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 |

bos Woke eer wees Bg Slee eek a: 0 lo eae » aie ace ef 8 ae co 8 oy os ‘bas L 8 ee i Te a 7 x C Za G C ae ) E G iL Da c 47 c 4 7 € € v SJOUUTM 17 SIOSOT punoz 4ST punod . punoed 4S7 1ST — suee], 9T Joy” 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 | feaeal > GE 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: & 7 <= = & p » n 2) » ee 42 o 4 © 5 c 00 On _ aa SB oO ON Fae QS @ OV el-@© CQ © 0 "POPP Me ee are S PAR ORG MAO Rw RA WOR © AG SAO Kol oy No A <2) re OG oS SS « & & ic oS -& =e » » - » fe 7p pp Oo fa N on a7 Lc *\O é~ re Co ic °- on rr oor al PP © GS G ‘G cc nN @ ct S p ae) fe E ial 12! N om —t EGN \O OG ce) iad © MOM Get ey Oreo VA BNO AAN SAH AAA AAO HARAAROANAHOaOAA ei al oe ; mr pir eA rei O43) SS - oO ©} aS oS . JS . oc = UGS « 85 ep e 4) 1) - et ey aes = MN Crem) et © 1N ae -ét - - On Pp oS © G G Ss G ig} S oS hee n a G »~ 45 »~ 5 p ~ ce) 45 n Oo aS ON or" ~t Wan \O c— CO oO © fl Oo ed | 4 4 S| oO @ HO NX AO a0 CT ee ee ee Te ee OTNYE AO AoA yaaa a tS ie a tps 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 OY Pd : oS oS G . 1S : Sj iS ct . Si 45 > 5 a5 » 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 10-5 LO LOth 10-4 : a a3 eo th 1-6 1-6 llth 1-6 6th day 7-5 tao 1) $=. > Son dey - Sh -12th 67h 6th ye 9-3 9-3 7th day 10-2 10h, 2obn poe on Schedules drawn for leagues composed of an odd number of teams, 7, 9, ll, etc. are drawn up by a different method so that in some cases the natural unit is smaller than the four game unit. It is impossible to draw partial round robin schedules for an odd number of games and an odd number of teams. For example, you cannot play 5 games each in a 7 team league, but you can play 5 games each in a 6 team league. For this reason only schedules for an even number of teams are Shown in the odd number of game tournaments. head of each column. Partial Round Robin Schedules ae Five game tournaments are shown for the number of teams indicated at the Hight teams lst day 2nd Ath 5th * Five game schedules cannot be drawn for an odd number of teams. 1-8 ce 3-6 lst 4-5 day pn NO) ot Os Ten teams L=LO et 25 1 3-8 Read down.* Twelve teams ist 1-t2 2-14 3-10 wo 5S Q t- eee By ON~] MO KF Of | ist ~w DS Q. | NO te oe 4th a Pwr Wr Ow © | Sree Cre mee Ko nS Q. ia Epa 4th oO» or = OOS Wr Ox~3 © \O Ber Ten. bt oe { ae ATT OS WN ag) ae Suh. 2-3 30 games Fourteen teams 1-14 lst 2-13 4 : 5 2nd 6-9 i a 4 3°60 2-1 3 4 5 Ath 6-7 Sen 29 Ord 6th I-11 ie < agc9 Ath Lis wen 27 36 - &-5 P10 Sth 11-9 123 Seg Den 14-6 960 2-5 3-4 35 games Sixteen teams lst 2nd 3rd Ath s 6th 7th 1-16 245 alk Ae13 ist ale 6-11 7-10 15-i1 . 16-10 Ath 8th 9th 10th 2-9 3-8 7 oo. 1-12 <2 Ten teams £eG <1-10 Nine teams . Units of four Nine teams Natural units Read down. 4.2; is) oO i oO Gq » lg 3 Oo oO ae @ oO “cd 4) S a oO » G4 Oo 4 Oo 8 S oO G » % Oo C4 E Oo a Y oO uy w 2D S E S u Ss oO oS E oO ra “od WY of each column. 1-8 Kight teams qo PS 1 © Bc a peer n @ C s i » » ot N oy —t uw \O TR ee Te so NVOVtMOH OAM AH ROANMHAORKROAIH oO 0 AOlH On r ro ° eo re p> Oo Oo G . — . a . sea @ S u » . ) . +2 : p OC N Oo —t - LEN ° \O e Cc- PCPS eT PTT UCR e RT TIlE! ANMNOKDANHANNONK YA t00 SAN DWANO tA pb oO oO Fro a : ie Do iS e ae Ce aan ee (ro 2} N om ~t LY ° \O . i oes oO oO cS a a a a a n @ a o ‘p 1p 5 p ~ ~ a? A oy aes iA Oo ~ 0 ON PETS TUTTE PUR S Hey he ose T sees dambo & wlan dd aharo Aho a Ist Wvolt 0 Alen +S Ale An * E 80 ceipyesorderesktesdeees AANtHOAMA KoA On wl Ao Natal A ad Pes re} ha Ga a oe Ee na @ SG ° 4 . » . 48) oS he A o 55 Oey be ae ae ee 2 § % » 4) 49 : a » HoHtd oy 186 Wrestling 103 ne 180 E54 Free Throw Be is; aT 134 18 ig? Ping Pong Singles 116 189 3.0 Doubles 37 7h 70 140 104 208 Swimming 14 L37 20 dO 2h 102 Handball Singles - th? Vi2 Doubles ot 62 64 128 fe) 146 Horseshoes Singles f 78 161 213 Doubles 27 54 65 130 109 218 Spring Tennis . Singles 127 163 247 Doubles 5h 108 80 160 103 206 Spring Golf 129 4 129 4 105 Turkey Run +s 22 4% ce 1h 28 Spring Track 30 307 31 250 31. 217 Archery 9 18 oS SUMMARY 1936-1937 1937-1938 1938-1939 Teams Men Teams Men Teams Men Total of Team Sports 423 hO91 L61 4132 453 4154 Total of individual - Sports 288 2161 B90. 21g 580 3079 Total Ta 6252 95d 6911 1033 1253 Intramural athletics are showing such rapid growth because most students like to play. It is not a program that needs as intensive promotion as do some of our extra-curricular activities, nevertheless, it demands more than it is now receiving to insure increased individual participation. The following table shows the individual participation as compiled by the Men's Intramural department at the University of Missouri for the year 1938-39. This table is representative of most records that might be examined. There are twelve sports (listed horizontally) in which there were fifty-one separate contests. The number of men participating are listed at the bottom and right hand side. It is interesting to note that of the total of 1809 men, only one entered all twelve sports and a total of fifty-one contests. Three hundred forty-five men entered one sport in which they participated in only one contest. Missouri Contests a 50 49 48 47 46 4D Ah 45 he AL LO 3 38 a7 36 dl: INTRAMURAL SPORTS 2 8 18 oY 48 66 LOL 141 345 bs $81 235 15 109 (le = PORE WH EH dO wO HE PREREWNHNNNWENEH HE MWUMWEH NM Hrd WOOD APOPNENE fe HH NVUWDWWONE NADH BWUEAWNHEED PRM KH ee et i OND WS MPEP PE @ Ee wots en © PREF OWEFNPE UUW Dd ft On 5h i Q 5S tA kB = ON HH Eu 94 i> 126 160 7 219 S15 reco 2? This table shows that over one-third of the men are entering only one sport and participating in only one contest. As intramural workers it is our object to try to lessen this percentage by interesting the men in more than one sport. We feel that this can be done through better promotion. _ A good program is the best type of promotion that can be found. The colleges, perhaps are better equipped to offer a more satisfactory type in intra- mural program than the secondary and elementary schools, because of better financing, better facilities and a larger teaching staff. Many educators on the secondary and elementary level, however, are realizing the importance of intramural athletics and are doing all in their power to see that their programs are being developed. It is up to us, as intramural enthusiasts to see that a sound program is organized and having been organized, extended to reach the greatest number of students possible. Some devices that aid in promoting activities include home room notices, articles in the student papers, illustrated announcements on well-placed bulletin boards in locker rooms, and intramural publicity in the year book. PUBLICITY Publicity is an important phase of the intramural program. One of the first things that should be done by the director is to organize a publicity bureau within the department whose duty it is to see that all the necessary in- formation regarding the program is made available to all the students and publica- tions. This bureau may be composed of one or more members whose qualifications are interest, ability to write, and the recognition of a news story. If there is a school paper, an intramural column should be created to give all the information that is of importance to the student body. If there is no school paper, the bureau should cooperate with the local newspapers to see that the intramural news gets to them. One of the first duties of the bureau should be publication of a calendar for the year. This calendar should list all of the events that are to be in- cluded in the program for the year and the date of each event. This calendar could be printed in the school paper or be mimeographed and distributed to home rooms and placed on bulletin boards. Below is an intramural sports calendar that is being conducted by the Municipal University of Wichita, Kansas. SCHEDULE OF INTRAMURAL SPORTS 4999-40 Fall Season — Type Entries Close Play Starts Soccer League Sept. 22 Sept. 26 Tennis (singles) Elim. Sept. 22 Sept. 25 Tennis (doubles) Elim. Sept. 22 Sept. 25 Touch Football League Oct, 17 Get. .19 Handball (singles) Elim. Nov. 16 Nov. 20 Handball (doubles) Elim. Nov. 16 Nov. 20 Winter Season Bowling Volley Ball Ping Pong Badminton Basketball Foul Throwing Boxing Wrestling Swimming Spring Season Track Tennis (singles) Tennis (doubles) Horseshoe (singles) Horseshoe (doubles) Softball Golf The intramural calendar of activities during the year 1939-40 Type League Dbl. Elim. Elim. Elim. League Meet Meet Meet Meet Meet Elim. Elim. Elim. Elin. League Meet of the University of Arizona includes: First Semester Get. 2 Oct. 9 Get. t2 Get. 16 Cet. 16 Oets 23 Nove 2 Nov. 6 Nove 13 Nov. 13 Dec. 4 Dec. 16 Jars f Jan. 4 Jan. 6 Jan. 8 Second Semester Feb. 10 ep, 42 Feb. 26 Mar. 2 Mar. 4 Mar. 9 Mars iL ar. Lt Aor. & Aor. 6 Apr. 12 for. 15 May 14 Tennis Singles Tennis Singles Swim meet Tennis, Advanced Entries Close Dec. Dec. Dec. Jan. Jan. Jan. - Feb. Feb. Mar. Apr. Apr. Apr. Apr. Apr. Apr. May Badminton and Ping Pong Hoc key Golf Archery Hoc key Tennis Golf Fall "Sports Day" Bowling Basketball Temnis, Mixed Doubles Golf Handicap Tennis Golf Baseball Tennis Basketball Golf Baseball Badminton Golf Golf Tennis Bowling Swimmers pageant 8 5 Dec. 7 5 Dec. 7 ck Dec. 13 s Jan. 9 30 Feb. 1 30 Feb.- 1 9 Feb. 14 ek, Feb. 21 di Mar. 6 3 Apr. 5 A Apr. 8 4 Apr. 8 D Apr. 8 > Apr. & 5 Apr. 9 May 10 Elimination Consolation Inter-—group Round Robin Inter-group Fall open Advanced Round Robin Inter-—class Beginners stepladder December flight Inter—group Inter-group Inter-—gr oup Inter-group Inter-group Stepladder iInter-—class Mixed Doubles inter-elass Mixed Doubles Beginners and Intermediates Spring open Mixed Doubles Inter-class Play Starts for the women a Another duty of the publicity bureau would be the posting of schedules for each activity that is being carried on. These schedules should be given to each team manager and also placed on bulletin boards for the students. Following is an example of a section of basketball schedule at Iowa State College. INTRAMURAL DEPARTMENT WARD BASKETBALL SCHEDULES WINTER 1938 Section 21 Won Lost PCts section 22... Won bose = Pet. is mh Troopers 1. Gamma Toreadors 2. NU Sox 2. Kappa Hot Shots 3. TOTA Dark Horses 3. DELTA Devils i. ZETA Hot Shots 4. ZETA Wildcats Date Teams Court Time Date Teams Courts Time Jan. 27 TOs ee 7:00 p.m. Jan. 27 eS ace 1 7:00 p.m. " : 3 VS. h < " " 3 Vs. h h " Jan. 31 2s eo 6:30 pam. Jae 21 2 VS5 3 2 Ss 30. D.T. , Ce " " dyes a " Feb. 7 Lvs. 3 2 S130 oi. Peb. 7 lve. 3 a 6:30 p.m. e Ee W5u eS " " a NSs vi 4 ut Section 23 Won Lost PCL. . Section 24 Won Lost Pct. 1. GAMMA Sizzlers 1. GAMMA Wildcats 2. LAPPA Rangers 2+ BL Orlers 3. LAMBDA 3. KAPPA Rockets 4. BETA Hottentots A. ALPHA Date Teams Gourt . Time Date Teams Courts Time Jai. 2/ £5. 2 Z TH Pek Jans 2/7 oo, 2 i 75 Dm. " Se. " tt 3 ys. 4 i " Jan. 31 give e Bo ok 91315 pm. Jan. 3h a. Vs. 9 2 9:15 p.m. " dG. i " I lL ys. ik 3 " Feb. 10 ieee. oo 8330 pom. Feb. 10 1s, 3 1 8:30 p.m. tt 2 ws. 3 " it 2 apey dk ‘4 " ATTENTION! INFORMATION! Courts are numbered from West to East. No one on gym floor without Basket- ball shoes. This includes managers, scorers and timers. Spectators must use the Balcony! Each team furnishes a scorekeeper and timekeeper, who report on the floor to the referee. It is understood that these men also wear basketball shoes. At the completion of the round robin schedule in each of these sections, four tournaments, namely Class A, B, C, and D, will be conducted. The rank of each team in its respective section will determine the tournament class in which it will play, i.e., all section winners will play in Class "A" second ranking teams in Class "Bl", third in "C" and fourth in "D". in cases of ties for a ranking, teams so tied will both be entered in the tournament of that rank. MEMBERS OF ALL CLASS CHAMPIONSHIP TEAMS WILL BE AWARDED CHARMS. HIGH LIGHTS ON RULES: Time of halves-l12 minutes; time-outs-l minute, inter- mission between halves—5 minutes. Center jump is eliminated except at start of 58 game after double fouls, technical fouls, and at start of second half. All held balls will be thrown up at either free throw line or the center, dependent upon which point is nearest. There will be no three-second offensive free throw lane rule. There will be no ten-second back court rule, except that when the stalling situation arises the official shall declare a violation. Other duties of the publicity bureau would include publishing the box scores of games, award winners, feature stories about final games and unusual happenings, information concerning different activities and arranging for the use of photo- graphs whenever possible. Publishing box scores of games tends to increase the importance of intramural games and encourages the participants. In turn this publicity will increase the number of participants and make public the number of students that the intramural department is reaching. Photography can add much to the publicizing of the intramural department and much of this should be done if at all possible as pictures are always the best type of publicity. Pictures of winning groups or individuals and action pictures can be used in the student paper or yearbook, and the local newspapers always welcome this type of publicity. Of course, photography will include an added expense and should not be used if it will restrict the program, but if equipment is available it will add much to the publicizing of the department. Following are some examples of intramural publicity from different schools: Plan as used at Iowa State College. Adopted from similar plan used at Michigan and Ohio State. THE LEAGUE - ELIMINATION TOURNAMENT PLAN Leagues Leagues are formed from entrants by random draw except in cases of some other definite set policy. In our case, we separate league winners and runnersup of one year in the competition the following year. Four (or three) team leagues are formed and a round robin schedule in each is arranged. At the completion of the regular league round robin schedule, the teams of each league are definitely ranked on a percentage basis. Elimination Tournament All of the competing teams are now drawn into tournaments of four classi- fications: A, B, C, and D, (or whatever designation you care to give them), according to rank in league play. The point is you have all the league winners now competing in Class A, your second ranking teams in B, third in C, and fourth in D. Teams tied for a ranking are placed in the same tournament classification. Teams forfeiting in the league round robins are not included in the tourna-— ment play. Advantages The plan very definitely increases the interest of all teams. If they are drawn into a league of teams far superior to them, they have the consolation of equalization in the elimination tournaments. a9 Forfeits are reduced to a minimum. This past season we experienced but six forfeits in a total of two hundred and seventy-five scheduled games under the operation of this plan. Disadvantages The possibility of a team losing intentionally so as to gain a lower classi- fication. An act of this type, I am sure, will be very rare, and can be readily combatted if sufficiently evident. Participation Point Distribution with use of Plan Group I (Major sports apportionment ) Points Touch Football ) Class A: oo. 1403 130; deo 6110. Basketball ) Giese 8s 120; E10; .. 100; gO; 80. Volleyball ) Class C2 400; 90; 803 70s. 60. Sof tball ) Class D: 80; 703 60; Oo. AO. Group II (Minor sports apportionment ) Points Table Tennis ) Glass A: 100; 933 863 noe. 73. Bowling ) Class B: 80; 733 66 ; Sos 52, Class C: 665 Sys Des aoe oT Class D: 523 155 ots SOs. 23+ FINAL SCORE AND RANK Intramural Department University of Minnesota 60 ; (Rank 1936-37 1935- 1934- 193 L932— 1931- 1930- a score Rank 1936 1935 1934 1953 > 1932 1951 Acacia L460 29 23 h2 29 55 55 Alpha Beta Phi 25 53 ea os os o es Alpha Chi Sigma SO 19 ho L9 Be 28 20 1 Alpha Delta Phi L35 0 16 i 22 L7 ee 42 Alpha Epsilon Pi oes os yi re a i. 57 59 Alpha Gamma Rho 1130 2 6 6 14 9 5 29 Alpha Kappa Kappa bo 8 39 ae 23 ae 5 Al a3 Alpha Kappa Psi 581 Ly 38 51 51 ie a. 27 Alpha Rho Chi 293 h2 — 39 2/ 3h, 7 5 Alpha Sigma Phi ae : = ° S Ld 27 13 Alpha Tau Omega aa 5 18 4 2 7 18 : Alpha Theta Phi oes as ce oa we 58 ia a: Beta Theta Pi 706 8 5 z 9 6 LO 6 Col Pat 219 L9 32 re oi LY 26 Al Cha. Psi Sie 20 5 32 9 4 8 16 Delta Chi 639 10 5 2 LS 5 Dae 15 Delta Kappa Epsilon is Z0 AL 20 a3 2k 4 eL Delta Sigma Delta 392 a5 3h 15 50 25 a] cue Delta Sigma Pi 698 9 19 19 26 oy a 52 Delta Tau Delta 270 5 27 25 28 29 Pa a7 Delta Theta Phi £31 SL 13 hb — hg — ce Delta Upsilon 566 16 ZL 43 47 LO 32 30 Farm House Ly. 26 32 L6 hl 50 52 ia Gamma Eta Gamma Le 50 47 LO LO 7 42 50 Kappa Eta Kappa ee Lb 30 28 IZ 15 19 LO Kappa Psi 8 a a a = = 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 ~- -- - = ah 2. Placing hit two out of five - -~-------+-+---- SoM B. Dodge Ball 1. Hat target three. out of five, throwing a 20 ft. aa a« Throw the ball across the circle, 30 ft,.= = -=---=+- ao 3... Gateh the ball across tie Civeie, 30 tu, = a= = DT C. Captain Ball , 1. Recover a bounce 8 feet - -----~----------- a" 2. Vertical jump of 12 inches - - - - oe ee ee Sw D. Base Ball 1. Catch three out of five --------- ------- a! fu ee ENree Tatr i 6S Clb G1 five = = = ee a” 3. Hit target overarm throw three out of five, base distance 5 " A 5M . Hit target pitching three out of five, pitcher's box - - BOYS! POINTS | , 16. Tap Dances (knowing two) - ---------------- - Each > 17. Game Skills A. So0ecer i Deroole and kick goal froa 30 ft:, three out of five -- 5..." pe ee ee eee Ot. Or Five = = ee ee ee Se so" B. Dodge Ball i. Throw correctly at target four out of ‘five. Peg ee 2+ wame as 2 and 3 of girls’ points -—- -=-+--+-> eee CG. Pin Bait . ie ivOu ana Bese COVprocculy = = + = = =e = = eee eS eos oe Meh ce guy OF OWelve anthes ——--— = = 2+ ee ee = = oe da BOYS! POINTS — Continued D.... Base Bail de Ueber to Oe tive = eee Us. ee Bal Eieee Guetce | Bolis out of five ~ -— == - —- ae. 3. Hit targeu overarm throw three out of five, base dist. - 5 " 4. “Hit target pitching three out of five, pitcher's box -- 5 -" The Junior High Schools of Fargo, North Dakota, list the following rules for boys and girls to obtain an intramural letter. Pupil must have a total of 1500 points earned. No pupil may earn more than ONE intramural letter. Service stripes will be awarded for each 500 additional points after letter is earned. Playing on winning team or event 5 extra points. Being captain of a team 5 extra points. 5 mile hike 50 points. 10 mile bicycle hike 50 points. Roller skating 25 hours outdoors 50 points. Horseback riding 25 hours 50 points. 75 hours iceskating 50 points. (About 2 hrs. per day during season.) Tobogganing 50 hours 50 points. Uifieiating in 5 games of sport. 50 points. 50 points will be awarded for each activity each season except pupils entering school in the 8th or 9th grades who will use as a basis 75 and 100 points respectively. A pupil's citizenship must be approved by the principal in order to be eligible for a school letter. Hligibility rules will govern only in awarding letters. oe WO MO fF Hh HOOR IAW i ~wO YE W The Junior High Schools of Long Beach, California are experimenting with a point system for boys. Although not in its final form the plan is as follows: LONG BEACH CITY SCHOOLS DEPARTMENT OF PHYSICAL EDUCATION PROPOSED REQUIREMENTS FOR THE JUNIOR HIGH SCHOOL BOYS' ATHLETIC AWARDS To earn the 4-inch shaded school letter a boy must earn 300 points as follows: At least 100 points in Participation At least 100 points in Service (To include at least 50 points for officiating) 100 additional points in Participation, Service or Leadership A star will be awarded for each 200 points beyond the required amount for letter award. These points to be earned as follows: At least 75 points in Participation At least 75 points in Service (40 of which must be in officiating) 50 additional points in the field of Participation, Service or Leadership The 5-inch shaded school letter will be awarded to boys having. a total of 900 points. Points may be earned as follows: 72 Participation - Competing in one complete intramural season (90% attendance including practice) - - - - - - - 50 pts. Winning team or individual in an intramural season 20 " pie Whee = a ee ee a5 ee re eS ee a0 .* VS 5 tt Covoebtae in on ell -cily event -— --+ = === - gs aay 360 > ce 18 4) all-city event. = —- --+----- Do Pie piace anon ali=ciry event = -— -- -- - == £078 3rd place in an all-city event --------- S04 Service - Officiating (per game) referee or umpire - - - - ae Timekeeper (per game) - ------------- Qo." Scorekeeper (per game) - ------------ 2 Grounds manager (after school one semester) --- 100 " Supply monitor (after school one semester) - -- 100 " Parviel pation in sence! pretrais - + = == = + = Optional Leadership - Intramural team captains (per season) - - - - - - 10 pts. Athletic Commissioner (per semester)- - - - - - - 100 1 Sport manager (per season) - ---------- BoM Recorder of points (per semester) - - - - - - == oe ”" Class Class Commander (per semester) - -- ------ 50 Leadership - Assistant Class Commander (per semester) - - - - Boo." edad. Deaders ol 69 eS ee ee aot Wutside leader or grounds manager = — - = = = => Woe! insade le¢ader or equipment Monitor = = = =.= ==> AO." Points may be next. transferred from one school to another and from one semester to the POINT SYSTEM FOR IOWA HIGH SCHOOL GIRLS > 1. Participation. 1 hour (60 minutes) of participation -- 4 points; with supervision, and instruction 1 additional point will be granted. Points will not be granted mor e than two hours of activity in one day, or less than 4 hour of activity at any one time. Not more than one-third of total participation for the year may be in one activity. oy ee 3, Leade Lis 4. Healt oe - Points will be awarded for evidence of skill in certain activities. rship. Organize and lead a group of at least eight girls in any listed activity for 5 meetings — 30 points. Before receiving first award this is done under supervision of the instructor. After receiving first award, it may be done independently. It is not advised, how- ever, to allow student leaders to conduct groups in basketball, soccer, track or hockey without supervision because of danger of accident. Officiate well in at least two games of any highly organized team sports. 15-poincs. H. Keep Health Code -- every four weeks! period - 15 points (have 135 checks out of the possible 140 checks) DD 2. Health Examination (may be repeated yearly) >» Sportsmanship. Habitual good sportsmanship is important, but difficult to give points for. Therefore, no points will be given for this section. However, it will be required that the record of points sent in for the state award must be accompanied by a statement that the applicant has shown habitual good sportsman- ship throughout the earning of her points and signed by a committee composed of the principal, G. A. A. advisor and at least three students. POINT SYSTEM SCORING OF INDIVIDUAL POINTS HELENA HIGH SCHOOL, HELENA, MONTANA The records of each student in intramural competition shall be kept by the Intramural Department and the student having the highest number of points at the end of the school year will be awarded the Intramural gold medal. The student having the second highest number of points will be awarded the Intramural silver medal. The following sports are divided into the divisions as below, and are to be considered in the collection of individual points. Division I -- Basketball, Volley Ball, Indoor Baseball, Diamond Ball. Division 424i Track. Division III -- (a) Boxing, Wrestling, Tennis (single and double), Golf. (b) Cross County, Foul Throwing, Goal Shooting. Division I -- 1. Five points for playing on a winning team. 2. Two points for playing, but not winning. 3. Loss of five points for forfeiting. Davision i) ..--- 1. Bach student: willbe awarded the points he makes in any of the organized.-races or events in class track meet. 2. Hach student not placing will be given one point for competing. Division III —- (a)1. ° Five points for winning match. - 2. Each student will receive one point for competing but not winning. 3. Five additional points for lst place. Three additional points for 2nd place. Two additional points for 3rd place. Qne additional point for 4th place. Loss of 5:.points for forfeiting. (b) 1. -For winning lst place - 15 points. For winning 2nd place -.12 points. For winning 3rd place - 9 points. For winning 4th place - 6 points. For winning 5th place — 3 points. 2. One point for competing but not placing. 74 The Central Missouri State Teachers! College, Warrensburg, Missouri, uses a point system in which the eight high point men during the year receive a light Sweater. The point system is as follows: Sport Entrance Points Points per Win Winners Points Archery a0) : 20 100 Basketball (A) 50 10 50 league, 50 playoff (B) 30 10 50 Boxing 20 30 100 Foul Throwing 20 20 100 Golf 20 20 100 Handball 20 20 100 Hor seshoes 20 20 100 Softball 50 10 Do Jeaseue, 50 playoff Swimming 20 Db pOenes Lor each 1 : On 5-3 -2-1 basis Table Tennis 20 20 100 Tennis 20 20 100 Touch Football 20 10 50 Track 20 D-~oines for cach 1 . ON > 3-2-1.. DASLS Volleyball 20 20 100 Wrestling 20 20 100 The point system used by the Intramural Department of the University of Michigan. POINT SYSTEM USED IN AWARDING INTRAMURAL NUMERALS RULES AND REGULATIONS _ Entrance points are those points which an individual may earn by entering a sport and not forfeiting any matches. Additional points are those points which an individual may earn by advancing farther in a tournament. Winner's points are the number of points given an individual for going through the tournament undefeated. The highest 10 percent of point winners will receive a combination Intramural Monogram and Numerals. Points may be accumulated from any 10 of the 34 sports, team or individual. Members of gymnastic, archery, boxing and fencing squads who meet regularly under the supervision of an instructor and who take part in meets, etc., will receive 500 points at the end of the respective sport season toward their total number of points. Individuals are limited to the number of points they may earn in any one sport. For example, tennis tournaments are run in the fall, winter and spring; singles and doubles; all campus, independent, and fraternity divisions. It is only possible to earn points in one tournament (singles or doubles), in one division, each period of the year. 7) In team sports an individual participating in all games will receive the same number of points as earned by his team. However, if he participates in part of the games he will only be awarded points in proportion to the number of games in which he played. , ; For example, if his team is awarded 150 points for winning basketball and there were 5 games played, an individual playing in one game would receive one- fifth of the 100 additional points, or 20 points. This twenty, plus the 50 entrance points, would allow him a total of 70 points. SCORING CHART Sport Ent rance Additional Winners! Points Points Points 1. Archery 35 65 100 Ze Badmineon 35 65 ; 100 3. Baseball, Soft 50 LOO 150 4. Baseball, Dart 20 30 50 5. Baseball Field Meet 30 15 ip 6. Basketball CA) 50 100 150 7. Basketball (B) 50 25 are 8. Bowling oe 65 100 9. Boxing 2D 65 100 10. Codeball 20 30 50 11. Cross Country 30 45 7) 12. Fencing 35 65 100 13. -Footoall, Touch BON 100 150 Li. Foul Throwing 20 30 50 15...-Golt Be 65 100 16. Gymnastics 2 65 100 17. Handball 25 50 75 18. Horseshoes 25 50 wo 19. ice Hockey 50 LOO 250 20. Paddle Ball 20 30 50 21. Relays 20 30 50 22. Riding 25 50 75 233 Hitle Shooting 25 50 ~D 2k. Sigma Delta Psi 25 50 a 25. Smeavine 25 50 75 26. Soccer 50 100 150 27. Speedball 50 100 150 28. Squash 25 50 Se. 29. Swimming (Dual) 25 50 ie (Championship) 30 45 fee) 30. Tennis 25 : 65 100 31. Track 40 60 100 32. Twenty-one 20 730 50 33. Volleyball 25 65 100 3. Water Polo 25 50 1D 35. Wrestling 3D 65 100 AWARD RECORDS Award records are an important as well as necessary part of the intramural program and require some bookeeping by the director. From these records is determined the total number of points an individual or organization has amassed during the year, the number of individuals or groups in each activity, percentage 76 of individual participants, and records set up in individual activities such as track and field, swimming and golf. Most of the work will be in the listing of points from which is determined the individual or organization winners. The records will determine which activities have been the most popular, which is important in that it helps in planning the activities for the following year. in the activities. These records also disclose the percentage of students that are engaging This is important as we want to know how well our program has been accepted by the students which might lead us to discover why we are not receiving unanimous support. As these records are necessary there should be some type of a card that would allow for all of the information desired that can be filed for further reference. An example of one used in the junior and senior high schools at Moorhead, Minnesota, is shown in the following. INTRAMURAL RECORD Free Throw SENIOR HIGH Sports '7Gr. | Sor. 9or. | LOGr. | Tiers | 12Gr.; JUNIOR HIGH Badminton | | LETTER AWARDED Basketball] | | JUNIOR HIGH i | STRIPES AWARDED Boxing } i | Golf | | LETTER AWARDED Horseshoe | | | SENIOR HICH Ice Hockey : | | LETTER AWARDED Officiating | | | ATTITUDE Ping Pong | | Push Ball | | | | | 32.4.3. SEN.H.S. School _Letter-Basketball | | + School Letter-Football| | | | | 9 12 : | | 7 | TOTAL TOTAL School Letter-Track | Soccer | | Soft Ball | L | Remarks Touch Football | Tennis Track-Field Wrestling Total. YT These records should be filed in a place that can be locked, eliminating any chance for them to be lost or tampered with. The students will naturally desire to know from time to time how many points they have accumulated. This not only requires a lot of time to look up but also tends to become quite monotonous. To eliminate this and also to satisfy the student.a public record is recommended. The record should include all of the students! names with spaces for each activity that is offered in which points may be recorded. It will show at a glance the number that participated in each event and the number of boys who participated in the program throughout the season. It is further recommended that this record be placed in a case with a glass door so that it may not be marked up. The job of recording points may be done by the director or Intramural secretary. An example of a public record: FRESHMEN Basket |Badmin-|Golf Horse-|Offici- Ping |Soc- Soft |Ten- Track |Wrest—| Total | Ball ton shoes jating {Pongicer | Balljnis | ling : 4 ‘ i Ashley, J. | Boyer, A. _ | = Collins, M. 3 | Davis, E. : a . . Ellis, | | | Funk, L. Geyer. H. Harris, M.! LIMITATION OF AWARDS There should be a limitation of the awards given by an intramural department, as the greater share of the finances provided for this extra curricular activity should go to the program itself and not for awards. The point system should be organized with such a degree of difficulty that each individual cannot win too many awards, but at the same time we must try to hold their interest in the program after they have won their first award. The Moorhead, Minnesota program realized this point and set up a plan whereby the student could not win an award in less than a period of about two years. To hold the interest after that time, service stripes were awarded for an additional number of points. The Long Beach, California. schools give a 4" letter for the first 300 points, a star for each additional 200 points and a 5" letter for a total of 900 points. The Highland Park, Illinois G. A. A. allow for five different awards in an attempt to hold the girls'interest. The first one, for winning 35 points, is a white numeral on a blue circular base. The second award, a blue H.G.A. emblem on a white base is granted to any girl who has earned 70 points. The third award, a small H.G.A. emblem in the form of a silver pin, is granted to any girl who has earned 100 points. The fourth award, a blue H.G.A. and class numeral on a white shield, is granted to any girl who has éarned 150 points. The fifth award, the name of the girl on a plaque to be placed in the rest room, is granted to the senior girl having the highest number of points at the end of her senior year. In case of a tie both names are placed on the plaque. CHAPTER X FUTURE It is always interesting, if not always profitable, to speculate on the future. The future of education depends, of course, on the future of society. And no one knows what it will be. What will be our form of government? Is Democracy outmoded as Hitler and Stalin would have us believe? Most Americans think not. If so, is either of the systems represented by these two a lasting replacement? What effect will scientific progress have on our way of life? For example, assume that sky flivvers will be the future means of travel for all. What then will be the education needed to make everyone a pilot? There is not need to enlarge further on the difficulties a crystal gazer must face in this field. Moreover, education is often said to lag twenty years behind, and some will say on the wrong track even then; so that we are not now actually getting our children ready even for 1920. The philosophy shaping physical education faces these same uncertainties. For what shall we prepare? There is as general agreement on aims in physical education as in any other educational field. All students are familiar with, and most accept, the general aims of organic vigor, neuro-muscular skill, recreational learnings, and training in character qualities and in a social way. We all want health, character, sports- manship, recreational skills, grace and so on. A basic working philosophy has been reasonably well stated — providing life does not change too rapidly. More than ever before people need nervous stability and "constitution". Worthy use of leisure concerns many social thinkers. And so with all the other points emphasized in physical education objectives; how are these goals to be attained? Commercial sport has come in for much criticism by physical educators. The general public shows less concern. The parallel with ancient Greece is often drawn. Professional athletes are criticized as of no use to society. Gambling and other evils are deplored. Most of all the tendency to make spectators of the majority, "spectatoritis", is strongly condemned. Similar criticisms are made of much of our interscholastic and intercollegiate program. Many of these latter criticisms are not well considered. Some are. Certainly the interschool program is not adequately serving all. No more of course does school debate or music serve all. Nearly all our students do come in contact with physical education through direct experience in the required program. As a rule, the time here is so limited that this program should be primarily one of teaching. Where, then, shall these teachings be applied? This is the primary function of the intramural pro- gram. Here the student should find his recreation for the present and his re- creational training for the future. With these points in mind, let us examine intramurals with a view to their future tendencies. One of these trends will likely be toward more out-of-door play. Gymnasiums are viewed more and more as emergency quarters for inclement weather which do not give all the benefits available in out door air and sunlight. Especially in the winter program is this change likely to be apparent. There should be a consider- able expansion in outdoor winter sports, not only sports on snow and ice, but soccer, speedball, etc., in milder winter climates. One marked exception is the indoor swimming pool, which is becoming more common in schools. Aquatic activi- 78. 19 ties should increase in popularity. Sports with a good recreational carry over, away from the cities and closer to nature, are due for more emphasis. Examples are archery, hunting, canoeing, rifle shooting, fly casting, woodcraft, and the like. Many of these sports are adapted to competition. Others can be encouraged through point systems. Another trend is toward co-recreation. Much of the present attitude toward isolation of boys and girls in play carries back to separation of the sexes in all education. To a large extent this is as it should be. The two sexes do not seek entirely the same ends in education, but after school they will not be isolated. Recreational training that will enable them to play together helps the individual to fit in socially. The tennis court, swimming pool, golf course, the archery range, and the home recreation room with its table tennis, billiards, and other games are a few examples of sports that make for better a socially and encourage ae participation of the family group. Still another tendency is a greater emphasis on safety. The public conscience is increasingly aware of the need for conservation of these most vital of our resources, human life and health. This is as it should be. Both patriotism and common humanity demand it. Further this is coming to be a practical necessity because,to quote a classic: "Babies are strangely out of style You may travel the country for many a mile Without the light of a baby smile bees with the Dutch or Irish." And even the Dutch and the Irish are falling down of late. Moreover, respect for human personality demands such consideration as we can give to human welfare. In sports this involves a number of points. The playing environment must be as safe as may be. Sanitation must be enforced, dangerous obstructions removed. In short, the hazards to health, life and limb must be removed. Safe playing equip- ment must be provided. Preliminary medical examination will keep a check on weak hearts, tendency to hernia, incipient disease and the like. Prompt first aid and medical treatment if necessary must be available. The dangers of insufficient warm up and of exhaustion must be guarded against. Great progress has already been made in this field. Much remains to be done. ~ The fact that relaxation and recreation are coming to the fore in discussion concerning the use of leisure time will do much to promote intramurals in the school program, because these sports are recreational in character. The close relation of play to mental hygiene and the promotion of mental health lend further significance to intramural sports. Another point to consider is the relative importance of team and individual sports in the total program offered. Team sports are useful in teaching co- operation and good sportsmanship. They are an important laboratory for citizen- ship. The individual sports, generally speaking, carry over better for recreational use after school days are over. Two adjustments in present practice that will be beneficial are to get girls participating more in team games; and to get boys' varsity players to learn more of individual recreational sports for use in later life. Point systems encourage the recreational sports for use in later life. Point systems encourage the recreational sports which may be less strictly com- petitive, and as such are good. They involve considerable bookkeeping and are therefore something of a headache to administer. While they are probably not so passe as some physical educators believe, this extra trouble in administration does hold down their popularity. 80 The status of awards in the future of intramurals is of interest. The laurel wreath is as far as many idealists would go. This view is extreme. Human nature being as it is, prizes hold a wide appeal. These prizes need not be at all expensive. Their intrinsic value should be kept down. But contestants value a tangible and visible token of their prowess for the world to see. Such awards will help a program. They need not and should not be expensive. The future relation of varsity and intramural sports is an intriguing sub- ject. There is no reason why the two should be antagonistic. In fact, some of the liveliest and most extensive programs have grown up together in universities such as Michigan and Ohio State. In many of these situations money from inter- collegiate receipts has gone into facilities for intramurals. In smaller schools this is not generally true. The two programs, similar at many points, serve somewhat different ends. Varsity sports concern school publicity and alumni interest. They are a public show. The keen competition demands sacrifice and discipline that many intramural players are unwilling to make. Intramurals on the other hand, are of interest chiefly to contestants, involve little practice; they are for fun and they must be fun. Good varsity competition stimulates intramural interest and vice versa. Intramural basketball will be popular in a "basketball" school; baseball will hold interest in a "baseball" town. Intra- mural and varsity programs do not substitute for each other satisfactorily because of the different directions which they take. Following the reform wave in intercollegiate athletics in 1906 many colleges tried this type of substitution. it was but a short time until nearly all had returned to inter-school competition. This detracts nothing from the place of intramurals in the general program, en- couraging as they should the opportunity of participation for all, rather than only a few as players, while the majority remain as onlookers. In a general way, the growth of intramurals depends largely on the progress of Physical Education as a whole. As the public becomes familiar with the educational aims served through this field, and have opportunity to observe the practical effects of good work done there is every reason to expect continued growth of Physical Education in general and of intramural sports in particular. 81 APPENDIX REQUIREMENTS FOR FULL MEMBERSHIP. SIGMA DELTA PSI TEST 1. 100 ya. dash 11 3/5 sec. 9: 100. ya. swam i min. 45 sec. 2. 120 yd. low hurdles 16 sec. 10. 1 mile run 6 min. 3. Running high jump 5 fe, ll, Front hand spring, 4. Running broad jump 17 ft. Tae on et 5. 26 ids, Shot put 30 £4, 12. Hand stand 10 sec. 6. 20 ft. rope climb 12 sec. 13. Fence vault : Chin high 7. Baseball throw 250 ft. 14. Good Posture er cavelin throw 130 ft. B Pesthall Punt "120 ft. 15. Seholarenip - Eligible for varsity competition Substitutions: A candidate who has won the varsity letter or an intramural championship in any sport may substitute this letter for any one requirement in Sigma Delta Psi, except swimming. A substitution may be made but once for one sport; for example, the candidate may substitute the football award but once, even though he plays on the varsity team three years. The privilege of substituting varsity letters is limited to two official varsity sports and one intramural championship. ent An intramural championship shall consist of at least sixteen competitors to a tournament and at least eight men to a division, class, etc. THE ATHLETIC BADGE TESTS Test for boys First test: 1. Pull-up (chinning) 4 times or Rope-climb (using both hands and legs) 12 feet Standing broad jump So 60-yard dash 9 seconds or 50-yard dash 8 seconds 4. Baseball throw (accuracy) ' 3 strikes out of 6 throws at or 40 feet Baseball throw (distance) 130 feet second test: 1. Pull-up (chinning) 6 times or Rope-climb (using both hands and legs) 16 feet 2. Standing broad jump 5 ot or : Running broad jump ie tee: 3. 60-yard dash or 100-yard dash 4. Baseball throw (accuracy) or Baseball throw (distance) Third test: 1. Pull-up (chinning) or Rope climb (using hands only) 2. Running high jump or Running broad jump (3. veeu-yare run: or 100-yard dash 4. Baseball throw (accuracy) First tests: . Ee or Baseball throw (distance) or | 8 lb. shot put Test for Girls Balancing (1 deep knee bend) Potato race or All-up Indian club race or 50-yard dash Basketball throw (distance) or 12-inch indoor baseball throw (accuracy) Volleyball serve or Tennis serve or Basketball goal throw (10-foot line) or 12-inch indoor baseball throw and catch Second test: 1. ae Balancing (book on head; 1 deep knee bend) Potato race or All-up Indian club race 82 8 seconds 13 2/5 seconds 3 strikes out of 5 throws at 45 feet 195° feet 9 times 16 feet i! i" 1h feet 28 seconds 12 3/5 seconds 3 strikes out of 5 throws at 50 feet 220 feet 28 feet eh feet, < trials 22 seconds 30 seconds 8 seconds 35 feet 2 strikes out of 5 throws: at 25 feet 2 in 3 in 6 2 in 5 3 errors allowed 24 feet, 2 trials 20 seconds 28 seconds oo or Run and catch 19 seconds or 50-yard dash 7 3/5 seconds 3. Basketball throw (distance) 45 feet or 12-inch indoor baseball throw (accuracy) 3 strikes out of 6 throws at , : a0 feet 4. Volleyball: serve 3 in 6 or . Tennis serve oan > or ; 3 Basketball goal throw (12-foot line) 34n 6 or 12-inch indoor baseball throw and catch 2 errors allowed Third test: 1. Balancing (book on head, 3 deep knee bends) 2% feet, 2 trials 2.. Potato race 18 seconds or : : Run and catch 17 seconds or 50-yard dash | 7 1/5 seconds 3. Basketball throw (distance) = 55 feet or 12-inch indoor baseball throw (accuracy) | 3 strikes out Gf 5 throws at 36 feet hn > Volleyball. serve : | Soin 5 or Tennis serve : . oo Aa or | Basketball goal throw (15-foot line) 3 in 5 a : | : 12-inch aadoon baseball throw and catch 1 error allowed INTRAMURAL ACTIVITIES FOR 18 HIGH SCHOOLS ACTIVITIES Arche ton. ase Basketball CL Bo age ross Comet roquet eck Tennis End Ball Fencin Field Hocke ootbal lL Free Throw .. Goal Shootin iL G astics Hit Pin Baseball Hocke Hop Scotch Horseshoes Tice Skat ck crosse asketb Nine Court BB Paddle Ball Paddle Tennis ass Punt Pi Po oLts Ril Ring Tennis Roller Skating ervus Ba Shuffleboard ® Activities for both girls and boys On ta. Kans. DIJO] H]rml| H]NE holwle te DP] WM JOfHMIE]H 8h INTRAMURAL ACTIVITIES FOR 18 HIGH SCHOOLS (continued) Phe « pe a Ke le a1 5 HH 3 tA S| PF IS/SASI™ [olet} JO] }5] iq = Oj; sy ies vf SG o nN i, qin NoESCIT MI AN aA NO] ADI on N of aH OPS] Of of