STATE OF NEW MEXICO, DEPARTMENT OF EDUCATION 
Physical Fitness Bulletin 
For Elementary and Secondary Schools 
Issued by 
MRS. GEORGIA L. LUSK 
Superintendent of Public Instruction 
Approved by the 
STATE BOARD OF EDUCATION 
1943 Physical Fitness Bulletin 
For Secondary and Elementary Schools 
FINAL REPORT OF THE STATE COMMITTEE 
ON PHYSICAL FITNESS 
Approved by the 
STATE BOARD OF EDUCATION 
1943 FOREWORD 
I am glad to have the opportunity of presenting this program 
of Physical Fitness to the schools of our state. Health, Physical 
Education, and Recreation have always been important in our way 
of life, and rich contributions have been made by the workers in 
these fields. 
But today, these fields of activity are vital to the very life 
of the nation itself, as it fights for its existence, and marshals its 
every resource for self-preservation. Our country, today, is facing 
an enemy that has been engaged for fifty years in systematic body 
training, with astounding results. If we are to meet this foe success- 
fully, we must have strength, agility, and endurance; we must have 
team work, courage, and a belief in the purposes for which we fight. 
The schools of the country have recognized the seriousness of 
the situation confronting our nation and have indicated, with great 
eagerness, their willingness to make their maximum contribution to 
the war effort. One of the most important things that our schools 
can do, and which will show almost immediate results, is to provide 
a program ot sound physical education for all normal boys and 
girls. Our bulletin has been planned as a guide in executing such 
a program to insure a continuous, well rounded development of 
the child. 
1 am pleased to express the thanks of the Department of Public 
Instruction, and of the educational profession, for the time and effort 
spent so willingly in preparation of material for this bulletin, to the 
following: Mr. J. T. Reid, Mrs. M. J. Geyer, Dr. J. W. Diefendorf, 
Dr. S. P. Nanninga, Mr. A. O. Fedric, Mrs. L. L. Cleaves, Mi. 
Kermit Laabs, Mrs. Gladys Nisbet, Miss Lucy Mell Platt, Mr. 
Charles B. Sweeney, Mrs. Mary Watson, Mr. Tom Wiley, and 
Mr. F. M. Wilson. 
The cooperation of all teachers in the state in carrying on 
the program will be deeply appreciated. 
Mrs. Georgia L. Lusk 
Superintendent of Public Instruction. STATE OF NEW MEXICO DEPARTMENT OF EDUCATION 
PHYSICAL FITNESS BULLETIN 
For Secondary and Elementary Schools 
THE STATE COMMITTEE 
Mr. J. T. Reid—Physical Education Instructor, Carlsbad—Chairman 
Mrs. M. J. Geyer—State Dir. of Secondary Ed., Santa Fe—Vice- 
Chairman 
Dr. J. W. Diefendorf, Department of Education, U. N. M., Albu- 
querque 
Dr. S. P. Nanninga—Dean of the College of Ed., U. N. M., Albu- 
querque 
Mr. A. O. Fedric—Superintendent Curry County Schools, Clovis 
Mrs. L. L. Cleaves—Women’s Dir. of Physical Ed., U. N. M., Albu- 
querque 
Mr. Kermit Laabs—Athletic Director, N. M. A. & M., Las Cruces 
Mrs. Gladys Nisbet—Biology Instructor, Springer 
Miss Lucy Mell Platt—Dir. of Phys. Ed., N. M. S. T. C., Silvet City 
Mr. Chas. B. Sweeney—Phys. Ed Instructor Raton High School, 
Raton 
Mrs. Mary Watson—Principal Stronghurst School, Bernalillo County 
Mr. Tom Wiley—Principal San Jose School, Bernalillo County 
Mr. F. M. Wilson—Athletic Dir. Albuquerque High School, Albu- 
querque 
2 PHYSICAL FITNESS BULLETIN 
TABLE OF CONTENTS 
Secondary Section 
Chapter I. Physical Education Program for Every School a 
Chapter 11. Responsibility of School Administrators and 
Teachers ' 
Administrative Adjustments / 
Adaptation to Local Schools / 
Planning by the Teacher 8 
Chapter 111. Selection of Pupils for Training 9 
Chapter IV. Activities for Boys and Girls 19 
Chapter V. Standards and Tests 12 
Chapter VI. Other Parts of the School Program Which Help 
in Development of Physical Fitness 12 
Chapter VII. Suggestions for Equipment 15 
A. Military Obstacle Courses 15 
B. Teaching Suggestions 16 
C. Plans for Athletic Fields and Courts 16 
D. Home Made Apparatus 16 
Elementary Section 
Chapter VIII. Physical Fitness in the Elementary Schools 18 
Chapter IX. Suggested Program of Exercises and Drills 19 
Chapter X. Relief Drills 20 
Chapter XL General Activities, Games, Rhythmics and Events 21 
Chapter XII. Program of Activities, Games, Rhythmics and 
Events 22 
Chapter XIII. Some Suggested Health Practices d 2 
3 CHAPTER I 
PHYSICAL EDUCATION PROGRAM FOR EVERY SCHOOL 
Captain Rickenbacker said recently that no education can be im- 
portant until the war is won except as it contributes to that end. In 
commenting on the kind of education we have had and the kind we 
need, he said, “It is essential that we teach youth, and a great num- 
ber of their parents, to use their hands as well as their heads. We 
are getting back to the simple things of life.” Here again our atten- 
tion is called to a great gap in our educational program. We have, for 
more than three hundred years, in this country, tried to teach youth 
to use their heads. We have done comparatively little to teach them 
to use their hands and their bodies. This war, if ;t has done noth- 
ing more, has called our attention forcibly to this oversight and has 
emphasized in no uncertain terms that a well-developed body and per- 
fect coordination are essential to self-preservation and to success 
for the individual at least so far as armv life is concerned. 
It is recognized that the schools of New Mexico have made some 
progress in this direction, especially in larger centers where equip- 
ment has been provided and where rather well-rounded programs of 
health education have been established. Much more needs to be done 
and the program must be definitely directed toward the condi- 
tioning of pupils that will make them efficient in any form of ser- 
vice, in the armed forces, in industry, in agriculture, or elsewhere. 
The minimum program should be one activity period daily for 
all boys and girls, but this program should be supplemented by at 
least ten hours each week devoted to athletics, intramurals, hikes, 
camping, chopping wood, or other physical activities. 
The fact that many directors of physical education as well as 
most of the able-bodied young men of the community have been call- 
ed to service means that the schools will need to seek help in this 
program from two sources: (1) In some instances, older men in 
the community who have had experience in such activities as camp- 
ing, hiking, etc., may be willing to help as men are doing elsewhere 
who divide with one another an eight hour shift in some manufacturing 
plant. (2) Some schools have already employed women as coaches. 
In many states small communities are handicapped by lack of 
gymnasium facilities. New Mexicans are fortunate in this respect 
in that our climate makes indoor facilities much less necessary than 
is true in other areas. Again, in this state we are not cramped for 
room. If the indoor facilities are meager, provisions can usually 
be made out of doors for chinning, rope climbing, broad jumps, ob- 
stacle races, etc. In this connection, it should be remembered that 
in the life these students must face their combat life will be lived out 
of doors anyway. 
In the selection and classification of pupils the school should 
secure the assistance of the county health department. It is prob- 
5 able that failure to enlist this help in the past has been another in- 
stance of failure to secure full cooperation between the community 
and the school. Both (1) physical condition and (2) size and ma- 
turity should be considered in any scheme of classification that is em- 
ployed. The physical condition of some may be satisfactorily de- 
termined by general observation. Those that seem to deviate from 
the normal should be given a thorough physical examination by a 
competent individual. Pupils must be carefully conditioned before 
being permitted to undertake strenuous exercises. The time required 
will vary with individuals but will usually be one month or longer. 
Basically there are only two important differences between the 
new program and the one currently found in most schools. First, 
this is a program of work, not a play program. In the past, condi- 
tioning has been thought of as preparation for games of some kind. 
It must now be thought of as a means of self-preservation and every 
pupil should approach it with the intention of working at it, and of 
bending every energy toward using every available facility to the ac- 
complishment of the goal. Second, this is a program for all, not a 
selected few, many of whom are already in fair condition. In the 
past we have thought of military service in terms of membership in 
the armed forces as for relatively few people. In a total war all must 
serve—some in combat forces, others in industry and agriculture. 
This includes women as well as men. 
The purpose of the physical educational program in wartime has 
been well stated by the United States Office of Education as follows: 
“to make secondary school pupils physically fit to undertake the unus- 
ually heavy tasks they will probably be called upon to assume in the 
near future.” All branches of the armed service agree that physical 
fitness is the goal of this program. The armed services do not ask 
for and do not want military training made a part of the program. 
Such training, it is generally agreed, is a post-instruction function of 
the services themselves. There is nothing inherently wrong with 
military drill in high schools but such drill is almost sure, in many 
schools to obscure the real purpose of the program and to take time 
that should be devoted to the most vital purpose of physical fitness 
for all. 
6 CHAPTER II 
RESPONSIBILITY OF SCHOOL ADMINISTRATORS 
AND TEACHERS 
Administrative Adjustments 
A successful war-time program of physical education in high 
school will necessitate adjustments in school administration and teach- 
ing. It is realized that any suggested program will have to be adapted 
to local needs of individual schools. 
Some of the items that should receive attention on the state 
level are ; 
1. Supervisory and consultant service 
2. A program of pre-service and in-service training of teachers 
3. Credit for physical education towards high school graduation 
4. Providing for the inclusion of physical education in the state 
course of study through action of the State Board of Education 
The functions that should be performed on a city and county 
level in promoting and administering an adequate program of war- 
time physical fitness program include: 
1. The official approval of the program by the local Board 
of Education 
2. Acquaint the public of each community and the Board of 
Education with the objectives and the contents of the program. 
3. Time allotment: 
a. Minimum of five class periods a week 
b. Ten supplemental hours given each week in intra-mural 
and athletics 
c. Maximum class size of fifty pupils 
All students should participate in this program except those 
certified by a doctor as being physically unable. For these a restricted 
program will be provided. This examination should include heart, 
lungs, blood pressure and if acquatic sports (are a part of the physical 
fitness program, examination should be made of the eye, ear, nose 
and throat. 
3. Active, intense, and rugged activities 
In schools with inadequate facilities and instructors, adjust- 
ments can frequently be made that will permit the carrying on of 
the minimum essentials of the program. Playground space, vacant 
lots, blocked off streets, use of corridors, rooms, and other make- 
shifts can and should be used where gymnasiums and athletic fields 
are not available. Enthusiastic leaders can do much to adapt a 
program to conditions where there are minimum facilities. 
7 The following are suggested ways of providing additional time 
in the school day for physical education: 
1. Reorganization of school program 
a. Lengthening of the school day 
b. Utilizing the noon hour for recreational activities, health 
and first aid for the benefit of bus students and those who 
work after school hours 
2. Meeting teacher shortage in physical educational program 
a. Utilize help of volunteers 
b. Increase the number of teaching periods of all teachers 
c. Eliminate classes whose contribution to the war effort are 
of less immediate value 
d. Organize larger classes with pupil squad leaders acting 
under direction and supervision of a teacher 
e. Pupils should be classified in groups according to age, 
maturation, and ability 
f. Increase interscholastic and intramural programs 
g. Place emphasis on greater pupil participation 
Planning by the Teacher 
Each teacher should develop and use plans and programs that 
are suitable to the particular situation in which he is teaching. 
Excellent physical educational programs have been set up and are 
available in various texts and state courses of study. One which 
should be in the hands of each physical educational instructor, is 
PHYSICAL FITNESS THROUGH PHYSICAL EDUCATION 
for the Victory Corps. U. S. Office of Education, Washington, 
D. C. Price 23c. 
8 CHAPTER 111 
SELECTION OF PUPILS FOR TRAINING 
Every school and every teacher of physical education should 
make an effort to obtain a thorough medical examination for each 
child either hy a school physician or through co-operation of the 
local board of health. Only after every effort to secure this examina- 
tion has failed should substitute means be resorted to. Now that 
the army is asking for better physical specimens we need closer 
medical and physical supervision of our health and physical educa- 
tional programs. 
It is true that war conditions have reduced our medical staffs 
and placed increased responsibility on the teachers of health and 
physical education. This is one responsibility that may be approached 
with a feeling of uncertainty by the experienced and highly trained 
teacher of -health and physical education, and with much fear and 
trembling by the new teacher and the one with minimum training. 
With decreased medical supervision and a decrease in the number 
of trained health and physical educational teachers, we are running 
a great risk of harming rather than helping our growing boys and 
girls. 
Every student will be required to take part in the physical fit- 
ness program except those certified by a doctor as being physically 
unable to participiate. For these students a restricted program will 
be provided. 
9 CHAPTER IV 
ACTIVITIES FOR BOYS AND GIRLS 
The committee thought it wise to supplement this part of 
the Manual since few schools in New Mexico are equipped to 
carry out the program as suggested. 
Although activities of a developmental nature should be the 
main theme of the program many schools will be giving the work 
to high school, junior high school and grade school pupils at the 
same time. Thus we must provide activities of a recreational type 
for the younger pupils who should perhaps not be given the more 
strenuous work. The boy and girl of 12 to 15 years of age is at 
the “awkward stage” when games will co-ordinate mind and muscle 
more rapid!}' than perhaps any other type of activity. 
The activities of the program should be grouped under the 
following heads; 
Marching 
Gymnastics 
Relays 
Acquatics 
Callisthenics 
Scouting 
Intramural Athletics 
Obstacle Running 
Rhythmics 
Tumbling 
Apparatus 
Wrestling 
Boxing 
Games 
Interscholastic Athletics 
Activities taken from such a large field will provide a program 
so diversified that interest should stay at a high level during the 
entire school year. 
Marching should be given early in the year so that the class 
may be formed quickly and facilitate moving large groups. Execution 
of the movement should be precise and correct or confusion will 
result. Follow closely the Federal Manual. 
Since few schools will have facilities for acquatics no more 
mention will be made of this activity tihlan to ask all teachers to 
encourage pupils to learn to stay afloat, learn at least three strokes 
well, to always use the “budd” method of swimming and to know 
something of rescue work. 
Boxing and wrestling should not be practiced unless equipment 
is provided and with proper instruction. The fundamentals of both, 
however, mlay be learned without equipment if care is exercised 
(these activities should be demonstrated at regional clinics.) 
Tumbling ranks high among the activities for muscular develop- 
ment. Many of the stunts may be done without mats, and many 
others of a more active type if gunny sacks or light pads be put 
on sand or grass. 
10 Many games and relays may be found in Bancroft’s Book of 
Games and this book will provide material for many periods espe- 
cially for younger pupils. 
Callisthenics should form a large part of the program as large 
groups may be easily handled in this manner. Care should be taken 
to diversify the exercises as the teacher is liable to get in a rut 
and the exercises become machine like. The Ranger type of work 
shown in the M'anual will interest the boys and these should be 
extended as the instructor sees the need. In like manner rythmics 
for girls should be stressed. 
Track and field events should be patterned along lines used 
in military track and should be used both in the spring and fall 
as in this activity the pupil is continually self testing which will 
relieve the instructor for other types of work. 
Intramurals of a necessity should parallel the seasonal inter- 
scholastic sports as interest will be highest at this time. Practically 
all games that use large groups and little equipment should be used. 
Games which allow only one or two competitors should be ruled 
out. Competition which promotes good sportsmanship should be 
given the objective of intramurals. 
Too little attention is given Scouting as an activity which might 
be used in such a program as this. The fundamentals of Scouting 
should be used without the equipment which is often thought 
necessary in the Scouts. 
The regular playground apparatus should be used for chinning, 
hand wfalking and other exercises involving work for the upper 
body. Ropes of one and one half inch diameter may be suspended 
for climbing, swinging and jumping for distance. 
Obstacle running should be practiced especially for boys but 
the use of obstacle courses for girls should be limited and it seems 
doubtful if the same course should be used for both boys and girls. 
The obstacle course may be the natural hazards found near the 
school or may follow the course as outlined on page 91 of the Manual. 
It is hoped that schools will follow the outline given in 
Chapters IV and V in the Federal Manual as enough material is 
given to form a well rounded program for an entire school year if 
the instructor will use his own ingenuity. 
11 CHAPTER V 
STANDARDS AND TESTS 
As we stated previously, the testing program should be of a 
simple nature as we want results rather than records which may 
not be of use to anyone. Tests which the pupil can keep himself 
will result in self-testing and as a basis of comparison with other 
pupils in his class. To find the simple standard of a class one finds 
the average of the entire group. This is a standard which will mean 
something to each individual as he may readily determine where 
he stands. All tests given on pages 75, 76, 77 and 78 in the Manual 
should be used, and each person asked to record his own records. 
A quick and easy method is to have the class do the tests as a unit 
and then the teacher ask how many were able to do it 10. times, 
9 times, etc. until all have stated the number of times. Each pupil 
will then place his score on a card ait the end of the period. Records 
of the entire class, if kept on a large card, will tend to stimulate 
interest.* 
CHAPTER VI 
OTHER PARTS OF THE SCHOOL PROGRAM WHICH HELP 
IN THE DEVELOPMENT OF PHYSICAL FITNESS 
Anything that affects the health of the boys and girls of our 
schools must be included in a program that has for its aim the build- 
ing of physical fitness. The task of carrying out such a program 
cannot be placed entirely on the directors of physical education, but 
instructors in every department must take part. Health courses 
should he introduced and various phases of the general health program 
should be assigned to instructors in the various departments. It 
will be necessary in small schools for teachers to make definite 
plans to co-ordinate the health program with the teaching of other 
subject material. 
Control of Communicable Diseases 
Where a school nurse is available this problem is simplified, 
but even here teachers should observe pupils daily for signs of com- 
municable diseases. Due to the shortage of nurses, many schools 
will have no nurse service. Under these conditions teachers should 
carry out the following procedures: 
1. Daily observance of pupils for signs of communicable disease 
2. Isolation and exclusion of pupils suspected of having com- 
municable disease 
*The program should be large enough so that each student can do 
enough to attain a sense of accomplishment. 
12 3. Co-operation with the department of public health in control 
of disease by: 
a. Checking to see that all pupils have been vaccinated 
for smallpox 
b. Encouraging immunization for diphtheria of all pre- 
school age children 
c. Securing of Schick test for all school children 
d. Co-operating with local Red Cross to secure tuberculin 
test for all school pupils 
Nutrition 
In a program of physical fitness nutrition is a basic considera- 
tion. Boys and girls must understand the importance of food to 
health and at the same time realize that in time of war food supplies 
are limited and uncertain and food habits must be readjusted to 
meet these conditions. Students must be trained to plan adequate 
diets and to use ration books to the best advantage. 
The school nutrition program should include: 
1. Instruction in nutrition for all pupils. This can be accom- 
plished by giving special courses in nutrition, or teachers of different 
subjects, such as agriculture, health, home economics, physical 
education, science, and social studies, may plan together so that 
each contributes that part of the instruction for which he is best 
fitted. 
2. Continuation of the hot lunch programs. In most New Mexico 
schools the hot lunch program is a vital need and should not be 
abandoned until every effort has been made to keep it functioning. 
In no part of the physical fitness program is there greater need 
and opportunity for community and school co-operation. The hot 
lunch period may be ultilized to advantage to teach pupils the 
relation of food to physical fitness. This is particularly true in the 
small school where the preparation of the hot lunch is a pupil 
teacher project. 
3. Adult education in nutrition. This may include after school 
or evening classes for mothers of pupils, distribution of government 
bulletins pertaining to this subject, and full co-operation wit!h Farm 
Women’s Clubs, 4-H Clubs, F. F. A. and other clubs. 
Health Environment 
A few illustrations of environmental conditions at school affect- 
ing health which need periodic checking are; 
1. Proper lighting, heating, ventilating, and screening 
2. Provisions for sanitary and adequate drinking, washing, 
and toilet facilities 
3. Proper adjustment and arrangement of desks and seats 
4. Safety provisions in building and equipment 
Each teacher is responsible for teaching the proper use of safety 
provisions and pupil care of drinking, washing, and toilet facilities. 
13 Health Guidance 
Health guidance involves: 
1. Continuous observation of students by teachers to detect 
changes in physical or mental conditions which may require 
attention. Whenever necessary, making recommendations for 
medical consultation 
2. Interviews with individual students and their parents regard- 
ing the student’s health 
3. Health examinations 
4. Correction of defects 
5. Readjustments in the school and home program to meet 
health needs of students 
6. Co-operation with public health authorities and the medical 
profession in securing medical care of the needy 
The combined efforts of parents, school administrators, teachers, 
physicians, and nurses are necessary for the recognition of student 
health needs and for adequate assistance in the maintenance and 
improvement of health. 
Recreation 
Healthful recreation should have a definite place in the physical 
fitness program. Since boys and girls of school age now have less 
time for recreation, it is important that it should count toward 
physical fitness. Recreation programs can do much to keep up 
morale and to keep down youthful crime. Recreation programs 
that are already functioning must be continued and new ones started, 
not only as war-time measures, but also as a contining process to 
help build a physically fit young America for the future. 
Health Teaching 
There never was a time when students were more teachable in 
matters of health than at the present. Today they are particularly 
interested in problems connected with their own fitness for service 
in the armed forces and war production. They also are concerned 
with school and community problems wihich they may help to solve 
in war service activities. These interests may form the basis for much 
worth-while health teaching. 
Special teaching possibilities exist in such classes as agricul- 
ture, English, home economics, physical education, science, and 
social studies as well as in regular health classes or in homeroom 
and other school programs. The more closely this teaching is related 
to the daity life of the students, the more vital and effective it will 
become. 
The U. S. Office of Education is issuing a manual which deals 
in more detail with the different aspects of the health program and 
which will be available in the near future. 
14 CHAPTER Vll 
SUGGESTIONS FOR EQUIPMENT 
A. Military Obstacle Course 
The obstacle course is included in the Physical Fitness program 
as an all around conditioner. Too much emphasis can not he laid 
upon this type of exercise. Also, it is used to improve and develop 
those skills which have some military value. Careful thought and 
study must be given to the lay-out of the course, and it should be 
designed to train boys to meet a variety of physical obstacles under 
varying conditions. It should also have enough variety to he both 
interesting and challenging. 
A good obstacle course should develop endurance, speed, agility, 
balance and a sense of alertness for the unexpected. In order to 
develop these abilities, obstacles should be selected that will make 
a definite contribution toward this end. 
In laying out their obstacle courses, schools should utilize as 
much as possible any natural obstacles which they have available 
such as ditches, trees, hills, embankments or ravines. Football 
charging sleds, bleachers, swimming pools, football dummies, fences, 
gates, or any other object which could easily be converted into an 
obstacle may also be used. The distances of obstacle courses vary 
a great deal. So far as is known there is no standard distance, how- 
ever, for boys of secondary school age, it is generally recommended 
that they be not longer than 300 yards and contain 12 or 15 obstacles 
at the most. 
The obstacle course should contain at least one of the basic 
type obstacles to develop the following skills: running, climbing, 
hand-over-hand travelling, vaulting, dodging, swinging, crawling, 
balancing, jumping, or hurdling. 
It is advisable also to keep a record of each individual as to 
his improvement during the semester. Many coaches and physical 
educational men will no doubt say that this takes too much time, 
but a very simple card index can be arranged which will take a 
very short time to set up, as well as operate on a weekly basis. 
Certainly a boy is entitled to this consideration. 
There are many suggested obstacle courses which could be 
used, but we know that many schools in the State could not afford 
to spend a great deal of money on this type of equipment. It is 
therefore suggested that they use what natural obstacles they have 
available and add those which they desire from the diagrams which 
are in the Manual. Much of the material which will be needed for 
these obstacles can easily be secured from the local merchants and 
others, without any cost, if the coach or principal have enough 
interest to put in time securing the material. We know that the 
above is true, as we have made a check in several localities and 
found that material would be donated without any trouble at all, 
if the coach desired to build an obstacle course for the school. The following are types of obstacles which could easily be 
constructed and ones which we would recommend for high school 
use. See Page 91, Manual, for suggested course. 
B. Teaching Suggestions 
1. Explain each skill clearly and demonstrate it accurately. 
2. Do not have airmen run the course against time in the 
early stages. 
3. Teach the method of overcoming each obstacle separately, 
a. Hand-over-hand travel; 
4. Physical characteristics 
a. Pipe (2-inch diameter) or pole 
h. Length 12 feet 
c. Supported parallel to and 9 feet from ground 
5. Form 
a. Suspend and propel by hand-over-hand 
h. Rhythmic swing for speed 
c. See page 94 of Manual 
6. Vaulting Fence 
a. See vaulting fence, page 94, Manual 
7. Crouching Cage 
a. See page 92, Manual 
Rope climb of any type, and hurdles of varying length and 
heighths. 
C. Plans for Athletic Fields and Courts 
It is a difficult task to prescribe any definite type of an athletic 
out-door plant for schools, without knowing the money and space 
available. We can make the following suggestions, however; in 
laying out an athletic field, all the stress should not be laid upon 
football. Considerable thought should be given to soft ball, soccer, 
track, outdoor volley ball courts, badminton, and tennis. 
We believe that a school desiring to lay out a type of an athletic 
field should consult the Educational Department, and they, in turn, 
will furnish the information desired. 
D. Home Made Apparatus 
Many schools at the present time have appartus which could 
easily be converted into use in Physical Fitness programs without 
additional cost. 
Old balconies in gymnasiums could be used for climbing devices, 
parallel bars, horses, swinging rings, climbing poles, old hurdles, 
and other apparatus could easily be converted and arranged into 
a small agility, indoor course, the running of which would prepare 
the student for running the outdoor obstacle course. 
In a program of this sort, it is absolutely necessary that the 
16 coach, principal, and superintendent be sold on the idea, and they 
he willing to sacrifice time of their own to secure the material 
needed for this type of work. No doubt every secondary school in 
the State will have a little different problem confronting them in 
regard to an obstacle course, but a little thought and hard work 
will do wonders in accomplishing this end. 
We would again suggest that any school which has a problem 
upon which they desire information or advice contact the Director 
of Secondary Education, and she in turn can either advise or direct 
them to a reliable source of information. 
17 CHAPTER VIII 
PHYSICAL FITNESS IN THE ELEMENTARY SCHOOL 
The term ‘‘physical fitness” is used here to mean ‘fit to go to 
school’, or in other words it implies the practice of healthful living 
through the entire day. “Physical fitness” includes “mental” fitness 
or moral. It means fit to do something within the limits of the 
potential demands upon individuals at a given age level. This may 
be play, academic performance, daily chores about the home or 
running a paper route after school. 
In working toward the goal of fitness it is always necessary 
to observe the principles of health and safety that will insure the 
delivery of individuals who are truly physically and mentally able 
to perform whatever activity the occasion demands. 
Healthful school living can be secured through a well balanced 
program which provides ample opportunity for the individual to 
practice healthful living. This program should provide for the social 
and emotional, as well as the intellectual and physical growth of 
the child. It should be flexible and free from strain. 
“At the elementary-school level it is recommended 
that the physical education programs should include games 
and sports designed to promote organic vigor and endur- 
ance. Physical fitness programs at this age do not require 
military training. Happy and joyful play will lay the founda- 
tions for the future roles children may be called upon 
to play.”1 
INational Education Association of the United States. "Wartime Handbook 
for Education.” 23; Januaiy 1943. 
18 CHAPTER IX 
SUGGESTED PROGRAM OF EXERCISES AND DRILLS 
At the elemenetary level it is recommended that physical 
fitness programs should include simple exercises and games designed 
to promote happy and healthful play. 
A. Relief Drills 
1. Pupils enrolled in all grades, pre-first through the eighth 
grade should participate from 5 to 10 minutes a day in simple relief 
drills that will help to imjprove posture, breathing and muscular 
co-ordination. No specified time should be set aside for the drills. 
The teacher should feel free to stop during any period in the day 
and direct pupils in exercises that will relax whatver tension or 
weariness that might exist. 
B. Activities, Games, Rhythmics, and Events 
1. One play period of 15 minutes a day should be devoted to 
directed play and one equally long period to free play. One of 
these periods should be in the morning and one in the afternoon. 
2. In the primary grades the individual teacher should have 
charge of the program and the children participate as a group. 
Active and wholesome participation by every pupil should be encour- 
aged. It is recommended that staggered recreational periods be 
provided so as to reduce congested playground spaces and also to 
prevent accidents. 
3. Pupils not physically able to engage in the above activities 
should be given the opportunity to play quiet games that they will 
enjoy. 
4. At the upper grade level it is preferable to have the recreation 
and drill period separate for the boys and girls, since boys enjoy more 
strenuous games and exercises than do the girls. 
19 CHAPTER X 
RELIEF DRILLS 
A. Purpose 
1. The relief drill is merely a short exercise which serves first 
to relieve muscles which have become fatigued because of a more 
or less fixed posture which has been maintained over a period of 
lime. 
2. To provide an adequate outlet for surplus nervous energy 
as evidenced by restlessness 
3. To increase the blood circulation throughout the body 
Relief drills should have a very important part in the daily 
program. They are of value in the physical fitness program and 
also provide wholesome relaxation in order that school work can 
progress efficiently. Relief drills may be at a given time on the 
program, but the teacher should feel free to offer them at any time 
when in her judgment they will be useful. Relief drills must, of a 
necessity, be offered in the regular school room. Windows should 
be open during the drills, but draughts should be avoided. Children 
should face windows if possible, but time should not be wasted. 
Commands should be concise and clear. Some rhythm is of value 
in insuring repeated expansion and contraction of the large muscles. 
B. Suggested Relief Drills 
1. From a standing position, arms forward raised parallel 
with floor. 
2. From arms forward position fling arms sideways, palms 
down, and return. 
3. From arms forward position, bend body forward, keeping 
knees straight, attempt to touch toes. 
4. From a standing position, extend arms sideways, shoulder 
high, palms up, clench fists, and release 10 or 20 times. 
5. From a standing position, right arm forward raised, kick 
fingers with right foot, alternating feet and hands. 
6. Grasp left wrist with right hand, relax hand at wrist and 
shake rapidly. Alternate. 
7. From standing position, hands on hips, raise knee so that 
thigh is parallel to floor, and the lower leg perpendicular 
to the floor. Hold for a few seconds and return. Alternate. 
8. From standing position, hands on hips, full squat position. 
Return, keeping the body perpendicular. 
9. From a standing position, feet slightly apart, arms extended 
sideways, rotate the body body at the hips, bring right arm 
forward and keep elbows and shoulder stiff. Return. Alter- 
nate, always keeping the face toward the extended arm. 
Cautions 
1. Exercises involving hands over head should not he stressed 
due to a tendency to cause excessive curvature of the lower back. 
All exercises should be taught first as a demonstration by the teacher, 
being careful not to overtax any student, gradually building up 
endurance. Caution is advocated in all exercises. 
20 CHAPTER XI 
GENERAL ACTIVITIES, GAMES, RHYTHMICS 
AND EVENTS 
The use of any of the activity stories, rhythmic games and events 
which follow may be used by the teacher regardless of the grade 
level even though games may be designated at any other level. 
A. General Outline 
1. Grades 1 and 2 
Games, action stories, rhythmics, activities and games 
2. Grades 3 and 4 
Hunting games, athletic games 
3. Grades 5 and 6 
Games, rhythmics, relay races, stunts, individual athletic 
events 
4. Grades 7 and 8 
Games, athletics, folk dancing, marching, and stunts 
“The teacher is the guardian, during the school day, 
of the health of the children under her instruction and care. 
She is the first line of defense against disease and injury 
that may attack or endanger her pupils during the hours 
when they are in school. This health service of the class- 
room teacher is at once a privilege and a duty . . . The 
classroom teacher is the key person in the entire program 
of health education.”2 
2Thomas D. Wood, “The Teacher and the Health of the School, ' Journal of 
the National Education Association, XXI (November, 1932), 255-256. 
21 CHAPTER XII 
PROGRAM OF ACTIVITIES, GAMES, RHYTHMICS 
AND EVENTS 
FIRST AND SECOND GRADES 
September-October 
A. ACTION STORIES * 
1. Picking Apples 
a. Pick up basket and run to orchard. 
b. Reach up and pick apples from trees. 
c. Shake the tree. 
d. Stoop down, bending knees to put apples in basket. 
e. Climb up to get some more. 
f. Carry baskets into house. Baskets are heavy. 
g. Throw away the bad ones. 
2. Blowing up Balloons 
a. Count 1-2-3-4-5 pennies for balloon. 
b. Run to store to buy it and then run home. 
c. Blow up the balloon. Blow hard. 
d. Bat it up into the air with hands over head. 
e. Hold it in one hand and try to burst it with the other. 
3. Cowboys 
a. Lasso a pony. Twirl rope around head with right hand 
a dozen times, then throw rope. 
b. Gallop on ponies, all stoop as though to pick up some- 
thing from the floor. 
c. Horse is tired so breathe deeply and hard. 
4. Washing Clothes 
a. Stand between the seat and desk. Rub clothes on desk. 
b. Put clothes through wringer. Turn handle with both 
hands in big circles. 
c. Shake out clothes. (Big motions up and down.) 
d. Reach up on tiptoe to hang up the clothes. 
*See explanation 
Explanation of Action Stories 
Action stories are for the purpose of muscular co-ordination 
and are purely of a dramatic or pantomine nature. No equipment is 
to be used. They should be executed with vigor and precision and 
be made as life-like as possible. Originality in movement should be 
encouraged. The students should also be encouraged to originate 
other action stories. 
22 Detailed explanation of the action ston, “Picking Apples.” 
1. With the legs wide apart and knees straight bend down 
slowly to pick up basket. Run to the orchard (in standing position) 
5 to 15 seconds. 
2. Reach up and pick apples from trees by extending arms 
alternately overhead. Pick at least 20 apples and place in basket. 
3. Shake the tree with both hands vigorously. 
4. Stoop down in a squatting position and put apples in basket. 
5. Climb tip into the tree and get more apples, going through 
the motions with arms and legs. 
6. Carry heavy basketfuls into the house. 
7. Reach down and select bad apples; throw them away, using 
alternate hands. 
Other stories can be developed in the same manner. 
B. Rhythmical Activities 
1. London Bridge is Falling Dozvn 
2. Here We Dance J.oohy Loo 
3. The Jolly Miller 
4. Hozv D’ye Do My Partner 
C. Games 
1. Leader and the Class 
On leader for each group of four to eight. Form circle, leader 
in middle turns and tosses ball to child who returns it. If leader 
misses, he must drop out into another’s place. 
2. Magic Carpet 
Draw one or more squares on ground or floor. Children hold 
hands and skip or run following a leader. When music stops or 
whistle blows, all stop. Those on the squares are eliminated. 
3. Back to Back 
Couples stand back to back. “It” says “Change.” All try to gain 
a new partner. The one left over is “It” and so on. 
4. Ring Call Ball 
Form circle with leader in middle with ball. Throws ball into 
air calling out someone’s name. This one tries to catch it before it 
bounces more than once. If he fails then he is “It.” 
November 
A. Action Stories 
1. Building Fire for Mother 
a. Jump up quickly. Stretch. Run down stairs. 
Id. Stoop down to pick up kindling. Put kindling in stove. 
c. Shovel coal into stove, or chop wood. Carry it into house. 
d. Hands are cold. Blow breath on fingers. 
23 2. Armistice Day 
a. March as soldiers to music or clapping hands, 
h. Salute the flag. Tell story of Victory Day. 
c. Wave flags, beat drums, blow horns. 
d. Build bonfire. Dance around fire. 
3. Making Cider 
a. Roll barrels out to orchard. 
b. Pick apples, some from trees, some from ground. 
c. Lift barrels on to wheelbarrow. (Two lift one barrel.) 
d. Push wheelbarrow to shed (around room and back to 
place). 
e. Empty barrels into cider press. 
f. Turn handle of press. First one hand and then the other, 
then both. 
4. Thanksgiving 
a. Catch turkey. Father kills turkey. 
b. Help mother pick feathers. 
c. Go to basement and carry up vegetables. 
d. While dinner is cooking, run out and play. 
e. Tell Thanksgiving stories. 
B. Rhythmical Activities 
1. Oats, Peas, Beans, Barley Grow 
2. Pussy Cat, Piissy Cat 
3. Pig-a-Jig-Jig 
4. Hippity Hop to the Barber Shop 
C. Games 
1. Cat and Rat 
Form circle with cat on outside, rat inside. Pupils in circle 
det rat run between their clasped hands but try to block the cat. 
As soon as rat is caught change cat and rat. 
2. Double Circle 
Make circle inside larger circle. The inside circle has one more 
than the outside circle. They march in opposite directions, and when 
music stops or whistle is blown, the one which is left over tries to 
gain a partner. 
3. Wood Tag 
Player is safe when some part of his body is touching wood. 
Same otherwise as tag. 
4. Drop the Handkerchief 
Rules for this game are generally known. 
A. Action Stories 
December 
1. Wind 
a. Wind whistles. Children blow out through teeth “Sh!” 
b. Running against wind. Heads high, chest high, run 
around the room. 
c. Wind blows waves. Feet spread wide bend up and down. 
d. Wind blows hats off. Run after them. 
24 2. Snow Fort 
a. Walk through field of snow. Step high. 
b. Shovel snow off walks. Pitch it high to make fort. 
c. Pat snow down with shovels as high as one top of wall. 
d. Throw snowballs. One side throw while other side dodges. 
e. Walk home through deep snow. 
3. Santa Claus 
a. Divide class into three (one Santa Claus, 2 reindeer). 
b. Santa Claus starts out, putting on boots and wraps. 
c. Santa stoops and gathers up toys. Throws sack into sleigh. 
d. Reindeer runs with Santa following. 
e. Bring in the fact that good boys live along the roads 
and Santa stops often. 
4. Eskimo Life 
a. Represent snow storm. Arms raised and slowly lowered. 
b. Blow flakes. 
c. Cut blocks of ice. Lift and carry ice. Stamp on first 
layer. Pile up blocks. 
d. Stoop and look in door. 
e. Get spear and run out. Throw spear at fish. 
f. Build fire and cook supper. 
B. Rhythmical Activities 
1. Ring Christmas Bells to Music 
2. Jack Be Nimble, Jack Be Quick 
3. I see You 
4. Pop Goes the Weasel 
C. Games 
1. Relay Race 
Relay race such as pass the eraser. Where object is passed to 
end who carries it to head of line and it is passed back again and 
repeat until all have run, 
2. Double Tag or Three Deep 
Players in couples. One couple separated, one chasing the other. 
To protect himself he joins a couple. The other person must run 
to another couple, and so on. 
3. Follozv the Leader 
Must do everything leader does. 
4. I Say Stoop 
Teacher or leader says, “I say ‘stand’—‘stoop’.” When she 
says ‘stoop,’ then all must stoop. Lack of prompt response eliminates 
that person. 
25 January 
January should be taken as a time for review of all activities 
following the vacation. Children should help in the selection of 
games. Teacher should see that all have some knowledge of the 
games and folk dances played during the first half of the year. No 
new work need be introduced. 
February 
A. Action Stories 
1. Lincoln’s Home 
a. Run out to gather wood for fire. 
b. Get water from spring. Stoop and lift water. Explain a 
spring of water. 
c. Walk out to split rails. Step over rocks and streams of 
water. 
d. Split rails. Lift high and hit hard. 
e. Tired—so breathe heavily. 
B. Rhythmical Activities 
1. Rabbits Hop on hands and feet or on feet with hands at 
ears to imitate rabbit’s ears. 
2. Ducks Sit down on heels, hands on knees. Waddle forward. 
3. Horse Galloping Right or left foot leads all the time. Should 
be done to music. 
C. Games 
1. Puss in Circle 
Mark a large circle on the ground. Puss inside this circle. 
Players tease her by entering the circle, and if they are tagged, they 
become Puss. Puss may not leave circle to tag a player. 
2. What to Play 
(Tune: Mary Had a Little Lamb). Class sings. Name show 
us what to play. When song is finished person says “play like 
this,” doing something which all must imitate. Teacher says “stop,” 
then calls another pupil, and so on. 
3. Spider and Flies 
Spiders at one end of playground, flies on the other. Flies 
come up and when near spiders, spiders chase them back to goal. 
Those caught become spiders. 
4. Changing Seats 
(Indoor game.) All seated. Leader says “change right.” “change 
left,” change front, back. Those who are in front or next to 
aisles must go to rear of room or other side. Variations, skip 
or hop to places. 
26 March 
A. Action Stories 
1. Policemen 
a. At a given signal all run to corner of room. Police station. 
b. March to posts of duty. (Own seats.) 
c. Give signal of policemen. Raise hands, whistle. 
d. Help blind man across street. 
e. March back to headquarters. 
f. Salute pupil (or teacher) as they pass a certain place. 
2. Automobile 
a. Sit in seats or on top of desks. Get out and crank car. 
b. Leader or teacher holds up hand to stop. Pupils put on 
brakes. 
c. Flat tire, change, pumping up tire with motions of pump. 
3. Modes of Travel 
a. Let children set out their idea of the following: 
1. Riding a horse 
2. Riding a bicycle or motorcycle 
3. Train 
4. In a row boat 
5. In an aeroplane. 
4. Countries 
a. Make windmills of Holland. Arms should move in same 
direction, but always be 180 degrees apart. 
b. Venetians poling a boat. Walk forward slowly, reach 
forward, push back, and continue. 
c. Scotchman playing bagpipe. Walk around taking deep 
breaths. 
d. Swiss climbing mountains. High steps using a pole to help. 
e. Chinese pulling jinrikishas. 
f. Any other teacher cares to do. 
B. Rhythmical Activities 
1. Imitate birds’ music three quarter time. Run lightly on toes 
waving arms up and down, 
2. Cats move quietly on all fours. 
3. Elephants. Hands clasped in front of body, bend forward 
and walk, swinging hands from side to side. 
4. Frogs. Hands on floor, arms between knees, jump forward, 
kicking legs to rear. 
C, Games 
1. Railroad Train 
Each player is named for some object on a train, such as an 
engine fender, baggage car, etc. Teacher stells story naming parts 
who arrange themselves in back of first named and when all are 
on train, train moves off. May be arranged for more than one 
train, and can have races. 
27 2. Squirrel and Nuts 
All pupils put heads down on seats leaving one- hand out- 
stretched. Squirrels put object in someone’s hand, and they jump 
up and chase him to his seat or nest. If the squirrel is caught, 
he must continue. 
3. Run, Rabbit, Run 
Divide players into two sections. Foxes stay behind corner of 
building. Rabbits come out and when leader says, “Run, Rabbit, 
Run” foxes try to catch them before they reach home. 
April 
A. Action Stories 
1. Keeping Store 
a. Storekeeper 'leaving home, reaches up high for hat and 
coat. 
b. Walk to store. 
c. Sweep and dust store (desk). 
d. Wait on customers; measure and weigh things. Wrap 
packages. 
e. Ring up money and give change. 
f. Walks home at night. 
2. Fire Department 
a. Drive car to fire. 
b. Play water on fire. Stretch up and down, from side 
to side. 
c. Chop windows open. 
d. Throw’ clothing out window; climb down ladder. 
e. Drive wagon back to station. 
3. Baseball Game 
a. Teacher throws ball to pupils, who swing at it. 
b. Now teacher bats, and they catch and throw back. 
c. Hits over their heads. They reach for it. 
4. Fishing 
a. Digging bait. One foot raised on shovel, push down, 
then lift up. 
b. Row out in boat, sitting on back of seat, pulling and 
pushing. 
c. Throw line into water. 
d. Pulling a big fish in, hand over hand. 
e. Walk home with fish. 
B, Rhythmical Activities 
1. Elevators 
a. With feet wide apart and hands on hips, do knee bend. 
2. Bell Ringing 
a. Separate the feet. Extend the arms over the head, pulling 
down, dowrn, then let arms go up. Repeat several times. 
3. Toad Jump 
a. Hands on hips, bend knees until sitting on heels, hop 
forward keeping knees bent. 
4. Indian War Dance 
a. To music or chanting of pupils. 
28 C. Games 
1. Since track season is at this time, the children will be running, 
jumping, with races between pupils adding interest. 
2. Relay Races 
a. Automobile Relay Race. Line up children (let them 
name kinds of cars they are) and race around playground. 
3. Flowers and Wind 
a. Divide class into equal parts. One half to be the wind, 
and the other flowers. Flowers are named daisy, roses, 
and so on. They skip up to the wind who guesses what they 
are. When the guess is correct then all must run back to 
goal, where they started. The wind chases them, all who 
are caught must then become winds. 
May 
No additional material to be given during this month but a 
thorough review of all activities should be made. Again the pupils 
should be given the opportunity to choose the games. 
THIRD AND FOURTH GRADES 
The activities will be divided into the following: Hunting 
games, rhythmics, relay races, stunts, and athletic games. 
A. Hunting Games 
1. Follow the Leader 
2. Forest Lookout 
a. Form double circle all facing center. Those on inside repre- 
sent trees. All those on the outside get back of a tree. The one who 
is lookout gets in the center and cries “Fire in the mountains,” “Run” 
and claps his hands. The outside circle runs to left. When the look- 
out quits clapping and stands in front of a tree, all the runners 
must do the same. The odd one now is the “Lookout” and the 
“trees” on the outside become the runners. 
3. Stoop Tag 
One player is “it.” Other players try to escape by squatting 
on heels. Any player may squat only five times when he nuust run 
to keep from being tagged. A player when tagged becomes “it.” 
4. Ball Puss 
Each player occupies a home. Players try to exchange places. 
“It” tries to hit them with a soft ball. One hit, then player changes 
with “it”. 
5. Simon Says 
Must move only on this command. 
6. Three Deep 
Two circles formed; when one being chased stops in front of 
couple the one in the rear must run or be caught by chaser. 
7. Last One Out 
(Indoor game.) Children walk around seats. One seat must 
be raised, making one less seat than pupils. 
29 8. Poison Pull 
Children clasp hands and attempt to pull someone so he will 
contact another person standing in center who is poison. Person 
who touches “Poison” then must stand in circle. 
9. Circle Race 
Players first stand in circle facing center. They then turn right 
leaving a distance of at least four feet between each person. At 
whistle all run, trying to pass ones in front. As soon as person 
is passed he drops out. This continues until only one is left, the 
winner. 
10. Animal Blind Mans’ Buff 
One blindfolded in circle points finger at a person on the out- 
side and tells him to make a noise like a pig, cat, or dog. Then 
he tries to guess who it was. If correct they change places. 
11. Black and White 
Players counted off as “blacks” and “whites.” Scatter promis- 
cuously over playground. Leader has black paper on one side, 
white on other, which he drops, if it hits white then whites tag 
blacks. “Blacks” must then be “whites.” Object to see which has 
most players at end of time. Players may not be tagged if they stop. 
12. Stooping Stretch 
Place feet on a line, and about one foot apart. Clasp hands 
together and stoop forward with knees straight, reach back between 
legs and touch the ground as far back as possible. Come up to erect 
position without moving feet from position. 
13. Clown Tricks 
Balance stick on fingers, nose forehead. 
14. Coffee Grinder 
Support body on either hand, don’t let body sag. Walking around 
in circle using arm as pivot. 
15. Jumping Jack 
Drop to a full squat, knees bent and spread, arms crossed 
in front of body, upper part of body erect, weight on toes. From 
this position spring immediately to a standing position, arms extended 
sidewise, weight on heels, toes pointing up, feet 19 inches apart. 
Repeat several times. 
16. Stump Walk 
From a kneeling position grasp one ankle in each hand. Pull 
feet up to hips, with back arched, walk on knees, keeping balance. 
17. Wicket Walk 
Knees straight, bend forward touching ground with both hands, 
walk forward. 
18. Fish Hazvk Dive 
Kneel on one foot with other leg and foot entirely off ground. 
Bend forward and pick up handkerchief placed directly in front of 
knee on which you are resting. 
30 19. Crab Walk 
Deep knee bend, raise arms sidewise, keep down low and walk 
forward. 
20. Duck Walk 
Bend the knees and place hands on ground back of you. Walk 
or rush in this position. 
21. Frog Hand Stand 
Squat down with hands flat on floor, elbows inside of and 
pressed against knees, lean forward slowly, transfer weight on hands, 
raise feet clear off the floor. Keep the head up and toes pointing 
backward. 
22. Stunts 
Stunts which may be performed on grass or other soft surface. 
a. Head movements. 
b. Forward roll (somersault). 
c. Backward roll. 
d. Human rocker. Lie face downward, grasp ankles in back, 
keep rigid curve of chest and abdomen, rock back and forth. 
25. Cartzvheels 
Alternate right hand on ground, then left hand, left foot then 
right foot. 
B, Athletic Games 
1. Dodge Ball 
There are several types of this game. We will describe one 
and indicate a few others. 
a. Simple Dodge Ball 
Use soft soccer ball, class is arranged in two equal groups, 
one group forming a Urge circle, the other grouped inside this circle. 
Teacher gives ball to one in outside circle, who attemps to hit person 
inside circle. Person struck comes to circle and so on. Players dodge 
to keep from being hit. Object is to see who can stay inside the 
circle the longest. 
b. Dodge Ball 
Same as above except that time is kept and at the end of that 
time count those remaining unstruck. And again timing while other 
side throws. 
c. Dodge Ball 
Same as above except person who throws and misses must then 
enter circle. 
d. Dodge Ball 
Same as above except person who throws and misses does not 
throw at his own players. 
2. Fungo 
Use bat and ball or volley ball. Person bats ball to others who 
take batter’s place after he has caught three flies. 
31 3. One Old Cat 
There is a pitcher, catcher, and one batter. The rest are fielders. 
There is a home base and one base. A batter is put out on three 
strikes, a caught foul, or a ball caught on the fly. When a ball is 
hit fair, the batter must run to the base and back to home before 
the ball is thrown home. When a batter is out, the catcher becomes 
batter, the pitcher catcher, the first fielder pitcher, and so on. The 
batter is last fielder. 
4. Work Up 
Same as One Old Cat except that each player keeps count of 
his runs and there are two or three batters. Also it is not necessary 
for the batter who has hit a ball and run to first to come home. He 
may wait until the next batter hits the ball. A person who catches 
a fly ball immediately becomes batter and the retiring batsman 
takes his place in the field. 
5. Boundary Ball 
Have two goals about sixty feet apart. Goals should be about 
30 or 40 feet long (draw line on ground). Divide players into two 
equal groups, these may not pass over a central point. The object is 
to get the ball over the goal line on the bounce or roll, never on 
the fly. 
6. Playground Ball 
Also called Armory Ball. Played almost same as baseball except 
ball is pitched under hand, bases shorter distance apart, walk on 
three balls. 
7. Basket Ball 
Use soccer ball, otherwise same as basketball. Should not be 
played too much during these grades, as the movements are not 
conducive to good posture. 
8. Elementary Soccer 
Kicking the ball across goal as in boundary ball, but do not 
use the rules of soccer. % 
9. All Run 
All players are numbered. Leader throws ball into air at same 
time calling out a number. The one who’s number is called must 
catch it before it hits. When the number is called those whose number 
was not called all run. The one who caught the ball tries to hit 
other. These may not move their feet, but may dodge. A system of 
forfeits may be given for failing to catch the ball or for missing 
a throw. 
32 FIFTH AND SIXTH GRADES 
Activities in these grades shall be classified as athletic games, 
individual athletic events, relay races, rhythmics, stunts, hunting 
games. 
Boys and girls should be divided in these grades for their play 
periods, but may be brought together for instruction in the games. 
Pupils will want to play more of the games they see the Junior High 
grades playing. Not too much time should be spent on hunting 
games or relays and more on stunts and individual events. 
A. Athletic Games 
1. Basket Ball Goal Toss 
Use soccer ball. Divide ball group equally, one player at foul 
line tosses ball at basket. If it goes through it counts one point, 
and if it misses, all scramble for the ball and shoot at the basket. 
If this throw goes into basket, it counts two for side making it, 
and so on until 21 points are made by field goal. Notice that all 
shoot at same goal. 
2. Elementary Hockey or Shinney 
Use tennis ball. Any sort of stick will do, but boys will usually 
find sticks suitable for shinney. Rules are well known. 
3. Soccer Keep Azvay 
Divide into three groups, and field into three zones. Rotate 
groups from zone to zone every few minutes. Those in end zone 
try to get ball past the center zone by kicking it on ground or over 
other heads. Center zone may only stop ball with their feet. Points 
are scored in center zone by such stoppings. Points by end zones 
by getting ball past center. 
4. Progressive Dodge Ball 
Same as dodge ball, except groups are in zones formed like a 
triangle. Ball is thrown at those in other zones, and when person is 
hit, he must come into that zone from which the ball came, thus 
the object is to see which has the largest number when the time ends. 
A person from one zone who makes no attempt to keep from getting 
hit must leave the games. 
5. Bowl Club Ball 
Equipment: Soccer ball, Indian club or substitute, placed on 
home base, another base 40 feet away and slightly to the right of 
pitcher’s box. Pitcher bowls ball at Indian club, batter tries to kick 
it away and if he succeeds, runs to base and back. Fielders try to 
throw and knock Indian club down before runner can get back to 
home base. If pitcher does not bowl ball at club after 3 attempts, 
batter catches a ball, puts it on ground, and kicks it. Batter is out 
on a caught fly ball, three misses, or ball knocking club over. Catcher 
becomes batter, pitcher becomes catcher, etc., when batter is out. 
6. Punt Back 
Use soccer or football. Teams equally divided. Game starts by 
one side kicking off to other. Ball must be kicked from place it was 
caught. Thus one team will be backed up until it is near the goal. 
33 Then the attacking side must kick the ball over the goal. A 
droplock is the ball hitting the ground before it is kicked. Team 
scoring the largest number of goals wins. 
7. Six Hole Basket Ball 
Six stations are designated about 15 feet from a basket goal. 
Notice that these are all 15 feet from the basket. All players shoot 
fromi first hole on the left. If he makes the basket he moves up to 
number 2, and when his turn comes, he again shoots. If he misses 
he must stay there and try until he makes it. The object is to shoot 
a basket from each spot and see who finishes first. 
8. Circle Stride Ball 
All but one person form a circle with their feet spread out 
touching the person’s feet next to them. All face in toward center. 
The odd person tries to throw the ball between the others legs. 
When he succeeds the person through whose legs the ball went 
must get it and throw it through the others legs. They now face 
outward. 
9. Crackahout 
Players scatter over the playground trying to get as far as 
possible from the one who has the ball. This one throws it at some 
one and cries “Crackahout.” All rush after the hall to get it as 
they then get to throw it at the rest. 
10. Volley Ball 
Net should be made lower and a ball something like a beach 
ball, very light, should be used. The rules are well known. 
11. Basketball 
Girls find difficulty in making baskets. Soccer ball used. Boys 
like to play with lighter ball also. 
12. Bull in the Ring 
Clasp hands in circle, bull tries to break out through hands. 
When he succeeds all chase him, the one catching him now becomes 
the bull. 
13. Hand Tag 
To keep from being tagged, players pull their feet off the ground 
hanging on to playground equipment. 
14. Leap Frog 
For distance also may be used as relay, using half of children 
against the other half. 
B. Rhythmics 
1. Any singing games or dances which the teacher or pupils 
know. Since words and music both must be given in order to teach 
games, no attempt has been made to put them into this program. 
Nevertheless they are an important part and should be used, since 
dancing, clapping of hands, stamping of feet are the first signs of 
children’s interest in music. A list of commonly known games and 
dances are given: 
34 1. Fanner in the Dell 
2. Go in and Out the Window 
3. Did You Ever See a Lassie? 
4. All Around the Mulberry Bush 
5. London Bridge Is Falling Down 
6. Here We Dance Looby Loo 
7. Jolly Miller Boy 
These and other games may be found in Bancroft’s Book oj 
Games. Girls will like all singing games and when music is played 
will show some initiative in dance steps. They should be encouraged 
to learn to waltz with each other. 
1. How D'ye Do My Partner 
2. Rig-a-Jig-Jig 
3. Pop Goes the Weasel 
4. Skip to My Loo 
5. Old Dan Flicker 
6. Pig in the Parlor 
C. Relay Races 
1. Arch Ball Relay 
Form two lines all facing same way. First person has ball, 
soccer or basket ball. Hands it back to next person and so on until 
it reaches last one who runs to front and repeats same until all have 
been to front of line. May vary this by placing children a few feet 
apart and having them toss ball back. Be sure that all touch the ball. 
2. Stunt Relay 
Same as relay except person running down to goal skips, hops, 
bounces ball, turns, and cartwheels. 
3. Walking Relay 
All face same direction in two lines, but must walk to goal, 
that is, heel and toe. No running. 
4. All Up Relay 
Mark off two circles about 18 inches in diameter. Have an 
Indian club in one lying down. First person in each line runs out 
and sets club up in other circle, comes back and touches next person 
and so on. Each person setting club up in other circle. Qubs must 
be made to stand up. 
5. Over and Under Relay 
Two lines as all relays. Use basketball or soccer ball. Pupils 
have legs spread apart. First person passes ball back between legs, 
next person stands up and passes it overhead. Next between legs. 
Also may be rolled back through all legs to last person. 
6. Pass and Stoop Relay 
Arrange teams in files behind a starting line. Captain of each 
team facing his line and 10 feet away. Captain throws ball to first in 
line, who catches and throws it back, then squats. Captain then 
35 throws to next and so on. Game ends with all he missed squatting, 
captain having the ball. If player misses the ball he must recover 
it then return to place before passing it. 
7. Rescue Relay 
Line up as above. Captain is about 30 feet away from his line. 
He runs forward, grasps first by the hand then runs back to his 
starting line. He remains there but the other player goes back and 
rescues another and so on. 
8. Skip Rope Relay 
Arrange as in shuttle relay. That is divide the two teams into 
two more groups about 30 feet apart. Player skips rope to other half 
of his team change rope and other player skips back, and repeat. 
9. Variations 
Many variations of the above relays may be used. 
D. Stunts 
This phase of physical education will need little attention, 
since children will like to imitate any stunt the other can do. 
1. Frog Hop 
Bend knee, put hands on ground. Move hands forward and 
let feet follow forward, with a jump kicking legs out behind to 
imitate frog. 
2. Turk Stand 
Cross right foot over left, arms at the side horizontally. Sit 
down Turk fashion. Stand up again without touching hands to floor. 
3. Heel Click 
Stand with feet apart. Jump in air trying to click heels together 
three times before landing. 
4. Jump the Stick 
Hold a stick in both hands in front of body and jump over it 
while holding on with both hands. Jump back. 
5. Heel and Toe Spring 
Draw a line on the ground. Place heels on this line, bend down 
and grasp the toes with the fingers underneath the foot. Lean forward 
slightly to get impetus, jump backward over the line. Try jumping 
forward the same way. 
6. Ankle Throw 
Throw some object, as a playground ball, with feet. Place ball 
between heels, jump into air, jerk foot up behind and try to catch 
ball in front of body. 
7. Human Fly 
From push up position with feet against wall, walk up wall with 
feet into a hand stand facing wall. 
8. Standing High Kick 
The object is to see who can kick the highest, having one foot 
on the ground. 
36 9. Twister 
Two people facing each other with right hands clasped. No. 1 
throws right leg over clasped hand. No. 2 throws left leg over. 
They are now back to back. No. 1 now throws left leg over and 
No. 2 follows with his right leg. This should be done very rapidly. 
10. Headstands, Handstands, and Cartwheels 
11. Hand Wrestle 
Wrestlers stand with right foot advanced, clasping right hands. 
The object is to make other move a foot from position on ground. 
This constitutes a throw. Best two out of three. 
12. Pendulum 
Two persons face each other, each with a foot forward to 
steady himself. A third boy stands between them, no more than 2 
feet from the others, facing them. He keeps himself rigid and falls 
toward one of them. This person catches him with his hands and 
pushes back. No. 3 looks like a pendulum. 
13. Make a Line on the Ground 
Make a line on the ground. Toe this mark on the ground as 
far as possible without moving toes. The hand must not drag on 
the ground after marking on the ground. 
14. Setting Pegs 
Use three sharpened pegs. From scratch line hop and set first 
peg, hop again from first peg and set second and same for last. 
See who can set the farthest. 
15. Chair Vaidt 
With the hand on the back and the other on the seat of the 
chair, jump over seat and back, without touching feet. 
16. Wiggle Walk 
Performer stands with heels together, toes pointing out. Raise 
right heel and left toe, pivot to the right, thus standing pigeon-toed. 
Resting on opposite toes, heel pivots again to toeing out. 
17. Finger Pull 
Place hands horizontally across chest, close to chest. Touch 
middle finger tips. Another person tries to separate fingers. 
18. Touch Toe Jump 
Hold both hands in front horizontally, jump up with knees 
straight, touch both feet at same time to your hands without lower- 
ing hands. 
37 E. Individual Athletic Events 
1. Balancing Test 
Boys or girls. Equipment 2x4 plank 12 feet long, set so that 
two inch side is up. 
a. First test. Start from center of beam walks to end, walks 
backward to center, makes quarter turn, balances on toes on beam, 
holds bead and body erect, makes a deep knee bend coming to a 
full squat on beam. Rising, completes turn and walks to end and 
one half turn walks to center of beam. 
b. Second test. Same as first except keep book balanced on 
top of bead. Book with stiff edges, 5 by 7 inches. 
c. Third test. Same as second test, except must keep hands on 
hips and make three deep knee bends in center. 
2. Baseball Batting for Accuracy 
Two diverging lines 6 feet apart at base at 15 feet apart at 90 
feet. Draw score lines at 60 feet, for Fifth grade, 70 feet for Sixth 
grade, 80 feet for Seventh grade and 90 feet for Eighth grade. Each 
person pitches the ball up and tries to hit it. Ten trials are allowed. 
If the batted ball hits the ground and then across the line for that 
grade it is a perfect hit. But it must be inside the side lines. A ball 
which hits within 10 feet of the line for that grade is also perfect, 
if it is within the side lines. 
3. Baseball Fly Catching 
Each player stands in spaces as made in baseball batting and 
tries to catch ball that is thrown inside the zone. Allow ten trials. 
4. Baseball Throzv and Catch 
Players stand at home base, catches ball, thrown by pitcher. 
Then throws to first base, catches the .return, same at second and 
third. He must throw so that the person catching the ball can keep 
one foot on the base and have both hands on the ball. The throws 
back to him must be accurate. He may make 7 errors, the number 
of errors are subtracted from the number of throws and catches 
which will be seven. 
5. Baseball Accuracy Throw 
Target at which to throw being 19 by 37 inches. Set 20 inches 
from ground. Allow ten throws. Throw from a pitchers box 45 
feet from target for sth, 6th grade boys, 30 feet for girls. 60 feet 
for 7th grade boys, 35 feet for girls. 
6. Basket Ball Throw for Goal 
First from outside 15 foot line throw ball. Each succeeding 
throw from point of recovery. 
7. Basket Ball Foul Throw 
Allow 5, 10 or 15 throws. Total number of successful throws 
represents score. 
8. Bosket Ball Pass for Accuracy 
Stand 20 feet from target which should be a circle 3 feet in 
radius, ball thrown 10 times with right hand then left. For grades 
7-8 distance 30 feet. 
38 9. Basket Ball Throzv for Distance 
10. Jump and Reach 
Girls. Person holds chalk in both hands, reaches up and makes 
mark on wall, then turning sidewise, now jumps and makes mark, 
both hands together. 
11. Pull Up 
Chinning. Push up. Support body on hands and toes, let body 
down until body almost touches ground then up and repeat. Keep 
body rigid. 
12. Track Events 
Running, hopping, jumping for distance and height. Girls 
excluded. 
13. Run and Catch 
Stretch rope about 10 feet high. Person throws ball over rope 
and tries to catch it before it touches the ground. The starting 
line is 20 feet from the cord so that he must run a few steps before 
throwing the ball into the air. Each player goes through three times 
and time is kept. If the ball is missed, player must try from either 
side until he succeeds. 
14. Soccer Dribble 
Player kicks, which is known as dribble in soccer. The ball is 
dribbled around a set of obstructions and back to starting point. 
He must not touch ball with his hands. 
15. Football Drop Kick 
From short distance attempt to kick ball over goal. 
F. Hunting Games 
1. Chain Tag 
Same as tag except when “it" catches a person he holds him 
by the hand and when they catch the next they grasp his hand, and 
so on. Thus only those on the ends of the chain may tag. If the 
chain is broken then they may not tag until it is joined again. 
2. Fox and the Geese 
All geese line up with hands on others shoulders. The gander 
is in front and tries to keep in front of the fox so that he can not 
catch the goose on the end of the line. This goose is the only one 
who may be caught. If the fox catches the goose the fox becomes 
the gander, the goose becomes fox. 
3. Beat the Beetle 
Form circle with face inside, arms behind back with hands up. 
Leader puts cap, towel, or some soft object in some one’s hand. This 
one then begins to beat the one to his left who runs to the left, the one 
with the towel chasing him. They go once around the circle, and 
repeat. 
4. Chinese Tag 
Person tagged must place his right hand on spot tagged and 
keep it there until he succeeds in tagging another. Players soon 
learn to tag others on feet, legs, etc., so that it will be more difficult 
for “It" to run. 
39 SEVENTH AND EIGHTH GRADES 
Due to the fact that some Junior High Schools have special 
teachers for physical educational activities, no attempt will be made 
to describe games or dances. The following outline should be 
followed to some extent. 
A. Games 
1. Net hall 
2.. Relay race around playground 
3. Pass ball overhead relay and throwing in goal 
4. All up relay 
5. Double dodge ball 
6. Prisoner’s base 
7. Tug of war 
B. Athletics—Girls 
1. Chinning (4 times) 
2. Standing broad jump (5 feet 9 inches) 
3. Running (60 yards in 8 2-5 seconds) 
4. Basket ball throw (overhead 30 feet) 
5. Running jump 
C. Folk Dances 
At least five simple folk dances 
D. Marching 
1. Keeping step in single column 
2. Facings 
3. Elementary marching in columns of twos 
E. Stunts—Girls 
1. Knee dip 
2. Cartwheel 
3. Forward roll 
4. Hop, step and jump 
5. Jumping Jack 
6. Jump the stick 
7. Turk stand 
Boys 
1. Backward roll 
2. Cartwheel 
3. Indian wrestle 
4. Jump stick 
5. Bull stick 
6. Human rocker 
7. Head and hand stand 
40 EIGHTH GRADE 
A. Games 
1. Games of Seventh Grade 
2. End ball 
3. Three deep 
4. Captain dodge ball 
5. Battle ball 
6. Basket ball 
7. Volley ball 
8. Touch football 
9. Soccer football 
B. Athletics 
Basket ball for three (round arm 33 feet) 
Athletic relay running 
Balancing exercises (advanced) 
Athletic goal throw (3 out of 5 attempts) 
“Feelings of well-being, enjoyment of activity for itself, 
the sense of movement as an art, the maintenance of a 
rhythm of activity and rest, the fun in play that is shared: 
these are the kinds of satisfactions boys and girls may find 
in the physical education program. Once boys and girls be- 
come conscious of the value and joy of physical fitness, they 
will desire to maintain and promote it.”3 
3Laurentine B. Collins, Rosalind Cassidy, et al., Physical Education in the 
Secondary School, p. 24 (New York: Committee on Workshops, Progressive 
Education Association), 1940. 
41 CHAPTER XIII 
SOME SUGGESTED HEALTH PRACTICES 
A. Health Instruction 
Pending the time when a supply of health bulletins will be 
furnished to the schools of New Mexico, the following specific 
instructions are offered. 
1. Eight to 10 hours a day of sleep. 
2. Drink at least a quart of water a day. 
3. Use individual drinking cups if fountains are not available. 
4. Wash hands with soap and running water before lunch and 
after toilet. 
5. Bring handkerchief to school and use it. It is recommended 
that a roll of toilet paper or handkerchief type tissue be 
available in room for use as handkerchiefs. A receptacle for 
disposing of tissues should be provided. Tissue should he 
used only once. 
6. Cover mouth when coughing and sneezing. 
7. Fingers, pencils, and other materials should not be put in 
mouth. 
8. Remain at home, in bed if possible, if ill. 
9. Eat wholesome food. Hot lunches preferable. 
10. Remove wraps in classrooms. Provisions should be made 
for a place to hang wraps. 
11. Rest. In the case of younger children, immediately after 
recess. Pre-first and first grade children should rest at 
least 30 minutes on mats or rugs after the lunch hour. 
12. Keep body clean, taking at hath at least once a week, and 
a daily shower if possible. 
13. Develop good posture sitting and walking. 
14. Care should he used in seating, lighting, ventilation and 
temperature in the classroom. 
In any effective program of health in the elementary school 
the children should he informed of health measures in close relation 
to their daily living. A program in health should be naturally 
presented to the children, and it should grow from grade to grade. 
There should be little, if any teaching from a textbook in the 
elementary grades but rather an integration in all grades of a 
growing appreciation of the part normal health practices play in 
the lives of every individual. Children should seldom he conscious of 
health as such, but nevertheless they should exercise to their fullest 
capacity the provisions made for healthful living. The teacher is 
referred to Chapters 1 and 6 of this publication for further orientation. 
42