A corrective guide in physical education

Citation preview

A CORRECTIVE GUIDE IN PHYSICAL EDUCATION

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

Uy Alvin Katlch June

1950

UMI Number: EP46398

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

♦

Dissertation Publishing

UMI EP46398 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346

p - X . ' S ' l

A

i n

This project report, written under the direction of the candidate’s adviser and approved hy him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements fo r the degree of Master of Science in Education .

Date.

....... ....

Adviser

Dean

il TABLE OF CONTENTS CHAPTER

PAGE PART I.

GROUNDWORK

HOW TO PREPARE FOR THE PROGRAM

1.

FACILITIES:

HOW TO INSURE HAVING A FUNCTIONAL

CORRECTIVE ROOM !•

. . . . . . . .

PLACEMENT:

......... . . . .

2

How to locate the proper site for

the room • • * • • • • « • * • • • • • • • • • 2.

3. Zm

TYPE OF EQUIPMENT:

How to furnish the cor­

rective room • • • • • • . • • • • • • • • • •

3

ARRANGEMENT:

4

How to place the equipment . . .

PROGRAM PLANNING:

HOW TO DRAW UP EFFECTIVE

WORKING MEASURES 1.

GROUPING:

2.

SCHEDULING:

...........................

How to form corrective classes

9

. .

9

•

11

How to arrange for class

meetings 5.

2

PSYCHOLOGY:

HOW TO WORK EFFECTIVELY WITH CORRECT­

IVE CLASSES

. . . . .

1.

DISCRIMINATION:

.........

. . . . . . . . .

14

How to overcome the feeling

that corrective classes are different than other physical education classes • • • • • . . 2.

CONCRETE EVIDENCE:

How to prove to the pupil

that he is making progress • • • • . • • • • • 3.

CLASS PROCEDURE:

14

How to conduct a corrective

15

ill

CHAPTER

PAGE class in accordance with the psychology of learning • • • ............. • • • • ..........

PART II*

16

DIAGNOSIS

HOW TO SCREEN STUDENTS ACCORDING TO THEIR CORRECTIVE NEEDS 4.

LANDMARKS:

HOW TO SECURE THE BEST RESULTS FROM

THE POSTURE SCREEN . . . . . . . . 1.

ANTERIOR:

.........

...

How to obtain the correct position

for the front view • • • • • • • • • • • . . . 2.

POSTERIOR:

LATERAL:

EAGLE EYE:

• • • • • • • • • • •

UPPER EXTREMITIES:

.......... How to check the body area

LOWER EXTREMITIES:

PAPER WORK: 1.

33

HOW TO KEEP INDIVIDUAL RECORDS

PHOTOGRAPHS:

30

How to examine from the

hips on down 6.

26

30

above the hips • • • » • • • • • • • • • • • • 2.

24

HOW TO EXAMINE THE BODY FOR FOOT AND

POSTURE DEVIATIONS . 1.

.........

How to align the side body view

with the posture string 5.

22

How to line up the back view with

the plumb line • » . . • • • • • • . 3.

22

...

37

How to use a camera in correct­

ive work • • • • • • • • • • • • • • • • • • •

37

iv CHAPTER 2*

PAGE CHARTS:

How to construct an examination

card

40

PART III*

ACTIVITIES

HOW TO ADMINISTER HELPFUL DRILLS 7*

GOLDEN RULES:

HOW TO PRACTICE GOOD WORKING

PRINCIPLES 1*

47

REPETITION:

How to establish correct body

mechanics habits • • • • • • • • • • • • • • • • 2*

PROGRESSIVE POSITIONS:

How to utilize various

exercising positions • • • • • » • • • • • • • • 3*

REST:

50

MANUAL CORRECTION:

How to assist students to

get the correct exercising positions 8,

PHASES OF EXERCISING:

51

HOW TO MEET INDIVIDUAL

NEEDS 1.

57

PASSIVE EXERCISES:

How to help the pupil by

using external manipulation 2.

ASSISTIVE DRILLS:

RESISTIVE EXERCISES: drills

• • • * • • • • • •

57

How to work with the pupils

during the performance 3*

49

How to build up resistive forces of the

body 4.

47

........... ..

. .

59

How to add weight to the 59

V CHAPTER 4.

PAGE ENDURANCE EXERCISES:

How to use normal type

applications 9.

61

CORRECTIVE EXERCISES:

HOW TO REMEDY BODY DE­

VIATIONS . 1.

6

THE SHOULDER GIRDLE:

How to overcome low,

high, or forward shoulders 2.

SPINAL ABNORMALITIES:

How to correct

exaggerated spinal conditions 3*

TILTED PELVIS:

4*

KNEE DEFECTS:

5#

FOOT CURES:

64

• • • . • • « .

65

How to level the hip hones * .

68

How to overcome "bach knees". •

69

How to correct flat feet and

pronated ankles

• • • • • • » • • • • • » • •

CORRECTIVE PHYSICAL EDUCATION COLLECTION:

70

A special

reserve shelf for use incorrective work • • • • •

75

vi LIST OF FIGURES FIGURES

PAGE

1.

CORRECT POSITION FOR THE ANTERIOR V I E W .........

23

2*

CORRECT POSITION FOR THE POSTERIOR VIEW

. . . .

25

3*

CORRECT POSITION FOR THE LATERAL VIEW

. . . . .

27

4.

TILTED HEAD

5*

POSITION FOR PICTURE TAKING

6.

TYPICAL RECORD CARD

7*

MANUAL CORRECTION FOR “HOLLOW BACK"

8.

MANUAL CORRECTION FOR “PROTRUDING SCAPULAE8

9.

POSITION FOR BENCH PUSH-UPS

32 . . . . . . . . . .

39

. . . . . . . . . . . . . .

41

. . . . . . . .

. . . . . . . . . .

52 54 66

vii PREFACE

Since the trend of modern education focuses attention upon the "whole11 child, the mistake of over-emphasizing the work with athletes, which has resulted in a neglect of those who really need physical education the most, must be remedied. More must be done in health and physical education work than just teach proper health habits, health knowledge, and health attitude. In order to meet the needs of the "whole** child, the health and physical education aims must establish, through practice, a mechanically efficient body structure. If you were to select from any one of your classes per­ fectly aligned mechanical bodies, you would be startled to note how few students have good body mechanics. World Wars I and II gave some statistics regarding defective physical make-up that resulted in people demanding a higher standard of health. With this interest in health and physical education the problem of supplying an adequate and safe program of physi­ cal education for both the defective and the normal individual confronts the educators. To give every Individual the same type and dosage of physical education shows a failure to recognize individual differences. In many cases, mass physi­ cal education is too hard for a great many, is not hard enough for a great many more, and satisfies but a few.

viil The aim of this “(kilde11 is to furnish information to he used in setting up a corrective room, discovering physical defects in individuals, and giving the physically defective individuals the proper type and amount of physical educa­ tion to meet their needs and capacity* G-rateful acknowledgement is made to Professor Stanley Williamson, of the University of California at Santa Barbara, and to Mr* Flanagan, of Manual Arts High School, Los Angeles, California, for their helpful suggestions and guidance in this field of corrective work*

1

PART I*

GBOUHDWORK

HOW TO PREPARE POE THE PRO ORAM

In order to "boast successful results, a corrective program must be sound In definite areas# A corrective pro­ gram without a functional corrective room, definite work­ ing measures, and mentally wholesome individuals would be like a ship without water; a failure* The next three chap­ ters will direct you on affording your ship plenty of water*

2 CHAPTER 1.

FACILITIES

HOW TO INSURE HAVING A FUNCTIONAL CORRECTIVE ROOM

A»

MOTIVATION;

Benefits that come from a functional cor­

rective room*

1*

IDEAL WORKING CONDITIONS:

Proper lighting and vent­

ilation will reduce the chances of fatigue brought on by excessive heat and squinting. 2.

MORE USABLE FLOOR SPACE:

Equipment placed In the

most advantageous spots will give rise to greater open areas on the floor, thus increasing the number of students that can be served. 3.

SAFETY:

Fewer injuries will result from equipment

that is properly placed.

B»

DIRECTIONS;

Suggestions on how to set up the corrective

room.

1.

PLACEMENT: a*

How to locate the proper site for the room*

Keep the corrective room within the physical ed­ ucation plant,

b*

Choose a place that will eliminate hall travel between the corrective room and the dressing room#

(1)

Classrooms will not be disturbed*

(2)

More time can be spent on the job and less time spent on traveling*

c*

If possible, use a room that is the furtherest back in one of the wings of the building, and faces the athletic field*

d*

Allow for good, natural lighting,

e*

Get the maximum amount of circulation in the room. (1)

A room that is free from building obstruc­ tions on three sides is desirable.

(2) f.

Have many large windows that are screened,

If a separate room cannot be had for the correct ive work, use a portion of the gymnasium.

TYPE OF EQUIPMENT:

How to furnish the corrective

room. a*

b.

Use the walls for immovable equipment. (1)

Stall bars.

(2)

Full length mirrors*

(3)

Protractor.

(4)

Che st weight s .

(5)

Charts of all kinds.

Suspend the following equipment from the ceiling (1)

Flying rings.

(2)

Climbing ropes.

c.

Include the following items in your movable equipment:

d.

(1

Inclined boards.'

(2

Horizontal bar.

(3

Parallel bars.

(4

Posture screen.

(5

Dumb-bells.

(6

Plinths.

(?

Mat s •

(8

Parallets.

(9

Jumping ropes.

(10

Weight scales.

(11

Spine model.

(12

Chest caliper.

(13

Stools.

Use the following equipment wherever possible: (1

Horizontal ladders.

(2

Balance boards and wires.

ARRANGEMENT: a.

How to place the equipment,

Have the stall bars secured against the wall, running almost the full length of the room,

b*

Place full length mirrors near the entrance of the room.

c.

Paint a protractor on the wall opposite the stall bars, near the entrance*

Secure the chest weights against the wall that also has the stall bars* Place all types of charts and posters along the walls* (1)

Posture charts. (Good and bad examples.)

(2)

*Before* corrective work and "after* cor­ rective work examples.

(3)

Orthopedic charts of various parts of the body, showing normal alignments and dis­ tortions.

(4)

Eye charts.

Suspend flying rings from the celling at the far end of the room and slightly to the left or right.

(This will lessen the chance of any­

one walking into the room to be struck by them.) Hang the climbing ropes near the far right end or left end of the room. Keep the measuring devices near the front of room. (1)

Posture screen.

(2)

Height and weight scales.

(3)

Chest calipers.

(4)

Spine model.

Place the mats on the floor close to the areas where exercising is usually done.

6 J.

Allow space for the horizontal bar near the front of the room and just before the first section of stall bars,

k.

Keep most of the movable gear against the center portion of the wall that is opposite the stall bars.

1.

(1)

Dumb-bells.

(2)

Plinths.

(3)

Inclined boards.

(4)

Parallets.

(5)

Jumping ropes.

(6)

Stools.

Suspend the horizontal ladder from the rafters so that it will take up the space near the center of the room and slightly to the left*

4.

SOURCES FOR THIS CHAPTERS

Where to get further

assistance* a*

Corrective Physical Education Collection: 1:147-149;

b.

C#

5:34-35.

Manual Arts High School, Los Angeles, California.

ACTIVITY ASSIGNMENTS:

Projects that will help you have

a better corrective room.

1.

DRAFT PLANS:

Draw up a floor plan of a corrective

7 room, placing equipment you think should he used, in its proper location. ORDER SUPPLIES:

Make out a list of equipment you

would want if you were in charge of the corrective program at a new school*

D»

EVALUATION:

Samples of some types of check-ups which

may he applied to your knowledge of setting up a cor­ rective room.

1*

TRUE-FALSE:

Place an X in the correct space for

true or false. T F a* ( )( ) If there are no available rooms in your school for corrective work, you should eliminate the entire program. b.

()( ) It is best to choose a room that has good circulation for corrective work.

c.

()( ) You should strive to have the corrective room as close to the front of the school as possible.

d.

()( ) It is a good idea to refrain from placing posters on the walls of the corrective room.

©•()()

You should keep the corrective room as

close to the physical education plant as possible. ( )( ) It is not necessary to consider the problem of air circulation when planning the lo­ cation of the corrective room. RATING- SCALE:

Place an X in each square for which

your corrective room plan qualifies. a. ( ) The distance from the dressing room to the corrective room is at a minimum. b. ( ) The corrective room is facing the athletic field. c. ( ) There are many screened windows in the room. d.

() Air circulation Is accounted for in the room.

e.

( ) The room is free from building obstructions on at least two sides.

f.

( ) Usable floor space is at a maximum.

g.

( ) Other classroom activities will not be dis­ turbed by noise from the corrective room.

(

) Total*

9 CHAPTER 2.

PROGRAM PLANNING

HOW TO DRAW UP EFFECTIVE WORKING MEASURES

A«

MOTIVATION:

Advantages of formulating a good workable

program* 1.

EASIER TEACHING LOAD:

Several divisions may be made

in your class, each of which contain pupils with like deviations, thus simplifying your instructional procedures* 2#

REDUCED PUPIL SUPERVISION:

Fewer "lost souls" will

be had if you post a floor chart showing the various class divisions and the placement of each student. 3*

HOME COOPERATION:

Parents who visit well conducted

corrective class will help you in getting their children to practice prescribed exercises while away from school.

B+

DIRECTIONS:

Tips on how to arrange classes for maximum

results.

1.

GROUPING: a.

How to form corrective classes.

Make a "Group Corrective" class with those who have slight conditions such as: (1)

Poor posture.

10 (2) (3)

Weak feet* Slight functional heart conditions.

(4)

Constipation.

(5)

Slight underweight or obese.

(6)

Those who have just returned

to school

following a debilitating illness. b*

Classify these members into smaller groups which will contain those with similar deviations.

e*

(1)

Weak feet group.

(2)

Po st ure groups

Work with this group until the individual be­ comes fit enough to return to his regular phy­ sical education class* (1)

He has overcome his defects.

(2)

He has a thorough understanding

of how

to avoid a recurrence of these defects. d.

For those who need personal attention, form an “Individual Corrective8 class,

e*

Include those who have: (1

Very bad posture.

(2

Organic heart lesions.

(3

Marked foot weakness and flat feet.

(4

Infantile paralysis.

(5

Hernia.

(6

Other types of 111 health which require

(Other cripples also.)

Individual attention and protection from further injury. f.

Limit these groups to eight or ten cases per instructor whenever possible.

g.

Give each pupil his own individual exercises for his particular condition.

h.

Emphasize the fact that work is to be practiced at home. (For best results ask the parents to attend a few class meetings so that their co­ operation will be secured.)

SCHEDULING: a.

How to arrange for class meetings.

Conduct corrective class meetings during the regular gym periods.

b.

Use a corner of the gym for the meetings If no corrective room is available.

c*

Post class divisions on the gymnasium bulletin board to inform each student of his placement. (A floor chart is helpful in showing the posi­ tion of each individual.)

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

Corrective Physical Education Collection: 1:139-147;

b.

2:15-31.

High schools that conduct corrective classes.

12 C»

ACTIVITY ASSIGNMENTS:

Work that will help to perfect

program planning*

1*

CLASSIFICATION:

Examine the corrective cards of

a nearby school and then turn in reports on how you would form "Group" corrective classes and "In­ dividual" classes from this information* 2*

SCHEDULING:

Draw up a daily

working program that

is six periods long and serves ninety boys*

D«

EVALUATION:

A sample check-up in which your mastery

of program planning may be checked*

1*

TRUE-FALSE:

Place an X in the correct space for

true or false* T F a* ( )( ) You should urge students to exercise at home* b* ( )( ) When arranging a corrective class, you should form it into a "Group" corrective class and give everyone the same exer­ cises* c. ( )( ) When a pupil signs should keep him in ter*

for your class, you it for the full semes­

13 d. ( )( ) You should strive to help the pupils understand how to avoid a recurrence of their defects. e. ( )( ) When forming an “Individual*1 corrective class, you should have at least twenty pupils per instructor, f • ( ) ( ) You should make a “Group*1 corrective class for those pupils who have slight deviations. g. ( )( ) You should not break down a “Group** cor­ rective class into smaller units.

14 CHAPTER 3.

PSYCHOLOGY

HOW TO WORK EFFECTIVELY WITH CORRECTIVE CLASSES

A*

MOTIVATION:

Goals that will be attained by creating

desirous working conditions*

1.

VISUAL EVIDENCE:

The students will be able to see

their improvement as it occurs, giving them a feel­ ing of reward for their efforts* 2m

VARIETY:

Introducing games that are beneficial will

add fun to the class session and yet do just as much for the students as exercises alone would do*

B»

DIRECTIONS:

Tips that will Inject wholesome attitudes

into the students*

1*

DISCRIMINATION:

How to overcome the feeling that

corrective classes are different than other physi­ cal education classes* a*

Keep corrective classes separate from the reg­ ular gym classes at all times. (1)

Students will develop better group spirit when they are together for all activities*

(2)

You will not be constantly saying before

the entire class, “Corrective class will do so and so, while the regular class will do such and such,11 b.

Make certain that each individual in the cor­ rective classes knows exactly why he is there.

c.

Avoid the drudgery of exercises every day by playing games that are beneficial to the group. (1)

Circulatory disturbance cases may play badminton (doubles), softball, handball (doubles), and short periods of touch football.

(2)

Foot defect groups can play tennis, base­ ball, badminton, and volleyball.

CONGRETE EVIDENCE:

How to prove to the pupil that

he is making progress. a.

Make several drawings of a pupilfs spine curva­ ture (lateral view) during the semester and compare the later ones with the first one.

b*

Keep check on the weight of obese and malnourish­ ed students.

c.

Compare pictures taken of the pupil at the start of the work with one taken near the completion of the work.

d.

Use the wall protractor to show the pupil how much his joint flexibility has increased as a

result of his work* e.

Compare the measurements of the large muscles taken at the start and the finish of the semes­ t e r ^ work*

f.

Run the students through a battery of apparatus exercises at the beginning and completion of their work and compare the results.

g.

For flat feet cases, take a foot print at the first of the semester and one at the end of the work, comparing the two.

CLASS PROCEDURE:

How to conduct a corrective class

in accordance with the psychology of learning. a.

When individual corrective work is being done, limit the working unit to ten pupils per in­ structor. (1)

Avoid any set order of student arrangement during the class period.

(2)

Give each student a card on which is re­ corded the diagnosis of his condition and the prescription of exercises for him.

(3)

Start the first student on his first ex­ ercise, then the second student on his first exercise, until you have all ten of them working on their first exercise.

(4)

When the last man starts his first exer­ cise, come bach to the first man and start him on his second exercise.

(5)

Repeat this procedure until all the exer­ cises have been completed.

b.

Handle group work in the same manner. (1)

Give the posture g**oup its first exercise, then start the functional heart group on its first exercise, until all the various groups are doing their first exercise.

(2)

Repeat this procedure when the time comes for the second exercise.

c.

In group work, tell one member of each group (a good performer) that he is responsible for the first exercise, another member for the second exercise, until all the work is completed. (This allows you to go among the various groups and give assistance where it is needed.)

d.

Eliminate exercising to a count, as each member will get more benefit from working at his most efficient speed.

e*

Explain each exercise for the first few days so that the students understand exactly why they are doing them.

SOURCES FOR THIS CHAPTER:

Where to get further

18 assistance* a*

Corrective Physical Education Collection: 1:21,152;

2:102-114;

3:102-104;

4:95-326;

5:35-41,48.

C.

ACTIVITY ASSIGNMENTS:

Projects that will aid you in

creating desirous working conditions within the class*

1*

GAMES:

Plan activities in the form of sports

to

be played by a nearby group corrective class. 2.

LESSON PLANS:

Formulate a five week program for

ten people who need individual work.

D»

EVALUATION:

Samples of ways in which your mastery of

establishing: whole some attitudes into the students may be checked*

1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T F a. ( )( ) It is a good idea to keep a ratio of ten students to one instructor whenever in­ dividual work is necessary. b. ( )( ) You should count cadence during exercises*

c* ( )( ) In order to develop better group spirit, you should not separate corrective classes from regular physical education classes* d. ( )( ) It is necessary to inform the students why they need corrective work, e* ( )( ) You should attempt to relieve the drudgery of continual exercising by including beneficial sports in your program, f* ( )( ) You should give the pupils visual evi­ dence that they are making progress toward overcoming their particular deviation. RATING- SCALE:

Place an X in each space for which

your five week lesson plan can qualify. a. ( ) Your corrective class is separate from the regular physical education classes. b.

()You have told every member in your ive class exactly why he needs the

c.

() You have included beneficial games

correct­ work. to your

program in addition to the regular correct­ ive exercises. d. ( ) You have definite methods of showing each member of your classes that he is making progress* e.

() You have not included more than ten pupils per instructor for individual work.

f# ( ) You have designed good exercising routines* g# ( ) Y o u have added a slightly informal touch to your class routine# h. ( ) You have appointed a few good performers

;

as leaders in their groups# 1# ( ) You have avoided counting cadence for group exercises# (

) Total#

21

PART II.

DIAGNOSIS

HOW TO SCREEN STUDENTS ACCORDING TO THEIR CORRECTIVE NEEDS

Employing proper screening techniques involves your ability of using the posture screen correctly and knowing what to look for* This area of corrective work is important due to the fact that a wrong diagnosis of a defect could lead to more serious disorders* After a diagnosis has been made, record cards should be filled out accurately, thus eliminating the necessity of depending upon the memory of you or the individual to determine the nature of the de­ viation in the future* If you want to master posture screen techniques, make the right diagnosis, and use record cards correctly, look through the next three chapters.

22 CHAPTER 4.

LANDMARKS

HOW TO SECURE THE BEST RESULTS FROM THE POSTURE SCREEN

A.

MOTIVATION:

Advantages to be gained by employing: uni­

form standards of posture*

1*

VOICE SAVER:

All people to be examined can be

told as a group, instead of individually, how they are to take their positions at the screen. 2m

SPEEDY INSPECTIONS:

Time may be devoted entirely

to actual body analysis. 3m

PRECISION:

Body deviations can easily be spotted

if all students use standard stances at the screen.

B+

DIRECTIONS:

Procedures to use in order to get the

maximum results from the examination.

1.

ANTERIOR:

How to obtain the correct position for

the front view. a.

(See Figure 1.)

Direct the student to stand behind the posture screen.

b.

Have

him place his feet in the area outlined

on the base of the posture screen. c.

Tell him to line up the middle of his body as

23

FIGURE 1

CORRECT POSITION FOR THE ANTERIOR VIEW

best he can with the white string that is per* pendicular to the base of the posture screen. (1)

Have him look straight ahead.

(2)

Place his hands on his thighs.

(3)

Be sure that the position taken is

the

i n d i vidual^ normal stance and not an exaggerated one. d*

Use the following body parts as check points to be bisected by the white posture strings (1)

The nose.

(2)

The sternum. (The breastbone.)

(3)

The umbillocus* (The Hbelly button**)

(4)

The area between the ankles.

POSTERIOR:

How to line

plumb line. (See Figure a.

up the back

view with

the

2.)

Have the pupil take his position behind the screen.

b.

Turn him about so that the rear portions of his body are facing you.

c.

d.

Place his feet in the areas outlined on the base of the posture

screen.

Tell the student to

assume his normal stance

with his hands on his thighs. e.

Use the following body parts as check points

25

FIGURE 2

CORRECT POSITION FOR THE POSTERIOR VIEW

to be bisected by the white posture string! (1)

The occipital region of the skull# (The base of the head#)

(2)

The spinal processes#

(3)

The cleft of the buttocks.

(4)

The area between the ankles#

LATERAL:

How align the side body view with the

posture string* (See Figure 3#) a#

Place the student behind the posture screen#

b#

Turn his body so that a good side view is af­ forded#

c*

Put his feet in the area outlined on the base of the posture screen#

d#

Instruct the student to maintain his normal stance with his hands on his thighs,

e#

Use the following parts of the body as check points to be bisected by the posture string: (1)

The tragus of the ear# (The lowest part of the ear.)

(2)

The middle of the shoulder# (The deltoid muscle#)

(3)

The crest of the ilium# (The top of the hip bone.)

(4)

The back of the patella. (The area behind the knee cap#)

27

FIGURE 3

CORRECT POSITION FOR THE LATERAL VIEW

23 (5) 4*

The ankle bone*

SOURCES FOR THIS CHAPTER:

Where to get further

assistance* a*

Corrective Physical Education Collection: 1:38,140-144.

b«

Observations of examining techniques used at various schools*

C«

ACTIVITY ASSIGNMENTS:

Projects that will aid in getting

correct stances at the posture screen*

1*

ALIGNING:

Draw the three views of the body

showing

the check points that are to be bisected by the plumb line in each case* 2.

EVALUATION:

Analyze the stances taken by a

student

who is not a class member.

D»

EVALUATION:

Samples of ways to check your mastery

of posture screen techniques*

1#

TRUE-FALSE:

Place an X in the correct space

for

true or false. T F a* ( )( ) In order to see the pupil more clearly,

you should advise him to stand in front of the posture screen, b* ( ) ( ) You should tell the pupil to place his hands on his hips when assuming the an­ terior position, c. ( )( ) In all positions, you should instruct the pupil to look straight ahead. BEST ANSWER:

Place the number of the best answer

in the parentheses. a* ( ) In all positions the hands should be: (1) Placed on the hips# the chest#

(2) Folded across

(3) Held on the thighs.

(4) Placed

behind the back# b. ( ) When assuming the anterior position the pupil should:

(1) Turn his head to the left.

(2) Look down at his feet. ahead.

(3) Face straight

(4) Turn his head to the right.

30 CHAPTER 5*

EAGLE EYE

HOW TO EXAMINE THE BODY FOR FOOT AND POSTURE DEVIATIONS

A«

MOTIVATION:

Benefits received when using the posture

screen method#

1*

COMPLETE PICTURE:

By using the three views with

the posture screen, an exact analysis of the human body is secured* 3*

INDIVIDUAL CONCENTRATION:

One person and only one

person at any one time is before you, thus focusing your undivided attention on him* 3*

ONE MAN JOB:

Examinations will not require the

entire staff to be present at the same time because one person can handle the inspection routine ad­ equately*

B*

DIRECTIONS:

1.

Where to look for deviations*

UPPER EXTREMITIES:

How to check the body area

above the hips* a*

Have the pupil assume the proper stance behind the screen for the anterior view. (1)

If the head is to the left or right of the

plumb line, the student has "tilted*1 head* (Use his nose as the center point.) (2)

A pupil whose shoulders are not in line with the horizontal strings of the screen has either "high" or "low" shoulder.

Check the lateral view of the student. (1)

If the head is in front or in back of the plumb line, the pupil has "forward" or "backward" head.

(2)

When the plumb line is in front of the deltoid (shoulder muscle), then "Kyphosis" is generally found* (Gives a humpback ap­ pearance*)

(3)

If the entire body is slightly forward of the plumb line, the deviation is given the term "Lordosis*" (Causes extreme con­ cavity of the lower back giving a hollowback appearance.)

(4)

"Ptosis" is the term given the stomach area when it sags and appears to have no muscular contracting ability*

Turn the pupil around and check the posterior view* (1)

Look at the head again to see if there is -any "tilt" to it. (See Figure 4.)

32

FIGURE 4 TILTED

HEAD

(2)

Use this view to observe whether or not "high" or “low11 shoulder is present.

(3)

If the spinal column curves like a bow, the condition is known as "C-Scoliosis". (There are two types of scoliosis: "C-rlght" and "C-left".)

(4)

If of

the spinal column curves on both sides the plumb line, an "S-Scoliosls" is had.

LOWER EXTREMITIES:

How to examine from the hips

on down. a.

Tell the student to assume the position for the anterior view. (1)

Note whether or not the two hip bones line up evenly with the horizontal strings on the screen. (If they do not, check to see if they are high, low, or rotated.)

(2)

Look at the knees for any cases of "knock knee" condition.

(3)

Notice is

if the legs are bowed or if there

any indication of "tibial tortion." (Leg

bones that are twisted.) (4)

Check the foot area for weak arches or ankles that are pronated. (Ankles that ro­ tate inward and put too much weight on the inner part of the foot.)

b*

Have the pupil get the correct stance for the lateral view* (1)

If the hip hone is in front of the plumb line, there is a “forward tilt* to the pelvis*

(2)

Should the knees be behind the plumb line, the deviation is known as “hyper-extended knee.*

c*

Use the posterior view to check for the follow­ ing anomalies: (1)

Pelvic twist or tortion, using the cleft of the buttocks as the area to be bisected by the plumb line#

3.

(2)

“Knock knees*“

(3)

Bowed legs*

(4)

Pronated ankles*

SOURCES FOR THIS CHAPTER:

Where to get further

assistance* a*

Corrective Physical Education Collection: 1:140-144.

b*

E ^ m i n ^ n g techniques used at various schools*

ACTIVITY ASSIGNI/IENTS:

Ways to perfect your ability

check for deviations in body alignment*

35 1#

INSPECT:

Check several students for deviations

with the aid of a posture screen. 2*

OVERALL COVERAGE:

List the most common deviations

and tell how they can be recognized at the posture screen#

D»

EVALUATION:

Samples of ways in which your examining

techniques may be checked#

1#

TRUE-FALSE:

Place an X in the correct space for

true or false. T F a# ( )( ) You should use the lateral view to check a pupil for “tilted® head# b# ( )( ) If the pupil*s entire body is slightly forward of the plumb line, giving a "hollowback® appearance, you should diag­ nose the case as “Lordosis.® c# ( )( ) You should use the posterior view when checking for scoliosis, d. ( )( ) When checking for “forward tilt® to the pelvis, you should use the lateral view. 2#

BEST ANSWER:

Place the number of the best answer

in the parentheses. a# ( ) When checking students you should place the

56 most emphasis upon:

(1) The anterior view*

(2) The posterior view. (3) The lateral view. W

( )

(4) All three views.

You should use1 the anterior view to ch&ck for:

(1) "Forward tilted" pelvis.

extended knee. ward head.

(3) "Low" shoulder.

(2) Hyper­ (4) For­

37 CHAPTER 6.

PAPER WORK

HOW TO KEEP INDIVIDUAL RECORDS

A#

MOTIVATION:

Rewards that may come from a set of com­

plete files*

1*

ADEQUATE COVERAGE:

You will be able to answer any

question a parent or doctor may ask concerning a pupil in your classes* 2*

VERBAL-VISUAL AID:

A complete, easily understood

diagnosis of a student will be guaranteed* 3*

COMPACTNESS: pupil can be

4.

All information pertaining to each kept on a 4 x 6 card*

FINGER-TIP AVAILABILITY: With but one card

per

pupil, a complete file can be kept' in a very small area, centralizing all Information within your grasp*

B*

DIRECTIONS:

Suggestions that will make the secretary

work easy*

1*

PHOTOGRAPHS:

How to use a camera in corrective

work. a#

Take pictures of the individual the first day

that he enters your class and the day that he depart s. (1)

You can actually show him his deviation.

(2)

The pupil will see the improvement in his body after corrective exercises have been administered.

Have the student stand so that his back is to a full length mirror and his side is next to a full length white screen. (See Figure 5.) Place a light in such a manner so that when it is turned on, the ^student1s shadow will cast his profile on the white screen. Arrange your camera so that a full length pic­ ture will be had. (1)

A view of his posterior region will be had due to the reflection in the mirror.

(2)

A lateral view will be guaranteed from the profile shadow on the white screen.

(3)

An anterior view will be had because the picture will be taken from the front at a slight angle.

Attach the picture to a more complete chart in order to give you both a verbal and a vis­ ual view of the student.

39

FIGURE 5 POSITION FOR PICTURE TAKING

CHARTS:

How to construct an examination card* (See

Figure 6*) a.

Use a card that is 4 x 6.

h*

On the front of the card and across the top, make spaces for the following information:

c*

(1)

Name of pupil*

(2)

Age*

(3)

Date*

(4)

Name of school*

Allow space for a second line across the top of the page which will Include:

d*

(1)

Glass hour*

(2)

Class days*

(3)

Date started*

(4)

Date dismissed*

Make adequate room, about three or four lines, for the physician’s diagnosis*

e*

Follow this with three or four lines for the physician’s recommendations*

f*

Reserve space at the bottom of the card for the results of the exercises, the grade for the class, and the Instructor’s signature*

g.

On the back of the card and along the left hand margin, list the following: (1)

Height*

41

CORRECTIVE PHYSICAL EDUCATION Nam e---------------------------- —----- ---- ----------------------------D ate_ Age H eight W eight N orm al W eight Under W eight ,

O ver W eight TYPE Lithe M edium Stout POSTURAL CO NDITIO N H ead

Ghesr Shoulder-Levels Scapulae }

'

RSSSRi Shoulders H ip fie w is Abdom en Knees— Legs A nkle P m m tien

*

Feet— Longitudinal Arch Transverse A rch Tendon -Aehilles H am m er-Toes Back— Kyphosis Lordosis Scoliosis

FIGURE 6 TYPICAL RECORD CARD

(2)

Weight.

(3)

Nutrition.

(4)

Body. (Lean, sway, tilt.)

(5)

Head. (Forward, backward, tilt.)

(6)

Chest. (Flat, funnel, pigeon.)

(7)

Shoulders. (Forward, high, low.)

(8)

Back. (Kyphosis, lordosis, scoliosis.)

(9)

Pelvis. (Low, high, rotated.)

(10)

Abdomen. (Ptosis, flaccid.)

(11)

Knees. (Knocked, bowed, hyper-extended.)

(12)

Muscle tone. (Poor, lacking.)

(13)

Feet. (Pronation, longltudenal arch, meta­ tarsal arch, tiblal tortion.)

(14) h*

Posture rating. (t,A f*, "B11, **0% or “D*.)

Take three photographs of each pupil during the semester. (1)

One at the beginning of the semester.

(2)

Another at the mid-semester mark.

(3)

The third one at the conclusion of the term.

i.

Staple these pictures as you take them in the upper right hand corner of the card.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

43 a*

Corrective Physical Educational Collection: 1:139-147;

b*

2:15-31;

5:41-48.

Pupil record cards from high schools in the Los Angeles, California, area.

C»

ACTIVITY ASSIGNMENTS:

Things to do for bettering your

individual record cards.

1*

DRAFTING-:

Draw up a record card to use when you

examine a person. Zm

COMPARE:

Visit nearby schools or orthopedic hos­

pitals, checking their record cards against yours for possible improvements or new ldeas% and then construct another record card. 3.

CONSTRUCT:

Arrange a corner of the corrective

room in such a manner as to get a three way view of a pupil with each photograph.

D»

EVALUATION:

Ways to check your knowledge of keeping

records.

1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T F a* ( )( ) You should take the first photograph of

the students after they have been in your class six to eight weeks. b* ( )( ) When taking a photograph, you should include the anterior, posterior, and lateral views. c. ( )( ) During the course of the semester it is a good idea to take three photographs of each student. d. ( )( ) When constructing an examination card, you should allow space for the physician*s diagnosis. RATING- SCALE:

Place an X in each space for which

you qualify. a* ( ) You have taken photographs which include three views* b* ( ) You have arranged for the physician1s diag­ nosis and recommendations to appear on the front of the card* c* ( ) You have included such pertinent information as the pupil1s name, age, date, class hour, date started, and date dismissed, on the card* d* ( ) You have listed all the common deviations on the back of the card.

45 e* ( ) You have stapled the photographs on the examination cards.

46

PART III#

ACTIVITIES

HOW TO ADMINISTER HELPFUL DRILLS

Thus far your attention has been focused upon preparing for the program and the actual diagnosis of the individual* At this point, you are now invited to actually]learn to give the exercises that will correct the deviations that have been already diagnosed#

47 CHAPTER 7.

GOLDEN RULES

HOW TO PRACTICE GOOD WORKING PRINCIPLES

A»

MOTIVATION:

1.

Rewards that may come from sound practices*

REDUCED SUPERVISION:

When correct habits of ex­

ercising have been formed by the individuals, less attention will be required of you* 2.

QUICKER RECOVERY:

By insisting on perfection of

body movements rather than slipshod practices on the part of the pupil, correction of the deviation will occur much more rapidly. 3.

MORE RESISTANCE:

By showing the class proper methods

of resting, high, nervous tension can be reduced to a minimum, thus allowing the resistive forces of the body to build up again,

B*

DIRECTIONS:

Some helpful hints on how to secure suit­

able working habits.

1*

REPETITION:

How to establish correct body mechanics

habits* a*

Prescribe exercises to meet the individual’s needs and capacity.

(1)

The flexible type individual needs exer­ cises which will stabilize the correct body mechanics position, such as an ac­ tive bar hang.

(2)

The stiff or non-flexible type individual needs flexibility to enable him to assume the correct position. (A good exercise to give is a relaxed bar hang.)

Stress correct habits of exercise. (1)

If this is not done, an exaggeration of the present condition often results.

(2)

In many cases the pull of gravity and the habitual slump follow one another.

G-ive the student the opportunity to frequently assume the correct positions of the exercises. Continue repetition after correct exercising habits have been established. (1)

This action will habituate muscles to the correct length and balance.

(2)

The muscular system will become strong enough to maintain the correct position without undue strain or fatigue.

Use various methods to impress correct body mechanics on the student. (1)

Start all standing exercises from the

correct standing position. (2)

Allow the student to exaggerate his poor position and then correct it.

f.

Make the student perform his movements deliber­ ately in order to avoid the chance of “sliding11 through his exercises. (1)

Allow for thorough formation of correct body mechanics habits through slow and deliberate movements.

(2)

Perfection of movement .is the important thing, not the number of times an exer­ cise is done.

PROGRESSIVE POSITIONS:

How to utilize various

exercising positions. a.

Start all beginning classes with exercises that can be performed from a lying position. (1)

Less chance of fatigue.

(2)

Relief from all static joint and gravity strain.

(3)

Experience has found that the best body mechanics work can be done from this position.

(4)

Reduced strain on the heart output and respiratory system.

After work has been done in the lying position, give exercises that can be performed from the sitting position* Progress from the sitting position to the stand­ ing position for the next work* Follow up this with walking and other activities that make use of the large muscles. Advance the students to positions that require more strength and stamina after they have demon­ strated perfection in their performance of less taxing exercises* How to build up resistive forces of the body* Require undernourished pupils to rest before and after their meals. Assign definite rest periods to the group in order to reduce nervous strain. Give rest positions that are beneficial* (1)

Lying back down on a hard mattress with a small pillow under the shoulders and extending down to the tenth rib, the hands at the sides and the legs straight.

(2)

Lying on the front of the body, elbows slightly bent and the hands resting on the floor just in front of the head* Place

a pillow under the body (from the pubes to the sternum) to prevent hollowing of the back* (3)

Lying on the back as in "(I)*, except that the hands are placed under the back of the neck with the elbows resting on the floor*

MANUAL CORRECTION:

How to assist students to get

the correct exercising positions, a.

Help “hollow backM cases to get good working form* (1)

Tell the student to lie on his back, knees bent, heels close to his buttocks and his hands at his sides*

(2)

Place your thumbs on the anterior superior spines of the ilia and your fingers on the sides and rear of the ilia*

(3)

Tilt the pelvis clock-wise as the student draws In his abdomen and tightens the muscles of his buttocks*

b*

Correct the "hollow back" case from a standing position* (See Figure 7*) (1)

Place your right hand on the student's lower abdomen and your left hand on his buttocks*

52

FIGURE 7

MANUAL CORRECTION FOR "HOLLOW RACK"

(2)

Tell the student to 11tuck in” his buttocks and "draw inM his abdomen*

(3)

Assist the student by pressing up and in on the abdomen and down and under on the buttocks.

c.

When combating round shoulders and protruding scapulae, place your fingers on the front and tip of the studentfs shoulders and your thumbs on the scapulae. (See Figure 8.) (1)

Press inward with your thumbs*

(2)

Pull the shoulders into place with your fingers.

(3)

In very resistive cases, place your knee (long axis of the tibia) along the spine and exert forward pressure with your knees as the shoulder correction is made.

d.

Avoid brute strength in corrective work, as it will cause the pupil to tighten the muscles which should be relaxed.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

Corrective Physical Education Collection; 1:19-21;

b.

5:125-131.

Examine techniques used by various schools in your nearby area.

54

FIGURE 8

MANUAL CORRECTION FOR “PROTRUDING SCAPULAE“

55 C.

ACTIVITY ASSIGNMENTS:

Projects that will bring on

good working M b i t s .

1*

GROUP WORK:

Pair off class members having one

assume a resting position while the other checks him for strong and weak points. 2.

CLASSIFICATION:

Check the examination cards of

a nearby school and assign the type of exercising position (lying, sitting, or standing) that is best suited for the deviation*

D«

EVALUATION:

A true-false test concerning good working

habits. (Place an X in the correct space for true or false.)

a.

T F ( )( ) When prescribing exercises, you should meet the needs and capacity of the individual,

b* ( )( ) You should use all of your available strength when manual correction is necessary. c. ( )( ) It is not necessary to stress the importance of rest because everyone knows how to do it. d. ( )( ) You should make the students perform their exercises deliberately. e. ( )( ) It is good practice to start all beginning

56 classes with exercises that require a standing position* f* ( )( ) Even after correct exercising habits have been established, it is a good idea to con­ tinue repetition, g. ( )( ) You should stress correct habits of exercise* h* ( )( ) In order to impress correct body mechanics on the students, you should make use of one method* i. ( )( ) To reduce the chance of fatigue during exer­ cising, you should place the student in a lying position* J* ( )( ) It is a good idea to require undernourished pupils to rest before and after meals*

57 CHAPTER 8.

PHASES OF EXERCISING

HOW TO MEET INDIVIDUAL NEEDS

A*

MOTIVATION:

Benefits that will result from exercises

that suit the Individual*

1*

INTEREST:

Pupil-instructor cooperation will reach

a high pitch when the pupil feels that he is being given exercises to remedy his personal deviation. 2.

CONFIDENCE:

Pupils will have faith in you and re­

spect everything you say regarding their deviation when they are given specialized treatment instead of “mass" exercising# 3#

WELL SPENT TIME:

Giving the entire group the same

exercises may benefit a few, thus wasting the time of many, whereas individualized work will aid every­ one.

B#

DIRECTIONS:

Some pointers to know concerning various

types of exercises.

1.

PASSIVE EXERCISES:

How to help the pupil by using

external manipulation. a.

Use this type of exercise in ca.ses where there

are:

b.

(1)

Joint affections.

(2)

Paralysis.

(3)

Extreme muscular weakness.

(4)

General debility.

Place the pupil in the proper starting position for his exercise.

c.

Provide some force, other than the active effort of the recipient, to move the body parts through their routine* (1)

You, the instructor, may move the affected part by hand*

(2)

The exercises may be performed through the use of a pulley set-up attached to the body area to be moved*

d*

After movement of the joint has been established, follow up with other types of exercise In order to develop the strength, coordination, and en­ durance for proper functioning of the parts in­ volved* (1)

Passive exercise is usually followed by active exercise.

(2)

Active exercise is generally succeeded by resistive exercise as the improvement in the condition of the pupil is evident.

e.

Avoid any type of exercise, even the passive type* should too much pain be encountered in the area to be moved.

ASSISTIVE DRILLS:

How to work with the pupils

during the performance# a#

Provide assistance in movement after the pupil has actively moved a part as far as he is able# (1)

Partial active exercising by the pupil increases the range of movement within his physiological limits and stimulates the return of normal nerve paths.

(2)

Assistance after the pupil has moved a part as far as he is able supports the weight of the parts to reduce the load or localize the effort.

b.

Aid exercising by an indirect method. (1)

Immerse the affected part in a tub of warm water.

(2)

Performance is more efficient this way because the limbs are supported by water, thus overcoming the gravity factor.

RESISTIVE EXERCISES:

How to add weight to the

drills. a.

Make movements to resist the pupil in his attempt

to place the part In the desired position* (1)

After you have instructed the pupil to raise his arm shoulder high, hold his wrist and press gently against upward motion*

(2)

Resistive exercises are of great value in contractures.

G-lve the greatest resistance after the limb has passed through the first third of its range of movement* Lessen the resistance after two-thirds of the range of movement has been completed* (1)

The first third of the range of contrac­ tion is the poorest leverage position of the muscle*

(2)

After completion of the first third of movement, the muscle is then doing what is known as 11the optimum of the muscle contract ion*M (This position provides the strongest leverage of the muscle*)

Practice using three types of resistive exer­ cises: (1)

Static:

The limb is held in a rigid posi­

tion, causing the flexor muscles and the extensor muscles to preserve the equili­ brium.

(2)

Concentric:

The forearm is flexed against

resistance to this flexion* (3)

Eccentric:

The forearm is extended against

resistance to the movement of extension. ENDURANCE EXERCISES:

How to use normal type appli­

cations* a*

To secure the greatest good from this type of exercise, emphasize large muscle use more than small muscle use# (Large expenditure of phy­ sical energy by the larger muscles of the body uses only a small expenditure of nervous en­ ergy.)

b.

Impress the importance of slow movement during the performance of the exercises.

c.

Follow the slow movement exercise with a suffi­ cient rest, enabling the part exercised to become relieved of the fatigue products of one movement before another movement is begun.

d.

Use exercises that require little skill or effort. (1)

Walking is a good example of an endurance exercise.

(2)

Endurance exercises spare the organism while improving the organic function*

62

5.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance* a.

Corrective Physical Education Collection: 1:19-20;

b.

5:1-9,53-55.

Bilik, S. E.:

The Trainers Bible*

T* J. Reed

and Co*, Hew York, 1946.

C.

ACTIVITY ASSIGHMEHTS:

Practices that will guarantee

Individualized work*

1.

CLASSIFICATION:

Examine corrective cards of a

nearby school and group them as to the type of exercising that will be most beneficial to each individual* 2*

GROUP WORK:

Pair off the class having one help the

other in doing passive, assistive, and resistive exercises*

D.

EVALUATION:

A true-false test on exercising*

(Place

an X in the correct space for true or false*) T F a. ( )( ) It is important for you to impress slow move­ ment during the performance of exercises. b. ( )( ) You should follow an exercise with a suffi­ cient rest period.

63 c. ( )( ) When using the assistive type exercise, you should resist the movement of the "body part, d.

( )( ) You should give the greatest

resistance after

the limb has passed through the first third of its range of movement. e.

( )( )It is a good idea to assist

pupil performance

by immersing the affected body part in warm water. f* ( )( ) You should avoid exercising of any type if too much pain is encountered. g. ( )( ) It is best to follow passive exercising with resistive exercising. h. ( )( ) When giving endurance exercises, you should make use of the pupil's small muscles rather than the large ones. i. ( )( ) It is best to give endurance exercises that require little skill or effort.

64 CHAPTER 9.

CORRECTIVE EXERCISES

HOW TO REMEDY BODY DEVIATIONS

A,

MOTIVATION:

Goals that may be achieved if necessary

drills are administered*

1#

RESULTS:

Most of the deviations will he corrected.

2*

UNDERSTANDING:

The pupil will leave your class

with a thorough knowledge of how to avoid a re­ currence of his defect. 3.

HEALTH:

By correcting deviations, the body will

be in a better physical state, thus adding to whole­ some living.

B»

DIRECTIONS:

Suggestions on how to overcome common

deviations.

1.

THE SHOULDER

GIRDLE:

How to overcome low, high,

or forward shoulders. a.

Exercise pupils with low or high shoulders in the following manner: (1)

Shrug the low shoulder.

(2)

Hang from a bar.

(3)

Raise and lower the arm side.

on

the low shoulder

65 b.

To bring forward shoulders back to their nor­ mal position, give the activities listed be­ low: (1)

Stretch the pectoral muscles by pulling the scapulae together.

(Touch the shoulder

blades together#) (2)

Bench push-ups. (See Figure 9.)

(3)

Hang from a bar and contract the muscles of the back.

(4)

Corner dips.

(Stand facing the corner of

the room with the fingers against the wall. Let body weight go forward and force the chest into the corner while keeping the elbows straight and the abdomen in.) 2.

SPINAL ABNORMALITIES:

How to correct exaggerated

spinal conditions. a.

Use body movements that will overcome WKyphosis11. (MHumpbackM condlt ion•) (1)

Place the fingers behind the neck and vigorously stretch the elbows back as far as possible.

(2)

Raise the arms sideward placing tension backwards•

(3)

Lie the pupil on his back with a pillow beneath his shoulder blade. Place his hands behind his neck and then press down on his

FIGURE 9 POSITION FOR BENCH PUSH-UPS

elbows, stretching the pectoral muscles* (4)

Lie the pupil on his stomach with a pillow beneath his chest* Place a paddle over the thoracic region of his spine and press down on it.

(5)

Have the pupils do bench push-ups.

Introduce these activities to straighten out that 11C-curve* in the spine: (1)

Have the pupil breath deeply while lying on his back with his knees bent. (If Ccurve left is present, place his right hand behind his head and his left hand at his side. Opposite for C-curve right*)

(2)

Hang from a horizontal ladder or the outer bar of a stall bar and swing, straightening the legs from the waist to the left side for a C-curve left. (Straighten the legs to the right side for total right curve.

(3)

For total left curve, stand with the feet well apart, arms at the side shoulder level, and slowly swing the right arm above the head and over to the left hand, bending the trunk to the left.

(Left arm

to the right hand for a total right curve.) (4)

If the student is right-handed, tennis is

a good corrective game to play should the pupil have a total left curve* (5)

For a total right curve, right-handed bowling is an ideal corrective activity*

(6)

For total right curve, place the student on a low stool with his left hand on the back of his neck and his right hand on the convexity of the curve. Have him stretch his body as tall as possible and then bend to the right side*

c*

G-ive the following exercises to reduce “Lordosis* or *hollow back*: (1)

While the student is lying on his back with his knees bent, have him contract his abdomen and press his back on the table at the same time*

(2)

Place the student on his stomach with his hands tinder his abdomen* Have him press his hands upward, humping his back, while his shoulders and pelvis are held down*

(3)

Have the pupil kneel on “all fours* and hump his back at regular intervals*

TILTED PELVIS: a*

How to level the hip bones,

If the pelvic region is too far forward, give

the following exercises: (1)

Inactive hanging from a bar.

(2)

Lying face down on the floor with a pil­ low under the abdomen.

(3)

Lying face up with the knees bent, abdo­ minal muscles contracted, and pressing the lower region of the back to the floor*

b*

Overcome high or low pelvic conditions by: (1)

Inactive hanging from a bar.

(2)

Emphasizing the importance of keeping the body weight evenly distributed on both feet*

c.

Stress the importance of good posture habits at all times to keep the pelvic region free from deviations* (1)

While sitting, the weight of the body should be borne on the ischia and the upper third of the thigh, with the bend from the hips and not from the waist.

(2)

Body weight should be kept evenly dis­ tributed on both feet while standing.

KNEE DEFECTS: a*

How to overcome “back knees11.

Place the student in a creeping position. (On all “fours*.) (1)

Back is parallel to the floor.

(2)

Creep on all *fours* for a short period of time during the early stages*

(3)

Gradually Increase the length of time for the exercise period*

b*

Give the command of “stoop falling” position. (The position prior to doing a push-up.) (1)

On the count of "one” , raise a leg, keep­ ing it straight*

c.

(2)

Lower the leg on the count

of "two".

(3)

Raise the other leg on the

“three” count*

(4)

Lower the leg on “four".

Give

the command of “stoop falling" position

but instead of raising the entire leg as in ttb M , just bend from the knee* FOOT CURES:

How to correct flat feet and pronated

ankles* a.

Avoid exercises that place too much body weight on the feet during the early stages of correct­ ive work* (1)

Start the work from a lying position*

(2)

Progress to a seated position.

(3)

When the area being worked upon is strong enough, then exercises can be done from a standing position.

Place the student in a hook lying position. (1)

Curl the toes on the “one“ count.

(2)

Keep the heels stationary and turn the balls of the feet until the toes touch each other. (This is the “two“ count.)

(3)

Bend the ankles on “three11•

(4)

Relax on “four11.

Seat the student at a bench with his toes ex­ tended over a block. (1)

Depress the toes on the count of “one*.

(2)

Relax on “two11.

Seat the student, on a low stool with his feet placed parallel on a towel and about ten inches apart. (1)

Be sure that the knees are directly above the heels.

(2)

Grip the towel with the toes and make a mound with it between the feet.

Have the pupil assume a cross sitting position. (Yogi fashion.) (1)

Curl the toes on the count of “one“.

(2)

Bend the feet back toward the knees on “two“*

(3)

Relax on “three*.

Place the student in a hook lying position*

72 (1)

Cross the right leg over the left knee*

(2)

Curl the toes on the right foot and in­ vert the foot#

(3)

Reverse the process, crossing the left leg over the right knee*

g#

Seat the student on a low stool with one foot placed on the floor in an over-corrected posi­ tion* (Toeing in with the weight on the outer border but with the head of the first metatar­ sal on the floor#) (1)

Pick up small objects with the toes of the other foot.

(2)

Place the working foot on the knee of the stationary leg*

(3)

Keep the thigh of the working leg rotated outward and the knee as low as possible.

6#

SOURCES FOR THIS CHAPTER:

Where to get further

assistance* a*

Corrective Physical Education Collection: 1:154-226;

2:65-101;

3:152-211;

5:115-158,

190-195,229-245,252-259.

C*

ACTIVITY ASSIGNMENTS:

Procedures that will familiar-

ize you in the area of corrective exercises*

73 1#

INVESTIGATION:

Check the corrective exercises

given at another school and the give the anatom­ ical reasoning behind each of them* 2*

CORRECTIVE WORK:

Assign exercises to students that

have already been screened for their deviations*

D*

EVALUATION:

A true-false test on correcting: body de­

viations*. (Place an X in the correct space for true or false*) T F a* ( )( ) You should give bench push-ups in order to overcome •Kyphosis11 or •forward11 shoulders* b* ( )( ) If a pupil is right-handed, you should have him play tennis to help straighten a total left curve In his. spinal column, c* ( )( ) You should urge pupils who have •tilted” pelvis to keep their body weight evenly dis­ tributed on both feet* d* ( )( ) It is a good idea to strengthen affected areas by placing as much weight of the body on them as possible, e* ( )( ) It is best to give •corner dips” to pupils who have *low” shoulder, f* ( )( ) It is best that beginning exercises for the correction of foot deviations begin from a

74 lying position, g# ( )( ) You should urge students who are right-handed to bowl as a corrective activity for over­ coming a total right curve in the spine, h * ( )( ) It is a good idea to urge students who have slight pelvic deviations to hang inactively from a horizontal bar.

75 CORRECTIVE PHYSICAL EDUCATION COLLECTION A SPECIAL RESERVE SHELF FOR USE IN CORRECTIVE WORK

The titles below are cited repeatedly at the ends of various chapters by code numbers and page numbers. CODE NUMBER 1*

Drew, Lillian C., Kinzly, Hazel L.: tics.

Individual gymnas­

Lea and Fibiger, Philadelphia, 1945*

240 pp. (A

handbook of corrective and remedial gymnastics.) 2#

Howland, Ivalclare S.:

The Teaching of Body Mechanics.

A* S. Barnes and Company, New York, 1956.

203 pp. (A

book which contains lesson plans adapted to all age groups from first grade through the senior high school.) 3.

Rathbone, Josephine L . :

Corrective Physical Education.

W. B. Saunders Company, Philadelphia, 1944. 263 pp. (This book presents essential facts of human anatomy and physiology, and a program for reconstruction of physical deviations.) 4.

Stafford, George T.:

Sports for the Handicapped. Pren-

tice-Hall, Inc., New York, 1947. 330 pp. (The treatment of prevalent defects and procedure for teaching sports adapted to the physically handicapped.)

76 5.

Stafford, G-eorge T*: cal Education,

Preventive and Corrective Physi­

A* S* Barnes and Company, New York, 1938*

320 pp. (A discussion of body mechanics and their treat­ ment, athletic injuries, and correction of typical body deviations*) 6*

White House Conference: Practice*

Body Mechanics Education and

Century Co., New York, 1932* 166 pp* (Body

mechanics, posture, and physical fitness regarding school children*)

University of S outhern California L ib ra ry