Table Of ContentA CORRECTIVE GUIDE IN PHYSICAL EDUCATION
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
Uy
Alvin Katlch
June 1950
UMI Number: EP46398
All rights reserved
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UMI EP46398
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p - X . ' S ' l i n
This project report, written under the direction
of the candidate’s adviser and approved hy him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Date. ....... ....
Adviser
Dean
il
TABLE OF CONTENTS
CHAPTER PAGE
PART I. GROUNDWORK
HOW TO PREPARE FOR THE PROGRAM
1. FACILITIES: HOW TO INSURE HAVING A FUNCTIONAL
CORRECTIVE ROOM . . . . . . . . ......... . . . . 2
!• PLACEMENT: How to locate the proper site for
the room • • * • • • • « • * • • • • • • • • • 2
2. TYPE OF EQUIPMENT: How to furnish the cor
rective room • • • • • • . • • • • • • • • • • 3
3. ARRANGEMENT: How to place the equipment . . . 4
Zm PROGRAM PLANNING: HOW TO DRAW UP EFFECTIVE
WORKING MEASURES ........................... 9
1. GROUPING: How to form corrective classes . . 9
2. SCHEDULING: How to arrange for class
meetings • 11
5. PSYCHOLOGY: HOW TO WORK EFFECTIVELY WITH CORRECT
IVE CLASSES . . . . . ......... . . . . . . . . . 14
1. DISCRIMINATION: How to overcome the feeling
that corrective classes are different than
other physical education classes • • • • • . . 14
2. CONCRETE EVIDENCE: How to prove to the pupil
that he is making progress • • • • . • • • • • 15
3. CLASS PROCEDURE: How to conduct a corrective
ill
CHAPTER PAGE
class in accordance with the psychology of
learning • • • ............. • • • • .......... 16
PART II* DIAGNOSIS
HOW TO SCREEN STUDENTS ACCORDING TO THEIR CORRECTIVE NEEDS
4. LANDMARKS: HOW TO SECURE THE BEST RESULTS FROM
THE POSTURE SCREEN . . . . . . . . ......... . . . 22
1. ANTERIOR: How to obtain the correct position
for the front view • • • • • • • • • • • . . . 22
2. POSTERIOR: How to line up the back view with
the plumb line • » . . • • • • • • . ......... 24
3. LATERAL: How to align the side body view
with the posture string • • • • • • • • • • • 26
5. EAGLE EYE: HOW TO EXAMINE THE BODY FOR FOOT AND
POSTURE DEVIATIONS . .......... 30
1. UPPER EXTREMITIES: How to check the body area
above the hips • • • » • • • • • • • • • • • • 30
2. LOWER EXTREMITIES: How to examine from the
hips on down 33
6. PAPER WORK: HOW TO KEEP INDIVIDUAL RECORDS . . . 37
1. PHOTOGRAPHS: How to use a camera in correct
ive work • • • • • • • • • • • • • • • • • • • 37
iv
CHAPTER PAGE
2* CHARTS: How to construct an examination
card 40
PART III* ACTIVITIES
HOW TO ADMINISTER HELPFUL DRILLS
7* GOLDEN RULES: HOW TO PRACTICE GOOD WORKING
PRINCIPLES 47
1* REPETITION: How to establish correct body
mechanics habits • • • • • • • • • • • • • • • • 47
2* PROGRESSIVE POSITIONS: How to utilize various
exercising positions • • • • • » • • • • • • • • 49
3* REST: How to build up resistive forces of the
body 50
4. MANUAL CORRECTION: How to assist students to
get the correct exercising positions 51
8, PHASES OF EXERCISING: HOW TO MEET INDIVIDUAL
NEEDS 57
1. PASSIVE EXERCISES: How to help the pupil by
using external manipulation • • • * • • • • • • 57
2. ASSISTIVE DRILLS: How to work with the pupils
during the performance ............. . . 59
3* RESISTIVE EXERCISES: How to add weight to the
drills 59
V
CHAPTER PAGE
4. ENDURANCE EXERCISES: How to use normal type
applications 61
9. CORRECTIVE EXERCISES: HOW TO REMEDY BODY DE
VIATIONS . 64
1. THE SHOULDER GIRDLE: How to overcome low,
high, or forward shoulders 64
2. SPINAL ABNORMALITIES: How to correct
exaggerated spinal conditions • • • . • • « . 65
3* TILTED PELVIS: How to level the hip hones * . 68
4* KNEE DEFECTS: How to overcome "bach knees". • 69
5# FOOT CURES: How to correct flat feet and
pronated ankles • • • • • • » • • • • • » • • 70
CORRECTIVE PHYSICAL EDUCATION COLLECTION: A special
reserve shelf for use inc orrective work • • • • • 75
vi
LIST OF FIGURES
FIGURES PAGE
1. CORRECT POSITION FOR THE ANTERIOR VIEW......... 23
2* CORRECT POSITION FOR THE POSTERIOR VIEW . . . . 25
3* CORRECT POSITION FOR THE LATERAL VIEW . . . . . 27
4. TILTED HEAD 32
5* POSITION FOR PICTURE TAKING . . . . . . . . . . 39
6. TYPICAL RECORD CARD . . . . . . . . . . . . . . 41
7* MANUAL CORRECTION FOR “HOLLOW BACK" . . . . . . 52
8. MANUAL CORRECTION FOR “PROTRUDING SCAPULAE8 . . 54
9. POSITION FOR BENCH PUSH-UPS . . . . . . . . . . 66
vii
PREFACE
Since the trend of modern education focuses attention
upon the "whole11 child, the mistake of over-emphasizing the
work with athletes, which has resulted in a neglect of those
who really need physical education the most, must be remedied.
More must be done in health and physical education work than
just teach proper health habits, health knowledge, and health
attitude. In order to meet the needs of the "whole** child,
the health and physical education aims must establish, through
practice, a mechanically efficient body structure.
If you were to select from any one of your classes per
fectly aligned mechanical bodies, you would be startled to
note how few students have good body mechanics. World Wars
I and II gave some statistics regarding defective physical
make-up that resulted in people demanding a higher standard
of health.
With this interest in health and physical education the
problem of supplying an adequate and safe program of physi
cal education for both the defective and the normal individual
confronts the educators. To give every Individual the same
type and dosage of physical education shows a failure to
recognize individual differences. In many cases, mass physi
cal education is too hard for a great many, is not hard
enough for a great many more, and satisfies but a few.
viil
The aim of this “(kilde11 is to furnish information to he
used in setting up a corrective room, discovering physical
defects in individuals, and giving the physically defective
individuals the proper type and amount of physical educa
tion to meet their needs and capacity*
G-rateful acknowledgement is made to Professor Stanley
Williamson, of the University of California at Santa Barbara,
and to Mr* Flanagan, of Manual Arts High School, Los Angeles,
California, for their helpful suggestions and guidance in
this field of corrective work*
