NEW YORK STATE 
PHYSICAL FITNESS STANDARDS 
EVALUATIVE PROCEDURES IN PHYSICAL ACTIVITIES 
FOR GIRLS AND YOUNG WOMEN 
NEW YORK STATE WAR COUNCIL 
Office of Physical Fitness 
STATE EDUCATION DEPARTMENT 
Division of Health and Physical Education 
Cooperating State of New York 
STATE WAR COUNCIL 
Governor Thomas E. Dewey, Chairman 
Lieutenant Gov. Joe R. Hanley, Vice Chairman 
Speaker Oswald D. Heck, War Plans Coordinator 
Atty. Gen. Nathaniel L. Goldstein 
Elmer A. Carter 
John J. Dunnigan 
Benjamin F. Feinberg 
Mrs. Caroline W. Gannett 
Louis Hollander 
Irving M. Ives 
George Z. Medalie 
John J. Meegan 
Thomas A. Morgan 
Thomas A. Murray 
William I. Myers 
William 0. Riordan 
Mrs. Anna M. Rosenberg 
Harold C. Ostertag 
Paul A. Schoellkopf 
Irwin Steingut 
D. Mallory Stephens 
Arthur H. Wicks 
Harold H. Schafp, Executive Secretary 
Office of Physical Fitness 
HIRAM A. JONES 
Director 
COMMITTEE ON PHYSICAL FITNESS 
The Hon. C. C. Mollenhauer, Chairman, Member of the Board of 
Regents of the University of the State of New York, Brooklyn. 
Lewis P. Andreas, 
Syracuse 
The Rev. John Bourke, 
Watervliet 
Col. Clifford L. Brownell, 
New York City 
Mark A. Daly, 
Buffalo 
Dr. Matthew E. Dann, 
New York City 
George E. Davis, D.D.S., 
Brooklyn 
Nat Holman, 
New York City 
Edwin S. Hoysradt, 
New York City 
Morris lushewitz, 
New York City 
Albert D. Kaiser, M.D., 
Rochester 
Dr. Frank S. Lloyd 
New Rochelle 
Dr. Helen McKinstry, 
Troy 
Willard J. Magavern, 
Buffalo 
Mrs. Avery J. Pratt, 
Buffalo NEW YORK STATE 
PHYSICAL FITNESS STANDARDS 
EVALUATIVE PROCEDURES IN PHYSICAL ACTIVITIES 
FOR GIRLS AND YOUNG WOMEN 
NEW YORK STATE WAR COUNCIL 
Office of Physical Fitness 
NEW YORK STATE EDUCATION DEPARTMENT 
Division of Health and Physical Education 
Cooperating 
Copyright, 1944, by Office of Physical Fitness 
New York State War Council DIAGRAM SHOWING SCOPE OF THE 
PLAN FOR APPRAISING ACHIEVEMENT AND FOR CERTIFICATION 
INDIVIDUAL cmJ PllAL SPORTS AREA* 
Archery, Badminton, Bicycling,Bowling 
Croquet, Deck Tennis, Fencing, Golf, 
Handball, Horseshoes, Horseback 
Riding, Ice Skating, Paddle Tenor 
RollerSkating,Shuffle Board 
Skiing, Snowshoeing, 
Table Tennis, Tennis, 
Tobogganing 
Team Sports 
Area 
Dance 
Area 
Basketball, Field Hockey, 
Soccer,Softball, 
Speedball, Volleyball. 
folk, Modern, 
Social, Tap 
OF MOTOR 
performance; 
Outi NG on d Camping 
Area 
Aquatics Area 
Preparation, Fire Making, 
Camp Cookery, Trail 
Making, Hiking, 
Hiking Administration 
Nature Knowledge 
Trips 
Self-Testing' 
Area 
Boatiny, Canoeiny 
Swimminy, Self-Safety 
Strokes .Rescue Skills 
Stunts, Tumbling, 
Apparatus, Horse, 
Pa raj IeT Bars, Stall Bars, 
; , Emergency Skills 
2 FOREWORD 
The need for definite standards in physical activity has been recog- 
nized for many years by leaders in physical education. Experience with 
the New York State Physical Fitness Training program during the past 
two years, and with the State Physical Education program during the 
past two decades provides pointed evidence of this need. The findings of 
Selective Service and Military and Naval Forces during World War II 
signal again the necessity for specific and graded standards of accom- 
plishment in this field. 
The New York State Physical Fitness Standards covering Evaluative 
Procedures in Physical Activities for Girls and Young Women represent 
a next step in providing uniform statewide means of measuring results. 
They are based on experience gained from the program developed in 
New York State. This Handbook is made available in printed form by 
the State War Council through its Office of Physical Fitness for all 
agencies to improve the physical fitness of the youth of the State now and 
in the future. 
The Evaluative Procedures contained in this Handbook are intended 
to help strengthen the program now under way throughout the State. 
Pursuant to statute and Regulations, as approved by the Regents, these 
testing procedures have been declared by the Commissioner of Education 
to represent “acceptable examinations and tests” to be employed by 
school authorities in measuring progress in physical education and for 
use in periodic Physical Fitness Check Up. 
The materials aim to serve three purposes: first, to evaluate local 
achievement on a uniform statewide basis; second, to stimulate the pro- 
gressive efforts of girls and young women participating in the physical 
fitness program; and third, to stimulate the progressive efforts of teach- 
ers, directors and administrators responsible for this program and give 
due recognition to the attainments of each. 
The standards represent tangible goals of accomplishment in accord- 
ance with the variable capacities and experiences of persons in a given 
class or group. To this end, provision is made for succeeding levels of 
achievement designated as MERIT, EXCELLENT and SUPERIOR. 
Each level of achievement is concisely defined by numerical description. 
Thus, persons with limited capacities and experiences in physical fitness 
activities find levels of achievement which stimulate them to optimum 
effort, and for which appropriate State Certificates and Awards are 
obtainable. In the same way, individuals with high capacities and rich 
experiences are encouraged to do their best to achieve a higher standard 
and award. 
The evaluative procedures contained in this Handbook should stimu- 
late community effort and lead to a greatly enriched program of physical 
education. Consideration has been given to a wide range of activities and 
flexibility of program for different types of communities. 
Hiram A. Jones 
State Director of Physical Fitness 
Albany, New York 
State Education Building 
September 1, 1944 
3 ACKNOWLEDGMENTS 
The State Committee on Activities for Girls and Women under the 
Chairmanship of Dr, Helen McKinstry in the early days of World War II 
and the leaders in the hundred or more communities who worked with 
the Committee were of invaluable assistance in pointing the way to 
improved methods and materials in physical education. 
The untiring efforts of these and other leaders in cooperation with 
outstanding work by the staffs of the Office of Physical Fitness of the 
New York State War Council and the Division of Health and Physical 
Education of the State Education Department, together with the splendid 
support of the State War Council and the State Board of Regents, have 
been a great stimulus to improvement in this field. 
The evaluative procedures presented in this handbook are the result of 
the efforts of the Sub-committee on Activities for Girls and Women of 
the State Technical Committee on Physical Fitness Standards, under the 
general chairmanship of Colonel Clifford L. Brownell, with the able 
assistance of members of the staffs. Special acknowledgment is made 
to the members of the Sub-committee on Activities for Girls and Women 
as follows: Dorothy Zirbes, New York City, Chairman, Dorothea Deitz, 
Farmingdale, Virginia Harvey, Troy, Grace Lecomte, Watervliet, Jay 
Marchiano, New York City, Marie Schuler, Kenmore, and Marion 
Stowell, Syracuse. 
Special acknowledgment also is due members of the staffs including: 
Ellis H. Champlin, Dr. E. Patricia Hagman, Dr. Ruth Abernathy and 
Ethel T. Kloberg, and to Dr. Elizabeth Rodgers for editorial and tech- 
nical work in the production of the materials. 
Thanks are due to Mary Washington Ball of Cortland State Teachers 
College, Dr. Anne Schley Duggan, Texas State College for Women, and 
Mrs. Avery J. Pratt, President, State Congress of Parents and Teachers 
for review of materials, and to Claudia Moore, University of Colorado, 
Visiting Consultant, for her work on the dance materials. Permission 
of the authors and publishers to utilize materials previously published is 
gratefully acknowledged. . 
This project would not have been possible except for the constant 
stimulation and help given by the State War Council’s Committee on 
Physical Fitness and the State Committee on Physical Fitness and Rec- 
reation of the American Legion, Department of New York. 
Finally, the State is greatly indebted to Dr. Harold H. Schaff, Execu- 
tive Secretary of the State War Council, for exceptional understanding 
of the fitness needs and the problems. His proficient management and 
dispatch in the conduct of affairs during this emergency, has been a great 
asset in completing this project. 
H. A. J. 
September 1, 1944 
4 TABLE OF CONTENTS 
PAGE 
Foreword 3 
Acknowledgments 4 
Introduction 6 
Plan for granting certificates 8 
Table for interpreting test scores for certification and interpreting 
individual scores 9 
The administration of tests 10 
Fundamentals of Motor Performance 11 
Scoring and scaling test scores 11 
The test items 11 
Scoring scale for fundamentals of motor performance 15 
Team Sports Area 19 
Basketball 19 
Field hockey 21 
Softball 23 
Soccer 25 
Speedball . 27 
Volleyball .. 29 
Individual Sports Area 31 
Archery 31 
Badminton 31 
Bicycling 34 
Bowling 34 
Croquet 34 
Deck tennis 35 
Fencing 37 
Golf 37 
Handball 39 
Horseshoes 40 
Horseback riding 41 
Ice skating 43 
Paddle tennis 44 
Roller skating 46 
Shuffleboard 46 
Skiing 47 
Snow shoeing 47 
Table tennis 48 
Tennis 49 
Toboganning 51 
Dance Area 52 
Folk dance 52 
Modern dance .' 52 
Social dance 53 
Tap dance 53 
Self Testing Area 55 
Stunts and tumbling 55 
Apparatus 1 56 
Emergency skills 58 
Aquatics Area 61 
Swimming 61 
Boating 63 
Canoeing 64 
Outing and Camping Area 66 
5 NEW YORK STATE 
PHYSICAL FITNESS STANDARDS 
Evaluative Procedures in Physical Activities 
for Girls and Young Women 
Teachers of physical education, direc- 
tors and instructors of fitness, have rec- 
ognized the need for evaluative pro- 
cedures by which outcomes of the pro- 
gram can be assessed. The handbook has 
been prepared in recognition of this 
need. The material in the handbook has 
been compiled by teachers in the field. 
Every effort has been made to simplify 
administrative procedures in giving and 
scoring the tests. 
The physical activity program for 
girls and women has been divided into 
six areas: team sports, individual and 
dual sports, dance, self-testing, aquatics, 
and outing and camping. Within each 
area achievement type tests have been 
constructed for a considerable number of 
activities. No attempt has been made to 
provide a complete list of tests. The 
activities program outlined in the New 
York State Education Department Syl- 
labus in Physical Education for secon- 
dary school girls and fitness materials of 
the State War Council have been used as 
a guide for determining what appraisal 
techniques should be established. In ac- 
tual use, the choice of activities and 
their place in the program is left to the 
teacher. Perhaps no program will in- 
clude all of the activities listed but all 
are used in the various sections of New 
York State. 
In addition to the specific tests in the 
six areas listed, there has been developed 
also a “hub” or cross-section type of test 
called “Fundamentals of Motor Per- 
formance.” This test is to be used to 
evaluate the broad fundamentals of the 
program—those factors which underlie 
or which are common to skill and to ef- 
ficient use of the body in everyday activ- 
ities, and which contribute to total fit- 
ness of the individual. Each element in 
this battery is scored on a 100 point 
scale. A perfect score on the total test 
is 1000. 
To the teacher of physical education, 
the materials of this handbook will be 
of value in: 
a. Evaluating a girl’s skill in physical 
activities 
b. Evaluating strengths and diagnos- 
ing weaknesses in pupil achieve- 
ment in the broad fundamentals of 
the program for guidance purposes 
through use of the “Fundamentals 
of Motor Performance Test” 
c. Stimulating and maintaining inter- 
est in a broad all-round program 
through the certification plan for 
recognition of achievement on suc- 
cessively higher levels 
d. Classifying students for instruc- 
tional purposes within a given class 
or group 
e. Marking or grading pupil progress 
in physical education. 
To the individual girl or young woman 
who participates in the physical educa- 
tion program, the materials of this hand- 
book will be of value in: 
a. Helping her to evaluate her own 
progress in learning physical edu- 
cation activities 
b. Helping her to understand her 
achievement in relation to the 
group of which she is a part 
c. Helping her to all-round achieve- 
ment in physical activities through 
the winning of proficiency certifi- 
cates. 
6 The skill tests described for the activ- 
ities included in the six areas are in- 
tended to follow a period of instruction 
in those seasonal activities which are 
taught during the course of the year. In 
the team sports area, for example, the 
tests are composed of objectively meas- 
ured elements which make for skill in 
performance. These elements should be 
introduced to the pupils only as test 
items, and only when the period of in- 
struction in the game itself has been 
completed. At no time should practice 
in the test take the place of the total 
learning and participation experience in 
an activity in the instructional program. 
In the case of activities other than those 
of the game type, the tests are of the 
“passed” or “failed” or check list type. 
Form as set forth in accepted profes- 
sional source materials is the basis upon 
which performance is to be judged. The 
instructor is charged with the responsi- 
bility of requiring high standards. 
In initiating the use of the Fundamen- 
tals of Motor Performance Test, it will 
be necessary to give this test early in 
the school year, and again at the close 
of the year. After the first time the test 
is administered to all pupils, only new 
entrants will need to be tested at the 
beginning of each school term or year. 
All pupils should be re-tested at the close 
of each school year. A comparison of 
the results of these tests over several 
years can be used to indicate the develop- 
ment of individuals in the broad funda- 
mentals of the program as influenced by 
the natural growth process, health 
status, and learning opportunities in 
physical education activities. At present 
there are no age standards for this test. 
However, after data are gathered, and 
age score ranges determined, a more ac- 
curate evaluation of achievement in these 
fundamentals will be possible. 
Every effort has been made to keep 
administrative procedures simple. Study 
of the tests and scoring scales will indi- 
cate that they follow a pattern which, 
it is believed, will make for ease of 
operation and clarity of meaning. Scor- 
ing scales are provided for each test ele- 
ment in order that scores from several 
tests which comprise one battery may be 
combined into a total score. The total 
score can then be interpreted in terms of 
a scale score. The scale score is used to 
indicate whether or not a girl is eligible 
to receive a certificate. It may also be 
used in interpreting an individual’s own 
score, as the scale scores 5, 4, 3, 2, and 1 
can be considered as comparable to an 
A, B, C, D, and E rating. 
The plan for certification also follows 
a pattern. A girl may attain Merit, 
Excellent or Superior certificates in any 
of the six activity areas. She may then 
progress to attain certification for all- 
round proficiency, again on three levels, 
namely All-Round Merit, All-Round Ex- 
cellent, or All-Round Superior. The 
highest rating is that of Leader. A girl 
who obtains the Leader certificate must, 
in addition to showing a breadth of in- 
terest, have served in several capacities 
requiring acceptance of responsibility 
and demonstration of initiative and re- 
liability. Details of the certification plan 
are listed in Table I. 
It is recognized that there are factors 
in addition to physical activity which 
contribute to fitness. Among these are 
adequate diet, rest, treatment of remedi- 
able defects and attention to irregulari- 
ties of development. It is also recognized 
that there are desired outcomes of phys- 
ical education that go beyond the phys- 
ical aspects of fitness, and that their 
realization depends not only upon the 
choice of activities but also upon the 
quality of the instructor’s leadership. A 
good teacher uses the activities as tools 
through which desirable attitudes and 
appreciations can be developed. She will 
also use the activity situation as a 
laboratory for the observation and guid- 
ance of behavior. If total fitness is to 
be attained, consideration of these essen- 
tials must accompany the development of 
the fundamentals of motor performance 
and the translation of these into specific 
skills. 
7 PLAN FOR GRANTING CERTIFICATES1 
1. Area Certificates may be won in: 
a. Team sports 
b. Individual and dual sports 
c. Dance 
d. Self testing activities 
e. Aquatics 
f. Outing and camping 
2. Area Certificates are awarded when 
a girl has: 
a. Attained a test score of 300 on the 
Fundamentals of Motor Perfor- 
mance Test 
b. Attended at least 75% of the 
laboratory sessions of an activity 
within the area for which she 
claims a certificate 
c. Attained a scale score on skills 
tests as follows: 
Merit—Rating of 3 (see Table I) 
on one activity 
Excellent—Rating of 4 (see Table 
I) on two activities 
Superior—Rating of 5 (see Table 
I) on three activities. 
3. All-Round Certificates 
a. All-Round Merit—Hold a Merit 
Certificate in four areas. 
b. All-Round Excellent—Hold an All- 
Round Merit Certificate with an 
excellent certificate in two areas 
(i.e., at least two merit and two 
excellent). 
c. All-Round Superior—Hold an All- 
Round Merit Certificate with a Su- 
perior Certificate in two areas (i.e., 
at least two merit and two supe- 
rior) . 
4. Leader’s Certificate 
a. Hold any All-Round Certificate 
b. Show ability to referee or umpire 
at least two team and two indi- 
vidual or dual sports, and pass an 
information test comparable to the 
Junior National Officials’ Rating". 
c. Serve as a manager or leader of 
an activity in any two areas, and 
serve as an assistant to the in- 
structor in a physical education 
class. 
d. Receive specific instruction in the 
principles and techniques of lead- 
ership. 
e. Receive three endorsements as to 
qualities of leadership, character, 
cooperation and responsibility 
from (a) the physical education 
teacher, (b) one of the following: 
principal, dean, counsellor, grade 
or room adviser, and (c) one other 
teacher. 
1To obtain report forms and certificates send your 
request to the State office in Albany. 
information regarding these tests can be obtained from 
the National Officials Rating Commission of the Na- 
tional Section on Women’s Athletics, A.A.H.P.E. and 
R., 1201 Sixteenth St., N.W., Washington. D. C. 
8 TABLE Is FOR INTERPRETING TEST SCORES 
FOR CERTIFICATION AND INTERPRETING INDIVIDUAL SCORES* 
Certificate 
Superior 
Excellent 
Merit 
Area 
Rating 
5 
4 
3 
2 
i 
1. Team Sports 
7-12 
4-6 
1-3 
Basketball 
17-20 
13-16 
Field Hockey 
17-20 
13-16 
7-12 
4-6 
1-3 
Soccer 
' 17-20 
13-16 
7-12 
4-6 
1-3 
Softball 
17-20 
13-16 
7-12 
4-6 
1-3 
Speedball 
17-20 
13-16 
7-12 
4-6 
1-3 
Volleyball 
2. Individual and Dual Sports 
17-20 
13-16 
7-12 
4-6 
1-3 
Archery 
5 
4 
3 
2 
1 
Badminton 
17-20 
13-16 
7-12 
4-6 
1-3 
Bicycling 
17-20 
13-16 
7-12 
4-6 
1-3 
Bowling 
5 
4 
3 
2 
1 
Croquet 
5 
4 
3 
2 
1 
Deck Tennis 
13-15 
10-12 
5-9 
3-4 
1-2 
Fencing 
17-20 
13-16 
7-12 
4-6 
1-3 
Golf 
21-25 
16-20 
9-15 
4-8 
1-3 
Handball 
17-20 
13-16 
7-12 
4-6 
1-3 
Horseshoes 
9-10 
7-8 
5-6 
3-4 
1-2 
Horseback Riding 
17-20 
13-16 
7-12 
4-6 
1-3 
Ice Skating 
17-20 
13-16 
7-12 
4-6 
1-3 
Paddle Tennis 
13-15 
10-12 
5-9 
3-4 
1-2 
Roller Skating 
17-20 
13-16 
7-12 
4-6 
1-3 
Shuffleboard 
9-10 
7-8 
5-6 
3-4 
1-2 
Skiing 
17-20 
13-16 
7-12 
4-6 
1-3 
Snowshoeing 
5 
4 
3 
2 
1 
Table Tennis 
13-15 
10-12 
5-9 
3-4 
1-2 
Tennis 
13-15 
10-12 
5-9 
3-4 
1-2 
Tobogganing 
5 
4 
3 
2 
1 
3. Dance 
Folk 
17-20 
13-16 
7-12 
4-6 
1-3 
Modern 
17-20 
13-16 
7-12 
4-6 
1-3 
Social 
17-20 
13-16 
7-12 
4-6 
1-3 
Tap 
17-20 
13-16 
7-12 
4-6 
1-3 
4. Aquatics 
8 
Swimming—self safety 
6 
6 
- 
- 
Strokes 
3 
3 
3 
- 
- 
Rescue 
4 
4 
2 
- 
- 
Boating 
17-20 
13-16 
7-12 
4-6 
1-3 
Canoeing 
17-20 
13-16 
7-12 
4-6 
1-3 
5. Self Testing Activities 
7-12 
4-6 
1-3 
Stunts 
17-20 
13-16 
Tumbling 
17-20 
13-16 
7-12 
4-6 
1-3 
Apparatus—Horse 
17-20 
13-16 
7-12 
4-6 
1-3 
Parallel Bars 
17-20 
13-16 
7-12 
4-6 
1-3 
Stall Bars 
17-20 
13-16 
7-12 
4-6 
1-3 
Emergency Skills 
6. Outing and Camping 
(Prerequisite 1, 2, 3, and 5(a) ) 
17-20 
Sections 
5 (g and 
h) 
13-16 
Sections 
5 (f), 
6 & 7 
7-12 
Sections 
4, 5 (b, 
c, d & e) 
4-6 
1-3 
*The following example from Field Hockey shows the way in 
which Table 
I is used. 
See introduction 
to the team sports area to find out how the total scale score in a 
specific activity is computed. Suppose the 
individual has attained a total scale 
score in Field 
Hockey of 15. Follow the line labelled Field Hockey 
across to the column showing score values. In column two, scores extend from 13 to 16. 
The score 
of 15, 
therefore, is in this column. Follow it to the top of the column to determine the rating and certificate 
level. In this instance, the rating is “4”, the certificate “Excellent”. THE ADMINISTRATION OF TESTS 
In order to make efficient use of avail- 
able time and to assure objectivity and 
accuracy in giving and scoring the tests, 
it is important to make careful prepara- 
tion for their administration. If this is 
not done the teacher may very likely find 
that she has gotten results quite differ- 
ent from those she should have gotten 
or expected to get. This would be unfor- 
tunate, both from the standpoint of the 
teacher who uses the test and the girls 
who are affected by the results of taking 
the test. Important suggestions for the 
administration of the tests follow: 
1. Master the directions for giving 
and scoring the test. Be so explicit 
that nothing is left to the imagina- 
tion. Careful preparation precludes 
the possibility of misinterpretation 
of directions with consequent loss 
of objectivity or questioning of pro- 
cedure with consequent loss of pu- 
pil time. 
2. Make sure that equipment to be 
used is in good condition and in 
place before the group to be tested 
is ready to go to work. 
3. Make sure that all necessary floor 
or field markings are ready before 
the class assembles to go to work. 
4. Make a diagram of the floor or field 
showing the exact place where each 
part of the test is to be given and 
how pupils are to move from sta- 
tion to station. 
5. Train reliable pupil leaders as as- 
sistants in giving and scoring the 
tests. 
6. Study the test items with a view to 
organizing administration of the 
battery in the shortest possible 
time. Where the description of one 
test item is such as would seem to 
indicate that it will take more time 
to do than the other items in the 
battery, arrange to have more than 
one group working on the more 
time-consuming item. For example, 
in the softball test, it is recom- 
mended that several groups work 
on the batting test, whereas one 
group working on each of the other 
items is sufficient. On the batting 
test, it will be helpful if the pitcher 
has several balls to use. 
7. Arrange score sheets so that all 
test items can be recorded on one 
sheet. If the box in which scores 
are recorded is divided diagonally 
in half, the raw score can be re- 
corded in the upper compartment at 
the time the record is made, and 
then, at a later time, scale scores 
can be recorded in the lower com- 
partment and these totaled to give 
the composite score. 
10 FUNDAMENTALS OF MOTOR PERFORMANCE 
Secondary School Girls 
SCORING AND SCALING TEST SCORES 
I. There are 10 items in the battery, 
each of which is Scored on a 100 
point scale. 
II. All items in the battery are to be 
given to each girl. 
III. Score is the total number of points 
(scale scores) scored on the 10 
items. Perfect score = 1000. 
IV. When a student has taken one of 
the test items, record the score 
(this is called the raw score). This 
must be done at the time the test is 
given. Refer to the scoring table 
(see pp. 15-18) to find the scale 
score, and record it. This need not 
be done at the time the test is given. 
You will find the scale score by re- 
f erring to the scoring table, locating 
the raw score (the one made by the 
player on the test) and then read- 
ing the scale score directly opposite 
it on the “scale-score” column. As 
for example: Raw Score of 100 on 
the kick—“Punt for Distance,” the 
appropriate scale score located in 
column 1 is 85. 
V. Take all scores to the nearest whole 
number (except Jump and Reach 
which is scored to the nearest half 
inch). Scores over the half are 
scored to the nearest whole num- 
ber. Scores which are half way or 
less than half way between two 
whole numbers are scored to the 
lower whole number. 
THE TEST ITEMS: 
1. Get Up and Run 
a. Set-up of equipment. Draw two 
parallel lines on the gymnasium 
floor, 50 feet apart. Stop watch. 
b. Description of the test. Student 
lies down on the floor within the 
running area, head toward the fin- 
ish line, feet over the starting 
line. On signal she turns, gets to 
her feet, and runs over the finish 
line 50 feet away. 
c. Score. Seconds of time from sig- 
nal to time student crosses the fin- 
ish line. 
2. Soccer Throw for Distance1 
a. Set-up of equipment. Well inflated 
soccer ball. 100 ft. measuring tape. 
“Throwing line”—2 inches wide, 
10 feet long. 
b. Description of the test. Student 
stands with the ball in hand, be- 
hind the throwing line. With or 
without a run, she throws the ball 
as far as she can throw it. Meas- 
ure from the inner edge of the 
“throwing line” at the place where 
the player stood as she threw the 
ball to the point where it first 
touched the ground. Three trials 
are allowed, and the best throw 
recorded. Disqualify a throw if 
the student goes over the line in 
making it. 
c. Score. Number of feet the ball is 
thrown on the best of three tries. 
3. Jump and Reach2 
a. Set-up of equipment. Piece of 
chalk. Clear, smooth wall space. 
Measuring stick. 
b. Description of the test. The stud- 
ent holds a piece of chalk between 
her fingers and reaching up as far 
as possible (keeping heels flat on 
the floor and arm and body in con- 
tact with the wall) makes a short 
1McCloy, C. H., Measurement of Motor Ability. Mim 
ographed notes. 
JMcCloy, C. H. Tests and Measurements in Health and 
Physical Education, p. 64. Used with permission. Pub- 
lished by F. S. Crofts Co., New York City. horizontal mark on the wall. She 
then jumps upward as far as pos- 
sible and makes a mark on the 
wall as nearly at the peak of her 
jump as possible. Student jumps 
to attain her greatest possible 
height (probably needs about five 
trials). 
c. Score. Distance between mark 
made after reaching as high as 
possible, and highest point jumped. 
Measured in half inches. Score 
to the nearest half inch. Score is 
the number of inches and half 
inches jumped. 
4. Soccer Punt for Distance 
a. Set-up of equipment. Well inflat- 
ed soccer ball. 100 foot measuring 
tape. “Kicking line” — 2 inches 
wide, 10 feet long, 
b. Description of the test. Student 
stands with the ball in hand behind 
the kicking line and with or with- 
out preliminary steps, she punts 
the ball as far as she can punt it. 
Three trials are allowed, and the 
best of the three recorded. Meas- 
ure from the inner edge of the 
“kicking line” at the place where 
the student stood as she punted 
the ball to the point where it first 
touched the ground. Disqualify a 
punt if the student goes over the 
line in making it. 
c. Score. Number of feet the ball is 
punted on the best of three tries. 
5. Striking 
a. Set-up of equipment. Tennis ball 
in good condition, wall or other 
surface from which the ball will 
rebound so that it can be struck 
again. Two lines on the floor par- 
allel to the wall being used as a 
backboard, the first 8 feet from the 
wall and the second 12 feet from 
it. Draw a line on the wall three 
feet from the floor and parallel to 
it. Stop watch. 
b. Description of the test. The stu- 
dent stands, ball in hand, on the 12 
foot line. On signal, she drops the 
ball on the line, and strikes it on 
the rebound in such manner that 
it hits the wall above the three 
foot line. She continues striking 
the ball as it rebounds, for a period 
of 30 seconds, moving about at 
will. To score, ball on rebound 
from wall must not strike floor 
nearer than the 8 foot line or be 
hit by the player when nearer the 
wall than the 8 foot line. Disre- 
gard the 12 foot line after the ball 
has been put in play. 
c. Score. Number of times the ball 
is hit against the wall during the 
30" period of time, from points 
not nearer the wall than the 8 foot 
line, and which strike the wall 
above the three foot line. Balls 
struck when the player or the ball 
are nearer to the wall than the 8 
foot line or which do not hit the 
wall above the 3-foot line do not 
count on the score. If the ball is 
missed, recover it and restart the 
ball from the 12 foot line, continu- 
ing the count. Penalty is in loss 
of time. Do not count any strikes 
made from without the 8 foot line 
marked on the floor or which do 
not go above three foot line on the 
wall. 
6. Squat Thrust3 
a. Set-up of equipment. Stop watch. 
b. Description of the test. On signal, 
student, starting from a standing 
position, 
(1) takes a deep knee bend and 
places her hands on the floor 
in front of her feet in a squat- 
rest position, 
(2) jumps and extends her legs 
backward to a front leaning 
rest position, 
(3) returns to squat rest position, 
(4) stands erect. 
8U. S. Office of Education. Physical Performance Levels 
for High School Girls. **Education for Victory ** Octo- 
ber 1943. Used with permission. 
12 Repeat as many times as possible 
in the time allowed. The back 
must not sway or hollow in the 
front leaning rest position, nor 
should the hips be raised above the 
line of the back. Emphasize four 
distinct counts for each movement. 
c. Score. Number of complete exer- 
cises plus extra quarter move- 
ments made in 30 seconds. After 
a complete exercise, if the indi- 
vidual then gets to squat when 
time is called, add XA, if back to 
the front leaning rest position, add 
Vz, and if after the front leaning 
rest position, is back to squat, add 
%• 
7. Push-Ups4 
a. Set-up of equipment. None 
b. Description of the test. Student 
lies face down on the floor with 
body straight and legs together. 
She bends her knees to a right 
angle and places her hands on the 
floor at shoulder level. She pushes 
up to a position in which the arms 
are straight and the weight is sup- 
ported entirely on the hands and 
knees. Her body must be in a 
straight line from head to knees; 
she must not bend her hips or 
round or hollow her back. Next 
she bends her arms until her chest 
touches the floor. Legs or waist 
should not be permitted to touch. 
The weight continues to be sup- 
ported by the arms and knees. 
The entire exercise is repeated as 
many times as possible. 
c. Score. Number of times the exer- 
cise is done. 
8. Sustained Pull3 
a. Set-up of equipment. A bar from 
which the student can pull up to 
a full bent arm hang. Stop watch. 
b. Description of the test. Using an 
“ordinary grasp” come to a bent 
arm hang by standing on a stool. 
Remove the stool. Hold the posi- 
tion as long as possible, and time 
until the student has come down 
to a straight arm hang. 
c. Score. Number of seconds of time 
the position is held. 
9. Sit-Up8 
a. Set-up of equipment. None 
b. Description of the test. The stu- 
dent lies on her back with her feet 
separated two to two and a half 
feet and her legs straight. She 
places her hands on the back of 
her neck with finger tips touching 
and rests her elbows on the floor. 
A partner places her hands on her 
ankles and holds her heels in con- 
tact with the floor during the ex- 
ercise. The subject sits up to ver- 
tical position, turns her trunk to 
left, touches her right elbow to 
her left knee and returns to the 
starting position. The finger tips 
of both hands must remain in con- 
tact behind the neck throughout 
the exercise but the back may be 
rounded and the head and elbows 
brought forward in sitting up and 
in touching the knee. Both knees 
must be on the floor. She then re- 
peats the exercise, as many times 
as possible, alternating sides. 
c. Score. The number of times the 
student raises herself from a lying 
to a sitting position. 
10. Balance 
a. Set-up of equipment. Stop watch. 
Draw five 10 inch lines, placed 
one directly in front of and paral- 
lel to the other, three feet apart. 
b. Description of the test. Student 
stands on the first of five marks, 
facing the other four. On signal, 
she takes two leaps (following her 
own preference on use of the feet) 
touching in succession each of the 
other four marks. Be sure to take 
these four leaps at running speed, 
and with no pause between leaps. 
As she comes down on the last 
mark, she makes a half turn in the 
4lbid. 
5By permission of Marie Schuler, Kenmore, N. Y. 
6U. S. Office of Education. Op. cit. 
13 air, finishing on the toes of the 
foot she conies down on, and holds 
her balance (on her toes) for as 
long as possible. She must not 
move about on her toes to keep her 
balance. 
c. Score. Time in seconds from the 
beginning of the first leap to the 
moment she loses her balance, or 
moves about on her toes to keep 
her balance. One practice trial 
may be allowed. 
14 Scoring Scale for Fundamentals of Motor Performance 
SCALE 
SCORE 
GET UP 
& RUN 
JUMP 
AND 
REACH2 
SOCCER 
THROW 
FOR 
DISTANCE 
SOCCER 
PUNT FOR 
DISTANCE7 
STRIKING 
PUSH UP8 
SUSTAINED 
PULL 
SIT UP8 
30- 
SQUAT 
THRUST8 
BALANCE 
SCALE 
SCORE 
SCORED 
IN 
SECONDS 
SCORED IN 
INCHES 
SCORED 
IN FEET 
SCORED 
IN FEET 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED IN 
SECONDS 
SCORED 
IN 
NUMBER 
OF TfMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
SECONDS 
100 
3.0 
170 
116 
45 
60 
75.0 
61 
10.0 
100 
99 
169 
115 
59 
74.2 
60 
22^ 
9.9 
99 
98 
3.1 
21 
167 
114 
73.6 
98 
97 
3.2 
166 
113 
44 
58 
72.8 
59 
223^ 
9.8 
97 
96 
3.3 
163 
112 
72.0 
58 
2234 
9.7 
96 
95 
162 
110 
43 
57 
71.4 
57 
22 
95 
94 
3.4 
203^ 
161 
109 
56 
70.6 
56 
9.6 
94 
93 
3.5 
160 
108 
69.8 
21M 
9.5 
93 
92 
158 
107 
42 
55 
69.2 
55 
213^2 
92 
91 
3.6 
20 
156 
106 
41 
54 
68.4 
54 
9.4 
91 
90 
3.7 
155 
105 
67.6 
53 
2iy 
9.3 
90 
89 
154 
104 
40 
53 
67.0 
52 
21 
9.2 
89 
88 
3.8 
19^ 
152 
103 
66.2 
88 
87 
3.9 
151 
102 
52 
65.4 
51 
20M 
9.1 
87 
86 
4.0 
149 
101 
39 
51 
64.8 
50 
2oy2 
9.0 
86 
85 
147 
100 
38 
64.0 
49 
85 
84 
4.1 
19 
146 
99 
50 
63.2 
2oy 
8.9 
84 
83 
4.2 
144 
98 
62.6 
48 
20 
8.8 
83 
82 
143 
97 
37 
49 
61.8 
47 
82 
81 
4.3 
isy2 
141 
96 
48 
61.0 
46 
im 
8.7 
81 
80 
4.4 
140 
95 
60.4 
45 
i9y2 
8.6 
80 
79 
139 
94 
36 
47 
59.6 
8.5 
79 
78 
4.5 
18 
137 
93 
35 
58.8 
44 
19H 
78 
77 
4.6 
. 
135 
92 
46 
58.0 
43 
19 
8.4 
77 
76 
134 
91 
45 
57.4 
42 
8.3 
76 
15 Scoring Scale for Fundamentals of Motor Performance (Cont.) 
SCALE 
SCORE 
GET UP 
& RUN 
JUMP 
AND 
REACH2 
SOCCER 
THROW 
FOR 
DISTANCE 
SOCCER 
PUNT FOR 
DISTANCE7 
STRIKING 
PUSH UP8 
SUSTAINED 
PULL 
SIT UP8 
30- 
SQUAT 
THRUST8 
BALANCE 
SCALE 
SCORE 
SCORED 
IN 
SECONDS 
SCORED IN 
INCHES 
SCORED 
IN FEET 
SCORED 
IN FEET 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED IN 
SECONDS 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
SECONDS 
75 
4.7 
133 
90 
34 
56.6 
41 
18 H 
75 
74 
4.8 
im 
131 
89 
44 
55.8 
18 H 
8.2 
74 
73 
130 
88 
33 
55.0 
40 
8.1 
73 
72 
4.9 
128 
87 
43 
54.4 
39 
mi 
72 
71 
5.0 
17 
126 
86 
32 
42 
53.6 
38 
18 
8.0 
71 
70 
5.1 
125 
85 
52.8 
37 
• 
7.9 
70 
69 
124 
84 
31 
41 
52.0 
17M 
7.8 
69 
68 
5.2 
16M 
122 
83 
51.4 
36 
nvi 
68 
67 
5.3 
120 
82 
40 
50.6 
35 
17 M 
7.7 
67 
66 
119 
81 
30 
39 
49.8 
34 
7.6 
66 
65 
5.4 
118 
80 
49.0 
17 
65 
64 
5.5 
16 
116 
79 
29 
38 
48.4 
33 
mi 
7.5 
64 
63 
5.6 
115 
78 
47.6 
32 
7.4 
63 
62 
113 
77 
28 
37 
46.8 
31 
iey2 
62 
61 
5.7 
15 'A 
112 
75 
36 
46.2 
30 
16h 
7.3 
61 
60 
5.8 
110 
74 
27 
45.4 
7.2 
60 
59 
109 
73 
35 
44.6 
29 
16 
59 
58 
5.9 
15 
107 
72 
26 
44.0 
28 
15M 
7.1 
58 
57 
6.0 
106 
71 
34 
43.2 
27 
7.0 
57 
56 
104 
70 
42.4 
26 
153^ 
56 
55 
6.1 
103 
69 
25 
33 
41.8 
15h 
6.9 
55 
54 
6.2 
14^ 
101 
68 
32 
41.0 
25 
15 
6.8 
54 
53 
100 
67 
24 
40.2 
24 
14M 
6.7 
53 
52 
6.3 
98 
66 
31 
39.6 
23 
52 
51 
6.4 
14 
96 
65 
23 
30 
38.8 
22 
6.6 
51 
16 Scoring Scale for Fundamentals of Motor Performance (Cont.) 
SCALE 
SCORE 
GET UP 
a RUN 
JUMP 
AND 
REACH2 
SOCCER 
THROW 
FOR 
DISTANCE 
SOCCER 
PUNT FOR 
DISTANCE7 
STRIKING 
PUSH UP8 
SUSTAINED 
PULL 
SIT UP8 
30- 
SQUAT 
THRUST8 
BALANCE 
SCALE 
SCORE 
SCORED 
IN 
SECONDS 
SCORED IN 
INCHES 
SCORED 
IN FEET 
SCORED 
IN FEET 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED IN 
SECONDS 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
SECONDS 
50 
6.5 
95 
64 
38.0 
uy2 
6.5 
50 
49 
94 
63 
29 
37.2 
21 
1434 
49 
48 
6.6 
13 34 
92 
62 
22 
36.6 
20 
6.4 
48 
47 
6.7 
91 
61 
28 
35.8 
19 
14 
6.3 
47 
46 
89 
60 
21 
35.0 
18 
1334 
46 
45 
6.8 
88 
59 
27 
34.2 
6.2 
45 
44 
6.9 
13 
87 
58 
20 
26 
33.6 
17 
1334 
6.1 
44 
43 
7.0 
85 
57 
32.8 
16 
1334 
43 
42 
83 
56 
25 
32.0 
15 
13 
6.0 
42 
41 
7.1 
1234 
82 
55 
19 
31.2 
5.9 
41 
40 
7.2 
80 
54 
18 
24 
30.6 
14 
1234 
5.8 
40 
39 
79 
53 
23 
29.6 
13 
1234 
39 
38 
7.3 
12 
77 
52 
28.8 
12 
5.7 
38 
37 
7.4 
76 
51 
17 
22 
28.0 
11 
1234 
5.6 
37 
36 
74 
50 
21 
27.4 
12 
36 
35 
7.5 
72 
49 
16 
26.6 
10 
5.5 
35 
34 
7.6 
1134 
71 
48 
20 
25.8 
9 
1134 
5.4 
34 
33 
7.7 
70 
47 
15 
25.0 
8 
1134 
5.3 
33 
32 
68 
46 
19 
24.4 
7 
32 
31 
7.8 
11 
66 
45 
14 
23.6 
H34 
5.2 
31 
30 
7.9 
65 
44 
18 
22.8 
6 
11 
5.1 
30 
29 
64 
43 
13 
17 
22.0 
5 
29 
28 
8.0 
1034 
62 
42 
21.4 
4 
1034 
5.0 
28 
27 
8.1 
61 
40 
12 
16 
20.6 
3 
1034 
4.9 
27 
26 
8.2 
59 
39 
19.8 
4.8 
26 
17 Scoring Scale for Fundamentals of Motor Performance (Cont.) 
SCALE 
SCORE 
GET UP 
& RUN 
JUMP 
AND 
REACH2 
SOCCER 
THROW 
FOR 
DISTANCE 
SOCCER 
PUNT FOR 
DISTANCE7 
STRIKING 
PUSH UP8 
SUSTAINED 
PULL 
SIT UP8 
30" 
SQUAT 
THRUST8 
BALANCE 
SCALE 
SCORE 
SCORED 
IN 
SECONDS 
SCORED IN 
INCHES 
SCORED 
IN FEET 
SCORED 
IN FEET 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED IN 
SECONDS 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
NUMBER 
OF TIMES 
SCORED 
IN 
SECONDS 
25 
8.3 
58 
38 
15 
19.0 
2 
i0Vt 
' 
25 
24 
8.4 
10 
56 
37 
11 
14 
18.2 
1 
10 
4.7 
24 
23 
55 
36 
17.4 
23 
22 
53 
35 
10 
13 
16.8 
9M 
4.6 
22 
21 
8.5 
93-4 
52 
34 
16.0 
9V£ 
4.5 
21 
20 
8.6 
50 
33 
9 
12 
15.2 
20 
19 
49 
32 
11 
14.4 
9 Vt 
4.4 
19 
18 
8.7 
9 
47 
31 
13.8 
9 
4.3 
18 
17 
8.8 
46 
30 
8 
10 
13.0 
8M 
4.2 
17 
16 
44 
29 
12.2 
16 
15 
8.9 
43 
28 
7 
9 
11.4 
8V2 
4.1 
15 
14 
9.0 
8^ 
41 
27 
8 
10.6 
SH 
4.0 
14 
13 
40 
26 
6 
10.0 
13 
12 
9.1 
38 
25 
7 
9.2 
8 
3.9 
12 
11 
9.2 
8 
37 
24 
5 
8.4 
m 
3.8 
11 
10 
9.3 
35 
23 
6 
7.6 
10 
9 
34 
22 
4 
5 
7.0 
3.7 
9 
8 
9.4 
32 
21 
6.2 
3.6 
8 
7 
9.5 
31 
20 
3 
4 
5.4 
3.5 
7 
6 
29 
19 
4.6 
7 
6 
5 
9.6 
7 
28 
18 
3 
3.8 
6M 
3.4 
5 
4 
9.7 
26 
17 
2 
3.2 
3.3 
4 
3 
25 
16 
2 
2.4 
6V2 
3 
2 
9.8 
23 
15 
1 
1.6 
6M 
3.2 
2 
1 
9.9 
6 Vo 
21 
14 
1 
1.0 
6 
3.1 
1 
(2) McCloy, C. H„ Op Cit. 
(7) Cozens, F. W.; Cubberly, H. J. & Neilson, N. P. Achievement Scales for High School & College 
Women, p. 68. Published by A. S. Barnes & Co. Used with permission. 
(8) U. S. Office of Education. Education for Victory. October, 1943. Used with permission. 
18 TEAM SPORTS AREA 
Each battery of tests in this area con- 
tains four items. Total possible scale 
score on each battery is 20. Separate 
scoring scales are available for each test 
element, and care must be taken to use 
the proper scoring scale for each item 
in each sport. 
The following example of the way in 
which the total (or composite) score for 
each test battery is computed is applic- 
able to each sport in this area. The Field 
Hockey skills test is used here as an ex- 
ample. 
The score on the test is the sum of the 
scale scores on the individual items of 
the battery. An example follows of the 
way in which the score is computed. Sup- 
pose that in Test 1, the individual makes 
a test (raw) score of 25 seconds, which 
means a scale score of 3; on Test 2 a 
test (raw) score of 18 which means a 
scale score of 5; on Test 3 a test (raw) 
score of 15 which means a scale score of 
4; and on Test 4 a test (raw) score of 8 
which means a scale score of 3. Add the 
scale scores for each of the four tests— 
3, 5, 4, 3, which makes a total of 15. This 
is the individual’s score on the field 
hockey test. 
To determine the meaning of the score 
in relation to certification, or to deter- 
mine the meaning of one’s own score re- 
fer to Table I. (Page 9.) 
BASKETBALL 
1. Speed Pass 
a. Set-up of equipment. Well in- 
flated basketball, wall space. Line 
drawn on floor, 8 feet from and 
parallel to the wall. Stop watch. 
b. Description of the test. Player 
stands behind the 8 foot line. At 
the signal “go” player passes ball 
against wall as rapidly as possible 
continuing until the signal “stop” 
is given at end of 30 seconds. If 
ball is out of control it must be 
recovered by player and brought 
back to starting line. Penalty is 
in loss of time. Two trials are 
permitted, recording the better 
score. 
c. Score. Number of successful 
catches within the 30 second time 
period. 
2. Shooting 
a. Set-up of equipment. Basketball 
goal. Well inflated basketball. Po- 
sition of the “thrower” and person 
being tested as indicated in Dia- 
gram 1. 
P/GOAmaI / 
Raw Score 
Scale Score 
30-34 
5 
23-29 
4 
14-22 
3 
7-13 
2 
2-6 
1 
Scoring Scale 
b. Description of the test. Player 
receives ball, on the run, from 
leader who is stationed under the 
basket. Player shoots for goal. 
Ten trials are required, five from 
the right side of the basket and 
19 five from the left. Player starts 
running from a distance of 20 feet, 
receiving the ball approximately 
3 feet from the basket, 
c. Score. Two points for each goal. 
One point if ball touches rim. 
DtAoAAri Z 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
3. Foul Shooting and Retrieving 
a. Set-up of equipment. Well in- 
flated basketball. Regulation bas- 
ket. Officially marked court. 
b. Description of the test. Player 
takes position on or behind the 
foul line and shoots for basket, 
retrieves ball and shoots from spot 
of retrieval with or without a 
bounce. Five trials are allowed 
(gives a total of 10 shots). All 
basketball rules must be observed, 
e.g., not walking with ball, releas- 
ing ball within 10 seconds after 
assuming position on the foul line, 
3 seconds after retrieving ball. 
c. Score. Two points for each goal. 
One point if the ball hits the rim 
of the basket. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
4. Pivot and Bounce 
a. Set-up of equipment. A well in- 
flated ball. Outline a rectangle on 
the floor 3 x 10 feet. Draw a line 
across this rectangle two feet from 
the end, so that a second rec- 
tangle 3 x 8 is within the first. 
(See Diagram 2.) Six feet from 
the end of the rectangle and cen- 
tered with it, place a mark for the 
player who is to take the test. 
b. Description of the test. A player 
starting at A (see diagram) run- 
ning in to meet the ball receives a 
short accurate pass at designated 
point (D), Upon receiving ball, 
player executes a rear pivot with 
a bounce. At the completion of 
20 the bounce the player’s forward 
foot must at least be over the end 
line C, but striving for greater dis- 
tance and crossing end line B, Ten 
trials are required. 
Fouls. 1. Stepping over side lines 
of specified area. 2. Violation of 
the official basketball rules cover- 
ing the pivot and the bounce. 
Penalty. Disqualification in that 
trial. 
c. Score. If successful in crossing 
line B — 2 points. Crossing line 
C — 1 point. 
Adaptation for Grades VII and VIII 
Test 1—Laboratory participation in a 
game of basketball type, such 
as Six Passes and Shoot is ac- 
ceptable. 
Test 2—Bounce the ball and shoot from 
a position out from the basket. 
Test 3—Use as described above, 
t 
Test 4—Eliminate the pivot. Player 
starts at A, receives the ball at 
D, and using one bounce crosses 
C, or if possible B. Score as in- 
dicated for test 4 above. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
FIELD HOCKEY 
1. Dribble 
a. Set-up of equipment. Lay out a 
5-yard square, the corners of 
which are marked by chairs or 
jump standards. Start and finish 
lines are identical. Regulation 
hockey stick, and ball, stop watch. 
(See Diagram 3.) 
the square going in clockwise di- 
rection. Time is taken from the 
signal “go” until the player crosses 
the finish line. Two trials may be 
allowed, the better time being re- 
corded, Disqualification: any vio- 
lation of regulation hockey rules— 
e.g. kicking ball, using the wrong 
side of the stick, etc. 
c. Score. Time in seconds and frac- 
tions of seconds used to dribble 
the ball twice around the square. 
0/fikOK,Al*l 3 
Raw Score 
Scale Score 
10-15 
5 
16-23 
4 
24-35 
3 
36-43 
2 
44-53 
1 
Scoring Table 
b. Description of the test. Ball is 
placed on the starting line, player 
starts behind the line. On signal 
she dribbles the ball twice around 
2. Dribble and Drive for Goal 
a. Set-up of equipment. Hockey 
stick and 15 balls; marked regu- 
lation hockey field; area between 
21  
the goals divided into three equal 
parts, and marked by stakes 
pushed into the ground, or marked 
lines, etc. Rectangle 6x8 feet 
marked at the inside edge of the 
striking circle. Line 5 yards long 
marked parallel to and 20 yards 
from the goal line. (See Dia- 
gram 4.) 
b. Description of the test. Balls are 
placed along the “starting line.” 
From the starting line the player 
dribbles the ball to the striking 
circle and, within the 6x8 feet 
rectangle (see Diagram 4) shoots 
for goal. If the ball fails to reach 
the goal line the player must fol- 
low the ball and hit it into the 
goal. A ball which crosses the end 
line but does not go through the 
goal does not score and penalty is 
loss of score. As each goal is 
made (or lost across the goal line 
through inaccurate shooting) the 
player returns for another ball. 
No points are scored for balls hit 
after the player leaves the rec- 
tangle. One minute of time is al- 
lowed within which to complete 
as many drives for goal as her 
speed and accuracy will allow. 
c. Score. Two points are scored for 
each ball passing through the area 
adjacent to either goal post, and 
one point for each ball hit through 
the center area. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
3. Roll In 
a. Set-up of equipment. Hockey stick 
and ball. Marked 5 yard alley. 
Draw two circles four feet in 
diameter, the edges of which touch 
the alley and the centers of which 
are ten yards apart. Within each 
of these circles draw a second, two 
feet in diameter. (See Diagram 
5.) Midway between these two 
circles draw a circle three feet in 
diameter and a second, one foot in 
0/004**9 & 
22 diameter, inside the first. Mark 
the player’s position opposite the 
center circle and behind the side 
line. 
b. Description of the test. Player 
takes the roll in position, follow- 
ing regulation hockey rules. Ten 
trials are allowed to roll the ball 
in to one of the circles. First 
trial is taken rolling the ball to 
the circle on the left, second to the 
center circle, and so on, rolling to 
each one in succession. Choice of 
circle for last trial is optional. 
c. Score. Player scores two points 
if the ball passes through the cen- 
ter circle, and one point if it goes 
through the outer target. 
Q'AQWfA 6 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
ing line, and on signal dribbles the 
ball through the rectangle from 
which she push passes to the 
marked circle. Ball must pass 
through the marked circle in order 
to score. Ten trials are allowed. 
All hockey rules must be observed. 
c. Score. Score two points if the ball 
passes through the inner circle, 
and one point if the ball passes 
through the outer circle. 
4. Dribble and Pass for Accuracy 
a. Set-up of equipment. Hockey stick 
and ball. Five yards from a start- 
ing line, draw a rectangle 4x6 
feet (see Diagram 6). Nine feet 
from the right far edge of the 
rectangle draw a circle 4 feet in 
diameter, the diameter of which 
coincides with the end of the 9 
foot line. A second circle two feet 
in diameter is drawn inside the 
first one. (See Diagram 6.) 
b. Description of the test. Player 
taking the test stands at the start- 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
SOFTBALL9 
1. Softball Throw for Accuracy 
a. Set-up of equipment. Use a solid 
wall for a target. Draw a rec- 
tangle 18 x 36 inches, the lower 
edge of which is 18 inches from 
the floor. Around the first rec- 
tangle draw another 30 x 48 inches. 
This second rectangle will be 6 
inches from each side of the first. 
12 inch softball. Pitching line 
(plate) 35 feet from the target. 
b. Description of the test. Regula- 
DRodgers, E. G. & Heath, M. L. “An Experiment in 
the Use of Knowledge and Skill Tests in Playground 
Baseball.’* Research Quarterly, 2:113*131 (Dec. 1931) 
Used with permission. 
23 tion Softball pitching rules govern 
the technique of the throw and po- 
sition of the thrower on the plate. 
Player taking the test is allowed 
10 trials to hit the target, using 
the regulation underhand throw. 
c. Score. Score two points for each 
throw which hits within the inner 
rectangle. Score one point for 
each throw which hits the line of 
the inner rectangle, or within the 
outer rectangle. A throw which 
hits the line of the outer rectangle 
scores zero. 
included in the 10 trials. The first 
ball is hit to the left of the line 
dividing the diamond and the sec- 
ond to the right, and so on alter- 
nating left and right on each hit. 
c. Score. Score two points if batted 
ball strikes “fair” and within the 
proper area, and one point if the 
batted ball strikes beyond the line 
from first to third but not in the 
proper area (alternately left or 
right of the line from home to sec- 
ond). Score one point if a batted 
ball first strikes “fair” within the 
area of the diamond and the line 
from 1st to third. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
2. Batting 
a. Set-up of equipment. Regulation 
Softball diamond, 12 inch softball, 
bat. Diamond divided by a line 
which runs from home to second 
and out into the field; and line 
from first to third. ( See Dia- 
3. Catching Fly Balls 
a. Set-up of equipment. Brick wall 
or other surface from which balls 
will rebound. Line on wall 15 feet 
from the floor and parallel to it. 
12 inch softball in good condition. 
Starting line on floor 10 feet from 
the wall. 
b. Description of the test. Player 
stands on the starting line hold- 
ing the ball. On signal, the player 
repeatedly throws the ball against 
the wall and to a height that it 
strikes the wall above the 15 foot 
height line. She continues throw- 
ing and catching for a period of 
30 seconds. Balls not reaching the 
15 foot height are scored zero. If 
the player drops the ball she 
should recover it and go on from 
that point. After the first throw 
the player may move about, but 
all throws must go above the 15 
foot height line. Two trials may 
be allowed. 
c. Score. Score is the number of 
times the ball is caught within the 
b. Description of the test. Player 
stands in the batter’s box and is 
given 10 trials to hit a legally 
pitched ball (according to regula- 
tion rules). Trials must all be on 
good balls. Balls which would be 
counted as “balls” are not to be 
24 30 second period. If the ball is 
fumbled and dropped no score is 
counted but the player picks up 
the ball and continues for the 30 
second period of time. 
wall so that it will rebound a 
grounder, catches it, and repeats 
this as many times as possible 
within a 30 second period. The 
ball must be caught and thrown 
within the area marked by the 
two parallel lines. Two trials may 
be allowed. 
Raw Score 
Scale Score 
25-29 
5 
20-24 
4 
12-19 
3 
6-11 
2 
1-5 
1 
Scoring Scale 
c. Score. Score is the number of 
times the ball is successfully 
caught during the period of 30 
seconds and while standing within 
the 10-20 foot area. If a player 
fumbles and drops the ball she 
should recover it and go on from 
that point. 
4. Catching Grounders 
a. Set-up of equipment. A solid brick 
wall or other surface from which 
ground balls will rebound. Lines 
parallel to the wall drawn 10 and 
20 feet from it. Stop watch, 12 
inch softball. 
b. Description of the test. Player 
stands, holding the ball, on the line 
20 feet from the wall. On signal 
she throws the ball against the 
Scoring Scale 
Raw Score 
Scale Score 
25-29 
5 
20-24 
4 
12-19 
3 
6-11 
2 
1-5 
1 
SOCCER10 
1. Dribble 
a. Set-up of equipment. Three small 
chairs (so ball will not be caught 
in the legs) or other object, ap- 
proximately 12 x 12 x 12 inches. 
Well inflated soccer ball, stop 
watch. Draw a starting line, and 
5 yards from it place the first 
chair. Place the other chairs three 
yards apart. All obstacles must be 
in line and perpendicular to the 
starting line. (See Diagram 8.) 
b. Description of the test. Player 
stands behind the starting line, 
ball on the line. On signal, she 
dribbles the ball in and around the 
three chairs, going to the right 
of the first chair and then alter- 
nating, and back across the start- 
ing line. Be sure the player ac- 
tually dribbles the ball. The player 
must recross the starting line 
with the ball. Disqualify if this is 
not done. Two trials may be al- 
lowed, score to be the better of the 
two if two trials are taken, 
c. Score. Time is taken from instant 
the ball is first kicked until the 
instant the player recrosses the 
10Rodgers, E. G. & Heath, M. L. “A Study in the 
Use of Skill and Information Test in Soccer.” Re- 
search Quarterly, 3:33-53 (Dec. 1932). Used with per- 
mission. 
25 starting line. Take time with a 
stop watch, in seconds and frac- 
tions of seconds. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Rate Score 
Scale Score 
9 sec.-15 sec. 
5 
16 sec.-23 sec. 
4 
24 sec.-34 sec. 
3 
35 sec.-42 sec. 
2 
43 sec.-49 sec. 
1 
Scoring Scale 
3. Place Kick for Goal 
a. Set-up of equipment. Well inflated 
soccer ball. Soccer goal area di- 
vided into three equal sections. 
Sections can be markedly pushing 
stakes into the ground or marking 
lines on the ground with lime. 
b. Description of the test. Player 
places the ball on the penalty kick 
mark and is given ten trials to 
kick the ball through the goal. 
Goal is not guarded by the goal 
keeper. 
c. Score. Score two points for a 
goal kicked where the ball passes 
through the outer section of the 
goal area. Score one point for a 
goal kicked where the ball passes 
through the center section of the 
goal. The player is credited with a 
score if she kicks a ball which hits 
the goal post and rebounds 
through the goal. 
2. Throw-In 
a. Set-up of equipment. Well inflated 
soccer ball. Draw on the ground a 
target, the center of which is six 
yards from the side line. This tar- 
get is to be two feet in diameter. 
Using the same center point con- 
struct around this first circle an- 
other circle four feet in diameter. 
(See Diagram 9.) 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
b. Description of the test. Player 
stands on the “side line” with the 
ball and using the legal throw-in 
(overhead) attempts to hit the 
target on the ground. She is al- 
lowed ten trials. Regulation soc- 
cer rules govern the throw. 
c. Score. Score two points if the ball 
hits within the inner target. Score 
one point if the ball hits on the 
line of the inner circle or hits with- 
in the outer circle. If the ball hits 
on the line of the outer circle, the 
score is zero. 
4. Kicking a Rolling Ball 
a. Set-up of equipment. Well inflated 
soccer ball. Semi-circle outlined 
in front of the goal. (See Diagram 
10.) 
b. Description of the test. Instructor 
stands with the ball on the end 
line at the point where the semi- 
circle touches it. Player taking 
the test stands on the circle line, 
diagonally opposite the instructor. 
As the instructor rolls the ball, 
with fairly good speed, the player 
26 /o 
comes in on the ball, and attempts 
to kick it through the goal. The 
ball is rolled five times from the 
right and five times from the left. 
The ball which the instructor rolls 
must be moving with good average 
speed. 
c. Score. Score two points for a suc- 
cessful kick through the goal. 
Score one point for each ball 
which does not not go through the 
goal, but crosses the end line 
within the limits marked by the 
semi-circle. The ball must be 
kicked before the player crosses a 
line from the center of the goal 
to the penalty kick mark. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
SPEEDBALL 
1. Catching a Forward Pass 
a. Set-up of equipment. On the end 
line of the field set up two jump- 
ing standards 8 feet apart. Stretch 
a rope between the jumping 
standards five feet from the 
ground. Mark a throwing line 6 
yards from the jump standards 
and centered with the jump stan- 
dards. (See Diagram 11.) Well 
inflated soccer ball. 
b. Description of the test. Player 
stands back in the field to the right 
(5 trials) and to the left (5 trials) 
of the throwing line and behind 
the thrower, to start her run. A 
reliable thrower stands, with the 
ball, on the throwing line. On the 
instructor’s signal “go” player 
starts her run, and as she crosses 
the throwing line the ball is 
27 thrown so that it goes over the 
end line between the jump stand- 
ards and above the stretched rope, 
to be caught by the player being 
tested, within the limits of the 
area marked by the jump stand- 
ards. Five trials are taken run- 
ning from the right and five from 
the left. 
c. Score. Score two points for each 
successful catch within the 8 foot 
area — as marked by the jump 
standards, and one point for each 
successful catch outside the area 
marked by the jump standards. 
Rmv Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
3, Drop Kick 
a. Set-up of equipment. Well in- 
flated soccer ball. Cross bar of goal 
posts divided into 3 areas 6 feet 
in width. Where goals are made 
of metal these areas may be mark- 
ed by taking a piece of board 18 
feet long and at 6 feet intervals, 
nailing a piece of lath perpendicu- 
lar to it, and then fastening the 
18 foot board to the cross bar of 
the goal post. (If this is imprac- 
ticable, streamers may be tied or 
areas marked by paint and more 
care taken by instructor in judg- 
ing areas.) (See Diagram 12.) 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
2. Dribble and Kick for Accuracy 
a. Set-up of equipment. Divide the 
area between the goal posts into 3 
sections by placing one jump 
standard 5 feet from each goal 
post. This makes the center area 8 
feet wide. Place one mark in the 
field 22 feet from the goal and an- 
other 10 feet from it. These two 
marks must be in line and center- 
ed with the goal. 
b. Description of the test. The play- 
er stands behind the mark which is 
22 feet from the goal; ball is plac- 
ed on the mark. On signal, she 
dribbles the ball up to the 10 foot 
mark and then shoots for goal. 
Ten trials are allowed. 
c. Score. Score two points for each 
goal kicked when the ball passes 
through the outer section of the 
goal area. Score one point for 
each goal kicked when the ball 
passes through the center section 
of the goal area. 
$/%/).'*} /£ 
b. Description of the test. Player 
stands behind line 6 yards from 
goal posts and attempts to drop 
kick 10 consecutive balls over the 
cross bar. Regulation speedball 
rules govern the kick. 
c. Score. Two points for each ball 
kicked over the cross bar and 
through the marked center area. 
One point for each ball kicked 
28 over the cross bar and through 
either marked area adjacent to 
the goal posts. 
on the other mark 12 feet away. 
Player lifts the ball to herself us- 
ing either of the two legal forms 
as described in the official rules. 
Ten trials are given. The player 
must use 5 jump lifts and 5 one- 
foot lifts. 
c. Score. Two points for each suc- 
cessful catch. One point for a ball 
fumbled but caught before it 
touches the ground. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
4. Lifting Ball to Self 
a. Set-up of equipment. Well inflat- 
ed soccer ball. Two marks on the 
ground, 12 feet apart. 
b. Description of the test. Instructor 
stands on end mark and rolls the 
ball to the player who is standing 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
VOLLEYBALL 
1. Repeated Volleys Test 
a. Set-up of equipment. Wall from 
which ball will rebound. Line 10 
feet long drawn on the wall at the 
net height (7 feet 6 inches) from 
the floor. Line on floor 10 feet 
long, 3 feet from and parallel to 
the wall. Well inflated volleyball. 
Stop watch. 
b. Description of the test. Player 
stands behind the 3 foot line, and 
with underhand movement tosses 
the ball to the wall. When it re- 
turns she shall repeatedly volley 
it for a period of 30 seconds 
against the wall so that it hits 
above net line. It is hit just once 
on each volley. If ball gets out of 
control it must be recovered and 
brought back to the 3 foot line 
and started over. Penalty is loss 
of time. 
c. Score. Number of times ball is 
clearly batted (not tossed) against 
wall from behind line and so that 
it hits the wall above the net line. 
(The throw by which the ball is 
put in play is not to be counted 
in the score.) 
Scoring Scale 
Raw Score 
Scale Score 
40-44 
5 
32-39 
4 
21-31 
3 
13-20 
2 
8-12 
1 
2. Repeated Volley with a Set-Up 
a. Set-up of equipment. Wall from 
which the ball will rebound. Line 
10 feet long on wall drawn at net 
height (7 feet 6 inches) from 
floor. Line on floor opposite wall 
marking 10 feet long, 3 feet from 
wall. Well inflated volley ball. 
Stop watch. 
b. Description of the test. The player 
stands behind the 3 foot line and 
with an underhand movement 
tosses ball to the wall. When it 
returns she taps it once before 
hitting it against the wall. Thirty 
seconds are allowed in which this 
is repeated as many times as pos- 
sible. The ball must hit the wall 
above the net line. If the ball gets 
out of control it will be recovered 
and brought back to the 3 foot 
line and started over. Penalty is 
loss of time. 
29 c. Score. Number of times ball is 
clearly batted (not tossed) against 
wall from behind line above net 
in 30 seconds. (The throw by 
which the ball is put in play is not 
included in the score.) 
posite the divided receiver’s court. 
Player serves the ball into area 
one, and into each of the others in 
consecutive order. A total of 10 
trials are allowed. Serves must 
be made to each area in consecu- 
tive order—1, 2, 3, 4, 1, 2, etc. 
c. Score. Two points are scored for 
each ball that lands within the 
correct box. One point for cross- 
ing net and landing “good” in the 
court. 
Scoring Scale 
Raw Score 
Scale Score 
34-38 
5 
27-33 
4 
12-26 
3 
5-11 
2 
1-4 
1 
Scoring Scale 
3. Serving Test 
a. Set-up of equipment. Well inflated 
volley ball; Volley ball court 
equipped with net, and set-up ac- 
cording to regulation volley ball 
rules. A line is drawn from each 
corner of the receiving court to net 
diagonally opposite as in accom- 
panying diagram, thus dividing 
the receiver’s court into four 
areas. (See Diagram 13.) Num- 
ber as indicated by the diagram. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
4. Set-Up and Pass 
a. Set-up of equipment. As for test 3. 
b. Description of the test. Instructor 
stands in the center of the divided 
receiver’s court and throws ball 
over net to the player who is 
standing in center of opposite 
court. Player sets up the ball and 
attempts to pass it into area one. 
Ten trials are required, the ball 
must be hit into areas in consecu- 
tive order, that is, 1, 2, 3, 4, 1, 2, 
and so on. 
c. Score. Two points are scored each 
time ball is sent over the net and 
lands within the correct area. One 
point is scored if it crosses net and 
lands within the court but not in 
correct area. 
zuf /5 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
b. Description of the test. Player 
stands in proper serving area op- 
30 INDIVIDUAL AND DUAL SPORTS AREA 
There are twenty activities for which 
measures for the appraisal of achieve- 
ment are provided in the individual and 
dual sports area. As tests are unique to 
the activity, so also are the scoring scales 
unique to it. Care must be taken to see 
that the correct scoring scales are used. 
To determine the meaning of the score 
in relation to certification, or to deter- 
mine the meaning of one’s own score, re- 
fer to Table I (page 9). 
ARCHERY 
The Junior Columbia Round (24 ar- 
rows from 40, 30 and 20 yds.) shall be 
the basis for measuring achievement in 
archery. 
The round may be completed on one 
day, or, if needed, on three consecutive 
days of the regular archery season. 
Official rules for the conduct of archery 
tournaments must he observed. 
Raw Score 
Scale Score 
425 + 
5 
375-424 
4 
275-374 
3 
225-274 
2 
200-224 
1 
Scoring Scale 
BADMINTON 
1. Long Serve 
a. Set-up of equipment. Regulation 
badminton court, net, racquet, and 
birds. Draw a line parallel to and 
3 feet from the back line of the 
court. Divide this area into 4 
equal areas (4 areas each 3x5 
feet). (See Diagram 14.) 
b. Description of the test. Player’s 
position while serving is governed 
by regulation badminton laws. 
Serving first from the right court 
and then from the left, and alter- 
nating each time, the player takes 
10 trials (5 from each court) to 
serve into the marked areas at the 
back of the court. 
c. Score. If serving from the right 
court the player sends the bird 
into the area closest to the center, 
score two points, and one point if 
served to the outside area. If 
serving from the left court, score 
two points if the bird lands in the 
outer area, and one if it strikes 
O/* g raw <4 
within the area closest to the cen- 
ter of the court. (Diagram 14 is 
marked to indicate score values 
for each area.) 
31 Scoring Scale 
court, score two points if the bird 
lands in the outer area, and one if 
it strikes within the area closest 
to the center of the court. (Dia- 
gram 15 is marked to indicate 
score values for each area.) 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
2. Short Serve 
a. Set-up of equipment. Regulation 
badminton court, net, racquet, and 
birds. Draw a line parallel to and 
two feet from the short service 
line. Divide this area into four 
equal parts. (4 areas, each 2x5 
feet.) (See Diagram 15.) 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
3. Footwork 
a. Set-up of equipment. Regulation 
badminton court, net, racquet, and 
birds. Mark four three-foot 
squares within the singles service 
court, and which coincide with 
the boundary and short service 
lines. Place a player’s mark (x) 
in one court, on the line dividing 
the court and ten feet back from 
the short service line. (See Dia- 
gram 16.) 
0//\ /£ 
b. Description of the test. Player’s 
position while serving is governed 
by regulation badminton laws. 
Serving first from the right court 
and then from the left, and alter- 
nating each time, the player takes 
10 trials (5 from each court) to 
serve into the marked areas adja- 
cent to the short service line. 
c. Score. If serving from the right 
court, score two points if the play- 
er sends the bird into the area 
closest to the center, and one point 
if served to the area on the out- 
side. If serving from the left 
b. Description of the test. A re- 
liable assistant stands in the right 
hand square (right hand to her) 
of the court opposite the player. 
The assistant sends the bird di- 
32 rectly across the net into the 
square marked on the floor. The 
player standing at (x) moves in 
to her left hand square to receive 
the bird sent over by the assistant 
and hits it back across the net so 
that it strikes within the court. 
The next trial is taken from the 
opposite side of the court. Ten 
trials are allowed, five from the 
right and five from the left. 
c. Score. Score 2 if the bird is sent 
across the net so that it lands 
“good” within the boundaries of 
the singles court. Score 1 if the 
bird is hit but not sent over the 
net so that it lands “good”. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
reasonable ones. Ten trials are 
allowed to hit the received bird 
alternately to the front areas 
right and left, and to the rear 
areas right and left. Since a high 
score is desired player aims to 
area scored 2 in right and left 
courts. 
c. Score. Two if the bird lands good 
within the areas nearest the cen- 
ter in the right court, and one 
point if the bird lands good in the 
outside area of the right court. 
Score two if the bird lands good 
in the outside areas of the left 
court, and one if it lands in the 
inside area. (See Diagram 17 for 
help in understanding the scor- 
ing.) 
4. Placement of Shots 
a. Set-up of equipment. Regulation 
badminton court, net, racquet, and 
birds. Retain the marked areas as 
herein described for both the long 
and short serves. (See Tests 1 and 
2.) Place an assistant’s mark on 
the dividing line between the two 
courts, and 5 feet back from the 
short service line. In the opposite 
court mark a 3 foot square which 
coincides with the short service 
line and is centered on the divid- 
ing line between the two service 
courts. (Mark area where player 
being tested stands.) (See Dia- 
gram 17.) 
b. Description of the test. Player 
stands in the “three foot square” 
to receive the bird from the assis- 
tant who is standing opposite him. 
Restricted areas for both assistant 
and player demands that trials be 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
33 Directions—Do all the activities listed 
below in order. A second trial may be 
permitted. 
1. Without touching either border of 
a straight, 3 foot lane, ride 75 feet 
on level ground, in not less than 
V2 minute. 
2. Demonstrate simple mounting and 
dismounting, and quick stopping 
without skidding the rear wheel. 
3. Demonstrate “ankling” a bicycle 
in contrast with “bike-pushing” or 
“arch breaking.” 
4. Without touching either border 
line ride in clockwise direction 
twice around a circular lane 4 feet 
wide (inner circle having a dia- 
meter of 20 feet) using only the 
left hand to steer the bicycle. Ride 
the same lane in counter-clockwise 
direction using only the right 
hand to steer. 
5. Stop, and dismount, during an up- 
hill climb maintaining a right 
angled position of the bicycle with 
the ground. 
6. Mount and start on an uphill in- 
cline of 30 degrees or more. 
BICYCLING 
7. Mount and start on a downhill in- 
cline of 30 degrees or more; dis- 
mount on the way down, (keeping 
the bicycle in a right angled posi- 
tion) remount and continue on 
down the hill. 
8. Demonstrate ability to repair tire. 
9. Give regulations for operation of 
a bicycle in a given locality, in- 
cluding regulation for safe night 
riding. 
10. Demonstrate method of packing 
equipment for balance and econ- 
omy of space. 
Score. Two points for each of the 
above activities completed on the first 
trial. Score one point if completed 
on the second trial. No part scores 
are allowed. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
BOWLING 
At the end of the regular season, 2 or 
3 consecutive bowling days shall be 
designated for the test. Bowling average 
shall be the basis for measuring achieve- 
ment in bowling. The average score 
shall be figured on six games to be rolled 
in accordance with regulation bowling 
rules. (Observe foul lines, etc.) 
Raw Score 
Scale Score 
130 + 
5 
120-129 
4 
100-119 
3 
90-99 
2 
85-89 
1 
Scoring Scale 
CROQUET* 
1. Driving the Ball Through a Wicket 
a. Set-up of equipment. Two cro- 
quet balls, one mallet, one wicket. 
b. Description of the test. With a 
pendulum swing, drive the ball 
from a starting point of one yard 
from the wicket, to a point of not 
less than one foot, or more than 
two feet, beyond the wicket so 
that it passes under the wicket 
without touching. Five trials are 
allowed. 
♦NOTE; For clarification of terms consult: Croquet, 
Rules of the Game, Spaulding’s Athletic Li- 
brary, Auxiliary Series, American Sports Pub- 
lishing Co. 1921. 
c. Score. Each success counts one 
point. 
34 2. Driving the Ball from an Angle 
a. Set-up of equipment. Two cro- 
quet balls, one mallet, one wicket. 
b. Description of the test. With a 
pendulum swing drive the ball 
from a starting point of one yard 
from the wicket and at an angle 
of 30 degrees. Three trials are 
taken from the right and two 
from the left. The ball must stop, 
after it is sent through the wicket, 
at a point of not more than one 
foot or less than two feet from the 
nearest point of the wicket to the 
ball. Five trials are allowed. 
c. Score. Each success counts one 
point. 
3. Accuracy Drive 
a. Set-up of equipment. Two croquet 
balls, one mallet. Circle one foot 
in diameter. Starting mark two 
yards from the center of the 
circle. 
b. Description of the test. Drive a 
ball from the starting mark to the 
circle. The ball must lie totally 
within the circle and not touch the 
boundary line. Five trials are 
allowed. 
c. Score. Each success counts one 
point. 
4. Taking Croquet 
a. Set-up of equipment. Two croquet 
balls, one mallet. 
b. Description of the test. “Taking 
Croquet” for a distance of two 
yards. Place one ball in contact 
with another ball, and then make 
the stroke. The ball thus “cro- 
queted” (not the striker’s ball) 
must move two yards. The 
striker’s ball may or may not 
move that distance. The striker 
shall not place his foot on either 
ball while making the stroke. Five 
trials are allowed. 
c. Score. One point is scored if the 
“croqueted” ball has moved at 
least two yards. 
5. Jump Shot 
a. Set-up of equipment. One wicket, 
two balls, one mallet. Ball is 
placed on the ground five yards in 
front of the wicket. A second ball 
is placed one yard beyond the 
wicket and in line with the first 
ball. 
b. Description of the test. The “jump 
shot” is taken, hitting the first 
ball so that it jumps the wicket in 
such a way as to hit or glance 
off the second ball. (See Diagram 
18 showing how it is taken.) Five 
trials are allowed. 
D/AOK*f*1 
c. Score. One point for each success. 
(Score on croquet is the sum of 
points made on each test item.) 
Scoring Scale 
Raw Score 
Scale Score 
22-25 
5 
18-21 
4 ' 
12-17 
3 
6-11 
2 
1-5 
1 
DECK TENNIS 
1. Serve 
a. Set-up of equipment. Within the 
back half of the receiver’s court 
outline two targets, each 4 feet 
square and coinciding with the 
base line of the court, center these 
targets in each half of the court. 
Within the four foot square draw 
another one, two feet square. Two 
feet from the line marking the 
neutral area draw another set of 
two targets and center them in 
each half of the court identical in 
size with the first two. (See Dia- 
gram 19.) Tennikoit ring. 
35 u/ho*4/*i 
either side of the net and on both 
sides of the court. (See Diagram 
20.) Tennikoit ring. 
Ozo 
b. Description of the test. Player 
stands in the server’s position and 
takes 10 trials to serve the ring 
into the targets outlined in the 
receiver’s court. Begin with the 
target in the left back court and 
take each try in a different tar- 
get, going clockwise in order 
around the set. 
c. Score. Two points if the ring 
lands within the inner target, or 
the line marking it; and one point 
if the ring lands within the outer 
target, or on the line marking it. 
I f8ft 1 
b. Description of the test. Player 
stands at the center of the base 
line. A reliable assistant stands 
in a square at the side of the op- 
posite court for the purpose of 
putting the ring into “play.” The 
ring is thrown from the square at 
the side of the court into the 
square at the side of the receiver’s 
court, and is caught there by the 
player and is immediately sent 
over the net into the target in the 
center of the court. Five trials 
are taken from the right and five 
from the left. 
c. Score. Two points if the ring hits 
within the center target or on the 
line marking it, and one point if 
the ring hits within the outer tar- 
get or on the line marking it. 
Raw Score 
Scale Score 
x 17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
2. Placement of Shots 
a. Set-up of equipment. In the cen- 
ter of the receiving court, draw a 
target 4 feet square and, inside it 
another, 2 feet squarp. Midway 
between the base line and line 
marking the neutral area and co- 
inciding with the side line—make 
another 4 foot square, one on 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
36 3. Throw and Catch 
a. Set-up of equipment. Stretch a 
rope across the court, seven feet 
from the floor. Mark the lines in- 
dicating the neutral area of the 
court. Follow regulation Deck 
Tennis rules. Tennikoit ring. 
b. Description of the test. Player 
stands on the line marking the 
neutral area of the playing court, 
tennikoit ring in hand. On signal, 
she tosses the ring over the rope, 
runs across to the opposite line 
(that marks the neutral area), 
catches it, throws it back over the 
rope, runs across to the opposite 
line to catch it. This is repeated 
as many times as possible within 
a period of 45 seconds. If the ring 
is dropped it is recovered and the 
player goes on, penalty being in 
loss of time. Each time the ring 
is thrown it must be from the line 
which marks the neutral area, 
c. Score. Number of times the ring 
is caught after having been 
thrown across the rope within the 
45 second period of time. 
Scoring Scale 
Raw Score 
Scale Score 
40-45 
5 
30-39 
4 
15-29 
3 
5-14 
2 
1-4 
1 
FENCING 
Demonstrate the ability to: * 
Salute Parries in: 
On guard Quarte 
Advance Quinte 
Massard Sixte 
Leap Septime 
Lunge and recover Octave 
Riposte Direct parry 
Parries in: Circular parry 
Prime Opposition 
Seconde Tap 
Tierce Contraction 
Score. For successful execution of 
each item score one point. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
GOLF11 
This test is so constructed that a test 
of ability with every club in the golfer’s 
bag can be made if it is so desired. Since 
many golfers do not use all possible clubs 
this test uses Driver or Brassie, Mid- 
Iron, Mashie, Niblick, and Putter. The 
test thus includes five elements or test 
items. 
1, 2, 3—(Driver or Brassie, Mid-Iron, 
Mashie) 
a. Set-up of equipment. Put up a 
target in a golf driving cage 
which is 59 inches wide and 91 
inches long. Divide this target 
into 45 squares, each of which is 
9 x 12% inches. (See Diagram 
21.) Hang the target in the driv- 
ing cage so that the top of it is 6 
inches from the top of the cage, 
and 20 inches from the ground. 
Label the lines of squares from 
the top down: No. 6, No. 5, No. 
4, No. 3, No. 2, No. 1, Brassie, 
Driver. Place a mat on the ground 
15% feet from the target from 
which the ball can be hit. (Watch 
safety in being sure mat is placed 
at edge of cage so that hooked or 
sliced balls will be caught within 
the cage.) Driver or brassie, 
mid-iron, and mashie. Golf balls. 
11Golf target size and description adapted from one 
used by John Moynihan, Pro at Troy Municipal Golf 
Course. 
37 Mid-Iron 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Mas hie 
4. Chip Shot (Niblick) 
a. Set-up of equipment. Niblick. 
Golf balls. Set up a target (pre- 
ferably made of cloth) with pro- 
tecting sides, 18 x 26 inches in 
size. Put a hole 3 inches above 
center* oblong in shape, and 5x7 
inches in size. Draw a line across 
the middle of the target. Place a 
mat or mark a line 9 feet from the 
base of the target from which the 
ball can be hit. (See Diagram 22.) 
b. Description of the test. From the 
shooting mat take 10 trials with 
each of the three clubs (Driver or 
Brassie, Mid-Iron, Mashie) to hit 
the middle column of squares (the 
one marked 3) and above the line 
marked for a particular club. 
(See Diagram 21.) 
c. Score. Two points for each ball 
hit which strikes within the middle 
column of squares and above the 
line marked for a particular club. 
Score one point if the ball hits 
above the line marked for the club 
though not within the middle 
square. 
D/fi>Q/z/\nn ZZ 
b. Description of the test. Allow 10 
trials to hit the ball with the 
niblick, from the shooting line to 
v.he target. The object is to hit 
the ball into the hole in the target. 
c. Score. Two points if the ball goes 
through the hole in the target, and 
one point if it hits the target 
above the center line. 
Scoring Scale 
Driver or Brassie 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
38 Scoring Scale 
taking the test places the ball on 
the green 30 feet from the pin and 
putts out. Take 10 trials, 
c. Score. The sum of the number of 
strokes necessary to hole out on 
the 10 trials. 
Rcnv Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
5. Putting 
a. Set-up of equipment. Place a 
mark (a small piece of paper will 
do) 30 feet from the pin on a level 
green. Putter. Golf balls. 
b. Description of the test. Player 
Raw Score 
Scale Score 
12-10 
5 
16-13 
4 
21-17 
3 
25-22 
2 
28-26 
1 
HANDBALL 
1. Service 
a. Set-up of equipment. Regulation 
handball court, wall, and ball 
(see N.S.W.A. Official Guide, 
1942-43, Recreational Games and 
Sports, p, 54). 
b. Description of the test. The server 
stands within the square formed 
by the two side lines, the short 
and the service lines, bounces the 
ball on the floor and strikes it to 
the front wall on the first bounce. 
The served ball must rebound 
from the wall to any spot within 
the court beyond the short line 
and inside the area bounded by 
the rear line and two side lines, or 
on these lines. Ten trials are re- 
quired. A missed ball constitutes 
a trial. 
c. Score. Each successful trial 
scores two points. 
cording to the official rules. The 
player stands behind the short line 
until the ball has rebounded across 
the short line. Following a good 
service (described in Test 1) the 
player must return the ball to the 
wall. It may be played on the fly 
or first bounce, but must strike the 
front wall after it is returned be- 
fore hitting the floor, and must re- 
bound into the court. If the re- 
turned ball rebounds outside of 
the court, it is not a good return. 
Ten trials are required, 
c. Score. Each good return scores 
two points. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
3. Repeated Volleys 
a. Set-up of equipment. Regulation 
handball court, or court marked 
out in a gymnasium. Handball. 
Stop watch. 
b. Description of the test. Player 
stands within the square formed 
by the short and service lines, and 
the two side lines. On signal 
player bounces the ball and serves 
it to the front wall. After the ball 
2. Return of Service 
a. Set-up of equipment. Same as for 
Test 1. 
b. Description of the test. A re- 
liable assistant serves the ball ac- 
39 rebounds beyond the short line, 
the player returns the ball to the 
front wall and continues return- 
ing it for 30 seconds. If the ball 
gets out of control it must be 
brought back to service area and 
started over. Penalty is loss of 
time. 
c. Score. Number of times ball is 
volleyed to wall within the 30 
second period. 
D / Pl C « /? A7 >25 
Raw Score 
Scale Score 
46-50 
5 
37-45 
4 
24-36 
3 
15-23 
2 
10-14 
1 
Scoring Scale 
b. Description of the test. Player 
makes a legal serve, trying to 
strike area 5, this being the most 
difficult and most likely to result 
in service aces. Ten trials are re- 
quired. A missed ball constitutes 
a trial. 
c. Score. According to the area in 
which the ball strikes the wall. 
(See Diagram 23.) A perfect 
score would total 50 points. 
4. Accurate Service 
a. Set-up of equipment. Regulation 
handball court wall. Ball. Mark 
a line across the width of the 
handball court, four feet from and 
parallel to the floor, make a sec- 
ond one three feet above the first, a 
third one three feet above the sec- 
ond, and a fourth one three feet 
above the third. (See Diagram 
23.) Number these areas from 
the top down, 1, 2, 3, 4, and 5. 
These numbers also indicate the 
score value of the area. 
Raw Score 
Scale Score 
46-50 
5 
37-45 
4 
24-36 
3 
15-23 
2 
10-14 
1 
Scoring Scale 
HORSESHOES 
1. Pitching for Accuracy 
a. Set-up of equipment. Ten horse- 
shoes. Three square targets, one 
inside the other as follows: cen- 
ter one, 9 inches, second one 18 
inches, outer one 45 inches. Pitch- 
ing line 30 feet from the edge of 
the outer target. (See Diagram 
24.) Score values for each area 
are circled on the diagram. 
b. Description of the test. Regula- 
tion horseshoe rules are to be ob- 
served. Player stands at pitching 
line and pitches shoes to target. If 
player steps over pitching line in 
delivering his shoe it is not scored 
and counts as a trial. Shoe must 
be removed following each trial. 
Ten trials are required. 
c. Score. Three points if the shoe 
lies completely within the center 
square, two points if it lies within 
the second area, and one point if 
it lies within the outer area. A 
shoe which lies on the line between 
the center and second area scores 
2, if on the line between the second 
and outer area it scores 1, and if 
on the line marking the outer 
area, 0. 
40 7 Z4- 
Scoring Scale 
Raw Score 
Scale Score 
26-30 
5 
21-25 
4 
12-20 
3 
6-11 
2 
1-5 
1 
Ringer Test 
a. Set-up of equipment. Stake set 30 
feet from pitching line, 10 horse- 
shoes. 
b. Description of the test. Player 
stands at pitching line and tries 
to score ringers. If the player 
crosses the pitching line while 
pitching, no score is made but a 
trial is counted. Shoe must be re- 
moved following each trial. Ten 
trials are required. 
c. Score. Each ringer scores two 
points. If shoe touches the stake 
but is not a ringer, it scores one 
point. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
HORSEBACK RIDING12 
1. Demonstrate ability to mount and 
dismount from the proper side. 
One trial is allowed. Score one 
point if correctly done on one 
trial. 
2. Demonstrate knowledge of bridling 
and saddling; check bit, girth, and 
be able to adjust own stirrups. 
Only one trial is allowed. Score 
one point if correctly done on one 
trial. 
3. Post in Rhythm 400 Feet 
a. Set-up of equipment. Poles at 
the corners of the ring. 
b. Description of the test. Rider must 
make horse follow course at a trot 
not slower than nine m.p.h. Rider 
must keep posting rhythm 
throughout. 
Failure: Not staying outside cor- 
ner poles; not keeping horse at a 
12Minas, E. K. “Testa of Riding Ability”—Testa 3-11 
quoted in this battery from N.S.W.A. Official Sports 
Guide, A. S. Barnes & Company, 1942-43. Used with 
permission of the publisher. 
41 trot of at least nine miles per 
hour; missing counts in posting; 
bouncing twice on each count. 
c. Score. Two points if passed on 
the first trial, and one if passed 
on the second. 
4. Walk—Two Figure Eights 
a. Set-up of equipment. Stop watch; 
sets of two poles set twenty feet 
apart. 
b. Description of the test. The rider 
starts in back of, and a little to 
the left of, the nearest pole, 30 
seconds of time are allowed. On 
the word “Go” she walks the horse 
around the far pole, making a left 
hand turn, returns, and makes a 
right hand turn around the near 
post. Without stopping, she re- 
peats the course, so as to complete 
two figure eights. 
Failure: Not making correct 
turns. Failing to complete test in 
thirty seconds. 
c. Score. Two points if passed on 
the first trial, and one if passed 
on the second, 
5. Trot—Two Figure Eights 
a. Set-up of equipment. Stop watch, 
two sets of poles set forty feet 
apart. 
b. Description of the test. Rider 
makes two figure eights at a trot, 
following the same figure de- 
scribed in test four. Thirty sec- 
onds of time are allowed. 
Failure: Cantering; failure to 
make prescribed figure; failure to 
complete test in thirty seconds. 
c. Score. Two points if passed on 
the first trial, and one if passed 
on the second. 
6. Canter from a Walk 
a. Set-up of equipment. None. 
b. Description of the test. Rider must 
start horse immediately into a 
canter on signal. This is to be 
done twice in succession to count 
as one trial. 
Failure: Trotting before break- 
ing into canter, not continuing the 
canter at least fifty feet. 
c. Score. Two points if passed on 
the first trial, and one if passed 
on the second. 
7. Canter, 400 Plus Feet 
a. Set-up of equipment. Poles at 
corners of the ring. 
b. Description of the test. As signal 
“Canter” is given, rider must put 
horse into a canter and continue at 
a canter for 400 feet. 
Failure: Not getting horse to 
canter within thirty feet; trotting; 
cutting corner poles; not continu- 
ing for full distance. 
c. Score. Two points if passed on 
the first trial, and one if passed on 
the second. 
8. Trot, 800 Plus Feet 
a. Set-up of equipment. Poles at 
corners of ring; stopwatch. 
b. Description of the test. Start 
from a standstill. On signal “Go” 
put horse into a trot, keep at a 
trot twice around the ring. One 
minute and twenty seconds of time 
are allowed. 
Failure: Not staying outside cor- 
ner posts, cantering, failing to 
complete course in one minute 20 
seconds. 
c. Score. Two points if passed on 
the first trial, and one if passed on 
the second. 
9. Canter Without Stirrups, 400 Plus 
Feet 
a. Set-up of equipment. Poles at 
corners of the ring. 
b. Description of the test. With 
stirrups crossed in front of saddle, 
and without holding onto the 
saddle, rider must canter once 
around the ring. 
42 Failure: Not cantering 400 feet; 
cutting corner posts; racing; hold- 
ing on to saddle. 
c. Score. Two points if passed on 
the first trial, and one if passed on 
the second. 
10. Post 200 Plus Feet with One Foot 
Out of Stirrup and Find Stirrup in 
Ten Feet 
a. Set-up of equipment. Marks 10 
feet apart on a 200-foot straight 
stretch of fence, plus a 200-foot 
straight away. 
b. Description of the test. Horse 
trotting at least nine m.p.h., rider 
removes one foot from the stirrup. 
Judge gives the signal “Now” 
(signal to remove one foot from 
the stirrup) after the rider has 
gone not less than 200 feet. Rider 
finds stirrup as rapidly as pos- 
sible. Judge gives the signal when 
horse’s nose is opposite the first 
mark on the fence. 
Failure: Not getting clean-cut 
posting rhythm for at least 200 
feet; failure to ride at least nine 
m.p.h. at a trot; looking down 
while finding stirrup; resting 
hands on horse or saddle; jerking 
horse or slowing speed; failure to 
find stirrup within ten feet. 
c. Score. Two points if passed on 
the first trial; one if passed on the 
second. 
11. Canter—Two Figure Eights Chang- 
ing Leads 
a. Set-up of equipment. Two poles 
set sixty feet apart; line six feet 
long marked on ground between 
the two poles. 
b. Description of the test. Rider is 
to make two adjacent circles, ob- 
taining change of lead when swing- 
ing into the other circle. Rider 
starts behind pole “A”, getting a 
right lead; when halfway between 
poles, swings to left, getting a left 
lead, rides around pole “B”; when 
half-way back turns right, getting 
right lead, and rides around pole 
“A”. This makes one figure eight. 
Without stopping, the same is re- 
peated. 
Failure: Not keeping horse in a 
canter; not keeping close to poles 
when turning; not passing within 
six feet of center line; not chang- 
ing leads when changing direction 
of circle. 
c. Score. Two points if passed on 
the first trial, one if passed on the 
second. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
ICE SKATING 
The Test: 
1. Do straight skating forward and 
stopping. 
2. Cut a circle left (right foot goes 
over left in each stroke). 
3. Cut complete circle right. 
4. Skate backward 30 feet. 
5. While in motion turn from forward 
to backward, and from backward 
to forward. 
6. Cut a circle backward left. 
7. Cut a circle backward right. 
8. Do a quick stop from a straight 
skate at full speed. 
9. Do a figure eight, right outside 
edge forward, and left outside edge 
forward, 
10. Do a figure eight, right inside edge 
forward, and left inside edge for- 
ward. 
Score. Two points are scored if cor- 
rectly done in the first trial, one 
if done on the second. Only two 
trials are allowed. 
43 Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
1. Rally 
a. Set-up of equipment. Backboard 
with line drawn across it at a 
height of two feet six inches to 
represent the net. Stop watch. 
Balls and paddle. Draw a restrain- 
ing line 5 feet from and parallel 
to the base of the backboard and 
a starting line 10 feet from and 
parallel to the base of the back- 
board. 
b. Description of the test. Player 
stands, two balls and paddle in 
hand, on the 10 foot line. On sig- 
nal the ball is dropped and put in 
play against the backboard. On 
the rebound it is hit again and so 
on for as many times as possible 
within a 30 second period. At no 
time may the player move nearer 
the wall that the 5-foot line, and 
the ball must always be hit so that 
it strikes the wall above the net 
line if a score is to be counted. If 
the ball is missed, another ball is 
put in play from the 10-foot line. 
As many balls as are needed can 
be used, and any stroke or combi- 
nation of strokes may be used. 
Balls may be hit from nearer the 
backboard than the 5-foot restrain- 
ing line, though no balls so hit 
may be counted in the score. 
c. Score. One point for each ball 
striking the wall on or above the 
net line, and hit from behind the 
5-foot restraining line, ball having 
been put in play from behind the 
10-foot line. Allow 3 trials and 
final score is the sum of the scores 
on 3 trials. 
PADDLE TENNIS 
Scoring Scale 
Raxv Score 
Scale Score 
50-57 
5 
38-49 
4 
21-37 
3 
9-20 
2 
1-8 
1 
2. Service 
a. Set-up of equipment. Regulation 
Paddle Tennis Court. Paddles. 
Balls. Four feet from the service 
line and parallel to it, draw a line 
across the court. (See Diagram 
25.) Adjacent to the outer bound- 
ary of each service court, and on 
Dl‘'lO/inri 2. 5 
44 each side of the half court line, 
and adjacent to the service line, 
draw four two-foot squares (see 
Diagram 25). 
b. Description of the test. Serving 
first from the right court and then 
from the left, take 10 trials (5 
from each court) to serve the ball 
into the outlined scoring area. (See 
diagram.) Alternately serve to the 
outside and inside squares in each 
court. 
c. Score. Two points for each suc- 
cessful serve into the proper two 
foot square and one point for each 
serve which lands within the 
marked area at the back of the 
fore court. 
a/ 26 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
3. Taking Position on the Court 
a. Set-up of equipment. Mark two 
two-foot squares, one on either 
side of the court, adjacent to the 
alley and adjacent to the service 
line. Mark two other areas in the 
opposite court and adjacent to each 
alley, each of which is 2 x 4 feet, 
and centered on the service line 
between the service courts to the 
base line. (See Diagram 26.) Ex- 
tend the dividing line between the 
service court on the base line. 
b. Description of the test. Player 
stands on line (P) in the center 
of the back court. A thoroughly 
capable assistant stands with the 
ball in the area marked (x). The 
ball is thrown directly across the 
net so that it lands within the 2x4 
foot area marked (o). As the ball 
is thrown the player runs in to 
position to hit the ball back across 
the net, placing it first to the 
right and on the next trial to the 
left of the center of the court. Five 
trials are taken when the ball is 
thrown into the area adjacent to 
the alley on the right side of the 
court and five are taken from the 
left. 
c. Score. Two points if the ball is 
hit so that it lands within the 
area of the proper court and its 
extension to the base line (right 
or left half, and within boun- 
dary), and one point if the ball is 
returned across the net and with- 
in the court, but which does not 
go into the proper right or left 
area. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
45 ROLLER SKATING 
The Test: 
1. Demonstrate skating straight for- 
ward at full speed and stopping. 
2. Demonstrate skating straight for- 
ward, turning, and skating in op- 
posite direction. 
3. Demonstrate skating backward, 
turning, and skating forward. 
4. Do a figure eight, starting to the 
right with the right foot forward. 
5. Do a figure eight, starting to the 
right with left foot forward. 
6. Do a one-foot standing balance 
from forward skating. 
7. Do a one-foot standing balance 
from backward skating. 
8. Do a one-foot squat balance from 
forward skating. 
9. Do a dodge through indian clubs 
diagonally set 4 feet apart on the 
short axis (side to side) and eight 
feet apart on the long axis. The 
run is thirty-six feet. It is timed 
from the signal “go,” until the 
student passes the last Indian 
club. The run should not exceed 
30 seconds. (See Diagram 31, page 
59, for illustration as to how the 
clubs are to be set.) 
10. Do a dodge, as above, but with a 
turn, so that the first club is en- 
circled skating forward, and the 
second club is encircled skating 
backward. 
Score. Two points if correctly 
done on the first trial, one if done 
on the second. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
SHUFFLEBOARD 
1. Accurate Placing 
a. Set-up of equipment. Lay out the 
shuffleboard court as indicated by 
the regulation rules. Either 
American or English form may be 
used. 
b. Description of the test. Following 
regulation shuffleboard rules, 
player pushes disk into the scor- 
ing area in an attempt to make 
as high a score as possible. Ten 
trials are allowed. The disk must 
be removed from the scoring area 
after each trial. Disks resting on 
a division line do not score. Disks 
that stop nearer to the players’ 
end than the farthest dead line are 
dead and shall be removed at once. 
c. Score. Player scores according to 
the score value of the area in 
which the disk rests. Disks rest- 
ing on a division line do not score. 
Raw Score 
Scale Score 
90-100 
5 
70-89 
4 
40-69 
3 
19-39 
2 
1-18 
1 
Scoring Scale 
2. Accuracy in Displacing 
a. Set-up of equipment. Regulation 
shuffleboard court. Either Eng- 
lish or American form may be 
used. Circle the plus 10, the 8 
and the 7 score areas, and place 
a disk in each of these areas. 
b. Description of the test. Player 
attempts to displace the disks 
placed in the various scoring 
areas (10, 8, 7) forcing each to 
go out of the playing area. Two 
trials to displace the disk are al- 
lowed. 
46 Scoring Scale 
c. Score. Each disk displaced scores 
five points. If the disk is touched 
and not displaced it scores three 
points. If the pushed disk lands 
in the correct area it scores one 
point. 
Raw Score 
Scale Score 
25-30 
5 
19-24 
4 
10-18 
3 
5-9 
2 
1-4 
1 
SKIING 
Demonstrate Ability to: 
1. One step 
2. Kick turn 
3. Herringbone 
4. Side step 
5. Double stem (snow plow) 
6. Single stem 
7. Controlled fall and get up 
8. Double stem turn 
9. Single stem turn 
10. Good form in down hill run 
11. Lifted stem turn 
12. Stem christy 
13. Open christy 
14. Obstacle Jump (Gelaendesprung) 
15. Telemark 
16. Pure christy 
17. Tempo 
18. Jump turn 
19. Down hill run* 
20. Slalom 
Score. One point for each item 
successfully executed in good 
form. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
SNOW 
SHOEING 
1. Following Set Tracks 
a. Set-up of equipment. Snowshoes. 
b. Description of the test. Follow 
12 set tracks of snowshoe im- 
prints. Set tracks so that im- 
prints measure 35 inches from toe 
of backward foot to toe of for- 
ward foot. 
c. Score. Two points if correctly 
done on the first trial, one if cor- 
rectly done on the second. 
2. Level Run 
a. Set-up of equipment. Snowshoes. 
b. Description of the test. Run along 
level ground making at least 15 
imprints. Steps should be even 
distance apart, and not less than 
33 inches from toe to toe. 
c. Score. Two points if correctly 
done on the first trial, one if cor- 
rectly done on the second. 
3. Uphill Run 
a. Set-up of equipment. Snowshoes. 
b. Description of the test. Run up- 
hill on a slight incline. Tracks 
should be even distance apart. 
Balance should be maintained 
throughout the run. 
c. Score. Two points if correctly 
done on the first trial, one if cor- 
rectly done on the second. 
4. Downhill Run 
a. Set-up of equipynent. Snowshoes. 
b. Description of the test. Run 
downhill on a slight incline. 
Tracks should be even distance 
apart. Balance should be main- 
tained throughout the run. 
c. Score. Two points if correctly 
done on the first trial, one if cor- 
rectly done on the second. 
*N.B. Good form and successful execution in downhill 
run including obstacle jump (minimum one foot 
height). between the poles which mark it 
out. Time should not exceed one 
minute 20 seconds. 
c. Score. Two points if correctly 
done on the first trial, one if cor- 
rectly done on the second. 
5. Timed Run 
a. Set-up of equipment. Snowshoes, 
and at least 22 poles or stakes. 
b. Description of the test. Do a 
timed run over a course marked 
out by two sets of poles set not 
more than SVz feet apart. The 
course should include 30 feet 
downhill (slight incline), 50 feet 
on level ground (not necessarily 
smooth), and 30 feet uphill 
(slight incline). Student should 
maintain balance throughout, and 
should keep on the track, that is, 
Raw Score 
Scale Score 
9-10 
5 
7-8 
4 
5-6 
3 
3-4 
2 
1-2 
1 
Scoring Scale 
TABLE TENNIS 
1. Repeated Volleys 
a. Set-up of equipment. Regulation 
Table Tennis Table. Paddle. Ball. 
Turn the table and push it side- 
wise up against the wall. Stop 
watch. 
b. Description of the test. Using 
regulation rules for doing so, 
player puts the ball in play as for 
the service in such a way that it 
hits the table and bounces against 
the wall above the net line. Vol- 
ley the ball as it rebounds from 
the wall and continue to do so for 
a period of 30 seconds. If the ball 
is missed or otherwise lost take 
another ball and start as in the 
beginning. Penalty is in loss of 
time. 
c. Score. Number of times the ball 
is hit so that it goes above the 
net line and rebounds on the table 
within the 30 second period of 
time. 
four equal parts (See Diagram 
27.) Paddle. Ball. 
O/sm/i/ffin 2 7 
I fff. 1 
b. Description of the test. Make a 
legal serve, successively into each 
marked area, beginning with the 
area on the player’s left. A total 
of 10 trials are allowed. 
c. Score. Two points if a legal serve 
goes over the net and into the 
proper area, and one if the ball 
goes over the net and lands on the 
table but not in the proper area. 
Scoring Scale 
Raw Score 
Scale Score 
51-55 
5 
41-50 
4 
16-40 
3 
6-15 
2 
1-5 
1 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
2, Serve 
a. Set-up of equipment. Regulation 
Table Tennis Table. Divide the 
receiver’s court lengthwise into 
48 3. Accuracy of Volley 
a. Set-up of equipment. Regulation 
Table Tennis Table. Paddle. 
Balls. Divide the receiving court 
into four areas. A line is drawn 
from the middle of the base diag- 
onally to a point on the side of the 
table midway between the base 
line and the net. Do the same for 
all four corners of the receiving 
court. Draw a circle six inches in 
diameter, the center of which is 
a foot from the edge of the table. 
(See Diagram 28.) 
b. Description of the test. Ten trials 
are allowed the player to bounce 
the ball in the circle on her side 
of the net, and to hit it successive- 
ly into each of the areas marked 
2, beginning with the one on the 
left which is just over the net. 
c. Score. Two points if the ball is 
hit into the proper area marked 
2, score one, if the ball goes over 
the net and lands on the table, but 
not within the proper area. Score 
values are indicated on Diagram 
28. 
0<Go*.n/*i ZQ 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
TENNIS 
1. Rally Test 
a. Set-up of equipment. Backboard 
with line drawn three feet from 
and parallel to the ground to rep- 
resent the net. Stop watch. Player 
should have two balls in hand and 
her racquet. Place a box of extra 
balls on the ground within easy 
reach of the player. Draw a re- 
straining line 30 feet from, and 
parallel to the base of the back- 
board. This is also the starting 
line. 
b. Description of the test. The ball 
is rallied against the wall for a 
60 second period. It must hit the 
wall on or above the net line. On 
signal the ball is dropped on the 
30 foot line and put in play against 
the wall. The ball may bounce as 
many times as needed before hit- 
ting it, or it may be hit before it 
bounces. Any stroke or combina- 
tion of strokes may be used. After 
putting the ball in play the player 
may move around the court at 
will; and the player may cross the 
restraining line to retrieve balls 
or to play them, though no balls 
so hit may be counted in the score. 
Any number of balls may be used, 
and if any are lost do not try to 
retrieve them—take another ball 
from the box and put it in play as 
at the start, 
c. Score. Each ball striking the wall 
on or above the net line, and hit 
from behind the 20 foot line scores 
1 point. Final score on the test is 
the sum of the score on three 
trials. 
Raw Score 
Scale Score 
35-40 
5 
27-34 
4 
15-26 
3 
7-14 
2 
1-6 
1 
Scoring Scale 
49 2. Service 
a. Set-up of equipment. Regulation 
tennis court. Racquet. Ball. Seven 
feet from the service line and par- 
allel to it, draw a line across the 
court. (See Diagram 29.) Adja- 
cent to the outer boundary of each 
service court, and on each side of 
the half court line, and adjacent 
to the service line, draw four three 
foot squares. (See Diagram 29.) 
marked area at the back of the 
fore court. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
• 1-3 
1 
Scoring Scale 
3. Taking Position on the Court 
a. Set-up of equipment. Regulation 
tennis court. Racquet. Balls. Mark 
two three foot squares, one on 
either side of the court adjacent 
to the alley, and adjacent to the 
service line. Mark two other areas 
in the opposite court and adjacent 
to each alley, each of which is 3 x 6 
feet and centered on the service 
line. (See Diagram 30.) Extend 
the dividing line between the serv- 
ice courts to the base line. 
D/qc/woi 29 
O30 
b. Description of the test. Serving 
first from the right court and then 
from the left, take 10 trials (alter- 
nating right and left on each two 
trials as in regulation lawn tennis 
rules) to serve the ball into the 
outlined scoring area. Alternately 
serve to the outside and inside 
squares in each court. 
c. Score. Two points for each suc- 
cessful serve into the proper 3 foot 
squares and one point for each 
serve which lands within the 
b. Description of the test. Player 
stands on the line (P) in the cen- 
50 ter of the back court. A thor- 
oughly capable assistant stands 
with the ball in the area marked 
(x). The ball is thrown directly 
across the net so that it lands 
within the area marked (o). As 
the ball is thrown the player runs 
in to position to hit the ball back 
across the net, placing it first to 
the right and on the next trial to 
the left of the center of the court. 
Five trials are taken when the ball 
is thrown into the area adjacent 
to the alley on the right side of 
the court and five are taken from 
the left. 
c. Score. Two points if the ball is hit 
so that it lands within the area of 
the proper service court and its ex- 
tension to the base line and one 
point if the ball is returned across 
the net within the court but which 
does not go into the proper area. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
TOBOGGANING 
1. Proper Seating and Push Off 
a. Set-up of equipment. Toboggan 
and slide in good condition. 
b. Description of the test. Demon- 
strate proper seating, way to push 
off and steer by telling the in- 
structor. 
c. Score. Two trials are allowed. 
Score 2 points if correctly done on 
the first trial; score one if correct- 
ly done on the second. 
2. Straight Downhill Run of 300 Feet 
a. Set-up of equipment. Toboggan 
and slide in good condition. 
b. Description of the test. Demon- 
strate practical use of this knowl- 
edge by taking the toboggan safely 
down a straight slope alone, and 
over a course of at least 300 feet. 
c. Score. Two trials are allowed. 
Score 2 points if corerctly done on 
the first trial; score one if cor- 
rectly done on the second. 
3. Downhill Run With Turns 
a. Set-up of equipment. Toboggan 
and slide in good condition. 
b. Description of the test. Demon- 
strate ability to safely control a 
toboggan alone on a course 300 
feet long which includes two turns 
with approximately 30 degree an- 
gle once left and once right. 
c. Score. Two trials are allowed. 
Score 2 points if correctly done on 
the first trial; score one if cor- 
rectly done on the second. 
4. Downhill Run With Four on the 
Toboggan 
a. Set-up of equipment. Toboggan 
and slide in good condition. 
b. Description of the test. Demon- 
strate ability to seat a group of 
four, give instructions for a safe 
slide, and then take them safely 
down a straight slope over a course 
of at least 300 feet. 
c. Score. Two trials are allowed. 
Score 2 points if correctly done on 
the first trial; score one if cor- 
rectly done on the second. 
5. Downhill Run Making Turns With 
Loaded Toboggan 
a. Set-up of equipment. Toboggan 
and slide in good condition. 
b. Description of the test. Repeat (4) 
above, and in addition safely nego- 
tiate two turns with approximately 
a 30 degree angle—once left and 
once right. 
c. Score. Two trials are allowed. 
Score 2 points if correctly done on 
the first trial; score one if cor- 
rectly done on the second. 
Scoring Scale 
Raw Score 
Scale Score 
9-10 
5 
7-8 
4 
5-6 
3 
3-4 
2 
1-2 
1 
51 DANCE AREA 
The dance area is divided into four sec- 
tions : folk dance, modern dance, social 
dance, and tap dance. Sections of the 
dance area are different in make-up but 
the same kind of scoring scale has been 
fitted to each section for purposes of cer- 
tification. Explanation of the way in 
which each aspect of the dance area is 
scored accompanies explanation of the 
test elements. 
To determine the meaning of the score 
in relation to certification, or to deter- 
mine the meaning of one’s own score, 
refer to Table I (page 9). 
FOLK DANCE 
Two points may be granted for each 
authentic dance learned and creditably 
performed either in class, or laboratory 
session. If it is done at an assembly or 
a folk festival, an additional point may 
be granted. 
1. American dances such as quadrilles, 
rounds, squares, American Indian, etc. 
2. Dances of other peoples such as Eng- 
lish Country dances, Morris, Irish, 
Scottish, Middle European, Scandina- 
vian, Mexican, South American, Asi- 
atic, etc. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
MODERN 
DANCE 
One point may be granted for each of 
the following creditably performed in 
class or laboratory session. If done at an 
assembly, demonstration or school enter- 
tainment, an additional point may be 
granted. 
1. Demonstrate the types of movement 
—swinging, including fall and re- 
covery, breath and suspension, per- 
cussive, sustained and oppositional 
(natural oppositional for balance or 
non-oppositional for design of move- 
ment or meaning). 
2. Demonstrate movement (locomotor) 
through space; such as walking, run- 
ning, leaping, skipping, sliding, gal- 
loping, jumping, hopping, and tradi- 
tional combinations. 
3. Demonstrate movement (axial) in 
space; such as pushing, pulling, lift- 
ing, dodging, kicking, striking, pen- 
dulum swing of the body sideward, 
etc., rhythmically at various levels 
(prone, sitting, knee standing, stand- 
ing, and in the air). 
4. Demonstrate the turn in or through 
space, taking off and landing on two 
feet, (thus you have done a jump). 
5. Demonstrate a turn through space 
from one foot to the other. (This 
may be done with arm, leg, hips, or 
head lead). 
6. Demonstrate a turn on one foot in 
space using suspension and an arm 
or leg lead. 
7. Demonstrate a turn on one foot in 
space using suspension and a hip or 
head lead. 
8. Demonstrate the ability to do foot 
patterns or movement in or through 
space in any appropriate time se- 
quence or meter (should experience 
2/4, 3/4, 4/4, 5/4, 6/8, 9/8, 12/8 if 
possible). 
9. Demonstrate the ability to do a 
phrase of movement with a resultant 
or cumulative rhythm, changing me- 
ter, syncopation, or, twice as fast, 
twice as slow. 
10. Perform a phrase of any number of 
movements showing the use of design 
of movement in space. 
52 11. Perform a phrase of any number of 
movements showing the use of di- 
mension (largeness or smallness) of 
movement. 
12. Perform a phrase of any number of 
movements showing the use of fast- 
ness and slowness in meter. 
13. Perform a phrase of any number 
of movements showing the use of 
strongness and lightness in intensity 
and dynamics. 
14. Perform a rhythmic phrase of two 
types of movements using two or 
more levels which conveys an idea in 
any appropriate time sequence. 
15. Perform a rhythmic phrase of two 
types of movements using 5 levels 
which conveys an idea in any appro- 
priate time sequence. 
16. Perform a rhythmic phrase of three 
types of movements using two or 
three levels which conveys an idea in 
any appropriate time sequence. 
17. Perform a rhythmic phrase of three 
types of movements using 4 or 5 
levels which conveys an idea in any 
appropriate time sequence. 
18. Participate in the presentation of a 
dance composition. 
19. Lead a group in the performance of 
an original dance composition. 
20. Prepare the choreography and direct 
the performance of a dance compo- 
sition. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
SOCIAL DANCE 
Points are granted, as designated, for 
each of the following, if creditably per- 
formed in class or laboratory session. If 
done at an assembly, demonstration, or 
school entertainment, an additional point 
may be granted. 
1. Walk forward and backward in 
time to 2/4, 3/4, 4/4 music 
(must do all these). 6 pts. 
2. Demonstrate the ability to fol- 
low in 2/4, 3/4, and 4/4 music 
(must do all these). 6 
3. Demonstrate the ability to 
waltz. 2 
4. Demonstrate the ability to fox 
trot. 2 pts. 
5. Demonstrate the ability to 
rhumba or samba or tango. 2 
6. Demonstrate a currently popu- 
lar dance step. 2 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
TAP DANCE 
Two points may be granted for each 
of the following creditably performed in 
class or laboratory session. If done at an 
assembly, demonstration or school enter- 
tainment, an additional point may be 
granted. 
1. Demonstrate the ability to do foot 
patterns of one and two sounds to 
2/4, 3/4, 4/4, and 6/8 music as ap- 
plied to a routine. 
2. Demonstrate the ability to do a 3 or 
a 7 sound foot pattern to appropri- 
ate time/ signatures as applied in a 
routine. (It is suggested that a 
teacher devise a combination of ap- 
propriate sound patterns to simple 
songs or rounds.) 
3. Demonstrate a 5. 
4. Perform a waltz routine of at least 
4 steps of 8 measures each. 
53 5. Perform a buck routine of at least 
4 steps of 8 measures each. 
6. Perform a soft shoe routine of at 
least 4 steps of 8 measures each. 
7. Perform a tap routine of at least 4 
steps of 8 measures each. This may 
be a military jig, or eccentric tap. 
8. Make a continuation of sound pat- 
terns to 8 measures. 
9. To the above, add a different com- 
bination of 8 measures. 
10. Compose a full routine of 32 meas- 
ures. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
54 SELF TESTING AREA 
The activities of this area are: stunts 
and tumbling, apparatus, and emergency 
skills. Stunts and tumbling include both 
individual and couple types of activities. 
The apparatus section includes the horse, 
parallel bars, and stall bars. The emer- 
gency skills section includes some of 
those types of activities which have to 
do with handling the body efficiently and 
safely in experiences of everyday living. 
Provision is made for scoring these ac- 
tivities on a twenty point basis, and for 
interpreting the scores on a point scale 
of five. 
In each group of activities in this area 
selection of the specific activity to be done 
is to be based upon a careful considera- 
tion of the facilities available and the 
local ruling in regard to these activities. 
To determine the meaning of one score 
in relation to certification or to determine 
the meaning of one’s own score, refer to 
Table I (page 9). 
STUNTS AND 
TUMBLING 
1. Stunts:* 
Directions: Select 10 items from 
the following list. At 
least 6 of the 10 shall 
be the individual type 
of stunts. 
a. Individual Stunts 
1. Corkscrew (H. p. 31) 
2. Cricket Walk (H. p. 49) 
3. Duck Walk (H. p. 42, C. p. 
199) 
4. Human Ball (P. & B. p. 94) 
Roly Poly (CC. p. 43) 
5. Jump the Stick (S. p. 145, 
P. & B. p. 106) 
6. Knee Dip (H. p. 31; P. & B. 
p. 96) 
7. Nose Dive (H. p. 34) 
8. Seal Slap (S. p. 141) 
9. Tip Up (P. & B. p. 100, C. p. 
183, H. p. 67) 
10. Toe Jump (P. & B. p. Ill) 
11. Through the Stick (H. p. 35, 
P. & B. p. 98) 
12. The Top (P. & B. p. 100, C. p. 
183, H. 67) 
b. Couple Stunts 
13. Angel Balance (H. p. 132, C. 
p. 191) 
14. Camel Walk (P. & B. p. 121) 
- 15. Elephant Walk (P. & B. p. 
120) 
16. Flying Swan (C. p. 206) 
17. Hand Support at Hips (H. p. 
129) 
18. Hobby Horse (S. p. 141) 
19. Stand on Partner’s Knee (H. 
p. 128) 
c. Score: Two trials may be allowed 
to do each stunt. Score two points 
for each stunt passed on the first 
trial and one if passed on the sec- 
ond. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
2. Tumbling* 
Directions: Select 10 items from 
the following list. At 
least 6 of the 10 shall 
be individual in type 
of tumbling activity. 
a. Individual Type 
1. Backward roll (C. p. 157, H. 
p. 55) 
2. Backward roll to head stand 
(H. p. 93) 
3. Forearm stand (C. p. 189, H. 
p. 78) 
4. Forward roll (C. p. 151, P. & 
B. p. 93) 
5. Hand stand (C. p. 189, H. p. 
75) 
*Note: Letters in parentheses which follow the name of 
each activity indicate the source where description 
of it can be found. See Bibliography, p. 60. 
55 6. Hand stand to a forward roll 
(C. p. 90) 
7. Head stand (C. p. 183, H. p. 
68) 
8. Partner hand stand (C. p. 
210) 
9. Snap up (H. p. 82) 
b. Couple Type 
10. Assisted somersault over knees 
(L & R p. 78) 
11. Dive over one (C. p. 175, H. 
p. 59) 
12. Dive over two (C. p. 175, H. 
p. 59) 
13. Dive over three (C. p. 175, 
H. p. 59) 
14. Double backward roll (C. p. 
164) 
15. Double forward roll (C. p. 
163) 
16. Hand stand over back (C. p. 
211) 
17. Mercury (H. p. 135) 
18. Shoulder stand on base’s feet 
(H. p. 146) 
19. Sitting mount (H. p. 136) 
20. Sitting mount to thigh bal- 
ance (H. p. 149) 
21. Standing mount (H. p. 136) 
22. Table or box balance (H. p. 
137) 
c. Score: Two trials may be allowed 
to do each activity. Score two 
points for each stunt passed on 
the first trial, and one if passed 
on the second trial. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
APPARATUS 
1. Horse* 
(Activities are listed according to 
difficulty.) 
a. Directions: Select 10 items from 
the following list. The 10 items 
selected constitute the test. 
1. Controlled landing: vault the 
horse, land on the balls of 
the feet, letting knees and an- 
kles give immediately to ab- 
sorb the shock. 
2. Knee mount ( M & H) 
3. Standing mount (M & H) 
4. Squat vault (M & H) 
5. Forward rest to forward roll 
6. Dive over — attain a forward 
rest position, from a jump, 
without putting hands on the 
horse. Reach for floor on the 
opposite side and roll over. 
7. Flank vault to right (M & H) 
8. Flank vault to left (M & H) 
9. Wolf vault right (Z, T) 
10. Wolf vault left (Z, T) 
11. Courage vault (S) 
12. Backward mount to backward 
roll—mount to a backward po- 
sition on horse. Lean back 
with a grasp on the pommels, 
lift legs over head and drop 
with feet on floor in a stand- 
ing position. 
13. Cross seat to riding seat (M 
& H) 
14. Cross seat between pommels 
to right (M & H) 
15. Half squat; half straddle vault 
to right (M & H) 
16. Half squat; half straddle vault 
to left (M & H) 
17. Full straddle vault (M & H) 
18. Oblique vault from the right 
(M & H) 
19. Oblique vault from the left 
(M & H) 
20. Climb over horse at height of 
seven feet, 
b. Score: Two trials may be allowed 
to do each activity. Score two 
points for each one passed on the 
first trial, and one if passed on the 
second. 
* Letters in parentheses which follow the name of each 
activity indicate the source where a description of it 
can be found. See Bibliography, p. 60. 
56 Scoring Scale 
12. Hang and travel with a swing 
(M & H) 
13. Hang and travel without a 
swing (M & H) 
14. Shoulder stand (Z, T) 
15. Hang by knees and swing— 
Hook knees over nearest bar, 
catch toes under opposite bar, 
release hand grip and swing. 
16. Horizontal sit to backward 
hang—Sit on bar with back 
to outside. Use reverse hand 
grip. Swing legs overhead and 
hang by arms. Drop to stand- 
ing position on floor. 
17. Front lying to roll over—Lie 
across both bars, grasp bar by 
head with reverse grip. Raise 
hips and swing legs overhead 
and down to standing position 
on floor. 
18. Travelling sideward with a 
swing (M & H) 
19. Travelling sideward without a 
swing (M & H) 
20. Travelling sideward with a 
turn — Start with ordinary 
grasp on one bar (as on hori- 
zontal bar), swing, release 
left hand grasp while twisting 
body toward the right, and 
grasp again in a combined 
grasp with left hand more 
advanced than the right. Re- 
peat releasing right hand and 
twisting toward the left. 
b. Score: Two trials may be allowed 
to do each activity. Score two 
points for each one passed on the 
first trial and one if passed on the 
second. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
2. Parallel Bars* 
(Activities are listed according to 
difficulty.) 
a. Directions: Select 10 items from 
the following list. The 10 items 
selected constitutes the test. 
Low Bars 
1. Forward swing with end dis- 
mount (M & H) 
2. Riding mount and dismount 
(M & H) 
3. Riding seat traveling forward 
and backward (M & H) 
4. Backward vault to right (M 
& H) 
5. Backward vault to left (M 
& H) 
6. Skin the cat 
7. Tip up to inverted hang (M 
& H) 
8. Back arch—standing in cen- 
ter, between the two bars, 
squat and raise arms high. 
Grasp with one hand on each 
bar. palms of the hands turned 
toward each other. Lift both 
knees to chest and cross one 
knee over each bar in front of 
hands. Catch toes in bars, re- 
lease hand grip, lower body to 
floor, walk along floor with 
hands, and with a contraction 
of back muscles place hands 
on bars beyond feet. Release 
leg grip and slowly lower the 
feet to floor. 
9. Face vault to right. 
10, Face vault to left. 
High Bars 
11. Hang to support body weight 
for five seconds, one hand on 
each bar 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
3. Stall Bars 
(Activities are listed according to 
difficulty.) 
* Letters in parentheses which follow the name of each 
activity indicate the source where a description of it 
can be found. See Bibliography, p. 60. 
57 a. Directions: Select 10 items from 
the following list. The 10 items 
selected constitute the test. 
1. Demonstrate a long (passive) 
hang (15 seconds) starting 
count when feet are off the 
rung. 
2. Climb bars and sit on top bar 
for 5 seconds. 
3. In a long hang position raise 
both knees to a position waist 
high, or higher, and hold for 5 
seconds. 
4. In a long hang position raise 
both legs, knees straight, to a 
position waist high, or higher, 
and hold for 3 seconds. 
5. Sit facing stall bars, feet 
hooked under second rung, 
reach forward and grasp sec- 
ond rung with hands and hold. 
• 6. From a back lying position, 
arms extended overhead, feet 
hooked under second rung 
(stretch lying, make a quick 
reach to grasp the second bar 
with the hands, climb rhythm- 
ically for 12 consecutive rungs 
lifting body off floor, and re- 
turn in reverse order, control- 
ling body weight. Knees must 
remain straight at all times. 
7. Back lying, hands grasping 
second rung, quickly lift the 
legs to hook the feet on the 
second bar. With the toes 
climb to straight position. De- 
scend, hook toes under bars to 
the fifth rung. From there on 
with both toes under each 
rung stretch legs to a knee 
straight position. 
8. Starting from hanging with 
an arm bent position, lower 
the body slowly to a straight 
hang position. 
9. From a long hang (passive) 
lift legs knees straight, snap 
into an arched back position, 
releasing the hands at same 
time and landing on a mat as 
far away as possible. 
10. Monkey leap. Feet on bottom 
rung, hands on rung approxi- 
mately shoulder level, alter- 
nately bend, spring to next 
section, catching next higher 
bar. Continue to next bar or 
return to the first. 
11. Do a front hang. Swing body 
travelling sideward. 
12. Do a back hang. Swing body 
travelling sideward. 
13. Do an inverted hang. 
14. Side to bar, outward extension 
of arms and legs. 
15. Span bending without assist- 
ance. (Span bending: stand 
two feet from, and back to the 
stall bars. Reach back and 
down to grasp the bars as low 
as possible. Raise the chest as 
high as possible. Keep the 
toes in contact with the floor). 
b. Score: Two trials may be allowed 
to do each activity. Score two 
points for each one passed on the 
first trial, and one if passed on 
the second. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
EMERGENCY SKILLS 
a. Directions: Select 10 items from 
the following list. The 10 items 
selected constitute the test. 
1. Balance walk (2 inch beam or 
chalk line)—Walk 12 feet. 
2. Balance walk—Walk 12 feet 
carrying 5 lb. weight on one 
hip. 
3. Balance walk—Walk 12 feet 
carrying 5 lb. weight in arms 
in front of body. 
4. Balance—with hands on hips 
walk across a balance beam or 
board 12 feet long (and not 
more than 2 inches wide) rais- 
ing alternate knees to right 
58 angle with the body. Turn on 
the balance beam and return 
in the same manner. 
5. Landing—jump from a height 
of not less than 4 feet, or drop 
from support with the feet not 
less than 4 feet from the floor, 
maintaining control and good 
balance in landing. 
6. Suspension Travel—progress 
at least 12 feet, hand over 
hand, along an overhead lad-- 
der, parallel bars, or other 
support, keeping the feet to- 
gether and the knees straight. 
7. Running and Falling—stand- 
ing on starting line, fall to 
floor (use a side fall), regain 
feet, and run across a line 40 
feet away. Time must not ex- 
ceed 6 seconds. 
8. Ladder Climb Carrying 
Weight—carrying a 10 lb. 
weight (preferably a sand bag 
on thigh or shoulder), climb 
a ladder, using appropriate 
and, using thigh to boost, 
place the weight on a table. 
10. Crawling — Crawl through a 
tunnel 10 feet long and 15 
inches high. 
(Note: Tunnel may be con- 
structed by rolling mats; by 
placing mats over stall bar 
benches, etc.) 
11. Climbing Over Obstacle— 
climb over an obstacle not less 
than 5 feet high and not less 
than 12 inches wide, main- 
taining control and balance in 
landing on the far side. 
12. Dodging—run 36 feet and re- 
turn, dodging obstacles diag- 
onally set 4 feet apart on the 
short axis (side to side) and 
8 feet apart on the long axis. 
(See Diagram 31.) Run must 
be traversed in not more than 
15 seconds. 
13. Vault over object (plinth, 
horse or other improvised ob- 
ject at least hip high). 
O, Gasmen 
5/ 
climbing technique, until feet 
are at least eight feet above 
the ground. Descend the lad- 
der to ground. 
9. Lifting and Carrying—using 
proper lifting technique, lift 
from the floor a 25 lb. weight 
(preferably a sand bag in a 
box), and using the thigh, 
transport the weight 30 feet 
14. Fall — demonstrate (a) For- 
ward fall; (b) Sideward fall; 
(c) Backward fall. 
15. Rope Climb — climb 12 feet 
and descend hand over hand. 
b. Score: Two trials may be allowed 
to do each activity. Score two 
points for each one passed on the 
first trial, and one if passed on the 
second. 
59 Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
A. S. Barnes & Co., New York City, (1926) 
(H) Horne, Virginia L., Stunts and Tumbling for Girls. 
A. S. Barnes & Co., New York City, 1943 
(L & H) LaPorte, W. R. & Renner, A. G., The Tumbler’s 
Manual. 
Prentice Hall, Inc., New York City, 1938 
(M & H) Mosscrop, A. and Hardenbergh, H., Descrip- 
tive Analysis of Selected Apparatus Events for Girls & 
Women. 
Burgess Publishing Co., Minneapolis, Minn, 1931. 
(P & B) Pearl, N. H. and Brown, H. E., Health by 
Stunts. The Macmillan Co., New York City, 1932. 
(S) University of the State of New York, Physical Edu- 
cation Syllabus, Book HI, Secondary School Girls 1934. 
(T) McCulloch, J. H., Gymnastics, Tumbling, Pyramids. 
W. B. Saunders Co., Philadelphia, Pa. (1934). 
(Z) Zwarg. Leopold F., Apparatus and Tumbling Activi- 
ties, McVey, J. J., Philadelphia, Pa., 1928. 
BIBLIOGRAPHY: 
(C) Cotteral, B. & D., The Teaching of Stunts & Tumbl- 
ing. 
A. S. Barnes & Co., New York City, 1936. 
(CC) Cotteral B. & D. Tumbling, Pyramid Building St 
Stunts for Girls and Women, 
60 AQUATICS AREA 
The several batteries of tests in this 
area follow their own unique pattern. 
The swimming test contains three batter- 
ies of tests — self-safety, rescue skills, 
and strokes, calibrated to the merit, ex- 
cellent, and superior levels. The boating 
and canoeing tests are check lists of 
items to be demonstrated and scored on 
a 20 point scale. 
With the exception of the merit level 
of the self-safety swimming test the 
teacher may follow her own best judg- 
ment in the order in which the three bat- 
teries of tests are taken. All items in any 
swimming battery at a specific level must 
be passed. 
In the case of boating and canoeing, 
items must be checked in order (1 to 20). 
To qualify on the merit level in each of 
these activities, items 1 through 12 must 
be passed. To qualify on the excellent 
level items 1 through 16 must be passed, 
and on the superior level items 1 through 
20. (See Table I, page 9.) 
SWIMMING 
1. Self-Safety Tests 
A. Merit Test 
a. Directions: Demonstrate ability to perform all eight items as designated 
in the “standard of performance” column. 
Item: 
Standard of Performance: 
1. 
Floating 
1 minute 
2. 
Treading 
1 minute 
3. 
Endurance swim 
5 minute continuous swim, 100 yards of 
which must be one stroke. Choice of 
breast, side, or crawl stroke. 
4. 
Sculling 
10 yards 
5. 
Elementary back stroke 
50 yards 
6. 
Water entry (deep water) 
2—(1 feet first (hold nose) 
(1 standing front 
7. 
Turns 
1—Choice of type 
8. 
Under water swim 
10 feet 
b. Score: Allow one point for each item. A total of eight points required. 
B. Excellent Test 
a. Directions: Demonstrate ability to perform all six items as designated 
in the “standard of performance” column. 
Item: 
Standard of Performance: 
1. Floating 
3 minutes 
2. Treading 
3 minutes 
3. Endurance swim 
10 minutes continuous swim 
4. Water entry (deep water) 
2 (1 standing front 
(1 running front 
5. Turns 
2 (1 front turn 
(1 back turn 
6. Under water swim 
Surface dive (minimum of 3 feet in 
depth) and swim 20 feet 
b. Score: Allow one point for each item. A total of six points required 
61 C. Superior Test 
a. Directions: Demonstrate ability to perform all six items as designated 
in the “standard of performance” column. 
Item: 
Standard of Performance: 
1. 
Floating 
5 minutes—dressed (shirt, slacks, 
sneakers) 
2. 
Treading 
5 minutes—dressed (shirt, slacks, 
sneakers) 
3. 
Endurance swim 
One half mile continuous swim, combi- 
nation or choice of strokes allowed 
4. 
Water entry (deep water) 
3 (racing start 
(back dive 
(front—pike or swan 
5. 
Turns 
3 (front 
(back 
(side 
6. 
Under water swim 
Surface dive and swim 30 feet 
b. Score: Allow one point for each item. A total of six points required. 
2. Rescue Skills 
A. Merit Test 
a. Directions: Demonstrate ability to perform both items as designated in 
the “standard of performance” column. 
Item: 
Standard of Performance: 
1. Resuscitation 
Minimum of 2 minutes in good form 
a. Arm and leg reaches 
b. Extension reaches with a pole, board 
or towel 
c. Extension reaches—throw a line or 
2. Simple rescue assists 
buoy 
B. Excellent Test 
b. Score: Allow one point for each item. A total of two points required. 
a. Directions: Demonstrate ability to perform the four items as designated 
in the “standard of performance” column. 
Item: 
Standard of Performance: 
1. Resuscitation 
Complete items under each heading as 
2. Approaches 
presented in American Red Cross 
3. Carries 
Junior Life Saving Standards. 
4. Releases 
b. Score: Allow one point for each item. A total of four points required. 
C. Superior Test 
a. Directions: Demonstrate ability to perform the four items as designated 
in the “standard of performance” column. 
Item: 
Standard of Performance: 
1. Resuscitation 
Complete items under each heading as 
2. Approaches 
presented in American Red Cross 
3. Carries 
Senior Life Saving Standards. 
4. Releases 
k Score: Allow one point for each item. A total of four points required. 
62 3. Swimming Stroke Tests 
A. Merit Test 
a. Directions: Demonstrate ability to perform all three items as designated 
in the “standard of performance” column. Judge form of each stroke on 
a five factor basis, i.e., position, arm action, leg action, breathing, and 
coordination. 
Item: 
Standard of Performance 
1. Elementary back stroke 
Form 
2. Side stroke 
Form 
3. Breast stroke 
Form 
b. Score: Allow one point for each item. A total of three points required. 
B. Excellent Test 
a. Directions: Demonstrate ability to perform all three items as designated 
in the “standard of performance” column. Judge strokes requiring form 
rating on a five factor basis, i.e., position, arm action, leg action, breathing 
and coordination. 
Item: 
Standard 
of Performance: 
1. Breast stroke 
50 feet in no 
more than 27 seconds 
2. Crawl stroke 
Form 
3. Back crawl stroke 
Form 
b. Score: Allow one point for each item. A total of three points required. 
C. Superior Test 
a. Directions: Demonstrate ability to perform each item as designated in 
the “standard of performance” column. 
Item: 
Standard 
of Performance: 
1. Breast stroke 
50 feet in not 
more than 24 seconds 
2. Crawl stroke 
50 feet in not more than 15 seconds 
3. Back crawl stroke 
50 feet in not more than 21 seconds 
b. Score: Allow one point for each item. A total of three points required 
BOATING 
Prerequisite to taking the boating test, 
and for reasons of safety: demonstrate 
the ability to swim in deep water as 
shown by passing the Self-Safety Swim- 
ming Test on the merit level—unless ac- 
companied by a swimmer who holds at 
least the Senior Red Cross Life Saving 
Certificate, 
a. Directions: The following check 
list is the basis for certification in 
boating. One point is credited for 
each item satisfactorily performed. 
1. Identify the following parts of 
a row-boat; bow, stern, keel, 
gunnels, oar locks. Demon- 
strate the meaning of starboard 
and port. 
2. Demonstrate the proper method 
of launching a boat. 
3. Demonstrate the proper method 
of entering and leaving a boat, 
(a) from the dock or float, and 
(b) from the shore. 
4. Demonstrate the proper method 
of pushing off from and of 
landing, 
(a) from and to dock or float, 
and (b) from and to beach or 
shore. 
63 5. Demonstrate a straight-away 
stroke. 
6. Demonstrate a sculling stroke. 
7. Demonstrate a bow landing. 
8. Demonstrate a stern landing. 
9. Demonstrate a starboard land- 
ing. 
10. Demonstrate a port landing, 
11. Demonstrate a starboard turn. 
12. Demonstrate a port turn. 
13. Alone in a row boat, row a 
straight course for one-eighth 
of a mile, make a starboard 
turn, then a port turn, and re- 
turn to the starting point. 
14. Demonstrate how to bail a boat. 
15. Jump out of a boat in deep 
water and get back in without 
shipping water. 
16. Demonstrate the proper method 
for changing seats in a boat. 
17. Show how to assist a person 
into a boat in deep water. 
18. Show method for handling a 
boat when only one oar is avail- 
able. 
19. Show how to “trim” (adjust 
load) a boat. 
20. Tell what is necessary to equip 
a life boat. 
b. Score: Items are to be checked off 
in order 1-20. Score one point for 
each item checked. 
Scoring Scale 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
CANOEING* 
Prerequisite to taking the canoeing 
test, and for reasons of safety: demon- 
strate the ability to swim in deep water 
as shown by passing the Self-Safety 
Swimming Test on the merit level—un- 
less accompanied by a swimmer who 
holds at least the Senior Red Cross Life 
Saving Certificate. 
a. Directions: The following check 
list is the basis for certification in 
canoeing. One point is credited for 
each item satisfactorily performed. 
1. Demonstrate the proper method 
of launching a canoe. 
2. Demonstrate the proper method 
of entering and leaving a canoe, 
(a) from the dock or float, and 
(b) from the shore. 
3. Demonstrate the proper method 
of pushing off and of landing, 
(a) from and to dock or float, 
and (b) from the shore. 
4. With a companion show proper 
form in paddling both bow and 
stern on both sides of canoe. 
5. Demonstrate a bow stroke. 
6. Demonstrate a backwater 
stroke. 
7. Demonstrate a “J” stroke. 
8. Demonstrate a sweep or “C” 
stroke. 
9. Demonstrate a “push-over” 
stroke. 
10. Demonstrate a draw stroke. 
11. Demonstrate a bow-rudder 
stroke. 
12. Demonstrate sculling stroke. 
13. Demonstrate an underwater 
stroke. 
14. Alone in a canoe without balT 
last, paddle a straight course 
for an eighth of a mile, turn 
right about, then left about 
keeping paddle always on same 
side of canoe, change paddle to 
other side and return to start- 
ing point. 
15. Demonstrate the technique for 
“shaking out” a canoe. 
16. Jump out of canoe in deep 
water and get back in without 
shipping water. 
♦Note: for stroke descriptions see Claussen, Walderaar 
Van Brunt, Canoeing. Published by the Boy 
Scouts of America. 
64 17. Show how to get into a water- 
filled canoe and bring it to 
shore. 
18. Demonstrate the proper method 
for changing seats in a canoe. 
19. Show how to assist a person 
into a canoe in deep water. 
20. Demonstrate a double canoe 
rescue. 
b. Score: Items are to be checked olf 
in order 1-20. Score one point for 
each item checked. 
Raw Score 
Scale Score 
17-20 
5 
13-16 
4 
7-12 
3 
4-6 
2 
1-3 
1 
Scoring Scale 
65 OUTING AND CAMPING AREA 
The outing and camping area includes 
fire making, outdoor cookery, trailing and 
trail making, nature study, and camping 
trips. 
The complete battery is a check list of 
items to be demonstrated and scored 
“passed or failed.” 
Method of Certification 
a. As a prerequisite to certification on 
the merit level sections 1, 2, 3, and 
5 (a) must be completed. 
b. To certify on the merit level do, in 
addition to the above, 4 and 5 (b, c, 
d, and e). 
c. To certify on the excellent level do, in 
addition to the above, 5 (f), 6, and 7. 
d. To certify on the superior level do, in 
addition to the above, 5 (g and h) and 
8 (a, or b, or c, or d). 
1. Preparation 
a. Demonstrate correct form in wood 
cutting and whittling (firewood, 
roasting forks, spits, and other 
camp implements). 
b. Demonstrate ability to clear a 
camp site. 
c. Demonstrate assembling packs and 
blanket rolls. 
d. Set up any style tent. 
e. Demonstrate knowledge of proper 
clothing for hikes and camping. 
f. Demonstrate knowledge of “rules 
of the road” including hiking eti- 
quette, precautions regarding safe 
drinking water, proper behavior 
regarding trees, flowers, animals, 
etc. 
g. Demonstrate knowledge of proper 
sanitation in outdoor living. 
h. Demonstrate proper safety pre- 
cautions and preparation for first 
aid in hiking and camping. 
i. Sketch plans for a temporary 
camp. 
2. Firemaking 
Demonstrate the ability to select 
proper wood and to lay and make 
burn within 10 minutes one fire of 
each of the following types: 
a. Cooking fires (i.e., log cabin, broil- 
ing, trench, beanhole, barbecue, 
etc.). 
b. Sociability fires (i.e., pyramid, 
council, criss-cross, star). 
c. Warmth fires (i.e., back log, snow, 
all night, wind break). 
d. Miscellaneous fires (i.e., smudge, 
signal). 
3. Outdoor Cookery 
Prepare a type of food by one of 
the following methods: 
a. Over heat (hunter’s stew, steak, 
bacon and eggs, flapjacks, shish 
kabob, etc.). 
b. Hole (baked beans, fish, etc.). 
c. Bake (biscuits, corn pone). 
d. Plan a complete outdoor meal. 
e. Plan 3 meals including breakfast, 
lunch, and dinner, suitable for use 
on a walking trip with 10 persons, 
(i.e., list food, list cooking utensils, 
and list eating utensils. Stress the 
importance of menus planned with 
a minimum of cooking dishes). 
4. Trails 
a. Chart one hike for use in locality 
describing distance, preliminary 
transportation necessary, interest 
. points en route, facilities at desti- 
nation for drinking water, etc., and 
recreation offerings of selected 
point, etc. 
b. Mark a quarter-mile trail using 
one of the following types of 
signs: bent twig, Indian stone, or 
cross logs. 
5. Hiking 
Note to teacher: in the administra- 
tion of this test, any of the follow- 
ing items may be combined with 
any other item preceding or fol- 
lowing so that both may be graded 
simultaneously. 
a. Hike one mile during a laboratory 
period. 
66 b. Hike two miles during a laboratory 
period. 
c. Hike three miles planning so that 
the group remain out for at least 
one-half day (i.e., include picnics 
or instruction on any other item). 
d. Hike five miles planning so that 
the group remain out for at least 
one half day. 
e. Hike seven miles during a full day. 
f. Hike ten miles during a full day. 
g. Participate in an overnight hike. 
h. Participate in a hostel trip. 
6. Hiking Administration 
a. Arrange groups for an actual hike 
(i.e., list names of those attending, 
arrange a meeting place, transpor- 
tation, etc.). 
b. Make a check list of equipment 
necessary for a one-day hike. 
c. Make a check list of equipment 
necessary for an overnight hike. 
d. Plan a distribution and schedule 
of duties for an overnight group 
of at least 10 persons. 
7. Nature Study 
While on a hike identify: 
a. Five species of birds. 
b. Five species of hardwood trees. 
c. Five species of softwood trees. 
d. Be able to recognize three species 
of poisonous plants. 
e. Be able to locate the north star, 
the big dipper, the little dipper. 
8. Other Types of Trips 
a. Bicycle (maximum points on bi- 
cycle test required). 
b. Pack trips on horseback (maxi- 
mum points on riding test re- 
quired) . 
c. Ski trips (cross country). (Basic 
certificate required.) 
d. Snowshoe trip. 
67