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Guidelines are presented to ensure the equality of athletic programs for males and females in the Washington state schools. This guide is designed as a foundation for the development of local school and district athletic programs. The essential components for athletic program equality in Washington are: (1) athletic equity plan development; (2) approval of the plan; (3) implementation of the plan; (4) a support system; (5) administrative responsibility and support; (6) a professional athletic staff; (7) opportunities for professional development, including inservice training on equity issues; and (8) accurate ongoing evaluation. Attached are excerpts from pertinent Washington state laws and regulations that prohibit discrimination and describe measures for its elimination. A guide for the analysis of equal opportunity factors in grades 7 through 12 is included that mandates selection of balanced sports offerings, the provision of comparable equipment, and equal opportunities for practice, coaching, and academic tutoring. Another attachment discusses differences between Washington state regulations and Federal Title IX. Washington does not define contact sports, and clearly states that all activities must be offered to all students without respect to sex. Some sample inservice programs for teacher and coach awareness are described, and a survey is presented to survey the recreational and school activities of each school. (SLD)

Britain's National Vocational Qualifications (NVQs) are work qualifications that measure what an employee or potential employee can do as well as how much he or she knows and understands about a particular job. Used as written proof of usable workplace skills that can be put to profitable use by an employer, NVQs range from basic Level 1, for everyday routine tasks, up to Level 5 professional skills, providing a way to develop skills and build a career ladder that benefits both employer and employee. This packet contains NVQ competency lists for the following areas of sports and recreation occupations: (1) organizing activities, levels 1-2 (coaching and activity delivery for adults and children); (2) coaching, level 3 (coaching adults, children, and participants with disabilities); (3) facility operations, levels 2-4 (sport and recreation supervision and management); and (4) sports development, levels 3-4 (sports and recreation development and management of sports development. (KC)

This fact sheet on alternative athletic equipment for cycling identifies the different types and manufacturers of adapted cycles with two, three, or four wheels and cycling accessories available for persons with disabilities. It describes modified leg-powered cycles, hand cycles, tandem cycles and discusses cycle features such as rider position, wheel configuration, and power input. Cycle accessories described include pedal attachments, torso supports, back supports, hip pads and harnesses, modified seats and seat accessories, adapted handlebars and handlebar accessories, and protective helmets. A table lists approximately 50 cycles and provides the following information for each: model name, manufacturer, power input, wheel configuration, rider position, user groups, and comments. Manufacturers' addresses are provided. The fact sheet concludes with a list of 6 sports organizations for persons with disabilities, 6 general cycling associations, 11 sports publications of interest to athletes with disabilities, and 22 recommended additional readings. (JDD)

Equipment usually used in water exercise programs is designed for variety, intensity, and program necessity. This guide discusses aquatic equipment under the following headings: (1) equipment design; (2) equipment principles; (3) precautions and contraindications; (4) population contraindications; and (5) choosing equipment. Equipment is used initially to add variety to the aquatic exercise program and later to increase intensity of the training program or for aerobic exercise. Equipment is based on one or more of three basic principles: buoyancy, weight, or resistance. Regardless of type of equipment, certain precautionary guidelines are to be followed: progressive overload; begin slowly; attain muscle balance; keep joints slightly flexed; keep the equipment in the water; stretch muscles at the end of the session; move toward and away from the body center; always place, not fling, the piece of equipment; use equipment only after warming up; use full range of motion; know where the equipment is going; and use proper alignment. Those using equipment should not have medical contraindications. Considerations on choosing equipment have to do with its purpose, participants, and such items as cost, ease of storage, resistance to mildew. (AMH)

This student's journal aims at helping to develop a successful and highly motivated high school girls field hockey team. General information about the sport and student involvement is presented. Definitions of terms used in field hockey are given as well as general considerations about play, defensive and offensive strategies, and penalties. Suggestions are made for practice organization. About one half of the book is comprised of forms for the field hockey schedule and student record keeping. (JD)

This guide was developed to serve both the novice and experienced starter in track and field events. Each year in the United States, runners encounter dozens of different starters' mannerisms as they travel to track meets in various towns and states. The goal of any competent and conscientious starter is to insure that all runners receive a fair and equal start for each race they run. There are four sections to this guide: (1) introduction; (2) history of starting; (3) techniques of starting; and (4) bibliography. Appendices contain checklists for field authorities, starter and recall starter's equipment, constructing starter holes, comparison of time and distance for meters and yards, and converting feet into meters. (JD)

The articles in this collection are addressed to athletic coaches or ancillary health personnel practitioners who treat athletes' injuries. Emphasis is upon proper immediate care, recognition and referral of serious injuries, and preventive measures to reduce injuries. Papers include: (1) "Planning a High School Athletic Training Program" (Stanley Nakahara); (2) "Basic Athletic Injury Care" (Katie Heffelfinger); (3) "Treatment of Injuries" (Toni Van DePutte and Holly Wilson); (4) "Rehabilitation" (Andi Seger); (5) "Athletic Conditioning" (Kathy Heck); (6) "Protective Equipment and Devices" (Holly Wilson); (7) "Legal Liability" (Richard T. Ball); (8) "Athletic Nutrition, Diet, and Weight Control" (Kathy Heck); (9) "Coping With the Heat and Humidity" (Holly Wilson); (10) "Emergency Preparation" (Holly Wilson); (11) "Over-the-Counter Non-Rx Drugs" (Holly Wilson); (12) "Misconceptions of Athletic Injuries" (Linda Arnold); (13) "The Female Athlete" (Christine Haycock); and (14) "The Growing Athlete" (Holly Wilson). A bibliography and recommended readings list are appended as well as position statements from the National Association for Girls and Women in Sport Athletic Training Council. (JD)

This guide for team handball, racquetball, and orienteering is one in a series of guides for 22 sports published by the National Association for Girls and Women in Sport (NAGWS). These guides contain information on NAGWS-approved playing rules, officials ratings, articles on teaching, coaching and organization, regulations governing national championships, bibliographies, and special features related to specific sports. A section in each guide presents information about NAGWS and the services it offers to teachers, coaches, administrators, and players. Team handball features presented in this guide include: refereeing and related problems; introducing team handball to beginners; goalkeeper training; backcourt shooting, and implementation of team handball in sports programs. Raquetball features include: an outline of a basic raquetball course for high school or college; game variations; selecting equipment; and a glossary. Orienteering covers: score orienteering; course settings; and simple mapping techniques for the teacher. (MM)

This guide for soccer, speedball, and flag football is one in a series of guides for 22 sports published by the National Association for Girls and Women in Sport (NAGWS). Guides contain information on NAGWS-approved playing rules, officials' ratings, articles on teaching, coaching and organization, rules governing national championships, bibliographies, and special features related to specific sports. A section in each guide presents information about NAGWS and the services it offers to teachers, coaches, administrators, and players. Soccer features in this guide include: experimental soccer rules; officiating soccer; the history of soccer; soccer visual aids; and the differences between high school boys' rules and NAGWS experimental rules. Speedball features include: specific values of motor experiences in speedball; terminology puzzle; conditioning; bilateral transfer; and contract teaching in speedball. Flag football features cover: defense as the best offense; penalty chart; preseason conditioning; successful flag football intramural programs; and suggestions for modified rules. (MM)

In keeping with the Department of Education's course content in physical education, this supplement to the Physical Education Course of Study was prepared. Suggestions for teaching and organizing classes in 16 "Self to Nature" activities are outlined. Activities are: backpacking, bicycling, boating, camping, canoeing, fishing, hebertisme (an outdoor gymnastic or obstacle course), mountaineering, orienteering, sailing, skating, skiing (Alpine and Cross Country), snowshoeing, swimming, and tobogganing. Objectives, equipment needed, skills, precautions necessary, class organization, and preliminary instructions are given for each activity. The location of the school in relation to the facilities required, the availability of the equipment needed, and the ability of the staff to conduct classes in these outdoor pursuits, will determine what activities can be offered to the students. Schools which have conducted classes in these outdoor pursuits have financed the facilities, equipment and transportation through such means as the athletic budget, field trip budget (transportation), direct charge to the participants, student sponsored money raising events, and assistance from the Home and School Association. (NQ)

The policies and procedures stated in this handbook are to be used as a guide in the performance of duties and responsibilities by the Director of Athletics and athletic coaches at Imperial Valley College (California). This handbook supplements the Faculty Handbook, the district policy manual, the California Junior College Association Athletic Code, and the Desert Conference Athletic Code. Material for the guidelines has been obtained from adopted policies and procedures. The guidelines cover budget preparation, athletic travel, the reimbursement schedule, athletic itineraries, scheduling, college equipment, job descriptions, athletic injuries and physicals, athletic eligibility, programs, publications, awards, clinics and conferences, scouting and recruitment, banquets, and game procedures. (NHM)

This publication, covering a broad spectrum of sports safety problems, is designed as a source of information for those who plan, organize, administer, or evaluate various physical education and recreational activities, athletics, or sports. In the first section, the prevention of sports injury is stressed with attention to different age groups and sexes. Some of the topics discussed are unsafe acts, qualified supervisors, effectiveness of injury control factors, safe equipment, maintenance of surfaces and facilities, enforcement of rules, and the acceptance of degrees of risk. The second section deals with preconditioning, equipment, training, supervision, and specific safety criteria in skiing, trampolining, skin and scuba diving, and boating. The topic of the third section is athletic training and emergency care. This section includes discussions of athletic facility safety, medical practices in sports, and emergency care practices for spectators at athletic and sports events. The fourth section discusses the legal liability of physical educators with regard to curriculum and negligence, the school's and coach's legal responsibilities in athletics, the legal rights and responsibilities of team physicians, the legal aspects of adult physical fitness programs, and exemptions from civil liability for physical educators while giving emergency care. (CD)

This guidebook provides the 1979-1980 updated rules and regulations for officiating women's basketball competition. Specifications regarding equipment construction, duties of officials, scoring and timing procedures, definition of playing terms, and player eligibility are provided. Step-by-step instruction for facilitating smooth and well-regulated play is included as well as brief background information on the role and function of the National Association for Girls and Women in Sport. (LH)

As a guide to other educators the physical education programs, activities, and goals and objectives in the Oregon public school system are presented in detailed form. Ideas for class organization, exercise activities, and a student-oriented teaching approach are given, and a discussion of athletic equipment, facilities, and resources is included. The material is organized by grades (K-3, 4-6, 7-9, and 10-12 as well as an overview of the k-12 suggested activities), and also by activity type (gymnastics, tumbling, lifetime sports, team sports, etc.). Extensive appendixes include information on Title IX laws and Public Law 94-142. (LH)

The booklet considers ways of developing new playground areas that are accessible to all children and adapting existing areas to make them suitable for use by handicapped and nonhandicapped children alike. Criteria for selecting equipment includes the interests and needs of the users; the movement needs of children (including movement involving perceptual motor functioning, object manipulation, and fantasy play); changes in accessibility (ramps, railings, height variance, walkways, and specially designed equipment); and safety factors (specific considerations of such materials as metal, wood, rope, and paint). Playground layout is discussed. A final section considers guidelines for equipment use. (CL)

Safety procedures are outlined for the following sports: (1) fishing; (2) hunting and shooting; (3) skeet and trap; (4) hiking and mountaineering; (5) ice fishing; (6) ice skating; (7) skiing; (8) snowmobiling; (9) recreational motorcycling; and (10) developmental and play activities. (JD)

The purpose of this guide is to provide school personnel with a format for curriculum design in elementary school physical education. The organization and administration of such a program are discussed in the first of three major sections. The second section covers characteristics and needs of children of differing abilities and how to plan a physical education program that will meet these needs. Methods of evaluating results are also outlined. In the final section activities and games suitable to different age and ability groups are described. Annotated bibliographies conclude each section. (JD)

The paper introduces the concept of movement education for handicapped students and discusses implications of the concept for learning. Guidelines are given for planning, implementing, and evaluating the program. A sample lesson plan is followed by discussions of prerequisites of efficient movement and screening activities. Suggestions for movement experiences emphasizing such factors as space; force; time; flow; varied locomotion (galloping, sliding, twisting); and equipment (such as hurdles, ladders, beanbags) are made. (CL)

This guide is designed to train elementary students in the riding skills, hazard identification, and traffic analysis necessary for safe bicycling under nearly all urban traffic and roadway conditions. The training manual is divided into four sections. The Instructor's Manual presents brief introductions, background information, and detailed explanations of activities for each of the fifteen lessons on: bicycle sizing and equipment check; traffic mix; hazard identification; stopping; reaction time; rock dodging; emergency turns; scanning to the rear; traffic flow; driveways; residential intersections; high traffic intersections; route selection; controlled environment scanning; and tour of the neighborhood. The Curriculum Guide consists of brief summaries of the objectives, activities, and equipment for each lesson. The third section consists of scripts of audiovisual presentations to accompany several lessons. Appendices in the fourth section include a sample student journal for the lessons, an inspection list, a model bicycle ordinance code, and ordering information for books and films. (CJ)

This document presents equipment needs for an adequate (as opposed to minimum) level of physical education programming at primary, middle, and secondary school levels. The "adequate" level is presented since minimal requirements are often considered by educators as being "adequate," and they accept the minimum as being a mean if only the minimum is presented. General goals of physical education are discussed, and expected student outcomes at each of the three levels are listed. Equipment envisioned for the elementary school program is for a population of 600 students and approximately 24 teachers. The assumption underlying the plan is that there will be four sections per grade level and that only two of the four sections will be using the equipment at any one given period. Middle and secondary school levels are based on a population of 900 for the middle school and 1,500 for the secondary school, with all students in the middle school enrolled in the program. Not all students in the secondary school are expected to take part in the program. Careful schedulinq and innovativeness on the part of instructors can reduce the expenditure necessary for equipment purchase. An equipment inventory check list is appended. (MJB)

Part I of this book on physical education for the visually handicapped deals with what physical educators and recreation specialists should know about blindness. Examples are given of athletic accomplishments of visually impaired or sightless athletes. Prevailing misconceptions and attitudes about blindness are discussed, and the importance of positive attitudes on the part of the family as well as of the teacher are emphasized. It is pointed out that the abilities, not the disabilities, of blind persons are the bases for building suitable athletic programs. Federal mandates on opportunities for the handicapped are outlined and clarified. Facts about blindness are presented including definitions of blindness, causes of blindness, and available aids for the blind and visually impaired. In part II, activities for visually handicapped children are discussed. Included in this presentation are suggestions on evaluation and physical fitness, special equipment and teaching methods, activity programs, national sports organizations for the blind, and recreational opportunities for the visually handicapped. A selected annotated bibliography is included in the third part. (JD)