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\JHj-m^^ c^, ^y ^^jC^^^^t^^-C^^^t^-^L.^^^

i30

Posse

33aron Nils

THE SPECIAL KINESIOLOGY OF EDUCATIONAL GYMNASTICS With 267

Illustrations

and Analytical

Chart

$3.00

HANDBOOK OF SCHOOL GYMNASTICS OF THE SWEDISH SYSTEM

3L£e

With 100 consecutive Tables of Exercises and an Appendix of Classified Lists Cloth, net of Movements. Interleaved edition, net

anti

Sl^cparti

.

Publisfjcrs

.

.

.50

.

•

-75

Boston

/

A

c2^r

Fig.

The Vertical Ropes

(Fig. 5 h)

5.

are smooth (without knots), have a

diameter of one and a half inches, are suspended from the ceiling, and

come within a few

incihes of the floor

Six or more of these

leather.

zontal bars, and a

few

feet

poles, should be at least one

may

;

their lower ends are covered with

be put in a row parallel with the hori-

away from them.

The

and a half feet apart

;

I'opes, as

when

are gathered by a loop running through a pulley,

well as the

not in use, they

and hoisted out of

the way.

The Inclined Rope

is

fastened at one end by a hook in the wall close

to the ceiling (or in the ceiling close to the wall) to the floor

end

is

;

its

other end

near the opposite wall (or in the wall near the

so arranged (Fig. 5 d) by

is

fastened

This

floor).

means of turn-buckles or pulleys

the rope can be easily fastened and firmly stretched

when

in use

;

that

when

EDUCA TIONAL G YMNA STICS

20

uL

^/:/^yA.-A

'/.-/ /,-h bang. bal. liani?.

ED UCA ri oxA L G YMNA S TICS

144 Sidew.

on

trav.

Vertical.

Leg.

cli.

Oblique rope or Inclined bar.

-:;

stall-bars.

trav. H. first. trav. F. first, trav. rotary, trav. 2 rotary.

i Kn. hang, to i

Hor. bar.

ov. gr.

sitt.

Kn. hang, to

from

''

sitt. (sit

up

skin a cat"). hor.

Head first.

trav.

vert,

diagonal.

Vert. rope. Vert. pole.

Feet ^

first,

vert. trav.

Head up; down head first. Feet up; down head first. Hor. serpentine.

H.

\

(

Diagonal serpentine.

F.

H. up, feet down. H. up, head down.

\

Ladder.

first. first.

(

diagonal,

f

spiral.

Vertical serpentine.

gr. hr {°

i

)

r

;

a rope liand over

.,

,

,

2 hand.

hand

into

lior. .

vert. str. gr. st.

trav.

pos.

from lying on

tlie floor.

MOVEMEXTS OF THE SWEDISH SYSTEM pos. 2 A. flex.

Stoop hang.

Somersault (+ high

J

hor. .

vert.

/

hand. trav.

introductory

a pos.

Somersault).

)

vert. 2 '

sitt.

.

trav.

/

/

jios.

one

/

1 / ,v

,

V-

4os.}both|l«g- K-\%"ev ^ ^^- "^-^•

2 L. elev.

Cr. hans:.

J

und. gr. over gr. ( double gr. (ropes). 2 L. abd. (fi'om 2 cr. a or h). (

Somersault.

Bend

cr. h

hang. gr. trav. ° 2 *

Bend cr. h hang. Bend hang. trav. '

Arch hang.

}

;

/

vert.

over. gr. hor. trav. forw. and 2 L. swing, over bar.

on upper stall-bar. on ropes, on hor. bar. 2 A. flex,

-;

vert. trav. (to stand, pos.

hor. trav.

\ )

^^^^f/' sagittal.

L. elev. backw.

(

) \

from lying on

Hands iiancis.

Hands and

feet.

floor).

145

ED UCA TIUNA L G YMNA S TICS

146

SHOULDEK-BLADE MOVEMENTS.

Synopsis: — Ai)n

/

Increase sphere of activity of shoulderjoint and skill of hand.

\

Movements

\

:

Contcnis

of chest

Types :

S

)

2 A. flg. 2 A. elev.

of arms witli and head.

isolation

expansion.

— localization. (

Correct localization of shoulder. of pectoral chest. Straightening of dorsal spine. "Widening of shoulder-girdle. Broadening of back. Equal development of brain-halves.

Widening I

Phvsical.

J

)

I

[

Effects j

Physiological.

I

f

J

Psychological.

I

I

(^

Progression

Limitations

1.

St.

2.

Stoop

Improved action of organs chest and abdomen. Localization of thought.

Concentration of mind. Symmetrical development of faculties. Multiplication of mental power. 5.

Turn

G.

F. gr. fallout, Ilor. l st.

I

St. I

:

o.

Fallout

4.

Forw.

7.

St.

fallout o.

I

ly.

Quantity

T'wo or more in each lesson.

Quality:

Expansion before

1.

BeIation.
)

is

exercise

any

organs,

upon

cava inferior

is

it

it

:

effect,

meant

but to him

and

;

trunk

is

of

The vena

right side) in

must follow the movements tlie

one

in

spoken of as

trunk-flexions

its

upon

effect

of the spine

arched to the

left,

this

on the convex side of the arch, and consequently

Meanwhile

becomes stretched. its

more

functional activity

If

move-

Ling did not construct

mere muscular

the

of the

the side so as to

to

attached to the spine (on

(Professor Loven).

i.e.,

body

for the large vessels (^sforkdrlsrorelser^.

such a manner that

is

for

books we find

movements

The purpose

?

the

tilt

meant something

Ling's

vessel

be Arched

exercise

class of

internal

it

Should the Spine be Inclined to

muscles of the waist.

the

Our arguments

movement.

this

emphasize them.

to

not merely to

gymnastics

Hj.

of

Trunk Side^vays Flexion.

the Side, or Should

ment

complex,"

is

have been sufficient to indicate his intentions as

to

capacity increases}

If the

the reverse condition obtains.

would then

affect

attached to

the vena

Tliis

it.

its

diameter remains the same

trunk

is

;

arched to the right,

Alternate flexion to each side

cava

as

would a

effect hardly occurs

force

pump

through the small

change taking place at only one point, as when the trunk merely inclines without arching; and

it

is

not likely that

Ling could have intended that so desirable a

result

should

be prevented from ensuing, and that the only effect to be

gained should be muscular development. the

trunk

the

ribs

1

is

of

arched there the

opposite

is

a

Furthermore, when

decided spreading open of causing

an

increased

chest

In accordance with Professor Loven's experiments on living vessels. Medical Gymnastics."]

["Har-

telius

side,

APPENDIX capacity, which inclines

and

;

when

disappears

likewise

bearing

299

when

-

paratus for heaving-movements,

there

to

no ap-

is

evident to us that Ling

is

an

towards

effect

chest

Consequently we make the mechanics corre-

"development.

spond to such intentions

and not only do we prescribe that

;

arched to the

the trunk should be

movement should commence

the

it

have

to

exercises

tliese

trunk merely

mind Ling's recommendation

in

multiply the lateral trunk-movements

intended

the

head and neck are bent

side,

we

but

claim that

For unless the

in the neck.

there will be but

to the side

little

change in the dorsal region, and a straight neck would mean just so

much diminution

effect, physical

of effect

;

and, after

and physiological, that exercises

not for the sake of forming

these two

plained the meclianics of the same

way

vinced that St.

it

A.

2

;

but as our argument

would have met with

Elev.

and angles,

made by some one

Perhaps Ling would not have ex-

heat of a debate.

the

Forw. Upw.

movements rational,

is

in precisely

we

are con-

his approval.

— About

the

first

motion,

downw. — sink

On

ways.

main

in

one side

supination

it

!

is

"

seems

be

to

taught in different

claimed that the palms should

until the

the

But the

raising of the arms, there can be but one opinion.

" sidew.

for the

is

are applied,

straight lines, curves,

or for the sake of upholding a statement in

all, it

arms are horizontal

;

tlieii

re-

the

hands are to be turned and the arms lowered, into fundamental pos.

The opponents maintain

turn gradually while the arms are

that the hands should

being

stopping at any point for this motion. cate

of

the

first

The foremost advo-

method. Professor Torngren, gives as his

reason, that as long as the

palms are turned up we

guaranty that the shoulder-blades are

we have none

lowered, without

after pronation has

correctl}' poised,

commenced.

liave a

whereas

EDUCATIONAL GYMNASTICS

300

This reasoning might as a shoulder-blade

long as the exercise

suffice as

movement, only that

it

may

used

is

be questioned

whether the su|)ination does not retain the chest in expansion rather than flatten the shoulder-blade (unless the trunk

when

inclined forward,

is

the

la;^t

and

effect is the stronger),

that the stopping to turn the hands diminishes the continuity

and grace of movement and

flavors of the jerkiness introduced

by the same reasoners

A

But

majority of

a

in

into 2

respiratory exercise

and

;

flex.

cases

upw. or

Now,

the

rhythm

b}^

arm-movement

also

make

plan — which, be

to

the

a

middle of

the

exhalation

the

are to

the respiratory

;

i.e.,

pause

the

should occur after the arms liave been

lowered, and not in

we

used as a

normal respiration consists of a

of

recurring inhalation, exhalation, and a pause of the

is

arm-movements

in these the

be regulated as to rhythm and execution act.

forw., etc.

movement

this

movement should

movement, unless

place on the instalment

we know, has not been demonstrated

as far as

physiological

take

that

That

desideratum.

physiologically

be

is,

in

correct,

order that the

hands

should turn gradually while the arms are being lowered without

stopping.

respiratory exercise

to

themselves, since the

posture

;

we

Besides,

let

first

and we also

consider

it

perfectly safe

shoulder-blades take

the

in

care

a of

motion provides for a good general

thirdc

that

the

introduction

of

this

extra motion detracts from the general purity and grace of the movement.

no one had a

The finer

— than whom movements" — used

fact that Colonel Nyblseus

"sense of gymnastic

to teach the gradual turning of

the hands Avould liave been

'argument enough for us unless the question had been put forcibly before ject is

of

us.

Colonel Nyblseus' authority on the sub-

unquestioned, and

argument

we

to our readers.

are satisfied to leave the choice

APPENDIX

301

MEDICO-GYMNASTIC EXERCISES USED IN EDUCATIONAL GYMNASTICS.

In every

found who, through deformity

class pupils will be

or unusually poor development, are unable to proceed as rap-

To

idly as the others.

and

— since

enable these to keep with the class,

them from checking the progress

to prevent

of the others,

none are to be excused from gymnastics, except on

account of incurable deformity or organic disease, which would be aggravated by exercise, of a stronger

— the

movements

teacher resorts to

and more corrective character, which he can apply

individually to those especially needing them.

These exercises

borrowed from medical gymnastics, and hence are to be

are

considered as an appendix to educational gymnastics. the simplest and most it

common forms

Only

will be described, since

requires a special education to intelligently apply medical

gymnastics

—a

knowledge that cannot be obtained by merely

reading about the subject, and Avhich cannot be expected in the average teacher of gymnastics.

Round

Shoulders.

to accomplish

exercise in

yard

— When the shoulder-blade movements

their object, the

The pupil stands

:

teacher applies the following

facing the teacher with his arms

the palms of the hands turned forward.

c pos.,

teacher (in walk

b st. pos.),

;

under grasp,

into reach pos. his

if

he

The

standing close to the pupil, grasps

the hitter's arms near the hands (over grasi),

small

fail

is

tall),

under a moderate

if

the pupil

is

and pulls them forward

The

resistance.

pupil

moves

arms back into yard pos. under resistance from the teacher

and,

when

the limit of voluntary motion

presses the arms

ment, which

is

just a little farther

repeated five

evenly and not by

little

starts

or

six

is

reached, the teacher

backward.

The move-

times, should

and pushes

;

be done

and the teacher

EDUCA TIONAL GYMNA STICS

302

should see that the pupil maintains good posture

The

it.

As

exercise

is

through

called yd. st resistive 2 A. abd. (Fig. 257).

commencing

the pupil gains strength, the

be made more

all

difficult,

forw. lying, stoop

position should fallout

st.,

and

b,

foot gr. fallout (Fig. 258) positions being used in the order

enumerated. tion

If the pupil

cannot maintain the standing-posi-

without leaning backward and curving in the lumbar

region, he

may

sit

movement; and, instead

while doing the of stoop

sitting

the corresponding

pos.,

st.

position (Fig.

259)

may

be

used, the latter being easier.

The corresponding exercise on chestweights

movement in

good

a

is

shoulder-blade

of localization

good posture

i.e.,

;

with arms hori-

and head well

zontal, spine straight,

Tlie

poised. is

useless for

st.

when done

pos. (trunk vertical)

this

movement,

as

it

leads to lordosis.

Drooping Head. ing head-flexions, Fig

257.

— Yard

St. 2

A

Abd.

fo

make

—

the free-stand-

If

etc., are

not sufficient

the head stay in

movement is who places his

The

good erect

posture, the following

applied

facing the teacher,

hands, one upon the other,

:

pu|)il

behind and against the pupil's head (Fig. 260), letting

arms

rest

it

his fore-

on the anterior part of the pupil's shoulders.

pupil bends his head forward and then pushes as

stands

it

backward

The as far

will go, the teacher offering a moderate resistance against

the backward movement, thus

neck into stronger

activity.

bringing the muscles of the

When

ward, the chin should be drawn

in,

the for

liead

moves back-

then the insertion

APPENDIX

Fia. 258.

— Yd.

303

Foot Gr. Fallout

2

A. Abd.

Fig. 260.

Fig. 259.

Yd. Stoop Sitt. 2 A. Abd.

St. Res.

H. Backw. Flex.

EDUCATIONAL GYMNASTICS

304

speaking)

(gymiiastically the

of

or

a tension

is

produced in

(anatomically speaking)

origin

sterno-cleido-mastoid muscle this

is

moved backward, and

muscle which causes an eleva-

Thus the

the sui3erior part of the sternum.

tion of

not only corrects the posture of the head, but to

expand the

or six

times

The movement, which

chest. in

succession,

except that the head

''

is

H. backw.

flex." in the

In the free exercise the backward movement to get a

commencing

may

also be

flex.,

Appendix.) done only

is

position for raising the head, while the

The reach

reverse obtains in the resistive movement. pos.

repeated five

H. backw.

pushed backward without the face

is

(Compare

turning up.

resembles free

exercise

also tends

it

used as commencing pos.

;

gr. st.

the teacher then

stands on one side of the pupil, steadies him with one hand,

and

resists the

may

also be taken in a stoop fall.

gr. St. pos.

feet

neck-flexion with the 2)0S.,

other.

The movement

obtained from the reach

by moving the hands a few bars downward and the

backward on the

floor (or

on a bench or other elevation),

the position growing in strength as tal stoop fall. pos.

When

done

comes nearer

to horizon-

in stoop fall, pos., the exercise

has a far more extended effect; for exercise, a

it

good posture calling

now

it is

also

an abdominal

for strong contraction of the

abdominal walls, which contraction must increase as the head bends backward, or the position

is lost.

As

a drooping head

is

usually accompanied by a protruding abdomen, the stoop falling neck-flex,

the

is

very effective in correcting not only the head but

general

farther

down

posture

as

the dorsal region.

Besides,

well.

the spine, and

When

is

more

this

exercise

reaches

efiicacious in straightening

the stoop falling position

is

nearly

horizontal, the teacher gives the pupil a slight support

by one

hand placed under the

latter's

ing the neck-flexion (Fig. 261).

abdomen, the other hand

resist-

APPENDIX It has

been proposed that

himself making

this exercise be

resistance against his

hands locked behind his head. to strengthen

rating the

some

The

The whole procedure

— Stoop

of his

it

own

liimself

]3upil

own movement, with

is

his

such a method

arm

;

is

but for invigo-

well nigh

forcibly reminds us of

Baron Miinchausen pulled

by taking hold

done by the

effect of

of the muscles of the

muscles of the neck,

Fig. 261.

305

how

worthless.

the famous

and horse out of a swamp

Fall. Res. H. Backw. Flex.

" pigtail,"

and

l)y

that

means

lifting

himself and horse until they reached firm land. Flat Chest.

— This

best corrected

is

b}''

heaving-movements,

shoulder-blade-movements of expansion, and respiratory exercises

;

if,

however,

it

is

desirable

following exercises can be used 1.

Wg.

St. 2 Heel-elev.

:

to

hasten the

effect,

the

—

w. Chest Expansion.

— The

pupil takes

ED UCA TIONA L G YMNA S TICS

306

Standing behind him, the teacher takes hold of

'"hips firm."

arms just above the elbows

his

tip-toe

and

as

as

far

the

inhales,

and, while the pupil rises on

;

teacher pulls

possible without

elbows backward

his

him backward.

tipping

In this

waj^ the chest becomes forcibly (and passively) expanded, so

that

can hold more of the in-rushing

it

hales,

and lowers

n\

elevation

The movement

position.

five to ten times.

•

pupil ex-

his heels, while the teacher lets the

resume commencing j.

The

air.

with

It is best to use the

respiration — 6ne

!

is

elbows

repeated from

command,

Two T""

.

.

.

"•

Heel-

Care

should be taken to apply the pressure neither up nor doAvn, but at right angles to the

bad posture

spine, for otherwise

of the shoulder-blades will result.

— The

stall-bars,

as high as he can reach with-

out rising on in front of .

^

. ,

— Str.

__,

Gr. St. Chest Expansion.

downward and

pupil stands close to the

with his back turned to them,

and grasps

Fig. 262.

tip-toe.

him

hands

him, and, bracing himself with

to the pupil's

By

shoulders).

forward, he pulls

the pupil inhales; fall

back

(between the

letting his hands slide

the

trunk forward

pupil's

and he exhales

During as

the

gently back into commencing position.

ment extends the whole chest forward.

front

of

If vertical poles

are at hand, the pupil takes

and,

The teacher stands

one foot against the bars, he applies both

into arch pos., the pupil rising on tip-toe. tion

Expansion (Fig.

Chest

Gr. St.

Str.

2.

261).

standing behind, the

str.

the

this opera-

teacher lets Tlie

move-

body, and vaults the

(whose lower ends are fixed) gr.

st.

pos.

between them

teacher pushes the

pupil's

;

body

APPENDIX forward and

U2:)ward,

back just under this

with one hand applied in the middle of the

manner, the movement gives a

used.

A

is

attained

the stall-bars

poles.

Reach Lying Passive 2 A.

(Fig. 264).

more eleva-

little

when

done in

narrow doorway will

answer the purpose of vertical 3.

When

shoulder-blades (Fig. 263).

tlie

tion to the chest than are

307

— The pupil

lies

Elev.

face

up

on a bench (or other elevation), and places his arms in

The

reach pos.

teacher, standing behind, grasps the

and pulls

arms around the wrists

them backward

into str.

the pupil inhales, and

ward

lifts

or

them

for-

— which repeated times — expands the

eight

is

lateral parts of the chest is

while

into reach pos. while he exhales.

The movement six

]30S.,

increased,

if

Fig. 263.

and vaults

it

— Str.

Gr. St. Chest Expaxsion.

The

upward.

effect

the pupil makes a slight resistance while his

arms are being pulled backward.

0^

Among useful

the

for

numerous exercises

the stretching' of pectorals, to

cr.

the

introd.

hang.

pos.

(see heaving-move-

ments) the best

is

one of

and most

efficacious. Fig. 264.

— Reach

Lying Pass.

2

A. Elev.

Lordosis.

— By

this

name we understand

that condition of the

the

lumbar region

much convexed (forward) and

is

too

spine

where the

EDUCATIONAL GYMNASTICS

308

pelvis inclined in proportion.

It

is

caused by weakness of the

muscles of the abdomen and front thigh, or by weakness of

The

the extensors of the back.

chief aim of

specialized

ex-

should be to strengthen the muscles of the abdomen

ercise

and upper

If this is

leg.

exercises (and

the following Str. Gr. Ly.

not achieved by the ordinary abdominal

movements

in crook hang,

movement may be applied Elev. — The

Resist 2 L.

and :

cr.

i

st.

positions),

—

pupil takes the stretch

grasp lying position, and raises his legs as high as he can (Fig. 156), while the teacher makes a slight resistance against

movement by grasping

this

with one hand and

on the abdomen.

the rising legs around the ankles

witli the other exerting a gentle pressure

The teacher

presses the legs back into com-

mencing position, while the pupil For weak pupils Tlie

it is

makes a

best not to resist the rising of the legs.

movement (which

is

repeated three or four times) brings

into strong contraction the muscles of the

As

slight resistance.

abdomen and

for such deformities as lateral curvature,

teacher to leave them alone unless he

lias

we

thigh.

advise the

had special instruc-

tion in the application of medical gymnastics to such

A

child

having

lateral

curvature

should not exercise in a class

tvith

or

other

serious

cases.

deformity

healthy children, but should

be sent to the medico-gymnastic specialist for treatment

;

thus,

a teacher will hardly have occasion to do anything in such cases.

EULES FOR MEASURING PUPILS.

One

of the features of a

modern gymnasium

is

the measur-

ing of the pupils at the beginning and at the end of every

working

year, so as to observe

vidual has Grained:

i.e.,

to

what development each

indi-

measure the value of the methods

APPENDIX

309

To make such measurements

6sed in applying the exercises.

on each pupil in a large school would be an absurd waste of useful time

for the

;

human body during childhood

and radical changes take place

readily to slight impressions,

measurements can be

so fast, that the

serving as

statistics for

age or

to

of but little value in

the teacher to judge of his

Moreover, gymnastics in schools must

and the children

yields so

will, as a rule,

])e

own work.

essentially class work,

be grouped together according

and individualization can be done only

size,

to a

very slight extent; hence the teacher coukl have but use

for the

In gymnasiums where individual work

ercises.

ive feature

little

measurements towards supplying individual ex-

— gymnasiums

for

grown

is

a distinct-

persons — the

conditions

are a little different; for here the teacher

is

expected to give

each pupil a separate set of exercises suited to his particular

development (or lack of

it)

;

and

measure each individual and make ingly, the

figures

received at the

telling

what should be done, those

done.

Thus

teacher,

to the pupil

for the

if

The record

his

prescriptions

accord-

beginning of the course at the

end what has been

will be seen that the fio-ures are still for the

it

— not

do so the teacher must

to

pupil,

— although

he

may show them

he so desires.

of these

measurements taken on grown persons

should be kept by the teacher, so that, with these as a standard, he can

make

nastics

the necessary improvements in the system of

which he

scientists

uses.

gym-

Moreover, they will furnish coming

with the necessary

statistics

for their study of

the

evolution of man, etc.

Since

man

is

himself the unit by which his development

should be measured, some measure

should be taken as a unit, and

all

— usually

the

height

—

the others compared to

EDUCATIONAL GYMNASTICS

310 this

and recorded in

the only

way

in

fractions (percentage) thereof.

which we can be able

liarmony of the development

number

For ease

proportioned bodies.

with progressive ideas,

these

measurements prepared by taking

figures to a standard table of

the average of a great

measurements made on

of

of calculation

ivell-

and in conformity

measurements should be taken

all

is

judge concerning the

to

we may now compare

for

;

This

ac-

cording to the metric system.

To measure every time;

for, if

part of the body

would be

a waste of

a few of the important parts are measured, the

figures will give a fair estimate of

Parts to be measured are

:

—

1.

The height of

the ivhole body.

2.

The width of

the chesty

just in front of

the general development.

and close

taken on a level with the nipples,

to the

arms when they are hanging

straight down. 3.

The depth of the

taken on a level with the nipples,

chesty

the arms of the caliper being on a level.

The circumference of the

4.

the nipples. flated,

Two

chest, also

measures are taken

the other after exhalation.

:

taken on a level with one with the chest

The tape-measure should These are the most

be placed horizontally around the chest.

valuable measurement, as they give us an of the tidal

volume

extent, indicate his

approximate idea

one measured, and thus to some

of the

power

in-

of

The

survival.

tidal

volume

is

the only " vital index " worth considering. 5.

The shoulder

tvidth,

taken outside the acromion, so that

the caliper touches this bone. 6.

TJie waist.

— The

circumference

is

measured

in the nar-

rowest place. 7.

The width of

the hips.

— The

pupil

is

in close

st.

pes.

APPENDIX while

the

measure

points of the hips 8.

is

taken

— the

311

between the most protmdino-

greater trochanters of the femurs.

The mside length of

the

leg

from the perineum

to

the

ground, the feet being shghtly apart and the body carried by both legs equally. On women, the outside length of

the leg

from the greater trochanter to the ground If the legs are of

unequal length, a note

is

is

taken instead.

made

of this.

The length of each arm from the acromion to the tip of the middle finger. 9.

Furthermore, the pupil's M-eight and age are recorded.

(One transverse and one sagittal tracing taken by "the graphic method of anthopometry," together with the height measure and the two circumference measures of tlie chest, probably give a better estimate of the pupil than any other form of measuring.)

312

APPENDIX

m

ED UCA TIONA L G YMNA STICS The following

chart, extracted

in a text-book on

1884),

may

Anatomy by

from a similar one published

Prof. T. Hartelius (Stockholm,

serve as a standard for comparison.

The

figures

represent an average of numerous measurements taken by Prof.

Carl

Curman on

living models

and on antique

AVERAGE PHYSICAL DEVELOPMENT, WHEN THE BODY IS COMPARED TO ITSELF.

statuarj-.^

EDUCATIONAL GYMNASTICS

314

PREPARATORY SWIMMING EXERCISES.

Swimming sess,

an accomplishment that every one should pos-

is

not only because some day one

that of another,

the art

which

worth learning for the sake

is

is

may

save his

own

or

life

he be a skilled swimmer, but also because

if

of the exercise

itself,

undoubtedly one of the best for the promotion of

physical development.

In the summer, the heat usually pre-

vents gymnastic exercises from being practised to any great extent, while sw'imming will furnish both exercise tion,

and

recrea-

To

without adding the discomfort of excessive heat.

how

know one's

self

to afloat,

keep one

need only be familiar with

the

movements

which constitute swimc

Fig. 265.-2 A. Swim.

ming, and

have con-

sciousness

of

their

efficacy.

Consequently, the best plan for acquiring the art

is

to learn

swimming movements on terra firma so tlioroughly that we do them unconsciously when w^e go into the water and children may be most easily given this practice if the swimming

the

;

movements

The

are brought in as j)art of educational gymnastics. are

exercises

described

in

accordance with the plan

followed in '•'-G-ymnastiska Dafjofningar^''

b}'

C. H. Liedbeck,i

from wliich handbook they are borrowed. St.

Introd.

Command, 1

Roy.

to

2.

" J.rwi.s

The grandson Gymn. Centr.

A.

Swim. w. even Counts (Fig. 265).

forward

of P. Inst.

— hend

!

Arm swim — one !

H. Ling and instructor

of Medical

Two

!

Gymnastics in the

APPENDIX ...

Three!'''

The hands

1.

are

315

brought so

forward that

far

the fingers touch, the pahns facing sliglitly outward.

arms are

stretclied forward, the

as before. c pos.,

The

3.

hands

straight arms are

2.

Tlie

touching and facing

still

moved sideways

into yd.

while the palms of the hands are turned backward.

The

arms are horizontal throug out the movement.

Stoop

The

Introd. to

St.

w.

S-wrim.

even

exercise

is

A.

2

Counts.

—

done as the

previous one, the arms being

throughout

horizontal

the

movement. Stoop S-wim.

This ner,

-w.

uneven Counts.

done in a

is

—

man-

like

except that the rhytlnn

changed,

is

2 A.

Introd. to

St.

the

two

first

motions being done quickly,

and immediately following each other, the third motion

The command

being slow.

,,

IS,

.

one

two

.

,

swim

''^Ann

.

!

Three

.^

Fig. 2G0. «,

— Hang.

"One!"

h,

Introd. to 2 L. Swim

"Two!"

c,

"Three!

-

"

.

.

These exercises may be used as

shoulder-blade-movements. Lying Introd. to 2

— The pupil mand,

'-'•Leg

is

L.

Swim. w. even Counts (compare Fig. 266).

lying face up on a bench with neck firm.

mvim

— one!

Two!

Three!''''

...

1.

With

Comheels

held together, the pupil draws his legs up as far as he can,

knees and hips bending, and the feet bent upward.

2.

Sepa-

rating the feet, and extending the insteps, the pupil stretches

EDUCATIONAL GYMNASTICS

316 his

sideways into stride pos.

legs

commencing

brought together into Lying Introd. to 2

S-wim.

L.

mand

beinof,

.

"otietwd!

.

rhythm

Three/''

movements may be used

These

They may

— This

.

as

as

changed, the com-

is .

is

.

abdominal

exercises.

also be done in hanging position (Fig. 266) (under

hang, or over

They may

straight legs are

uneven Counts.

-vr.

just described, except that the .

The

3.

position.

gr.

hang), and are then easy heaving-movements.

also be

grasping the

done in forward lying position, the pupil hands being held by another

stall-bars, or his

pupil. Str.

Porw. Lying Pos. (Fig. 267).

— The pupil down on

is

lying face

the floor (on a

piece of carpet used for ,^;r=-=:=^:^>.,,^

^^^_^

^

^y^^'^^"'^

'.;""'/'.: 'I

— Str.

FoRW. Lying Pos.

swings his arms up into the feet leave the floor.

At

first

the position

arms upward

2.

may

Porw. Ly. 2 A. and

of the

leg

and arches

.

.

his

L.

!

The pupil

body so that position.

be taken with hips firm instead of

is

how

Swim.

— The if

one

pupil is

Three!''

is

.

.

arch

lying across a

at hand). .

to

movement.

a shoulder-l)hide

mnm — onrtwd!

Command,

The movements

arms and legs are combined and executed on the same

principles as above.

The

exercise

is

very exhausting, and can

be practised only for a few moments at a time three

1.

He resumes commencing

bench (covered by a cushion, ''Arm and

.

so as to teach the pupil

stretch,

The movement

the body.

Tu'o!''

str. pos.,

Com-

wise on a bench).

mand, "7n position — one

"

^=jr^ Fig. 2G7.

length-

or

the occasion,

oi'

:

for instance,

four strokes are done, and then follows a short rest

before the

movement

is

repeated.

APPENDIX The progression 1.

St. Iiitrod.

to 2 A.

of these exercises is as follows

Swim. w. even

5.

Stoop

Ly. Introd. to 2 L. Swim. w. even

4.

Forw. Ly. Pos. Stoop St. Introd. to 2 A. Swim. w. even counts. Str.

Ly. Introd. to 2 L. Swim. w. un-

7.

even counts. Forw. Ly, 2 A. and L. Swim.

These exercises are best practised nastics, just before the

to

of

day

.

:

.

— .

with gym-

The move-

occupy two weeks of daily

and may be applied according

(by Liedbeck) Number

in connection

bathing season commences.

ments may then be arranged practice,

A. Swim. w.

6.

counts. 3.

St. Introd. to 2

uneven counts.

counts. 2.

317

to the following chart

EDUCATIONAL GYMNASTICS

318

quantity of air inhaled and of carbon dioxide exhaled

The elimination

increased.

of

is

greatly-

water through the lungs also

increases in proportion to the exertion.

Dr.

Edward

Hy-

Smith's experiments (" Parkes' Practical

He found

giene ") are interesting.

that

if

the quantity of air

inhaled in the lying position was taken as unit, that inhaled in sitting j^osition

was 1.18;

1 mile an hour, 1.90

;

walking 4 miles an hour, 5.00

ing 6 miles an hour, 7.00, rest inhales

in standing j^osition, 1.33

etc.

480 cubic inches of

Or, in other words, air

walking

;

and

;

a

if

Avalk-

man

at

per minute, while walking 4

miles an hour he inhales 2,400 culnc inches, and while running 6 miles an

haled

is

The carbon

hour 3,360 cubic inches.

increased in j^roportion.

Both the active muscle and the one and give

dioxide ex-

off

oxygen

at rest absorb

carbon dioxide, the absorption of oxygen and

exhalation of carbon dioxide in the contracting- muscle being

about twice as great as etc.).

If

one (Beclard, Helmholz,

in the resting

the carbon dioxide were not rapidly carried off by

the blood and eliminated from the

soon become unable to work.

For

body, the muscles would it

has been proved that,

if

the pulmonary circulation and the exhalation of carbon dioxide are impeded, muscular exertion soon

becomes impossible.

to insure proper elimination of carbon dioxide

from the body,

necessary that muscular exercise take place

and when

i»t

is

it

cannot, the supply of carbon (carboniferous food)

lessened,

if

the body

Although

entirely mechanical will,

and the

is

to

respiration

;

must be

remain healthy.

under ordinary circumstances

action, yet

it

may

be

is

an

controlled by the

latter also governs the respiration unconsciously,

since every act of volition will cause is

Thus,

it

to be hastened.

true whether the effort be j)l\vsical or psychical.

This

Respira-

APPENDIX tion

is

by temperature, the respiratory act

influenced

also

becoming deeper

in the

319

same degree

as the body loses heat and, reversely, the temperature of the body will rise as respiration becomes deeper (prolonged respiratory exercises, etc.).

Since oxygen

is

one of the chief power-producing elements

in the body, it can be said that to be strong

work— good

breathing capacity

cular strength

is

— capable

much

of

of greater value than

mus-

for the former gives one the quality of endur-

;

ance or ability to persevere, which the struggle for the survival of the

is

the key-note to success in

fittest.

Whereas properly guided exercise

will strengthen and develop the breathing apparatus, lack of exercise will weaken the

may even

lungs, and

On

lead to tuberculosis and allied diseases.

the other hand, excessive exercise

may

cause pulmonary

congestion and even hemorrhage from the lungs.

From

these facts

during exercise (1.) of

The

motion

:

we gather

—

respiratory organs

the following rules to be observed

must be allowed perfect freedom

no tight clothing (corsets

:

!)

should be used

any exercise which compresses the chest or respiration

is

are so

possible.

to be

and

to be avoided.

(2.) Since the elimination of carbon dioxide

oxygen

;

interferes with free

much

and the need of

increased, the air should be as pure as

Hence, exercise out-of-doors

is the best but if it has taken in-doors, the room should be well ventilated and as

far as possible kept free

;

from dust.

The

exercises should be so arranged as not to cause over-exertion, since the latter produces pulmonary congestion (3.)

(a

condition

manifesting itself by deep sighing). Hence, Avhen the exercise causes laborious breathing, rest should take place, or, still better, such

movements should be immediately

EDUCATIONAL GYMXASTICS

320 used as will

lemo^'-e this condition (respiratory exercises

slow

;

leg-movements) (4.) Since the elimination of carbon

who

those

of fat.

While on the one hand the

is

special

increased,

exercise should partake of more carboniferous food

— best given in the form tion

much

so

is

basis of

exercises

to

it

exercise,

increase

may

said that

be

on the other the

it

possible

is

as

possibility

respira-

free

well

by the

as

ability of respiration.

On

the Blood and Circulatory Organs.

— The increase of

color

and quickening of the pulse show us that exercise accelerates the circulation.

When

a

muscle contracts,

it

exerts

vessels which are located in or around firm

and hard

walls,

The

it.

;

arterial current

from

backward direction

:

hence the arteries are but

little

The

affected by the pressure of the active muscle. less elastic walls,

have

arteries

furthermore, the semi-lunar valves

opening of the aorta prevent the

takino- a

on those

pressure

and the blood within them flows forward

with considerable pressure at the

a

and the pressure of the blood

in

veins have

them

is less.

Their valves j^reventing the current from flowing in the opposite direction, it follows that the

muscular pressure drives the

venous current toward the heart with increased speed.

At

the same time, the vis a tenjo in the arterial current increases.

When less

the contraction

blood.

force,

added

new supply

ceases,

the veins

This produces a suction to

the

in

question contain

in these vessels,

pressure from the arterial side, causes a

of blood to rush in with accelerated

being repeated at

which

every contraction

same time the absorption

of

oxygen

speed, this

and relaxation. in

At

the

the contracting part

causes the arterial current to flow more quickly to

it,

in order

APPENDIX to supply the waste

In

increases.

:

321

the vis a fronte of the arterial current

has even more effect on

fact, active contraction

same

the local afflux than on the return current fi-om the

During

part.

and extension, the vessels become alternately

flexion

Moderately extended, the vessels

shortened and lengthened.

when shortened; hence bodily circulation much after the manner

hold more blood than they do

movements a

of

act

upon the

force-pump

and the

vis

Through

:

toward the heart

the flow

is

accelerated,

a tergo of the blood increased. the action of centrifugal force, the blood becomes

driven into the peripheral ends of quickly moving parts, for instance, into shoulders

and chest

into the hands in yd. c stride

st.

as,

in quick T. sidew. flex.,

quick T.

rot., etc.

Respiration also affects the circulation, as will be seen from

following:

the

At

pressure from the inhaled

air,

and

elastic

little affected,

to

fill

the

The blood in The arteries become

on account of their

semi-lunar valves during the

stiff

walls and of the

Besides, the of

diastole

vents any backward direction of the suction,

closing of the

the ventricles

arterial

current.

which by deep inhalations becomes four

greater than

what

a powerful aid

it is

in

is

the veins

vacuum.

pressure of the blood in them.

is

on

than one atmosphere ('•'negative pressure"); a suction

drawn forward

but

resist the

this causes the pressure

caused in direction of the lungs. is

air-cells

large vessels) within the chest to be

other organs (heart and less

the

inspiration

pre-

This

or five times

during ordinary inhalations (Wundt),

the propulsion of the venous

Expiration has the opposite effect:

it

currents.

accelerates the arterial

currents, but retards the venous ones.

Every

active

movement

increases the

which usually has from ten

to

thirty

action of the

heart,

more beats per minute

EDUCATIONAL GYMNASTICS

322

during exercise, and

the heart's action usually

exercise

But

due attention

if

the respiratory

much from

falls

even as low as

after severe exercise,

of

sometimes a great deal more.

is

act,

ments are used that

—

forty per minute.

freedom and extension action

heart's

The same

the normal.

below the normal

fifty to

paid to the tlie

After

need not deviate

true,

is

move-

certain

if

will furnish mechanical aid for the pro-

pulsion of the blood

;

i.e.,

work

lessen the

for the heart.

Excessive as well as deficient exercise will weaken the heart,

and cause

such as palpitation, hypertrophy, dilatation,

diseases,

fatty degeneration,

On

etc.

the other hand, properly guided

exercises will tend to strengthen a

such cases

it

weakened heart

make

would be a mistake not to

as a therapeutic

agent, as well

as

;

and in

use of exercise

suppose that absolute

to

rest is beneficial.

Exercise has also a great influence on the quality of the

blood

for,

;

by

increased pressure, the

tlie

mosis and exosmosis

become

livelier,

becomes more

vital constituents

phenomena

of endos-

and the absorption

rapid.

At

of

same time, the

the

blood more quickly carries away the waste matter, and throws it

its

off

through the orgfans of excretion

own On

and exerts

in

this

manner

and the walls air

of the

above

— At every inspiration the diaphragm

a pressure on the contents of the

the walls of which

and the

and

quality improves.

the Digestive Organs.

flattens,

;

it

rise.

At

tion of the abdominal

of the

downward, and

sink.

Thus

the diaphragm

pump, causing a constant

oscilla-

and pelvic contents, increasing the action

of their involuntary muscles.

movements

expiration the diaphragm rises,

abdomen again act like a

abdomen,

This motion aids the peristaltic

stomach and intestine

in carrying the

in hastening the process of digestion.

food

APPENDIX known how

It is well

cially for

meat and

fat.

323

exercise increases the appetite, espe-

This increase of appetite indicates

On

a more perfect digestion, and a more rapid absorption.

the other hand, lack of exercise lessens the appetite as well

power

as the

digestion.

of

through the liver

is

very

During

much

circulation

exercise, the

by

accelerated, especially

trunk in one direction or another, which

ion of the

ment, by accelerating the circulation through

tlie

veins which feed

cava, causes a suction in the

flex-

move-

inferior

vena

Besides,

it.

the pressure in the mesenteric veins rises, increasing the aftiux to the

portal vein.

Similar effects are produced by deep

in-

spirations.

Finally,

developed, a livelier peristalsis

improve

will

and

are well

insured, and the faeces are

is

Thus

more readily expelled. special,

abdomen

the voluntary muscles of the

if

whether general or

exercise,

maintain

the

normal functional

activity of the digestive organs.

While

it

may

be well not to exercise immediately after a

heavy meal, experiments seem

to

prove that exercise after

a moderate meal does not retard digestion.

Exercise on an

empty stomach should be attempted only by strong individuals.

On

Absorption.

phenomena livelier,

of

— By the increased

endosmosis and exosmosis become very much

and the flow

The lymph- vessels the veins

— opening

of the

effect

forcinof

the

lymph

are provided with valves

of

;

those

like

of

hence the alternate

adjacent muscles will have the

upon the lymphatics contents

accelerated.

toward the heart

contraction and relaxation of

same

pressure of the blood, the

as

upon the veins

the vessels forward

in

:

that of

direction

of

the heart.

Inhalation has the same effect upon the thoracic duct as

ED UCA TI OXA L G YMNA S TICS

824

upon other in

it

vessels in the thoracic cavity

which accelerates the flow

of

its

;

a suction

duct becomes compressed, and

tion, the thoracic

is

At

contents.

caused exhala-

contents

its

are forced into the venous circulation.

On

— The

the Skin.

cutaneous circulation

is

skin grows red, and perspiration increases.

evaporating fluid

double (or more) what

is

accelerated, the

The amount it

is

of

during rest;

water, chloride of sodium, acids, and some nitrogen are elimi-

This evaporation lessens the temperature of the body,

nated.

and prevents are closed

it

by

from becoming excessively high.

dirt,

or

there be anything else to check the

if

evaporation, the bodily heat soon rises in

elimination of water

the

If the pores

is

;

the

greatly

work

of the

increased

;

lungs

breathing

becomes laborious, and the power of continuing the exercise rapidly decreases.

temperature of the body

After exertion, the

below the normal degree, while the skin evaporation tinues

quickly

falls

con-

still

hence, danger of taking cold arises.

;

From

this it follows

:

—

(1.)

That the skin should be kept

(2.)

That the exercise should be taken

clean. in a cool

room (55°

to

60° F.). (3.) That,

during exercise, the clothing worn should be

(4.) That, after exercise, thicker clothing should be

light.

put on

to prevent chill.

On

the Kidneys.

— On

ration, not only the

of sodium,

is

account of the increased skin evapo-

water of the urine, but also the chloride

lessened.

The amount

about the same, although oftentimes

it

of urea usually remains

decreases

— probably on

account of the greater excretion of nitrogen through the lungs (Draper, Regnault, Reiset).

Dr. John C. Draper's experiments

APPENDIX

325

demonstrate that " after violent exercise, the total amounts of

and urea are diminished, while the proportion

solid residue

of

urea to solid residue remains about the same."

On

the other hand, by lessening the activity of the skin and

luno-s, lack of exercise forces the

cretory function, and

may

kidnevs to increase their ex-

be a contributing cause to various

disorders of these organs.

On

— In

the Organs of Locomotion.

active muscles, the tem-

perature increases in proportion to the work (up to a certain limit)

;

there

principal

is

a change from neutral to alkaline reaction, the

metamorphoses being the oxidation of the hydro-

carbons and the formation of free acid.

from the muscle carries darker blood,

The venous current

less rich in

oxygen and

water and richer in carbon oxide.

As

a result of these changes, the muscles, through regularly

taken exercise, grow larger, heavier, and richer in nitrogen

and

as the

muscles grow, so do the bones and other passive

organs of locomotion. diminish in size

On

the

other hand, unused muscles

and strength, and may

At

to respond to cerebral influence.

exercise of a muscle will cause

it

the same time, too

to decrease in size

after it has reached a certain degree of

however, does not occur w^hen exercised,

and

all

finally entirely cease

much

and power

development.

This,

the muscles are moderately

sufficient time is allowed for rest.

food

If the

does not contain a sufficient amount of nitrogen, other parts of the body have to furnish the supply to the active muscles in such a case

it is

The exhaustion

may

and

usually the heart that suffers most. of the

oxygen supply and the accumulation In order

of acids in the active muscles soon produce fatigue.

that the waste

;

be carried off

and a new supply

of

oxygen

stored up, the tired muscle must have a shorter or longer period

EDUCATIONAL GYMNASTICS

326

This alterna-

of rest before contraction can again take place.

tion between activity' and rest occurs even during exercise,

although the period of rest at such times to allow the

nastic

usually insufficient

is

Yet, by letting

muscle fully to recuperate.

movements follow each other according

principles, the

gym-

to physiological

effect of a short period of exercise

immediate

can be made to be a sense of rest and invigoration instead of fatigue and exhaustion.

the exercise

is

This, however, cannot be done

prolonged or w^hen

The general oxygen hunger

it

is

of a one-sided nature.

manifests itself in languor and

Before work can be resumed,

desire to sleep.

when

all

the muscles

(and nerves) under the control of the will must be allowed absolute rest until

been stored up.

may

a

sufficient

Artificial

as

From

permanent these facts

(1) That there

is

oxygen has again

of

means (massage, stimulants,

occasionally serve instead

upon

amount

of

rest,

etc.)

but cannot be relied

substitutes. it

follows

:

—

a limit to physical development

;

and hence

that the chief aim of exercise should not be great muscular

development, but health. (2) That this limit

is

reached sooner,

if

the exercise

is

of

a one-sided character.

(3) That during periods of exercise, the food should contain

more nitrogen. (4) That,

if

good physical development

is

to be acquired,

the exercise should include the Avhole body, and should alter-

nate

-svith

On

the

periods of sufficient rest.

Nervous System.

— Experience

has proved that inac-

tive

motor nerves grow weaker, become

fattily degenerated,

and

finally lose all ii-ritability, so that it

becomes impossible

even

to think in the direction of

movements

to

which those

APPENDIX At

nerves should give the impulse.

nerves become highly

of sedentary habits,

In

among brain-workers

laborers or pei"sons leading

The consequence

may

it

be said that the nerves

of this

is,

that the nutritive results

muscular contractions are taken up by the

Thus

more than by the muscles.

in

it

nerves

still

exercise becomes efficient

and developing the nervous system, and in

in strengthening

maintaining

the acting

cerebral influence to

and

;

even more active than the muscles which they

in question are

of

irritable.

life.

highly increased

is

move.

among

active exercise, the

all

parts

are to be sought

— not

an active out-of-door

the same time the sensory

and even morbidly

sensitive

The nervously unstrung

327

normal condition.

In

fact,

may

exercise

often serve as a valuable i-emedial agent in nervous disorders. It is to be

remembered, however, that while moderate exer-

and number of

cise increases the size

ders, recuperation after

fibrils in

the axis cylin-

nervous exhaustion occurs

much more

slowly than after muscular exhaustion, and, hence, that overexercise of

nerves will be far more pernicious

than that of

muscles.

On

the Mind.

— As

the general circulation

and the quality

of the blood improve, the brain becomes better nourished,

power

its

of action increases

body that we can is

weakened

by

;

so that

find a liealthy disease,

—

l)y

mind

it ;

is

only in a healthy

whereas,

inactivity,

and

if

— the

the

body

intellectual

powers become enfeebled.

Many

maintain

that

it

is

not possible

to

combine great

mental work with powerful bodily exercise, but practical experiments have proved this to be an entirely mistaken idea for,

if

the

two

are

made

found that the results

judiciously to alternate,

of each

it

;

will be

become much more extensive,

EDUCATIONAL GYMNASTICS

328

much

If atliletes are stupid, it is

better in quality.

because

they make no efforts toward mental cultivation, and not because exercise lessens their powers in this direction.

But

besides

general

its

on

effects

the mind, exercise can

be made to have quite special ones, as mentioned in other parts of this

book, so

that systematic

comes quite an important factor cise

it

is

to train

possible

association with, in

some

the

in

physical training be-

attention

for inhibition

much more

respects,

For by exer-

education.

and

definite results

than are obtained by theoretical study.

The moral ality goes

forces are also affected

hand

in

hand with morbidity

by

exercise, for

of mind.

can be changed, the former will also improve.

and not those who the

are strong in

immor-

If the latter

It is the

body and mind, that

weak, I'ecruit

jails.

Exercise develops a consciousness of power, which inspires courage, confidence, and resolution.

moral

self

becomes

Through

its

influence the

comes forth healthier, purer, and stronger, and man

in every

to his fellow-men.

way

better fitted to lead a life of usefulness

MEMOEANDA OY THE MUSCULAR ACTIVITY PEINCIPAL MOVEMENTS OF THE

IX THE

HUMAN BODY

330

ED UCA TIONA L G YMNA S TICS

APPENDIX

331

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CLASSIFIED LISTS OF EXERCISES

For teachers

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\yish to

make

their

tables.

In these

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