d eos Chi es = | a ee a he Re See esr aes es eae THE INTRAMURAL HANDBOOK by CARL D. VOLTMER, Ph. D. Director of Health and Physical Education TOM SCOTT, M. A. Instructor of Health and Physical Education both of Central Missouri State Teachers’ College Warrensburg, Missouri VERNON LAPP, Ph.D. Instructor in Education and Physical Education Alabama Polytechnic Institute Auburn, Alabama Copyright 1940 by Carl D. Voltmer Tom Scott Vernon Lapp BURGESS PUBLISHING CO. - a O STREET - MINNEAPOLIS, MINN. \ ACKNOWLEDGMENT The authors wish to express their gratitude to all those teachers of physical education whose cooperation make much of the content of this book possible. They wish particularly to thank Dr. C. H. MeGloy of the University of Towa, Miss Helen Manley of the public schools of University City, Missouri, and Professor Frank Martin of Central Missouri State Teachers College for their many helpful criticisms and advice. The Intramural Handbook This new book offers a concise but thorough discussion of a well rounded intramural program. It is a useful though inexpensive aid to instructors in this field and students preparing for this work. Objectives of the program are listed. Administrative problems such as organization of competition, corecreation, publicity and promotion, awards and records are considered. Tournament. drawings of every sort and of various Sizes are illustrated. Point systems are discussed. Suggestions are offered throughout which the authors have found practical in their own experience. This experience covers much active participation in athletics and teaching in grade school, preparatory school, public high school, college and university. The book is nothing if not practical. Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Lt it CEL IV VII VET TABLE OF CONTENTS Philosophy and Purposes -- - =~ - = oe ee I Organization, Tournament Drawing, and Classification 5 Pall “ctivitves --—- = + + = See oe = 26 Winter Activities, Including Outdoor Sports --- - 30 Spring Activities, Including Track and Field - --~ 35 Summer Activities, Including Water Sports and ae er ee ee a Recreation and Co-Educational Activities - - - - - - 16 Profeciom sed Pusicety (- - = + 4 -- + ee - + 51 Awards, Point Systems and Records -- - - Le 66 PO ee ee SS a4 "The Game Is On" CHAPTER I PHILOSOPHY AND PURPOSES It may be wéll to inquire first what is meant by the term, intramurals. We are using it as an abbreviation of the two words, Intramural sports. The. many other fine activities sometimes included in the school point program, such as music and debate, are not included in this book. Intramurals are our oldest type of school physical education. One is. likely to think of intramurals as something new in the program; as a matter of fact, these contests within school communities were their first forms of competitive sport and preceded both the required program of physical education and the interscholastic and intercollegiate (varsity) teams of today. So, in seeking expansion in this field, as so many schools are now doing, they are only returning Uo their first love. At the present time intramurals are growing rapidly throughout the country. They are without question the field of most rapid development in school physical education. Here is a field in which active sports practice is open to all who are interested. With adequate direction common, it is to be hoped that everyone who wishes it may find opportunity for engaging in interesting competition at his own level. What reasons lie behind this growth? The history.of intramurals antedates that of varsity competition. In these early days, of course, intramural programs were unorganized and at first entirely under student control. With the growth of varsity sports this field has been a little neglected by students and faculty alike. The interest which was focused on physical education and development, as a result of the information revealed by the medical examinations of the selective draft during the World War, resulted in a wave of enthusiasm throughout the country for a developmental activity program. The need for ablé bodied men for both military and civil life stood out clearly. It was evident a broader base for this program than that offered by the limited competition of varsity Sports was required. Tnis demand has done much to boost the development of the intramural programs. Present unsettled world conditions wiil work in the same direction. The growing realization among physical educators of the need for wider service to all has also done much to speed the growth of intramural athletics. The age range at which intramural programs are suitable is wide. It starts with a period when boys and girls find competitive group games holding a steady and compelling interest for them. This is usually about the fifth or possibly sixth grade in school, and sports continue to hold the interest of the students from here on through high school and through college. . The relation of intramurals to the rest of the physical education program anc the place of intramural athletics in this program are of interest. A big and growing part is being played by these activities. There are many reasons why this is true. Let us inquire into the philosophy behind intramurals. They are prima- rily recreational and primarily must be fun. America and Americans have thrived on competition, and friendly competition is the back-bone of the whole intramural program. After the student develops a taste for sport, there is every likelihood that he will develop a "carry over" interest in sports beyond school years. Participation in sports--an important part of living and getting fun out of it-- is dependent upon one's philosophy and way of life. With the present emphasis on "worthy" use of leisure time, it is important to credit physical activities with recognized recreational values. Such values these sports certainly have. 1 There should be no conflict between varsity athletics and intramural athletics. The broad intramural program serves as a base for the intercollegi- ate apex of these activities which will find the most skillful and most gifted competing on varsity teams. Strong programs in both fields should go hand in hand, not conflict with each other. The most interested fans are those who know something about the sport being watched. The most enthusiastic rooters at sports contests are likely to be small boys who know something, on their own level, of competition in the same sport. Intramural competition is designed primarily for the non-varsity player. The varsity squad is closed to the majority of boys in a big school. The intramural program takes care of these boys by providing a broad base of competition adjusted to proper levels for each individual. The time alloted in most required programs is so short that they must be used primarily for teaching programs. The opportunity to practice these teachings must come after class hours. Intramural programs and required work complement each other nicely in this respect. It is thus possible to get in the several hours practice daily of physical activities which are recommended at school age by Hetherington* and other authorities. SPECIFIC OBJECTIVES - The general administrative aim for intramurals should be a broad service program which many students will engage in and enjoy. It is well to recognize that not all students able to participate will be interested. Some people seem constitutionally opposed to exercise. Any program whose participation depends upon interest alone will find many that cannot be reached. A well-rounded pro- gram should, nowever, reach the majority. Administrative objectives can be listed as follows: 1. To interest as many participants as possible. Every effort should be made to advertise the program and to get a large number of students to take part in it so that they may determine, at first hand, wnether or not they like it. The well managed program should be well liked generally. 2. To manage in a way beneficial to students, socially and physically, and in a way that will make the participants boosters for the program. This objective involves a proper working of most of the other points listed and is a practical measure of the success of the work. 3. To insure proper sanitary conditions. Facilities should be present for oathing after contests. Provision should be made for sanitary control of laundry, exchange of playing clothing and equipment, cleaning of floors and similar matters, proper control of which go to make up a healthful playing environment. 4. To promote physical and mental health, through exercise. Intramurals are an important part of the activity program, perhaps the most important part. Required class time is too limited to do much except teach activities. The benefits to be derived through exercise should be reflected in intramurals. Paramount among these values is that of relaxation and recreation after the con- fining academic tone of the rest of the school day. Here is the chance to relieve tension, to improve circulation, to clear the mind and prepare for a better adaptation to academic environment. * Hetherington, C.-W. School Program in Physical Education 5. To promote safety education. There are many practical applications of safety education in this broad program. Hazards to life and limb in the way of projecting apparatus, slick floors, rocky fields, insufficient warm-up, inadequate protec tive equipment, and obstructions such as trees, posts, and poles on fields are just a-itew examples of the points Go be stressed here. Wherever there are water sports, water safety must be much emphasized. 6. To equalize competition. It is no fun to be obliged to take a one-sided licking and it is no great sport to the winners to have this kind of contest. Close competition makes the program more interesting for all contestants. Means must be found to equalize competition among groups and among individuals in such a way that both sides in a contest have a good chance. 7. To provide necessary first-aid and medical abtention. There will always be some injuries in any type of active sport, especially in body contact sports. Tne first thing to-do is to prevent injury and infection as far as possible. Minor first-aid, disiniection of open cuts and the jike,.1s often ali that will be needed. If it can be provided, medical service should be available for all con- testants. lif the program is well organized and managed, medical service should not be necessary often. Medical examination preceding competition is most desirable. &. To provide both group and individual competition. A well-rounded program should offer both types. The socializing influence of group contests ought to come within the experience of students. The individual sports generally have more carry-over. it is well for as many students as possible to have some pro- Dherency Li -peun fields. 9. To provide equal opportunities, fairness. Questions of favoritism oc- casionally arise out of paying too much attention to particular groups; for example, college fraternities. Every student should have opportunities to participate, regardless of organizations to which he may or may not belong. No one group should monopolize attention or play space. By and large, independent organizations will offer the best opportunities for fairness. From the standpoint of student interest, however, it is well to identify the competitive groups with outside organizations as a class, home-room, fraternity, etc. 10. To uncover varsity material. This is only an incidental objective in the program but one that occasionally may be of some service to the varsity team. It should never be made a paramount purpose in intranurals. lie To sell ane program to the students and public. ‘There is no. value having organization and set-up for service if people do not know about it and make no use of it. Various means of arousing school and public interest through the medium of posters, school papers, prizes, etc., are discussed in another chapter. The intramural program should be made a recognized part of school life in the students! minds. Friends and parents may be interested rather than the general public. 12. To match competition. Many groups or individuals in sport may have oc- casional time for recreation, if opposition and playing space is available. In large schools an important part of the intramural director's work could well be that of serving as a clearing house for this competition. Student recreation would be well served by this means. STUDENT OBJECTIVES i. To experience competition. The competitive way has been largely the American way. It has a natural appeal. It is desirable that it should be turned into proper channels and made useful. Nearly all people enjoy competition if a contest is fairly even. Important disciplining on the social and character side results from the pressure of competition. This is a laboratory for citizenship. 2. To have fun. Relaxation and recreation are as necessary in school life as to any other phases of it. If, as a result of the intramurals program, stu- dents can learn to play, the program has been of real service. 3. To learn cooperation and self-control. These qualities are more and more necessary in daily life. Some group games will be necessary so that the individual can learn to submerge himself within the group and to do those things that serve team interest. Rubbing elbows on the field and around the locker-rooms with team- mates and competitors furnishes an opportunity for learning things worthwhile socially. Friendship and comradeship developed incidentally, as a result of people's meeting in competition and among one's own team are some of the most en- during which result from schodl association. Ihese benefits are not all inherent in this program but depend largely on proper management. 4. To learn to use leisure time wisely. Modern sedentary living requires a balance of physically active recreation. Probably the best recreation that can be obtained is that sort which will require exercise and outdoor play. The skills resulting from school competition can be the basis of carry-over interest here. It is important that we emphasize living in school as well as getting ready for Jiving Later. 5» To acquire a knowledge of and liking for sports. We tend to like the sports in which we excel. Some skill is necessary to develop sufficient interest to insure carry-over. The future wise use of leisure time then, may be partially guaranteed by this program. 6. To develop bodily grace, strength, and stamina. Good posture is a social, psychological, and physical asset. Sufficient strength to meet the ordinary demands and occasional emergencies of daily living is essential. Graceful and efficient use of the body in all types of physical activity is a worthwhile thing in itself. All of these may be aided by practice of physical activity. The most interesting practice is in sports competition. CHAPTER IT ORGANIZATION, TOURNAMENT DRAWING, AND CLASSIFICATION The organization of intramural competition depends upon many things; the facilities available, the type of sport or contest involved, the number of con- testants, etc. The type of organization that is to be used should be well thought out and applied with dispatch. A tournament well begun is half done. BASIS OF COMPETITION It is constantly shown that students enjoy intramural competition in a direct ratio to the evenness with which they are matched. No team or individual likes to be badly beaten. If a team is continually defeated by big scores, that team will tend to disintegrate, causing an undue number of forfeits and a general mixup in the tournament schedules. For this reason one should try to set up and main- tain teams of equal ability. There are several methods of equating teams though these vary with the various activities. For both boys and girls in the elementary and junior high schools McCloy* developed a formula that has been checked by additional investigators in this field. The results are nearly identical when translated into the same terms. McCloy's formula is: 20A+6H+Wt. A is age in years, H is height in inches, and Wt is weight in pounds. The use of this formula is not a complicated technique as it involves only three simple additions. The age, height and weight can be quickly determined at the start of a semester and filed for use or can be taken from the records of the physical examination. After the classification index has been computed, the contestant's score is placed in a single column ranging from high to low. The teams can be picked by any rotational method, which depends largely upon chance, and no charge of parti- ality can be held against the intramural director. The same technique can be used for boys in the senior high school. It was used in the fall of 1938 by Mr. L. R. Perry, Director of Physical Education, for the Lawrence, Kansas public schools in his fall playground ball tournament. He reports that it worked very well and that all teams in the round robin won some of their games. In the high school range the age (in years) of the formula is limited to 17 years. If students are older than seventeen the formula becomes 20 X 17+6H+Wt. A similar technique of classification has been worked out in California by Neilson and Cozens.** By use of an exponent system, they have reduced the formula depending on age, height and weight to a system of adding, and have their classi- fications worked out into eight groups. Their system also lends itself to the frequency distribution method of picking teams, and for all activities their groups can be modified to suit the local situations. * McCloy, C. H.: Tests and Measurements in Physical Education. New York: F. S. Crofts and Company, 1939. ** Neilsom, N. P. and Cozens, Frederick W.: Achievement Scales in Physical Education Activities for Boys and Girls in Elementary and Junior High schools. New York: A. S. Barnes & Co., 1934. D Satisfactory methods of classifying girls of high school and college ages have not been so well worked out. Some type of rotational method of choosing can be used fairly satisfactorily. For the high schools and colleges a "Star list" has been used successfully. The use of a star list depends upon the team managers and intramural directors being acquainted with the group of students involved. A list of the best players is compiled by team managers, and posted:as a "star list". Each team is then limited to two or three of the stars. This type of organization cannot be used successfully unless the tournament is open to all school members as contrasted with a system of inter-fraternity contests. If some such plan is not used, two or three managers are likely to "corner" all the available talent and ruin the com- petition in their leagues. Other methods of organization are built around some central unit such as a club, a fraternity, a class, a home room, tow ward, dormitories, etc. Each unit submits a team or a contestant and the tournament is drawn. Another method of equalizing competition is on the basis of one round of play and then putting the poorer players in one league and the better ones in another. Where all are playing for fun anyway, both oo will get more enjoyment out of this method of dividing talent. TOURNAMENTS Round Robin Tournament The round robin tournament provides more ee than any other type for the contestants. It also takes longer to run and makes necessary more facilities if large numbers are involved. The round robin tournament is simple to draw by the rotational method. The technique is the same for both an even and an odd number of teams. The technique is shown for five and six teams. For 01x Teams First Round Second Round Third Round — Fourth Round Fifth Round 1-6 1-5 1-h 1-3 1-2 2-5 6-h 5~3 h2 3-6 2k a 6-2 5-6 iD For Five Teams First Round Second Round Third Round Fourth Round Fifth Round T=bye 5-bye h-bye 3-bye e-oye 2-5 tk, a= ees gel 3-1 2-3 1-2 5-1 L=5 The only difference is that in an even number of teams the number "1" team is not moved while all others are rotated one place in a counter clockwise direction. In the odd number of teams the "bye" is held still and all others rotated. If one keeps in mind that "1" or "bye" is not moved in the even and odd numbered tournaments respectively, there is no reason for mixing up the tourna- ments or for forgetting the method. Other methods for the drawing of round robin tournaments can be found in print, but in recalling them, the memory may play tricks on one while he is in the process of making a tournament and his reference book is elsewhere. For tournament drawings using 4 to 12 teams see appendix. For finding the number of games necessary to play for any round robin, substitute into the formula, N (N-1). For example, a 12 team round means 12 (12-1=—12 x li= ae . et 66 games. If you do not have the time or facilities to play 66 games some method other than the round robin must be used. 3 Combination Round Robin A combination round robin and elimination tournament could be worked by dividing the 12 teams into 2 leagues of 6 teams. By applying the formula one can see that it: would take 15 games for each league ‘to play a round robin schedule. The two highest in each league could enter an elimination tournament and a championship could be reached in 3-additional games, or in this case, a total of 33 games would reach a championship. By this methodnoteam would be eliminated until it had played at least 5 games. In other words, don't put many teams in a single league if the number of games must be held down. Double Round Robin In case of a smaller league like a 6 team league, where 5 games each are not enough, a double round can be played. This involves the playing of the same sche- dule over, thus allowing each team to play 10 games.° Partial Round Robin Dr. Elbel of the University of Kansas has a scheme for playing a partial round robin tournament that works out well. For instance, a 44 team group will be di- vided into 4 leagues of eleven each and then a partial round is played in which each team plays 6 games in its league. The two or three teams standing the highest in their league are placed in the play off elimination tournament where a sport championship is determined. For drawings of the partial tournaments, see the appendix. ; Single Elimination Tournament The single elimination tournament is used when a quick championship is desired. The formula (N-1) will quickly tell how many games are necessary to be played to finish the contests. For example with 13 teams, substitute in the formula, 13-l= 12 games. In the actual drawing of a tournament some multiple of 2 must be used. For example, 4, 8; 16, 32, 64, etc. If you wish to play "N" teams then the next larger multiple of two must be used in the drawing. If N=9, 13, or 16, a 16 team drawing must be used. If N=17, 21, or 30, a 32 team drawing is used. Assuming a 13 team contest the procedure would be as follows: (see figure 1) i. The number of byes is determined by subtracting the number of teams from the multiple of 2 used. In this case 16-13=3 byes. 2. Place the byes on the drawing sheet so that an even number of byes is in the upper and lower halves of the tournament. In case of an odd number of byes the smaller number goes to the top. In this case, with 3 byes, one is placed on. -the top line and two are placed in the lower half as shown on the drawing sheet. 3. The 13 teams, numbers, or names are placed in a container and are drawn and placed in the remaining lines. The names are shown as letters with teams A, E, and D, advancing to the second round by virtue of drawing the bye positions. 8 By checking the number of games on the drawing sheet, one can see that it is necessary to play 12 games before L is crowned with the championship. This verifies the result obtained by the formula (N-1). Seeding - It is sometimes desirable to seed some players or teams that are known to be much better than others. In the case of the 13 contestant size tournament, four players could be seeded so that they would not meet until after the second round games are played, provided that they survive. This prevents the good teams from eliminating each other in an early round. In seeding a 13 team tournament, let us assume that teams A, C, G, and L, are’outstanding and are named in order of their excellence. (See figure two) The steps are as follows: 1. Place teams A and C on opposite halves of the drawing sheet, for example lines 1 and 16. 2. Place G and L in the quarter positions in lines 5 and 11 by drawing. 3. As there are 13 teams it is necessary to give 3 byes, one in the upper half and two in the lower half. Put the line numbers of 2, 3, 4, 6, 7, and 8 in a container and draw the bye. (Number 7 wins.) us Uraw the Other two byes trom tinos 9, 10, 12,°13, 1h, and 15... (15 and £3 win.) 5» Draw the teams to the remaining lines. The method of seeding outlined is not that of the United States National Lavm Tennis Association. Their method can be easily found in their publication, "The Annual Lawn Tennis Guide". In the method outlined, the seeded players are given byes only as they can draw them in competition with the remaining players. In other words a seeded player or team is not given any obvious advantage such as a bye, excepting on the basis of chance, which is also open to the other teams. This is more fair to all, especially to "Dark Horses" who are better than they were rated. Consolation Tournaments In one type of consolation tournament, the losers in each round play each other and remain in the running for the second and the third place in the tourna-— ment. This also means that all teams will play at least two games before they are eliminated from all tournament consideration. In the other type of consolation tournament only the losers in the first round matches are allowed in the consolation matches. These are played supple- mentary to the main tournament. The losers can thus get on with the consolation playoff without holding up the play, waiting on second or third round losers. Both types are shown in Fig. 3 where the first round losers of the single 13 team elimination tournament illustrating seeding (Figure 2) have been placed in the brackets above the dotted line. In the brackets below the dotted line, the additional losers have been placed as the main tournament progressed. As the winners move to the right, they are matched with teams of equal standing. For example, in the C and D match, team D lost one game and won three, while C lost one game and won three. In the final game C is matched with A for second place in the tournament where C, the loser, was awarded third place. Bagnell—-Wild Tournament (Elimination) The Bagnell-Wild tournament is a special type of elimination tournament that makes possible a more accurate picking of the second and third places. In the tournament showing the technique of seeding, Fig. 2, team G won the championship. It is possible that team G eliminated from competition some team that is better © ' than team A, the other finalist. For this reason, all the teams that were beaten by team G previous to the championship game are placed in a new elimination tournament to see who shall play A for second place. In this case teams H, F, and C were defeated in the order named. H, F, and C play as shown in the drawing, Fig. 2A, and the winner plays team A for second place.: Team C wins and is crowned the second place winner even though it was eliminated in the third round of the original tournament. Since C is the second place winner, it is possible that team C defeated some team that is better than team A. Since team I is the only other team beaten by C, team I and team A must play for the third place. Team I wins, making team I third and team A, which went to the finals, really in fourth place in the tournament. Double Elimination Tournaments The double elimination tournament has the advantage that each team must be defeated twice before it is out of the running, thus providing more play for the contestants. Figure 4 shows such a tournament drawn for sixteen teams. It is cumbersome to work out, but once blanks have been provided, this tournament is as easy to administer as any other. As drawn, it is necessary to play thirty or. thirty-one games, depending on the number of games necessary in the final play- off. If team 14 had lost to team 8 the second time they played, it would have been necessary to have another contest before team 8 was eliminated the second time. An eight team double elimination can be played by using the top half of the drawing and taking team 3 back to the right for play with team &. Ladder Tournament Ladder tournaments provide for continuous competition and are never really completed. A group of people or teams, for example 8, wish to participate in an activity. Drawings are made and the eight names are placed on pegs, nails, or suspended between two uprights like the rounds of a ladder, one above the other. Play is started by issuing a challenge to the team above. If the challenger wins, the two teams trade places. By challenging and winning, a team or player can work to the top, and after the tournament has continued for some time, the teams naturally arrange themselves on the basis of quality from the top down. This type of tournament must have set rules about playing dates, etc. A group of poor sports would soon ruin this method of play. Some of the usual rules provide for: 1. Play within 48 hours after a challenge. a. After a challenger has been defeated, he must play some one else before rechallenging above. 3. A challenge may be for two places above. (This enables a good team to get to the top faster.) 4. The top team shall not have to defend its position more often than once ‘a week. 5. After a team has been challenged, it must play, instead of issuing a challenge to the team above itself. 10 6. No excuses are accepted for not playing. This tournament is suitable to individual competition and is frequently used in golf and tennis squads to determine who shall constitute the teams. The high five or six cach week may be used for varsity competition. Another variation of -the ladder tournament is to arrange the players in the form of a pyramid and then allow any contestant to challenge anyone in the next highest group. This sorts out the players faster and places more than one contestant in position to chal- lenge for the pinnacle peak. Ringer Tournaments A tournament useable in archery and golf has been described by Mable Lee* as a ringer tournament. In archery the tournament consists of shooting a Columbia or some other round several times and drawing a ring about the best scores for each of the distances. (See Fig. 5) When these rings are added, they are compared with the ringed totals of other contestants. A ring tournament has the advantage in both golf and archery in that only the best scores are used. It might be used to combat an inferiority complex in these sports, as for example, the golf beginner who has a birdie on hole 7 the first round and a nine on the same hole next round. ADMINISTRATION | in a single room or small school, one teacher can run the entire intramural program directly. As the number of contestants increases, it soon becomes im- possible for one person to manage the equipment, the grounds, and the players. When this state of affairs has been reached, several courses are open. In a large intramural program, faculty assistants can be very useful. At Westport Senior High School, Kansas City, Missouri, this system is used without actually naming the cooperation instructors as intramural faculty assistants. The tennis coach ran an intramural elimination tennis tournament in the spring. Another instructor gave wrestling lessons and acted as referee for the tournament. Other faculty members cooperated during the boxing matches by acting as judges. The girls' instructor had men teachers for umpires during her softball games in the spring. Student managers can make themselves very useful. Under proper direction students can be given tasks such as assigning officials, drawing schedules, checking participation and actually running tournaments. For the glory of wear- ing a school letter marked "Intramural Manager", students will do a large amount of routine work, thus freeing the intramural director for more important adminis-— trative duties. The student council may have an intramural committee and, by asking its advice and assistance, a lot of help and publicity can be secured. Varsity players, while not eligible to some intramural sports, frequently have enough interest to help in athletic activities. The writer has in mind a school that ran intramural cmtests Saturday mornings. The basketball players who partici- pated in varsity competition on Friday nights always turned up Saturday mornings to aid with the intramural basketball games. Who and How Many Should Compete? After the method of administration has been decided upon, many problems remain. How many players should constitute a basketball squad? More than the * Lee, Mable: The Conduct of Physical Education, New York; A. S. Barnes & Co. 1937: i. legal game number will be necessary to take care of absences from school and players fouled out of the game. A squad of eight players will usually result in having a full team. on the floor. Two extras for volleyball, three or four for softball prove satisfactory. A rule must be made to govern the amount of playing time that each substitute should play. Substitutes will fail to show up at game time if they do not get to take part in the activity. In basketball a good rule is that each squad member must play at least a quarter. Another and easier method of handling team competition is to simply have a list of eligible players from each home room, fraternity, class-or other unit of competition, and check to see that only players from the eligible list are used. The problem of varsity eligibility for competition in intramural activities is usually decided by the rule that varsity athletes are ineligible in their sport and during their sport's season. Some schools have a scholastic requirement for intramural sports, but this seems to spoil one of the main purposes of these activities. It is the opinion of the writers that intramural activities should be open to all, regardless of scholastic achievements. One institution prohibits participation of its probationary students. This rule served to take away the main source of wholesome recreation that should have remained open to these pupils. Depriving the boy of fun is not an effective club anyway. Equipment Equipment is a problem that has to be met by all schools. How much should be furnished the students? The usual rule is to furnish equipment such as masks, shoulder pads and head-gear, nets, targets, bats, basketballs, baseballs, foot- balls, etc. In tennis, handball, and badminton, the players provide their own racquets, birds and balls. It is well if the school has money enough to furnish all items but a "bird" furished by the school does not receive as good care as one owned by the player. Archery equipment may be school owned, but students who - have an interest in this sport will soon want tackle of their own and should be encouraged to get it. Shooting in archery depends upon one's being acquainted with the individual variation in arrows, and school equipment used by many dif- ferent students cannot be maintained in a constant state of repair and preserva- tion. When equipment is school owned, careful records of it should be kept. This will enable the director to locate and keep track of it at all times, and should also enable him to check to see which equipment is giving the most use per dollar. Much equipment such as box hockey, and ping pong tables can be made. By cooper- ating with the manual training and home economics departments, many dollars can be saved. Whenever repairs are needed, they should be made at once. A few minutes spent in repairing an article such as a basketball, when a stitch is first broken, will save time in repair and may save a $10.00 ball for much more competition. Safety Accidents can be reduced by a campaign of safety education and the use of proper equipment. The administrator should.see that the equipment is safe and that it is used. Games can be played on smooth fields free from stones. Benches can be removed from playing areas. Proper action should be taken in regard to slippery floors, and congested playing areas can be kept free from flying balls, etc. The officials should know their job and not tolerate any unnecessary roughness or other actions that will produce hazards not inherent in the activity. Lloyd, Deaver and Eastwood in their book, "Safety in Athletics", point out that about fifty percent of the accidents in high school athletics could be prevented by the- proper administrative procedures and controls. Every student who participates 12 should be knowm to be in good health. A medical examination should be provided or required at least once a year. After illness a permit should be issued if the student is to take part in the activities. Games should be provided that are within the strength and age range of the groups involved. One should not expect - 10 year old boys to run a two mile race or high school girls to play 20 minute halves in a basketball contest. First aid materials should be available at or near all activities and emergency treatment applied as befits the situation. Most cases of injury should be referred at once to a doctor for care. It is very easy not to do this. An infected wound can easily prejudice parents against all ath- letic activities. This is harmful to the school and to the teacher's standing in the community. Many colleges and universities have hospitals and doctors in their employ, and it is part of the routine to examine and take care of students. Some public school systems also maintain physicians on their payrolls to whom pupils can be referred with a minimum of expense. In the smaller school systems, a doctor very frequently follows all athletic contests and will volunteer his ser- vices. The injured student or the family may refer the case to the regular family physician. Finance Intramural activities should be considered a part of the educational system and should be financed directly from school tax levies. This is being done in an increasing number of schools every year. Some schools, especially the universities, use gate receipts from their intercollegiate athletic contests to help finance intramurals. In far too many cases, the athletic program cannot finance itself. Admission is sometimes charged at intramural contests and this money used to aid the budget. This method may serve occasionally as a stop gap but is not satis- factory if used long, and it will in some cases lead to undesirable practices sometimes found in interscholastic and intercollegiate competition. The manage-— ment will find itself putting on a show to please the spectators instead of trying to provide the contestants with wholesome activities under good social conditions. Some schools put on circuses, programs, plays, or other entertainments to which admissions are charged. If enough children take part, usually enough parents will turn out to make the events show a profit. Some schools charge an entry fee for each activity in the intramural program. The fees in most cases are used to pur- chase small prizes for the contestants. Officials The proper selection of officials cannot be over-emphasized. Poor offici- ating will spoil an intramural program quicker than any other administrative pro- blem. Students who are interested enough to take part in these activities show a remarkable desire to win. To control contests of keen rivalry, good officials should be provided. This is not always easy, but if players consider the officials fair, they may get along all right without being experts. Several methods of choosing officials are used at the present time. The writers have witnessed several groups of elementary school children umpiring games without any noticeable friction among any of the contestants. These children have been trained in good sportsmanship and were taught to respect the decisions of the leaders. In this case each team had an official who had to be ready to function when assigned by the director of officials. Since the Federal Government has been providing part time work in education, N.Y.A. or C.S.E.P. employees may be assigned to the intra- mural department and used for officials. Physical education majors are an excel- lent source for officials. Many varsity athletes are willing to serve. Schools that sponsor clubs could well have official's clubs where rules are studied and the fine points of officiating are discussed. Such clubs might be supreme courts of appeal. from game decisions and rulesinterpretations. Before a new activity 3 season starts, all the officials should meet to go over general rules and learn local ground rules and modifications to be used. After this meeting, a copy of the rules should be available so that contestants will be familiar with them. Usually intramural participants are good sports; however, in the older groups, rivalry sometimes becomes very keen and may even be a reflection of the insti- tution's attitude. In a school where the varsity coach shakes his fist at the officials, his players may have the same mind set. This will be reflected in the crowd which will boo at the officials. With proper training in attitudes from the elementary school through the university, the difficulties of officials can be very much reduced resulting in more enjoyment by the participants, officials, and spectators. Probably the most desirable method of selection of officials is by practical and written tests. By having funds available to pay officials a small wage, better qualified officials can be obtained. In the conduct of any activity, the official should have the final say and everyone concerned should understand that he is in charge of the contests. A Board of Review or Supreme Court can be organized to handle protests, forfeits, etc. The appeal should go through regular channels. No appeals should be possible on an umpire's judgment; for example, whether a certain pitched ball was a strike. Appeals should be pos- sible only on rule interpretations such as the local ground rule, use of in- eligible players, etc. When Shall Contests be Played? Now that teams are classified, the schedules drawn, good equipment and good officials chosen, and a place to play in safely provided, when shall we play? Probably the best time for contests is after school, but this depends largely upon the activity and the age of the children. The elementary school children are not encouraged to spend their after school hours about the buildings. They could well play some games during the regular recess periods and before school begins. The junior high school children can play after school. Some high schools have opened their gymnasiums in the evening for scheduled contests. Some schools schedule contests Saturday morning. In case of golf, where it is impossible to play near the building, the Saturday schedules have to be followed.. In some senior high schools many of the contests are scheduled for the hour preceding the start of school in the morning. If students want to play badly enough to get to school an hour early, they should have a more convenient and hygienic schedule. The noon- hour program has been adopted by many schools as a solution to two problems: first, a free time in which to schedule intramural competition, and second, protection of the school and its equipment from noon hour lunchers. It seems best to have quiet games or activities not involving strenuous physical effort immediately after eating. Some schools have social dancing in the gymnasium during the noon hour. The speed of "Jitterbug" dancing, makes me wonder if this activity should not be classified with the two mile run, something too violent for a full stomach. It was found, in a large city school, that as many as sixty-five percent of the students in boys! physical education classes were unable to participate in intramural athletics after school or on Saturdays, because of various kinds of outside work such as throwing papers, drug store delivery, and work in grocery stores. For this group, the daily physical education class should allow time for the actual playing of contests in addition to its teaching of sports fundamentals. Some of our most alert teachers feel that there should be more overlapping of re- quired work and intramurals -- more play in required, some teaching in intramurals. Of all the times available -- the noon hour, before school in the morning, evenings, Saturdays, and after school -- the period after school may be considered best, although it is possible that the other times may have to fit in many local situations. SINGLE ELIMINATION TOURNAMENT 14 L Champion FOR 13 TEAMS Bye : B B : M H M M A I E. G ee G J ee C SS Senet iG K L Z Bye Kh ed i Bye D 8 Figure 1 LO ae ie is 14 L5 16 SEEDING 4.5 13 TEAM SINGLE ELIMINATION Bye G Championship Bye 3 A A L G G C Figure 2 BAGNELL-WILD ADDITION H Cc 1c end Place |A 3rd Place 16 CONSOLATION TOURNAMENTS first round losers D D M D winner of first round losers B B Bye D J J H J Bye Bye Bye So Additional Losers E K K C I F ic Z L {A 2nd place winner G C A Figure 3 ay 4 We ee ee K Dee eee ohh cs og he oa Mew eA ree ee 6 €-- 9T ST OT GT VT a = OT 6 ae ; or |
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LNATVNENOL NOLLVNINITH ATanod
Mary Jones
June §
June 9
June 10
June 12
Ringers
RINGER TOURNAMENT
Archery Scores
Columbia Round
totals
28h
Ded
536
58h,
610
1031 GRAND AVE., KANSAS CITY, MO. — PHONE VICTOR 6710
ROUND ROBIN SCHEDULES
a7
Round robin schedules are shown for the number of teams listed at the top of
the column. Read down.*
Four teams
ie set
ar day
i320
L-2
i-2 3rd
Pe
6 games
|
WO NIO WB WIND W F-fo & Ut
4th
I
5th
te
pee
Oa
0a
B
@
Yn
Seven teams
a7 ist
3-6 day
i
2nd
DoEEa
boat
3rd
|
OO E> <2/E> rn
4th
5th
6th
|
Fat OO a 09 SDS oes
:
startet
OIE
~)
ct
=)
21 games
Kight teams
I-68 ist
|
~
Q,
o
ea
2nd
|
EW ONE Wt. ON SIN ON
3rd
ee a ae ee
|
:
|
>
cate
ry
Aes oa, ONS
MW ETO Ww
5th
|
|
oO
cee
=
e teams
ist.
day
(oars
2nd
eae De
el
|
Wt O~an Ok~2 OO ~2 MO 5
3rd
ee
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ry"
5th
ee Pesulreal
NUE 1D WO & vaflo & ur on
* The natural mathematical unit has been set off by solid lines. By using
this spacing every team in the even number of team leagues can play daily. Where
the natural unit is greater than four, a four game unit is shown by the dotted
line. This four game unit provides about the same rest periods for all teams.
In using these schedules, draw the numbers for the teams and assign playing dates
down the columns.
20
Round robin schedules continued:
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gr sransales ory PAE Am A}Q A et ov AJ Q oct cleo AS cf hco DO Ah he AAAS hed df Wb ee ealey evs TR
> e e e ° e e cy e icy < AG Gy
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do @ . S G » . » . = pp 1 . 4 © 4 YN on) =p
rs : N OY —t ° Wan ° XO tC 00 ° On co rc q r r
tS) es = = ee eo ae!
13. Long Base
d. Bbavtane = underianeg piven — 20 ft.-= te out of ive. =. - - 5. 1
be Bae target underhand pitch — 20 fis two cul of five .- - - con
14. End Ball
a. “TAarow basketball 50.iL, = three out of five = = -—-- --- 5M
D. Geren O21 throw: 25 ft. =— unrec.out of Live. —- -—- -- > oH
15. Puneo Bae
a. Catch ball and pass accurately while pegihe as ist. 2d,
and 3rd basemen - - -- ------------crrrcrco 5
be Bat end make sucecssful run.— three out of five -— -~-— = - - iw
70
7 ATHLETIC POINT SYSTEM - UNIVERSITY CITY SCHOOL - FIFTH AND SIXTH GRADES
Fifth Grade, 135 points, sixth grade, 160 points - earned in a year. No
awards to students not passing all subjects. Points must be kept for eight
months.
1. Sportsmanship (decided by Teacher, Principal & P. E. Teacher) - - - 10 pts.
as “Fosture
a. Grade A---------------+------------- 10°"
We ee SB >
3. ‘Scholarship
me Average Sade 0: A = = — = = = He Se ee Re Se toes
b. Average grade of B --------------------- 5M
4. Weight (not over 10% over or under weight) - ------ aS 1
5. Member of intramural team and present at games (each sport) ---- 10 "
6. Member of winning intramural team - ---------------- as
7. Member of school team and present at games - -~---------- 2-1
8. Member of winning school team ----------------- Soe
Oe ee, Oey FareiG patie = Hom Se Hee Se ea a a0.
dO eeer Ob Aieletic Coumcil = = + = = = = = = = eee Re ee eo!
at, Olieer of Atiictic Council —— —- = -— = + 2 eH eee Se See ee
12. Tumbling (1 point for each stunt) Possible - ----------- 10. *
13. Track = placing ist, 2nd, or 3rd in intramural meets -— each - --.- 10 "
GIRLS' POINTS
14. Folk Dancing (knowing three) ---------------- Each 10 "
15. Game Skills
A. Fist Ball
i Gaechineg