xt7ftt4fr77f https://exploreuk.uky.edu/dips/xt7ftt4fr77f/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1937-07 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A Physical Training Manual for Kentucky Schools", vol. V, no. 5, July 1937 text Educational Bulletin (Frankfort, Ky.), "A Physical Training Manual for Kentucky Schools", vol. V, no. 5, July 1937 1937 1937-07 2021 true xt7ftt4fr77f section xt7ftt4fr77f

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

A PHYSICAL TRA‘INING MANUAL
FOR. KENTUCKY SCHOOLS

Published by

2“ DEPARTMENT OF EDUCATION
H. w. PETERS
Superintendent of Public Instruction

ISSUED MONTHLY

. Entered II second-class matter March 21, 1933. at the post office at
\ Frankfort, Kentucky, under the Act of August 24, 1912.

YVo|.V 0 July, 1937 0 No.5

A PHYSICAL TRAINING
MANUAL
f0?
KENTUCKY HIGH SCHOOLS

{Wow-ms: r MQ‘B“J“‘9

. LIBRARY
UNIVERSITY OF KENTUCKY

PUBLISHED BY
DEPARTMENT OF EDUCATION

H. W. PETERS
Sz/pcrilz/t’zl/[mt of PI/é/ir Izzy/7102072

Herman McDonough, Director of Physical Education and Athletics
in Eastern Junior High School, Louisville, Kentucky. It was sub-'
mitted to George Peabody College for Teachers in partial fulﬁllment
for the requirements of the Degree of Master of Arts.

helpful in teaching physical education in all types of schools in Ken- -
tucky, and especially in the smaller schools. After careful examina-
tion of the material contained in this study, it appeared to me that
it should be of. use to the school teachers of this Commonwealth. The
author has kindly consented to have it published as an ofﬁcial bullelilt
of this Department. I recommend it with the hope that it will aSSiSl
in developing a more adequate physical education program to
schools of this State.

FOREWORD

The material contained in this bulletin was prepared by Thomas

As the title indicates, it contains information which should be.

1' the

H. W. PETERS,

Superintendent Public Instruction.

:epared by Thomas i
dim and Athletics
ucky. It was SlliJ-E
. partial fulﬁllmeun
LI‘IS. l
>11 which should he:
s of schools in Ken-
er careful examina-
ppeared to me that
ominomvealth. The
[S an oﬁicial bulletin
pe that it will assist

on program for tlu

W. PETERS,
hlic Instruction.

A PHYSICAL TRAINING MANUAL
FOR KENTUCKY SCHOOLS

THOMAS HERIVIAN IVICDONOUGH, M. A.
Director of Physical Education and Athletics
EASTERN JUNIOR HIGH SCHOOL

Louisville, Kentucky

SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS

IN THE

DEPARTMENT OF PHYSICAL EDUCATION
GRADUATE SCHOOL OF EDUCATION

OF
GEORGE I’EABODY COLLEGE FOR TEACHERS
AUGUST, 1928
. APPROVED:

Major Professor: (1) A. D. BROWNE.

Minor Professor: (2) F. B. DRESSLER.

“L25 INK;

SHELTON PHELPS,

i - . '
Chanman of Committee on Graduate Instruction.

ing manual applicable to conditions in Kentucky. The purpose of .
this manual is to give a new stimulus and serve as a practical guide to
the teachers of Physical Education in the State of Kentucky.

' education, a study of local conditions, and methods of teaching the

ABSTRACT

The problem involved in this thesis is to prepare a physical train-

The ﬁrst chapter contains the deﬁnitions and aims of physical

motor activities. The second, third, fourth, and ﬁfth chapters con. -
tain a segregation of formal, limiting, athletic, self-testing and '
rythmic activities in groups suitable for the primary grades (are, ‘
two, and three), the intermediate grades (four, ﬁve, and six),the
junior high school (seven, eight, and nine), and the senior high school
(ten, eleven, and twelve), respectively.

The method used in the development of this manual was based
on the material used in eight manuals of States of the United States;
a study of the statistical reports of the State Superintendent of Plilt
lie Instruction Of Kentucky; two years’ experience as Coach in 119“
Middleton High School, New Middleton, Tennessee; one year exptll'
ence as Coach in Central, High School, Nashville, Tennessee; W0
years’ experience as Coach in Selma High School, Selma, Alabama;
nine years’ experience as Director of Physical Education and three
years as Health Counselor in Eastern Junior High School, Louisvillt
Kentucky; six years’ experience as Instructor and Supervisor for ll”
Louisville Department of Recreation; and one year of investigam”
and study in George Peabody College, Nashville, Tennessee.

T. H. MCDONOUGH.

re a physical train.
The purpose of
a, practical guide to i
5 Kentucky.
:1 aims of physical
lClS of teaching at;
ﬁfth chapters eon-l,
c, self-testing audl
lmary grades (one?
ﬁve, and six), the
c senior high school

; manual was based!
E the United Statest
erintendent of Pulti'

ce as Coach in hei‘
l

3e; one year expert1
lie, Tennessee; in;
)l, Selina7 Alabama:
Education and the?

,‘h School, Louisvillt

(l Supervisor for this

tear of investigation

, Tennessee.

H. McDoxouen

TABLE OF CONTENTS

Page
ABSTRACT ................................................................................................................. 4
0HAPTER 1. Organization and Administration ____________________________________________ 7
1. Deﬁnitions and Aims of Physical Education ,,,,,,,,,,,,,,,,,,, , _____________ 7
2. Study of Local Conditions ____________________________________ 8
3. Suggested Methods for Teaching Motor Activities ,,,,,,,,,,,,,,,,,,,,,,,,,, 8
(a) General Suggestions .......................................................................... S
(b) Formal Activities .............................................................................. 10
(0) Relief Drills ........................................................................................ 16
((1) Hunting Activities ............................................................................ 16
(e) Athletic Activities ............................................................................ 17
(f) Self Testing Activities ...................................................................... 37
(g) Rhythmic Activities ............. A 38
(11) Special Physical Training Activities for Boys and Girls

Incapacitated for Usual Vigorous Program ,,,,,,,,,,,,,,,,,,,,,,,,,,,, 40
CHAPTER II. Primary vDivisionWGrades I, II, III ............................... 43
1. Introduction ................................................................................................ 43
2. Hunting Activities ____________________________________________________________________________________ 44
3. Self-Testing Activities ....................................... 51
4. Rhythmic Activities ________________________________________________ I ________________________________ 5 1
CHAPTER 111. Intermediate Division—Grades IV, V, VI .......................... 57
1. Introduction ___________________________________________________________________________________________ 57
2. Formal Activities _____________________________________________________________________________________ 57
3 Hunting Activities ___________________________________________________________ 60
4- Athletic Activities __________________________________________________________ 70
5- Self-Testing Activities __________________________________ ,_ 75
6- Rhythmic Activities __________________________________________________________________________________ 7t;
CHAPTED 1V. Junior High S(:hool~—G1‘ades VII, VIII, IX cccccccccccccccccccccccc 84
1- Introduction ________________________________________________________________________________________________ 84
2- MEthOdS of Organization _______________________________________________________ 7 _______________ 84
3- Formal Activities __________________________________________ ~ 94
4- Hunting Activities _______________________________________ 98
5- Athletic Activities ___________________________________________________ 1'08
6- SEW-Testing Activities _________________________________________________________ 120
7- Rhythmic Activities """"" 128
CHAPTER V~ SeniOI‘ High School—Grades x, XI, x11 ________________________________ 132
1- Introduction _______________________________________________________________________________ 132
2' Methoas of Organization 132
:- flormel Activities ____________________________________________________________________________________ 133
5‘ Auntulg ACtiVities ____________________________________________________________________ 137

~ thletic Activities ______ -
6- self-Testing Activit' VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV 139
res .V _______________________________________________________________ 151
7' Rhythmic Activities _________________________________________________ 155

TABLE OF CONTENTS—Continued

Page

CHAPTER VI. Festivals and Special Days ___________________________________

1. Constitution Day ..........................
Columbus Day ..............................................
Hallowe’en .....................................................
Armistice Day ....................................................................... .
Thanksgiving day ...................................................................
Christmas
St. Valentine’s Day .............................................................
Washington’s and Lincoln’s Birthdays .........................
Easter
May Day .................. ._
Independence Day .................................. A. ................................ ' ‘l
d i _- Kentucky Day ..........
‘ ' 13. Field Day 01‘ Play Day ..............................................................................

ngrqulvaw

HHH
5‘33"?

APPENDIX ..................................................................................................
1 ‘ . 1. References for Equipment
2. Music for Rhythmic Activities

194

BIBLIOGRAPHY ........................................................................................................

1
v

Page Chapter I
1“ ORGANIZATION AND ADMINISTRATION

Physical Training is that phase of education concerned with the
rational motor activity and the development of big muscle activities
through the means of play. “Play is nature ’s method of teaching
children.” Play is a tendency characteristic of all the instincts and
capacities to seek an outlet in physical and mental activity. It pro-
vides an “opportunity for the individual to act in situations that are
physically wholesome, mentally stimulating and satisfying and
socially sounc.” It provides an opportunity for the activities of
life in a way that is not provided elsewhere. Here, the child must
express himself, respect the rights of others, and in the things that
deeply interest him, his life habits are formed. Play only reveals
the true nature of the child, and here it must be developed through
competent guidance.

Through play the future life of the child is unlocked by the
development of these qualities:

1. General Aims:

1. To develop a. stable organism by guiding the play so that it
will bring about a perfect coordination of the nervous system with
the muscular activities.

2. To promote good health.

3. To attain physical strength.

4. To encourage the child in a proper use of the malellm 0f
energy.

H. Social Aims:

1. Formation of friendship.

. Obedience to rules and law.
. Honesty.

. Justice and fair play.

. Courage and determination.
. Resourcefulness.

. Loyalty and unselﬁshness.

. Good sportsmanship.

. Courtesy and politeness.

10. Personal cleanliness.

. Alertness, and quickness of perception and action.

12- Happiness and pleasure of the child.

‘lmUINBWN

coco

Study of Local Conditions.

A Physical Training program that would adequately meet the
needs of all the schools, county and city, of this State would of neces-
sity be too full because of. the big differences in playgrounds, equip.
ment, facilities, teacher load, etc. However, there are those activities
that will best suit the greatest number of: schools and some activities
to suit all schools. This manual is an effort to present these ina
usable form.

The data below are taken from the report of: the State Super-
intendent of Public Instruction of Kentucky for the year ending
June 80, 1935. From them we get some idea as to the number of
pupils and schools to be served by this manual.

NUMBER OF SCHOOLS IN STATE

One-teacher schools ...... . . .. 5,36?
Two-teacher schools ................ . . 995
Three-or-more-teacher schools ............................................................... 1,230
Total 7,592
Number of Public High Schools _______ 759
Number of Private High Schools ________________________________________________________ 89
Total ................................ 34$
Enrollment County Elementary
One-teacher schools ________________________________________________________________ 193,031
Two-teacher schools ___________________ 80,943 '
Three—or-more-teacher schools 1121653
Total ________________________________ 386,630
Enrollment Independent Elementary ........................................ lii‘iii
Enrollment County High Schools ...... 5937}
Enrollment City High Schools .................................................. - “
ulation

We get from,the above ﬁgures that the rural school 1301) ..
is several times that of the city. In recognition of this fact pI‘OVI51011
has been made for schools without, as well as with gymnasium. The!
are activities for inclement as well as for fair weather, and all PM
is planned so that the teacher without training in physical edueatwllii
work can carry out the program with very little difﬁculty.

Suggested Methods for Teaching Motor Activities
General Suggestions: ‘
The most important factor in the accomplishment of the 1195‘
results in physical training is a competent playground teacher. W
much importance cannot be placed upon the method of instrucilOIL
The success of the work depends to a large degree upon the WEI
sQnality Qf tllf3 leacher. The teacher should assume an attitude“

lequately meet the
ate would of neces-
ilaygrounds, equip-
are those activities ’
and some activities
present these int

1’ the State Super-
r the year ending
; to the number 0ft

.......................... 193,031 -
80,943 i

al school populatioi
)f this fact provismu
.1 gymnasium. Ther‘
'eathcr, and all of 11
physical educational
: difﬁculty.

r Activities

lishment of the be:
ground teacher. .ti
ethod of instructor.
degree upon the p93;
ssume an attitude Ul

encouragement and enthusiastic helpfulness. She should exercise

patience and ﬁrmness, and infuse into the work the wholesome spirit

of “fair play.”

The lesson should be thoroughly prepared before presenting it
to the class. The teacher should never consult the manual during
the teaching of the lesson. Much of the success will depend upon
her knowledge of the subject matter and her ability to demonstrate
when necessary. If the following suggestions are kept in mind any
of the material in this Manual will prove successful:

1. In order to save time, have all classes march from rooms to
the playground or gymnasium and form lines. \Nhile in the line
formation, let class select game. The teacher may inﬂuence by sug-
gestion, but insist on a quick decision. Give necessary directions
while still in line formation. March to play formation. At the close
of the period, the whistle should be sounded and a line formed as at
the beginning. A few minutes may be devoted to announcements
or instructions, and the class dismissed in an orderly manner. This
makes better order and more time is saved.

2. Abide strictly by the rules of the game.

3. Give each child a chance; watch each forward or selfish child.

4. Deal severely with cheating or rough play.

5. Be impartial; guard against attracting attention to the timid
child.

6. Permit nothing but best conduct at all times.

7. Encourage children to be cheerful losers and modest winners.

8. Encourage good, vigorous, happy play.

9. Boys and girls under ten should play together.

10. Separate sections should be provided for girls ten to thirteen,
and a section for girls over thirteen.

11. Separate sections should be provided for boys ten to thirteen,
and a section for boys over thirteen.

12. Play should be furnished to every child. Each one taking
an active part every day.

13. Children of the same age and sex should play together on
account of similar interests.
frienldtthhe same children should play together every day, because

p formed creates better team work.
. 15. 'Promising pupils should be selected and giVen separate
mStFuctlon, and developed into group leaders.
two $1131: $3313? forty—minute Period Should ordinarily include
clung, ﬁve minutes calisthenics, and the remaining

time for games, folk dances, “stunts”, etc. For a longer or shorter
period a proportional amount of time should be given to each activitv.
17. Keep before the child that the play time is his, in whiehlo
relax, rest, and have a cheerful time.
18. Lastly, enter into the game yourself and play as you expect ;
the child to play.

Formal Activities

Formal activities are divided into the following classiﬁcation:

I. Marching.

Ii. Formal drills.

1. Postural instruction and corrective drills for the purpose of ’
preventing or correcting postural defects.

2. Disciplinary drills in which emphasis is placed on individual
alertness and quick and accurate response to commands.

3. Developmental drills for the purpose of developing neuro- ii
muscular system. 5

Marching is adapted to all ages of pupils. It should be the ﬂat if
and perhaps the last exercise in the daily program. The formation
of a line of march when entering the school. building and ﬁre drills
for emergency use are common practices that are to be commended.
Marching has a foremost place in the physical training program, 1101
because of its value as an exercise, or its appeal to the student, but .
because it is a necessary part of the daily routine. It offers a meanS
of controlling and directing large numbers.

Posture Exercise

Dr. C. Ward Grampton in “Pedagogy of Physical Training"
has given the following posture exercises:

“The problem of posture training is one of general hygiene, for I
everything which promotes vitality promotes good posture. Plellil'
of sleep, good lighting and ventilation, and adjustable desks at schools-
right habits of eating and exercise in the fresh air are necessary. A
slouching posture in a poorly ventilated room will quickly take i119 I
tone out of the muscles. To sit for a day in a classroom observml g
indications of physical and mental strain and fatigue is to be (.3011'
Vinced beyond question that the schoolroom work and conditionS
induce a tremendous nervous strain. This can be largely and quiCkl-V
relieved by happy play in the sunshine. Fifteen minutes of frees
taneous activity in the fresh air is a wonderful ‘tonic’ for muse
tone

p01}
19

longer or shorter ,

n to each activity.

s his, in which to l
I

day as you expect ’

i
1g classification: l

or the purpose of

iced on individual
inds.

leveloping neuro-

should be the first
11. The formation .
ing and ﬁre drills l
to be commended.
ning program, not
0 the student, but ‘
It offers a means ’

hysical Training .

nieral hygiene, for
l posture. Plenty
rle desks at schools.
are necessary. A
I quickly take the
assroom observing

igue is t0 b0 001" 1

7k and conditions
zirgely and quickly
nutes of free spon-
tonic’ for muscle

Bad posture, assumed through prolonged continuance of faulty
attitude, can only be corrected by formal gymnastic work selected
and taught for that purpose, but much more important is preven—

tion gained by play and hygienic conditions.

The child should be taught to recognize correct posture, to know
how it looks and how it feels. This can be done by use of pictures and
by showing him good posture in others. A full length mirror in
which pupils can see their defects and ﬁnally their good posture is
very valuable in good—posture work. ‘Elevation cues" are helpful
if given in the right way. ‘Stand tall‘f‘llead high ’—‘ Stretch
the head upward ’—‘Chest high'—‘ Waist ﬂatl—‘Lift the waist up ’#
‘Stretch the knees’—‘ Stretch the body upward", and many others
can be given to advantage. Ease and freedom from tension should
be emphasized.

Good posture indicates mental and physical. poise. The body is
well balanced in a position of ease, with the weight borne equally on
both feet, the knees and hips extended, but not hyper-extended; the
body should be held as tall as possible without strain; the head erect
with no tension in the neck; chest elevated; abdomen flat; and the
arms should hang easily from the shoulders. The hips should not be
thrown too far back for that exaggerates the lumbar curve. The
child should he taught to learn the muscular co—ordinations which
enable him to control the position of the pelvis as the inclination of
the pelvis controls the position of the spine.

In this position the bones, muscles and organs of the child are
allowed to grow and function as they should; and the psychological
effect of good posture is just as important as the physiological. It is
a DSYchological fact that ‘The assumption of an attitude expressive
ofa certain emotion tends to produce that emotion’.”

Drills
Formal drills occupy a place of minor importance in the school.
Dl‘Ogl‘am. An exercise that is strictly formal soon loses its interest
flppeal to both elementary and high school pupils. Professor Rapeer
311a report on “Minimum Essentials in Physical Education” says:
The131‘0g‘1'essive physical educator of today is in favor of using as
many instinctive play activities as possible, but he realizes that our
1113le artiﬁcial systems of schooling, with their present buildings,
grounds: equipment, and courses will long resist the tranSforming
tendencies of the modern theories and science of education. For this
:flillxnnliieifaeli‘s abléénited apiountlpf formal physical training indoors
doors wheneVeZ, auseno weat er, yard, or street condition, out-
possrble.

Developmental drill is adapted to emergencies only. They should
never be used when more vigorous outdoor exercise such as Hunting
Activities, Athletic Activities, and Rythmic Activities can be Carried
on. The exercise in these activities is superior to formal drill for
development and the interest on the part of the student is not to be
compared.

Explanation of Certain Positions Common
in Formal Activity

Fundamental Standing Positions:
Command. Class . . . Attention!

Heels together, toes slightly turned out, weight of the body rest
ing equally upon the heels and balls of the feet; waist in, chest high,
chin in, hips level and drawn back slightly, and arms and hands haug-
ing naturally with palms resting against the outer side of thighs.

Elevation cues: Heads up! . . . Lift the head! . . . Chest upl...
Raise the chest! . . . Waists ﬂat! . . . Stand tall! . . . Stretch the knees! ‘
. . . Stretch the ankles!

At Ease:
Command. At Ease!

Left foot is placed directly to the side, about a foot length, the
weight being equally distributed between the feet.

Sitting Position:
Sit as far back on chair as possible, with whole spine supported
by back of chair, feet placed ﬁrmly on the ﬂoor. Head and chest

should be carried high.

Forward . . . March!

At the command “Forward!” shift the weight of the body tothe
right leg, left knee straight. At the command “March!” move left
foot straight forward, full step, near ﬂoor, and plant it Without shock;
next, in like manner, advance right, continue the march. The arms
swing naturally.

Double time . . . March!
If at a halt, at the ﬁrst command, shift the weight of the body j

to the right leg. At the command “March!” take up an easy “1”
motion 0

‘ March l"
then

with cadence of double time, allowing a natural swinging
the arms. If marching in quick time, at the command ‘
given as either foot strikes the ﬂoor, take one step in quick time:
step off in double time.

11y. They should
such as Hunting
as can be carried
formal drill for
dent is not to be

mon

of the body rest ?

ist in, chest high,
and hands hang-
side of thighs.

. . Chest upl...
§tretch the knees!

L foot length, the

s spine supported
Head and chest

)f the body to the

arch l ” move left ‘

it without shock;
1arch. The arms

eight of the body
up an easy rllﬂ
inging motion 10
mand “Marchl”
quick time, the“

Class Halt!
At the command
nt the other foot as in marching t1) 5

foot by side of the other (2),

“Haiti” given as either foot strikes the ﬂoor,
p13 raise and place backward

To the rear . . . March!
At the command “March I’

advance and plant the left foot;
immediately step off with the left foot.

" given as the right foot strikes the
ground, turn to the right about on
the balls of both feet and

Counter-March left . . . March!
The head of the column turns (180

degrees) and marches in the
The rest follow when they arrive at the place of

opposite direction.

turning.

Column left (right) . . . March!
A column may he a single ﬁle, or two, four, or more abreast. The

head of the column turns to the left (right) and the rest follow when

they arrive at the place of turning.

Change step . . . March!
At the command “March!” given as the right foot strikes the

ground, advance and plant the left foot; plant the toe of the right

foot near the heel of the left and step off with the left foot.

Touch Step: Left foot (right) forward . . . Touch!

The foot is moved forward (or sidcward, backward, etc.) accord-
ing to command. Touch toe lightly with heel as high from ﬂoor as
possible. Weight remains on the foot that is not moved.

Mark time . . . March!

If marching, at the command “h’larchl” given as either foot
strikes the ﬂoor, advance and plant the other foot; bring up the foot
111 the rear and continue the cadence by alternately raising each foot
about two inches and planting it in place. If at a halt, at the com—
mand “March!” raise and plant feet as described above.

Que Step forward . . . March!
At command “March!” move left foot straight forward, full

step, raise and place right foot by side of left on second count. Vary
direction Sideways and backward.

TWO steps forward . . . March!

011 tﬁiimcréingt left foot, take two steps forward, bring heels together

Mamhl Brpnw..h Three steps forward, backward and sldeways . . .

Ward . "no . eels together on fourth count. Vary direct10n back-
, and sidewa) s. (In stepping forward or backward) count one

step more than the number of steps given In stepping to the left or
right double the numbe1 of steps given; thus one step left count two
three steps left count six.

Right . . . Face!

Raise 1ight toe and left heel and face to the 1ight (90 degrees)
tuining on the 1igzhi heel assisted by push of left toe; place the left
foot by the side of the right. Left face is executed by pivoting 0n the
left heel and pushing with the right toe.

About . . . Face! ‘

Carry the toe of the right foot about a half-foot length to the
rear and slightly to the left of the left heel; face to the rear, making
a turn of 180 degrees to the right on the left heel and right toe; place
the right heel by the side of the left.

Hands on hips . . . Place!

Hands 011 hips with thumbs back and ﬁngers close together in
front. Wrists straight. This position should be done with the palm
ﬁtting comfortably over the pelvic bone at the side and not with
the thumbs almost together in the back. The last position tends to
increase the hollow in the back and to force the stomach forward.

Arms forward . . . Raise!

Raise extended arms quickly fonvard until they are parallel
\\ ith the ﬂoor- palms tonal d the ﬂoor Arms remain separated by the
width of the chest. Shoulders should not be raised, or carried
forward.

Arms sideward . . . Raise!

Raise the extended arms quickly sideward until they are parallel
with the ﬂoor; palms toward the ﬂoor; ﬁngers extended; hands
‘ ‘shoulder height.”

Arms forward upward . . . Raise!
Raise the extended arms quickly forward and upward until they

are in a position slightly forward of the vertical. Wrists and ﬁngers

should be fully extended; palms toward each other and shoulder
width apart.

Arms sideward upward . . . Raise!

Raise the extended arms quickly sideward and upward until the."
are in a position slightly forward of the vertical. Wrists and ﬁngers
should be fully extended: palms toward each other and shoulder
width apart.

g to the left or
left count two;

i (90 degrees),
; place the left
pivoting 0n the

, length to the
e rear, making
'lg‘llt toe; place

)SQ together in
with the palm
and not with
sition tends to
h forward.

y are parallel
parated by the
ed, or carried

ey are parallel
:eiided; hands

'ard until they
sts and ﬁngers
and shoulder

*ard until they
sts and ﬁngers
and shoulder

Hands on Shoulders . . . Place!
Arms raised so that ﬁnger tips rest 'on shoulders, upper arms

horizontal and elbows slightly back. Do not raise shoulders.

Hands back of neck . . . Place!
The hands are placed on the back of the neck, with straight
wrists, the finger tips just meeting; elbows well back, chest raised7

head erect.

Knees . . . Bend!
Bend the knees, raise the heels at the same time, and go as far

down to the ﬂoor as pupils can without bending forward; back should
be kept straight.
Knee forward . . . Raise!

The leg is bent sharply at the knee joint; the knee raised to the

level of the hip.

Leg forward, sideward, backward . . . Raise!
The leg is raised in the direction indicated; it remains straight;
foot extended, the movement taking place at the hip joint.

Left foot forward . . . Place!

Left (right) foot placing. The foot is moved forward (or side—
ward, backward) according to command, and placed ﬁrmly on the
ﬂoor a distance of two foot lengths from its original position. Place
toe on floor ﬁrst, and end with whole foot down. \Vcight is equally
distributed upon both feet.

Trunk forward . . . Bend!
Bend the trunk slowly forward from the hips to an angle of 90
degrees; back and knees straight.

Trunk to left (right) . . . Bend!

Bend trunk slowly sideward, keeping head in line of trunk. Keep
bothfeet ﬂat on ﬂoor and avoid twisting the trunk. Left. (right)
hlnglng‘ (forward and sideward). . V
tlireglflsotﬁim is} planted firmly upon ‘the ﬂoor a distance of about
inn‘the kn engt is in the direction indicated, at the same time bend-
other 1mg 66.10 the leg moved, and throwing the weight upon it. The
ﬂoor He: siould he kept fully extended and both feet ﬂat on the

~ < d and trunk should be kept erect.

Re-T l s ‘
urn. Use this command to secure return movements.

Po-sit' I r
101.11 COIDmaHd used to return to fundamental standing
pos1t10n. D

l
l
t
‘l
l

Example: Hands on Hips . . . Place! Trunk Forward . . . Bend'
Re—turn l . Po—sitionl

Relief Drills

(a) Aim: To relieve tired muscles that have become cramped
through maintenance of more or less ﬁxed posture for some time, to
afford an outlet for nervous energy showing itself as restlessness, and
to refresh the blood supply of brain by increasing blood circulation
through the body.

(b) Suggestions for Teacher:

(1) The relief drill should have a regular place in day’s sched-
ule. It is suggested that they be placed between two academic sub.
jects in which pupils are forced to sit still at their desks. If weather
is favorable always take pupils out of doors. Two or three minutes
should be given between each class for relief drills.

(2) Open all windows during the drill. Appoint monitors 01'
health leaders at the beginning of the term and assign to them the
duty of immediately opening windows as their desks are cleared, and
to close them at end of drill.

(3) Do not waste time. Command and demonstrate movements
at same time, and begin immediately. To eliminate explanation have
the drill written o