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PHYSICAL EDUCATION AND PHYSICAL EDUCATOR
Qualities of the physical educator.
Alt the essential qualities of an instructor are embraced in one word - LEADERSHIP.
Leadership depends upon simple and straight-forward human dualities. These are partly innate and partly acquired. In every first-rate instructor, there is some outstanding quality that defies definition and analysis. How far this particular quality is natural and how far it is acquired, is not easy to say, but certainly it is neither completely one nor the other. Above all, an instructor must have the confidence of the students his instruction. He will gain their confidence by commanding their respect - respect for his determination, for the clearness and simplicity of his orders and the firm way in which he insists that they should be carried out, for his sense of justice, for his keenness, energy and sense of humour. Students always have confidence in himself. The selfish and self-centred instructor, no matter how great his technical knowledge and skill, will never gain the real confidence and respect of the students under his instruction.
To be successful, an instructor must stand in a certain relation to the class which he is instructing. He must be in sympathy with it-"in tune with it. To be in sympathy with it, he must be a man of character and personality.
Probably the most important single factor in leadership is the personality of the leader. Personality has been aptly described as "the ex- tent to which the individual can. connect his abilities and energies into habits and actions which successfully influence others." Personality is
Page - 18
closely linked with self-confidence and force of character". These are qualities which can be developed and every instructor should try to develop? them to the greatest possible extent.
Amongst other qualities which the instructor must develop are patience and a sense of duty, in order to bring out the best in the least promising material, so that every student may be trained to a reasonable state of efficiency. The instructor must also be tactful and have good sense of judgment. These two qualities are closely allied and a sound sense of judgment can only be acquired by experience. The importance of enthusiasm and the ability to communicate that enthusiasm to others has already been stressed. A class under instruction always acts as a mirror of its instructor. If he is enthusiastic, keen and energetic, then his class will be the same. A lack of enthusiasm on his part will be apparent to the students immediately, and physical training lessons will be just so many minutes of time wasted. Even though an instructor may possess knowledge, sound judgment, good reasoning faculties and great ability, without enthusiasm and the power to communicate this to others, he will never be a really successful instructor.
Successful leadership demands knowledge and the instructor of physical training has much to learn if he is to keep himself continually up to date. To acquire knowledge necessitates hard work and constant study. Bluff cannot take the place of knowledge and is bound to be found out sooner or later. The instructor of physical training needs continually to think about the development of his work. Constructive thinking entails thinking for oneself and often has to be carried out against oppositions as represented by the theory and practice of the moment To think constructively in the face of oppositions often calls for considerable courage, but an instructor who has foresight will never be afraid of doing so.
The instructor must realise that to lead he must set an example. His bearing, carriage, enthusiasm, and smartness in turnout and appearance, as well as his ability as a performer, should inspire the spirit of emulation. He should be the living embodiment of what he wishes to develop. He must never doubt success in training. He must create a vital and positive atmosphere, which will overcome anxiety and obstacles. His enthusiasm will
Page -19 permeate. His imagination and methods will awaken the interest and enthusiasm of his class and will lead to an increase in the confidence of every individual student in his physical powers and his will to act
METHODS OF OBTAINING DESIRED RESULTS RIGHT TEACHING
1. METHOD OF TEACHING DETERMINED BY RESULTS OF TEACHER'S STUDY OF CLASS, WHICH WILL SHOW THE NEEDS OF STUDENTS. MAY CONSIDER THIS UNDER THE THREE HEADS MENTIONED BELOW-PHYSICAL, MENTAL AND SOCIAL AIMS.
a. Physical Aims - to ensure efficiency and co-ordination of bodily organs. Study of class will show degree of ability already obtained and defects which must be remedied - whether effort must be directed toward increase of strength or co-ordination of muscle groups, or towards increasing flexibility of joints - special attention necessary for certain muscle groups opposed to others well-developed, or to those muscles maintaining the posture which best allows efficient working of internal organs.
In each lesson study of individuals necessary - each exercise determines nature of next - an exercise which is likely to cultivate bad posture must be followed by a compensating movement - strenuous exercise by a mild one - a mild exercise by one more exacting - a formal exercise by a free one, and vice versa.
b. Mental Aims - to build up brain muscle connections and ensure mental activity. Each lesson should contain work requiring conscious effort to coordinate various muscle groups, to coordinate sight and action, as well as hearing and action, and to build up reflexes which control posture. Bodily movement and posture is governed by nervous centres, - establishment of mental control therefore essential - but when control has been established in one direction new material must be introduced to ensure former thought and further development of ability Prolonged repetition, over a number of lessons, removes need for thought and results in automatism and boredom - introduction of something new gives food for thought- introduction of something unexpected arouses and maintains interest
Page -20 Important on mental side is the method of teaching new exercises - elementary teaching suitable for young children possessing simple brain co-ordinations is visual teaching and copying by children, with repetition -with older boys and girls emphasis required on oral teaching and mental activity by pupils to understand and to transfer result into physical activity. Careful teacher will therefore diminish visual teaching as children grow older. c. Moral or Social Aims - exercise of characteristics valuable to social individual. Spirit of lesson even more important than other aspects - good teacher arouses enthusiasm by appealing to natural desires and by directing them along right channels (not by forcing students to work under penalties) - aims at providing for students circumstances which require the exercise of individual characteristics like courage, strength, initiative, self-respect etc. in various and gradually increasing degrees to test the ability of students to react properly not by adopting the easier method of teaching a lesson and allowing those who say they can't to stand out) - aims also at demonstrating how much more easily certain results are to be gained by co-operative effort and teaches the best methods of co-operation.
In the formation of character the teacher or leader is all-important - which is one of the values of leadership and class work as opposed to individual work from books or charts. The teacher's example and personality are likely to have' profound effect upon students - relationship with class is based on respect and liking of students - appreciation of his work shown in ready and willing response to his desires. Leader must therefore be a model in appearances, in actions, in ideas, for his pupils adopt, perhaps unconsciously, certain of his characteristics.
2. MATERIAL TAUGHT DEPENDS UPON OTHER THINGS BESIDES AIMS; FOR THE LATTER MUST CONFORM TO NEEDS, NOT ONLY OF STUDENTS BUT OF ENVIRONMENT. TEACHER'S AIMS, IDEALS AND METHODS MUST BE ADOPTED TO THE CONDITIONS UNDER WHICH HE WORKS.
a. As already indicated students must be studied. Age -of students is therefore of primary importance in methods to be used.
Page -21 b. Space at the disposal of the teacher often requires modification of work which has been learned in better surrounding's.
c. Apparatus may be limited in amount, and method of using what is possessed must therefore be studied so that it may be used to best advantage and adapted to requirements other than those for which it was originally intended.
d. Climate is a factor which must be taken into account Teacher must study weather conditions and change type of work according to his views on what is possible or desirable.
e. Size of class is important, for both teaching and organisation may have to be changed in working with large numbers.
METHOD OF SELECTING ACTIVITIES FACTORS WHICH DETERMINE TYPE.
1. Physical Aims - Exercises chosen must be active and vigorous - exercise all parts of the body - must be systematically arranged - must be adaptable to the needs of the individual - must avoid danger of strain and injury - must assist postural habits, increase strength, and produce flexibility and co-ordination. For this gradation of exercises is necessary, and free exercise seems to be indicated. 2. Mental Aims - Exercise must require thought, concentration, and progression. Work under a reacher or leader brings this about, for personal work tends to become automatic. 3. Social Aims - Exercises must require responses likely to cultivate characteristics already indicated. For this, class or teamwork is best
THE SELECTION OF SUITABLE TYPES
1. The above seems to point to class work conducted by a teacher as the best means of teaching physical activities. Attention to fundamentals under proper supervision, maximum work for large numbers, economy of time, full use of existing apparatus and space, progression, and correction of mistakes are made possible. Page -22 2. The teacher, then, should be in charge and his work is so to select and teach activities that the fundamental aims receive proper attention.
3. Variety leads to sustain interest, and the possible variations in arrangement of a series of lessons are large in number. But the amount should only be as much as is consistent with careful progression and increase of physical ability.
4. In all cases the teacher should plan the work with a definite purpose, taking into account the factors already mentioned (age, facilities, climate, etc.), and developing systematic work.
5. But in the endeavour to be systematic, he should not forget that interest is his best ally and that he may occasionally depart from the lines he has fixed to meet certain needs.
PLACE AND TIME
Every class must be assigned a definite place to assemble at the beginning of a period, either under a tree, or by the side of a building or in the football field etc. The formation in which they assemble must be marked if possible, so that no delay is caused on this score. Students do take time to report at the stipulated place as they have to invariably come from far away. A fixed time must be allowed in all such cases and once this understanding is arrived at between the teacher and pupils, it must be insisted on in the interest of orderly conduct of the class. It is a poor practice if the teacher is strict on some days about starting punctually and then is lax on other days. It is equally important to dismiss the class on time so that students may not be late to their next engagement A physical education teacher, dressed smartly in the professional costume, with all the required equipment and markings ready at hand and waiting at the meeting place to receive the students, provides the best motivation for the whole class.
GENERAL HINTS TO TEACHERS OF PHYSICAL EDUCATION
1 Prepare the lesson with care. Think out and plan every detail in advance. Develop confidence through preparedness.
Page -23 2. Report a little ahead of time; inspect and prepare the places where you are going to take the class.. Keep all equipments close by.
3. Be properly and neatly dressed. Have a whistle.
4. Receive and take the class with confidence. Start off work with the least possible delay.
5. Inspire the class through your enthusiasm. In carriage and performance be a good example to the class.
6. In formal work insist on precision. Repeat exercises for several times for physiological effect
7. Give greater freedom and encourage free and happy participation during play. Do not, however, permit unruliness and slackness of response.
8. Speak only when necessary. Make all explanations brief. Activities are of primary importance.
9. Treat children with consideration and regard.
10. Always put in your best
THE APPLICATION OF PHYSIOLOGY TO PHYSICAL EXERCISES
An important physiological effect of physical exercise is to promote the functional activity of the various parts of the body, either directly or indirectly. Increased activity will, within limits, produce increased efficiency. It is necessary to a right understanding of this matter, which lies at the foundation of the science of physical exercises, that a brief consideration should here be given to the elements of physiology which are chiefly concerned. A subsequent section will deal with the application of this knowledge to the work of the Syllabus.
PRELIMINARY NOTE ON PHYSIOLOGY - THE BODY FRAME WORK
The framework of the human body is made up of a number of bones of various shapes and sizes. Wherever two or more bones meet
Page - 24 one another we find a "joint". These joints may be "fixed" such as those between the bones of the skull; or "movable" such as the elbow or hip joint, and these movable joints are the important ones from the point of view of physical exercise.
MUSCLES
The bones and joints are clothed with muscles. A muscle usually arises chiefly from one bone; it then passes over a joint, and is attached or inserted into another bone by means of a toughed fibrous extension which is called "tendon". Each muscle is made up of a large number of muscle fibres, arranged in separate bundles, which in their turn are bound together to make up the entire muscle. Each muscle fibre possesses the property of contraction, and thus may become shorter and thicker. When contraction occurs the muscle as a whole also becomes shorter and thicker. The tendon, which does not contract, is then pulled upon, movement takes place at the joint on which the muscle acts, the bone to which the tendon is fixed moves, and the limb is bent or straightened as the case may be. Such muscles are known as "voluntary" muscles because they can be made to contract at will. There are also muscles over which the will has no control, and which are therefore, called "involuntary" muscles. Such, for example, are the muscles of the heart, the stomach, and the intestines. When a muscle contracts, and so does work, certain changes occur; for example, some substance in the muscle is used up to supply the energy necessary for performing this work; and there remain also in the muscle, as a result of the work, certain waste materials, which if they are allowed to accumulate, exert a harmful and poisonous effect
THE CIRCULATION
Among the muscles and muscle fibres and in nearly all other parts of the body, we find a network of blood-vessels. These blood-vessels start from and return to the heart, which is placed in the chest, between two lungs, and which acts as a force pump to drive the blood along the vessels through out the body. The blood as it is received from the lungs and as it leaves the heart is "pure", and contains nourishment for the body, derived from the air in the lungs and the food taken into the digestive Page - 25 organs. As it passes along the blood-vessels it gives up to the muscles and other tissues of the body the oxygen and the other nourishing substances that it contains, while at the same time it receives from the tissues on its way back to the heart the carbonic acid gas and various waste products that have resulted from the work done by the body. The blood, therefore, when it returns to the heart from the system is "impure", and must be purified before it is fit to be distributed to the tissues once more. This purification takes place to a large extent in the lungs. As the blood circulates through the smallest blood vessels, some of it oozes through their walls and thus carries nourishment direct to the tissues; this fluid is called lymph. The lymph absorbs from the tissues poisonous waste material which has resulted from their activity and afterwards passes into lymph-vessels, which are similar to small blood- vessels. They unite to form larger vessels, and in the end join one of the large veins near the heart In this way the lymph, with the impurities which it has collected from the tissues, passes back into the blood-stream and goes to the lungs for purification.
RESPIRATION
The lungs consist of innumerable tiny bags or sacks, the extremely thin walls of which are covered with a network of the smallest blood- vessels. it is there air sacks, or air vesicles, which, during respiration, become filled with air. Each act of respiration consists of three parts: inspiration, expiration, and then a short pause. In quiet inspiration the muscles between the ribs contract and pull the ribs upwards and outwards, so that the chest as a whole becomes shorter and wider than it was before. At the same time the diaphragm a large, thin, dome-shaped muscle which forms the floor of the chest and at the same time separates it from the abdomen also contracts and becomes flatter and less curved. The floor is thus lowered while the sides of the chest are raised and widened, and as a result of this the capacity of the chest is increased and there is more room in it for additional air. As the diaphragm contracts and becomes flatter, however, it enlarges the chest at the expense of the other portion of the body cavity - the abdomen. Some pressure is there- fore necessarily caused on the organs contained in the abdomen, and to
Page - 26 relieve this the muscles of the body wall relax somewhat. The air that is breathed in is in this way able to pass quite easily downward into the lungs, which at once expands. In ordinary quiet expiration the muscles of the ribs and diaphragm simply and the chest resumes its original shape, the abdominal muscles simultaneously acting. The air is expelled partly by the muscular action and partly by the general elasticity of the lungs. In forced or hurried breathing other muscles are brought into action, such as those of the upper part of the chest, neck and shoulder (for inspiration) and of the abdominal wall (for expiration). Air should be breathed in through the nose and not through the mouth. By nasal breathing, the air, before passing into the lungs, is warmed, moistened and filtered, and thus is less likely injure or irritate the air vesicles. Pure air, as it is breathed into the lungs, contains a large amount of oxygen and only a small percentage of carbonic acid gas. When this air reaches the air-sacks the oxygen passes through the thin wall of the vessels covering it. This is impure blood from the tissues, which is poor in oxygen but rich in carbonic acid gas. The blood receives this fresh supply of oxygen from the air and it gives up the carbonic acid gas, which passes into the air-sack to replace the oxygen and is breathed out, while the blood returns to the heart purer and again in a fit state to convey nourishment to the body. Thus expired air differs from inspired air in that it contains less oxygen and much more carbonic acid gas and other waste products. It is also warmer.
EXCRETION
Besides the carbonic acid gas there are other impurities in the blood which must be removed, and this removal, or excretion, as it is called is accomplished chiefly by the kidneys, and to some extents by the skin. In the skin we find large numbers of sweat-glands which have minute openings on the surface, the 'pores'. These sweat-glands separate from the blood in the skin a watery fluid, the sweat or perspiration, and this contains some of the impurities of the blood. It is constantly escaping on to the surface, where it either evaporates or is absorbed by Page - 27 the clothing, and eventually the last traces are removed by washing. The skin has also an important action in regulating the loss of heat from the body, and so helps to maintain the body at an even temperature. When the skin is flushed with blood and feels hot, heat is rapidly lost from the surface of the body. When, on the other hand, the skin looks pale and feels cold, the loss of heat from the body goes on much more slowly. The kidneys act on a larger scale in a somewhat similar way to the sweat-glands, and remove many other waste products or impurities from the blood. The watery fluid they excrete is called the urine, and this is also expelled from the body. The skin and kidneys act in harmony; when the skin is hot in the summer, for example, the formation of perspiration goes on actively, while the urine is diminished; in the cold weather the excretion from the kidneys is increased, while the sweat is reduced in quantity.
DIGESTION Digestion, which begins in the mouth and is continued and completed in the stomach and intestines, is the process by which the nutritive portions of the food are rendered soluble and fit for absorption into the blood. This is accomplished by the various digestive fluids produced by the alimentary canal, aided by the contractions of the muscles contained in the wall of he stomach and intestines. By means of these muscular contractions the food is vigorously moved about in the stomach and thoroughly mixed with the digestive fluid, it is in due time expelled from the stomach into the intestines, where it comes in contact with other digestive fluids, and is similarly passed along the whole length of the bowel, while the residue eventually leaves the body in the same way. It will thus be seen that these muscular contractions play a most important part in the digestion and absorption of nourishment. When the muscular activity is for any reason decreased, the food is not sufficiently mixed with the digestive fluids, while the useless part tends to accumulate in the intestine instead of passing onwards, and so indigestion and constipation, with their attendant evils, are apt to result Page -28 THE NERVOUS SYSTEM
The nervous system, consisting of the brain, spinal cord and nerves, has control of all parts of the body; it serves to link up and connect them and ensures harmonious working between them. The brain, in which every portion of the body is represented, is the central authority. It receives messages and sensations from the skin or other parts by way of the nerves or the spinal cord. It translates them, despatches the answering messages and controls and regulates the resulting actions and co-ordinations. The nerves, which conduct messages to and from the brain and cord, form a complete network among the tissues, somewhat similar to the system of blood-vessels. The brain has also control over involuntary muscles and movements, such as the heart and circulation, respiration, and the processes of digestion, each of these systems being represented by its 'centre' or special portion of brain tissue. We may now turn to application of these facts to the teaching of physical exercises.
THE WORK OF THE MUSCLES
When a muscle is made to contract repeatedly, an increased amount of muscle substance is used to supply the energy required for the work, and an increased supply of nourishment will therefore be necessary to make up for the loss. Any additional work also means an increase in the poisonous waste products which are taken up and removed by the blood. The presence of these in the blood rapidly affects and stimulates to greater activity the special centre in the brain which controls the action of the heart, and consequently the heart begins to beat more rapidly and sends an increased amount of blood to the muscles and other parts of the body. In this way the additional nourishment required by the muscles is provided. Muscles which are regularly and suitably exercised become larger, stronger and more capable of work. This is partly due to the increased activity of the muscle tissue itself, which becomes more capable of absorbing and making use of the nourishment which is thus brought to it; it is also due to the increased activity of the circulation, which provides the muscles with an additional supply of blood and consequently of food. Exercise not only increases the size of a muscle, it also removes from it unnecessary fat and other tissue which is likely to decrease its power to
Page - 29 contract,, and so properly regulated physical exercises produces a better and more useful muscular system,
It is particularly important that the muscles should be properly exercised and nourished during childhood and adolescence, otherwise they will not develop fully and may remain permanently weak and under- sized and incapable of wholly fulfilling their proper functions. This applies not only to the voluntary muscles of the limbs, but also to the involuntary muscles of the heart, digestive system, etc.
The muscles are controlled by the nervous system, the development of which must proceed simultaneously with that of the muscular system if control and coordination of muscular movement is to be satisfactory. The more skilled and finally- adjusted an action, the closer and more effective the control which must be exercised by the nervous system.
The bones increase in size with the muscles and for the same reason increased supply of blood and increased tissue activity. The skeleton as a whole, therefore, becomes bigger and heavier than would have been the case had there been no physical training. The joints also participate in these changes and are more flexible and supple as well as stronger by exercise.
HYGIENE AND PHYSICAL EDUCATION
1. CONCEPT OF HEALTH Definition of Health - Physical Health - Mental Health - Relation- ship of body and mind.
2. AN ANALYSIS OF HEALTH PROBLEM IN INDIA
Causes of its low health level:-
Illiteracy, ignorance, superstitions, customs, habits, lack of civic consciousness etc.
3. PRACTICE OF HEALTH HABITS
Fresh air and sunlight-bathing- cleanliness of the body, clothing, food, home and surroundings, proper food-sleep- importance of rest
Page -30 - care of the eyes, ears, teeth, hair, hands and nails, - exercise and out- door life - avoidance of infections (unclean water, contamination from food, drinks and people etc.), - avoidance of bad habits (spitting, urination and defecation anywhere - avoidance of alcohol, tobacco - regular and moderated life - avoidance of excesses.
4. COMMON DISEASES - THEIR CAUSE AND PREVENTION
Mosquitoes and flies as carriers of diseases - cholera - measles - chicken pox - small pox - phthisis - hook worm - skin diseases.
PROGRAMME OF PHYSICAL ACTIVITY
A LESSON is composed of numerous carefully selected activities, and graded and progressively taught. The activities by themselves must provide the incentive and the reward. Let not all the activities in a lesson be strenuous; let them be adapted to the needs of the youth so that the joy of effort and satisfaction of achievement may help to reduce the stress and tension to which growing youth are subjected to. The teacher has to relay in the final analysis upon the spontaneous feeling of joy and fun arising from the lesson so that he can obtain and retain attention, maintain interest and preserve discipline.
A lesson plan in physical education should consist of:-
i) Introductory of warming up activities. ii) Formal activities. iii) Special activities. iv) Recreational activities. v) Assembly and Dismissal.
There is an attempt in this lesson plan to combine the joy and merriment of purely recreative programme with the discipline and order of formal exercises, providing at the same time something new and interesting to learn out of each lesson. However desirable it may be to have a definite order for a lesson plan, it should never be made rigid or stereotyped, and the required elasticity assured to the teacher on the spot is the essence of progressive education.
Page - 31 Although it is very desirable to have all the five parts of a lesson in each class, it may not be practicable to include all of them always. The period may be short or the need for a seasonal programme would war- rant special emphasis on some aspect, or the introduction of a new activity may require more time. Under all such emergencies, the teacher is the competent person on the spot, to pick and choose, and allot time. The criterion is to make the lesson effective and interesting and to see that the activities included are in proper proportion, satisfying the needs and interest of the participants. In no circumstances could we possibly omit the introductory, the recreational and the orderly assembly and dismissal parts of a lesson.
MODEL LESSONS FOR CHILDREN 1. INTRODUCTORY PART:-
This is a period of initiation and the activities must be sufficiently attractive and stimulating. The activities are generally well known big muscle movements, carried out vigorously and continuously for a short duration of about three to five minutes. There is an atmosphere of informality during these activities. An exhilarating introduction would act as a leaven for good. But before starting the class all the students must be made to come and stand in a line, properly arranged, numbered and the roll call may be done if it is necessary to keep the record of the participants every day.
a) Follow the whistle (With imitation of animals and locomotives : Frog, rabbit, monkey, dog, duck, elephant, tiger, aeroplane, motor car, cycle, train etc.)
b Whistle Statue Run about anywhere in the playground. Stop immediately as soon as you hear the whistle of the teacher.
c) Follow the Leader Following the activities of the teacher. Page -32 d) Natural Activities Running, Walking, Hopping, Skipping etc. '' e) Marching Freely On whistle turn about with a jump and start walking in the opposite direction.
2. FORMAL ACTIVITIES:-
The activities include calisthenics and exercises for the development and maintenance of total body health. They are not merely a corrective to the unfavourable influence of daily occupation on posture, but act as positive educational factors, to train the power of voluntary attention, a well developed muscle sense, and accurate response to motor stimuli. Consequently they help to keep the body supple and under control. The activities are done to commands and there is an insistence on promptness, precision and unison in the execution of each activity. The period does not exceed ten minutes. For classes of this age group the rigidity of an exercise is not emphasised.
I. MODEL LESSONS FOR THE AGE GROUPS (AGES 6-7-8) STORY PLAY "AT THE ZOO" 1. ARM - "The Tiger Stretches" Starting Position - Standing erect Raise hands over head, hook fingers (claw), rise on toes and stretch. Body normal. (4 to 6 Repetitions) 2. TRUNK TURNING OR TRUNK SIDEWARD BENDING - "The Bear Wabbles" Starting Position - Standing erect, feet apart Lean slightly forward and bend the trunk from side to side. (4 to 6 Repetitions) 3. LEG RAISING - The Ostrich Promenades" Starting Position - Standing erect Keeping the knees stiff, the legs are alternately swung forward. Page - 33 No ground gained. (4 to 6 Repetitions) 4. TRUNK FORWARD BENDING - "The Elephant Bows" Starting Position - Standing erect, hands forward with fingers interlocked. (This is the elephant's trunk). Bend trunk forward so hands touch ankles. Raise trunk to starting position. (4 to 6 Repetitions) 5. KNEE BENDING - "The Monkey Squats" Starting Position - Standing erect, feet apart Bend knees and, with arms inside of legs, touch hands to floor. Rise to starting position. (4 to 6 Repetitions) 6. STEPPING - 'The Pony Runs" Starting Position - Standing erect Running in place. (15 to 20 Repetitions). 7. BREATHING-"The buffalo Snorts" Starting Position - Standing erect Fill the lungs, breathing in through the nose. Blow air force- fully out through the mouth. (4 to 6 Repetitions). II. MODEL LESSONS FOR THE AGE GROUP (AGES 9-10) 1 ARM - "The Ceiling Raiser" Starting Position - Standing erect 1. Hands upward (palms up). Stretch and push upward. 2. Hands normal. (6 to 8 Repetitions) 2. TRUNK TURNING OR TRUNK SIDEWARD BENDING "The Steamboat" Starting Position - Standing erect, feet apart, hands sideward. 1. Trunk bent right, right hand on the floor. 2. Trunk bent left, left hand on the floor. (6 to 8 Repetitions) Page -34 3. NECK OR CHEST - "The Neck Presser" Starting Position - Standing erect. 1. Head pressed backward. 2. Head normal. (4 to 6 Repetitions) 4. LEG RAISING-The Sideward Kicker" Starting Position - Standing erect 1. Right foot raised sideward. 2. Right foot normal. 3. Left foot raised sideward. 4. Left foot normal. (6 to 8 Repetitions) 5. KNEE BENDING - "The Knee Cracker" Starting Position - Standing erect. 1. Knees fully bent, hands upward. 2. Knees normal, hands normal. (6 to 8 Repetitions) 6. TRUNK FORWARD BENDING - "The Jacknife" Starting Position - Standing erect, feet apart, hands at waist. 1. Trunk bent forward, hands touching toes. 2. Trunk normal, hands at waist (6 to 8 Repetitions) 7. STEPPING - "The Forward Toe Touch" Starting Position - Standing erect, hands on hips. 1. Hop on right foot, touch left toe forward. 2. Hop on both feet 3. Hop on left foot, touch right toe forward. Page - 35 4. Hop on both feet. (20 to 30 Repetitions) 8. BREATHING - "The Expander" Starting Position - Standing erect. 1. Hands turned outward and inhale. 2. Hands normal and exhale. (6 to 8 Repetitions)
3. SPECIAL ACTIVITIES :- Every lesson must include something new, something in which the child can evince interest. The following activities may be taught under the heading.
A. MARCHING: a. Fall in - a single rank (Reassemblement) Attention - (Garde a vous) Stand at ease - (Repos) Stand easy - (En repos) b. Dress - Right and Left dress (A gauche ou a droite alignment) Eyes Front - (Fixe) c. Turn at Halt: d. Mark time - (Marquez le pas - marche!) Halt-(Halte) e. Mark time with turns f. .Change step in mark time - (Changez Ie pas) g. March forward in single or double file - (En avant - Marche!)
FANCY MARCHING:- In a circle formation, change direction from time to time. 1. High knee raising, mark time (En levant les genoux, marquez lepas-Marche). 2. With high knee raising - March (En levant les genoux - Marche). 3. With long steps - March (En grand pas - Marche). Page - 36 4. In short steps - March (En petit pas - Marche). 5. On toes - March (Sur vos orteilles - Marche). 6. On your heels - March (Sur vos talons - Marche). 7. With claps - March (En claquant des mains - Marche). 8. Teach the students to march in varying rhythms - slow and fast.
COMMANDING - Preparatory - Pause - Executory. Voice, Clear pronunciation, personality.
AGILITY EXERCISES 1. Forward roll progression a. From squat to sit. b. From squat to stand. c. From stand to stand. d. From a run with take-off from one foot
2. Backward Roll Progression a. From sitting position to squat b. From a stand to stand.
3. Cartwheel Progression a. Elementary cartwheel with no hip extension both sides. b. Cartwheel with hip extension both sides.
4. Hand balance held by teacher
5. Arch Progression a. Arch helped by teacher. b. Arch from back lying position. c. Free arch from standing position.
FOLK DANCING A few folk dances suitable for this age may be taught
RELAY RACES: 1. Running relay. Page - 37 2. Walking relay. 3. Back running. 4. Hopping (on one leg). 5. Rabbit jump. 6. Kangaroo jump.
RECREATIVE ACTIVITIES
The most enjoyable part of a lesson is undoubtedly the recreative part when the students engage themselves in delightful recreation under a teacher's supervision. This is the period of games.
There is an atmosphere of joyous fun and fair play and the game situations provide rich experience that goes to make a "Sportsman".
The following activities may be taught to this group:
A. GAMES 1. Cat and rat. 2. Handkerchief circle. 3. Puss in the corner. (G/2 P.3) 4. Nondi. (G/2 P.4) 5.Hutko.(G/2P.5) 6. Lame play. (G/2 P.18)* 7.Uthabasha.(G/2P.18)* 8. Catch the handkerchief. (P/TO/21 P.17)*
B. IMITATIVE EXERCISES
1. The Fire. (P/TO/21 P.15)* 2. The Tonga. (P/TO/21 P. 14)* 3. Washing Clothes. (P/TO/21 P.15)* 4. The Wind. (P/TO/21 P.15)* 5. Baby Bird. (P/TO/21 P.16)* 6. Do this - Do that (P/TO/21 P.18) * 7. One big circle moving so. (P/TO/21 P.20)* Page - 38
*References of Books from Physical Education Library, Sri Aurobindo Ashram, Pondicherry - 2
ASSEMBLY AND DISMISSAL
Every lesson must have an orderly and impressive closing. Whatever may be the type of activity the students are engaged in, at the end of lesson the whole class must assemble together and then disperse. It will be more effective if all the students recite together a prayer or singing the National Anthem at the conclusion of their physical education programme.
MODEL LESSONS FOR CHILDREN
1. INTRODUCTORY PART Same as the previous age group with the following addition:- 1. Loose group, chase the teacher. 2. Run, stop at signal. 3. Running with knees high. Change to fast running with whistle. 4. Brisk walking, at signal skip jump as high as you can on the spot 5. Jump on spot, higher and higher, with a turn, right or left.
2. FORMAL ACTIVITY a. ARM-"The Signaler" Starting position - standing erect. 1. Hands sideward. 2. Hands upward. 3. Hands sideward. 4. Hands normal. (8 to 10 Repetitions) b. TRUNK TURNING OR TRUNK SIDEWARD BENDING -"The Traffic Cop" Starting Position - Standing erect Page - 39 1. Trunk turned right, right hand sideward. 2. Trunk normal, hand normal. 3. Trunk turned left, left hand sideward. 4. Trunk normal, hands normal. (8 to 10 Repetitions) c. LEG RAISING - "The Knee Raiser" Starting Position - Standing erect 1. Right knee upward. 2. Right knee normal. 3. Left knee upward. 4. Left knee normal. (8 to 10 Repetitions) d. NECK TO CHEST-The Neck Twister Starting Position - Standing erect. .Head turned right and pressed backward. 2. Head normal. 3. Head turned left and pressed backward. 4. Head normal. (6 to 8 Repetitions) e. TRUNK FORWARD BENDING " -The Kow Tow" Starting Position - Standing erect. 1. Trunk bent forward, hands touching toes. 2. Trunks normal, hands upward. (8 to 10 Repetitions) f. DEEP KNEE BEND - The Sinker" Starting Position - Standing erect 1. Right foot sideward, hands sideward. 2. Knees folly bent, hands upward. Page - 40 3. Knees normal, hands sideward. 4. Right foot normal, hands normal. (8 to 10 Repetitions) g. TRUNKS LOWERING - "The Half bow" Standing erect - hands on hips 1. Trunk half lowered. 2. Trunk normal. (8 to 10 Repetitions) h. ABDOMINAL - "The Tatoo" Starting Position - Seat on floor. 1. Feet apart. 2. Feet normal. 3. Feet at buttocks. 4. Feet normal. (8 to 10 Repetitions) i. STEPPING - "Jumping feet apart and together" Starting Position - Standing erect. 1. Jump feet apart 2. Jump feet together. (30 to 40 Repetitions) j. BREATHING - "The Side Expander" Starting Position - Standing erect. 1. Hands sideward and inhale. 2. Hands normal and exhale. (6 to 8 Repetitions) 3. SPECIAL ACTIVITIES A. MARCHING: Same as the previous group with the following addition:- Page - 41 1. On the march, change step - March (Changez le pas - Marche). 2. On the march. Halt (Halte) 3. March to vocal music. 4. Turn on the march - Right turn; left turn; about turn. 5. Right (left) wheel: (Changement de direction a gauche [a droite] Marche). 6. Change from mark time to quick march. 7. Ceremonial marching (March Past). B FANCY MARCHING Same as the previous age group with the addition:- 1. Jilabi figure. 2. Square Formation. 3. On diagram - one file to flour files and then one file. C AGILITY EXERCISES: Same as the previous age group with the following addition:- 1. Forward Roll Progression. a. From a run with spring from both feet. b. Continuous forward rolls. c- Fast forward rolls. 2. Backward Roll Progression. a. Continuous backward rolls. b. From a stand to a straddle position. c. From a stand to piked position and roll. d. Backward roll to a prone position. 3. Cartwheel Progression. a. Continuous cartwheel in a straight line (left and right). b. Cartwheel clicking heels in the air (left and right). c. One hand cartwheel keeping the other hand on the head (left and right). Page - 42 d. One hand cartwheel keeping the other hand on the waist (left and right) 4. Preliminary Teaching of Diving. 5. Inverted Balances. a. Shoulder rest b. Tripod. c. Tip up. d. Head stand (for short duration). e. Tiger balance. f. Hand stand. D. FOLK DANCING Same as the previous age group with the addition of some more suitable dances for this age group. E. RELAY RACES 1. Side running (single). 2. Dog running. 3. Back to back running. 4. Crawling on all fours. F PYRAMIDS Few Pyramids may be taught to this age group. G. ELEMENTARY TECHNIQUE OF ATHLETICS 1. Running. 2. Standing long jump. 3. Ball throwing for distance. 4. RECREATIVE ACTIVITIES Same as the previous age group with the following additions:- A Dual Contests 1. Cock fight 2. Push and Pull (Free with two sticks) Page - 43 3. Back to back Push 4. Between the legs Tug B. Games 1. Dog and the bone 2. Bull in the Ring 3. Fishermen and the Net 4. Hututu (Chedugudu) 5. Atya Patya 6. Kho-Kho 5. ASSEMBLY AND DISMISSAL Same as the previous age group
MODEL LESSONS FOR 15 TO 18 YEARS OF AGE
1. INTRODUCTION PART: (Items of the previous age group may be tried)
Running and walking in free formation for a short time and then few repetitions on the following movements.: 1. Hands over head and breathe in - Trunk bend downward to touch toes and breathe out — Trunk normal and hands over head while breathing in - Hands sideways lower and breathe out 2. Clasp hands over head - trunk bending from side to side. 3. Stand with feet apart-Trunk downward and backward. 4. Trunk turning from side to side. 5. Right leg forward - right knee bent, right hand supported on right knee, left hand circling forward and backward. Turn about on the heels, left hand supported on left knee, right hand circling forward and backward. 6. Crow hop finishing with high upward jump. 7. Kicking forward and sideways. 8. Spring jump with deep breathing. Page - 44 2. FORMAL ACTIVITY: Same as the previous age group with the following additions: 1. ARM - "The Uplifter". Starting Position - Standing erect 1. Hands on neck. 2. Hands upward. 3. Hands on neck. 4. Hands normal. (10 to 12 Repetitions) 2. TRUNK TURNING - "The Weather Vane". Starting Position - Standing erect, feet apart, hands sideward. 1. Trunk turned right 2. Trunk turned left (10 to 12 Repetitions) 3. LEG RAISING - "The Booter" Starting Position - Standing erect 1. Right hand forward, kick hand with right foot 2.Right foot and right hand normal. 3. Left hand forward, kick hand with left foot 4. Left foot and left hand normal. (10 to 12 Repetitions) 4. TRUNK SIDEWARD BENDING - "The Liver Squeezer" Starting position - Standing erect feet apart hands upward with finger interlocked. 1. Trunk bent right 2. Trunk normal. 3. Trunk bent left. 4. Trunk normal. Page - 45 . (10 to 12 Repetitions) 5. NECK AND CHEST-"The Nodder" Starting Position - Standing erect. 1. Head bent forward. (Chin drawn in) 2. Head bent backward. (Chin drawn in) (10 to 12 Repetitions) 6. TRUNK FORWARD - "The Reaper" Starting Position - Standing erect 1. Right foot forward, hands at waist 2. Trunk bent forward, hands touching floor. 3. Trunk normal, hands at waist 4. Right foot normal, hands normal. (10 to 12 Repetitions) 7. KNEE BENDING - "The Knee Bender" Starting Position - Standing erect hands on hips. 1. Knees half bent. 2. Knees fully bent 3. Knees half bent 5. Knees normal. (10 to 12 Repetitions) 8. TRUNK LOWERING - "Painful Perry" Starting Position - Standing erect, hands on neck. 1. Trunk half lowered. 2. Hands upward. 3. Hands on neck. 4. Hands normal. (6 to 8 Repetitions) Page - 46 9. ABDOMINAL- "The Spreader" Starting Position - Back on floor 1. Feet upward. 2. Feet apart 3. Feet together. 4. Feet normal. (10 to 12 Repetitions) 10. SPECIAL - "The Jumper" Starting position - Standing erect, hands upward 1. Knees half bent trunk half lowered, hands backward. 2. Knees normal, trunk normal, hands upward. 3. Knees half bent, trunk half lowered, hands backward. 4. Swing hands upward and jump upward, landing with feet together. (10 to 12 Repetitions) 11. STEPPING - "Alternate Stride Jumping" Starting Position - Standing erect 1. Feet stride right. 2. Feet stride left. (40 to 50 Repetitions) 12. BREATHING - "The Upward Expander" 1. Hands upward and inhale. 2. Hands normal and exhale. (6 to 8 Repetitions) 3. SPECIAL ACTIVITIES: A. MARCHING Same as the previous age group with the following addition: 1. Change from quick time to double time in marching and vice versa Double quick - March. (Pas Gymnastique Marche). 2. Halt at the double time march. Page - 47 3. Marching in threes; falling in threes; right and left dress. (En colonne couvrez) (Open and close order; close order. marching; open order marching. 4. Revision of all the lessons with military precision. B. AGILITY EXERCISES: Same as the previous age group with the following addition: 1. Continuous backward roll and forward roll in the same direction. 2. Forward roll finishing with a forward and upward jump. 3. Forward roll to lie flat on back. 4. Forward roll to turn over to lie on chest 5. Forward roll to a head balance. 6. Dive for distance and height 7. Dive through ring. 8. Mule kick. 9. Round off. C. FOLK DANCING: Same as the previous age groups with one or two additional dances suitable for this age group. D. PYRAMIDS: Same as the previous age group with some addition . E. ATHLETICS: Preliminary training on: 1. Crouch start - 100m. 200m & 400m running. 2. Running long jump. 3. High jump. 4. Hop, step and jump. 5. Cricket ball throwing for distance. 6. Athletic walking. F INDIGENOUS EXERCISES A. Surya Namaskars Page - 48 B. Asanas: Explanation of its application - clothings - place etc. 1. Sarvanga asana. 2. Matsyasana. 3. Halasana. 4. Poschimotyasana. 5. Dhanurasana. 6. Sasangasana. 7. Shirshasana. 8. Savasana. C. Dunds: 1. Push through. 2. Straight dip. 3. Baithak dund. 4. Half circle dund. 5. limp dund. 6. Circle dund. D. Baithaks: 1. Baithak on toes. 2. Flat footed Baithak. 3. Jumping baithak. 4. Baithak with palms on the ground. 5. Chair baithak. 6. Hanuman baithak. G. COMBATIVE SPORTS: a. Lathi - Size of lathi - principle of lathi play - paitara - benati. b. Wrestling - Preparation of wrestling pit - its dimensions - dress for wrestling - paitara - about six different tricks (dauns). 4. RECREATIVE ACTIVITIES:- a. Dual Contests Same as before. b. Games Same as before. Page -49 |