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4. Drill work in important skills should be thorough to the point
of over-learning. The high correlations between these fundamental skills and
skill in the more complicated team games is significant.

5e The situation mst be considered in all its phases =~ equipment,
size of classes, grading of pupils, grouping of canpetitors - everything
as completely arranged for, as it is in mental edutation in the best school
systems.

6. The teaching must emphasize the formation of associations which
will cause the traits and characteristics developed in the physical educa-
tion situations to become generalized, or to have rich connections with
the ordinary and extraordinary situations of life. The teacher should con-
stantly but unobtrusively hold before pupils the ideals and ideas connecting
desirable traits and characteristics stressed in the physical education
practice with analogous elements in other fields of life, To this end
the utmosit use should be made of appropriate catchwords and phrases -
“sportsmanship,” “quitter,” “hit the line hard," "it isn't cricket,"
"teamwork," "play the game," and many, mamy others. These should have their
scope widened by the teacher to include all the activities of life. It
is at this place where a great deal of skill and attention should be
focused. Without transfer, there will be but a very partial physical
education; and this transfer will not, the writer is persuaded, be
automatic, except insofar as a rich motor experience in activities that
involve ideas and ward phrases = which transfer not a little = tend
to give some degree of transfer. There is abundant experience, however,
to demonstrate that skillful teachers do secure transfer to a very large
degree. I feel that more real study is needed on this phase of physical .
education than on ey other phase, for results hang more on this than
on all else.

7%. The teacher of physical education (why not all teachers?) should
have the attitude of the coach rather than the traditional attitude of the
teachers. The difference is, the traditional teacher attitude is that of
teaching or presenting certain material to a class or group. The attitude
of the coach is that of developing the abilities of each individual to the
limit of his potentialities. The coach tries to make A. the best
halfback it is possible for him to become,and to make Be. the best tackle
in the country. The traditional method of teaching physical education
is to just teach activities and trust to luck that they will do some good.
The attitude of the coach should, and will, cause the students to feel the
real interest of the instructor, and will cause the instructor to demand
results of his teaching for each man.

Where the above kind of teaching has been the rule, satisfaction in
progress and in the exercise of the skills involved has been demonstrated
to follow. In other words, learning takes place.

To secure any general attainment of these possibilities, at least
the following three things should be essentials

1. The professional training of physical educators must be brought to a
much higher standard, especially the “theoretical” or educational part.
There mst be a better selection and more rigid elimination of the
candidates for admission to the better schools, and adequate recognition
and reward to those taking the work. The college of arts and sciences
is too often the obstructive agent here, denying recognition to anything