EXTRACTS FROM BULLETINS OF THE NEW YORK STATE DEPARTMENT OF PHYSICAL EDUCATION AND REPORT OF THE STATE PHYSICAL ABILITY TEST. To THE Superintendent of Schools. The syllabus of physical training as adopted by the Regents in 1916 has been revised and the revised syllabus, as ap- proved by the Regents in June, 1920, is now in the hands of the printer. It is being printed in separate sections for ru- ral, elementary and secondary schools. Copies will be available for all rural school teachers in the course of a few weeks. The edition is limited and only a few copies will be available for second- ary schools, and those large elementary schools having their own directors of physical education. There is inclosed a copy of the time requirements as revised. You will note they are practically the same as before. The requirements for the classroom teachers have not been changed, the revi- sion of the distribution of time under section D being the only important altera- tion. You will also find inclosed an outline of the chapter on fundamental positions for classroom exercises which will ap- pear in the new syllabus illustrated with cuts. It may be helpful for your direc- tors to have this at the beginning of the year in advance of the receipt of the syllabus so that in their instructions to classroom teachers they will use the com- mands and positions as indicated here. We are hoping that this will help unify the work of classroom teachers under section B. We are anxious to have for our mail- ing list a complete and up-to-date list of directors of physical education and to this end we ask that you fill out and re- turn as soon as possible the inclosed blank which is self-explanatory. You will appreciate advice as to the personnel of our physical training stafif. The organization of this bureau for the supervision of physical training work includes Daniel Chase, supervisor of -physical education, and the following assistants: E. A. Bauer and W. W. H. Mustaine who are known to many of you, and also F. B. McGovern and R. F. Seymour who $re new to the department organization this fall{ This bureau is ready to give 6very possible assistance to superintendents and local school authori- ties in connection with the administration of the physical education program. Very truly yours. Geo. M. Wiley. To Directors of Physical Education. In order that physical directors may have an early opportunity to meet with representatives of the state department and talk over the problems of organiza- tion and administration, we are planning a series of physical education confer- ences and asking all directors to attend. The one nearest to you will be at on in Building. Mr. will be present. He will explain the new sections and provisions of the revised syllabus now in the hands of the printer ; and will outline changes in rules for the State Physical Ability Test for this year. Mr. is to be the man responsible for the inspection of your work later in the year. This will be an excellent opportunity for you to ask questions and get his advice on mat- ters pertaining to organization and ad- ministration of your program. Confer with your superintendent of schools at once about making plans for attending this meeting. I have no doubt but that he will be glad to cooperate in having you present. We are looking forward to a splendid year of progress in promoting this great work for the “health and happiness” of the boys and girls of the Empire State. The state physical education staff is ready to help at all times and is confident that all directors will show the highest type of “team work.” Sincerely yours, Daniel Cfiase. Acting Supervisor of Physical Education. ♦Reprinted from American Physical Education Review, January. 1921. ] Summary of Schedule and Time Requirement. (Extracts from revised syllabus on physical training as accepted by the Regents, June 24, 1920.) 1. Physical training A: Correlation with school medical inspection, daily in- spection of every class by the regular class teacher. 2. Physical training B : Relief drills of at least two minutes’ duration in con- nection with each class period, or at least four times every school day, under the direction of the regular class teacher. 3. Physical training C : Talks on hy- giene, two ten-minute or fifteen-minute periods a week, under the regular class teacher or a teacher appointed for this special work. 4. Physical training D: (Games, ath- letics, gymnastics, group dances, etc.) : (a) Supervised requirement : A mini- mum of two hours per week under, super- vision or direction of school officials. May be covered in recess periods, in the regular schedule or after the other work of the day is completed. (b) Additional requirement: Three hours per week, supervised or unsuper- vised. Note: See page 24. (1) May be wholly or partly under supervision of school or wholly or partly under super- vision of outside agencies acceptable to school officials, or met by other activities considered equivalent. Exceptions to Physical Training ""D” Section (a) PROVIDED that (a) in these school districts having less than ten regularly employed teachers and no adequate facili- ties for meeting the two-hour require- ment {viz., suitable space, equipment and leadership), a minimum of one hour shall be required; (b) in those school districts having at least ten teachers and not more than fifteen teachers and no adequate facilities {viz., suitable space, equipment and leadership), a minimum of one and one-half hours shall be required; (c) all other school districts shall come under the regular two-hour requirement. After September 1, 1924, all school districts shall meet the same minimum time re- quirement of two hours. Explanation of Certain Gymnastic ! Positions Common in Class- I ROOM Drills. (Extracts from material included in revised syllabus of physical training accepted by Regents, June, 1920.) 1. Fundamental standing position: Attention, command '' Atten-shnn !” or Position, command ''Position!’' Heels together, feet turned out equally and forming an angle of about 45 degrees; knees straight ; body erect and resting equally on both hips; chest lifted and arched ; shoulders square ; arms hanging I naturally ; head erect and squarely to the > front; chin drawn in; body weight car- ried slightly forward. 2. "At — Ease!” Left foot moved 8 to 10 inches to the side and hands clasped behind the back; weight equally distrib- uted upon both legs ; head, trunk, and shoulders remain erect. 3. “Hands on hips, — Place!” (or "Hips, — Firm!”). Hands rest on the hips, fingers directed forward and slightly downward, thumbs to the rear. There should be a straight line from the elbows to the finger tips. 4. “Hands on shoulders, — Place !” Arms raised so that finger tips rest on shoulders, upper arms horizontal and ; elbows slightly to the rear. Do not raise i shoulders. ' 5. “Hands on neck, — Place!” (or > "Neck, — Firm!”). The hands are placed on the back of the neck, with straight wrists, the finger tips just meeting; el- bows well back ; chest raised ; head erect. 6. “Arms forward, — Bend !” Arms raised directly to chest to shoulder level ; palms toward the floor ; straight line from elbows to finger tips ; elbows drawn slightly to the rear so that finger tips are 4 to 8 inches apart. 7. “Arms upward, — Bend !” The hands are closed to a fist, and raised out- ward to the sides of the shoulders, with the palms directed toward them. The forearms are vertical, the elbows close to but not against the body. 8. “Arms forward, — Raise!” Raise extended arms quickly forward until they are parallel with the floor. Palms of the hands are toward each other and shoulder width apart. Shoulders should not be raised or carried forward. 9. “Arms forward upward, — Raise!” ) N Raise the extended arms quickly forward and upward until they are in a position I slightly forward of the vertical. Wrists I and fingers should be fully extended, I palms toward each other and shoulder width apart. 10. “Arms sideward, — Raise !” Raise »^the extended arms quickly sideward until ythey are parallel with the floor ; palms - toward the floor ; fingers extended ; ^ hands “shoulder height.” 11. “Arms sideward upward, — Raise !” Raise the extended arms quickly .sideward and upward until they reach the O position described in No. 9. ^ 12. “Trunk forward, — Bend!” Bend the trunk slowly forward from the hips to an angle of about 45 degrees ; back and knees straight. The posture of the trunk is unchanged from that in the posi- tion of “Attention.” 13. “Trunk backward, — Bend!” (Very rarely used) the head and upper trunk are bent slightly backward. Do not bend at waist. 14. “Trunk to left (right), — Bend!” Bend trunk slowly sideward, keeping head in line of trunk. Keep both feet flat against floor and avoid twisting trunk. 15. Left (right) touch-step. The foot is moved forward (or sideward, backward, etc., according to command) with the ankle extended so that toes touch the floor the distance of one foot-length from original position. The body weight remains on the foot that is not moved; for example, “Left foot (touch-step) forward, — Touch!” 16. Left (right) foot placing (strid- ing). The foot is moved forward (or sideward, backward, etc., according to command) and placed firmly on the floor a distance of two foot-lengths from its original position. The body weight is equally distributed upon both feet; for example, “Left foot sideward, — Place!” 17. Left (right) lunging. The foot is planted firmly upon the floor a 'distance of about three foot-lengths forward (or sideward, backward, etc., according to command) at the same time bending the knee of the leg moved and throwing the weight upon it. The other knee should be kept fully extended and both feet flat on the floor. Head and trunk should be kept erect. In recovering, the foot is re- placed by pushing smartly with the toe, thus giving a slight spring back to orig- inal position; for example, “Left side- ward, — Lunge !” “Po-sition !” 18. Knee bending. In “deep knee bending,” knees are separated and bent as much as possible lowering trunk to a squatting position. In “half knee bend- ing” the knees are flexed to an angle of only about 45 degrees, keeping heels on the floor. In both cases the head and trunk must be kept erect; for example, “Knees, deep, — Bend !” or “Knees, half, —Bend !” 19. “Left (right) knee upward, — Bend!” (or “Raise!”). The left hip and left knee are flexed to right angles, thigh horizontal, lower leg vertical, toes pointed downward ; head and trunk erect. 20. Left (right) leg raising. The ex- tended leg is raised forward (or side- ward, backward, etc., according to com- mand) as far as is comfortably possible, with toes well extended. The head and trunk must remain perfectly still and in an erect position ; for example, “Left leg, forward, — Raise !” The maintenance of correct posture is necessary for the proper execution of all the above positions. The following “ele- vation cues” will be found very helpful as a means of developing and maintain- ing good posture in children : Head, up ! Chest, up! Waist, flat! Weight, forward! (If necessary.) Grow an inch ! Press back the knees! Stand up like a man ! Stand tall! Lift the head! Lift the chest ! Stretch the knees! Stretch the ankles! Suggestions on Physical Education FOR Supervisors, Instructors, Directors and Teachers. (Extracts from material included in revised syllabus of physical training accepted by Regents, June, 1920.) Suggested Program for Meeting Physi- cal Training Requirement in Rural Schools. Time. — The time periods indicated here are suggested only, and are intended 3 to fit into the school program so as to come between class periods. 9.00 a.m. — or at opening of school. Health inspection and opening exercise, combining marching, with patriotic train- ing, i.e., flag salute, national songs, etc. Note. — Many schools now open ten to thirty minutes earlier to help provide ade- quate time for the play periods, the health inspection and the pupils’ club meetings. 10.00 a.m. — Two-minute drill. This is the instructional period, to teach the new exercises outlined by the physical train- ing supervisor. Emphasize accuracy of movement and response to command. 10.30 a.m. — Twelve-minute play pe- riod (or recess). Group games, “It” games, singing games, free play at times, games of low organization. 11.05 a.m. — Two-minute drill, espe- cially for relaxation and refreshment. No new matter; rapid rhythmic move- ments preferred. Less attention to “form” more to quantity and vigor of movements. Story plays may help. 11.55 a.m. — We suggest that older pupils assist with the preparation of a hot lunch. 12.00 to 12.30 p.m. — Lunch. Pupils who re- main at school should not run about or engage in physical activities until at least 12.30. 12.30 to 1.00 p.m. — Such a program is worth while, since it often replaces misdirected and excessive play. It ought not to be compulsory, and should not be used in meeting time requirements. Arrange elective program of quiet games and semi-active contests. When possible this period should be under the leadership of teacher or physical training supervisor or volunteer local leader ; when this is not possible, under the leadership of older pupils selected by the teacher. Games such as the following should be encour- aged : Quoit pitching or horse-shoes, basket ball goal throwing, bean bag, tar- get toss, pitch and catch, volley ball, guessing contests, folk games, and feats of skill such as balancing. Games such as the following should be discouraged at this time. Violent contests, like basket ball, soccer football, prisoner’s base, hare and hounds, cross-country running or other racing efforts. 2.00 p.m. — Two-minute drill. Lead- ership training period. Have different children take charge, giving exercises similar to those used in the 10.00 o’clock period. 2.30 p.m. — Twelve-minute play pe- riod. When possible schedule contests between organized school teams or groups, as “Reds” and “Blues” using contests such as the following, arranging schedule in consultation with physical training supervisor; use rhythmic work, mimetic work and stunts frequently. Outdoor Use. Potato Race. Tug-of-War. Prisoner’s Base. Newcomb. Shuttle Relay. All Up Relay. Other forms of Relay. Volley Ball. Dodgeball. • Playground Baseball. Modified Soccer. Broad Jump. High Jump. Baseball Throw. Basket Ball Throw for Distance. Modified Ice and Field Hockey. Skating Contests. Snowball Battle. Indoor Use. Potato Race. Automobile Race. Blackboard Relay. Stealing Sticks. Teacher and Class. Right and Left Relay. Object-Passing Games. Stunts (Feats of Skill, Individual or in Groups). 3.15 p.m. — Two-minute drill. Lively exercise, mimetic work, advanced co- ordination. Note. — In many cases the younger children are excused at three o’clock. In that case, this last period may be reserved for the more vigorous and complicated movements, such as those given in the syllabus for the upper grades. For younger children, story plays may be given to advantage. 4.00 p.m. — Formal dismissal. After four o’clock, coaching of athletic teams. 4 practice for badge tests or physical ability contests, meetings of school clubs, home project work or school garden work, and individual and home activities. Notes : — 1. If the above program is followed, physical training “A,’’ “B” and “D” Sec. (1) time requirement will be met. 2. In many schools the period from 3.00 to 4.00 o’clock is given over to man- ual training, nature study trips and voca- tional work two days each week. This period may be correlated with the phys- ical training requirements. 3. The period after dismissal, if it is necessary may be used to meet the three hours’ recreation under Section “D” (2) for those pupils who do not offer accept- able home, community or individual equivalents. Practice of exercises, ath- letic events and team games should be encouraged by the teacher after school and participated in when practical for the personal recreational values. Suggestions on Physical Education FOR Supervisors, Instructors, Directors and Teachers. (Extracts from material included in revised syllabus of physical training accepted by Regents, June, 1920.) Rural and Ungraded Schools. General Problem. The problem of arranging the right kind of a program for a rural school is largely one of selection and adaptation. The individual teacher guided by her dis- trict superintendent and physical train- ing supervisor should select from the material given for the different grades such of the action stories, games and ex- ercises as will best suit the needs of the local situation. All the suggestions and articles given in the fore part of this syllabus will be found helpful to the rural teacher but a few of the special things to be considered are discussed here and some of the principles that govern this selection and adjustment are given. Things to Consider. I. Children. How many and what ages are they ; how far do they walk in getting to school ; what work do they have to do before and after school ; what instruction have they previously had in exercises, marching, games, etc. ; how many are new and had nothing last year ; how many are abnormal and require spe- cial care or modified work ; who are the natural leaders? II. Recitation Program. Best time for play periods. “D” work. Possibili- ties for correlation with other subjects as nature study, project work, etc. What use can be made of the noon hour? In general consider how to lighten and brighten the other school work for the teacher and the children by careful plan- ning of the recreation time. III. Space Available for Indoors and Outdoors. Arrangement of seats, desks, stove, etc., to make largest possible use of building. Size, slope, soil, etc., of playground and possibilities of improv- ing it. What other grounds near by may be used when school has inadequate space. IV. Equipment. What balls, bean bags, etc., are owned by the school for playing games indoors and out; what is available for athletics, jumping pit, etc.; what does the school budget allow for these articles? Plan to secure things most needed a few at a time. Have pu- pils and parents unite to erect home-made apparatus and provide play equipment. V. Attitude of Community. Are cer- tain parts of the program objected to by trustees or parents (folk dances, etc.) ? Are Eield Days and Exhibitions popu- lar? How often do parents visit the schools ? VI. Cooperative Agencies. Is there a parent teacher association? Are there local church clubs or societies, or national organizations conducting play or recrea- tion work? Are Y. M. C. A., Y. W. C. A., Boy Scouts, Red Cross or other paid social or athletic workers available? Are there any recent college graduates or students now in town, who may be made useful? Grouping. In most schools of this type all chil- dren must take the "‘B” work together and most of the time must have their “D” work in one group. Two groups should be formed, however, in all but the small- est schools, and games and exercises adapted for older pupils, taught to the older children, part of the time, while the 5 younger ones have their work separately. In larger schools three groups will be found best. The divisions should not be made by grades, but on the basis of age, size and strength. Group one should in- clude pupils approximately five to seven years of age ; group two, those eight to ten years ; group three, those ten to thir- teen or fourteen years of age. Leadership. Older pupils should be trained to di- rect the group plays and games of the younger group and used as leaders, while the teacher is busy with older children. This should be a definite part of the training of the older pupils, who should also be given experience in taking charge of the “B” work. Make it an honor at first, using those who have made best progress, but give all a chance sooner or later. Physical Training ‘"A.” Daily Health Inspection. Many teachers have correlated the morning health inspection with the pupil health club organization. This plan works very well for at least a part of a year. The rural teachers can find many opportunities to be of help in teaching health habits to an entire family by tact- ful use of this daily inspection. As much personal follow-up work as possible should be done and the aid of the district nurse invoked in reaching the more needy cases. Syllabus Relief Drills. Principles governing the selection of the setting-up drills, relief drills, and gymnastics (formal and informal). For rural children teachers should se- lect and use mainly the exercises that refresh and relieve the tired muscles, that bring about increased agility, improve posture, and train in quick and accurate response to a spoken command. Muscle building is of secondary importance. These exercises should therefore be : 1. Simple; not too hard for the younger children. 2. Definite and exact ; not liable to be done incorrectly. 3. Suited to girls and boys at same time. 4. Corrective; to counteract effect of poor seating. 5. Vigorous to quicken circulation, re- fresh the brain, and “create a de- mand” for more air in the lungs. 6. Interesting; changed before becom- ing monotonous. 7. Joyous at times. 8. Movements related to normal activi- ties of daily life. 9. Exercises such as will tend to over- come awkwardness. 10. Develop ideal of habitual good pos- ture. 11. Teach correct walking and march- ing. 12. Develop sense of rhythm. New York State Physical Ability Test. During the month of May, the depart- ment of education, through its physical education staff, conducted a state-wide physical ability test which was probably the largest and most comprehensive ever attempted. Though not the originator of the idea, it may safely be said that the Empire State has taken the lead in carry- ing out a physical ability test on a state- wide basis, including students of the seventh and eighth grades and high schools, both boys and girls, while in number of contestants and in closeness of competition it stands as a record of achievement, highly satisfactory to all concerned and a cause for congratulation to all who had a part in it. Eighty per cent of the enrolment of all schools entering were tested between May 1 and May 22, and results from 56 cities and 203 villages, involving nearly 300,000 school children, were computed and forwarded to the state department before May 26. This meant considera- ble work, especially in. cities like Bing- hamton and Rochester where it involved from 1,500 to 4,500 pupils. A few in- stances of uneven conditions in competi- tion, such as running or jumping down grade, and of errors in computation necessitated the rejection of some scores, and in each case, these, as well as the winners in the various divisions were checked over by the inspectors from the department before the final results were published last June. 6 Representing, as it did, more than half of all classes of schools of the state, the competition was notably successful, and has given an impetus to the physical training work in our schools. Plans for next year’s test, with improvements and modifications are already under way, and details are being worked out to incorpor- ate the very valuable suggestions received from the various workers in the field. The spirit of cooperation everywhere was very marked, which indicates that next year’s contest will include nearly every schoolboy and girl in the state. This year the competition was so keen that a village on Long Island just barely excelled a city on the southern tier and this in turn excelled a village in the northern part of the state by an extremely small margin. The state was divided into five sections to assure greater fairness in competition. Section I. included all cities of the 1st and 2d class. Section II. included all cities of the 3d class. Section III. included all villages hav- ing a superintendent of schools. Section IV. included all villages under district superintendents having ten or more teachers or that employed their own physical director. Section V. included all villages having secondary schools under sole supervision of state teacher of physical education. Two divisions were also made as to the pupils themselves. The junior division with its events and its own scoring table included pupils of the seventh and eighth grades and first-year high schools; the senior division, with its own scoring table included the 2d, 3d and 4th year high-school pupils. The events consisted of running (100 yards), jumping (standing broad) and climbing (chinning the bar) for boys. For girls it included running (50 yards), running and catching, and throwing (bas- ket ball). No spike shoes were allowed; timing was done by regulation stop- watches, and all rules applied to make the competition the fairest possible for the greatest number of contestants. The placing of several small villages, with limited facilities for conducting these tests, high up among the leaders is explained in part by their small enrol- ment, in some cases the record of an en- tire school or village depending on the performances of less than half a dozen pupils. However, in the majority of cases, it was due to the smaller town hav- ing its own physical director, thus assur- ing each pupil a greater amount of atten- tion from an expert play leader with the resulting increase in physical ability. Much credit is due the splendid organi- zation and efforts put forth by the larger cities in conducting the test on so large a basis. Certificates of award signed by the commissioner and state supervisor of physical training have been prepared and are being forwarded this fall to the win- ners of all the various classes and divi- sions as indicated by the following tabu- lation showing winners of the first three places in each case, with their standing. New York State Physical Ability Test. State Grand Champions. (A comparison of the best sectional scores.) (*Not officially checked up by state inspectors.) Highest City (or Village) Scores. Entire City or Village Average of all boys* Average of all girls Place Score Sect. Place Score Sect. Place Score Sect. Southold 54.6 IV Old Forge 66.2 IV Herkimer 50.2 Ill Port Washington 54.5 IV Long Lake 63.6 IV Savannah 46.3 IV Binghamton 54.3 I Mount Vernon 62.8 II Binghamton 47.7 I Mount Vernon 63.5 II Cobleskill 62.6 IV Newfane 46.7 IV Highest Senior Division Scores. (Second, third and fourth year High School.) Old Forge 57. IV Old Forge 77.1 IV Herkimer 47.9 III Port Henry 54.9 IV Cobleskill 71.5 IV Newfane 46.9 IV Binghamton 53.4 I Westbury 70.3 IV Port Henry 46.6 IV Walden 53.3 III Port Henry 68.9 IV Patchogue 46.4 III 7 Highest Junior Division Scores. (Seventh and eighth grades and first year High School.) Entire City or.Villag-e Average of all boys* Average of all girls Place Score Sect. Place Score Sect. Place Score Sect. Southold 57.1 IV Staatsburg 69. IV Port Washington 56.7 IV Binghamton 54.6 I Southold 65. IV Savannah 52.6 IV *Webster 52 IV ^Warwick 63.9 IV Southold 51.9 IV Mount Vernon 53.7 II Endicott 61.4 III Herkimer 51.6 III State Championship. SECTION I. Total City Score. Total Boys. Girls, 54.3 Binghamton 60.9 Binghamton 47.7 Binghamton 34.5 Rochester 46. Yonkers 29.7 Rochester 40.8 Rochester Senior Division. Total Division Score. Total Boys. Total Girls. 53.4 Binghamton 63.4 Binghamton 41.2 Binghamton 38.4 Rochester 53.7 Yonkers 37.4 Rochester 39.6 Rochester Junior Division. Total Division Score. Boys. Girls. 54.8 Binghamton 59.2 Binghamton 50. Binghamton 38.5 Yonkers 43.2 Yonkers 37.1 Yonkers 33.2 Rochester 41.2 Rochester 34.3 Troy SECTION II. Total City Score. Total Boys. Total Girls. 53.5 Mount Vernon 62.8 Mount Vernon 44.2 Saratoga Spa 49.5 Saratoga Spa 56.7 Poughkeepsie 44.1 Mount Vernon 42.4 White Plains 55.8 Saratoga Spa 35.9 Cortland 42.4 Lackawanna Senior Division. Total. Boys. Girls. 51.6 Mount Vernon 64.5 Mount Vernon 42. Mount Vernon 48. Saratoga Spa 62.5 Saratoga Spa 39.4 Saratoga Spa 42.6 White Plains 59.3 Poughkeepsie 36.4 White Plains Junior Division. Total. Boys. Girls. 53.7 Mount Vernon 61.2 Mount Vernon 47.9 Saratoga Spa 50.4 Saratoga Spa 52.9 Lackawanna 46.2 Mount Vernon 45. Lackawanna 52.8 Saratoga Spa 42.9 Cortland 48.5 White Plains SECTION III. Total City Score. Boys. Girls. 51.8 Herkimer 56.4 Haverstraw 50.2 Herkimer 49.7 Patchogue 54.6 Lancaster 46.6 Patchogue 48.9 Lancaster 54. Johnson City 44.7 Tarrytown 46.9 Endicott 53.2 Herkimer 43.1 Lancaster 46.3 Haverstraw 52.5 Massena 52.6 Patchogue 51.6 Whitehall Senior Division. Total. Boys. Girls. 53.3 Walden 67.6 Walden 47.9 Herkimer 52.8 Herkimer 67.1 Haverstraw 46.4 Patchogue 51.4 Patchogue • 65.3 Whitehall 43.8 Walden 44.6 Nyack 64.5 Saranac Lake 38.9 Tarrytown Junior Division. Total. Boys. Girls. 52.9 Lancaster 61.4 Endicott 51.6 Herkimer 51.2 Herkimer 56.9 Lancaster 49. Lancaster 50.4 Endicott 52.5 Haverstraw 47.7 Tarrytown 49.7 Patchogue 51. Johnson City 46.8 Patchogue 47. Haverstraw 50.8 Herkimer 8 Total City Score. 54.6 Southold 54.5 Port Washington 52.4 Old Forge 52.2 Savannah Total. 57. Old Forge 54.9 Port Henry 53. Newfane 52.8 Savannah 52.4 Southold Total. 57.1 Southold 53.7 Mattatuck 52.5 Staatsburg 52. Webster 51.9 Savannah SECTION IV. Boys. 66.2 Old Forge 63.6 Long Lake 62.6 Cobleskill 61. Southold 59.9 Walden 59.8 Wolcott Senior Division. Boys. 77.1 Old Forge 71.5 Cobleskill 70.3 Westbury 68.9 Port Henry 68.7 Long Lake 67.5 Tuxedo Junior Division. Boys. 69. Staatsburg 65. Southold 61. Castile 59.2 Wolcott Girls. 48.3 Savannah 46.7 Newfane 46. Westbury 45.9 South Byron 45.6 Richfield Spa Girls. 46.9 Newfane 46.6 Port Henry 45.2 Port Washington 44.8 Richfield Spa 44.6 South Byron 44.4 Southold Girls. 56.7 Port Washington 52.6 Savannah 51.9 Southold 51.1 Webster Events and Scoring Standards JUNIOR STANDARDS SENIOR STANDARDS BOYS Min. (0) Honor (50) Max. (100) Min. (0) Honor (50) Max. (100) 1 100 yard dash— 5 points for every 1 second better than minimum 16 sec. 14 sec. 12 sec. 15 sec. 13 sec. 11 sec. 2 Standing broad jump (2 trials: use best) 2 points for every inch better than minimum 4' 5" 6' 6" 8' r 4' 11" 7' 9' 1’ 3 Pull-ups (chinning the bar)— 10 points for every pull- up better than the minimum 0 times 5 times 10 times 2 times 7 times 12 times JUNIOR STANDARDS SENIOR STANDARDS GIRLS Min. (0) Honor (50) Max. (100) Min. (0) Honor (50) Max. (100) 1 50 yard dash— 5 points for every b second better than minimum 10 r 8 b" 6h” 9t" 71" 5 b" 2 Running and catching— 2 points every i second better than minimum 27" 22" 17 " 25" 20" 15" 3 Basket ball, far throw (2 throws; use best) — 2 points for every foot better than minimum 13' 38' 63' 17' 42' 67' Rules for events. The usual rules of the A. A. U. shall govern the running and jumping events. Timing must be by stop watch. Contestants may not run or jump in spike shoes; sneakers or rubber- soled shoes are required to make it fair for the many contestants who would not have spikes. Detailed rules for the girls’ events Nos. 2 and 3 may be found in New York State Physical Training Syllabus, page 194. Conducting the test. All local plans shall be in charge of the local school offi- cials. The director of physical education and principals and teachers of the schools concerned shall run off events and make computations of class and school scores. The results for the entire system shall be forwarded by the superintendent of schools who shall certify as to enrolment etc., on blank similar to one shown be- low. In section 4 schools, principals shall certify to and forward results. In section 5 schools, results shall go from principal of school to his state teacher of physical education, who shall make tabulations and comparisons for 9 use in awarding for zone championships before sending final tabulations to state office. The state supervisor of physical edu- cation will make such check upon the re- turns as may be necessary before an- nouncing the winners. Scoring; individual and class. The points made in the three events by each pupil are to be added together and di- vided by 3 to get the pupil’s score. All who equal or exceed the honor standard, 50 points, in each and all events, shall be considered to have passed the test with honor. All whose average or final score equals or exceeds 75, with high honor. The total of the pupil scores of 80 per cent of the boys enrolled is to be divided by that number (80 per cent) to get boys’ scores for class, and same for 80 per cent of girls. The final class score is determined by dividing the total of points made by both boys and girls by the total competing. The school score is found by adding totals of classes and dividing by number of contestants. City score is computed by adding totals of schools and dividing by number of pupils competing. Local officials should announce individual, class and school awards. Purpose of 20 Per Cent. The 20 per cent whose recprd is not asked for is intended first of all to in- clude those physically unfit to compete, those who are absent for any reason, and the balance may be made up of those who make the lowest scores in the test. Medical safeguards. The school medi- cal certificate should be consulted to de- termine the physical fitness of each indi- vidual to compete in the test. Doubtful cases, such as those who may have been recently ill or whose regular classwork in physical education leads the physical director to doubt their condition, should be referred to the school medical author- ity for examination before being allowed to enter the events. Score Sheet. Make one sheet for boys and one for girls of each grade and class Town or city (Roxhury) ; School (5); Prin. (/. W. Smith); Grade or class (8th grade). No. of pupils enrolled May ist: Boys (5) ; Girls (9). (boys’) events NAMES 1 Time Adams, J. Burns, W Smith, F.. Taylor, P. 14" 15" 13" 16 r Total no. boys competing (80%) =4 DASH 2 JUMP 3 PULL-UPS Pts. Hon. Dist. Pts. Hon. No. Pts. Hon. 50 H 6' 10" 58 H 6 60 H 25 6' 6" 50 H 2 20 75 HH 8' 86 HH 10 100 HH 0 7' 62 H 14 100 HH Total pts. Aver. or score Hon. record 168 95 261 162 56 H 31.7 86 High H 54 Total pupil scores 228.7 Total pupil scores 228.7-l-no. of pupils (4) = grade score= 57.17 =57.21 Date (May 5, 1920); Test conducted by (Miss Smith); Phy. Dir., Teacher Scoring Rules and Suggestions. In computing scores carry out one dec- imal point if necessary; if second number in decimal is .05 or over add .1 to result, if second number is less than .05 disre- gard it. Illustration above: Burns, 95 total ^ 3 = 31.66; score it 31.7. It is usually best to conduct events and record results without waiting to com- pute points, at time of test. Make com- putations in office later with help of teacher and announce results following day. Events may be run off all in one day or taking a different day for each one. Complete each event if possible on day it is started. Allow only one official test for each event. Summary Sheet. For use in recording class scores and computing school final score. 10 (In large cities one copy should be filed at local school and one at main office of director of physical education for the city.) School Principal • • • • Sen ior d iv is to n Boys Girls ClassTotals w £ o o 00 .-H ^ E-l p. a; o o tfi a S o O 00 2 G h a 0) o o G W tatr trata. \T)ated^ , 19 State Supervisor of Physical Education “The Nation’s strength depends upon the physical fitness of its citi- zens.” President of the University and Commissioner of Education 14 HI-