5

With a clear knowledge of the goals, the next step would be to develop
techniques of teaching and content of teaching material such as will enable the
physical educator to present the situations that will bring the desired psycho-
motor and q@notional reactions. This it seems to me will be the line along which
the next great advance in physical education will be made.

Techniques of activities-teaching are at present well-developed. Organiza-
tion and administration need a little more attention. The techniques of securing
educational results however are as yet in their infancy.

To attain these educational goals, it would seem at this stage of development
of the physical educational philosophy that there should be at least the following
essential elements involved:

le Teaching material should be sifted and chosen in order to select @ con=
tent which will be educational. It is highly desirable that the activities taught
should be more than just exercise. A wealth of teaching material is now avail-
able in the field of physical education, material which lends itself to educa~-
tional uses as well as to producing physiological changes. Where possible
therefore the activities should have this double value.

In order to achieve this end, there is a need for the adoption of some
criteria upon which to base such a sifting out of teaching material. This subject
has been discussed at some length elsewhere and will not be elaborated here.

The essential thing is that knowing clearly the educational ends sought,

the physical educator shall intelligently choose the physical activities to

be incorporated in his teaching content in such a way as to definitely and
specifically attain those onds and shall discard as non-essential all that will
not lend itself to that purpose.

2. The teacher of physical education must cease thinking of physical
activities programs as ends in themselves, and think of them only as educational
means for accomplishing physical educational objectives. Thus the promotion
of coaching of basketball should not be considered as a means of just securing
good basketball teams, but as a tool for the securing of educational situations
which can and will be so presented as to cause such responses in the individuel
under such psychological conditions as will make for the changes in attitudes
and concepts, that will bring the desired educational results. This will in ny
opinion require almost an entire change of attitude on the part of most of the
professional schools of physical education.

3. The director of physical education should predicate his teaching upon a
thorough and practical knowledge of physical educational psychology and physical
educational philosophy. This means that in the preparation of his situation,
he will work in harmony with the laws and principles of learning to secure both
learning and the transfer of learning. This will necessitate a development of
more adequate techniques of physical education teaching than we at present
POSSCSS.

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4. The director of physical education will have a comprehensive plan for
educational progression. This involves a very éifficult problem of integrating
the need for adequate member-participation in planning and conducting the
activities and the necd for progressive planning of the course. My present
reaction to this problem is that those directors of physical education who
are not thoroughly prepared in the very difficult techniques of the project