The Pleasantville press. (Pleasantville, N.J.) 1912-1929, 1922-05-24
Tests Designed To-.
Replace Field Day
Physical Training Director of
Public Schools Presents
Program of Events.

children are doing in school, Hazel
Worcester, physical training director,
has presented the following tests.
These tests have been designed to
take the place of field day, plans for
which were abandoned when Superin-
tendent Sullivan found it impossible
to procure a location for the holding
of it.
1t is an accepted fact hat physical
training, performed without interest,
is of little or no value. AS the end
of the school term draws neal inter-
est in regular work wanes. 1t is
therefore necessary to devise some
thing closer to the hearts of the chill
dren. That the physical efficiency
tests accomplish this purpose is at
tested by the number of children that
practice in out of school hours.
The second aim is of broader con-
ception. Every one is familiar with
Fthe fact that we have, in the educa-
tional world to-day, individual intelli-
gence tests. When these tests are
given to pupils it classifiies them
roughly into superior, normal and in
ferior group These tests are con-
sidered so valuable that some colleges
now use them as the most important
basis of entrance.
Physical education should develop a
physical efficiency test which would
do precisely the same thing for the
physical side of the pupil as the in
dividual intelligence tests do for the
mental side. This test should include
more han just a test of motor activ-
ity accomplishment; 1t should include
in its scope the age, actual height,
weight (and normal height and weight
for different ages), heart, lungs, teeth
eyes, nose and throat. II such a test
is devised it would seem logical to
assume that the pupil could be given
an all-round physical rating and
classified fairly accurately into SUI
peltor. normal and. ipferiors groups as
rat&r756 bis physical efficiency. The
49, =
ing sdlfferent events that the pupils
might learn how best to make their
body obey their will. Such, then,
have been the purposes and ideals in
arranging the tests now being given
in the elementary grades fourth,
through eighth, and in the high
school. Owing to the many to be
tested and lack of time, it has not
been possible to do all that l have
wished, but in SO far as practicable
the broadcast conception of a physical
efficiency test has been followed.
Plan For fourth, fifth and sixth
grades: Basis of examination, age.
Credits, posture, 20; running broad
jump, 20; 50-yard dash, 20; standing
broad jump, 20. Ginning, boys; base
ball far-throw, girls; or, running high
jump, 20; total, 100. Certificate re-
quirement, so.
observation-disclosures: Children are
divided into three classes according to
posture. Class l (correct), 20 points;
class 2 (fair), 10 points; class 3
(poor), 0.
Jumps and Observation-Disclosures re-
CURED increases. with age of pupil.
Dash-Time decreases with increas-
ed age.
Chinning-Times in direct proper
ton to age.
Plan II-For seventh and eighth
grades and high school classes. Basis:
Age, height and weight. Points:
Standing broad, Is; running broad,
Is; 50-yard dash, 20. Running high
jump, boys; baseball, far-throw, girls,
Is; weight in proportion to age, 5;
height in proportion to age, 5; gen.
eral health, 10; lung expansion, 5;
posture, 100; total credits, 100. Ger
tiicate requirements, 80.
Observation-Disclosures in jumps,
dash and baseball throw vary with
age, height and weight; requirements
for older, larger pupils, being more
difficult.
Height-Children should be about a
certain height for their age. Much
variation in either direction removes
credits.
Weight-Same as height.
General health according to judg-
ment of school nurse, whose cards are
used in gathering data.
Posture-Class l, 10 credits; class
2, 5 credits; class 3, 0.
To those who pass the tests with
eighty credits will be awarded a
certificate which should be valued as a
symbol of normal or above normal
physical fitness. Too many were
found wanting in the World War. Let
il NOT he so in h. future.