& a , Set pa STATE OF KANSAS 4p — DEPARTMENT OF EDUCATION GEO. L. MCCLENNY SUPERINTENDENT OF PUBLIC INSTRUCTION W. A. STACEY MISS LOUIE LESSLIE ASSISTANT SUPERINTENDENT SECRETARY STATE BOARD OF EDUCATION TOPEKA November 24, 1942 Administrators and Instructors of Physical Education Dear Friends: We are enclosing a "skeleton outline! of the long awaited Physical Education Program, This outline will be of value only and until the complete program is off the government press. We hone this will be in the near future. The enclosed brief outline was suggested by Mr. Strong Hinman, who was chairman of the committee which worked out. the course in Washington, D. C., during the past summer in conjunction with representatives of the Army, Navy, Air Corps, and the U. &. Office of Education. It has the full support of these groups. You will also find enclosed 2 schedule of Aren Institutes which will be conducted in the various areas of Kansas by representatives who attended the recent Institute at Lincoln, Nebraska. I am glad to report ou? state had a total of sixty-five representatives present. This was a splendid showing and indicetes a vital interest in the Health and Physical Fitness of our youth. This program at this date is not compulsory, but it is highly recommended and cesirable for every high school--both large and smali~~ in the state. Ho part of the high school curriculum is more vital at this particular time, since boys of 18-19 years may be in the Army in the near future. The healthier and stronger the voy, the better his chances of survival during the war--and after, eas well, Administrators should attend these institutes and should require the attendance of their Physical Education instructors--both men and women of senior and junior high schools, All othors interested are welcome to attend. Yours truly, Zoot , é 4 Geo. L. McClonny State Superintendent of Public Instruction. GLMcC: ng DECEMBER 5, 1942: SCsOUL Atchison Kansas City Garnett Independence Newton Manhattan Oberlin Concordia Marysville Salina — or HEALTH AND PHYSICAL FITIESS INSTITUTES State of Kansas Institute Conducted by Physical Training Department, Atchison High School Physical Training Department, Kansas City High Schools (To be held in the Wyandotte High School Gymnasium) Physical Training Department, Kansas University Professor Losey, Independence Miss Lucille Hatlestadt, KSTC, Pittsburg Professor Unruh, Head of Physical Education Department of Bethel College Miss Daisy Simpson, Head of Girls! Physical Training Department, KSTC, Emporia Professor Washburn, Physical Educetion Department Kansas State College Mombors of Physical Education Department, Manhattan High School Members of Physical Education Department, Junction City High School Members of Physical Education Department, Abilene High School Membors of Physical Education Denartment of The University of Wichita and tie Wichita High Schools Members of Physical Education Department of Russell High School Professor Strong Hinman, Topeka Professor Dissinger, Physical Education Department of Oberlin Miss Unrictn Jenés, Directo? of’ Phisit-~1 Zaueation, UcPhorggn Ruth C. Burnett, Department of Health Education, Concordia Superintendent A. 0. Hainline, Belleville Floyd Currier, Instructor of Physical Education, Abilene Physical Education Faculty, Topeka High School Members of Department of Physical Education, Salina High School DECEMBER 12, 1942: Lawrence Topeka Pittsburg Fredonia Emporia (KSTC) Wichita McPherson Belleville Osborne Colby Great Bend Dodge City Garden City Physical Education Department, Kansas University (To be held at the University Gymnasium) Physical Education Department, Topeka High School Physical Education Department, KSTC, Pittsburg Physical Education Department, Pittsburg High School (To be held in Roosevelt Junior High School Gymnasium) Physical Education Department, Fredonia High School Miss Daisy Simpson, Head of Department of Women's Physical Dep, Otto Unruh, Physife: 2 Education Director, Bethel College To be held in College Gymnasium) Members of High Schools Physical Training Departments Meribers of University of Wichita Physical Training Departuent Superintendent Claude Kissick, Wellington (To be held in Wichita High School East Gymnasium) Members of Department of Physical Education. Superintendent A. O. Hainline, Belleville Miss Ruth C, Burnett, Physical Education Department, Concordia Physical Education Department, Russell High School Superintendent R. L. Dennen, Colby Quentin Groves, Director of Physical Education Principal Hogan, Great Bend 0. © . Ostenberg, Director of Physical Education Myrtie Bloomberg, School Nurse, Russell Schools Physical Education Department, Dodge City Physical Education Department, Garden City Note: Meetings will be held in high school gymnasiums unless otherwise noted. FOREWORD All thoughtful citizens recognize the fact that America is engaged in the most serious and difficult war the Netion has ever faced. A successful culmination of the struggle can be assured only through the earnest, sustained, and sacrificial efforts of everyone. This will involve service in the armed forces for most young men and work in agriculture or industry for many young WOMEN Wartime service demands a condition of strength, endurance, stamina, coordination, and agility beyond what is ordinarily required for peace time pursuits. There are many data and reports of observations by competent per- sons which indicate that American youth are deficient in the physical character- istics needed by soldiers, sailors, and airmen. Military and naval authorities have stated often that the preparation of recruits for active service could pm - ceed more rapidly if the young men who are inducted into the armed forces were in better physical condition. The high schools of the country have recognized the seriousness of the situation confronting the Nation and have indicated repeatedly their eager- ness to make the maximum contribution of which they are capable to the war ef- fort. Ons of the definite and objective things that the high schools can do, which will show almost immediate results, is a progrem of physical education for all normal high school boys and girls. The selection of pupils for par- ticipation in © program of vigorous and rugged activities should be based on acceptable exaninations end tests in order that the curriculum may be adapted to the needs and abilities of each individual. This bulletin has been prepared as a guide to high school principals and teachers in planninz and executing wartime programs of physical education, It is one of the publications in the Victory Corps serics and is intended for use in connection with all five divisions of the Hich School Victory Corps. The Army, Navy, United States Public Health Service, physical educa- tors, and staff members of the Office of Education have collaborated in the preparation of this manual, and it has been endorsed by the National Policy Committec. The program outlined in this volume is recommended for use in high schools in ordor that Amcrican boys cnd girls may become ore physically fit to carry their unusually heavy responsibilities during the next few years. Je W. Studebaker U. Se Commissioner of Education, CHAPTER I A Physical Fitness Program for Every School The Program This bulletin presents a wartime program of physical education that is planned to contribute to the physical fitness of high school pupils as a part of the total war effort. The content of the program, the selection of pupils for participation, and the methods of fitting the rrogram into the total curriculum program of a school are explained. The program emphasizes instruc- tion and practice in aquatics, gymnastics, combatives, sports and games, and other vigorous activities adapted to intensity and duration to the individual needs of pupils are emphasized. The choice of activities and methods of pre- sentation are made in the light of the needs of youth at the present time and the recommendations of representatives of the Army and Navy. It is recognized that programs of health service, health instruction, healthful school living, phvsical education, and recreation, all have an impor- tent influence on physical fitness. The content of this bulletin, however, is directed definitely toward the conditioning of high school pupils for ser- vice in the armed forces and industry and agriculture. In general, the activity program should provide at least one reguler school period daily of instruction in physical education for all pupils. The instructione1l period should be svpplemented by an elaborate participation pro- gram including intramural ond interscholastic athletics, and other vigorous activities. It is recommended that all normal pupils, after an adequate period of training, should participate in competitive athletics, mass athletics, road work, hikes, week-end journeys, camping, hard physical work such as plow- ing, cutting wood, or digging dirt, and similar events for at least ten hours each week in addition to the physical education period that is included in the school schedule. Camping provides one of the most desirable forms of activity outside the regular daily school schedule. Camping experience contributes to physical fitness and provides training in many skills and activities that are of direct militery value. The recent statements of Army officers corroborate the ob- servations of the Civilian Conservation Corps and other leaders of youth during the pest decade thet most American youth do not have the ability to live com- fortably and safely in the open country. It is true, for example, thet large numbers of boys do not know how to hold and use an ex, build and use a fire- out-of-doors, errenge a comfortable sleeping place in the woods, and avoid the hazards snd discomforts of insect, reptile, and plant poisoning. It is recom- mended, therefore, thet such attention and emphasis be given to providing ex- tensive camp experience on week-ends, during holidays and vacations, for all boys, and if possible for all girls. Meany educators have steted that school systems should provide camps for ell high school boys during two months each summer in which training would be provided in woodcraft, camp craft, swimming, sports, gliding, end ground training in aviation. This larger program may not be precticable now but every school can provide shorter periods of camping ex- perience, Purpose The purpose of the program outlined in this manuel is to make second- ary school pupils physically fit to carry their responsibilities as members of the armed forces when they are inducted into service, and as efficient and ef- fective workers in the war effort. This includes the development of’: ee. le Strength, endurance, stamina, and bodily coordination. 2. Physical skills that will be of direct value and use in the armed forces and war work. Initiating the Program In fitting the physical fitness program into the total program of a school it is necessary that there be provided the minimum essentials of (1) adequate time in the daily schedule, (2) a competent teacher, (3) a place for conducting the classes, and (4) at least a minimum amount of supplics and equipment. The initiation of the program on a nation-wide basis will demand an expenditure of time, effort and money. It promises, however, reasonable cor- teinty of attaining the objective of maximum physical fitness for the partici- pants. Basically it calls for but two changes in the usual high school pro- gram. The first is an increase in teaching time alloted to instruction in physical education, and the second change is an increase in the intensity of the exercises. Adaptation of Program for Small Communitics. A proposed program is flexible enough to permit schools of all.types, including large and small urban and rural schools, to maks such adaptations as will enable them to underteke it. Many of the activitics can be conducted without apparatus or equipment, but the greater valuos should be expected where at least a minimum amount of supplies and equipment are provided, end adequate buildings and playing fields are available. In cases of necessity, thore are many activitics that can be practiced during inclement weather in school build- ings that do not have gymmcsiums. The maximum uso and adaptation should be made of corridors, classrooms, basements, auditoriums, stages in suditoriums, and paved outdoor courts in poorly equipped schools. Some of the activities that can be used under unfavorable conditions are calisthenics, gymnastic stunts, chinning, and the hanging half lever on removeblie bars in doorways or on bars attached to brackets on the walls of corridors; the push-up; the sit-up; climb- ing ropes suspended in corridors, auditoriums, or stages; the leg-lift; the forwari-bend; jump and reach; standing broad jump on mats or other soft surfaces; potste races in corridors, auditoriums, or basements; grip and chest exercises that eam be practiced with low-cost spring or slastic equipment; and bar vault in corridors, auditoriums, stages, or basements, where a safe bar and mats may be provided. There are many days during the cold winter months on which warmly clothed children can participate in vigorous activitics out-of-doors. This is particularly true in situations where there arc paved surfaces that cen be kept free of snow, ice, mud and water. It is recommended, therefore, that paved courts be provided where they seem to be needed and that a maximum use be made of the outdoors for:physical education activities, There are probably many communities in which existing facilities and personnel can be used to supplement the school facilities and personnel in carry- ing out the instructional and participation phases of the physical education program. Consideration should be given to the possibility of cooperation between schools, YMCA's, Athletic clubs, recreation department, granges and other commun- ity agencies in planning and executing the school program of physical fitness, The Need for Physical Fitness Large numbers of pupils now enrolled in high schools will enter into service in the armed forces and wartime industry in the immediate future. In addition to the boys who will be called to some form of scorvice. it has been estimated that by the end of 1943, 6,000,000 women will be employed in war pro- duction, many of whom will be drawn from the high school ags group. hese youth must be fit in order to render effective service. They must be fit not only from the standpoint of technical skill and morale, but olso physically fit, which means that they must have the strength, skill, stamina and endurance re- quired for active service and hard work, my and Navy officers have stated that larze numbers of the young men inducted into military service whoso physical cxaminations roveal no serious physical defects, lack development, skills, strength and.endurance to such a degree that the program of military training is retarded for several months while the recruits are being built up physically. It is comnon knowledge among physical education instructors in high schools and colleges thet large numbers of their mole students are weak, have poor coordination, csnnot climb a rope, carry a burden equal to their own weight, or vault out of a trench the height of their chests. he poor physical condi- tion of tho majority of Amcrican younz people is a serious handicap in training soldiers, sailors and airmen, end interferes with the maximum industrial and agricultural production. The Nature of Physical Fitness A porson who is physically fit for military or navel service must be capable. of maintaining sustained effort with a maximum of speed and skill. This means that one must have strength, stamina, cndurance, and zood coordination. Speed, agility and flexibility in movement are important factors in skill. There are several conditions that affect the development and mainten- anes of a desirable level of physical fitness. Participating regularly in a rational program of physical education has been demonstrated to be one of the most important elements thet contributes to physical fitness. Other significant factors that influence physical fitness arc physical defocts, communicable dis= ease, accidents, nutrition, personal hcalth habits, and environmental conditions, The development of physical fitness through the use of physical educa- tion activitics demands vigorous participation over protracted periods of time. An individual must press his effort until it hurts. This means that he mst not stop at the first sign of fatigue, but continuo his exertions until he is tired. Preparation for service during war times demonds that boys must learn to swim long distances while fully clothed and carrying equipment; they must be able to keep themselves afloat for many hours. Arm and shoulder strength must be developed so that they can climb dovm ropes or scale walls while carrying heavy loeds. The ability to take hard falls without serious injury must be developed. In combative activities it is necessary to stress delivering their energy in ea quick explosive effort rather than feintins, parrying snd maneuver- ing. Games and sports must develop a spirit of aggresive attack and ability to take physical punishment without flinching. For industriel groups, which are far greater numcrically then the armed forces, physical strength and stamina are needed to spsed up work for longer hours without absences which would slow production. Boys Activities = 1 CHAPTER IV Activities for Boys Introduction The activitieg for boys that are recommended in this chapter have been selected in terns of the previously stated objectives which are to develop (1) strength, endurance, stamina and bodily coordination, and (2) physical skills that will be of direct value and use in the armed forees ond war work. The traditional objectives of physical cducation are usually classi- fied undor the headings of (1) devclopnental, (2) rccreational, ond (3) cduca- tional, The material included in this chapter is directed definitely toward the accomplishnent of the first objective. It seeks to develop strong and rugged boys who can become excellent soldiers or sailors promptly sfter enter- ing the armed services, or efficient workers if they are rejected by the Army ond Navy. The recreational ond educational objectives of physical education are important and should be stressed in a school program during times of peace. The urgency of tho present situation makes it wise, however, to.cmphasize the developmonts1 aspects of physical education. In connection with the wartime program of physical education for boys the following items are emphasized: 1. Five poriods each week of instruction in physical cducation activities forall high school pupils. on of all pupils by the teacher and 2e The continuous o i tion br a physician of all children +t bse & more complete aos who appear to deviat om the normal. Se Increased emphasis on interscholastic and intramural athletics, road work, hard physical labor and camping. nstoad of many of 4. The use of vigorous and rugged activities i en used. the recreational sverts that have be a 2 Uu The activities are grouped under four headings. These are: (1) Aquatics; (2) gymastics; (3) combative activitics; (4) sports and games, Interscholastic Athlictics It is recommended that the program of interscholastic athletics be expanded to meet wartime demands. Probably never before has there besn so great a necd to develop in boys the spirit of competition and the will to win. Interscholastic athletics provide unusual opportunities to develop th2se char-= acteristics. It is suggested therefore that the nocessary modifications be made in the interscholastic athletic programs to permit many more pupils to participate. Some practices which have been adopted ty schcols to increase partici- patio= aad “So 1ieet thie restrictions now placed usc tranenortation are: 4c* Jee Pieher of Looms FepFocenving 4 scyeoh 34 fs piwes. sp has desn increased. ansiead or one tenia sSompetiog, arrange= ments are being made so that four or more may compete. Boys Activitics = 2 @e Schedules have been arranged so thet a school plays another school more than one time in the same season, Se Schedules have been arranged so that all schools played are conveniently located on a railroad line and the distance traveled is short. 4. Leagues have boon formed of schools in the same geographical area and all games are playod within the league. It is believed the important criticisms of interscholastic athletics may be met by expanding the pregram rather then curtailing it; by giving more opportunity t> participate in rugged activity rather than less. Aquatics Our armed forces aro operating wnder conditions that demand a ability on the part of the individual to handle himself successfully in the water while fully clothed. Tho success of the prosram depends upon the maxi- mum use of all available school and community facilitics. Obicctives le .To stay afloat for a long poriod of time. 2« To swim under water. 3. To swim long distances without cxheustion. 4. To enter the watcr without submerging. 56 To be at home in the water fully clothod. 66 To render assistance to another person in water, Organi zation 1. Classes should not: excced fifty boys. 2. Classes should be subdivided into small units. 3. Wherever possible the "Buddy" system should be used which provides for boys to be paired and required to stay near ach other in the water. 4, Adequate check-in and check-out of swimmers is essential for safety. Activities STAYING AFLOAT All boys should be taught to stay afloat by: Floating. Seco American Red Cross Swimming and Diving Menual, p.59. Breathine and Breath Holding. pp. 1920; ps 54. Sculling. «Ibid. pe 69% Treading Water. Ibid. p. 149. Fundamental Strokes Side Stroke; Breast Stroke; Back Stroke; Crawl Stroke; Endurance Svimmins; Swimming under waters; and Swimminz fully clothed. Boys Activities = 3 Entering the Water This term is used, rathor then Civing, to meet tho needs of the war situation. While the practice sf diving does develop skill and coordination, emphasis should now be placed upon jumping into the water with and without clothing. ie Junp fect first. 2e dump without submerging: Used to keop equipment dry. Se Dive head first. Life Saving See American Red Cross Life Saving and Water Safety, 1957, and War Department Basic Ficld Manual, FM 21-20, Physical Training, March 6, L9tl,y De LLG. Suggestions: 1. The teacher of swimming must bo familiar with life saving practices. 2e Safety precautions should be observed. Se Teaching vractices sugsested in the momuals of the American Red Cross and War Department Manual FM 21-20 should be followed. 4. For practice in swimming fully clothed, shirt, trousers and shoes are needed. . They should be white or fastedye, and shed as little lint as possible. Clothinzs should be aundered before use in the pool. Gymnastics This phase of the program contributes readily and casily to improved muscle tone, and bodily development. When properly conducted, gymnastics are highly beneficial. The activities which follow ars based on the need for body condition- ing, particularly the development of the musculature of the shoulder girdle, abdominal region, and legs. Objectives le To develop endurance. és. To .inerease strenzth. Se TO GOVELOp aslLIAty. 4. To develop specific skills applicable to the war situation. Activities MARCHING AND RUNNING The purposes of marching are to teach some fundamentals of mili- tary tactics; and to move grovps quickly ond efficiently from one place to an- other, Marchinz, except for those two purposes, has little value in this program. The following commands come under Marching reguletions: Boys Activities - 4 Attention At ease Facings: Richt, Left Dress Quick Time Double Time Hait Mark Tiine Side Step Face in Marchin: 2 Change Directions Running develops endurance, and some forms ziven here develop ability and specific skills in gettinz over, or around obstacles. Where pupils are required to run one hundred yards or over, special care must be exercised. Before permitting pupils to run any of the longer distances, several weeks of preliminary training should be demanded. Training in long distance running should be preceded by a medical examination by a properly qualified physician. Where such an examination is impractical, the teacher should administer the Pulse Rate of Recovery Test bc~. fore the training period begius. After one week of training the test should be given azain. Unless the second test shows the pupil's pulse returns to normal moro quickly than at the time of the first test, scrious consideration should be given to the failure of the cardio-vascular system to respond to trainings before permitting the pupil to continvo with the training progran. Advice of a qualified physician should be secured if possible. No boy in the ninth grade should be permitted to train for or attempt to run distances great- er than 220 yards.. The younger boys in grade 10 as well as those who appear to be less maturs physically, should cither bo barred from running 440 yards or longer distances, or be given more careful attention than the older more mature pupils. In general, the training program should be characterized by starts, short bursts of speed, and jogging on the srass during the preliminary train- ing period. In no instances should pupils be permitted to run 100 yards at top specd before the end of the socond week. In the 440 yard run and 880 yard run, if the full distance is covered, only tho first half should be run at top speed and the second half jogzed. Road Work Road work is a combination of hiking and running to develop the ability to cover lon:.distances in the. shortest pessible time. The starting distance should be between three to five miles. This hike is a brisk walk, interspersed with running (not jogsing). At each practice the distance should be covered in less time, and gradually increased until boys are able to cover eight to ten miles in fast timo. Cross Country The course may be over hills, through woods, sercss brooks, over open fields,.or parks and solf courses. It is not running on city streets or highways. Steeple Chase Steeple chase is a set form of obstacle racing using hurdles and water jumps. The National Collegiate Athletic Association ond the Amateur Athletic Union publish rule books thet describe these events and give tho rules for then. : Boys Activitics = 5 Obstacle Obstacle runnins may be done either indoors or outdoors. ach school may set up its owm course using any available obstacle. Indoors, the horse, parallel bars, buck, benches, ropes and ladders, are usable. Outdoors, the obstacles may be hurdles, fences, ditches, walls and posts. * Relavs Relay races add interest and competition to the program as well as vigorous exercises. Teams should not number more than nine members so that few will be standing idle. The distances in the relays should be long enough to require the pleyers to put forth sustained and vigorous effort. The dis= tances involved in the different relays may be progressively increased as the boys improve in physical condition. Rather than disqualify ea team when infractions occur, such as running out to meet the next runner, it is better to charge a foul and then add the number of fouls to thse team's order of finish. There are cight types of relays uscd: Shuttle relay, Jump Stick relay, Duck Waddle, All Fours, Crab Walk; Wheelbarrow, and Horse and Ridere Conditioning Exercises nomen en Three types of conditioning drills are given here: A goneral condi- tioning drill; a grass drill; and ranger activities. Thoy cen be adapted to indoor or outdoor use in limited space end rcauire no equipment. Strength and endurance are developed quickly through regular use of these drills, es- pecially if there is a steady increase in the number of times each exercise is performed, Goneral Conditioning Drill. To bs most effective and to reach tho objectives for which the drill is designed it is imperative: 1. To do the exercises in good form, i.e., exactly as described and with cnergy in each movement. 2. To increase the number of times cach exercise is performed, as the capacities of cach individual. develops. 3. To maintain sustained effort without rest or pause between exercises. Hach exercise must be thoroughly learned before going on to the next one. When the drill is memorizod, then all the exercises should be done without stopping. 4, To master unit numbor one before going on to unit number two, and likewise units one a nd two, before coing on to unit number three. 5. Finally, to perform each exercise the maximum number of times indicated. 4 Formation Unit One Boys Activities = 6 Open order. Form closed order in a column of d's .end 4'b.. On the command, 1, sxtend to thse left. 2, MARCH, all raise arms sideward and run to the left until they are at loast twelve inches between finger tips. The boys on the right flank stand fast. "COVER" (ise., straighton lines from front to back) amd lowor arms to sides, This is one of the many ways of opening order. See War Department Basic Field Manual, F.M. 21-20. Physical Training, March 6, sida pe 24, for another method. Exercise (1). Starting position: Stand with feet about a foot apart, Imecs slightly bent, arms raiscd backward. Count, 1 = Swing arms forvard and jump upward. Count 2 = Swing arms backward omd juip upward. Count 3 = Swing arms forward, upward ond jump upward about 1 foot. Count 4 = Swing arms backward and jump upward 5 to 12 times. Exercise (2) Starting position: Position of attention. Count 1 = Squat rest, (a squat rest is a deep knee bend with hands on floor in front of fect.) Count 2 = Extend legs backward to front leaning rest, (the body is straight from shoulder to feet, weight supported on hands and toes). Count 3 = Return to squat rest. Count 4 = Return to attention. 12 to 25 times. Exercise (3) Starting position: Feet slightly apart, and elbows bent with fists at shoulders. Count 1 = Bend kneos deeply and thrust arms forward, koeping body erect. Count 2 = Return to starting position. Count 3 = Bend trunk forward, and thrust armas downward, touching toes, keeping knees straight. Count 4 = Return to starting position. 10 to 20 times. Exercise (4) Starting position: Lie on back, arms stretched sideways. Count 1 = Raise legs slowly swinging them over head and touching toes to round above head. Count 8 - Lower legs slowly to starting position. The count is slow; 10 to 20 times. Boys Activities = 7 Unit Two Exercise (5) Starting position: Stand erect, arms in running position. Exercise: Run in place. Begin slowly and run about 10 steps (count only step of left foot). Speed up for another 10 steps, raising knees hip high. Then run 10 to 265 steps at full speed, raising knees hard. Then run slowly 10 steps. Exercise (6) Starting position: Feet about 30 inches apart, arms extended overhead, hands claspod. Count 1 = Bend sideward left. Counts: 2 and 3 = Continuo bond to the left trying to go deeper on cach count. Count 4.=- Return to starting position. Same right. 10 to 20 times. Exercise (7) Sturting position: Lie on back, arms extended overhead. Keep foet flat on thr ground, legs straight. Count 1 - Sit up, and at the same time draw knees to chest, leaning forward and swinging arms forward to a "powing pesition". Count 2 = Return to starting position. 10 to 20 times, Exercise (8) Starting position: Position of attention. Count 1 = Squat rest (sce exercise number 2) Count 2 = Front leaning rest (see exercise number 2). Count 3 = Bend elbows, touching chest to floor. Count 4 = Straighten clbows. Count 5 and 6.-- Repeat scovnts 3 and 4. Comt 7 - Roturn’ to. scuat rest. Count 8 = Return to pesition of attention. 5 to 12 times. Unit Three Exercise (9) Starting position: Feet about 24 inches apert, hands clasped behind head, elbows well back, chin in. Count 1 = Bend trunk forvard. Count 2 = "Bounce”™ trunk dovmward and at the same time rotate trunk to the left. : "Bounce" trunk downward and rotate trunk to the right. Return to starting position. 10 to 20 times. Cowmit 3 Count 4 Exercise (10) Starting position: Left foot about 8 inches forward, hands clasped on top of head, Boys Activitics - 8 Count 1 = Sit-on the right heel. Count 2 - Bounce from this position and spring upward, knees straight. Change position of fect. Count 3 = Drop to squat on left heel. Count 4 = Spring and change vosition of feet. Add two a week until able to do 25. Exercise (11) Starting position: Lie on back, arms sideward, palms down, legs S c=) raised straight up with feet tcgether. Count 1 = Swing legs vigorously to left touching grceund on the left side. Count 2 = Same to the right. Begin slowly and increase the tempo gradually. Exereise (12) No Surgestions: fapeaticeas a eeacscnapeee aaa Teas le Oe 4. Starting positions Front leaning rest. Seo Exercise number 2. Count 1 = Bend elbows and touch chest to floor. Count 2 - Straighten elbows. Repeat 8 to 20 times. te: Many will be uneble to continue this exercise and kecp the rhythm. These individuals may chanzc to the "knee-rest position", i.e., hand and knees on floor, feet raised from it. If they are still unable to continue, they may relax the whole body and simply push up the shoulders. Rut they should NOT STOP TRYING. The numbers given efter cach exercise indicate the minimum and maximum number of times the exercises are to be performed, e.fe,; in exercise. 2 the dosage indicated is 12 to 25. This means to begin with 12 times and sradually increase to 25 as the condi- tion of ths bovs improves. "To master unit number one", means that the class is able to do better than the minimum set for each exercise before unit number 2 is begun. Continue to increase the number of times in unit lL as wnit 2 is added. The same procedure is to be followed in adding unit 6. To overcome stopping between exercises the teacher must antici-~ pate the next one by saying just before the last exccution of any exercise, “Ready for the second exercise", In teaching the exercises: ae Demonstrate each before asking the class to do it. Correct demonstration is more valuable than a lengthy explanation. be Give commands clearly and concisely. The tone of voice can & dv help materially in stimulating tho class to action. Boys Activities - 9 ce Keep the class working together by counting. Exercises may vary in number of counts, "1-2--4, 1-2-3-4," or"1-2, 1-2" may be used. Directions may be indicated by “up" = "down" - "left" = "rizht". Clapping the hands, beating time with the heel on the floor, or using the tom-tom or drum may be sub- stituted for the voice. d. The teachsr should not perform with the class at all times because he must be free to observe and correct faults. Ile should observe from front, side and rear, commenting on the good performance, correcting the faulty one, urging all to better performance. e. The boys should be encovraged to improve their performance by individual practice at home. Grass pea 11 The grass drill was originally used as part of the training for foot- ball squads to develop agility and endurence. The exercises arc given in varied order, at the will of the instructor, and upon his command. Formation: Open ordor. See description under "conditioning drill". Front - Up - Back At the cormnand "Front", the boys fall to the ground quickly, face down, breaking the fall with the hands. On the command "Up", they bend for- ward ond fall back, brealkine the fall by rolling to a seat, then lie on their backs. On the comand "Front", they change to a position of face down, hands toward the front of the class. If the command “Back” is given when boys are face down, they squat through (ieee, support the weisht on the hands and extend the legs through the arms and lis down}, Vary the order of the commends so the boys cannot anticipate the next movement. 2 to 5 minutes. In order to round out the crass drill, additional exercises to develop the shoulder and abdominal muscles should be inserted at the will of the in- structor. Some of these cxercises arc: Sit up: Lie on back, hands behind the head, yreisc the trunk and ~" twist so that the left clbew touches the right lmec, Roturn to lying positYon. Repeat with right clbow touching left knee. Continue, Push up:Lie face down, place hands on floor, shoulder width apart. “ Push up, kcoping back straight so that weight is supported on hands and fect, arms straight, return to starting posi- tion. Continuce Bicycling: Lie on back, raiso legs and hips high. Imitate move- ments of riding a bicycle. Deep Imec bending: Place hands on hips, bend imees deeply, back straight, until sitting on heels. Return to standing posi- tion. Continue. Boys Activities = 10 Legs Overhead: Lic on back, raise legs upward and touch toes to floor behind the head. Return to position. -Kcep legs straight. Continue. Legs right and left: Lie on ba ck, arms sideward, palms dovm, legs raised straizht up. Swing legs vigorously sideward right until legs practically touch the ground. Same to left, Front leaning rest: Place hands on the floor in front of feet, bending knees. Thrust feet backward to front leaning rest position, Return in reverso order. Slowly at first, and gradually speed up. These exercises are of such value that they may be practiced individ- ually or in groups. Suggestions. The grass drill does not demand the same precise per- formanee required in the conditioninz drill. It may be modified for use indoors, The teacher must change the exercise or stop the drill before the class is un- duly fatigued, Caro must be used in adding exercises ts tho srass drill. Select only a few, in order not to make the drill too strenuons. Response Drills. Response drills ars valuable in the practice of skills which are necded in combat. They develop en ability to respond accu- rately and quickly to commands. Go = Stop At the command "Go", the boys spring forward as a football team does in running signals. At the command "Stop", they drop to the lineman's crouch. At "Go", they again spring forward, This mey be varied by the command "Drop", (isos, fall to the ground face dowm as in grass drill). At the command "Right", they turn and sprint to the right at an angle of avout 45 degrees. If the com- mand is "Left", they run to the left at a 45 degrees angle. "Go", in each case means sprint straight forward. "To the rear" means reverse the direction. Whistle signals may be substituted. 2 to 6 minutes. Zigzag Run and Drep Upon the signal to go the boys run fast at an angle of about 45 degrees to the right, anc at the whisthe signal, gigzag to the left at about 45 degrees, and on the whistle signal, drop to the ground. At the next whistle, spring to the feet and repeat the zigzag run end drop. Continue mtil signal is given so halts € So Bb. minvtes. This is similar to the manner in which men advances under fire. Suggestions. 1. Teach the boys how to “drop", first by breaking the fall with the hands and then without the use of the hands, 2e The boys must know exactly what is expected of them. 3. The time between signals must be varied to develop the quick reactions desired, Boys Activities = 11 Ranger Exercises Ranger exercises are s> named because they are patterned after move- ments which ranger troops use. Formation: Single circle, if less than 50 boys. Double circle, if between 30 and 6O boys, Bach boy eight feet behind the one in front. Procedure: The instructor directs the boys to walk forward at a slow relaxed pace, 680 $9 90 short steps per minute, kecping the circle formation. The class does not walk in step, The instructor, standing in the center of the circle, ealls the name of an oxercise, then demonstrates it, and then com- mands, "Start". . Immediately each boy starts to perform the exercise, continu- inz to move around the circle, After performing the exercise for about 10 to 30 seconds, the instructor commands, "Relax", upon which a11 resume the original slow walk. After 5 to 15 seconds, the instructor nemes and demonstrates a new exercise, and at the signal, "Start", the class performs it. The time between exercises should vary with the naturs of the exercise, and the condition of the DIYS » i. Description:/Ail fours, face down, on nends end feet. Walk forward, 2e Rear Walk. Face down, on hands and feet, travel forward by moving the risht arm and right leg simultaneously, and then the left arm and left leg simaltencously, Se Leap Frog. Count off by twos, At whistle, the evens leap over the odd numbers, At the next whistle, the odes leap over the even numbers. Ropeat continuously 7 raising the backs higher and higher. 4. Duek Waddlc. Assume the full knees-bent position, hands on hips. Retain this position and waddle forward, 5. Squat Jump. Assume the full knees=bent position, Retain this position and travel forward by short bouncing jumps. 6, Indian Walk, Bend Imecs slichtly, bend trynk forward, arms hanging down until back of hands touch sround. s Retain this position and walk forward, 7. Crouch Run. Lean forward at the waist until the trunk is perallel with the ground, Retain this position and run forward at a jogzing pace, 8. Straddle Run, Run forward, leaping obliquely to the right as the right foot advances, leaping obliquely to the left as the left foot advances, 9e Knee Raise Run. Run forward, raising the kmees as high as possible on each step. Swing arms vigorously. 10. Hop, Travel forward by hopping on the left foot, Take long steps. Change to right foot and repeat. Boys Activities = 12 Carries: Before starting these exercises, have the group count off in twos, then place them in pairs (side by side). In all eases the "Ones" carry the "twos" at the signal "Start". At the signal "Change", the men reverse posi- tions, "Twos" carry "Ones", and continue the same exercise. On the signal "Rolax", both resume their original positions end walk forward. ll. Fireman's Carry. “One" places his loft arm between the legs of "Two", so that the erctch of "Two" is at shoulder of "One". "Pwo" leans forward until hc lays across the shoulders of "One". "One" straightens up, lifting "Iwo" off the ground. "One" using the hand of the arm throuzh "Two's" crotch, grasps the wrist of "Do's" arm which is hanging over his shoulder. Retaining this position, “One" runs forward. 12. Cross Carry. "One" standing in front of "Two", leans forward. "two" bends forward until he is lying across the middle of "One's" back. "One" then places one arm around "Two's" shoulders, 2nd straizhtons up, lifting "Two" from ground. Retaining this position, "One™ runs forward. 13. Single Shoulder Carry. "One", standing in front of and facing "Two" assumes a semi-squatting position. "Two" leans forward until he lays across "One's" left shoulder. "One" clasps his arms around "Twots" legs and straightens up, lifting "Two" from the ground, Retaining this position, "One" runs forward. 14, Arm Carry. "One" standing beside "Two", bends his Imees and lifts up "Two by placing one arm below his thighs, and the other around the small of his back. "fwo" places his near arm around "One's" shoulders and clasps his other hand. Re- taining this position, "One" runs forward. Suggestions: le Use varisty in choice of exercises. 2.- Use a maximum of six exercises in a 10 minute period. 3e Choose the exssy excrcises first. Apparatus Exercise on apparatus is especially valuable in developing strength, arility, and endurance. Only a few of the many exercises which con- tribute to these objectives on some types of apparatus have been selected. Extreme care should be exercised in the construction, maintenance, ond use of apparetus to prevent accidents. Formation The class arrangement is dependent upon the size of the class, of the gymnasium, and upon the apparatus available. Divide the class into groups according to facilities. Kecp the group small to provide max- imum participation. Arrange the class anc apparatus so that: (a) Those waiting their turns may sce the performer; (b) so that there is safe and easy access to and from the apparatus. Boys Activities = 15 Apparatus and Activitics Qe Climbing 1. Ordinary climb (hand over hend). 2. Climb without aid of feet (legs dengling). 3. Climb without aid of fect (knec kick in cach step). 4, Swing on two ropes, vaulting for height. (pendulum vault) 5, Swing on one rope, vaulting over obstacles, Oblique and horizontal ropes or poles le Travel, using hands and legs. 2e Travel, using hands only. Note: It is important that boys learn to descend the rope hand under hand, Ccution thom to save enough ensrzy to climb dowm, In developing climbing ability, it may first be nocessary to develop leg and arm strength on cther pieces of apparatus. Parallel Bars (low or high) “Brom end of Bars? 1. Dip while supported on hends. 2e Dip while swinging. 3. Travel forward on hands in support. 4, Side vault left (right). 5, Rear vault left (right) 6. Swinz with upper arm hang. From side of bars: 7. Side vault left (rizht) over both bars. 8, Front vault over both bars. 9. Elephant vault. Cover both bars with gymnesium mat. From a run, vault over elophant. A springboard may be used to increase height. Horizontal Bar (chinning ber) Hich Bar (beyond recch) 1. Chin from a hang. Any grip. 2e Hange Raise imees. 5. Hang, Reise legs. 4, Hang. Swing feet forward and upward over the bar to a support. Low Bar (shoulder high) 1. Side vault. 2. Front vault. 3. Bar veult for height. Swing under the bar and over the jump standards. Boys Activities = 14 Horse and Buck 1. Straddle vault. 2. Side vault, left (right). 3. Front vault, left (right). 4. Raise apparatus and vault for height. 6. Cover the horse or buck with a gymasium mat and use as an obstacle. Stall Bers 1. From a hang, facing bars - chinning, 2. From a hang, back to bars = knee raising leg raising 5, Sitting on the floor or on a bench, feet fixed between rungs, trunk lowering end raising (sit-ups). Flying Rings le Hand and chin. éo Swing and pull up at end of swings. oe Hang or swing = raise knees. 4. Hang or swing = raise legs. Horizontal Ladders - Grivo rounds or beams, 1, Chin (pull-ups). 2e Travel forward. 5. Travel sideward. 4, Henge - raise knees. 5. Heng = raise legs. Suggestions 1. Mats should be used as a safety precaution. 2e Boys should be taught correct grips. Se Assistance should he provided during practice periods, 4, The height of the apparatus is dependent upon the height of the boys and the type of activity. 5, Exercise may be made more difficult by raising the apparatus; by increasing the distance between the takeeoff and the ap- paratus; by adding obstacles, (such as placing a medicine ball on the end of the horse for vaulting). Tumbling Tie tumbling here given aims to teach boys how to jump and fall with- out being hurt; to give thom sufficicnt practice so thet they will have a sense of "whoreaboutness", and an ability to carry one another without injury. Tumbthine develops the ability to control tho body in flight. Cerc should be taken to follow proper safety mcasures such as adequate rests, sufficient assistance, definite instructions during the training period, end the use of mats when the events are conducted on floors or other hard surfaccse Boys Activities = 15 Formation le Ze Se 46 De Se Te 8e Divide the class into small squads to increase participation. Place each squad either sitting or standins alone the side of the mate / Forward Roll From a stand, bend forward, bend knees, and place hands on mat. Duck head between legs, roll forward, on back of neck and shoulders, grasping kmees. Come to a stand. snculdar Toll Turn slisnaly vo the right, place hands on the mat to left. Roll forward on the left shoulder, pulling the left arm in to the chest; rolling on the back and up to the feet. ro Backward Poll From a ste nd, lean forward, fall backward to a seat, roll backward, placing hands on the mat over the shoulders, and and at the sane time drawing the knees to the chest. -Push Orr with the hends, and foli-to a stand, Dive Roll Same as Forward Roll, preceded by a short dive, froma stand take off from both feet, stretching arms forward, dive and roll. Do the same from o running start. Cartwheel From a run, make a quarter turn left, placing right foot side- ward, risht arm upward, throw the weight on the right foot, placing the right hand on the mat. Raise the left leg up, at the same time placing the left hand on the mat, arms and legs spread. Bring the left foot to the mat as the right hand is raised. Follow through to a stand. cad Spring ; From a run, shift weight onto risht foot, raise left leg forward and arms overhead. . Swing the left foot down, bend at the waist, swing hands to the mat, placing head on mat between hands. Follow through, swinging right lez overhead, push up with the hands, arch the back, snapping to a stand. Hand Spring S Same as Head Spring except that the head does not touch the mat. Supplementary Activities ae Jump from heights. Use any available apparatus or platform. Begin ata height of about 4 feet, increase the hcoight gradually as sxill improves. Break the fall by landing on the balls. of the. feet, Boys Activities - 16 be Jump from heights and roll to a stand, using a forward roll. c. Jump from heights and roll to a stand, using the shoulder roll. d. Dive over obstacle and roll to a stand. See dive and roll description. @e Companion stunts. (Two high) 1. Sitting on Shoulder. The top man spreeds his legs and stands with his back to the bottom man. The bottom man places his head between the legs of the top man, who springs upward es the bottom msn riscs to a stand. 2e Standing on Shoulders. Men face each other with hands joined ond arms crossed. The bottom mau places his left leg forward and bends his knoes. The ton man vnleces his left foot on the left thigh of the bottom man, and steps up, placing the right foot on the right shouldor of the bottom man and the left foot on the left shoulder. The bottom man releases hands and places his hands behind the knees of tho top man. Se Fall end Roll From tworhigh (sitting or standing on shoulders) at a signal both men lean forward, disengage and roll forward to a stand. Suggestions ~~"l,. Use soveral thicknesses of mats for safcty. 2. Place mats end t) end to increase distance and difficulty as class procresseSe 3. Use an assista nt on the difficult exercises such as the Head Spring end Hand Spring. f. Grenade Throwing. The Grenads Threw is a combination of a shot put and a catcher's peg. Before the grenade is thrown the safety pin must be pulled out with a pulling twisting motion. The pulling of the safety pin arms the grenade, but it will not fire until the thrower releases the lever. "The throw is exceuted by bringing the right arm up until the elbow is on 2a lino with the shoulder. The palm of the hand is up near or touching the shoulder. At the same time, the left erm is extended, palm dow, and point- ing toward the target. The weight is on the right foot with the eyes sighting along the left arm. The right arm is then throw upwards, as in shot-putting, but straightens out end follows through as in a catcher's throw." (How to Throw a Grenade. Scholestic Coach, 12:26. September, 1942) There should be no muscle strain or pull at eny point. Rocks of approximately twenty ounces in weight can be used for practice in grenade throw- ing. Rocks or other objects may be wrapped with friction tape if a more realis= tically shaped article is desircd. Boys Activities - 17 Combative Activitios The activities listed under this title consist of individual end group contests cf 2 rouzh 2 nd strenuous nature, They arc valuable in devel- oping the ability to react instantly with a maximum of energy for the purpose of overcoming an opponent, Objectives 1. To develop aggressiveness in personal combat. Ze To develop initiativo in personal combat. 5. To develop resourcefulness in personal combat. Activities: Hend to hand. In hand to hand combat in war, victory if achieved, usually comes in the first few seconds, Defeats sufferod in early practice will be compen~= sated for by habits of agzressiveness and by the quick and adaptive thinking which will grow from such practices, “The activities described below are devel~ montal and not the cnes of actual varfaro, Formation: Arranze the class in pairs, occcording to sizes 1. Hand Pull. Contestants crasp hands (one or both) end attempt to pull the opponent over to one's own position. In grasping hands, each in- dividual should grasp the wrist of the opponent s> that there is a double grasp with heels of he nds in contact and with exch hand grasping the other's wrist, This ca n be varied by hopping. 2 Neck Pull. Grasp the back of cpponent's neck with one hand; for example, cach contestant grasps the ba ck of opponent's neck with right hande In this case tho right foot would be forward. Attempt to pull opponent out of position. Se Rooster Fight. Hop on left foot with arms folded across the chest. Use the right shoulder and right side of chest to butt opponent, The object is to make the opponent Jose his balance and fall, or to unfold his arms or to touch his free foot to thse ground. 4, Hond Wrestling. Opponents grasp right (or left) hands. Right foot is forward, and each attempts by pulling, pushing, by a sideward movement or ¢ther mancuvering to force opponent te move one or both feet from original position. Change hands after cach bout. 5 Mounted Wrestling. Mcn fight in pairs. The "rider" sits astride the neck of the “horse” with his lower legs under the “horse's” arms and his feet clasped behind the “horse's” back, Two pairs of such horses and riders then wrestle, the object boin: to unseat the rider or to cause the rider to touch the ground anyway. If both pairs fall at the same time, the rider touching the ground first is the loser. 6. Indian Wrestling. Contestants lic on the ground, side by side, with hands in opposite directions, Link right elbows. Upon signal of instructor or by mutual agreement, raise right leg far enough to engage the heel of the “Boys Activities - 18 opponent. In order to time the ecntost, individuals usually raise the leg three times rhythmically and the third time engage opponent's heol, attempting +9 roll him over backwards. After each three bouts, change legs. Boxing. (See any standard boxing guide for detailed descriptions.) The fundamentals of boxing ere very valuable, especially the foot work and thrusts. Competitive boxing should not be encouraged, except under expert supervision end control. The following skills are of value and should be practiced: dt, On pasrds Ze Footworks Advanec and retreat Side stepping Sa SoPaises Fist or left. 4, Hooks Right or left Wrestline.- (Seo any standard wrestling guide for detailed descrip- tion of wrestling holds.) Wrestlinz is one of the most valuable forms of combative activity. It is particularly valuable in the present emergency in teaching boys how to secure bodily advantaze over en adversary quickly. In all forms of wrestling, both during the training period end in matches, the emphasis should be upon overcoming one's opponent instantly. Competitive wrestling should not be en- couraged except under expert supervision. Some of the wrestling positions lend themselves to hand to hand combat. Sports and Games Sports and gemes contribute to the development of endurance ana slxill end are of va lue in developing the combative spirit and the will to win. In order to derive the maximum benefits from the game progrom there must be more particination by more people, isée, more games, longer poriods, and more. boys in the games. Objectives 1. To develop cooperation (subordination of the individual for the " mood of the group). 2. To develov leadership and fellowship. Se To develop acsgressiveness. 4, To develop initiative. Activities Group Games. Many group games can be made more vigorous and rugzed to meet the objectives of this program. Lop) about in pairs. The boy standing behind wraps his arms around the waist of the ene in front. One chaser and one runner are selected. The chaser attempts to tag the runner. The runner may escape by clasping the waist of the rear boy of 1. Broncho Tag. (Developed from Three Deep). The players are scatberc