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SOURCE MATERIALS FOR

IN

BULLETIN NO. 21 REVISED EDITION, 1941
FLORIDA DEPARTMENT OF EDUCATION

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UNIVERSITY

OF
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FLORIDA
BRAR Y

Source Materials

FOR PHYSICAL EDUCATION IN

FLORIDA ELEMENTARY SCHOOLS

FLORIDA PROGRAM FOR
IMPROVEMENT OF SCHOOLS

Bulletin No. 2.i
Revised Edition, 1941

NOTE: At the time of printing, 6,500 copies of the bulletin were distributed to
Florida teachers through their county superintendents. No copies of the bulletin
were held in reserve, since it was to be printed in book form by a publishing
company. Anyone wishing a copy of this book should communicate with A. 8.
Barnes and Company, New York City.

STATE DEPARTMENT OF EDUCATION
TALLAHASSEE, FLORIDA

COLIN ENGLISH, Superintendent

Contents

Diagram of Bulletin Production...............................

Foreword .............. .............................

CHAPTER

The Place of Physical Education in the Elementary
School ..................... ........ .............. ..

Administrative Standards and Policies....................

Planning the Program................................

Directed Play..................................

Small Group Play ................ ...................

Large Group Play .................................

Stunts, Pyramids, and Apparatus Activities...............

Team Game Activities . . ........... ...................

Rhythmic Activities .............. .....................

Classroom Games .................................

Play Days .......... .........................

PAGE

V

vii

I

7

15

2-5

35

94
II4

12.9

2.12

346

357

I.

II.

III.

IV.

V.

VI.

VII.

VIII.

IX.

X.

XI.

/ / \ V^ 1 -1 -Z-

CONTINUING PRODUCTION OF INSTRUCTIONAL BULLETINS
FLORIDA PROGRAM FOR IMPROVEMENT OF SCHOOLS

SERIES 1928-1938

SERIES BEGINNING 1938

Vol. I

STATE COURSE OF STUDY FOR
ELEMENTARY SCHOOLS
GRADES 1-6 (1933)*

Vol. II

STATE COURSE OF STUDY
SECONDARY SCHOOLS

Part i.
Part 2..
Part 3.
Part 4.
Part 5.
Part 6.

Part 7.
Part 8.
Part 9.
Part -.

FOR

English
Social Studies*
Mathematics t
Science
Foreign Languages
Physical and Health
Education f
Home Economics
Fine Artsf: Music*, Artf
Commerce
Manual Arts t

No. 9
A Guide to

Improved
pNo.i3 Practice in
Guide to a Florida Ele-
Study of the m e n t a r y
Elementary Schools
Curriculum*
(1939) (1940)

No. 2
Avenues of
Wa y s to Understand-
Better In- ing, A Bulle-
struction tin for Parents
in Florida a n d L a
S c h90 o 1 s Groups (i940o

No. 10
A Guide to
a Function-
al Program
in the Sec-
ondary
School (1940)

No. 4. Plans for Florida's School Health Program (1939)
No. 6. Planning Faculty Study (1939)
No. 7. Narcotics and Stimulants (1939)
No. 8. Library Book List (i939)
No. Physical Education (194i)
No. 2.2.. Source Units in Health Education (1940)
(Others are planned)

No. i. Guide to Exploratory Work*(1938)
No. 4. Plans for Florida's School Health Program (1939)
No. 5. Physical Education* (1939)
No. 6. Planning Faculty Study (1939)
No. 7. Narcotics and Stimulants (i939)
No. 8. Library Book List (1939)
No. ii. Business Education (1940)
No. xz. Industrial Arts (1940)
No. 2.2.. Source Units in Health Education (1940)
Elementary Technology Series.
(Others are planned)

* Now out of print.
f Bulletin was not printed.

CO
00

Foreword

As faculty study groups and cooperating school groups from elemen-
tary schools have studied ways of making their school programs more
effective, many of them have come to feel that the improvement of the
daily thirty-minute period devoted to physical education constitutes
one of their most pressing problems. Consequently there has been con-
siderable demand for source materials in this area.
Although no compiled materials indigenous to Florida were imme-
diately available, our State was most fortunate in having teachers able
and willing to contribute to a source bulletin the ideas and materials
they had developed on an individual basis. They were likewise willing
to devote their time without compensation and to pay their own
expenses in attending meetings at which the materials have been com-
piled, unified, revised, mimeographed, placed in selected schools for
use, further studied and revised, and finally placed in their present printed
form.
Those working on the bulletin have expressed a desire for more time
in which to perfect the materials, as well as to develop some materials
for phases of the program not here included. They have agreed, how-
ever, that it is probably best to distribute the bulletin in its present
* form to all Florida elementary school teachers and make further improve-
ments on the basis of a state-wide study involving all teachers. This
should result in the printing of a revised bulletin in about five years,
which will be 1946. Meanwhile, all teachers are urged to make maximum
utilization of these source materials and to keep written suggestions of
changes they would like to see made when it is re-written.

This bulletin is one of the regular series in the Florida program, as
outlined in the diagram on the previous page. Its contents were compiled
from actual practice now being carried on in Florida schools with per-
haps the greatest amounts of material coming from the campus laboratory
schools at the Florida State College for Women and the University
of Florida.

In its compilation, those who conduct the teacher training courses
for elementary school physical education in the public and private
vii

institutions of higher learning in the State had a very active part. The
bulletin will be used as the basic text for courses in all of these schools,
thus affording ample opportunity for teachers who wish further aid in
conducting their programs to obtain the needed assistance.
In addition to several one-day meetings in which a number of indi-
viduals participated, two special weeks were devoted to editing the
materials. One week began June 2, i940, after which materials were
mimeographed. The other period was from April 5 through April ix,
1941, during which the materials were placed in their present form. Par-
ticipating in the first week of intensive work were: GRACE Fox, Florida
State College for Women, Tallahassee; E. BENTON SALT, B. K. STEVENS,
ELSIE DOUTHETT, University of Florida, Gainesville; NASH HIGGINS,
RUTH MOFFATT, University of Tampa, Tampa; NANCY LUTZ, Andrew
Jackson High School, Jacksonville; HELEN LYNcH, St. Petersburg Junior
College, St. Petersburg; MRS. MATERIA F. KICKLIGHTER, Bay Haven
Elementary School, Sarasota.
During the second period of intensive work, the following took a
very active part: GRACE Fox, Florida State College for Women, Talla-
hassee; E. BENTON SALT, B. K. STEVENS, ELSIE DOUTHETT, University of
Florida, Gainesville; RUTH MOFFATT, University of Tampa, Tampa;
RUTH WILSON, Central Elementary School, Miami Beach; HENRY Fox,
Gladeview School, Miami; GENE BATTLE, Florida Southern College,
Lakeland; MRS. NELLE C. MORRIS, Stetson University, DeLand; A. C.
KERBY, JR., Gainesville High School, Gainesville; MRS. HAZEL STEPH-
ENS, Florida High School, Tallahassee. KATHLEEN GRUPPE and EMMA
STILLWELL, Florida State College for Women, gave valuable assistance
in the preparation of the chapter on Rhythmic Activities. JOE HALL, Con-
sultant in Physical Education, represented the State Department of Edu-
cation during all of this developmental period. FAYE PRICE and BETTY
McCoRD, also. of the State Department of Education, did much of the
laborious secretarial and editorial work.
To all who gave so unstintingly and unselfishly of their time and
effort in this very worthwhile endeavor, the schools of Florida are
most grateful.
COLIN ENGLISH,
State Superintendent of Public Instruction

CHAPTER ONE

THE PLACE OF PHYSICAL EDUCATION IN
THE ELEMENTARY SCHOOL

It is generally recognized that the type of education which prevails
at any time or place depends to a large degree upon the ideas, customs,
traditions, and conscious beliefs of the people. Education in the past
has been shaped and directed by many cultural forces, and it has also
- adapted itself to varying economic, social, and political conditions.
In common with general education, physical education has been in-
fluenced by varying cultural forces and, at the same time, has attempted
to conform to the accepted pedagogical theories of the time and place.
-Thus, the Turnverein program, the gymnastic system of Dio Lewis, the
Swedish and Danish programs of gymnastics, as well as the swing to-
wards competitive athletics and military fitness, may be explained as
readily as the Latin grammar school, the academy movement, formal
discipline, the use of the I.Q., the elective system, and the platoon
school. It should be emphasized at this point that whenever major
changes were made with regard to philosophy, program, or procedures,
these changes came about both in education and physical education as
the result of specific pressures arising from the culture.
Beliefs and practices in physical education and general education
have been and are still influenced to a marked degree by the social, po-
litical, and economic pattern existing in this country today. In the not
too distant past, play was looked upon as a waste of time. Furthermore,'
it was believed that by the performance of distasteful, hard, and un-
pleasant tasks, one's character could be strengthened. At the beginning
of this century, the primary aim of education was to train the several
"faculties." Thus the teaching of subject matter came to be the all-
important end of education. Physical education, likewise, adapted it-
self to the trend of the times and so claimed as its purpose the training
of will power, attention, courage, discipline, and the like. Hence, the
Greek ideal of unity of mind and body was relinquished for a substitute

2. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

which was merely therapeutic in nature. This- fact- is-clearly demon-
strated in the action taken by school administrators at the physical
education training conference held in Boston in 1889. At that time the
outstanding view regarding physical education was a corrective one. As
a result the school men proposed that any physical education program
adopted by the schools should require very little time, be inexpensive,
not require specially trained teachers; the activities must be of the type
which could be conducted in the class room (activities carried on out-
side the class room were not considered to be educational) and must not
require apparatus. Thus a formal type of physical education was in-
augurated, and it may be said that it never appealed to or caught the
interest of the American boy or girl.
When the people of this country were busy pushing back the fron-
tier, everyone had to work if the group were to survive. At that time
play was considered anti-social, and was associated in the public eye
with gambling, drinking, and other forms of indulgence. While the
frontier existed there was little time for play. Daily activities of the
frontiersman provided for the necessary bodily development. With the
industrial movement and expansion in the latter decades of the nine-
teenth century, the movement of people from the rural to urban centers
gave rise to new cultural patterns and problems. Thoughtful persons
began an agitation for facilities, leadership, and an organized program
of play for children growing up in the larger cities. Attention became
focused upon the necessity for recognizing and providing for the play
life of children in these urban centers. Thus, there arose a social philo-
sophy which conceived play fo be a part of the good life, good for adults
as well as for children, an activity which should be planned for and
provided by each community for all its citizens. At this time the Play-
A.round Movement was inaugurated and was readily received by the
" public.
Educators have been slow in their acceptance of physical education
and play as an integral part of the school curriculum. In view of this
seeming reluctance, one may wonder how physical education has
achieved its present status. As a result of the findings of the Selective
Service Act of 1917, great pressure was brought to bear upon state legis-
latures to require physical education in all public schools. A careful
analysis of the defects of men examined would have indicated that no
physical education program could have altered or prevented the majority
of defects found to exist among drafted men. However, physical educa-

THE PLACE OF PHYSICAL EDUCATION 3

-tion- received-much impetus as a result of the draft-examinations-and
defects- recorded.
It is to be regretted that physical education gained recognition as a
part of the school program on/ platform that led people to believe that
the exclusive purpose of this pase of the school program was to imre
the health of boys and girls in aieas beyond its province.
Ordinarily when we speak of physical education today-we-are refer-',
ag-to- those-vigorous-big-muscle activities of a non-vocational nature
for which-the- schooLplans and provides leadership. Physical education
is not altogether a process of muscular and organic development; rather,
the activities of the physical education program serve as a vehicle for
the education of boys and girls in good and approved ways of living in
a democratic society. Opportunities should be provided for all children
to receive instruction and to participate in a broad and varied program
of activities.
Physical education, like certain other subjects, has had the peculiar
disadvantage of being a late-comer to the modern curriculum and has
had to justify its right to admission. Like certain other subjects also,
sometimes classed as "frills" or "fads," it is among the first to be
dropped from the curriculum in times of depression. Its real purposes .--
and values must be thoroughly understood if it is to fulfill the needs
which it can meet. Physical education must not-be -allowed to -degenerate)
into a mere system of physical culture, for on this basis -it has no place
,in the modern program of education.
All democratic education is working toward the same objectives of
making healthy, socially sensitive, reflective human beings, willing to
assume the responsibility for achieving the values of a democratic
society. Play is now gaining acceptance as an essential way of living
and a most important factor in the development of wholesome person-
alities. Physical education, as one phase of education, has a distinct
contribution to make to the personal-social growth and development
of the child; it represents a phase of the program providing unique situia-
tions and experiences through which social behavior, rather than anti-
social behavior, can be learned and practiced.
Many different concepts of an adequate physical education program
have existed. ad--stilL-exist--among t-he elementary school teachers of
F4orida. Some think of physical education as a recess period during which
the children are sent outdoors to play; others consider physical education

4 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

as a necessary evil in which they watch the children to see that there
are no fights; still others consider calisthenics and deep breathing to
be all that is necessary for a physical education program. Fortunately,
however, there are increasing numbers of teachers who realize that
they have, through physical education, the opportunity for achieving
many educational goals not otherwise possible.
Physical education embodies a planned program of opportunities
which favor desirable modifications in knowledge, habits, skills, ideals,
and attitudes. Activity is the educative process, and the activities taught
provide the medium through which education is effected. Specifically
outlined the major objectives may be stated as follows:
i. Building organic fitness for today and tomorrow through activities
definitely selected to increase strength, vigor, and functional or-
ganic capacity.
2.. Developing physical abilities and control of the movements of
the body by providing a wise, rich program of activities that
demand and increase the skills required for body coordination.
3. Generating among boys and girls of today meaningful, vitalized,
recreational habits and interests that will carry over into their
play outside school hours.
4. Definitely educating for behavior conditioned by the principles of
good sportsmanship, thus building toward character and better
citizenship.
Physical education is not unique among school subjects in carrying
out these objectives. As a matter of fact, all school subjects combine and
overlap in working toward desirable educational outcomes. The. ultimate
aim of physical education should be in harmony with and contribute
to the ultimate aim of general education. To understand adequately
what the relationships are, one must have also an understanding of the
purposes and objectives of education. These have been developed more
fully in Bulletins Two and Nine in the Florida Program for the Improve-
ment of Schools series. A few excerpts are given here to show better
what this relationship is.
Objectives of Public School Education
There have been many attempts to state the objectives of education.
Perhaps the best known of all recent statements concerning the objec-
tives of the public school was contained in the seven cardinal principles

THE PLACE OF PHYSICAL EDUCATION 5

-health, command of the fundamental processes, worthy use of leisure,
citizenship, worthy home membership, vocational efficiency, and ethical
character. A more recent statement of the goals for education in America
has been made by the Educational Policies Commission. All such state-
ments regarding the purposes of American education must be taken in their
relationship to the democratic ideal if they are to give direction. In
other words, it makes considerable difference in what way a problem
of leisure is solved, how vocational efficiency is to be related to total
living, what kind of citizenship is desirable in a democracy, and what
constitutes ethical character.
The statements below concerning the general objectives of the school
have been formulated and stated in terms of changes desired in pupil
behavior. The school should attempt to do the following things:
i. To develop boys and girls who are socially sensitive. Social sen-
sitivity involves an increasing concern on the part of the individual
for the welfare of the group and on the part of the group for the
welfare of each member.
2.. To develop boys and girls who strive for increasing control over
those skills necessary for participation in a democracy. In a demo-
cracy, the contribution of each member of the group is welcomed;
problem solving through group activity is encouraged. In order
that one may get the true meaning or point of view of his fellows,
it is necessary that he learn to read and listen attentively. In order
to transmit one's own meaning to others, it is necessary to speak
and write effectively. In order to participate adequately in the
field of recreation, certain skills must be acquired.
3. To develop boys and girls who will strive for increasing control
over the process of reflective thinking and the scientific method.
Without reflective thinking, without checking, on hypotheses,
without questioning, and without collection of more and more
relevant data, superstitions and blind acceptance of worn out
patterns will continue. Democracy itself cannot long endure where
there is neither the desire for nor the disposition to think.
4. To develop boys and girls who strive for increasing understanding
and control over self and over the relations of self to other people.
It is not possible to live entirely apart from the social group.
Physical well being and emotional stability are necessary if one
is to participate joyously and fruitfully with other members of

6 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

society. Since such participation may become thwarted, unhappy,
or unsuccessful unless the individual does his share by exercising
a reasonable amount of self-control, the school should try to de-
velop attitudes and ways of behaving which will bring about a
desirable relationship between the individual and his group.
5. To develop boys and girls who will strive to produce and enjoy
the processes and products of creative effort. Man has improved
his lot only through creative effort. He has discovered many
ways whereby individual and group satisfaction has been im-
proved or extended. Each person can participate in the richness
which comes from creative effort only to the extent to which he
himself is creative. In the past the schools have largely inter-
preted the word "creative" as belonging exclusively to the so-
called aesthetic experiences of life. Today it is believed that
beauty or creativeness may express itself in the careful wording
of a new law, in the planning of a new bridge, in the improve-
ment of automobiles, or in a thousand ways other than in writing
poetry or engaging in the production of an opera.
6. To develop boys and girls who will strive to perform some useful
work and to see the relationship of their work to democratic
living. Neither society nor the individual can long tolerate in-
activity or idleness. When large numbers of persons are unem-
ployable or are unemployed, democracy itself is at stake. The
schools must accept the responsibility for aiding youth to find a
satisfactory place in the economic life about him.
The physical education program furnishes situations which make it
possible for the child to make much progress toward the attainment
of these objectives. Opportunities to create, to succeed, to adjust to the
group, to lead, to follow, to communicate, to contribute to group wel-
fare, to develop a repertoire of activities for use outside school hours,
and to achieve many of the general objectives of the total school pro-
gram, as well as the general objectives of physical education, are made
possible through a properly planned program. Specific objectives, as
well as the way in which these objectives are to be translated into a
positive program possible of realization, are made in succeeding chapters
in this bulletin. Elementary school teachers are urged to take advantage
of the help which is here provided, as well as the opportunity to secure
additional interpretations, when these are needed, from institutions of
higher learning in the state.

CHAPTER Two

ADMINISTRATIVE STANDARDS AND POLICIES

This chapter is designed to assist those responsible for the admin-
istration of the physical education program in discharging their respon-
sibilities effectively. The principal and classroom teachers should meet
and discuss fully each of the following topics, and together they should
prepare a written statement, setting forth the standards and policies
which will govern the conduct of the physical education program in
their particular school.

THE PROGRAM AND TIME ALLOTMENT
A daily period of at least thirty minutes, exclusive of the noon hour
and recess periods, should be assigned to physical education in grades
one through six. In a properly planned program sufficient time should
be provided for:
i. The planning period in the classroom, including the changing of
shoes
2.. Proceeding to the playground, gymnasium, or playroom
3. Participation in the activities of the program as planned for that
day. Not less than twenty minutes should be devoted to this part
of the program
4. Return to the classroom at the close of period
5. Discussion of any situations or problems which arose during the
day's play. This discussion may be held on the playground or after
the class has returned to the classroom

The program should include the following types of activity:
i. Directed Play
2.. Small Group Play
3. Large Group Play

8 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

4. Team Games
5. Rhythmic Activities
6. Stunts, Pyramids, and Apparatus Activities
7. Classroom Games

TRAINING OF TEACHERS
All teachers should have as a part of their undergraduate work in
college at least a year's participation in physical education activities.
This service course will ordinarily come at the freshman level and should
meet at least three hours per week for one year.

Furthermore, all teachers should have in their basic professional
education courses instruction adequate to enable them to understand
the scope and content of the elementary school physical education pro-
gram and its relationship to the goals of general education. In addition,
elementary school teachers should have special assistance to prepare
them for teaching physical education. This assistance should take the
form of a special course (or its equivalent) dealing with methods and
materials for teaching physical education in the elementary grades.

RESPONSIBILITY FOR TEACHING PHYSICAL EDUCATION

In the elementary school the classroom teacher should be responsible
for organizing and conducting the physical education program for his
particular group of students. It is strongly urged that the principal
appoint the teacher best qualified in physical education to serve as
chairman of the faculty group and to help the various teachers in plan-
ning and carrying on their respective programs.

FINANCING THE PROGRAM

A minimum of fifteen cents per pupil should be set aside in the regular
school budget for physical education equipment and materials. Small
schools will probably need more than this minimum. In addition, the
financing and construction of facilities such as playfields, hard surfaced
courts, gymnasiums, playrooms, etc., should be worked out as projects
jointly by all school authorities.

ADMINISTRATIVE STANDARDS AND POLICIES

FACILITIES

Facilities, as here used, refer to permanent and semi-permanent play
areas, courts, gymnasiums, auditoriums, playrooms, classrooms, etc.,
used in the physical education program.
1. Outdoor
Since many schools carry on their physical education program
out-of-doors it is desirable to have adequate play areas of suffi-
cient size, surfaced with turf, asphalt, cement, clay, or stabilized
dirt which will provide a physically wholesome situation for
conducting the out-of-door program of activities.
According to the Florida School Code, each school site should
contain a minimum of two acres for a one-teacher school. At
least one acre should be added to this minimum size for every
fifty pupils enrolled after the first fifty, until the enrollment reaches
five hundred.
For specifications and suggestions concerning the planning and
construction of play areas see: The New Play Areas, Their Design
and Equipment, by George D. Butler, A. S. Barnes and Company,
New York.
2. Indoor
It is desirable for the school to have a gymnasium where possible.
An auditorium or playroom of sufficient size may be used, however,
for conducting the indoor program. Where none of the above
mentioned indoor facilities are available, the classroom seats
should be of the movable type which allow for clearing the room
for classroom activities.

EQUIPMENT

Equipment, as here used, refers to materials which need continual
replacement; e.g., balls, bats, nets, etc. It is neither necessary nor desir-
able to purchase expensive equipment, but it is essential that the equip-
ment be durable and adequate for conducting the physical education
program.
If it is at all possible, each class room-i.e., each group of children
under one teacher-should have a complete set of equipment suitable for
that grade. Where financial resources make this impossible, the physical
education schedule should be staggered, thereby allowing the same

10 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

equipment to be used by more than one classroom group. Where outdoor
and indoor facilities are limited, the staggered schedule will also in-
crease the amount of space which can be allotted to a particular grade
at any given time.
The following list of equipment is suggested for each of the several
pupil-teacher groups:

Grades Grades Grades
Equipment i or 2 3 or 4 5 or 6

Boundary Markers (small rubber
mats, spring flags, etc.) ............ 16 16 16
Rubber Volleyballs ................ 2 to 4 4 4
Six-Inch Rubber Balls ............... 12. o o
Bean Bags.............. .......... 12. 8 o
Rubber Mats (Bases) 2. ft. x 2. ft...... 2. 16 16
Individual Jump Ropes .............. 10 o 10
Long Jump Ropes, 12. to 14 feet long,
5/8 inch diameter ................ 4 4 4
Soft Balls......................... o 4 8
Soft Ball Bats (Small size)....... ... o 2. 4
Footballs, Rubber or Leather (junior
size) ............ ... .......... o 2. 4
Rubber Soccer Balls ................. o 2. 4
Volleyball Nets........... ........ o 2. 2.
Jumping Standards ................. o 0o
Horseshoe Sets ................... . o 2.
Deck Tennis Rings ................. o o 2.
Indian Clubs............ ......... 4 8 12-
Paddle Tennis Sets ........... ..... o o 2.

NOTE: Each school should have a ball pump, ball repair kit, steel
tape, chalk line, line marker, victrola, and piano.

COOPERATION WITH COMMUNITY ORGANIZATIONS
It is frequently possible to enrich the physical education program by
securing the cooperation of existing community organizations and
agencies such as the P.T.A., Y.M.C.A., Y.W.C.A., Scouts, and City or

ADMINISTRATIVE STANDARDS AND POLICIES

County Recreation Department. These agencies are often able to furnish
equipment. It should be clearly understood that the physical education
program should be conducted by the classroom teacher during the time
school is in session.

INTERSCHOLASTIC ATHLETICS
Due to the physiological immaturity of elementary school children,
it is strongly recommended that there should be no organized program
of interscholastic athletics in the elementary school. This does not mean
to exclude participation in and the planning for community-wide fes-
tivals or play days with two or more schools taking part.

BASIC PRINCIPLES AND POLICIES
i. The physical education program should be of the informal or
natural type to be in keeping with present educational philosophy;
i.e., there should be none of the old traditional and formalized
type of work.

z. The principal should be responsible for providing time in the
schedule for the physical education program and for seeing that
each classroom teacher makes definite written plans for carrying
on the program in his grade.

3. The principal should set up a system whereby facilities and equip-
ment may be inventoried, inspected, kept in repair, condemned,
or provided for in the budget as needed.

4. The recess, as ordinarily interpreted, is not to be considered as a
physical education period, and the time so consumed should not
be counted toward meeting the time allotment in physical
edu cation.

5. The time before school in the morning, the noon hour period, and
the time following the close of school should be organized on a
recreational basis. The play should be supervised by someone
designated by the principal, although student leaders may assist
in conducting the program. During the above-mentioned periods,
the child will have an opportunity to participate in the activities
which have been taught during the instructional period in physical
education.

12l PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

6. Play days are get-together days and should not be held with the
purpose of determining school or individual championships. The
primary purpose is rather to provide mass participation in a wide
variety of activities.
7. In general, boys and girls should not be separated in their physical
education activities up to and including the fourth grade. Be-
ginning with the fifth grade, boys and girls should not play to-
gether in the team game or gymnastic phases of the program.
However, some co-education is desirable, and this may be secured
through rhythmic activities and small and large group play.
8. As a general rule, no pupil should be excused from the physical
education program. Those pupils who are unable to participate
in the more vigorous forms of activity should be given an oppor-
tunity to engage in a modified activity or assigned to rest.
9. The physical education class should be considered as an instruc-
tional period and should be utilized for the teaching of skills,
understandings, and attitudes. This implies that the teacher will
plan the physical education program in the same thorough manner
as any of the other phases of the educational program.
io. Physical education equipment in adequate amounts should be pro-
vided by the Board of Education from funds budgeted for such
purpose; i.e., physical education should be supported on the
same basis as any other class or school subject. Regardless of facil-
ities and equipment, however, every school should conduct a pro-
gram of physical education by adapting the program to such
facilities and equipment as are available.
ii. The health and safety of all children must always be of concern
to the classroom teacher. This implies that children should have
periodic examinations to determine the desirability of their en-
gaging in the regular program. Furthermore, all facilities must
be inspected carefully and frequently as a measure of safety and
accident precaution.
12.. The principal should see that the school possesses a First-Aid
Kit and should appoint teachers with First-Aid training to be in
charge of administering First-Aid in case of accidents.
13. While physical education contributes to the health of those indi-
viduals participating in the program, it is to be understood that

ADMINISTRATIVE STANDARDS AND POLICIES

physical education and health education are not synonymous
terms.
14. In schools having elementary and secondary grades, attention is
called to the fact that the elementary grades should have access
to the gymnasium, where one is available.
15. In schools having no gymnasiums, vacant rooms, stages, rooms,
or auditoriums with moveable seats may be used as play areas.
16. No teacher should be expected to teach more than the normal
classroom teaching load during the physical education period.
17. Pupil leadership in physical education is an educationally sound
procedure, and provision should be made to use this method as a
means of developing desirable social traits, including leadership
and followership. This procedure is also an efficient method of
organizing and conducting class activities.
18. In order for the physical education program to be most worth-
while from an educational standpoint, the classroom teacher must
definitely plan the program for his grade. The daily and weekly
plan will tend to be definite, while the monthly and yearly program
will necessarily be tentative. Nevertheless it is necessary to organize
a tentative program for the year in order to plan for adequate
coverage of the several broad phases of the program. Suggestions
for this planning will be found in Chapter Three.
19. The physical education program should be based upon the par-
ticular needs and interests of the children. In this respect the
children should have a part in planning the program under the
guidance of the teacher. Participation of this sort will make the
physical education program more meaningful and more interesting
for pupils.
2.o. The physical education period should begin with planned objec-
tives and activities. There must be teaching for specific purposes
and toward specific goals if physical education is to function in
helping general education realize its goals.
2.. Soon after the opening of the school year each classroom teacher
should submit in writing to the principal the tentative physical
education program for his grade which he plans to follow during
the year.

14 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

2.2.. Insofar as possible, school physical education facilities, such as
gymnasiums, playgrounds, courts, etc., should be made available to
the public when not in actual use by the school. These facilities offer
excellent opportunities for community recreation purposes. How-
ever, adequate supervision of school property during public utili-
zation must be provided.
2.3. Even though a school may not have facilities for conducting an
aquatic program, the principal and the teachers should assume
responsibility for seeing that leadership is provided and that the
children are encouraged to take advantage of opportunities to
learn how to swim.
2.4. Physical education activities used in a demonstration program
should always be the outgrowth of the regular class program;
hence plans should be made sufficiently far in advance to make
this procedure possible.
2.5. The attitude of the principal toward physical education and to-
ward its supervision appreciably affects the attitude and work of
his teachers. It is essential that the principal be familiar with the
physical education plans of the various members of his teaching
staff.

CHAPTER THREE

PLANNING THE PROGRAM

It has been indicated elsewhere that in the elementary school the
classroom teacher will be responsible for planning and conducting the
physical education program for his own pupil-teacher group. In as-
suming the responsibilities for such a program, it is essential that the
teacher possess a clear understanding of physical education with respect
to its scope, purposes, and values.
Physical education in the modern school is very definitely recognized
as one of the major instructional and administrative divisions of the
educational program. This important phase of the program is no longer
looked upon as a trailer or addendum to education, but rather is conceded
to be an integral part of the curriculum. No more is physical education
to be thought of as a system which exists primarily for muscular exer-
cise, as a physical developer, or an energy-release mechanism. Neither
is physical education merely the playing of games for the sake of playing.

Of far more reaching importance is the fact that this phase of edu-
cation, through a selected and graded group of activities, serves as a
means of developing desirable character traits, social skills in group
participation, emotional stability, leisure time expressions, and training
for citizenship in a democracy. Skill development has a basic function
in this process. The foregoing statements indicate quite definitely that
physical education, as an integral phase of the curriculum, must con-
tribute to and aid general education in realizing its goals. Only in the
degree to which this operates can physical education or any other phase
of the school program justify its existence in the curriculum.

Throughout this chapter emphasis is placed upon the importance of
planning the physical education program. In order to make the most
effective and economical use of the physical education period, it is neces-
sary for each teacher to plan his program with the same degree of thor-
oughness as he does any other phase of his instruction. Thus, objectives

16 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

may be set up and appropriate activities selected which will lead to the
realization of educationally desirable goals. It should be emphasized
that whether or not the educational potentialities of the physical edu-
cation program are realized is largely dependent upon the teacher and
his ability to plan and carry on the program. In planning the program,
the teacher should bear in mind that the characteristics of any teaching
situation will influence, in some degree, the program which he is able
to set up. Furthermore, it is an educationally sound procedure and
highly desirable that the children should have a part in setting up the
program. This will aid the teacher in discovering certain interests and
felt needs of his children.
Participation of this type will make the physical education program
more meaningful to the pupils and they will tend to look upon the pro-
gram as their own. Children can and should, in keeping with their
abilities, be led to set up objectives, select activities, and evaluate the
degree to which they have realized their objectives. Through wise guid-
ance and leadership, the teacher can steer the pupil-planning to the
end that educationally desirable goals are realized. While the program
should be planned, not only daily, but weekly and yearly as well, it
should be noted that the daily and weekly programs will tend to be
definite, whereas the yearly plan will necessarily be tentative. In any
event, the plan as set up is not to be considered as rigid and fixed, but
should be modified whenever, in the interests of the children, it seems
desirable to deviate from the original plan for the year.
It is almost platitudinous to say that better teaching takes place
and more worthwhile results are secured when the teachers have a well
constructed plan or personally constructed course of study to guide
them. However, in most school situations, because of the teaching load,
it will not be possible or practical for each teacher to prepare a complete
and detailed course of study in physical education. For this reason, the
present course of study has been prepared as a helpful guide to teachers
charged with the responsibility of planning and conducting a physical
education program for their respective grades. The teacher should not
look upon the suggestions made here as an inflexible prescription, but
should, after studying the material and his teaching situation, set up
a program in keeping with his own particular school and grade. The
following sections of this chapter will give suggestions concerning the
procedure which may be followed by a teacher in planning his physical
education program.

PLANNING THE PROGRAM 17

STEP ONE
DETERMINE THE SCOPE AND CONTENT OF THE PHYSICAL
EDUCATION PROGRAM FOR A PARTICULAR GRADE

The elementary school physical education program is composed of
several distinct phases or types of activity. Each particular phase of the
program makes its special contribution to the total program and should
be included wherever possible by those planning programs of physical
education for the elementary school. In order to promote a better under-
standing of the terminology and scope of the program, the various phases
are listed and defined as follows:
1. Directed Play
Individual or group play in which the number of activities is de-
pendent upon the wishes of the children and in which there are
as many or as few engaging in each activity as there are children
desiring the activity
2. Small Group Play
Organized play providing for activity in small groups of not more
than eight for the primary purpose of social development
3. Large Group Play
Organized play providing for a maximum amount of activity for
groups of more than eight players
4. Stunts, Pyramids, and Apparatus Activities
Those chiefly of a self-testing nature which are primarily concerned
with large muscle development

5. Team Game Activities
Those concerned with the development of the specific skills, under-
standings, and attitudes related to traditional athletic sports

6. Rhythmic Activities,
Those activities in which the child responds physically, mentally,
and emotionally to music or rhythm

The teacher's first step in planning the physical education program
for his grade is to determine the various types of activity which he plans
to include and the approximate amount of time which will be devoted
to each. An examination and study of Table I will give the teacher
suggestions for doing this.

18 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

TABLE I
Various Phases of the Physical Education Program and
the Approximate Per Cent of Time Which Should be
Devoted to Each in the Several Grades

Grades
Phases --------------------
I 2. 3 4 5 6

per cent per cent per cent per cent per cent per cent
Directed Play ....... ...... 40 2o .................. ......... .........
Small Group Play .........
Large Group Play.........f 2.0 40 30 30 io 10
Stunts, Pyramids, and
Apparatus Activities ...... ..... ..... o o 1o io
Team Game Activities...... ..... ..... 40 40 6o 6o
Rhythmic Activities ........ 40 40 0 2.0 2.0 2.0

Total............. 100 loo oo loo0 1oo loo

Note 1:. Classroom Games have not been listed above because they are generally used
during inclement weather.
Note 2: Specific suggestions for developing a program of aquatic activities are not in-
cluded in this bulletin because most schools do not have the facilities on the school grounds.

After the teacher has determined the various phases of the physical
education program to be included in his plan for the year and the ap-
proximate percentage of time to be assigned to each type of activity,
he should set up his schedule according to days and weeks. In some
instances the program may be planned so that the weekly schedule
remains the same for the entire year, while in other cases it may change
at intervals.

Attention is called to the sample schedules included in this chapter.
It should be emphasized that, within certain limits, the schedules will
vary somewhat for each school and grade.. However, the schedules
should conform to the suggestions outlined in Table I insofar as the
school's existing facilities and equipment permit.

SAMPLE ELEMENTARY SCHOOL PHYSICAL EDUCATION PROGRAM
OCTOBER AND NOVEMBER 1940-41

Monday Tuesday Wednesday Thursday Friday

First Grade Directed Play Rhythmic Activities Small Group Play Directed Play Rhythmic Activities
9:45-10:15 Large Group Play

Second Grade Rhythmic Activities Small Group Play Directed Play Rhythmic Activities Small Group Play
10:15-10:45 Large Group Play Large Group Play

Third Grade *Small Group Play Team Game Rhythmic Activities *Small Group Play Team Game
10:45-11:15 Large Group Play Activities Large Group Play Activities

Fourth Grade Team Game *Small Group Play Rhythmic Activities Team Game *Small Group Play
1o:45-11:15 Activities Large Group Play Activities Large Group Play

Fifth Grade Rhythmic Activities *Small Group Play Team Game Team Game Team Game
11:15-11:45 Large Group Play Activities Activities Activities

Sixth Grade *Small Group Play Rhythmic Activities Team Game Team Game Team Game
11:15-11:45 Large Group Play Activities Activities Activities

Stunts, Pyramids, and Apparatus Activities should be substituted for Small and Large Group Play to the extent required to meet
the time allotment given in Table I. Classroom games have not been listed above because they are generally used during inclement
weather.

2-0 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

SAMPLE YEARLY PHYSICAL EDUCATION PROGRAM

Grade Week Monday Tuesday Wednesday Thursday Friday

I. 36 < 15 Minutes D aily-Rhythm ic Activities -
< 15 Minutes D aily-Play Act tivities ->-

9 Large Group Small Group Rhythms Large Group Rhythms
Play Play Play

9
II. -----------
9 Small Group
Play

9

9 Stunts Small Group Team Game Large Group Rhythms
Play Activities Play

9
III. -
9 Small Group
Play

9

9 Stunts Small Group Team Game Large Group Rhythms
Play Activities Play

9
IV. -
9 Team Game
Activities

9

PLANNING THE PROGRAM 2.I

9

9

9

Stunts

Large and
Small Group
Play

Track and
Field Events
(Apparatus
Work)

Team Games Team Games Large Group"
Activities Activities Play

Rhythms

9 Pyramids Team Game Team Game Team Game Rhythms
Activities Activities Activities

9

9 Large and "
VI. Small Group
Play

9 Track and
Field Events
(Apparatus
Work)

STEP TWO
DETERMINE THE SPECIFIC ACTIVITIES TO BE USED IN
THE PROGRAM DURING THE SCHOOL YEAR

When the teacher has completed that phase of the planning indicated
in Step One, he should tentatively select and list the specific activities
which will be used in the program during the year. This implies that
the teacher will make a list of the specific games which he plans to use
in small group play. In a like manner, the same procedure should be
followed for each phase of the program which he has planned to include
in his physical education schedule.

Listed below the teacher will find the various possible physical
education activities, classified according to the several phases of the
program; e.g., Small Group Play, Large Group Play, etc. The approxi-

12. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

mate grade placement has also been indicated as a guide to the teacher
in selecting activities for his grade. It should be noted that the classi-
fication is not to be considered as rigid or a fixed prescription to be fol-
lowed without exception. The ability, interests, and needs of children
will vary somewhat with each grade, school, and community; hence,
the teacher should feel free to adapt the program to his own particular
situation. This point cannot be emphasized too strongly if the program
is to function effectively in a school. After the teacher has decided upon
the activities to be included in his program for the year, he should make
tentative plans for introducing the several activities at appropriate
intervals during the year. New activities should be introduced on the
basis of developmental needs and interests of the child, rather than for
the purpose of building up a long list of games.

SMALL GROUP PLAY

Grades I and II
I. Brownies and Fairies
2. Call Ball
3. Dare Tag
4. Flowers and Wind
5. Fox and Geese
6. Giant's Cave
7. Hit the Club
8. New York
9. Old Mother Witch
i0. Overhead
ii. Red Rover
12.. Spider and Flies
13. The Huntsman

i. Cat and Mice
2. Dare Base
3. Line Race
4. Squirrels-in-Trees

Grades III and IV
i. Bowling
2.. Club Snatch
3. Cross Tag
4. Exchange Dodgeball
5. Hop Scotch Golf
6. Jump the Shot
7. Number Race
8. Over the Top
9. Red Light
io. Ring Toss
II. Safety Zones
12.. Square Dodgeball
13. Ten Trips
14. Two Deep

LARGE GROUP PLAY

i. Bombardment
2.. Crows and Cranes
3. Elimination Dodgeball
4. Farmers and Crows
5. Run-and-Throw-Back Relay
6. Stride Ball Relay

Grades V and VI
i. Buddy Spud
2.. Center Keep Away
3. Club Guard
4. Duck on a Rock
5. Goal Ball
6. Last One Out
7. Poison
8. Snake Tag

r. Bean-Bag-on-the-Head Relay
i. Double Newcomb
3. Post Ball
4. Stride Ball Shooting Relay

PLANNING THE PROGRAM

STUNTS, PYRAMIDS, APPARATUS ACTIVITIES
Grades III and IV Grades V and VI
I. Log Roll i. Chinese Get-Up
2.. Turk Stand 7. Wheelbarrow
3. Sit-Up 3. Through the Stick
4. Duck Walk 4. Tandem
5. Seal Crawl 5. Rocking Chair
6. Crab Walk 6. Stomach Balance
7. Wring the Dishrag 7. Sitting Balance
8. Spin 8. Human Ball
9. Forward Roll 9. Bone of Contention
o10. Frog Headstand o10. Rising Sun
ii. Spider Walk ii. Centipede
12.. Siamese Twins x2. Jump the Stick
13. Measuring Worm 13. Skin the Snake
14. Wooden Man 14. Neck Flip
15. Rocking Horse 15. Elephant Walk
16. Cane Grinder 16. Camel Walk
17. Angels
18. Merry-go-round
19. One Over
2o. The Clock
2.1. Boat Race
2.2.. Apparatus Activities
2.3. Pyramids

Grade III
i. Newcomb
i. Kick It and Run
3. Throw It and Run

ELEMENTARY TEAM GAMES
Grade IV Grades V and VI
i. Run Back (Boys) i. Simplified Touch Football
2.. Circle Soccer i. Alley Soccer
3. Pin Soccer 3. Simplified Soccer
4. Captain Ball 4. Captain Basketball
5. Newcomb Volleyball 5. Nine-Court Basketball
6. Bat It and Run 6. Tally Basketball
7. Two-Court Basketball (Boys)
8. Juggle Volleyball
9. Simplified Volleyball
io. Track (Boys)
ii. Triangle Softball
12.. Softball

RHYTHMIC ACTIVITIES
A. FUNDAMENTAL RHYTHMS:
Grades I and II Grades III and IV
i. Walk Additional to those
2.. Run previously used:
3. Skip i. Polka
4. Slide 2.. Step-Hop
(With variations and combinations)

Grades V and VI
Additional to those
previously used:
i. Waltz

2.4 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

B. RESPONSE TO IDEAS SUGGESTED BY Music (Imitative and Interpretative):
Grades I and II Grades III and IV Grades V and VI

I. Animal Imitations:
a. Bears
b. Bees
c. Birds
d. Bunnies
e. Camels
f. Circus Parade
g. Elephants
h. Horses
i. Lions

i. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

i. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

j. Owls
k. Turtles
1. Ponies
m. Woodpeckers

2.. Character Imitations:
a. Clowns
b. Giants
c. Goblins
d. Others suggested by
classroom work

3. Mechanical Imitations:
a. Clock and Watch
b. Jack-in-the-Box
c. Trains
d. Walking Dolls

4. Activity Imitations:
a. Let Us Bend Down
b. Rowing
c. See-Saw
d. Swinging

2.. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

3. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

4. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

C. DRAMATIZED RHYTHMS:
Grades I and II Grades III and IV
i. Nursery Rhymes: i. None
a. Hickory, Dickory Dock
b. Humpty-Dumpty
c. Little Jack Horner
d. Little Miss Muffett
e. Ride a Cock Horse
f. Simple Simon

i. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

3. Only those suggested
through classroom cor-
relations or other
phases of the thythm
program

4. Only those suggested
through classroom cor-
relations or other
phases of the rhythm
program

Grades V and VI
i. None

PLANNING THE PROGRAM 2-5

2. Poems: 2.. Those initiated through
a. All Together classroom correlations.
b. The Elf and the Original poems.
Dormouse
c. The Goblin
d. The Swing
e. This is the Way the Lady Rides
f. Others suggested by classroom work

3. Stories.
a. The Tortoise and the
Hare
b. Ferdinand
c. Pinocchio

3. Those initiated through
classroom correlations.
Original stories.

2.. Those initiated through
classroom correlations.
Original poems.

3. Those initiated through
classroom correlations.
Original stories.

4. Songs:
a. Two Little Molly Cottontails
b. The Huntsman

D. FOLK DANCES AND SINGING GAMES:

Grades I and II
i. Children's Polka
2.. Danish Dance of Greeting
3. Did You Ever See a Lassie?
4. Farmer in the Dell
5. Go Round and Round the
Village
6. London Bridge
7. Shoemaker's Dance
8. A-Hunting We Will Go
9. How D' You Do, My
Partner?
10. I See You
ii. Looby Loo
I2.. Rig-a-Jig-Jig

Grades III and IV
i. Ace of Diamonds
2.. Bleking
3. Captain Jinks
4. Csebogar
5. Dutch Couple Dance
6. Farandole
7. Gustaf's Skoal
8. Here We Go Round the
Mountain
9. Indian Braves
10. Jolly Miller
iI. Jump jim Crow
12.. Minuet
13. Peas Porridge Hot
14. Pop Goes the Weasel
15. Rovenacka
16. Thread Follows the
Needle
17. Broom Dance
18. Virginia Reel
19. Yankee Doodle

Grades V and VI
Additional to those previ-
ously used:
i. Bolera
2.. Finnish Reel
3. Highland Fling
4. Irish Washerwoman
5. Kerry Dance
6. Little Man in a Fix
7. Maypole Dance
8. Norwegian Mountain
March
9. Rye Waltz
o10. Sailor's Hornpipe
II. Sandy Land
12.. Sellenger's Round
13. Skip to My Lou
14. Tantoli
15. Tarantella

2.6 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

STEP THREE
DEFINITE PLANNING FOR THE DAILY AND WEEKLY
PHYSICAL EDUCATION PROGRAM
It is assumed that the teacher will have completed the planning of
his physical education program, as indicated in Steps One and Two,
prior to the opening of school in the fall. If this be the case, the teacher
is ready to plan definitely his instructional program for the first day and
at least as far ahead as the first week. Attention should again be called
to the fact that, while the program planning carried out in Steps One
and Two is of a tentative nature, the daily and weekly planning should
be rather definite to insure the most economical and effective use of
time.
In view of the above, the daily program planning for the week should
include new activities to be introduced, if any, activities to be reviewed,
and provision for pupil participation in planning. The teacher should
also list any objectives or teaching points which are to receive special
attention during the instructional period. An example of an actual
weekly plan taken from the curriculum records of the P. K. Yonge Lab-
oratory School at Gainesville, Florida, is included here. A study of this
tentative schedule will serve to illustrate the type of planning which
each teacher should pursue. A similar form might be used to record the
daily program as it actually was carried out, together with remarks
concerning any achievements or problems which should receive atten-
tion at a later date. From this latter form the teacher will have a basis
for preparing and planning the next week's program. The tentative plan
for each week, together with a record of what actually took place in
the class, will give the teacher a comprehensive record of the achieve-
ments which the class has made during the year. Program planning
of this type will lead to improved instruction in physical education
and permit this phase of the school program to make a definite con-
tribution to the goals of general education.

Grade 3

P. K. YONGE LABORATORY SCHOOL
PHYSICAL EDUCATION CURRICULUM RECORD
TENTATIVE SCHEDULE School Week: zo

Schedule Remarks
(MONDAY)
GYM-(OUTDOORS) Work toward the development in the minds
D. P. of this group that they are playing on a
S. G. team. Try to get them to see that for the
(T. G.) i. Kick It and Run (2.) good of the team you do not run over in
R. front of a teammate and try to field a ball
L. G. which is coming to him. Work also on the
idea of getting the group to be alert at all
times-to expect every ball to come to them.
(TUESDAY)
GYM-(OUTDOORS)
D. P. Teach Exchange Dodgeball to the group by
(S. G.) i. Exchange Dodgeball having it demonstrated by a small group;
T. G. C-2. (Pupils' choice) then use it as one of the four games. Let
R. C-3. (Pupils' choice) the children choose the other three games.
(L. G.) C-4. (Pupils' choice)

i. Elimination Dodgeball (a)
(WEDNESDAY)
GYM-(OUTDOORS) Divide the group on the basis of ability and
D. P. let each group play the scrub form of the
S. G. game. Work with the best group first and
(T. G.) i. Kick It and Run Scrub (4) try to get them going as quickly as possible
R. so that time may be given to the poorer
L. G. groups.
(THURSDAY)
(GYM)--OUTDOORS Bowling and Guess Ball have not been played
D. P. for some time; put them in to see if they
(S. G.) i. Bowling have not been chosen because the group
T. G. 2.. Exchange Dodgeball does not like them or if they have just for-
R. 3. Ring Toss gotten them.
(L. G.) 4. Jump the Shot Review Exchange Dodgeball which was
taught on Tuesday.
i. Elimination Dodgeball (z)
(FRIDAY)
(GYM)-OUTDOORS Review Bridge of Avignon with emphasis on
D. P. more strict rhythmic accuracy in the skip-
S. G. Fundamental Rhythms: ping with partners. While practicing the
T. G. i. Skip step-hop, use the fundamental similarly to
(R.) 2.. Step-Hop the way it is used in Bleking.
L. G. Folk Dances:
I. Bridge of Avignon
.. Bleking

CHAPTER FOUR

DIRECTED PLAY

OUTLINE
I. Definition
ii. The Basis for Directed Play
in. The Reasons for Directed Play
iv. Procedures:
A. First Step
B. Second Step
c. Third Step
D. Fourth Step
v. Special Comments

DEFINITION
Directed Play is individual or group play in which the number of
activities is dependent upon the wishes of the children and in which
there are as many or as few engaging in each activity as there are children
desiring the activity.

THE BASIS FOR DIRECTED PLAY
[ Usually the first grade child comes to school from a home in which
he has been the center of attention, where everything has revolved
around him. He is now faced with a situation in which all of his activities
are curbed by the fact that there are thirty other children who must now
be given attention. Therefore, he has a difficult problem of adjustment
facing him. To force this child into a play situation in which he must
always take his turn along with the other children in each game is too
much to expect of any child. As he is not ready to be placed in large group
games with the other children, so he is unable as yet either to conduct
a small group game or to follow successfully the directions of another
child. Again the first grade child has no conception of an organized

DIRECTED PLAY 2-9

game. His experience before coming to school has been with unorgan-
ized activities, such as "playing house," "being engineer on a train,"
bouncing balls, and "racing." While he now needs experience in organ-
ized games, he is not psychologically ready to play them. At this age
his attention span is short, he has a desire to be active, and he gets more
pleasure from just being active than he does from following a set of
rules.

Directed play should be flexible enough to give each child in the
group an opportunity to participate in those activities best suited to
his own level of development. He may, if he wishes, play the things
he has been playing at home. He may engage in any one of a number of
unorganized or organized activities with other boys and girls of his
own age. He may play alone if he so desires, though a constant effort
should be made to increase his enjoyment in playing with others. If he
tires of one activity, he may change to another. Thus this type of pro-
gram takes into account the psychological nature of the "average" first
grade child.

Directed play is used largely in the first two grades; it may, however,
be used above the second grade to discover the specific play activities
in a given community or to discover the leaders in a group.

THE REASONS FOR DIRECTED PLAY

i. To discover the specific activities of children in a given community
and to ascertain what the children want to play

2. To ascertain how the children in a given community play together;
i.e., their level of social conduct

3. To discover who are the natural leaders in the group

4. To provide an outlet for the child's innate desire for activity

5. To provide opportunities for conduct situations to arise, thus provid-
ing for the establishment of desirable social responses

6. To provide an opportunity for the teaching of games which will be
used later in the Small Group and Large Group phases of the program.

30 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

7. To meet the psychological needs of first grade children; i.e., their
tendency to act as individuals.
8. To teach the formulation of and carrying out of plans for play
9. To raise the group level of social conduct to that point which will
allow for participation in Small Group play under pupil leadership

PROCEDURES
First Step
Before each class begins, a box of equipment should be arranged so
that it is easily accessible to the group. At the beginning of the year
this box should contain enough equipment to enable nearly every child
to have one piece of equipment with which to play. The equipment
should consist of such things as volleyballs, small rubber balls, bean
bags, jump ropes, and other materials which hold a natural interest
for children.

When the group has reached the play area for the first meeting of
the class, have the children sit down facing the instructor. One child
should be selected to go to the box and tell the group what equipment
is there. After this has been done, the group should be told that the
whistle, when blown once, means "stop, look, and listen," and when
blown twice means for everyone to come and sit down in front of the
instructor. Next it should be pointed out that there is not enough equip-
ment for everyone to have what he wants, and a suggestion should be
made, preferably by the children, that each should share his equipment
with others. It also might be pointed out at this time that in order for
all to have fun no one must interfere with others or with the game of
another. This may be made more specific by pointing out that running
through another game or picking up equipment which belongs to some-
one else is interfering with others.

After this preliminary work is done, the children should be given
an opportunity to play. This may be done by asking, "Who has something
he would like to play?" When the children raise their hands, one is
selected to tell what he would like to play. If this activity seems suit-
able, he is told to get his equipment and find a place to play. After he
has done this and the instructor has checked to see that he does have
the right equipment and has selected a play area which is suitable,
the other children are asked, "Who would like to play with Johnny?"

DIRECTED PLAY 31

Those who raise their hands are given permission to go unless there
are too many, in which case the instructor would suggest that it might
be more fun to have two groups of the game. After the first group has
started playing, the instructor again selects someone to suggest a game
and the above procedure is repeated. This continues until all the chil-
dren are playing. It sometimes happens that several in the group do
not have an activity in mind, in which case the instructor might ask
the remaining members of the group to play with him or might suggest
several activities. If all of the equipment is in use before all children
have an opportunity to suggest an activity, the instructor should point
out that, since there is no more, they may play with someone who has
equipment or may engage in some activity which does not require
equipment.
When all the children are playing, the instructor should be alert
for teaching situations and as they arise should guide the children in
the solution of their problems. In some cases these situations will be of
such a local nature that they concern only the individual or group in
which they arise. Others will be general enough or will be of such a
nature that the whole class is involved, in which case the attention of
all the children should be called to the situation, and all should take
part in arriving at a solution of the problem. Children should not be
encouraged to change activities but may be allowed to do so with per-
mission from the instructor.
At the end of the period the ones who got the equipment out of the
box should be told to replace it and all should get ready to go back to
the classroom.
Second Step
After the children have mastered the procedure of the first step, it
is well to speed up the process of getting them into play, and it is well
to provide a little more difficult social situation. This may be done by
letting the child who suggested the game and those who want to play
with him get equipment and select the play area. In other words, when
a child has suggested a game he is told to stand. Then he and those who
want to play with him are sent to get equipment and find a place to
play.
The procedure may be still further accelerated by calling on several
children at once and letting these, together with those who wish to
play with them, get equipment and find places to play.

PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

The remainder of the procedure is the same as that for the first step
of directed play, except that children may be encouraged to change
activities when they have good reason to do so. They should be required
however, to secure the permission of the instructor.

Third Step-
When the children have demonstrated their ability to get their activi-
ties started successfully through the use of the second step, they should
be provided with a still more difficult social situation. They are told to
decide what they are going to play, find someone with whom to play,
and get together in the group. When they have done this, they are told
to select a leader for their activity and have him raise his hand so the
instructor will know that the group is ready to play. As a leader raises
his hand, the instructor calls him and his group over to tell him what
they plan to play and receive his permission.
The remainder of the procedure is the same as that for the first two
steps of directed play, except that children may be given permission to
change activities without consulting the instructor.

Fourth Step
When the children have mastered the procedure of the third step so
that they can get their activities started without undue delay, they
may be introduced to a still more difficult social situation. In this pro-
cedure, the children are told to decide what they are going to play, find
someone to play with them, get their equipment, and start playing. Thus,
all children are now given an equal right to get equipment and to con-
duct the activity. If the children have learned to plan successfully for
their play, they will now decide on a game, get the group together who
want to play the game, then go for equipment. If they have not learned
to play properly, they will all attempt to get a piece of equipment first,
then decide what to do with it and with whom to play, in which case
they are not ready for this step and should go back to the third step.
The remainder of the procedure is the same as that for the third step.

SPECIAL COMMENTS
Should Organized Games Be Taught in Directed Play?
Since first grade children have, as a general rule, very little concep-
tion of organized games, they should be taught some organized games

DIRECTED PLAY

in the directed play period. This may be done in several ways. Occasion-
ally it is well to teach an organized game to the entire group. However,
if some children do not want to learn the game, they may be allowed
to continue with unorganized activities while the others are learning
the new game.

Another opportunity is presented for teaching organized games in
directed play when a group of individuals do not know what they want
to play. Here the teacher might suggest a new game and teach it to
the group.

A new game might also be taught to a group of children who have
been playing one game and have grown tired of it.

Should Children Bring Equipment from Home? 5
If children want to bring equipment from home for directed play,
they should be encouraged to do so. In small schools this adds to the
limited amount of equipment and offers excellent opportunities for the
teaching concerned with the care of equipment and with social problems
which arise from sharing this personally owned equipment. 4

What Might the Children Play?
The following are activities which children often suggest and use
in directed play:
i. Bouncing, kicking, or throwing and catching balls (individually
or in groups)
z. Jumping rope (individually or in groups)
3. Playing "horsie" with jump ropes
4. Playing any small group or large group games which the chil-
dren know
5. Doing stunts or "acrobatics"
6. Playing singing games which the children know
7. Playing with dolls, scooters, or other equipment which the
children may have brought from home, etc.

34 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

Certain undesirable activities might be named, as:
i. Playing "Cops and Robbers"
2.. Playing tackle football
3. Doing nothing
4. Playing games which are dangerous, etc.

CHAPTER FivE

SMALL GROUP PLAY

OUTLINE
i. Definition
i. Basis for Small Group Play
iii. Procedures and Methods for Teaching Small Group Play
iv. Special Comments
v. Suggestions for Developing Leadership and Followership
vi. Description of Games

DEFINITION
Small group play is organized play providing for activity in small
groups of not more than eight for the primary purpose of social
development.

THE BASIS FOR SMALL GROUP PLAY
Many games, while enjoyable, require that only two or three par-
ticipants be active at one time, and when played in large groups, they
do not appeal to the child whose nature it is to be active. Some games
are enjoyed only when played in a small area and are not suitable for
large numbers of participants.
In a democratic society the child should have opportunities to acquire
some of the fundamentals of leadership and followership, so that he
may be better able to fulfill a worthwhile place as a citizen of the demo-
cracy. The elementary school child finds it difficult to conduct or to
lead activities in which a great many children are involved. Therefore,
it is easier to provide opportunities for the development of leadership
and followership in small group situations.
Small group games provide opportunities for large muscle activity,
but they demand a less technical skill development than do team
games. They also fill the child's need for a range of activities which may
demand less equipment than team games. The social situations in-
volved in small group games are somewhat different and more varied

3b PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

than those involved in team games, as they do not necessarily require
that all in the group work pointedly toward a definite end.
Games which meet these conditions are used, then, because they
provide:
i. A set-up for the development of social conduct in situations dif-
erent from those reached in directed play
2. Small social units in which the problems of leadership and follower-
ship arise
3. Play conditions which approximate the back yard playtime situa-
tions of the child
4. Opportunities for making choices and abiding by them
5. A repertoire of many games requiring little or no equipment

PROCEDURES AND METHODS FOR TEACHING
SMALL GROUP PLAY
First Form:
The planning for this type of program should, whenever possible,
be done in the classroom. It may, however, be done on the playground
or in the gymnasium with the children seated in front of the instructor.
In the first form of small group play, the instructor first determines
how many are going to play, and from this the number of games to be
played. Since the average class is composed of from twenty-eight to
thirty-two children, there would usually be four games. As the children
reach the stage where with some measure of success they can determine
the number present, the number of games to be played, and the maximum
number to play in each group, they should be given the opportunity
to do so.
Next, the instructor should tell the group whether he is going to
select the games to be played, or whether the group may select all or
several of the games. The children should be given an opportunity to
choose some of the games unless the instructor has a reason for selecting
them, such as to teach a new game or to review a game which has not
been played for some time. If the instructor plans the activities, he
merely names a game, selects a leader for the game, and sends the leader
to get the equipment ready for the group. Then he selects another game,
chooses a leader for it, and sends him to get equipment ready for the
group. After all games are selected and the leaders chosen, the class
goes out to play.

SMALL GROUP PLAY

When the class is allowed to select the activities, any one of three
methods may be used. First, this may be done by asking the class: "Who
has a game he would like to play?"; then, as the children raise their
hands, one is selected to name a game and that game is chosen as one
of those to be played. A leader is selected for the game. This procedure
is continued until all of the games have been chosen. Later another
method may be used. Here the children are asked: "Who has a game he
would like to play?" When the children raise their hands, one child is
permitted to name a game. Then the instructor asks, "How many would
like to play that game?" All those who want to play that game raise
their hands. If as many as one-third of the group so indicate, the instruc-
tor selects a leader for the game from those who raised their hands, and
sends him to get equipment ready for the group. Another child is called
on to name a game, and the procedure is continued as before, until all
games have been chosen. Should less than one-third indicate a desire to
play the game, it is not used on that day's program. Since several games
are to be played the child may indicate his desire to play more than one.
Another method which may be used for choosing games is through
the use of written ballot. A ballot box may be placed at the front of the
room and each child allowed to write down the four games he prefers
and drop his ballot in the box. The ballot method may also be used by
listing the games on a chart or on the blackboard, where the children
put checks by the four games they would like to play. In each of these
cases, some child should be given the responsibility for determining
from the voting which games are to be played that day.
When the activities have been planned and the children have reached
the playground, they are allowed to go to the game of their choice. This
is done by having the leaders face the group and raise their hands to
indicate they are ready. When all leaders are ready, the class is given
the signal to go. The children then run to the game they wish to play
and line up, single file, facing the leader. The leader then counts them,
beginning with himself, touching each child on the shoulder as he
counts. When he has reached the group limit (set in the classroom by
dividing the number of games into the number of children playing), he
places his hand between the last one within the group limit and those
who follow and says, "Please go to some other group." Each leader
then sees that all members of his group know the name of the game and
how to play it. Following this, he gets his game started.
After the children have played four or five minutes, the whistle is
blown and they are allowed to change games. At first this may be done

38 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

by having each group, with the exception of the leaders, move counter-
clockwise to the next game. Later in the year the children should be
allowed to go to any game other than one they have played during that
class period. This may be done by having them run to the game they
want to play and line up in front of the leader, just as they did at the
beginning of the period. Two or three changes may be made during
the period. It is not necessary, however, that each child play all four
games. If a child finds that all games except those in which he has played
have reached their group limits, he should go to the leader of the game
he wishes to play and ask him if there is anyone in the group who has
not played in the game that has not reached its group limit. The leader
then sends one of them to the game which does not have its quota,
thereby making a place for this child. At the end of the period the leaders
put their equipment away and the children return to their room.

Second Form:
In the second form of small group play, the procedure in the class
room is the same as that for the first form, except that no leaders are
selected. As a game is chosen, a child is selected to get the equipment
and take it to the place where the game is to be played.
When the children arrive at the playground or gymnasium, they go
to the game of their choice as in the first form. There are no leaders,
however, in front of whom to line up, and no one may send anyone
else away from the group. In order that too many will not play in a
group, no child may pick up any equipment or start playing until the
number in the group is down to or below the limits set for the group.
In other words, if there are too many in the group some must decide
themselves to leave before the game is started.
After a group is down to the limits set for it, the children in the
group may decide to select a leader to conduct the activity, or they may
play without a leader.
Changes are made at intervals of from four to five minutes just as
in the first form. Leaders, if any have been selected, must also change
games, and the new groups are formed just as they were at the beginning
of the period.
At the end of the period those children who brought equipment
out are asked to return it and the group returns to the classroom.

SMALL GROUP PLAY

SPECIAL COMMENTS
How Do You Begin Small Group Play?
In the first and second grades small group play grows naturally out
of directed play. During the first few weeks, when directed play is used
almost exclusively, the children should acquire some conception of pupil
direction of a game and should develop some idea of the responsibilities
of leadership. When the children have this conception and when they
evidence a desire to play together in groups, small group play should
be begun. The children will probably have learned some organized
games in directed play. One of these may be selected to be reviewed or
a new game may be taught them as a beginning to small group play.
Whether an old game is reviewed or a new one taught, it should be
done with the entire class playing in the same game. After the children
have a good conception of the rules and object, the instructor through
group discussion should help the children to discover that the game
would be more fun if played by a smaller group. This may be done by
selecting some child who has not had a turn and asking him how many
turns he has had. When the child says that he has not had a turn, the
group may be asked how the game might be played so that all may
have an opportunity to have a turn. Out of this discussion should come
the idea that it would be better to play the game in small groups. The
instructor should then point out that if the game is to be played by a
small group it will mean dividing the class into several groups and that,
since he cannot lead all of these groups at once, several leaders must be
selected to take his place. The class may then be divided into four groups
and a leader appointed for each. At this stage all four groups play the
same game, and frequent discussions should be held during the class
period to point out the characteristics of good and bad leadership.
When the children have a clear conception of the leader-follower rela-
tionship, a new game may be introduced, or a game that the groap
already knows may be added. The class will now be playing in four
groups, with two groups playing one game and two playing the other
game. About the middle of the period the whistle may be blown and
the class allowed to rotate. If the games are properly spaced, all children,
with one rotation, will have an opportunity to play both games. As
soon as possible a third game should be taught, and two groups of this
game, together with one each of the old games, make up the four games.
After the children have learned four games, they may be taught how to
line up in front of the leaders and how to "change" games (up to this

40 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

point one-fourth of the group has been sent to each leader by the teacher.)
From this point on, new games may be taught only as the children dis-
play a need for one.
How Does the Teacher Know When a New Game Should be Taught?
When the children begin to choose the same four games each time
they have small group play, it may be due to the fact that they have
tired of others. If the children lose interest in their small group play,
it may be due to the fact that they do not have enough games. Again,
if the children have difficulty in choosing four games to play, it may
be due to the fact that they are tired of some of the games they have.
All of these and other indications may give the teacher a clue as to when
a new game should be taught. Even though none of these conditions
exist, the teacher should increase their repertoire of activities by fre-
quently teaching new games.
How Many Small Group Games Should be Necessary for Any One Group?
Some groups will need more games than others. However, if the
games are suited for that particular grade level and if a well rounded
program is offered, ten to fifteen small group games should be sufficient
for any grade.
How Do You Introduce a New Small Group Game?
There are several methods of introducing a new small group game.
It has already been pointed out that the first game in the first two grades
may be taught to the entire class with the teacher acting as leader.
Another method is to have the game demonstrated to the class by a
small group; then let the class play it in four small groups. This method
is good for a game which is fairly easy for the class to master, because
it gives all of the children an opportunity to learn it quickly. A third
method for teaching a new game is to have it demonstrated to the group;
then let the class have two games of the new one and two games that
they already know. If these are properly spaced, by rotating once all
of the class will get to play the new game. Still another method is to
have the game demonstrated; then have only one group of the new
game along with three old ones. This method is good for particularly
difficult games because the instructor can stay with the one new game.
For games that are easy for the group to learn the new game may be
put in as one of the four games to be played. The instructor teaches the
game to the first group; then when the groups "change" he lets the
leader teach it. This offers excellent opportunity for leadership training.

SMALL GROUP PLAY

How Often Should the Children be Allowed to Choose
Their Small Group Games?
In a democratic society individuals are called upon to make frequent
choices. If children are to develop the ability to make wise choices, they
must be provided many opportunities to do so. Therefore, unless the
instructor has some reason for selecting their games, the children should
be allowed to choose them. After five games have been taught, the
instructor should select the activities only when he has a new game
he wishes to teach, or when he wishes to review an old game to accom-
plish some definite objective.
What Is Meant by "Rotation" and "Change"?
"Rotation" is the easiest method for having the children move from
one game to another. In this all of the children in each group, with the
exception of the leader, move counter-clockwise to the next game.
For "rotation" some arm signal may be used, such as moving the arm
horizontally from right to left in front of the body. When the signal
is given, the children move in an informal group to the next game and
stop in front of the leader for his instructions.
While "change" is more difficult for the children to master than
"rotation," it is not too difficult for elementary school children. In
this method all children, with the exception of the leaders, are allowed
to go to any game other than the ones in which they have played. A
different signal may be used for this, such as swinging the arms in opposi-
tion in front of the body. Upon the signal the children run to any game
they have not played and line up single file in front of the leader. The
leader, starting with himself, counts the players and, when the group
limit is reached, asks the remaining ones to go to another group.

SUGGESTIONS FOR DEVELOPING LEADERSHIP
AND FOLLOWERSHIP
Since the child's first experiences with organized leadership and
followership take place in the small group play program, these sugges-
tions are included here. The teacher should bear in mind, however,
that these same suggestions are applicable in all phases of the program.

42. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

LEADERSHIP
i. A good leader is well prepared to lead his activity.
a. He understands thoroughly the activity he plans to lead.
b. He has all necessary equipment ready before his group comes to
him. (He may have equipment placed ready for a game, or he may
have plans for its placement after the group arrives.)

2. A good leader organizes his game quickly and efficiently.
a. He knows the approximate number or the number limit of players
to comprise his group and establishes his group quickly.
b. He knows efficient ways to divide his group as the game demands,
ways to select an "It" or to fill positions, and ways to secure neces-
sary formations.

3. A good leader gains and keeps the respect of his group.
a. He is impartial in distributing choice positions, in distributing
praise or constructive suggestions to players, in welcoming with
equal friendliness all children eligible to play in his game, in con-
sidering suggestions from members of the group, and in making
his decisions fairly.
b. He receives the willing attention of the group when it is advisable.
c. He makes suggestions and gives directions in such a manner that
his group wants to follow them.
d. He uses good judgment in analyzing and solving difficulties which
arise, in evaluating suggestions of the group, and in considering
decisions to be made.
e. He acts upon his decisions firmly and inoffensively.
f. He leads his group, by good example, to meet adverse situations
cheerfully and to be unboastful of successes.

4. A good leader gives directions well.
a. He speaks courteously and in a well modulated voice.
b. He makes explanations and suggestions so that they are clear and
understandable to the group.
c. He is alert to any needs for further explanations.

SMALL GROUP PLAY

5. A good leader is enthusiastic and interested in having his activity
go well.
a. He is actively interested and enthusiastic in the activity he is
leading.
b. He encourages all in his group, by good example, to do their best
and to participate correctly.

6. A good leader concludes his activity fittingly.
a. He summarizes results or announces scores if there are such.
b. He makes sure that all equipment is properly replaced.

FOLLOWERSHIP
i. A good follower demonstrates a respect for the leader of his group.

a. He allows the leader to do the leading, rather than trying to as-
sume leadership himself.
b. He is considerate of the leader's problems and is tolerant and help-
ful, rather than critical of a leader's mistakes.
c. He makes suggestions to the leader, when advisable, in a fitting
and courteous manner.
d. He shows respect for the leader's opinions and accepts his decisions
as final.

i. A good follower listens to directions and follows them well.
a. He gives good attention to the leader and makes sure that he
understands directions before attempting to follow them.
b. He follows directions promptly, enthusiastically, and without ar-
gument.

3. A good follower is conscious of his participation in a social group.
a. He wants the group to accept him and seeks to develop the desirable
qualities which should make him acceptable.
b. He is courteous and friendly to all members of the group.
c. He is equally considerate of the rights, the feelings, and the inter-
ests of all members of the group.

44 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

4. A good follower cooperatively assumes his responsibilities in group
endeavors.
a. He works willingly and impartially with any member or members
of the group to secure group enjoyment and participation.
b. He tries enthusiastically to carry out the decisions of the majority.
c. He shares fairly with other members of the group the praise or
blame for any outcomes of group activity.
d. He offers willingly, when advisable, his help and his suggestions
in such ways as:
(i) Assisting with duties
(2.) Discovering and suggesting solutions to problems and ways
for improving standards of behavior and performance within
the group activity

5. A good follower is unselfish.
a. He shares fairly with everyone the opportunities and equipment
involved in group activity:
(i) Waits his turn willingly
(2.) Avoids delaying the group activity as in:
(a) Playing alone with equipment
(b) Allowing side interests or self-interest to lead him away
from group activity
b. He avoids trying to receive special attention or favors from the
leader.
c. He continues to give full support to group activities and purposes
until these are completed or fulfilled.

6. A good follower has self control.
a. He controls temper, anger, over-assertiveness, bossiness, over-
excitement, boisterousness, and unkindness.
b. He accepts criticisms, decisions, directions, or suggestions from the
leader or other members of the group without resentment or argu-
ment.
c. He listens politely when others are speaking.
d. He accepts adverse situations cheerfully and does not boast unduly
about successes.

SMALL GROUP PLAY 45

e. He abides by the desirable group standards of performance and
behavior.
f. He stands up for his own rights courteously and at the right time.

DESCRIPTION OF GAMES

BOWLING
PLAYERS-Not more than eight players
EQUIPMENT-Three Indian clubs. Two six-inch rubber balls
OBJECT OF THE GAME-
I. For a player to knock down as many clubs as possible each time
he rolls a ball
2.. For a player to win the game by scoring more points than any
other player

PLAYING RULES-
i. One player, selected by the leader to *
be the first Retriever, takes a position to *
one side of the Indian clubs, as shown
above. The other players, designated I\
as Bowlers, line up in single file behind\ \
the foul line. Ij
2. The first Bowler is given two balls and,
at a signal from the leader, he rolls X
them, one at a time, toward the In-
dian clubs. A player is given one point
for each club he knocks down.

3. After a Bowler has rolled the second ball, he announces his cumu-
lative score, sets up the Indian clubs, and stands to one side of
the pins; i.e., he becomes the Retriever for the next Bowler.

4. The previous Retriever recovers the balls, carries them to the
next Bowler, and goes to the end of the line.

5. The next Bowler takes his place behind the foul line and the game
continues as before.

PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

6. Should a player, in rolling a ball, step over the foul line, a foul
shall be declared. In the case of a foul the ball counts as one ball
bowled; no score may be made by that ball; and all clubs knocked
down shall be immediately replaced by the Retriever.
7. Should all three clubs be knocked down by the first ball, the
clubs shall be replaced by the Retriever for the Bowler's second roll.
8. The player who has the highest score at the end of the playing
period is declared the winner.
(Note-If there are more than five players in the group, it is advisable
to divide the group and have two games in progress at the same time.)

BROWNIES AND FAIRIES

PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For the players of one side to keep from being tagged by running
back to their starting line when the leader says, "Here come the
Brownies (or Fairies)"
2.. For the players who are chasing to tag as many of the other players
as possible before the latter can return to their starting line
3. For the players of one side to win the game by tagging all of the
players on the other side

PLAYING RULES-
i. The leader divides the group into two sides. One side, the Brownies,
take positions behind one end line. The other side, the Fairies,
take positions on the opposite end line, as shown above.
2. The leader directs the Brownies to turn their backs to the Fairies
and then motions to the Fairies to creep quietly up behind the
Brownies.
3. When the leader sees that the Fairies are close enough to the
Brownies to allow the latter a reasonable opportunity to tag them,
he calls, "Here come the Fairies." The Brownies then turn quickly

SMALL GROUP PLAY

F- D

F B

and chase the Fairies, tagging as many of them as possible before
they can cross their end line.
4. All Fairies who are tagged become Brownies. If a player crosses a
side line to avoid being tagged, he is considered as having been
tagged.
5. The leader then directs the Fairies to turn their backs and motions
for the Brownies to creep up behind the Fairies. When the Brownies
are close enough, the leader calls, "Here come the Brownies."
The Fairies then chase the Brownies.
6. All Brownies who are tagged before they reach their end line be-
come Fairies and the game continues as before; i.e., each side
chases in turn.
7. The side which first succeeds in tagging all of the players on the
other side is declared the winner. The group is then redivided
and a new game begun.
8. The play continues in the above manner until the end of the play-
ing period.
(Note-The leader should not call, "Here come the Brownies (or
Fairies)," until all of the Brownies are close enough that the Fairies have
a reasonable opportunity to tag them, nor should the leader give the
signal to run if any of the Fairies are watching.)

BUDDY SPUD

PLAYERS-Not more than eight players
EQUIPMENT-One volley ball

48 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

OBJECT OF THE GAME-
i. For the players not in possession of the ball to avoid being hit
by a thrown ball on the fly
2. For either of the two players who are It to hit a player below the
waist with a thrown fly ball
3. For a pair of Buddies to win the game by being It the fewest num-
ber of times

T O

PLAYING RULES-

I. The leader shall divide the group into pairs (Buddies) and shall
designate which pair is to be It.
.. Players may take any position within the playing area.
3. The leader shall start the game by giving the ball to one of the
players selected to be It.
4. All players, the Its excepted, may run any where within bounds
to avoid being hit by a thrown ball.
5. It may throw the ball at a player in an attempt to hit him below
the waist with a fly ball, or he may pass to his Buddy.
6. If an It is successful in hitting a player below the waist with a
thrown ball on the fly, the player so hit and his Buddy become
the new Its and the game proceeds as before.

7. A player who is It may not run with the ball in his possession.
Penalty: Each violation counts as one additional time at being
It.

SMALL GROUP PLAY 49

8. Out-of-bounds balls must be retrieved by an It. The ball shall
be put in play by a throw-in from the point where it went out-of-
bounds.
9. A player who runs out-of-bounds to avoid being hit by a thrown
ball is automatically considered as having been legally hit.
io. The play continues in the above manner until the end of the play-
ing period. The pair of Buddies who have been It the fewest num-
ber of times is declared the winner; however, putting the ball in
play at the beginning of the game does not constitute a time at
being It.
(Note-If there are an even number of players the leader shall play
and act as referee. If there are an odd number of players in the group
the leader may either stay out of the game and referee or appoint some-
one else to do so.)

CALL BALL

PLAYERS-Not more than eight players
EQUIPMENT-One volley ball
OBJECT OF THE GAME-
i. For a player, when his name is called, to catch the ball and thus
become the Thrower
2. For the Thrower to toss the ball in such a way that the player *
whose name has been called has an opportunity to catch it

PLAYING RULES-

i. One player, selected by the leader
to be the Thrower, is given the ball.
The other players take positions in
a line in front of and facing the
Thrower as shown in the diagram.
2.. At a signal from the leader, the
Thrower calls the name of some
player and then tosses the ball
straight up into the air.

"XX

X XX

50 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

3. The player, whose name is called, runs out and attempts to catch
the ball. Should he succeed in catching the ball before it touches
the ground, he changes places with the Thrower.
4. Should a player, whose name has been called, fail to catch the
ball, the Thrower shall retrieve the ball, call the name of another
player, and again toss the ball.
5. Should the Thrower toss the ball in such a way that the player
whose name he called does not have a reasonable opportunity
to catch it, the player is considered as having caught the ball,
and shall change places with the Thrower. The leader shall be the
judge as to whether the player had a reasonable opportunity to
catch the ball.
6. Should the Thrower interfere with the player trying to catch the
ball, the latter shall be considered as having caught the ball.
7. If, when the Thrower has tossed the ball three times, none of the
players called have succeeded in catching it, the Thrower shall
say, "I have had three turns and I choose (so and so) to be Thrower."
8. The game continues in the above manner until the end of the
playing period.

(Note-Should the skill of the group be such that the players have
difficulty in catching the ball on the fly, it may be advisable to permit
them to catch it on the first bounce.)

CENTER KEEP AWAY

PLAYERS-Not more than eight players

EQUIPMENT-One volleyball. One base for each baseman

OBJECT OF THE GAME-
I. For the players who are basemen to pass the ball to each other
in such a way as to prevent the It from obtaining possession of the
ball

z2. For the It to legally obtain possession of the ball and thus become
a baseman

SMALL GROUP PLAY 51

PLAYING RULES-
i. One player selected by the leader
to be It takes his place in the -
center of the playing area. The \ j
remaining players, designated as I
basemen, take positions on their
respective bases as shown in the
diagram.
z. One of the basemen is given the 0
ball and, at a signal from the
leader, puts the ball in play by passing it to any other baseman.
3. When a baseman receives the ball he must pass it to some other
baseman. As the ball is passed from one baseman to another,
the It attempts to intercept the ball. Should he succeed in doing
so he becomes a baseman and the player who last threw the ball
becomes the It.
4. Should the It gain possession of a ball which has been missed by
a baseman he changes places with that baseman. Wild throws
retrieved by the It shall be considered as interceptions and the
player who threw the ball shall change places with the It.
5. A baseman must keep one foot on his base at all times. When a
player violates this rule he automatically becomes It.
6. When a baseman receives the ball he must throw it to another
baseman within three seconds. Should a baseman fail to throw
the ball within three seconds after catching it he automatically
becomes It.
7. Should the It gain possession of the ball by stopping on a base or
by playing the ball while it is legally in possession of a baseman,
he shall not be considered as having gained possession of the ball.

8. Should an It and a baseman gain possession of the ball simulta-
neously the ball shall be considered as having been caught by
the It.

9. The game continues in the above manner, the It changing places
with a baseman each time he legally gains possession of the ball,
until the end of the playing period.

52. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

(Note-It is not advisable to have more than five basemen. Should
there be more than six players in the group, more than one It may be
used in playing the game.)

CLUB GUARD
PLAYERS-Not more than eight players
EQUIPMENT-One Indian club. One volley ball
OBJECT OF THE GAME-
I. For the Guard to prevent the club from being knocked down by
a thrown ball
2.. For the other players to knock the club down by throwing the
ball at it
3. For a player to become the Guard by knocking the club down.
PLAYING RULES-
i. One player, selected by the leader to
X* be Guard, takes a position near the
club. The other players form a circle
Sf around the club as shown in the dia-
gram.
z. One player is given the ball and, at a
signal from the leader, he starts the
X game by throwing the ball at the
club or by passing the ball to another
player, who is in a better position to throw at the club.
3. If a player succeeds in knocking the club down with a legally
thrown ball, he changes places with the Guard; the club is re-
placed; and, at a signal from the leader, the ball is again put in
play as before.
4. A ball which is thrown by a player who is standing inside the
circle shall not be considered as a legally thrown ball.
5. A Guard may protect the club by blocking the ball with his feet
or legs. If he steps over or into the Club Area or plays the ball
with any part of the body above the waist, the club is considered

SMALL GROUP PLAY 53

as having been knocked down, and the Guard changes places
with the player who last threw the ball.
6. If the ball comes to rest within the circle, the Guard must retrieve
it and pass it to some player on the circle.
7. The game continues in the above manner until the end of the
playing period.
(Note-Since kicking the ball slows up the game, it may be advis-
able to rule "kicking" a foul, if the Guards insist on kicking instead of
blocking the ball.)

CLUB SNATCH
PLAYERS-Not more than eight players
EQUIPMENT-One Indian club
OBJECT OF THE GAME-
i. For the player who secures the club to run across either base
line or side line without being tagged
z. For the player who fails to secure the club to tag the opposing
player before he can cross any line
3. For a team to win by accumulating more points during the play-
ing period than the opponents
PLAYING RULES-
i. The players, divided 0 3
into two teams, take
their places as shown 0 X
in the diagram. ( *
2. One player on each*3 O X
team, who is desig-
nated as captain, 0 X
numbers the players
of his team consecutively beginning with one.
3. The leader designates the players who are to run by calling a
number. Since the players from each team are numbered consecu-
tively beginning with one, a player from each team will run.

54 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

4. When a player's number is called, he runs out and attempts to
secure the club and carry it across any one of the four lines with-
out being tagged by his opponent.
5. If the player whose number has been called fails to secure the
club, he attempts to tag the player with the club.
6. If the player who secured the club succeeds in crossing any one
of the four lines without being tagged, a point is scored for his
team.
7. If the player who secures the club is tagged before crossing a line,
a point is scored for the opposing team.
8. As soon as a player steps into the "club circle" or touches the
club he is eligible to be tagged.
9. Players who are attempting to secure the club must keep moving
around the "club circle." If a player stops walking a point is
scored for the opponents.
o10. When two players have completed their play, the leader calls
another number and the game proceeds as before.
ii. The team which has the greater number of points at the end of
the playing period is the winner.

CROSS TAG
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME--
i. For It to tag the player he first starts chasing or any other player
who crosses between him and the one he is chasing
z. For the player who is being chased to keep from being tagged
3. For any player who is not being chased to "save" the one being
chased by definitely crossing between him and the It
PLAYING RULES-
i. The leader selects one player to be It. The It and all other players
take positions anywhere within the playing area as shown above.

SMALL GROUP PLAY 55

2.. At a signal from the leader, the It calls the name of any player
and attempts to tag him. The It must chase the player whose
name he called until he tags him or until some other player crosses
between It and the one being chased.
3. Should a player cross between the It and the player he is chasing,
the It must now chase this player.
4. When a player has been legally tagged, he becomes the It. The
new It calls the name of another player and the game proceeds
as before. He may not, however, call the name of the player who
tagged him.
5. Should a player run out-of-bounds to avoid being tagged, he is
considered as having been tagged.
6. Should two players cross between the It and the player being
chased at the same time, the It must chase the one who crossed
nearest him.
7. The game continues in the above manner until the end of the play-
ing period.

DARE TAG

PLAYERS-Not more than eight players
EQUIPMENT---None
OBJECT OF THE GAME-
i. For the It to tag any player inside the playing area

xx

56 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

2.. For the other players to avoid being tagged while they are inside
the playing area
PLAYING RULES-

X i. One player, selected by the
leader to be It, takes a position
X ^in the center of the playing
area, as shown in the diagram.
2.. The other players take posi-
SX tions just outside the playing
area behind any boundary line.
X 3. At a signal from the leader, the
players run into the playing
area, thus daring the It to tag them. The It may tag a player who
has entered the playing area and before the player can recross a
boundary line. Players are eligible to be tagged only when they
are within the playing area.
4. Players who are not tagged may continue to dare the It by running
in and out of the playing area at any time during the game.
5. A player tagged while he is in the playing area immediately be-
comes the new It and may tag any player except the It by whom
he was tagged. The latter may join the other players in daring
the It but is only eligible to be tagged after some other player
has become It.
6. Any player who makes no effort to avoid being tagged is in-
eligible to become the next It, and should be disregarded by the
player who is It at that time.
7. The game continues in this way, any player legally tagged becom-
ing the next It, until the end of the playing period.

DUCK ON A ROCK
PLAYERS-Not more than eight players
EQUIPMENT-One soft ball for each player with exception of It. One
Indian club. One box approximately 14 inches long, 6 inches wide, and
6 inches high

SMALL GROUP PLAY 57

OBJECT OF THE GAME-
I. For the players, It excepted, to knock down the club by rolling
the ball at the box or failing in this to retrieve their ball and run
across the starting line without being tagged by It
2. For It to legally tag any player who has picked up his ball in an
attempt to reach the starting line

X*
...--, XIT"

PLAYING RULES-
i. The leader selects one player to be It. This player shall take a posi-
tion near the club. The other players are given balls and arranged
along the starting line, as indicated above.

2.. When the leader says, Go! any player may roll his ball at the box
in an attempt to knock down the club. When a player has rolled
his ball, he runs and stands beside it. Players must be behind
the starting line when rolling balls.

3. A player may pick up his ball and run with it to the starting line
at any time. When a player has picked up his ball, he is eligible
to be tagged until he has crossed the starting line. He may not
put his ball down on the ground or drop it to keep from being
tagged.

4. It may tag any player who has picked up his ball. Such a player
is eligible to be tagged until he crosses the starting line.

5. When the club has been knocked down, It must replace the club
in an upright position on the box before tagging any player; i.e.,
no one is eligible to be tagged unless the club is in this upright
position on the box.

58 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

7. When the club has been knocked down, every player who has
not returned to the starting line must pick up his ball and run,
except the player who knocked down the club. The player who
knocked the club down may run if he wishes.
6. It may not interfere with balls being rolled at the club, Should
this occur, the player may retrieve his ball and roll it again.
8. When the club has been knocked down, no player may roll his
ball until that play has been completed; i.e., all players except
It are behind the starting line.
9. Should the situation arise where there is no player behind the
starting line It may call "Run" in which case all players must re-
trieve their ball and immediately attempt to reach the starting
line.
io. When a player has been legally tagged he shall give his ball to
It and the two change places; i.e., It now becomes a player.

ii. A player who is hit by a rolling ball automatically becomes It.

VARIATIONS-

i. Where sufficient balls are not available two players may use the
same ball by taking turns.

z2. When the game is played indoors it is advisable to use bean bags
instead of balls. The playing area is reduced in size and the club
is placed on the floor instead of on the box.

EXCHANGE DODGE BALL

PLAYERS-Not more than eight players
EQUIPMENT-One volley ball
OBJECT OF THE GAME-
i. For the center players to run and dodge the ball in an effort to
keep from being legally hit
2. For an It to hit any center player with a legally thrown ball

SMALL GROUP PLAY 59

IT

PLAYING RULES-
i. The leader selects two players to be It. The Its take positions be-
hind the end lines, one at each end of the playing court, as shown
above. The remaining players are designated as Center Players and
take positions anywhere within the playing area.
2. One of the Its is given a ball and, on a signal from the leader,
puts the ball in play by throwing it at a center player. The ball
must be thrown from behind the end line to constitute a legal
throw.
3. If a legally thrown ball hits a Center Player below the waist, either
on the fly or bounce, that player becomes an It and changes places
with the It who threw the ball.
4. Center Players may run anywhere within bounds to keep from be-
ing hit by a ball. Should a player run out-of-bounds to avoid
being hit he automatically becomes It and changes places with
the It who last threw the ball.
5. Thrown balls must be recovered by an It and put in play from be-
hind the end line; i.e., a throw-in from the side lines is illegal.
6. Play continues in the above manner until the end of the playing
period.
(Note-The length and width of the playing area should be increased
or decreased in relation to the number of players taking part and in
relation to the skill of the players. If there are six or more players in the
group it may be advisable to divide the group and have two games in
progress at the same time.)

FLOWERS AND WIND
PLAYERS-Not more than eight players
EQUIPMENT-None

60 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

OBJECT OF THE GAME-
i. For the Flowers to avoid being tagged when the opposing side
guesses the flower which has been chosen
.. For those who are the Wind to tag as many of the Flowers as pos-
sible before the latter can cross their starting line
3. For a side to win the game by tagging all of the players on the
other side

F F (2) F ~()
FFF),-
F F ),. _-W

^ ___ F X--W

PLAYING RULES-

i. The leader divides the group into two sides, designating one as
the Wind and the other as the Flowers. The players of each side
take positions behind their respective starting lines as shown
above.
z. The Flowers choose the name of a flower, join hands, and skip
forward to within a few feet of the opposing players.
3. The players who are the Wind attempt to guess the name of the
flower which has been chosen. When a player thinks that he
knows the name of the flower, he raises his hand and the leader
calls upon him to guess. If the players who are the Wind have
difficulty in guessing the name of the flower chosen, they may
ask any question which can be answered by "yes" or "no."
4. The Flowers shall reply to each guess by saying, "Yes," or "No."
When the name of the flower chosen has been guessed, the Flowers
reply, "Yes," and run for their starting line. The players who are
the Wind attempt to tag as many of the Flowers as possible before
the latter can cross their starting line.

SMALL GROUP PLAY 61

5. Any Flower who is tagged before crossing his own starting line
becomes a member of the opposing side. If a player runs out of
bounds to avoid being tagged, he is considered as having been
tagged.

6. When the Flowers have either succeeded in safely crossing their
starting line or have been tagged, the players who were the Wind
return to their starting line, taking with them the Flowers who
were tagged.

7. The Flowers now become the Wind, the Wind become the Flowers,
and the game proceeds as before.

8. The game proceeds in the above manner; i.e., each side in turn
chooses the name of a flower, until the end of the playing period.
If one side succeeds in tagging all of the players of the other side,
the players are redivided and a new game started.

9. If a side is unable to guess the name of the flower chosen, the
Flowers may tell them the name of the flower, in which case, the
Flowers shall have an opportunity to choose another flower to
be guessed.

o10. The players who are the Wind may refuse to guess until the Flowers
come close enough to assure a reasonable opportunity of their
being tagged.

FOX AND GEESE

PLAYERS-Not more than eight players

EQUIPMENT-None

OBJECT OF THE GAME-

x. For the Fox to tag as many Geese as possible

2.. For the Geese to run from the end line to the opposite end line
without being tagged

3. To see which Fox can catch the greater number of Geese

62. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

G

GG

PLAYING RULES-
I. One player, selected by the leader to be the Fox, takes a position
in the center of the playing area. The other players, who are desig-
nated as Geese, take their places behind one of the end lines as
shown above.
1. When the Geese are ready the Fox calls, "Run, geese, run," where-
upon the Geese must run and attempt to cross the opposite end
line. The Geese are eligible to be tagged until they have crossed
this line.
3. If any of the Geese run out-of-bounds to avoid being tagged they
shall be considered as having been tagged.
4. All Geese who have been tagged are eliminated from the game
and must stand out-of-bounds on one side of the playing area
as shown above.
5. The Geese who have not been tagged line up on the near end line
and, on the signal from the Fox, run back to the original starting
line.

6. The play continues in this way until the Geese have run three
times. The Fox then says, "I have had three turns and I have
caught [so many] Geese. I choose [so and so] to be the Fox. The
new Fox shall be chosen from those Geese who have not been
eliminated, or in case all have been eliminated, the last one caught
shall be the new Fox.

7. When the new Fox has been selected, all Geese (including those
who have been previously eliminated and the player who has

SMALL GROUP PLAY 63

just been the Fox) take their places behind one of the end lines
and the game proceeds as before.
8. Play continues in this way until the end of the playing period.
The Fox who has caught the greatest number of Geese in any set
of three turns is declared the winner.

GIANT'S CAVE
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For the Children, when the Mother says, "Here comes the Giant,"
to reach "Home" before being tagged by the Giant
z. For the Giant, when the signal is given, to tag as many Children
as possible before they can return "Home"
3. To see which Giant can tag the most Children

M G

PLAYING RULES-
i. One player, selected by the leader to be Giant, takes his place in
the "Giant's Cave," as shown above.
2. Another player, selected by the leader to be the Mother, takes her
position as indicated in the diagram.
3. The remaining players, who are designated as Children, take places
behind the "Home" line.
4. At a signal from the leader, the Children go to the Mother and
ask, "Mother, may we go out to play?"

64 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

5. The Mother answers, "Yes, but don't go near the 'Giant's Cave'."
Whereupon, the Children dance and play as near the "Giant's
Cave" as they dare.
6. When the Mother thinks that the Children are near enough to
the "Cave" to give the Giant a reasonable opportunity to tag
them, she calls, "Here comes the Giant!" At this signal, the
Giant chases the Children and attempts to tag as many of them
as possible before they can reach "Home." If a player crosses a
side line to avoid being tagged, he is considered as having been
tagged.
7. All Children who are tagged before they cross the "Home" line
are eliminated from the game and take positions behind the
"Giant's Cave" until the new Giant is chosen.
8. When the Giant has returned to his "cave," and the Children who
were not tagged have taken positions behind the "Home" line,
the leader gives a signal and the game proceeds as before.
9. When the Giant has had three turns to tag the Children, he says,
"I have had three turns, and I have tagged [so many] Children.
I choose [so and so] to be Giant." The new Giant must be chosen
from those Children who were not tagged, or, in case all Children
were tagged, the last one tagged shall be the next Giant.
10. The original Giant now becomes the Mother; the new Giant takes
his place in the "Giant's Cave"; the Children, including the original
Mother and all Children who were tagged, take positions on the
"Home" line; and the game proceeds as before.
ii. At the end of the playing period, the Giant who has tagged the
most Children in any set of three turns is declared the winner.

GOAL BALL
PLAYERS-Not more than eight players
EQUIPMENT-One volley ball or soccer ball. Two two-feet by four-feet
bases to serve as goals
OBJECT OF THE GAME-
i. To score more goals than the opponents by passing the ball to
a teammate who has one or both feet on the base

SMALL GROUP PLAY 65

2. When not in possession of the ball, to prevent the opponents from
scoring goals

if

PLAYING RULES-
i. The players are divided into two teams of equal numbers.
2. At the beginning of the game and after each goal scored, the
ball is put in play by a "throw-in" from the end line opposite
the goal of the team making the "throw-in." The referee or group
leader shall designate the team to put the ball in play at the be-
ginning of the game. After each goal, the team scored on makes
the "throw-in."
3. The ball may be advanced only by throwing it from one player
to another; i.e., there may be no dribbling, kicking, or running
with the ball.

4. A goal is scored when a player catches a ball while standing with
one or both feet on his own goal. (Note-One foot may be out-
of-bounds.) Each goal counts one point. If a player catches a
ball while standing on the opponent's goal a point is scored for
the latter.
5. A ball which goes out of bounds shall be thrown in at the spot
by a player of the team opposite the one which last touched the
ball. A goal may not be scored direct from a "throw-in."
6. It is a foul to: dribble the ball; kick the ball; take more than one
step while in possession of the ball; hold, push, trip, block, or
otherwise interfere with an opponent; step on the opponent's
goal; touch a ball which is in possession of an opponent; or to
interfere with the scoring of a goal by playing behind the oppo-
nent's goal.

66 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

7. A "jump ball" occurs when two opponents gain possession of
the ball simultaneously.
8. When a player commits a foul, the ball shall be given to a player
of the opposing team at the spot where the foul occurred for an
unguarded throw. A goal may be scored direct from this unguarded
throw.
9. If a player is fouled while standing on his own goal, a point is
scored for his team. If a goal is scored in this play two points shall
be credited to his team.

HIT THE CLUB
PLAYERS-Not more than eight players
EQUIPMENT-Two Indian clubs, one volley ball, and one piece of chalk
OBJECT OF THE GAME-
i. For a player to roll the ball and knock down the opponent's
Indian club thus scoring a point for his team
2. For a team to win the game by scoring more points than the
opponents

20o ( --X 1

PLAYING RULES-
i. The leader divides the players into two teams. The players of
each team take positions behind their own Indian club, as shown
above.
2.. The first player on one of the teams is given the ball. At a signal
from the leader this player stands behind his own club and rolls
the ball toward the opponent's Indian club.

SMALL GROUP PLAY

3. If he succeeds in knocking over the Indian club, the leader (or
the scorekeeper, if the leader has chosen someone other than
himself to keep score) records one point for that player's team.
4. The first player on the opposing team recovers the ball and rolls
it back toward the opposite Indian club.
5. The second player of the team which originally put the ball in
play, now recovers the ball and rolls it. The game continues in this
way, the players of each team rolling the ball in turn. One point
is recorded for a team each time a player on that team knocks down
the opponent's club.
6. If a player stops a ball, which has been rolled by an opponent,
before it reaches the club, the scorer shall record a point for the
opponents just as if the club had been knocked down.
7. If a player rolls the ball from in front of his own Indian club no
score shall be recorded should the opponent's club be knocked
down.
8. The team which has the greatest number of points at the end of
the playing period is the winner.
(Note-If there are more than five players in the group, it is advisable
to divide the group and have two games in progress. If there are an
even number of players the leader shall play and act as scorekeeper. If
there are an odd number in the group the leader may either stay out
of the game and keep score, or appoint someone else to do so.)

HOP SCOTCH GOLF

PLAYERS-Not more than eight players

EQUIPMENT-One eraser. One piece of chalk

OBJECT OF THE GAME-

i. For a player to get the eraser in a Hole in the fewest number of
kicks (strokes)

2.. For a player to win the game by scoring the greatest number of
points

68 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

PLAYING RULES-

02 p I. The leader num-
bers the players
#3 consecutively
0~ # beginning with
one.
2.. The No. I play-
er places the
eraser in the
No. 4 Hole.
X X H:ppingo-ioa oe
foot, he kicks
the eraser into the No. x Hole in as few Strokes as possible. The
eraser must be kicked with the foot on which he is hoppin-. A
player must hop on the same foot while playing a Hole, and each
time the other foot touches the floor an additional Stroke shall
be counted.
3. A player may not take more than ten strokes in playing a Hole.
4. When the No. i player has finished playing the first Hole (the
eraser must be wholly within the circle), he announces the num-
ber of strokes which he has taken and carries the eraser back to
the No. 2 player.
5. Each of the remaining players, in turn, play the No. i Hole in the
same manner.
6. When all players have completed the first Hole, the player who
finished the Hole in the fewest number of strokes receives two
points for winning the Hole. In case more than one player have
"low score" for the Hole (tie), each receives one point.
7. The players proceed to play the remaining Holes in like manner,
each starting from the preceding Hole.

8. At the end of the playing period, the player who has scored the
greatest number of points is declared the winner.

(Note-If time permits, players may go around the "course" more
than once. If there are more than four players in the group, it is advis-
able to divide the group in half, one half starting at Hole No. 2. while

SMALL GROUP PLAY b.9

the other starts at Hole No. 4. A player should stop when he has made
more strokes than another player who has already played the hole.)

THE HUNTSMAN
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
I. For a player to become the next Huntsman by being the first to
cross the starting line after the Huntsman says, "Run Home"

NJ" (o) ,, t //" // H w

x x x, x

PLAYING RULES-
i. One player, selected by the leader to be Huntsman, takes his posi-
tion in front of and facing the group, as shown above.
z. The other players take positions on he starting line.
3. The Huntsman starts the game by asking, "Who would like to
hunt (fox, chickens, quail, bears, etc.) with me?" Those who
wish say, "I do," and follow the Huntsman, who turns and walks
away, pretending to hunt.
4. The Huntsman leads the group away in single file until the players
are in such position that all have an equal opportunity te return
to the starting line. He then calls, "Run Home," whereupon the
players race for the starting lice.
5. The player to first cross the starting line, "Home," becomes
the next Huntsman. The original Huntsman takes a place at either

70 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

end of the starting line to judge the winner of the next game.
(The leader should be the judge for the first game.)
6. If while "hunting," a player deliberately lags behind the group
so as to be the first one back, the judge for that game may declare
him ineligible to become the next Huntsman.
7. The game continues in this way until the end of the playing
period.
(Note-It is not absolutely necessary for a player to go "hunting"
each time. A player who does not take part in a "hunt" is ineligible
to become the next Huntsman.)

JUMP THE SHOT
PLAYERS-Not more than eight players
EQUIPMENT-One piece of rope 10 feet long with a shot bag tied to the
end of the rope. The shot bag may consist of a bean bag, old box-
ing glove, or a soft ball enclosed in a sack.
OBJECT OF THE GAME-
i. For all players, except the It, to avoid being hit by jumping over
the shot
z2. For the It to hit a player legally with the shot
3. For a player to become the next It by staying in the circle longest

PLAYING RULES-

i. The leader chooses one player (the It) to
swing the shot. This player takes a posi-
sition on his knees in the center of the
playing area.
2. At a signal from the leader, the It starts
swinging the shot in a circle, changing
the rope from one hand to the other as
it passes in front and in back of him. The
shot may at no time rise more than six
inches above the floor.

X

I IT

4'' X

SMALL GROUP PLAY 71

3. When the shot has gained sufficient momentum, the other players
move far enough within the circle described by the shot so that
it is necessary for them to jump over the shot to avoid being hit.
4. If the shot, while traveling not more than six inches above the
floor, hits a player, that player is eliminated and takes a position
outside of the circle. If a player is hit by the shot when it is travel-
ing more than six inches above the floor, he may continue in the
game.
5. If a player moves outside of the circle to avoid being hit, he is
automatically eliminated.
6. After a player has been hit, the It again starts the shot and the
game continues as before, until all but one of the players have
been eliminated. The remaining player becomes the It for the
next game.
7. The game continues in the above manner until the end of the
playing period.
(Note-The leader should allow It sufficient time to get the shot trav-
eling smoothly before giving the signal for the players to move into the
circle. When the signal is given, all players should move into the circle
at the same time.)

LAST ONE OUT
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For a team to get all of the players of the other team on its side
by tagging those who are eligible to be tagged

72. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

PLAYING RULES-
i. The players are divided into two teams and take their places as
shown above.
2. Any player may leave his base and dare a player from the other
team to tag him.

3. A player may tag an opponent provided the latter left his base
before he did.

4. A player who has been legally tagged becomes a member of the
opposing team.
5. A player who has legally tagged an opponent must return him
to his (tagger's) base and while doing so neither is eligible to
be tagged.
6. Should a player, to avoid being tagged, run out-of-bounds, he is
considered as having been tagged.
7. The game continues in the above manner until the end of the
playing period or until all of the players are on one team.
(Note-A player should leave his base, dare an opponent to tag him,
and lure him close enough so that a teammate (of the player being chased)
can tag the opponent. A player who is being chased should touch his
base, turn, and chase the opponent.)

NEW YORK
PLAYERs-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
I. For the players of the side pantomiming an activity to avoid be-
ing tagged when the opposing side correctly guesses the activity
being pantomimed
2. For the players of the guessing side to tag as many opponents as
possible before they can cross their starting line
3. For a side to win the game by tagging all of the players on the
other side

SMALL GROUP PLAY 73

'X

PLAYING RULES-
I. The leader divides the group into two sides. The players of each
side take positions behind their respective starting lines as shown
above.
2.. The leader directs the players of one side to choose an activity
to be pantomimed; e.g., picking flowers, gathering nuts, washing
clothes, etc. When the activity has been chosen, the players of
that side join hands and skip forward to within a few feet of the
opposing players.
3. As the players skip, the following conversation takes place:
Skipping side: "Bum bum bum, here we come."
Opponents: "Where are you from?"
Skipping side: "New York."
Opponents: "What's your trade?"
Skipping side: "Sweet lemonade."
Opponents: "Show us some."
4. When the conversation has been completed the skipping side
proceeds to pantomime the activity which they have chosen,
while the players on the other side attempt to guess the activity
being pantomimed. The players who are pantomiming shall reply
to each guess by saying, "Yes," or, "No."
5. When a player has succeeded in guessing the activity all players
on his side attempt to tag as many of the players who were pan-
tomiming as possible before they can cross their starting lines.

74 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

6. Any player of the pantomiming side who is tagged before cross-
ing his own starting line becomes a member of the opposing side.
Should a player of the side being chased run out-of-bounds to
avoid being tagged, he shall automatically be considered as hav-
ing been tagged.
7. After the players of the pantomiming side have been chased across
their starting line, the opponents shall return to their starting
line taking with them all players whom they have succeeded in
tagging.
8. The side which has just pantomimed an activity now takes its
turn at guessing and the original guessing side now chooses an
activity to pantomime and the game proceeds as before.
9. The game proceeds in the above manner; i.e., each side in turn
chooses an activity to pantomime, until the end of the playing
period or until one group has succeeded in capturing all of the
players in the other group in which case the players are redivided
and a new game is started.
ic. If a group has difficulty in guessing an activity being pantomimed
the opposing group may give hints as to the nature of the activity
or a new activity may be chosen.
ii. The guessing group may refuse to guess the nature of an activity
being pantomimed unless the opposing players come close enough
to assure a reasonable opportunity of their being tagged.

NUMBER RACE

PLAYERs-Not more than eight players
EQUIPMENT-Paper and pencil or chalk
OBJECT OF THE GAME-
i. For the players, one from each team, to endeavor to score a point
for their team, when their number has been called, by running to
a given point and being the first to return to the starting position
2.. For a team to win by scoring the greater number of points during
the playing period

SMALL GROUP PLAY 75

3

PLAYING RULES-
I. The players are divided into two equal teams and arranged behind
the starting line in a sitting position on the floor as shown above.
2. The leader shall number the players of each team consecutively
beginning with "one;" i.e., the first player in each line will have
the number "one," the second player in each line the number
"two," and so on.

3. To start the game the leader shall call, "Ready-number two!"
or any other number he wishes to call. When a number has been
called the players having that number stand up, turn left about,
run to a designated point, and return to their starting position
as shown above. The first player to be seated in his own place
in line scores a point for his team.
4. As soon as both players have been seated the leader shall announce
the winner and record the score. In case of a tie neither team
shall be credited with a score.
5. When the score has been recorded the leader shall proceed to call
another number and the game continues as before until the end
of the playing period. The leader should see that all players have
a chance to run.
6. Should a player touch anyone while running the leader shall stop
the player and award the point to the opposing team.
7. The team which has the greater number of points at the end of
the playing period is declared the winner.
(Not e-If there are an even number of players the leader shall play,
call the numbers, and act as scorekeeper. If there are an odd number in
the group the leader may either stay out of the game, call the numbers,
and keep score, or appoint someone else to do so.)

76 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

OLD MOTHER WITCH
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-

i. For the Witch, when the signal to run has been given, to tag as
many players as possible before they can run across the starting
line
2. For the Children, when the signal is given, to run across the starting
line before being tagged by the Witch
3. To see which Witch can tag the most Children

PLAYING RULES-
I. One player, selected by the leader to be the Witch, takes his place
in front of and facing the group, as shown above.
2. The other players are designated as Children and take positions
on the starting line.
3. At a signal from the leader, the Witch turns and starts walking
away from the group, impersonating a Witch by stooping, limp-
ing, and so forth.
4. As the Witch moves away, the Children follow along behind,
teasing her by chanting:
"Old Mother Witch
Fell in a ditch,
Picked up a penny,
And thought she was rich."

SMALL GROUP PLAY 77

5. The Children continue chanting until the Witch turns suddenly,
points to one of them, and says, "Whose children are you?"
6. The Child to whom she points may answer any name he chooses,
such as, "Mrs. Smith's," "My Mother's," etc.
7. Unless the Child answers by saying, "Yours!" the Witch turns
and continues limping away, and the Children again take up their
chant.
8. This procedure continues, the Witch turning at intervals and ask-
ing any one of the Children the same question, until it is answered
with "Yours!" Whereupon the Witch attempts to tag as many
Children as possible before they can cross the starting line. If a
player crosses a side line to avoid being tagged, he is considered
as having been tagged.
9. The Children who are tagged are eliminated from the game and
take positions at the side of the playing area.
10. The Children who are not tagged return to the starting line; the
Witch takes her place in front of the group; and the game con-
tinues as before.
ii. When the Wirch has chased the Children three times, she says, "I
have had three turns, and I have tagged [so many] Children. I
choose [so and so] to be the Witch. The new Witch must be chosen
from those who were not tagged. If all of the Children were tagged,
the last Child to be tagged becomes the next Witch.
ni. The new Witch takes her place in front of the group, the Children,
including those who were tagged and the original Witch, take
positions on the starting line and the game continues as before.
13. At the end of the playing period, the Witch who has caught the
greatest number of Children in any set of three turns is declared
the winner.
(Note-The Witch should permit the Children to complete their chant
the first time before asking, "Whose children are you?" If, however,
an answer other than "Yours!" is given, she need not wait until it is
completed before asking her question the second time.)

78 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

OVERHEAD
PLAYERS-Not more than eight players
EQUIPMENT-One volley ball or bean bag
OBJECT OF THE GAME-
i. For the players other than the Thrower to become the Thrower by
catching the ball before it touches the ground
2. For the Thrower to toss the ball back over his head in such a way
that the other players have an opportunity to catch it

oSS) PLAYING RULES-
S -- I. One player, selected by
Sthe leader to be the
A" X Thrower, is given the ball.
This player stands with
X his back to the other
players about ten to fifteen feet in front of the group.
2. At a signal from the leader, the Thrower tosses the ball back over
his head high enough into the air that all players will have an
opportunity to catch it before it touches the ground.
3. When the ball has been tossed into the air, the players, other
than the Throuer, attempt to catch it on the fly.
4. Should a player catch the ball, he becomes the Thrower and takes
his place in the Throuer's position. The original Thrower joins the
other players.
5. If no one catches a ball which has been tossed, any player may
recover it and return it to the Thrower. When the Thrower has
tossed the ball three times, and it has not been caught, he says,
"I have had three turns, and I choose [so and so] to be the
Thrower."
6. The game continues in this way until the end of the playing period.
(Note-If the skill of the group is such that it does not seem advisable
to use a ball, a bean bag may be used as the object to be thrown.)

SMALL GROUP PLAY 79

OVER THE TOP
PLAYER -Not more than eight pl Lyers
EQUIPMENT-N one
OBJECT OF THE GAME-
i. For the It when "Over the Top" has been called, to tag as many
of the players as possible before they can run across the opposite
end line
2-. For players, other than It, when the signal to run has been given,
to cross the opposite end line without being tagged
3. To see which It can tag the greatest number of players

L-X
X --X

PLAYING RULES-
i. One player, who is selected by the leader to be It, takes a position
in the center of the playing area. The other players are divided
into two groups. One group takes a position behind one of the
end lines and the otl er group takes a position behind theoppo-
site end line.
2.. At a signal from the leader, the It calls, "Over the Top," where-
upon all players must run and attempt to cross the opposite end line
before the It can tag them.
3. Players who are tagged stand to one side of the playing area until
everyone has either been tagged or has safely crossed the opposite
end line.
4. Should a player run out-of-bounds to avoid being tagged, he is
considered as having been tagged.
5. When all players have either been tagged or have safely crossed
the opposite end line, those who have been tagged form a "tag-

80 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

going line" for the next play; i.e., the first player who was tagged
takes the hand of It, the second player who was tagged takes the
hand of the first and so on.
6. When the "tagging line" has been formed and the other players
are ready, the It again calls, "Over the Top."
7. This time in tagging, all players in the "tagging line" aid the
It. However, only It and the player at the opposite end of the
line (the last player tagged) have a free hand with which to tag,
and the line may not be broken.
8. No player shall be considered as having been tagged if the "tag-
ging line" is not intact at the time he was tagged.
9. The game continues in this way until the It has had three turns,
whereupon, he says, "I have had three turns and I have caught
[so many] players. I choose [so and so] to be It." The new It must
be chosen from those who have not been tagged or, if all have
been tagged, the last one tagged shall be the new It.
o10. The new It takes his place in the center of the playing area; all
other players including those who have been tagged and the
original It take positions behind either end line and the game
proceeds as before.
ri. At the end of the playing period, the It who has caught the great-
est number of players in any set of three turns is declared the
winner.

POISON

PLAYER -Not more than eight players
EQUIPMENT-One Indian club
OBJECT OF THE GAME-
i. For players to eliminate each other from the game by causing the
other players to knock down the Indian Club (Poison)
2. For a player to avoid knocking down the club
3. For a player to win by remaining in the game until all other
players have been eliminated

SMALL GROUP PLAY 8I

PLAYING RULE -
i. All players join hands and form a circle around
the Indian club (Poison), as shown in the diagram.
2. At a signal from the leader, the players pull each
other by the hand toward the Indian club, at-
tempting to force some player to knock it down.
At the same time, each player tries to avoid being
pulled close enough to the club to be in danger
down.

x

of knocking it

3. If any player knocks down the club, he is eliminated from the
game and must stand to one side of the playing area so as not to
interfere with the game.
4. The leader then places the Indian club in an upright position, and
all players not eliminated again join hands and form a circle around
the club.
5. At a signal from the leader, play begins again, and continues in
the above manner until all but one player have been eliminated.
This player is declared the winner of that game.
6. If, when play is in progress the circle is broken, the player on
either side of the "break" is eliminated.
7. At the conclusion of each game, all players, including those who
were eliminated, join hands forming a new circle around the
club, and a new game begins.
8. Play continues in this way until the end of the playing period.
(Note-If, when all but two players have been eliminated, neither
has won after a reasonable length of time, each may be declared a winner.)

RED LIGHT
PLAYER -Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME--
I. For the Counter to detect anyone moving after the signal to stop
has been given

82. PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

2. For the other players to become the Counter for the next game by
being the first to legally cross the finish line

PLAYING RULES -
i. One player, selected by the leader to be Counter, takes a position
behind the finish line and the other players take positions behind
the starting line as shown above.
2.. At a signal from the leader, the Counter starts the game by turn-
ing his back to the other players. After he has turned his back,
he may at any time say, "Green light, one, two, three, four,
five, red light." After saying, "Red light," he may legally turn
and face the other players.
3. Players may advance at any time. However, if the Counter legally
detects a player moving, he calls the name of that player, and the
latter must return to the starting line and begin again. A player
is considered as moving if his feet are moving in any direction.
4. The Counter may turn and legally detect a player moving at any
time except when he has said, "Green light" in which case he
must count to five and say, "Red light," before turning.
5. The Counter is not considered as having started to count until he
has turned his back to the group and said "Green light;" i.e.,
players who move before the Counter has said, "Green light," are
eligible to be sent back to the starting line if detected.
6. Should the Counter, after he has started counting, turn and attempt
to detect players moving before he has finished saying, "Red
light," all players must stop and are entitled to remain at the point
to which they have advanced; i.e., no one is eligible to be sent
back to the starting line.

SMALL GROUP PLAY 83

7. The first player to legally cross the finish line is declared the win-
ner for that game and becomes the Counter for the next game.
8. Play continues in this way, a new game being started each time
a player legally crosses the finish line, until the end of the play-
ing period.

RED ROVER

PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For the It to tag all of the players whose names he has called be-
fore they can cross the opposite end line
z. For the players, other than It, when their names have been called,
to run across the opposite end line without being tagged
3. To see which It can tag the greater number of players

X

PLAYING RULES-
i. One player, selected to be It, takes a position in the center of the
playing area, as shown above.
z. The other players take positions on either one of the two end
lines.
3. At a signal from the leader, the It calls, "Red Rover, Red Rover,
let [so and so] come over." Whereupon those players whose
names are called run toward the opposite end line, and the It
attempts to tag them before they can cross it. As soon as a player's

84 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

name has been called he is eligible to be tagged; i.e., he may not
remain on the end line awaiting a favorable opportunity to run
without liability of being tagged.
4. All players who are tagged stand to one side of the playing area.
If a player crosses either side line to avoid being tagged, he is
considered as having been tagged.
5. If a player succeeds in crossing the end line to which he is running,
without being tagged, he is safe, and remains on that end line
until the new It is chosen.
6. When the players whose names were called have safely crossed the
opposite end line or have been tagged, the It takes his place in
the center of the playing area and calls one or more of the re-
maining players in the same manner. On the third and last call
or turn, the It must say Let everybody come over."
7. The game continues in this way until the original It has had three
turns. He then says, "I have had three turns, and I have tagged
[so many] players. I choose [so and so] to be It." The new It must
be chosen from the players who have not been tagged. If all have
been tagged, the last player to be tagged shall be the new It.
8. When the new It has been chosen, he takes his place in the center
of the playing area. The other players, including those who were
tagged and the original It, take positions on the nearest end
line, and the game continues as before.
9. At the end of the playing period, the It who has tagged the great-
est number of players in any set of three turns, is declared the
winner.

RING TOSS
PLAYERS-Not more than eight players
EQUIPMENT---Six bean bags. Pencil and paper or chalk
OBJECT OF THE GAME-
i. For the player to toss the bean bag in such a way that it comes
to rest wholly within the ring thus scoring one point for his
team

SMALL GROUP PLAY 85

2. For the team to win the game by scoring more points during the
playing period than their opponents

X *XX I--

-

PLAYING RULES-
i. Players are divided into two equal teams and arranged behind
the starting line as shown above. The first player on each team is
given three bean bags.
2. At a signal from the leader the first player on each team tosses
each bean bag, one at a time, toward the ring. When the players
have finished their three throws they go and stand by their bean
bags until the score-keeper has announced their scores. As the
players pick up their bean bags, return them to the next player
on their respective teams, and go to the end of their line, the
score-keeper records the scores.
3. As soon as the score has been recorded, the second player on each
team begins tossing his bean bags. The play continues in this way
until the end of the playing period.
4. Each bean bag which comes to rest wholly within the ring scores
one point.
5. The team which has the greater number of points at the end of
the playing period is declared the winner.
(Note-If there are an even number of players the leader shall play
and act as score-keeper. If there are an odd number in the group the
leader may either stay out of the game and keep score or appoint some-
one else to do so.)

86 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

SAFETY ZONES
PLAYERS-Not more than eight players
EQUIPMENT-Three bases or safety zones
OBJECT OF THE GAME-
i. For It to tag any player who is not on a base (safety zone)
z. For players, other than It, to keep from being tagged by stopping
on a base or by running in an attempt to elude It

x

x x "\v

PLAYING RULES-
i. The leader selects one player to be It. The other players may take
any position they choose inside the playing area.
z. When the leader says, "Go!" It may give chase and tag any player
except those legally standing on a base.
3. When It legally tags a player the two change places; i.e., the
player tagged becomes It. The new It may not tag the player who
tagged him.
4. A player may not be tagged while standing on a base.
5. If a base is occupied and another player runs on the base the first
occupant is forced to leave and is also eligible to be tagged whether
he leaves the base or not. If two players touch a base at the same
time neither player is entitled to occupy the base.
6. If a player runs out of bounds to keep from being tagged he auto-
matically becomes It.

SMALL GROUP PLAY 87

7. The game continues in the above manner until the end of th:
playing period.
(Note-It should disregard players who are obviously making little
or no attempt to keep from being tagged.)

SNAKE TAG

PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For the It to tag the last player in the line
2. For the other players to prevent It from tagging the Last Player
by keeping the line between the It and the Last Player

PLAYING RULES-
i. One player, selected by the leader
to be It, takes a position in front v
of and facing the other players, as IT Xx-- X X :-X:x
shown above. ^^

2. A second player, designated as the First Player in line, stands sev-
eral feet away from and facing the It. The other players form a
line (Snake) behind the First Player, each member of the line placing
both hands lightly on the shoulders of the player directly in
front of him.
3. At a signal from the leader, the It starts running around the line,
attempting to tag the Last Player. The other players try to pre-
vent the It from tagging the Last Player by moving together n
such a way that their line stays between the It and their Last
Player.
4. When the It succeeds in tagging the Last Player, he becomes the
Last Player and places his hands on the shoulders of the last player
in line. The First Player then becomes the new It and takes his
position in front of and facing the group. When the new line is
ready, the leader signals to the It and the play begins as before.

88 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

5. Each player in line must keep his hands on the shoulders of the
player in front of him. If any player "breaks" the line by letting
go, he must go to the end of the line at that time.
6. Play continues in this way, the It taking his place at the end of
the line each time the Last Player is tagged, and the First Player
becoming the new It, until the end of the playing period.
(Note-The First Player in line should be taught to follow the It
as he attempts to run around the head of the line, since this keeps the
line between the It and the Last Player.)

SPIDER AND FLIES
PLAYERS-Not more than eight players
EQUIPMENT-None
OBJECT OF THE GAME-
i. For the Spider to tag as many Flies as possible
2. For the Flies to keep from being tagged by running across either
end line
3. To see which Spider can catch the most Flies

PLAYING RULES-
i. One player, selected by the leader to be the Spider, takes a squatting
position in the center of the web and pretends to be asleep.
2. The other players are designated as Flies and take positions any-
where in the playing area outside of the web. These players dare

SMALL GROUP PLAY 89

the Spider to chase them by running lightly around the web,
waving their arms in imitation of flies.
3. When the Spider feels that he has a reasonable chance of tagging
the Flies, he jumps up and tags as many Flies as possible before
they can cross either of the end lines. This constitutes one turn
for the Spider.
4. If a Fly is "caught," he is eliminated from the game and must
sit in the web until a new Spider is chosen.
5. If a Fly, to avoid being tagged, runs across either of the side lines,
he is considered as having been "caught."
6. When all the Flies have either been eliminated or have safely
crossed an end line, the Spider resumes his position in the center
of the web; the Flies who have not been "caught" come back into
the playing area, and the game continues as before.
7. When the Spider has had three turns, he says, "I have had three
turns, and I have tagged [so many] Flies. I choose [so and so]
to be the Spider. The new Spider shall be chosen from those Flies
who have not been tagged, or, in case all were tagged, the last
one "caught" shall be the new Spider.
8. The new Spider now takes his place in the center of the web. The
other players, including the original Spider and those Flies who
were "caught," take positions as Flies, and the game continues
as before.
9. At the end of the playing period, the Spiacr who has caught the
greatest number of Flies in any set of three turns is declared the
winner.

SQUARE DODGE BALL

PLAYERs-Not more tl an eight players
EQUIPMENT-One volley ball
OBJECT OF THE GAME-
,. For a Thrower to become a Center Player by hitting a Center Player
below the waist with a fly or bouncing ball

90 PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

2.. For a Center Player to remain in the center as long as possible by
dodging balls which are thrown at him
PLAYING RULES-
K X I. The leader selects four players
/ s to be Throwers. The Throwers
Stake positions, one behind each
'N of the four boundary lines, as
x X shown in the diagram. The re-
maining players are designated
as Center Players and take posi-
F-O tions anywhere within the
playing area.

X 2. One of the Throwers is given a
ball and, at a signal from the
leader, puts it in play by throwing it at a Center Player or by passing
it to another Thrower. The ball must be thrown from behind a
boundary line to constitute a legal throw.
3. If a legally thrown ball hits a Center Player below the waist, either
on the fly or bounce, that player becomes a Thrower and changes
places with the player who threw the ball.
4. Center Players may run anywhere within bounds to avoid being
hit by the ball. If a Center Player steps over a boundary line or
stops the ball with his hands or upper part of the body (by stoop-
ing, squatting, etc.) to avoid being hit below the waist, he is
considered as having been hit, and changes places with the player
who last threw the ball.
5. A ball which crosses a boundary line or comes to rest within the
playing area must be recovered by the nearest Thrower, who puts
it in play from behind his boundary line.
6. Play continues in the above manner until the end of the playing
period.

TEN TRIPS
PLAYERS-Not more than eight players
EQUIPMENT-Two volley balls. One base for each player

SMALL GROUP PLAY 91

OBJECT OF THE GAME-
I. For the players of a team to pass the ball around to each member
in turn as quickly as possible
2. For a team to win the game by being'the first to complete ten
legal Trips

x

*o.':> 3A 0

3 X-- ---,- -,X
0-/ 7-
- - -

PLAYING RULES-

I. The players are divided into two equal teams by the leader and
take positions as shown above. The leader shall indicate which
formation is to be used in playing the game.
2. The Number One player on each team is given a ball.
3. At the command "Go" the Number One player on each team passes to
his respective Number Two player; the Number Two player throws
the ball to his respective Number Three player; the ball continues
to be passed in this order until the Number One player again receives'
the ball, thus completing one Trip.

4. When the Number One player catches the ball at the end of one
complete trip he shall call out, "One," and immediately start the
ball on its second Trip. The Number One player continues to call
the number of completed trips each time he receives the ball.

5. The first team to complete ten legal Trips is declared the winner
of that game; i.e., the team whose Number One player first calls,
"Ten," and holds the ball above his head is the winner.
6. A player may leave his base to retrieve a ball thrown to him but
he must have at least one foot on his base before throwing to the

PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

next player. Penalty: disqualification of his team for that par-
ticular game.
7. The team winning the most games during the playing period is
declared the winner.
(Note-If there are an even number of players the leader shall play
and act as referee. If there are an odd number in the group the leader
may either stay out of the game and referee or appoint someone else to
do so.)

TWO DEEP
PLAYERS-Not more than eight players
EQUIPMENT-One base for each baseman
OBJECT OF THE GAME-
I. For the Runner to keep from being tagged by legally occupying a
base
2.. For the Chaser to become the Runner by tagging the player being
chased before the latter can safely reach a base

Dc

PLAYING RULES-
I.rThe leader designates one player as Chaser, one player as Runner,
and the remaining players as Basemen. The players take positions
as shown above.
i.. At a signal from the leader the Chaser attempts to tag the Runner
before the latter can safely reach a base. To legally occupy a base,