ¢ relieves nervous tension, pressure : * Doctors, teachers, clinics recommend it! * For schools . . offices . . homes . . hospitals .. Clubs . . gymnasiums . . beauty shops. e For men, women, children — one board serves the needs of all the family! Wea A. 2 1 8 te POS#PUR F OAR DVD? Posture Board is the invention of a woman with vision. Its principle is so simple, so sure, so sensible you'll be amazed that no one thought of it before. Doctors have recommended it. Physical Education teachers have urged it, but not until Posture Boards were introduced was it possible to achieve scientific rest and relaxation. POW 2 Oot Ss) ish © POSTURE BOARD WORK? Lie flat on your back. Head back and knees up. Comfortable, relieved, relaxed. Backache, tense muscles, strained nerves vanish. Ten to fifteen minutes a day turns the trick. Posture Board folds flat when not in use. Com- pact, light wereht, it slides in ‘a closet. * WHAT DOES. 1H BO A fb. DO Well known is the fact that a flat spine is the key to complete relaxation. It is not enough to lie straight on a flat surface. The spine refuses to straighten out, muscles remain taut, the position is something like this: Posture Board relieves this strain and tension, encourages complete relaxa- tion. Legs are suspended, taking all ten- sion from their muscles. The pelvis is rolled forward. The spine automatically flattens. Strain disappears from the ab- dominal walls. The chest is raised, deep diaphragmatic breathing results. Com- plete, scientific rest and relaxation! * Rest, relief, energy, vitality --achieved with Posture Board! &: FOS 7 OR E S Z PEACHERS USE POSTURE BOARD in teaching posture control, rest habits, poise. They. find it an invaluable aid in muscular co-ordination, correct breathing, correcting round shoulders. = DOCTORS USE POSTURE BOARD ( in many orthopedic cases, particularly those in- volving the lumbar region. ‘To such patients Pos- ture Board brings quick and effective relief. BEAUTICIANS USE POSTURE BOARD in Beauty Shops for patrons during facials and massage. It encourages relaxation, makes the beauty operators’ work easier, more effective. Blood flows to the head, muscles and cells are nourished. Posture Board becomes an aid to beauty! - MEN AND WOMEN USE POSTURE BOARD to relieve backache, strain, nervousness, tension. It gives new energy and vitality, helps them ac- complish more, work better. Make it a daily habit. Featured in San Francisco by THE WHITE HOUSE RAS Rs ACs as? Wai li ys 8 CeO OMe P oA ONY § U2 ero Rs POs ':; C&R A New BONG BON Ok ok C.0 bs bo oS a eee . SoS BG ON DRE ooo RESEARCH SECTION Friday, March 31, 1939 2 :00 Polle ‘Chairman: Dr. Ve We Lapp, asst. Professor, Department of Physical Education, University of Kansas, Lawrence, Kansase Summarizer: Mr. Ralph Ae Piper, Asste Professor, Depart- x ment of Physical Education, University of Minnesota, Minneapolis, Minnesotae = Ss Ss |. +. = + S| SS SBS eS SS SS SS es eS me SS eS Oe ee ae el le a me a ae ee ae ae ae Le Be, _ UNITED STATES, np te De be. Te INTRAMURAL ATHLETICS: «A STUDY IN GRADING AND BALL HANDLING IN _ GYMNASIUM CLASS BASKETBALL. J. Ke Kennedy, Director of Physical Education, ae Senior High School, Kansas City, Missouri. ‘ THE CORRELAT ION OF ROGER'S TEST OF PHYSICAL CAPACITY saND THE _ CUBBERLEY AND COZEN'S MEASUREMENT OF ACHIEVEMENT IN BASKETBALL. Lawrence Rarick and Florence Hinton, Directors of Physical Education, University of Wichita, Wichita, Kansase +s PRELIMINARY REPORT OF THE STATUS OF NIGHT FOOTBALL IN THE Ralph .ie Piper, Asste Professor of Physical Education, University of Minnesota, Ifinneapolis, Minnesota. RATING OF BASKETBALL PLAYERS. Dre Forrest Ce. Allen, Director of Department of Physical Education and Head Basketball Coach, University of Kansas,. Lawrence, Kansase A STUDY OF THE RELATIVE AMOUNT OF TIME OF DIFFERENT TYPES OF ‘PITCHED BALLS, James De Kenny, Instructor of Physical Education, Normandy High School, Ste Louis, Missouri. 4 MECHANICAL «ND PSYCHOLOGICAL ANALYSIS OF BATTING IN BASEBALL. Dre Ceo He McCloy, isst. Professor of inthropometry and Physical Education, State University of Iowa, Iowa. City, Lowae RECREATION HOBBIES OF SCHOOL TEACHERS. Les Le Warren, Supervisor of Recreation and Community Use of Schools, Kansas City Public Schools, Kansas City, Moe.’ Recroational iiethod of Teaching Skills in Physical Lducatione Problem: To find e method of teaching «kills in Physical !iducation consistent with the seneral educational aims end the modern psychological knowledge of the individuel and his lesrnin: process. Procedure 3 \ Two equated groups of fourteen students each were used. Group A taught by the fraditional additive parts method. Group B taught by the functional pattern *r Recreational methods Groups met separetely for a period of seven weeks, twice a week. The students knew nothing of the experiment in progress Conclusions:.,, and Results:: Group B learned the skills more quickly and better than did the students in group A Groups were scored by six members of the University of Kansas Fencing team, as groups and as individuals, from 1 to 5¢ poor to excellent). Group A received a group score of "2" or 'fair'. Group B receivod a group score of 4 or ‘very good’. 64.2% of students in group A ranged between poorto fair. 85.7% of studentsg in A were scored 2 or below. “0% of students in A had score of 4. Group B 21.4% were betwecn fair-good} 23 78.6% wero judged good-verygood33—4e.. a very significant differomce here in the two groupse Avorage score for Group A (additive parts) was 1.48 Average score for Group B( Recreational ) was 329 4 On tho basis of the results obtained we believe that the proposed Recrestional method wiil be of advantage both th the learner and the Instructor whon used in teaching sfills in Physical Educatione ‘James Raport Instructor in PHys. Ede Varsity — Recroational iiethod of Teaching Skills in Physical hducetione Problem: To find a method of teaching skills in Physical iiducation consistent with the seneral educational aims end the modorn psychological knowledge of the individuel and his lesrnin:, processe Procedure 3 Two equated groups of fourteen students each were used. Group A taught by the Traditional additive parts method. Group B taught by the functional pattern or Recreational methods Groups met separately for a period of seven weeks, twice a week. The students knew nothing of the experiment in progress Conclusions...» and Results: Group B learned the skills more quickly and better than did the students in group A Groups were scored by six members of the University of Kansas Fencing team, as groups and as individuals, from 1 to 5( poor to excellent). Group A recoived a group score of "2" or 'fair'. Group B received a group score of 4 or ‘very good! . 64.2% of students in group A ranged between poorto fair. 85.7% of studente¢ in A were scored 2 or below. 20% of students in A hed scoro of 4. Group B 21.4% wore betweon fair-good$ 2-5 78.6% were judged good-verygood33=-4... a vory significant differemce here in the two groupSe Average score for Group A (additive parts) was 1.48 Average score for Group B( Recreational ) was 329 On tho basis of the results obtained we believe that the proposed Recreational method will be of advantage both th the learner and the Instructor whon used in teaching sills in Physical Educatione James Raport Instructor in PHyse Ed. Varsity —— TABLE I Geographical Distrivation of the High Schools that returned Questicnasires on night foctbali. 2. Hew Hampshire “ Vermont - « Massachusetts 2: Connssticut » Rhode Isiand 7. Sew York - §. Pennsylvania 9. New Jersey 10. Delaware il. Weat Virginia —__ otal Mid-Western States 1. IZllinoie 2. Indiana e° Michigan > Minnesota z Iowa 2 Wisconsin 7. Ohio é Kansas g. Webraska 10. Missouri lL. North Dakota 12. Oklahoma 13. South Dakota ae EBL ¥esterr States 1. Colorado 2. Hentanea - Utah o Wyoning 2" California eo idaho 7. Bevada 8. Oregon 9. Washington a teal Southern States ie Alabama 2. District of Coluabia e Florida e Georgia 2° Kentucky e Louisiana 7. Maryland & Misciesippi 5. Herth Caroliza 10. South Caraliasa 11. Pennessce 12. Virginia 13. Arigona 14. Arkensas 15. Pexas 16, Hew Mexice Grand fotal for U. &. Beh RESHBBBRS |B anu wor woe Eastern States High Schcois Maine TABLE iz Distribution of 530 High Schools according to population of commanities in which they are lecated. Institutions Eigh Schools 1000 cr less 1002 to 2500 85 2501 to 5000 i 5001 te 10000 20 10001 te 25000 106 25001 te 50000 37 50061 te 100000 12 Gver 100000 . Zotal 3 2 ae SABLE IEE Student enrollment of High Schools pleying night football. Institutions High Schools _ 250 or less a 251 te 500 158 501 te i000 183 10012 to 1500 60 1501 to 2000 35 Over 2000 35 fotal ie TABLS IV Year of Installation of lightiag Systens Year 1926 192T 1928 1929 1930 1931 1932 193 High Schosig | IND Nad SHAS FRR Fr TABLE ¥ Cost of Installation of Lighting Systems as Reported by High Schools ich Schools in Cities of Population Clagses Indicated fotal 1001 § 2501 | 5001 ¢ 10,008 | 25,001 | 50,001 over eee bee loan $1000-Lees 17 | 19 | 18 z Z 5 62 1002-1500 __} 4% j 30 | 26 | 37 J 16 4 2 19S. 3soi-2000_|2 | 22 ' 26] 331 36 | 6 | 2 2 | 0 2001-2500 s | 1s | 18 | 16 2 22 8 68 2501-3000 _| 2 1 S42 ‘1 i 1 3001-4000 R17) 8 gs 2 S53 4901-5000 258 5 2 be 5001-20090 Boi tg 6 ey 1» over 10000 1 | Det 2 3 1h Blanks ee tht 3 ee 3 2. PABLE VE Average total kilowatt outpat of High School and College Lighting Systezs High Schools in cities with popelations of: B EW Maximnm EG —_-AYSEAEZE EW 2000 or less 16 j2 ile 40.31 1902_te 2500 a 18 =. 49.30 2501 te _5000_ 20120 200. L.A 5002 to _ 10000 220 _ i 262 7 Rn 20001 _te_25000 __ nk 180 63.90 25001 _te_50000_ 32, 22 Lhe B70 50082 _te_100000 31.4.4.. 166 BF Over 100,000 3 iS | 132 69,47 _ _All Bagh Schools | Ww Laie 50.7) TABLE VIII Heights of poles er towers He. of poles High School Fiels oo hie kb Distanes of poles or towers from side Distance froa side High Schools PAPLE X Cost of operating Lights per geome om High School Fields. Hagh Schools _ Mini mom Mexiacs Average ate at on pop= 1, Cost cons cost as one cakes Sneha : sinned cA tinisesiaspaosies TABLE XZ Percentage Increase in Gate Reeesipts at Night Games over Dey Gamee ia High Schools | r b EE F RI F Ek L : by % were arnt ng fos fm hd i no nnd 20003 to 25000, fs! oe ft a | zona te oom | 3 gtk I 5 S 1 som, t0 100000 | 2 2. | 2! i. 3 5 gt] a hy | i i ‘ L. Pr ry A wre A Study in Testing in Gymnasium Class Basketball. i. eo wennedy.. Pirector of Phersacal Education and Intramural PACS Ges TOL. Boys Westport Senior High School, Kansas City, Mo. Summary of Data. + OSLCIVE points. eee Negative points. SCG.UD, SLOG a oe owe, POC PONS S Ci ie cece 1084. Spot Snots------------ AEB Personal fouls------- 413. Pree Whrows-— si 243), Violations----------- Ol4. PS SG So ea ey , Mumbles----------- EE Ob Twas 0> QOS -—- a= -- =r O4. EXCESSIVE dribpiine: 117. Individuel) Devense-———- D0 « Otis am Ce an O cas 40. ote ae eee -15. Leaving Feet--------—-— Wen Bee a. Batting ball------ CEE SIC. BDO PLT Cs SS ace cer ae ge 2. TO pak. Goo. total wo40. Total--7Z21 points. There were 296 boys tested. Average Score was ~ 2, OOd an Dheeran £¢ was from plus 40 to negative ¢4, 12% of sophomore classes made a negative score while "BG. Of Sanior-senior classes made a negative SCORE. Conclusions: 1. Gives the o.hysica! education instructor an opportunity to grade objectively the class under game conditions. oie leisr,o decided notivating influence on the group. % More stress should be placed on ball handling during our BUG 8 = Gaental Sievers CHART I. SUMMARIES OF PREVIOUS STUDIES ON NIGHT LIGHTING OF FOOTBALL FIELDS m G : 0 +” wm ’ ft © © s a a fe a > oo al § a OwaiOd on [ert ort. wt rt &) od GY S a Q@|°o QD Pair + & » ° Q Oo QR, } 4 @o Ora 4 | oO © & Oo, b 4&6 Cc 3c ps ¢ ao pa pees G4 rc Qed | &2 40 7 wm o © oO ¢ > & o oO a » ae) G4 GH wn ® rt oH | © OM oe ri oor + as ort ® « c oO oO © 0 4 & ® FOr | O wz oO 8 3 4 on Ss oy » #8 Gi cs Gi rt og we] og 72 &p H Py Ro ° a = +4 O rs} ore or or 4 » Ger ao H1OoO | Or oo ¢ rt O dH oO ae mau rc or a Cc On {4 Or ra » HoOofh © ia o a 8 > 4) G+ © orf rt ® bs 3 Qo 0° 1 PHP J20}% jr o @ fa 9G {OG [ert O ri ce Gi EO ® » Q, OS & Ce Ww non a Sed |r Neo » ow > Ol> eed ® 4» od 4 O mo & ot 42 st oO > 2 od oR BO] M. Jeter oO © AQ, GAs wm fee me hy @ A 2 = & | feo E> Ay wm o Pt ort O od araitd 1Q 2 4 : Chippewa Falls i5td, Not Z Not ' Wis. 1 9,539 552 | 1935} 1000 | $ {55 J4oYa j51 5.43 150 200 | 200% | 500% Quite | No No {Much Willmar | r 44.00 : _ Minn. 24348 | 6,17% | 1020 | 1936} 2800 | 8 18?) 20 {72 “7.00 |60 250°] 235.3 | 500. | Yes No None fio 35 Eveleth 30+ Base Minn. 2 8349 1993 | 1936415000 111 {70} 50' |262.5; 20.09/60 120 | 100 100 | Yes No None |ball Lewiston | : 5-3. — Pa. 5 13,357 1800 | 1933{ 2312 | 8 {60} 20 {ho 10.00}100 | 800 | 700 60 | ter Yes No |No Kitna ; Pa. 5 7,000 $00 | 1933| 2000 | & 175} 59 {50 10.00} 50 250 | 500 500 | No No No }|Yes Abilene 5: Bet- Kans. 6 5,658 WP t tetG iFee | 6 176i 1k 12.00}100 {| 200 {| 100 SO | ter No No |No Colby 7S Bet Kans. 5 2,153 287 | 1934] 1575 | 8 150] 15 [us 5.004100 | 200 | 100 100} ter No Ho {Yes Kenton Bet- Ohio 1 7,067 5u6 | 1937' 2312 | 8 165] 20 [87.5 | 75.00/75 | 250 Loo | ter No | No {No Thomasville oa Bet- Ala. 9 1, 504 300_| 1937] 144s | 8 [60] 20 [he 7-00|60 | 180 } 200 100_| ter No No_|Yes Blissfield | 75- Mich. yy 2,103 353 | 1937] 2100 {10 [60] 15 {72 3.00160 100 | 80 100 | ¥es No No |Yes Grand Lodge 6794 : : Mich. yy 3,572 4o3 | 1937} lab. | 8 155] 20 136 %.00| 22 150 | 600 300 | Yes No No {No Wilmington 25- : Bet- Ohio 7 5,432 530 | 1937] 2319 | 3 {50} 50 {72 8.501150 | 500 100_| ter No No {Yes A STUDY OF THE RELATIVE AMOUNT OF TIME OF DIFFERENT TYPES OF PITCHED BALLS BY JAMES D. KENNY In order to throw some light upon the question of the amount of time consumed in throwing a ball overhand, underhand and sidearm, this experiment was performed. APPARATUS 1. A Synchronous Timer measuring time in hun- 5. Arubber glove to prevent a shock. dredths of a second. 6. Twenty-five feet of single strand copper wire 2. A make relay and a break relay. and twenty feet of rubber coated wire. 3. A target 3 feet by 4 feet made of triple weight Caen 7. Six dry cell batteries. 4. A regulation baseball to which a small piece of tin foil was attached so that a complete circuit was 8. Aluminum foil. made when the ball was held by the pitcher. PROCEDURE The Timer is hooked to a 110 volt source and the pitcher grasps the ball thus forming a complete circuit and also keeping the break relay open. At the same time the relay in the target circuit is on the make because of a complete circuit established by a piece of aluminum foil which connects the ends of the wires. As a result the target relay is closed and the ball relay open as the pitcher prepares to deliver the ball. When the ball is released, the ball relay circuit is broken and the Timer starts. The ball on hitting the canvas tears the aluminum foil and stops the clock. Twenty-one members of high school, college, amateur, semi-professional and professional teams took part in this experiment. All the subjects were pitchers. Seven were natural overhand throwers, seven natural sidearm throwers and seven natural underhand throwers. The men were cautioned to throw as hard as possible on every pitch. Each participant threw five overhand fast, five overhand curve, five sidearm fast, five sidearm curve, five underhand fast and five underhand curve. If a man indicated he was becoming fatigued, the experiment was stopped and he reported on another day to continue. This experiment was conducted in the basement of a gymnasium which had a dirt floor. It was felt that atmospheric conditions would be the same from day to day inside. A home plate and pitching rubber were inserted sixty feet six inches apart which is regulation pitching distance. RESULTS 1. Average time of subjects overhand fast was 4. Average time of overhand curve was .651 .582 (+.0047) seconds. (+.0053) seconds. 2. Average time of sidearm fast was .596 (*.0056) 5. Average time sidearm curve was .660 (+.0057) seconds. seconds. 3. Average time of underhand fast was .628 6. Average time underhand curve was .686 (*+.0054) (+.0051) seconds. seconds. Address by Les L. Warren, - \ : Director of Recreation and Community Use of Schools, Kansas City, Missouri. March 31, 1939 — Sioux City, Iowa. RECREATION HOBBIES OF KANSAS CITY SCHOOL TEACHERS Recreation defined means relief from toil in activities pleas— urable and wholesome, These selected activities may be either active or passive in nature, but regardless of their type should serve def- initely as a means of mental, physical and emotional relaxation for the participant, The number of recreation hobbies in which one may engage is almost without limit as any community provides opportunities for its people to engage in some form of athletic games and sports, music, arts and crafts, nature study, dramatics and other worthwhile activities that should be used as a profitable hobby by those inter- ested, It has been found true that the old adage "All work and no play makes Jack a dull boy" applies to adults as well as children, and that if given the opportunity, adults invariably take advantage and actively participate in worthwhile programs of recreation, The Recreation Department of the Kansas City, Missouri Public Schools, in an effort to serve the teachers of the school system in a definite way, recently sent out a questionnaire to all teachers in the city, The reason for this research was two-fold: First: That the Recreation Department be able to provide a program of varied recrea-— tional activities, passive and active in nature, for all teachers, this program to be set up in accordance with capabilities and desires of those interested in the promotion, Second: That the Kansas City, Missouri Teachers College, desirous of offering in extension classes any type of physical education or recreation courses, might have a more def-— inite knowledge of the real needs and set their program accordingly. The questionnaire returns, I believe, supplied knowledge of what actually was needed and desired by the teachers. The questionnaire was entirely optional, the request being made that insomuch as a pro- gram was being planned for the benefit of the teachers, those interested could make as complete returns as possible. The signing of the ques— tionnaire was also optional as we were interested only in receiving frank and honest returns. This questionnaire was divided into five main divisions, as follows: Home Recreation, Activities Away from Home, Reasons Why I do not Engage in Recreation Activities, Recreation Activities a Teacher Desired to Have the Recreation Department Promote, Tne Types and Kinds of Recreation Courses Desired at Teachers College, More than fifty per cent of the teachers voluntarily filled out and returned the questionnaire to the Recreation Office, The returns proved to bexquite interesting and served our purpose amazingly well. It was found that fifty per cent of those making returns were living at home, twelve and one-half per cent living in private homes, twenty—five per cent in apartments or hotels, while the remaining twelve and one— half per cent rented homes or lived in boarding houses, It was also found that individual doctor bills of the teachers ran from. an average of $30.50 per year to the unusual $125.00 per year. Page 2. Address by Les ..Warren Kansas City, Missouri Public Schools Activities engaged in most frequently at home found most teachers listing same in the order following: Radio, reading — fiction and non— fiction, entertaining, cooking, card playing, music, writing, photog- raphy, gardening, needle work, woodcraft, antique collecting and stamp collecting. Listed as aétivities engaged in at home once in awhile, more than one-half of the teachers listed card playing at the top, with the others as follows: Radio, gardening, cooking, reading, needle work, writing, entertaining and musit. Other activities receiving but a few votes are quite varied in type and run all the way from making of scrap books, chinese checkers, walking, poultry raising, interior decorating to letter writing, astron- omy and other such activities. - Activities engaged in away from home most often listed in order as follows: Card playing, picnics, attending movies, dancing, parties, swimming, music, hiking, nature study, riding, golf, tennis and fishing. Those activities engaged in awry from home once in awhile find pic— nics at the top of the list, with the others as follows: Card playing, hiking, swimming, parties, hoakine, nature study, fishing, camping, tennis, riding, dancing and skating, Other activities that appear of great interest to the teachers in- clude: Concerts, movies, travel, driving, book reviews, clubs, CAMPS théatres and art galleries, Question number three which states, "I would enjoy additional re- ercation activities but do not because I am handicapped by the follow- ing" found the teachers responding as follows: Lack of finances (Ap- proximately two-thirds of the teachers listed this reason first), lack of proper transportation, extra-curricular activities interference, home duties, lack of time and health. In spite of the fact that few teachers had suggested having en-— gaged in athletic sports to any great extent, in reply to question number four which asks the teachers to suggest recreation programs in which they would be interested, this list was topped by the athletic sport activ— ities including swimming, golf, tennis, bowling and skating. These activities were followed up by socinl dancing, gymnasium work, book re- views, arts and crafts, parliamentary law, nature study and fly casting. The final question dealt with the type of courses in which the various teachers might be interested if offered at the Kansas City, Missouri Teachers College, In this return much interest was manifested in the promotion of an Individual Sports class, instruction to be offer-— ed in the various individual sports that hold a definite carry-over value, Social recreation was listed as second choice; folk dancing and clog dancing as third choice; dramatics, fourth; playground planning and ad-— ministration, fifth; games of high and low organization, sixth and handi- craft, seventh, Since the time returns have been made and tabulated, a course of Individual Sports was promoted at Teachers College. and taught by myself. Page 3. Address by Les L. Warren Kansas City, Missouri Public Schools The course proved very successful, and interest was, maintained to the ex- tent that, at the completion of the course, requests were made for its continuance for an additional semester. On a selection mide by the stu dents, instruction wis given in the following individual sports: Golf, archery, bowling, table tennis, dart baseball, paddle tennis, deck tennis, shiffleboard, tether ball and aerial darts. Trips were made to the driv— ing tee for golf instruction and to the bowling alley for bowling instruc— tion. Lectures and demonstrations were made during the course by city champions in the various sports, Other activities discussed in the course included: Hand tennis, hand ball, fly casting, riding, skating, fencing, Swimming, tennis and lawm bowlingj It has been recommended that this course be enlarged to quite some extent next fall, Te 8. 10. ide LEADERSHIP TRAINING SECTION RECREATION DIVISION, A.A.H.P.E.R. SAN FRANCISCO, APRIL 4 = 9:00 AND APRIL 5 - 2:30 A TENTATIVE LIST OF SUGGESTED TOPICS FOR DISCUSSION BY PANEL MEMBERS AND OTHERS How can colleges and universities augment their present staffs to give the additional training necessary with the recent official inclusion of recrea- tion in responsibilities of physical education? Should the American Association for Health, Physicel Education and Recreation set standards of facilities needed for adequate presentation of recreational experiences to workers in training? What laboratory facilities and experiences should be provided undergraduate end graduate students? Are space areas available on which to conduct additional recreation training experiences, i.e., play areas, game rooms, theatre stages and workshops, craft rooms, art studios and galleries, nature study and museum rooms, music studios and similar areas where the broad program of recreational interests may be presented so that prospective workers may "Learn by doing"? Should sociology or physical education be the location of leadership in our colleges and universities in the preparation of recreational workers? Should unified administration of student recreation opportunities on the campus be a corollary to the offering of professional courses in this field? Will the officiel inclusion of recreation in the program of Physical Educa— tion demand closer scrutiny of candidates for training before admission is granted? What tests and evaluations are needed? Will colleges actually select and choose between prospective teacher-—cendidates or will additional candidates be welcomed on a "student-number" basis? What should be done in the scheduling of teaching time of University staff members to allow for time spent in necessary leadership of campus recrea- tions on Saturdays, week-ends and evenings? Should the public schocl physical education teacher have his working schedule "staggered" to allow for time spent in leadership outside of the usual school day hours? How can the accumulation of a large number of case studies be collected to determine the effect and relative importence of such factors as Sex, age, education, nationality, income and natural environment on the use of leisure? How can there be made case studies of group behavior, i.e., the study of the leisure time behavior of the communities, the investigation of the effect of climate and topography, type and status of econcmy, opportunities provided by commercial and non-commercial recreational agencies? Address by Les L. Warren, Director of Recreation and Community Use of Schools, ‘ Kansas City, Missouri, March 31, 1939 — Sioux City, Iowa. RECREATION HOBBIES OF KANSAS CITY SCHOOL TEACHERS Recreation defined means relief from toil in activities pleas~ urable and wholesome, These selected activities may be either active or passive in nature, but regardless of their type should serve def- initely as a means of mental, physical and emotional relaxation for the participant. The number of recreation hobbies in which one may engage is almost without limit as any community provides opportunities for its people to engage in some form of athletic games and sports, music, arts and crafts, nature study, dramatics and other worthwhile activities that should be used as a profitable hobby by those inter-— ested. It has been found true that the old adage "All work and no play makes Jack a dull boy" applies to adults as well as children, and that if given the opportunity, adults invariably take advantage and actively participate in worthwhile programs of recreation, The Recreation Department of the Kansas City, Missouri Public Schools, in an effort to serve the teachers of the school system in a definite way, recently sent out a questionnaire to all teachers in the city. The reason for this research was two-fold: First: That the Recreation Department be able to provide a program of varied recrea-— tional activities,. passive and active in nature, for all teachers, this program to be set up in accordance with capabilities and desires of those interested in the promotion, Second: That the Kansas City, Missouri Teachers College, desirous of offering in extension classes any type of physical education or recreation courses, might have a more ‘def-— inite knowledge of the real needs and set their program accordingly. The questionnaire returns, I believe, supplied knowledge of what actually was needed and desired by the teachers, The questionnaire was entirely optional, the request being made that insomuch as a pro- gram was being planned for the benefit of the teachers, those interested could make as complete returns as possible. The signing of the ques— tionnaire was also optional as we were interested only in receiving frank and honest returns. This questionnaire was divided into five main divisions, as follows: Home Recreation, Activities Away from Home, Reasons Why I do not Engage in Recreation Activities, ‘Recreation Activities a Teacher Desired to Have the Recreation Department Promote, The Types and Kinds of Recreation Courses Desired at Teachers College. More than fifty per cent of the teachers voluntarily filled out and returned the questionnaire to the Recreation Office, The returns proved to be quite interesting and served our purpose amazingly well. It was found that fifty per cent of those making returns were living at home, twelve. and one-half per cent living in private homes, twenty-five per cent in apartments or hotels, while the remaining twelve and one— half per ‘cent rented homes or lived in boarding houses, It was also found that individual doctor bills of the teachers ran from an average of $30.50 per year to the unusual $125.00 per year. Page 2. Address by Les: L.. Warren Kansas City, Missouri Public Schools Activities engaged in most frequently at home found most teachers listing same in the order following:. Radio, reading — fiction and non- fiction, entertaining, cooking, card playing, music, writing, photog-— raphy, gardening, needle work, woodcraft, antique collecting and stamp collecting. | Listed as activities engaged in at home once in awhile, more than one-half of the teachers listed card playing at the top, with the others as follows: Radio, gardening, cooking, reading, needle work, writing, entertaining and music. Other activities receiving but a few votes are quite varied in type and run all the way from making of scrap books, chinese checkers, walking, poultry raising, interior decorating to letter writing, astron- omy and other such activities. Activities engaged in away from home most often listed in order as follows: Card playing, picnics, attending movies, dancing, parties, swimming, music, hiking, nature study, riding, golf, tennis and fishing. Those activities engaged in awny from home, once in awhile find pic-— nics. at the top of the list, with the others as follows: Card playing, hiking, swimming, parties, boating, nature study, fishing, camping, tennis, riding, dancing and skating, Other activities that appear of great interest to the teachers in- clude: .Concerts, movies, travel, driving, book reviews, clubs, camps, theatres and art galleries. Question number three which states, "I would enjoy additional re- creation activities but do not because I am handicapped by the follow- ing" found the teachers responding as follows: Lack of finances (Ap- proximately two-thirds of the teachers listed this reason first), lack of proper transportation, extra-curricular activities interference, home duties, lack of time and health, In spite of the fact that few teachers had suggested having en- gaged in athletic sports to any great extent, in reply to question number four which asks the teachers to suggest reerenation programs in which they would be interested, this list was topped by the athletic sport activ— ‘i ities including swimming, golf, tennis, bowling and skating. These : activities were followed up by socinl dancing, gymnasium work, book re- views, arts and crafts, parliamentary law, nature study ond fly casting. The final question dealt with the type of courses in which the various teachers might be interested if offered at the Kansas City, fissourl Jeachers College, . In this return: much interest was manifested in the promotion of an Individual Sports class, instruction to be offer-— ed in the various individual sports that hold a definite carry-over value, Social recreation was listed as second choice; folk dancing and clog dancing as third choice; dramatics, fourth; playground planning and ad- ministration, fifth; games of high and low organization, sixth and handi- craft, seventh. Since the time returns have been made and tabulated, a course of Individual Sports was promoted at Teachers College and taught by myself. Page 3. Address by Les L. Warren Kansas City, Missouri Public Schools The course proved very successful, and interest was maintained to the ex- tent that, at the completion of the course, requests were made for its continuance for an additional semester. On a selection made by the stu- dents, instruction was given in the following individual sports: Golf, archery, bowling, table tennis, dart baseball, paddle tennis, deck tennis, shiffleboard, tether ball and aerial darts. Trips were made to the driv— ing tee for golf instruction and to the bowling alley for bowling instruc- tion. Lectures and demonstrations were made during the course by city champions in.the various sports, Other activities discussed in the course included: Hand tennis, hand ball, fly casting, riding, skating, fencing, Swimming, tennis and lawn bowling. It has been recommended that this course be enlarged to quite some extent next fall.