PHYSICAL TRAINING.

Otago Witness, Issue 3523, 20 September 1921, Page 54

PHYSICAL TRAINING.

THE EXCELLENT SYSTEM OF TO-DAY.

By

H. T. GIBSON.

In most matters our nation moves slowly, but in none does it move more slowly than in matters educational. Twenty years have elapsed since we began to realise that the "drill” carried out in the public schools was unsatisfactory. Recruiting for the Boer War of 1899 showed the necessity for revising the methods of the physical education of our youth, but only now are wo giving the subject the attention it deserves. The benefits to be derived from physical training are as much mental as physical. In the ancient Greek schools the training of the body was intimately associated with the training of the' mind. Education was looked upon as a means whereby training was given to a personality, which consisted of inseparable factors, mental and physical. Thus mind and body were considered as an entity, and the education which this entity received, aimed at the development of as perfect a being as possible.

To-day, we are beginning- to realise that our ideas aro identical with those of the Greek educationists. \\ e see that because movements of the muscles are controlled by the mind, the guidance of those movements, through the agency of training, necessarily demands that the mind of the pupil must be equally as active as his body. Monotony of movement in drill, a critic might say, would tend to reduce the mental process to mere mechanical obedience, and in the end to eliminate mind work altogether. So, undoubtedly, it would, and herein lay the chief fault of the old-time military training, which trained the body, and the body only. All modern systems of physical training, however, are so arranged that monotony of movement is abolished. Quick change, variety, and unexpected commands form the keynotes of tire training, demanding such alacrity and alertness on the part of the pupils, that mere mechanical training is eliminated, and a training of mind as well as of body is secured. The school system treats the pupil as the future citizen, who is to be trained to meet emergencies in life so that he will act without hesitation, and so that, when occasion demands, he will be capable of calling upon his combination of forces, intellectual and physical, and will have that combination under complete control in order to apply the whole or the part as may be most expedient in a crisis. It may appear to the layman that these ideals are high, too high for practicability. Let me sav that these ideals are to be attained through the training system given in our public schools, providing that the pupils are neither mentally or physically defective, and that the instructor is thoroughly efficient- in all branches of his work. “But,” 1 hear someone say, "in order to meet emergencies successfully, and in order to tackle a crisis without hesitation, a si rung character is needl’d.” Of course it is, but are not the two chief factors in strength of character the power of clear conception resulting from mental alertness, and the power of acting decisively and at once, resulting from physical fitness? These powers are undoubtedly developed bv regular and efficient physical instruction. 1 do not mean to sav that a hopelessly weak character can be made strong, but I assert that by physical training of the right kind, firmness and the power of quick decision can be developed, that a weak character can be strengthened, and a strong character made stronger. Many exacting demands arc made upon the skill of the instructor. He must know both the theory and the practice of his work. He must realise that his aim is to cause his pupils to acquire, during the various stages of their development, the

maximum of general fitness, of health, and ; ' igour. He must be able to recognise the many defects of the senses, of the dy, and of the mind, and to deal with ; them to the lwst pos ible advantage. He must. possess a cheery but firm manner, j especially so when tunning tiie very ! young. Ft v things militate against eflij eiency more than dreariness, monotony, or iack of complete and easy control over the whole class. He must be sympathetic. Ihe old-time drill-sergeant style of teaching does harm instead of good. Patience, tact, the power of bestowing judicious praise and of meting out just censure,— all these are necessary in the good instructor. A timely joke works wonders, whereas nagging and cheap sarcasm liiiroeis progress, for the mental aspect predominates. Above all, the instructor must have a great fund of common sense. Ho must graduate the exercises, not only per book, but to suit all circumstances of age, temperament, and capability. Seeing that physical training occupies but- a small place on the school time-table, the layman may doubt whether the high aims here indicated can possibly be attained during the limited school career. Let the sedentary worker but try the effects of only 10 minutes’ regular and thorough training every day, and within a very short time he will lie surprised at the difference it makes to him, not only in his deeper breathing and in his tingling muscles, but in his mental alertness. Then let him remember the impressionability of the youthful mind, and the suppleness of the youthful body, and he will readily see that the daily 20 or 30 minutes of properly conducted training must have a very great and lasting effect. To those who are not conversant with the system employed in the schools, and -n Senior Cadet and Territorial training, a very brief description might be of interest. Of course, for the Cadets and Territorials, the exercises are much more difficult and strenuous than those for children, but the systems of training are identical. The pupils quickly but quietly “fall in” in four lines. Brisk response to a few sharp commands, demanding unexpected but simple movement, makes the class alert, sets the pulses beating faster, and excites muscular tension. The positions of standing erect are then corrected, not so much by direct instruction as by exercises which compel the right position to lie adopted. Such correction co-ordinates not only a great number of muscular movements, but develops mental control. Y> ith bodies and muscles prepared for quick movement, and with minds concentrated on the work, the pupils are now ready and receptive.

A sequence of exercises is followed, exercises graduated according to age and capability being given to the limbs, to the neck, and to the trunk, including the dorsal, lumbar, and abdominal regions. Not one slovenly movement on the part of any one individual is allowed to pass unchecked. The alert and ready ones are praised, and the slower ones encouraged. No pupil must escape observation, hence arises the necessity for small classes and for a sufficient number of trained intructors. Healthy emulation is aroused, and the whole class is “tuned up” to a high pitch of vivacity, agility, and conseqent enthusiasm. Suddenly an unexpected order is given, an unusual one if possible, an order demanding speed and vigour, and rapid movement from the ranks. The first and last pupils to execute the order are sometimes indicated, but with an encouraging remark or smile for the latter, to avoid disappointment and chagrin. Then, “at the double,” back goes the class to the ranks again, back to quick movement of the limbs, slow movement of the trunk, “dancing” steps, jumping and hopping, but not enough of any to cause discomfort or exhaustion in tlie very weakest of the pupils.. Anyone likely to suffer in any way is invited to stand aside and to rest. Work again suddenly ceases, and an organised game is indulged in, calling upon activity of brain and muscle, a game in which all can join, including the teacher, and one which causes fun and laughter. The game does not last long, for the time is limited, but all play their hardest for the team or rank in which they happen to be placed. ’The variety of games is unending, the expert instructor inventing them or adapting those laid down in the various books of games to suit circumstances. The game over, the pupils once more "fall in,” and a little more work is undertaken, the exercises gradually becoming milder and easier towards the end. A quiet march follows, a few trunk bendings, deep breathing exercises with arm movements, and the fun is over. “Fun?” asks the uninitiated. Ask the children of a well conducted class and hear what they say.