Jamary 11, 1940. Very sincerely yours, Director of Physical Education and Recreation, FCAsAH Varsity Basketball Coaches 7 THE UNIVERSITY OF NEBRASKA LINCOLN DEPARTMENT OF INTERCOLLEGIATE ATHLETICS OFFICE OF FHE DIRECTOR January 9, 1940. Dr, FF. Cc. Allen, University of Kansas, Lawrence, Kansas. Dear "Phog": I have just returned from my trip to the Coast to find your letter of December 3lst. Hearty congratulations on your winning the Topeka tournament. I have just been around the con- ference long enough to take your winning of championships as a regular part of the winter excitement. I am looking forward to seeing your fine team play again. I was very interested to read your remarks in regard to Dean Nesmith. I believe good trainers are harder to find than @ good coach. Consequently, I think you are deserving of some kind of a medal for developing outstanding men like Kelly, Cox and Logan. I note with surprise you did not mention Elwyn Dees at Pittsburgh. He seems to be doing a swell job back there. I certainly appreciate your remarks in regard to Nesmith and will bear him in mind if and when we decide to switch to a full-time arrangement. Best regards. Yours truly, a L. MeC. Jones, Director of Athletics. Fobruary 3, 1940. 4 : & oe : i University of Nebraska, ranjane: Tis, Mtla: Dery ‘Lincoln, Nebrasiae Dear Biffs Get his fl ibaa tea) datdal, ii 3 i 2 be iis: Pep iag? 388] 3 ui gieaee eels y 2hC- i si ipl! pasty ani i iy Aba Ht 4 ait ! a iit ity tng ia ee ia tT md ae evap tqighd gage 0 Hieisos 53% wed nohay = hae auf “Fl, ie ahai gS a : ha: afi at an SLE aH ; : ni val aes iuad aah kia a8 gars #335 cll 4 au g7i8 th ! ; tat gaa i title 8° ws : 5 z Hi i ele iu 2 a ge i ii : iH a 3 H3a3s | i 5 if | gees Scalar e ad, os quota there. I am coaching a og “ers basketbell football and tz i | aati au aie Fea - afl dict i fe a ane ait i E aR gigee gs 5%s fils aoe ; a te of | prea wing aga age youe Wy Ha hy He i ‘With all good wishes, I am Sincerely yours, Director of Physical Education and Varsity Bashetball Coachs FPCAsAH “PHOG” ALLEN GETS ANOTHER BRAIN TANTRUM | LAWRENCE, Kan., Feb. 22— (AP)—Dr. F. C. Allen, Kansas’ university basketball coach who ‘advocates raising the baskets to lessen the advantage of tall play-| ers, has a new idea. — He would create 4 safety zone! around each goal and, in effect, ‘virtually eliminate all shots with- in eight feet of the baskets. Allen said the center jump was ‘eliminated because of tall men but “instead of. driving tall play- ers out of the game the demand for them became even greater. A team no longeris defeated in the center of the court, at the jump, but at the backboards.” His safety zone would be a 16 foot circle with the basket as a cente.. Players could dribble in or out of the circle but could not drive in and shoot if another player was in the ring. Allen:-also would abolish tip-in shots. JAMISON FURNITURE COMPANY SUCCESSORS TO JAMISON BROS. CO. o# CHAS. B. JAMISON 112 MAIN STREET TELEPHONE 6702 LAFAYETTE, INDIANA February 2 1940 Dr F G Allen Lawrence Kansas My Dear Allen;- I think that youare hitting close to the Bulls Eye, Ward Lambert and I discussed the same ida last fall, I have a letter from Van Alstyne of Michigan State along the same line Something must be done to keep the game from going Bean Pole as Foot Ball did to Beef I was on the Big Ten Rule Committee in 1996 when we first permitted shooting from the dribble. The delayed offénsive is a planned block and a deliberate attempt to evece the blokcing rule. I am not now coaching My Lest job was in France during the Worlds War when I was assigned to introduce the game in the British Army I beleive I had some correspondance with you when we were considering you for Director at Purdue University before Major Kellog came You ere ea good booster K Sincerely yours p agoin » Konsas Merch 14, 1940 FOAs AH Memager, NeCeAsAe Basketball Tournaments April ll, 1940. Mite Je He Johnson, c/o YelieCehe, Oklahoma City, Okla « Dear Je Hes Director of Physical Education and Recreation, FCA sAHT Varsity Basketball Coache “Vklahoma City, Okla. April 9, 1940 Dr. Forest C. Allen University of Kansas, Lawrence, Kansas. Dear Doctor: I sent you a letter after the play-off down here and am wondering if you received it. I know you were busy with the team the next two weeks. I received word that Mr. Harry Carlson was going to hire a trainer for the Colorado University the last of this week. Since I have not heard from you, I wondered if you had written to Mr. Carlson regarding my appli- cation. Sorry you did not win that final game. Respectfully yours, OU JHJ;rb V8 Gi ak. Oklahoma “ity, Okla. ttarth /?, SPEFO April ll, 1940. Mre. Harry Carlson, Director of Mniversity of Colorado, Boulder, Coloradoe Dear Mre Carlson: health and bath department at Oldaham City, has written me that he is applying to your school for a position as trainer of athletic teams. fe desires that I contribute what Imowledge I have regarding his fitness for such a positions Afr 17./7¢d lnreaity /Cantaa— Jawrenee, (axndas~ 2 Ahlen of th # alio the Marvy Carla at Colorado, beter tentanh EE a hed wse17 — ee -) ORE ter Aegk a ee Avat a = - Lecond. — Ve - UNIVERSITY OF COLORADO /BOULDER, COLORADO DEPARTMENT OF PHYSICAL EDUCATION FOR MEN April 15, 1940 Mr. Forrest C. Allen University of Kansas Lawrence, Kansas Dear Mr. Allen: I wish to thank you for your very good letter concerning Mr. J. H. Johnson. Only last week we definitely appointed Mr. Robert Shelton of Classen High School, Oklahoma City, to fill this position. With best personal wishes, I am Sincerely yours, Kfarry Caring HOTER, YAGQUEME: CAPE GIRARDEAU, MO. PRIVATE OFFICE ST.CHARLES ,MO. CARE, GIRARDEAU: MO, __ we Dr. F.G. Ailen Univ. of Kansas Dear Doctor: Congratulations upon your fine basketball season this year. Of course it will be climaxed this week-end with your team's victory over Indiana Univ., we hope. There will be a lat of us in Kansas City Saturday pulling for your team to win the title that so many of your teams have deserved, namely, the foremost college basketball team of the nation. I also wish to thank you, Doc, for making my life in St. Louis more liveable with the swell rec- ord that your team has compiled this season. The “smoky city" shows a decided inclination in the favor of Big Ten teams and I have had to collect guite a sum of money from several people this year who insisted upon trying to prove their point with a cash investment. All during school, Doc, I had planned to get a blanket my senior year to have as a commemoration of my athletic experiences while at the tniversity because it seems to mean so much more with the name and years of participation on it. Confuetus say “he who recall c@llege days longer, stay young longer,’ and this blanket very definitely entered into my plans for staying young. Perhaps somewhere along the line there was a misunderstanding on my part in re- gard to the ruling that you mentioned pestricting an athlete to two awards for the three year's partici- .pation in a sport,because had I been aware of this I certainly would have passed up a sweater for the blanket. Earj Falkenstein and myself,after the 1955 season,made plans for the blanket to the point of his suggesting that & pay for the addition of the All- America label in one of the corners and I was under the impression all along that it was ordered. HOTEL, MARQUETTE: ~ CAPE GIRARDEAU, MO. PRIVATE OFFICE RAEN, SIeCnneues: ST.CHARLES ‘MO, CAPE, GIRARDEAU: UC: ce However, Doc, I eerteainly do n make any additional demands upon you O and if this is a misunderstanding upon my part, please do not hesitate to let me know. After all, 1 hope that I shall never foreet the part vou played in making a colleze edueation possible for me, and if I have contributed something in the past to partly alleviate that debt, I am glad, and if I can con- tribute anything in the future to further pay on it, I shall be happy to do so. I, again, wish you all the luck in the world Saturday and I hope we all see a Kansas victory. Give Mrs. Allen my regards and tell her that some time in the near future the United States President for 1975 wishes an audtence with her. Also give my regards to the family and tell Bob that I clearly saw three buttons pop off the coacries vest last Saturday when he took the ball away from Vaughn for the twelfth time. urs sincerely, Poise It's a feal treat, Doc, to yell the Rock Chalk as it was to listen to it. September 8, 1939. it HE g i ti fbi Director of Physical Edueation and Saute cannon toe ore BOOKS GIFTS _BOOK AND GIFT SHOP SCHOOL AND OFFICESUPPLIES Ber Columbus, Kansas f -—- 6 — 9 7 ne eee de —. eve ol foreel Mash cace nin tyii.b danat iden He" alhllee chereelr- fire 210 #2 Hants « ee +, har s iy oe tinsel dilcmilaam fe cliiclinin. Soe for oe ely PHYSICAL SKILL TESTS FOR SECTIONING CLASSES INTO HOMOGENEOUS UNIS By Granville B. Johnson University of Denver "the test is easily administered and can be given to twenty or thirty persons in the usual forty-minute gymnesium period. This test has a reliability coefficient of .97 and a validity coefficient of .69. Hence it is an adequate basis for dividing a class into sections or groups of equal ability. The only equipment needed is a sheet of ten ounce canvas about eight feet wide and twenty feet long, marked as shown in the accompanying diagram, gymnasium mats, and a scoring sheet. This canvas is laid over two standard 6 by 10 gymnasium mats placed end to end, and the edges are tucked under or fastened down to keep the surface smooth. The students may be lined up along one side of the chart where they can clearly see. The scorer may sit on the opposite side where he, too, cen see every linee The scoring is objective, and is décided chiefly by whether or not the subject's feet touch the canvas at the proper places and within the specified boundaries. The pattern, which is painted on the canvas, is a rectangle four and one-half feet wide and fifteen feet long, divided into squares eighteen inches on a side (see chart). This makes three lanes eight~ een inches wide down the length of the chart. The main outline of the rectangle and the lines marking the lanes are painted in black lines three-fourths of an inch wide. The second, fourth, and alter= nate squares in the two outside lanes are painted solid black. The squares in the center lane are not marked off as squares, but the first, third, and alternate spaces in this lane contain each a target twelve inches by three inches in the center of the square. There is an additional target placed outside the main pattern on the finish sidee There is another lano two feet wide marked in red down the centor of the canvas, divided half way by a cross line or red; this is used only in the rolling oxercises. The instructor should explain the purpose and the general nature of the test, and point out the markings on the chart, disregarding the red markings until they are needed. He should also explain the method of scoring so that the subjects may observe and score each othere To explain this he simply demonstrates the errors on which the scoring is based: Cegs, position, overstepping the bounds, lack of rhythm, etc. The mental picture of each exercise is presented wie through both eye and ear, the instructor giving explicit directions for cach excercise and demonstrating it. The instructor must bo com= pletely familiar with the execution of the ten exercises; he must be able to give a perfect performance. He must also master the tech- nique of giving the instructions. Each oxercise is demonstrated only once, and the pupils must all perform it before the next exorcise is introduced. The subjects must not imitate their classmates; they imitate only the instructor. The exercises aro as follows: l. Straddle Jump. Hands on hips. Start with foet togother in first center target. Jump astraddle to first two black squares. Return to feet-togethor position on second target. Procoed thus across mat in regular jumps, finishing on the finish targete 2- Staggor Skip Hands on hips. Start with feet together in front of the right lanee Step with left feet on first centor target and hop, still on left foot, to first black squere on left. Step with right foot to second conter target and hop, still on right foot, to second black square on right. Continue in regular skips across mate 3e Staggor Jump. Hands on hips. Feet together throughout the exercise. Start with feet together in front of right lance. Jump obliquely with both foot to first black square on right, then to second white square on left, finishing on finish targote 4. Forward skip, holding opposite foot from behind. Start with fect together before either right or left lano (optional). Step with right foot into first whito space, raising left foot behind and taking it with right hand behind right thighe Hop in this position on right foot to first black space. Rolease left foot, step with left foot to second whito space, lifting right foot behind and taking it with loft hand behind left thigh. Hop in this position on left foot to second black space. Continue thus across the mate 5. Front Roll Disregard all black markings and perform in the red lane. Start outside of chart in front of contor lane. Perform two front rolls, the first within the limits of the first half of the lane, the second within the limits of the second helf, never touching or over=-reach= ing the red lancs. 6 Jumping Half-turns, right or lcft. Start with feet together on first target and hands free. Jump, feet together, to second target while executing a half-turn right or left, onding on second target facing starting end. Jump to third target, executing another halfeturn, rotating in same direction (as a barrel would be rolled along upright) ending on the third target facing the finish. Continue across mat, ending on finish target fac- ing starting end. ; 7e Back Roll. Perform in red lane. Start in front of red lane with back to the pattern. Execute two back rolls, one on each half of the lane. 8. Jumping Halfeturns, right and left alternately. Start as in (6) on first target. Jump with both feet, eas in (6) to second target executing a half-turn either right or left. Jump, as in (6), to third target executing half-turn in the opposite direction. Continue across mat, alternating the direction of rota~ tion, finishing as in (6). 9. Front and Back Roll Combination. Perform in red lane, Start as in (5), facing red lane. Per~ form 2 front roll in the first half of the lane, finishing with legs crossed at ankles and excsuting a two-feet pivot turn right or left. Perform a back roll in the second half of the lane. 10. Jumping Full Turns. Start outside of chart in front of first white space in either outside lane. Jump with feet together to first black space in same lane, executing a full turn with the body right or left. Continue across the mat, executing full turns, rotating in the same direction, being sure to land on both feet in the black spacese Scoring Maximum score 100; 10 for each exercise. Minimum score, 0, for any exercise. When a step, skip, or jump is made into any white or black square with one or both feet, feet must land entirely within the limits of that squaree When a step, skip, or jump is made on to any target with one or both fect, feet must land touching the target, and not touch= ing side lines or outside lanes. In the rolls, the subject must not ~4e touch or overereach the side-lines of tho red lane and must com- plete cach roll within the prescribed half of the lano, not over= reaching the ond markings. All the cxorcises must be performed with a reasonably erect and dignificd per wars: the position in the first threo oxcrcises is "hands on hips.e" In any exercise tho prescribod position must bo observed throughout the 6xercise.s The jumps must be performod with a rogular rhythm, about two (short) jumps to the second or five seconds for each oxorcisd. 1. Deduct one from the maximum score for each jump in which feot overestop squarcs or miss targot, one for cach jump in which foot do not land at the same timc, one if position is discontinuod somewhere in the oxercise, and one if rhythm is not maintainods (If a subject completes a jump with hools oversstepping a square, but lifted so as not to touch the canvas, tho jump is good.) 2e Score as in 1, except that fect do not come down together. 3e Score as in le 4. Deduct ono for cach stop or jump in which subject ovor- steps a square, or in which he does not have the proper position, or bothe Deduct one for lack of rhythm. 5. Count five for each roll. Doduct two for ovor-reaching red line right or left in cach roll. Deduct ono for over-reaching end limit on cach roll. For failure to perform a truo roll, deduct fivee 6. Five jumpse Deduct two for oach jump in which the subject docs not land with both feet on the targot, or turns the wrong way, or bothe 7» Score as in 5e, 8. Score as in 6e. 9. Score as in 5.2 Deduct one also if subjoct over=steps end border or executcs turn wronge : 10. Score as in 6; deduct two if subject fails to land on both fect, or over=stcps black square, or turns too far or not far eneugh,y or loses balance before starting next jumpe. Tho total points deducted, subtracted from the maximum of 100 gives the subject's score on tho physical skill teste: Soctions con be made according to scores, using five or any othor number of divisionse For five soctions, the divisions can be based on tha naturel curve of distribution. . In cach of tho oxtreme divie- sions =j{ll be: th © ro number of cases, and in cach of tho next ox- treme divisions the same muENO?’ 5 according to the several systems in common usc, as follows: Soction Leesesesvesve: 8% Soction Zeevesouasesvett Section Scoenss sana seSOh Section Genancdeeeeest4h Section HDeecesceerrseor 8% @ the total range of scores of the group tested, from the lowest to the highest can be divided into five equal parts, to secure the range of the five sections. The first method allows a sectioning on the basis of the average ebility of the group; the second per* mits a naturel skewing of the curve to fit the peculitr distribu+ tion of the groups The middle groun, in large and normal classes, will always be the largest. This test has been given to 1,500 pupils of both soxes and ages ranging from 11 to 38 years. Physicsl size did not appreciably af« fect the functioning of the tests That is, a child of twelve years had no more difficulty in executing the exercises than did the college freshman. Tho curves of distribution of ability of both extreme age groups have the same charecteristics. However, the correlation bo tweon intelligences scores and the physical test scores is markedly differont for the two groups. For thee on college students, a correla tion of e49 wes found, while for junior high pupils, it was only wlde We cannot account for this at the prosent timo, except that it is likely a manifestation of maturatione This test for sectioning mist not be considered the last word in moasuroment of physical differences, but with intelligent use it is extromely valuable, especially in sectioning large clesses in _ physical cducations It is hoped that this presentation of tho test will bo usoful to teachersy and that it will stimulate further re- search in tho matter of differences in physical skill. As the test stands now, we can say of it thet: le Within broed limits, it measures native physical skill. 2s With matured groups its results have a relatively high core+ relation (49) with the results of intelligence tests. 3, It makes easy and valid the sectioning of classes into homo geneous groupse EXERCISE IV EXERCISE I EXERCISE II EXERCISE III Forward Skip Straddle Jump ' Stagger Skips Stagger Jump Holding Opposite Foot finish finish finish From Behind finish EXERCISE VI EXERCISE VII EXERCISE V Half Turns R or L Backward Rolls Forward Rolls finish finish finish == feat EXERCISE VIII EXERCISE IX Half Turns Right and Front and Back Roll EXERCISE X Left, Alternate Combination Full Turns Jumping finish finish finish + Uncross the legs, bringing an ebout face. # Legs crossed