Snecifically, what can physical education do to aid the war effort?
1. Develop every hoy to his optinun physical potentialities, This means
the development of all essential muscle groups: (a) shoulder alike acd arm,
_ Co) abdominal, (c) back, and (da) leg muscles. This also neans the development,
_ in every boy, of the fundamental skills: (a) running, both sprint and distance
.. Suitable to his physiological age, (b) jumping, (c) throwing and obs ie one,
» (a) climbing and supporting his.weight entirely by his arms in varied situations,
_(e) balancing snd general bodily control, and (f) swimming. VYbviously, physical
education programs comprised entirely or primarily of touch football, basketball,
_ volleyball and soft bali are not adequate to produce all-around physical fitness.
Men who call themselves "physical educators" and Senisak cack programs are fail-

ing their responsibility both to the youth under their charge and to the nation's

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war effort.

2. HKliminate these riehyepandhy activities and these cosduestional nctivi-
ties from the required physical education period. Hven if one whole achaw br
day were available for actual physical emai activities, it would be inade-
quate, And. we know thit the actual activity time of every gym period ke: inte
thirty to forty-five minutes! Let's not waste the precious time that hedaman
_ State laws have given us! Let the orientation classes, the social science depart
: ment, or some other department, provide these purely social and non-vigerous re-
creational activities such as social dancing, ning pong, horseshoes, shuffle
board, and coeducational team games.

a 3. Bxanine carefully all activities selected for use in the physical ed
uestion period, and particulorly the manner in which they are conducted, I'm
not advocating one hour of onlisthenics or one hour of running every day. But

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every activity should be selected and conducted in such a manner than real de-

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velopmental values may be obtained. A "unit" of softbali, which may last sev—

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