Boys Activities = 19 any poire If he succeeds, the front boy in the pair becomes the runner and the chaser pursues him, If the chaser tazs the runner bsfore he escapes. the runnor becomes the chaser and the chascr becomes the runner. To prevent a runner from escapinc, the pairs twist and turn. The front boy is permitted to ward off the runner by usinz his hands, The zame may be intensified by increasing the number of chasers and runners. 2. Circle Pombing. (Developed from Circle Doge Ball) Divide the class into two teams. Team A forms a cirele around Team B, Tho object is for Team A to hit with a volley ball, soccor ball, or basket ball, as many playors of Teom B as is possiblo in a given time. Team B may run, jump and dodge to avoid beins hit, but must stay within the circle. At the end of a gsiven time tho teems change places. A point is scored each time a man is hit. This game should be played with two or more balls and fifteen to twonty players on a toam. The game may be intensified by increasing the number of balls. 3, Bull Dozing. (Developed from King of the Mountain) Teams A and B form inside a plainly marked circle. The size of the circle depends on the number of players. Bach team should be so marked or clothed as to be readily identified from the opponents. The object is to eject an opponent from the ring by pushing, pulling, throwing, or charsing. When any part of a player touches the ground on or. outside the circle, hs is out of the game. At the end of a given period of time, the team with the most players remaining in the circle is the winner, To intonsify the game cell time when most of the boys have been eliminated. 4, Pull Away. Establish a goal line at each ond of the playing space. Tean A lines up along one coal line and Team B lines up across the center of the ficld facings Toam Ag At a signal, the players of Team A try to cross safely to the opposite goal. Players cf Team B attempt to tag as many players of Team A as possible. When a player is tagzed, he becomes a member of the opponent's team, Tho pleyers who reach the opposite goal attempt to return to their original gcal when snother signal is given. The games continue until all the players are caught. Intensify the gamo by dosignating the method of tagging or by naming the part of the body to bo touched in tagging. Sussestions 1. The teacher can adept additional sroup sames to make them more vigorous. &e Rugged games such as shinny can be used. Individual Sports. Track and Field. The varisty of events in track and fiold provide an opportunity for boys to participate in dashes which develop speeds; distance races which dovelop endurance; and field events which improve skill and agility. For events and rules sce the official track and ficld publications, Abridged rules are found in War Department Technical Manual, TM 21-220, Sports and Games, May 13, 1942. Boys Activities - 20 Care should be exercised in startins the training program so that the boy does not overdo, The wreining — should provide for gradual development until the maximum performance is attained. Tho Physical Training Manual, U. S. Naval Academy, published by tho U. S. Navel Institute, Annapolis, Maryland, gives techniques for performing the various events. se Sirating (Ice end Roller) Skiing, Snow Shoeing. In conmunities where it is possible to participate in these activities thoy should be included in the progran,. In order to develop physical fitness those activities must be engaged in repeatedly and with maximum offort.. Rope Skipping. Rope skipping, in vurious forms, is used as a conditioner for many sports and games, especially boxing and wrestling It may be done individually, in pairs, or by groups. It develops agility and coordination, and when practiced beyond the onset of fatieue it develops endurance. Hiking. Hiking is brisk walking for lonz distances, Three to five miles ars recommended for beginners, Rest periods should be few and brief. Camping. Camping provides many valueble experiences, It teaches one to live s successfully out of doors. It provides the opportunity to learn how to live off the land. It gives an opportunity for urban boys to do things which are not ordinarily possible in a city, such as hiking, fishing, boating, trailing and cooking. Camping in groups teaches boys to live successfully to- gethor. Camping must be properly supervised and sanitary provisions maintained. Cycling. Cycling is valuable in a conditioning program when it is done ra pidiy ovcr long distance. It develops endurance and is SRPORLEISY beneficial in strengthening tho muscles of the logs. Other individual sports such as rowing, and weight lifting, are very valuable in developing fitness. Team Games Some excellent team games which have definite rocreational value and spectator interest have beon omitted from ts list beccuse they do not con- tribute sufficiently to tho major objectives set up for this program. af time permits,. such activities may be included: Basket Ball Football Six man football Ficld Hockey Touch Football Soccor Speed ball Volley Ball CHAPTER V Activities for Girls Introduction Physical fitness is as important for girls and women as for boys and men. Boys must be made ready to serve with the armed forces. Girls must be prepared to carry on work which is directly related to the winning of the war, even though not, on the fighting front. a Many women are now at work in defense industry and farming and this number will materially increase in the future. Many are serving as nurses, medical social workers, and recreation leaders with the American Red Cross, with the USO, and other organizations. The recently organized service units, the WAACS and the WAVES have enlisted others. Many are busy on the home front. The care of child- ren, the management of homes, civilian defense, and other types of volunteer service, are among women's responsibilities. High School girls must be ready to assume the responsibilities which the times place upon them. The educational program for girls must be changed to pre- pare them to meet these responsibilities just as the program for boys is being changed to meet their needs. Since the needs of girls are so different from the needs of boys, it follows naturally that the programs must be different. The program here offered is a guide to teachers of physical education whose responsibility it is to carry on activities which contribute to the physical fit- ness of girls. The program recommends vigorous participation. It stresses activities which develop endurance, stamina, and skill. The development of skill brings with it a sense of achievement. Achievement builds morale. The program for girls must give opportunity to achieve, to succeed. to increase morale. Large numbers of boys and men are leaving their homes and communities for military service. The responsibility for maintaining morale both in the home and in the comaunity is, therefore, placed upon the shoulders of the girls and women of America. Education must prepare them to face this task. GUIDING STANDARDS FOR THE GIRLS' PROGRAM 1. All normal girls should participate in the pregram here outlined in prepara- tion for war service. ” 2. Women should teach the girls' program. 3, Restrictions upon participation during the menstrual period should be deter- mined by individual differences with conservatism the guide in the avsence of final evidence. if Girls suffering from infections, including minor respiratory wtias infecticns, should be excused temnorarily from participation. - ? pea if See Pell, Margaret. The doctor answers som2 practical questions on menstrua- tion. Washington, D. C., Women's athletic Section, American Association for , de ak Physical Education, and Recreation, National Education association, 1201 sabe enth Street, N. W. 4, Endurance is develcped only as the result of vigorous activity carried beyond the first onset cf fatigue. Effort should be sustained, therefore, even though the girls are somewhat tired. I1t is imperative, however, that the teacher watch her students carefully s: that they de not become cvertired, Cuch signels as fali- ing freauently, dropping objects, bumping into others ana awkward gait should warn the teacher that the individual shculd cease activity. 5. Intramural sports should be organized se that a imaximum number of girls are in- cluded. The round-robin tournament provides the greatest amount of participation end should be used in preference to other forms, If inter-schclastic sports are orgenized, the intramural -program should not be sacrificed.. The desirable practice z is to make the interscholastic program an outgrowth of the intramurai program. 6, The element cf competiticn present in team play and dual sports should be used as a desirable, constructive fsrce in character deveicpmenv. Appropriate costume should be worn, Shorts, rompers, play suits and the like suitable for the gymnesium and pliayfield. Slacks or ski suits are suggested or outdoor participation in cold weather. bh <3 nye wu 8. All resources of the community should be studied for their possible use in this program. Aquatics Women in the American Ked Cross, in the USO, and in other brances of the ser- vice which may be sent overseas mist be ompletely at home in the sea while fully clothed. They must be able to stay afloat for a lone period of time and be ready to give assistance to others when necessary. These needs, therefore, should be emphasized at the present time rather than recreative aspects of swimming. While it is true that many women will not be sent abroad, tne program outlined below represents a minimum which is useful tc all girls and women, In making them better able to handle themselves e water. and to help cthers in emergencies a service of inestimable \ value 2s ‘s- to the nation, Objectives: 1, To stay afloat for a long pericd of time 2. To swim long distances withcut exhausticn 3. To swim under water Lh. To enter the water without submerging 5. To be at home in the water fully clcthed 6. To render assistance to ancthcr person in the water Organization: 1. The size of the class shculd be determined by the available space, the length of the class pericd and the ability cf the group. When able assistants are avéilable tc the instructor in charge, the class size may be increased without risking the safety of the participants. 2. Classes should ke subdivided into smell un'ts. Se he buddy system should be usec. (Each girl is paired with another whose wieresbouts she knows at all times.) h. An adequate check in and check out system should be established. activities: dé Staying afloat. All giris should be taught to stay afloat by: a. floating Reference. American Red Uross. Swinming and diving, Philadelphia, P, Blakiston's Son and Co. 1938. p. 59 b. sculling c. treading water Fundamental strckes. The most valuable strokes in emergency situations are: a. side strekes: valuable in Life-saving and swimming with equipment References. Wer Department. Basic Field Manual, PM 201-<0. Physical Training. Washington, D. ¢., Superintendent of Decuments, March 6, 1941. p. 102. American Red Cross. Op. cit. p. 117 b. breast stroke: useful in life-saving. ce. back strcke: excellent for a tired swimmer, for swimming with equip- ment and for life-saving. -3- d. crawl strokes: powerful and valuable for speed swimming, Yo e Fndurance swimming. This may be developed by the use of fundamental strokes over long dis- tances. ue Swimming under water. This is valuable in excaping hazards. Girls should be able to swim at least 20 feet under water. 5. Swimming fully clothed. all of the above shoula be practiced fully clothed. 6, Entering the water. This term is used, rather than the term diving, to meet the needs of the war situation. While diving does develop skill and coordination, emphasis now should be placed upen jumping into the water with and with- out cicthing, a. junp feet first b. jump withcut submerging: seful in keeping equipment dry e. dive head first 7, Lite savings 8. Suggestions to teachers. an. The teacher of swimming must be familiar with life saving practices. b, Safety precautions should be observed at all times. ec. The teaching practices suggested by the American Red Cross and the “ar Denartment should be observed, d. For practice in swimming fully clothed, skirts, jackets, and shoes are advised. These shculd be white or fast-dye, and shed as little Lint as possible, Clothing should be laundered before being used in a pool. Gymnastics Man struggles against gravity continually to maintain an erect posture, Good muscle tone contributes toward success in this strugyle. Stretching, hang ing, balancing, running and jumping are some of the activities used to achieve —h the erect position, Efficiency in these skills may be reached by participation in sports as well as in gymnastics. The great value of gymnastics is that move- ment can be directed towards specific parts of the body. The direction and the intensity of the activity can be controlled. ® Objectives: is 3 Ke i Ae To develop endurance To develcp strength of a. the arms and shoulders b. the back and abdominal wail c. the legs anc feet To assist in the maintenance of erect carriage To develop agility To develop specific skills applicable te the war situation: Conditioning activities: See Boys! Chapter for descriptions. 1. 2 Running Running develeps encurance. (Objective 1). Some forms given here also develon agility and such specific skills as getting over or around obstacles (Objective 5). a, Combination hiking and running by Cross Country Suggestichs fcr teacher Girls shouid warm up before the practice jaunt woar slecks and light weight sweaters on cool days shorten the stride going uphill breathe through mouth and nose use an easy relaxed stride walk a short distence in the fresh air after the run before using ee - whe shower i 10 LO LO SOON NL ON rn = See Nica Nace Seat ee Senet e. Obstacle run (Objectives i, 2, 4, 5) Suggestions for teachers (1) Common sense and caution must be the guides in selection of ob- stacles. —5— (2) Girls must be skilled in overcoming each obstacle before attempting the course as a wnole. (3) The course may be used for both conditioning and competition. (4) Competition may be against time, individual against individual, or group against group. (5) When jumping from a height, soft landing surfaces or pits should alweys ke provided. (6) peste jumping from a height the beginner should be started at approxi- toly 3 feet, (7) when skili in running the course is acquired each girl should practice carrying a pack weighing from 15 to 20 pounds to represent an infant or young child. This will give experience in a skill which ‘the disasters of war may place upon girls and women, i.e., carrying infants and young children to safety. Each girl should learn to carry the pack in her arms as an infant is carried and on her back as a small child might be carried, d.. Relay racing (Objectives 1, 2c, 4) Shuttle relay Jump stick rela: Duck waddle Hopping relay In and cut relay These can be adapted to indoor or cutdocr use in limited space and re- guire no equipment. Strength and endurance are ceveloped quickly through regular use, especially if there is a steady increase in the number of times each exercise is performed, Formation Open‘order, From closed order in a column of 3's or 4's. On the command, “ixtend to the left, MARCH," ail raise arms sideward and run to the left until there is at Least 12 inches between finger tips. The girls on the right flank stand in place. "COVER", (i.e., straighten lines from front to back) and lower arms to sides. This is cone of many way of opening order. , (Nete: The girls should use the same exercises us those described in he boys! list with the following exceptions: Substitute Exercise 5 clow for Exercise 5 in the Boys! list; and substitute Exercise 12 below or t b for Exercise 12 in the Boys! List.) wile Exercise 2 Starting position: Attenticn. Counts 1-4: Walk forward on toes. Count 5: Drop to full knee bend, Counts 6-8: In deep knee bend position, spring in place 3 times. 4 to 8 times, ie Starting positicn: Arms raisec sideward to shoulder height and feet about 24 inches apart, 1; Bend and twist trunk to left, touching right hand to outside of left foot. Look up at left hand. Count 2: Return tc starting position. Count 3: Repeat 1 to the right. Count 4: Return to starting position, 16 to 24 times. Count, suggestion for teachers ae 9. Insist on gcod form, i.e., exactly as described, and with energy in each movement. Increase the number of times esch exercise is perfcrmed, and the capaci- ties of the individuals develop. Sustained effort withcut rest or pause between exercises must be main- tained. Each exercise must be thoroughly learned before going on to the next cone. When the drill is memorized, then all the exercises should be dene without stepping. The class must master "unit a" before progressing to "unit b" and like- wise "units a" and "b! before progressing toa "unit cl", To master "unit a" geans that the class is able to do better than the minimum set for each exercise before "unit b" is begun. Continue to in crease the number cf times in "unit a" as "unit bl! is added. The same procedure is to,be followed in adding "unit c". Demonstrate each exercise before asking the class to do it. Correct demonstraticn is more valuable than a lengthy explanation. Give commands clearly and concisely. The tone of voice can help materially in stimulating the class to action. Observe the class trom all angles, commenting cn the good performance, correcting the faulty one. Urge all to better performance. Encourage the improvement of performance by individual practice at home, ae 3. Apparatus Exercise on apraratus.is especially valuable in developing strength, agility p p ’ y and endurance. Extreme care should be taken in the construction, maintenance and use of apparatus to prevent accidents. Formation Keep the groups small to provide maximum participation. Arrange the class and the apparatus so0 that a. Those waiting their turns may see the performer. b. There is safe and easy access to and from the apparatus for the performer. Apparatus and activities Climbing ropes and poles Climbing - lL. Ordinary climbing Swinging - 1. Swing on 1 rope 2. Swing on 2 ropes vaulting for height over 2 rope stretched between jump standards. Horizontal bar (chinning bar) High bar (beyond reach) Ls Chin. Amy grip 2. Hang. - Raise knees Horse and buck-— 1. Straddie vault over buck 2. Side vault, left and rignt 3. Front vault, left. and right all bars- 1. From a hang, facing bars - chin 2. From a hang, back to bars (a) Knee raising {c) Leg raising 3. Sitting on the floor or on a bench, feet fixed, lowering and raising trunk (sit ups). Flying rings- 1. Hang and chin 2. swing 3. Swing and pull up at end of swing 4. Swing and turn at end of swing 5. Hang or swing - raise knees oie f. Horizontal ladders- Grip rounds or beams » Chin (pull ups) - Travel forward . Travel sideward . Hang - raise knees PWN Suggestions for teachers 1. Mats should be used as a safety precaution. . Girls should be taught correct grips. . Assistance should be provided during practice periods. . The height of the apparatus should be dependent upon the height of the giris ani the type of activity. > IN 4. Locomotor and Axial Gymnastics Acquiring skill in any activity is dependent largely upon timing and upon judging space relationships. As skill improves, harder and longer periods of work can be sustained if a rhythm of work is established. Rhythmic gymnastics are of value in contributing this particular training to wartime efficiency. In addition they contribute to a marked degree in the development of endurance and strength. Objectives: 1. To increase skill, endurance, strength, and agility. 2. To develop space judgment. 3. To develop timing. Organization: 1. Size cf classes should depend upon facilities, equipment and experience of teachers. Fails should be done oniy if the floor is of wood and in good condition. If floor is constructed on concrete, elevations and jumps should be used very little. A preat deal of the program can be carried on outdcors. If pianc cr pianist is not available, drum beat, victrola or singing may be used. Jie Ww ND Activities The following. program is in no way complete. The teacher is encouraged to use her own initiative in adapting and supplementing this meterial in relation to ‘ her own situaticn and the needs of her group. In teaching rhythnic gymnastics, it is ordinarily advisable to have each in- dividual in the class try the exercise first at her own speed. Then the teacher should set a common tempo which meets the average cf the group. To provide greater Gus training in skill and agility, certain exercises may be practiced at increased or reduced speeds rather than at optimum tempo. Accompaniment Various forms of accompaniment are suitable for rhythmic gymnastics. Among these are the plano, phonogreph recordings, and percussion instruments such as the drum and tom-tom. The pianc, with a skillful accompanist is the most desirable. Satisfactory results can be cbtained, however, through the use of recording or percussion instruments. In the selection of music a. Good collections of musical materials are available for the piano. (See bibliography for suggesticns) b. Commercial recordings are numerous and acceptable. c.. There is a growing practice of making one's own recordings from original material. | In the use of accompaniment the teacher is cautioned to (1) avoid undue stress of accent in measure and phrase, and (2) avcid using the same selection again and again for the same moveuent. Anyone with ordinary sense cf rhythm can use percussion instruments success-— fully and technique can be developed tc a high degree. Excellent results are ob- tained if the accompanist swings intc the movement as she beats the instrument. The teacher inexperienced in percussicn technique shculd start by using a single drum, which provides basic rhythm, but ne melody... As still develops, several drums tuned differently may be used, as well as gongs and wosden blocks to provide rudimentary melody. The rhythmic pattern should be varied to avoid monotony. Conditioning! a. Stretching and general conditioning (Objective 1). 1. Standing stride positicn bend at waist body hanging loosely from hips, ounce trunk forward, sideward. 1 See appencix fer a glossary of terns. . Standing stride, circle trunk. Sitting, knees bent cutward, feet together, bounce down, then stretch body from base of spine tc neck. : 4. Sitting, legs forward, knees extended, dc 3. 5. Repeat with arms in various raised positions. 6. Sitting wide stride, do 3 forward and sideward. 7. Lie on back, one leg raised vertically. Flex both knees slightly and flex both ankles as much as possible... The sole of the raised foot should be parallel with the ceiling. On Count 1, extend both knees and both ankles without moving the heel that is on the floor. On Count 2, Moo es on ba return to the flexed position. Do exercise alternating legs § times and then gradually increase until the exercise can be done 16 times in gcod form. &. . Lunge bounce. In a long lunge position with the right foot forward, right knee well Forward and ieft knee extended, hands on the flecr, bounce & times. With a jump of lees, hands still on floor, change position so that Left fost is forward and reneat 8 bounces. Continue the series with . bounces right and left, 2 bounces right and left, and then single changes of feet-right, left, right, left. The hanas remain cn the floor throvehcus the exercise. Progressicn: After this exercise is executed ersily in good fourm, do the same exercise with the same position of the body but do not touch the floor with hands. This greatly increases the difficulty because of the additicn of the balence factor, Accompaniment: 2/4, L/4, or 6/6 march time. 9; dack-knife lift. Lie cn the flcor on back, body fully extended, arms close to sides. With strong abdominal pull and Lift of legs, cume to a jack knife | position, Legs are straight, back is straight and neither flexed nor -ver-extended. arms move forward at the same time until the hands touch the thighs. Flbows are extended. Return tc lying position. Timing: 1-2 Lift, 2+4 Lic. Accompaniment: 4/4 time. t© G3 Locomotor movements, (Objectives 1, 2, and 3) 1. Walk, run, leap, skip, slide, gallop, hop, jump. farching is one style of locomotor movement. Marching tactics are described in Chapter IV.) Non-locomotcr movements. (Objectives 1, 3, 4) Push, pull, lift, dodge, kick, strike, pendulum swing ef body side- ward, trunk completely relaxed and bent at waist. Keep moving. (Obiéctive 2) fe xs wo * Four «irls stand, one it the center of each wall of the room. The other girls are in scattered formation, facing different directions, spread over the entire flocr. The four pirle walk slowly forward -oward the center of the room. They define the circumference of an imaginary circle which gradually diminishes. in size and within which the cther girls must continue te move. The other girls run with . quick steps within the defined space, dodging ana turning tc escape touching anyone else. This exercise should be practiced to the beat of a drum or pianc, using a whole ncte for each step of the four girls ps and eighthnotes for the steps of the others. The teacher gives a signal for the completion cf the exercise when the space beccmes too small fcr further movenient. 2. Follow the leader. (Objective 2) The class is divided into a number cf files of 4 to 12 girls: 6 girls is a good average length sf file. Hands may be joined or not de- pendent upon movement used. The first girl in each file is a leader. Fach leader leads her file, using fcerwerd, diagonal, sideward, zigzag and turning directions. The others in her file do as she does at the same time. The leader should use simple steps of walking, running, sliding, skipping, galloping. She must adapt her direction to the other sroups in the room. One of the objectives of the exercise should be that the leaders learn to use the space efficiently in a collaborative way. The teacher will set a different tempo. each time the exercise is repeated, varying slows and fasts. As the students become mcre expert, the leaders will make the movements more difficult in space, in rhythm and in coordination of movement. Caution to the teacher: This exercise should be rhythmically disciplined and the game element involved should not lead to a lack of control. it fall and rise, (Objectives 2, 3, 1) eh ~™ 8) Sit fall. Class faces front, scattered formation with at least fect clear floor space behind each girl. Little space is needed sideways. First let head relax and fall forward, shoulders forward, whole body flexes until hands touch floor at feet. Second let right foct slide forward and sit. Third lie back letting the whole body oe from hips up and from hips down. arms spread sideward with the tensicn cf upper trunk. Timing: Use counts 1-4 for first part: aca & fer Second part and counts 6-8 for third part. Thus, the fall can be done tc 2 measures of 4/4 time. oa _— (b) Rise from back. First, bend left knee keeping left fect in con- tact with the flcor as knee is con kick rizht leg in the air as a movement. preparatory to sitting up. Second, swing the right leg and arms down forcefully, reach forward with head, shoulders and arns. Third, step forward onto the right foot, body still in ercuched sosition. Fourth, continue to rise tc an erect position and bring left foot up tc meet right. Timing: Kick up on Count 1, kick down on Count 2, step on Count 3, rise on Counts 4-8, Thus the rise can be done to 2 measures of 4/h time. Teaching note if girls are not strong enough to dc exercise as des- cribed, have then le hands on flcor at hips on the second part of the rising movement and push off floor with hands. If any girls have had knee injuries that make extreme flexion of knee inadvisable, teach roll to one and rise from that ~l2- position. then repeat to 6, kick, as fc stiowes (1-4, (5-8 8 counts (1-2 (See — seg b). rise (8 counts) and Repeat above fall (8 counts) on slide out and i, and 2 counts, alternating feet and legs touch floor with hands foot forward, sit and lie kick up and down (3~ step (4-8 rise to position (1-3 touch floor with hands (4-6 foot forward, sit and lie 6 counts (1-2 kick up and dewn (3- step (4-6 rise to positicn (1-2 touch fleor with hands h counts (3-4 foot forward, sit and lie (1-2 kick up and dewn (3-4 step and rise to position (1-2 touch floor with hands, fo.t forward, sit and lie 2 counts (1-2 kick up and down, step and rise to position Progressicn: Do exercise first at 8 counts speed only, then add gradually other speeds until the group can de a series twice through at each speed with no step. g, ‘Side fall and rise. (Objectives. 2, 1, 3, 4) (1) Sidefall 1. Class faces front in scattered fcrmaticn with at least 6 feet clear floor space cn side toward which fall is to be done. stride, weight even, f © ot arms Second keeping Left to flocr as the arms Little space is needed forward or baccward. Class stands arms at sides. First, swing weight onto right raising left leg diagonally backward left and swinging both diagonally upward right. This is a preparatory movement. foot cff flocr, bend right knee and lower body swe2p down in an are frem diagonally upward 2p right to diagonally dovmward left going through a point in front of rizght fcot and continuing ts side slide out on floor to left, as the out- of the left leg is lowered to the floor, The’left foot stays behind the right. The second part of the mevement is continuous with no break and at the left ed beyond the head, right hand important that thigh and leg to avcid bumping ecuted to left, body weight is the completion of the movement, the body is lying on flcur in an extended position, left arm stretch- on floor in front ef chest. It is the floor along the outside cf the lef the left knee. When the fall is ex- used to right as a brake to control side On tne the body strike ue a1). (2) Hise from side. First push off from the floor pulling with right trunk muscles _ pushing with hands only if necessary. Step side- ward to right as body crouches ready to rise. Do not step on left foot, but ee down with right fout extend the body upward, swing- ing the arms diagonally upward right. The weight. is on the right foot at finish of rise. The first part of the rise is continuous with no break, Second, step on left foot finishing in stride position with arms at sides, i Timing: 1-2 First part of side fall 3-4 Second part of side fall 5-6 First part of rise from side 7-8 Second part of rise from side (3) Repeat exercise to righ (4) Repeat exercise in a series alt with 4 falls and adding units cf 2 good i fort. (5) add hop to first part of side fall. (6) Use different timings for fall and rise, (7) De (5) and add roll te back and onto other side in second part cf side fall before executing rise from side. This roll shculd be continuous with the fall. (8) Precede the fall and rise exercise with other exercises such as sideward pendulum swing. (9): Side fall 11 First do first part of Side fall I, as in above, weight is now on yas Foot. cecond, stretch body and arms as high as possible diageo mene upward right, then swing.body and arms in a ernating left and right, starting until l2 falls can be executed in full circle high acress tc left, dcwn left and under and out to right, as the left fust.s ee across in front of the right and body slides te the ficor on the right side, The arms and tbody weight are used to the left as e brake when fal tine to the right. Timing: As for side faii‘ i, Hise:- As:for eide fall’ I, Roll over fall and rise. (Otjectives 2b, 1, 3, &) (1) This exercise oarczresses in 2 diagonal zigzag oattern, forward on the walking, sideward on the roll, asswae half knee bend position. First low walk forward left, right, left, right. Second, with the richt foot in auvance the roll over will be to the left. Flex body forward and twist slightly te right, tucking both elbows into abdomen. Roll over to left striking the fléer on left es rolling onto _back. To rise, push flexed right arm ag’inst the floor accompanied by & Sharp extension of left leg. Finish on right knee with left foct free to start first part of movement again. Lhe Timing: 1-4 walk left, right, left right. feb roll over to left. Repeat to same side. (2) Vary level and direction of walk and timing. — (3) Spring roll fall and rise. Stand with feet about 12 inches apart, arms at sides. First step hop diagonally sideward right swinging both arms diagonally upward right. Second, flex body, tucking both elbows into abdomen, and execute roll over. as describ- ed in the second part of 7 above pushing off floor in the same fash- ion. Third, with no stop between second and third parts of the movement, step on left foot. and extend body to erect position lifting both arms diagonally upward left. Timing: 1 ah — step hop right 2- roll over 3 rise on left foot — precede (3) with o run on the diagonal Timing: 1 and 2 and - Run right, left, right, left. 5 aki - step, drop right i - roll. over 5 = rise on left foot Repeat and reverse 5, Combine (3) with other movements and vary timing. Large and small. (Objective 2) (1) Walk 4 very long reaching steps using a vigorous swing of the arms and immediately walk 4 very small steps using a little swing of the arms. Timing: Counts 1, 2, 3, 4, long steps Counts 5, 6, 7, 8, small steps 4/4 time Counts 1, 2, 3, 4, long steps Counts 5 and 6, small steps 6/, time (2) Apply the above principle of large and small movement to other locomotor movements such as run, skip, slide, and to non-Locomotor movements such as push, pull, circling of trunk. (3) Mark off a space of about 20 feet in width. Move across this space in 15 steps: in 10 stcps: in 8 steps: in the fewest possible steps using leaps. Then increase the width of the space and add to ate the number of steps as the space demands. Do this exercise with each girl establishing her own timing. Later the teacher establishes a common timing derived from the average of the group, Strong and light. (Objectives 1, 3) (1) Stand stride position. Strike forecfully forward with right arm, left arm, and repeat right and left. Rotate the trunk somewhat with the force of the striking movement and keep the legs and trunk taut throughout. Now reach forward lightly with the right arm, left arm, and repeat right and left. Rotate the trunk, letting the shoulder follow through into the reaching movement. The head should also follow through. In both strong and iight units of this exercise keep the weight centered. Timing: Counte 1, 2, 3, 4, strike right, left, right, left. Counts 5, 6 reach right Counts 7, § reach left Counts 9, 10 reacn right Counts 11, 12 reach left Accompaniment: If using music, ask the accompanist tc improvise L/h time in three measure phrases. If using music already written, do 8 instcad of 4 striking movements which will lengthen the exercise to 16 counts or 4 measures of L/h ‘time thus fitting into the usual 4 measure phrase of rusic. (2) Do this exercise using the timing principles suggested in i (a) above. (3) Devise patterns of strong and light locomotor movements as well as other ncn—Locometor movements. (4) Experiment with strong, small movements and light, large move- ments and the reverse cf this. Vary the timings of these movements. (5) Develop a strong, vertical jump from a light, easy bounce, grad- ually making the bounce stronger anc larger until the body is pro- pelled intc a low vertical jump; continue to increase the strength of the movement until the jump is as high and strong as possible for each girl in the class. Let each girl set her own speed for this exercise. Fast and slow (Objectives 1 and 3) uohbe tm, ‘\ (1) Using walking and running steps, travel around the room ina circle starting slowly, gradually increasing speed, then sradually decreasing speed. Follow either the beat of the crum or music play- ed by an accompanist. Take each beat of the drum or each note of the music as a step. > >. t-+ w (2) Using an exercise which the clas it at speeds faster than normal: at sp gradually increasing speed: at gredual has already mastered, execute eeds lower than normal: at ly decreasing speed. Large-small, strong-Light, fast-slow (Objectives 1, 2, 3, 4) These factors are inter-related. For instance, in natural move- ment as a walk becomes a run and then a leap each movement becomes larger in space and stronger in dynamics or force. Changing the natural degree of one cr more of these factors leads te the dis- covery of a much broader field of movement. Certain elements of style will also develop from such experimentaticn. (1) De a large, strong, slow movement. Now do a large, strong, fast movement. : (2) Do a small, light, fast movement. Now dc a small, strong, slow movement. (3) Running diagonally across the room Run gradually faster and lighter. Run gradually faster and stronger. Run gradually slower ana stronger. Run gradually slower and lighter. Meter. (Synonomous with time) (Objective 3) (1) As far as possible experience should be given in moving to the following meters: 2/h, 3/h. h/h. 5/h. 6/8. 9/8. 12/8. (2) Changing meter. Circling the room, walk forward 4 steps start— ing with the right foot, Turn in place to the right with 3 steps starting with the right feot. Repeat ail cf this ecntinuing in the ine of direction, starting with the left foot and executing the turn to the left. Use one measure of 4/4 time and cone measure of 3/h, and repeat. Experiment with other Llocometor and non-Locomotor patterns of movement using various Kinds of changing meters. Exper-— iments of this kind should emphasize movement and should not become mathematical exercises. Too cften manipulation of rhythmic devices becomes an end in itself rather than taking its rightful place as a means to better and more functional movement. wm Ne See saw. (Objectives 1 and 3) The group is divided in couples scattered over the floor. The partners sit facing each other, hands jcined, left side to left side. The left knee is fully bent with the left foot on the flocr. The right leg is extended forward. Number cne rocks back giving a steady oressure upward with hands and arms te rock and lift 2 for- vard, 2 rises cn the left foot, with the right foct lifted off the flcor, trunk flexed fcrward anc head forward, right hip flexed close to body and knee and ankle slightiy flexed. Now 2 recks back to the floor, lifting 1.. In rising from the floor a strong pull of the abdominal muscles shold be used instead cf depending upen the pull of the vartner's arm. Timing: Use slow L/ ky time with 2 ccunts for each rock cr slow 6/8 time with one measure fcr each rock. The group may make new exercises cf their cwn in couples. Self testing activities Many of the activities given here teach girls to: a, Jump and fall without being hurt. b. Have a sense of positicn in space. c. Develop an ability to carry another withcut injury to self. a. Control the body in flight. Forward rell. From a stani, bend forward, bend knees, end place hands on mat. Duck head between legs, roll forward on back of neck and shoulders, grasp- ing the knees. Come to a stand. Backward roll. From a stand, lean forward, fail backward to a seat, roll backward placing hands on the mat over the shoulders, and at the same time drawing the knees tu the chest. Push cff with hands, and rell to a stand. Cartwheel. From 2 run, make a quarter turn left, placing right foct sideward, right arm upward, throw the weight on the right foot, placing the rizht hand on the mat. Raise the ieft leg, at the same time placing the left hand on the mat, arms and legs spread. Bring the left foot t5 the mat as the right hand is raised. Fullow through to a stand. Jump from heights. -18- Use any available apparatus cr platform. Begin at 3 feet and gradually increase the height tc 6 feet. Break the fall by landing on the balls of the fect, and bending the knees. A landing pit or mats should be used. e. Elephant walk. Starting position: Partners face each cther; with number 2 in a stride position. Number 1 places her hands on number 2's shoulders, jumps and wr: .s her legs around number 2's legs high under number 1's arms. Number 1. lowers her body backward, places her hands and head between number 2's legs, and grasps number 2's enkles. Nunber 2 bends forward, places her hands on the mat ang walks forward. Keep arms straight. Number i locks her feet to keep from slipping. f, Double roll. Starting positicn: 1 lies on her back, legs raised upward, feet apart; > stands astride 1's head, and grasps i's ansles. 1 grasps 2's ankles (her arms between 2's legs). In this position 2 springs, tucks her head under, and does a forward roll, close to 1's bedy. As 2 rolls, she pulls 1 to standing position. 1 then does a forward roll, pulling 2 to a stand. Continue. Make the roll quick and powerful to bring partner to a stand. g. Tandem walk. Starting position: 1 stands close behind 2. 1 jumps on 2's back and locks her legs high under 2's arms. 2 bends forward placing her hands on the mat. 1 reaches over 2's head placing her hands on the mat in front of 2's hands. Both walk forward, 1 using hands and feet, 2 usin; hands. h. Rocking chair. Starting position: Partners sit facing each other, knees bent slightly 1's legs are on the outside of 2's, Sit on partner's feet and grasp pastner's shcuiders. 1 rocks back and pulls 2 up, at the same time keeping her cwn feet in contact with 2's body. 1 then rocks forward, while 2 rocks backward pulling 1 up. Continue rocking as high as possible. 1. Bicycling. Starting position: Lie on back with hands under the hips and legs raised upward. Imitate bicycling, stretching high on each push of the imaginary pedal. Continue as Long as possible. Sports and Games Sperts and games are an important part of the general conditioning program. They provide opportunity for strenuous big muscle activity and contribute to the development of speed and endurance. In addition to these obvicus values, sports 2 ah Fe games afford wide opportunity for the practice of desireble character traits. Only those sports and games have been selected which contribute to the develop- ment of strength and endurance. Many well-loved games have been omitted, Tennis, for example, is not included because considerable skill is required before maxi- mum value is secured. Objectives: 1. To develop speed, strength, and endurance. 2. To provide opportunity for the practice of desirable character traits. 3. To develop skills useful in leisure tine. Organization: 1. All girls should participate. 2, Girls rules shculd be used. 3, Women teachers shculd be in charge of the program. 4. The standards of the National Secticn on Women's Athletics should govern the prograi. Ea National Section on Women's Athletics. Standards in Athletics for Girls and Women. Washington, D. C., 1201 16th Street, N. W. Teaching procedures for all team games: ie Explain in general. the idea of the game and the terms most often used. 2. Group students according to similar ability. 3, Use explanation, demonstration, and other teaching aids in presenting technigues. 4. Practice skills in groups with trained student leaders in charge. 5. Keep each student busy practicing some skill. The skill should be chosen with respect to her level of achievement. 6. Give student sufficient time to practice skill so that she may improve her performance. 7. Use skills in real game situations as soon as possible. 8, Devote a part of every pericd to improving old or learning new skills. 9, Concentrate on essentials for beginners. 10. Present more advanced skills and strategy cof playing as scon as players acquire elementary skills. ll. Train students to officiate as they learn the game. 12, Emphasize the importance of safety. It is the teacher's responsibility to keep equipment in good condition. It is the player's responsibility to keep play areas clear of hazarcs and to discipline those numbers of the class who frequently cause accidents. Field—ball Field Hockey Soccer Basketball Speedball Volleyball ates Individual sports for use in the out _of school program Vhe out of school program offers opportunity for girls to participate in many individual sports which are not included in the class program because of the nature of the sport, The organization of clubs for hiking, riding, and picycling is a responsibility of the physical aducation teacher and will promote interest and participaticn, These activities are desirable for week-ends, after school and holidays. The sperts suggested here nave been selected because they contribute directly to the objectives of the entire prejred, The inference must not be drawn that this is the complete field of individual sports. Hiking Hiking to be of immediate value in a program of physical fitness must be brisk and reasonably long. Rests should be few and brief. ‘Camping There are experiences in camming which are unmatched in any other situation, To live off the land, to take care of oneself against the onslaught of the ele- ents, to live peaceably with fellow campers under primitive conditions are challenges every girl shouid have the opportunity to meet. Successful camping requires careful supervision of program, site, and sanitation. Skating — Ice and roller Skating is an enjoyable and inexpensive sport and if practiced regularly is a fine developer of endurance and speed. Bicycling Bicycling is of value in ceveloping strength of Legs and ankles. Skiing and snow-shoeing Skiing and snowshcelng ere exhilerating sports for girls Living in snow areac. Proper equipment 15 necessary for safety. Both sports can be enjoyed through adult life if reasonable skill is acquired. Horseback riding Horseback riding is an incre singly popular sport. Expensive riding habits a sre not essential. The eost of hiring horses May limit participation, but costs may be cut by riding in groups. Skeet shooting This sport develops a skill which may preve to be of value to girls in possi- ble war service -- the skill of shooting at moving objects. ~2 l=