|
PHYSICAL CULTURE Davenport
Iowa's 1911 Elementary School Physical Education Guidelines "It
may never be known scientifically what a tremendous influence the body and all
its organs exert upon the brain, and consequently upon the intellect.
The more I see of physical training in schools, the more I believe in it;
the more I study psychology, especially physiological psychology, the stronger
my belief becomes in physical training." --Francis
Parker. If
physical training in our schools shall be productive of good results, it will be
necessary that teachers take a broader view of this discipline. Health culture--as it justly deserves to be called--means
more than mere muscle movements. It
also means a looking into and mastering of the whole physical surroundings of
the pupils. Air, light, warmth,
correct clothing, etc., proper attitude in sitting and standing, in fact in all
occupations, are as necessary to physical development as are food and exercise. If
harmonious development were our aim, it devolves upon every one whom has the
welfare of the rising generation at heart to see that children coming under
their care are in the best surroundings for physical, mental, and moral action. Physical
training in our schools must be of a hygienic, recreative, and educative nature.
The
means to accomplish this are: Free
exercises (calisthenics), apparatus work, track and field work and games.
This means that recesses should be made more profitable by wise and
tactful supervision of games and by urging and conducting proper field sports. Probably
in no other branch is the same opportunity offered to "get nearer," to
come in closer touch with the pupils than in the physical activities, be they in
the form of gymnastics, song, or play. The
fear of losing dignity by exercising with the pupils or by participating in
their games is absolutely unfounded. A
child is never so natural as when at play.
At no other time does he expose his traits of character so fully; his
disposition, spirit of chivalry, honesty, and fairness are characterized by his
conduct when at play. A wise
teacher will seize this opportunity wherever and whenever occasion offers.
Go out with the pupils at recess and watch them play.
It will not be long before some affectionate little one will be at your
side and soon you are surrounded. This
is the first step. Walk with the
children, stop here and there and show an interest in their games and soon you
will be running and playing with them. By
leading in the right direction, it rarely becomes necessary to suppress. Even those who in the school-room are hard to approach are
apt to approach the teacher. The
teacher has suddenly become more to them than merely one who is always exacting
work from them. Lasting bonds of
friendship that would never have been possible in the schoolroom are tied on the
playground. Not
alone will teachers learn to know their pupils better, but they will endear
themselves to all children and last, but not least, will they be benefited in
health. Teaching school will not be
made harder, but it will become easier. The
lessons in free exercises, wand, dumb-bell, and club exercises as well as all
other exercises (work) presented and suggested have been arranged to help the
class teachers educate their pupils. If
executed as intended, they will give the pupils sufficient vigorous muscular
work with comparatively little mental strain.
There is a steady progression through all lessons and grades. The
exercises should be taken by preference (1) in the school-yard, (2) in the hall,
corridor, or other available room, (3) in the classroom (as a last resort).
The "compensatory drills" are sets of exercises to be used
after work done while seated at the desks, as writing, drawing, etc.
These sets are composed mainly of exercises that vigorously work the
large muscles of the trunk and counteract the evil effects of prolonged sitting
or stooping. They are to be taken
in the classroom and take but a few minutes.
If the classroom is favorably situated, a run of a minute in the
playground will also give the desired relief, with the added benefit of fresh
air. It
must be the ambition of every class teacher to become a good teacher of
gymnastics. In order to become
proficient as such it will be necessary for the teacher to study the exercises
and learn to execute them satisfactorily as well. The
outline of a lesson must not be consulted too freely before a class--better not
at all. Much valuable time will
thus be saved, and the lessons will be less likely to become tedious to the
pupils. The
pupils' confidence in the teacher must not be shattered. Teachers must learn to command in such a way and with such a
voice as will convince the pupils that they must obey and move promptly.
Exactness of execution is essential to good results. The
disciplinary effects of gymnastics can only be obtained when commands are
properly given and prompt response to the same insisted upon.
The teacher will find it advantageous to observe closely the work of the
supervisor whenever opportunity offers. The
proper time for physical exercises is in the middle of the longest session.
Where classes exercise in the halls or corridors the time must be so
arranged as to cause no conflict. The
length of a lesson in gymnastics must not
be less than ten minutes. The
"compensatory drills" must not be considered a part of the regular
lesson, but merely as recreative; the time taken for them must not be deducted
from the time for formal gymnastics. The
supervisor will visit each school regularly
once a month for the purpose of supervision.
It will be the supervisor's aim to assist the regular teacher in whatever
manner seems best--by having the teacher review the last lesson, seeing an
optional lesson given by the teacher or by personally demonstrating new or
imperfectly understood lessons. Points
to be considered in the work of the pupils are:
(1) Interest shown, (2) execution in general, (3) posture in sitting and
standing, (4) improvement in general. Points
to be considered in the work of the teacher are:
(1) General attitude to the work, (2) effort made, (3) correctness of
commands, (4) results attained. It
will be the duty of the supervisor to make note of the standing and condition of
the work of the schools and classes--individually and collectively--the result
of observations to be communicated to the superintendent.
The supervisor is responsible for all requirements (work laid out).
It remains only for the teachers and principals to relax no effort in
co-operating, so that the purpose of this discipline may be carried out to the
greatest advantage possible. The
co-ordination of all faculties into that most desirable of
creations--harmoniously developed boys and girls, our future citizens--should be
the aim of all. The
work in that branch of health culture termed "gymnastics" being so
manifold and each separate part again permitting of endless variations, no
attempt is here made to lay down stereotyped lessons, from which there must be
no deviations. The
formal work (lessons) in all branches and the "compensatory" or
recreative drills as well as suggestions and hints in regard to the relative
value of the different exercises, the manner of proceeding (method), etc., will
be put into the hands of the teachers early enough to allow thorough study of
the same. In
addition, supplementary work in the form of simple competitive games and
marching and motion songs are suggested and given. Marching
forms one of the important factors in the work of all grades. Proper breathing must be taught and urged at all times. The
course laid out does not clam to contain all possible
body movements. It is based upon
the principles of the "German Art of Gymnastics" (Turnkunst). Great
care has been exercised to select that which experience has taught to be best
adapted to the wants of our schools. The
arrangement of the lessons and especially the series of calisthenics, wand,
dumb-bell, and club exercises with music are original with the supervisor. Since
success in anything is based upon a proper foundation, it will be necessary to
lay the greatest stress upon carrying out the work laid out for the elementary
grades in the best possible and most effective manner. Teachers in all grades shall therefore review quite
frequently the work done in the lower grades.
For their guidance a syllabus of the elementary work here follows. ERECT
POSTURE IN SITTING AND STANDING Teach direction:
Upward,
downward, forward, backward, and sideward; inward and outward, right and left.
Never have children associate right or left with the walls of the room.
Their right hand alone is decisive. Teach "facing:" 1/4,
1/2, 3/4, and 1-1 turn on the heel of the left foot. While
a large number of exercises may be executed from the fundamental position, it
becomes necessary to have the legs or arms (even trunk) in certain positions
aside from the fundamental position, while exercising the same or with other
parts of the body. These are called
"starting positions."
The foremost starting position is the erect position on the feet.
It is that which must be taken for all work that does not call for a
sitting, lying, kneeling, or other position and is termed "Fundamental
position." Explanation:
Stand at full height, inclined slightly forward and well balanced on
hips, which are drawn back; knees together, heels locked, and feet turned
outward at an angle of 90 degrees; chest arched well up and forward; shoulders
on a level and dropped backward; head erect and chin drawn in; eyes looking
straight away, arms at side with thumb and first finger touching the thigh a
little behind the median line. While the position should be perfectly erect it should be
sufficiently free from constraint so as not to appear stiff.
Have the muscles just tense enough to be able at any time to teeter in
quite fast time on the ball of the foot without first shifting the weight.
This will prove that the body is inclined forward. For
short the command may be: "Position
-- stand!" Pupils old
enough to understand the meaning of the word should nevertheless understand that
the full technical term is "fundamental
position." When
a class is commanded to stand, all pupils take the position at once as above
explained. To repeat the
fundamental position, command a resting
position, of which there are two in standing--the
"relax" and "in place,
rest." For the short
rests following an exercise it is best to simply relax--stand loosely without
effort. The feet are kept in place. When
the class is to remain inactive for a longer time than ordinarily or for a
specified number of counts, the right foot is advanced about one-half of its
length and the arms are folded behind; the weight of the body resting chiefly
upon the foot remaining in place. This
position need not be resorted to very often. Starting positions of arms:
Grasp hands--in front--behind; hands on hips--on back--on shoulders--at back of
neck--at back of head. For these
positions the command of execution is "grasp!
-- place!" For thrusting
command: "Arms to thrust! -- bend! --place!" will also answer.
Fold arms in front
(behind)--"fold!" Raise arms to position: Forward--sideward--forward
over-head--sideward overhead--both to one side--obliquely sideward--upward
(downward)--obliquely forward--upward (downward)--obliquely
backward--downward--and other intermediate positions.
Diagonal positions: One arm
obliquely upward (forward or sideward), the other in opposite direction.
Arms in curved positions: To
circle overhead, etc. For
all these the command of execution is "raise!"
To return arms (hands) to their original position at sides use "arms"
(hands) --"down!" For
dissimilar positions the best command is always--"now!" Starting positions of the feet and legs:
Feet in the different orders of the step positions: 1st, on tip
(weight of body all on the foot remaining in place); 2nd, on whole
foot (weight of body on both feet alike); 3rd, on whole foot (all
weight on the stepping foot). These
positions in all directions. Commands
for the same (from now on abbreviated): 1st,
"Tip-step position (designate
direction and foot), sideward, forward,
backward, right or left"--"stand!" 2nd, "Stride-step
position," etc.--"stand!"
3rd, "Walking step
position," etc.-"stand!"
To return foot command "position"--"stand!"
Step positions on heel (not frequently used)--forward, sideward.
Command: "Step
position on heel"--left (right)
--Forward (sideward)--"stand!" For returning as above--"stand!" The
cross-step positions forward and backward (in front and behind) as well as the
"dip" (bent-knee) steps and lunges are not much used in the lower
grades. Commands:
"Dip-step position
(designate direction and foot)--"stand!" "Lunge
position," etc.--"stand!" "Cross-step
position," etc.--"stand!"
For returning command "stand!" Stride
positions with both feet simultaneously: "To
side stride position"--"hop!"
"To stride position, left forward, right, backward (or opposite)
"--hop!"
"To stride position left forward, right backward (or
opposite)"--"hop!"
For returning command: "To
position"--"hop!" Bent
knee positions. Command:
"Bend knees slightly (low)"--"bend!"
For returning command:
"Position"--"stand!" When stride positions are taken by stepping instead of
hopping, the return command is: "Position"--"stand!" To
stand with heels raised, command: "On
tip-toe"--"stand!" To
stand with toes raised, command: "on
heels"--"stand!" To
return: "Position" -- "stand!" It
is not wrong to use the word "now"
for the command of execution for all changes of positions (excepting the
fundamental position) when they follow each other rapidly.
Its brevity rather recommends it, provided the manner of changing
("the how") is given in the explanatory part of the command.
For detailed explanations of commands and the manner of giving them
teachers are referred to the "Hints and Advice to Teachers" by the
supervisor. EXERCISES No
effort is here made to give or even hint at the many variations coming in
consideration throughout the course. These
will be fully treated in the progressive lessons supplied by the supervisor from
time to time. 1.
The exercises of the head consist
in: Lowering in all directions--turning left and right--circling
(rolling)--nodding--shaking. 2.
Exercises of the shoulders: Raise--lower--move
forward and backward--circling. 3.
Exercises of the hands:
Close and open with and without spreading of and other movements of the
fingers--moving--shaking--circling; with and without arms fixed. 4.
Exercises of the arms:
(a) with straight arms--raising
in all directions to given heights to positions horizontally, vertically, or at
different angles. Moving in
horizontal positions. (b) From bent arm
positions: Thrusting--stretching--throwing. (c) From
straight arm positions: Flexing the forearm upon the arm; the upper arm
remaining fixed as well as being moved in different directions. (d) With
straight or bent arms: Turn--twist--swing--circle.
The position of the hand in these exercises may be open or closed
(clenched), in pronation, supination, or edgewise. 5.
Exercises of the trunk: Lower--bend
in all directions--turn--swing; in the horizontal or angular positions. 6.
Exercises of the legs:
(a)
With straight legs--raise in all
directions--swing--shake--turn--circle--hop (on feet)--walk (march--raise
heels--raise toes (see feet). (b) From
leg raised at various heights (straight or bent): Flexing lower part of leg
on thigh--raising knee and flexing backward.
(c) With leg in bent position and
raised: Straighten--stretch--kick--circle lower part of leg--swing. (d) In
side or forward and backward stride position: Rock (knees)--rock on toes and
heels--kneel-squat. 7.
Exercises of the feet:
(a) In standing: Raise
heels--raise toes-turn in--turn out--teeter--turn on ball of foot or
heel--facing (1/4, 1/2, 3/4, 1-1)--the different step exercises as described in
"starting positions." (b)
In sitting or lying:
Flex--turn--circle--the raising of the knees (drawing towards chest and the
flexing of the leg backward) also belongs here. (c) In the learning and upright support on desks and floor:
A number of the above exercises can be done with good effect. NOTE.--By
taking the foot and leg exercises in standing on one foot it adds to the variety
as well as to the difficulty of the same. Foot,
leg, trunk, and head exercises become more difficult when done with different
arm positions. The squat position
will increase the difficulty of all exercises almost without fail, while the
stride positions in most cases make them less difficult. Marching:
The ordinary walk can never be substituted for marching.
Walking in time and step with others, in rhythm and with swing and
elasticity of step, has a disciplinary effect which is far reaching.
It is for this reason that in all the armies of the world so much time is
spent in plain and tactical marching. When
deprived of the extreme rigidity so often exacted it cannot help but cultivate
good habits in posture while at work or at rest; it promotes a certain all
around buoyancy which must not be underrated.
Many minutes a day may be saved by having classes move promptly and
quickly (marching) instead of in the sauntering manner so often seen when going
to and coming from recitation rooms. The
waste of time can be entirely eliminated by substituting running for walking.
Proper marching need not cause undue noise; running causes still less.
The marching in the lower grades
is limited to: (a) marking time--with and without turning.
(b) Forward and backward in the aisles.
(c) The "winding" march forward, up one aisle and down the
next, etc., and "around the room." (d) Sideward with follow steps.
(e) Open and close order sideward. (f) Walking on tip-toe in full height
("walking on stilts"). All
this in common time, double-time, and in skipping.
To the above must be added the plan "hippity-hop" (a step
followed by a hop on the same foot). Although
a number of the above forms cannot be classed with marching "pure
and simple," they nevertheless are here in place. The
formation of the class for marching in the aisles is of necessity in single
order--generally termed "single” or
"Indian file.” This is followed by "doubling
up" or "taking a
partner" (forming ranks of two) at a given point -- mostly at the head
of an aisle--and later "dissolving"
the ranks or "separate"
(each one going his own way)--mostly at the rear end of an aisle.
It will be easily understood that, where space permits, the exercises may
be more varied and still within the limits of elementary work.
Have pupils sing appropriate songs while marching.
See "Songs for Marching Games," by Gaynor, Hailmann, Gilchrist,
Blow, Hofer, Bancroft, and others. NOTE.--Do
not spend much time in "getting in
step" in the first and second grades.
"In time" is most
essential. Breathing exercises: Good air
and plenty of it is of greatest importance in all exertion, be it physical,
mental, or vocal. Remember that one
can go for days without food, but to be deprived of air only a few moments means
extinction of life. Without good
air and proper breathing all functions of body and mind are impeded.
Pupils are often put down as dull when they in reality are in a
semistupor caused by vitiated or superheated air.
Breathing exercises or any exercises whatever, as well as the mere
presence in such air, will not only do no good, but absolute harm.
When such conditions prevail, teachers must take the pupils out and see
that the cause of the evil is looked after and removed.
Breathing that does not bring into play the coastal and abdominal muscles
is inadequate. Call attention to
the movements of the flanks of breathing animals--horse, cow, dog, etc.
Impress upon the minds of pupils the evil effects of tight fitting
garments and irrational footwear. A
good voice is dependent upon good lungs. Voice
culture is lung gymnastics. The exercises
in breathing are: Deep breathing--abdominal and dorsal breathing--seizing the
breath (holding)--waist
breathing-expulsive--abrupt--effusive--rapid--prolonged--and unequal
breathing. Teachers must not
neglect to give the breathing exercises as prescribed in the regular lessons.
A wise teacher will resort to breathing exercises as a part of the
recreative exercises at different times of the day. Wand exercises: The wand
exercises are based upon the free exercises; the movements and positions
occurring in them being much similar to these.
Greater vigor and force is possible through the resistance caused by both
hands grasping the same object (the wand). While
not all exercises alluded to in the above outline and in the prescribed lessons
are of equal practical value, it is deemed best to offer variety for the sake of
interest added to the work thereby. Teachers
must learn to consider first the real wants of pupils, and, secondly, to add
that which makes the work pleasant--to add spice in order to make it more
palatable, so to speak. Never serve
all spice with the main and substantial ingredients omitted.
Care should be exercised to omit all combinations that may offend our
aesthetic sense without going to the other extreme. NOTE.--The
terms vigorous and force or forcible, when used in connection with any exercise
prescribed in the different lesson must not be confounded with violent and
unduly jerky movements. Special
attention will be called when exercises occur in which temptation to overdo
might arise. As a rule teachers who
enter into their work in good spirit, have quite good judgment (novices
excepted) and are rarely apt to overdo, but a little inclined to be too timid. Teachers
of all grades will find it to their interest to study the why and wherefore
(theory) as presented in the preceding pages. Since
all normal persons are naturally endowed with the same faculties, have the same
bones in general construction, and the same kind and number of muscles to move
them, it is quite evident that the fundamental exercises can be the same for
all. Age (growth) and intellectual
development--all other conditions being normal--determine the amount and
character (specific kind) of exercises adapted to the child.
In prescribing apparatus work in the gymnasium or outdoor work (field and
track) a wise discrimination in regard to the character of exercises chosen for
the different sexes becomes more imperative;
the peculiarities of the adolescent period demanding especial attention. The
lessons prescribed for the different grades are progressive and supplemented by
a number of series in calisthenics, wand, dumb-bell, and club exercises, which
may occasionally be taken with music. GRADE
I Exercises of one movement
and return;
from the different starting positions as indicated in the general syllabus.
Easiest combinations of two movements. Alternative two simple
exercises. Also, alternate
easy combinations. Wand
exercises along the same lines. Marching,
running, hopping; vaulting over seats (squat vault).
Leaning, lying, and other
compensatory exercises. Marching
songs and breathing exercises. Silent
drill. Short spirited recreative
exercises sandwiched between other studies as often as possible throughout
the day. Games.
See suggestions. All
lessons and reviews as directed by the supervisor. NOTE.--Cheerfulness
and merriment may be allowed and should be encouraged as far as is consistent
with the real purpose of exercise. Methods
of teaching are treated in separate paragraphs farther on. GRADE
II In
substance the same as for grade I, with the simpler (easier) form of exercises, comprising two movements and return added.
Repeat exercises oftener. Drill
on very quick changes, following each
other more rapidly than in first grade. Silent
drill. Make some effort in getting "step" in marching.
When first and second grades exercise together, take first grade work.
All lessons as suggested and directed by the supervisor. See note at bottom of first grade outline. GRADE
III Combinations of
exercises--similar and dissimilar--simultaneous and consecutive--parallel and
contrary. Breathing exercises of
longer duration and with counting. Marching:
Insist upon
"time and step."
Close and open order --forward
and backward as well as sideward.
Wand exercises: In harmony with the free exercises.
Silent drill.
Compensatory drills. Marching
songs. Games. See
suggestions. All
lessons as suggested and directed by the supervisor.
See note at the bottom of the first grade outline. GRADE
IV In
substance the same as for grade III. Exercises
in slow, common, and double time.
Alternative in regard to time. Repeat
oftener. Look to still more vigor and snap in all movements.
Add exercises in lunging sideward. Be
very exacting as to position. Insist
upon steadiness in movements as well as in positions.
Marching:
To the exercises of the grades below add "follow
stepping," 1-2-3-4, sideward left; 5-6-7-8, sideward right.
Narrow down to two counts in each direction. In this manner the "change-step"
is developed. Arm positions and exercises while marching.
Practice the "stride
swing" and the "raise knees" ("rooster walk"),
"raise heels" ("scratch step"),
"cross step" and "cross follow step," in common time and
double time (running, pacing).
March 2, 3, and 4 abreast (march in column).
Ordinary running step. Wand exercises--in keeping
with the free exercises. Breathing exercises--more prolonged than in lower grades.
All lessons as suggested and directed by the supervisor.
See note at bottom of first grade outline. GRADE
V Elementary and complex
exercises. Combinations of the
same. Alternative exercises in
regard to the kind. Practice
lunge sideward and forward, also the
bent-knee step (dip-step). Cross
steps and twirl. Arm exercises
containing more than two movements and return.
Chain and circle form, i.e., in marching forward the first 2, 3, or 4
march sideward at a given point, the others the same when arriving in at this
point and similar forms. March in column. Wheeling
in these ranks by 1/4, 1/2, 3/4, and 1-1 swing.
Dissolving these formations simultaneously
as well as consecutively. March in "front
rank" (abreast) and in "blank
rank" (behind one another). "Rocking
step" (plain). Wands:
Exercises in harmony with the free exercises.
Breathing exercises: As
in grades below and add one-sided
breathing. All lessons as
suggested and directed by the supervisor. See
note at bottom of first grade outline. GRADE
VI Same
as grade V, but somewhat more on endurance.
Extend on trunk exercises. Arm
circling and turning combined. Exercises
in oblique directions.
Diagonal positions. Very
rapid drill; both silently and by command. Compensatory
drills. The tactics (marching evolutions) of the fifth grade may now be taken in
double time (running). Series
of exercises. Wands:
Exercises in harmony with the free exercises.
Breathing exercises as in
grades below. All lessons as
suggested and directed by the supervisor. See note at bottom of first grade outline. GRADE
VIII Same
as for grade VII extended, but fewer arm exercises, as these predominate in the
club exercises and also occur in the dumb-bell and wand exercises.
Clubs:
Exercises with two clubs, arranged
in progressive groups as
preparatory to the ninth grade work. Dumb-bells
and wands likewise arranged. Quick
changes of starting positions and facing
are very essential. Marching:
Look to best possible posture and carriage. Intersperse marching with the other exercises by frequent
change of formation. Insist upon
most prompt response to all orders. Breathing
exercises (never to be forgotten): Same
as in grades below. All lessons as
suggested and directed by the supervisor. GRADE
IX Series of
exercises with clubs--with
dumb-bells--with iron wands, arranged to specified music.
As in all grades, quick changes
of starting positions and facing are of great importance.
It must be remembered that the series for the finale (graduating exercises) can not always be of such character as
to embody all desirable (needed) movements of the trunk, legs, and even on the
arms, as that would make them too long. What
is wanting in these exercises must be substituted in the form of compensatory
drills. Health must ever remain the
prime object of physical exercises. Teachers
must always be guided by this thought. Marching:
Spare no effort to get good
posture--erect carriage and perfect poise of head and body (without constraint)
-- good alignment-- at all times. Breathing exercises: Covering
all different manners of breathing. All lessons as suggested and directed by the supervisor.
See note at the bottom of first grade outline. METHOD
OF TEACHING The
course pursued to attain certain ends--in other words, the manner of going at it
in doing or getting things done--must naturally differ as conditions,
environments, and the make-up of the material (in our case children) differ.
Prescribing an ironclad method would be very much like setting up some
idol or fetish; it would certainly lead to disaster. Besides
a thorough knowledge of the subject to be taught, nothing more than good sound
sense is required to find the right way. As
remarked in previous paragraphs, the lessons must be made interesting to the
pupils, so that a desire for activity, a love for work, is cultivated.
A phlegmatic, spiritless, and uninteresting teacher can never give an
interesting lesson; least of all in
gymnastics. Physical culture under
such conditions becomes not only physical torture, but torture all around, and
sinks to a farce. Beginning
in the lower grades, our aim must be to perfect the child in those desirable
activities which he has already acquired and to add to that which he already
knows: to counteract and eliminate from his make-up bad practices and habits by
laying before him better ones. The
child can walk, run, sit, play; he can see, hear, think, and possesses the
faculty of reason to a certain extent. Our
duty is to HELP HIM GROW. His
duties when first entering school must not demand of him things that are too
remote from that which he has been doing before. The
child has been accustomed to change his occupation when he gets tired of it.
Any one occupation, when pursued too long, fatigues those faculties which
it employs; the child gets tired and loses interest.
Interest lost, disgust soon follows, unless the subject is dropped. It
is fatiguing for a little one first entering school to be confined to one room
and to a particular seat when it has had the freedom of moving about at pleasure
heretofore. Insufficient occupation
is also bad; therefore keep children busy. When
the teacher is occupied with one division of a class and the others become
restless, it is better to send them out to take a walk or a run once around the
building, or in inclement weather, around or up and down the corridor.
They will appreciate this and therefore will learn to do it without
causing disturbance to the school. Such
procedure does more good than any amount of chiding; it preserves the good cheer
of children, is a saving of time and last, but not least, facilitates good
breathing. Even older pupils as an entire class (division) or the
individual disturbers should be aired in this manner when occasion demands.
Where this is not possible, the teacher should resort to the
"compensatory" drills more frequently. By
pursuing this course pupils are kept in better condition to receive and digest
that which is presented to them. No
one can do good mental work after physical exhaustion (over fatigue) has set in,
and vice versa.
It is often not the amount of work exacted that causes the overstrain
of the faculties employed, but rather the manner in which it is presented and
how it is done which are at fault. Gratifying results can be attained only when conditions are
the most favorable; do all in your power to make them so. Aside from the conditions which are at least in part
controllable by the teacher, those which are not under the control of man--the
temperature and weather--are factors to be considered.
Consult the barometer as well as
the thermometer. The method
applied is then, as well be seen, largely determined by prevailing conditions. METHOD
OF TEACHING FORMAL EXERCISES Even
in teaching the specified exercises it must be remembered that "many ways
lead to Rome." In the lower
grades nothing is better than showing the exercises.
As the work is all very simple and the movements very much related to
those occurring in the every day activities of the average child, it only
remains to familiarize the pupils with the terms used in expressing the desired
movements comprising an exercise. Show
the exercise first, then name it and have the pupils repeat it. Arm, foot, and leg exercises may be "worded."
Wording an exercise means to define in one word (if possible) what they
(the pupils) are doing or in what direction they are making movements.
For example: Raise arms sideward and lower in two movements. If you wish to express the movements, have the pupils repeat
the words "raise" and "lower;" if you wish to express the
direction, the words "sideward" or "out" and
"down" are in place. Expressing in words, "wording" two
simple movements in succession and return in reverse order.
Example: 1, raise arms forward; 2,
move arms sideward; 3, return arms forward; 4, arms down. "Word" for 1, "forward;" for 2,
"out;" for 3, "clap" (when this is desired), and for 4,
"down." In trunk and head
exercises it is well for the teacher to work the exercises.
Teachers must use their own discretion as to the frequency and extent of
this practice. Pupils should
frequently be called upon to work the different movements (as they occur) of an
exercise done by the teacher. Anyone
who understands the exercise and is able to do the same should have no
difficulty whatever in teaching the simple exercises of the lower grades. The
success of the work in the upper grades always depends largely upon the work
down in the lower grades. It will
be the new forms of exercises, rather than new movements, that will cause some
difficulty to the pupils when advancing from grade to grade. When
these difficulties first appear in complex exercises, it will become necessary
to reduce these to their elementary parts and do them as positions and at
command. After pupils perform the
separate parts correctly the complete exercise mast be taken "in time and
rhythm." Repeat a sufficient
number of times so as to get the desired effect. For example: With the hands
on shoulders and feet in side stride position, the exercise to be performed
is at 1, straighten arms sideward and bend left knee; at 2, straighten knee,
swing arms upward with clap hands and bend trunk sideward, right; at 3 and 4
return in reverse order. Proceed as
follows: First command your
starting position "to side stride
position"--"hop!"
(or step left, right), "hands on
shoulders"--"place!" These two commands may be condensed to "with hands on shoulders, to side stride position"--"hop!"
Commands for the exercises: "Bend
left knee and straight (or extend arms sideward")--1
(or now!); "straight knee, swing arms upward and bend trunk sideward,
right"--2 (or now!);
"return to the last position"--3;
"return to starting position"--4.
Make your corrections after each movement; do it quickly and do not keep
the entire class waiting for a few who are too slow to grasp it. Should it become necessary to separate the exercise into
still more parts do so. After the
separate parts have been properly executed repeat the whole exercise in its true
form "in time and rhythm." Coaching
need not be limited to counting. Teachers must learn to urge, criticize (correct), and comment
upon the work while the class is in motion.
Do not attempt to do too much new work in one lesson.
If the head and shoulder or arm exercises of the new lesson are taken
today, the trunk and leg exercises of this lesson may be taken tomorrow.
The trunk and leg exercises of some former lesson (preferably those of
the last one) should supply that demand. In
this manner substitute new exercises for old ones dropped until the entire
lesson is learned. Always bear in
mind that all parts of the body must be
exercised in each and every lesson, especially those calling into action the
large muscles of the trunk. As
a rule the exercises of the head and trunk are executed more slowly than arm
exercises, which should generally be done in very brisk rhythm; sometimes very
fast. Execute leg and foot
movements not quite so fast as arm movements.
The stepping exercises must be performed with grace and elasticity.
Marching and tactics will only answer their purpose when done with snap,
exactness, and promptness. If
for any reason more than ordinary difficulties are encountered in teaching a
certain exercise, lay it aside until the cause may be located.
Be sure, however, to substitute an equivalent in its place.
The work with hand apparatus--wands, dumb-bells, clubs, bar bells, rings,
and poles--should offer no insurmountable difficulties to the teacher who does
conscientious work in the exercise without apparatus. The
first requisite is that teachers become familiar with the exercises and learn to
do them. The club exercises and a
few wand exercises require more skill than dumb-bell exercises and calisthenics.
All free exercises can be done with dumb-bells; they become more
effective, chiefly through the weight of the apparatus.
In club exercises every thing depends upon being able to relax at the
joints of the shoulder, arm, and wrist--grasping the club loosely--turning of
the hand and arm at the proper moment. In
the wand exercises the gliding of the hand along the wand and regrasping firmly
is of importance. An important
feature in wand exercises is the lack of tardiness of the movements of the
weaker or less skillful arm (hand). The
fact of both hands grasping the same object makes both sides interdependent. This is true in all exercises in which both hands grasp the
same apparatus or in which the same apparatus is grasped by more than one
person, i.e., long poles, double wands, bar bells, rings, etc. Dumb-bells
are never grasped loosely. The
lesson slips will contain all additional explanations pertaining to the work in
all its phases. Teachers should
never hesitate to ask for assistance; it will be cheerfully given as far as time
permits. One
thing more only needs to be added to the remarks of the foregoing pages, and
that is that teachers should "practice what they preach."
They would be better men and women (physically) and more successful
teachers for it. All urging to do certain things in a certain way will be no
avail when the very ones who should be living examples and true models do not
put their teachings into practice upon themselves. If physical
culture in our schools is to be of any value, teachers must not only teach
exercises, but the "WHY AND WHEREFORE" as well. RULES
GOVERNING THE PRACTICE OF PHYSICAL CULTURE. These
exercises are an integral part of the curriculum.
As such they must have a place on the regular daily program. The
time for exercise is at that hour of the day when pupils need it most; it must
not be shifted for convenience sake or for any other reason. The duration of a lesson must not be less than TEN MINUTES a
day for formal exercises; more is better. The
time spent in directions, explanation, etc., must be limited to a minimum.
In the lower grades two lessons a day may be substituted; in such cases
seven minutes should be allowed for each. Teachers
may excuse pupils from exercises temporarily only and for apparently good cause.
Permanent excuses may be granted only by the Board of Education.
Any physical defects or peculiarities, illness, etc., that are not
plainly visible and confided to the teacher or detected by daily contact with
the pupils must be brought to the attention of the supervisor, who will in such
cases suggest special treatment. |