Reprinted from THE RESEARCH QuarTERLY, March, 1942, Vol. 13, No. 1 Q-309

A Study of the Post-Exercise Heart Rate

By L. E. Morenouse, Ph.D.
University of Wichita

and W. W. Tutt Le, Ph.D.
State University of lowa

HE wide use of the response of the heart to exercise as a
ea of various physical phenomena has led to many and

varied procedures. The chief differences in the procedures lie
in the variety and strenuousness of the exercise employed, and the
phases of recovery used as indices.

Since the most common procedure is to utilize some part of the
post-exercise rate, attention is given to this phase in this investiga-
tion. The problem is approached by studying the post-exercise re-
sponse of the heart to bouts of work which have been standardized
and measured.

The investigation reported in this study aims to contribute to the
understanding of the nature of the response of the normal and the
abnormal heart to different intensities of various types of exercise.
The response of the heart to various exercises is studied with respect
to the following phases: (1) the post-exercise pulse rate, (2) the
pulse-ratio, and (3) the recovery time.

Procedure.—For the purpose of counting the heart rate in the in-
vestigations herein reported, an automatic counter was devised and
has been described.1_ The cardiotachometer is accurate, stable, and
simple to operate. It is capable of counting accurately while a simple
exercise is performed. The pulse rate is read directly from the
counter, thereby eliminating the objection of counting and recording.

The heart rate was recorded in surroundings as free from distrac-
tions as possible. The procedure for recording the pulse was as fol-
lows: the subject was admitted to the room and directed to strip to
the waist. If his chest was extremely hairy he was asked to remove
the hair from about a 6-inch square just below the left nipple, with
an electric razor. His name, age, and any other historical information
desired was recorded and his weight and height were ascertained.
The subject reclined on a bed. He was told to lie quietly and to
refrain from talking. The cardiotachometer electrodes were attached
to the chest and a series of pulse rate recordings were made in the
reclining position. The resting rate was recorded in the reclining
position, because observations of a continuous record of reclining,

1L. E. Morehouse and W. W. Tuttle, “An Electric Pulse Counter,” Jour.
Lab. and Clin. Med., 24 (August 1930) 1213.
RESEARCH QUARTERLY

sitting, and standing pulses reveal that the reclining pulse is the least
variable. When the rate attained a steady level it was recorded as
the resting rate. The exercise instructions were given and demon-
strated by the operator. The subject then assumed the starting posi-
tion and, when he was ready, the exercise was performed.

The cardiotachometer was started at the end of the last move-
ment of the exercise and the subject was directed to lie on the bed
and remain quiet. A continuous recording of the reclining pulse was
made until the rate returned and remained at the resting level.

Stool-stepping and weight-lifting were the exercises employed.
The stool-stepping was performed as described by Tuttle.”

A 25-lb. bar-bell was employed in the weight-lifting exercise.
The technique was to have the subject stand erect with the weight
supported by both hands, at arm’s length. At the proper signal,
the subject lifted the weight over his head, arms fully extended, low-
ering it then to the original position of support. The designated
number of trials was performed rhythmically with the beat of a
metronome.

THE POST-EXERCISE PULSE

The Effect of the Strenuousness of an Exercise on the Reliability
of the Post-Exercise Pulse Rate—In order to study the relationship
of the strenuousness of an exercise to the reliability of the post-exer-
cise pulse, two separate post-exercise pulse readings following four
intensities of stool-stepping exercises were made, and coefficients of
correlation were computed. Twenty men acted as subjects. Each
subject came to the laboratory and reclined until his pulse rate reached
a steady level. He then performed twenty steps on a stool after
which his post-exercise reclining pulse was recorded. After his
pulse returned to the resting level, it was again recorded after thirty,
and similarly after forty and fifty stool steps per minute. Only eleven
of the twenty subjects tested could perform fifty steps per minute.
Subsequent tests, one to five days later, were made on all subjects.

The reliabilities at the various intensities are as follows:

Steps Reliability
20 .070
30 .205
40 720
50 781

The correlation of two observations of pulse rates following forty
and fifty stool steps per minute is high enough to be significant at
the 1 per cent level; that is, a coefficient as high as that obtained
would occur by chance less than once in a hundred times for samples
from an uncorrelated population. The more intense exercises are

2W. W. Tuttle, “The Use of the Pulse-Ratio Test for Rating Physical Efi-
ciency,” Res. Quart. 2:2 (May 1931) 5.
POST-EXERCISE HEART RATE

strenuous enough to command near-maximum amounts of pulse
acceleration which tend to overshadow disturbing factors in the en-
vironment. During the light exercises the mildly accelerated pulse
is easily further accelerated by extraneous stimuli which make post-
exercise pulse readings at these intensities unreliable.

The Pulse Frequency for Thirty Seconds Following Stool-Step-
ping Exercises of Graded Intensity—Following observations of the
pulse frequency for thirty seconds after stool-stepping exercises, the
relationship between the immediate post-exercise pulse and the rest-
ing pulse rate was established. Eleven normal male adults were
observed in this experiment. The data collected on these subjects is
summarized as follows:

 

 

 

Steps per Mean Pulse per %4 Correlation with
Minute Min. after Exercise S:D: Resting Rate

10 41.36 5.65 534

20 46.45 5.83 o13

30 53.73 4.89 746

40 62.18 7.14 .603

 

The correlation of the pulse immediately after thirty and forty
steps with the resting rate is significant at the 1 per cent level of
confidence. Correlations of resting rate with milder exercises although
statistically insignificant are also consistently high. An examination
of the mean pulse rates for one-half minute following ten, twenty,
thirty, and forty stool steps per minute reveals that a direct relation-
ship exists between the post-exercise pulse and the intensity of the
exercise.

The Increase in Pulse Frequency Over the Resting Rate Follow-
ing Stool-Stepping Exercises of Graded Intensity.—What effect does
subtracting the resting rate from the rate immediately after exercise
have upon the relationship between the post-exercise rate and the
resting rate? Using the data collected from the above subjects, the
resting pulse frequency for thirty seconds was subtracted from the
pulse frequency for the first thirty seconds immediately after four
stool-stepping exercises. Correlations of these products with the
resting rates were made and are summarized in the following table:

Steps per Correlation with
Minute Resting Rate

10 —.644

20 —.401

30 —.402

40 —.020

Although the correlations are too low to be highly significant, at
every intensity of the exercise, a negative correlation is found to
exist between the resting pulse and the increase in the post-exercise
RESEARCH QUARTERLY

pulse above the resting rate. Individuals with a low resting pulse
tend to show a greater increase in pulse rate due to mild exercise and
those with the higher resting rates are least affected.

Subtracting the resting rate from the post-exercise rate does, to
some extent, counter-balance the effect of the resting pulse rate
upon the post-exercise pulse rate following strenuous exercise. This
counterbalancing effect does not operate at the milder intensities
of exercise.

A comparison of the mean exercise rates with the resting rates
shows that a mild exercise (10 steps) increases the pulse only ap-
proximately 30 per cent over the resting level. An intermediate
exercise (20 or 30 steps) produces only about a 40 per cent in-
crease, while a more strenuous exercise (40 steps) results in more
than a 90 per cent elevation in rate.

The Rate of Pulse Deceleration Following Graded Intensities of
Exercise —The pulse deceleration after exercise may be measured
by comparing the rate during the first thirty seconds after an exer-
‘cise with the rate during the second thirty seconds after the same
exercise. Observations of the post-exercise pulse deceleration of
eleven normal male adults are summarized below:

 

 

 

Steps per Mean Correlation with
Minute Deceleration SD, Resting Pulse
10 5.19 3.03 —.640
20 10.91 5.91 —.228
30 14.45 3.60 —.064
40 15.64 12.76 135

 

The post-exercise pulse deceleration rate is inversely related to
the resting rate at the mildest intensity of exercise. The greater
increase in beats due to the mild exercise in individuals with low
resting pulse rates is accompanied by a much faster fall in rate after
the exercise. At the strenuous exercise level this relationship does
not exist.

By comparing the mean deceleration rates, it is noticed that the
deceleration rate increases as the exercise rate is increased.

The Occurrence of a Secondary Rise in Pulse Rate after Exer-
cise in Individuals with Normal and in Cases of Abnormal Hearts —
Following the first fall in pulse rate after exercise there is observed
occasionally a secondary rise in pulse rate. This secondary rise
usually occurs at about one and one-half minutes after the exercise
and is observed to increase as much as ten beats per one-half minute.
This rise occurs most frequently after the more strenuous exercises
and lasts for about one-half to three minutes.

In order to study the frequency of the occurrence of a secondary
rise in heart rate following exercise in individuals with normal hearts
POST-EXERCISE HEART RATE

and others with abnormal hearts, the post-exercise pulse of eleven
normal and eight abnormal cases is recorded.

The chi-square test is applied to the data to test the hypothesis
that there is no relationship between normality and abnormality of
the heart and the factor of secondary rise of pulse rate. Chi-square
was found to be .12. Since this value would be found by chance ap-
proximately 70 per cent of time, it is impossible to reject the hy-
pothesis that there is no relationship.

THE PULSE-RATIO

The Effect of the Resting Pulse Rate on the Pulse-Ratio.—In
order to observe the effect of the resting pulse rate on the pulse-ratio,
the significance of a difference in means of 29 subjects with resting
rates of 58 or less beats per minute and 34 subjects with resting
rates of 86 or more beats per minute is estimated by means of the
t-test.

The mean pulse-ratio of the low resting pulse rate sample is
2.909, and of the high is 2.757. The value of ¢ is 2.204. Ina large
number of samples like this, the value of t as large as 2.204 would
be found only between 5 per cent and 2 per cent of the time.

With such a high value of t, the hypothesis that the samples were
drawn at random from the same population may be rejected and it
may be said with a high degree of confidence that the means do
differ. Low resting rates are associated with high pulse-ratios and
high resting rates with low pulse-ratios.

The Relationship of the Rate of Stool-Stepping Exercise to the
Pulse-Ratio.—The linear proportionality between the pulse-ratio and
the rate of the exercise reported by Tuttle and others *5 does not
extend to light exercise. In fact, a stool-stepping exercise of ten
steps per minute may produce a higher pulse-ratio than a similar
exercise of twenty steps. An observation of the pulse-ratios of five
normal subjects tabulated below bears out this relationship.

 

 

 

Subject Pulse-Ratio Pulse-Ratio Pulse-Ratio Pulse-Ratio
Number at 10 Steps at 20 Steps at 30 Steps at 40 Steps
115 2.19 2.13 252 3.29
116 2.10 2.09 2.51 3.16
117 2.01 1.97 2.44 3.09
118 2.01 1.97 2.31 2.65

119 2.01 1.99 2.19 2.52

THE RECOVERY TIME

The Relationship of the Intensity of W eight-Lifting Exercises to
the Recovery Time.—The average recovery times of ten normal male

4W. W. Tuttle, “Response of the Heart to Exercise of Graded Intensity,”
Proc. Soc. Exper. Biol. and Med., 29 (March 1931) 598.

5W. W. Tuttle and G. Wells, “The Response of the Normal Heart to Ex-
ercises of Graded Intensity,” Arbeitsphysiol., 4 (Feb. 1931) 519.
RESEARCH QUARTERLY

adults after lifting a 25-pound weight 5, 10, 15, 20, and 25 times per
minute are tabulated below:

Lifts per Recovery Time
Minute in Minutes
27
10 2.8
15 3.3
20 10.9
25 14.0

An examination of this table reveals that the recovery time is
prolonged as the intensity of the exercise is increased. In the
majority of subjects, the heart rate returns to the resting level
within 3 minutes after 5 to 15 lifts. After 20 and 25 lifts, however,
most subjects require 9 or more minutes to recover.

The greatest variation in recovery time between subjects is found
when the more intense exercises are used. Everyone responds nearly
alike to the mild exercises, 5 to 15 lifts, but after 20 to 25 lifts, a
wide variation is noted.

The Effect of the Resting Pulse on the Recovery Time.—Corre-
lations between the resting rate and the recovery time following
the five intensities of weight-lifting exercises performed by the
above subjects are shown below:

 

 

Correlation with

 

Lifts per Mean Recovery
Minute Time S.D. Resting Pulse
5 2.70 2.02 —.200
10 2.80 1.13 —.034
15 3.30 1.60 .078
20 10.90 7.00 —.093
25 14.00 6.20 —.266

 

By referring to this summary it may be seen that there is no
significant relationship existing between the resting pulse and re-
covery time at any intensity of the exercise.

SUMMARY AND CONCLUSIONS

The development of an electric cardiotachometer makes possible
a more accurate study of certain phases of the response of the heart
to various types of exercise, namely; (a) the nature of the recovery
of the pulse rate following exercise, and () the factors which affect
the response of the heart to exercise.

Data on the post-exercise pulse rate support the following con-
clusions :

1. The reliability of the pulse rate for two minutes after exer-
cise is directly related to the strenuousness of the exercise. Thus,
if the response of the heart to exercise is to be measured, the exer-
cise must be strenuous enough (40 to 50 stool steps per minute)
to overshadow environmental stimuli which affect the pulse rate
POST-EXERCISE HEART RATE

after light exercises (20 to 30 stool steps per minute) to such an
extent that successive readings are unreliable.

2. The rate of the first few heart beats immediately following
exercise is directly related to the intensity of the exercise and the
resting rate.

3. The post-exercise increase in pulse rate above the resting
level is directly related to the intensity of the exercise, and at mild
intensities of exercise is inversely related to the resting pulse rate.

4. The rate of pulse deceleration following exercise is directly
related to the intensity of exercise and the elevation of the pulse rate
immediately after exercise. After a very light exercise, it is in-
versely related to the resting pulse rate.

5. A secondary rise in pulse rate after exercise is a normal, but
variable phenomenon.

6. The pulse-ratio of individuals with high resting rates is lower
than the pulse-ratio of those with low resting rates. The pulse-
ratios are directly proportional to the rate of the exercise except at
extremely slow rates, which may produce pulse-ratios higher than
the pulse-ratios of faster rates of exercise.

7. The recovery time is prolonged in relation to the intensity of
the exercise and is not related to the resting pulse rate.

8. In general, where exercises are used to differentiate individuals
on the basis of the post-exercise pulse rate, the pulse-ratio, and the
recovery time, they must be strenuous in order to give reliable results.
UNIVERSITY CF WICHITA: Fhysical Ecucation and Health Service

‘ SCORING TABLE FOR BUNC TIONAL STRENGTH TEST

 

 

 

 

 

Chinning Vertical duno Dips
Raw Weighted Raw Weighted Raw Weighted
Score ne ors seore He ore acore score
: SU 276 eo. ify eer a LOS
28 ooo 25.0 cic 28 104.
26 244 24.0 eae 26 8
24 aed £2300 188 24 oe
Be Bie e250 Lt) 22 o7
20 197 ei.0 166 0 8].
18 180 20.0 152 18 75
LO 155 29,0 Lad A 1O
Le: 148 13 20 at 14 64
12 134 ate. £16 12 53
LO L119 16.0 LOZ LO 52
202 15.90 O11. 8 <4
6 87 14.0 v7 6 4).
4 Te 135-0 66 4 35
2 55 12 0 54. 2 0
Add the "Weighted Scores" for the "Totel Score"

CLASSIFICATION SCALE
Percentile Values Score Values and Wichita Classification
360-up (potential athleteg)

 

 

90 $56
80 329
70 309 277 #359 Class A
60 292
50 eit
40 264
30 250 250-276 Class B
20 Zoe

10 200 190-249 Class ©
189-down (very poor)

 

Class A (277-up)
) Potential Athletes (360-up)
a) Appointment with Athletic Director.
b) List with score, age, height, weight to Athletic Director
and Physical Education Office.
An Others Above Average (277-359)
me "a) Advise strenuous physical education service course along
with military science.
' b) List to Intramural Office.
Class B (250-276)
a) Enroll in moderately strenuous physical education service
- course along with military sciences
b) List to Intramural Office.
Class C (0-249)
) Men with Functional Weakness but no other Defect
a) Appointment for conference with Fhysical Education
Director.
b) Enroll in Individually Adapted Physical Education.
(2) Men with Functional Weakness and Other Physical Defects
(same as Cl)
(3) Mature, Students - age 25 up
(same as Cl)

Le Morehouse - Mareh 28, 1942

 
A SURVEY OF THE 1942 PREREQUISITES FOR THACHING
AND ENTERING GRADUATE WORK IN FHYSICAL EDUCATION

 

By Laurence E. Morehouse, Ph.D.
and Oscar Schaaf

University of Wichita

There are many instances when the administrator of college
physical education needs to know the minimum state requirements for
certification of teachers of physical education and also the pre-
requisite undergraduate work in physical education which is necessary
to enter certain graduate schools. Examples of these instances are:
1. Student counciling, Checking the stucent's schecule to be sure
that it includes the course work necessary for teaching in the state
in which the student desires to teach, cr that. .which is necessary for
entering tne cesired graduate scnool in ¢hysical education,

2. Curriculum construction, The administrator who includes preparation
to meet state certification requirements and graduate college entrance
requirements among his objectives in t_anning the curriculum is
desirous of knowing the requirements of at least a few of the nearby
states and colleges and wniversities.

3, Establishing state requirenients. Legislators want to know what
other states require for certification of teachers of physical
education when devising regulations of their own.

4, Establishing entrance requirements for gradvate work. In setting
regulations for selecting students, the graduate study committee may _
wish to become familiar with the orerecuigites of other graduate
schools in order to establish a certain standard,

4

4

7
,

JQ

\

PROCEDURE

The survey wag mace by writing letters to all forty-eight state
dJepartments of education and inquiring as to the minimum requirements
ror certification of teachers of physical education in each state.
Letters were also written to gixteen graduate schools of physical
education asking for the prerequisite undergraduate work in physical
education at each school. 100% replies were received.

Replies were edited to conform to a uniform to a uniform state-
ment of requirements and were then returned to each state and college
for checking. When Ciscrepancies arose the requirement was restated
and again returned for checking until each statement was finally
approved by each state and college. As a few of the states and
colleges are now contemplating changes in their requirements, a
revision of this data will te necessary within a year from now.( 4/3/42)

RESULTS

MINIMUM STATE REQUIREMENTS FOR CERTIFICATION OF TEACHERS OF PHYSICAL
EDUCATION |

Alabama: Bachelor's degree with a minor of 12 semester hours in physi-
Cal ecucation and a minor of 12 semester hours in education.

Arizona: Graduation from a regular four year course with 30 semester
hours in physical education and 18 semester hours in psychology and
education not including practice teaching.

Arkansas: Graduation from an approved four year college with 24 semes-
ter pours im physical edusation = ..>-"" -..’ po ae 3
44.7 and 16 gemester hours in professional subjects. After Sept.
1, 1943, the work in physical education will include; History, organi-
zation, principles, administration and conduct of health educationee.

3 hours.* History, organization, principles, administration and
conduct of physical education...3 hours.* Methods in health and

safety education...3 hours.* Professional or applied science; anat-
omy, physiology, kinesiology..,4 hours; health, hygiene...2 hours.
Direction of recreational activities, sports, games and stunts, tennis,
golf, badminton (for women, soccer and hockey)...4 hours. Coaching,
team sports; basketball, baseball, swimming and methods of an organized
program...men 4 hours, women 2 hours. Rhythmics and gymnastics.,..men
2 hours, women 4 hours. wnote = (not counted in physical education
requirement since it is included in general education requirements)

California: A four year college course with a bachelor's degree
Teluding 24 semester hours in physical education and 15 semester
hours of professional work in education, Ilugt be physically and
mentally fit to engage in teaching service. Minimum of 15 semester
hours in the fields of English, science, social studies and physical
education. Minimum of 15 semester hours from at least four of the
following; 1. Biology, 2. Anatomy, 3. Fhysiology, 4. Hygiene, 5.
_Psychologw, 6, Sociology, 7+ Chemistry. Minimum of 24 semester hours
«Q=
selected from at least seven of the following, with a minimum of 6
semester hours in activities in ohysical education: 1. Principles of
physical education, 2. Techniques of teaching activities, 3. Admin-
istration of physical education, 4. Kinesiology (applied anatomy),
Se Applied physiology (physiology of exercise), 6. Activities in
physical education, 7. Community recreation, &. Individual program
adaptations (corrective physical education), 9. Fhysical education
tests and measurements, 10. Health education, 11. Growth and develop-=
ment of the individual.

Colorado: 90 quarter hours (60 semester hours) of collegiate training
including 15 cvarter hours (10 semester hours) in education. The
special requirements in physical education are: 1. Corrective gym-
nastics...5 quarter hours. 2. History of physical education.s..3
quarter hours.- 5. Methods in formal activities...2 quarter hours.

4. Methods in play activities...5 quarter hours. 5. Practice work in
formal and play activities...5 quarter hours. 6. Organization and
administration...3 quarter hours.’ 7. Hygiene and first aid...6
quarter hours. 8. Physiology (including physiology of exercise)...

6 quarter hours. 9. siology...3 quarter hours. 10. Anatomy end
kinesiology...6 quarter hours. 11. Physical examination...3 quarter
hourse 12. Methods of health education...1 quarter hour.

Connecticut: Approved four year teacher training course in physical
education in an institution aporoved cy the State Dept. of Education.

Delawere: The work of a bachelor's degree satisfactorily completed in
a standard college or university and specinlization in physical
education to the extent of at least 60 semester hours including:
Methods of teaching physical education...6 semester hours. Practice.
teaching...6 semester hours. Professional subjects...6 semester hours,

Florida: Graduation from an institution which requires 4 years'
training; with 6 semester hours each in science, social studies, and
Inglish; with 18 gemester hours in education, not including psychology
courses, and with 21 semester hours in health education and physical
education, of which not more than 9 semester hours may be coaching
courses. If college courses do not include 6 semester hours in
American history and government, an examination on the constitution

of the United States must be passed.

Georgia: 90 semester hours of college work including 9 semester hours
of approved education and 12 semester hours of physical education. A
professional certificate would require credit for 18 s.h. in education.

Idano: 64 semester hours of which 15 semester hours is in education
and 25 semester hours is in physical education,

Iilinois: If the applicant teaches physical education where it is
required for graduation, the applicant must have had 16 semester hours
of work in health and physicsl education, 4 hours of which must be in
physiology, anatomy, kinesiology, hygiene, health, safety or other
related subjects. Only 4 semester hours is reouired if he teaches in
& school where physical education is not required for graduation, The
appliant must in all cases have 15 semester hours of education,

indiana: Graduate with a baccalaureate degree with 15 semester hours
in education. Also 24 semester hours of physical education which
shall include; Gymmastic exercises...3 semester hours. Theory and
practice of play...3 semester hours. Coaching of athletics...5
semester hours.(Women may substitute to the extent of 3 semester hours
in theory of rhythm courses) General physiology, anatomy, health
education...5 semester hours. FEhysicel examinations and individual ;
gymnastics...3 semester hours. Electives (not coaching of athletics).
They moy be chosen from organization end administration of physical
education, physical diagnosis, or first aid,

fowa: A degree or diploma from ar institution approved by the board

of Educational examiners. This degree shall include 15 semester
hours of professional treining and not less than 20 semester hours in
physical education including; courses covering principles, administra-
tion, methods and supervision of physical education...6 semester hours,
Courses covering methods of specialized physical education activities
(credit given only for lecture hours),..10 semester hours, A

teacher may teach physical education in a small high school with less
than four teachers if he has had a minimum of 4 semester hours of
physical education, A teacher may tench physics] education less than
half time if he has had 10 semester hours training in physical and
health education,
—
Kansas: An applicant who will teach in a school where credit in
physical education is required for graduation must have graduated

from a 4 year college. He must heave had 15 semester hours in physical
education, 10 hours of which must ten in the field of health, physiol-
ogy, first aid, or school hygiene and 18 semester hours in education.

Kentucky: Bachelor's degree with a major of 24 semester hours or a
minoc of 18 semester hours and with 24 semester hours in education
including 6 hours of practice teaching and 3 hours of material and
procedures of teaching physical education in elementary and secondary
schools.

Louisiana: A four year degree with 4% college gession hours or 9
Semester hours in physical education. He is authorized as a part time
specicl teacher if he has a minor of 9 college session hours or 18
semester hours; a full-time special teacher if he has a major of 20
college session hours or 40 semester hours. (A definitely established
evaluation of the distribution of these hours is done by the director
of certification with the cooperation of the state supervisor of health,
physical , anc gafety education)

Maine: Graduate from a 4 yerr college. Must have had 12 semester hours
in the fielc of physical education, 6 hours of which must be in the
field of biology and physiology.

Maryland: 16 hours in education. 380 hours in physical ed. as follows:
Te Oeataation sciences to include: A. Anatomy ond physiology (con-
currently or combined), B. Fersonal Hygiene, C. Community hygiene.

II. General Education to include: A. Soecial methods (single, dual
sports; self-testing activities; end dancing), 8. Special methods

(team games), C. Speciol methods (heslth methods ond materials),

D. Growth and development of the child, E, Practice teaching.

tit. Health and Fhysical Education: A. Physical ecucation activities,

B. Introduction to physical education, C. Frotection and emergency

care of injuries, D. Nature and teaching of play, E. Administration

of physicnl educntion, F, Lendership organization, G. Mechanical
analysis of activities and mechanical-cnatomicol analysis of activities,
He Fhnysiology of activities. Methods and practice teaching. Grade

of at least C in practice teaching. Class rank - upper four-fifths.

Massachusetts: Hach local school committee makes its own regulations
concerning the qualifications of teachers in their schools.

 

lwichigen: Graduate with a Bachelor's degree which includes 20 semester

hours Of education with either a major of 24 semester hours in physical
education and health and two minors in academic subjects or a minor of

15 semester hours in physical education and health, one academic major,
and one academic minor.

Minnesota: For less than one half time work in physical education the
teacher must be a graduate from o four-year college snd must have had
fifteen semester hours in physical education. Eight semester hours of
the fifteen must be in skills plus teaching techniaue, and the remain-
ing seven semester hours in theory courses in herlth and physical ed.
For full time work in physical education (work rcouiring half or more
of the teachers time), an approved four year tenther training course
of thirty-six semester hours in physical education in an institution
approved by the State Department of Education is required.

Mississippi: Recommends 2 120 hour course which consists of 21 sem.
hours of physical education and 18 semester hours of professional
education and 18 semester hours of professional education. At the
present the approval of these teachers is left up to the discretion
of the high school supervisor,

Missouri: Bacenlaurcate degree with 18 hours of education courses and
hours of physical cducation courses which include work in health,
physiology, physical activitics, and recreation.

Montana: A degree from 2 four year colleges This degrce will contain
= quarter hours in education and 48 quarter hours in physical ed.

Nebraska: Complete a four yeor college tencher training course of
study wiich includes = mininum of 15 semester hours in physical ed.

Nevade: Bachelor of Arts or Bachelor of Science degree which includes
IS semester hours training in the field of professional education
including four semester hours of practice teaching. The majority of
the hours in educational subjects must be in the secondary field.

New Hampshire: Graduate of a stendard post-secondary institution
designed to trrin teachers of physical education and complete 12
semester nours of work in education,

 
ein
New Jersey: An approved degree in = four year physical education
eacner preparation curriculum, with 12 semester hours in English
language and literature; 12 in social studies, 6 in science, 18
semester hours in the study of secondary education,

New Mexico: A college degree with appropriate majors and minors with
a minimum of 10 semester hours in physical education.

New York: Approved four year curriculum leading to the baccalaureate
degree including 18 semester hours in professional education courses
and 36 semester hours of physical education. The specinl courses
required are: Prerequisites; Genernl anatomy...2 semester hours,
General physiology...4 semester hours, S3iology...6 semester hours,
Hygiene.s.,.ec semester hours, Elective scicnce...4 semester hours,
Fields; Aoplied annatomy,...2 to 4 scmester ‘hours, Physiology of exercise
++.2 to 4 semester hours, Physical inspection, first aid and safety
education...2 to 4 semester hours, Physical education for atypical
children...5 to 4 scmester hours, Physical education tests and
measurements... 3 to 4 semester hours, Community recreation...4 to 6
semester hours , physical education skills and applied tcchnics...14 to
1l6 semester hours. (a) Group games of low organization...men 2, and
women 2 semester hours, (b) Dual and single games...men 3, and women

3 semester hours, (c) Group games of high organi zation...men 3, and
women 2 gemester hours, (4d) Rhythms and dances.e..men 2, and women 4
semester hours,le)Gymmastics and sturits...men 3, and women 2 semester
hours, (f) Aquatics...men 1, and women 1 semestcr hours.

North Carolina: 30 semester hours major in order to teach full time.
6-8 semester hours of biological ahd physical science, 6-8 semester
hours of..social sciences are recomificnded -s prerequisites. Human
anatomy and physiology...6 semester hours. Frinciples, orgenization,
administra tion, supervision of physical education and health education
««e3-4 semester hours. Fhysical eduention skills and applied tech-
nigqucs...12 semester hours. (Gretip games of low organization, rhythms
and dances, gymnastics ond stunts » oquatics). Individual corrective
physical education...2-3 semester ‘nours, Hygiene...5-4 scmester
hours. _ Methods, and materials in health pan ts OF 2-3 semester hours.

 

North Dakota: Bachelors degree with 16 ‘ecnie WR hours in education
and: ) minor or ma jor in physical educa tion,’

Ohio: bradnate from > four year college course: which includes 17
semester’ hours in professional preparation and’minor of 16 semester
hours in health and physical education which shall be distributed ag
follows: Principles, organization, ond administration of health and
physical education...4 semester hours, Theory and practice including
stunts, ®pparatus, tumbling, swimming, dancing, etc...4 semester hours.
Theory and practice including athletic coaching in intramurnl and
inter=scholnstic athletics...4 semester hours. Health education,
including teaching of health and school health’ problems...4 sem. hours.
A major in health and physical eduction consists' of 40 aemsater hours.

Oklahoma: 90 semester hours of college training, 10 semester hobs of
Which is in education courses, and 17 semester’ hours of which is in
physical education courses including: Activity or participation
courses...8 semester hours. First aid...l semester hour. Boy and
gir leadership...2 semester hours. Anatomy...2 semester hours. —
Theory of ‘activities including theory of intramurals.+.4 semester hYrse

Oregon: Baccalaureate degree with 37 quarter hours. of professional «=
education and 12 quarter hours each of physical educr tion & health ede

Pennsylvania: Four year teacher training curriculum including: Ae
semester hours of. education and 30 semester hours in, physical educ.
coursés which shouldbe equally distributed among} henlth education,
physical education, and theory, organization and administration, and
student teaching in health end. physical education classes.

   

Rhode Island: Graduate of » four year college course which includes
400 clock hours din education and 400 clock hours in physical education.

 

South Carolina: Major in physical eduention. Requirements now being
revised wilt not be published until spring, 1942, Ro

South Dakota: Bachélor's degree which’ includes 15 edicia Sele hours in
education and LS. semestcr hours in physical educations

Tennessee: Graduate from a'four ycar college or university. Course
must have included 27 quartcr hours in education end’ at’ least 18
quarter hours in physical education. ©
Texag: 60 semester hours of college work which include 6 semester
hours in education, and 8 semester hours in physical education, 2
semester hours of which is in the methods of teaching physical educ.

Utah: A college course of four yerrs which includes 30 quarter hours

in education, 8 quarter hourg in health, safety ond physical education,
together with a teaching major of ot least thirty hours and a tcaching
minor of 18 hours, It is not required that the major or minor be in
physical education, tut it is strongly recommended.

Vermont: Bacealaurcate degree in physical educction. This degree must
algo include a minimum of 12 semester hours in educetion courses,

Virginia: Baccalaureate degree which Shall inclucce six college session
hours (I2 semester hours) in physical education and ninc college
session hours (18 semester hours) in teacher training courscg.

Washington: Five year course designed for the training of tenchers.
This course must include 24 quarter hours in education -nd 2 minor
(18 quarter hours) in physi~ 1 education ig rccommendcd.

West Virginia: Graduate from - stenderd college with . minimum of 20
semester hours in education ond 24 semester hours in physical education
which shali includes Anatomy, physiology and kinesiology...4 scm. hPSe,
Health education and hygicne...4 semester hours, Principles, organiza-
tion and administration of health ond physical cducation...2 sem. hrs.,
Physical inspection and correction of remcdinl defects.e..l scm. hour,
Theory and practice of physical cducntion...13 semester hours, Tcam
Sports,..men 5, women 3 semester hours, Recreation activities...men 3,
women 3 semester hours, School snd plhaiiey Gtabilae, vac 4, women 4
semestcr hours, Rhythms...men 1, women 3 semester hours,

 

Wisconsin: Graduate from 2 four vear course which includes 18 semester
hours of edueation snd a major of 30 semester hours in physical educ.

          

ewan; a. $
Wyoming: Graduate from a Por es 4 g
ours $f education and a—-major-of-30—-semester_hours in physicnl educs
Sumne ry

i. As there is littic agreement among state laws as to certification of
physical eduention terchers, a student preparing to teach physical
education must sclect courses which meet the requirements of the state
in which he desires to tench. It is nimost impossible for a student
to prepare to meet the requircments of all statcs during 2 4-ycar
college course, ae

2e In prepsring the major's curriculum in physical education, the
committee should selcet appropriate courses so that the graduate could
teach in any nearby stete following ndditional courses in one summer
school just preccding his job.

Se In order to be cligible to be certificd to teach physical education
in all of the United States, sn individual"who is physically and
mentally fit to cngage in teaching servicc" would be requircd to have
the following preparation: A total of 135 semester hours, ranking in
the upper four-fifths of the class, lending to a bachelor's (foureyecr) .
degree in a standard (approved) college or university including @4
scmester hours in professional education (teacher training) courses,
42 hours of prerequisites, snd specinlization in physical education
courses to the extend of at least 71 semester hours including;

Ae Prerequisites.- 1) Blology, 6.seh.3 2) General anatomy, 2 sehe;

3) Gencrnal physiology, 4 s.h.3 4} Fersonnl hygicnc, 2 sehe3 5) School
and community hygiene, 2 s.h.3 6) English, 4 s.h.3 7) American History
and Government, 6 s.h.3 8) Fsychology, 4 s.h.3 9) Sociology, 6 s.she3
10} Growth »nc development of the child (individual), 2 sehe.

B. Ficlds.- 1) Practice tenching in physical end health cducation
(grade of at least C), 6 s.h.3 2) Applicd anatomy (kincsiology)
(mechenicalesnatomical snalysis of activities), 4 sehe3 3) Applica
physiology (physiclogy of cxercisc)(physiology of activities), 2 sh}
4) Mechanical an-lysis of nctivitics, 2 seh.3 5) Physical cduestion
for atypical children (corrective gymnastics), S Selef 6) Physical
Education tests snd measurements, 3 sehe3 7) Fhysicenl examination
(inspection), 2 s.h.3; 8) Protection and emergency care of injuries
(first aid snd safety education), 2 s.h.3 9) Introduction to physical
eduention, 2 s.h.; 10) History of physical cdueation, 2 seh.3 11)
Acministration, organization, supervision, and principles of physical
eduction snd hygicne, 4 sehe3 12) Methods and matcrinls of health and
safety education, 3 geh.3 13) Methods (techniques) of teaching formal
activities (gymmastic cxerciscs), 3 seh.e3; 14) Methods (tcennigques) of
tenching single -nd dual sports, 2 s.h.3; 15) Methods (techniques) of
teaching team games, 2 seh.3 16) Coaching of intramural and inter-
scholastic athictics (men), 5 seh.3 17) Nature and tesching (theory
and practice) of play, 3 seh.3 18) Direction of recrentional activities,
4 She; 19) Community reerention, 2 s.h.; 20) Boy snd girl lendership,
ake

seh. 21) Theory and practice of group games of low organization,
S.ehe3 22) Theory ond practice of group games of high organization,
Sete: 23) Theory and practice of dual and single games, 3 she;

2
2
3
24) Theory and practice of Rhythms and dances, 4 s.h.3 25) Theory and
practice of aguatics, 1 Gehe.

#

PREREQUISITE UNDERGRADUATE WORK IN tHYSICAL EDUCATION NECESSARY TO
ENTER CERTAIN GRADUATE SCHOOLS OF FHYSICAL EDUCATION

University of Galiformia at-:Los Angeles: 1. A grade point average of

i125 for hig total undergradunte work. 2. A grade point average of

1.75 for his upper division major curriculum. 3. An equivalent of

the major courses offere'd at the University of California. The major
includes work in kinesiology, physiology of exercise, correctives,

tests ond mensurements, technic of sports, acministration of health,
athletic injuries, aciministretion of physical education, administration
of community hygienc, first aid, etc.

 

University of Southern California: An undergraduate major of at least
24 to 60 units in physical education to pursue the Master of Arts
degree or a minimum of 12 units ench in the fields of education and
physical educstion to pursue the Master of Science in Education degree.

 

Columbia University: The possession of the bachelor's degree from an
approved institution of higher learning. If a student enters without
a major or minor in physical educction he must complete at lenst 8
semester hours credit tefore he can pursue sn advanced degree in
health and physical education.

 

University of Iowa: 30 semester hours of undergraduate credit in
physical education and allied subjects as follows: Hygiene...6 semester
hours. Anatomy...3 semester hours. Kinesiology...3 semester hours.
Human physiology...6 semester hours. Theory and practice or techniques
eeele semester hourss The North Central requirements in Education must
be completed. If not it must te done in the graduate work.

 

Univerisity of Illinois: 20 semester hours of approved undergraduate
work in physical education, but students who present cvidence of
satisfactory experience in the field of physical educhtion may have
the requirement reduced.

University of Michigan: A minor of 17 semester hours in physical educ.e
Which should include physiology, hygicne, community recreation, student
teaching, introduction to physical education, and activity courses.

 

New York University: A major in physical education is not required tut
it 1s recommended. The undergradunte work should include courses in
anatomy and kinesiology, history snd principles of physicel education,
hygiene, tests in physical education, skill techniques, practice
teaching, edministration, supervision and organization of health,
physical education and recreation, ctc.

 

University of Minnesota: Previous work or experience in physical
education but he must complete the following undergraduate courses
before he may obtain his masters degree: Science courses - human
anatomy, physiology, applicd anatomy (mechanics of movement, kinesiol-
ogy)...9 quarter hours. Fhysical education activitics...l2 quarter
hours. Professional physical cducation courses...9 to 15 quarter
hours. Methods and directed teaching in physical ccucation...9 quarter
hourse Total 39 to 45 quarter hours.

University of Oregon: 1. Fhysical cducation lnboragory...18 hours.

2. Physiology, enatomy or body mcchenics...9 hours. 3. Health cduc-
ation...12 hours. 4. Principles of physical education, organization

and administration of physical education or tcsts and measurementseee

9 hourse 5. Coaching group cctivities...6 hours. 6. Training and
conditioning or first aid...2 hours. 7%. Specinl techniqucs, or
playground and community recreation organization...3 to 4 hours,

8, Misecllancous: dictctices, rhythmics, correctives, ctc...2 to 3 hourse
Total 61 to 63 credit hours.

Gcorge Penatody Collége for Teachers: Enough work in physicol eduention
to fill the following group requirements: 1. History of physical educe,
the principles of physical education, snd organization and administra-
tion «..6 guerter hours. 2&. Fersonal techniques, in skills, or the
performance of various physical cducation activities...6 quarter hourse
5S» Methods of teaching physical cducaticn and coaching methods-..6
quarter hours. 4. Courses in health cducation and hygienc...6 quarter
hourg. Also human anatomy, physiology, or kinesiology or combination
of anv of these totaling at least 7 auertcr hours.

 
ad ae
Springfield College: Minimum of 20 semester hours in health and
pnysical education ‘background courses for Master of Education and 30
semester hours for hiaster of Fhysical Education. The background
materinls include tiology, ohysiology, anatomy, chemistry, and activit-
igs in physical education grouped into three arenas: first, aguatics;
second, gymastics; third, major sports. He must possess a good
background of personal hygienic living, experience in competitive
sports, camping, and other recreational activities; = bachelors degree
with scholastic standing better than average, high standars of ethical
conduct, and a good physique.

 

Syracuse University: 1. Bachelor's Degree from an accredited institut-
lon. 2. An undergraducte major in physical educrtion which in this
state (N.¥.) consists of 36 hours of physical education plus the basic
scienceg of chemistry, ctiology, human anatomy, and physiology.

 

University of Texas: An undergraduate major in physical education which
includes 6 semester hours of physiology sand 24 scmester hours of
physical education covrses of which 12 semester hours must be junior-
sénior’ courses. Also 18 semester hours of education, 6 of which are
junior-scnior courses.

 

Texas State College for Women: A major in physical cducation or health
wnich igs gimilar to the major offerec at this college.

 

Wellesley College: A bachclor's deg:ee which includes the following
courses: Chemistry one year if not taken in high school, psychology

one semester, princirflcs of cducation one semester, mammalian anatomy

4 to 6 semester hours, physiology 6 semester hours, French or German
reading knowlcdge to te demonstrated in an examination given prior

to admission. 6 semester hoursto be chosen from these ficlds:
bacteriology, hygiene, physics, psychology, sociology. It is desirable
to have completed sefore admission at least an elementary course in
several physical cducation activitics.

 

West Virginia University: A bachelor of scicnce degree in physical
education which shall include courscs in the theory and practice of
physical education, theory and practice of recreation, health cducation,
safety education and other courses which furnish © background for
physical education.

 

Summary

1. Most graduate sbhools of physical education require the equivalent
of their own undergraduste major as 2 prereguisite to graduate work,
but 2 few of these required undergraduate courses may be carricd while
the student is doing graduate work. These prerequisites include both
background and allicd subjects as well as physical eduention subjects.
Therefore, it would be wise for the undergraduate to prepare himself
for graduate work in « certain school by following, in gencral, the
undergradunte work in the physical education curriculum of that schoole
2. Many graduate schools of physical education allow substitution of
courses or experience in physical education for certain prercquisitcs.
Thus, in submitting records in making applic-tion for entrance in
graduate work, it is imoortant to state a description of cach under-
graduate course and an outline of all experience in physical cducation.
3. In order to te atle to enter all of the selected graduate schools
without having to carry further undergraduate work along with the
graduate curriculum, the student would have to heve the following
prerequisites: A bachclor's Acgree with a scholestic standing better
than average from an sacercdited (approved) institution of higher
learning with an undergraducte major in physical cducation of 36
semester hours, rlso 18 semester hours of education, 6 of which are
junior-senior courses. He must posscss a good background of personal
hygicnie living, experienec in competitive sports, camping, cnd other
reereationn. Activities; high stendards of ethical conduct and a good
physiquc; anc successful completion of the following subjects:
A, Allied Subjects.- Biology, humen (mammalian) onntomy...4 seh., human
physiology...6 seh.e, hygienc...6 g.n., administration of community
hygicne, psychology, sociology, chemistry, physics, c»xctcriology,
dictctics, French or Germen (rcading lmowledge).

Be. Physical Education Subjects.- Directed (student) teaching in physica.
educntion...6 seh., applicd onetomy.(kinesiology)...3 s.h., body mech-
anics, correctives, tests -nd measurements in vivsical educ«tion, first
aid (athletic injuries), safety etucrtior, training and conditioning,
introduction to physicrl cducation, history of ohysical education,
principles of physiol cducation, health educatior, playground and
community recreation organization, physical education laboratory (skill:
or performance of various physical education activitkes)( theory and
practice or techniques)}.-.12 s.h., methods of teaching physical educatiar
theory and practice of reerention, community recrention, aquetics,
ymnastics, major sports, rhythmics, special techniques, coaching

group activities) methods, s 4/3/42

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