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A SCHOOLMAN’S HANDBOOK OH ORGANIZATION AND DIRECTION OF MAJOR RELAYS

A P ro je c t P re s e n te d to t h e F a c u l t y o f t h e S c h o o l o f E d u c a tio n The U n i v e r s i t y o f S o u th e r n C a l i f o r n i a

In P a r t i a l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D eg ree M a s te r o f S c ie n c e i n E d u c a tio n

fey Tom E . K a rp a n A u g u st

1950

UMI Number: EP46397

All rights reserv ed INFORMATION TO ALL U SERS The quality of this reproduction is d ep e n d e n t upon the quality of th e copy subm itted. In the unlikely ev en t that th e author did not sen d a com plete m anuscript and th e re are missing p ag es, th e s e will be noted. Also, if material had to b e rem oved, a note will indicate th e deletion.

Dissociation Publishing

UMI E P46397 Published by P ro Q u est LLC (2014). Copyright in th e D issertation held by th e Author. Microform Edition © P roQ uest LLC. All rights reserv ed . This work is protected ag ain st unauthorized copying under Title 17, United S ta te s C ode

P ro Q u est LLC. 789 E ast E isenhow er Parkw ay P.O. Box 1346 Ann Arbor, Mi 4 8 1 0 6 -1 3 4 6

£i

>S/

tf/TS'Pr*#-

Th is p r o j e c t report, w ri tt en un der the direction of the candidate’s a dv is e r a n d a p p r o v e d by him, has been pr ese nt ed to a n d a c c e p te d by the F ac u lt y o f the S c h o o l of E d u c a ti o n in p a r t i a l fu lfi llm en t of the requirements f o r the de gre e of M a s t e r of Science in Education.

Adviser

Dean

PREFACE “W hat e v e n t com es f i r s t ? o 'c l o c k I

I th o u g h t i t s t a r t e d a t tw o

You d i d n ft se n d me a p ro g ra m !"

Too o f t e n t r a c k m e e ts a n d r e l a y s grow an d m ushroom l i k e little

"T o p sy " w ith l i t t l e

a p p a r e n t p la n n in g o r o r g a n iz a tio n *

N o th in g i s s o d i s c o n c e r t i n g an d u n p l e a s a n t a s a m e e t w ith su c h am o eb ic c h a r a c t e r i s t i c s *

Such m e e ts so o n l o s e t h e i r

a t t r a c t i o n o r d ra w in g a p p e a l an d e v e n t u a l l y wane i n t o n o n ­ e x is te n c e . M e e ts , i n o r d e r t o f u n c t i o n s m o o th ly , m u st b e c a r e f u l l y p la n n e d an d o r g a n iz e d , n o t o v e r lo o k in g t h e a p p a r e n t l y u n im ­ p o rta n t p h ases.

The m in o r d e t a i l s a r e o f t h e g r e a t e s t im­

p o r ta n c e a s i t i s t h e sum t o t a l c o o r d i n a t i o n o f su c h p a r t i c u ­ l a r s w h ic h make th e m e e t a s u c c e s s o r f a i l u r e .

The m ore

w e ig h ty a s p e c t s w i l l , a s a m a t t e r o f c o u r s e , b e ta k e n c a r e o f p ro p e rly . An a t te m p t w i l l be made i n t h i s s c h o o lm a n 's g u id e t o b r i n g o u t t h e d e t a i l s i n a n o r g a n iz e d m an n er so t h a t r e l a y d i r e c t o r s c a n p la n an d d i r e c t a w e l l - c o o r d i n a t e d m e et o r m a jo r r e l a y c a r n i v a l in v o l v i n g a s c o r e o r m ore s c h o o l s , i n a sm ooth a n d c l o c k - l i k e m a n n e r. T h is g u id e w as made p o s s i b l e th r o u g h th e c o o p e r a tio n an d a s s i s t a n c e o f s e v e r a l i n d i v i d u a l s w e l l known i n t h e m a jo r re la y s f i e l d .

T hanks a r e e x te n d e d t o M r. Tom D e c k a rd , D rak e

R e la y s D i r e c t o r , M r. W illia m E a s to n , K a n sa s R e la y s D i r e c t o r , and t o t h e many Iow a d i r e c t o r s o f h ig h s c h o o l c a r n i v a l s who h a v e s o g e n e r o u s ly c o n t r i b u t e d t h e i r tim e an d m a t e r i a l i n m akin g p o s s i b l e t h e c o n s o l i d a t i o n an d c o o r d i n a t i o n o f t r a c k m a te ria ls .

C o n t r i b u t i o n s made b y t h e Iow a H ig h S c h o o l A th ­

l e t i c A s s o c i a t i o n , m a t e r i a l o b ta in e d fro m T ra c k an d F i e l d A t h l e t i c s , b y B re s h n a h a n an d T u t t l e , i n f o r m a t i o n fro m th e A t h l e t i c J o u r n a l . a n d d a t a s u p p l i e d by M r. J e s s e H i l l , t r a c k co a c h a t t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a a r e d u ly r e ­ c o g n iz e d an d a p p r e c i a t e d .

iv TABLE OF CONTENTS CHAPTER

*

PAGE

PART I . GROUNDWORK HOW TO CONTACT SCHOOLS, OBTAIN OFFICIALS, AND CREATE SPECTATOR INTEREST 1.

PARTICIPATION:

How t o s t i m u l a t e i n t e r e s t an d

a t t r a c t s c h o o ls ....................................................................... 1.

INITIAL NOTECES:

How t o s e l e c t c o n t e n t s

f o r f i r s t n o t i c e ...................................................... 2.

SECOND MAILING:

2

2

How t o f u r t h e r in f o r m an d

p r o v id e a p p e a l t o p o s s i b l e e n t r a n t s . . . . 3.

THIRD AND FINAL MAILING:

How t o p r o v id e

s c h o o ls w ith e s s e n t i a l e n t r y m a t e r i a l s . 4.

GOOD WILL:

PUBLICITY: s ta tio n s 1.

* .

3

How t o make t h e c o a c h e s f e e l ' ............................................................................

a t home 2*

3

3

How t o c o n t a c t n e w s p a p e rs an d r a d i o ......................................................................................

MAILINGS:

How t o g e t n e w sp a p e r an d r a d i o

6

•>

p u b l i c i t y ....................... 2.

PERSONAL STIMULATION:

6 How t o i n c r e a s e i n ­

te r e s t in your m e e t 3«

OFFICIALS:

7

How t o o b t a i n c o m p e te n t s u p e r v i s o r y

p e r s o n n e l ..............................................................................

10

V

CHAPTER 1.

PAGE THE GAMES COMMITTEE:

How t o make i n i t i a l

p r e p a r a t i o n s ................................................ . . . . . 2.

3. 4.

OTHER IMPORTANT SUB-COMMITTEES:

6.

10

THE REFEREE: How t o a r b i t r a t e

12

TEE CLERK OF COURSE:

THE STARTER:

......................................................... How t o g e t them away t o g e t h e r .

THE JUDGES OF THE FINISH:

8. 9.

THE TIMERS: How lo n g d id i t ta k e ? . . . . .

POLE VAULT JUDGES:

HIGH JUMP JUDGES:

JUDGES OF THE BROAD JUMP: i s th e k a n g a ro o .

13.

SHOT PUT JUDGES:

15

15

16

How t o make p a r o v e r

t h e b a r ................................................... 12.

14

How t o c h e c k on t h e h ig h

f l y e r s ........................................................ 11.

14

How t o a v o id o r d e te r m in e

i n i q u i t i e s . ....................................................................... 10.

14

How t o o f f i c i a l l y make

i n t h e money . . . . . . . . .

THE INSPECTORS:

13

How t o d e te r m in e .................................

CHIEF RESULTS CLERK: s u r e th e y a r e

. . . . . . .

How t o e x p e d i t e t h e

who g o t t h e r e f i r s t 7.

How t o o r ­

g a n iz e d u t i e s o f m in o r c o m m itte e s ........................

t r a c k p ro g ra m 5.

10

16

How t o know who .................................

16

How t o t a l l y th e m u s c le

m en. . , ........................................................

17

vi CHAPTER 14.

PAGE DISCUS THROW JUDGES:

How t o k e e p u p w i t h t h e

p l a t t e r ...................................................................................... 15.

FOOTBALL THROW JUDGES:

How t o d e te r m in e th e

s p i r a l ......................................................... . ....................... 16.

COURIERS: ta lly m a n .

.

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

17.

HURDLE SETTERS:

18.

FINISH LIKE BOYS:

19.

BLOCK SETTERS:

EVENTS: 1.

17

How t o g e t t h e do p e t o th e 17

How t o a r r a n g e t h e b a r r i e r s .

18

How t o p u l l t h e w ool . . .

18

How t o g e t t h e s l i p s o u t o f

th e s t a r t . . . . . . . . . 4.

17

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

18

How t o s e l e c t p ro g ra m an d se q u e n c e . . .

DUAL TRIANGULAR OR QUADRANGULAR MEETS: t o o r g a n iz e t h e p ro g ra m

2.

RELAY CARNIVALS:

3.

FIELD EVENTS:

21

How

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

How t o p la n t h e p ro g ra m .

.

21

21

How t o c o n d u c t an d o r g a n iz e

t h e n o n - r u n n in g e v e n t s .................................

22

PART I I . MAKING READY HOW TO ARRANGE PROGRAM AND PROCESS TRACK 5.

CLASS DISTINCTION:

How t o d i v i d e m eet i n t o

c l a s s e s a c c o r d in g t o s c h o o l e n r o l l m e n t ........................ 1.

SEGREGATION:

26

How t o draw l i n e s o f c l a s s d i s ­

tin c tio n o r c la s s d iv is io n

26

vii CHAPTER 2.

PAGE SEPARATION:

How to d iv id e i n t o c l a s s e s a c ­

c o r d in g t o a g e o r g ra d e i n s c h o o l .................... 6,

WORKING TRACK:

How t o g e t t r a c k i n t o sh a p e

p u t t i n g i n l a n e s an d s t a g g e r s ......................................... 1.

INSPECTING:

31

WORKING THE TRACK: th e p la n t

3.

How t o ta k e a c t i o n on

............................................ . . . . *

MARKING LANES:

STAGGERING:

31

How t o l a y o u t r e s t r a i n i n g

z o n e s ...................................................................................... 4.

30

How t o make i n i t i a l o b s e r v a ­

tio n s 2.

27

32

How t o e q u a l i z e r u n n in g d i s ­

ta n c e

33

PART I I I . THE SHOW IS ON HOW TO CONDUCT MEET, MAKE AWARDS, AND DETERMINE CHAMPIONS 7*

SIFTING:

How t o c o n d u c t p r e l i m i n a r i e s an d make

l a n e a s s ig n m e n ts 1.

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

LISTING AND GRADING:

How t o g e t th e r u n ­

n e r s c a ta l o g u e d 2.

. . . . . . . .

TIMING AND PRELIMINARIES:

RELAY SIFTING: e s t fo u rso m e s

39

How t o d e te r m in e

t h e s u r v i v a l o f th e f i t t e s t ..................................... 3*

39

40

How t o d e te r m in e t h e f a s t ­ 41

v iii CHAPTER 4.



PAGE

WATCHES AND THEIR CARE:

Hcjw t o c a r e f o r t h e

tim in g d e v i c e s ................................................................... 5.

STATE REGULATIONS:

How t o a v o id a s s o c i a t i o n

r u l i n g v i o l a t i o n s .......................................... 8.

INFIELD:

41

How t o k e e p th e i n f i e l d c l e a r o f n o n -

p a rtic ip a n ts 1.

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

DIRECTIVES:

46

How t o l e t th em know w h ere th e y

b e l o n g ........................................................................... 2.

POLICING:

47

How t o g e t t h e m o st o u t o f t h e men

i n b l u e ............................ 3.

9.

How t o k e e p them w h ere you w a n t

them

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

2. 10.

48

How t o s e l e c t an d d i s t r i b u t e m ed als' and

tro p h ie s . 1.

48

BARRIERS:

AWARDS:

41

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

PURCHASE:

.

50

How t o g e t t h e m o st f o r th e l e a s t

c a p i t a l o u t l a y ...................................................................

51

PRESENTATION:

How t o b e s to w t h e a w a rd s . . .

51

How t o d e te r m in e team c h a m p io n s h ip s . .

54

SCORING: 1.

RELAYS:

How t o s c o r e r e l a y s . . . . . . . .

2.

INDIVIDUAL OR OPEN EVENTS: d iv id u a l e v e n ts

54

How t o s c o r e i n ­ .

55

ix CHAPTER 3«

PAGE SCORER: sc o re r

How t o s e l e c t a n d e q u ip t h e ..........................................

.

55

APPENDIX........................................................................................................

59

BIBLIOGRAPHY...............................................................................................

71

1

PAR? I .

GROUNDWORK

HOW TO CONTACT SCHOOLS, OBTAIN OFFICIALS, AND CREATE SPECTATOR INTEREST P r e p a r a t i o n s a r e o f v i t a l im p o r ta n c e . I n i t i a l p a r t s o f t h i s h an d b o o k w i l l d e a l w i t h t h e p ro b le m o f g e t t i n g i n f o r ­ m a tio n t o t h e v a r i o u s s c h o o ls . T h is i n f o r m a t i o n w i l l i n d i ­ c a t e t h e d a t e o r d a t e s i f i t i s a tw o -d a y m e e t, c l a s s d i v i s i o n , i f a n y , n a t u r e o f a w a rd s t o be g i v e n , b r i e f s a l e s m e ssag e a s t o im p o r ta n c e , a n d q u a l i t y o f t h e m e e t. P u b l i c i t y m a t t e r s w i l l be ta k e n u p i n v o l v i n g t h e t e c h ­ n i q u e s i n c o n t a c t i n g r a d i o s t a t i o n s an d n e w s p a p e rs w h ic h w i l l p r o v id e t h e i n i t i a l r e m in d e r f o r b o th s c h o o ls and s p e c t a t o r s . T h is w i l l b e f o llo w e d u p l a t e r w i t h m ore d e ­ t a i l e d d a t a an d i n f o r m a t i o n . P ro b le m s o f o b t a i n i n g a d e q u a te a n d c o m p e te n t s u p e r ­ v i s o r y p e r s o n n e l p r e s e n t s som ew hat o f a t a s k . I n e v e r y com m unity t h e r e a r e i n d i v i d u a l s w ith e x p e r i e n c e an d i n t e r e s t i n t r a c k who c a n b e c o n t a c t e d ; a c h a in r e a c t i o n i s so o n e s t a b l i s h e d w h ic h l e a d s t o o t h e r s who a r e c o m p e te n t an d w i l l i n g t o a s s i s t . Once a c a p a b le g ro u p i s e s t a b l i s h e d , i t i s n o t a d i f f i c u l t p ro b le m t o r e t a i n th e m . Men q u a l i ­ f i e d t o a c t a s s t a r t e r s a r e l i s t e d i n m o s t h ig h s c h o o l a t h l e t i c d i r e c t o r i e s . T im e rs an d p l a c e p i c k e r s may come fro m y o u r own s c h o o l p e r s o n n e l o r fro m men i n th e com m unity w i t h t r a c k e x p e r i e n c e an d s u f f i c i e n t i n t e r e s t to p e r f o rm a th o r o u g h a n d e x a c t i n g j o b . Many o f t h e p r e p a r a t i o n s f o r t h e m e e t m u s t be d e l e ­ g a t e d t o s e l e c t e d c o m m itte e s b y th e m e e t d i r e c t o r . The n a t u r e an d d u t i e s o f t h e s e v a r i o u s c o m m itte e s w i l l b e c o v e re d i n P a r t I .

2 CHAPTER 1 .

PARTICIPATION

HOW TO STIMULATE INTEREST AND ATTRACT SCHOOLS A.

MOTIVATION:

B e n e f i t s t o b e d e r iv e d fro m k i n d l i n g c u r ­

i o s i t y an d f u r t h e r i n q u i r y * 1.

INCREASED ATTENDANCE:

More s c h o o ls w i l l e n t e r i f

p ro p e rly s tim u la te d , 2.

KEENER COMPETITION:

A h i g h e r c a l i b e r o f s c h o o ls

an d c o m p e ti to r s w i l l b e p r e s e n t i f t h e a p p e a l i s g r e a t enough. 3.

DIVERSIFIED ENTRY:

S c h o o ls o f v a r y in g e n r o llm e n ts

w i l l show i n t e r e s t w ith p r o p e r i n i t i a l a p p e a l* 4.

PERSONAL ENJOYMENT:

Im p ro v em en t o f p r e v io u s co n ­

d i t i o n s an d t h e i n t e r e s t t h a t one c a n s t i m u l a t e i n o t h e r s g i v e s one a g r e a t d e a l o f p e r s o n a l s a t i s * f a c t i o n an d a n i n c e n t i v e f o r g r e a t e r a c h ie v e m e n t, B,

DIRECTIONS:

S u g g e s tio n s on t h e m e th o d s o f a p p r o a c h in g

th e s c h o o ls . 1,

INITIAL NOTICES:

How t o s e l e c t c o n t e n t f o r f i r s t

n o tic e . a.

S e le c t d a te o r d a te s .

b.

In d ic a te c la s s d is tin c tio n , i f any,

c.

M e n tio n t y p e s and n a t u r e o f a w a rd s ( m e d a ls , tro p h ie s o r rib b o n s ).

d.

S en a f i r s t m a i l i n g , a b o u t C h r is tm a s t i m e , i n th e fo rm o f a g r e e t i n g c a r a .

SECOND MAILING:

How t o f u r t h e r in f o r m a n a p r o v id e

ap p eal to p o s s ib le e n tr a n ts , a.

S en a s t i c k e r s , f o i a e r s a n a b o o k l e t s on th e h i s t o r y o f t h e m e e t a b o u t two m o n th s p r i o r t o th e m e e t.

b.

S en a m a t e r i a l r e g a r a i n g h o t e l a c c o m m o a a tio n s, nam es o f h o t e l s , num ber o f room s an d p r i c e s .

HURD AND FINAL MAILING:

How t o p r o v id e s e h o o ls

w ith e s s e n t i a l e n t r y m a t e r i a l s . a.

S end t h e c o m p le te s c h e d u le , b o o k l e t fo rm , e n t r y b la n k a n a a n o t h e r p e r s o n a l l e t t e r .

b.

U se d i f f e r e n t c o l o r e d e n t r y b la n k f o r c o l l e g e s , u n i v e r s i t i e s a n a h ig h s c h o o ls t o f a c i l i t a t e s o r tin g and th e re b y e lim in a te e r r o r s .

GOOD W lLL:

How t o make t h e c o a c h e s f e e l a t hom e.

a.

Make p e r s o n a l c o n t a c t s w h e n e v e r p o s s i b l e .

b.

P r o v id e some f o rm o f e n t e r t a i n m e n t f o r t h e coaches.

c.

S u p p ly t r a n s p o r t a t i o n t o s t a g d i n n e r s f o r t h e v i s i t i n g c o a c h e s a n d make th em f e e l t h a t th e y a r e m o s t w elco m e.

d.

F u r n is h name c a r d b u t t o n s t o b e a t t a c h e d t o c o a t la p e l.

4 e.

P r o v id e c o a c h e s w i t h nam es and l o c a t i o n s o f s p o r t i n g g o o d s co m p an ie s who h a v e e n g a g ed h o t e l room s f o r c a r d p l a y i n g an d g e n e r a l g e t - t o g e t h e r s .

C.

PERFORMANCE:

A c t i v i t i e s w h ic h w i l l a m p lif y i n t e r e s t a n d

pyQSQnt s ppGslt

1.

POSTERS:

Make p l a c a r d s d e s c r i b i n g t h e m e e t, an d

d e l i v e r t o a l l s u r r o u n d in g c o m m u n itie s .

2.

a.

Make t h e s e p l a c a r d s a t t r a c t i v e , u s i n g c o lo r s *

b.

P l a i n b l a c k and w h ite h a s l i t t l e

C0RRESP0MDMC1:

a p p e a l.

W r ite a p e r s o n a l l e t t e r t o a l l

c o a c h e s th a n k in g them f o r t h e i r p r e s e n c e t h e p r e ­ v i o u s y e a r , o r g iv e th em a c o r d i a l i n v i t a t i o n t o a tte n d t h i s y e a r. 3.

CIVIC GROUPS:

G e t y o u r own cham ber o f commerce t o

s u p p o r t an d a s s i s t i n l h e c o n t a c t w o rk .

T hey w i l l

p r o f i t fro m t h e i r c o n t r i b u t i o n o f e f f o r t s th r o u g h in c re a s e d b u s in e s s and i n d i r e c t l y a s th e r e s u l t o f good w i l l c r e a t e d . 4*

BILL BOARDS:

Make l a r g e a t t r a c t i v e s i g n s t o p r o v id e

a d v a n c e n o t i c e an d p o s t a t s t r a t e g i c p o i n t s . 5.

SGHEUJLE:

L i s t o t h e r m e e ts an d d a t e s w h ich a r e

t o f o l l o w i n th e w eek s t o com e.

5 D.

EVALUATION: 1.

H ave you t a k e n c a r e o f t h e f o llo w in g ?

TEZCJE-FALSE:

P la c e a n X i n th e c o r r e c t s p a c e f o r

tru e o r f a ls e . T F a . ( )( ) H a v in g p o s t e r s made a c c o r d in g t o d i r e c ­ t i v e s i s n o t a m a jo r p ro b le m . b . ( )(

) I n f o r m a t io n c o n c e r n in g h o t e l acco m m o d atio n s i s n o t o f v i t a l im p o r ta n c e .

c . ( )(

) L o c a l c i v i c g ro u p s s h o u ld p l a y an a c t i v e p a r t i n m ak in g some m e e t p r e p a r a t i o n s .

d . { )(

) S m a ll s c h o o ls s h o u ld b e e n c o u ra g e d t o e n t e r t h e m e e t.

e . ( )(

) A l l s c h o o ls s h o u ld com pete a g a i n s t e a c h o th e r re g a rd le s s o f s iz e .

2*

RATING SCALE:

P l a c e a n X i n e a c h s p a c e f o r w h ich

you q u a l i f y . a . ( ) H ave you m a ile d i n i t i a l n o t i c e s t o a l l s c h o o ls i n th e a r e a ? b . ( ) H ave you made p r e p a r a t i o n s f o r se c o n d an d t h i r d m a ilin g s ? c . ( ) H ave a l l a r r a n g e m e n ts b e e n c o m p le te d f o r th e c o a c h e s s t a g an d d in n e r ? d . ( ) Have y ou p r e p a r e d t h e name c a r d i d e n t i f i c a t i o n b u tto n s f o r g u e s ts ? (

) T o ta l y e s a n s w e r s .

6 CHAPTER 2 .

PUBLICITY

HOW TO CONTACT NEWSPAPERS AND RADIO STATIONS A.

MOTIVATION;

B e n e f i t s t o be g a in e d fro m b r o a d e r c o v e r ­

a g e an d m ore i n t e n s i v e a n d e x t e n s i v e p u b l i c i t y . 1.

INCREASED PARTICIPANT INTEREST:

A la r g e r e n try ,

due t o t h e a d d e d i n t e r e s t s ti m u la te d * 2.

MORE SPECTATORS:

A l a r g e r s p e c t a t o r g ro u p s ca n

b e e x p e c te d a s a r e s u l t o f r a d i o and n e w sp a p e r b a lly h o . 3.

EXTENDED COVERAGE:

R a d io an d n e w s p a p e rs r e a c h a

l a r g e r num ber o f p e o p le i n a b r o a d e r a r e a . A.

INCREASED INTEREST IN YOUR SCHOOL:

The h o s t s c h o o l

w i l l g a i n ad d e d p u b l i c a c c la im . B.

DIRECTIONS:

S u g g e s te d m e th o d s a n d te c h n i q u e s i n g e t t i n g

y o u r m eet b e fo re th e p u b lic . 1.

MAILINGS: a.

How t o g e t n e w sp a p e r an d r a d i o p u b l i c i t y .

M a il i n i t i a l n o t i c e s c o n c e r n in g d a t e s o f m e e t t o a l l r a d i o s p o r t s c a s t e r s an d n e w s p a p e r s p o r t s w ri t e r s .

b.

Make s e c o n d m a i l i n g w ith m ore d e t a i l e d i n f o r ­ m a tio n , tim e s c h e d u le , p ro g ra m se q u e n c e an d c la s s d is tin c tio n s , i f any.

c*

P r o v id e n e w s p a p e rs w i t h p i c t u r e s o r m a ts o f o u t s t a n d i n g p e r f o rm e rs *

d*

I n d i c a t e t o newsman t h e r e c o r d s w h ic h may b e b ro k e n o r e n d a n g e re d *

e*

P r o v id e t h e newsmen w i t h a t e n t a t i v e l i s t o f s c h o o ls e x p e c te d t o b e p r e s e n t .

f.

A d v ise t h e n e w s p a p e rs a s t o t h e s e l e c t i o n o f o f f i c i a l s t o a c t a s s t a r t e r , r e f e r e e an d h o n o r­ a ry re fe re e *

g.

P r o v id e t h e newsmen w ith s t o r i e s c o n c e r n in g l a s t y e a r 's ch am p io n s an d i n d i c a t e t h e p o s s i b i l i ­ t i e s o f re p e a tin g ,

h*

P r o v id e p u b l i c i t y m edium s w ith i n f o r m a t i o n con­ c e r n i n g c h a n g e s i n th e p ro g ra m o r c h a n g e s i n te c h n i q u e s r e l a t i v e t o th e c o n d u c tio n o f t h e m e e t.

PERSONAL STIMULATION:

How t o i n c r e a s e i n t e r e s t i n

y o u r m e e t. a.

A nsw er a n y q u e s t i o n s c o n c e r n in g y o u r m e e t b y b e in g f a m i l i a r w i t h a l l o f t h e d e t a i l s .

b.

T a lk a b o u t y o u r m e e t w h e n e v e r t h e o c c a s io n a r i s e s , a n d c r e a t e s i t u a t i o n s f o r th e t o p i c to a r i s e .

8 C.

PERFORMANCE:

S u g g e s te d a c t i v i t i e s on how t o g e t r a d i o

an d p r e s s b a c k in g f o r y o u r m e e t. 1.

PASSES:

P r o v id e a l l r a d i o s p o r t s c a s t e r s an d s p o r t s -

w r i t e r s i n t h e a r e a w ith th r e e tic k e ts * 2.

BROADCASTS:

Make a r r a n g e m e n ts f o r b r o a d c a s t i n g t h e

f i n a l r u n n in g e v e n t , u s u a l l y t h e one m il e r e l a y . 3.

RADIO INTERVIEW:

A rra n g e f o r a r a d i o i n t e r v i e w i n ­

v o lv in g t h e m e et d i r e c t o r , who i s i n a p o s i t i o n t o p r o v id e t h e l i s t e n i n g p u b l i c w i t h v i t a l an d i n t e r e s t ­ i n g i n f o r m a t i o n c o n c e r n in g t h e m e e t. 4.

ENTERTAINMENT:

C a l l on t h e v a r i o u s s p o r t s w r i t e r s

a n d s p o r t s c a s t e r s p e r s o n a l l y , o r t a k e them t o d i n ­ n e r , a s t h e y w i l l p ro m o te good w i l l a n d c o o p e r a tio n * D.

EVALUATION: 1.

A re a l l p u b l i c i t y a r r a n g e m e n ts made?

THCFE-FALSS:

P la c e a n X i n t h e c o r r e c t s p a c e f o r

tru e o r f a ls e . T F a . ( )( )

Know t h e s p o r t s c a s t e r s an d s p o r t s w r i t e r s p e rs o n a lly , t h i s w i l l h e lp y o u r p u b lic ity e ffo rts .

b . ( )(

)

P i c t u r e s an d r e c o r d s a r e n o t i m p o r t a n t t o k e e p on f i l e .

c . ( )(

)

S p e c ta to r i n t e r e s t w i l l n o t in c re a s e your f ie ld .

RATING SCALE:

I f you q u a l i f y , p l a c e a n X i n t h e

a p p ro p ria te sp a c e . Y es No a . { )( ) H ave y o u c o n t a c t e d a l l s p o r t s w r i t e r s and s p o r t s c a s t e r s i n th e a r e a ? b . ( )(

) H ave you made y o u r s e c o n d an d t h i r d m a ilin g s ?

c . ( )(

) H ave you d e v e lo p e d t h e p o s s i b i l i t y o f t h e a c t u a l b r o a d c a s t o f some o f t h e o u t ­ s t a n d i n g e v e n ts ?

d . ( )(

) H ave you a d v i s e d t h e p u b l i c m edium s r e ­ la t i v e to th e id e n tity o f key o f f ic ia ls ?

e . ( }( ) A re th e s p o r t s c a s t e r s an d s p o r t s w r i t e r s g i v i n g you enough tim e an d s p a c e ? (

) T o ta l y e s a n s w e rs .

10 CHAPTER 3 .

OFFICIALS

HOW TO OBTAIN COMPETENT SUPERVISORY PERSONNEL A.

MOTIVATION:

G a in s t o b e d e r i v e d fro m a d e q u a t e , q u a l i ­

f i e d an d i n t e r e s t e d o f f i c i a l s * 1*

CHEATER EFFICIENCY:

M eets w i l l b e r u n m ore sm o o th ly

an d w ith m ore e x a c t i n g c o n t i n u i t y . 2.

LARGER ATTENDANCE:

In c re a s e in s p e c ta to r in t e r e s t

a s f a n s e x p e c t a m e e t t o r u n on s c h e d u le . 3.

INCREASED ENTRIES: L a r g e r f i e l d o f e n t r a n t s w i l l r e s u l t i f th e m eet i s w e ll o f f ic ia te d *

4*

ENLARGED COVERAGE: M ore s p o r t s w r i t e r s w i l l c o v e r t h e m e e t an d b e t t e r p u b l i c i t y w i l l r e s u l t i f

th e

newsmen c a n g e t w h a t th e y w a n t when t h e y w a n t i t . 5.

ADDED COLOR:

P r o p e r l y a t t i r e d an d a d e q u a te o f f i c i a t ­

in g p e rs o n n e l p ro v id e s an e n t h u s ia s ti c s tim u la n t f o r b o th c o m p e ti to r s an d s p e c t a t o r s . B.

DIRECTIONS:

S u g g e s te d o f f i c i a l s an d d u t i e s f o r a w e l l

c o n d u c te d m e e t. 1.

THE GAMES COMMITTEE: a.

How t o make i n i t i a l p r e p a r a t i o n s ,

F o rm u la te p l a n s f o r t h e c o n t e s t , m a il in f o r m a ­ t i o n s h e e ts i n ad v an ce, in c lu d e s p e c ia l re g u ­ l a t i o n s an d e l i g i b i l i t y r u l e s .

b•

P r o v id e p r o p e r l y p r o c e s s e d t r a c k an d o t h e r n e c e s s a r y f a c i l i t i e s c o v e re d i n C h a p te r 6*

c.

O b ta in u n b ia s e d a n d c o m p e te n t o f f i c i a l s ,

(S p e ei

f i c t i t l e s an d d u t i e s w i l l f o l l o w l a t e r i n t h i s c h a p te r ,) d.

S e l e c t a n h o n o r a r y r e f e r e e fro m among t h e o l d e r p e r s o n a l i t i e s i n th e t r a c k c o a c h in g f i e l d .

e.

S u p e r v is e g ro u n d s t o make c e r t a i n t h a t t r a c k an d e q u ip m e n t a r e i n r e a d i n e s s .

f.

P r o v id e t h e p r e s s w ith s u i t a b l e p h o to g r a p h s , m a t r i c e s o r co p y a t f r e q u e n t i n t e r v a l s p r i o r t o t h e m e e t.

g.

O b ta in i n a d v a n c e a w a rd s an d a r r a n g e f o r a p ­ p ro p ria te p re s e n ta tio n .

h.

A rra n g e t o h a v e s p e o i a l m u sic an d some d i s p l a y o f p a g e a n try .

i.

P r o v id e a n a d e q u a te p u b l i c a d d r e s s s y s te m t o k e e p s p e c t a t o r s in fo rm e d a s t o -the p r o g r e s s o f t h e m e e t.

j.

D e s ig n a te w h ic h o f f i c i a l s s h a l l s e r v e a s h e a d f i e l d ju d g e , h e a d f i n i s h ju d g e , h e a d i n s p e c t o r , r e f e r e e , s t a r t e r an d h e a d t i m e r .

k.

S e l e c t m e e t m a n ag er w hose d u t i e s w i l l be t o c o o r d i n a t e a c t i v i t i e s o f t h e v a r i o u s c o m m itte e s .

1,

I n i t i a t e a n y c la im f o r a r e c o r d , an d u p o n c e r t i ­ f i c a t i o n , s u b m it t o c h a irm a n o f t h e r e c o r d s c o m m itte e ,

(S e e T ra c k an d E i e l d R u l e s . )

OTHER IMPORTANT SUB-COMMITTEES:

How t o o r g a n iz e

d u t i e s o f m in o r c o m m itte e s . a*

A p p o in t a b u d g e t c o m m itte e f o r d is b u r s e m e n t o f fu n d s a n d a p p r o p r i a t i o n o f e x p e n d i t u r e s .

b.

A rra n g e f o r h o s p i t a l i t y an d h e a d q u a r t e r s com­ m itte e f o r g re e tin g o f coaches upon a r r i v a l , an d s e t t i n g u p h e a d q u a r t e r f a c i l i t i e s f o r p r e ­ s e n t a t i o n o f n e c e s s a r y m a t e r i a l s , i . e . , n um bers f o r c o m p e tito rs , c o n te s ta n ts t i c k e t s , co ach es t i c k e t s , p ro g ra m an d o t h e r i n s t r u c t i o n s .

c.

S e l e c t a t r a c k an d e q u ip m e n t c o m m itte e t o s e e t h a t a l l n e c e s s a r y e q u ip m e n t i s on h a n d an d t h a t th e tr a c k i s i n r e a d in e s s .

d.

D e le g a te a p ro g ra m c o m m itte e t o b e r e s p o n s i b l e f o r t h e p r i n t i n g an d m im eo g rap h in g o f p ro g ra m s .

e.

A p p o in t a n o f f i c i a l s c o m m itte e t o s e l e c t t h e v a r i o u s o f f i c i a l s n e e d e d t o c o n d u c t t h e m e e t.

f.

C r e a te a p ro m o tio n a n d downtown l i a i s o n com­ m i t t e e f o r s t i m u l a t i o n o f i n t e r e s t an d g o -b e tw e e n .

g . . S e l e c t t i c k e t p ro m o tio n c o m m itte e t o s t i m u l a t e an d p ro m o te t i c k e t s a l e s . h.

E s t a b l i s h a t i c k e t s c o m m itte e t o c o n t r a c t f o r th e p r in tin g o f t i c k e t s .

i.

O rg a n iz e a show m anship an d p h o to g ra p h y com m it­ t e e t o p r o v id e c o l o r an d r e c o r d on f i l m o r p h o to g r a p h s f o r p u b l i c r e l a t i o n s an d f u t u r e b ro c h u re s.

j.

S e l e c t a p r e s s , r a d i o a n d p u b l i c a d d r e s s com­ m i t t e e t o p r o v id e t h e ab o v e g r o u p s o r i n d i v i d u a l s w ith r e s u l t s q u i c k l y an d a c c u r a t e l y a t t h e co n ­ c lu s io n o f e v e ry e v e n t.

k.

A p p o in t c o m m itte e s t o d e c id e on a l l p o l i c i e s o f th e r e la y s .

(T h ey s h o u ld m e e t s e v e r a l m o n th s

p r i o r t o t h e m e et an d w e e k ly f o u r w eeks p r i o r to th e m e e t.) THE REFEREE:

How t o a r b i t r a t e .

a.

A nsw er a l l q u e s t i o n s o f r u l e s a n d i n t e r p r e t a t i o n s .

b.

R eview t h e d u t i e s o f a l l h e a d o f f i c i a l s .

c.

Make a l l d i s q u a l i f i c a t i o n s .

THE CLERK OF COURSE:

How t o e x p e d i t e th e t r a c k

p ro g ra m . C o o r d in a te a c t i v i t i e s o f a t h l e t e s a n d o f f i c i a l s . b.

A s s ig n c l e r k a s a member o f t h e d ra w in g s com­ m itte e .

c.

A sk a l l c o n t e s t a n t s t o r e p o r t t o s t a r t i n g s t a *

t i o n a t l e a s t f i v e m in u te s b e f o r e t h e r a c e ,

d. 5*

(1 )

A s s ig n l a n e s .

(2 )

A l t e r h e a t s i f o c c a s io n a r i s e s .

A s s ig n d u t i e s t o a s s i s t a n t s ,

THE STARTER: a.

How t o g e t th em aw ay t o g e t h e r .

Assume c o n t r o l o f a r a c e f o l l o w i n g l a n e a s s i g n ­ m e n ts b y c l e r k o f c o u r s e .

b.

S t a r t t h e r u n n e r s a n d s e e t h a t th e y g e t o f f t o an even s t a r t .

c.

O b ta in a s t a r t e r * s p i s t o l , w h i s t l e a n d a n a u x i l ­ ia ry p is to l.

d.

Assume a p o s i t i o n f o r v ie w in g t h e c o n t e s t a n t s * s h o u l d e r s o r arm s f o r s t e a d i n e s s .

6.

TEE JUDGES OF TEE FINISH:

How t o d e te r m in e who g o t

th e re f i r s t * a.

A s s ig n a h e a d ju d g e .

b.

A p p o in t a d d i t i o n a l ju d g e s t o a s s i s t .

c.

S u p p ly h e a d ju d g e w i t h w h i s t l e , p ro g ra m , l a n e a s s ig n m e n ts a n d a p a c k e t o f f i n i s h c a r d s .

d.

A s s ig n a t l e a s t one f i n i s h ju d g e f o r e a c h o f th e p la c e s g iv e n .

e.

D e s i g n a t e , i f p o s s i b l e , tw o ju d g e s e a c h f o r p ic k in g second and t h i r d p la c e s .

f.

A rra n g e o n e - h a l f o f t h e ju d g e s on one s i d e o f t h e t r a c k a n d t h e b a la n c e on t h e o p p o s i t e s i d e ,

g.

G iv e t h e h e a d ju d g e th e f i n a l r e s u l t s ,

CHIEF RESULTS CLERK:

How t o o f f i c i a l l y make s u r e

t h e y a r e i n t h e m oney. a.

C om pile i n f o r m a t i o n o b ta in e d fro m f i n i s h ju d g e s an d t i m e r s .

b.

S end b y c o u r i e r f i n a l t a b u l a t i o n s an d p o s i t i o n s to th e head s e o r e r .

TEE TIMERS:

How lo n g d id i t ta k e ?

a.

A p p o in t h e a d t i m e r ,

b.

A s s ig n a d d i t i o n a l t i m e r s t o a s s i s t .

c.

P r o v id e a minimum o f s i x t i m e r s i f f i v e p l a c e s a r e g iv e n .

d.

D e le g a te e i g h t t i m e r s i f r e c o r d s a r e t o be r e ­ c o g n iz e d .

e.

T a b u la te tim e s on c a r d s p ro v id e d *

f.

P e r m it t h e h e a d t i m e r t o v ie w r e a d i n g s .

THE INSPECTORS:

How t o a v o id o r d e te r m in e i n i q u i t i e s

a.

S e le c t a head in s p e c to r.

b.

A s s ig n t h r e e i n s p e c t o r s f o r e x c h a n g e z o n e s .

c.

I n s p e c t b a to n e x c h a n g e z o n e s f o r i n f r a c t i o n s , l a n e v i o l a t i o n s , p a s s in g i n f r i n g e m e n t s o r o t h e r in fra c tio n s , i . e . ,

e lb o w in g , j o s t l i n g , o r c u t t i n g

d.

F i l e v i o l a t i o n r e p o r t s w ith h e a d i n s p e c t o r .

e.

H ave h e a d i n s p e c t o r make v i o l a t i o n r e p o r t s t o th e r e f e r e e .

10.

POLE VAULT JUDGES: a.

How t o c h e c k on t h e h ig h f l y e r s .

A rra n g e f o r tw o ju d g e s an d tw o a s s i s t a n t s .

(A s­

s i s t a n t s r e p l a c e c r o s s b a r f o llo w in g u n s u c c e s s ­ f u l v a u l t s an d c a t c h v a u l t i n g p o l e s . ) b.

S u p p ly h e a d ju d g e w ith r e s u l t c a r d s , l i s t o f c o m p e t i t o r s , n u m b e rs, o r d e r o f c o m p e tin g , s t a r t ­ i n g h e i g h t and e a c h s u c c e e d in g h e i g h t t h e r e a f t e r .

11.

HIGH JUMP JUDGES: a.

How t o make p a r o v e r t h e b a r .

D e le g a te tw o ju d g e s w i t h t h e same d u t i e s a s f o r t h e p o le v a u l t .

12.

b.

I n s tr u c t c o n te s ta n ts r e la tiv e to r u le s .

c.

R e c o rd s u c c e s s f u l an d u n s u c c e s s f u l a t t e m p t s .

JUDGES OF TEEE BROAD JUMP:

How t o know who i s t h e

k a n g a ro o . a.

A p p o in t a h e a d ju d g e t o c a l l ju m p e rs i n t o p o s i ­ t i o n , c h e c k on f o u l s , an d r e c o r d d i s t a n c e o f ju m p s.

b.

S e l e c t a s e c o n d ’ ju d g e t o m ark t h e s p o t o f jum p, an d h o ld t h e z e r o en d o f t a p e a t s p o t w h ere g ro u n d i s b r o k e n .

c.

A s s ig n a t h i r d a s s i s t a n t e q u ip p e d w i t h a r a k e t o sm o o th p i t f o l l o w i n g c o m p e tito r s * ju m p s.

13.

SHOT PUT JUDGES: a.

How t o t a l l y t h e m u s c le m en.

S e l e c t a h e a d ju d g e to c h e c k a l l s h o t s f o r con­ fo rm ity w ith r e g u l a t i o n s .

b.

I s s u e c a l l s t o c o m p e ti to r s f o r th r o w s , an d r e ­ co rd s d is ta n c e s .

e.

A s s ig n a s s i s t a n t ju d g e t o m ark d i s t a n c e o f th ro w s an d h o l d z e r o end o f s t e e l t a p e .

14.

DISCUS THROW JUDGES:

How t o k e e p u p w i t h t h e p l a t ­

te r. a.

P r o v id e h e a d ju d g e an d a n a s s i s t a n t ju d g e w hose d u t i e s a r e c o m p a ra b le t o t h o s e o f t h e s h o t p u t o ffic ia ls *

b* 15.

E q u ip ju d g e s w i t h a 150 f o o t s t e e l t a p e .

FOOTBALL THROW JUDGES: a.

How t o d e te r m in e t h e s p i r a l .

S e l e c t a h e a d ju d g e an d tw o a s s i s t a n t s w hose d u tie s a r e s i m i la r to th o s e o f th e s h o t p u t an d d i s c u s ju d g e s .

b.

P r o v id e a s s i s t a n t s t o r e t r i e v e an d r e t u r n b a l l t o t h e th r o w in g z o n e .

16.

COURIERS: a.

How t o g e t th e dope t o t h e t a l l y m a n .

P r o v id e a c o u r i e r f o r e a c h h e a d ju d g e t o q u i c k l y co n v ey r e s u l t s t o h e a d s c o r e r .

b.

G iv e e a c h c o u r i e r a n o f f i c i a l b ad g e f o r i d e n ­ t i f i c a t i o n p u rp o ses.

17.

HURDLE SETTERS: a.

How t o a r r a n g e th e b a r r i e r s .

A rra n g e f o r s i x t o e i g h t b o y s t o s e t u p an d rem ove h u r d l e s .

b. IS .

A s s ig n a n o l d e r p e r s o n t o assum e c h a r g e .

FINISH LINE BOYS: a.

How t o p u l l t h e w o o l.

S e l e c t tw o r e l i a b l e b o y s t o h o l d t h e y a r n ( r e ­ f e r r e d t o a s t h e t a p e ) a t th e f i n i s h l i n e .

b. 19.

H ave e x t r a w o o l y a m on h a n d .

BLOCK SETTERS:

How t o g e t t h e s l i p s o u t o f t h e

s ta rt. a.

A s s ig n two b o y s t o f i x an d a d j u s t s t a r t i n g b lo c k s .

b.

P r o v id e a hammer o r h e a v y r u b b e r m a l l e t f o r f ix in g b lo c k s .

0.

PERFORMANCE:

A c t i v i t i e s w h ic h w i l l a s s i s t i n th e s e ­

l e c t i o n o f o f f i c i a l s an d im p ro v e th e q u a l i t y o f t h e i r w o rk . 1.

CATALOG:

P re p a re a l i s t o f a l l a v a ila b le o f f i c i a l s

i n t h e a r e a an d s e l e c t th o s e b e s t q u a l i f i e d f o r t h e i r re s p e c tiv e d u tie s . 2.

CONFIRMATION:

O b ta in a w r i t t e n s t a t e m e n t fro m a l l

o f f i c i a l s c o n t a c t e d t o c o n f ir m t h e i r a v a i l a b i l i t y .

3*

FUTORE USE:

Make o u t a l i s t o f o f f i c i a l s u s e d a n d

r e ta in tli e ir s e rv ic e s f o r f u tu re u s e .

E x p e r ie n c e d

p e rso n n e l w ill n o t re q u ire o rie n ta tio n * D.

EVALUATION:

A c h e c k u p t o d e te r m in e w h e th e r y o u h a v e

made a l l o f f i c i a t i n g a r r a n g e m e n ts * 1.

CHECK L IST :

I f you liav e a r r a n g e d f o r t h e l i s t e d

o f f i c i a l s , p l a c e a c h e c k i n t h e s p a c e p ro v id e d * a . ( ) R e fe re e to. ( ) C le r k o f C o u rse c. ( ) S ta rte r a . ( ) F in is h Judges e . ( ) C h ie f R e s u l t s C le r k f.

( ) T im e rs

g . ( ) In s p e c to rs to. ( ) P o le V a u lt J u d g e s i.

( ) H ig h Jump J u d g e s

h

( ) B ro a d Jump J u d g e s

k . ( ) S hot P u t Judges 1 . ( ) D is c u s Throw J u d g e s m* ( ) F o o t b a l l Throw J u d g e s n . { ) C o u rie rs . o* ( ) H u rd le S e t t e r s P . ( ) F i n i s h L in e Boys q.* ( ) B lo c k S e t t e r s

THJE-FALSE:

P la c e a n X i n t h e c o r r e c t s p a c e f o r

tru e o r f a ls e . a . { )(

) You may a l t e r t h e num ber o f o f f i c i a l s t o co n fo rm w i t h y o u r n e e d s .

b . ( )(

) S e l e c t i o n o f t h e s t a r t e r w i l l p l a y an i m p o r ta n t p a r t i n r u n n in g y o u r m e e t on s c h e d u le .

21 CHAPHER 4 .

EVERTS

HOW TO SELECT PROGRAM AND SEQUENCE A.

MOTIVATION:

G a in s w h ic h w i l l r e s u l t fro m t h e s e l e c t i o n

o f e v e n ts t o be h e l d a n d th e a r r a n g e m e n t o f o r d e r o f o c c u rre n c e * 1.

INCREASED FIELD:

More s c h o o ls and i n d i v i d u a l com­

p e t i t o r s w i l l a t t e n d i f a v a r i e t y o f e v e n ts a r e o f f e r e d i n t h e program * 2.

INCREASED SPECTATOR INTEREST:

R e la y e v e n t s p r e s e n t

a g r e a t d e a l o f s p e c ta to r a p p e a l. 3*

CONTINUITY1:

P ro p e rly a rra n g e d e v e n ts w i l l c r e a te

a n u n b ro k e n an d sm ooth se q u en ce* 4*

LEGALITY1:

P r o p e r l y s e l e c t e d p ro g ra m w i l l co n fo rm

to s ta te a t h l e t i c a s s o c ia tio n r e g u la tio n s . B.

DIRECTIONS:

S u g g e s tio n s on how t o c h o o se y o u r p ro g ra m

and se q u e n c e . 1.

DUAL TRIANGULAR OR QUADRANGULAR MEETS:

How t o o r ­

g a n iz e 'Hie p ro g ra m . a.

F o llo w t h e a c c e p te d s t a t e a s s o c i a t i o n o r d e r i n y o u r p a r t i c u l a r s ta te *

b. 2*

C o n s u lt c o a c h e s a b o u t p o s s i b l e d e v i a t i o n s .

RELAY CARNIVALS:

How t o p l a n t h e p ro g ra m . i

a.

In c lu d e a l l o f th e r e la y e v e n ts .

22

h.

(1 )

Two m ile r e la y *

(2 )

M ed ley r e l a y ( 4 4 0 -2 2 0 - 2 2 0 -8 8 0 ) .

(3 )

880 y a r d r e l a y ( e a c h man t o

r u n 220 y a r d s ) .

(4 )

440 y a r d r e l a y ( e a c h man t o

r u n 110 y a r d s ) .

(5 )

One m il e r e l a y ( e a c h man t o

r u n 440 y a r d s ) ,

I n c l u d e a s many i n d i v i d u a l e v e n t s a s y o u r m e et ca n e f f e c t i v e l y h a n d le *

c.

C heck th e num ber o f s c h o o ls e n t e r e d b e f o r e d e ­ t e r m i n in g num ber o f e v e n ts t o b e h e ld *

d.

S c h e d u le t h e two m il e r e l a y e a r l y i n th e p ro g ra m so t h a t te a m m em bers c a n come b a c k an d com pete i n t h e 880 y a r d r u n o r t h e m e d le y r e l a y .

e.

C o n d u ct y o u r h u r d l e p r e l i m i n a r i e s a s t h e l a s t e v e n t o f t h e p r e l i m i n a r y g ro u p *

f .

A rra n g e t o r u n y o u r h u r d l e f i n a l s a s t h e f i r s t f i n a l e v e n t , th e r e b y i t w i l l n o t be n e c e s s a r y t o re m o v e an d r e p l a c e t h e h u r d l e s .

FIELD EVENTS:

How t o c o n d u c t a n d o r g a n iz e t h e

n o n - r u n n in g e v e n ts * a.

C o m p lete t h e

p o le v a u l t e a r l y i f t h e same p i t

i s t o b e u s e d f o r t h e h i g h jump* b.

C o n c lu d e t h e

d i s c u s th ro w i n th e m o rn in g and

th e s h o t p u t

i n th e a fte rn o o n a s c o n te s ta n ts

c o m p e tin g i n one o f t h e e v e n t s u s u a l l y com­ p e te s in th e o th e r .

23 e.

Run y o u r f i n a l s im m e d ia te ly f o l l o w i n g t h e p r e ­ l i m i n a r i e s q u a l i f y i n g one m ore c o n t e s t a n t th a n t h e num ber o f p l a c e s t o be g iv e n ( s h o t p u t , d i s c u s , b r o a d ju m p ).

d.

Do n o t h a v e p r e l i m i n a r i e s i n t h e p o le v a u l t a n d h i g h jump*

e.

M arks e s t a b l i s h e d i n t h e p r e l i m i n a r i e s c o u n t in th e f i n a l ta b u la tio n .

C.

PERFORMANCE:

A c t i v i t i e s w h ic h may a s s i s t you i n s e l e c t ­

in g t h e m o s t a p p r o p r i a t e p ro g ra m t o f i t y o u r n e e d s . 1.

SELECTION:

O b ta in o t h e r m e e t p ro g ra m s , com pare

a n d s tu d y th e m , t h e n s e l e c t o r m o d ify t o f i t y o u r s itu a tio n . 2.

DEMOCRATIC PROCEDURE:

C o n ta c t sch o o lm en an d t r a c k

c o a c h e s i n y o u r a r e a t o d e te r m in e t h e e v e n ts an d o r d e r i n w h ich t h e y w o u ld l i k e t o s e e th em in c lu d e d on y o u r r e l a y p ro g ra m . 3.

EXPEDIENCY:

S tu d y o t h e r m e e t p ro g ra m s w hen m ak in g

y o u r p ro g ra m f o r s p e c t a t o r s an d i n c l u d e r e c o r d on t h e same l i n e w i t h th e e v e n t a n d tim e , ( 1 :5 0 p .m . tw o m ile r e l a y - 8 :2 1 .9 E a s t D .M .) .

T ra d itio n a l

m e th o d s in v o lv e d lo o k in g f o r r e c o r d s e ls e w h e r e i n t h e p ro g ra m .

24 D.

EVALUATION: 1,

C heck y o u r s e l f on t h e f o l l o w i n g .

TELTE-FALSE:

P la c e an X i n th e c o r r e c t sp ace f o r

tru e o r f a ls e . T F a . ( )( ) M arks e s t a b l i s h e d i n t h e p r e l i m i n a r i e s do n o t c o u n t i n t h e sum m ation o f th e fin a ls . b . ( )(

) I t i s a d v i s a b l e t o i n c l u d e a l l o f th e in d iv id u a l e v e n ts .

c . ( )(

) S ta te a s s o c ia tio n r e g u la tio n s w i l l have no b e a r i n g o n y o u r p ro g ra m o r s e q u e n c e .

2.

CHECK L IS T :

P l a c e X i n t h e s p a c e f o r w h ic h you

q u a lify . a . ( ) H ave y o u s e l e c t e d th e p ro g ra m a n d s e q u e n c e m ost s u i t a b l e f o r y o u r p a r t i c u l a r s i t u a t i o n , an d one w h ic h h a s m et w ith t h e a p p r o v a l o f t h e p a r t i c i p a t i n g s c h o o ls an d c o a c h e s ? b . { ) H ave y ou made a c a r e f u l s u rv e y o f f i e l d e v e n ts f a c i l i t i e s so t h e p ro g ra m c a n be a r ­ ra n g e d w i t h o u t d r a g g in g i n t o t h e shadow s?

25

PART I I .

MAKING READY

HOW TO ARRANGE PROGRAM AND PROCESS TRACK G row ing o r g a n i z a t i o n s demand o r g a n i z a t i o n . The se c o n d p a r t o f t h e h an d b o o k w i l l p r o v id e i n f o r m a t i o n r e l a t i v e t o t h e e v e n ts a n d s e q u e n c e . S e v e r a l p o s s i b l e p ro g ra m s w i l l b e s u g g e s te d . The r e l a y d i r e c t o r ca n s e l e c t t h e p a r t i c u l a r p r o gram a n d s e q u e n c e t o b e s t f i l l h i s p a r t i c u l a r n e e d s . B e n e f i t s fro m h a v in g c l a s s d i s t i n c t i o n o r d i v i s i o n a c ­ c o r d in g t o s c h o o l e n r o llm e n t w i l l b e c o v e re d i n C h a p te r 5 . The t r a c k m u st b e p r o p e r l y w o rk ed i n t o c o n d i t i o n . T h is p h a s e o f t h e p r e p a r a t i o n s i n v o l v e s a g r e a t am ount o f h a r d l a b o r . C h a p te r 6 w i l l c o v e r th e v a r i o u s p ro b le m s c o n c e rn e d w ith g e t t i n g t h e t r a c k p r o c e s s e d , l a n e s , s t a g g e r s , ex c h an g e z o n e s , p i t s a n d o t h e r e q u ip m e n t i n w o rk a b le r e a d i n e s s f o r a s u c c e s s f u l m e e t.

26 CHAPTER 5 .

CLASS DISTINCTION

HOW TO DIVIDE MEET INTO CLASSES ACCORDING TO SCHOOL ENROLLMENT A.

MOTIVATION:

A d v a n ta g e s t o be g a in e d fro m d i v i d i n g m e e t

i n t o c l a s s e s a c c o r d in g to s c h o o l e n r o llm e n t;* 1.

KEENER COMPETITION:

B e tte r s e g re g a tio n o f t a l e n t ,

t h e s m a l l e r s c h o o ls w ith m a t e r i a l o f lo w e r c a l i b e r w i l l n o t h a v e t o co m p ete a g a i n s t a t h l e t e s w i t h m ore ta le n t, 2.

LARGER ENTRY:

S m a lle r s c h o o ls w i l l e n t e r m e e t i f

t h e y f e e l t h a t t h e r e i s a c h a n c e o f w in n in g some h o n o r s a g a i n s t s c h o o ls i n t h e i r own c l a s s . 3.

PERSONAL PRIDE:

L a r g e r s c h o o ls h a v e e v e r y t h i n g t o

l o s e an d n o th in g t o g a i n by c o m p e tin g a g a i n s t i n ­ f e r i o r o p p o n e n ts . 4.

INCREASED FIELD:

S m a lle r s c h o o ls w i l l i n t r o d u c e

t r a c k i n t o t h e i r a t h l e t i c p ro g ra m i f t h e y c a n com­ p e t e a g a i n s t s c h o o ls o f c o m p a ra b le e n r o l l m e n t . B.

DIRECTIONS:

S u g g e s tio n s o n how a n e q u i t a b l e an d s u i t ­

a b l e d i v i s i o n o f c l a s s e s d e te r m in e d b y s c h o o l e n r o llm e n t c a n b e m ade. 1.

SEGREGATION:

How t o draw l i n e s o f c l a s s d i s t i n c t i o n

o r c la s s d iv is io n .

27 a.

D e te rm in e t h e num ber o f s c h o o ls i n th e d ra w in g area .

b.

S tu d y t h e e n r o llm e n t o f t h e v a r i o u s s c h o o ls i n t h e a re a *

o.

Make a d i v i s i o n p o i n t q u i t e h ig h i f t h e r e a r e s e v e r a l l a r g e s c h o o ls i n t h e v i c i n i t y ,

d.

S t r i k e a lo w e r d i v i d i n g p o i n t i f t h e e n r o llm e n t s p re a d i s n o t so g r e a t . (1 )

Recommended d i v i s i o n p o i n t f o r m e t r o p o l i t a n a r e a s 450 an d u n d e r C l a s s B , 451 s t u d e n t s an d u p G la s s A.

(2 )

When t h e d is c r e p a n c y i n e n r o llm e n ts i s n o t to o g r e a t a 250 d i v i s i o n p o i n t i s e q u ita b le .

2.

SEPARATION:

How t o d i v i d e i n t o c l a s s e s a c c o r d in g t o

ag e o r g ra d e i n s c h o o l. a.

Make a g e g ro u p c l a s s d i v i s i o n s .

b.

D iv id e y o u r m e e t i n t o A, B, an d C c l a s s e s d e te r m in e d b y g r a d e i n s c h o o l .

C.

PERFORMANCE:

S u g g e s tio n s a s t o how an e n r o llm e n t d i v i s ­

io n p o i n t c a n b e d e te r m in e d . 1.

SURVEILLANCE:

Make a n e n r o llm e n t s u r v e y o f th e

s c h o o ls i n t h e a r e a fro m w h ich y ou e x p e c t t o draw c o n te s ta n ts by c o n s u ltin g a sc h o o l d ir e c t o r y .

28 T hrough a s tu d y o f t h e s p r e a d a h a p p y m edium ca n be s t r u c k w h ic h w i l l p r o v id e an i n c e n t i v e f o r b o th l a r g e a n d s m a ll s c h o o l e n t r y , a s t h e y w i l l th e n com pete a g a i n s t s c h o o ls o f t h e i r own c l a s s . 2*

CONSULTATION:

C o n ta c t t h e c o a c h e s i n t h e a r e a

a n d p o l l them f o r t h e i r d e s i r e d n u m e r ic a l c l a s s d iv is io n . D.

EVALUATION; 1,

H ave y o u done t h e f o l l o w i n g ?

TRUE-FALSE:

P la c e an X i n th e c o r r e c t sp a ce f o r

tr u e o r fa ls e # T a . ( )(

F ) S c h o o ls w ith a l a r g e e n r o llm e n t e n jo y c o m p e tin g a g a i n s t s m a l l e r s c h o o ls b e c a u s e a l a r g e num ber o f p o i n t s ca n be s c o r e d .

b . ( )(

) P ro v id in g c l a s s s e g re g a tio n w i l l in c r e a s e th e e n tr y l i s t .

c . ( )(

} S p e c t a t o r s e n jo y v ie w in g a m e e t w hen t h e r a c e s a re o n e -s id e d .

d . ( )(

) H ig h s c h o o l a t h l e t e s a r e a l i k e i n t h e i r c a p a b ilitie s re g a rd le s s o f t h e i r y e a r in s c h o o l.

2.

RATING SCALE: i f you q u a l i f y .

P l a c e a n X I n th e a p p r o p r i a t e s p a c e

Y es No { ){ ) H ave you m ade a s tu d y o f t h e m o s t i d e a l c l a s s d i v i s i o n f o r y o u r m e e t? ( )(

) H ave you made a s u r v e y o f t h e num ber o f s c h o o ls i n y o u r a r e a an d t h e s t u d e n t e n ­ r o l l m e n t a t each ?

( )(

) . I s th e re a need f o r a r e v is io n o f c la s s d i s t i n c t i o n i n y o u r m eet?

( )(

) H ave you made t h e c l a s s d i v i s i o n f a v o r a b l e t o t h e c o a c h e s i n th e a r e a ?

(

) T o ta l y e s a n sw e rs.

30 CHAPTER 6 .

WORKING- TRACK

HOW TO GIT TRACK INTO SHAPE PUTTING IN LANES AND STAGGERS A«

MOTIVATION:

G a in s t o be a c h ie v e d fro m a w e l l w orked

t r a c k fro m h a v in g a c c u r a t e s t a g g e r s an d i d e a l l a n e a r ­ r a n g e m e n ts . 1.

BETTER PERFORMANCE:

T ra c k p e rfo rm a n c e b y c o m p e ti­

t o r s w i l l be b e t t e r i f th e tr a c k i s p r o p e r ly p ro c e s se d . 2.

FEWER INJURIES:

I n j u r i e s o c c u r m ore f r e q u e n t l y when

t h e t r a c k i s n o t sm ooth an d when l a r g e c i n d e r s an d o th e r o b s tru c tio n s a re p re s e n t. 3.

BETTER PARTICIPANT EQUALITY:

When th e s t a g g e r s a r e

a c c u r a t e n o n e o f t h e c o m p e ti to r s w i l l h a v e a n a d v a n ­ ta g e . 4.

COMPETITOR APPEAL:

S c h o o ls w i l l m ore r e a d i l y e n t e r

a m e e t w h e re t h e y know t h a t t h e r u n n in g c o n d i t i o n s a r e th e b e s t . 5.

PERSONAL PRIDE:

The d i r e c t o r an d h o s t s c h o o l w i l l

g a i n much p e r s o n a l s a t i s f a c t i o n i n k n o w in g t h a t th e jo b w as w e l l d o n e .

31 B.

DIRECTIONS:

S u g g e s te d w ay s a n d m eans o f g e t t i n g t r a c k

I n p r o p e r s h a p e an d i n s p e c t i o n o f o t h e r t r a c k e q u ip m e n t. 1.

INSPECTING: a.

How t o make i n i t i a l o b s e r v a t i o n s .

Make a t o u r o f t h e p l a n t , j o t t i n g down t h i n g s t o b e d one on th e t r a c k p r o p e r .

b.

L ook o v e r t h e e q u ip m e n t su c h a s v a u l t i n g s t a n d ­ a r d s , h ig h jump s t a n d a r d s , c r o s s b a r s , s h o t p u t r i n g s , d i s c u s th r o w in g r i n g s , h u r d l e s , s t a r t i n g b lo c k s an d o t h e r e q u ip m e n t f o r n e e d e d r e p a i r s o r r e p la c e m e n t.

c.

C heck v a u l t i n g , h ig h ju m p in g a n d b ro a d ju m p in g p i t s , a n d make n o t a t i o n s a s t o c o n d i t i o n i n g need s.

d.

I n s p e c t b r o a d ju m p in g a n d v a u l t i n g ru n w a y .

e.

Look o v e r h ig h jump t a k e - o f f a r e a f o r n e e d e d im p ro v e m e n ts •

f.

I n s p e c t b r o a d jum p t a k e - o f f b o a r d .

g.

C heck p o le v a u l t v a u l t i n g b o x f o r r e p a i r s o r r e ­ p la c e m e n t.

h.

I n s p e c t a l l d r a i n s t o s e e t h a t th e y a r e op en in th e ev en t o f r a in , o r to f a c i l i t a t e

th e r e ­

m o v al o f m e l t i n g snow . 2*

WORKING THE TRACK: a.

How t o t a k e a c t i o n on t h e p l a n t .

O b ta in a s m a ll g a s o lin e - p o w e r e d g r a d e r i f t h e

s c h o o l d o e s n o t own o n e .

( T h is may be o b ta in e d

fro m t h e C i t y P a r k C o m m issio n .} b.

P o l i c e e n t i r e t r a c k a r e a an d rem ove a n y a c ­ c u m u la te d d e b r i s .

c.

B e g in s m o o th in g a n d g r a d in g o p e r a t i o n b y a d j u s t ­ i n g b la d e s o a s n o t t o c u t i n t o t h e t r a c k to o d e e p ly .

d.

B e g in o p e r a t i o n on t h e i n s i d e c u r b so t h a t e x ­ c e s s c i n d e r s o r to p d r e s s i n g w i l l a c c u m u la te n e a r o u ts id e c u rb .

(E x c e s s m a t e r i a l s c a n b e

s i f t e d a n d r e p l a c e d on t r a c k a s n e e d e d . ) e.

R e p e a t t h e p r o c e d u r e u n t i l t h e t r a c k i s sm o o th , an d a l l e l e v a t i o n s k n o c k e d dow n.

f.

D rag th e t r a c k , u s i n g a s e r i e s o f p la n k s a r ­ ra n g e d so a s to e q u a lly d i s t r i b u t e lo o s e c in d e r s over e n tir e tra c k .

g.

R ep eat p ro c e d u re a s n eed ed .

h.

A tta c h r o l l e r w e ig h te d w i t h w a te r o r c o n c r e t e t o pow er u n i t , a n d r o l l e n t i r e t r a c k u n t i l a l l l o o s e c i n d e r s a r e c o m p re s s e d .

MARKING- LANES: a.

How t o l a y o u t r e s t r a i n i n g z o n e s .

G e t a m e c h a n ic a l m a rk e r an d i f one i s n o t a v a i l ­ a b l e , a n a d e q u a te m a rk e r c a n b e q u i c k l y made fro m m a t e r i a l on h a n d .

b.

S e l e c t a s t r a i g h t s i x t e e n f o o t w ooden c r o s s b a r *

c*

D e te rm in e w id th o f l a n e s d e s i r e d , 42 in c h .w id th recom m ended, 36 in c h l a n e s w i l l s u f f i c e .

(In ­

s i d e l a n e t o be 4 i n c h e s w id e r t o c o m p e n sa te f o r c u rb in g * ) d.

D riv e t e n p en n y n a i l s th r o u g h c r o s s b a r a t d e ­ s i r e d w id th s u n t i l t h e y p r o t r u d e a b o u t t h r e e - f o u r t h s o f a n in c h *

e*

A f f i x h a n d l e s on c r o s s b a r s p a c e one n e a r e a c h en d an d one i n t h e c e n te r *

f.

U se t h r e e p e r s o n s t o m ark t h e t r a c k , f o l l o w i n g t h e i n s i d e c u rb a s a g u id e *

g*

U se d r y l i m e r on l i n e made b y p r o t r u d i n g n a i l s on m ark er*

h.

O p e r a te l i m e r s lo w ly t o I n s u r e s t r a i g h t l i n e s .

i.

P r o v id e b r u s h w i t h c o u r s e b r i s t l e s f o r b r u s h in g la n e s *

SIAGGERIHG-: a.

How t o e q u a l i z e r u n n in g d i s t a n c e .

I f 36 in c h l a n e s a r e u s e d , m ark l a n e 2 s t a g g e r 1 6 f e e t , 9 in c h e s o v e r l a n e 1 , a n d t h e same

d i s t a n c e f o r l a n e 3 o v e r tw o e t c .

( T ra c k w ith

tw o c u r v e s . ) b.

F o r t h e 440 y a r d r e l a y , d e s i g n a t e e x c h a n g e p o s i t i o n s 1 , 3 /4 o f t h e i n i t i a l s t a g g e r .

34 c.

F o r th e 4 4 0 y a r d r e l a y , make e x c h a n g e p o s i t i o n s 2 , h o f. th e s t a r t i n g s ta g g e r ,

d.

E o r t h e 440 y a r d r e l a y , f i x e x c h a n g e p o s i t i o n s 3, 4 o f th e s t a r t i n g s ta g g e r ,

e.

You s h o u ld d o u b le t h e d i s t a n c e i f t h e 880 y a r d r e l a y i s t o be r u n i n l a n e s a l l t h e w ay,

(S e e

4 a .) f.

A p p ly d i f f e r e n t c o l o r e d lim e f o r s t a g g e r s ,

(Y e l­

lo w o r l i g h t r e d lim e reco m m en d e d ,) g.

U se w h ite s la c k e d lim e f o r l a n e s .

h.

Em ploy w h ite lim e f o r f i n i s h l i n e s a n d a l s o f o r b o th e n d s o f e x c h a n g e z o n e s .

i.

Make u s e o f s m a ll c r o s s l i n e s f o r m a rk in g h u r d l e s p a c in g .

3,

M easu re h u r d l e s p a c in g s w ith a s t e e l t a p e t o i n ­ su re ac cu ra c y ,

k.

M ark h u r d l e s p a c in g s an d e x c h a n g e z o n e s on t h e i n s i d e c u r b w i t h enam el p a i n t f o r p e rm a n e n c y .

C.

ACTIVITIES:

S u g g e s te d m e th o d s o f g e t t i n g t r a c k i n t o

shape. 1.

PRIMARY ACTIVITIES: a.

R e h e a rsa l p ro c e d u re s .

G e t y o u r t r a c k i n sh a p e f o r t h e e a r l y s e a s o n i n t e r - c l a s s m e e t.

b.

A s s i s t a n e i g h b o r in g co a ch i n w o rk in g h i s t r a c k i n p r e p a r a t i o n f o r a m e e t.

SECONDARY ACTIVITIES:

S e le c te d d e t a i l tr a c k p r e ­

p a ra tio n s . a.

B u i ld y o u r own zo n e m a rk e r fro m a v a i l a b l e s c r a p m a t e r i a l s , u s i n g y o u r woodwork s h o p .

b.

R e p la c e b r o a d jump t a k e - o f f b o a r d .

c.

D ig u p b r o a d jump p i t a n d f i l l w i t h s a n d .

d.

D ig u p p o l e v a u l t a n d h ig h jum p p i t s a n d f i l l w i t h s a w d u s t.

e.

B ru sh th e r u n n in g l a n e s w i t h a h e a v i l y b r i s t l e d broom .

f .

Work a r e a s b f th e t r a c k by h a n d t h a t c a n n o t a d e ­ q u a t e l y b e p r o c e s s e d u s i n g p o w e r - d r iv e n e q u ip ­ m e n t.

g.

M easu re e x c h a n g e z o n e s t o i n s u r e a f u l l 60 f o o t zone.

h.

M ark s h o t p u t th r o w in g a r e a ( f i r s t a r c 40 f e e t fro m t o e b o a r d ) .

i.

P u t i n l i n e s f o r d i s c u s r i n g , 90 d e g r e e a r c fro m c e n te r o f d is c u s c i r c l e .

j.

Make m a r k e r s , u s i n g s h a rp e n e d to n g u e d e p r e s s o r s t o m ark c o m p e t i t o r s th ro w s i n t h e d i s c u s an d sh o t p u t.

36 k.

S p r i n k l e t h e t r a c k a n d ru n w ay s j u s t p r i o r t o r u n n in g t h e m e e t.

D.

EVALUATION: 1.

H ave you do n e t h e f o l l o w i n g ?

TE&JE-FALSE:

P la c e an X i n th e c o r r e c t sp ace f o r

tru e o r f a ls e . T F a . ( )( ) B r u s h in g t h e l a n e s w ith a h e a v i l y b r i s t l e d broom i s n o t n e c e s s a r y . b . ( )(

) H ie b ro a d jump t a k e - o f f b o a r d n e e d .n o t be re p la c e d a n n u a lly .

c . ( )(

) B a to n e x c h a n g e z o n e s a r e f i f t y f e e t i n le n g th .

d. (

)( ) W h ite lim e

i s u s e d f o r a l l s t a g g e r m a rk s .

e. (

)( ) Lim e l a n e s b y p u s h in g l i m e r r a p i d l y a s t h i s w ill in s u re s tr a i g h t l i n e s .

f.

( )(

) T h i r t y s i x in c h l a n e s a r e recom m ended f o r h ig h sc h o o l t r a c k s .

2.

HATING- SCALE:

P l a c e an X i n t h e s p a c e f o r w h ic h y o u

q u a lify . Y es No a. ( )( ) H ave you i n s p e c t e d t h e e n t i r e t r a c k p la n ? b. (

)( ) A re a l l o f

t h e s t a g g e r s an d ex c h an g e z o n e s

in a c c u ra te ly ? c . ( )(

) H ave y o u ex am in ed an d c o u n te d t h e h u r d l e s ?

37 d . ( )(

) Do y ou h a v e a d e q u a te m a r k e r s f o r t h e s h o t p u t an d d i s c u s th ro w e v e n ts ?

e . ( )(

) H ave y ou w o rk ed t h e v a u l t i n g an d ju m p in g p i t s s o t h a t i n j u r i e s w i l l n o t o c c u r?

f* ( )(

) Do y o u h a v e s u f f i c i e n t s l a c k e d lim e on hand?

g . ( ){ j } H ave you b r u s h e d th e l a n e s ? (

) T o t a l y e s a n sw e rs*

PART I I I .

THE SHOW I S OR

HOW TO CONDUCT MEET, MAKE AWARDS, AND DETERMINE CHAMPIONS P r o v id e them w i t h t h e b e s t . The f i n a l p h a s e o f th e h a n d book w i l l c o v e r s u c h p ro b le m s a s t h e r u n n in g o f p r e l i m i n a r y e v e n t s , m ak in g l a n e a s s ig n m e n ts , s e e d in g o f c o m p e t i t o r s i n b o th i n d i v i d u a l a n d r e l a y e v e n t s . New t e c h n i q u e s i n tim in g o f q u a l i f i e r s i n th e p r e lim in a r ie s w i l l be e x p la in e d . I t i s n o t to o d i f f i c u l t a p ro b le m t o h a v e t h e f i n a l s on s c h e d u le , b u t t o c o n d u c t t h e p r e l i m i n a r i e s w i t h o u t a h i t c h an d w ith o u t to o mtieh d e l a y d o e s p r e s e n t a n o b s t a c l e . M eth o d s o f s p e e d ­ in g u p t h e p r e l i m i n a r y e v e n ts w i l l b e c o v e r e d . When i n f i e l d s r e s e m b le G rand C e n t r a l S t a t i o n i n New Y ork m e e ts c a n n o t p r o g r e s s s m o o th ly . M ethods o f k e e p in g t h e i n ­ f i e l d c l e a r o f n o n - p a r t i c i p a n t s w i l l b e c o v e re d i n P a r t I I I . S e l e c t i o n an d d i s t r i b u t i o n o f a w a rd s a n d a n a d e q u a te s c o r i n g te c h n iq u e w i l l be c o v e re d i n t h e c o n c lu d in g c h a p t e r s .

39 CHAPTER 7 .

SIFTING

HOW TO CONDUCT PRELIMINARIES AND MAKE LANE ASSIGNMENTS A.

MOTIVATION:

R ew ard s w hich, w i l l come fro m a w e l l c o ­

o r d i n a t e d a n d p la n n e d te c h n iq u e i n d e te r m in in g f i n a l ­ i s t s an d i n m ak in g d ra w in g s f o r l a n e s * 1.

INTENSIFIED SQUALITT:

The i n f e r i o r t a l e n t w i l l b e

w eeded o u t a n d t h e s u p e r i o r a t h l e t e s w i l l be i n t h e fin a ls . 2.

FEWER COMPLAINTS:

C o ach es w i l l n o t p r o t e s t i f an

e q u i t a b l e s y s te m o f e l i m i n a t i o n i s u s e d . 3.

TIME SAVER:

P r e l i m i n a r i e s may b e slo w an d d u l l i f

p r o p e r s e e d in g i s n o t d o n e . 4.

PUBLIC ACCLAIM:

S p e c ta to rs w ill a tte n d in la r g e r

nu m b ers a n d w i l l a l s o p r o c la im t o o t h e r s t h e m e r i t s o f a w e l l c o o r d i n a t e d a n d e f f i c i e n t r u n n in g o f t h e p r e l i m i n a r i e s w h ic h to o o f t e n become b o r i n g . B.

DIRECTIONS:

How t o s e e d c o n t e s t a n t s , r u n p r e l i m i n a r i e s

■ an d make l a n e a s s ig n m e n ts . 1.

LISTING AND GRADING:

How t o g e t t h e r u n n e r s c a t a ­

lo g u e d . a.

P l a c e e n t r y b la n k s i n p i l e s a c c o r d in g t o c l a s s e s ,

b.

P r o v id e a b la n k s h e e t f o r e a c h e v e n t .

c.

C heek e a c h p i l e f o r e a c h e v e n t an d r e c o r d s c h o o l an d c o m p e t i t o r 's nam e.

d*

R e c o rd a n y o u t s t a n d i n g p e r f o r m a n c e , a s i t w i l l be i m p o r t a n t i n t h e s e l e c t i o n o f h e a t l e a d e r s *

e.

D e te rm in e num ber o f s c h o o ls e n t e r e d i n th e r e l a y e v e n ts a n d r e c o r d *

f .

C heck th e n um ber o f c o m p e ti to r s i n t h e v a r i o u s r u n n in g a n d r e l a y e v e n t s a s t h i s w i l l d e te r m in e t h e num ber o f h e a t s n e c e s s a r y .

g*

P la c e h e a t le a d e r s i n d i f f e r e n t h e a t s .

h.

Make l a n e a s s ig n m e n ts b y u s i n g K e l l y p o o l p e a s .

i.

D e te rm in e t h e n um ber o f h e a t s b y t h e num ber o f c o n t e s t a n t s a n d t h e num ber o f l a n e s a v a i l a b l e .

TIMING OP PRELIMINARIES:

How t o d e te r m in e th e s u r ­

v iv a l o f th e f i t t e s t . a.

Q u a li f y a l l f i r s t s an d t h e f a s t e s t s e c o n d s , t h e t o t a l num ber t o b e d e te r m in e d b y t h e num ber o f e n t r i e s and th e la n e s a v a i l a b l e .

b.

Time t h e f i r s t f i v e p l a c e s i n e a c h h e a t an d q u a lify th e f a s t e s t re g a r d le s s o f f i n i s h in t h e i r r e s p e c t i v e h e a t ; t h i s p r e s e n t i n g a new b u t m ore e q u i t a b l e t e c h n i q u e . (1 )

C o a ch e s f a v o r th e " b . " m e th o d , p a r t i c u l a r l y f o r e a r l y s e a s o n m e e ts .

(2 )

You m u s t h a v e a t l e a s t s i x e f f i c i e n t t i m e r s e q u ip p e d w i t h id e n tf c a l w a tc h e s t o make nb . " te c h n iq u e e q u i t a b l e .

RELAY SITTING-:

How t o d e te r m in e t h e f a s t e s t f o u r ­

so m es. a.

D e te rm in e t h e num ber o f h e a t s by t h e num ber o f te a m s e n t e r e d a n d t h e num ber o f l a n e s a v a i l a b l e .

b.

P l a c e f a s t e s t r e l a y te a m s a s h e a t l e a d e r s .

c.

Q u a l i f y a s many a s t h e r e a r e l a n e s a v a i l a b l e .

d.

Time a l l team s a n d q u a l i f y t h e f a s t e s t r e g a r d ­ le s s o f p o s itio n o f f in is h in t h e i r p a r tic u la r h e a t.

(T h e re a r e s i t u a t i o n s w hen a f o u r t h

p l a c e te a m may h a v e a f a s t e r tim e i n t h e i r p a r ­ t i c u l a r h e a t th a n t h e w in n e r o f some o t h e r s lo w e r h e a t . e.

P l a c e th e f a s t e s t te am s i n t h e same h e a t i f r e l a y e v e n ts a r e t o be r u n on a tim e b a s i s .

WATCHES AND THEIR GARE:

How t o c a r e f o r t h e tim in g

d e v ic e s * a.

P u r c h a s e e i g h t i d e n t i c a l w a tc h e s t o b e u s e d o n ly f o r y o u r m a jo r m e e t.

b.

P la c e t h e w a tc h e s i n a c o n t a i n e r a n d s t o r e i n a s a f e t y d e p o s i t b o x when n o t i n u s e .

c.

H ave w a tc h e s s y n c h r o n iz e d a t a r e p u t a b l e w a tc h r e p a i r sh o p s e v e r a l d a y s p r i o r t o th e m e e t.

STATE REGULATION'S: v io la tio n s .

How t o a v o id a s s o c i a t i o n r u l i n g

42 a.

P o s t s t a t e a s s o c ia tio n l i m i t a t i o n r u l e s i n th e d r e s s i n g room*

b*

Remind c o a c h e s t h a t a tw o -d a y m e e t i s c o n s id e r e d a s o n e m e e t, an d t h a t l i m i t a t i o n r u l e s e f f e c t th e o v e r a ll p a r t i c i p a t i o n o f th e c o n te s ta n t*

c.

P o s t l i m i t a t i o n r e g u l a t i o n s , a s some s t a t e a s ­ s o c i a t i o n s p e r m it a c o n t e s t a n t t o com pete i n a t o t a l o f f o u r e v e n t s , n o t m ore th a n t h r e e o f w h ic h s h a l l be r u n n in g e v e n ts an d n o t m ore th a n tw o e v e n ts s h a l l b e 4 4 0 y a r d s o r m o re .

d.

Be f a m i l i a r w i t h l i m i t a t i o n s i f i n e f f e c t i n y our p a r tic u la r s ta te *

e.

Q u a l i f i c a t i o n i n a p r e l i m i n a r y i s c o n s id e r e d a s a f i n a l e v e n t.

f.

P e r m it s u b s t i t u t i o n s i n th e p r e l i m i n a r i e s , p a r ­ t i c u l a r l y i f y o u r s i s a n e a r l y s e a s o n m e e t.

C*

ACTIVITIES:

T h in g s t o do t o f a c i l i t a t e d ra w in g s and

m ak in g f i n a l l a n e a s s ig n m e n ts . 1.

MEETING DEADLINES:

S tu d y d e a d l i n e r e g u l a t i o n s i n

f o r c e a t o t h e r m e e ts an d i n d i c a t e y o u r own d a t e l i n e to a l l p a r t i c i p a t i n g s c h o o ls . 2.

LANE DRAWINGS:

W r ite t o o t h e r m e e t d i r e c t o r s f o r i n ­

f o r m a tio n r e l a t i v e t o t h e i r te c h n i q u e s i n m ak in g l a n e a s s ig n m e n ts .

43 3.

MAILINGS:

M a il o r d e l i v e r t o e a c h c o a c h who h a s a

te am e n t e r e d , a f i n a l co p y o f h e a t s a n d l a n e a s s i g n ­ m ents* 4.

POSTING:

V i s i t o t h e r m e e ts t o l e a r n t h e i r m e th o d s

i n m ak in g p o s t i n g s c o n c e r n in g f i n a l d r a w in g s , an d th e n com pare w i t h y o u r own p r o c e d u r e . 5*

ASSISTANCE:

C o n s c rip t th e h e lp o f s e v e r a l q u a l i f i e d

an d e x p e r ie n c e d i n d i v i d u a l s t o a s s i s t i n d ra w in g up h e a t an d l a n e a s s ig n m e n ts . a.

The c l e r k o f c o u r s e s h o u ld h e p r e s e n t f o r t h e d r a w in g s .

b.

O b ta in t h e s e r v i c e s o f a c a p a b le s t e n o g r a p h e r a n d m im eograph m a ch in e o p e r a t o r .

D.

EVALUATION:

Some t e c h n i q u e s i n t e s t i n g y o u r s i f t i n g

p ro g ra m . 1.

TRUE-FALSE:

P l a c e a n X i n th e c o r r e c t s p a c e f o r

tru e o r f a ls e . a.

T F ( )( ) A s s ig n in g f i r s t an d s e c o n d p l a c e w in n e r s i n t h e p r e l i m i n a r i e s i s a f a i r m eth o d t o d e te r m in e f i n a l i s t s .

b . ( )(

) When s u f f i c i e n t s c r a t c h e s o c c u r , h e a t s may so m e tim e s b e e l i m i n a t e d .

o . ( )(

) R e c o r d in g o u t s t a n d i n g p e r f o rm a n c e s i s n o t im p o r t a n t i n a s s i g n i n g h e a t le a d e r s *

d . ( )(

) W a tc h e s u s e d f o r y o u r r e l a y s c a n h e s a f e l y lo a n e d t o th e ty p in g t e a c h e r .

e . ( )(

) I t i s n o t i m p o r t a n t t o h a v e t h e w a tc h e s s y n c h r o n iz e d b e f o r e th e m eet*

f.

( )(

) W a tch e s g r a d u a t e d t o l / 5 t h o f a s e c o n d a r e a d e q u a te .

g . ( )(

) S ta te a s s o c ia tio n lim ita tio n re g u la tio n s a r e u n if o r m th r o u g h o u t t h e n a tio n *

h . ( )(

) S u b s t i t u t i o n o f r u n n e r s s h o u ld n e v e r be p e rm itte d .

RATING SCALE:

P la c e a n X i n s p a c e f o r w h ic h you

q u a lify . a . ( ) You h a v e s u f f i c i e n t h e l p t o p r o c e s s e n t r i e s . b . ( ) The c l e r k o f c o u r s e h a s b e e n a s k e d t o be p re s e n t. c . ( ) You h a v e n o t i f i e d t h e c o a c h e s when a n d w h ere t h e d ra w in g s w i l l ta k e p l a c e . d . ( ) H ea t le a d e r s have been s e le c te d * e . ( ) F ie ld e v e n t e n t r i e s have been c o n s o lid a te d on i n d i v i d u a l s h e e t s . f . ( ) H e a t a n d l a n e a s s ig n m e n ts h a v e b e e n p o s t e d i n s e v e r a l c o n s p ic u o u s p l a c e s .

45 g . ( ) S t a t e a s s o c i a t i o n r e g u l a t i o n s p o s t e d , an d m e n tio n i s made o f same t o a l l c o a c h e s .

46 CHAPTER 8 .

INFIELD

HOW TO KEEP THE INFIELD CLEAR OF NON-PARTICIPANTS A.

MOTIVATION:

C o m p e n sa tio n s w h ic h w i l l r e s u l t fro m h a v in g

a s e g r e g a t i o n o f p a r t i c i p a n t s . s p e c t a t o r s an d c o a c h e s * 1*

LESS GONiTJSION:

A t h l e t e s c a n b e m ore e a s i l y d i r e c t e d

an d l o c a t e d so t h a t t h e y w i l l b e a t t h e i r p r o p e r s t a ­ t i o n s o n tim e . 2.

MAINTAIN SCHEDULE:

R aces w i l l n o t be h e ld up b e­

c a u s e t h e c o m p e t i t o r s a r e l o s t som ew here i n t h e mob. 3.

LESS DISTRACTION:

S p e c ta to rs a tte n tio n w ill n o t be

d i s t r a c t e d fro m t h e p r i n c i p a l a t t r a c t i o n s . 4*

FEWER INJURIES:

P o s s i b i l i t y o f i n j u r i e s by f l y i n g

s h o t s o r d i s c u s w i l l be m in im iz e d . 5•

IMPROVED VISION:

S p e c t a t o r s i n th e s t a n d s w i l l be

a b l e t o v ie w th e f i e l d e v e n ts w ith l e s s d i s t r a c t i o n an d o b s t r u c t i o n o f v ie w . 6.

BETTER BRIEFING BY COACHES:

C o ach es w i l l i n s t r u c t

t h e i r te a m m em bers m ore c o m p le te ly an d d i s t i n c t l y u p o n t h e r e g u l a t i o n s , tim e s c h e d u l e , a n d o t h e r d i r e c t i v e s s e t up by th e m eet d i r e c t o r , i f th e y know t h a t th e y c a n n o t b e w ith t h e i r te a m d u r in g th e m e e t, t h u s d e v e lo p in g a s e n s e o f r e s p o n s i b i l i t y on th e p a r t o f th e a t h l e t e .

kl B.

DIRECTIONS:

Ways an d m eans o f k e e p in g n o n - p a r t i c i p a n t s

i n th e s ta n d s , 1.

DIRECTIVES: a*

How t o l e t th em know w h ere t h e y b elo n g *

I n s t r u c t c o a c h e s an d a s s i s t a n t c o a c h e s t h a t th e y m u s t t a k e s e a t s i n t h e s t a n d s .

b.

R e s e rv e a s e c t i o n f o r c o a c h e s o n ly n e a r t h e fin is h lin e .

c.

A d v is e c o a c h e s t h a t o n ly c o m p e t i t o r s a t t i r e d i n t r a c k c l o t h i n g w i l l b e p e r m i t t e d on t h e I n f i e l d *

d.

I n s t r u c t t r a i n e r s an d p r o p e r t y m a n a g e rs t h a t t h e y w i l l n o t b e p e r m i t t e d on t h e I n f i e l d u n ­ l e s s th e y a r e i n tr a c k c lo th in g .

e.

Make t h e i n f i e l d r u l e s c l e a r a n d

th e n make no

e x c e p tio n s . f.

Rope o f f a n a r e a I n t h e i n f i e l d f o r t h e c o m p e ti­ t o r s t o p r e v e n t th em fro m m e a n d e rin g e x c e s s i v e l y .

2.

POLICING:

How t o g e t t h e m o s t o u t o f t h e men i n

b lu e . a.

S t a t i o n a u n if o rm e d o f f i c i a l a t t h e g a t e t o th e i n f i e l d an d a d m it o n ly I n d i v i d u a l s who co n fo rm to d i r e c t i v e s .

b.

S p o t s e v e r a l u n if o rm e d o f f i c i a l s

i n th e i n f i e l d

t o m a i n t a i n o r d e r an d t o k e e p c u r i o u s w a n d e r e r s o u t.

3.

BARRIERS: a.

How t o k e e p th em w h e re y ou w a n t th e m ,

P u t u p te m p o ra ry f e n c e s t o k e e p a t h l e t e s fro m i n t e r f e r r i n g o r g e t t i n g I n t h e way o f t h e f i e l d e v e n ts *

b*

A s s ig n d e f i n i t e r e s t i n g a r e a s f o r t h e v a r i o u s s c h o o ls e n te r e d *

0*

PERFORMANCE:

S u g g e s te d a c t i v i t i e s t o k e e p v a r i o u s i n d i ­

v id u a ls in t h e i r p ro p e r p la c e s , 1*

CORRESPONDENCE:

W r ite t o o t h e r c o a c h e s an d d i r e c t ­

o r s f o r i d e a s an d s u g g e s t i o n s a s t o how t h e y t a k e c a r e o f t h e i r i n f i e l d a n d s e a t i n g p r o b le m s . 2.

PERSONAL CONTACT:

V i s i t o t h e r m e e ts an d s tu d y t h e

v a r i o u s p r o c e d u r e s em p lo y ed i n k e e p in g o r d e r l i n e s s a t t h e i r p a r t i c u l a r m eet and a d o p t d e s ir e d te c h ­ n i q u e s a t y o u r own m e e t. D.

EVALUATION: 1.

H ave y o u ta k e n c a r e o f th e f o l l o w i n g :

TRUE-PALSE:

P l a c e a n X i n -the c o r r e c t s p a c e f o r

tru e o r f a ls e . a.

T P I )( ) I n j u r i e s w i l l b e m in im iz e d i f c o n t e s t a n t s a r e r e s t r i c t e d i n t h e i r m o v em en ts,

b* ( }( ) C o a ch e s q u i t e f r e q u e n t l y do n o t a d e q u a t e l y i n s t r u c t t h e i r te am s r e l a t i v e t o m e e t r e ­ g u la tio n s *

c . ( )(

) M ost c o a c h e s e n jo y s i t t i n g i n th e s t a n d s aw ay fro m t h e i r r e s p e c t i v e te a m s ,

d , ( )(

) C o m p e tito r s to o o f t e n r e l y u p o n t h e i r c o a c h e s 1 g u id a n c e b e f o r e m a k in g an y d e ­ c is io n s .

RATING SCALE:

P l a c e a n X i n t h e p r o p e r co lu m n .

Y es No a . ( )( ) g a v e y ou p o s te d r e g u l a t o r y n o t i c e s i n t h e d r e s s i n g room? b . ( )( ) Do you h a v e a d e q u a te p o l i c e en g ag ed ? c . { )(

) H ave y o u r e s e r v e d a s e c t i o n i n t h e s t a n d s f o r th e coaches?

d . ( ){ ) H ave y ou r o p e d o f f a n a r e a o f t h e i n f i e l d f o r t h e c o m p e ti to r s ? e . ( )(

) Do you h a v e s u f f i c i e n t u s h e r s t o h a n d le th e s p e c ta to rs ?

f . { )(

) H ave you e r e c t e d te m p o ra ry f e n c e s a ro u n d th e f i e l d

e v e n ts a r e a ?

50 CHAPTER 9 .

AWARDS

HOW TO SELECT AND DISTRIBUTE MEDALS AND TROPHIES A.

MOTIVATION:

B e n e f i t s t o be d e r iv e d fro m th e s e l e c t i o n s

o f p r a c t i c a l a w a rd s an d t h e m eth o d o f p r e s e n t a t i o n t o th e w in n e rs . 1.

GREATER ECONOMY":

S a v in g s c a n b e r e a l i z e d th r o u g h

sh o p p in g a ro u n d f o r s u i t a b l e a w a rd s . 2.

AMPLIFIED APPEAL:

A t h l e t e s c la m o r t o a t t e n d m e e ts

w h ic h p r e s e n t a t t r a c t i v e i n d i v i d u a l a w a rd s . 3.

BETTER SCHOOL S P IR IT :

S tu d e n t e n th u s ia s m i s c r e a t e d

i f s u i t a b l e a n d a p p e a li n g c h a m p io n sh ip t r o p h i e s a r e a w a rd e d . 4.

EXTENDED DURABILITY:

M e d als p r o v id e t h e a t h l e t e

w ith a l a s t i n g re c o rd o f you n g er day a t h l e t i c a c c o m p li s h m e n t. 5.

MAGNIFIED COLOR:

P r e s e n t a t i o n o f a w a rd s by t h e

q u ee n an d a t t e n d a n t s a d d s g la m o r an d p a g e a n tr y t o t h e m e e t. 6.

MAXIMUM EXPEDIENCY:

S c o rer o r a s s is ta n t s c o re r

may p r e s e n t a w a rd s t o th e w in n e r s t h e r e b y t h e p o s ­ s i b i l i t y o f m ak in g e r r o r s i s m in im iz e d .

51 B.

DIRECTIONS:

S u g g e s te d w ays o f o b t a i n i n g an d p r e s e n t i n g

a w a rd s . 1,

PURCHASE: .H ow t o g e t th e m o s t f o r t h e l e a s t c a p i t a l o u tla y . a.

C o n ta c t v a r i o u s s p o r t i n g g o o d s o r j e w e l r y com­ p a n i e s f o r s a m p le s .

b.

Compare p r i c e s an d q u a l i t y .

c.

S e l e c t t h e d e s i r e d p a t t e r n an d s t y l e , th e n m a in ­ t a i n f o r e n s u in g m e e ts a s i n i t i a l c o s t w i l l in c lu d e d ie c a s tin g c h a rg e s .

d.

P la c e o r d e r e a r l y to in s u r e d e liv e r y in p le n ty o f t im e .

e.

(A t l e a s t tw o m o n th s p r i o r t o m e e t.)

U se g o l d - p l a t e d m e d a ls f o r a l l i n d i v i d u a l e v e n t f i r s t p l a c e w in n e r s .

f.

U se b r o n z e o r s i l v e r m e d a ls f o r 2 n d , 3 r d , 4 t h an d 5 th p l a c e w i n n e r s .

S ta n d a rd iz in g th e l a s t

f o u r p l a c e a w a rd s w i l l r e d u c e c o s t s l i g h t l y . g.

P u rc h a se s u i t a b l e in d iv id u a l tr o p h ie s f o r a l l r e l a y w in n e r s .

h.

P r o c u r e r ib b o n s o r m e d a ls f o r a l l m em bers o f p l a c i n g r e l a y te a m s .

2.

PRESENTATION: a.

How t o b e s to w t h e a w a rd s .

D e le g a te s c o r e r o r a s s i s t a n t s c o r e r t o make p r e ­ s e n ta tio n .

52 b.

P r e s e n t a w a rd s b y q u ee n s e l e c t e d fro m y o u r own s t u d e n t body o r b y q u ee n s e l e c t e d fro m c a n d i ­ d a t e s s u b m itte d by a l l p a r t i c i p a t i n g s c h o o l s .

c.

P r o v id e some f a n f a r e a t t h e tim e a w a rd s a r e p r e s e n t e d t o i n d i v i d u a l o r r e l a y c h a m p io n s.

C.

ACTIVITIES: 1.

S u g g e s te d a c t i v i t i e s .

CORRESPONDENCE:

W r ite t o o t h e r d i r e c t o r s r e l a t i v e

t o t h e p u r c h a s e o f m e d a ls an d t r o p h i e s . id e a s a s

G et th e ir

t o t h e t y p e s o f m e d a ls a n d t r o p h i e s m o st

d e s i r e d by t h e c o m p e tito r s * 2.

COOPERATION:

C o n ta c t y o u r own cham b er o f com merce

an d s u g g e s t t h a t th e a w a rd s be made th ro u g h th e c o u r t e s y o f i t s m em bers.

T h is w i l l p ro m o te good

w i l l an d a c l o s e r r e l a t i o n s h i p b e tw e e n t h e b u s i n e s s men a n d t h e s c h o o l . 3.

CONSTRUCTION:

B u ild a p e rm a n e n t ty p e v i c t o r y p e d e s ­

t a l f o r th e q u ee n an d h e r a t t e n d a n t s . D.

EVALUATION:

Some q u e s t i o n s t o d e te r m in e w h e th e r a l l

aw ard a r r a n g e m e n ts h a v e b e e n m ade. 1.

TRUE-FALSE:

P la c e an X in th e c o r r e c t space f o r

tru e o r f a ls e . T F a . ( )( ) P r e s e n t a t i o n o f a w a rd s b y a q u ee n a n d a t t e n ­ d a n t s a d d s c o l o r an d p a g e a n tr y t o th e m e e t.

b . ( )(

) I f m e d a ls c a n n o t b e p r o v id e d , i t i s i n a d ­ v i s a b l e t o a w a rd r i b b o n s .

c . ( )(

) I t i s a d v i s a b l e t o p u r c h a s e m e d a ls fro m d i f f e r e n t d e a ls each y e a r.

RATING SCALE:

P la c e an X i n th e p ro p e r sp a ce i f

you q u a l i f y . Y es No a . ( )( ) H ave you i n s p e c t e d th e m e d a ls a n d t r o p h i e s f o r b r e a k a g e o r s h o r ta g e ? b . ( )(

) H ave y o u made a r r a n g e m e n ts f o r p r e s e n t i n g a w a rd s t o w in n e r s ?

e . ( ){ ) D id you c o n t a c t s e v e r a l j e w e l e r s o r s p o r t ­ i n g good c o m p a n ie s p r i o r t o f i n a l p u r c h a s e o f m e d a ls an d t r o p h i e s ? d . ( )(

) D id you g e t th e m o st o u t o f t h e money ex­ p e n d e d f o r a w a rd s?

e . ( )(

) H ave you t e n t a t i v e l y made a r r a n g e m e n ts f o r n e x t y e a r * s a w a rd s?

54 CHAPTER 1 0 .

SCORING

HOY/ TO DETERMINE TEAM CHAMPIONSHIPS A.

MOTIVATION: R ew ard s t h a t w i l l come fro m h a v in g an

e q u it­

a b l e m eth o d o f s c o r i n g . 1.

LARGER EIELD:

M ore te a m s w i l l co m p ete i f t h e p o s ­

s i b i l i t y o f s c o rin g p o in ts i s g r e a t e r . 2.

INCREASED INCENTIVE:

The a d d e d i n c e n t i v e o f a te a m

c h a m p io n s h ip w i l l i n c r e a s e t h e c o m p e ti tiv e s p i r i t . 3.

SCHOOL S P IR IT :

S tu d e n t s w i l l j o i n t o g e t h e r m ore

r e a d i l y t o b a c k a g ro u p o r te a m e v e n r e p r e s e n t i n g t h e i r s c h o o l. 4.

INCREASED SPECTATOR ENTHUSIASM:

A lum ni an d p a r e n t s

w i l l b a c k a g ro u p w i t h m ore z e s t i f a te a m ch am pion­ s h ip i s re c o g n iz e d . 5.

INCREASED SCHOOL ENTRY:

C o a ch e s w i l l e n t e r l a r g e r

s q u a d s w ith t h e h o p e o f p i c k i n g u p p o in ts * B.

DIRECTIONS: S u g g e s te d m e th o d s o f a w a rd in g p o i n t s . 1.

RELAYS:

How t o s c o r e r e l a y s .

a.

Award t e n p o i n t s f o r f i r s t p l a c e w in n e r s .

b.

G iv e e i g h t p o i n t s f o r s e c o n d p l a c e .

c.

A llo c a te s i x p o in ts f o r t h i r d p la c e .

d.

P r o v id e f o u r t h p l a c e w in n e r s f o u r p o i n t s .

e.

G r a n t t h e f i f t h p l a c e te a m tw o p o i n t s .

f .

U se t h e S - 6 - 4 - 2 p o i n t s y s te m i f o n ly f o u r p l a c e s a r e g iv e n .

INDIVIDUAL OR OPEN EVENTS:

How t o 's c o r e i n d i v i d u a l

e v e n ts . a.

G iv e s i x p o i n t s t o a l l i n d i v i d u a l f i r s t p l a c e w in n e r s .

b.

A l l o t f o u r p o i n t s t o s e c o n d p l a c e w in n e r s .

c.

C o n fe r t h i r d p l a c e w in n e r s t h r e e p o i n t s .

d.

R e n d e r f o u r t h p l a c e w in n e r s tw o p o i n t s .

e.

Award one p o i n t t o f i f t h

f.

U se t h e 5 - 3 - 2 - 1 s y s te m i f f o u r p l a c e s a r e g iv e n .

SCORER:

p l a c e w in n e r s .

How t o s e l e c t a n d e q u ip t h e s c o r e r .

a.

S e l e c t a s c o r e r w ith m a th e m a tic a l a b i l i t y #

b.

P r o v id e a s c o r i n g c h a r t w i t h t h e e v e n t s l i s t e d on th e to p s i d e an d t h e te a m s l i s t e d on th e l e f t s i d e w i t h a p p r o p r i a t e c o r r e s p o n d in g s q u a r e s .

c.

P r o v id e s c o r i n g c a r d s f o r t h e c h i e f r e s u l t s c le rk .

d.

C o m p lete s c o r i n g c a r d s a t t h e f i n i s h o f a n e v e n t a n d r e l a y t o th e s c o r e r by a c o u r i e r .

e.

F i l l I n s c o r e c a r d s b e f o r e th e m e e t i f a t a l l p o s s ib le .

£6 C.

PERFORMANCE:

T h in g s t o do t o f a c i l i t a t e a c c u r a t e an d

sp eed y s c o r in g . 1.

SCORE CARDS:

P r i n t s c o r e c a r d s i n s u f f i c i e n t num­

b e r to m eet y o u r n eed s f o r s e v e r a l s e a s o n s . 2.

MASTER CHART:

P r i o r t o t h e d ay o f t h e m e e t, p r e p a r e

a m a s te r s c o r e c a r d so t h a t t h e s c o r e r c a n t a b u l a t e r e s u l t s a s so o n a s s c o r e c a r d s a r e p r e s e n t e d t o him by th e c h ie f r e s u l t s c le r k . 3.

PINAL CONTACT:

P r e p a r e a c o m p o s ite o f y o u r m e et

r e s u l t s l i s t i n g a l l p la c e w i n n e r s , tim e an d p o i n t t o t a l s an d m a il t o t h e te a m s ? /h ic h co m p ete d i n y o u r m e e t. D.

EVALUATION:

C heck l i s t t o d e te r m in e w h e th e r a l l s c o r i n g

a r r a n g e m e n ts h a v e b e e n m ade. 1.

TREJE-FALSE:

P la c e an X in th e c o r r e c t sp ace f o r

tru e o r f a ls e . a.

T P ( )( }

C o u r i e r s a r e im p o r ta n t i n c o n v e y in g r e ­ s u l t s t o th e s c o r e r .

b.

( )( )

M a s te r s c o r e c a r d c o m p o s ite s a r e n o t e s ­ s e n t i a l t o t h e sm ooth c o n d u c t o f th e m e e t.

HATING SCALE:

M ark a n X i n t h e s p a c e f o r w h ic h you

q u a lify . a. b.

Y es No ( )( ) H ave y ou s e c u r e d a c o m p e te n t s c o r e r ? ( )( ) D id y o u a d v i s e t h e c o a c h e s

a s to th e s c o r­

i n g m eth o d t o be u s e d ? c.

( )( ) Do you h a v e a d e q u a te s c o r e

c a r d s on h an d ?

d.

( )( ) Do y o u h a v e a m a s te r s c o r e

c h a rt p rep ared ?

e.

( ){ ) H ave you made c e r t a i n t h a t

a l l coaches a re

s a t i s f i e d an d c o r d i a l l y w elcom ed t o come a g a in n e x t y e a r?

APPENDIX

59 APPENDIX I n c lu d e d i n th e f o l l o w i n g a r e sa m p le p ro g ra m s , s e q u e n c e an d tim e s c h e d u le s f o r h ig h s c h o o l , c o l l e g e a n d u n i v e r s i t y o r c o m b in a tio n , f o r one d a y , two d a y , t w i l i g h t n i g h t , a f t e r ­ n o o n n i g h t an d n i g h t m e ets*

S u g g e s te d sa m p le e n t r y b la n k s

o r c h a lle n g e s h e e t s a s w e l l a s t a b l e o f E n g l i s h an d

m e tric

d i s t a n c e e q u i v a l e n t s f o r t r a c k m e e ts a r e a l s o i n c l u d e d . The c o n t e n t s a r e : 1*

D a y -N ig h t, G la s s A a n d B H ig h S c h o o l M eet - G a te ­ way C l a s s i c *

2.

One Day G la s s A an d B H ig h S c h o o l M eet - Io w a H ig h S c h o o l A t h l e t i c A s s o c i a t i o n M e e t.

3*

One Day C o m b in a tio n M eet - K a n s a s R e la y s .

4.

T w i l i g h t N ig h t Two Day M e e t, C la s s A an d B H ig h S c h o o l - L i t t l e C y c lo n e I n v i t a t i o n a l T ra c k M e et.

5.

A f te r n o o n - N ig h t C l a s s A an d B H ig h S c h o o l M eet O s k a lo o s a R e la y s .

6.

One an d O n e -H a lf Day H ig h S c h o o l C l a s s A a n d B M eet - V a l l e y R e la y s .

7.

E n t r y S h e e t - O s k a lo o s a R e la y s .

S.

E n t r y S h e e t - V a ll e y R e la y s .

9.

M e tr ic an d E n g l i s h D is ta n c e E q u i v a l e n t s .

60 30TE ANNUAL GATEWAY CLASSIC TIME SCHEDULE CLINTON, IOWA PRELIMINARIES AND FINALS SATURDAY AFTERNOON CLASS A AND B TRACK FIELD PRELIMS* & FINALS 1 :3 0 100 Y ard D ash ( C l a s s B) 1 :3 0 S h o t P u t ( C l a s s B) 1 :5 0 100 Y a rd D ash ( C l a s s A) 1 :3 0 S h o t P u t ( C la s s A) 2 :0 5 120 Y a rd H ig h H u r d le ( C l a s s B) 1 :3 0 B ro a d Jump ( C l a s s B) 2 :2 0 120 Y ard H ig h H u r d le ( C la s s A) 1 :3 0 H ig h Jump ( C l a s s A) 2 :3 0 200 Y ard S h u t t l e - G rad e S c h o o l 2 :3 0 B ro a d Jump ( C l a s s A) 2 :4 5 220 Y ard D ash ( C l a s s B) 2 :3 0 H ig h Jump ( C l a s s A) 3 :0 0 220 Y ard D ash ( C l a s s A) 2 :3 0 D is c u s ( C l a s s A) 3 :2 0 200 Y a rd Low H u r d le C l a s s B 2 :3 0 D is c u s ( C l a s s B) 3 :4 0 200 Y a rd Low H u r d le C l a s s A 2 :3 0 P o le V a u l t ( C l a s s B) 4 :0 0 44 0 Y a rd R e la y - S e v e n th G rad e 4 :1 0 440 Y a rd R e la y - E ig h th G rad e 4 :2 0 M ed ley R e la y - ( C l a s s B) F i n a l s FINALS ~

SATURDAY NIGHT

TRACK 7 :1 5 F l a g R a i s i n g 7 : 2 0 E n t r y o f Q ueen 7 :3 0 120 Y ard H ig h H u r d le ( C l a s s B) 7 :3 5 1 20 Y ard H ig h H u rd le ( C la s s A) 7 :4 0 M ile Run ( C la s s B) 7 :5 0 M ile Run ( C la s s A) 8 : 00 100 Y a rd D ash ( C la s s B) 8 :0 5 100 Y a rd D ash ( C l a s s A) 8:10 440 Y ard Run ( C la s s B) 8 :1 5 4 4 0 Y ard Run ( C l a s s A) 8:20 880 Y ard R e la y ( C l a s s B) 8 :3 5 880 Y ard R e la y ( C l a s s A) 8 :4 5 200 Y ard Low H u rd le ( C la s s B) 8 :5 0 200 Y ard Low H u r d le ( C la s s A) 8 :5 5 880 Y a rd Run ( C l a s s B) 9 : 0 0 880 Y a rd Run ( C l a s s A) 9 :0 5 220 Y a rd D ash ( C l a s s B) 9 : 1 0 220 Y a rd D ash ( C la s s A) 9 : 2 0 M ile R e la y ( C l a s s A)

FIELD EVENTS 7 :3 0 P o le V a u lt (C la ssA ) 7 :3 0 B ro a d Jump F i n a l s (A a n d B)

DAY-NIGHT CLASS A AND B HIGH SCHOOL MEET

61 SUGGESTED TIME SCHEDULE, SEQUENCE AND PROGRAM IOW HIGH SCHOOL ATHLETIC ASSOCIATION ANNUAL TRACK AND FIELD MEET EVENT NO. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12;

TRACK

100 Y a rd D ash T w o-M ile R e la y 220 Y ard D ash O n e-M ile Run 120 Y a rd H ig h H u r d le s 880 Y ard R e la y 4 40 Y ard D ash 200 Low H u r d le s O n e-M ile M ed ley R e la y (4 4 0 -2 2 0 -2 2 0 -8 8 0 ) 880 Y ard Run 440 Y ard R e la y O n e-M ile R e la y

1 :0 0 1 :1 0 1 :4 0 1 :5 0 2 :1 0 2 :2 5 2 :2 5 3 :1 5

p .m . p .m . p .m . P .m . p .m . p .m . p .m . p .m .

3 : 3 0 p .m .

3 :5 5 P .m . 4 :1 0 p .m . 4 :3 5 p .m .

FIELD 13. 14. 15. 16. 17. 18.

P o le V a u lt H ig h Jump Shot P ut F o o t b a l l Throw B ro ad Jump D is c u s Throw

1 2 :0 0 1 2 :0 0 1 :3 0 1 :3 0 2 :0 0 2 :0 0

ONE-DAY CLASS A AND B HIGH SCHOOL MEET

M id. M id . p .m . p .m . p .m . p .m .

62 THE ORDER OF EVENTS AND TIME SCHEDULE MORNING EVENTS SATURDAY, APRIL 22 EVENT NO.

1.

TIME

1 1 0 -M e te r H u r d le s ( D e c a th lo n ) D is c u s Throw ( D e c a th lo n ) P o le V a u l t ( D e c a th lo n ) S hot P u t (P re lim in a rie s ) 1 2 0 -Y a rd H u r d le s ( P r e l i m i n a r i e s ) J a v e l i n Throw (D e c a th lo n } 1 0 0 -Y a rd D ash ( P r e l i m i n a r i e s ) J a v e l i n Throw ( P r e l . an d F i n a l s ) D is c u s Throw ( P r e l i m i n a r i e s ) 1 2 0 -Y a rd H u r d le s ( S e m i- F in a ls ) 1 0 0 -Y a rd D ash ( S e m i- F in a ls ) 1 5 0 0 -M e te r Run ( D e c a th lo n )

9 :0 0 9 :3 0 9 :5 0 1 0 :0 0 1 0 :1 5 1 0 :2 0 1 0 :2 5 1 0 :3 0 1 1 :0 0 1 1 :0 0 1 1 :0 5 1 1 :2 5

AFTERNOON PROGRAM 2. 3. 4. 5. 6. 7. 8. 9. 10. 11, 12; 13. 14. 15. 16. 17. 18. 19* 20. 21. 22.

O p en in g Cerem ony - K .U . Band 1 :1 5 1 2 0 -Y a rd H u r d le s ( F i n a l s ) 1 :3 0 1 0 0 -Y a rd D ash ( F i n a l s ) 1 :3 5 C o lle g e T w o-M ile R e la y 1 :4 5 U n i v e r s i t y Tw o-M ile R e la y 2 :0 0 C o lle g e H a lf - M ile R e la y 2 :1 0 U n i v e r s i t y Q u a r te r - M ile R e la y 2 :2 0 K a n s a s C i t y H ig h S c h o o l 8 8 0 -Y a rd R e la y 2 :2 0 P r e s e n t a t i o n o f Queen 2 :4 0 G le n C unningham M ile Run 2 :4 5 C o lle g e S p r i n t M ed ley R e la y 3 :0 0 U n i v e r s i t y S p r i n t M ed ley R e la y 3 :1 0 C o lle g e S p r i n t M edley R e la y (2 H e a ts - 6 Teams E a c h ) 3 :2 5 U n i v e r s i t y F o u r M ile R e la y 3 :5 0 K a n s a s H ig h S c h o o l M ile R e la y 4 :1 0 U n i v e r s i t y H a lf - M ile R e la y 4 :2 0 C o lle g e D is ta n c e M ed ley R e la y 4 :3 0 U n i v e r s i t y D is ta n c e M ed ley R e la y 4 :4 5 J r , C o lle g e S p r i n t M ed ley R e la y 5 :0 0 C o lle g e M ile R e la y 5 :1 0 U n i v e r s i t y M ile R e la y 5 :2 0 O u ts ta n d in g A t h l e t e Award C lo s in g Cerem ony

63

EVENT NO. 23. 24. 25* 26. 27.

FIELD EVENTS

P o le V a u lt ( F i n a l s ) S hot P u t (F in a ls ) B ro ad Jump ( F i n a l s ) High. Jump ( F i n a l s ) D is c u s Throw ( P r e i . an d F i n a l s )

ONE DAY COMBINATION MEET KANSAS RELAYS

TIME 1 :3 0 1 :3 0 1 :3 0 2 :0 0 2 :3 0

64 LITTLE CYCLONE INVITATIONAL CLASS A AND B AMES ATHLETIC FIELD 1950

TIME SCHEDULE EVENT 5 :3 0 5 :3 0 5 :3 0 7:00 7:00 7:00 5 :4 0 8 :0 5 6:00 8:20 5 :3 0 8 :4 0 8:50 5 :5 0 9:10 9:20 9 :3 0 9 :4 0

p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m . p .m .

8 :0 0 p .m . 8 :1 5 p .m . 8 :3 0 p .m . 9 :0 0 p .m .

F o o t b a l l Throw Shot P at D is c u s Throw B ro a d Lump P o le V a u lt H ig h Jump 100 Y ard D ash 2 M ile R e la y 220 Y a rd D ash One M ile Run 120 Y ard H ig h H u r d le s 880 Y ard R e la y 440 Y ard D ash 200 Y a rd Low H u r d le s One M ile M edley R e la y 880 Y a rd Run 440 Y ard R e la y One M ile R e la y

TWILIGHT NIGHT TWO DAY MEET CLASS A AND B HIGH SCHOOL

65 OSKALOOSA RELAYS OSKALOOSA IOWA TIME SCHEDULE AND ORDER OE EVENTS PRELIMINARIES: 3 :3 0 3 :3 0 3 :3 0 4 :0 0

3 3 7 7 7 7 7 7 8 8 8 8 8 8 8

9 9 9

30 30 00 00 00 30 40 45 00 05 10 20 20 20 50 00 15 30

P r e l i m i n a r i e s w i l l be r u n on F r i d a y a fte rn o o n .

-

4 :0 0 - 120 H ig h B ro a d Jump— P r e l . a n d F i n a l s H u r d le s S h o t P u t —P r e l i m i n a r i e s F o o t b a l l th ro w — P r e l . an d F i n a l s 4 :2 0 - 100 Yd. D ash D is c u s Throw— P r e l . a n d F i n a l s 4 :4 0 - 120 Low H u r d le s



F o o t b a l l Throw D is c u s Throw H ig h Jump Shot Put P o le V a u lt 1 20 H ig h H u r d le s 100 Y a rd D ash Two M ile R e la y 1 2 0 Y a rd Low H u r d le s 4 40 Y ard R e la y S p r i n t M ed ley M ile Run F i f t h a n d S i x t h G rade S h u t t l e R e la y G ra d e S c h o o l R e la y 8 8 0 Y ard R e la y ( C l a s s B) 8 8 0 Y a rd R e la y ( C la s s A) M ile R e la y ( C la s s B) M ile R e la y ( C l a s s A)

— -

AFTERNOON-NIGHT CLASS A AND B HIGH SCHOOL MEET OSKALOOSA, IOWA

66 VALLEY RELAYS PROGRAM AND TIME SCHEDULE WEST DES MOINES, IOWA T ra c k E v e n ts - F i n a l s - F r i d a y - C l a s s B 2 :3 0 2 :4 5 3 :0 5 3 :1 5 3 :4 0 4 :0 5 4 :3 0

p .m . p .m . p .m . P .m . p .m . p .m . p .m .

Two M ile R e la y 440 Y ard R e la y J r . H ig h 440 Y ard R e la y M ed ley R e la y (4 4 0 -2 2 0 -2 2 0 -8 8 0 ) 880 Y a rd R e la y J r . H ig h 880 Y ard R e la y One M ile R e la y

F i e l d E v e n ts - S a tu r d a y - C l a s s A an d B 1 0 :0 0 a .m . 1 0 :0 0 a .m . 1 0 :0 0 a .m .

P re lim in a rie s P re lim in a rie s P re lim in a rie s

and F in a ls an d F i n a l s an d F i n a l s

- D is c u s - B ro a d Jump - P o le V a u lt

F i e l d E v e n ts - S a tu r d a y - C l a s s A an d B 1 :3 0 p .m . 2 :0 0 p .m .

P r e l i m s , an d F i n a l s - H ig h Jump (5*4** q u a l i f y , o r s i x h i g h e s t . ) P re lim s , and F in a ls - S hot P u t

T ra c k E v e n ts - S a tu r d a y 1 0 : 3 0 a .m .

1 1 :0 0 a .m . 1 : 3 0 p .m .

P r e l i m s . - 100 Y ard D ash A & B (7 q u a l i f y ) P r e l i m s . - 120 Y ard H ig h H u r d le s A & B (6 q u a l i f y ) F i n a l s - 120 Y ard H ig h H u r d le s

1 :4 0 p .m .

F i n a l s - 100 Y ard D ash

1 : 5 0 p .m . 2 : 0 5 p .m .

Two M ile R e la y 4 40 Y a rd R e la y M ed ley R e la y One M ile Run 880 y a r d R e la y One M ile R e la y

2 :2 5 2 :5 0 3 :0 0 3 :2 5

p .m . p .m . p .m . p .m .

- C la s s - C la s s C la s s A C la s s A - C la s s - C la s s

A A and B A A

ONE AND ONE-HALF DAY HIGH SCHOOL CLASS A AND B MEET VALLEY RELAYS

67 ENTRY SHEET TWENTY-THIRD ANNUAL OSKY RELAYS - 1950 A tta c h y o u r e l i g i b i l i t y l i s t , p l e a s e . A 2 5 - c e n t e n t r y f e e f o r e a c h man e n t e r e d . A rra n g e a l l nam es e n t e r e d on e n t r y s l i p i n a l p h a b e t i c a l o r d e r L i s t b e s t' tim e s o f i n d i v i d u a l s a n d r e l a y s . ( I m p o r ta n t) DISCUS

SHOT PUT

100 YD. DASH 1.

1.

1.

2.

2.

2.

3.

3.

3. BROAD JUMP

POLE VAULT

FOOTBALL THROW

1.

1.

1.

2.

2.

2.

3.

3.

3. 120 YARD HIGH HURDLES

HIGH JUMP

1 20 YARD LOW HURDLES

1.

1.

1.

2.

2.

2.

3.

3.

3.

MILE RUN 1. 2. 3.

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

(C heck r e l a y s y o u w i l l e n t e r ) CLASS. A CLASS B (U n d er @5< Y es No Y es No M ile R e la y 880 R e la y M edley R e la y M ile R e la y 380 R e la y U O R e la y Tw o-M ile R e la y

S chool C oach ENTRY SHEET OSKALOOSA RELAYS

63 YALLEY RELAYS WEST DES MOIKES, IOWA EHTRY LIST S p e c i a l E v e n ts B . T . 100 Y d, D ash a

a a

.

. l a

2a aa3*

a a

B . T . 120 Y d. H ig h H u r d le s • a

a



a l a

a a

a 2a a3 *

M ile Run l a 2 a

3a

Shot P ut

D is c u s

P o le

1. 2. 3.

1* 2. 3*

1. 2. 3.

B ro a d Jump

H ig h Jump

1. 2. 3.

1. 2. 3.

R u n n in g i n G la s s ____________(A o r B) 440 Y d. R e l a y 880 Y d. R e l a y M ile R e la y M ed ley R e la y Tw o-M ile R e la y J r . H ig h 440 J r . H ig h 880

W r ite Y es o r No

........................ ........................ ' ................... ....................................... ........................................................... . . . . . . ........................ . . . . . . "

Name o f Coach___________________________ Name o f S c h o o l

ENTRY SHEET VALLEY RELAYS

Y a u lt

69 METRIC AND ENGLISH DISTANCE EQUIVALENTS FOR TRACK EVENTS R e l a t i o n o f M e tr i c t o E n g l i s h S c a l e - F o r m e a s u r in g o r c h e c k in g c o u r s e s w h e re no m e t r i c t a p e i s a v a i l ­ a b le , th e fo llo w in g t a b le i s a c c e p ta b le : 1 M e te r

3 9 .3 7 in c h e s

-

=

1 K ilo m e te r - 1 0 0 0 m e te r s * METERS

MILES

1 2 3 4 5 10 20 30 40 50 60 70 80 90 100 110 200

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 3 6

30 0 400

$00 1000 1500

2000 2$00 3000 5000

10000

YARDS

3 .2 8 0 8 f e e t

=

1 .0 9 3 6

0 .6 2 1 3 7 0 m i l e s FEET

1 2 3 4 5 10 21 32 43 54 6$ 76 87 96 109 120 218 328 437 546 1093 1640 427 974 1520 188 376 METRIC AND ENGLISH DISTANCE EQUIVALENTS

0 0 0 1 1 2 2 2 2 2 1 1 1 1 1 0 2 0 1 2 1 1 0 0 2 0 0

INCHES 3 .3 7 6 .7 4 1 0 .1 1 1 .4 8 4 .8 5 9 .7 0 7 .4 0 5 .1 0 2 .8 0 .5 0 1 0 .2 0 7 .9 0 5 .6 0 3 .3 0 1 .0 0 1 0 .7 0 2 .0 0 3 .0 0 4 .0 0 5 .0 0 1 0 .0 0 3 .0 0 8 .0 0 1 .0 0

6 .0 0 2#00 4 .0 0

BIBLIOGRAPHY

SOURCES A.

BOOKS

B re s h n a h a n , G eo rg e T . a n d T a t t l e , W. W .:

T ra c k a n d F i e l d

A t h l e t i c s . C. U . M osby C o ., S t . L o u i s , 1 9 4 7 . 4 4 9 -4 6 1 .

A p p e n d ix B p a g e s 4 7 3-475*

Pages

(A f i n e t e x t on t h e

' p r i n c i p l e s o f c o a c h in g t r a e k and f i e l d w i t h some i n f o r ­ m a tio n o n t h e s u b j e c t o f o r g a n i z i n g a n d d i r e c t i n g t r a c k m e e ts .) W ils o n S p o r t i n g Good Company: D ia g ra m s .

A t h l e t i c F i e l d an d C o u rt

S i x t h r e v i s e d e d i t i o n , c o p y r ig h te d b y Lowe

a n d C a m p b e ll, 1950*

Pages 6 , 30.

( C o n ta in s c h a r t s ,

d ia g ra m s an d v i t a l t e c h n i c a l i n f o r m a t i o n r e l a t i v e t o t h e c o n s tru c tio n o r la y in g o u t o f th e v a rio u s s p o r ts f i e l d s an d p l a y i n g a r e a s . B.

INDIVIDUALS

(T he nam es o f t h e v a r i o u s h i g h s c h o o l b u t n o t t h e u n i ­ v e r s i t y d i r e c t o r s a r e i n t e n t i o n a l l y o m it te d b e c a u s e o f t h e f r e q u e n t c h a n g e s o c c u r r i n g i n h ig h s c h o o l p e r s o n n e l ; h o w e v e r c o r r e s p o n d e n c e a d d r e s s e d t o th e d i r e c t o r s w i l l re a c h th e p ro p e r a u t h o r i t i e s .) D ra k e R e la y s , Tom D e c k a rd , D i r e c t o r , D rak e U n i v e r s i t y , D es M o in e s , Io w a . G atew ay R e la y s , D i r e c t o r , C l i n t o n , Io w a . Iow a H ig h S c h o o l A t h l e t i c A s s o c i a t i o n , L y le Q u in n , D i r e c t ­ o r , B o o n e, Io w a .

72 4.

K a n s a s R e la y s , B i l l E a s to n , D i r e c t o r , L a w re n c e , K a n s a s .

5.

L i t t l e C y c lo n e I n v i t a t i o n a l T ra c k M e e t, D i r e c t o r , Ames, Io w a .

6.

O s k a lo o s a R e la y s , D i r e c t o r , O s k a lo o s a , Iow a

7.

Ottumwa R e la y s , D i r e c t o r , O ttum w a, Io w a .

S.

S o u th C e n t r a l C o n fe re n c e M e e t, D i r e c t o r , W est D es M o in e s, Io w a .

9.

V a l l e y R e la y s , D i r e c t o r , W est D es M o in e s, Io w a .