PHYSICAL EDUCATION FOR HEALTH Radio Program "Personality and Character development in Physical Education" (Dre Ve W. Lapp) Physical Education is usually thought ef as being the work carried on in a gymnasium, and athletics are usually considered as consisting of the major sports that are performed before paid audiences and which receive the publicity to be had in the sport pages of the newspapers. However, the term physical education includes athletic and gymnasium activities as well as other physical activities performed on the play grounds, parks, otce _ When I say physical educction has in its program greater possibilities for personality and character development than any other subject in the curriculum, I mean that athletics are to be included as a part of physical educations Let me repeat tho statement in another waye I believe that tho teacher of physical educat= jon has greator possibilities for doing good in the developmont of charactor than any other teacher in a public school system, © college or a univorsitys I do not want to be quoted as saying that all physical education teachers are actually doing the most good at tho job of personality or character building because I know they are not, and it is not so much the fault of tho teachers and coaches as it is the fault of those who train theso toachers, the fault of those who hire these teachers, and tho fault of the public which makes domands on these toachors so that they weaken their own charactors and those of their pupils in an attempt to satisfy the public. ; Soveral years ago I wrote a curriculum for a high school and as an intro- duction I wrote that character is caught, not taught. I thought I had coined a phrasé and was proud of mysclf; but on looking into physical education philosophies I found that others had used this term. Howevor, I am convinced that it is still truco; Charactor is caught and not taught. All tho preaching and talking that a man can do on sportsmanship will bo of little avail if the ones to whom he is preach= ing know that when ho plays tennis he never gives a line ball to his opponent or that when he plays golf ho only counts every other stroke. In mentioning the word preaching an illustration of this point comes to mind. A young minister camo into a town in the fall and built up his young peoplo's work to a very high plane. By spring he wes tho ideal of the boys and girls and they foll in line readily when he suggested some playground ball teams for the Sunday School. Leagues were organized and this young athletic preacher pitched for one of the teams in an older leaguee All lost respect for this man bocause overy bell was a strike and overy man was out. Tho umpiro was never right, etc. This minister lost in two weeks of playing all the good he had preached into his church flock in six monthse His usefulness was overs I repeat, charactor is caught and not taught. May I illustrate the power of imitation? Only last fall a little incident brought this forcefully to my mind. A little three-year-old boy clad only in a smo 11 under garnent was scon kicking a box about a vacant field. It was very funny and the neighbors called the child's mother who captured him and, after gotting the rest of his clothes, took him home. When asked what he was doing he said he was playing football, and after much quest= joning it was discovered that he had scen two men playing catch and ono had taken off his shirte Hoe too had taken off his blouse to play, but his clothors were so constructed that his pants came off with his blouse. A harmless incident, yet the —— two adult ball players nover gave a thought to the little fellow and his reaction to the removing of ao shirt. Our every public action makos an impression on some onee This is truly an integrated society where cach of us is called upon to be our brothers’ keoper. The result of imitation on the mind and action of a player can be shown by some more actual happenings. The man I am going to talk about we will call Mr. Black. This man, possessed of a very quick tomper, was playing football in a small college. Ina gamo his hand was hurt and a white bandage was placed upon tho in= jured member. A few plays later he camo up from the bottom of a pile and squared off and hit one of the opposing playors with the hand that was clothed in white cloth and tape. The bandago was like a flag. The officinls and most of the spect- ators had their eyes attracted to tho swinging fist. The player loft the game by request and the resulting ponalty placed his team in the hole, athlotically speaking. The incident did not end thero. The following Sunday afternoon my fricnd was walk- ing with others past a vacant lot. Thore a group of small boys were playing foot~- ball to the best of their ability. The college boys stopped, unobserved, to watch the plays Ono young boy took the ball and said, "I'm Jonos", a local fullback and plunged into the group head down. A play later another boy said, "I'm Smith", and he tried a kick such as the local college kicker used. A third boy said, "I'm Black". and hauled off and hit a player on the other side. The power of example is indeed strong and after witnessing the episode my friend said that he never felt so ashamed of any act in his life. "Never again", said he, “will I conduct myself so that some young boy could not repeat what he saw me doing". Character is developed by action and not by words. This friend became a teacher working with high school boys. He became a very successful physical education man and his teams won a high percentage of their games. During 2 600-mile automobile trip with four others of us in the same profession a debate arose on the point of tho intentional foul in basketball. The same man claimed the spirit of the rules did not intend that one foul purposely, and for that reason he would not conch a deliberate foule He insistod that any boy on his team so doing would be removed from the game. He had learned woll his experiences as a player. ; What is the effect on the boys who are coached by a man of this typo? I happened to become well acquainted with a young man who played football under aforomentionod friend. I told this young man that his coach had taken a position that demanded his time to such an oxtont that he would not bo able to do any direct work in physical education with boys. His answer was, "Tt is a crime against socicty to take this man away from boys". Ho wont on to relato a story about a game which was to decide a championship. His boys wanted to win, he wanted to win, the school wanted to win and the town wanted to win. Before the same started he told the captain of the toam that he expected them to win and to do so fairly. He told this captain in front of the team that he, the captain, must not foul as he sometimes did when the going was toughe Tho captain said he would do his best to play cleanly. During the first half with the opposition going on a touchdown drive, tho captain slugged a boy in a pile. It happened where the coach and substitutes could see it, but the official missed the act. A substitute was sent in and the captain warmed a spot on the bench for the remainder of the game. The game was lost and the captain told the coach and teammates ho was sorry and hac learned a lesson ho would never forget. The boy had not forgotten and as he told me about the expericnece his voice trombled. He felt that is was a crimo against society to deprive boys of the influence of this powerful charactor. The physical education teacher is dealing with more powerful desires and wants than other teachers, and for this reason his actions make a more powerful impressione Tho activities of physical education make it possible for the teacher of these activities to see the pupils under different circumstances than other teacherse If you want to learn the roal character of an individual, play with him -- play golf or tennis -- go camping -- watch him under tension. Under these oircumstances players and teachors learn to know much more about each other then is possible undor any other type of teachor-pupil relationship. Bocauso of this unique relationship, it is necessary that our pupils come into contact with strong characterse Whore can the public find such individuals? The modern physical oducation teacher training schools have boys of the proper typo. But in order to train more of this type, more rigid mules of selection must bo followed. The candidate should be as carefully solocted as you would select a husband for your daughter. Alas, most of the modern fathors do not sélect their daughters!’ husbands. They take what tho daughter brings home. Many tcacher training institutions tako what is brought to thom. Aftor the star athletes have beon with them for tho allottod number of years, they are stamped with a degree and turned over to those who hire teachorse Those who hire teachers should check up on character qualifications. If thoy want an individual who can win 100% of their athletic events they must look for a rather definite type of individual. In hiring a coach this slogan should be sdopted == We want to hire a coach that is a mane When a coach is put under pressure by the public and he knows that he must beat Poedunk every year or lose his jobe What is the result? The result is that John, who has an injured leg is premitted to play a little sooner than ho should. The result is that the history teacher must pass John so that Po-dunk can be beaten. The result is that John is taught how to kmce an opponent so as to remove the Po-dunk star from the gamoe John is taught how to trip, how to slug, how to push without getting caught.e In short, John is learning nogative character by a very powerful method. Character is caught from the action of this teacher who is a victim of a mis~guided publice Me Ve Thisted, in a study called "Collego Alumni Evaluate Intor~oollog= {ate Athictics", found that men who had graduated from professional schools who had participated in basketball and football enjoyed a larger income than non- athletese He also found that those who played on teams that lost more games than they won onjoyed a greater income than those who played on teams that won more games than they lost. It soems that the boys who had the charactor to play in spite of being on a losing toam had the charactor traits necessary to produce the larger incomce ae =e I am not trying to build up a case for not trying to win games. Far too many teachers talk about building charaater, only when they know that thoy are not producing 4 winner. I know 2 successful baseball coach who had won a championship and tho following year he was left with only a small handful of letter mon. When asked about his chances of retaéining his championship he replied, "This is my year to teach character". It was said jokingly, but it nevertheless represents the attitude of too many teachers in the profession of physical educatione If “the public wants teachers who can win and win cleanly, then they must make their domandg ‘mown. The school board mombers will search for such men and in their search it will become impressed on those in chargo of teacher training institutions that selection is necessary.e The public gets what it wants from our tax-supported institutions - if it talks loud enough. : Lot us not look at winning as the prime achievement y but let us SOY; "Did we win fairly." Let us have more of the type of men in the physical education field whose leaving ‘would be a crime against society. Miss Byrn Miss Bell Miss Byrn Miss Bell Miss Byrn Miss Bell PHYSICAL EDUCATION FOR JTsALTH Radio Prograia March 30, 1939 "Physical Education for Fun" - (Miss Jane Byrm and Miss Virgimke Bell.) Miss Bell, you have chosen physical education as the field of education in which you wish to specialize, I assume that in the near future you hope to have the opportunity to assume leadership in this field. Yes, Miss Byrn, it is my plan to become a teacher of physical education. That is the end toward which I have been working and studying for two yearse ; Then, you have almost reached the half-way mark oh the path that leads to the completion of your trainings Now, a half-way mark always seems & place to stop for a moment and look back down the road already travel- ede It affords a vantage point, to evaluate our past learning and ij, experience in view of the path that now lies partially revealed to uSe Yes, Miss Byrn, reaching the half-way mark enables you to sec and under- stand the way you have come with a new clarity, a new perspectivee For the most part, I know I am here because I have beon caught in a group beginning training together with a single common interest - that of playe Play was vital to each of us because of remembered experiences in which we cnjoyod a measureitof successé Some of us wero mombers of champion« ship hasketball teams in high schools One of our group tumbled into the field of physical education -= literally tumbled, because it was the only type of physical activity offered in the school attendede In each case, the measure of success we experienced in doing various physical activities, the thrill of participation, the comradeship within the group, the personality of the teacher with whom we worked <= all were such that we were directed toward a teaching career in tho ficld of activity that afforded so much ploasurcs The reasons that students have for choosing the ficld in which they wish to specialize aro sometimes surprising. One of your class, Virginia was the victim of an auto accident, when sho was a child, resulting in injuries which would make participation in physical activities an im- possibility -- at least that was the verdict of the family physiciane She is today a competent performer in all the activities of the departe ment, simply because she refused to give up and worked constantly toward evercoming a handicap which might have blighted her whole lifce It would be interesting to know all the reasons lying back of cach girl's decision to train for a career as a teacher of physical education. I know that there were five girls who graduated in my class in high school who made this choice and I am inclined to believe that the insitmuctor in our school partly, at least, inspired this choiccoe She was really human. She liked to do things, and she always looked happye We vicd for her favor and a word from her, commending our efforts, sometimes made the difference between just another day and a successful day. Then too, we learned so many different activitics that almost every girl found something she liked to do -= probably because she could do it welle ~ a” Miss Byrn Miss Bell Miss Byrn Miss Bell Miss Byrn Miss Bell You wore fortunate in having the opportunity to learn so many different activitiose Mony girls como to the University having had very little opportunity to explore the possibilities of various skills. Some girls come from schools whore the only activity offered is basketball or tumbling, and if the activity offered is not intersting to every girl or she is not good enough to make the team, her opportunity to parte icipate is loste Well, Miss Byrn, I can casily understand how a girl coming out of a school with such 2 narrow program might casily learn to dislike physical activitics. Almost all of the girls in our high school looked forward to their hour in the gymnasium as a period in which to have a good timee Our instructor was ansious that we have a good tince Consequently, we regarded each new activity as it ws presented to us as an opport- unity to enjoy oursclves. This was an attitude not present, certainly, sn the other classes I attended, and I supvose it was for this reason more than any other that I decided to prepare myself to teach in this field. It looked as if that field of endeavor somehow possessed a guarantee that I should continuc to live. Yes, Virginia, I believe that our field of physical education is unique jn that respect. Every normal child loves to play. Wo are not faced with the problem of creating a desire to learn the subject matter in our curriculum unless wo have students conditioned unfavorably by pre- vious faulty teaching. Our problom really lics in deciding what it is wo wish to accomplish by dirccting the skills and activities that con~ stitute our program. What things other than skills should be learned in physical education classes? Ts the girl who is an oxpert swimmer or a champion tennis player necessarily “physically educated"? Is the poor sport physically educated, even though expert at games? How about the girl to whom winning is paramount? How about the girl who plays beyond the point of her enduranco? Are these csirls physically educated? No, Miss Byrn, I don't believe we can call our job done when we have taught the skills that constitute an activity or a sporte We all know girls who are so proud of their accomplishment in one particular sport that the opportunities to learn new and stinulating activitics are overkookede’: Those girls have narrowed their appreciations and Limited the possibilities of enriching their experience immeasurablye Yes, Virginia, I believe you are right in thinking that the narrowing of onets experience to an appreciation of one small field of activity and thereby attaining a degree of perfection not otherwise possible, 4s not a worthy objectives It is my feeling that this unfortunate individual is a product of the type of leadership present in many schoolse The practice of perfecting techniques -= insisting upon a prescribed way of accomplishing a given end, has robbed much of our teaching of its value and dulled the natural interest of the average student. We lead our instruction with so much detail that the urge to play the game is lost. I think that is truc, Miss Byrn, but I think we have agreed that the fun of doing things, lics largely in being able to do thom well and unless we are instructed in the way of doing an activity most efficionte ly, it seons to me that much of the thrill of oxccuting a verfect tennis stroke, for instance, would be lost to use Miss Byrn Miss Bell Miss Byrn Miss Bell Miss Byrn Miss Bell onan Yes, Virginia, that is a very fair criticism of my statement. But it is my point that in an average class of thirty girls, we assunc, be- compo of our natural intorest in the activity, that all thirty of the mombers of that class are interested in developing a game of tennis to the point where they could win the city championship, and I firmly believe that that assumption is not truce Most girls are eware of their individual limitations and they are not interested in gaining the pore fection of the professional in tho slills they elect to take. Many of those girls just want to have something to do where they can be out of doorse They like the fecl of the sun, the vigorous exercise that leaves them pleasantly tired, the comradeship of perhaps just another dub phayere Porhaps they just like the appearance they make in these fetching now sports costumes, but if one is seen wearing a natty new riding habit, itts appropriate to be scen on a horse now and then to avoid being ludicrouse It goes without saying that it's not much of & problem to meunt a horse, - it's staying on that requires the know ledge of a few necessary techniques. I'm all for dducating as many dubs as possible - regardless of the source of inspiration. For once you establish the habit of activity, the desire to perfect that activity Will come in duc time. No one wants to romain a dube I know a fow of my friends in high school loathed the hours they were foreed to spend in the gymnasium, simply because their efforts always resulted in a performance below the average of the class and their shortcomings were alvmys obvious. You can take a French cxamination or one in mathomatics and fail in it and no one kmows the differenco, but you go to a class in physical education and if you can't stand on your head when the rest of the class can, or you can't remember fast enough which foot goes where in a tap dance = you have to advertise your . vhysical stupidity to the whole classe You may be stuck with a math problom, but you can retire to work on that privately in your ow retreat and no one's the wisere Exactly, Virginia, We need to avoid having students leaving our classes with a fecling of failure and defcat. To enjoy a game we don't have to win every game we playe In order to enjoy doing tap dancing we don't havo to dance as well as Fred Astairee I doubt that Babo Ruth exper- ionces half the thrill you feel when you hit that occasional home rune We have the chance to give the yowmg yeople with whom we work some of the best armunition for successful, well balanced living that can be had and we make the hour they spend in our classroom so unpleasant with ugly associations of failure that wo defeat ourselves and perhaps do the student immeasurable harm by discouraging any future impulse to explore hew fields of activity. When you observed the work being done in the tap dancing class the other day, Virginia, I'm sure you couldn't have failed to notice one young man in the class - the one who always appsars to be doing solo worke Yes, I remember him. I think I have not seen anyone in a long time who appeared to be so thoroughly enjoying himself. Did you, in the entire period of activity, sec him execute one single step perfectly and in tine with the music? No, I can't say that I dide Miss Byrn Miss Bell Miss Byrn Miss Bell Miss Byrn a~4e He kicked higher than amyone else in the class, didn't he? He expended twice as much energy manouvering his fect in the prescribed direction. There is no doubt in my nind that he was getting all the exercise possible, which was a great deal more than necessary, out of the activity When the class had finished the reutinc, he still had two measures of pattern to do = which he did - apparently blissfully unaware that he was guilty of any invention over the original thenee Well, you cortainly can't say that he wasn't having a good time. Yes, Virginia, he was having a wonderful time. I havnpen to mow that it took no siall anount of effort for this boy to muster up enough courage to enroll in this class. If he had from the beginning been openly criticised for his mistakes anc made to fecl ridiculous, it would take just about threo times as much courage for hin to elect to take another activity in which ho might mect with the same difficulticse In his caso, to have domanded that he perform perfoctly or even nect the average performance of the class would have been asking the imposse iblee He may never learn to tan dance, but he is not being punished or ridiculed for seeking to mow. Another tine he may happen to choose an activity that fills his necds and conforms to his abilities so well that the activity might become a life-long hobby. You believe, then, Miss Byrn, that wo encourage nhysical illitcracy by demanding a standard of performance often beyond the cavacity of the student to perform, thereby making the whole business so distasteful that we defeat our own purposes Yos, Virginia, that is my belicf, and it scons to me that wo have failed 4n our job if wo have not helped cach individual in our class to attain the maxinum perfection of skills of which she is capable, without ld lle ing her interest by insistence wnom detail. Wo have failed if the student docs not leave the class having had such a good time that she is anxious te come back for more of what we have tc offer. We havo failed if we have not made the exnerionce of learning the activity boing taught so pleasurable that the student is anxious to explore other un+ known areas of experiences. We have failed if we have not nade her aware of the valucs of continuing physical activities + after leaving school - and the possibilities of enriching her hours of leisurce Tt is small wonder that we find Amcrica sitting on the sidelines = at the races = at the canes « at the movies. There they can buy the thrill of commetition without having to know personal defeat or accept the responsibility for failure. There they can be a succosse We havo been the merchants of failure. We need to remonber, we need to teach, thet not to win, not #0 fail -- but to play the game is the thinge Let's have physical cducation for dubse Let's have physical education for funersecs Miss Miss Miss Miss Miss Miss Hoover Stapleton Hoover Stapleton Hoover Stapleton PHYSICAL EDUC..TION FOR HEALTH Radic Progran March 23, 1939 "Characteristics of the Adolescent Age" (Miss Ruth Hoover and Miss Joie Stapleton) | In the field of toacher training in Physical Education, nore time is being devoted to the study of the child and his needs before planning the activities for the particular greup to which the child belongse “onight, Miss Staploton, since most of our students work with the adclescent, shall we discuss some of the characteristics of this particular age? Certainly, Miss Hoover, for unless we understand the adolescont and the problems he faces we will not be able to successfully help hime What do you mean by the adolescent pericd? Well, Miss Hoover, various terms have been used to describe this ages Some of them are: awkward period «= silly age -- timo of storm and stress == gawky period -« greenhorn agee I like to think of adolescence as the transition period - the period when the individ. ual changes from childhood into the adult stage - a definite period of growth. Those are interesting descriptions of the period, Iiss Stapleton, are there any problems peculiar to this age? Yes, lliss Hoover, there arc. Dre Carolyn Hedger of the McCormick Foundation has made quite an intensive study of Adolescence and lists the following seven conflicts as being the ones confronting this age groups le Family - in some things the youngster is treated as an adult, yot when he wants to assume the adult status in such matters as driving a car he is told thet he is only a child. 2 Play - up to the age of twelve, mest of his »lay activities have con planned for hime Now he must begin to assume responsibility for his owmm leisurce 3e School = In school he takes up new subjects, finds a new attitude Qnd 18 put more on his own. The Junior High school is tho shock absorber for the nore informal organization of the senior high schoole 4, Church - Interest in the church is at a poak during this period of Oo child's life. 5. Industry = The protected child does not kxow about this part of living, but receives an intreduction to it through the vocatione al subjects. Miss Miss Miss Miss Miss Miss Miss Miss Hoover Stapleton Hoover Staplcoton Hoover Stapleton Hoover Stapleton aoe 6e The State - Through the social studies the introduction to the various workings of government is made and the child begins to sce his place in this picturo,. 7s Opposite scx - A definite interest in the opposite sex develops during, this age and those who up to this timo havo beon just nlaymates, assume a differont place in the child's lifce tou speak of teating adolexcence as an individual growth period rather than the 12819 yoar age? Yes, that is necossary, for there is a great difference between the chronological age and the physiologienl age. Tho latter is far more significant, for then we can see how the child has progressed towards maturity rather than how old he is in years. Every child has his own particular crowth pattern to fulfill, but there are some cormon denominatorse What do you include in those cormion denominators, Miss Staploton? We might think first of the skoletal system. The adolescent period is the second largest growth period in the child's life. There is a definite growth in the long bones, the chest onlarges at puberty in common with tho rest of the skeloton and there is a corresponding increase in the lung capacity. On the other hand the internal car is of adult size at birth and the cranial cavity is nearly adult in sizo at six yearse Girls have nearly thoir adult height at 16, while boys reach theirs a few years later. It is now possible to determine the bone age of an individual by observing the ossification centers revealed by the x-raye I think that is all very important fer one interested in working with adolescent boys and girls to know.e Bspecially do I think so for the physical cducator. Since the bone growth is affected by stresses placed upon the skeleton, it is vital that posture be of the very best during this growing poried. Correction of faulty posture or of malnutrition carly in tho growth period will do much to promote normal bone growthe Since there is such a close tic-up between the muscular systen and the skeletal system in posture, we might pauso here to sec the main cuases of faulty posture in adolescence. What do you consider these to be, Miss Hoover? Possibly these six are the main causes of faulty posture in adol- exconccs le Insufficient exercise to maintain muscular tonce 2e Fatigue from insufficicnt sleep. 3. Malnutrition. 4. Over-cxorcise 5e Too crowded dayse 6. Recent infectious discasee another system of the body that seems very important to me, Miss Hoover, is circulatory system. The relation and balance of the body and the heart is bad during adolesconee. Tho hoart is narrow Miss Hoover Miss Miss Miss Miss Miss Stapleton Hoover Stapleton Hoover Stapleton Hoover Staploton age and growing so that there is often circulatory instability. In planning a program of activity for the boy or girl during this period, this factor should receive much consideration. .. modern program of physical oducation requires an oxamination of the heart before one can onter strenuous activity. Can you tell us something of the glandular development during this age, too, iliss Stanleton? One author has likened: the interdependence of the glands to that of a symphony orchestra. "In tho orchestra, the strinss, the brasses, and wind instruments all have independent functicns; yet they are all under the influcnee of the leader and harnonize in the orchestral effect. If he is a poor leader, the result is a poor orchestras. On the othor hand, if a first viclin plays off tune aftor the concert has started, the best director in the world cannot prevent the discord. In the ondocrine system the pituitary gland is tho orchestra leader." The »nituitary gland is a small gland about the size of a pea and it weighs less than two aspirin tablets. This gland has much to do in the control of the other ondocrine glandse If the pituitary gland, expecially the frontal lobe, is out of order, growth will not be normal. What about the othor glands in the endocrine ststem? The devolopnent of the primary sex cells in adolescence makes possible the individual becoming a varent. In addition to the primary sex cells there are hormones that determine the secondary sex characteristics. The adrenal glands produce the hormones associated with pain and fear. Superactivity of these glands makes the impossible feats possible when one is over-oxcited. fm over activity of the adrenal cortex is thought to develop secondary male characteristics in girls. The thyroid gland is intimately associated with tho gsneral level of activity of bedily function. Excess thyroxin causes a person to be excitable, norvous and overactive, while a deficiency of thyroxin causes the individual to be fat, heavy in both mind and body e From what you have been telling of the endocrine systom the omotional make-up of the individual is closely related to an endocrine balances tos, such roactions as le Breaking out in a cold sweat 2e Sudden pallor 3e Stopping of the saliva flow 4. Dilation cf the pupils of the eyo --«= and 5e Rapid beating of the heart | are all reactions that we often sec in the adolescent, without just provocation. What are the most cormon diseases of this neriod, Miss Stapleton? Next to accidents, the createst single cause of death during the adolescent period is tuberculosis. Tho unfortunate fact is that there has been but little décrease in the control of tuberculosis with this age groupe Miss Hoover - Miss S,apleton Miss Hoover Miss Stapleton a4 What steps, if any, are boing taken to correct this condition? With tho aid of the tuberculin test the prescence of germs of tuberculosis in the body is now readily dotermined. A follow-up of a positive reaction with an x-ray chest plate will show whethor the discase is in an active or arrested forme Some schools are modifying the program of activities for those childron with positive reactions to the tuberculin test. Such provision as open air rooms, shortened schodule of classes, covering the four year course in five or more years, a rest period and various other methods are boing used to help the child stay within the bounds of his physical abilitye From our discussion then, Miss Stapleton, these seem to ne to be the needs in helping the adolescent make this new adjustments le The child should be given a share in planning his life. 2e All questions should be answered honestly. 3. Since his activity needs a chance to broaden ho should have such an opportunity provided. ‘4- Rhythmic exercises, dances, swimming and such activities should bo provided to help establish the new physical adjustments. 5» There is a tondency to eardiac dilation due to strain, which should be carefully watched. 6. Plenty of sleep, vlain food, and outdoor exercise is necessarye 7. The desire for excitement should be satisfied with wholesome enthusiasms if development is to be normal and healthy. 8. Life should be fulls & hoalthy body, mental occupation, and an abundant outlet for physical, aosthetic, social and cthical nature should be providede Yes, Miss Hoover, those seem to mo to be definite needs if we are to help the adolescent boy and sirl make a fine adjustment. fmong the Sioux Indians in the fontior days there was a lovely custome Always, when an Indian was to leave the frontior of his tribe and travel for a little while in the country of another Indian tribe, on the night before he left, he would be compelled to mect with the chiefs of his own tribe and sit with them around the campfire. And then, late at night, standing silhouetted against the dying flames of a dying campfire, he would be compelled to lift this prayer: "Great Spirit, help me never to judge another until I have walked two wecks in his mocassins." Surely understanding is the paramount need of those who are teaching and workins with the adolescent. Bell Hoover McAdoo Hoover McAdoo Bell MsAdoo Bell Hoover Bell McAdoo PHYSICAL EDUCATION FOR HEALTH Radio Program March 16, 1939 "W.A.A. PROJECTS" Miss Hoover, trene ond I have boen spending a great deal of time on arrangements for the W.AsAe Play Day at K, U. this spring, and we think it would be interesting if you would tell us something of the origin of the Play Day. The Play Day began at K.eU. oack in 1922 or 19235, and was sponsored at that time by the Community Recreation class. It was assigned as a pro- ject for the class, and the activities wore planned by the class memberse How many girls attended the Play Day at that time, Miss Hoover? About 75 girls came for the Play Day then, and these girls - usually high school seniors - certainly had a wonderful time. Yes, I've been told that the girls were invited to come on Friday night, and the different sororities would entertain them. It must have been a big evont in their lives. It really was an honor, too, to be chosen as one of the girls to come to Ke U. for the Play Dav, because they had to meet certain requiremonts in high school to be cligible. In those days, too, the girls were guests at the Kansas Relays in the afternoone They came on Friday night and registocred, and then Saturday morning they had their Play Day activities. Irene, you are chairman of Play Day activities this year. How does it happen that the Play Day is scheduled for April 22, the same day as the Kansas Relays? We had not planned to have the Play Day the same day as the Relays, but duc to an incorrect date in the K Book we found both events were planned for the same day. After writing to different high schools we found that the majority of them wanted to have the Play Day Saturday morning, and then the girls could attend the Relays in the afternoon. The girls will register from 8:45 to $:15 in the morning, and then the play activitics begine Now, getting back to the origin of the Play Dav, Miss Hoover. When was the sponsorship changed from the Community Recreation class to the Women's Athletic Association? : Well, Virginia, in 1925 the State Women's Athletic Association took over the Play Day project. The state was divided into sections, cach college and university being allotted certain counties. The girls in tho high schools in these counties are invited for the Play Day. It was in 1927 that the change was made to a one day program, as wo have’ £t nowe I imagine the chaperones were being made gray-haired trying to keep track of their charges when the girls came on Friday night. Yes, they were, Virginia. That was one reason for making the change of dayse Miss Hoover, would you tell us somothing of the different types of — Days? Hoover Bell Hoover Bell McAdoo Hoover Bell McAdoo Hoover “2a Well; Irene, there are five types of Play Dayse First, the college play day between colleges located within a radius providing ease of transport- ation. Thon, there is the play day sponsorod by a university athlotic group or physical cducation department for high schools. Our play day here comes under this plan. third, thore is the play day at which several high schools participate, playing on a rotary basis at different high schools cach play day. Also, play days are sponsored by high schools for 8th grade girls; and fifth, there are grade school county play days, and industrial play days. The fundamental principle of any play day is "nlaying with rather than against the girls from other schools." Miss Hoover, it scoms to mc that these play days give every girl in high school a wonderful opportwmity to play with girls from other schools without mmecessary strain or intensive training. The boys, of course, have their football and basketball teams, and play against teams of other high schoolse Yes, Virginia, the vlay days have grown from the need of the great group of girls for play. Inter-school competition offered an opportunity for only a small percentage of specialized playors whose skills were developed by hours and hours of practice and training. The foundation principle for thoplay day idea is found in the platform of the National Amateur Athlctic Foderation and resolutions drawm up in 1923, That platform states the women's division “belicves in spirit of play for its own sake, and works for the promotion of physical activity for the largest possible proportion of persons in any group in forns suitable to individual needs and capacities, under leadership and environmental conditions that foster health, physical efficiency, and the development of good citizenship." Irene, how many girls are you expecting for our Play Day this year? Last year there were between 140 and 150 girls here, and I think we will have about the samc number this year. You know we limit the number from each high school to ten girls, but if a school requests that they bring more girls we usually give them peormissione Yes, and many K. U. graduates who are teaching in vicinities other than the section allotted to the University of Kansas often ask to bring their girls to our play day. Ruth Pyle, of Shawnee ifission High School, Cathorinc Dunkel, of Coffeyvillo, and Ruth Baker, of Salina, have asked to bring their girls. Irene, I think it would be interesting if you would tell us some of the activities planned for the Play Daye Well, the girls are divided into color teams, each tem consisting of 10 or 12 girls. Tho girls are not playing as a school team, but as a color team, carrying out the idea which Miss Hoover mentioned - "playing with rather than against the girls from other schoclse" Then a KeUe girl, a mombor of W.AsAs, is captain of cach color team, and at each game a Kee girl officiates. The game schedules vary from year to year, but usually inelude baseball, vollcyball, deck tennis, and the challenge hour is thrown open to darts, stunts, free throws, jacks, tether ball, tennis, horseshoes, badminton, hopscotch, and so forth. Folk dancing has been added .to the program for the last 4 yoars, and it Bell McAdoo Hoover McAdoo Hoover Bell Hoover Bell “j= has become very popular. Luncheon is served the girls at noon, buffot style in the gym, and after luncheon there is usually a program consisting of stunts from different schools, and the folk dancing. The final event is the rolays, and there is really a lot of excite-= mont among the girls over this event. Points are given to cach team for Winning, both in team and dual activities, and avards aro given to the toam winning the most points for the day. I think you've left out one of the most important events of tho program, Irene, And that is the sclection of the posture queene You know, cach color team picks a girl from their group whom they consider has the best posture, and thon from all of these team winners a girl is chosen by a qualified committee, and crowned as posture quecne This gives the girls and their teachers something to work toward all year, and there is a real: incentive to develop good posture. Yes, Virginia, I think that is a very important cvent. Miss Hoover, just what is the d@ifforonce betweon "Sports Days" and"Play Days"? Play Day is often confused with the term "Sports Day". There is much similarity, but the main difference is that in a Sports Day program the teams 211 play the one and same sport, - as a hockey sp. rts day, means that all teams are playing a round-robin tournament in hockey. A Play Day has many different games and activitics on its programe “ We'ver been discussing all these play activities for high school girls, but it scems to me we should montion some of the games that we University girts indulge in. You mow our intramural games are pretty important to use Miss Hoover, do you kmow which sport started intramural competition among the girls? Basketball seems to have beon the gane, trene, which started intranural competition at the University of Kansas. As far as any rocords I can find, back in 1920 four or five sororitics took part in these basketball gancs with the Kappas and Pi Phi's vieing very strongly for honors in the final game. Mon coaches were handling the teams and intcrest seemed to be only on the idea of winning that game, no matter what the coste Today we stress the idea of playing for the fun of playing, win or lose, and discourage men doing any of the coachinge Baseball is very popular in intramurals now, Miss Hoover. ‘When did that sport enter the program? In 1923 bascball was added to intramural play, and a continual increase in interest has found the progran of today including the team and individ- ual sports of basketball, volley ball, baseball, deck tennis, basketball, free throws, tennis, horseshocs, ping pong, handball, darts, golf and swimming. It might be intcresting to mention, Miss Hoover, that all of our tcean games are played off in a round robin tournaments that is, the teans are divided into leagues, then cach team member of cach league plays all the teans of that leaguee The winners cf cach league then play each other for the championship. McAdoo Hoover Bell Hoover McAdoo Hoover McAdoo Hoover McAdoo Bell wah on Yes, and in the individual games of tennis, darts, golf, and handball an elimination or ladder tcurnament is used. This is necessary because of the largo numbers competing, but it is not so satisfactory because after losing a match the contestant is eliminated. In horseshocs, deck tennis and ping pong both types of tournament are usede When intranurals wero first instituted in 1920 there were probably 20 or 30 girls playing in the basketball games. Last year the number of girls taking part in the intramural program was about 400 different girls, with entries in all the sports, totalling about 1450. 11 the active sororitics, of which there are 9, Corbin Hall, Miller and Watkins Hall, and 4 independ- ent teams, that is - girls who do “not belong to an organization, participat« in the intramural program. : Miss Hoover, I wonder if you would explain just how the avmrds are made in intronuralse Awards are given to the winner of cach sport. If the sport is won by an organized group small trophies are awarded; if the winners are in indepond- ent group small individual bronze intramural medals are given. A bronze medal is givon to cach girl who is the winner of the individual sportse Two championship bronze medals are given to the two girls, one from the organized houses and one from the independent group, who have made the most points throughout the year. A large all-year championship cup is given to the group which has made the nost points throughout the ycar. The big championship cup must be won threo yoars in succession to be permanently retained. What groups have been successful in winning this large championship cup, Miss Hoover? In 1936 the Kappas won the large trophy for the third successive time. And then in 1937 and in 1938 they again won the new championship cup, so they now have only to win this year's events to retain the second large cupe The Pi Phits, Corbin Hall, and the Chi Omegas were noxt in order for the final trophy in 1938. To date in the 1939 program tho Pi Phi's are again leading, with the Kappas and TNT close on her heelse Participate ion is cspecially stressed in carning the all-yoar tronhye Well, Miss Hoovor, how about these class teams? How are they chosen? After the intranural tournament of cach team ganc is completed, the out- standing players of nll the groups are chosen for class tcamss that is, a senior, junior, sophomore, and freshnan squad is picked, and an entire class tournament is played, with the participauts being given points for Wei ali. e Virginia, I'd like for you to tell us somcthing about "points for WeAeAe which Miss Hoover has just menticnede Any college girl is cligible for membership in WedAele who has been in school a semester, made an average of C and carned 125 Welieile pointse Some of tho ways these points may be earned are by intramural competition, by playing on class teams, by belonging to Quack Club, Tau Signa or Ri fio Clube Miss Hoover, what would you say are the most popular sports for Hoover girls in intramural conpetiticn? I should say that volley ball, bascball and swimming are probably received most enthusiastically by the girls, I think volley ball is one of the best intramural games, for it can be played with onjoyment without highly developed skills, The girls are always anxious for baseball to start. I do not know whether it is the spring weather or the game itscolf. But I do kmow they do many amazing things with that bat and ball. JHE EEE Mr. Allphin Miss Litchen Mr. Allphin Miss Litchen Mrs Allphin Miss Litchen — me we eee $b ale age eee: = ee ee eee PHYSICAL EDUCATION FR HEALTH Radio Program March 2, 1939. (Miss Ruth Litchen, of the School of Education, and Mr. Herbert G. Allphin, of the Department of Physical Education.) Since you and I are supervisors of student teachers in the School of Education at the University of Kansas, I thought it would be a splendid idea for us to discuss our problems in this weekly broad- caste Miss Litchen, what subject do you supervise at the Oread Train- ing School? I supervise tho Social Stucios ~ these sthjocts dealing with history, government, economics and sociolog. What units do the social studics cover? The courses which wo offer in the sceial studies at Oread Training School are Citizenshir + a year course for freshmen; Werld History, also a year course, an" usually offered in the sephomore year; American History, again a covrse given throughout tho year, for juniors or seniorsj ¢ scmester sorrse in International Relations and a somestor cours in Sociclogy - fer juniors or soniors$; and an all-senior cotirso,; Prcbioms of Dumocraty, Tnis laster course covers curront probloms and histery, functional economics and sociology, and also includes tuo rogqiired unis in Corstitation which every graduating sonior fron 6 Kansas hizh school must presont to meet tho state quelifica:isons. Miss Litchon, how do you suptrviss wh? practice teachcors in social scicnce at Oroad Training Sehoo.: We have several practise coachecs in erea section of the social studies in the Training School. Tac vorecedure is cporoximately this: At the first of the somoster, I do demonstration teaching in each of my classos, explaining in confcrenees with my student toachors what methods I am using. what my goneral and specific ob- joctives are for cach lesson, and what result I hope to obtain in the pupils in the classes. Thon cach student toacher teaches for two or three days = just an orientation period which gives the student-teacher the feeling of handling the class, and establishes support between the new teacher and the class itself. Following this practice period I again do demonstration teaching, and at the samc time confer with studont teachers who are to be working on two or throe week unit toaching periods following my demonstration teaching. After this second demonstration period, the student-teacher is prepared to take over one fairly sizeable unit of tcaching for which ho prepares his aims, materials to bo covered, quizzes and all other mattors which relate to the teaching of o class. By this combination of demonstration teaching and actual practice, the social studies practice teachers not only seco what muy bo accomplishod in a class but also get to try out their owm work. In that way thoy arc woll prepared to go into an actual teaching Mr. Allphin Miss Litchen Mr. £llphin Miss Litchen Mr. Allphin Miss Litchen Mr. Allphin Miss Litchen Miss Litchen position when they have completed their semester of work in the Training School. Do you have a regular text book for your student teachers, and do you have other reference roadings for thom? No, practice teaching is exaculy what it is termed - the student learns by actual teaching experience rather than by reading abort... it. My student teacshcre sither have had a sourse in methods with me, or they are taking thi: methods course at the same tine that they are doing their practice toeehing. From this methods course they know tools, devices aid procedures. They, of course, are re= sponsible for all materials assigned to the Oread students, and keep up on the current literature both in the field of method and of their special subject mattor, How many student teachers do jou szpervrise in the social sciences? IT have nine this semtstor «- thrse in each of the three classes which I supervise. Miss Litchen, do you not think that the Department of Physical Edu- cation and that of Social Science have a great many cbjcctives in common? Yes, I do feel this, First of ail; you aim at health. We do this in the social studies - not only whe healsny body but the healthy body well adjusted to today's corpiicatsd sovial living. We both aim at broadmindedness ~ you probadly call i+ sportsmanship, while we call it tolerance. We both aim for intelligent, able participat~ fon in activities, at functional citizenship. There are many other ways in which our aims are related ~ atter oll, both of our depart~ ments accomplish our aims by living with our stuients, whether they be the Oread students or our University practice teachers. Miss Litchen, what do you expect to accomplish in your work of social science? That is a pretty broad, question, Mr. Allphin. We can only begin to touch on it in so short an interview. But if I had to sum it up in a brief statement I would say that my hopes for my work in the social studies are all built into one principle - that of aiding the pupil to adjust more readily,,more edequately, and more happily to an ever-changing, increasingly complicated social world. In other words, I would be happy in my work if I were to feel that each of my pupils left my classroom more able to cope with the daily problems of living. : Mr. Allphin, you supervise they boy's physical education pro- gram at Oread, the University's high school, do you not? That's right, Miss Litchen. I have held that position since the fall of 19326 Mr. Allphin, of what do your activities for tMe Oread students consist? Mre Allphin Miss Litchen Mr. Allphin Miss Litchen Mr. Allphin Miss Litchon Mr. Allphin Miss Litehen Mr. Allphin wide We are attempting to follow the Physical Education Curriculum which has been recommended by the National Physical Education Association. You have asked for this somester's program at the Oread Training School, where we do most of our leberatory teaching. In the fail somester we have touch foovtbail, tumbling, volley ball and basket- ball, and during the suring semoster wo offer basketball, co~-rocreat~ jonal activities, apparatus, golf, tennis and track, Swimming is offered in five divisions ~ element ry, intermediate, advanced, diving and life savirg. The oractise teachers are required, in add= ition to the laboratory teaching ct Oread, to visit at some school other than Ke Ue once vor “reox and urke a report; also co cutside readings on the latest metnods of tercaing paysical edvucatione What supervision do vou give the practice teachers for boys at Oread? Is it daily, occasionally, or just what method do you use? We supervise our practice teachers deily while they are doing their laboratory teaching at Oread. We would also like to send them to other schools to teach, but have not done so yet, However, the practice teachers do observation at various schools and are rated on the report that they make of their visit. A short conference is usually held with tho practice teacher afver he has taught his class. The director mikes criticisms ard suggestions which will be helpful to him for his noxt class teaching, 2nd which will uitimately heip him in his profession after graduation from the University. The student teacher is graded by a rating biank which onbrn.ces soveral different items, such as prnesuriity, dressed in proper uniform, good organizetion cf the clase, Shc ability to motivate the pupils, and his ability to get the stvtonts to ike Ante What qualities do tho boys mos% acmire in their prastice teachers? The teachor of physical education should be a realiteacher = one who has a sympathetic understanciny of sho bey, his neois, and tho importance of sccing him as an indivicucd to bo tisined for completo living. The practice teacher should bo able, under propor super vision, to organize the class so thas $°5 will develop the individvalts interest in maintaining his bodily vigor; emotional balence anc intelloctual power. ‘he boys admire frankness ana also fairness of the student teachers, They also like to have the lesson progress without any intorruptions.e Do your practice toachors supervise activities of many kinds, or are they responsible for just one sport, such as swimming? We endeavor to give the practice teacher as many teaching experiences as possible in different activities. They are rotated overy five or six weeks. Mr. Allphin, I understand that you wrote your thesis on “Present Practices of Supervision of Practice Toachers in Physical Education in Teacher Training Institutions." Yes, the summary of my study at the State University of Iowa indicat- ed that state colloges and universities, private colleges and univer~ ne ee em, Miss Litchen Mr. Allphin Miss Litchen Mr. Allphin Miss Litchen Mr. Allphin Miss Litchen Mr. Allphin sities and teachers colleges offering the 4+year course with phy~ — sical education as a major, consider the following points in train~ ing their practice teachers, and I made eight recommendations: 1. Require five to six hours credit for teacher certification of practice toacherse ne 2 Distribute teaching duties. 3. Each school should have a laboratory training school ranging from kindergarten to 12th grade, inclusive. 4. Use a definite toxtbook in connection with practice teaching. 5. Supervisor should observe practice teachers at least onee per daye 6, Practice teachers should submit lesson plans for each lesson. 7 Require practice teachers to observe other practice teachers at works 8. Require distinctive uniform for practice teachers to be furnished by him. Those aro very practical recommendations and I'm glad to know them. Another thing I'd like to aski- Is the practice teaching program for boys planned on a seasonal or semester basis - or do the teachers plan the work as they see fit? The program is on a seasonal and. somester basis, which is planned by the Department of Physical Education. We try to follow the curr- iculum which was outlined by the National Physical Education Assoc. That is really quite 4 pfogram. What do you mean by the term Eco recreational", Mr. Allphin? Go-recreation is where the boys and girls indulge in sports to* gether, such as volley ball, badminton, shuffleboard, ten pinsj ping pong, deck tennis, folk dancing and social dancing. ifr. Albert Raward Wiggam was asked if it would improve an awkward boy or girl's personality to learn tennis, dancing or some game of skill, even if their performance is very poor, and he said, "Nothing is better for one's whole physical and spiritual make-up and good looks than social games and skills of all sorts." What has been the reaction of the practice teachers to the co-recreat« ional program? The men student teachers did not react favorably to the coeducational physical education at first, but now they are very enthusiastic about ite This was also the reaction of the boys of Oread Training School, but. they have been won over to it now, since they under- stand what it implics. This phase of our program has very beneficial effects on the student life as the pupils are better able to carry on their extra-curricular activitios during the ycare Do you think this phase of the work detracts from the other activit- ies of your program? No, I do not think it detracts. I believe it helps the physical education program and it certainly does create a sociable atmos~- phere between the boys and the girls. The co-recreational part of the physical education program makes a great contribution to the life of the laberatery school at Oreade Miss Litchen I understand that many of your student teachers are active com- petitors in University sports, such as football, basketball, track, baseball, and so one Mre Allphin Yes, mest ef the men student teachers participate in at least one of the major or minor sports. Miss Litchen Do you find that active competition makes your student teachers less cooperative and successful in their work with Oread pupils tha n they would be if they were not competing? Mr, Allphin The men practice teachers that we have are of a very high type and we find them quite cooperative and eager to learn the differ- ent methods of teaching physical education that will be helpful to them after they have been placed in positions, Miss Litchen - Itm glad to hear thate I've always felt that our student teachers give their very best to the werk ef the training school. Well, this suroly has been an interesting interview with you, Mr, Allphine I feel that wo have both gained insight inte the varied probloms of our supervisory worke Thank you for the opportunity of talking this over with yous Mr, Allphin And thank you, Miss Litchon, for appearinge