ACHIEVEMENT TESTS

Achievement Tests serve several val-
uable purposes. They stimulate the
boys and give them an opportunity to
see how they rate with the rest of the
class. And, for the instructor, they pro-
vide a check on his own instruction as
well as an opportunity to determine the
progress of his class.

The 10 tests selected here index the
strength of (1) the arm and shoulder
girdle, (2) the abdomen and back,
and (3) the legs.

Test Army Minimum
Ps 6) oo ree not given
PUGLIPS coat canes 6
Dips on Parallels. no: not given
Jip. and, Reach=....-.4,0c..4. 13 in.
Rope Climb: (20. ft) 20:03...c2. 20 sec.
Standing Broad Jump.................. 6 ft.
Running Broad Jump.................. 12: ft.
Running High Jump............ >..ft: 9 10.
bOOv Yard? Dashio oun eek ae 14 sec.
AAO-V ard Ruths ts). 20 etc 87 sec.

With the exception of the first four
tests, these activities are described else-
where in this book. The first four
should be given as follows:

Push-Up: From standing position,
place hands on floor and extend legs
backward, feet together, back and arms
straight with weight supported on
hands and toes. Lower body by flexing
arms until chest nearly touches floor.
Then raise body to starting position. Do
as many dips as possible without rest.

Pull-Up: Hang on horizontal bar
with arms and legs fully extended,
using any grip. From this position, flex
arms keeping knees straight, until chin

touches top of bar. Then lower body
to original position. Repeat as many
times as possible. _

Dip on Parallel Bars: Adjust par-
allel bars to width of chest and above
shoulder height. Jump to a support po-
sition, arms straight. From this posi-
tion, flex arms, lowering body until
arms are fully bent; then extend arms
to original position.

Jump and Reach: Stand with feet
close together, heels and toes on
ground. Stretch both arms overhead,
fingers extended. Measure this height.
Then jump straight up, reaching as
high as possible. Measure this height,
also. The difference between these meas-
urements gives the jump-and-reach
score.

HOW TO CLASSIFY

Boys in high school differ greatly in
age, height, and weight. These factors
tend to favor or handicap them in ath-
letic performance. To classify boys ac-
cording to only one of these factors is
less fair than to take all three factors
into consideration.

For this reason, the following plan
should be used to classify the boys be-
fore the achievement tests are given:

Determine for each boy his age in
years and months (to the nearest
month), his height (to the nearest half
inch), and his weight (to the nearest
pound). Use any method that will save
time and furnish fairly accurate meas-
urements.

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