DEPARTMENT OF THE ARMY FIELD MANUAL

U.,$. Ar Miltarys Hlstor=y !nstttuteCrlislo Basrracks, Pa. 17013

PHYSICALTRAINING

HEADQUARTERS, DEPARTMENT OF THE ARMYOCTOBER 1957

AGO 1669C--Sept

U, SO Arxy Ili tary Historwy >nst ituteCarlisle Baraks a9 , Pa? , i7013 *FM 21-20

FIELD MANUAL HEADQUARTERS,DEPARTMENT OF THE ARMY

No. 21-20 WASHINGTON 25, D. C., 8 October 1957

PHYSICAL TRAINING

Paragraphs PageCHAPTER 1. INTRODUCTION

Section I. Organization and respons- 1-3 4ibility for the program.

II. Physical fitness-----------. 4-7 5CHAPTER 2. BODY STRUCTURE

Section I. Introduction _________-__ 8-11 12II. The skeleton___---_----_-- 12-16 14

III. The muscles _______-_____ 17-25 20

IV. The structure of the circu- 26, 27 34latory and respiratorysystems.

CHAPTER 3. BODY FUNCTIONING

Section I. Development and funetion- 28-35 37ing of the muscular sys-tem.

II. Development and function- 36-39 43ing of the circulatorysystem.

III. Development and function- 40-42 47ing of the respiratorysystem.

IV. Beneficial changes in the 43-47 52body due to exercise.

* This manual supersedes FM 21-20, 30 November 1950, including C 1,26 October 1951, and C 2, 15 September 1952; and Training Circular21-3, 18 April 1957.

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Paragraphs PageCHAPTER 4. CONDITIONING ACTIV-

ITIES.

Section I. Introduction__--- -- _____- 48, 49 56II. Set conditioning drills ____. 50-55 57

III. Obstacle and confidence 56-58 62courses.

IV. Supplementary activities__. 59-63 66V. Mass games and relays____ 64-66 69

VI. Team athletics---------__- 67-70 72CHAPTER 5. PHYSICAL TRAINING

LEADERSHIP.Section I. General__--__---_--- _____. 71, 72 74

II. In-service training________. 73-82 81III. Supervision of physical 83-87 87

training.CHAPTER 6. PROGRAM PLANNING

AND PROGRAM CON-'STRUCTION.

Section I. Planning_____-- __________ 88-92 96II. Program construction-_____ 93, 94 104

CHAPTER 7. PROGRAM FOR IN- 95-99 118DIVIDUAL TRAINING.

8. PROGRAM FOR UNIT 123TRAINING.

Section I. Introduction _______-_____ 100-103 123II. Selection of activities______ 104, 105 125

III. Physical fitness aboard 106, 107 127ship and in combat areas.

CHAPTER 9. PROGRAM FOR SPE- 132CIALISTS ANDSTAFF PERSONNEL.

Section I. Introduction___ __________ 108, 109 132II. Selection of activities______ 110, 111 133

III. Administration and leader- 112-116 135ship of the program.

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Paragraphs PageCHAPTER 10. ORGANIZATION OF

SUSTAINING STAGEATHLETICS.

Section L Introduction ---__ _------- 117-122 146II. Tournaments _____-------. 123-130 152

III. Athletic carnival … -------- 131-139 158CHAPTER 11. THE EVALUATION OF

PHYSICAL FITNESS.Section I. Methods of evalution -____. 140-143 _167

II. Basic concept of testing ___ 144-149 168III. Supervision of test admin- 150-156 174

istration.IV. Use and interpretation of 157-159 184

test results.APPENDIX REFERENCES ________-- ------- 208INDEX -__________________--. ------ ------- 210

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CHAPTER 1

INTRODUCTION

Section 1. ORGANIZATION AND RESPONSIBILITY FORTHE PROGRAM

t..Purpose and Scopea. This'manual is a guide for commanders and

.staff officers in planning, preparing, supervising,and inspecting physical training programs. It pro-vides sufficient information to prepare and super-vise a physical training program for any phase ofmilitary training. It includes a testing program forall age groups and information for in-service train-ing of instructors.

b. This manual should be used in conjunctionwith TM 21-200.

2. Areas of Responsibility in Physical TrainingThere are two general areas of responsibility in

the physical training program. The first is a func-tion of the higher commander and takes the formof command emphasis, support, planning, and.super-vision. The second is on the lower level, where thecompany commander and platoon leaders carry outthe execution of the program. No program can besuccessful unless both areas of responsibility are ad-ministered properly. Since 'physical training is acommand responsibility, no commander in thechain of command can delegate. his responsibility

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to another. Each is responsible for the implementa-tion and proper performance of the prescribed pro-gram.

3. Division and Regulation of the Physical Training Pro-gram

The physical training program is divided to cor-respond to duty assignment. These divisions areindividual training, unit training, and specialistand staff personnel training. The regulation oftraining within each of these divisions is based onthree stages of conditioning-the toughening stage,the slow improvement stage, and the sustainingstage. Physiological reasons for regulation of theprogram and a discussion of the physiology of exer-cise are contained in chapter 3.

Section II. PHYSICAL FITNESS

4. Total Military FitnessTotal fitness for combat includes technical fitness,

mental and emotional fitness, and physical fitness.If any of these attributes are lacking, combat effect-iveness suffers proportionately. Without technicalfitness, a soldier lacks the knowledge and skill tofight; without mental and emotional fitness, helacks the incentive and will to fight; without physi-cal fitness, he lacks the strength and endurance tofight.

5. Importance of Physical FitnessThe necessity for keeping physically fit has been

lessened by labor-saving technological advance-ments. In combat, however, the soldier has few

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conveniences and must accomplish his mission un-der strenuous physical conditions. It is thereforeimperative that all soldiers maintain a high levelof physical fitness. Not only will they be better ableto meet the demands of combat, but will be moreefficient in carrying out daily routine assignments.

a. Improves Sense of Well-Being. The physicallyfit individual enjoys a feeling of well-being and con-fidence in his ability to meet any emergency.

b. Improves Appearance. Physical conditioningtends to harden the muscles, eliminate fat, and im-prove the muscle tone. This results in better postureand an improved soldierly appearance.

c. Improves Ability to Accomplish Mission. Thewell-conditioned soldier is able to march long dis-tances through rugged country with a full pack,weapon, and ammunition. He is physically able todrive fast-moving tanks and trucks over rough ter-rain; make assaults after running and crawlinglong distances; jump into and out of foxholes andover obstacles; lift and carry heavy objects; andkeep going for many hours without sleep or rest.He has the strength and determination to avoidcapture and, if captured, to resist efforts to breakhis will and lesson his desire for escape. He isphysically capable of exploiting any opportunity toescape and, after escaping, of enduring severe hard-ship until he can make his way to friendly lines.

d. Improves Emotional State. There is a closerelationship between physical fitness and mental andemotional fitness, or morale. Fatigue, weakness, andphysical exhaustion are usually associated with low

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morale. The rugged, tough, well-conditioned soldierhas a feeling of fitness and confidence and is muchless susceptible to many of the factors and attitudesthat undermine morale.

6. Importance of Proper Concept of Physical Fitnessa. A proper understanding of physical fitness is

necessary to direct the physical training programtoward the total conditioning of all soldiers. Sincephysical fitness includes strength, endurance,agility, and coordination, no single activity is suf-ficient for its full development. Marching, for ex-ample, is a splendid conditioning activity, but italone cannot properly condition troops. It does notadequately develop abdominal and arm and shouldergirdle strength, agility, coordination, or the typeof endurance needed in running. The developmentof physical fitness requires a planned, progressiveprogram of physical conditioning exercises supple-mented by vigorous, sustaining, type athletic ac-tivities.

b. The quality of a unit is determined by theoverall physical condition and total military fitnessof all its members. It is more important for allmen in the unit to receive the benefits of a balancedand well-directed program of physical training thanfor a few members to achieve record performances.

7. History of Army Physical Traininga. Early Army Program.

(1) Every war has revealed the physical de-ficiencies of our men of draft age. Thisrealization by the Army and civilian per-

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sonnel following the War between theStates, and the pressure exerted by them,resulted in the employment of HermanJ. Koehler at the United States MilitaryAcademy to handle the physical trainingof cadets. A new era began with the in-troduction of Koehler to Army physicaltraining.

(2) A well-trained and outstanding leader,Koehler was a success from the day he ar-rived at West Point. Practically everyphase of Army physical training untilWorld War I was his personal endeavor.

b. World War I.(1) Despite Koehler's intensive effort to in-

fluence physical training throughout theArmy, World War I found the Armypoorly prepared for conditioning men forwar. The small peacetime army was, asusual, faced with the task of preparingmillions overnight to fight a new type ofwarfare.

(2) The concept of competitive athletics as asupplement to the conditioning of soldierswas put into effect. Officers had previ-ously viewed athletics as purely recrea-tional. The idea of conditioning entireunits by mass games was unheard of un-til this time. The quality and quantity ofphysical training instruction, however, leftmuch to be desired.

c. World War II.(1) World War II again forced America to

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realize that she was no longer a nation ofphysically rugged individuals. Again we"viewed with alarm" as the draft statisticswere inspected. Leisure living and thefact that we had become a nation ofspectators instead of participants wereblamed for the same conditions that hadbeen recognized at the outbreak of everyother war.

(2) There was no lack of public exhortationby leaders in the war effort. Slogans suchas, "the more sweat, the less blood" ap-peared everywhere in the training camps.Toughness in training progressed wellahead of the physical training manual,which was based on the idea of formalcalisthenics as practiced after World WarI. Commanders resorted to a variety ofstiff obstacle courses in order to supple-ment the existing calisthenics. The im-provised activities were effective, but ininexperienced hands they often proveddangerous tools.

(3) The Army called on military and civilianspecialists to aid in the formulation of amodern program, and their answer to theneed for more vigorous conditioning exer-cises was the dissemination of a programin the form of a new training circular.This training circular represented the firstchange in physical training doctrine thatcould be scientifically justified by testingprocedure. As the war progressed, several

AGO 1669C 9

extensive manuals were published tocover the field of physical training andathletics.

d. New Physical Training Concept.(1) The immediate postwar period was one of

consolidation as far as Army physicaltraining and athletics were concerned.Hours allotted for physical training in theschedulewere increased and athletic sportswere substituted for conditioning activi-ties, to a considerable degree. The com-pany commander was and still is desig-nated as being responsible not only forthe conditioning of his unit but also thepromotion of intramural athletics in hisunit. Promotion of competitive sports oflarger units remained the province of thespecial service personnel. As in past in-stances, oftentimes the conditioning phaseof the program was looked upon as a war-time tool and was relegated to a place ofsecondary importance.

(2) In 1950 the United States was called toarms to help the United Nations quell athreat to world peace. As the reportscame back from Korea, an alarming num-ber of casualties were attributed to theinability of the U. S. soldiers to physicallywithstand the rigors of combat over rug-ged terrain and under unfavorable climaticconditions. These reports again forcedattention to the need for a vigorous andcontinuous physical training program.

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(3) Over a period of years and the course ofseveral wars, the costly lessons learnedfrom our past military experiences haveled to an increasing interest in the physi-cal condition of the fighting man. Withthis interest has come the ever increasingrealization that our troops must be wellconditioned, before all else, in this atomicage. No longer can we afford emphasison physical fitness during wartime anddeemphasis during time of peace. It is evi-dent that, in spite of increased mechaniza-tion and atomic weapons, physical train-ing retains a vital place in the life of theindividual soldier.

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CHAPTER 2

BODY STRUCTURE

Section 1. INTRODUCTION

8. Knowledge of the Human BodyThe human body, like weapons and machines,

must be understood before proper techniques andcare can be employed in conditioning it. If the per-sonnel directing the physical training program donot understand the structure and functioning of thehuman body, they may fail to condition their troopsproperly for vigorous physical action. This chapterand chapter 3 provide information concerning thepriceless machine with which we work-the humanbody.

9. Importance of Body Structurea. With an understanding of the basic physiologi-

cal processes of the body, commanders and physi-cal training supervisors (par. 84) can develop aneffective program of physical training. A programwith such a solid foundation eliminates certainfads designed as short cuts to physical condition-ing.

b. This chapter provides sufficient informationon anatomy to support the discussion of body func-tioning in chapter 3, and the discussion of posturetraining found in TM 21-200.

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10. Systems of the BodyThe systems of the body include the skeletal,

muscular, circulatory, respiratory, digestive, geni-tourinary, and nervous systems. All the systemsmust work in cooperation with one another to insurea sound body. For physical training purposes, how-ever, it is not necessary to consider all systems.

1 1. DefinitionsA thorough understanding of the following terms

should precede the study of the bones and muscles.a. Anatomy. Anatomy is the study of body

structure. Such study concerns the size, shape, lo-cation, and composition of bones, muscles, and or-gans.

b. Anatomical Position. In the study of bodystructure the body is always assumed to be in anupright position with the arms at the sides, palmsforward.

c. Median Plane. An imaginary plane runningthrough the body from the front to the rear, divid-ing the body into equal right and left halves.

d. Medial. When this term is used in referenceto a body part, it indicates that the part is nearerthe median plane than some other body part.

e. Lateral. Lateral means toward the side andfarther from the median plane.

f. Superior. Superior is used in the definition ofa body part that is higher or near the head.

g. Inferior. This term indicates that the bodypart is lower or farther from the head end of thebody.

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Section II. THE SKELETON

12. GeneralThe skeleton is composed of about 206 bones.

Bones are of four types: flat bones, as the breastbone; long bones, as in the legs; short bones, asfound across the arch of the foot; and irregularbones, as in the spinal column. Bones manufacturein the marrow red blood cells for the body. Theyalso furnish support for the attachment of musclesand protection for the vital organs, such as thebrain, lungs, and heart. In general, bones may beclassified according to their location.

13. Bones of the Skeleton(figs. 1 and 2)

Both sides of the skelton must be examined toview all the major bones. The front view is shownin figure 1 and the rear view in figure 2.

a. Head. The skull is composed of 22 separatebones. These bones are fused together, or attached,and provide protection for the brain and give shapeto the face.

b. Shoulder Girdle. The following bones formthe shoulders and provide a place of attachment forthe arms:

(1) Clavicle (collar bone). A long bone, oneon each side, connecting the shoulder andbreast bone.

(2) Scapula (shoulder blade). A broad, flatbone with a raised ridge extending later-ally across the superior part of the bone.

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c. Arm Bones. The following are the majorbones of the arm:

(1) Humerus. Upper arm bone.(2) Radius. A long bone in the forearm on the

thumb side.(3) Ulna. A long bone in the forearm on the

little finger side.

d. Rib Cage. The rib cage protects the spinalcord, lungs, and heart and is formed by the follow-ing bones:

(1) Spinal column. About 29 to 32 irregularbones divided into cervical, thoracic, lum-bar, and sacral regions.

(2) Sternum (breast bone). A flat bone form-ing the center portion of the rib cage.

(3) Costae (r/bs). Twenty-four long bonesjoining the spinal column and sternum.

e. Hips. The hips protect the organs of the lowerabdomen and provide a place of attachment for thelegs. They are formed by the lower portion of thespinal column and the bones of the pelvis. Thepelvis is a bony structure consisting of 11 bones,all fused together to form the complete unit. Thesebones are the pelvic girdle (hip bones), one on eitherside, each consisting of three bones which fuse to-gether during early life into one bone, and thesacrum.

f. The Leg Bones. The following are the majorbones of the leg:

(1) Femur. A long bone in the thigh, attach-ing the leg to the pelvis.

AGO 1669C 15

SKULL ; SPINAL COLUMN

CLAVICLE STERNUM

HUMERUS COSTaE

RADIUS

PELVIS

FEMUR

PATELLA

S--~ FIBULA

~ ~ i TIBIA

Figure 1. Front view of skeleton.

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(2) Patella. A flat bone forming the knee cap.(3) Fibula. A long bone on the lateral side of

the leg.(4) Tibia. A long bone on the medial side of

the leg.

g. Spinal Column (fig. 2). The spinal column isdivided into five areas and the vertebrae are namedaccording to area. References to these areas arefrequent in posture training.

(1) Cervical vertebrae. Seven vertebrae thatform the neck.

(2) Thoracic vertebrae. Twelve vertebrae towhich the ribs attach, forming the rearof the rib cage.

(3) Lumbar vertebrae. Five vertebrae in thearea between the rib cage and the hips.

(4) Sacrum. Five vertebrae fused together,forming the rear portion of the pelvis.

(5) Coccyx. Small vertebrae on the end of thesacrum, usually fused together. The num-ber of these bones varies depending uponthe individual.

h. Heel Bone. The calcaneus (heel bone) is ashort bone that forms the heel. It serves as a placeof attachment for the muscle in the calf of the lowerleg.

14. Characteristics of Bones

Bones of the skeleton have definite characteristics,with ridges, projections or depressions appearingon most of them. These areas have the primary pur-

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CERVICAL VERTEBRAE

THORACIC VERTEBRAE

/~w BtSCAPULA

LUMBAR VERTEBRAE

SACRUM

COCCYX

CALCANEUS (HEEL BONE)

Figure 2. Rear view of skeleton.

pose of providing a place for the attachment ofmuscles.

15. Cartilage and Ligaments

The joints in the body are connected and sup-ported by cartilage and ligaments.

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a. Cartilage is a tough, elastic, translucent tissuethat acts as a shock absorber or buffer betweenbones. Examples are the discs between the verte-brae, the connector tissue attaching the ribs to thesternum, the buffers in the knee joints, and thecartilage around certain joints to deepen sockets.

b. Ligaments are connective tissue that bindbones together; they are extensible but not elastic.Because of this characteristic, major sprains areserious as the ligaments never quite return to theirformer position.

16. Joints

A joint is a place of union, usually more or lessmovable, between two or more bones. Joints, be-cause of their movement (or lack of movement insome cases), are divided into three classes-inmov-able, slightly movable, and freely movable.

a. The immovable joint has no joint cavity. Ex-amples of this type of joint are the bones of thehead and face.

b. The slightly movable joint provides verylimited movement. Examples of this type of jointare the vertebrae and sternum.

c. The freely movable joint permits maximummovement. The bones forming a joint of this typeare held in place by ligaments. Freely movablejoints are of greater importance in physical train-ing because they are affected by exercise. The maineffect is to increase their mobility and stability witha combined increase of muscle power and control.Types and examples of movable joints are-

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(1) Rotary (radius and ulna in rotation of theforearm).

(2) Hinge (ankle and elbow joints).(3) Ball and socket (hip and shoulder joints).

Section III. THE MUSCLES

17. GeneralMuscles are of three classifications-involuntary,

voluntary, and cardiac. Involuntary muscles arethose over which we have no control. Voluntarymuscles are the larger skeletal muscles which areunder control of the individual. Cardiac muscle isfound only in the heart and for all practical pur-poses is an involuntary muscle. For physical train-ing purposes, with the exception of the heart, volun-tary muscles are the most important group.

18. Muscle Structure

a. The unit of structure of the muscle is the cell.These microscopic bodies are grouped in smallbundles of fibers, which in turn are grouped intolarger bundles until finally the entire muscle isformed. These bundles of fibers are held in placeby sarcolemma, a thin, sheath-like material thatsurrounds the muscle bundles and secretes a fluidthat lubricates the muscle tissue. The fused endsof the sarcolemma form the tendons which attachthe muscles to the bones.

b. Muscles are formed in layers to do particularjobs-some are flat, some are round, some are large,and others small. Some are superficial, lying just

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under the skin, while others are located under thesuperficial muscles and are known as deep muscles.

19. Attachment of MusclesThe arrangement of muscles on the skeleton pro-

vides the proper angle of pull to make movementpossible. Voluntary muscles are usually attachedto the skeleton in two places. One end of the muscleis known as the origin and the other end as the in-sertion, to indicate the place where the muscle endsor inserts on the bone.

20. Action of Musclesa. To produce motion and to do work, a muscle

usually shortens its fibers. The movement may beflexion such as bending the arm at the elbow, orflexion of the trunk in attempting to touch the floorwith the hands while keeping the legs straight. Themovement of body parts may also take the form ofextension. An example of extension is the act ofstraightening the arm or the movement of the legin kicking a football. Some muscles raise the armsor legs, others depress or pull the raised limb down.Some muscles have the primary function of rotat-ing the trunk from side to side, and still otherscause the trunk to bend forward (flexion). Musclesact as stabilizers as well as prime movers.

b. In this section, the muscles are grouped ac-cording to the action they produce and by their lo-cation. The discussion is limited to the majormuscle groups; no attempt is made to consider manysmaller muscles. In the following explanation ofmuscles the name, general location, origin, inser-tion, and action is described.

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21. Muscles of the Trunk(figs. 3 and 4)

a. Muscles Causing Neck and Shoulder Action.(1) Sterno-mastoid-the important muscle on

the front portion of the neck. This muscleruns from the sternum upward to themastoid process behind the ear. The ac-tion of a single sterno-mastoid muscleturns the head toward the opposite sideand elevates the chin. Both sterno-mastoidmuscles, acting together, move the headforward.

(2) Trapezius-a large triangular shapedmuscle on the upper back and neck. Itoriginates on the base of the skull, theligaments of the neck, and all 12 thoracicvertebrae. It inserts along the ridge ofthe scapula and over the shoulder on theclavicle. This muscle pulls the head back,holds the shoulders back, and supportsweight when carried on the shoulders.

(3) Levator scapulae-a deep muscle lyingbeneath the trapezius that helps to formthe rear portion of the neck. Its origin isthe top four vertebrae of the neck and itinserts on the upper angle of the scapula.Its primary function is to lift the shoulder.

(4) Pectoralis minor-a fiat, triangularshaped deep muscle of the chest region.Its origin is on the 2d, 3d, 4th, and 5thribs. The muscle reaches up to the pointof the shoulder where it inserts on a pro-

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jection of the scapula. The action of thismuscle pulls the shoulder downward andforward.

(5) Serratus anterior-a large, fiat, deepmuscle reaching from the chest aroundunder the armpit and under the scapula.It originates on the top nine ribs and in-serts on the medial, or inner border of theentire scapula. This muscle pulls theshoulders forward in such movements aspush-ups.

(6) The rhomboids-two deep muscles (minorand major) located on the upper back.They originate on the last cervical (neck)and first five thoracic vertebrae. They in-sert on the medial border of the scapula.These muscles hold the scapula in positionand pull the shoulders upward and back.

b. Muscles Responsible for Arm Action (figs. 3and 4). Several muscles located on the shoulders,trunk, and arms cause movement of the arms.

(1) Deltoid-a triangular shaped muscle lo-cated on the shoulder and upper arm. Thefront portion of the deltoid originates onthe clavicle and the rear portion on thescapula. It inserts on the outer surface ofthe humerus just above its middle. Thismuscle lifts the arm forward, sideward,and to the rear.

(2) Teres major-a deep muscle on the backstretching from the scapula to the humerus.It originates on the lower portion of the

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DELTOID STERNO-MASTOID

PECTORALIS

MAJOR _ i PECTORALIS

BICEPS

j¡ SERRATUSANTERIOR

INTERNAL OBIQJRECTUS AOBLIQUE

RECTUS ABDOMINUS

Figure 3. Anterior muscles of the tumnk.

scapula and inserts on the humerus at aspot about one-third of the distance fromthe top. This muscle depresses or pulls thearm downward.

(3) Pectoralis major-a superficial muscle ofthe chest region. It is fan shaped, origin-ating on the medial end of the clavicle andthe top six ribs and inserting on thehumerus. This muscle pulls the arm

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TRAPEZIUS LEVATOR SCAPULA'E

RHOMBOIDS

JELTOID A- * TERES MAJOR

LATISSIMUS DORSI ¡ TCTRICEPS

Figure 4. Posterior muscles of the trunk.

across the chest and is used forcibly inpush-ups. It is commonly referred to asthe hugging muscle.

(4) Biceps-a muscle located on the front por-tion of the upper arm and having two sep-arate origins (two tendons that fuse to-gether to form the body of the muscle).These two heads originate on the scapulaand the muscle covers the upper anm toinsert on the radius in the lower arm. Theaction of this muscle is to flex the arm. Itis used forcibly in such movements as pull-ups.

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(5) Triceps-a muscle located on the rear por-tion of the upper arm and having threeseparate origins (three tendons that fusetogether to form the body of the muscle).Two of the heads originate on the upperpart of the humerus and the other on thescapula just below the socket where thehumerus joins the scapula. It inserts onthe upper part of the ulna. The action ofthis muscle is to extend the arm at the el-bow. It is used in such movements aspush-ups, throwing, shot putting and othersimilar movements.

(6) Latissimus dorsi-a flat, triangular shapedmuscle located on the lower back. Itoriginates on the lower six thoracic verte-brae, all lumbar vertebrae, and back of thesacrum, and the rear portion of the topof the hip bone. From this broad base themuscle tapers to a point that inserts on theupper part of the humerus. This muscle isused in doing pull-ups, rope climbing, andin striking movements. It is commonlyreferred to as the striking muscle.

c. Muscles Responsible for Trunk Action (fig.3). Three of the major muscles of the trunk thatproduce movement just above the hips are of in-terest in the physical training program.

(1) Rectus abdominis. This large muscle islocated on the front portion of the bellywall. It originates on the pubic arch atthe bottom of the pelvis, runs upward over

26 AGO 1669C

the abdominal area and inserts on thesternum and the 5th, 6th, 7th, and 8thribs. This muscle retracts the belly walland tilts the pelvis upward in front. Italso aids in flexing the trunk. The rectusabdominis is one of the most importantmuscles from a postural standpoint.

(2) External oblique. This big muscle makesup the side and external portion of theabdominal region. It originates on thelower eight ribs and runs diagonallydownward to insert on the crest and frontpart of the hip bone and into the linea alba(a tendinous line running down the frontof the abdomen between the right and leftrecti abdominis). This muscle flexes androtates the trunk.

(3) Internal oblique. This muscle is a deepmuscle that lies beneath the external obli-que. It originates at the pelvis on the fronttwo-thirds of the crest of the hip bone. Itruns diagonally upward and inserts on the8th, 9th, and 10th ribs. The internal obli-que muscles flex the trunk and rotate it tothe right and left.

22. Muscles of the Pelvic Region

(fig. 5)Two muscles of the pelvic region are concerned

with flexing the legs at the hip.a. Iliacus. The iliacus originates from the inner

surface of the hip bone. It inserts on the inside ofthe femur just below the ball and socket joint. Its

AGO 1669C 27

primary function is to flex the thigh through the hipjoint.

b. The Psoas Major. The psoas major is amuscle attaching the spine and leg. It originates onthe last thoracic and all lumbar vertebrae. It in-serts on the inside of the femur just below the balland socket joint. The psoas major works with theiliacus in flexing the thigh through the hip joint.It is used in exercises such as kicking, running, sit-ups, etc.

23. Anterior Muscles of the Thigh(fig. 5)

The muscles located on the front and rear of thethigh cross two joints, the thigh and the knee. Ingeneral, when they contract they extend one jointand flex the other. For example, in a kicking move-ment the leg must bend (flex) at the hip andstraighten (extend) at the knee. Muscles locatedon the front of the thigh region are the-

a. Sartorius. The sartorius is a long, rope-likemuscle that stretches across the thigh from the out-side of the hip to the inside of the knee. It origin-ates on the forward part of the hip bone and in-serts on the medial side of the tibia. This muscleassists in keeping the knee in the median planewhile running, and in flexing the knee.

b. Quadriceps Femoris. The quadriceps femorisis a four-headed group of muscles located on thefront of the thigh region. The tendons of these fourmuscles fuse, continue over the patella, and inserton the tuberosity of the tibia. These muscles extendthe leg at the knee and, as a secondary mission, flex

28 AGO 1669C

the hip. They are used in walking, jumping, run-ning, kicking, climbing, etc. The four muscles arethe-

(1) Vastus lateralis. This muscle is on the out-side of the thigh and originates on the up-per part of the femur (thigh bone) andinserts on the patella (knee cap).

(2) Rectus femoris. The rectus femoris is thecenter muscle of this group. It originateson the front lower part of the ilium (topbone of the pelvis). It inserts on the upperpart of the patella.

(3) Vastus medialis. The vastus medialis is amuscle lying on the inside of the thigh. Itis partly hidden by the rectus femoris. Itoriginates on the whole medial side of thefemur. It inserts on the inner top part ofthe patella.

(4) Vastus intermedius. The vastus inter-medius is a deep muscle lying directlybeneath the rectus femoris and due to thisposition is completely covered, thereforeit is not illustrated in figure 5. It origin-ates on the whole front aspect of thefemur and inserts on the top back portionof the patella.

24. Posterior Muscles of the Thigh(fig. 6)

The muscles responsible for flexing the knee andextending the hip are located on the rear of thethigh. They are the-

AGO 1669C 29

PSOAS MINOR

X !: Á·;~L~uae,\ ILIACUS

SARTORIUS

VASTUS LATERALIS R/uFE

RECTUS FEMORIS

VASTUS MEDIALIS

Figure 5. Anterior muscles of the pelvis and thigh.

a. Gluteus Maximus. This muscle originates onthe rear crest of the hip bone and rear surface ofthe sacrum. It inserts on a rough ridge along therear of the femur, just below the joint. The gluteusmaximus is used in all extensions of the upper legfrom the trunk. It is used most forcibly in such

30 AGO 1669C

exercises as jumping, sprinting, climbing, and lift-ing.

b. Hamstings. The hamstring group consists ofthree muscles located on the rear of the thigh regionwhich attach the tibia and fibula bones of the lowerleg to the femur and pelvis. The primary action ofthis muscle group is to flex the knee. Its secondarymission is to extend the hip. The hamstrings areused in such exercises as walking, running, jump-ing, and rowing exercise. The three museles of thisgroup are the-

(1) Semitendinosus. This muscle originateson the ischium (center) bone of the pelvicgirdle and inserts on the front of thetibia. Its primary funetion is to flex theleg on the thigh. It also acts to extend thethigh at the hip.

(2) Semimembranosus. This muscle also or-ginates on the ischium and inserts on therear inner surface of the tibia. While itsprimary function is to flex the leg androtate it inward, it also extends the thighat the hip upon contraction.

(3) Biceps femoris. The biceps femoris is themost important hamstring muscle from aphysical training standpoint. It originateson the ischium and the rear surface of thefemur and inserts in the head of the fibula.The primary function of this muscle is toflex the knee and rotate it outward. It alsoextends the thigh at the hip if the leg iskept stiff.

AGO 1669C 31

GLUTEUS MAXIMUS

SEMITENDINOSUS

HAMSTRINGS

SEMIMEMBRANOSUS

0·7t BICEPS FEMORIS

Figue 6. Posterior muscles of the pelvis and thigh.

25. Muscles of the Lower Leg

(fig. 7)These muscles are located on the front and rear

of the lower leg and their action is to flex and ex-tend the foot at the ankle.

a. Anterior Tibialis. The anterior tibialis is re-sponsible for flexing the foot. It originates on theupper two-thirds of the outer surface of the tibiaand inserts on the first metatarsal bone in the foot.

b. Gastrocnemius and Soleus. The gastrocnemius

32 AGO 1669C

is commonly referred to as the calf muscle and withthe soleus, is responsible for extending the foot atthe ankle. It originates on the lower end of thefemur and inserts on the heel bone. It is usedforcibly in running, starting, jumping, and charg-ing in football. The soleus originates on the uppertwo-thirds of the tibia and inserts on the heel bone.It works with the gastrochnemius in extending thefoot at the ankle.

GASTROCNEMIUS

ANTERIOR TIBIALIS

1'~ ' I

Figure 7. Anterior and posterior muscles of the leg.

AGO 1669C 33

Section IV. THE STRUCTURE OF THE CIRCULATORY ANDRESPIRATORY SYSTEMS

26. The Circulatory SystemThe functions of the circulatory system are to

transport blood to all parts of the body, to removewaste products for disposal, and to deliver protect-ing and repairing substances where needed. Theheart, veins, arteries, and capillaries form this sys-tem.

a. The Heart. This force pump is divided into aright half and a left half (fig. 8). The right halfpumps blood to the lungs, and the left half suppliesthe systems (par. 36). The four chambers of theheart are the right auricle, right ventricle, leftauricle, and left ventricle. The heart is a little largerthan the fist and is located in the left center of thethoracic region between the two lungs.

b. Blood Vessels. The vessels carrying bloodaway from the heart are the arteries, which event-

RIGHT AURICLELEFT AURICLE

RIGHT VENTRICLE RICLE

Figure 8. The heart.

34 AGO 1669C

ually divide into capillaries, the very small vesselsthrough which diffusion and osmosis takes place.The capillaries gradually increase in size until theveins are formed. Veins carry impure blood back tothe heart. See chapter 3 for a detailed discussion ofthe functioning of the circulatory system.

27. The Respiratory SystemThe respiratory system consists of the mouth,

nose, trachea, lungs, and diaphragm.a. Trachea. The trachea, or "windpipe," is a hol-

low, tube-like structure that carries air from themouth to the lungs (fig. 9).

b. Lungs. The lungs are elastic bags that containsections of the windpipe which divide first into thebronchus, then into smaller tubes known as thebronchiole, and finally into small alveoli or air sacs(fig. 9). The exchange of oxygen and carbondioxide takes place in these air sacs (par. 41).

ALVEOLI (AIR SACS) - TRACHEA

BRONCHUSBRONCHIOLE

RIGHT LUNG - LEFT LUNG

Figure 9. The trachea and lungs.

AGO 1669C 35

c. Diaphragm. The diaphragm is a thin, sheet-like muscle stretching across the thoracic cavity justbelow the lungs. During inspiration, the diaphragmflattens out and lowers, allowing the lungs to ex-pand and fill with air. During expiration, thediaphragm raises into a dome shape, helping to re-duce the space inside the thoracic cavity. Function-ing of the respiratory system is outlined in chapter3.

36 AGO 16690

CHAPTER 3

BODY FUNCTIONING

Section 1. DEVELOPMENT AND FUNCTIONING OF THEMUSCULAR SYSTEM

28. The Overload Principlea. Muscular use strengthens and improves body

functioning; disuse promotes atrophy. Statedanother way, the amount of muscular develop-ment obtained through exercise is comparable tothe demand made on the system. With a normalamount of exercise, muscles develop only enough toperform that amount of work with ease. Only thenumber of muscle fibers needed to move a givenload are brought into play. If there is no furtherincrease in the amount of exercise demand, there isno improvement in the function or increase ofstrength or endurance. If, however, one wishes toimprove the function, this demand must be in-creased. For example, it is assumed that an indi-vidual is able to lift a weight of 40 pounds with hisright arm. If this individual were to exercise witha weight of only 3 or 4 pounds, he could exericeuntil the muscle was practically exhausted, and stillsuch exercise would not markedly increase thestrength of the muscle, as he already has muchmore than enough strength to handle that muchweight. On the other hand, if this individual wereto exercise with a 40-pound weight, he would tire

AGO 1669C 37

rather rapidly, perhaps in 5 or 6 movements. If hewere to continue to exercise with this load until hecould raise it 15 or 20 times, and then increase theweight to 45 pounds, then to 50 pounds, addingadditional weight as the strength increased, themuscle would develop in strength and size veryrapidly.

b. Another example may be found in circulo-respiratory endurance. If an individual wished totrain to the point of being able to run a mile in 4minutes and 20 seconds, he would have to run fasterand faster, relative to his present ability, until thispoint was reached. If, on the other hand, he wereto run a mile in 10 minutes every day, he could dothis for many, many years, and still not be able torun a mile at the rate of 6 or 7 minutes. The over-load principle then, means that the individual de-velops in proportion to the demand and that he hasto increase the demand as his ability increases ifhe is to continue to improve. Conversely, if the in-dividual does less exercise than he has been ac-customed to doing, he rapidly "deconditions." Henceofficers and men assigned to sedentary type jobswith opportunity for only very mild exercise rapidlylose their strength.

c. The overload principle does not mean that theindividual should be "overloaded" to the point ofundue strain. It means that the requirements mustbe over his usual load. In the use of conditioningexercises, the instructor can increase the dosageeither by increasing the cadence or by adding to theload carried. In running, for example, the speed

38 AGO 1669C

(cadence) can be increased, and in conditioningdrills, graduation from drill one to log exercises willincrease the load by adding the weight of the log.This is one of the most important principles for thephysical training supervisor and instructor to re-member and practice.

29. Hypertrophy of Muscle

a. When a muscle is exercised vigorously enoughto strengthen it, the muscle itself grows in size.Hence, the larger the muscle, other things beingequal, is the stronger muscle. It is apparent, how-ever, that trained muscles function more smoothlyand more efficiently than untrained ones. They areable to contract somewhat more vigorously and withapparently less effort. To insure that muscles aredeveloped to the point of hypertrophy, it is neces-sary that the overload be carried well beyond thepresent state of development.

b. Regular and strenuous exercise of the musclealso toughens it. The muscle tissue becomes firmerand can stand much more strain. This is due partlyto a toughening of the sarcolemma, and also to thedevelopment of more connective tissue within themuscle bundles. Whether this so-called tougheningeffect is temporary or permanent is not known.

30. Circulation in Muscles

When exercise of a strenuous nature is pursuedover a prolonged period of time and is engaged inregularly, the blood vessels within the muscular tis-sue itself increase in number. This increase is partlyin the number of new capillaries, which increase as

AGO 1669C 39

much as 50 percent in the same volume of muscle.It is also due to the opening of the latent, inactivecapillaries which, when combined with the newcapillaries, may increase the capillary circulation asmuch as 400 percent. This gives a much greatersupply of food materials and oxygen to the muscle,thereby increasing its endurance. It takes about 8to 12 weeks for this increase to take place in youngmen. A longer period is required as age advances.To be effective, the exercise must be regular. Pro-fessional athletes who desire to condition themselvesrapidly, may train twice a day. After a period of8 to 12 weeks of inactivity, or very light activity,these extra new capillaries are again absorbed anddisappear.

31. Maintenance Principlea. It is necessary to continue exercising at ap-

proximately the same dosage to retain the conditiondeveloped. A soldier who has been trained until heis in excellent condition will lose this high state ofcondition on a twenty-day furlough if he does noth-ing to maintain his condition. Troops could lose theedge of condition on a long journey on a transportwhere nothing is done to provide exercise.

b. To retain the human mechanism in a well-conditioned state, a maintenance program should beinstituted. This program can be of relatively shortduration. For example, it is possible to maintainthis state of conditioning through twenty minutesof exercise a day, but that twenty minutes of exer-cise must be quite strenuous.

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32. Increase in Muscular CoordinationAs an individual develops his physical abilities,

he increases his strength and endurance. This isdue partly to the fact that he has developed bettercoordination and more skill and is now using onlythe muscles that are relevant to his task. An un-skilled performer, on the other hand, may use manyirrelevant muscles, thus increasing the amount ofphysiological work without increasing the generaloutput of mechanical work. This increase in skillis a highly desirable development, but it should beoffset by greater dosage to compensate for the lossin overload due to the increased skill.

33. Muscular Fatiguea. When the rate (speed) of work is increased,

the energy required is proportionately much greaterthan the increase in rate. For example, if an in-dividual doubles his speed of running, the amountof power demanded to do this is increased eighttimes. The instructor should be careful when heincreases the cadence of the exercise to guardagainst a tendency to make too great a demand inthe length of time the exercise is performed.

b. Fatigue, when brought on by hard, rapid ex-ercise, may be thought of as "intoxication fatigue,"as contrasted to "depletion of fatigue" brought onby continued, not too strenuous exercise, such asvery long marches. As an effect of training, thecomplex chemical processes in the muscles becomemore effective in combating fatigue.

34. Crest LoadWhen the individual reaches the highest level at

AGO 1669C 41

which he can continue for some time, he is thenat his "crest load." If he increases the amount ofexercise, he quickly runs into an excess of what iscalled "oxygen debt," that is, he develops morelactic acid than he can resynthesize back into blyco-gen; thus he is forced to stop his exercise. Continuedtraining raises the level of this crest load. This isan important consideration in military physicaltraining.

35. Various Qualities To Be Developed in Muscles

a. Strength. See paragraph 29.b. Muscular Endurance. Muscular endurance

enables an individual to continue a relatively heavyload of exercise over a long period of time. Forexample, many men can shovel dirt for five minuteswithout experiencing undue fatigue; however, con-tinued digging at the same rate for an hour causesthem to become exhausted. We experience themuscular exhaustion brought about in local musclegroups by pull-ups, sit-ups, and other tests of en-durance. Here the local muscle groups fatiguerapidly, but the man is not exhausted. There isconsiderable evidence that this type of enduranceis almost entirely a combination of strength plusimproved local circulation in the muscle. To im-prove this type of muscular endurance, strengthshould be increased.

c. Circulo-Respiratory Endurance. This type ofendurance is what most people think of as "wind."To develop endurance of this type, the soldier shouldhave strength and endurance to sustain activity inthe muscle group used in the exercise, and the crest

42 AGO 1669C

load level must be high. The development of circulo-respiratory endurance is primarily a matter of im-proved functioning of the heart and lungs (par.36).

d. Speed and Agility. Both of these qualities arerelated to strength and, to a certain extent, to mus-cular and circulo-respiratory endurance. They aredeveloped through specific skills that should betaught and practiced. A properly planned programwill provide opportunity for the development ofthese physiological qualities.

Section II. DEVELOPMENT AND FUNCTIONING OF THECIRCULATORY SYSTEM

36. Heart Actiona. The heart is the chief organ of circulo-respira-

tory endurance. The lungs transmit the oxygenfrom the air to the blood, but it is the heart thatpropels this blood to the tissues through the bloodvessels. If the heart lacks the capacity or slowsdown so much that the blood does not get aroundto the muscles, the individual quickly becomes ex-hausted (fig. 10).

b. The heart itself is a muscular organ and isdeveloped by exercise just as is any other muscle.Obviously, however, the heart cannot be singled outand exercised alone. In other words, an individualworking vigorously enough to make the heart beathard and fast exercises the heart along with theother muscles that are brought into play. Thismeans that in every conditioning program thereshould be some exercises of the type which will de-

AGO 1669C 43

Figure 10. Circulation of blood from heart to the body.

44 AGO 1669c

velop "wind," namely exercise of speed, carried outover a fairly long period of time. This type ofexercise develops the heart rapidly.

c. One of the results of a speed exercise is thatthe rate of the heart beat tends to become slowerin rest and each heart beat pumps out a greateramount of blood. This is known as an increase in"stroke volume," a desirable condition because itenables the heart to pump more blood with a slowercontraction rate. The contraction of the heart isa vigorous one, but when the heart is expanding,or is in "diastole," there is a momentary rest. Otherthings being equal, the greater the time for thisrest, the longer the heart will be able to beat underthe same exercise demand without undue fatigue.

37. Circulation of the Blooda. When an individual is in good physical con-

dition, the pressure of the blood in his veins tendsto be higher than in a man out of condition. Thisincrease in venous pressure is important. A pumpcan move only the amount of fluid that is availableto it. In like manner, the heart can pump out intothe arteries only the blood that comes to it throughthe veins. If the pressure in the vein leading intothe heart is too low, then the auricle will not fillon the right side and there is not enough bloodreaching the ventricle to be pumped forward intothe system.

b. The circulation of the body may be dividedinto three parts: the general circulation to the bodyas a whole; the portal circulation, which is the cir-culation to the abdominal, or digestive organs,

AGO 1669C 45

the liver, and other viscera; and pulmonary circula-tion, which is the circulation in the lungs.

38. Portal Circulation

a. When an individual is in poor condition, thesympathetic nerves controlling portal circulationrelax and the individual tends to have an excess ofblood in the vessels of the stomach area. If thispoorly conditioned individual engages in strenuousactivity or is subject to emotional pressure, he mayexperience temporary brain anemia. This may beso serious that the individual faints. It may onlycause him to feel dizzy or weak. Exercise will stimu-late the sympathetic control of the portal area andpress out the blood again into the general circula-tion.

b. In strenuous exercise where there is a greatdeal of forced breathing, return of the blood tothe heart is facilitated. When the individualbreathes in deeply, the pressure within the throaxis lessened, hence it "sucks" the blood towards theheart. When he breathes out, the valves in theperipheral veins and the increased intra-abdominalpressure prevent that blood from running backaway from the heart. More blood comes to theheart under such forced breathing.

39. Red Blood Celis

Red blood corpuscles or cells are very small circu-lar plate shaped discs (fig. 11). One hundred of thesecells in single file would reach across the head ofa common pin. The principle purpose of the redcells is to carry oxygen. In order to meet varied

46 AGO 1669C

Figure 11. Red corpuscles.

conditions, the body provides a temporary increasein the number of red cells (par. 42).

Section III. DEVELOPMENT AND FUNCTIONING OF THERESPIRATORY SYSTEM

40. Relationship of Heart and Lungs

In tracing the circulation of the blood, the cycleis started at the point where the carbon dioxide-laden blood is returning to the heart. A large vein,the Vena Cava, carries the blood to the right auricle(upper chamber) of the heart. This blood thenpasses through the valve into the right ventricle

AGO 1669C 47

(lower chamber). At this point, the blood leavesthe heart by way of the pulmonary artery for proc-essing in the lungs. In the lungs the carbon dioxideis exchanged for oxygen and the purified blood isreturned to the heart by way of the pulmonaryvein. The blood then reenters the heart at the leftauricle (upper chamber) and passes through thevalve into the left ventricle (lower chamber). Hereit is pumped into a large artery (Aorta) for passageto the body. As the blood moves into the muscles,it gives off oxygen and takes on carbon dioxide.Moving through the capillaries into the veins, theblood is ready for the return trip to the heart.

41. Functions of the Lungs

a. When there is a demand upon the heart broughtabout by strenuous and continued exercise, the effi-ciency with which the lungs transmit oxygen to theblood is increased as much as 25 percent. This in-crease is attributed to a number of factors. Thereis some evidence that in long continued programsof exercise, the little alveoli (air sacs) within thelungs, which are the terminal parts of the lungsat the end of the bronchioles or air tubes (fig. 12),actually put in some new partitions.

b. A more acceptable explanation of the increasedefficiency of the lungs of the conditioned individualis based on the expansion of the air sacs. In thepoorly conditioned individual, some of the air sacsare closed or collapsed. As this individual partici-pates in vigorous exercise, thus placing a greaterdemand for oxygen upon the body, the forcedbreathing causes the air sacs to be slowly expanded.

48 AGO 1669C

Figure 12. Air sacs in the lungs.

This process occurs over a period of several weeks.Once a large number of these air sacs have beenforced open, the lungs have greater absorption sur-face as each open air sac can contain more oxygen.The small capillaries surrounding each air sac arealso extended and a greater number of red cor-puscles can circulate around the air sacs.

e. In regular exercise the individual learns tobreathe more deeply, and there is apparently animprovement in the way in which the fresh air fromthe outside gets to the walls of the alveoli. This

AGO 1669C 49

OXYGEN

RED BLOOD CELLS

Figure 13. View of a single air sac.

increase in the amount of air breathed into thelungs is partly because of an increase in the flexibil-ity of the chest brought on by increased deeperbreathing and partly because of a strengthening of

the respiratory muscles.

42. Circulo-Respiratory Function in High Altitude

a. If troops are to be employed in areas of highaltitude, they should be acclimatized by prior move-ment to a similar area for a period of 10 to 14 days

prior to their employment. At areas of high altitude

50 AGO 1669C

the components of the atmosphere are the same asat sea level, but the air is much less dense. As aresult, a soldier can take in-no matter how hardhe gasps for air-only about 80 percent of theoxygen he is accustomed to at sea level. Personnelwho are accustomed to sea level or moderate altitudesimply do not have enough red corpuscles in theblood to fulfill their needs at high altitudes. Sincethere is no immediate increase in red blood cells,the individual undergoing exertion gasps for breathand his heart beat increases to force as much bloodas possible to oxygen starved muscles. Personnelnot accustomed to the rarefied atmosphere of higheraltitudes tire more quickly and may collapse afterrapid physical exertion.

b. The brain is the first organ to react to a lackof oxygen. When the brain is denied a sufficientquantity of oxygen, unconsciousness results. Such"blacking out" is actually a defense mechanism toenable the body to remain alive. When unconscious,the body requires a minimum of oxygen, hence whenin a prone position, a maximum supply of blood ispermitted to stimulate the brain to a consciousstate.

c. Men who are accustomed to high altitude haveabout one-third more red corpuscles than men fromlower areas. These men can exercise strenuouslywithout ill effects or loss of efficiency. After a fewweeks, however, a body accustomed to areas of lowaltitude increases its production of red cells andthe body becomes acclimatized to the higher alti-tude.

AGO 1669C 51

Section IV. BENEFICIAL CHANGES IN THE BODYDUE TO EXERCISE

43. Action of the Adrenal Gland

a. The adrenal gland provides two secretions.The secretion that is put out from the medulla, orthe interior part, is distributed when there is ex-treme interest, anxiety, alarm, or danger. It acti-vates almost all of the muscular functions andcauses a more efficient muscular action. It enablesmen to work at a higher level of overload and tofeel good while doing it. Competition is frequentlyone of the best ways of increasing the output ofadrenalin.

b. The second output of the adrenal gland iscalled cortin. This is the secretion that gives onea general sustained level of energy. When thereis a pathological change in this gland and theamount of cortin is reduced, the individual has noenergy and finds it very difficult to undertake anactivity. Individuals who have a high output inthis gland are almost super-energetic. Programs ofexercise which are strenuous, but not exhausting,increase the output of cortin and cause the indi-vidual to feel better and more energetic. Programsof exercise that are so strenuous the man is ex-hausted for several hours after the exercise, tendto decrease the output of cortin and leave the manfeeling spent.

c. This fact should guide us to be very carefulin the application of the overload principle. It shouldbe applied with the individual person in mind. There

52 AGO 1669C

will be individuals in every phase of training whowill vary greatly in their physical condition. Theprogram should be modified so that individuals inpoor condition will not be overworked to exhaustion,even though the overload principle is being applied.

44. Exercise and Diet

a. Regular exercise has a tendency to increasethe appetite. If this desire for greater amounts offood is satisfied with a balanced diet, the bodybenefits.

b. There are two main types of foods: body build-ing and energy producing. Body building foodsconsist of proteins, which build up tissue and re-place wear and tear. Energy producing foods areof two types-carbohydrates and fats. Carbohy-drates provide a quick source of energy, while fatsact as a reserve store of energy. In addition, foodcontains vitamins, mineral salts, and water. Dur-ing hot weather and strenuous training periods,the fluid intake should be replenished promptly.Proper diet must be supplemented with proper restto provide the digestive system time to break downthe food substances into their constituents and feedit back into the system in the form of energy.

45. Effect of Exercise on Bones

ae. Continuous exercise, particularly amongyounger people, usually brings about certain bene-ficial changes to the viscera and bones. For ex-ample, regular exercise causes the cancellous platesof the bones to become strengthened and to be re-

AGO 1669C 53

arranged so they can stand up under greater stressand strain.

b. Bones which are not used lose a large part oftheir minerals. This should be considered when in-dividuals are returned to the conditioning programafter a prolonged period of inactivity. Individualsin this category should be restrained from activitieswhich might result in bone breakage before thestimulus of use has brought the bone back to normalcondition.

46. Effect of Exercise on Body Growth

Continuous exercise results in an increase in sizeand development in structure of the essential vitalorgans, such as digestive organs, liver, pancreas,etc. This means that the individual develops enoughvisceral structure to care for the increased demandbeing made upon these structures. There tends tobe an increase in bony growth and developmentwith such strenuous exercise. It is not uncommonfor a young soldier to grow half an inch in heightand perhaps to put several inches on the circum-ference of the chest. This increase in girth of thechest is partly due to an increase in the mass ofmuscles on the back and chest. The increase ofshoulder width is partly due to development ofmuscle on the shoulders, particularly the deltoidmuscles. However, there is considerable increase inthe length of bones beyond that experienced byinactive workers of the same age.

47. Lymphic Circulation

In addition to the arteries, capillaries, and veins,we have lymph vessels. The plasma from the blood

54 AGO 1669C

seeps out through the walls of the capillaries andsurrounds all of the cells of the body. The bloodwhich carries the red blood cells does not come indirect contact with these body cells, so that theoxygen, carbon dioxide, and all of the food productshave to filter through this lymph to get to the cellsof the body. When individuals are engaged in sed-entary activity, this lymph tends to move veryslowly. The carbon dioxide and the oxygen arestill transmitted without difficulty, but this lymphbecomes what we might speak of as "stale" andneeds to be moved on into the general circulatorymechanism. Exercise causes the lymph to be milkedaway from around the cells of the body and to bereplaced by fresher lymph. This moving of thelymph is accomplished by milking the lymph alonginto the lymph vessels and up these vessels by ac-tive physical exercise. It is important that activeexercise be provided regularly and constantly.

AGO 1669C 55

CHAPTER 4

CONDITIONING ACTIVITIES

Section 1. INTRODUCTION

48. Selection and Use of Conditioning Activitiesa. The conditioning activities for the physical

training program were selected to meet the criterialisted below. The same criteria should be consideredin planning the unit physical training program. Acombination of conditioning activities should bescheduled that will-

(1) Insure all-round body development.(2) Be vigorous enough to insure progressive

development.(3) Facilitate mass participation.(4) Provide variety, interest, and recreation.

b. When properly planned and administered, theconditioning activities form the basis for a well-balanced physical training program (TM 21-200).They develop all of the important muscle groups aswell as the four components of physical fitness:strength, endurance, agility, and coordination. Nosingle conditioning activity, however, will developall of these components. See chapter 6 for furtherdetails on program planning.

49. Development of Military Skilis and Attributes

In addition to developing physical fitness, con-

56 AGO 1669C

ditioning activities contribute to the developmentof military skills and other desirable attributes.Military skills developed through conditioning ac-tivities are crawling, creeping, climbing, walking,running, and jumping. Other attributes are initia-tive, persistence, cooperation, confidence, physicalcourage, ability to think under pressure, resource-fulness, and the will to win.

Section II. SET CONDITIONING DRILLS

50. Advantages of Set Conditioning DrilisDrills of this type are carefully selected and ar-

ranged groups of exercises that develop all theimportant muscles of the body. After the partici-pants learn the exercises, the drills can be com-pleted in a relatively short time and still providea strenuous "workout." The set drills can be con-ducted anywhere, they are readily adapted for largegroups, and they can be regulated for dosage andprogression. As an aid in scheduling, the timeneeded to conduct each activity is included in sub-sequent paragraphs. The time indicated is notsufficient for learning the exercises.

51. Use of Set Conditioning DrilisOnly one drill should be used during any period

of conditioning. For example, participating in drillone and rifle exercises during the same period wouldbe too strenuous (TM 21-200). Although the setdrills are substitutes for each other, they shouldnot be substituted during the toughening and firstpart of the slow improvement stages of conditioning.

AGO 1669C 57

Drill one should be used throughout this entireperiod.

52. Drill One

a. Description. A set drill of twelve exercisesand two alternate exercises. This drill is the coreof the program because it reaches and develops allthe major areas of the body.

b. Use. Drill one is used during all stages of con-ditioning and in all phases of training, particularlyduring the toughening and slow improvement stagesof conditioning.

c. Time. Fifteen to 20 minutes is sufficient tocomplete 12 repetitions of each exercise.

d. Starting Dosage and Progression. The normalstarting dosage is 5 repetitions of each exercise.The number of repetitions should be increased 1 perweek, if the personnel participate in at least 3 con-ditioning periods a week. Progression should beslower for persons over 40 years of age and forthose who participate in less than 3 conditioningperiods a week. Twelve repetitions of each exer-cise, except the squat jump exercise, is the maxi-mum number prescribed. Eight repetitions of thesquat jump exercise is the maximum as part of thedrill. Dosage and progression can be further in-creased by reducing the rest time between exercises.

53. Drill Two

a. Description. A set drill of 12 exercises and 2alternate exercises, with more emphasis on coor-dination than in drill one.

58 AGO 1669C

b. Use. Because of the improved coordinationneeded, drill two should be used during the latterpart of the slow improvement stage and throughoutthe sustaining stage of conditioning. This drill addsvariety to the program. It is a substitute for drillone because it reaches and develops essentially thesame muscle groups of the body.

c. Time. Fifteen to 20 minutes is sufficient timeto complete 12 repetitions of each exercise.

d. Starting Dosage and Progression. The start-ing dosage for drill two is five repetitions of eachexercise. Since the men are nearing the sustainingstage of conditioning, progression can be morerapid than the rate recommended for drill one. Theage of the group, the amount of time devoted tophysical conditioning, and the fitness of the groupshould be considered to determine the rate of pro-gression. Twelve repetitions of each exercise isthe maximum for this drill. Dosage can be furtherincreased by reducing the rest period betweenexercises.

54. Rifle Exercises

a. Description. Rifle exercises are conditioningexercises performed with a rifle. The additionalweight of the rifle makes the exercises more strenu-ous and provides greater development, particularlyof the upper body.

b. Use.(1) Rifle exercises are excellent substitutes

for drill one and should be used duringthe latter part of the slow improvement

AGO 1669C 59

stage and throughout the sustaining stageof conditioning. Because of the addedweight, rifle exercises should not be usedduring early conditioning in the toughen-ing stage. They can be used to particularadvantage when results of the push-upand pull-up events on the physical fitnesstest are below average.

(2) Three set rifle drills are prescribed. Rifledrill one and rifle drill two consist of 12exercises each and reach all major musclegroups. Both erect and ground positionsare used in rifle drill one. Rifle drill twodoes not require ground positions andshould be used when ground conditions arepoor. Rifle drill three consists of eightexercises designed to develop the strengthand endurance of the arms. Since threeset rifle drills are available, substituteexercises are not provided.

c. Time. Fifteen to twenty minutes is sufficientto complete twelve repetitions of each exercise ofRifle drills one and two. Rifle drill three is con-ducted at a fast cadence and should be completedin 5 or 6 minutes.

d. Starting Dosage and Progression. The start-ing dosage for rifle drills is six repetitions of eachexercise. Progression should be made by addingone repetition each week. When one rifle drill issubstituted for another, the instructor should be-gin with the same number of repetitions to whichthe previous rifle drill had progressed. Twelve repe-titions is the maximum dosage recommended for

60 AGO 1669C

each rifle drill. Dosage can be further increasedby reducing the time between exercises.

55. Log Exercises

a. Description These exercises are conditioningdrills performed with a log. Eleven exercises withtwo alternate exercises constitute the set log drill.

b. Use. Log exercises are used as a substitute fordrill one during the latter part of the slow improve-ment stage and throughout the sustaining stage ofconditioning. They are excellent for developingstrength and muscular endurance because the mus-cles are required to contract under maximum loads.Several periods of log exercises during the sustain-ing stage of conditioning will provide welcome re-lief from the routine of drill one. Because of theincreased weight used in the exercises, the menshould be in good physical condition before par-ticipating in this drill. Log exercises should notbe used during the toughening stage of conditioning.

c. Time. Fifteen or twenty minutes is adequateto complete 12 repetitions of each log exercise.

d. Equipment. Log exercises are conducted by6- or 8-man teams. Logs for a 6-man team shouldbe approximately 14 feet long, 6 to 8 inches indiameter, and weigh approximately 300 pounds.Logs for the 8-man team should be approximately18 feet long, 6 to 8 inches in diameter, and weighapproximately 400 pounds. Each man should haveapproximately 50 pounds to lift. The logs shouldbe skinned, smoothed, and dried, with rings paintedon them to indicate each man's position. A rack

AGO 1669C 61

should be constructed to keep the logs from touch-ing the ground during storage. A physical trainingstand for the instructor is desirable.

e. Starting Dosage and Progression. The start-ing dosage should be five repetitions of each exercise.Progression is made by adding one repetition eachweek until 12 repetitions have been reached. Pro-gression is further increased by decreasing thetime between exercises.

f. Formation for Conduct of Log Exercises. Pla-toon column of logs, five yards between logs, is rec-ommended for the exercises.

Section III. OBSTACLE AND CONFIDENCE COURSES

56. Importance to the Program

As an aid in the development of basic militaryskills, the obstacle and confidence courses are valu-able additions to the physical training program.Through instruction in the technique of negotiatingthe course, men learn how to run, climb, creep,crawl, hurdle, and jump. These courses also con-tribute to the development of strength, endurance,agility, and coordination.

57. Obstacle Course

a. Description. Obstacle courses consist of anumber of natural or man-made obstacles that theparticipants must negotiate against time. Obstaclecourses are nonstandard since topographical con-ditions vary with each installation. The courseshould take advantage of streams, hills, trees, rocks,

62 AGO 1669c

and other natural obstacles. Suggestions and illus-trations for fabricating man-made obstacles and thesafety factors to be considered are included in TM21-200.

b. Use.(1) Obstacle course running is not a substitute

for the set conditioning drills but, likethe conditioning drills, it is a valuableactivity that develops strength, muscularand circulo-respiratory endurance, agility,and coordination. Because it is a vigorousand exhausting activity, the obstaclecourse should not be scheduled for thesame period as one of the set conditioningdrills.

(2) An obstacle course serves a dual purpose.In addition to improving the individual'sphysical condition, it develops funda-mental skills and abilities that are im-portant to soldiers in combat.

(3) The obstacle course should not be rununtil the participants have completed atleast two weeks of physical conditioning.By that time, they should have developedenough strength and endurance to safelynegotiate the obstacles.

(4) The best substitute for obstacle courserunning is grass drill (par. 61).

c. Inspection and Instruction.(1) Safety is a major factor in running ob-

stacle courses. The obstacles must besturdily built and free of sharp corners,

AGO 1669C 63

rotten boards, and protruding nails. Land-ing pits used for jumping or vaultingshould be filled with sand or sawdust.Ropes used should not be frayed or rotten.

(2) When teaching the obstacle course, theinstructor should-

(a) Conduct warmup exercises for thegroup.

(b) Take the group to each obstacle andexplain and demonstrate the propertechnique of negotiating it.

(c) Permit each individual to practice oneach obstacle until he becomes reason-ably proficient.

(d) Have the men run the entire course ata slow pace several times. Make cor-

rections in execution during this phase.(e) When the men are proficient at nego-

tiating the obstacles, run the courseagainst time.

d. Running the Obstacle Course Against Time.A standard time for running the obstacle course isnot prescribed. By keeping records of completedrunning time, however, various times can be estab-lished on percentile levels. Once these levels areestablished, an individual can determine if his timeis average, below, or above the average of personnelwho ran the course before him. A recommendedmethod of timing is explained in TM 21-200.

58. Confidence Course

a. General. The confidence course is a series ofconstructed obstacles similar to the obstacle course.

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Its principle function is to help develop confidenceand a spirit of daring in the individual. For em-phasis on physical conditioning, the obstacle coursewould be used. The confidence course should neverbe run against time. Personnel should be encour-aged, but never forced to negotiate the obstacles.Those men who lack enough strength, courage, orability to try the confidence course should be pro-vided exercise on items of equipment such as pull-up bars, low hurdles, ropes (to climb), etc. Theyshould be supervised to insure that these alternateactivities contribute to developing physical fitness.The confidence course should not be run until theparticipants have had two weeks of conditioningto insure the development of sufficient strength andendurance, but it should be run during individualtraining.

b. Methods of Instruction. The instructor shouldemploy the following procedure when teaching menhow to negotiate the confidence course:

(1) If the men are new to the confidencecourse, conduct a brief orientation ateach obstacle, including an explanationand demonstration of a method of nego-tiation.

(2) Encourage the men to negotiate the ob-stacle, but do not force them. If a manwishes to skip an obstacle, permit him todo so.

(3) Leave the manner and speed of negotiatingthe obstacle to the discretion of the indi-vidual, but assist any soldier who asksfor advice.

AGO 1669C 65

c. Inspection. Inspection techniques for the con-fidence course are the same as for the obstaclecourse.

d. Equipment and Operation. Suggested ob-stacles for the confidence course and details of op-eration are explained and illustrated in TM 21-200.

Section IV. SUPPLEMENTARY ACTIVITIES

59. Function of Supplementary Activities

Vigorous activities that contribute to the condi-tioning of the soldier are needed to supplement theformal conditioning exercises discussed in para-graphs 50 through 55. One or more supplementaryactivities should be scheduled with each condition-ing drill during the toughening and slow improve-ment stages of conditioning. Employing these ac-tivities with the set conditioning drills furthersthe development of "wind," strengthens muscles,and improves coordination and agility. Other de-sirable results are a toughening of the muscles andimproved alertness, aggressiveness, teamwork, andcooperation. All the supplementary activities pro-vide change and variety to the program while re-taining the advantage of vigorous activity.

60. Running

a. Function. Running is the best single activityto build up circulo-respiratory endurance. A personmay develop superb muscle structure and strength,but without sufficient circulo-respiratory endurancehe is neither physically fit nor combat ready.

b. Use. Some type of running should be included

66 AGo 1669C

in every conditioning period during the toughening,slow improvement, and sustaining stages of condi-tioning. Running should also be a part of everyconditioning program for the individual, unit, andspecialist and staff personnel training. As a sup-plement to the set conditioning drills, 5 minutes ofrunning should be scheduled initially and periodi-cally increased to a maximum of 15 minutes.

c. Dosage and Progression. The dosage for eachtype of running activity is prescribed in TM 21-200, but it can be increased by running farther andfaster with less time between sprints, or by runningfor a longer period of time.

61. Grass Drill

a. Function. Grass drills, vigorous activities in-volving ground contact, have a desirable hardeningeffect on the muscles. They require continuouschanges in body position which improves agility,coordination, mental alertness, and muscular andcirculo-respiratory endurance.

b. Use. Grass drill should be used frequentlyduring the toughening and slow improvement stagesof conditioning. Because of its vigorous nature andto insure sufficient warmup, grass drill should beconducted immediately after drill one. It shouldnot be scheduled during the same period withguerilla exercises. Initially, 21/2 to 3 minutes ofgrass drill are sufficient, progressing to a maximumof 5 minutes for well-conditioned troops.

c. Dosage and Progression. In addition to in-creasing the time devoted to grass drill, dosage andprogression can be further increased by speeding

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up the exercises and changing the position of thebody more rapidly.

62. Guerilla Exercises

a. Function. Guerilla exercises are vigorous, bigmuscle activities that require major changes inbody position. These exercises contribute to the de-velopment of strength and endurance.

b. Types. There are two types of guerilla exer-cises: singles and doubles. Single guerillas consistof three kinds: ground (on hands and feet) ; squatbend (bending the legs or trunk); and erect.Doubles are executed with the men in pairs.

c. Use. Guerilla exercises should be used duringthe toughening and slow improvement stages ofconditioning. To insure proper warmup, they shouldbe employed immediately after drill one. Guerillaexercises should not be scheduled during the sameperiod as grass drill, and the types and kinds shouldbe alternated. Five minutes of actual exercise pro-gressing to a maximum of 10 minutes should bescheduled for guerilla exercises.

d. Dosage and Progression. In addition to add-ing time for the exercises, dosage and progressioncan be further increased by doing each exerciselonger, increasing the number of exercises (6 to 8for well-conditioned troops) and by decreasing thequick time period between exercises.

e. Formation. The platoon in a circle formationis recommended for best control, supervision, andorganization.

68 AGO, 1669C

63. Combatives

a. Function. Combatives are supplementary ac-tivities that train a man to react violently and ag-gressively. They contribute to the development ofresourcefulness, confidence, strength, agility, coor-dination, endurance, and the will to win.

b. Use and Type of Combatives. Combatives areused during the toughening and slow improvementstages of conditioning. They should follow guerillaexercises or grass drill during the conditioningperiod. There are two types: dual and group com-batives. Dual combatives require participation inpairs and are recommended for general use. Groupcombatives entail group participation and requireadvance preparation.

c. Time. Fifteen minutes should be sufficient toteach the combatives. Once the personnel havelearned them, 5 minutes should be adequate to pro-vide a good workout.

d. Dosage and Progression. Start with 3 or 4activities for 1 minute each, or the best of 3 falls.Progress by increasing the number of activitiesand by selecting the more difficult combatives.

e. Formation. The extended rectangular forma-tion is modified for dual combatives. The forma-tion for group combatives varies with the comba-tive selected.

Section V. MASS GAMES AND RELAYS

64. General

Mass games and relays are excellent activities

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for the slow improvement and sustaining stages ofconditioning and contribute to muscular and circulo-respiratory endurance. They develop desirabletraits in the soldier that cannot be developed throughset conditioning drills, such as aggressiveness, teamspirit, and the will to win. In addition, short periodsof mass games and relays provide stimulating com-petition, recreation, and mental relaxation. As ageneral rule, mass games should not be scheduledduring the same period with relays, nor should theybe substituted for the purely conditioning type drills.

65. Mass Games

a. Funetion. The mass games explained in TM21-200 require little organization or teaching. Manyof the mass games employ body contact which helpsto develop the will to win, teamwork, and teamspirit.

b. Use. Mass games are used during the slowimprovement and sustaining stages of conditioning,with mass participation the constant objective.

c. Types of Games. Mass games are classifiedaccording to the type activity they represent. Thereare baseball types, net types, soccer types, basket-ball types, and games for restricted areas. Gamesin the latter group are not related to any particularsport. Mass games require little space. Men likethem, but they will not sustain interest for longperiods.

d. Time. Mass games should be limited to 20minutes during a 45-minute period of conditioning.

e. Dosage and Progression. Dosage may be in-creased and progression obtained by scheduling

70 AGO 1669C

more difficult games. The men must participatevigorously to insure a beneficial workout.

66. Relays

a. Function. Relays are excellent conditioningactivities, particularly for developing circulo-res-piratory endurance. In addition, they contribute tothe development of aggressiveness, esprit de corps,and the will to win. Interspersing relays through-out the program for short periods of time providesa desirable change of activity, enjoyment, and men-tal relaxation.

b. Use. Relays are used during the slow im-provement and sustaining stages of conditioning.They should not be scheduled during the sameperiod with mass games nor should they be sub-stituted for the conditioning type drills. Teamsshould consist of six to ten men except for dual- ortriple-type relays. The types of relays should bevaried, but when running relays are used predomi-nately some of the other running activities may bereduced.

c. Types Relays are classified as crawling, run-ning, and carrying relays. There are four methodsof conducting the relays: the lane, shuttle, cirele,and cumulative methods. Refer to TM 21-200 fora detailed explanation of the types of relays andmethods of conducting them.

d. Time. Relays should be limited to 20 minutesduring a 45-minute conditioning period.

e. Dosage and Progression. Dosage is increasedand progression made by using more difficult relays

AGO 1669C 71

and increasing the distance the men are requiredto run, carry a man, or crawl.

f. Formations. Relays should be conducted inplatoon size groups. The type of relay determineswhether the lane, shuttle, circle, or cumulativemethod is used.

Section VI. TEAM ATHLETICS

67. Value of Athletics

a. Athletics supplement the more vigorous con-ditioning type activities, rather than replace them.For these reasons, athletics should be scheduledduring the latter part of the slow improvement andsustaining stages of conditioning.

b. Because of the competitive nature of athleticsand their natural appeal, the men participate inthem enthusiastically. Athletic teams formed atthe intramural and higher levels are a strong unify-ing influence and provide one of the best means ofdeveloping esprit de corps. Competitive gamesoffer a diversion from military duties and give themen an opportunity for wholesome self-expression.

68. Selection of Athletic Events

Although the athletics discussed in this sectioncan be used in the off-duty program, they are in-tended for the on-duty program. Since the primaryobjective is to further develop physical fitness, theathletics selected should have vigorous conditioningcharacteristics and facilitate 100 percent participa-tion. To stimulate interest and furnish varietyfrom the purely conditioning type activities, they

72 AGO 1669C

should provide competition between groups. Ath-letics should employ the skills developed duringmass games. For example, the skills learned inmass soccer,-kicking, dribbling, and heading-can be applied to regulation soccer.

69. Types of Athletics

The following games meet the above criteria andare used during the on-duty program. Details forteaching and conducting these athletics are con-tained in TM 21-200.

a. Basketball.b. Cross-country running.c. Soccer.d. Softball.e. Speedball.f. Touch football.g. Volleyball.

70. Swimming

a. Many soldiers have died because they were un-able to manage themselves in the water. Somelacked training in methods of swimming and watersafety generally, and others lacked instruction andpractice in the specific problems of amphibiouswarfare.

b. Swimming is an athletic activity, but is notincluded as an athletic event for team competitionon a mass basis. It should be included as part ofthe on-duty program with emphasis on instructionin swimming and lifesaving.

c. Techniques of teaching swimming and life-saving are included in TM 21-200.

AGO 1669C 73

CHAPTER 5

PHYSICAL TRAINING LEADERSHIP

Section I. GENERAL

71. Leadership Responsibilities of Commanders

a. Maximum command attention and staff super-vision at all echelons to the physical training pro-gram is required, since minimum time is allocatedexclusively to physical training. This requires thatall commanders and those directly charged withthe planning, supervision, and conduct of physicaltraining be thoroughly familiar with the mission,objectives, activities of the program, and the propermeans of individual and program evaluation.

b. Allotment of time is a commander's respon-sibility. Frequently, there is a tendency to sub-ordinate physical training to other training activi-ties. The utilization of scheduled physical trainingtime for other training activities or for routineduties is both unsound and unwise.

c. Unit officers and noncommissioned officerscharged with supervision of the program activelyand physically participate in the program. Thedesired leadership can be attained and reflected inthe unit training program by officers and noncom-missioned officers who set the example. Any ten-dency to act solely as nonparticipating supervisorsof physical training activities is discouraged.

74 AGO 1669C

d. Provisions are made to include appropriatephysical training instruction in all leaders' courses.Branch service schools include physical traininginstruction appropriate to the rank and likely fu-ture duty assignments of the student. For non-commissioned officer students, officer candidatestudents, and basic officer students, emphasis isplaced on instruction in the conduct of the program,to include the execution of the various physicaltraining activities. Advanced students receive in-struction in the effects of exercise upon the body,and methods of planning, scheduling, and super-vision of the physical training program.

e. Every effort is made to properly assign andutilize qualified officers and enlisted men in thesupervision and conduct of the Army's physicaltraining program. If trained junior leaders arenot available within units, commanders take nec-essary action to train personnel locally in sufficientnumbers to support the program.

f. Commanders provide sufficient time each weekfor all officers and enlisted personnel to engage inphysical conditioning exercises. Special attentionmust be given to personnel after extended travel,leave, or sickness to return them to the highestpossible degree of physical fitness promptly.

g. Commanders provide supervision of thephysical training program at all levels. Evaluationof individuals and units should occur periodicallyto serve as an index of physical condition. Inspec-tors of training evaluate physical condition of per-sonnel to determine whether satisfactory standardsare being achieved (ch. 11).

AGO 1669C 75

h. Continuous attention to good posture and cor-rective action is necessary at all times and is espe-cially applicable during formation and marching.Constant postural reminders coupled with increasedmuscle tone usually result in improved bearing.

72. Essential Qualities of the Instructor

The success or failure of the physical trainingprogram depends upon the quality of its leadership.The best results can be obtained only if the menare properly motivated. A successful physical train-ing program requires the full cooperation of all themen. If physical training activities are to be ofvalue, they must be done accurately and intensively.Since it is impossible to force troops to exerciseproperly, every effort must be made to stimulatethem to better effort. Mechanical participationwithout purpose, enthusiasm, and vigor is undesir-able and must be forcefully countered with improvedmotivation. For these reasons only the best quali-fied personnel should be selected to instruct.

a. The most essential qualities of the physicaltraining leader are abounding energy and enthu-siasm. The men invariably reflect their leader's at-titude and performance, whether it be enthusiasticor apathetic. The enthusiasm of the leader comesfrom realizing the importance of his mission. Hemust remember that what he does every minute ofevery day may mean the difference between victoryand defeat on the battlefield.

b. The instructor must have complete mastery ofhis subject matter. He must be able to explain anddemonstrate all the activities and know the best

76 AGO 1669C

mehods of presenting and conducting them. Thewell-prepared, confident leader gains the respectand cooperation of the men at the outset. The un-prepared, hesitant instructor loses the confidenceand respect of his men almost immediately. Thegood leader informs his men of the value of the dif-ferent activities and the reasons for their inclusionin the program. He treats his men with considera-tion and does not impose unreasonable demandsupon them. If men are exercised too violently, theybecome so stiff and sore that they look upon thenext physical training period with apprehension.The men develop an antagonistic attitude towardthe instructor and the program, and instead of co-operating, they malinger at every opportunity. Wiseleadership will prevent this condition.

c. The successful leader understands human na-ture. He appreciates the physical and mental dif-ferences of men, learns to know his group as indi-viduals, and quickly recognizes the signs thatindicate their reactions to his instruction. The bet-ter he understands his men and the more he can seethe physical training program from their point ofview, the more successful is his instruction. One ofthe best methods of motivating participation in themore formal physical training activities is to com-bine them with athletics. Conditioning exercises,guerilla exercises, grass drills, log exercises, andrunning are activities about which soldiers are notparticularly enthusiastic, but they engage in themconscientiously and vigorously if they are followedby stimulating, competitive sports and games. Eventhough men realize the value of the purely condi-

AGO 1669C 77

tioning activities, they need the additional incentiveto continue to put forth their full efforts over a longperiod of time.

d. The personal appearance and physical quali-fications of the instructor are related to his effective-ness as a leader. He should exemplify what he isteaching. He has a great advantage if he can do alland more than he asks of his men. He must bephysically fit because physical training leadership isso strenuous that considerable strength, endurance,coordination, agility, and skill are essential prere-quisites for success. Commanding officers provideone of the best incentives by participating in thephysical training program. When troops feel thattheir commanders believe in physical conditioningenough to regularly engage in the activities, theyare motivated to greater effort. In addition, troopsinvariably develop a greater esprit de corps and re-spect when their officers participate.

e. The instructor must commend good perform-ance as quickly as he censures bad. Most men re-spond to praise. Whenever an individual performsan activity with exceptionally good form or results,it is a good idea to ask him to demonstrate it be-fore the group. It is particularly important that theleader praise the less skillful performers when theoccasion merits. The instructor must be able todistinguish between poor performance caused bylack of ability or aptitude on the part of the soldier,and poor performance caused by indifference orlack of effort. He should treat the first with patienceand understanding, the latter with firmness; he mustnever apply sarcasm and ridicule. The judicious ex-

78 AGO 1669C

ercise of a sense of humor is often helpful. Usingthe men frequently as assistant leaders serves as anincentive to many of them. They work hard for thishonor and usually respond well to the responsibili-ties. Using mass cadence is also very helpful inmaking the men feel a part of the program.

f. Employ a positive rather than a negative ap-proach in making corrections and giving demon-strations. It is much more effective to say "Keepyour knees straight" than "Don't bend your knees."It is always better to demonstrate the correctrather than the incorrect form of an exercise or ac-tivity. The negative approach must not be identifiedwith physical conditioning. No physical training ac-tivity is used as a punitive measure.

g. Instructors must create among their men thedesire to be fit. All soldiers must be convinced ofthe necessity for being in excellent physical condi-tion.

(1) A very effective method of accomplishingthis is to explain to them the military valueof physical training activities. The leadermust convince his men that a high level ofphysical fitness will give them a much bet-ter chance to survive in combat. Whentroops realize that their efforts are an in-vestment in their own personal welfare, itis not difficult to secure their whole-hearted cooperation.

(2) Another method of motivation is physicalfitness testing. Many men are motivatedto improve their condition when their

AGO 1669C 79

physical deficiencies are revealed to themby the testing program. Others feel chal-lenged by the tests and strive to improvetheir score on the next one. Men competeagainst each other to show the greatestimprovement. Some commanding officersoffer incentives to those men with the bestrecords. Others provide encouragementand opportunity for additional condition-ing to those men who have test scores con-siderably below the average. All of thesedevices serve to stimulate interest andmore vigorous participation in the physicaltraining program.

h. To carry on an effective daily program, leaderswill find it necessary to prepare lesson plans. Eventhe most experienced leaders find it helpful to re-view the materials to be covered. No instructorshould refer to notes or to a card during the courseof the physical training period. He should know thematerial. Every instructor must be thoroughly pre-pared before he is given the responsibility of in-structing a group. He must be ready to meet variousproblems and be prepared to employ differentleadership techniques according to the type of ac-tivity presented. Some activities are formal in na-ture, while others are informal. Specific leadershiptechniques in the conduct of conditioning exercises,supplementary activities, mass games, relays, ob-stacle course, physical fitness testing, athletics, andposture training are contained in TM 21-200.

80 AGO 1669C

Section II. IN-SERVICE TRAINING

73. Purpose of an In-Service Training Program

In many instances, the release or transfer of per-sonnel leaves a unit or committee short of qualifiedphysical training instructors. An in-service train-ing program for instructors should be established toovercome this deficiency.

74. Command Support

a. Command support is essential to the organiza-tion and conduct of an in-service physical trainingprogram. When the commander has determined theneeds of his organization and allocated time to sucha program by means of a training directive to im-plement this program, a definite schedule may beplanned and a program of instruction outlined.

b. To determine an organization's need forphysical training instructors, unit commandersshould be interviewed as to the level of trainingin progress and the deficiencies existing in thepresent program. It is desirable that two or threequalified instructors be available in each platoon.Only with an adequate number of instructors whohave a thorough knowledge of the Army physicaltraining program and who can effectively teach andconduct physical training, may the individual soldierreceive the training needed to reach the requiredlevel of fitness.

c. The effectiveness of the in-service training pro-gram is determined, in part, by the instruction timeavailable. A full time school is preferable so thestudent may completely devote his time and energy

AGO 1669C 81

to the program of instruction. Such a school shouldbe conducted periodically to meet the constant needfor qualified instructors. In the preliminary plan-ning for the school, instructors must be chosen farenough in advance to be available at the desiredtime. Time is also required to requisition equip-ment. The scheduling of areas and classrooms re-quires careful coordination.

d. To conduct a full time course in units under-going a heavy program of training would be ex-tremely difficult. It may be necessary to conduct theschool at regular intervals during available duty andoff-duty time. Careful scheduling can eliminatemost interference with the students' regular dutyassignments.

e. In either the full time or part time course, theclasses should be regularly scheduled. The lengthof the course depends on many factors, but shouldcontain the basic core of the physical training pro-gram (fig. 20). If at all possible, the course shouldbe open to anyone who shows interest. The companycommander should conduct a preliminary screeningof students, guided by the qualifications for schoolattendance.

75. Authority for Establishing the Course

A directive for setting up the course should con-tain-

a. The purpose and scope of the program.

b. The location of the school.

c. The date and time men should report and dateof completion of course.

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d. Unit quotas.

e. A list of equipment and clothing required.

f. A list of prerequisites for attendance.

76. Selection of Personnel

Students selected should-

a. Be volunteers.

b. Show interest and enthusiasm in physicaltraining activities.

c. Possess leadership qualities.

d. Have good physique and command voice.

e. Have sufficient time remaining in service tojustify training.

77. Instructors

a. The number of instructors needed to conductthe course is determined by the length and scope ofthe course. They should be chosen by a survey ofpersonnel records supplemented by personal inter-views. The instructor should be-

(1) A graduate of an Army physical trainingcourse of instruction. (This is the bestsource of instructors because they are al-ready familiar with Army physical train-ing.)

(2) A person with civilian training in physicaleducation. It must be realized, however,that he must be familiarized with theArmy physical training program.

(3) An individual who is, or has been, a skilledperformer, official, coach, or who has

AGO 1669C 83

demonstrated an interest in athletics andphysical training.

b. Instructors without previous experience or in-struction in Army physical training must be trainedbefore the course is held.

78. Facilities and Equipment

The amount and type of facilities and equipmentneeded depend on the number of students and thescope of the instruction. Those normally requiredare-

a. Classrooms and outdoor training areas.

b. Visual aids (charts, slides, films, and black-boards).

c. Physical training instructor stands.

d. Obstacle courses and confidence courses.

e. Pull-up bars; rope climb.

f. Athletic equipment (balls, nets, gloves, bases,backstops, etc.).

g. A copy of this manual and TM 21-200 for eachstudent, with a list of references for each classperiod.

79. Conduct of Classes

To conserve time and to insure the most efficientconduct of the classes, the commander should pre-scribe a standing operating procedure for the course.The SOP should provide for-

a. Student leadership of the class.

b. Wearing of the uniform.

84 AGO 1669C

c. Marching bet;een classes.

d. Time for breaks.

e. Grading and rating of students.

f. Certificates of completion of the course.

g. Failing incapable students.

h. Graduation.

80. Basic Elements of the Physical Training Instructor Course

The basic elements of the physical training in-structor course are-

a. Conditioning exercises-drill one, drill two,rifle exercises, log exercises, and obstacle and con-fidence courses.

b. Supplementary a c ti v i t i e s-running, grassdrills, combatives, and guerillas.

c. Mass activities-mass games and relays, ath-letic carnivals, and field meets.

d. Organized athletics-basketball, touch foot-ball, etc.

e. Background subjects-nature of physical fit-ness, physiology of exercise, anatomy, officiating,intramural athletics, tournaments, and programplanning.

f. Physical fitness testing.

81. Selecting a Program of Instruction

a. A definite program of instruction cannot beprescribed for all units. However, each of the basicelements in paragraph 80 should be included in everycourse. The degree to which each element is em-

AGO 1669c 85

phasized depends on the needs of the students andtheir respective units. If the troops need a basicprogram, the bulk of the classes should be condition-ing exercises and supplementary activities. If theunits are in an advanced stage of training, leader-ship of mass activities and organized athleticsshould be stressed. The background subjects shouldbe included, regardless of unit needs. They give thestudent a greater knowledge, understanding, andpersonal justification of the physical training pro-gram. The proper administration and evaluation ofphysical fitness testing is also an essential element.

b. The course that is selected, regardless of em-phasis or length, requires careful scheduling andcoordination. The classes should be 2-hour periods,conducted often enough each week to retain studentinterest. They should be scheduled for either thelast 2 hours of the morning or afternoon. Only1 hour of conditioning activities should be includedin a 2-hour period. The hours for a common subjectblock of instruction should be scheduled in sequence.A lesson giving background information for anothershould always come first. For example, the studentsshould be familiar with the exercises of drill onebefore learning the methods of instruction for drillone. The same principles apply to a full-time school.To keep the school from being too strenuous, thehours of classroom instruction and hours of activityshould be alternated.

82. Evaluating the Program

a. The physical training instructor must knowhis subject, employ sound teaching techniques, and

86 AGO 1669C

have poise. The instructor training course shouldgive him an opportunity to practice and demon-strate these qualities, as well as teach him the funda-mentals of physical conditioning. Only by participat-ing can the instructor gain the experience andability required to simultaneously teach and demon-strate the various activities. Although he may notdemonstrate complete proficiency in the desiredqualities until he is instructing in his unit, thecourse may be evaluated initially by determininghow much practical training it offers the student.It should emphasize his gaining experience on theinstructor's stand and in conducting the supple-mentary activities.

b. Evaluating the program is a continuous proc-ess. It involves not only the course in progress, butconstant observation of the instructors who havegraduated to determine if the course is meeting theneed for trained instructors in the unit.

Section III. SUPERVISION OF PHYSICAL TRAINING

83. Responsibility

The commander is responsible for seeing that thephysical training program is planned, organized,and conducted with the same high standard appliedto other types of training. The physical trainingsupervisor's function is to see that the objectives ofthe program are reached and that the componentsof physical fitness are developed in each individualof the command.

AGO 1669C 87

84. The Physical Training Supervisor

A physical training supervisor is any personwhose duty is to plan, observe, evaluate, and im-prove the physical training program. He may be aplatoon leader, company commander, an operationand training officer, or a physical training commit-tee chief.

85. Knowledge and Methods

The physical training supervisor should be fa-miliar with the latest physical training policy anddoctrine and be fully trained in the techniques de-veloped to reach the objectives of the program. Asa background, he should know and be keenly in-terested in the construction and functioning of thehuman body. The methods he uses in planning andscheduling, in training instructors, and in procur-ing and using facilities must insure the continuityof the program. Specifically, he is responsible for-

a. Making the approved techniques generallyknown to the command.

b. Insuring that directives, manuals, trainingaids, and facilities are available.

c. Planning instructor training courses. Heshould anticipate the need for this training andrecommend appropriate courses without waiting todetect weaknesses in the program.

d. Guiding and informing instructors.e. Frequently observing training and, when

needed, conducting short schools, clinics, confer-ences, field trips, and demonstrations for the in-structors.

88 AGO 1669C

f. Scheduling the physical training program.

g. Evaluating the effectiveness of the program.

86. Improving Instruction Through Supervision

a. The effectiveness of the physical training pro-gram depends on several factors, the most important

CONDITIONING EXERCISESInspection Cheek Sheec

Inspecled by: Date:Phase of

Uoll Ilspeted: Traln ing:PT

Inslrutor: Peiod :

I. Sublect:

_ Dtlll No. I _ Dtll NO. 2

_ RRifle Etxeirle Log Exerciles

2. Adminlitratlie Deilclenleis:

*_____ InArta toade qoalt ____ Time Wasted In Forming for Dlill

_ Area NAedt to be Improved _ Time Waled Between Eetolises

InstrueCtor S-tnd Intadequat Lote tn ln InueInstruc.tort StandIn Wrong Plae __ No Letson Plan

3. Instructor Deliclencles:

VtFormation Incorrect _ Explan.atiof Itpropet

Cadence Poor _ Demonstration Impropes

Cumulative Count Not Used Falled to Make Corteetiotn

Commands Impropel Ml.vatiotn Poo, o- L-cking

Vole Poor Faulty Instructional M-thods U.ed

Conttol P.oor Assistant Insttuctos Inefllftive

_ E-osng or Appearanc. Poto Eercisel not E mployd in Ordel

4. Unit Deliciencles:

-_ Atltud Imprope _ Inadequate Number of Asslstantl

__ Execution Ploe r N, Command Superviion

0. Comments:

Figure 14. Conditioning exercises-a typeinspection check sheet.

AGO 1669C 89

being the quality of instruction in the unit. Thecommander and physical training supervisor can-not depend solely on the instructor training courseto insure high instructional standards. Such acourse can lay the groundwork, but only throughexpert supervision can the standards be maintainedand raised.

ATHLETICSInlpetion Checki Sbee

I.spete-d by: DlePhase of

Unit Inspected Training:PT

Instructor: Perlod:

1. SubIect:

Baseball S ball _ Touch Foolball

Crosa Country Speedball _ VOleyb.ll

_ Soccer _ Swlmmlng _ Othe!

2. Adminlstatilve Deliciencies

Area Inadequ oate - Euipmeont No Or ganled osor Ava.liable

·A.ea Requies MaintenanceTime Wasred In Organlalng CIass

Court o PFeld Nol MarkedLesson Plin Nol Present or Inadequare

. Inltructor Deficleneiel

Voic Poor Dill Formation Incorrecl

Class ontrol Proor _ Drill Por,

Bearing r Appearance Poor _ Rolalion Dlring Dlill Poor

_ Explanation Not Clear - Supervison Poor

_ Explanation Incorrect _ Motivation Poore Lakilng

Demcnstration Not Plann ed Sc-immage Poo:ly O:gancid

Demonstrailon Incorrect _ Olficlrating Poor

4. Unit Deficiencies

Attiltude Improper Inadequale Number of Arssstants

Execuilon Poor No Command Sopervlsion

g. Comment:

Figure 15. Athletics-a type inspection check sheet.

90 AGO 1669C

b. The supervisor should keep himself availableto the instructors for counseling and should helpthem plan their programs. He can evaluate the ef-fectiveness of their instruction by inspecting thetraining, analyzing the physical fitness tests, inter-viewing commanders and men, and holding confer-ences with the instructors.

SUPPLEMENTARY ACTIVITIESInipection Check Sheet

Inspected by: Dte.:Phase of

UOi Inlspected: Trainng:_

'PT

Instructor: Period:

1. Subject: (U.l Separale Check Sbeet for esch Adtivlty)

_ R..nnlg _ Cuerilla Eereilt es

_ Gea Dril _ Combatives.

1. Admlnlstrative Deficlef eles:

_ .A-e Inadequa e _ Time Wasted Betw een Extrcises

Area Need to be Improved Lesso Plae Inadequate

Tme Wasted PormnIg loe Actlvfty N L..-on Píen

Volce Poor Motilvalon Poor or LciIlng

_ Con-t-of Po.o __U._ Used Faulty Instructional Melhods

Bearing or Appae-lnce Poo Alslstent Instructors Inelffcilve

R Explanallons Improper _ Enthufasom Lacking

4. Unit Deficiencies:

Attilude Impropeo _ InadequaCe Number of Assistants

_______ O«cOon lO o PoO _______ No Comm.nd Supervislon

i. Commenls:

Figure 16. Supplementary activities-a typeinspection check sheet.

AGO 1669C 91

c. The type inspection check sheets in figures 14through 18 provide the supervisor with a method ofrecording the results of his inspection. He shoulduse them as a basis for reports to higher head-quarters and for conferences with the instructor.

PHYSICAL FITNESS TESTINGInspection Check Sheer

tnlpecte d by: Dare:Phare of

Unlt Inspected: Training:Person In PT

Charie of Test: Period:

I. Subject:

_ Phyrical Fline-s Test Physical Achlevement Test

2. Adminiltrative Deficiencies:

General Terling Area Inadequare Score Cards Deficlent

Time Wasted _ Orde of Events Incorect

scorers No Trained _ No Unit Commnd SupervLsio

3. Events Are. Deliclencnies

a Pull-Up Ba-r a E-Second Rope Climb

_ Sqor fnnpr. b ?7-Yard Dash

_- Push-Ups c Tilple Broad Jump

-d Sit-Ups _ d -S5-Yord Mrn Car-y

e 300-Tard Run . One Mile Run

4. Oriennation Deliciencies:

_ General InfOrmalaon Inadequatle _ Informarion on Sconing System Lackini

Indequ-ae Group Moivarlon _ Encouragment Lacking or Poor

5. Conducl of Evensn If delflcent in any nne of the four essentuals lisrrd below.

list the Ileer repree-nting the evenr from 3 abovnPF TEST PA TEST

1. Proper Essentim l Explanation und Demonrraion _

2. Vignorus Mrtivation

3. Strict Scoring

*. Close Suprvilsion

6. Commenos:

Figure 17. Physical fitness testing-a typeinspection check sheet.

92 AGO 1669C

MASS GAMES & RELAYS

Inlpection Check Shee:

aInpected by: Da e:Phase of

Unlt Inspected: Trining:PT

Inlstfruto: Period:

1. Sublec:

Mass Games - Relays

2. Administralive Defiilenies:

Ara InAadequae _ Eqipmont No! Organized orNo- A valable

Are- Needs to be lmprovedTime Wasted In Organizing Class

Courl of ¿rea Nor MariedLesson Plan No. Preient or Inadequate

3. Instrucrtor Deliclencies:

VoiLce Poor Demonstrations Incorrect

_ Clar Control Poor0 _ Enthlarm Lachin8

_ Erieng or Appearance Poe _ Spemvilion Poor

_ Explanatlons Nol Cle _ AIloaed Interesa ro La.

Explanations Incorrect ofllclating Poo.

4. Unit Deficlencles:

_AMtitude Imp oper _ Inadequate Number of Assisans11

E.._ .clon! Poon _ No Command Supervlsion

5. Comments:

Figure 18. Mass games and relays-a typeinspection check sheet.

87. Facilities and Equipment

a. Physical Training Instructor's Stand (fig. 19).Platforms are needed to elevate the instructor inorder that men may maintain the formation andstill see the instructor during the conduct of con-ditioning exercises. Such stands may be constructedlocally.

AGO 1669C 93

4'x 4" 6"

Figure 19. Physical training instructor's stand.

b. Outdoor Area. Such an area should be leveland grassy. It should be well drained and ample insize for the unit. An area of this type can be usedfor many varied physical training activities.

c. Logs and Rack. Straight, smooth logs, free ofbark and conforming to the specifications as listedin paragraph 55 should be available. A suitablerack for storage should be provided.

d. Swimming Area. An indoor pool is preferredfor year-round use; however, the absence of an in-door pool should not hamper the program. Outdoorpools and approved swimming areas should be usedto the maximum during the summer months.

e. Physical Fitness Testing Facilities (TM 21-200). For the physical fitness test, pull-up bars are

94 AGO 1669C

needed. For the physical achievement test, ropeclimb facilities are needed. The rope climb on theobstacle, "The Tough One," may be used if testingrope climb facilities are not available. Measuringboards are required for the triple broad jump event.A track is also needed for the l-mile run and maybe laid out on any level area.

f. Athletic Fields. For the athletic part of theprogram, some provision should be made to lay outpermanent fields and courts if adequate space isavailable. Some areas can be constructed to pro-vide for two or more games. For instance, basket-ball and volleyball may be played on the same area.Football, soccer, and speedball can be played on thesame field with different markings. For dimensionsof courts and fields, see TM 21-200.

g. Obstacle and Confidence Courses. The obstaclecourse is a nonstandardized course (par. 57). Thechoice of obstacles and construction will vary de-pending upon local terrain and materials available.The confidence course is more standardized anddiffers from the obstacle course in that it is not runagainst time (par. 58). The obstacles are usuallyhigher and more difficult.

h. Equipment. Equipment needs should be an-ticipated and necessary items secured in time to in-sure proper conduct of the physical training pro-gram. Equipment usually is available throughregular supply channels.

AGO 1669C 95

CHAPTER 6

PROGRAM PLANNING AND PROGRAMCONSTRUCTION

Section 1. PLANNING

88. The Program

The Army physical training program is com-posed of two parts. The first of these is the on-dutyprogram, consisting of the regularly scheduledhours of physical training devoted principally to theprocess of conditioning the soldier. The second isthe off-duty competitive athletic programs. In thislatter part of the program, the unit commander mayreceive help from special services. In no instanceshould he wait for help, as the absence or delay ofeither part of the program may result in the failureof his unit to successfully complete the physicaltraining mission.

a. The On-Duty Program. The on-duty programconsists of instruction in those conditioning ac-tivities and athletics designed to develop thestrength areas of the body, desirable basic skills,and valuable selected traits. This program is regu-larly scheduled with definite time allotted for itsconduct within the unit training schedule.

b. The Off-Duty Program. In most instances spe-cial services provide a program of off-duty athleticcompetition. There are two factors that limit the

96 AGO 1669C

program and create a gap that must be filled by theunit commander-

(1) The problem of providing an opportunityfor all personnel who desire to play. Incompany level leagues, only a few menfrom each company compete on the teamrepresenting the company. Within thecompany sized unit the commander can or-ganize an intramural league utilizing pla-toons or squads as the competing units,thus providing more men an opportunityto participate.

(2) The physical isolation of units that mayoccur from time to time. Such severancefrom established athletic facilities andspecialists make athletic competition noless desirable.

89. Fundamental Elements

The physical training program should be authen-tic, practical, adequate, and organized.

a. Authentic. The content of the program shouldbe tested, approved, and accurately presented. TheArmy program as outlined in TM 21-200 and in thistext meets the first two requirements. The respon-sibility of accurate presentation is a unit respon-sibility.

b. Practical. In order to assure a practical pro-gram, consider the following elements:

(1) Needs of the troops. Before a selection ofactivities can be made, a decision must bereached as to the immediate mission of a

AGO 1669C 97

particular unit. Physical training needsdiffer with the type of troops involved,their age, their physical condition, stage oftraining, and other local factors.

(2) Time available. The time allotted for theprogram must allow for the completion ofthe objective and satisfaction of the basicneeds. The allotment of time definitely af-fects the type of program to be planned.

(3) Facilities and equipment. The administra-tion of a suitable program is not de-pendent upon elaborate facilities. Manyof the activities require no equipment orspecial facilities. The presence or absenceof facilities and equipment will have someeffect upon the planning of the program.

(4) Area and cllfnate. The terrain and thetype of climate of the area govern theselection of the activities for the program.In areas where changes of climate are fre-quent, inclement weather schedules shouldbe planned. The availability of suitablelocal terrain for the various activities andgames must be considered in program andschedule construction.

(5) Other training. Selection and schedulingof activities must be coordinated withother subjects. It is wise planning to notethe amount and nature of other trainingactivities before scheduling physical train-ing hours.

(6) Objective. The program must be plannedin such a manner that the sustaining stage

98 AGO 1669C

is reached as rapidly as possible, and thatthis high level of conditioning is main-tained.

(7) Instructors. Trained instructors must beavailable.

(8) Command support. The program cannotfully succeed without support of command-ers at the various levels of command.

c. Adequate. To insure that the physical trainingprogram is adequate, the following elements must beconsidered:

(1) Conditioning. The program must insurethe conditioning of all personnel. Improve-ment of muscle tone, strength, muscularendurance, and circulo-respiratory endur-ance are essential.

(2) Program emphasis. Correct planning willinclude elements that contribute to a well-balanced program. Proper content shouldprovide opportunity for conditioning,variety, recreation, the development ofskills, and desirable individual and teamtraits.

(3) Principles. The program must be foundedupon a sound basis with consideration forthe important principles of overload andprogression (TM 21-200).

d. Organized. To assure the success of the pro-gram, the following elements of organization are in-volved:

(1) Planning. Advanced planning with atten-tion to the physical training and unit mis-

AGO 1669C 99

sions, local objectives, selection of activi-ties, scheduling, and anticipation of prob-lems, will materially aid the chances ofsuccess.

(2) Scheduling. A definite schedule resultsfrom timely and proper planning. Thisstep in organization is necessary to insurethat a written plan exists.

(3) Teaching. Men must be instructed inphysical training activities and athleticsas in other training subjects. Provisionsshould be made within the program andwithin the activity for the instruction ofthose who are inexperienced or inept (TM21-200).

(4) Conducting. After all men are instructedin the proper technique and can respond ina given activity without need of furtherinstruction, the teaching phase may be re-placed by a process of leading or conduct-ing the activity.

(5) Evaluating. To keep a constant check onthe condition of the troops and to evaluatethe effectiveness of the physical trainingprogram, physical fitness tests should beadministered every 3 or 4 months. Fromthe results of these tests, coupled withvisual inspection and evaluation of train-ing tasks, the commanders can determinethe progress of the troops in achievingphysical fitness, as well as the level of fit-ness being maintained (ch. 11).

100 AGO 1669C

90. Training Policy

A sound on-duty program should conform to thefollowing policy:

a. Commanders insure that leaders who instructor conduct physical training activities understandand apply the important principles of moderate be-ginning, gradual progression, and overload. Whilethe maximum benefit cannot be achieved from exer-cise without overloading the muscular and circulo-respiratory systems, caution must be used againstexcessive zeal during the early conditioning stages(TM 21-200).

b. Leaders plan physical training programs basedupon the state of physical condition of their person-nel. The human body improves or regresses in de-gree of physical condition in direct proportion to theamount and intensity of exercise. All personnelshould understand the three stages of physical con-ditioning and be aware that poorly conditioned orunconditioned personnel must pass through thetoughening and slow improvement stages beforereaching the sustaining stage.

c. Field training contributes to the physical de-velopment of troops. Short speed marches are anexcellent conditioning activity and should be used ifpossible when moving between training areas. Op-portunities for concurrent physical training and a10- or 15-minute period of physical training at theend of the training day, should be thoroughly ex-ploited on those days when physical training is notscheduled, or when the training does not providevigorous action.

AGO 1669C 101

d. In the selection of activities, commanders in-sure the use of those that best satisfy the require-ments of the training mission, are suitable for thestage of physical conditioning of the majority of per-sonnel being trained, adequate to reach the objec-tives, and provide variety to maintain interest.

e. Maximum use is made of competition in thephysical training program to increase incentive anddevelop individual and unit pride. Provisions shouldbe made for a system of suitable awards and presen-tations for outstanding performance and improve-ment.

f. The utilization of Saturday afternoons, twi-light hours, and available indoor and outdoorfacilities on a voluntary basis for the promotion ofthe company and battery commanders' intramuralathletic program is essential. The company andbattery commanders' intramural athletic program,aimed at 100 percent participation, requires plan-ning, promotion, support, and actual supervision byunit officer personnel assisted by qualified noncom-missioned officers. Sports programs, schedules,equipment, and facilities furnished through specialservices assist commanders in attaining the desiredparticipation. To achieve and maintain the maxi-mum benefits of this program, it is essential thatclose coordination be maintained between the physi-cal training and special services sports activities.

g. Commanders evaluate the physical status oftheir command to determine if personnel are beingprepared in accordance with the physical trainingmission. Personnel physically unendowed are en-

102 AGo 1669C

couraged to meet the average physical performancestandards of the group. Various methods are avail-able for the practical evaluation of physical condi-tion by the commander.

91. Types of Programs

The aim of physical training (TM 21-200) is thesame for all units, but the objectives may varyslightly due to factors that are peculiar to the unit.Generally, training may be grouped as follows:

a. Individual.

b. Unit.

c. Specialist and staff personnel.

d. Oversea replacement stations and aboardship. A physical training program will be conductedat personnel oversea replacement stations andaboard ships (ATP 21-113, 21-186).

92. Maintaining Physical Fitness

a. It is almost impossible to maintain a high de-gree of interest and enthusiasm over a long periodof time if the activities are predominantly condition-ing exercises, guerilla exercises, and grass drills.The most effective method of maintaining interestin the physical fitness program during the sustain-ing stage is to provide a variety of competitive andathletic activities. See chapter 10 and TM 21-200.

b. Conditioning exercises, grass drills, andguerilla exercises should be included in the pro-gram during the maintenance period, but to a lesserextent. These activities provide a warmup for thesports and games, and, in addition, reach certain

AGO 1669C 103

muscle groups which may not be exercised by theathletic activities. Soldiers respond well to 10 or 15minutes of conditioning activities if they can laterdevote 35 to 40 minutes to sports and games.

c. The athletic activities used should be of themost vigorous type. Such sports as American ball,soccer, speedball, keep-away, cage ball, basketball,goalhi, push ball, and other similar activities arerecommended. Games such as softball, volleyball,and shower ball should not be used during thetoughening and slow improvement stages of thephysical training program because they are not suf-ficiently strenuous. Football is an excellent gamefor well-conditioned men but it does not lend itselfto use during the on-duty program because it re-quires a large amount of equipment. Six- and nine-man touch football, however, is excellent and shouldbe utilized (ch. 10).

Section II. PROGRAM CONSTRUCTION

93. Training Estimate

a. An estimate of the training situation should bemade prior to the development of any plan of ac-tion. After this plan of action is selected, the nextimportant step is the development of a unit train-ing "program" (programs for various phases oftraining may be found in chapters 7, 8, and 9). Theprogram is further developed into a "training sched-ule" from which specific "lesson plans" are madefor instructional purposes. Supervision must beprovided to maintain specific standards of achieve-

104 AGO 1669C

ment. This pattern holds true in physical trainingas in any other subject that must be taught.

b. The physical training estimate should in-clude-

(1) Mission-designated by aim and objec-tives.

(2) Essential subjects-set conditioning drills,supplementary activities, mass games andrelays, confidence and obstacle courses,team athletics, swimming, and posture.

(3) Time available-as specified in the par-ticular ATP applicable to the unit, or asdetermined by the commander.

(4) Instructor personnel needed-at least onetrained man per platoon.

(5) Miscellaneous considerations-local condi-tions, climate, terrain, traditions.

94. Action Following Training Estimate

a. General. When the estimate has been com-pleted, the next step in planning is the developmentof a physical training program.

(1) A program is a flexible plan, in tabularform, covering the entire training cycle.It lists the activities to be used and thetime allotted for each activity. Consider-able thought should be placed on the pro-gram preparation as the schedule is de-veloped from it.

(2) The individual responsible for planningshould construct his program around DrillOne and running. These two activities

AGO 1669C 105

constitute the core of the program (fig.20). As progression takes place and as thesustaining stage is reached, other activi-ties are to be added (fig. 21).

(3) The actual writing of a program requiresa selection of activities to be made and adecision as to the amount of time to bedevoted to each activity. For an exampleof a master program, see tables I and II.

b. Physical Training Schedules. A schedule is adetailed plan, in tabular form, covering a 1 or 2

o%0 .

4.5% DRILL NO. 1

RELAYS 52.5 %

60/o

Figure 20. Core activities.

106 AGO 1669C

"íHLETICC

ATH RE PROGRLYMA F

\ OBSTACLE / ~ \ CONFIDEI

GFiure 21. Sua a e

Figure 21. Sustaining activities.

week period, which lists the hour, unit, place, sub-ject or lesson title, references used, and instructorsassigned. It is from these detailed schedules thatspecific plans are written for each lesson taught.Daily sample schedules have been developed to il-lustrate this point and are included in tables III,IV, and V.

e. Physical Training Lesson Plans. A lesson planis a written detailed outline which covers every ele-ment of the lesson being taught. It is normally usedas the instructor's guide for presentation (FM21-6).

AGO 1669C 107107

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CHAPTER 7

PROGRAM FOR INDIVIDUAL TRAINING

95. General

a. Individual training is characterized by a fixedtime allotment and a standardized program of con-ditioning. This program is prescribed by currentATP's. The training prescribed is vigorous and pro-gressive and, coupled with other types of militarytraining received during this period, should result inwell-conditioned replacements. The physical train-ing mission for individual training is to develop inthe recruit a level of physical fitness high enough tofacilitate his performance of duty as a replacementfor the unit, or specialist assignment.

b. The instructions outlined in this chapter areapplicable to the basic combat and advanced indi-vidual training phases.

96. Activities

a. Drill One. The core of this conditioning pro-gram in individual training is drill one, "The ArmyDozen." Commanders should also exploit the ad-vantages of drill one on those days when physicaltraining is not listed on the training schedule.

b. Running. Running as an essential of the con-ditioning program because trainees are usually de-ficient in circulo-respiratory endurance.

c. Guerilla Exercises. These exercises are ex-

118 AGO 1669C

tremely vigorous, big muscle activities executed incontinuous fashion involving major changes in bodyposition. Ten minutes of the hour devoted toguerilla exercises should be adequate, as they areexceedingly strenuous.

d. Grass Drill. Grass drill develops muscular en-durance and agility.

e. Combatives. Dual and team combatives em-ploy one man against the other, or team againstteam.

f. Mass Games and Relays. These activities areincluded in the schedule for their value in develop-ing circulo-respiratory endurance.

g. Swimming. Where facilities now exist andweather conditions permit, all non-swimmers shouldbe given special instruction with the minimum re-quirement to pass the beginners' (C) test. Forthese requirements, see TM 21-200.

97. Concurrent Physical Conditioning

a. Value of Other Training. Valuable physicalconditioning is derived from the more vigorousphases of training in such basic military subjects assquad tactical training, scouting and patrolling,technique of fire, close combat, and marches andbivouacs. These phases of individual and squad fieldtraining should be thoroughly exploited to add tothe all-round physical conditioning of the individualtrainee. In addition, movement to and from train-ing areas can be used to good advantage by doubletiming, speed marching, or a combination of both.Definite procedures should be established as control

AGO 1669C 119

measures, and are best accomplished in the divisionor training center standard operational procedureon concurrent physical conditioning.

b. Posture Training. This training is placed un-der concurrent training because good posture is notconfined to a few minutes instruction during a day'straining, but is a constant factor during every min-ute of the training day, whether standing, walking,or sitting (TM 21-200).

98. Scheduling

a. The physical training subject schedules for in-dividual training will furnish valuable assistanceto the training officer in integrating physical train-ing into the master training schedule. Lesson plansfor the hours allotted are contained in the subjectschedules and should be of assistance to the instruc-tor. As an additional guide, the following pointsshould be considered:

(1) Those units whose current ATP schedulesmore than the hours shown in the subjectschedule, should add lesson plans as re-quired. Use the first 15 minutes of eachperiod for 12 repetitions of each exerciseof drill one; the next 25 minutes of supple-mentary activities described in TM 21-200, and complete the period with 5 min-utes of some type of running.

(2) Where possible, the first 10 hours ofphysical training should be scheduled dur-ing the first two weeks in single periodblocks of instruction.

120 AGO 1669C

(3) The time of day for training is unimpor-tant except for the hour immediately fol-lowing the morning and noon meals. Someunits have initiated "before breakfast"physical training over and above theregularly allotted hours. If scheduled, thisperiod should not exceed 15 to 20 minutesof not too vigorous activity, terminatingat least 30 minutes before breakfast.

(4) If the commanders desire additional shortperiods of physical training, the short 15-minute periods of drill one should be givenduring the mid-morning or mid-afternoonbreak or at the end of the training day.

(5) After the first 10 hours of the allottedphysical training time have been sched-uled, it is best to schedule the remaininghours on those training days when thereare particularly light physical demands onthe soldier.

b. The hours allotted to physical training areconsidered to be the minimum, and any lost hourseriously affects the progression necessary to theprogram. The tendency to call off physical trainingdue to inclement weather should be held to a mini-mum. Since the program can be conducted any-where, full use should be made of hard surface andblack-top areas when the ground is wet.

99. Operation of the Program

a. This program is designed to make the most ofthe limited time allotted to physical training. Thesubject content is sound and adheres to accepted

AGO 1669C 121

current concepts of physical conditioning. The ef-fectiveness of the instruction outlined in this sec-tion depends upon its leadership. Available physicaltraining instructor material (officer or noncommis-sioned officer) should be carefully screened beforeassignment.

b. The pipeline offers an excellent source forphysical training instructors. Many trainees havephysical education background training. The sol-dier who has an athletic participation record usuallymakes a good physical training instructor. Thecommittee system conserves trained instructors andbetter utilizes those available. It is recommendedthat the committee system be employed wheneverfeasible. Proper assignment and utilization oftrained officers and enlisted men will materially im-prove the caliber of physical training. For addi-tional information on the preparation of instructors,see chapter 5.

122 AGO 1669C

CHAPTER 8

PROGRAM FOR UNIT TRAINING

Section 1. INTRODUCTION

100. Generala. With certain modifications, the activities used

during individual training are applicable to unittraining. Modifications include supplementary typeactivities and the addition of more competitive teamactivities and athletics. Examples are the reduction,but not the elimination, of mass games and grassdrill and the addition of vigorous sports, field meets,and athletic carnivals.

b. Unit programs discussed in the remainder ofthis chapter apply to units up to and including thedivision.

101. Maintaining Physical Conditioning

a. When the soldier completes individual trainingand is assigned to a TOE unit, the unit training pro-gram is applicable. If he is assigned as a specialistor a technician in an administrative capacity, theprogram for specialists and staff personnel is ap-plicable. This chapter is concerned with prepara-tion of programs for unit training. For general pro-gram planning, see chapter 6.

b. Upon assignment to a unit, the individual gen-erally has reached the latter part of the slow im-

AGO 1669C 123

provement stage of conditioning. Therefore, dur-ing the early part of unit training, he normallyreaches the sustaining stage of conditioning. Oncethis high level of physical fitness is reached, the em-phasis in physical conditioning is on a different typeof program. The program should be designed to in-sure that this high level of physical condition ismaintained.

102. Scheduling

a. The missions of TOE units are so varied thatdifficulties are encountered in scheduling the al-lotted time prescribed for physical training in ArmyTraining Programs. The physical training programcannot be abandoned because of scheduling diffi-culties, the need of scheduling other military sub-jects, or because of the type of military training inwhich the unit is engaged. It must be constant andregular throughout the year. Only through regularand vigorous exercise will the individual improvehis level of fitness and mantain his present level.Once he ceases to engage in regular exercise, hislevel of fitness lowers progressively. The task for theunit then becomes one of planning and executing aprogram of vigorous and regular exercise designedeither to improve the level of physical fitness or tomaintain the level reached in individual training.

b. Types of military training involving walking,running, and climbing undertaken during unittraining contribute to a high level of physical fit-ness. General military training alone, however, isnot sufficient. A program of regular exercise, cou-pled with the beneficial conditioning aspects of

124 AGO 16690

general military training, insures a high level ofphysical fitness for the unit.

103. Testing

To aid in measuring and evaluating unit physicalfitness, some form of physical fitness testing shouldbe used. It is recommended that combat type unitsevaluate and measure certain physical combat skillsor achievements through the use of the physicalachievement test (TM 21-200).

Section II. SELECTION OF ACTIVITIES

104. Drilis and Exercises

a. Drill One. This drill remains as the principalpart or the "core" of the program. About 50 per-cent of the time allotted to set drills should bespent in the conduct of drill one.

b. Other Conditioning Exercises. The remaining50 percent of the time should be divided betweendrill two, rifle exercises, and log exercises. Drilltwo are vigorous exercises with added stress oncoordination. Rifle exercises are much the same asdrills one and two, with the addition of exerciseagainst resistance. Log exercises employ this sameprinciple of resistance on a team basis, with theadded element of cooperation and teamwork.

c. Running. This activity remains an essentialpart of the program. Stress should be on endurance,and longer distances should be employed.

d. Other Supplementary Exercises. Guerilla ex-ercises, grass drills, combatives, mass games, and

AGO 1669C 125

relays should continue to be used as in individualtraining, but in reduced amount.

e. Swimming. There will be men who failed tolearn to swim during individual training. Theyshould be given instruction that will enable themto pass the beginners' (C) test (TM 21-200).

f. Athletics. All personnel should be given in-struction in, and participate in, at least one vigorousseasonal sport per season. Additional instructionand playing of other sports is desirable if time per-mits.

g. Meets and Contests. For variety and to testskill, larger meets and contests should be scheduledduring this phase of training. The use of relaysand games with 100 percent participation of allunits stimulates competition and morale, and helpsto foster unit solidarity. For information aboutorganization and conduct of the athletic carnival,see chapter 10.

h. Obstacle Courses. Negotiation of the obstaclecourse contributes to the development of strength,endurance, agility, and coordination. It also de-velops military skills such as crawling, creeping,climbing, walking, running, and jumping.

i. Concurrent Physical Conditioning. Much val-uable benefit can be derived from the individualand unit technical training in concurrent physicalconditioning. Posture training must continue dur-ing unit training and is placed under concurrenttraining for the same reasons as specified in par-agraph 97.

126 AGO 1669C

105. Administration and Leadership

The number of hours allotted to unit trainingdepends upon the type of unit and mission. Inplanning and scheduling, operations and trainingpersonnel should follow the suggestions in this sec-tion and adhere to the principles outlined in chapter6. Also see TM 21-200. In addition, the followingfactors should be considered:

a. The principal objective is conditioning. Donot include activities in the program that fail tomake maximum use of the allotted time.

b. Variety must be provided in the use of condi-tioning exercises (set drills).

c. Any scheduled athletic activity or game shouldnot be considered as free play time. Activities ofthis type are to be planned and well organized witha minimum of lost time. Instruction is to be offered,when necessary, to insure satisfying participationfor all personnel. Only team sports that contributeto the objective are to be used (chs. 4 and 10).

Section III. PHYSICAL FITNESS ABOARD SHIP AND INCOMBAT AREAS

106. Shipboard Activities

a. At the conclusion of the individual or unittraining programs, personnel or units may be movedaboard ship to oversea stations or to combat areas.If they are given no exercise en route, they losemuch of the high level of physical condition theyhad upon embarkation. Many successful physicaltraining programs have been carried out on trans-

AGO 1669C 127

ports in spite of acute space limitations. Underthese circumstances set drills appear to be the besttype of activity as a small space can usually becleared. (Resistance exercises have also been suc-cessfully employed.) Stationary running for pe-riods up to five minutes will take the place of or-dinary running. If space is adequate, stationarygrass drills may be used. Some transport programshave even included crude obstacle courses. Byscheduling the available facilities for ½/2-hour in-tervals, it is possible to provide an activity periodfor most men.

b. Table VIII illustrates a sample program thatmay be used aboard ship. Activities are not re-stricted to those listed in the table. Since theseperiods are limited to 30 minutes, participation inthe activities on a daily basis is desirable. Twelveperiods are indicated, but additional periods may beprepared in a manner similar to those outlined inthe table.

c. Instructors selected to conduct the condition-ing exercises should be required to prepare lessonplans prior to conducting the exereises. They shouldbe briefed on the following points:

(1) Location for conduct of exercises.(2) Scope of each period.(3) Frequency and the time of day periods are

to be conducted.(4) Limitations on activities for safety and

prevention of injury.(5) Approximate number of men that will

participate in the exercises.

128 AGO 1669C

(6) Rewards, if any, for winners in competi-tive events; for example, excusing thewinning squad from a certain duty forthat day.

(7) Uniform to be worn for physical trainingperiods.

(8) Location and method of obtaining equip-ment needed.

107. Combat Areas

a. A high level of physical fitness is importantwhen soldiers are in combat. However, this is adifficult time to maintain physical condition, so em-phasis must be placed on rebuilding lost conditionwhen troops are withdrawn to the rear for periodsof rest and rehabilitation.

b. Table IX illustrates a sample recapitulationtable that may be used when troops are placed inrear areas for rest and further training. Activitiesto be used are not limited to those listed. Activitiesselected must be vigorous to insure progressivedevelopment and maintenance of a high level ofphysical fitness.

AGO 1669C 129

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CHAPTER 9

PROGRAM FOR SPECIALISTS ANDSTAFF PERSONNEL

Section I. INTRODUCTION

108. Personnel Affected

a. Personnel normally are assigned specializedduty sometime during their military service. In-cluded in this group are instructors at serviceschools, staff officers, technicians, specialists, andother personnel assigned to T/D type organizationswho perform duty only in an administrative orsedentary capacity. Personnel in this specializedgroup differ from personnel in individual and unittraining in that the duty usually performed is underthe direct supervision of someone other than theirunit commander.

b. Personnel serving in these specialized areasshould develop and maintain a level of physical fit-ness commensurate with that required for field orcombat duty. To do so they must participate in aregular, year-round, physical training program.Because the specialist and staff type duty normallydemands little or no muscular activity, it is usuallynot conducive to a high level of conditioning.

109. Planning and Supervision

a. The physical training program for specialists

132 AGO 1669C

and staff personnel should be planned, organized,supervised, and conducted on a controlled basis.The theory that all individuals develop and main-tain a desirable level of physical fitness on theirown initiative is unrealistic and fallacious. The ac-tivities selected by most individuals (recreationaltypes such as bowling and golf) fail to accomplishthe objective because they do not include the im-portant principles of overload and progression.

b. An effective physical training program forspecialists and staff personnel contains activitiessuitable for all age groups. These activities mustcontribute to the progressive development and main-tenance of strength, muscular and circulo-respir-atory endurance, agility, coordination, and at thesame time provide for progression and overload. Inthis respect, the program should not differ fromthat prescribed for individual and unit training.The major difference is the degree of intensity inwhich the program is conducted.

Section II. SELECTION OF ACTIVITIES

110. Considerations for Proper Selection

Because specialized personnel usually representall age groups and all stages of physical condition,it may be necessary to operate several separategroups during this phase of training. Personnelparticipating in this program may represent bothextremes of experience and physical condition. Onthe one extreme may be the clerk, recently assignedto the unit after eight weeks of individual training;on the other extreme is the instructor who has had

AGO 1669C 133

10 years of experience and training. Eventually allmen may be brought together for the same dosageand the same progression, but good judgment mustbe used to determine these two factors in the initialstages of the program.

111. Activities

Some activities must be selected to raise the levelof physical fitness for personnel who are in poorphysical condition, while other activities must beselected to maintain the high level of physical fit-ness of personnel who are in excellent physical con-dition. It will be necessary for personnel in poorcondition to again pass through the toughening andslow improvement stages. Personnel who are in ex-cellent condition must be maintained in the sustain-ing stage. When personnel are in the latter part ofthe slow improvement stage, log exercises, rifle ex-ercises, drill two, and athletics may be introducedto add variety and interest. While these activitiesare being introduced, the time devoted to the setdrills, grass drill, guerilla exercises, and runningmay be reduced somewhat, but not eliminated.

a. Activities for the Toughening Stage.(1) Drill one(2) Grass drill(3) Guerilla exercises(4) Combatives(5) Relays(6) Mass games

b. Activities for the Slow Improvement Stage.(1) Drill one

134 AGO 1669C

(2) Drill two

(3) Log exercises(4) Rifle exercises

(5) Grass drill

(6) Guerilla exercises(7) Combatives(8) Relays

(9) Mass games.(10) Athletics

c. Activities for the Sustaining Stage. The activ-ities outlined for use in the latter part of slow im-provement stage also apply to the sustaining stage.In addition, athletics may be used more frequentlywith a further reduction of the set drills, running,grass drill, and guerilla exercises. Swimming mayalso be used intermittently. If sufficient personnelare available, athletic meets and contests are ap-propriate for this stage.

Section III. ADMINISTRATION AND LEADERSHIP OFTHE PROGRAM

112. Scheduling

a. Frequency and Time of Day. An organizedscheduled period of physical training three timesweekly should be adequate to meet the objective.Physical training should not be scheduled one-halfhour before or within 1 hour after meals.

b. Organization.

(1) Personnel over 40 years of age should re-main as one group throughout. Personnel

AGO 1669C 135

under 40 years can be classified by obser-vation and physical fitness test results.The following guide is suggested for theinitial separation of these groups:

(a) Personnel over 40 years of age.(b) Personnel under 40 years of age who

are in poor condition.(c) Personnel under 40 years of age who

are in good or excellent physical condi-tion.

(2) Organizational arrangement should be aconsideration in scheduling. For example,it may be necessary to schedule the sameconditioning period a number of timesduring the day to enable all personnel ofa section to participate without interrupt-ing normal duty functioning of that sec-tion. The number of instructors available,however, limits the number of times thatconditioning periods may be scheduled.The last period of the day may be utilizedfor physical conditioning purposes. Thispermits personnel to go to their quartersto shower and change clothes upon com-pletion of the conditioning period.

(3) Planning of physical training programsfor specialists and staff personnel shouldbe centralized. Responsibility for execu-tion of the program may or may not becentralized. It is suggested that small in-stallations exercise centralized control. Atlarger installations execution of the pro-gram may be decentralized down to sec-

136 AGO 1669C

tions. For example, an Adjutant Gen-eral's Section at a large installation canbe furnished a copy of the physical train-ing program, but it would be the respon-sibility of the section chief to provide theinstructors, to coordinate times of the day,and to segregate groups for the condition-ing period.

113. Program for Personnel Over 40 Years of Age

a. To develop and maintain a satisfactory degreeof physical fitness, it is necessary that personnelover 40 years of age participate in vigorous activ-ities. There are, however, certain considerations inplanning and conducting a conditioning programfor this group. Table X is a sample guide for theselection of activities and scheduling of the condi-tioning period. This table illustrates the principlesof moderate beginning and progression, acceptablecombinations of conditioning activities, time to bedevoted to each activity, and total time to be spenton actual conditioning during each period. Addi-tional periods are to be scheduled that provide forprogression and overload.

b. The conditioning periods to include organizedathletics should be scheduled at least three timesper week. The athletic activity, in addition to pro-viding a good "workout," should facilitate control,group participation, and supervision. If additionaltime is available, schedules may provide for partic-ipation in recreational activities such as golf andbowling. This added participation should be at theoption of the individual and on an informal basis.

AGO 1669C 137

c. Before the program is started, personnelshould receive a physical examination to include acardiograph check. Once the program begins, itshould be characterized by moderate beginning,slower progression than for younger age groups,and sufficient "warmup" before participation in themore vigorous exercises.

114. Program for Personnel Under 40 Years of Age inPoor Physical Condition

a. The program for personnel in this groupshould be essentially the same as that prescribedfor personnel in individual training (ch. 7) whomust pass through the toughening and slow im-provement stages of conditioning. The major differ-ence is in the rate of progression. Personnel in thisspecialized category do not have the opportunityfor concurrent physical conditioning that is pro-vided in individual or unit training. Progression,therefore, must be slower. Table XI is a sampleguide for the preparation of a program for thisgroup. Note that it does not include athletics orswimming. These activities are excluded becausethis group must first pass through the tougheningand slow improvement stages of conditioning.Athletics and swimming should not be included untilthe group approaches the sustaining stage.

b. The conditioning periods should be scheduledat least 3 times per week, although 4 to 5 periodsa week initially is desirable. Upon completion ofapproximately 10 weeks of conditioning, a physicalfitness test should be administered. Personnel whohave achieved a satisfactory level of fitness should

138 AGO 1669C

then join a group who are in better physical condi-tion. Personnel who have not achieved a satisfactorylevel should continue with a basic conditioning pro-gram until a satisfactory level is reached.

115. Program for Personnel Under 40 Years of Age inGood Physical Condition

a. Specialists and staff personnel who haveachieved a high level of physical fitness are con-sidered to be in the sustaining stage of conditioning.This group should be given a program differentfrom that required for the poorly conditioned group.Table XII is a sample guide for the preparationof a program for this group. This program differsfrom that prescribed for the group in poor physicalcondition (par. 114), by the addition of other setconditioning drills, athletics, and swimming tostimulate interest in the program. It includes areduction in the time devoted to the purely condi-tioning activities and an increase in time devotedto mass games, relays, athletics, and swimming.Although the conditioning time is reduced, theseactivities should not be eliminated from the pro-gram entirely. Athletics selected for this groupshould be vigorous and limited to those outlined inchapter 4. Physical fitness tests should be admin-istered periodically to determine if a satisfactorylevel of physical fitness is being maintained.

b. To maintain a high level of physical fitnessfor this group, conditioning periods should be sched-uled three times weekly.

AGO 1669C 139

116. Conditioning Programs When Time and Space AreLimited

a. Normally a physical conditioning period is of45 minutes duration. Shorter periods are not rec-ommended, but there may be situations where lesstime will be allocated for conditioning specialistsand staff personnel. Table XIII illustrates a sampleprogram where conditioning time is limited to 30minutes. A program of this nature limits thevariety of activity. More time is to be devoted tothe set conditioning drills, running, and grass drill,and less time to relays and mass games, which aremore interesting and enjoyable but have less con-ditioning value. Athletics and swimming shouldnot be included in a program when time is limited.

b. Personnel of this type may be billeted withinthe confines of a city or at installations where ex-ercise area is limited. It then becomes necessaryto prepare a physical training program that will fitthis situation. Table XIV illustrates activities, timeallotment, and progression for this type of program.The program should not be limited to the activitieslisted on the table. For example, drill two, log exer-cises, and rifle exercises can be conducted in thesame amount of area as drill one. The local situa-tion determines what activities may be selected. Ifan indoor track is available, distance running maybe added as an additional activity to those listed intable XIV.

140 AGO 1669C

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CHAPTER 10

ORGANIZATION OF SUSTAININGSTAGE ATHLETICS

Section I. INTRODUCTION

117. Athletics in the Conditioning Program

a. Athletic competition provides a laboratorywhere many valuable character qualities such asinitiative, persistence, cooperation, confidence, phys-ical courage, and the ability to think and act quicklyand effectively under pressure are practiced anddeveloped. Athletic teams are a strong unifyinginfluence and provide one of the best means ofdeveloping esprit de corps. Competitive games offera diversion from military duties and give thesoldiers an opportunity for wholesome self-expres-sion. Finally, soldiers enjoy athletics.

b. Athletics provide the most effective means ofdeveloping and maintaining the interest and co-operation of the men in the sustaining stage of thephysical training program. Men gladly engage inthe more formal conditioning activities such as con-ditioning exercises, log drills, guerilla exercises,and grass drills when they know they will be ableto play such games as speedball, soccer, touch foot-ball, and pushball afterwards.

e. Sports and games require more space and

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equipment than other physical training activities.To meet this problem, physical training periodsmay need to be staggered throughout the day. Theproblem of facilities may be overcome in part byselecting sports which use large numbers of partic-ipants, by increasing the number of players in cer-tain sports, by modifying the size of the playingareas, and by careful scheduling.

d. No one sport reaches all muscle groups ordevelops all the important aspects of physical fit-ness. For this reason, various types of conditioningactivities must be used in conjunction with athletics.Such conditioning activities serve as a warmup forthe sports in addition to exercising all the musclegroups. The men should be adequately conditionedbefore they engage in the more vigorous sports,otherwise the competitive factor may cause themto go beyond their physical limitations.

118. Recreational Athletics

Athletics in the program must be justified interms of the contribution they make to physicalconditioning. This standard of selection excludessome popular team and individual sports. However,in addition to the athletics included in the prescribedphysical training program, there is opportunity fora considerable amount of activity of a recreationalnature during off-duty hours. Any sport which themen enjoy and for which facilities are available maybe included in the recreational program, regardlessof its conditioning value or lack of it. The two pro-grams have different objectives, and activities se-lected in each case must best serve these objectives.

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Recreational sports are not the responsibility ofphysical training.

119. Athletics and Games

The athletics included in the physical trainingprogram are of two types, informal and organized.

a. In the informal athletics and games program,competition is not highly organized. The teamsvary from day to day, and no regular schedule isplayed. The games themselves are not highly or-ganized and can be played with little or no advancepreparation. For activities of this type, see TM 21-200.

b. In organized athletics and games, the com-petition is carried on in a formal fashion. Leaguesare formed with representative teams from eachunit. Regular schedules are played, officials are pro-vided, and official rules are followed. The object isto determine the championship in a particular sport.Ordinarily this type of athletics is carried on dur-ing the off-duty recreational period. It is possible,however, to conduct such a program during theregular physical training period.

(1) Intraunit tournaments in various sportsmay be conducted during physical train-ing periods. The unit is divided into teamsand the team members report ,to theproper area for the game. The only prob-lem presented is that the contest must beterminated within the time allotted forphysical training. If facilities are avail-able, competition in three or four sports

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may be carried on simultaneously. In thiscase, as a company or platoon forms forphysical training, the team members inone sport are directed to one area, theteam members of another sport to anotherarea, and so on.

(2) The lower levels of competition are some-times conducted during the regular phys-ical training hours. The higher levels, in-volving better teams and a strong specta-tor interest, are arranged during off-dutytime. This practice often helps developsolidarity and loyalty within units rep-resented by the competing teams.

(3) The following sports can be carried onduring the regular training program:

Spring Summer Fall WinterPushball Softball Touch football BasketballAmerican ball Cage ball Basketball SoccerVolleyball Speedball Soccer VolleyballSoccer Military field Cross-country

meet runningSwimming

(4) Competition in horseshoes, tennis, tabletennis, badminton, bowling, and other in-dividual sports should be conducted in therecreational sports program which is car-ried on during off-duty hours.

120. Provisions for Instruction

One of the most effective methods of increasinginterest and participation in athletics is to provideinstruction in those activities with which most menare unacquainted. Such instruction can be conducted

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during the regular physical training periods. Care-ful planning is required to keep all men continuouslyengaged in vigorous activity. The material in TM21-200 concerning the recommended team athleticsis to be used as a guide for instructional purposes.This material should not be used as a substitute fora coach's guide which contains more technical in-struction.

121. Organization of Instruction

a. Since instructional periods are approximatelyone hour long, it is necessary to highly organizeeach period in order to maintain interest at a highlevel. Each period should be broken down into thepracticing of fundamentals and skills as one partof the period and actual competition as the otherpart.

b. Teams are divided into groups of equal ability.The squad should be the size unit upon which toform teams for physical training periods. If allmen have the opportunity to learn fundamentalskills during the on-duty physical training period,the representative company team may be chosenfrom the members of the squad teams by the indi-vidual who has been appointed as the coach. It maybe practical to choose teams on a platoon basis forintracompany competition.

c. Factors to be considered in the conduct ofathletic instruction include-

(1) Time allotted to each activity.(2) Division of personnel into specialized

groups to obtain maximum benefit and in-terest.

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(3) Plans for teaching necessary skills priorto the scrimmage or game period.

(4) Practical use of training aids, equipment,and information available.

(5) Availability of courts and playing areasfor practice and scrimmage.

(6) Assignment of personnel to teams forcompetition.

d. In the conduct of the competitive phase of asport, attention to the following points enlivens playand aids in maintaining interest.

(1) Schedules are planned in advance of play-ing dates; facilities to be used are clearlyindicated to each unit; alternate plans areprepared in case of postponements andcancellations.

(2) Team standings are kept up to date andused to increase interest and effort.

(3) Records are maintained on individual andteam standings. These records are usedto stimulate interest and provide a basisfor making awards at the close of the pro-gram.

(4) As many tournaments as practical for thelocal situation are scheduled. For infor-mation pertaining to the administration ofvarious types of tournaments, see para-graph 130.

(5) The use of varied practice routines createsinterest, improves physical efficiency, andimproves playing techniques.

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122. Officiating

a. Every effort should be made to provide goodofficiating for all athletic competition. Nothingcauses dissatisfaction among participants in athleticcontests more quickly than poor officiating. If goodofficials are not available, provision should be madeto develop them. The unit commander should des-ignate interested personnel to attend clinics andcoaching schools that may be conducted by civilianagencies such as high school and college officials'associations. In addition to this type of clinic, spe-cial services may hold rules clinics and teach themechanics of officiating. Commanding officers shouldmake these clinics available to interested personnelfrom each company in order that competent andqualified officials are available for games on com-pany and platoon level.

b. The official should be issued a uniform or mark-ing that will make him clearly distinguishable fromthe members of either team. A regulation stripedofficial's shirt is not necessary. A distinctivelymarked or colored T-shirt is adequate. The officialshould also be supplied with all equipment necessaryfor the officiating of the particular sport.

Section II. TOURNAMENTS

123. Organized Competition

Competition is one of the best ways of main-taining interest in the physical training programduring the sustaining stage. Organized competi-tion provides enjoyable, vigorous physical activity

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that has proved to be one of the best supplementsto conditioning drill activities.

124. Competitive Units

Units for competition should be those units thatmake up the soldier's basic training or TOE unit.In the great majority of situations, the unit willbe the squad-that unit in which it is essentialthat the spirit of cooperation and working togetherfor a common goal be developed and maintained.

125. Selection of Activities

Several factors must be taken into considerationin the selection of an activity for tournament play.

a. Popularity of the Sport. The men shouldwant to participate in the activity. Seasonal sportsshould be used whenever possible. A softball tour-nament, for example, should not be scheduled inthe winter when basketball or football facilitiesare available.

b. Knowledge of the Sport. The selection of anactivity should be influenced by the unit's generalknowledge of the conduct and rules of the variousactivities under consideration. Selecting an activ-ity of which the men have little knowledge wouldrequire additional time for instruction and famil-iarization. Competent officials are also difficult tolocate for unfamiliar activities.

c. Available Equipment. The facilities andequipment available must be inventoried prior to theselection of an activity. There must be adequateplaying area available. The number of contests

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that can be scheduled at one time may be limitedby both the facilities and equipment available atthe desired time.

d. Adaptability of the Activity to a CompetitiveProgram. The activity selected should be one thatprovides opportunity for the largest number ofplayers to participate. For example, an outdoorhard surfaced court could be utilized more effi-ciently as a basketball court than as a tennis court,because 10 men could participate at a time ratherthan four.

126. SchedulingFactors that limit choice of the type of tourna-

ment to be conducted are-

a. Time Available to Conduct a CompetitiveProgram. This includes the amount of time thatfacilities will be available and also the amount oftime that can be devoted to the competitive phys-ical training program by the unit.

b. Space Available. The number of playingareas available must be considered in the selectionof the type of tournament to be conducted. Thenumber of areas or courts available for participa-tion by the unit will certainly influence the selec-tion of the type of tournament best applicable tothe situation.

c. Suggestions for Scheduling.(1) Allow for inclement weather conditions

in scheduling outdoor events. Do notschedule contests for every available date.

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Leave an open date at regular intervalsso that any contest postponed for weatheror other reasons may be conducted with-out disrupting the tournament schedule.

(2) The time alloted for competition shouldallow time for the competitors to showerand dress before they are required toengage in any other duty or activity.

(3) Make advance arrangements for facili-ties. It is desirable to plan a tournamentfar enough in advance so that playingareas and equipment may be reservedthrough the officer in charge of the fa-cilities, thus eliminating last minute con-flicts.

(4) Post schedules and contest rules. Whenschedules have been approved andcleared, they should be posted in a con-spicuous place in the unit area. It isalso suggested that a copy of the tourna-ment and contest rules be posted.

127. Awards

It is desirable that some recognition be givento the winning team or individual. Verbal recog-nition in the form of a command announcementor even the submission of a photograph of thewinning team to a local publication is consideredadequate recognition. In most instances it is notpractical for a unit to present trophies or medalsto winners of unit competition in various activities.However, if trophies and medals are desired and

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money is available for their purchase, the pre-ceding statement should not be construed as adefinite statement of policy.

128. Facilities and Equipment

In the organization of a tournament, severalnecessities that must not be overlooked are-

a. The Condition of the Playing Areas. Priorto the use of any area, it should be checked forboundary and other necessary markings. Thesurface of a field should be checked for obstruc-tions such as large stones and other obstacles. Anydeficiencies in the markings or condition of theplaying area should be remedied before the sched-uled time for the contest.

b Uniforms. Whenever possible, the unit shouldsupply a means of distinguishing the members ofthe competing teams. It is suggested that eachunit have on hand four sets of twelve colored T-shirts. Each set should be clearly distinguishablefrom any of the others. Prior to a contest theseshirts are issued to the competing teams (eachteam receives a different color). At the completionof the contest, the shirts are returned to the is-suing agency. Whenever possible the unit shouldassume the responsibility for the cleanliness of theshirts.

e. Game Equipment. Insure that the equipmentnecessary for the conduct of the particular eventis at the proper place at the scheduled time. Allequipment should be checked before each contest,

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so that deficiencies may be noted before causingcomplications during the conduct of the game.

129. Point Systema. Advantages. The point system determines an

overall winner for a designated period of time;for example, a training cycle. It is a means to re-tain interest in all activities conducted throughoutthe program, since the team standings in eachsport contribute points toward the overall champ-ionship. It also helps to maintain unit solidarityin that each team should be a natural element ofthe larger unit; for example, squads in a company.The point system offers an incentive to the mem-bers of a competing unit to work together for acommon goal.

b. Disadvantages. The most obvious disadvan-tage to the point system is that if one team issuccessful early in the cycle and accumulates a pointtotal that virtually assures them of the champion-ship, interest on the part of other teams naturallywanes.

130. Types of Tournaments(TM 21-225)

a. Single Elimination. This type of tournamentis best suited for a short duration in which exten-sive participation is not practical. It is the methodof determining a winner with the fewest numberof contests. The single elimination tournament,however, is the least desirable tournament to usewith respect to the goal of maximum participation.

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b. Round Robin Tournament. The round robintournament does not eliminate a team from com-petition and it allows every team to play everyother team. The winning team is that team withthe best won-lost record. The disadvantage to thistype of tournament is that it requires many morecontests than the single elimination tournamentto determine the winner. If it is at all practical toconduct a round robin tournament, it is stronglyadvised.

Section III. ATHLETIC CARNIVAL

131. General

When men reach the latter part of the slow-improvement and sustaining stage of training,interest in the program may lag if there is nochange in course content to arouse the desire toparticipate. An event which does not require ahigh degree of skill yet demands strenous activityis the athletic carnival. This is a series of teamgames conducted on a station-to-station basis dur-ing a two-hour period. All games are carried onsimultaneously by all teams, two teams at eachstation, providing vigorous exercise, stimulatingcompetition, and enjoyment for all. Because of thehealthy rivalry that is arouses, it is an excellentform of intersquad or interplatoon competition.

132. Purpose and Advantages

The objective of the athletic carnival is to pro-

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vide activity for everyone in the participatingunits. Activities are chosen that will develop ag-gressiveness, teamwork, a will to win, competitivespirit, and stimulate interest and build esprit decorps. The athletic carnival can be included as partof the physical training program or as part of theoff-duty recreational program. It is a form ofcontest that can be conducted in nearly all cir-cumstances because it can be easily modified, re-quires a minimum amount of equipment, and canbe readily organized.

133. Level of Competition

The Athletic carnival is flexible. It can be ad-justed to large or small sized groups. A companysized unit is the most desirable but it may also beadministered within a larger unit. If it is con-ducted within a company, the participating unitswill be the squads, and if it is held within a largerunit, the platoons comprise the teams. The largersize unit requires more extensive organization andadministration.

134. Selection of Events

In organizing an athletic carnival, it is impor-tant that the events selected be simple and easy toadminister (TM 21-200). All rules and regulationsshould be clearly understood by everyone, and thetechnique of performing any event should not re-quire previous practice. In selecting the events,the interest and capabilities of the men, and theequipment and facilities available, must be con-sidered.

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135. Equipment and Facilities

The site at which the contest is to be conductedmust be large enough to permit the events to beabout a central control point. If there are facilitiesavailable such as volleyball courts, softball fields,basketball courts, etc., they should be utilized. Apublic address system is desirable at the controlpoint for the initial orientation of the teams, sub-sequent announcements of the time lapses, cumula-tive scores, and final standings.

136. Personnel

Efficient administration of the athletic carnivalis dependent upon the personnel who act as refer-ees, judges, and scorers. Individuals within theunits who have had athletic or officiating experi-ence should be utilized. Prior to the day of theevent, all administrative personnel should bebriefed and assigned a specific task in order thatthey may become familiar with the rules and or-ganization of the games which they are to conduct.The following personnel should be available-

a. A primary instructor or supervisor who is incharge of the control center and who is responsiblefor the successful operation of the athletic carnival.He must have an assistant to act as a timer andscorer.

b. One assistant instructor in charge of eachevent. He should be-

(1) Familiar with the rules of the gamewhich he is to conduct.

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(2) A good leader to insure proper supervi-sion and control over the teams whichare participating in his event.

(3) Enthusiastic to provide proper motiva-tion.

(4) Confident in himself and in his ability tojudge infractions of the rules. He mustbe fair in his judgment and penalizewithout hesitation when infractions oc-cur.

c. Several men to serve as runners betweenevent stations and the control point. These mencollect and deliver scores.

137. Team Organization for Competition

The size of the teams is determined by the levelon which the carnival is organized. Maintainingthe integrity of the unit promotes esprit de corps.But this does not preclude grouping two squads intoone team. By using the smaller unit as the compet-ing element, selection of games is made easier. Thereshould be twice as many teams as there are eventsso that all teams have the opportunity to play eachgame and still not have to play any other teammore than once (tables XV-XVII). Each team isnumbered, and during the orientation the teamleaders are given a schedule for their team's rota-tion After the orientation, teams are dispersed totheir starting stations. Upon the completion of anevent, each team proceeds to its next station. Ablackboard should be at the central point, listingthe teams, rounds, events, and point totals. After

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the second round of play, the team standings areannounced frequently. At the conclusion of theathletic carnival, final scores and team standingsare announced.

138. Conduct of Events

a. The assistant instructor at each station takescharge of his group and gives a brief explanationof the major rules of the event for which he isresponsible. He is in a position to be seen and heardby all when he is presenting his explanation, andhe speaks clearly and distinctly to avoid confusionand misinterpretation of the rules. A short demon-stration is desirable if it will help clarify the event.The assistant instructor should make certain thatthe teams can be clearly distinguished; for example,T-shirts versus fatigue jackets, caps vs capless,or by the use of colored jerseys. He should teacha whistle response (teams stop play immediatelyupon hearing whistle), get the event started asquickly as possible, and make any necessary cor-rections as the contest progresses. The rule of goodofficiating is to use a minimum of calls, yet main-tain control of the contest. Penalize when neces-sary, but refrain from disqualifying contestants orteams. Keep the activity moving as rapidly as pos-sible and when the central control point sounds thewhistle to stop the play, all competition ends im-mediately. The assistant instructor then assemblesthe group, forwards the team scores to the centralcontrol point, and upon the signal from the centralcontrol point, rotates the teams to their next station.It is essential that the rotation and orientation of

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the teams be carried on in a quick and orderly fash-ion, because of the minimum time allotted betweencontests. Upon completion of the final event, the as-sistant instructors move their teams to the centralcontrol point for the announcement of team winners,presentation of awards (if any), and final critique.If all the fundamental rules of organization, leader-ship, officiating, and administration of the athleticcarnival are properly and thoughtfuly executed,the troops will obtain the benefits of intensive ex-ercise while enjoying the satisfaction of competi-tion, teamwork, and recreation.

b. For inclement wether, it is possible to conductthe athletic carnival indoors if adequate space suchas a gymnasium or field house is available. Underlimited space conditions, it may become necessaryto reduce the number of teams. A suggested methodis to alternate teams as spectator and participant.There are numerous games and relays that maybe substituted and adapted to small areas and whichlend themselves to a spectator-participant arrange-ment.

139. The Scoring System

The system for determining the winner of theathletic carnival is simple and efficient (tableXVIII). At the completion of competition, thescorer totals the points that each team has scoredin all contests. The scorer then subtracts the num-ber of points scored against a team from the numberof points the team has scored. The resulting scoresare placed in a column with the highest score atthe top and the lowest at the bottom (some teams

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will have a minus total; that is, a team may havemore points scored against them than they havescored). The team with the highest total is thewinner. This type of scoring system encouragesa team to prevent the opposing team from scoring.

Table XV. Four Events-Eight Team Rotation

Rounds

EventsI II III IV

Keep away 1-5' 2-6 3-7 4-8Crab soccer 2 -8 3-5 4 -6 1-7American ball 3 -6 4-7 1- 8 2-5Cage ball 4 -7 1-8 2 -5 3-6

T Team numbers,

Table XVI. Six Events-Twelve Team Rotation

Rounds

EventsI I II III 1 IV | v 1VI

Keep away 1-7*2-8 3-9 4 -105 -116-12Crab soccer 2-12 3 - 7 4-8 5-9 - 10 1- 11American ball 3 - 11 4 -12 5 - 7 6 - 8 1-9 2-10Cage ball 4-9 5-106-11 1-122 -7 3-8Punch baseball 5-8 6-9 1-10 2 -113 -12 4 - 7Goal-HI 6-1 1-11 2-123 -7 4 -8 5-9

* Team numbers.

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CHAPTER 11

THE EVALUATION OF PHYSICAL FITNESS

Section 1. METHODS OF EVALUATION

140. ResponsibilityThe commander is responsible for the physical

fitness of his men and officers. He may employvarious methods in making a practical evaluationof physical condition of his personnel.

141. InspectionCommanders utilize inspection officers to assist

in the evaluation of the effectiveness of physicaltraining programs. The inspectors of physical train-ing periods record their opinion on the formprovided in chapter 5. Inspectors who are to com-ment on the physical fitness of troops participatingin Army training tests will use an unweighted ad-jectival rating of Superior, Excellent, Satisfactory,or Unsatisfactory.

a Routine observation of individual or unit physi-cal tasks serve as an indication of ability to do thatparticular task. To avoid false impressions, carefuland frequent observations over a long period oftime must be made. Observation consumes muchtime and is often unreliable in the evaluation oflarge groups of personnel.

b. Trim body appearance does not necessarilymean that the individual is in good physical condi-

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tion. Observation can detect the individual casesof muscular flabbiness and overweight that needattention and correction.

142. Medical Examination

Temporary injuries, sickness, overweight, andother causes may prevent the increase, or causeregression of physical condition. Medical examina-tion may be used in those cases of temporary dis-ability as a means of evaluation and as a guide forthe prescription of an exercise program.

143. Testing

a. Except in basic combat training phase whenthe physical fitness test is given twice, it is not man-datory that tests be administered. Two standardizedtests are available to the commander as additionalmeans of evaluation. These tests are designed tomeasure strength, endurance (circulo-respiratoryand muscular), coordination, and skill. They arethe physical fitness and physical achievement tests(TM 21-200).

b. The Physical Achievement Test should be ad-ministered only to combat type units. The test isgiven at the discretion of the unit commander. Fre-quency of testing is also decided by the commander.Combat type units have both tests available.

Section II. BASIC CONCEPT OF TESTING

144. Standards of Fitness

a. There is no passing or failing score on thesetests. Properly motivated, men prefer to set an

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objective for themselves either prior to or duringa test. The scoring tables are constructed to aidthe commander in establishing standards for hiscommand. For example, an individual who scores50 points on each of the five test events is averagefor the entire test. Such an individual compareswith the average as established from results of10,000 men who were tested to establish the scoringtables. Personnel who fail to meet the average levelshould be encouraged to measure up; personnel whoexceed the average should be encouraged to moveon ahead. When personnel score approximately thesame number of points after they have participatedin a number of tests, it may mean that the limit ofimprovement has been reached. This may be trueof the group which scores in the excellent bracketstarting at 375 points on the scoring tables. Theproblem then is to maintain this level of physicalfitness.

b Occasionally, schools or agencies establish aphysical fitness test score as a prerequisite for ad-mission. These established scores are only applicablefor these situations. In no instance should any ofthese prescribed scores influence standards forphysical fitness testing of individual replacementsor of units. Under no circumstances should anyunit establish standards or goals that are belowaverage in the physical testing program.

145. Obtaining Valid Test Results

A successful physical fitness testing program de-pends on obtaining valid test results. In additionto trained judges, other factors contribute to ob-

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taining reliable test results. Personnel must par-ticipate in all test events and put forth their besteffort on each event. If an individual scores 250points in the physical fitness test after completingthe four test events prior to the 300-yard run andis not required to participate in this event, thenhis circulo-respiratory endurance has not beenmeasured. If the individual does not exert his bestefforts on each of the test events, a correct evalua-tion of his physical fitness cannot be determined.Conditioned men need have no fear of ill effects dueto an all-out effort, as a normal night's rest is ade-quate for full recovery.

146. Use of Tests in the Conditioning Program

Personnel who score low on the test should notbe given a number of physical fitness tests to im-prove their physical condition. Instead, they shouldbe given a program of selected conditioning exer-cises on a regular basis. Upon completion of theconditioning program, they should be retested todetermine improvement. The conditioning valuederived from participating in physical fitness testsis incidental to measuring and evaluating the levelof fitness personnel have reached.

147. Use of Competition in Testing

The test events are extremely vigorous. In addi-tion to physical strength and endurance, determina-tion and incentive are essential for the individualto put forth his best effort on each test event. Useof competition should be exploited.

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148. Value of Testing

Physical efficiency testing is an integral partof any physical training program. It is an invalu-able aid to those charged with the important re-sponsibility of the physical conditioning of troops.Just as the physician diagnoses his patient beforehe prescribes a course of treatment, so should thephysical training supervisor determine the needsof the men prior to establishing his recommenda-tions for improvement. By determining first whatphysical assets and liabilities the troops have, thephysical training program can be employed moreintelligently and effectively to meet the needs indi-cated. A well-conducted physical fitness testingprogram has a number of values.

a. For the Individual.

(1) It indicates his overall fitness. The scoreobtained serves as a guide for the indi-vidual to compare his physical fitness tothat of other men.

(2) It reveals his areas of weakness andstrength. Since the various batteries dotest separate areas of the body, a lowscore singles out weakness of that par-ticular part of the body.

(3) It serves as motivating factor to improve.Normally, men are receptive to a physicaltraining program if they know and under-stand their deficiencies and see proof thatthey can be improved.

b. For the Physical Training Instructor.

(1) It aids to determine intensity of future

AGO 1669C 171

program. Tests administered at the be-ginning of the training program assistthe instructor in determining how in-tensive a program of physical condition-ing is necessary.

(2) It helps to evaluate the completed pro-gram. Tests provide the instructor withthe means of measuring the progress ofhis individual men or unit and of evaluat-ing the effectiveness of the training whencompared with previous test results.

(3) It indicates men who need special training.Tests serve to indicate to the instructorthe specific needs and deficiencies of in-dividual men who may require specialinstruction or corrective work.

(4) It reveals the degree of fitness of thegroup. Accurate results of the physicalfitness test enable the physical traininginstructor to ascertain the physical con-dition of the men at the time tested.

c For the Unit Commander(1) It indicates the degree of success of the

program. Tests provide the commandingofficer with the means of measuring theprogress of his individual men or unitand of evaluating the effectiveness of thetraining when compared with previoustest results.

(2) It aids in future planning of the program.Tests reveal to the commanding officerthe status of conditioning of his men.

172 AGO 1669C

This frequently leads to an intensificationof the physical training program to meetspecial requirements.

(3) It determines degree of fitness of the unit.The average performance of the groupcan be compared to the average as estab-lished by other units of similar type.

149. Criteria for Selecting Test Events

So many physical efficiency tests are availablethat a problem is presented when a test battery isto be selected. Following are the criteria used forthe selection of the test batteries determined forArmy use.

a. The various factors in physical fitness thatare tested and measured include muscular strength,muscular endurance, circulo-respiratory endurance,agility, and coordination.

b. The test events selected require a minimumof equipment that is easy to procure and set up.

c. The tests are such as to be capable of beingadministered with a maximum economy of time.

d. The test events are fitted to the physical con-dition and skill level of participating personnel.

e. Test events selected are easily and objectivelyscored. Complicated tests that demand highly skilledtechnicians for their administration can not beused.

f. Test events are selected for which scores canbe readily transformed to a numerical point value.When tests are scored with points, men are more

AGO 1669C 173

strongly motivated and it is possible to obtain abetter index of the individual's total physical fitness.

g. The test batteries clearly distinguish betweenphysically fit and unfit individuals. Test resultsobtained from fit groups are consistently betterthan those obtained from poorer groups.

h. To the extent possible, each test event meas-ures only one element of physical condition. Whena test measures a number of different aspects ofphysical fitness, it is impossible to determine howmuch of each element is present.

Section IIIl. SUPERVISION OF TEST ADMINISTRATION

150. Uniformity in Testing

a. Judging and Scoring.(1) In order to secure complete uniformity,

all events are judged and scored in anidentical manner. It is essential that thejudges and officials be carefully trained.Participants should never be used tojudge each other since there are alwayscertain violations of proper form whichno one but a trained judge recognizes.The trained judge is also more impartialthan the friends of the men taking thetests or fellow participants. The uniform-ity in judging and scoring will be indirect ratio to the time spent in trainingjudges and scorers. Company officers andnoncommissioned officers with physicaleducation backgrounds are usually bestqualified for this job. A qualified officer

174 AGO 1669C

should supervise the test very carefullyto insure that all judging and scoring isdone uniformly. Correct judging andscoring will make for better participationand performance.

(2) To further insure uniform test results, itis recommended that a committee be des-ignated to judge all units of the command.For example, the headquarters and head-quarters company of the battle groupcould be assigned the mission of provid-ing officials and judges for the conduct ofthe tests for the entire battle group. Thepersonnel selected as judges and officialscould then be trained prior to the test.

b. Order in Which the Events are Conducted. Atrue indication of the performance of the men can-not be obtained unless the test events are conductedin the same order for all men. Fatigue from par-ticipation in certain events markedly reduces per-formance in other events. For example, it is notfair to compare the pull-up records of two menwhen one runs the 300-yard run immediately beforedoing the pull-ups and the other does not. It takesslightly longer to conduct the events if all men takethem in the same order, but the extra time is welljustified. The order of events should be in the samemanner in which they are listed in TM 21-200.Sufficient lanes, judges, and equipment should bemade available to prevent long delays at any oneoperation. If the lack of equipment or space causesdelay, squads of men, as a unit, can be moved fromstation to station as they complete each of the dif-

AGO 1669C 175

ferent events. Likewise, the testing of men innumerical order within the lanes guarantee theparticipants approximately the same amount of restbetween events.

c. Motivation. Unless the men fully exert them-selves, results will not represent their true condi-tion. Results should give both the commandingofficer and the participant a true picture of whatthe individual can or cannot do. All groups shouldbe uniformly motivated.

d. Condition of the Test Areas, Equipment, andFacilities. All conditions should be the same forthe various groups taking the tests. When at allpossible, the surface used for the events should besmooth and dry.

e. Activities Prior to the Hour of the Test. Onthe day of the test, the activity immediately pre-ceding the test should not be too vigorous. For ex-ample, men marching four miles to the testing areaare at a disadvantage when compared to men ridingto the area. Those who stand guard the night pre-vious to the test are somewhat handicapped. Inthe interest of uniformity, all testing should bedone in the morning, or all in the afternoon. Testingon Mondays or the day following pay day shouldbe avoided.

f. Wearing Apparel. All men should wear simi-lar clothing. This is particularly important with re-gard to shoes. When climatic conditions warrant,it is permissible to remove the upper garment andparticipate in T-shirts.

176 AGO 1669C

151. Judges

a. Judges should be trained in the followingknowledge and techniques prior to administrationof the tests. Four hours is considered to be theminimum time necessary to teach these subjects.

(1) Objectives of the testing program.(2) Recognition of correct and incorrect exe-

cution of the test events that requirejudging.

(3) Positioning of the judge for best observa-tion of test event execution.

(4) How to count repetitions correctly on thoseevents that require multiple repetition.

(5) Use of scoring tables.(6) Practice scoring.(7) Organization and procedure for conduct

of the test.(8) Uniform requirement for judges and par-

ticipants.(9) How to operate and time the running

events with a stop watch.

b. The instructor responsible for training thejudge is the officer who will be in charge of adminis-tering the test. Instruction should stress correct.demonstrations and practical work; the trainingof judges should end with an observation type ex-amination. The unit training officer should super-vise the preparation of instruction for training ofjudges. See section III of this chapter and TM 21-200 for guidance in preparing this instruction. Thefollowing is suggested as a guide to the training

AGO 1669C 177

officer in orienting the officer who is to conduct theinstruction.

(1) Outline the scope of instruction and re-quire that lesson plans be prepared andchecked prior to training of judges.

(2) Require rehearsal of instruction prior toits presentation.

(3) Select and rehearse demonstrators. Dem-onstrators selected should be proficient indemonstrating correct form of executingthe test events. During the instruction,the correct and incorrect methods, andonce again the correct methods of execu-tion should be demonstrated in that order.

(4) Prepare an observation type examinationthat will require judges to determine cor-rect and incorrect methods of executionof test events. Preparation of this exam-ination should be based upon the contentsof TM 21-200 and section III of thischapter.

(5) Conduct a critique of judge's perform-ance at the end of each administration ofa test.

152. Preparation of Men for Testing

Personnel who have not had the advantage ofregular participation in a scheduled physical train-ing program, and who are to take a physical fitnessor achievement test, should engage in a minimumof 10 to 12 periods of physical training prior tobeing tested.

178 AGO 1669C

a. Prior preparation of men insures that theywill not be handicapped by muscular stiffness andsoreness at the time of the test administration. Suchpreparation also reduces the possibility of injuriesduring the test.

b. All men should be instructed in the properform of the test events and be given an opportunityto practice each several times under supervision,prior to the administration of the test. The oppor-tunity for teaching the men the correct form forexecuting the various test events is adequately pre-sented during the physical training periods.

c. Frequently, the type of running stressed inphysical training is adapted to economy of effortand not to speed; therefore, men should be giveninstruction and practice in sprint running. Thistype of running also can be provided through theregular physical training program.

153. Frequency of Testing

A unit commander should not utilize tests toofrequently. Men are inclined not to cooperate iftested at short intervals. A test every 8 to 12 weeksis sufficient. Frequency of testing, except in thebasic combat training phase, is a command preroga-tive.

154. Adjustment for Age

All troops should endeavor to achieve a highstandard of physical fitness regardless of age, formilitary combat takes no cognizance of age. How-ever, for the purpose of scoring, the standardstend to drop one point for each year beyond 30.

AGO 1669C 179

Men beyond 30 are awarded one point per eventfor each year in excess of 30. For example, a manwho is 37 years of age scores 70 points in the squatjump event. He is awarded seven points due to hisage, thus increasing his score to 77 points for thisevent.

155. Motivation

There are various methods of promoting interestin the physical fitness testing program and of ob-taining the best effort of the men being tested.

a. Score Tables. See paragraph 144.

b. Scorecards. A well prepared scorecard moti-vates the men to strive to reach their best perform-ances. The scoring table on the scorecard shouldbe used to interpret the raw score. As the judgerecords each man's raw score, he should also indi-cate the point score. Men want to know what con-stitutes an average score and what constitutes agood score; it is recommended that they be in-formed of the total points necessary to score Aver-age, Good, and Excellent. The scorecard providesspace for scoring tests given at different times. Bycomparing the subsequent scores with their earlierscores, men are encouraged to exceed their previousscores.

c. Action of Officials. The officer in charge of thetest, by his manner and technique, can do much tomotivate the men.

(1) Prior to the test he should-(a) Plan the orientation for the test; be pre-

,180 AGO 1669C

pared to tell the men objectives andreasons for the test.

(b) Rehearse the demonstrations; showright and wrong executions.

(c) Set up competition between squads orplatoons and announce plan to men.

(d) Insure that judging and scoring willbe accurate and fair.

(e) If possible, establish a suitable awardto go to the individual or unit winner.

(f) Announce previous record for each testevent and high total scores.

(2) During the conduct of the test, he should-(a) Enthusiastically offer encouragement at

all times. For example, require judgesto "sound off" with the number of eachrepetition completed during the physi-cal fitness test.

(b) Recognize the three highest point win-ners of each event.

(c) Announce the raw score needed to score100 points as part of orientation foreach event.

(d) Carefully supervise to insure that theprior planning as outlined in c (1)above is effective.

(3) After the test, he should-(a) Provide individual total scores before

the men leave the test area; if this isnot practicable, he should provide thisinformation as soon as possible.

(b) Prepare reports as required by com-manding officer so that unit average

AGO 1669C 181

score may be computed and unit winnersannounced.

(c) Recognize the individual winner withinthe unit.

(d) Devise a plan for effective use of thetest result.

d. Physical Fitness Competition. A physical fit-ness tournament can be conducted within the groupto determine the company with the highest degreeof physical proficiency. A tournament of this typestimulates interest in fitness and assists in motivat-ing men to improve their physical condition. Eachcompany must test not less than 90 percent of itstotal personnel. The highest average total scoredetermines the unit winner. At the conclusion ofthe tournament, companies are ranked from thewinner down to the lowest. To sustain interestthroughout the tournament, average point scoresshould be computed at the completion of each eventand announced as soon as possible. In this waymen keep abreast of the progress of the tournament.

156. Equipment and Facilities

Certain equipment, facilities, and areas are re-quired for the administration of the two tests pre-scribed in the testing program.

a. Physical Fitness Test.(1) Pull-up bars-for pull-up event.(2) Stop watch or sweep second hand watch-

for 300-yard run.(3) Flag, whistle, or starter gun-for 300-

yard run.

182 AGO 1669C

(4) Colored pencils-for marking score oncards.

(5) Scorecards-for a permanent record ofthe scores.

(6) Stakes, 2 inches x 2 inches x 4 feet-forlane markers in 300-yard run.

b. Physical Achievement Test.(1) Rope, ll/ 2-inch, 20 feet-for rope climb

event.(2) Measuring boards, 1 inch x 6 inches x 15

feet-for triple jump event.(3) Flag, whistle, or starting gun-for start-

ing running events.(4) Stopwatches-stopwatches must be used

to time the 75-yard dash and the mile run;sweep second hand wrist watches may beused to time the rope climb and 150-yardman carry.

(5) Stakes, 2 inches x 2 inches x 4 feet-formarking end of course in the 75- and 150-yard run events.

(6) Colored pencils-for marking score oncards.

(7) Scorecards-for a permanent record of thescores.

(8) Numbered cards-for identification ofrunner in the mile run.

(9) Measured mile course-for running theone mile run.

c. Permanent Testing Area. If a permanent test-ing area is constructed and a definite part of that

AGO 1669C 183

area designated for each test event, it is recom-mended that events requiring no fixed equipment bemoved as necessary to prevent the development ofpoor ground conditions due to excessive wear. Whilesuch a designated area may be desirable, no specialrequirements are needed for the majority of thetest events other than a level area.

Section IV. USE AND INTERPRETATION OF TEST RESULTS

157. Purpose of Interpretation

a. The purpose of physical efficiency testing isto measure the physical fitness of the troops. Anevaluation of this fitness is determined by convert-ing raw scores to point scores for each test event.Methods for computing and interpreting test scoresare explained in paragraph 158.

b. Properly interpreted test results reveal to theunit commander-

(1) The physical condition of the individualsoldier. This is accomplished by compar-ing the score achieved with the Very Poor,Poor, Good, and Excellent classificationson the scoring tables.

(2) The level of physical fitness of the entireunit. By computing scores as outlinedin paragraph 158, the unit commandercan establish unit averages for each testevent and the total score average. He canfurther compare levels of physical fitnesswith other units of his command or withunits of other commands.

184 AGO 1669C

(3) Deficiencies in his physical training pro-gram. For example, if results of thesquat jump event are found to be in thePoor cateegory, it would indicate musclesof the legs need further development. Tocorrect this condition, the commanderwould modify his physical conditioningprogram to include more emphasis onexercises such as running, "leg-spreaders,""leg-overs," and the "mountain climber."

(4) The men who are below average in physi-cal fitness. Special attention can be de-voted to this group. One method whichhas been employed successfully is toassign the platoon leaders the responsi-bility for improving the performance ofthese men who are below average.

c. Commanders are cautioned not to determineindividual and unit physical fitness by using onlytotal scores. Detailed study of results on each testevent is of more importance. An individual canhave a relatively high total score, yet have limitedstrength and endurance in a particular body area.For example, an individual may have a total scoreof 300 points, which is considered to be above aver-age; however, study of each test event score mayreveal the following:

Event Raw acore Point Score

Pull-up 2 24Squat jump 78 76Push-up 9 24Sit-up 80 90300-yard run 47.5 86

Total points 300

AGO 1669C 185

It is obvious that a raw score of 2 pull-ups and 9push-ups falls in the very poor category. Thiswould indicate that the individual lacks sufficientdevelopment of shoulder girdle, arm flexor and ex-tensor muscle strength and endurance. Althoughdevelopment of the legs (squat jump), abdominalarea (sit-ups), and circulo-respiratory endurance(300-yard run), is considered to be excellent, theindividual is not totally fit. He must thereforeconcentrate more on exercises to improve thestrength of the arm and shoulder girdle. If similarresults were found to be prevalent throughout acommand, a change in the conditioning programto correct this deficiency may be indicated.

158. Methods for Interpretation of Test Scores

The results of test scores are meaningless unlessthey are intelligently interpreted to indicate weak-ness and strength of the individual, the platoon,the company, or the battle group. There are variousmathematical "tools" to aid in the interpretationof test scores.

a. Average Raw Score. In order to determinethe raw score of a unit, the individual scores ofthat particular group should be averaged. To ob-tain the average raw score for a company, forexample-

(1) Total the number of men of the companyparticipating in a particular event (pull-ups, for example).

(2) Total the number of pull-ups completedfor the company.

(3) Divide the total number of pull-ups by

186 AGO 1669C

the total number of men performing pull-¡ ups. This resulting figure is the average

raw score in the pull-up event for thecompany.Example:1450 pull-ups190 men participatingDivide 1450 by 190 = 7.63 = 7.6, average ofpull-ups for company.

b. Average Point Score. The raw score is con-verted to a point score according to the physicalfitness test scoring table for each of the participat-ings individuals on each of the events. The recom-mended method to find the average point score isto proceed exactly as in a above.Example:11,020 points total for pull-ups190 men participatingDivide 11,020 by 190 = 58.0, average point score of pull-ups for the company.

c. Comparison of Units Graph. For purposes ofdetermining strength and weakness of given units,enhancing competition, and generally understand-ing the physical fitness of his men, the platoonleader, company commander, or battle group com-mander can effectively make a comparison of hisunit by-

(1) Determining the point score average ofhis unit on each event as outlined in babove.

(2) Determining the overall point score aver-age of his unit by adding the averages ofeach event and dividing by the numberof events.

AGO 1669C 187

(3) Devising a graph (table XIX) in sucha way that on the left hand side the pointscores 0 to 100 are evenly distributed,and across the top of the graph the eventsare listed.

(4) Representing the average point scores ascomputed in (1), above, for a particulargroup by a straight line from the bottomof the graph up to the score on the lefthand side of the graph that correspondsto that point score.

(5) Comparing test results. Table XIX is asample of a comparison of companies onthe physical fitness test for the battlegroup commander. From this table it isapparent that all companies are deficientin circulo-respiratory endurance as evi-denced by low average scores on the 300-yard run event. The battle group com-mander will recognize the need for addi-tional running activities in the program.Similar graphs could be prepared indi-cating squad result for the platoon leaderand platoon result for the company com-mander.

d. Physical Fitness Progress Chart. One of theprimary concerns of the commander is the improve-ment of his men's physical condition. To portraythis improvement effectively, a chart similar to thatillustrated in table XX may be used. This chartis a sample company progress chart, showing theimprovement from the first to the second adminis-tration of the physical fitness test. To compute

188 AGO 1669C

the entries for the chart, the following method isrecommended:

(1) On the first administration of the physicalfitness test, determine the point scoreaverages of the squad, platoon, company,or battle group, whichever the case maybe, by methods outlined in b, above, foreach of the events. Record this averagepoint score on the table for each eventand for each unit.

(2) On the next administration of the test,determine average point scores as in (1)above, and again record the results on thetable XX.

(3) Divide the point score averages of thefirst test by the point score averages ofthe second test.

(4) Subtract this figure from 100.(5) This result is the percentage of improve-

ment from the first to the second test inthat particular event. Record this per-centage of improvement on the table foreach event and for each unit.

39/45 = 86.67100-86.67 = 13.33% improvement

from first to second test.

e. Value of Physical Fitness Progress Chart. Anumber of important deductions can be obtainedfrom such a chart by the unit commander. Refer-ring to the sample progress chart, the companycommander knows, for example, that-

(1) There was some overall improvement be-

AGO 1669C 189

tween the two tests, but 4.9 percent ismuch too low a percentage to indicate im-proved physical fitness of the company.

(2) The company average, as indicated on thebottom line of the chart, shows pull-upsand push-ups to be in the Poor category.Consequently, the physical training pro-gram for the company must includeenough exercises involving the shouldergirdle muscles to improve the upper bodyparts, at the same time maintaining satis-factory condition of the other body parts.

(3) The company was in the lower portion ofthe Good category in the sit-up event,scoring an average of 53 points on thesecond test. It is significant that the 3dplatoon was the poorest on this event.

(4) The company showed more improvementon the 300-yard run, averaging 6.5 per-cent of improvement, although the 3dplatoon was lowest once again.

(5) After the 2d test, the company was aver-age on squat jumps, with the 3d platoonlow.

(6) The third platoon was consistently low onboth tests and showed the least amountof improvement. This platoon shouldspend additional time in improving itsoverall physical condition.

f. Individual Progress Chart. The company andbattle group commanders are interested in thephysical condition of their men as a unit, but the

190 AGO 1669C

platoon leader is specifically concerned about thefitness of the individual man. Table XXI is recom-mended for the platoon leader as an accurate indi-cation of the physical fitness of his men. Total testscores are sometimes misleading for they do notindicate specific weakness and strength. Record-ing scores of each event facilitates analysis of eachindividual.

AGO 1669C 191

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a. One scorecard is used in the recording of testscores (TM 21-200). Scoring tables are printedon the card to facilitate conversion of raw scoresto point scores as the test events are completed(tables XXII and XXIII).

b. At the completion of a test the following ac-tion should be completed in relation to scorecards:

(1) Raw scores are converted to point scoresby use of the scoring tables. For example,10 pull-ups equal 70 points.

(2) Point scores are totaled for the five eventsto determine individual total test scores.

(3) Total scores are entered on a unit scoresheet and posted in the area.

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(5) The percentage of improvement betweenthe present and the previous administra-tion of the test is computed for eachunit.

(6) Individual total scores are forwarded tothe personnel section and entered on theindividual's DA Form 20.

(7) Score cards are placed on file by the unitfor use during the next test. Retainingthe scorecard and using the card for suc-cessive tests will have the advantage ofincluding past scores and serve as a basisof comparison in the current test.

196 AGO 1669C

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APPENDIX

REFERENCES

AR 600-160 Maintenance of Physical Fitnessand Detecting and CorrectingPhysical Abnormalities AmongOfficers

SR 320-5-1 Dictionary of United States ArmyTerms

AR 320-50 Authorized AbbreviationsFM 21-5 Military TrainingFM 21-6 Techniques of Military Instruc-

tionFM 21-22 Survival at SeaFM 21-30 Military SymbolsTM 21-200 Physical ConditioningTM 21-225 The Army Sports ProgramDA Pam 108-1 Index of Army Motion Pictures,

Filmstrips, Slides and Phono-Recordings

DA Pam 310-3 Index of Training PublicationsDA Pam 310-5 Index of Graphic Training Aids

and DevicesATP 21-113 Army Training Program for Per-

sonnel Aboard Ship and EnRoute to Overseas Stations

ATP 21-114 Basic Combat Training ProgramFor Male Personnel WithoutPrior Service

208 AGO 1669C

ATP 21-186 Military Training Program (4Weeks) For Transient En-listed Men and Women at Per-sonnel Centers, Ports of Em-barkation, Continental UnitedStates

AGO 1669C 209

INDEX

Paragraph PageAdrenal gland --_--_------------------- 43 52Advanced training-_________-- .----- - 95 118Anatomical position__------------------ 11 13Anatomy _________________------------ . 11 13Anterior tibialis ___--------------… --- 25 32Arm, bones:

Humerus _-- __-------- -----------. 13 14Radius _______------------------- 13 14Ulna _______--------------------- 13 14

Athletic carnival:Advantages _________------------- 132 158Equipment_____ ------------------ 135 160Purpose ___________--_-.--------- 132 158Scoring system _______------------ 139 163Team organization ____------------ 137 161

Athletics, team__---------------------- 67-70 72

Ball and socket joint _---_-------------. 16 19Biceps_ _ .------ __.----_---.---------- 21 22Biceps femoris _______________________. 24 29Body structure_______________ ________. 8, 9 12Body systems ______________---_------. 10 13Bones, characteristics ----------------- 14 17Bones, types -------------------------. 12 14

Calcaneus ----_ ______________________- 13 14Cartilage_____________________________ 15 18Cells …-----_----_ ______8____--- --- _-_ 39 46Circulation, types:

General__----______-------------. - 37 45Lymphic___________--- ----------- 47 54Portal --------------------------- 37 45Pulmonary -_____________--.. ------ 37 45

Circulatory system _______ … ...-----... 10, 26, 13, 34,36 43

210 AGO 1669C

Paragraph PageClavicle --___________________________. 13 14Combatives __________________________. 63, 96 69, 118Command emphasis____________________ 71, 74 74, 81Command support ____________________. 90 101Conditioning activities:

Drill one--________________________ 52 58Drill two ________________________. 53 58Log exercises ____________________. 55 61Rifle exercises -------.----------.- 54 59

Confidence courses_____________________ 56-58 62Costae …--------------.-------------. 13 14Crest load __-------------------------. 34 41

Definitions _________________--_------- 11 13Deltoid --__--_------------- ---------- 21 22Diaphragm _______________----------- . 27 35Diet, importance -______------- -------- 44 53Digestive system ____------------------ 10 13Drill one___--_------------------------ 52, 96, 58, 118,

98, 104, 120, 125,111 134

Drill two _------_--------------------- 53 58

External oblique-_____----------------- 21 22

Femur -____________________________. 13 14Fibula ---------------______________ .13 14Fitness, importance __________--------- 4, 5 5

Gastrocnemius and soleus ___-_________ 25 32Genitourinary system ___--_-- __------. 10 13Gland, adrenal ______---- -------------. 43 52Gluteus maximus ____________---------. 24 29Grass drills ________------------------ 96 118Guerilla exercises_ -------------------- 62, 96 68, 118

Hamstrings ___________-------.---.._- 24 29Heart, chambers-______________________ 26 34Heel _---..-------------- ..---------.. 13 14High altitude, effects___----------...- -. 42 50Hinge joint_---------------------- 16 19

AGO 1669C 211

Paragraph PageHumerus ________--___---------------- 13 14

Iliacus ______________________________. 22 27Individual training ____________------- 3, 91, 5, 103,

95-99 118In-service program--------------------. 73 81Inspection for physical fitness___________ 141 167Instructor, qualities of the_------------- 72 76Instructor's course_-------------------- 80 85Instructors, selection -_________-------- 77 83Interpreting test results --------------- 157 184Involuntary muscles_ _----------------- 17 20

Joints, types ______--- -_______________. 16 19

Latissimus dorsi -----_-_______________ 21 22Leadership___________________________ 112 135Leadership responsibilities______________ 71 74Levator scapulae_ ------___-______--_--. 21 22Ligaments____________________________ 15 18Log exercises ____-- ------------------- 55 61Lungs -_____________________________ 27, 41 35, 48

Mass games__________________________ 64-65, 96 69, 118Medial ______________________________. 11 13Medial plane_________________________ 11 13Medical examination___________________ 142 168Military fitness _--____________________ 4 5Muscular:

Circulation _----_-- ______________ 30 39Fatigue _______________--_______. 33 41Hypertrophy -__________----- - ____ 29 39Structure ___--------------------- 18 20

Muscular system_ ---.----------------- 10 13

Nervous system-----------------------. 10 13

Obstacle courses ----------------_ __. 56, 57, 104 62, 125Off-duty program _____________-_______ 88 96Officiating ___________..----- -- -- ____. 122 152On-duty program_-. .....-------------- 88 96

212 AGO 1669C

Paragraph PageOrganized competition------____-- _ -____ 123 152Overload, principle _______-- _____------ 28 37

Patella ___________________…--- --- ---- 13 14Pectoralis major _____________________ 21 22Pectoralis minor______________________ 21 22Pelvis girdle_____---------------- ------- 13 14Physical Achievement Test __----------- 143, 156 168, 182Physical fitness:

Aboard ship___._---- _----- ----- 106 127In combat -----------------------. 107 129

Physical fitness, evaluation ____________. 140-159 167Physical Fitness Test___---___--------- . 143, 156 168, 182Physical training, history:

Early program ------------- _----- 7 7World war I____-----------_------. 7 7World war II___------_------------ 7 7

Physical training, supervision:Evaluation----------_____---.----- 85 88Methods_________---- ----------------- 85 88Responsibilities__-----___---------- 83 87

Point system ------------------------- 129 157Portal circulation_____-------------.---- 37 45Posture training________----- ---------- 97 119Program construction___--------------- 89, 93, 97, 104,

94 105Program evaluation__------------------ 82 86Program planning ------- …---_-------- 88, 94 96, 105Progress chart ----------------------- 158 186Psoas major_ _____---------- -------_-- 22 27

Quadriceps femoris ____---_-----------. 23 28

Radius --________________ _-__________. 13 14Recreational athletics__----_______---- _. 118 147Rectus abdominis …-------------------- 21 22Rectus femoris___--------------------- 23 28Relays____________-------------------- 66 71Respiratory system___---------------- . 10, 27, 13, 35,

40-42 47

AGO 1669C 213

Paragraph PageRhomboids ___________________________ 21 22Rifle exercises-___.____________________ 54 59Rotary joint ____-- _________-_________. 16 19Running ______________-____---------_ 96, 104 118, 125

Sartorius ____________________________ 23 28Scapula -__________________-_________. 13 14Score cards ________________________- 155, 159 180, 196Semimembranosus ------------------... 24 29Semitendinosus ----------------------- 24 29Serratus anterior---------------------- 21 22Set conditioning drills ----------------- 50 57Shoulder girdle, bones:

Clavicle -________________________. 13 14Scapula--_________________________ 13 14

Skeletal system__--_________--__.____-_ 10 13Skeleton _____________________-------- 12-16 14Skull----______-----.----------------- 13 14Slow improvement stage __------------ 111 134Specialists and staff personnel training__. 91, 108- 103,

116 132Spinal column__ -------_-----------.. 13 14Staff personnel training -____________ 3, 108-116 5, 132Sternum ________________------------- 13 14Supplementary activities:

Combatives -- __-- __--------------. 63 69Grass drills_ -----.--------------- 61 67Guerilla exercises_ ___--- ---------- 62 68Running _____________------------ 60 66

Sustaining stage ---------------------- 117-139 146Swimming ____________------------- - 96, 104 118, 125

Teres major ____-- ________.----------- 21 22Test events, selection_ -----.----------- 149 173Testing:

Concepts__------- _____-----------_ 143-149 168Preparations _____-- ___.___--_____ 152 178Uniformity___-_______------------. 150 174Value---__-----------------------. 148 171

214 AGO 1669C

Paragraph PageTesting area__________________________ 156 182Testing scores, interpretation __________. 158 186Tests, use--___________________________ 146 170Tibia-________________________________ 13 14Toughening stage--___________________ 111 134Tournaments:

Awards __ -----________________--. 127 155Equipment___--______--- .---- __--- 128 156Scheduling___ _______------------ - 126 154Types _-------------------------- 130 157

Trachea ______----. . ..------..------.. 27 35Training:

Individual_-----__________________ 3 5Staff personnel__________________ - 3 5Unit …________________…. …____---. 3 5

Training equipment__________________ - -87 93Training estimate---____-------__-- ____- 93, 94 104, 105Training policy --_______________------- 90 101Training schedules --____-------------- 94 105Training, stages:

Toughening -__________---______- - 3 5Slow improvement -__--- __-_______ 3 5Sustaining __________------------- 3 5

Training, types:Individual__-- ____--- -------------. 91 103Specialists and staff personnel______. 91 103Unit …_________._________________. 91 103

Trapezius ________________-____-_----- 21 22Triceps _-_____---- __ _------------- __ 21 22Trunk museles ----- _-------.-------…-- 21 22

Ulna -------_------------------------ 13 14Unit testing-__________________________ 103 125Unit training ________________________ 3, 91, 5, 103,

100-107 123Unit training, scheduling_____________ - -102 124

Vastus intermedius--_______….__________. 23 28Vastus lateralis _____________________._. 23 28

AGO 1669C 215

ParagraDh PageVastus medialis___--__________________. 23 28Vertebrae-____________________________ 13 14Voluntary muscles _____________-- ____- 17 20

[AG 353 (2 Aug 57)]

By Order of Wilber M. Brucker, Secretaryof the Army:

MAXWELL D. TAYLOR,General, United States Army,

Official: Chief of Staff.HERBERT M. JONES,

Major General, United States Army,The Adjutant General.

Distribution:Active Army:

CNGB Ft & CampTechnical Stf, DA USMATechnical Stf Bd Svc CollegesUSCONARC Br Svc SchUS ARADCOM USA Intel SchOS Maj Comd HospMDW Pers CenArmies PMST Sr Div UnitCorps PMST Jr Div UnitDiv PMST Mil Sch Div UnitBrig Port of Emb (OS)bg PGBn dbCo Mil DistUSA Tng Cen

NG: State AG; units-same as Active Army.USAR: Same as Active Army.For explanation of abbreviations used, see AR 320-50.

U. S. GOVERNMENT PRINTING OFFICE, 1957-440527

216 AGO 1669C