A syllabus for the noon hour intramural program of James Denman Junior High School
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A SYLLABUS FOR THE NOON HOUR INTRAMURAL PROGRAM OF JAMES DENMAN JUNIOR HIGH SCHOOL
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
fey Elwood B. Lang August 1950
UMI Number: EP46420
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
UMI* Dissertation Pgbilish«ng
UMI EP46420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQyest ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346
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T h is project report, w ritte n under the direction of the candidate’s adviser and ap p ro ved by him , has been presented to and accepted by the F a c u lty of the School of E d u catio n in p a r t ia l f u lf illm e n t of the requirements f o r the degree
of M a s t e r of
Science in Education.
Date
...........
/gso.......
A d v is e r
Dean
ii TABLE OB CONTENTS CHAPTER
PAGE PART I.
SELLING
HOW TO STIMULATE INTEREST IN THE PROGRAM 1.
FACULTY INTEREST:
HOW TO INCLUDE THE
TEACHERS IN THE P R O G R A M ......... 1.
SPONSORS:
2
How to get the faculty
to sponsor home room teams 2.
PARTICIPATION:
........
How to get the
faculty to play 3.
OFFICIATING:
. . . . .
STUDENT INTEREST:
.
PUBLICITY:
ASSEMBLIES: new ideas
3.
CLASS:
. 6
How to sell the
intramural program ............... 2.
4
HOW TO INCITE
ENTHUSIASM FOR YOUR P R O G R A M .................. 1.
3
How to assign the
faculty as officials . . . . . . . . . . . . 2.
2
6
How to introduce • ........
. . . . . . . . . . . .
8
How to build enthusiasm for
intramural competition in physical education classes
i
............
9
iii PAGE
CHAPTER PART II.
PERSONNEL
HOW TO SYSTEMATIZE THE INTRAMORAL PROGRAM 3.
STUDENT MANAGERS:
HOW TO TRAIN
COMPETENT ASSISTANTS 1.
ANNOUNCE:
........................
13
How to publicize to
students the need for student m a n a g e r s .................................. 13 2.
SELECTION:
How to select good
student managers 3.
DUTIES;
.....................
14
How to systematize a
schedule of work for student m a n a g e r s .................................. 14 4.
PROMOTION:
How to advance
student m a n a g e r s .......................... 17 4.
GAME OFFICIALS:
HOW TO TRAIN STUDENTS
AS COMPETENT O F F I C I A L S ........................ 20 1.
ANNOUNCE:
How to publicize to
students the need for officiating candidates 2.
• • • . . .
INSTRUCTIONS:
..............
..
20
............
21
How to train the
students in rules and field mechanics . . . . . . . . . .
iv CHAPTER
PAGE 3.
SELECTION: How to select the best officials
4.
. . .
................. .
ASSIGNING: How to systematize assigning officials . .........
5.
22
DUTIES: How to set up a workable system of duties for each official
5.
21
HOME ROOM OFFICIALS:
. . . . 22
HOW TO TRAIN
STUDENTS AS GOOD TEAM M A N A G E R S ................ 26 1.
ANNOUNCE: How to publicize to students the need for home room o f f i c i a l s .......... 26
2.
SELECT: How to select students for the job
3.
.........
27
INSTRUCT: How to train the student in the mechanics of his p o s i t i o n .......... 27
4.
DUTIES: How to arrange a workable set of instructions
5.
27
PROMOTION: How to select the best students for a d v a n c e m e n t .................. 28
6.
PARTICIPANTS: 1.
CHOICE:
HOW TO SELECT PERFORMERS . . . . How to get the students
on a team 2.
31
................ 31
CLASSIFY": How to keep the boys competing......... .. ...................
32
V
CHAPTER
PAGE 3*
ROUTINE;
How to get the most out
of the students with the least number of regulations . . . . . .......... 4*
HOME ROOM COLOR;
How to get
support for your teams 5.
TEAMWORK:
33
............ 34
How to get the best
out of what you h a v e ......... PART III.
35
EQUIPMENT
HOW TO UTILIZE WHAT YOU HAVE 7.
PLAY GEAR:
HOW TO TAKE CARE OE
EQUIPMENT
.......................
1.
PROCUREMENT:
39
How to acquire the
play equipment you n e e d .................... 39 2.
KEEP:
3.
ISSUE:
4.
How to hold what you have
. . . . .
40
is needed . . . . . . . . . . . . . . . . .
41
How to check out what
RETURN:
How to get back what
you have o u t ............... 5.
STORE:
How to prolong the life
of what you have 8.
PLAY AREAS: 1.
43
ORGANIZE:
. . . . . . . . . . . . .
43
HOW TO ASSIGN THE PLAY SPACE . . .
47
How to arrange play areas
with the sports you conduct.............
47
vi CHAPTER
PAGE 2.
ASSIGN:
How to select teams to
48
use the areas 3.
MAINTENANCE:
How to take proper
care of theplay areas 9.
PLAY COSTUME:
. . ................. 49
HOW TO DRESS FOR
COMPETITION............................ 1.
GROUP SPORTS:
How to dress for
games played "by home rooms 2.
INDIVIDUAL SPORTS:
. . . . . . . .
COEDUCATIONAL SPORTS: for mixed groups PART IV.
53
How to dress
for games played by individuals . . . . . . 3.
53
54
How to dress
. . . . .
..............
54
PERFORMANCE
HOW TO STAGE AND PLAY EVENTS 10.
GAMES: 1.
HOW TO PLAN DIVERSIFIED SPORTS
SEMESTER ORGANIZATION:
....
58
. . . . . . . .
58
How to
prepare a long-range plan of activities 2.
..............
DAILY SCHEDULE:
How to plan your
daily g a m e s ....................... 3.
TIME:
59
How to budget your period so
the maximum program is c o n d u c t e d .......... 59
vii CHAPTER
PAGE 4.
PUBLICIZE:
How to get the word to
the students about when and where they are to p l a y ........................... 60 11.
GROUP SPORTS:
HOW TO PROVIDE
COMPETITION FOR ALL TEAMS 1.
GAME SELECTION:
.
................. 63
How to choose
the games to be played . . . . . . • • • • • 6 3 2.
ASSIGN:
How to choose the teams
to play one a n o t h e r ....................... 64 3.
PLAY:
How to make a schedule of
play which will satisfy everyone . . . . . . 12.
INDIVIDUAL SPORTS:
HOW TO PROVIDE
COMPETITION FOR ALL INDIVIDUALS 1.
GAME SELECTION:
. . . . . . . .
ASSIGN:
PLAY:
73
How to ehoose individuals
to compete against each other 3.
73
How to choose games
to be p l a y e d ......... 2.
66
. . . . . . . 7 4
How to make a schedule of
play which will satisfy all i n d i v i d u a l s ........... 13.
AWARDS: I.
HOW TO DESIGNATE THE WINNERS
75 . . . . .
79
a basis for rewarding groups . . . . . . . .
79
HOME ROOM SCORING:
How to set up
viii CHAPTER
PAGE 2.
INDIVIDUAL SCORING:
How to set up
a basis for rewarding individuals ......... 3*
AWARDS:
How to supply the rewards
4«
ACKNOWLEDGMENT:
81
. . . . 82
How to plan a fitting
climax for your intramural awards . . . . .
83
ix PREFACE TO THE TEACHER The noon hour lunch periods of James Denman Junior High School had long heen a time of trial for students and teachers. For the lack of a program to allow the students a chance for self-expression and development, they had run the streets and milled around the yard, resulting in unworthy use of their leisure, The noon hour intramural program was started to combat this condition and has grown from a one diamond softball game of the first day to where It now reaches the attention of every girl, boy, and teacher in the school. The University of California, the University of San Francisco, and San Francisco State College each semester send to James Denman Junior High School many students to perform their student teaching.
Many of the students sent
are given the assignment, as part of their teaching, of con ducting the noon hour intramural program. For some time there has been felt a keen need for a syllabus to guide the student teachers In how to conduct James Denman Junior High School*s noon hour Intramural program. This syllabus was planned to serve the student teacher (1)
giving directions and rules of procedure for conduct
ing the noon hour intramural program, (2) by offering a pri marily recreational and fun program of competition, adjusted
to proper levels for each individual, (3) by a program of rewards capable of reaching all students and teachers, and (k) by care for individual differences in a less standardized manner than the usual school routine provides. Thanks are due to Mr. George Canrinus, Director of Athletics and Intramural Athletics of the San Franeisco Public Schools, and Mr. Ray Daugherty, Director of Physical Education.of the San Francisco Public Schools, whose advice and assistance were of valuable help in writing this syllabus.
PREFACE TO THE STUDENT TEACHER When you take over the supervision of the noon hour intramural program, you will find it a well-organized unit of competitive athletics, allowing all students in the school an opportunity for self-expression and development. You will want to know how to conduct the noon hour intramural program.
You will want something real, concrete, and helpful
which will give you definite directions and rules of procedure to follow.
You will want something that will give you samples
and patterns for imitation. This syllabus will he your guide in lightening your work load, setting up the preliminary steps in the program, and preparing yourself for happy days in teaching.
1
PART I.
SELLING
HOW TO STIMULATE INTEREST IN THE PROGRAM Your program may look fine on paper and you may know your subject field, but without teacher and student enthu siasm and interest for what you are doing, your start Is likely to be poor.
To get started properly you must sell
your program to those who fill its ranks, the teachers and students.
Keep the spirit high and you are a success.
The
next two chapters will show you how to get the interest and enthusiasm of the participants and teachers.
2 CHAPTER 2.
FACULTY INTEREST
HOW TO INCLUDE THE TEACHERS IN THE PROGRAM A,
MQTIYATION:
Rewards which will come to you if you
include the teachers in the program. 1*
UNDERSTANDING: Teachers will realize the problems that you face and become much better home room sponsors*
2*
ASSISTANCE:
Many teachers will help your officials
during the noon hour If they know what to do. 3*
NOTORIETY:
Your program will be circulated about
the system and if it is good, a promotion or job may result. B*
DIRECTIONS:
Some helpful hints on how to get teachers to
enter the program. 2.
SPONSORS:
How to get the faculty to sponsor home
room teams. a.
Inform teachers of the overall value of the intramural program to the entire school.
b.
Assist them in planning their home room athletic organization.
c.
Give teachers complete information on intramural program before publicizing to the students.
d.
Inform them well in advance of the closing dates for team entries.
e.
Recommend good team managers.
f . Explain how a home room team can have team spirit carried over to other home room activities. (1)
Experience shows Red Cross Drive will he better.
(2)
P.T.A. Drive will have more spirit.
(3)
Teachers* jobs made easier by carry-over spirit•
(4)
Poor home room can become a good home room.
PARTICIPATION; a.
b.
How to get the faculty to play.
Plan a student vs. faculty softball game. (1)
Play student champions in softball.
(2)
Entire school out to watch game.
(3)
Always have the principal act as captain.
(4)
Rotate the faculty players.
(5)
Avoid embarrassing any teacher.
(6)
Publicize the game in advance.
Plan a coeducational faculty vs. student voll e y ball tournament. (1)
Play student home rooms.
(2)
Always have girls* assistant principal act as captain.
(3)
Allow competing home rooms a lunch period which is ten minutes longer.
(4)
Rotate women and men teachers.
(5) c.
Allow as many to play as possible.
Ask teachers to coach their home room teams. (This is one of the best methods of getting them to play.)
d.
List all activities on teachers* lunch room bulletin board.
3.
OFFICIATING:
How to assign the faculty as officials
a. Ask them for their assistance. b. Instruct them in what they are to do. c. Assign them games of interest. d. Avoid giving them poor games to officiate. e. Post games in which faculty will be needed to officiate on teachers*-lunch room bulletin board well in advance of games. f.
Notify officials of their assignment a day in advance.
g.
Post faculty officials on physical education and intramural bulletin boards in boys* gymna sium.
C.
ACTIVITY ASSIGNMENTS:
Some projects which will assist
you in helping to make teachers a part of the program. 1.
CRITICISM:
Take a look at our program of including
the faculty in the intramural hour. remake it.
Correct it and
Bring it to your instructor for checking
2.
WRITING:
Plan a program for next semester to include
the entire faculty in the intramural program.
When
completed, consult with your instructor. D.
EVALUATION:
Samples of ways in which you m y
check on
teacher participation. 1.
RATING SCALE:
Place an X in each space for which
your faculty interest plans can qualify. a.
{ ) The program gets the faculty to sponsor home room teams.
b.
()
The faculty participates in student games.
c.
()
The program includes men and women faculty members.
d.
( ) The program Is favorable to faculty morale. ( ) Total
2.
TRUE
—
FALSE:
Place an X in the correct space for
true or false.
a.
T
F
()
( )
You should urge all the teachers to sponsor home rooms.
b.
()
( )
You should include all teachers in games.
c.
(
( )
Never fail to include the administra tors in the program.
6 CHAPTER 2.
STUDENT INTEREST
HOW TO INCITE ENTHUSIASM EOR YOUR PROGRAM A,
MOTIVATION:
Advantages to be gained if you incite student
enthusiasm for your program. 1.
FORFEITS:
All teams will j*lay and there will be no
cancelled games to hinder your schedule. 2.
PARTICIPATION:
Students will want to play when they
know their pals are enthusiastic about the program and it*s the thing to do. 3.
COOPERATION:
Your job will be easier because students
and home room teachers will want to be a part of the program. 4.
ROUTINE:
The program will function by itself when
the students are behind it. B.
DIRECTIONS:
Suggestions on how to make students enthused
and interested in the intramural program. I.
PUBLICITY: a.
How to sell the intramural program,
Use all bulletin boards for announcements. (1)
Post schedules of games.
(2)
Use students* names whenever possible.
(3)
Post point totals and names of individual students.
(4)
Post points won by home rooms in each sport.
(5)
Post comparison, of total points won by all home rooms.
(6}
Post standings of teams.
(7)
Post names of student assistants.
Write announcements for school paper, The Denmanian. (1)
Have a space in sports section for intra murals .
(2)
Keep school informed of every hit of intra mural news.
(3)
Make sports secretary responsible for publicity in school paper.
Write announcements for Wednesday home room bulletins and daily bulletins. Grasp the fact that participants are your best salesmen. Allow the sports council to make decisions. (1)
Suggestions and ideas you never thought of will pop out.
(2)
Ditto a report of all sports council meetings.
(3)
Send copy back to home room.
(4)
Home room representative on sports council will sell your program.
Use posters from art class to advertise your program on bulletin boards.
2.
ASSEMBLIES:
How to introduce new ideas.
a.
Arrange assemblies for boys.
b.
Use prominent athletic figures to demonstrate and talk to group. (1)
All colleges in Bay Region will send repre sentatives .
(2)
All high schools will cooperate.
(3)
Write Secretary, San Francisco Seals, base ball club, for speaker.
(4)
Telephone Secretary, San Francisco FortyNiners, professional football team for guest speaker.
(5)
Junior Chamber of Commerce will send guest speakers.
c.
Arrange for a full length sport movie. (1)
Mr. Rosen, Room 210, is visual aids repre sentative.
d.
Demonstrate with school teams.
e.
Draw on students who jumped from intramural program to school varsities. (1)
They can tell how valuable intramural training was.
(2)
Interest in games led to perfection and hence to varsity.
3.
CLASS:
How to build enthusiasm for intramural
competition in physical education classes. a.
Allow home room teams to practice on days assigned to yard.
b.
Hold instruction periods for home rooms.
(On
days in the yard, this may be done.) c.
Serve the program by stressing skills.
(Funda
mentals and skills are foundation of interested players.) d.
e.
C.
Interview assistants during dressing period. (1)
Give advice to managers.
(2)
Stress points of interest to officials.
(3)
Talk to team managers.
(4)
Advise team captains.
Check on home room teams. (1)
If team was late, find out why.
(2)
If team failed to play, find
out why.
(3)
If team is not entered, find
out why.
ACTIVITY ASSIGNMENTS:
Work to do tohelp
you in building
enthusiasm for your program. »
1.
CRITICISM:
Look over our program of intramural
publicity and criticize the bad features, avoiding them in the program you make.
2.
WRITING:
Plan and write the publicity for all the
bulletin boards for the entire term.
Make your own
student enthusiasm plans, drawing on what we have now and what improvements you believe are necessary, D.
EVALUATION:
Sample of check-up which may show if you are
getting student enthusiasm for your program, 1.
TRUE
—
FALSE:
Place X in correct space for true
or false, T a.
F
{) ( )
It is best
to have all home rooms
entered to play. b.
() ( )
You should
use all the bulletin boards
for intramural publicity. c.
() ( )
You should
use all the school’s
facilities to get student enthusiasm for your program. 2.
RATING SCALE:
Place an X in each space for which
your program of student interest can qualify. a.
( ) It makes use of all the bulletin boards for information.
b.
{) It introduces publicity for the program in school assemblies.
c.
() The physical education classes are used to incite student intramural enthusiasm.
It makes use of the school paper to dis seminate information to the students. It'makes use of the written classroom "bulletins to announce the program. Total
12
PART II.
PERSONNEL
HOW TO SYSTEMATIZE THE INTRAMURAL PROGRAM Your program will be no better than the personnel with which you staff it.
Your job will be hard or easy in rela
tion to the personnel you select to administer and partici pate in it.
The following four chapters will assist you
in the organization and use of personnel.
13 CHAPTER 3*
STUDENT MANAGERS
HOW TO TRAIN COMPETENT ASSISTANTS A.
MOTIVATION:
Rewards which will come to you because of
a good system of training student managers, 1.
REPRESENTATION:
You will be pointed out by boys
and girls as representing them. 2.
PROMINENCE:
You are in a real position to meet all
the students. 3.
WORK LOAD:
You will be free of a large amount of
routine work. B.
DIRECTIONS:
Suggestions on how to select and train
student managers. 1.
ANNOUNCE:
How to publicize to students the need for
student managers. a.
Reach students who are interested and wish to sign up.
b.
Write announcements for school paper, The Denmanian.
c.
Plan notices for bulletin boards on each floor and in boys* gymnasium.
d.
Write notices for daily bulletin and home room bulletin.
e.
Make announcements during roll period of each
physical education class. f.
Plan posters for all bulletin boards.
g.
Arrange skit for first assembly at Balboa High School.
SELECTION: a.
How to select good student managers.
Selection committee composed of intramural director, sports manager, and sports council, interviews all candidates in room fifty-five.
b.
Always put leadership at the top as the basis of selection.
c.
Beware of students who are habitually tardy and absent.
d.
Ask students their citizenship grade to help in establishing their cooperative character.
e.
Refuse to consider candidates who are not dependable.
f.
Demand promptness of all candidates.
DUTIES:
How to systematize a schedule of work for
student managers. a.
Assign the sports manager to room fifty-five. (1)
Directs various assistants.
(2)
Makes out game schedules.
(3)
Posts schedules on intramural bulletin board.
Assign assistant sports manager to room fiftyfive. (1)
Directs field work of various assistants.
(2)
Assigns officials to all scheduled and practice games.
Assign the sports secretary to room fifty-five. (1)
Compute the results of all scheduled games.
(2)
Post daily standings of teams on intramural bulletin boards.
Assign the sports custodian to room sixty. (1)
Check gear in and out to managers.
(2)
Assign equipment by putting gear in marked bags.
Assign the softball manager to room fifty-four. (1)
Arrange for game officials in room fiftyfive.
(2)
Draw equipment in room sixty.
(3)
Supervise games at softball diamonds.
(4)
Get equipment from team manager and return to room sixty*
Assign the basketball manager to room fiftyfour. (1)
Arrange for game officials in room fiftyfive.
(2)
Draw equipment in room sixty.
16 (3)
Supervise games at outdoor basketball courts.
(4)
Get equipment from team managers and return to room sixty.
g.
Assign the soccer manager to room fifty-four. (1)
Arrange for game officials in room fiftyfive.
(2)
Draw equipment in room sixty.
(3)
Supervise games at soccer field.
(4)
Get equipment from team managers and return it to room sixty.
h.
Assign the volleyball manager to room fiftyfour. (!)
Arrange for game officials in room fiftyfive.
(2)
Draw equipment in room sixty.
(3)
Supervise games at volleyball courts.
(4)
Get equipment from team managers and return it to room sixty.
i.
Assign the individual sports manager to room fifty-four. (1)
Arrange for game officials in room fiftyfive.
(2)
Draw equipment in room sixty.
(3)
Supervise games in individual areas.
17 (4)
Get equipment from team managers and return it to room sixty.
4.
PROMOTION: a.
How to advance student managers.
Sports council consisting of all managers, intramural director, and sports manager, promotes student managers.
b. Use past performance as the top consideration in promotion. c. Be certain that you are able to justify each promotion. d. Refuse to consider students for top jobs who have not shown qualities of leadership. e. Make attendance a factor in job promotion, but take legitimate illness into consideration. f. Rate students highly who have shown a marked degree of promptness on the job. g. C.
Avoid all students who have not been dependable.
ACTIVITY ASSIGNMENTS:
Some performances that may help
you in getting started. 1.
WRITING:
Plan a master plan on selection and
training of student managers.
Have the sports man
ager and assistant sports manager each do the same. Compare and criticize these plans with the program now in operation.
Revise your program and make the
IS necessary changes as needed. 2.
COMPARISON:
Study the student manager programs of
Aptos Junior High school and Portola Junior High School.
Compare them with your program and make
necessary improvements to your program if needed. Fix up your own plans, drawing on what you have now and what additions you believe are necessary. D.
EVALUATION:
Samples of ways in which you may check on
the student managers program. 1.
RATING SCALE:
Place an X in each space for which
your student managers training program qualifies. a.
()
See that publicity is given the need for student managers.
b.
()
The selection of student managers should result in the best obtainable.
c.
()
Duties of student managers are systematized.
d.
()
Provisions for promotion of student managers are made.
2.
TRUE
—
FALSE:
Place an X in the correct spaee
for true or false. T a.
()
F ( ) Leadership is a paramount feature of a student manager’s qualities.
b.
()
( )
The best manager, rather than the poor
19 manager, is more likely to be made sports manager, e.
{ )
( )
It is correct for the assistant sports manager to give assignments to the team managers.
CHAPTER 4 . GAME OFFICIALS HO¥ TO TRAIN STUDENTS AS COMPETENT OFFICIALS A,
MOTIVATION:
Advantages to be gained if you train good
officials to officiate your games. 1.
REDUCTION OF PROTESTS:
Good officiating will cause
a minimum of protests. 2.
WILLINGNESS:
More students will be eager to parti
cipate if games are efficiently officiated. 3.
IMPROVED PLAY:
Games will be better played and
players will want to improve their play. B.
DIRECTIONS:
Some helpful hints on how to select and
train good officials. 1.
ANNOUNCE:
How to publicize to students the need
for officiating candidates. a.
Reach students who are interested and wish to sign up.
b.
Plan notices for bulletin boards on each floor and in boys* gymnasium.
c.
Write announcements for school paper, The Denmanian.
d.
Write announcement for Wednesday home room bulletin and daily bulletin.
e.
Arrange skit for welcome assembly on second Monday of school tern.
f.
Always speak to student council, which meets in . library on Monday during sixth period.
INSTRUCTIONS:
How to train the student in the rules
and field mechanics. a.
Schedule instruction and test period for five afternoons between 3:00 P. M. and 4:00 P. M. (1)
Interpret rule knowledge by candidates officiating varsity and home room practice games.
{2)
Maintain physical conditioning by ten minutes of class calesthenics.
(3)
Interpret field mechanics by officiating varsity and home room practice games.
(4)
Practice court ethics by officiating varsity and home room practice games.
(5)
Use experienced student officials to help.
SELECTION: a.
How to select the best officials.
Assemble selection committee of intramural director, sports manager, and sports council, to select officials.
b.
Always select officials on performance of rule knowledge and floor mechanics.
c.
Interview candidates on rules and ethies of the game.
d.
Avoid selection of habitual absentees by con sulting with attendance clerk in office **C".
e.
Always select more candidates than you need to take care of emergencies.
ASSIGNING: a.
How to systematize assigning officials.
Write officials* assignments on Friday and post on intramural bulletin board in boys* gymnasium. (This is the assistant sports manager*s respon sibility.)
b.
Always have officials report on Monday, at 8:15 A. M., to assistant sports manager, room fifty-five, for weekly game assignments.
c.
Interview officials regarding weekly duties.
d.
Beware of assigning poor officials to most difficult games.
e.
Rotate assignment of officials to avoid charges of favoritism.
f.
Assign novices to practice games only.
DUTIES:
How to set up a workable system of duties
for each official. a.
Assemble all officials in room fifty-five each Monday morning after they receive their assign ments.
Plan the referees’ duties. (1)
Draw whistle and rule book from room sixty.
(2)
Report ten minutes before game starts.
(3)
Check on safety of area and equipment.
(4)
Interviev/ scorers and timers.
(5)
Discuss game rules and local rules with team managers and captains.
(6)
Return whistle to sports custodian in room sixty.
Plan the umpires’ duties. (1)
Draw baseball indicators, rule books, and horns from room sixty.
(2}
Report ten minutes before game starts.
(3)
Check on safety of area and equipment.
(4)
Interview scorers and timers.
(5)
Discuss game rules and loeal rules with team managers and captains.
(6)
Return baseball indicators, rule books, and horns to room sixty.
Plan the scorers* duties.
(Draw score books,
two pencils, and eraser from room fifty-five.) Plan the timers’ duties. (1)
Draw stop-watch from room sixty.
(2)
Report ten minutes before game starts.
24 (3)
Consult with referees and umpires regarding mechanics of court that they will employ.
(4)
Time game.
(5)
Return watch to sports custodian in room sixty.
C.
ACTIVITY ASSIGNMENTS: Projects to perfect your ability to secure and train students as competent officials. 1.
WRITING: Make plans for our next semester on the training of students as competent officials.
Include
in your plans what we now have and make additions of what you helieve should he in our program. 2.
TEACHING;
Direct an actual class during the offi
cials* cluh meeting during the activity period on Friday.
Prepare the assignment to he taught on
rules interpretation and floor mechanics. D.
EVALUATION:
Samples of ways in which you may check on
your student officials program. 1.
TRUE
—
FALSE:
Place an X in correct space for
true or false. T a.
F
( ) ( )
Officials should report ten minutes before game time.
b.
( ) ( }
The best officials are preferable
to
the poorer ones for the better games.
25 c.
() ( )
It is not correct, for an official to favor a particular home room.
d.
{) ( )
You should never question an official’s .judgment.
2.
EATING SCAXE:
Place an X In each space for which
your program can qualify. >a* b.
() You should publicize the need for officials. () Your method of selection of officials is adequate.
c.
() There Is a systematic method of assignment of officials.
d.
() Your program of training reaches all the capable students.
e.
() A workable system of duties for each official is set up. ( ) Total.
26 CHAPTER 5.
HOME ROOM OFFICIALS
HOW TO TRAIN STUDENTS AS GOOD TEAM MANAGERS A,
MOTIVATION; Advantages of having good home room team managers to help run your intramural -program, 1*
HARMONY:
Selection of a good home room team manager
will unite the home room and intramural department as a team. 2.
REDUCTION OF FATIGUE:
You will not have to work as
hard in supervision when you have competent home room assistance. 3.
PLAY:
More students will turn out to take part in
the games. B.
DIRECTIONS:
Some helpful hints to assist you to get and
train good assistants. 1.
ANNOUNCE:
How to publicize to students the need for
home room officials. a.
Reach students who are interested and wish to have the ^ob.
b.
Plan notices for bulletin boards on each floor and in boys* gymnasium.
c.
Write announcements for school paper, The Denmanian.
d.
Write announcements for Wednesday* s home room bulletin and daily bulletin.
SELECT: a.
Bow to select students for the job.
Arrange with home room teacher to have student elected by class members before second week of each term.
b.
Suggest that selection be made on basis of leadership.
c.
Caution teachers on selecting a candidate with a poor attendance record.
d.
Consult with home room teachers on motivating desirable boys to run for manager.
e.
Use the physical education classes to stress that selections should be competent students.
INSTRUCT:
How to train the student in the mechanics
of his position. a.
Schedule an instruction period for home room officials the last half hour of the first two regularly scheduled home room periods.
b.
Interpret knowledge of their jobs by written tests.
c.
Interpret mechanics of their jobs by performance tests.
d.
Use experienced students to assist.
DUTIES:
How to arrange a workable set of instruc
tions . a.
Always have team managers report on Monday at
28
8:15 A. M. to sports manager, room fifty-five, for weekly home room play assignments. b.
Hold them responsible to have their home room entered in all activities.
c . Responsibility of organizing home room teams is on the shomlders of team managers. d.
Plan for the election of team captains.
e.
Submit lineups Initialed by team captain to scorers five minutes before game starts.
f.
Notify team as to time and place it will play.
g.
Collect equipment at conclusion of game and return to game manager.
h.
Plan your own individual horseshoe home room tournaments.
i.
Plan your own individual handball tournaments,
j . Select individual single and double teams to represent your home room, k.
File protests of officials* rule interpretation with sports manager, room fifty-five.
5.
PROMOTION:
How to select the best students for
advancement. a.
Introduce selection committee composed of intramural director, sports manager, and sports council, to home room officials.
(They elect
home room officials for advancement to managers.)
29 b.
Committee nominates the best to appear before selection committee, 8:15 A. M., the last Wednesday of the semester.
c.
Use past performance as the top consideration in promotions.
d.
Be certain that you are able to justify each promotion.
e. Refuse to consider students who have not shown qualities of leadership for top jobs. f. Make attendance a factor in job promotion, but take into consideration legitimate illness. g.
Rate students highly who have shown a marked degree of promptness on the job.
h.
Avoid the undependable student.
i.
Practice fair play and do not let student personalities sway the election.
j. Selection committee votes secretly for open sports managers* positions. C.,, ACTIVITY ASSIGNMENTS: Projects to help perfect your ability to select and train team managers. 1.
WRITING:
Make a schedule for training students as
team managers for our new term.
Include what we
have now but correct it as it should be and remake it as you would like to have it.
2.
TEACHING:
30 Direct an actual home room in the carry
ing out of the assignments you have prepared for team managers* D.
EVALUATION: Samples of ways in which you can check on your team managers training program. 1.
TRUE
—
FALSE:
Place an X in correct space for
true or false.
a.
T
F
()
( )
Initialed line-ups are submitted to scorers*
b.
()
( )
The easiest protest to get is one of rules interpretation, rather than a protest of judgment.
c. 2.
()
( ) Plan your own horseshoe tournaments.
RATING SCALE:
Place an X in each space for which
your student program qualifies. a.
(}
Team managers plan their own individual tournaments.
b.
( } Publicity is given the officials* program.
c.
( ) A workable set of instructions are prepared for team managers to follow.
d.
()
A promotion policy of advancement of team managers is included in the program.
()
Total
31 CHAPTER 6.
PARTICIPANTS
HOW TO SELECT PERFORMERS A.
MOTIVATION:
Rewards which will be yours if you have all
students participating* 1.
ADMINISTRATION:
You will "be able to get more recog
nition, equipment, and facilities from your principal if you have all the students participating. 2.
SUPPORT:
Those who are unahle to play will want to
stay in the school yard at noon to root for their team rather than run the streets. 3.
DISCIPLINE:
Your yard problems will be lessened
beeause of more children having something to do. 4.
SCHEDULE:
Home rooms will always finish their
tournaments when they have substitutes to take care of Illness, transfers, and drop-outs. B.
DIRECTIONS:
Suggestions on how to get students on your
teams and keep them there. 1.
CHOICE: a.
How to get the students on a team,
Use the home room as the organization for getting students to play. (1)
Fall term usually has forty-five home rooms.
(2)
Spring term usually has thirty-eight home rooms.
b.
Check with all home room teachers to see that all hoys are entered,
(This is best done during
faculty meetings, faculty socials, and visits during free periods.) e.
Check with team managers to see that they have selected teams. (1)
Team managers are listed on intramural board.
(2) d.
They are the ones who select performers,
Point out to the team captain the advisability of having all boys on some home room team. (1). He is usually the best athlete in home room. (2)
Boys admire him.
(3)
All home room team captains are posted on intramural bulletin board.
CLASSIFY: a.
b.
How to keep the boys competing.
Choose competition according to grades. (1)
Low seven boys play boys in low seven.
(2)
High seven boys play boys in high seven.
(3)
Low eight boys play boys in low eight.
(4)
High eight boys play boys in high eight.
(5)
Low nine boys play boys in low nine.
(6)
High nine boys play boys in high nine.
Allow no boy to compete except for his own home room.
c.
Allow no boy to change teams after the first two weeks of play.
d.
Stress to the principal the necessity of keeping an even number of boys in all home rooms. (Ij
If this is not done, some home rooms will not have enough boys to enter all sports.
(2) e.
An uneven number will result in a forfeit.
Give the principal a list of the outstanding athletes in the school the last month of each term so he may prepare next term’s home rooms. (1)
He will divide them equally in home rooms.
(2)
If this is not done, games will be one sided.
(3)
He will be glad to cooperate because it will lighten his discipline load.
U)
Fewer complaints will be received from residents around the school when boys are all in yard.
ROUTINE:
How to get the most out of the students
with the least number of regulations. a.
Always have a minimum of rules.
b.
Avoid excessive regulations.
c.
Stress the rules you do have. (1)
No scholastic requirements.
(2)
Student may play only for his own home room.
(3)
No set rules of participation.
(4)
Expulsion for a certain period of time for unsportsmanlike conduct and vulgar or abusive language.
(5) d.
Game protests filed only by team manager,
Avoid needless protests by accepting only pro tests of rule misinterpretation.
(Protests of
umpires* judgment not to be accepted.) HOME ROOM COLOR: a.
b.
How to get support for your teams.
Select names for all home rooms. (1)
Class may choose appropriate name.
(2)
Devine*s Demons would be an example.
Select team colors. (1)
Girls will like this and consequently be better rooters.
(2)
Two colors must be selected.
c.
Allow girls to root for home room teams.
d.
Stress the importance of yells at the games, and the need for class yell leaders to be present.
e.
Send word to teachers of time and place of play for their home room. (1)
Children like to see their teachers at the games.
(2)
Good way for teacher to become popular with students.
35 5.
TEAM WORK: a.
How to get the best out of what you have,
Allow home room teams to practice in physical education classes.
(This is allowed when class
is not assigned to gymnasium.) b.
Use team captains as coaches.
e.
Fit as many practice games into the noon hour as possible.
d.
(1)
Rotate on an equal basis.
(2)
Start with lowest numbered home room._
Stress fundamentals of sport currently in season in physical education classes.
e.
Play practice games in the morning before school starts.
f.
Play practice games after school.
g.
Stress the importance of practice improving teamwork.
C.
ACTIVITY ASSIGNMENTS:
Some projects which may help you
select participants. 1. CRITICISM:
Take a look at the program of partici
pant selection we have.
Correct it as you believe
it should be and remake the entire program. 2. WRITING:
Make a plan for the selection of partici
pants for our next semester.
Write out a list of
what you are to include and make additions as necessary.
D.
EVALUATION:
Samples of ways in which your participant
selection may be checked. 1.
RATING SCALE;
Place an X in each space for which
student selection plans can qualify. a.
() All students have an opportunity to he on a team via their home room,
h.
() Home rooms compete against others of same grade.
c.
() Minimum rules are maintained.
d.
() Home rooms are hacked hy entire class.
e.
() Participants are more numerous than in previous terms.
f.
() Participants take an active part and are eager to play.
g.
(I Students need no urging to participate.
h.
() Competition is keener.
i.
(} There are no lopsided scores. ( ) Total
2.
TRUE
—
FALSE:
Place an X in the correct space for
true or false. T a.
F
() ( ) You should use the home room as the organization for getting students to play.
You should choose competition according to the grades. It is best to have a minimum set of play regulations.
38
PART III.
EQUIPMENT
HOW TO UTILIZE WHAT YOU HAVE Your enthusiasm is high, the student administration is ready to go, and the participants are at the post. Equipment is needed to get them off.
The following three
chapters will show you how to get the equipment, check it out and in, and what to do with it when it's not in play.
39 CHAPTER 7.
PLAY GEAR
HOW TO TAKE CARE OF EQUIPMENT A.
MOTIVATION:
Rewards which will come to you if you check
and use your equipment properly♦ 1.
PLAT:
Teams will play better as a result of equip
ment always being safe and usable. 2.
RELIEF FROM ROUTINE:
You don't have to work as hard
in cheeking in and out equipment when you have a workable system. 3.
LONGEVITY:
Well-planned program of issuing, cheeking,
and storing equipment will result in longer life of equipment. 4*
EXPENSE:
Well-selected procedures of checking
equipment will result in less loss and breakage and allow you more money to expand your program. B.
DIRECTIONS:
Suggestions which will help you to take care
of your equipment properly. 1.
PROCUREMENT:
How to acquire the play equipment you
need. a.
Determine your needs for each term. (1)
Use inventory of equipment on hand, found in drawer "Bw, file one in gymnasium office.
(2)
Use past equipment requisitions, to be found in drawer wBtt, file three in gymna sium office, as a guide.
(3)
Use your master game schedule, found on intramural bulletin board, to determine type of equipment needed to play games.
(4)
Use your master tournament schedules to determine number of games to be played.
b.
Give your equipment requisition to department head to be checked and initialed.
c.
Stick close to the principal until he approves your requisition.
(You can answer any question
he has about it.) d.
Always check with principal’s secretary to see that requisition went to the Director of Inter school and Intramural Athletics, Mr. Canrinus.
KEEP: a.
How to hold what you have.
If you must give equipment to other departments, keep a record in the back of your roll book. (1)
If it is not returned promptly, trace it.
(2)
Do not continue to give equipment to individuals who fail to return what you have graciously loaned.
b.
Always mark all of your equipment. (1)
Paint a red ring around top of softball bats.
(2) Paint a red ring
around softballs.
(3) Use the electric
needle to burn "James
Denman Intramural Department" on all outdoor basketballs. (4)
Paint red circles on rubber basketballs.
(5)
Paint red circles on rubber soccerballs.
(6)
Paint red circles on rubber volleyballs.
(7)
Use electric needle to burn "James Denman Intramural Department" on leather volleyballs .
(8) Paint handles of
tennis paddles red.
(9) Paint tennis balls with a red circle. (10) Paint horseshoes with fine red circles. (11) Paint horseshoe stakes with red circles. (12) Stencil equipment bags with the words "Soccer", "Softball", "Basketball", "Volleyball", "Paddle Tennis", "Handball", and "Horseshoes". ISSUE: a.
How to check out what is needed.
Allow no other persons to issue sports equipment besides sports custodian and his two assistants. (1)
Room sixty, in boys* physical education locker room, is the intramural equipment room.
(2)
Equipment is issued only from room sixty.
If possible, get sports custodian out of class five minutes early.
(He can put all the gear in
bags before he eats his lunch.) Select and place gear to be used in equipment bags. (1)
Each sport has its own marked equipment bag.
(2)
Weekly tournament schedules are posted in equipment room.
(3)
Sports custodian merely consults schedule and places equipment for scheduled games in bags.
(4)
He writes on carbon slip what gear goes in bag and initials it.
(5)
He places slip in bag.
(6)
He keeps original on clip board.
(7)
He hangs each filled bag on hook.
(8)
Hooks are on wall below stenciled lettering of each intramural sport.
Begin to give out equipment ten minutes before scheduled games. Give equipment bags to no one but sports managers, (list of sports managers and alternates is posted on wall of equipment room.) Sports custodian checks out equipment to sports manager by taking the bag for his specific sport from its hook.
(1)
Once bag is off the hook, it has been checked out to that particular sport and sports manager,
(2)
Sports managers are now responsible for equipment•
g.
Avoid having sports managers sign for equipment. (1)
Takes too much time.
(2)
Causes confusion.
(3)
Hook ^system has been found to be best for our particular purposes.
RETURN: a.
How to get back what you have out.
Allow no other person but the sports manager to return sports equipment.
b.
Return all equipment to sports custodian, room sixty.
c.
Check contents of returned bags in front of sports managers.
d.
Collect receipt from sports managers.
e.
Place equipment bags on their own hooks.
f.
When bell rings to start next class, begin an immediate check if all equipment bags are not on their hooks.
STORE: a.
How to prolong the life of what you have,
Apply Neets Foot Oil to softballs. (1)
Have students assist you.
44 (2)
Rub into ball well*
(3)
Allow oil to dry for twenty-four hours.
Always sew balls which rip as soon as they are brought to your attention. (1)
Wax linen thread with beeswax.
(2)
Use double stitches.
(3)
Assign a medical excuse boy to ball repair duty.
Always tape all bats on the handles.
(Tape up
to ten inches from the handle.) Always tape all bats six inches on the top. (This prevents bats splitting.) Use rubber basketballs whenever possible, (leather balls will not wear well on asphalt.) Use rubber soccerballs whenever possible* (leather soccerballs will not wear well on asphalt.) Use rubber indoor baseballs in preference to leather ones.
(Leather indoor baseballs will
not wear well on asphait.) Use rubber volleyballs whenever possible. (Leather volleyballs will notv wear well on asphalt.) Avoid letting laees rip by checking all laced balls daily. dian.)
(Assign this duty to sports custo
If yon alve able, sew basketballs as soon as they become ripped.
(If you don’t sew the rips imme
diately, the ball will never take shape again.) k.
Always tape the handles of tennis paddles.
1.
Sew nets with beeswaxed linen thread when they rip.
m.
Stay away from issuing equipment for use in wet weather.
C.
n.
Store equipment in a dry place,
o.
Clean equipment before storing.
ACTIVITY ASSIGNMENTS;
Some performances which may help
you in acquiring and using equipment. 1.
WRITING:
Make a plan for the care of equipment for
use next semester.
Write out a list of what you are
to include in planning the entire program. 2.
CRITICISM:
Take a look at our program for the care
of equipment.
Plan corrections which you believe
should be made. D.
EVAIPATION:
Samples of ways in which you may check on
your care of equipment. 1.
RATING SCALE:
If items below are complied with,
place a eheck in parenthesis, a.
( ) Method of acquiring play equipment is included.
46 b.
.( )
Method of keeping equipment is included.
c.
( }
Method of issuing play equipment is in cluded .
d.
( )
Method of returning play equipment is in cluded .
e.
( )
Method of storing.play equipment is in eluded .
( ) Total 2.
THUE
—
FA1SE:
Place an X in the correct space for
true or false. T a.
( )
F ( ) You should determine your equipment needs by consulting the master game schedule.
b.
( )
( ) You should mark all equipment.
c.
( )
( }
One individual issues equipment.
d.
( )
( )
One individual returns equipment.
e.
( )
( )
Store all equipment in a dry place.
47 CHAPTER 8.
PLAY AREAS
HOW TO ASSIGN THE PLAY SPACE A.
MOTIVATION:
Rewards which will come to you if you assign
the play space efficiently. 1.
SELLING POINT EOR MORE FACILITIES:
You will never
get more unless you use to capacity the play areas which you now have. 2.
GOOD PUBLIC RELATIONS:
Passing taxpayers will know
that they are getting their dollar’s worth and will speak well of your program. 3.
TEACHER’S RATING:
The constant use of play space
will impress the principal and affect his rating of you favorably. B.
DIRECTIONS:
Suggestions which will help you organize
your play areas to obtain the maximum use of facilities. 1.
ORGANIZE:
How to arrange play areas with the sports
you conduct. a.
Designate play areas by numbering them.
b.
Leave the main boys’ gymnasium entrance and look toward Delano Street. (1)
Softball diamonds are numbered, left to right, I, II, and III.
(2\
Soccer field is numbered IV.
(3)
Volleyball courts are numbered, left to right, V, VI, and VII.
(4)
Basketball courts are numbered, left to right, VIII, and IX.
(5)
Handball courts are numbered X and X I .
(6)
Paddle tennis courts are numbered XII and XIII.
c.
Post a map of numbered areas on the intramural bulletin board.
(Steneiled maps in drawer wBn ,
file six.) d.
Give all the team managers copies of the play areas to
ASSIGN: a.
How
post in their home rooms. to select teams to use theareas.
Designate sports manager to assign teams to their areas.
b.
Play low seven and high nine softball games on diamond I.
c.
Play high seven and low nine softball games on diamond II.
d.
Play low eight and high nine softball games on diamond III.
e.
Play all grades on soccer field IV.
f.
Play low seven and high eight volleyball games on eourt
g.
V.
Play high seven and low nine volleyball games on court VI.
h.
Play low eight and high nine volleyball games on court VII.
i.
Play allgrades on basketball courts VIII and IX.
j.
Playall grades on handball courts X and XI.
k.
Play all grades on paddle tennis courts XII and XIII.
1.
Always assign championship games to areas which accomodate spectators. (1) Softball diamond II. (2) Volleyball court VI. (31 Basketball court IX. (41 Handball court XI. (5) Paddle tennis court XII.
m.
Plan master schedule of grade and area assign ments .
n.
Rotate courts for practice games to give each team a chance to use the different areas.
MAINTENANCE:
How to take proper care of the play
areas. a.
Watch painted lines on all areas. (1) Notify principal*s secretary when painters are needed to paint lines. (2)
Try to time your painting for a vacation period.
50 b.
Replace basketball nets when worn.
(Extra nets
are found in bin 1, room sixty.) c.
Hold janitorial staff to sweeping all areas twice ♦ daily.
d. Notify head janitor of safety hazards. e. Always inspect area yourself at the start of each period. (1)
Look for glass or dirt on area ground.
(2)
Inspect for safety.
f. Allow no game to continue if any hazard exists. (1)
Area is not to be used until hazards are removed.
(2)
Principal must inform you in writing when area is usable again.
(3)
Don’t invite trouble by being a good fellow in letting children use unsafe areas.
g. G.
Keep a close check on cracks in the asphalt.
ACTIVITY ASSIGNMENTS:
Some performances which may help
you in assigning the play space. 1.
WRITING;
Plan next semester’s schedule and assign
the play areas to the different grades for the term, and work out a maintenance schedule which will not take over five minutes to perform. 2.
VISIT;
Go to some other school and write what their
arrangement of play area assignment is and what problems of maintenance confront them,
compare
their system with yours and make needed corrections. D.
EVALUATION:
Samples of ways in which you may check on
the assignment of the -play space. 1.
RATING SCALE:
Place an X in each space for which
your use of play space qualifies. a.
( } All play space is numbered.
b.
( ) Time is allowed for check on safety of areas,
e.
( ) Home room teams are assigned to definite courts.
d.
{ ) Lines of courts are kept well painted.
e.
( ) Areas are kept free of dirt.
f.
( ) Play areas that are unsafe are not used.
g.
( ) Home room teamsgo directly to their play area.
h.
( ) Areas are rotated for practice games.
i.
( ) All home rooms get to use areas. ( ) Total
2.
TRUE
—
FALSE:- Place an X in the correct space for
true or false. T a.
( )
E ( } You should number all play spaces.
52 b.
( )
( )
It is permissible to use spaces for practice games.
c.
( )
( ) You should assign specific play areas to specific grades.
53 CHAPTER 9.
PLAY COSTUME
HOW TO DRESS FOR COMPETITION A.
MOTIVATION:
Rewards which will come to you if you have
the students dress for competition. 1.
PARENTAL THANKS:
The parents will not have to
repair, wash, and clean clothes which the boys would damage if they did not dress for competition. 2.
FACULTY THANKS:
The teachers in close contact with
students will thank you for the change of clothing after vigorous competition. 3.
STUDENT THANKS:
Boys will be able to compete more
freely in clothes designed for freedom of action. 4*
ADMINISTRATIVE THANKS:
The principal will receive
fewer complaints from parents regarding the damage to and loss of clothing during the noon hour. B.
DIRECTIONS:
Some helpful suggestions on how to dress
students for competition. 1.
GROUP SPORTS:
How to dress for games played by home
rooms. a.
List sports in which a change of clothing would be needed. (1)
Softball.
(2)
Soccer.
b.
(3)
Basketball.
(4)
Volleyball.
wear regulation physical education class uniforms (1)
Black rubber shoes.
(2)
White sweat socks.
(3)
Khaki shorts.
(4)
Athletic supporter.
(5)
Grey long-sleeved sweat shirt.
(6)
Grey sweat pants.
(Optional.)
c . Dress in gymnasium locker room.
(Use own gymna
sium locker.) INDIVIDUAL SPORTS:
How to dress for games played by
individuals. a.
b.
List sports in which change of clothing is needed (1)
Handball.
(2)
Paddle tennis.
List sports in which change of clothing is not heeded. (1)
Checkers.
(2)
Dominoes.
(3)
Horseshoes.
c. Wear regulation physical education dlass uniform. (This is same uniform as for group sports.) COEDUCATIONAL SPORTS: a.
How to dress for mixed groups,
List sports in which change of clothing is needed
b. C.
(1)
Volleyball.
(2)
Paddle tennis.
Wear regulation physical education class uniform.
ACTIVITY ASSIGNMENT:
Projects which will assist you in
getting students- to dress for competition. 1.
MAKE:
Plan the entire uniform dress regulations for
next semester.
Write out a list of what costumes to
include and when the costume is to be worn.
Take it
to your instructor for cheeking and advice. 2.
CRITICISM:
Take a look at the schedule of dress as
we have it now.
Correct it where it is needed and
remake the costume schedule. D.
EVALUATION:
Samples of ways in which you may check on
your program of dress for competition. I.
RATING SCALE:
Place an X in each space for which
your play costume program can qualify. a.
()
List group sports in which a change of clothing is needed.
b.
()
List individual sports in which a change
of
clothing is needed. c.
() ()
List the costume for coeducational sports. Total
56 2.
TRUE
—
FALSE:
Place an X in the correct space for
true or false. T a.
F )
( ) You should use physical education uniforms in group sports.
b.
)
( ) You should dress for coeducational sports.
)
( )
It is permissible to use the physical education locker room facilities.
57
PART IV.
PERFORMANCE
HOW TO STAGE AND PLAY EVENTS Having all the ingredients to have a good program of play —
interest, personnel, and equipment —
to stage and play the events.
you are ready
The following four chapters
will help you in schedules, tournaments, games, and awarding the winners.
58 CHAPTER 10.
GAMES
HOW TO PLAN DIVERSIFIED SPORTS A.
MOTIVATION: Rewards which
will come to yon if you plan
a program of diversified.sports. 1.
VARIETY:
You will have a spread of games to offer
the students for their greater enjoyment, and their enthusiasm will make your job easier. 2.
STUDENT INTEREST:
Your students will be easy to
control, as you will be able to play them all in an activity every other day. 3.
MONOTONY:
Your program will not have the wearisome
sameness of activity that is to be found in most programs and you will be more attentive and alive. B.
DIRECTIONS: Some helpful hints on how to obtain a plan of diversified games. 1.
SEMESTER ORGANIZATION:
How to prepare a long-range
plan of activities. a.
Construct a master game schedule for the term.
b.
List all the games your- facilities allow you to conduct.
(Basketball, softball, volleyball,
soccer, horseshoes, paddle tennis, checkers, and dominoes.) c.
List the starting and concluding dates.
(1)
Start the second Wednesday of each new semester.
(2) d.
Allow a week to make up postponed games.
Consult the school term engagement calendar In the principal’s office. (1)
Arrange the games so they do not conflict with other school activities.
(2)
See that there is no conflict with any other group in the use of facilities.
DAILY- SCHEDULE: a.
How to plan your daily games.
Consult the term master schedule. (1)
Games are all numbered consecutively under each sport.
(2)
Start with game number one from master schedule and continue daily selection until all games have been played.
(3)
Post daily schedule on the -yard bulletin board.
b.
Hold your sports manager responsible for the daily schedule.
(He posts the schedule each
morning at 8:30 A. M.) TIME:
How to budget your period so the maximum
program is conducted. a.
Use the lunch periods for your games.
b.
Give all home rooms that play a ten minute longer lunch period, (1) Five minutes before lunch period, (2) Five minutes after lunch period.
c.
Stress the close time schedule to the students. (1) Twenty minutes for lunch, (2) Ten minutes to dress for games and report to the areas. (3) Thirty minutes of play. (4)
d.
Ten minutes for shower and dressing.
Hold to your time schedule and make no exceptions unless in an extreme ease.
e.
Signify the end of the play time by the hand bell. (Sports secretary rings the bell.)
PUBLICIZE:
How to get the word to the students about
when and where they are to play. a.
Hotice of daily games is posted at 8:30 A. M. each morning on the outside gymnasium bulletin board.
It announces:
(1) Home rooms which play. (2)
Time home rooms play.
(3)
Humber of the area the home rooms will use.
(4) Who the officials will be. b.
Hold the team managers to making a copy of the schedule from the outside bulletin boards and
going into their home rooms and writing the notice on the blackboard for all the class to see during the first period* C.
ACTIVITY ASSIGIMENT; Projects which will help you in planning a -program of diversified snorts. 1.
WRITING:
Make the entire plan of games for the next
semester.
Include the publicity secions, the semes
ter organization, the daily organization, and the time in your plan.
Check with your master teacher
for constructive criticism. 2.
CRITICISM:
Take a look at the games we now conduct
and correct what you believe should be corrected. Remake the game schedule in light of your criticism. D.
EVALUATION:
Samples of ways in which you may check on
your game schedule. 1.
RATING SCALE:
Place an X in each space for which you
qualify. a.
()
Have you listed games for the entire term?
b.
{)
Have you planned the daily schedule of games?
c.
()
Has time been budgeted for each period?
d.
()
Has the word been passed on to each home
62 room regarding the time and place of play? ( ) Total 2*
TRUE
— • FALSE:
Place an X in each space for true
or false. T a.
F
( ) ( )
You should start the tournament games the second Wednesday of each term.
b.
( ) ( )
You should post the daily schedule of games on the outside gymnasium bulletin board.
e.
( ) ( )
You should budget your entire period so as to utilize all your time.
63 CHAPTER 11.
GROUP SPORTS
HOW TO PROVIDE COMPETITION FOR ALL TEAMS A.
MOTIVATION: Rewards which will be yours if you have a good schedule of competition for all home rooms. 1.
SYSTEMATIZATION:
You will have a well-organized
program which will almost run itself. 2.
INCREASED PLAY:
The quality of participation will
he spirited and increased hy a cause for which to play. 3.
WINNER:
There will he no douht
or argument ahout
how points toward blocks are distributed and ahout who are the champions. 4.
WORK:
Your load will he less and you will have more
time for supervision. B.
DIRECTIONS: Suggestions which will
help you to provide
competition for all teams. 1.
GAME SELECTION: a.
How to choose the games to he played,
Stick to the master schedule.
(It is protracted
for a year.) h.
Finish completely scheduled games before starting a new game.
c.
Select games which you are able to accommodate with your facilities.
(1) Three asphalt softball diamonds. (2)
Four asphalt outdoor basketball courts.
(3) One asphalt soccer field. (4) Two asphalt volleyball courts. d.
Fit games into weather. (1) Rainy season usually is December to March. (2) Fog also can cause asphalt to be wet.
ASSIGN:
How to choose teams to play one another.
a.
Use home rooms as the basis for assignments.
b.
Assign similar grades to play one another.
e.
Give each grade a league name, likening it to city high schools. (1)
Low sevens play low sevens as the Balboa League.
(2)
High sevens play high sevens as the Poly League.
(3)
Low eights play low eights as the Lowell League•
(4)
High eights play high eights as the Lincoln League.
(5)
Low nines play low nines as the Washington League.
(6)
High nines play high nines as the Mission League.
65 d.
Fit grades into two divisions for easier assign ment. (1)
Low sevens* high sevens, and low eights are assigned to the lower division,called the American Division.
(2)
High eights, low nines, and high nines are assigned to the upper division, called the National Division.
e.
Stick to tournament schedules in assignments.
f . Use first lunch period for American Division. (1)
Consult master play schedule and weekly game schedule for games, to he found in drawer "E” , folder one, hoys* gymnasium office.
(2)
consult tournament schedule for home rooms, to be found in drawer "E” , folder two, boys* gymnasium office.
(3) g.
Make assignments from these two schedules.
Use second lunch period for National Division. (1)
Consult master play schedule for games, found in drawer "!n , folder one, boys’ gym nasium.
(2)
Consult tournament schedule for home rooms, to be found in drawer "1” , folder two, boys’ gymnasium office.
(3) h.
Make assignments from these two schedules,
Assign teams one week in advance. (1)
Post, teams to play on yard bulletin board, which is outside main gymnasium entrance.
(2)
Yard bulletin board is the official assign ment board.
(3)
Duty of team managers is to inform home rooms of time and place of play and to write schedule on the blackboard.
(4) Thismethod allows all
boys to see who plays.
(5) It is not necessary to
send written notifi
cation to home rooms. PLAY:
flow to make a schedule of play which will
satisfy everyone. a.
Stay away from all tournament schedules except the round robin for regular league team play. (1)
The facilities and games proved it best.
(2)
Players like it in preference to other types of tournaments.
(3) 3Tits into schedules we
use.
(4) Each team plays every other team in the league. (5)
It provides the maximum amount of partici pation. i
(6)
It gives you the opportunity to divide your teams into small leagues.
(7)
Winner is easily declared on a percentage basis.
(8)
Winners of each league can meet to decide championships.
(9)
Permits a team to continue playing after it has been defeated.
(10) Provides more competition for players than any other type of tournament. Draw a round robin tournament to accommodate four, five, six, and seven team league. (1)
Four teams . 1-4
first date:
2-3
second date:
1-3
third date:
4-2
fourth date:
1-2
fifth date:
team one plays team two.
3-4
sixth date:
team three plays team four
Total: (2)
team one plays team four. team two plays team three team one plays team three. team four plays team two.
six games
Five teams . 2-5
first date:
3-4
second date:
team two plays team five. team three plays team
four. 1 - 4 third date:
team one plays team four.
2-3
fourth date:
team two plays team three
5-3
fifth date:
team five plays team three
68 1-2
sixth date:
4-2
seventh date:
team one plays team two. Team four plays team
two. 5 - 1 eighth date: 3 - 1 ninth date:
team three plays team one.
4-5
team four plays team five.
tenth date:
Total: (3)
team five plays team one.
ten games
Six teams1-6
first date:
2-5
second date:
3 - 4 third date:
team one plays team six. team two plays team five. team three plays team
four. 1-5
fourth date:
team one plays team five.
6-4
fifth date:
team six plays team four.
2-3
sixth date:
team two plays team three.
1-4
seventh date:
team one plays team
four • 5-3
eighth date:
team five plays team
three. 6-2
ninth date:
team six plays team two.
1-3
tenth date:
team one plays team three.
4-2
eleventh date:
team four plays team
two. 5-6 six.
twelfth date:
team five plays team
69 1-2
thirteenth date:
team one plays team
fourteenth date:
team three plays
two. 3-6
team six. 4-5
fifteenth date:
team four plays team
five. Total: (4)
fifteen games
Seven teams . 2 - 7 first date: 3-6
second date:
4-5
third date:
team two plays team seven. team three plays team six. team four plays team five.
1 - 6 fourth date:
team one plays team six.
2-5
fifth
date: team two plays team five.
3-4
sixth
date: team three plays team
four. 5-7
seventh date:
team five plays team
seven. 1-4
eighth date:
team one plays team four.
2 - 3 ninth
date: team two plays team three.
6-4
tenth
date: team six plays team four.
7-3
eleventh date:
team seven plays team
three. ♦
1-2
twelfth date:
team one plays team two.
5 - 3 thirteenth date: three.
team five plays team
6-2
fourteenth date:
team six plays team
two. 7 - 1 fifteenth date:
team seven plays
team one. 4-2
sixteenth date:
team four plays team
two. 5l- 1 seventeenth date:
team five plays
team one. 6-7
eighteenth date:
team six plays team
seven. 3 - 1 nineteenth date:
team three plays
team one . 4-7
twentieth date:
team four plays team
seven. 5-6
twenty-first date:
team five plays
team six. Total: twenty-one games Use single elimination tournaments for league, grade, division, and school championships. {One defeat eliminates contestants entirely.) Avoid any other type of elimination tournament. (1)
The number of home rooms competing in round robin brings playoffs up to the last weeks in each semester.
(2)
It determines a winner in the least amount of time.
71 C.
ACTIVITY ASSIGNMENT:
Pro.jeots which will assist you in
providing competition for all teams, using a schedule of tournament games. 1.
WRITING:
Draw up a complete year*s schedule of
team activities and include dates of play, games, type of tournament, and championship games.
Compare
it to what you now have operating and make changes where needed. 2.
CRITICISM:
Take a look at what other junior high
schools in San Francisco provide in the form of schedules, games and tournaments.
Criticize with
your schedule and make improvements. D.
EVALUATION:
Samples of ways in which you may check on
your program of providing games for all teams. 1.
RATING SCALE:
On your game selection, give 0 for
complete failure, 1 for fair, 2 for good, and 3 for excellent. a.
( ) Adequate:
Do the games reach all students?
h.
( ) Availability:
Are the games readily ob
tainable? c.
( ) Cost:
Is the price of the game within
your budget? d.
( ) Response:
Do the students like the games?
e.
) Facilities:
Is the equipment adequate to
conduct your games? f
.
)
Timing:
Do the games last the eorreet
length of time? 6
*
}
Does your game selection meet all interests?
)
Total score
TRUE —
FALSE:
Placeman X in the correct space for
true or false. T a.
F )
( ) You
should choose games to provide
competition for all students. b.
} ( } You
should provide tournament schedules
which allow home rooms to play each other. c.
)
( ) You
should avoid all tournaments
except the round robin type for our purposes.
73 CHAPTER 12.
INDIVIDUAL SPORTS
HOW TO PROVIDE COMPETITION EOR ALL INDIVIDUALS A.
MOTIVATION:
Rewards which will be yours if you have a
good schedule of competition for all Individuals. 1.
WELL-ROUNDED STUDENT PROGRAM:
Your program will
provide play for individuals, as well as teams. 2.
ADMINISTRATIVE APPROVAL:
A program for individuals
will meet with administrative approval. 3.
STUDENT APPRECIATION:
Your students will he pleased
that you have provided them with a program to in clude all members. 4.
INDIVIDUAL DIFFERENCES:
You will provide competition
for the great number of boys who are not. "team game" inclined. B.
DIRECTIONS:
Suggestions which will help you to provide
competition for all teams. 1.
GAME SELECTION: a.
How to choose games to be played.
Stick to the master schedule.
(It is made for
the term.) b.
Finish one tournament before starting a new one.
c. Select games which you have facilities to accomo date. (1)
Two handball courts.
d.
(2)
Three horseshoe pits.
(3)
Two paddle tennis courts.
(4)
Ten outdoor tables and chairs for checkers.
(5)
Ten outdoor tables and chairs for dominoes.
Fit the competition to the weather.
ASSIGN:
How to choose individuals to compete against
each other. a.
Use the home room as the basis for assignments.
b.
Assign similar grades to play one another.
c . Give each grade a league name, likening it to city high schools. (1)
Low sevens play low sevens as the Balboa League.
(2)
High sevens play high sevens as the poly League.
(3)
Low eights play low eights as the Lowell League.
(4)
High eights play high eights as the Lincoln League.
(5)
Low nines play low nines as the Washington League.
(6J
High nines play high nines as the Mission League•
d.
Fit grades into two divisions for easier assign ments •
75 (1)
Xow sevens, high sevens, and low eights are assigned to the lower division, called the - American Division*
(2)
High eights, low nines, and high nines are assigned to the upper division, called the National Division.
e.
Use the first lunch period for the American Division.
f.
(Make assignments from master schedule.)
Use the second lunch period for the National Division.
(Make the assignments from the master
schedule.) 3.
PI*AY:
Eow to make a schedule of play which will
satisfy all individuals. a.
Stay away from all tournament schedules exeept the single elimination. (1)
Our facilities proved it best.
(2)
Play the best two out of three games to determine the winner.
(3)
Players like it better than other types of elimination tournaments.
(4)
winner is easily signified.
(5)
Winners of each league can meet for the championship.
b.
Assign team managers of each home room to conduct tournaments in their own rooms.
(1)
Team managers get single elimination tomrnament forms from sports secretary in room fifty-five.
(2)
Record the names of all members in their home rooms by seating arrangement, using elimination tournament forms.
(3)
Team manager ehoses boys to play in order of their room seating.
(4)
Winners continue to play until one member of the class is remaining.
(5)
Final winner is class singles champion.
(6)
Final two winners are class doubles cham pions .
(7)
When tournament finishes, team manager returns completed elimination tournament plans to office fifty-five.
Use elimination singles and doubles winners from each home room to represent their home rooms. (Home room winners represent their class in each league and division.) Keep the following order of games for home room and league play. (1)
Singles handball.
(2)
singles horseshoes.
(3)
Doubles handball.
(4)
Doubles horseshoes.
(5}
Singles paddle tennis.
(6)
Checkers.
(7)
Doubles paddle tennis.
(8)
Dominoes.
f . Use winners of home room single and double eliminations as representatives of their rooms in the league elimination tournament. g. G.
Play championship games as best two out of three.
ACTIVITY ASSIGNMENT: Projects which will assist you in providing competition for all individuals« using a schedule of tournament games. 1.
CRITICISM:
Look over a number of other tournament
plans in the office.
Note the good and bad features
which you will plan to imitate or avoid in your own plans.
Record your criticisms and resolutions in a
form which will permit your master teacher to correct and redirect you if you are wrong. 2.
PLAN:
Do a master tournament schedule for the next
term for individual competitors and provide compe tition for all boys in the school. checked by your master teacher.
Have the plan
78 D.
EVALUATION:
Samples of ways In. which you may check on
your program of providing competition for all individuals. 1,
RATING SCALE:
Check the student teacher in the
following groups in his scheduling of competition for individuals. a.
( ) He completes all the tournament games.
b.
( J Be uses the proper type of tournament schedule.
e.
( } He provides competition for all students.
d.
( ) The schedule is satisfactory to almost all of the students.
e.
( ) The league has been divided into divisions.
f.
( ) Team managers are assigned to conduct indi vidual home room tournaments. ( ) Total
2.
TRUE
—
FALSI:
Place an X in the correct space for
true or false. T a.
F
() ( )
You should choose games which your facilities will take care of adequately.
b.
() ( )It is better to use the
single elimina
tion tournament for our purposes. c.
() ( )
You should fit grades into two divisions for easier assignments.
CHAPTER 13.
AWARDS
HOW TO DESIGNATE TEE WINNERS A.
MOTIVATION:
Rewards which will come to you if you
designate the winners. 1.
A GREATER PERCENTAGE OP PARTICIPATION:
You will have
more participants and he brought closer to your main objective of fun in play for all. 2.
A JOB WELL DONE:
You will have the personal satis
faction of having reached one hundred percent of the students. 3*
A SAYING OF YOUR TIME:
You will not be bothered by
teacher and student inquiries regarding who the winners will be. 4.
A WELL PLAYED TOURNAMENT:
You will have more time for
supervision as a result of the tournaments
being
well played by all teams striving for their rewards. B.
DIRECTIONS:
Hints which will assist you In designating
the winners. 1.
HOME ROOM SCORING:
How to set up a basis for re
warding groups, a.
List all games to be used. (1)
Softball.
(2)
soccer •
80 (3)
Volleyball.
(4)
Basketball.
(5)
Handball.
(6)
Paddle Tennis.
(7)
Horseshoes.
(8)
Checkers.
(9)
Dominoes.
b.
Use a point system for designating winners,
e.
Keep the point system simple
d.
Use participation and winning as the basis.
e.
Allow no division of major and minor sports. (Soccer is just as important as softball.)
f.
Plan a point award system.
g.
Use the order of league finish to determine points. (1)
Two
hundred points for first place.
(2)
One
hundred and fifty points for second
place.
h.
(3)
One hundred points for third place.
(4)
Fifty points for fourth place.
(5)
Twenty-five points for fifth place.
(6)
One
hundred points for division champions.
(7) Two
hundred points for school champions.
Give one
hundred extra points to all home rooms
which report regularly to all games. score books.)
(Consult
INDIVIDUAL SCORING:
How to set up a basis fop re
warding individuals* a.
List all games to be used in scoring (1)
Handball.
(2)
Paddle tennis -
(3)
Horseshoes.
(4)
Checkers.
(5)
Dominoes-
(6)
Softball.
(7)
Soccer.
(8)
Volleyball.
* (9)
Basketball.
b.
Use a point system for designating winners.
c.
Keep tbe point system simple.
d.
Again use participation and winning as your basis.
e.
Point out the fact that the individual represents his home room and himself.
f.
Use the order of league finish to determine points. (1)
First place, five points.
(2)
Second place, four points.
(3)
Third place, three points.
(4)
Fourth place, two points.
(5)
Fifth place, one point.
(6)
Division champions, three points
(7) g.
School champions, five points.
Give five points for participating and reporting regularly in all sports.
h.
(Consult score hooks.)
Always reward student assistants. (1)
Sports manager, fifty points.
(2)
Assistant manager, twenty-five points.
(3)
Sports secretary, twenty points.
(4)
Sports custodian, twenty points.
(5)
Game managers, fifteen points.
(6)
Team managers, ten points.
(7)
Officials, ten points.
AWARDS:
How to supply the rewards.
a.
Use material rewards.
b.
Select a definite number of points to be earned to entitle one to the rewards.
c.
Give class numerals to individuals for their first fifty points.
(Stars for each additional
fifty.) d.
Give banners for home room awards. (1)
Grand champion gets a special banner.
(2)
Grand champion home room members get medals
(3)
School sport champions get banners.
(4)
School sport division champions get banners
(5)
Sehool sport grade champions get banners.
83 4.
ACKNOWLEDGMENT: How to plan a fitting climax for your intramural awards. a.
Use the annual awards assembly to distribute your awards. (1)
At last school assembly of the term.
(2)
Consult master activity schedule in princi pal's office for the date of awards assembly.
b.
c.
Choose the principal to give out the swards. (1)
He likes to do
it.
(2)
It gives prestige to your program.
Assign the sports manager to assist the princi pal in the distribution of intramural awards.
d.
List the names of all individual and home room winners on all the school bulletin boards.
e.
Publish the names of all winners in The Denmanian.
f . publish the names of all winners in the Wednesday home room bulletin. C.
ACTIVITY ASSIGNMENT:
,
Projects which will assist you in
designating the winners. 1.
DRAW UP PLANS:
Make a plan for next term on desig
nating intramural winners. you believe necessary. master teacher.
Include any additions
Have the plan cheeked by your
2.
CHECK:
Make a survey of the plan we now use of
designating the winners.
Check what has to he done
and make any necessary additions. D.
EVALUATION:
Samples of ways in which you may check on
your program of designating the winners. 1.
RATING SCALE:
Place an 2 in each space for which you
qualify. a.
()
You should have a definite basis of reward ing home room groups.
b.
()
You should have a definite basis of re warding individuals.
c.
()
You supply awards to the deserving home room and individual.
d.
2.
{)
Method of attaining the awards is specific.
()
Total
TRUE
—
FALSE:
Place an X in the correct space for
true or false.
a.
T
F
(I
( )
You should include a point system as your basis for giving awards.
b.
()
( J
You should list all activities used in earning awards.
c.
()
( )
Post the winners on all the bulletin boards.
U N IV E R S IT Y O F S O U T H E R N C A L IF O R N IA L IB R A R Y