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The booklet reviews ways in which students with crutches may be helped to successfully participate in four specific sports. General guidelines for modifying programs for this group include the importance of thorough assessment, attention to details of the game play, and consideration of equipment and supply alterations. Each of the four sports is addressed separately (sample suggestions in parentheses): badminton (use of an extended racket to extend reach, allow the student to sit while particpating); golf (use of a golf club with an angled shaft); archery (allow the student to kneel or lean against a raised bench); and tennis (use of a tennis ball retriever and modifications in the basic grip and standard techniques). (CL)

The National Association for Girls and Women in Sport (NAGWS) publishes ten biennial and two annual guides for 22 sports. Guides contain information on NAGWS or NAGWS-approved playing rules; officials' ratings in most sports; articles on coaching techniques and organization; regulations governing AIAW national championships in applicable sports; bibliographies; and special features related to specific sports. A section of each guide presents information about NAGWS and the services it offers teachers, coaches, administrators, and players. This NAGWS guide for archery and golf is one of the biennial publications and follows the standard organization described above. It contains 15 articles on aspects of archery from analysis to teaching. The portion addressed to golfing contains nine articles addressing a range of aspects including weight training for golfers in and out of season. Special features in the archery section are: (1) an archery spelling race and (2) a crossword puzzle. (DMT)

This guide was developed to assist with the problems of organization and administration of girls' interscholastic sports programs. Guidelines are presented for the following: (a) a statement of basic principles, (b) a constitution, (c) league bylaws, (d) operating codes, (e) conduct of contests, (f) archery, (g) badminton, (h) basketball, (i) bowling, (j) fencing, (k) field hockey, (l) golf, (m) gymnastics, (n) softball, (o) swimming and diving, (p) tennis, (q) track and field, and (r) volleyball. An appendix consisting of emergency information and procedures, and sample forms for consent for treatment and classroom rosters are included. (JS)

Training techniques and goals for women competing in archery and fencing are discussed in this guide book. Official rules governing the sports are included. (JD)

The booklet discusses sports adaptations for unilateral and bilateral upper limb amputees. Designs for adapted equipment are illustrated and information on adaptations are described for archery (including an archery release aid and a stationary bow holder); badminton (serving tray); baseball/softball (adaptations for catching, throwing, and batting); bowling (duckpin bowling device and an adapted bowling ball); golf; and table tennis. (CL)

The newsletter offers guidelines for adapting physical education classes to meet the needs of handicapped students. Adaptations should be within a student's ability range, allow a student to participate within guidelines established by his/her physician, allow a student to participate in the development of an adaptation and be positive toward its use, be constructed safely, and be made in activities appropriate to the student's age and interests. Specific teacher made adaptations are described and illustrated for archery, badminton, and table tennis. (SB)

The prevention of injuries and control of hazards in individual and dual sports is outlined. A separate chapter is devoted to each of twelve sports: archery, bowling, equitation, golf, gymnastics, marksmanship, track and field, weight training and weight lifting, fencing, racquet sports, judo, and wrestling. (MM)

As part of a series of books and pamphlets on outdoor education, this manual deals primarily with group instruction for beginning archery students. The manual, designed to provide practical suggestions for initiating group instruction, may be used in physical education and recreation classes in schools and colleges and in programs conducted by camps, recreation departments, and other agencies concerned with teaching skills and sports. Sections are: (1) Facilities, (2) Equipment, (3) Instruction, (4) Archery Games, and (5) Advanced Instruction. Section 3 includes instructional aids, class organization, basic instructional procedure, skill and knowledge testing and evaluation, correlation of archery instruction with other interest areas, archery etiquette, instruction tips, and general safety points. A glossary and a list of books, pamphlets, periodicals, films, and archery organizations end the manual. (NQ)

This handbook was designed to provide the student with basic information for various individual, dual, and team sports. The individual and dual sports which are discussed include archery, badminton, creative dance, fencing, golf, gymnastics, and games such as deck tennis, table tennis, horseshoes, and shuffledboard. Basketball, field hockey, soccer, softball, and volleyball are the team sports included in the handbook. For each sport or game included, the handbook provides a) a brief history of its development; b) a general description including terms, facilities, and equipment; c) basic skills required; d) rules and scoring procedures; and e) strategy. A 37-item bibliography is included. (HMD)

Tips for running a successful archery program include buying the right equipment, setting up an archery range, and helping campers overcome common mistakes when shooting. Includes 10 games that help campers develop archery skills, and a checklist of archery equipment. (LP)

These recommendations and suggestions are intended as a guide for the development of a well-balanced program of physical education in vocational schools. Introductory materials outline the purpose, aims, and objectives of a physical education program as well as the general philosophy and goals, program goals and their objectives, general policies, organization and planning for the program, some general program aids, and measurement and evaluation. The remainder of the publication is devoted to the various sports/activities of the physical education program given in alphabetical order. Behavioral objectives; area, equipment, and time requirements; safety rules and/or terminology; skills; methodology; and suggested activities are provided for each sport. These sports/activities are included: archery; badminton; basketball; dance, including folk dancing and social dancing; field hockey; floor hockey; golf; gymnastics; handball; physical fitness; soccer; softball; speedball; tennis; touch/flag football; track and field; volleyball; weight training; and wrestling. A program for students with physical limitations is also outlined. Behavioral objectives, skills, facilities, and equipment are discussed. Appendixes include a list of tests of physical fitness and several articles on dance. (YLB)

This guide is a collection of essays by various authors on archery and golf. There is a separate section for each sport. In the archery section, the topics covered include archery coaching, aiming, the spine of the arrow, do-it-yourself ideas for archery instruction, archery visual aids, and official rules for various archery activities. The section on golf includes essays on golf teams, video tape for using the golf swing, programed learning rules and etiquette of golf, the motivation of the woman golfer, and putting. There is an annotated bibliography in each section. (JA)

Designed for the archery novice, this booklet details teaching methods, safety precautions, skills, equipment, and facilities used for teaching high school students. Archery games, a list of instructional resources, and a bibliography follow the text. (CJ)

Emphasizing an interdisciplinary, experiential learning approach, this curriculum guide is designed for a one year recreative arts-outdoor education course for high school students in the Dallas (Texas) Independent School District. The course objective is to develop the skills and knowledge necessary for fostering responsible behavior in an outdoor setting; study of the environment is basic to the course. The nine four-week units include identification of all Texas fish and wildlife, the American Red Cross Standard First Aid Course, the Texas Hunter Safety Program, archery, survival, camping, boating safety (Texas Skippers Course), casting and angling in Texas, and horseshoe pitching. Each topic in a unit is described in terms of goals, projects, and activities. Resources and supporting materials for both teachers and students are detailed and include films, filmstrips, maps, periodicals, pamphlets and books. The units devoted to first aid and hunter and boating safety can result in student certification by the appropriate organization upon successful completion and testing. (NEC)

Written with classroom teachers in mind, the learning module presents information and activities for youth to learn to shoot a bow safely and to develop reasonable skill with the bow and arrow. Ten objectives to be achieved at the completion of instruction include: identifying parts of the bow and arrow; defining such terms as recurve bow, end, round, high and low anchor; describing and demonstrating proper form when shooting, safe shooting procedures, and stringing and unstringing a bow; and shooting a modified round with success. Guidelines are provided for adapting archery equipment and instruction for mentally retarded and hearing/visually/orthopedically impaired students. Twenty rules of safety are addressed and emphasized for importance in teaching archery. The subject information includes archery equipment, class size, range layout, preliminary classroom instruction mimetics, learning to shoot, scoring and rounds, and novelty events. Ten 60-minute lesson plans are arranged so instructors may only use the first five lessons if time does not permit. Each lesson lists equipment and materials needed for activities. A suggested written test and skills test are provided to evaluate students' mastery of material taught. A glossary of archery terms, bibliography of references and suggested teaching aids provide additional information. (ERB)

The ancient sport of archery is particularly appropriate for physical education in the space age. It is a projectile sport: in order to hit the gold, the archer must use many of the principles that scientists used in putting men on the moon. Since 1972, when the United States team returned from the Summer Olympic Games with two gold medals in target archery, the sport has become increasingly popular with Americans of all ages and physical capabilites, including the handicapped. Because it requires close coordination between the eyes and back, shoulder, arm, hand, and finger muscles, archery is considered an important rehabilitation activity for paraplegics and is one of the major events in the National Wheelchair Games. "Teaching Archery" is the first in a series of curriculum guides for group instruction in leisure time activity. This curriculum guide is divided into four major sections. Section 1 discusses facilities and guidelines for selecting and/or making equipment. Section 2, entitled "Teaching and Learning," outlines the preliminaries, a suggested six-session plan of instruction, strategies for group teaching, problem diagnosis and prescription, quick analogy teaching cues, assessment and evaluation, crossdisciplinary activities, and extra class opportunities. Section 3 contains a glossary of terms, and section 4 lists selected resource materials. (JMK)

Descriptions of 12-week courses in hunting and fishing and in outdoor activities for male and female students at Inglemoor High School in Bothell, Washington, are presented in this curriculum guide for outdoor education and recreation. Offering both classroom and field experience, each of the two courses meets 55 minutes daily; recommended class size is 28. The guide is organized by course units, with each unit listing its specific goals, objectives, activities, materials, and time needed for the unit. Main objectives of the hunting and fishing course are to develop skills and educate students in safety procedures, conservation practices, and ecological relationships. Unit headings include: relationship of hunting to ecology, conservation, and man; hunter, boating, firearm, and fishing safety; marksmanship; hunting methods, equipment; hunting and fishing regulations; preparation, care, and use of game meats, fish; governmental agencies, sportsmen clubs; archery; methods, types of game fishing; making rods, lures, fly tying; map and compass; survival education/emergency preparedness. The outdoor activities course has units on outdoor experience and man, backpacking, map and compass, survival education/emergency preparedness, sailing, recreational shooting, and archery. The guide also provides a resource directory and bibliography. (RS)