V. Social Cooperation
Obedient to accepted authority, a good follower; a good team worker,
a hard worker for the group, unselfish, and will sacrifice his own glory;
is loyal to his group and institution; will deny himself for good of group;
knows how to assume his share of responsibility.
VI. Social Action - Standards of the Gentleman

Respectful to others, modest, magnanimous (holds no grudges); is
cheerful, not grouchy; is courteous, truthful and trustworthy - a real
sportsman. Doesn't alibi.

VII. Ethical Social Qualities

Respects rules and officials; plays fairly, and only asks ynerese?,
respects property of others. eee

VIII. Qualities of Efficiency

 

Plans and thinks to the point; is thorough and dependable; can follow
directions; finishes what he starts; he carries responsibility; is
adaptable; he recognizes the value of time; tries for high standards.

IX. Sociability

A good mixer; friendly, people like him; he likes to be with others
and others like to be with him.

In the use of the above list of objectives given, many of them will proba- |
bly need to be omitted in some groups. The nervous development of the child may
not have reached the point that renders some of these objectives possible of
accomplishment. Some objectives will have been satisfactorily accomplished almost
throughout.

In endeavoring to make this list of objectives function in the thinking
processes of the teacher a further process must be encouraged, for which we offer
no example here because of limitation of space. This process involves the de-
tailed thinking into each of these general terms and developing specific objectives
in terms of physical education situations. To illustrate in the matter of self-
control, one might think up many specific objectives having to do with control
of temper when fouled by an opponent, control of temper when treated unjustly by
an official, control of temper when reprimanded by the teacher or when scolded by
his playmates, etc. There may be dozens of such specific situations or specific
objectives lined up under each of these more generalized terms. I should suggest
that where a group of individuals expects to undertake such an experiment the
different individuals lis gych specific objectives in some such way as Charters
has done on page 82 ff. Then let this group get together and combine their
lists and think them through. The important thing is not that every teacher shall
remember a long list of specific objectives but that having thought them through
at least once, he shall recognize situations and opportunities as they arise in
order that he may use them for additional ends.

IRE een