The Swedish drill teacher

Front matter

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THE SWEDISH DRILL TEACHER.

Preface

''jpHIS book has been written for the use of teachers who have had a certain amount of training in Swedish Drill. Ready-made tables of exercises have been omitted, as the main idea has been to suggest a method by which the teacher may make intelligent practical application of the principles of the Swedish system, including those in connection with the selection, adaptation, and progression of movements. Our experience in training teachers of Swedish drill has convinced us that there is grave risk of the teaching becoming mechanical when ready-made tables are used, and in this way much of the value of the work is lost.

We are indebted to Miss Violet Turkhud, M.D., London, for much of the subject matter in the chapter on the Physiology of Exercise. Our thanks are also due to Miss E. Adair Roberts for permission to use the scheme of Table Blanks out of her “Handbook of Free Standing Gymnastics” (Messrs. Sherratt & Hughes), and for certain other ideas and terms.

MURIEL H. SPALDING.

London, March, 1910. LAURA COLLETT.

Contents

PAGE

Chapter I. — The Aims of Swedish Educational Gymnastics i

,, II. — The General Effects of Exercise ... ... ... ... 4

„ III. — Gymnastic Positions 7

,, IV. — Description of Exercises 10

Trunk Bending Backward and Forward ... ... 18

Arm Bending and Stretching... ... ... ... ... 20

Shoulder-blade Movements ... ... ... ... ... 28

Marching, Running, and Fancy Marches ... ... 48

Leg Movements ... 55

,, V. — Explanation of the Methods of Progression ... ... 57

„ VI. — Hints on Teaching 59

„ VII. — Drill for Small Children 63

,, VIII. — Preparation of a Drill Lesson ... ... ... ••• ••• 68

SHEET I.

Gymnastic Positions. Chap. III.

Fig. i.

'Correct Standing Position (page 7).

Fig. 2.

Incorrect Standing Position (pages 5, 7).

Fig. 4.

Kneel Standing Position (page 8).

Stand at ease (page 13).

SHEET II.

Introductory Movements. Chap. IV.

Fig. 5. Fig. 6.

Correct Across Bend Walk Outward Incorrect Across Bend Standing

Standing Position (pages 9 and 14). Position (page 14).

Fig. 7.

Back view of Neck Rest Stride Standing Position (page 14).

Fig. 8.

Wing Standing Position, Head Bending Backward (page 17).

SHEET III.

Arch Flexions. Chap. IV.

Fig. 9.

Wing Stride Standing Position Trunk Bending Backward (correct). (Page 18.)

Incorrect Trunk Bending Backward (page 18).

Chain Support, Rest Standing Trunk Bending Backward (page 19). 5689.

Point Stoop Standing Position, (page 20).

Arm Bending and Stretching. Chap. IV.

Yard, Close Standing Position (pages 15 and 20).

Half Stretch, Half Reach Standing Position (page 21).

Bend Toe Support, Standing Position (page 25).

Wing Crook A, Half Standing Position (page 26).

SHEET V.

Balance Movements. Chap. IV

Rest Curtsey Sitting Position (page 25).

Fig. iS.

Yard, Toe Lunge Standing Position (page 27).

Wing Standing Position, Leg Raising Sideways (page 27).

Wing Horizontal Half Standing Position (page 28) .

SHEET VI.

Shoulder Blade Movements. Chap. IV.

Stretch Stride Stoop Standing Position (page 29, Method B).

Stretch Lunge Sideways Standing Position (page 32).

Prone Lying, Trunk Raising (with support). (Page 32.)

Half Stretch Lunge Outward Standing Position (after a Half Facing to the right). (Page 33.)

SHEET VII.

Abdominal Movements. Chap. IV.

Wing Long Sitting Trunk Falling Backward, with support (page 35).

Wing Foot Grasp Flalf Standing Trunk Falling Backward (pages 8 and 36).

Rest Back Lying Leg Raising (page 34}

Prone Falling (page 34).

SHEET VIII.

Lateral Trunk Movements. Chap. IV.

Fig 29.

Half Rest Half Wing Walk Outward Turn Standing Position, Trunk Bending Sideways (pages 10 and 38).

Feeling Breathing (hands on lower ribs (page 68).

Half Wing Half Stretch Foot Grasp Half Standing, Trunk Bending Sideways (pages 20 and 39)-

CHAPTER I.

The Aims of Swedish Educational Gymnastics.

THE aim of all education is to assist by scientific means the development of the natural powers ; Swedish drill, or Free Standing Gymnastics, belongs to that branch of the Swedish system of physical exercise which is known as Educational Gymnastics, because it affords a scientific aid to the development of the mental and physical powers by systematic exercise. Under the general term “exercise” are included all forms of bodily movement, and systematic exercise in the form of gymnastics and drill is simply a methodical adaptation of all the natural movements of the body. The Swedish system of gymnastics differs from other systems not so much in the actual form of the movements which it includes as in the principles on which it is based, and it is essential that the teacher should grasp these from the first, as they influence every factor in the teaching of the system, and no lesson can rightly be called a Swedish drill lesson which is not given in accordance with these principles.

The development of the mental and physical powers depends very largely on the healthy condition of the whole body, and this again depends, to a certain extent, on a good circulation and well aerated blood stream. Although the voluntary muscles are most obviously affected by exercise, the Swedish system of movements is directed more especially towards the improvement of the general health of the body rather than towards muscular development. The effects of exercise on the muscles, or “ organs of movement,” are only considered in so far as they contribute towards this general improvement by producing harmonious development and a healthy condition of all the muscles.

If children could be brought up under perfectly natural and healthy conditions, systematic exercise would be unnecessary so far as its purely nutritive effects in improving the circulation and condition of the blood stream are concerned. Unfortunately many of the conditions connected with school and even with home life are a direct hindrance to the natural development of the muscles and the healthy condition of the body generally, and systematic exercise is therefore necessary in order to counteract the effects of these harmful conditions. For this reason most of the exercises of the Swedish system are adapted with a view to correcting the effects of bad postures or prolonged physical inactivity on the skeleton, muscles, and other organs of the body, but inasmuch as the work of the muscles differs

The Swedish Drill Teacher.

essentially from that of all other organs by being under the control of the will, an additional factor has to be considered in connection with their healthy development namely, the cultivation of perfect control.

It will be found that the principles of the system which are now shortly to be described are directed towards the co-education of the mind and the body with a view to the improvement of the health and the cultivation of control.

THE PRINCIPLES OF THE SWEDISH SYSTEM.

1 The exercises have been selected with regard to their effects on the body as a whole. — Every movement is used for a definite effect on the body ; some movements especially affect the circulation and respiration, whilst others are mainly useful for improving the figure and posture, or for teaching control of the muscles.

2 The exercises have been classified according to their effects on the body.

All the movements included in the system have been arranged in classes in relation to the organs of the body which they affect most directly. Every Swedish gymnastic lesson consists of one or more exercises taken from each of these classes, which are arranged in a definite order. This “ order of movements ” helps to prevent fatigue of the muscles, and to gain harmonious development, as different groups of muscles are used in turn.

3 The exercises are strictly progressive. — Each lesson begins with easy movements, and there are also very definite ways in which the exercises can be made harder from lesson to lesson. Since correctness of posture and control in the easier movements is always insisted upon before progressing to harder forms of exercises, the pupils become really physically educated, their natural physical powers are developed step by step.

4 The exercises are done to command. — This method of teaching helps to develop important mental qualities. The pupils learn the power of quick and correct response to the command, and this involves concentration and quickness of thought, alertness of action, and effort of will. Since fresh commands for new and more complicated movements are continually being learnt, these qualities are always being more and more highly and acutely developed.

5 A special point is made of the use of breathing exercises. — These are taken at frequent intervals throughout the lesson, so that the blood may be well supplied with oxygen during the period of increased muscular exertion. Exercises which help in every possible way in the development of a good breathing capacity are included in every lesson.

6 The exercises can be adapted to the special requirements of the pupils.—

Physical defects which result from the conditions of school life can be remedied, mental qualities can be improved or modified, the requirements of the sex or age of the pupils can all be provided for by the special selection and adaptation of the exercises.

The Order of Movements.

THE ORDER OF MOVEMENTS.

The special uses of each of the classes of movements in which the exercises of the Swedish system are arranged have been described in Chapter IV, but a short explanation of the order has been given here in order that the teacher may realise how far it complies with the principles of the system.

Class 1. Introductory Movements.

Class 2. Arch Flexions.

(Trunk bending backward.)

Class 3. Heave Movements.

(Arm bending and stretching.)

Class 4. Balance Movements.

Class 5. Dorsal Movements.

(Shoulder blade movements.)

Class 6. Abdominal Movements.

Class 7. Lateral Trunk Movements.

(Trunk turning and bending sideways.)

Class 8. Jumping.

Class 9. Breathing Exercises.

Easy exercises which prepare for the harder exercises which are to follow.

Use the spinal muscles, and correct the effects of bad postures on the chest (especially the lower part) and on the spine.

Use the arm muscles. Also affect the chest and spine.

Use the leg muscles. Quieten the heart-beat, which is very much quickened by the Heave Movements.

Use the arm and shoulder muscles. Improve the position of the shoulders and expand the upper part of the chest.

Use the abdominal muscles. Improve the work of the abdominal organs.

Use the “ waist ” muscles. Supplement the effects of the abdominal movements.

Use the leg muscles, and, to a certain extent, all the other muscles. Placed near the end because they require a great deal of control, and really summarise the effects of the preceding movements.

Make the breathing normal again after jumping. Relieve fatigue by introducing a good supply of oxygen for the blood.

The following classes are not included in the general order of movements, because their position m the lesson varies.

Marching and running. Used at different points in the lesson, accord-

ing to requirements of time, variation, etc.

Leg Movements. Used to equalise the circulation or to quieten

the heart-beat after very vigorous movements.

The Swedish Drill Teacher.

DIAGRAMS SHOWING CURVES OF (left side view.)

Exaggerated Lumbar Curve.

(Producing hollow-back.)

THE SPINE.

Curve.

(Producing round-back.)

A. Cervical. B. Dorsal. C. Lumbar. D. Sacral.

CHAPTER II. The General Effects of Exercise

IT is essential for the teacher of Swedish drill to have some idea of the anatomy and physiology of the human body ; but it would, of course, be impossible in a book of this scope to give even an outline of these subjects. It is proposed merely to point out a few anatomical facts which are of special importance in the teaching of drill, and to discuss very shortly the physiology of exercise.

The Spine. — It is important that the teacher should have a clear idea of the normal curves of the spine (see diagram). These are four in number : —

Two with their convexity backward Two with their convexity forward

I Dorsal curve. (Middle of the back.) \ Sacral curve. (Small of the back.)

(Cervical curve. (The neck.)

I Lumbar curve. (Hollow of the back.)

These curves sometimes become too pronounced, and certain deformities arise, namely, round-back, due to exaggeration of the dorsal curve (see diagram) ; and hollow-back and poking-waist, due to exaggeration of the lumbar curve (see diagram). Round-back is readily recognized, and, if not too marked, it can usually be cured by ordinary drill. Hollow-back is also to a certain extent remediable,

The General Effects of Exercise.

o but it may very often be actually produced by drill if the children are allowed to stand in strained attitudes (see Fig. 2, Sheet I), or to do the exercises in such a way that the lumbar curve is accentuated. For example, if movement is allowed at the waist during a “ Trunk bending backward,” direct exaggeration of the lumbar curve is produced, and this, if practised continually, may result in permanent deformity.

The Voluntary Muscles. — These are made firmer and more elastic by exercise. Their power of contraction is increased within certain limits, and they respond more quickly and readily to the nervous impulses.

When a muscle contracts, certain poisonous products, of which the chief are carbon dioxide and various soluble solids, are produced in the muscle cells, and are conveyed away into the blood stream. If a great amount of violent exercise is taken without rest, the blood cannot carry away the poisonous substances quickly enough, and the nerve-endings in the muscles become poisoned and paralysed. The nerve impulses, therefore, cannot reach the muscle, and the condition known as “fatigue” sets in. This “fatigue point” is reached much earlier in the case of people who are untrained, partly because they expend an unnecessary amount of energy and muscular effort on their movements. The beginner learning to swim is more exhausted after two or three minutes of struggling, exaggerated effort than the practised swimmer would be in two or three hours of well-economised effort. This power of economy of effort can be cultivated by drill, by training the pupils to adapt and modify their efforts according to the degree of difficulty of the exercises.

The Circulation. — In general, the rate of the blood and lymph flow is increased by exercise. The alternate contraction and relaxation of the muscles causes a mechanical squeezing of their vessels, so that the blood is driven more quickly towards the heart. This increases the supply of blood to the heart, so that it beats more quickly, not only in order to cope with the increased supply, but also to meet the more urgent demand of the working muscles for pure blood.

Effect of Respiration on the Heart. — On inspiration the pressure on the largo veins entering the heart is diminished, so that blood is sucked into the heart. Therefore the deeper the inspiration the greater the amount of blood flowing through the heart, so that the heart beats more quickly and with greater force to pump out the extra quantity of blood. In the case of forced expiration the reverse holds. The pressure on the large veins prevents the suction of the blood, and it may even be prevented from entering the heart, and lead to a filling of the organs and tissues with impure blood. From this it will be seen that whereas deep inspirations exert a beneficial effect on the heart, exercises in which the breath is held, or is forced out, are harmful, and should not be practised.

The Respiration. — It has already been noted that muscular contraction leads to the formation of certain impurities which pass from the lymph into the blood, so that an increased supply of impure blood reaches the lungs, and the respirations are increased to get rid of the carbonic acid. The increase in the number of respirations leads to an increase in the number of heart-beats, and this increases the rate at which the blood is flowing throughout the whole body. Violent exertion leads to a very marked increase in the respiration, and the condition of “breathlessness” ensues. The heart beats still more violently to correspond with the abnormal rate of breathing. For this reason violent exertion should always be followed by gentle movements to regulate the heart-beat, and these should be succeeded by deep breathing exercises to assist the aeration of the blood.

The Swedish Drill Teacher.

The Digestion. — The processes of digestion are beneficially affected by the improvement in the circulation and in the health generally which results from regular and moderate exercise. The strong contraction of the abdominal muscles in abdominal exercises, such as those in which the legs are bent upon the trunk, or the trunk is bent upon the legs, exerts a mechanical pressure on the digestive organs, and may help to increase their functional activity. Moreover, as the voluntary act of excretion of waste material from the bowels is assisted by the abdominal muscles, these exercises are of immense value in overcoming or preventing the condition of constipation which results from a flabby condition of the large intestines.

The Skin and Kidneys. — Violent exercise has been proved to raise temporarily the body temperature, but the overheated blood is soon cooled as it passes through the capillaries of the skin, and the temperature is made normal again. Exercise also produces “ sweating ” and an increased flow of urine. These processes help to carry off the obnoxious and harmful products of combustion.

The Brain and Nerves. — The mechanism which results in a voluntary muscular contraction may be compared to that by which the signal for a train is brought about. The muscle corresponds to the signal, the brain to the signalman, and the motor nerve to the wire which connects the signal to the handle in the signal-box. When a train is to be signalled, the handle belonging to that special signal is pulled down by the man, and the signal goes down. In something the same way the will stimulates the nerve cell in the brain belonging to the special muscle it wants to use, and the impulse is carried along the nerve-fibre, and the muscle contracts. In the signal the force is a mechanical one, whereas in the contraction of a muscle the force is more of the nature of an electric current. From this will be realised the intimate connection between the work of muscles and of nerves and brain. Well developed muscles mean well developed nerves, while any harmful effects of exercise on the muscles, such as over-strain, produces a corresponding effect on the nerves. The muscular and nervous systems are most beneficially affected by those forms of exercise which necessitate the use of the will power, and which afford them the power of intelligent co-operation. For, just as in the case of the train signal, the whole mechanism is ineffectual unless it is under the complete control of an intelligent man, so the nervous and muscular mechanisms are useless unless they can be completely and intelligently controlled by the individual.

Effects of Exercise on the body as a whole. — Since exercise increases the rate at which the blood flows throughout the whole body, it results in the various organs and tissues being supplied with a greater amount of pure blood per minute of time. In short, muscular exercise in moderation and under proper conditions, leads to a greater nourishment of the whole body.

The Hygiene of Exercise. — The most carefully thought-out plan of exercises will fail to produce the desired effects if they are not carried out under suitable hygienic conditions. Of these, the points with which the teacher can most directly concern herself, are ventilation and clothing.

Ventilation.— Drill should, whenever possible, be taken in the open air. If taken indoors, the windows should be thrown wide open, as exercise taken in a stuffy atmosphere is not only useless, but may actually be harmful.

Clothing. — It is essential that the clothing which is worn for drill should be loose. Tight stays, tight waist belts, garters, etc., must be absolutely prohibited. Rubber-soled shoes should be worn if possible.

Fundamental Positions.

CHAPTER III. Gymnastic Positions

THE body must always be in some definite commencing position before an exercise is performed, and a gymnastic position is one which is assumed for the performance of a gymnastic movement. The gymnastic positions are classified as fundamental and derived. The names of the fundamental positions used in “ Free Standing Gymnastics ” are standing, sitting, lying, kneeling, and they express the position of the whole body. The derived positions are so called because they are all derived, or result from the fundamental positions by moving the arms, legs, head, or trunk. Their names express the positions of various parts of the body. Every exercise continues from the fundamental position until the body has assumed a definite final position and when this has been reached the original fundamental position is again resumed.

The fundamental positions are always used as commencing positions, while the derived positions are learnt in the first place as final positions, and may afterwards be used as commencing positions for other movements. For example, when the final derived position “ wing standing ” has been correctly learnt, it can be used as the commencing position for the exercise “ foot placing outward.” This gives another final position — “ Wing walk outward standing ” which, when it has been correctly learnt, can serve as the commencing position for a movement such as “ Trunk rotation.” This again gives another final position. “ Turn standing,” which can afterwards be used as the commencing position for the movement “ Trunk bending sideways.” The correctness of this last final position depends very largely on the correctness with which each stage which leads up to it has been learnt.

DESCRIPTION OF FUNDAMENTAL POSITIONS.

(Commands are in italics.)

I Standing. — At — tention! (See Fig. 1, Sheet I.) The heels together,

the toes turned out to an angle of about 60 degrees, the weight of the body well forward on the front part of the foot. The knees and hips pressed back, the chest pressed slightly forward. The shoulders drawn down and slightly back ; the arms straight and the palms against the sides of the thighs, fingers straight and together. The head erect, the back of the neck slightly stretched, the chin drawn in, eyes looking straight forward.

This position is used much more than the other fundamental positions. It is essential that it should be learnt correctly before any exercises are taken.

Common Faults. — Exaggerating the curve in the lower part of the back ; making the chest or the whole body rigid. The position must not be “wooden” or “strained.” (See Fig. 2, Sheet I.)

I Sitting. — There are two sitting positions used in educational

gymnastics.

The Swedish Drill Teacher.

A Long Sitting. — Long sitting position-place. The pupil sits on

the floor. The legs are straight and together, the heels together, the ankles slightly stretched ; the back is straight, the shoulders drawn down.

Common Faults.— Poking the head ; rounding the back.

^ Ride Sitting. — Ride sitting position — place. The pupil sits on

a form, one leg on either side ; the whole of each foot on the ground at right angles ; the back and head are straight, the shoulders down.

Common Faults. — Turning the knees in ; sitting “ in a heap.”

HI Kneeling. — There are two kneel-standing positions.

A Kneel Standing. — Kneel standing position — place. 1, 2. (See

Fig. 4, Sheet I.) On “ 1 ” the left knee is placed on the ground beside the right heel ; on “ 2 ” the right knee is placed beside the left. The heels are together, the feet are stretched. To resume standing position, command “ At — tention ! 1, 2.” On “ 1 ” left foot is

placed beside right knee ; on “2” the position of “ Attention ” is resumed.

Common Faults. — Bending at the hip joint.

B Half Kneel Standing. — With left (r) foot back half kneel standing

position — place. Feet change. 1, 2. At — tention ! (See Fig. 32,

Sheet VIII.) On “place,” the left knee is placed on the floor so that the leg and foot are in the same plane ; the right knee is bent at right angles ; the body is upright. For the “ change ” on “ 1 ” standing position is resumed ; on “ 2 ” the right knee is placed on the floor and the left knee is bent to right angles.

The supporting knee must be placed as far back as possible on the ground in order to ensure the right angle in the upper leg which is necessary for the correct balance of the body.

IV Lying . — There are two lying positions.

A Back Lying. — On the back, lying position — place. (See Fig. 27,

Sheet VII .) The pupil lies with the whole of the back flat on the ground. The knees and feet are stretched, the arms straight at the sides, the head and heels are in one straight line.

Common Faults. — Exaggerating the hollow in the lower part of the spine ; slackening the knees.

B Prone Lying. — Prone lying position — place. The pupil lies

face downward on the ground, otherwise the position is the same as in “ Back lying.”

For beginners, “ kneel standing ” position may be taken firstthen command “ forward lying.”

Note. — The movements which are taken from sitting or lying positions usually require support. The class should be arranged in double ranks', one step apart. Those in the front rank can do the movement first— those in the back rank giving support. The

Derived Positions.

supports take kneeling position when their partners take lying or sitting positions, and give them support by clasping their ankles firmly and pressing them towards the ground. The positions can then be reversed, so that the supports and their partners interchange. (See Fig. 24, Sheet VI, and Fig. 25, Sheet VII.)

Derived Positions. — Since the derived positions are the result of definite gymnastic movements, they can all be learnt under one or other of the different classes of movements into which the exercises of the Swedish system are divided. Many of the derived positions are taught in the first place as Introductory Movements, and they have been described in that connection.

The Swedish Drill Teacher.

CHAPTER IV. Description of Exercises

IN this chapter the exercises in each class of movements (Lateral, Abdominal, etc.) have been subdivided into groups according to similarity of type. The descriptions and commands of the exercises have been given as taken from the easiest commencing position, but in each case the most suitable methods of progression that can be used have been indicated, so that in this way a very great variety of exercises can be obtained. The Groups and exercises in each group have both been arranged in approximate progression, i.e., in order of difficulty, but it is not intended that they should be taught in succession in exactly the order in which they are described. New groups and new exercises in each group should be introduced gradually, and in the meantime use should be made of some of the methods of progression which are applicable to the exercises which have already been learnt, provided always that the proper relation between these methods and progression by changing the type of the exercises is maintained. (See Progression by change of type, p. 58.) General instructions and a special index for selection of these exercises for table making are given on the fold-out leaf at the end of the book.

The Names of the Exercises. — Every exercise, with the exception of those taken from the fundamental standing position, consists of two parts : —

(1) The movement which gives the commencing position for the exercise.

(2) The exercise itself.

The two parts are indicated in the name of an exercise. Examples : —

Part I. — Wing stride standing position. Part II. — Trunk bending forward

Part I. — Across-bend standing. Part II. — Foot placing forward

with arm flinging sideways.

In some cases the name of the exercise denotes the final position which results from it. Example: “Prone falling position” (p. 34). Those exercises which teach the final positions which are afterwards used as commencing positions for other exercises are named according to both methods.

Example : Wing stride standing — trunk bending forward gives the final position “ Wing stride stoop standing” (see p. 29).

In writing the names of commencing positions, the position of the arms is written first, then that of the feet, and lastly that of the trunk. The names of each position and of each part of the body are begun with capital letters, and the names of each movement or direction with a small letter.

Example : Wing Walk outward Standing, Trunk bending sideways.

The term “ Half ” denotes the position of a limb on one side of the body only. Examples: Half Wing, Half Rest Standing position (Fig. 29, Sheet VIII). Crook a Half Standing position (Fig. 16, Sheet IV).

Introductory M ovements.

The names of the positions and of the exercises described have been written in the margin. Abbreviated forms for use in making out the tables of exercises have also been given.

The Commands. — These also indicate the two parts of the exercise.

Example : Part I. — With feet astride, hips — firm !