xt7r222r8891 https://exploreuk.uky.edu/dips/xt7r222r8891/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1948-01 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 Education Program for the Kentucky High School Together with Guides for Organizing and Teaching Physical Education", vol. XV, no. 11, January 1948 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "A Physical Education Program for the Kentucky High School Together with Guides for Organizing and Teaching Physical Education", vol. XV, no. 11, January 1948 1948 1948-01 2022 true xt7r222r8891 section xt7r222r8891 we?asefiwséaia!hm§§és§w'3 -; Lemma»

   

  

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
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1 A PHYSICAL EDUCATION PROGRAM FOR, THE
KENTUCKY HIGH SCHOOL TOGETHER WITH

‘ GUIDES FOR ORGANIZING AND TEACHING

[ PHYSICAL _ EDUCATION ‘

 

Published by

T DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN \
Superintendent of Public Instruction ‘3' .

 

 

ISSUED MONTHLY

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

“vol. xv January, 1948 No. 11

  

 

  
     

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 Commonwealth of Kentucky

EDUCATIONAL BULLETIN

-A Physical Education Program for the Kentucky High
School Together with Guides for Organizing and
Teaching Physical Education

Based upon Researches and Writings
of

ROME RANKIN

Under direction of the College of
Education, University of Kentucky

Published by
DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

 

 

 

 

 

 

  

TABLE OF CONTENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part Page
I. The Development of the Philosophy of Physical Education ........ 828
Eighteenth Century Society 828
Influence of Rousseau .. 829
Basedow’s Theories of Physical Education .............................. 830
Contribution of Guts Muths ...................................................... 830
Pestalozzi’s Recognition of Physical Education .................... 831
Influence of the Germans 832
Influence of the Swedes 833
Theories of Lewis 834 f
The Influence of the- Young Men’s Christian Association. 834
The Playground Movement 835
Conception of Physical Education in America Today ....... 836
The Author’s Concept of Physical Education .......................... 836
Summary 837
II. A Physical Education Program for the Secondary
Schools of Kentucky ._ 839
Criteria for Developing a Program .......................................... 839 '
Nature of the Program Recommended .................................... 840 x
Justification of the Program ...................................................... 841 f
Medical Examinations should be given to all pupils con- {
templating vigorous physical activity ................................ 842 ‘
Outline of Activities 843
Placement of Activities, Boys and Girls ________________________ .. 844
Grade Placement of Informal Games ...................................... 844
Intramural Program ‘ 845 '1
Suggestions ..... .. 845
Student Managers 846 1
Interscholastic Athletics . 847
Criteria for Athletics in Total Program of
Physical Education 847 4
III. Recommendations 853
IV. A check Sheet for High School Physical Education _________________________ 855
V. Suggested Activities for a Physical Education Program. ........u 859
VI. Methods of Organizing Competition (Section 1) __________________________ 895

Round Robin or Percentage Tournament (Section 2) 895 i
Tournament Schedules (Section 3) ..........................................
Elimination Tournament (Section 4)

VII. Bibliography 901 ‘

 

 

 

 

 

 

 

 

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II.

FOREWORD

This bulletin is the second in a series prepared by the Division
of Health Education to facilitate operation of the recently adopted
Code for Health and Physical Education which becomes effective for
the school year 1948—49.

Information contained herein was compiled from a doctor ’5. dis-
sertation written for the University of Kentucky by Mr. Rome Rankin,
formerly head coach at Eastern Kentucky State College. It does not
set. up a rigid, mandatory course in physical education. It is largely
suggestive and flexible enough that it can be used satisfactorily in
any high school in the State. It has been compiled by Mr. Hambleton
Tapp, Director of the Division of Health Education of the State
Department of Education. We are indebted to both Mr. Rankin and
Mr. Tapp for this valuable contribution to health and physical
education.

Because of the valuable suggestions which it contains for super—
intendents. principals and teachers, I am recommending that it be
published as a bulletin of the State Department of Education.

BOSWELL B. HODGKIN
Superintendent of Public Instruction

Ed. Bu] . —Jan .—2

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

This bulletin is the second in a series of four proposed by the.
Division of Health Education of the State Department of Education
to facilitate operation of the recently adopted Code for Health and

Physical Education, to become effective at the beginning of the school
year 19-18-1949.

The first bulletin. Getting the Health and Physical Education,
Program Z’nde'r W ay in the Elementary School, was distributed in
January. 1948. It is designed to serve as a guide to the teachers, par-
ticularly rural teachers, in organizing and teaching health and phys-
ical education effectively in the elementary grades. The second, or
present volume, is intended to aid in the improvement of physical
education work in the high schools. The third and fourth publications,
now in process of completion by Mr. Charles Hackensmith of the
Physical Education Department, University of Kentucky, are de-
signed to cover the entire field of health education as pertains to the
high school. These publications are planned as the April and May
bulletins of the State Department of Education.

This. the present bulletin, was compiled from a University of
Kentucky doctor’s dissertation written by Mr. Rome Rankin, formerly
head coach at Eastern Kentucky State College, now at the University
of Maine. Mr. Rankin selected the subect primarily for the purpose
of working out guides, or course of study material, for principals and
high school teachers of physical education. He surveyed thoroughly
a. sufficient number of representative high schools throughout the
state to enable him to know what plans, or courses, should work
satisfactorily in the Kentucky high schools.

Having explored the field of physical education historically, col-
lected a. vast amount of data relative to Kentucky high schools and
set up a. program in physical education for the high schools, Mr.
Rankin possessed ample good material for a doctor’s dissertation, and
members of the University’s College of Education faculty encouraged
him to proceed with the idea of gaining the advanced degree. Thus
he was able to accomplish two objectives by the one extensive though
laborious piece of work.

Obviously, including all of Mr. Rankin’s dissertation in this
bulletin would be neither necessary nor wise. Only those portionS
therefore deemed helpful to the principal and physical educatloll

l

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teacher in organizing and presenting the work effectively are included.
Complete freedom has been employed by the Director of Health Edu-
cation in pulling out excerpts, changing headings, shifting arrange—
ment, using different page numbers, etc.

As noted, this bulletin does not set up a rigid, mandatory course
of study in physical education. It is largely suggestive, highly
instructive. and so flexible that it can be used satisfactorily in any
high school in the state.

Superintendents and principals are requested to read this bul-
letin carefully, appoint a faculty committee to make a thorough study
of it. and to devote at least one entire faculty meeting to a discussion
of it. The Division of Health Education is very hopeful that every
high school in the state will have its course worked out and its physical
education program ready to go into effect at the beginning of the
1948-19-19 school term.

Particularly is it my desire to express deep felt gratitude to
Mr. Rankin for his notable contribution and to his committee at the
University of Kentucky for the warm encouragement and sound
advice which made the contribution possible. Especially is com-
mendation expressed for the part which Dean \V. S. Taylor, Dr.
Leonard E. Meece and Mr. Charles Hackensmith of that institution
took ii." making the work possible.

HAMBLETON TAPP
Director of Health Education

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

PART I
The Development of the Philosophy of Physical Education

Modern physical education is not the characteristic of a single
country. It is the product of the philosophies and ideas of physical
well-being of many countries. The countries of Europe have strongly
influenced its development in the United States. Physical education,
like academic education, has adapted itself to the social changes and
economic and political conditions of each period of history. To under-
stand ninore fully the significance and the meaning of physical educa-
tion as it is considered today, a general review is needed of the forces
that have influenced its development. It is believed that the eighteenth
century with. its great upsurge of revolt and change marked the
beginning of the transition to present-day physical education.

Eighteenth Century Society

During the early decades of the eighteenth century the Western
World was ruled by the Old Order. The land was in the hands of
the titled few. The great nobles and the church governed with an
iron hand. The privileges of the aristocracy had been accepted for
five centuries, and the authority and privileges were established by
tradition. The upper class had complete control; they enjoyed the
revenues of the land. Between the aristocracy and the great mass of.
common people there was no equality. The serfs farmed the land and
were bound to it. The economic activity of the merchant and trades-
man was shackled. The great mass of common people paid the taxes
but had no voice in how they were to be raised or spent. There was
no equality before the courts and to the poor man the penalties were
often brutal in their severity.

The growing opposition of the masses to poverty and oppression
came, at first, from a few intellectuals called the “eighteenth century
philosophers.” The thinking and teaching of these men brought about
a transition in political, social, religious, and educational ideals. The
Old Order was overthrown. Man was given the opportunity to grow
and expand. These eighteenth century philosophers helped to gain
for the individual man the right to act and think. This school of
thought has had a great influence on the program of education and
physical education in the United States.1

1George A. Hedger. An Introduction to Western Civilization. Doubleday.
Doran and Company, Garden City, New York, 1932. Pages 270—305.

Chester Penn Higby. History of Europe, 1492—1815, Houghton Mmhn Com-
pany, New York, 1927. Pages 274—299, 324—341. d

Emmett A. Rice. A. Brief History of Physécal Education, A. S. Barnes an
Company, New York, 1932. Page 85

828

    
   
 
   
  
   
  
  
   
   
  
 
 

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One of the first individuals to break with the Old Order in his
thinking was Jean Jacques Rousseau, a French writer and philosopher.

Influence of Rousseau
Rousseau was one of the leaders of the reform movement in
France during the eighteenth century. He wrote many miscellaneous
essays. letters, and treatises. He opposed the existing order of arti-
ficiality and hypocrisy of the upper class. He held that all men are
born equal, that ownership of property is a crime, that the soil belongs
to no one, that monarchy is tyranny, and that religion is superstition.

Rousseau’s ideas of education were revolutionary; he attacked
curriculum narrowness, formal education imposed from above, the
sharp break between school and the outside world, formal discipline
and abstract intelligence. Rousseau thought of the child as an active
organism which should grow by natural tendencies and activities.
He thought pupils should be taught to think objectively and not
emotionally or in terms of prejudice. He believed that education
should not be broken up into many parts and that the whole child
should be considered as a complete personality.2

Rosseau explained his ideas concerning education in a treatise
that had a profound influence in Europe and America. This cele-
brated work on education was “Emile.” The effects produced by this
educational romance upon the modern pedagogic world would be
difficult to exaggerate. This work was denounced by governmental
authorities, and was condemned by the clergy for its irreligious views.
The more “Emile” was attacked the more it was purchased and
read.3

1 “Emile” Rousseau gives his imaginary hero, Emile, what he
considers an ideal education. In short, he follows Emile through life,
discussing nursing, clothing, discipline, instruction, and exercise.

If . you would cultivate the intelligence of your pupil,
cultivate the power which it is to govern. Give the body continual
exeicise; make him robust and sound in order to make him wise
and reasonable; let him work, and move about, and run, and
shout, and be continually in motion; let him be a man in vigor,
and soon he will be such by force of reason. . . . In order to learn
to think, we must exercise our limbs, our senses, and our
organs, which are the instruments of our intelligence; and in order

 

2Jackson R. Shannan. Intiorluction to Physical Education. A. S. Barnes and
COmDvEm}, New York, 1934. Pages 34- 35.

3810 Standard Encyclopedia, Vol. VIII. Standard Encyclopedia Corporation.
Chicago, 1940. ‘

Emmett A. Rice, op. cit., pages 85— 86.

“\‘orma Schwendener A History of Physical Education in the United States,
A S. Barnes and Company, New York, 1942. Pages 20 23.
’ Robert Ulich. History of Educational Thought American Book Company,
l\e\\ York, 1945. Pages 211—224.

3829

 

 

 

 

 

 

 

  

 
 

  

 

 

 

 

 

 

 

 

to derive all the advantage possible from these instruments, it is
necessary that the body which furnishes them should be robust
and sound.‘

Basedow’s Theories of Physical Education

John Bernard Basedow (1723-1790), a German author and edu-
cator, was a teacher at Soroe, in Denmark, where he saw the students
trained in riding, fencing, and dancing, in addition to the formal
subjects. Here was a system of education which made the attempt
to combine physical and mental training.

Basedow believed that children should be made to understand

by seeing, hearing, feeling, and touching. These thoughts of reform
were greatly influenced by Rousseau’s “Emile.” It was his ambition
to establish a model school, where physical education should be given
a place in the daily program.
‘ A subscription from the Duke of Anhalt enabled him to set up
his modern school at Dessau. He named the school “The Philanthro-
pinum.” Here he established a system of education based upon
development of natural principles. Children were given the oppor-
tunity to grow and develop through physical activity.

In the school at Dessau all classes of pupils were admitted: and,
following his idea of coordination of the mental and physical, he
established a daily three—hour program in physical education, one
hour in the morning and two hours in the afternoon. This program
included athletic events, recreational sports, games, and gymnastics.
Basedo-w established the first school in Modern Europe admitting
pupils from all classes and having a daily program in physical
education.5

Contribution of Guts Muths

Johann Christoph Frederick Guts Muths (1759-1839), a German
author and educator, was employed by Christian Salzmann to teach
physical education in a school he organized. The Schnepfenthal
Educational Institute was located near Getha. Salzmann, who had
been liturgist and teacher of religion at Dessau, was impressed by the
ideas of Basedow. The physical education curriculum of the new
school included the program of the Philanthropinum with the addition
of throwing at targets, pole vaulting, and racing up and down hill.

Guts. Muths taught at this school for fifty years and developed
a physical education program that compares favorably with good pro—

‘Jean Jacques Rousseau. Emile. William H. Payne translation, D. Appleton
and Company, New York, 1926. Pages 80—265.

Fred Eugene Leonard and R. Tait McKenzie. A Guide to the History 01‘
Physical Education, Lea and Febiger, Philadelphia, 1927. 'I‘ages 61—66.

uNorma. Schwendener, op. cit, pages 23-24.

Emmett A. Rice, op. cit, pages 88—90.

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grams today. It included such activities as walking on a balance
beam, high jumping, pole vaulting, jumping across a ditch, swinging
on a rope ladder, swinging on vertical rOpes, hanging and traveling
on the under side of a horizontal beam, many stunts, balancing rods
on the fingers, wrestling, and going through various exercises while
standing on one foot. All of the activities were held outdoors when
weather permitted. The program for inclement days. included indoor
exercises for correct posture and good carriage.

Gruts Muths kept accurate records of each pupil’s performance,
which helped him to determine the progress made by each pupcil.
These records also made it possible to arrange a program to meet the
individual needs of the pupils. He realized the need of a physical
education program adapted to the abilities, interests and needs of the
pupils. He considered physical education a profession and he realized
the importance of the programs’ being placed on a scientific founda-
tion of physiology and medicine. This modern teacher wrote a great
deal. His two best known works are Gymnastics for the Young and
Games.

The influence of the school at Schnepfenthal was far-reaching.
People were impressed with the frugal diet, the light and simple
clothing, the regard for personal cleanliness, airy rooms for sleep and
study, the active outdoor games, and the gymnastic exercises.“

Pestalozzi‘s Recognition of Physical Education

Johann Heinrich Pestalozzi (1746—1827), a Swiss educational
reformer, through his work and writings at the beginning of the
nineteenth century laid the foundation for modern pedagogy. His
influence on elementary education was greater than any other person’s
during this period. He concluded that education should proceed along
a line of individual differences, and that education was an organized
proeedure. He agreed with Rousseau on the importance of self-
activity and learning by doing. His idea was to study the child’s.
cognitive faculties and use the knowledge as a basis for educational
procedure. This attempt to “psychologize” education in sharp con-
trast to the ideas of conducting education along the lines of custom
and opinion. Pestalozzi considered education a natural unfolding of
knowledge through the senses. The child learned through observation,
sense perception, and self activity. Realizing the great advantages of

 

l'Leonard and McKenzie, op. cit, pages 71—81.
Emmett A. Rice, op. cit., pages 90—93.
Norma Schwendener, op. cit, pages 31—32.

831

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

physical education, he attempted to establish it upon an intellectual
basis.T Pcstalozzi said:

The early attention of mothers muSt be directed to a subject
which is generally considered to require neither much thought nor
experience, and therefore is generally neglected. I mean the physi-
cal education of children. . . . The greatest advantage resulting
from a practice of those exercises in the natural progress which is
observed in the arrangement of them, beginning with those which,
while they are easy in themselves, yet lead as a preparatory prac-
tice to others which are more complicated and more difficult. There
is not, perhaps any art in which it may be so clearly shown that

-. energies which appear to be wanting may be produced, as it were,
or at least may be developed, by no other means than practice
alone. . . . If the physical advantage of gymnastics is great and
incontrovertible, I would contend that the moral advantage result-
ing from them is as valuable, that gymnastics, well conducted,
essentially contribute to render children, not only cheerful and
healthy, which for moral education are two all important points,
but also to promote among them a certain spirit of union, and a
brotherly feeling . l . habits of industry, openness, and frankness
of character, personal courage and a manly conduct in suffering
pain, are also among the natural and constant consequences of an
early and continued practice of exercise of the gymnastic system.8

Influence of the Germans

The valuable contributions to physical education made by Base-
dow and Guts Muths created the ground work for Fredrich Ludwig
J ahn, the founder of organizations for physical training in Germany.
He studied at various universities, developing an ardent patriotism
as his strongest characteristic. He became possessed with the idea
that national spirit could be and must be fostered by the physical
development of the young. To this end he established in 1811 a
tm‘nplai‘z. or open-air gymnasium, at Berlin and began organizing
tmmvereins, that is, “exercise societies.” All students who attended
the turnplatz were taught to love the fatherland. An attempt was
made to develop a nationalistic feeling and to build strong soldiers
for the German army. Jahn won the support of Emperor William
Frederick III. This was a great help in the propagation of his ideas,
with the result that J ahn ’s gymnastic system met with great success
throughout Germany. Many of the citizens formed tm-nvercins. These
followers of J ahn had hoped the War of Liberation would result in
a unification of the German state, and the establishment of a more
democratic form of government. However, the Holy Alliance pre-
vented any realization of their ideas. The government controlled by
Metterniek adopted a policy of reaction and Jahn and his followers

7Emmett A. Rice, op. cit, pages 96-97.

Robert Ulich, op. cit., pages 258—280. _ .

Jackson R. Sharman. op. cit, page .36. '

IiJohann Heinrich Pestalozzi. ”Letters' to 'Gretwes, Gilbert Sherwood, Pipe and
Harris, London, 1827. Pages 225—227.

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were persecuted with the result that many Germans believing in 'a ‘
republic form of government came to America.

Three of the outstanding followers of Jahn were Charles Beck,“
Charles Follen, and Francis Lieber. These three were among those
who came to America to escape political persecution. Dr. Charles
Beck, a prominent turner, secured a position at Round Hill School,
Northampton, Massachusetts, teaching Latin and gymnastics. This
was the beginning of German gymnastics in the United States. Dr.
Charles Follen obtained a position at Harvard University teaching
the German language and, being a skillful gymnast, he introduced
the system of J ahn to the students. Francis Lieber, the other refugee,
was employed in the Boston Gymnasium.

These three young Germans were destined to play a very import-
ant part in the development of a physical education program in the
United States. The methods used at Round Hill School,» Harvard
University, and the Boston Gymnasium were brought to the attention
of the schools and the public with the result that several colleges
adopted a similar program.

This particular type of physical education did not appeal to the
democratic thinking of America. After several years the interest
waned and only the military schools practiced gymnastics. But the
work of these three men has had a lasting influence and can be seen
in the physical education program of today. ‘

When the Revolution of 1848 swept Europe, thousands of the
best German citizens came to the United States. These German?
Americans organized the American Turnverein Associations which "
provided a place for exercise and recreation regardless of age or sex.
They also encouraged dramatics, debates, and impromptu speeches,
and made an effort to encourage appreciation of music.

The philosophy of these turners in regard to physical education
was very important in the development of physical education ill‘
America.”

Influence of the Swedes
The Swedish system of physical education has greatly affected
the program in the United States. The founder of this system was
Per Hendrick Ling.
Ling saw his native land torn by turmoil in the Napoleonic Wars
and invasion from Russia. Being intensely patriotic, he had a desire
to see the men of Sweden fitted mentally and physically to carry on

 

 

oEmmett A. Rice, op. ML, pages 99—105, 149—157.
Jackson H. Sharman, up. (-it., pages 41—43

833
Ed. Bul.—Jnn.—3

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

the defense of their homeland. Ling created the Swedish system of
gymnastics based on anatomical and psysiological principles, the first
modern system of physical education designed for military purposes.

Ling emphasized the educational, medical, and military aspects
of gymnastics. His greatest contribution was the scientific approach
tophysical education. The study of movement as it pertained to
anatomy and physiology changed the entire future of physical edu-
cation, establishing it as a science, as related to the laws of physics. .

The Swedish system was introduced in the United States by Nils
Posse in 1889. He was encouraged in his work by Mrs. Mary Hemen—
way, whose financial contributions made it possible to establish a
school at Boston, where teachers were trained in Swedish principles
of physical education.10

Theories of Lewis

Americans interested in physical education were initially content
to follow the systems brought to this country by foreigners. Later,
it became recognized that the “imported” systems were failing to
meet the conditions and needs of American education. One of the
first American leaders to attack the existing pattern was Dioclesian
Lewis, a physician and lecturer. In 1861 he opened in Boston the
“Normal Institute of Physical Education.” His enthusiasm created
a wave of popular interest. He opposed the methods of the turners
and the existing types of exercises, and attacked the system that
catered to the healthy and strong. He believed that exercise should
be also for “the fat man, feeble men, young boys and females of all
ages,” the classes most needing physical training.

Lewis attacked the idea that strength was well being. He objected
to the cumbersome apparatus of the gymnasium, teaching that exer-
cise should give flexibility, agility, and grace of movement. He
believed the exercises should be accompanied by music. He also
encouraged men and women to take calisthenics together, which added
to the pleasure of the work. These ideas were to become vital factors
in the future of physical education in America.11

The Influence of the Young Men’s Christian Association

The Young Men’s Christian AssociatiOn has had a marked
influence on the growth of physical education in the United States.
Organized primarily for the development of Christian character

through the study of the Bible, the leaders began to realize that much
10 Emmet A. Rice, op. cit, pages 118—123.
Jackson R. Sharman, op. cit._, pages 43-44.

11 Leonard and McKenzie, op. cit. pages 256—267.
Emmett A. Rice. op. cit, pages 176—180.

834

 

 

   
   
 
   
   
     
   
    
  
    
  
   
   
   
 
    
  
 
   
   
   
  
 
 
  
   
   
  
 

tem of
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could be accomplished “through participation in a wholesome physical
activity program.”12 In 1886 the New York City Association wrote
into its constitution, “The object of this association shall be the
improvement of the spiritual, mental, social, and physical condition
of young men.”13 Other associations followed in adopting this aim.
When new buildings were erected they included gymnasiums. A prob—
lem, however, developed out of the lack of trained leaders for this
new physical department. The organization stood for the highest type
of Christian conduct, and it was difficult in those days. to secure this
type of teacher from among the professional gymnasts. This growing
need resulted in the addition of a department of physical education
to the International Young Men’s Christian Association College at
Springfield, Massachusetts. ‘

The director of this physical education department was Robert
Jetfries Roberts. Although a product of the formal gymnastics school,
he was free from prejudice.

Through analysis of cause and effect, through questioning of
accepted procedure, he accomplished a complete ‘about face’ in
principle and practice. He discarded the somewhat prevalent idea
that health, of necessity, must increase with strength; that weight
lifting must always yield the greatest good, and that the exercises
of Dio Lewis possessed actual functional value. He advocated in-

stead that exercises be safe, short, easy, beneficial, pleasing, and
Within the realm of probable accomplishment for the participant."

The Playground Movement

The first organized playground was opened in Boston in 1885.
It was soon realized that there was great opportunity for service to
boys and girls in providing playgrounds for them.

“Although the playground movement in the United States is
comparatively young, the efforts of the leaders in this field have
influenced and helped to reshape the school programs of physical
education so that these programs are now better suited to the interest
and needs of the pupils.”15

In 1910 Joseph Lee became president of the Playground Associa-
tion of America. Under his leadership the Association made remark-
able achievements. “During his first year in office, Lee’s Play m
Eduction was published. This book represents a departure from
the traditional feeling concerning play, presenting it as a constructive
and creative way of life, analyzing play elements, and giving new
understanding to the play needs of human beings.”16

12Jackson R. Shannan, op. cit. page 47.
“ Emmett A. Rice, op. cit, page 192.

1‘ Norma Schwendener, op. cit, page 115.
“‘ Jackson R. Sharman, 01). ML, page 46.

1° Norma Schwendener, op. m'L. page 137.

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Conception of Physical Education in America Today

_ The growth of formal gymnastics in Europe has been traced and
its influence shown in America. Like many other ideas and idealogies
transplanted from the Old to the New World, the ideas of physical
education were tried and found lacking. Although we must give
them credit for the establishment of organized physical education in
[American schools, their militaristic methods condemned them to
failure in America.

Based on the new knowledge of sociology, biology, and psychol-
ogy, physical education in America has been growing and evolving
during the past thirty-five or forty years. New emphases in physical
education streSs the teaching, through intelligent leadership, of activi-
ties which have meaning and significance, which contribute to mental
and emotional growth and aid in the development of desirable social
traits. Physical education in today’s schools continues to change and
to grow in response to these new emphases and the demands of our
educ