“7 ce we. Arthur Lonborg (Northwestern Universit) "I'll cast my vete with Sheose opoosed to such proposed shangas in basketball as the elimination of the GCGRUGr jU00. Mm the first place, as I see it, the center jump is definitely a part. of pasket- ball and quite properly so. I am opposed to working the boys any harder then necessary and that is exactly what doing away with the center jump would mean. Every one knows that basketball hs it is played today is one of the most strenuous sports. Take away the center jump and you’1l1 make it exen more strenuous, The pause that follows every score while the players line up for the next jump gives every man a chance to catch his breath and to snatch a moment's rest, 4 College boys are young these days amd they need that added in- stant of relaxation. Putting the ball into play from the side lines would extend the average actual playing time of a game almost five minutes and that is agking too much of the players.” All these quotations are from Associated Press articles car-~ ried in the Newark Evening News. They support the arguments against. the irrational awarding of the ball to the opponents out of bounds after a success ful foul goal. Retain the center jump as usual after each goal, but taxe time out while the ball is being returnec to center. Time would ve ou: from the time the ball entered the basket until it reaches its height when thrown up at center. Time out to be taken during re- turn of ball to center, after each field goal, or fouk goal. The "pall-bearers walk" back to the ceriter Circle cannot right— ly be considered as a part of the playing game; it is more like the lull between plays in football or innings in baseball. That lit- tle rest is needed and is good for the players; but it shovld not be counted as part of the playing ae for no playing is being done then. These time-outs aftsr scores would save considerable playing time. Teams and spectators both would thue benefit. How much time would be saved? In an experimental game of’ 32 minutes (4 quarters of 8 minutes each) the time saved was .5% minutes. On each return to ceiter-jrmp after & goal, en / ohemQ(OOOO oo oon OOOO00O Ae OO Pt eu +, QOOO00O 0000000000 DIAG. 3. Accommodating 60 players in a drill that brings into play skill in handling the ball and footwork. The players in each line work in twos. The first player, holding the ball in his position in line, fakes a dribble to the inside, then drag-dribbles toward the basket, coming to a stop half- way to the basket with his inside leg advanced. He pivots toward the sideline on his rear foot, and hands a quarterback pass to his trailer com- ing along at top speed. The trailer drives right through the ball, taking it from the first man without stopping, and drives right on to the basket as fast as he can dribble. Players in lines on the left (as they face the basket toward which they are moving) should use the left hand in dribble; those in lines on the right, the right hand. This is to keep the ball removed from the imaginary guard, with the dribbler using his body as a screen between guard and ball. 17 In making this first cut of the squad we disregard the size of the boys en- tirely. We are most con- cerned with individual cleverness and_basket- shooting ability. This first select group will number approximately 85 to 100 boys, necessitating three practice periods for the third day with approxi- mately 30 boys working each period. This third day of prac- tice should be a strenuous one. With only 30 boys to handle, each boy should be kept moving with spe- cial emphasis on cutting for the basket from vari- ous angles. On this day, if the practice has been successful at the close of one hour of real work, the boys will show fatigue with a tendency to run lightly—not slow up, but rather lighten their steps, DIAG. 2. Here five men are brought into the drill, the passer cutting behind two men. The ball moves in a more or less straight line (broken lines show path of ball, solid lines paths of players), and the players must cut toward the sidelines and regulate the distance of their cut so as not to retard the speed of the drill. When the ball is fumbled or dropped, the same players should be required to pick up the drill from that point, the ad- vance men returning in line and the drill re- suming from the point of the fumble. ket, thus using thirty boys at each basket, putting in action sixty boys, as Diaq. 3 shows. Ball-handling and foot- work show up in this drill. As the more efficient boys stand out, their names are checked and at the close of the practice for the second day, the boys are told by posting a list on the practice bulletin board those who are to return for the third day. Using thirty boys driving at each basket may appear dangerous but to date we have not had a boy injured in this work. I feel that perhaps the only advantage in using a large group at each basket is that the boys learn to protect themselves. We use two assistant coaches while working fifty or more boys, as we want the mistakes corrected as they take place. We do not use student as- sistants. x? Os © DIAG. 4. Defensive drill. Xl and X3 are defensive men working on a man-to-man basis against any two of the three offensive play- ers, 2, 4 and 5. XI has the ball and, to start the drill, passes it to 2, from a short distance so that XI can be in a good defensive posi- tion on 2 when the pass reaches him. If XI throws the ball to 2 from a distance, 2 will get his shot away and. XI will derive no good from the exercise. If the ball is passed from which is an indication of tender feet. This is the time for some teamwork rather than individ- [Turn to next page] XI to 2 at close range, 2 has an opportunity to shoot long, fake a shot and dribble to ‘as- ket going around XI on either side into the basket or going around on either side start- ing a dribble to basket, stopping suddenly and shooting if XI has a tendency to,over- run his position. XI tries to recover the ball before 2 makes the basket. If XI recovers the ball, he passes to X3 who is calling for the ball as he would if he were the teammate of XI in a regular game. If 2 recovers the re- bound, 2 shoots again or passes to 4 or 5 who are his teammates and the exercise starts again involving X3 and 4 or 5 according to the one who receives the ball. While XI is guarding 2, 4 and 5 are watching for mistakes that 2 may make in attempting to score on XI. At the same time X3 is watching for mis- takes made by XI. Only one basket is used in this exercise. Three offensive men are pre- ferred to two in order to prevent the defen- sive men working against the same offensive men throughout the exercise. 18 ual play so we bring in the “three man pass” drill shown in Diag. |. This drill, and the one in Diag. 2, have been published a thousand times if once, and are no doubt familiar to all coaches, but I am including them here because the editor has asked me to “tell all” of what we do, and I am loath to omit anything under this in- junction. Drills as shown in Diag. | and 2 we find very good with which to close a strenuous practice any time during the season, especially following a lot of individual work. In drills of this type the boys forget themselves and think of the other fellow. At the same time they are handling the ball, cut- ting for the basket, timing their cuts. These drills also teach the boys to handle the ball at top speed. These are good drills for conditioning, for the loafer is easily spotted. The same boys finishing the third day of practice report the fourth and fifth days to find an altogether differ- ent type of play in store for them, namely, volleyball. Many coaches may disagree with me, but we find that playing volleyball during our early season training is quite beneficial. It serves as a relief from the main busi- ness at hand, and, what is very im- ' portant, gives the blisters a chance to heal. This is most necessary with us, and I doubt that our boys are more tender-footed than the next school’s! We inspect the feet of our players regularly, and paint the soles with tincture of benzoin, then apply two thicknesses of tape before each prac- tice. We never allow the players to wear two pairs of socks. By the sixth day of practice we have made every effort to diminish the squad to 60 boys with two practice periods, two hours devoted to 30 boys in each group. These two groups con- DIAG. 6. Here are the five floor positions for the system of interchanging the three front men, |, 2 and 3, by screen plays, with the 4 and 5 men entering into the play but always returning to their stations. (See article). Hav- ing the players walk through the plays is a good method of teaching interchanging posi- tion play. ON SOOOG— os DIAG. 5. The | and 5 men are the first two men used in developing the system. Hence this drill to help pick the best men for the positions. No. 5 passes in to No. |, and follows his pass. No. I's first option is a di- rect return pass (quarterback pass) to 5, either inside or outside. 5 can conceal the side on which he will pass | by heading in one direction, then suddenly cutting in the other as he nears |. In this diagram, 5 passes to the inside, and | elects to keep the ball and dribble in at a diagonal behind 5's screen. 5 never continues toward the basket unless he receives the pass from |. When he doesn't, as in the above, he goes into I's corner, and swings back into his own regular position. See diagrams below for return pass by |, and other developments. tinue to work daily until January 15, at which time we start concentrating on tournament play. During this period of work the number of boys will vary from 20 to 30 in each group. Starting the sixth day of practice we try to impress the boys with the value of individual cleverness, both of- fensively and defensively. The strength of a team is in the ability of each in- DIAG. 7. The 2 man is brought into the proceedings, | having declined his first option on 5 and his second option of a dribble by himself. 1, after passing to 2 who pulls out. 2 may return pass to | on the inside as a first possibility. In this diagram | passes to the outside and takes 3's position. (See SCHOLASTIC COACH dividual member of it. This is espe- cially true when speaking from a de- fensive viewpoint if the defense is of the man-for-man type as is used by the majority of teams throughout the middle-west. I am frank when I say that 60 percent of the practice time each day for the first 60 days of our season is spent working on drills for our individuals on defense. The fact that offense in any sport is more nat- ural leads me to the conviction that the greater part of the time spent should be given to the more unnatural aspect of play. We stress defense be- ginning the second week and continue to do so throughout the season. The drill shown in Diag. 4 is used in our practice at least three days each week. We teach the glide as a means of footwork for individual defense and emphasize the position relative to the opponent being guarded and his bas- ket. The defensive man must always be between his opponent and the bas- ket. The position of the defensive man cannot be emphasized too much. While working on our offensive drill which may include 2, 8, or even a 5-man in- terchange, defensive men are used to make the situation real, and we insist that each defensive man play his part as though he were in a real game. The offensive style of play em- ployed by the Anderson team of last season was designed from the pivot style, interchanging only the three men in the front court. Many coaches use a system of interchanging five men but I am convinced that the five-man interchanging system requires too much time for development for the average high school boy. In this sys- tem too much time is required for execution of detail, and the system be- comes too complicated for the amount of time that can be devoted to it aside from ball-handling and development DIAG. 8. Bringing into the offense the 5 man is the most intricate part of the play, and should not be undertaken until the use of the 2 man has been mastered. The 3 man cuts to the right of 2 after 2 has failed to play on I. The developments from this point are explained in the article. @rx | X article.) O| Q CONFERENCE Game Summary Review Jumping Situations a be “ mt 2} ”n nO i) n Oy n | n | B| £518] 8) £512) &| 2818) 2] £518] 2] 25g 5 0 )5 5 0) 5 5 ogi8 | 5 OSE O55 F (Tt y mts >i & F § © oj} ao & els © 4 ot Mj) aS ujaa &4 ct Pe © dit | © ju} oO dis | © ee od] ‘4 Onjo} + OHIO]; » OHO; P OHO; HP} OHIO gio joj dl.o.jJo}| alo 72 cf B/S ato fo Ol 8 fat Oo] S$f/nAj oO} &§ Ja! of fA] ol fa — mime Oi mi mt Oini an i Oim i hi © a te Py L # UT pouctquow AeTd uo ope aa OR 4oininr] a a STeos [nJsseoons jo *on *g ‘ FOuS Sfetpout Use aos £etd @ syacom wee. Sut v SHEN alayay a % “ASTIZ9OL 044 SOUT JO “ON *yZ i" TTBqQ prey uy seMsor si a ‘ei dumf ouq soewta go ‘on *9 ~ euenek << ae SA hina — teil af hanna —_ oi “— —— S i oie it 4+ TT8q saeq rodumf e sowlty go “on °¢ m . sod ed a wveg> + euheens iaiven nersiaitie snitjecielety o< F a moan fe ee ep eet were a osed - saedumf{-uou fq | = - Opewum SUOTAIBTOTA JO *oNn °F — ~ t somatic —-— = saodumf-ucu uo ak PETTBO STNOT Joon eg | > 1 ane ements emma een mp am mf fn men cfne e fe fe ne fn nee fee fee -_ i Ssaodumf{-uou 09 stetotsye ; £q sSuquaren go ‘on *9 | - ae ac, ened fon pnt ii ik om ‘ AMDPTOloO*qninijHIiNutToyPNH Of; st , 2 coqunu TejoL °T fata Taya Mia 1 , min Dialer : | ® a + . ® wo a re) p > 4 oo oo a) w 4 re ad 8 u n 4 ~ n oA) oO a oS ia} ow CJ oO nO a 4 n os a | ei 8 ° a 7 a hx tH a i © = NON-CONFERENCE Game Summary Review Jumping Situations: Center Jumps Free Throws \ Line Jump: Floor umps Center Jumps r 2 Free Throws Jump. LILI Floor Jumps a ae ene Center Jumps Free Throws \ Bine Jump: Floor Jumps Center Jumps Free Throws Line Jump Floor Jumps we ‘Lye pouctquem AeTd uo oepeuw S[TBOS [Tnysseoons Jo “oN °S —4OUsS Syetpomut we soz etd @ sydom Breoq Sut -AOTI}ZOI oY soultyZ fo *onN *4Z ccnnianalnstiendinncsiiegubeatennsaginanaienmamimaiapit sien: iii iiatie: 2a TTeq pTey ut sqtnsed dumf oy9 soult9 Jo *on "9 = nee mee spunoq Jo 4no [TTeq sdeq aedumf e sowty Jo °“on °S aes szedumf-uou Aq epseu SUOTAIBTOTA JO *ON °F sdodumf-uou uo PeTie® STnor so *on *e¢ wow ne re Ae ne oe szedunf{-uou 09 sTetotsyo &q sButudem Jo “on °s Jequnu TeyoL *T Ba 7 8 15 LO ° ae Kansas vs. Ottawa University Baker University Jniversity of Southern California Xansas State GHART OF SUMMARIES Conference Games - 1935-6 7 2 | ‘s © oe > } = ws a x Pm ae) at $ 4 oO op) ~Y n n oO = QO rd a ss > = aH x 1. Number of jump balls in. center circle ? ? 26 26 25 76 26 2. Number of jump balls in : z free-throw circles 10 14°: is 12 14 65 13 3, Number of center jumps Ce 20 238 3s Oe 34 149 30 4, Number of fouls resulting e in multiple throw 3 3 5 3 1 is oul 5, Number of times ball out of bounds at end of court it 1-38 20 20 10 75 15 6. Would it have gone out ° if goals were set in 4 ft? 6 6 5 5 9 31 6 7, Would it have gone out - if goals were set in 6 ft? 5 S = 7 24 5 8, Number of times out of bounds o ss as result of personal foul 14 25 Fi) bt fae 6 OU UF Ae 9. Number of violations of 7 . S-second rule 1 0 O 0 @) 1 0 au. Number of times forced back | . over division line 3 1 s 2 O 6 A che Number of times failed a - @) 0 O 0 QO OQ bring ball over division line CHART OF SUMMARIES Non-Conference Games, 1935-6 © 4 , ~ ow ‘ a oO n : ao) > D > ¢ a) . > u a © w w s n &0 x = 4 Q wo G4 ~ wo ep) ow © a n O° w & & » as n S » © a ~ oo ow © ° O > i Oo aa) = SG > Bi x 1. Number of jump balls in ~ center circle 1 a 5 1 4 13 3 2, Number of jump balls in free-threw circles 22 18 9 8 6 63 13 3. Number of center juups 33 2a | 20 a 123 25 4, Number of fouls resulting in multiple threw 5 9 4 0 0 16 3} 5. Number of times ball out of ‘bounds at end of court Pao $e (37 748 + as 83 {17 6. Would it have gone out if : goals were set in 4 ft.? iL 9 8 i pe! 40 8 7, Would it have gone out if : goals were set in 6 ft.? a2 9 7 5 4 34 ' 8. Number of times out of bounds as result of personal foul 11 9 25 9 | 14 66 13 9. Number of violations of S-second rule 1 0 ) O O 6 1 10. Number of times forced back over division line 0 1 0 0 0 1 0 1l. Number of times failed to bring ball over division line | 0 0 O O 0 0 O SHOOTING SUMMARY Home Games ~- 1935-6 Field Goals i Free Threws jizied ) Made j Percent /!Tried | Made 4 Percent KANSAS vs: oo Iowa State 52 15 oe | 8 66.6 Nebraska 56 18 32.1 13 9 69 ig ce cl Santon Soon lett a pa es: “ pte a yea —— ESI EES SE RE ~— some ere Kansas State 61 20 52,8 19 12 65.1 Oklahoma 59 18 30.5 20 15 75 : s | [Jf Missouri oe | wm 0.7 | is mo | 2 ‘ f | Ottawa University | 60 25 So60 =O 8 7 87.5 —_ pom nf Baker University 47 12 | 25.5 14 10 71 | p 1 Washburn 39 a | oe 20 is 55 ee ies - oes a 4 anni va Southern a4 1 wv | : s&s 6 54.5 _ California : . f. Kansas State wy | a2 i ¢@ 2 33.3 Conference Totals 293 91 80 55 Non-Confer Totals 287 | 80 | 160 59 i . 4 Non-Confer Average 49 “a | 44 12 7 | 60.8 ’ 7 Conference Average 59 18 31.0 16 a | 8 y 3 Chairman, L. W. ST. JOHN | Ohio State University, Columbus, Ohio presented at the annual meeting of answers and RETURN THE ‘' The Committee Member or State Athletic Officer wh ‘21 to H. V. Porter, 11 South LaSalle Street, Chicago, Illinois. I, j { Vice-Chairman, FLOYD A. ROWE Secretary, GEORGE T. HEPBRON Board of Education, Cleveland, Ohio 105 Nassau Street, New York City LL “af io ; f NATIONAL BASKETBALL COMMITTEE of the UNITED STATES AND CANADA ANNUAL QUESTIONNAIRE This questionnaire is sent annually to representative basketball men of the country in order. that their vies may be NNA Concerning center jumps: a. Do you favor the rule which eliminated the center jump after a successful free throw? Yes. iE a Mas. 3 List desirable modifications on reverse side. b. Do you favor eliminating jumps after a field goal? Yes. a i] oN No. / c. If b should be adopted ball should be awarded to opponent 1. At end of court. Se Bee 2. At end of division line. oe 3. At the center circle. d. If present center jumps should be retained would you favor rotation of jumpers? Yes. i He No. O.©.. Concerning restraining circles: a, Do you favor retaining the restraining circles for jumps at the free throw lines? Yes. &.%.. No. my nee) b. Would you favor having a restraining circle at center? Yes. 43 .. No.. && c. If three restraining circles are used would you favor — having all jumps at the nearest circle? Yes. Ae eS No. 2}. a Concerning the rule which states that a fumble is not a dribble (check one) a. Present rule is satisfactory . S. hoo a b. Return to 1934-5 rule..... : c. Allow fumble only before start a dribble . / oe Would you favor removing the restriction on com- . No. 3b. munication by a substitute? Yes. > / e National Committee. The Committee will be Pay if you PROMPTLY to Se ee Pa ghee ication Corporatio n Io. Il. will cheeky tiede name appears above will send all replies received up to March Concerning the three second lane rule (check one) a. Present rule is satisfactory . EG oo. b. Return to 1934-5 rule..... ia. Would you favor making the free throw lanes wider? Yes. Af . No. on If you answer yes, check desirable width: 10 feet?..&-.. 12 feet. . He Concerning the awarding of an additional free throw for unsportsmanlike conduct for a deliberate or flag- rant foul (check one) a. Retain present rule... gs b. Return to 1934-5 rule. y eas Would you favor eliminating free throws for a double foul? Yes. Hh .. No Would you favor legalizing a court marking which would place the end line four feet from the plane of the backboard on floors long enough to permit this extension? Yes. 36 ., Need... Concerning High School overtime games (check one) a. Present rule is satisfactory. . ‘7. o. ‘ b. Use sudden death method in first overtime. 7 ik c. After one overtime, use free throws. .... .{>.. Concerning disqualification for four personal fouls (check one) a. Present rule is satisfactory. . SF Ss b. Disqualify on fifth foul..... ‘ c. Disqualify for remainder of half for third foul in that half... ae Wels, If any particular section of the rules needs improve- ment, give rule and section number............. Comment on reverse side. QUESTIONNAIRE COMMITTEE, J. H. CROCKER, E. J. HICKOX, W. E. MEANWELL, OSWALD TOWER, Editor, H. V. PORTER, Chairman ee @etioens cieenetd Oe. a a ee es PiGCGNION 6 or ee ee ei ee Treasurer, A. E. METZDORF 97 Elmsdorf Ave., Rochester, N. Y. COMMENTS ON ANNUAL QUESTIONNAIRE National Basket Ball Committee. 7 I feel that the so-called "three-second rule" has not ac- complished a thing and should be removed from rule book. Grimsley, Garden City, Kans. Jr. Coll. I would like to see three-second rule changed. For example, player of team A has ball in corner or near side line when a team- mate enters free throw lane (player in lane facing basket) and remains in that position longer than three seconds. I am not in favor of awarding ball to opponent out of bounds. However, I am in favor of three-second rule when pivot-post play takes longer than three seconds in lane, I suggest the following change: when player enters free throw lane, and is ‘acing basket and making an honest attempt to enter into the play, the three second-rule should not be enforced against him, Olson, Dana Coll, Blair, Neb. Change rule to read, "try for basket must be made within three seconds," but make no time restriction if pivot man is used to feed or pass the ball." Kralovec, Kemper Military, Boonville, Mo. Allow the pivot man to assume the position between the free throw line and the forward are of the circle. The three-second pule being in effect as soon as he gains possession of the ball. Williams, U. of Iowa If three-second rule is retained--any offensive play that is started should be allowed to finish if it moves directly into an attempt to score--even if a teammate completes the play while the post man over-stays his three seconds in the lane, 7 : Bunker, Culver-Stockton Coll, Canton, Mo. Personal fouls: Disqualify on second personal foul in each half. : Wells, K.S.T.C., Kirksville, Mo. We need some stress placed on how to call the “act of shoot- ing" fouls. Officials this year are very divided on this point. Ward, Coll of Emporia, Emporia, Kan. Rule necessary to standardize back boards. This situation should be remedied. Ball handler is fouled but is clever or strong enough to take one or more dribbles and scores'a field goal. He gets one shot and often misses the one free throw also loses the two points for the free throw, Buschmann, Warrenton High, Mo. I would favor a move of some sort to take the unmolested throw, or free-throw, entirely out of the game of basketball, With our pres- ent system of fouls and free-throws the official is too much an integral part of the game, in fact, almost a player. Perhaps some rule for fouling should be given consideration. Trusler, St. Tchrs. Emporia, Kan. Comments, De 2. 7-Sect. 9, item 5-b. Permit lifting of pivot foot in the , starting of a dribble. Roselius, Hebron Jr. Coll, Nebr, Give the defensive player a break, Smith, Eldorado, Kansas If present center jump is retained suggest: Time out after the goal is made; the watch to start with the toss-up. Browne, U. of Nebraska The Iowa Conference, of which Penn College is a member, experimented this past season with the elimination of the center jump following field goals. All conference games were played under this rule. I feel that the rule worked very s&tisfactorily. There are about three points which need special attention when such a rule is adopted. These are; 1. Because of the terrific pace set in such a game there is a great strain on the players. A team with limited reserve material is handicapped quite seriously. As a result there is a deliberate slowing down of the offense. In the interest of both players and spectators it seems to me that it would be wise to require that the official handle the ball following a field goal, 2. Special note should be made of the opportunity for substitutions. The rules s' ould specifically permit that substitutues may enter the game while, or before, the official has the ball following a field goal. We have found it necessary to allow substitutions fol- lowing field goals in spite of the fact that the ball is not tech- nically dead, 5. Even in small schools where the budget is limited it will be necessary to have two offcials. This will be haken:care of by the respective conferences in the course of time but attention should bé called to the dangers involved in attempting to get along with only one official.. It has not been uncommon for scores to run over 100 for a game in our conference this season and in such case the job of an official is extremely difficult. I trust these comments, growing out of our experience with the change of rules, will prove helpful to the committee. You will doubtless hear from other Iowa Conference coaches, Sincerely, J. K. Rash, Wm. Penn Coll, Oskaloosa, 1a. It is my belief that the playing time of the game should be lengthened in order that the paying customers will get more for their money. I think that something could be worked out to lengthen the time to 15 minute quarters or 30 minute halves. Johnston, Cameron Coll, Lawton, Okla. Comments, Dp. 3. Playing periods should be longer: 10-minute quarters for high school; 25-minute halves for college. Ricketts, Parsons High and Jr. Goll, Kan, It seems to me that the rules are now just fine; if we could only get some officials to call them. Penson, N.E.O. Jr. Coll, Miami, Okla, Personally, I would like to see a limit or restriction of some kind placed on "wholesale substitutions" at the end of games. The present method makes the game drag out and generally results in a mad scramble the last five mimtes, : Ward, Coll. of Emporia, Kan. i. am emphatically in favor of the elimination of the center jumps after field goals, the ball to be put in play just as is done now after the successful completion of a free throw. Also I am in favor of moving the backboards in two feet in order to comply with #9 even though this would shorten the court by that four feet. H.R. Godfriaux, Marshall,Mo. Briefly - we used no center jump after field baskets in the Iowa Conference this year and in my opinion it is a better game. It is not more tiring on players, they soon learn not to hurry un- necessarily, and yet can go when the demand is there. G.A. Bingham, Iowa Wesleyan College Mt. Pleasant, Iowa we Ee ~ oe a 5 TER ORANGE HIGH SCHOOL 400 Central Avenue Orange, New Jersey March 3, 1936 Mr. F. C. Allen University of Kansas Lawrence, Kansas. Dear Mr. Allen: As one of the country's outstanding coaches, you may be interested to read about a method whereby five to six minutes of playing time in a basketball game can be saved. Take just a few minutes of your "leisure" time to read and think over the attached mimeo- graphed material. See how such a large saving of time is possible. Also in the same sheets you will find, in the first few pages, fifteen reasons why the present rule which awards to the opponents the ball out-of-bounds after a successful foul, is not reasonable. The proposed remedy (Page 7) corrects the evils of this rule. I am extremely interested to know what you think about these criticisms and proposals. I should appreciate greatly a word about them from you. Sincerely yours, MK Ao! habe HCS:AC Coach of Basketball Inclosure