In Schools
Since controlled resistance exercise has so much to offer for the growing child and we are extremely interested in him, the question arises can this be used in the school physical education program?
Thirty years ago, a very few colleges had such a program, but today most colleges use the resistance program with weights in various ways. Some use it primarily to condition the athletes for their specialties, and others use it on a more broad basis making it available for the general student body. In the last few years, it has become more available in the high schools of the country too, but mostly as a minor activity the individual must seek out.
The most effective place for controlled resistance exercise is in our elementary and high schools. During those years, the body is extremely adaptable to training, and also it is during those years that our problems in body mechanics develop. Progressive training will not only assist in the prevention of faulty body mechanics, but will guide the growth of the body in structure and function to make it much better than any other form of activity can do.
The application of this training on an individual basis to large numbers of children presents some problems, but no difficult ones. To conduct this training individually as is done in our private clubs may not be practical, but the basic programs of development can be easily arranged for all, and requires little expense or space. Dr. Jack R. Leighton of Eastern Washington College of Education has described a method of teaching progressive weight training in schools that is very practical and useful. It is fully described in his book Progressive Weight Training published by The Ronald Press Company, New York. The doctors Benjamin H. Massey, Harold W. Freeman, Frank R. Manson, and Janet A. Wessel also describe an excellent adaptation of weight resistance exercise for schools, particularly colleges, in their fine work The Kinesiology of Weight Lifting published by Wm. C. Brown Company, Dubuque, Iowa.
The following suggestions given may also be found helpful to those who wish to use this type of training for large groups of children.
The children may be divided into groups of from five to ten each. The smaller the number in each group, the less time it will take to complete the session. These groups are to be formed of children about the same degree of strength and ability in exercise. This will have little specific relation to age, height or weight. Each group will be assigned to one or more bar bells and sets of dumbbells.
A group of six basic exercises can be used, such as: The Press from Behind the Neck, for the arms, shoulders and upper back. The Sit-up or the Leg Raise for the abdominal muscles. The Deep Knee Bend with the Heels on the Floor, for the hips, legs, lower back and its effect on general cardiovascular and respiratory function. The Straight Arm Pull Over to stretch the upper back and rib box and move the diaphragm. The Calf Exercise with the toes turned inward to strengthen the long arches of the feet. The Stiff Legged Stretch to stretch and strengthen the muscles of the back.
To use this selection of exercises for a group of boys twelve years old, we need a bar bell for the Press from Behind the Neck of 20 lbs., a bar bell or dumbbell of 10 lbs. for the straight arm Pull Over, and a bar bell of 30 lbs. for the Deep Knee Bend, Stiff Legged Stretch and the Calf Exercise. If enough bars are available, it would be helpful to have separate bars for the Deep Knee Bend, Calf Exercise and the Stiff Legged Stretch.
Other basic groups of motions could be selected as well, but this is very satisfactory for beginners. The group of exercises should be changed at times to stimulate interest and progress.
A good arrangement is for each group to line up in single file with the first member facing the bar for the first exercise . . . the Press from behind the Neck. The first boy or girl would step forward, grasp the bar and do the required number of counts and replace it on the floor, then step ahead for the Sit-up exercise while the next boy or girl in line would begin his Press from behind the Neck. During the Sit Up, the performer’s feet could be held in place by another, or he could be instructed to do the motion without the feet anchored, as the instructor should prefer. After the Sit-up or Leg Raise, he would move ahead to the Deep Knee Bend bar, which he would place on his shoulders and do the designated number of knee bends. Then to the Straight Arm Pull Over station, the Stiff Legged Stretch and the Calf Exercise, after which his session would be completed.
In this fashion, using the same weights and exercises for each group, the basic motions could be done with a minimum amount of time and with excellent results for all.
The increases in the weight loads must be made within the ability of all within the group. If an individual’s strength increases faster than his group, he is transferred to the next strongest group. This arrangement does not have all the advantages of individual training, but it would be very effective and is a way of giving resistance effort to large numbers of children in a short period of time and with little expense.
In a similar way, a group of children could be selected for their need of corrective exercises and an arrangement made to fit their particular needs. The director of such a program should have adequate knowledge of progressive resistance exercises and principles to group the participants correctly and select and supervise the motions used.
A reasonable objective can be set for each group, to be reached by the end of the term according to the needs and ability of that group. It could be three or four weight increases in the exercises for the group and a certain standard of counts to be performed with that resistance. Records, of course, should be kept of the child’s height, weight and measurements at the beginning and taken again at the end of the term as a further measure of progress. Such a program would be well received by the children and little difficulty, if any would be had in obtaining their cooperation.
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