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1. Guidelines for Retrofitting Bleachers.

Author

Consumer Product Safety Commission, Washington, DC.

Abstract

This brochure offers guidance on bleacher retrofitting to prevent falls, and suggests follow-up inspections and maintenance practices. Bleacher styles are described along with descriptions of bleacher-associated deaths, injuries, and hazards. Retrofitting recommendations are offered for guardrails and openings followed by retrofit strategies and planning tips, including retrofit considerations for new hazards. An appendix presents an overview of current code and standard requirements for guardrails and openings in bleachers and grandstands. (GR)

Published
2001

2. Shaping the Future: Middle Schools. Impact on Education Series.

Author

Fanning/Howey Associates, Inc., Celina, OH.

Abstract

This book presents those facilities that best meet the needs of contemporary middle school programs by allowing: teaming; an integration of curriculum initiatives; block scheduling; and an increased focus on such areas as advanced technology, physical fitness and wellness, and consumer science. It documents how the buildings can contribute to the learning process, based on the experiences of nearly 200 middle school administrators, teachers, students, and community members, by providing their insights, ideas, and concerns regarding the role of the school building in successfully reaching students. (GR)

Published
1998

3. Accreditation for Indoor Climbing Facilities.

Author

Mayfield, Peter

Abstract

To ensure that the rapidly growing climbing gym industry maintains the excellent safety record established so far, the Climbing Gym Association (CGA) has developed the Peer Review and Accreditation Program, a process of review between qualified and experienced CGA reviewers and a climbing facility operator to assess the facility's risk management and operational practices. The CGA has published a list of accepted industry practices (AIP's), which have been approved by the membership and are continually updated. Standards will be further developed by the Peer Review and Accreditation Program. This paper presents observations on procedures and practices drawn from the accreditation manual: control of access; climber testing; monitoring by staff; staffing; management systems; insurance; equipment and maintenance; walls, anchors, and landing surfaces; operations manual; program activities and safety; emergency procedures; and outdoor programs. In discussing staffing concerns, it is noted that a strong tradition of mentoring and apprenticeship, coupled with very low turnover, is an important factor in the exemplary safety record established by U.S. climbing schools and guide services. University climbing programs are also challenged by the dual goals of providing adventure recreation and education with maximum safety and developing leadership skills amongst student staff. The CGA is a useful organization for university climbing programs to join because the process of an accreditation review and the maintenance of an accredited status help maintain continuity of staff professionalism and risk management practices. (Includes the Climbing Gym Association's mission statement and eight accepted industry practices.) (TD)

Published
1997

4. Climbing Walls: From Form to Function.

Author

Moore, Tim J.

Abstract

Surveys were returned from 40 of 235 climbing gyms nationwide in an effort to identify or verify issues concerning the design, construction, and use of artificial climbing walls. The survey was complemented by discussions with wall manufacturers, architects, engineers, climbing gym owners, wall managers and staff, competition organizers, and climbers. Results indicate that the size of climbing gyms has increased during the 1990s, with most gyms reporting between 5,000 and 6,100 square feet of climbable surface. While experienced climbing wall manufacturers are being kept busy, most walls today are built by local carpenters and climbers. This results in lower construction costs, but also design, construction, and operational problems. Other problems are associated with educating and promoting the climbing wall concept to administrators, agencies, and others who may impact the decision-making process. Prominent or recurring themes such as space, design, and location were cited both as problems experienced by gyms and as features critical to gym success. Conclusions include a need for detailed planning; a need for planners to experience climbing and to confer with the climbing community; and a need for adequate space surrounding the wall to address safety issues and supporting services. (Contains eight tables presenting survey results and a list of steps for the design and development of a climbing gym project.) (TD)

Published
1997

5. A Space Analysis of Physical Education Activity and Ancillary Areas in Big Ten Universities.

Author

Strand, Bradford N.

Abstract

This study compared both physical education "Type A" (activity) space and ancillary space at the Big Ten Universities with the physical education space guidelines established in 1967 by the National Facilities Conference and the assigned guidelines for the seven ancillary space types. The data were obtained through the use of a questionnaire, interviews, and room inventories and schematics. The universities failed to meet the recommended guideline of 12 square feet per assigned student population (ASP) for "A" space and, in general, exceeded the recommended guidelines of 35 percent for ancillary space. The percentage breakdown of the seven ancillary space types varied according to whether or not all the athletic facilities were included in the analysis. Based on the results of this study, new space guidelines were suggested. (JD)

Published
1990

6. ADA Compliance and the Accessibility of Physical Activity Facilities in Western Oregon.

Author

Cardinal, Bradley J. and Spaziani, Marc D.

Abstract

Investigated how compliant physical activity facilities in western Oregon were with regard to the Americans with Disabilities Act's mandate regarding accessibility of public facilities for all people. Data from direct observations and physical measurements at 50 physical activity facilities indicated that no facility was 100-percent compliant. The facilities showed greater rates of compliance in 6 of the 10 structural domains evaluated. (SM)

Published
2003

7. Out of the Box.

Author

Cohen, Andrew

Abstract

Describes new approaches to gym design that demonstrate the gradual increase in sensitivity among designers to the ways in which gyms can be better used and provide a more enjoyable experience. (EV)

Published
2003

8. Common Areas.

Abstract

Presents K-12 and college common areas considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM)

Published
2003

9. Darwinism in the Gym.

Author

Pope, Clive C. and O'Sullivan, Mary

Abstract

Examined the ecology of "free gym" as it occurred in both school lunch hour and after school community settings. Data collected on urban high school students revealed a student imposed hierarchy dominated by skilled male African American basketball players. Status was gained through what occurred within the free gym ecology. Few students thrived in this environment. Most merely survived or were marginalized. (SM)

Published
2003

10. School Gymnasiums--When To Renovate.

Author

Knouse, S. Dwight, II

Abstract

Discusses considerations when contemplating gym renovation, including examples of illustrative schools: Is the current volume adequate to consider renovation? Does the current structure allow for expansion? How will Americans with disabilities regulations affect the project? Is there an alternate space to hold classes and sporting events during renovation? If the gym cannot be salvaged, what are its alternate uses? (EV)

Published
2002

11. Sound Barriers.

Author

Popke, Michael

Abstract

Discusses how gymnasiums, natatoriums, and lobbies can be notorious echo chambers, but that panels, baffles, banners, and blocks can help reduce unpleasant acoustics. (EV)

Published
2002

12. Gopher Goal.

Author

Gilyard, Burl

Abstract

Describes the design of the University of Minnesota's expansion of its Gibson-Nagurski Football Complex, which included a new entrance (the Hall of Traditions) and weight-training gym. Includes the floor plan and photographs. (EV)

Published
2002

13. Fabric Fact & Fiction.

Author

Cohen, Andrew

Abstract

Examines the positive and negative attributes of fabric structures in providing affordable shelter for a variety of multipurpose applications, including temporary or seasonal use. Describes the three basic types of fabric structures: air-supported, frame-supported, and mast-supported. This article focuses on smaller structures of the air- and frame-supported type, which can often provide shelter for facilities that would normally be closed during winter months, thus extending a facility's viability and utility. (GR)

Published
2001

14. Facility Focus: Student Activity Areas.

Abstract

Discusses the design of student activity facilities that are showpieces containing both business and entertainment elements. Four examples are highlighted including a performing arts center, a college gym, a student services facility, and a student union. (GR)

Published
2001

15. Sports Facilities, Zapopan, Jalisco, Mexico.

Author

Amelar, Sarah

Abstract

Highlights a new K-12 school gymnasium in Mexico that changes and reacts to weather conditions, requires no air conditioning, and, on typical days, uses sunlight filtering through its ample clerestory as the sole source of illumination. Includes numerous photographs, a section drawing, and a site plan. (GR)

Published
2001

16. Facilities Specifications Guide.

Abstract

Provides line drawings of indoor and outdoor sporting fields reflecting the specifications and dimensional standards of each, including where additional information can be found. Sporting events from badminton, baseball, and basketball to lacrosse, swimming/diving, and volleyball are addressed. (GR)

Published
2000

17. Planning Goals and Concepts and Space Facilities Program for Northwest Christian College.

Author

Amundson Associates, Springfield, OR. and Erickson, Kenneth

Abstract

The information presented in this report is designed to develop a better understanding of the design background of the Northwest Christian College campus and its academic center, activity center, and residence center. The goals, facts, and needs of the educational program of the college have been analyzed and synthesized into a design concept for the college campus that is intended to provide an image of the architectural environment in which the educational program of the next decade can be conducted. (Author/MLF)

Published
1974

18. A Guide for Planning and Construction of Public School Facilities in Georgia. Physical Education Facilities.

Author

Georgia State Dept. of Education, Atlanta. Office of School Administrative Services.

Abstract

Recommendations are offered for an adequate physical education instructional program to be considered for all proposed construction in the state. Sizes and dimensions for indoor and outdoor facilities, at the elementary, middle, and high school level are provided, with specific recommendations for middle and high school gymnasiums. A concluding section concerns affirmative action in preventing litigation due to facility and equipment involvement. The appendixes contain bibliographies and suggested procedures for school boards to follow in sharing facilities with city/county recreation departments. (MLF)

Published
1976

19. The Beliefs and Behaviors of Pupils in an Experimental School: School Settings.

Author

Pittsburgh Univ., PA. Learning Research and Development Center. and Lancy, David F.

Abstract

This paper focuses on various settings in an intermediate school--the library, the gym, art class, and the homeroom--described from the point of view of a participant observer. It reports the results of a year-long study conducted at Longbranch, an experimental school associated with the Learning Research and Development Center at the University of Pittsburgh, with the aim of relating pupils' activities to the varying school settings in which they take place. Pupils were interviewed to elicit their shared cognitive map of the activities domain. Five major categories emerged: working, helping, making, playing, and fooling around. The first section of the paper offers a description, based on the year-long participant observation, of the various settings in the school. The second section presents data that give an indication of the actual frequency of the major pupil-named activities and the relative frequencies of these activities in different settings. In the third section, the pupils' cognitive map of their activities is contrasted with the teachers' view of the same activities. There is some difference in the views of the pupils and the teachers. Conclusions drawn are that: (1) pupils play a role in the management of their school life; (2) they do not always behave in conformity with the expectations of the teachers or the planned agenda of the various settings; and (3) their view of and justifications for their own behavior have not been taught to them by their teachers. Appendixes include a weekly schedule of classes for a fourth-grade section, a pupil behavior observation schedule, and an excerpt of an interview with a fourth-grade teacher. (MM)

Published
1976

20. Physical and Health Education Facilities for Secondary Schools.

Author

Ontario Dept. of Education, Toronto.

Abstract

This booklet makes suggestions regarding space relationships, location, size, and technical requirements of physical and health education facilities. The facilities may include all or some of the following instructional areas: gymnasium, auxiliary open-space area, indoor area (classroom), ancillary area, and swimming pool. (Author)

Published
1975

21. A Data Based Gymnasium: A Systematic Approach to Physical Education for the Handicapped.

Author

Instructional Development Corp., Monmouth, OR., Oregon State Univ., Corvallis. Dept. of Physical Education., and Dunn, John M.

Abstract

The authors describe a data based physical education curriculum designed for low incidence severely handicapped students by Oregon State University in conjunction with Teaching Research. Chapter 1 provides a brief introduction to the physical education curriculum and the Teaching Research model with emphasis placed on the importance of individualized and data based instruction. Chapter 2 addresses the basic principles underlying the behavior modification approach that is utilized in the Data Based Gymnasium. Chapter 3 summarizes the principles of behavior programing in the Data Based Gymnasium and illustrates the forms used for tracking those behaviors. Some examples of how programming and tracking occurs are given. It is explained in a fourth chapter that gymnasium management, like classroom management, includes the welding together by a teacher/manager of the curriculum containing complete scope and sequence, a data keeping system, materials and reinforcers, aides, volunteers, and parents. Chapter 6 describes the Game, Exercise, and Leisure Sport Curriculum; placement procedures in the curriculum; and the development of the physical education individualized education program. Chapter 6 covers ways of tracking a student's performance in the acquisition of a skill; while Chapter 7 outlines guidelines for volunteers. Chapter 8 considers small group activities for the severely and moderately handicapped. The utilization of medical support services is the focus of Chapter 9. A final chapter points out three ways in which parents can be involved in their children's education, including the use of parents as volunteers. Appended are examples for the Game, Exercise, and Leisure Sport Curriculum. (SB)

Published
1980

22. Stability in the Gym: A One-Year Time-Series Analysis.

Author

Schempp, Paul G.

Abstract

A study sought to determine the stability of student/teacher interactional gymnasium behavior over one academic year. The design of the study was a single-subject, time-series analysis. The subject was a male elementary school physical education teacher with 14 years of experience. Data were collected using the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS) with observations made at equally spaced intervals throughout one school year. A total of 52 useable observations were obtained and analyzed to determine behavioral stability. Only one-quarter of the CAFIAS behavior categories were found stable and these behaviors accounted for less than 30 percent of all behavior. This led to the conclusion that teaching behavior in this physical education setting may lack the stability necessary for making inferential generalizations common to the natural science paradigm used in research into teacher behavior. It is concluded that teaching may be a social rather than a natural phenomenon. The results of both this study and previous research found that teaching behavior fluctuates in unpredictable patterns, and additional research paradigms, along with natural science methodologies, may depict a more accurate and complete picture of teaching in the gym. The study suggested a need for more long-term investigations of teaching. (JD)

Published
1984

23. Planning Facilities for Athletics, Physical Education, and Recreation. Revised.

Author

Athletic Inst., North Palm Beach, FL., American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA., and Flynn, Richard B.

Abstract

This newly revised edition is intended to serve as a practical tool for school administrators, physical education department heads, architects, planning consultants, and all others interested in planning new areas and facilities or checking the adequacy of those already in use. Chapter input was solicited from carefully chosen leaders in the field of athletic facility planning as well as from outstanding architects. Efforts were made to incorporate the most recent advances in facility planning and construction. Certain program areas, such as planning for the handicapped, were expanded, while outdated or irrelevant materials were deleted. The following topics are covered in separate chapters: (1) the planning process; (2) indoor facilities; (3) outdoor facilities; (4) swimming pools; (5) encapsulated spaces and stadiums; (6) service areas; (7) facilities for recreation, parks, and open spaces; (8) planning for the handicapped; and (9) trends in facility design. The book is illustrated with photographs and diagrams of the facilities discussed and selected references are cited at the end of each chapter. Appendixes include state requirements for school construction; checklists for building service, and security and safety planning; and supplementary photographs and figures. (MLF)

Published
1985

24. Legal Liability in the Gymnasium.

Author

Oregon State Dept. of Education, Salem.

Abstract

The legal system has significantly influenced the everyday operation of American public schools in the last 20 years. Because of the increasing probability of teacher involvement in a legal incident, a working knowledge of the law as it relates to physical education is important. Included in this document, which focuses on tort liability for negligence, are discussions of the Oregon Tort Claims Act, the Oregon court approach to negligence theory and defenses under Oregon law, and duties of physical educators. Each section summarizes legal concepts and presents reported appellate decisions that were reviewed as of July 1988. Thirty-six guidelines for reducing risk and providing more positive student experiences are offered. (18 references) (LMI)

Published
1988

25. Athletics from the Ground Up: Selecting a Surface To Play On.

Author

Fickes, Michael

Abstract

Discusses flooring options for high school gymnasiums and the issues to consider when selecting flooring in light of the new sports activities now available. Explanations of how schools decided on whether to buy synthetic or wood flooring are provided. (GR)

Published
1998

26. Attracting Students to Your Campus: What Do They Want, and What Can You Give Them?

Author

Coburn, Janet

Abstract

Discusses the use of consumer-oriented marketing as a means of increasing enrollment in colleges and universities. Examples of how some schools are using this approach by addressing student preferences are provided and include such ideas as upgrading the dining hall to offer greater food selections, using dormitory bathroom door keypad locks to assure privacy and safety, and offering weight training and aerobics rooms. (GR)

Published
1998

27. Bleacher Comforts.

Author

Scandrett, Donald G.

Abstract

Examines the planning issues when replacing telescoping bleacher units and for analyzing seating options. Adresses the importance of complying with local building codes and the considerations on maintenance following installation. (GR)

Published
1998

28. Athletic Facilities: Planning, Designing, and Operating Today's Physical-Education Centers.

Author

Spoor, Dana L.

Abstract

Examines what should be featured in an athletic facility, how to plan for the many different sports and activities that will be housed, and how to get the community involved. Areas addressed include planning for locker rooms and storage, flooring and lighting, building code adherence, spectator seating, building security, and outdoor recreation design considerations. (GR)

Published
1998

29. Facility Focus: Athletic and Recreation Buildings.

Abstract

Discusses how to design athletic and recreation buildings that satisfy diverse student needs and enhances the facility's repeated use. Five building designs and basic floorplans are examined. (GR)

Published
1998

30. Personal Responsibility in the Gymnasium.

Author

Kahan, David and McKnight, Regina

Abstract

Describes Developing Capable People, an elementary physical education discipline plan that facilitates positive change in how physical educators manage their gyms and students manage themselves. The premise is that decision-making skills, interpersonal skills, and acceptance of personal responsibility for one's actions are better learned when students actively participate in their own behavior management. (SM)

Published
1998

31. The Educational Specifications for Educational Facilities in the Britannia Community Services Centre.

Author

Vancouver Board of School Trustees (British Columbia). Dept. of Planning and Evaluation. and Moir, D. A.

Abstract

This document presents the educational goals of the Vancouver School Board and describes an educational program and the broad space use specifications for the construction of several proposed facilities. The key elements in the proposed facilities are (1) a school designed to accomodate 495 students in the equivalent of 14 classroom spaces; (2) a gymnasium of the size required for elementary school physical education facilities; (3) a joint school board-public library board resource center; and (4) a school that provides appropriate areas for administration, lunching, medical requirements, art, music, various office spaces, and storage spaces. (Author)

Published
1972

32. Physical Education Facilities. Educational Facilities Review Series Number 14.

Author

ERIC Clearinghouse on Educational Management, Eugene, OR. and Baas, Alan M.

Abstract

Current thinking on elementary and secondary school physical education emphasizes motivating young people to develop habits of physical exercise and expression that will persist into adulthood. To help foster such a lifetime commitment, athletic programs must provide a range of opportunities for students to realize their particular physical potentials. Accordingly, athletic facilities must accommodate numerous individual and group-oriented activities. The reviewed documents, previously cited in RIE, are restricted to issues of design and construction and concern indoor facilities (gymnasiums and wide-span structures), outdoor areas, and swimming pools. (Author)

Published
1973

33. Physical Education Facilities for Elementary Schools.

Author

Ontario Dept. of Education, Toronto. School Planning and Building Research Section.

Abstract

This brochure deals with three basic types of elementary schools: K-6, K-8, and senior elementary. Floor plans and sketches illustrate specifications for the school gymnasium, dressing rooms, drying rooms, boys' and girls' shower rooms, washrooms, instructors' offices, storage areas, stage, and playing fields. (Author/MLF)

Published
1969

34. State-Wide Space Survey. A Survey of the Amount and Utilization of Nonresidential Space Available for Higher Education in Illinois. Fall 1965.

Author

Illinois State Board of Higher Education, Springfield.

Abstract

A survey of the amount and utilization of non-residential state university campus space available for potential higher education classroom usage is presented for all of the public colleges and universities in Illinois. The survey categorizes the space--(1) by an inventory of net assignable space, and (2) by the utilization of net assignable space for classrooms, instructional laboratories, other teaching facilities, offices, library, gymnasium, student union, bookstore, hospital and health services, auditorium, museum, and theater. A room period usage inventory is given for classrooms and instructional laboratories. Recommendations and suggested techniques are given for achieving utilization standards. The appendix includes tables of data collected by the survey from each of the colleges and universities. (HH)

Published
1966

35. Areas and Facilities for Physical Education and Recreation. An Interpretive Bibliography.

Author

Wisconsin Univ., Madison. ERIC Clearinghouse on Educational Facilities. and Smoll, Frank L.

Abstract

The references included were drawn from the documents received and processed to date by the ERIC Clearinghouse on Educational Facilities, and are organized into the following sections--(1) indoor physical education facilities, (2) outdoor physical education areas and facilities, (3) indoor and outdoor physical education areas and facilities, and (4) recreation areas and facilities. (Author)

Published
1970

36. The Modification of Educational Equipment and Curriculum for Maximum Utilization by Physically Disabled Persons. Educational and School Equipment for Physically Disabled Students.

Author

Human Resources Center, Albertson, NY. and Yuker, Harold E.

Abstract

Special education and school equipment for handicapped students, particularly for those in wheel chairs, are outlined with suggestions for increasing the quality and effectiveness of special education instruction. Guidelines are given for the provision of an adequate learning environment for handicapped students. Special furniture and equipment is discussed including--(1) tables and desks, (2) bookcases and storage cabinets, (3) chalkboards, (4) audiovisual and communication aids, and (5) mobility and postural equipment. Equipment needs in the different physical and functional areas within the school discussed included--(1) classrooms and laboratories, (2) cafeterias, and (3) recreational facilities. A reference list and appendix are included. (TG)

Published
1967

37. College and University Facilities Guide for Health, Physical Education, Recreation, and Athletics.

Author

American Association for Health, Physical Education, and Recreation, Washington, DC. and Athletic Inst., Chicago, IL.

Abstract

This guide presents information concerned with the planning of areas and facilities for athletics, recreation, outdoor education, and physical and health education. Swimming pools, service areas, ice skating, field houses, arenas, and stadiums are among the many facilities which are considered. Included are many diagrams and sketches giving specific measurements. A check list is provided. (FS)

Published
1968

38. Stephen Leacock Educational Complex for the Scarborough Board of Education.

Author

Abram and Ingleson, Architects, Don Mills (Ontario).

Abstract

The first Canadian attempt to provide a comprehensive educational environment to satisfy the demands for "flexibility" in the educational continuum from kindergarten to grade 13 is discussed. The complex integrates three levels of learning into one campus, providing facilities for collegiate pupils, senior school students, and junior school students. An academic structure was designed to--(1) accommodate present educational needs and provide for change in future educational philosophy and methods, (2) utilize new component systems, and (3) share common facilities. All three facilities are grouped on one site, which allows for more meaningful site relationships between schools in terms of outdoor space and sports facilities, pedestrian circulation, mechanical distribution, service access and community use, and the physical manifestation of a "student village" concept. (RK)

Published
1966

39. A Guide for Planning Indoor Facilities for College Physical Education.

Author

Columbia Univ., New York, NY. Inst. of Field Studies. and Crawford, Wayne H.

Abstract

Following a general consideration of the functional aspects of planning facilities and the relationship between program and facilities, a detailed presentation is made of planning buildings for college and university indoor physical education activities. Recommendations are made with regard to design, structural and functional features of auxiliary gyms, special activity areas, social and recreation facilities, and service facilities. In considering facilities common to all indoor areas (surfaces, lighting, acoustics, etc.), arguments pro and con are presented pertaining to commonly used materials and their application. Also included is a consideration of usual errors in planning and construction. (FS)

Published
1963

40. Conventional Gymnasium vs. Geodesic Field House. A Comparative Study of High School Physical Education and Assembly Facilities.

Author

Educational Facilities Labs., Inc., New York, NY.

Abstract

A description is presented of the design features of a high school's geodesic dome field house. Following consideration of various design features and criteria for the physical education facility, a comprehensive analysis is given of comparative costs of a geodesic dome field house and conventional gymnasium. On the basis of the study it would appear that school systems seeking better accommodation for their physical education program would do well to consider the use of geodesic structure. Graphic illustrations are included. (FS)

Published
1961

41. Athletic Lockers for Schools and Colleges; Their Design--Selection--and Purchase with Functional Tips and Suggestions for the Modern Athletic Locker Room.

Author

Dickey, Donald D.

Abstract

Information is provided relative to the design, selection, and purchase of locker equipment for athletic and physical education use. Some suggestions offered are for both specific applications, and some are general to any locker dressing room. Among the topics discussed are construction and joining of lockers, ventilation and drying, administrative problems, and security. (FS)

Published
1967

42. Recommended Guidelines for Facilities, Equipment, Grounds, and Maintenance.

Author

Iowa State Dept. of Public Instruction, Des Moines.

Abstract

Recommended minimum physical facility standards are listed in this set of guidelines drawn up in outline form for Iowa public schools. Included are standards for school sites, safety, playgrounds, physical condition of exterior as well as interior of buildings, various classroom types, guidance facilities, auditoriums, gymnasiums, instructional materials centers, cafeterias, heating and ventilating, electrical installations, sanitary facilities, heights of chalkboards and tackboards, and classroom furniture. The standards listed are indexed numerically. (NI)

Published
1966

43. Physical Education, Elementary Schools Facilities and Basic Equipment 1965.

Author

Massachusetts School Building Assistance Commission, Boston.

Abstract

This report is an outline of recommended specifications for the elementary school physical education program. The indoor physical education facility (gymnasium) should be located away from the classroom area and readily accessible to outside play areas. The size of the gymnasium should be determined by the number and size of the classes that use it. The floor, walls and ceiling should be constructed of durable materials. Movable partitions may be desirable for multiple class use of the gymnasium. Non-glare, shadow-free lighting should be provided. The locker room is to be equipped with adequate drainage and ventilation, full length lockers on outside walls, covered rad ators and pipes, and benches which are fixed to the floor. The shower room should be adjacent to the locker room. The outdoor play areas should be proportionate to school enrollment. The report recommends ample space be provided for game areas. Indoor and outdoor lists of equipment are included as well as a selected bibliography. (GM)

Published
1965

44. PLANNING THE INDOOR PHYSICAL EDUCATION FACILITIES.

Author

New York State Education Dept., Albany., State Univ. of New York, Albany., HASE, GERALD J., and HICK, BASIL L.

Abstract

THIS PAMPHLET IS DESIGNED TO HELP ARCHITECTS AND LOCAL SCHOOL OFFICIALS IN THE PREPARATION OF PLANS FOR PHYSICAL EDUCATION FACILITIES IN NEW AND EXISTING BUILDINGS. FACILITIES MENTIONED INCLUDE--(1) GYMNASIUM, (2) SWIMMING POOL, (3) SMALL GROUP ACTIVITY ROOM, (4) DRESSING AND SHOWERING ROOMS, (5) TEAM ROOM, (6) EQUIPMENT DRYING ROOM, (7) LAUNDRY ROOM, (8) CLASSROOM, (9) PHYSICAL EDUCATION OFFICES, AND (10) APPARATUS AND SUPPLY STORAGE. SPECIAL MENTION IS MADE OF GYMNASIUM LOCATION, FLOOR SPACE AND TREATMENT, AND A COMPARISON OF BOYS' AND GIRLS' DRESSING AND SHOWERING ROOMS. OTHER CONSIDERATIONS INDICATED WERE--(1) TEACHING STATIONS, (2) TOILETS, (3) BULLETIN BOARDS, AND (4) ELECTRICAL INSTALLATIONS. FLOORPLANS ARE PROVIDED SHOWING THE LAYOUT FOR VARIOUS SPORTS. (MM)

Published
1962

45. A GUIDE FOR PLANNING PHYSICAL EDUCATION AND ATHLETIC FACILITIES.

Author

New Jersey State Dept. of Education, Trenton.

Abstract

THIS STUDY EXAMINES PHYSICAL EDUCATION FACILITIES, THEIR PHYSICAL NEEDS, AND RELATED DESIGN CONSIDERATIONS. A SYSTEM OF DETERMINING THE TOTAL NUMBER OF TEACHING STATIONS NEEDED IS GIVEN TO AID INITIAL REQUIREMENT ANALYSIS. INDOOR FACILITIES ANALYZED INCLUDE--(1) THE GYMNASIUM, IN TERMS OF LOCATION, SIZE, DESIGN FEATURES, AND RELATED COMPONENTS, (2) AUXILIARY TEACHING ROOMS WHICH PROVIDE TEACHING STATIONS FOR SPECIALIZED FUNCTIONS, (3) LOCKER AND SHOWER ROOMS INCLUDING SUPPORTING FACILITIES AND DETAILS, AND (4) OFFICES FOR SUPERVISORY FUNCTIONS. PLANNING FACTORS FOR OUTDOOR FACILITIES INCLUDE LOCATION, SUPERVISORY CONTROL, SAFETY, UTILITY, SURFACING REQUIREMENTS, AND SPECIALIZED EQUIPMENT. REQUIREMENTS FOR INTER-SCHOLASTIC ATHLETICS AND RECREATIONAL FACILITIES ARE LISTED IN TERMS OF STORAGE AND USAGE REQUIREMENTS, WHILE IMPORTANT GENERAL FACTORS FOR FIELD HOUSE AND ATHLETIC FIELD DESIGN ARE GIVEN. A CHECKLIST FOR FACILITIES PLANNING IS INCLUDED TO HELP ELIMINATE COMMON ERRORS MADE IN DESIGN AND CONSTRUCTION. (MH)

Published
1964

46. Revitalized Gyms.

Author

Schmid, Sue and Romer, Steve

Abstract

Provides examples of why four educational facilities decided that renovation of their gyms was preferable to building new ones. Tips on managing gymnasium revitalization are suggested. (GR)

Published
1997

47. Physical Education, Secondary Schools Facilities and Basic Equipment 1966.

Author

Massachusetts School Building Assistance Commission, Boston.

Abstract

Junior and senior high school gymnasiums should be located away from classrooms and near outdoor play areas. Junior high school gymnasiums should be a minimum of 84' x 98' x 22'. Senior high gymnasiums should be at least 90' x 106' x 24'. Areas should be divisible. Provision should be made for basketball, volleyball, badminton, paddle tennis, seating, and teaching areas. Other indoor areas recommended are space for gymnastics, remedial work, health, and wrestling, and a simulated outdoor area. Special attention should be given to the floor, walls, ceiling, partitions, lighting, locker, shower, drying, towel, team, training and storage rooms, and offices. Outdoor facilities should provide 20 acres plus an additional acre per 100 pupils for junior high pupils and senior high pupils should have a site of 30 acres plus one acre per 100 pupils. Hardtop areas, tennis courts, and grassy areas should be included. Provisions should be made for interscholastic sports. Outdoor and indoor equipment lists as well as a bibliography are provided. (RH)

48. Home Court Advantage.

Author

Cohen, Andrew

Abstract

Provides low-cost tips for keeping gymnasiums aesthetically pleasing as well as revenue supporting for their multi-team functions. Use of banners, logos for chairs and end-wall padding, scorer tables with illuminated front panels for advertisements, and logo and advertising space built into speakers are discussed as are bleacher maintenance and acoustical panels to reduce reverberating sound. (GR)

Published
1995

49. Create a Rain Forest in the Gym.

Author

Kane, Karen

Abstract

Describes a creative interdisciplinary program for K-3 students that involves setting up a rain forest in the gymnasium to teach students gymnastic skills in the context of the Amazon rain forest. The paper describes how to set up the rain forest and teach a variety of classes. Rainforest resources are included. (SM)

Published
1995

50. Leading the Fit Life: Jobs in Health Clubs.

Author

Green, Kathleen

Abstract

Depicts the health club work force: fitness personnel, such as instructors, trainers, and directors, and nonfitness personnel, such as receptionists, marketers, and managers, as well as physicians and therapists. Gives information on how to acquire credentials in the field. (SK)

Published
1995

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