ception is easy.

Special screen plays may be set up in
a situation as shown in Diagram 8. Xj]
passes to X2. X3 screens X2’s guard.
X5 screens X4’s guard. X2 passes to X4
who passes to X] who shoots. X5 cuts
down the floor for the rebound.

A few special hints must be kept in
mind against a forcing defense:

 

DIAG.7

1. We use Special screen play set-ups, A
only after scouting a team. /Y
2. We do not relay on screen set-ups. /

3. All players should keep a reasonal e
distance from the side line ied in
order to keep from being

4. Players throwing the
out of bounds should
the opponent’s basket.

never pass under

 

j

VY)
/ 5. We rely on individual]
faking to get

-

boxed out of
ball in from defensive side of the

Sti
, ae Sei

IV

Xl

jockeying and
loose,

6. The two best ball-handlers should

always be selected to bring the ball] down
the court.

7 AY players should line up on the
court at the start,

except the center who lines up past the
middle,

Athletics in the Scheme of

HROUGH the years, athletic pro-
grams have been taking a great deal

radically wrong with the athletic system ?
Do athletics contribute anything to the
life of the student? Do coaches talk too
much and actually do little? Do we have
too many of the “ball-and-whistle” type
of individual in our programs? Why are
there go Many petty jealousies between
the athletic and academic departments?
Will the post-war period bring about a
fusion between departments?

It would seem that if there jg need
of a gener] “housecleaning,” now is the
time to start making definite plans. Elim-
inate ag much 48 possible the usual
bickerings between departments as re-
gards the merits of each Particular divj-
sion. A little more broadmindedness on
the part of all educators would be a prime

_ Every department and subject

34°

Department of Athletics,

to offer, or it would ~ interest from the

Education

By Howard G. Mundt 3
Carleton College

not be included in the curriculum. The
life of a college student should be en-
riched by participation in 9 number of
activities. It seems to me that athletics
should be, and are, as legitimate ag math-
ematics or chemistry in the general edu-
cational scheme.

If athletics do contribute Something to
education, then athletic standards must
be conducive to that enrichment. We
must admit that there has been much
internal bickering in athietics in regard to
proselyting, eligibility, and recruiting. Ag”
athletics are a colorful aspect of school
life, such things will come more into the
publie eye than would the same type of
comparable bickering jn other depart-
ments. Athletic leaders must lean over
backwards to keep things on a high level,
and at best this is 4 difficult task.

Much criticism of athletics from other
departments comes in the form’ of state-
ments that athletics take too much of the
student’s time, and as 4 result diverts his
academic subject, Ath-

QO ieiinds:

 

leties naturally have an absorbing interest
to the average red-blooded young man.
This interest often produces a negative
feeling on the part of some academic in-
structors. Too many still go on the
philosophy of formal discipline that “it
doesn’t matter what you study, as long
4s you hate it.” Athletics must be rec-
ognized as one of the educational skills,
to be added to academic skills, making
a well-rounded individual.

We do not mean to say that the in-
dividual cannot be successful without hay-
ing participated in athletics, but in many
cases such participation does help. If
athleties are not taught with a definite
Purpose in mind, su¢h as the develop-
ment of better social habits, then of
course they are not worth while. The
winning of a contest, at the time, is all
important to the contestant and spec-
tator. A few days after, it is usually for-
gotten. Win or lose, there is developed,
however, a sense of loyalty which per-
meates the whole student body. If such

THE ATHLETIC JOURNAL