The Texas Standard, Volume 22, Number 4, September-October 1948 Page: 6
This periodical is part of the collection entitled: The Texas Standard and was provided to The Portal to Texas History by the Prairie View A&M University.
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TEXAS STANDARD
Quality Counts in Physical Education
ft
It is 10:15 on a beautiful, sunny morn-
ing. The program posted on the wall
outside the door indicates that this fourth
grade is scheduled for physical education
from 10:15 to 10:45 every day. The door
opens and the children are on their way
to the playground.
They know just where to go because they
helped Miss Johnson, their teacher, plan
the lesson.
The class has been divided into four
teams or squads, each with a squad
leader. They form new squads every 3
weeks or so and elect their own leader.
They have experimented with several
forms of squad formation. Sometimes the
leaders are appointed by the teacher and
children are grouped together on the
basis of height, weight, and age. Some-
times boys and girls are grouped in sep-
arate squads. The children consult dif-
frent references to find out other ways
to organize the class effectively. They
discuss the qualities of leadership and
good group membership that apply to
group endeavor, and they frequently eval-
uate their own attitudes and conduct.
Their joy in assisting with planning, or-
ganizing, and assuming responsibility for
the conduct of the program is reflected
in their enthusiastic and happy participa-
tion.
Today the class will begin with 10 min-
utes of relays. Then the "Red" squad will
go to the horizontal ladder where the
boys and girls will practice "walking"
the length of the bar with their hands.
Each child is going to try to improve his
skill and try to travel a greater distance
than he did before until he can go the
whole length.
The "Blues" will work on self-testing
activities in the space designated for that
purpose. The leader has a list of activ-
ities to be practiced. This week's list in-
clude two individual stunts, "cork screw"
which helps develop flexibility and "knee
dip" which helps develop leg strength, and
two couple stunts, "chinese push-up"
which helps develop coordination and
"wheelbarrow" which helps develop arm
strength. They have all seen them dem-
onstrated and the children know what
skills are essential for successful per-
formance. They know, too, that only
with practice can they perfect these skills.
The "Greens" will practice soccer tech-
niques in another space. They are to
practice passing, using the inside of the
foot, and then dribbling with an oppo-
nent coming in to attack. The "Purples',
will practice running and changing direc-
tions quickly to the whistle sgnal given
By Elsa Schneider and Simon A. McNeely,
Specialists for Health Instruction
and Physical Education
by the leader without bumping into any-
one or falilng down.
After 8 minutes of concentrated prac-
tice, Miss Johnson will give a signal,
and all squads, will line up behind their
leaders. Then each group will move to
a different activity. The squad leaders
with the teacher planned system of rota-
tion.
The squad leader will help those who
need help, and Miss Johnson will rotate
among the groups giving individual as-
sistance when it is needed.
To morrow the class will begin with
several circle games, and then the squads
will complete the circuit begun the day
before. The next day will be rhythm day
and the next two will be devotae to play-
ing the game of soccer.
The program is flexible, however. For
example, last week in social studies, the
children were talking about the meaning
of democracy. Among other things, they
discussed ways in which they could show
through creative dance what democracy
means to them. They were not self-con-
scious or restrained; they had learned to
express through vigorrous movement
thoughts and ideas which were meaning-
ful to 9- and 10-year-olds. The activity
satisfied their creative desires; it was chal-
lenging; it satisfied their need for vigor-,
ous movement. They got so interested
in composition that they choose to spend
three consecutive physical education pe-
riods developing ideas.
Miss Johnson, the fourth grade teach-
er, plans and directs the activities. She
hasn't always felt that she was capable
of presenting a good physical education
program but last year she received a great
deal of help from specialists in the field.
The administration with the assistance of
the county supervisor, perosnnel from the
nearby teacher-education institution and
the State department of education, has
considerably helped by providing a sys-
tematic and functional program of in-serv-
ice training for all elementary school
teachers. As a reseult, Miss Johnson has
developed more confidence and during this
semester is trying a simplified plan of or-
ganization to be modified and elaborated
upon next year as she gains more experi-
ence.
VALUES OF PHYSICAL EDUCATION
Why be concerned about physical edu-
cation and in-service training? The su-
perintendent of schools, the school board,
the teachers, and the parents know that
a good program of physical education must
be provided if the boys and girls of the
community are to have the opportunities
to participate in the one phase of the
school curriculum which is definiely de-
signed to help develop physcal endurance,
strength, coordination, flexibility, agility,
and good body mechanics. They know
that participation in vigorous physical ac-
tivities in the development period of child-
hood and youth is essential for optimum
body functioning and that vigorous ex-
ercise increases organic power and func-
tional efficiency. They know that the
future fitness of children is determined
in part by the quality of "exercise pro-
gram" in which elementary school stu-
dents participate and that the attitudes,
undersandings, and skills developed will
influence the things they do to maintain
personal fitness when they must make out-
of-school choice for themselves.
They know that physical education
does more than develop physical fitness;
that this field along with other phases
of the curriculum, helps children develop
physical and emotional poise; gives them
opporutnities to experience the satisfac-
tions of being an important and welcome
member of a group, of being a leader, of
developing sportsman-like responses in
victory and defeat, and of developing many
attitudes and skills basic to effective demo-
cratic living.
They know that physcal education
helps children understand the close rela-
tionship between proper nutrition, sleep,
and rest and their ability and capacity
to live energetically, effectively, and hap-
pily. They believe that children who have
interests knowledge, and skill in a wide
variety of wholesome activities will be
better prepared to use their leisure time
wisely. They know that physical educa-
tion does these and many more desirable
things only when there are interested
and understanding tecaher guidance and
administrative support, adequate equip-
ment and facilities, and adequate time
allotment every day.
BASIC CONSIDERATIONS
What is a minimum program of physi-
cal education for elementary school chil-
dren? These essentials must be provided
if the program is to contribute to growth
and development:
1. Complete periodic medical and dental
examinations for all children given by
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Reference the current page of this Periodical.
Peace, Hazel Harvey. The Texas Standard, Volume 22, Number 4, September-October 1948, periodical, September 1948; Fort Worth, Texas. (https://texashistory.unt.edu/ark:/67531/metapth193751/m1/6/?q=%22McDonald%2C+A.+W.%22: accessed July 8, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Prairie View A&M University.