Another day, some of the Scottish girls spent a couple of hours teaching dance a complicated Highland us called "Flora MacDonald's Fancy." Then, just before we left, there was an "International Party," where our contribution was a group of Negro Spirituals, sung by one of our girls, and a square dance "Take A Little Peek." Edinburgh Festival Our last lap was to Scotland again by bus. We drove up through the Lake District into the Scottish Moors to a boarding house in Queen's Crescent. That night we went to the opening of the Edinburgh Festival, and saw the "Edinburgh Tattoo," which was probably the most exciting performance of the entire trip. Hundreds of kilted Highlanders with drums and bagpipes, marching out of the mist from the floodlit Edinburgh Castle in formations and figures; Highland dancing (men only, as is proper in Scotland) done by a hundred men and boys to the tune of 200 bagpipes and drums. It was a really thrilling spectacle. London and Home From Scotland, we returned to London for a few days before sailing for home. We saw both the London Festival Ballet and the Sadlers Wells Company. The former put on a good show, as far as theatricality, costumes, decor, and technicality went, but neither the choreography nor the music had very much originality. The Sadlers Wells Company was, of course, impeccably beautiful, as always, and made a suitable finale to our trip. We all felt, at the end, that we had had a wonderful time, and profited in many ways. This summer we hope to include more of the Festival performances, a somewhat longer stay at some of the schools, and possibly a week in Spain where there is dancing everywhere. We can hardly wait until July. * free as a Breeze Wonderful HELANCA SEND FOR the new CAPEZIO catalog showing FOLKRAFT RECORDS ESPECIALLY SE- The Folkraft Record Company is cosponsoring the Kentucky Folk Dance Institute, at which we will have a very intensive course in folk and square dance leadership. It will be held on the Campus of Sue Bennett College at London, Kentucky, from August 19th to the 26th. The faculty includes the following: Shirley Durham Prof. M. G. Karsner Frank L. Kaltman, Director For further information write to the Miss Shirley Durham, 523 West Hill or American Squares Book and Record PRACTICE DRILLS of competitively realistic sequences are excellent for coaching intercollegiate tennis squads at any skill level. Employed to augment intra-squad challenge matches and practice sets, these drills simulate game-like conditions and present more opportunities for effective teaching than most other practice techniques. Competent coaching seeks to teach proficiency in functional stroke production and optimum tactical response to competitive situations. Efficient utilization of sequence drills tends to induce almost by reflex the desired shot. Neither repetitive stroking practice nor actual competition offers the same scope of opportunities. Sequence drills are no easy panacea for intercollegiate tennis coaching problems, but they have tremendous potentialities for superior teaching. Effective Drills It appears essential that effective drills be composed of sequences which include several different shots and which conform to a competitively realistic pattern. This means assuming an anticipatory court position and "ready" stance for each stroke. Drills ideally permit frequent repetition of the sequence of shots by each player and should be organized to allow individual coaching without disrupting the operation of the drill. It is highly desirable that the drills interest the player and challenge his skill. The nature of the drill should be appropriate to the objectives of the practice session and the needs of the players. Drill for Doubles Play A description of one exceptionally effective drill for doubles play illustrates the make-up and possibilities of this practice technique. This particular drill strives to improve the choice and execution of shots for three fundamental patterns in the doubles gameserve, return of serve, and initial volley. A server, his partner, a receiver, and his partner assume competitive posi tions in the court. The server, allowed only one ball, delivers it and advances to the net. The receiver returns crosscourt with a game-like response. The server then volleys deep and down the middle so as to establish the all-important tactical position at the net. Subsequent exchange of shots depends upon the emphasis in the sequence; it may terminate with the initial volley or it may continue until completion of a point. The inactive partners react just as they would in competition. Immediately upon the termination of one sequence, another player who has been standing ready assumes the serving position and the previous server moves over to act as a net player; the previous net player shifts off the court. The new server then delivers again to the same receiver. At least four players on the serving side should rotate positions with minimum delay. The coach can replace the receiver after a prescribed number of returns. Explanations plus individual instruction during the operation naturally are integral features of this type of drill. Variations To Fit Skill Levels This particular drill invites innumerable variations so as to fit the skill level of the players and their immediate practice needs. Innovations can be devised to assist in developing competence in any typical pattern of singles or doubles competition. In certain instances, these drills may not adhere so rigidly to actual play situations, yet will still be beneficial in improving stroke production. An example of this type pattern involves two players who start at opposite baselines and volley (strike the ball out of the air) to each other as they advance toward the net. Each strives to maintain the rally without an error. This sequence effectively teaches ball control and emphasizes the ready position; however, it does not necessarily comply with sound court position nor good ball placement. Certainly, imagination and ingenuity in construction and administration of drills can create Prudent use of sequence drills often contributes to efficient administration of practice sessions. Frequent repetition of sequence patterns can crowd more productive work into a limited amount of time. Properly arranged drills also can accommodate a greater number of players per court. Economy in practice time and in court utility are often significant factors in coaching; this enhances the value of sequence drills. These practice devices naturally produce the best results when accompanied by capable individual coaching; however, inexperienced coaches can minimize their technical inadequacies by intelligent use of drills. In an emergency, players themselves can conduct a satisfactory practice session with drills even if the coach cannot be present. In fact, players usually display considerable eagerness to assist their teammates during drills. This mutual co-operation improves teaching and team morale. Actual competition undoubtedly represents the one essential factor to successful preparation of intercollegiate tennis teams. The psychological factors of match play, probably the most intriguing facet of tennis coaching, defy successful simulation. There is no substitute for competition. Frequently, however, more fruitful situations for teaching tactics and functional stroke production occur in drill practice. Individual instruction does not interfere with drill operation, but stopping competitive play to demonstrate a particular shortcoming presents a considerable problem. In addition, competitive urge sometimes deters a player during competition from experimenting with new techniques; sequence drills foster functional experimentation. Real Help in Competition Frequent repetition of realistic pat terns aids in teaching the proper response to specific situations. Most competitive tactics in tennis, especially in doubles play, consist of strict conform ity to simple percentagewise patterns: sequence drills help elicit almost auto matic answers to each set of competi tive circumstances. In match play, the recurrence of simi lar situations is infrequent; this compli cates learning of pattern performances Repetition, on the other hand, is th essence of sequence drills. Improved teaching of stroke production also re sults from repetitive practice; the coach can immediately correct faulty execu tion at an opportune, teachable moment Sequence drills lend themselves to ac curate statistical analysis. Unhampere by many extenuating circumstances o match play, drills provide purer dat on stroke efficiency and proper pattern play. Many coaches utilize statistics advantageously in instructional programs. Drills facilitate this technique. Functional Teaching Considerable evidence seems to indicate that aimless hitting, such as often occurs in mere rallying practice, tends to foster careless and sloppy stroking habits. This hypothesis implies that every tennis shot, even in practice, should be hit with definite purpose as to speed, direction, and tactical utility. Elementary instruction in stroking form, and perhaps initial phases of corrective teaching, may proceed advantageously in simple rally practices. More functional teaching, however, occurs in many instances when the instruction is intimately and frequently related to the realistic game-like conditions that exist in sequence drills. These drills not only motivate players to seek exact stance positions and court position, but also demand definite objectives for each shot. Improve Team Performance Generally, intercollegiate tennis coaching receives considerable criticism, probably with justification, for its inflexible and unimaginative teaching techniques. It has been indicted also for alleged inability to improve players' quality of performance. The first criticism is unimportant except as a contributory factor to the latter shortcoming. Sequence drills offer intriguing innovations to practice sessions and reveal exceptional possibilities for effecting superior competitive ability. In all likelihood, improved results in team performance will justify experimentation with sequence drills in tennis.✰ 59th National Convention Well over 4,000 Association members attended the 59th AAHPER Convention, held with the Midwest District Association in Chicago, March 24-30. Division and section meetings were filled to overflowing, and the exhibit hall was continually buzzing with activity. The highlights of this most successful meeting will appear in a special 16-page section in the September JOURNAL. Officers elected by the Representative Assembly were: President-elect, Pattric Ruth O'Keefe, Public Schools, 3845 McGee, Kansas City 11, Mo.; Vice-Pres.elect for Health Education, Louise Smith, Florida State Univ., Tallahassee; Vice-Pres.-elect for Physical Education, Arthur Daniels, Ohio State Univ., Columbus; Vice-Pres.-elect for Recreation, Louis Means, Calif. State Dept. of Educ., 721 Capitol Ave., Sacramento 14. The following assumed office on March 29: President, Ray Duncan, West Virginia Univ., Morgantown; Vice-Pres. for Health Education, Robert Yoho, State Bd. of Health, 1330 W. Michigan St., Indianapolis; Vice-Pres. for Physical Education, Elmon L. Vernier, Bd. of Educ., Public Schools, Baltimore; Vice-Pres. for Recreation, John Hutchinson, Teachers College, Columbia Univ., New York. The next National Convention will be held in conjunction with the Central District Association, in Kansas City, Missouri, March 30-April 3, 1958. Scholarships for Specialized Training a The Association for Physical and Mental Rehabilitation has announced scholarship program to assist physical educators in obtaining specialized training in Corrective Therapy or Adapted Physical Education. Initial awards will be announced in August, and all applications must be received prior to June 15, 1956. Applications should be addressed to the Scholarship Committee, Association for Physical and Mental Rehabilitation, 1472 Broadway, New York 36, N. Y., and must contain the following information: (a) Three Character references; (b) Three professional references; (c) A college transcript; (d) A brief personal history. PATTRIC RUTH O'KEEFE AAHPER President-elect Graduates from colleges or universities with a degree in health and/or physical education are eligible to apply for these awards. The selections will be made on the basis of college records, character, qualities of leadership, seriousness of purpose, and the ability to meet entrance requirements. Because of the standards established by the Association, the graduate work must be carried out at one of schools which meet the requirements for certification. Currently, New York University, Columbia University, Springfield College, University of Iowa, University of California at Los Angeles, Pepperdine College, University of Kentucky, and Nebraska Wesleyan offer courses which have met the standards of the Education Committee. Other programs are in the process of being reviewed and additional colleges will undoubtedly be added to the list in the future. Awards are in the amount of $250 and selections will be made by the Association's Scholarship Committee. New AASA Exec. Secy. Finis E. Engleman, Connecticut state commissioner of education, Hartford, has been appointed Executive Secretary of the American Assn. of School Administrators (NEA). He will assume the new position Sept. 15, succeeding Worth McClure, who will retire from the post he has held for ten years. Aquatic and Small Craft Schools The American Red Cross has scheduled for June and August, 29 National Aquatic and Small Craft Schools at selected sites across the country to train waterfront instructors. Further information and applications can be obtained from local Red Cross chapters or from area offices in Alexandria, Va., Atlanta, Ga., St. Louis, Mo., and San Francisco, Calif. New Concept of Intermediate Unit Speech correction consultants, visiting teachers for the physically handicapped, central schools for mentally retarded children, and reading improvement specialists are four of many services envisioned as being accessible to every school-aged child in America. Programs now in operation and future prospects are described in the March NEA Journal. Originally, the intermediate unit-or county school office-co-ordinated ac tivities of school districts within an area. But the number of districts in the U.S. has been reduced by half in the last seven years. Hence, the intermedi ate units, obsolete in terms of functions they were originally created to perform will assume these specialized educa tional services. As Clarence A. Pound Purdue Univ., said ". . . it may well be that the changing concept of the in termediate unit will be one of the most notable achievements in American pub lic education during the second half of the 20th century." Survey of First-Year Teachers The NEA Research Division ha queried 2600 men and women who com pleted one year of teaching in an urba school system in 1954-55. Today's typical first-year teacher i 23 years, nine months old, with a average salary of $3,235 and promis of $196 increase in the second yea College degrees are held by 94.2 pe cent. Of the women, 36 per cent ar married, and of the men 60 per cen Socially, 7.3 per cent feel ignored b the community and 12.1 per cent fe only partially accepted. Only 2.2 pe cent say their jobs put serious restri tions on their private lives, while les than one-third claim their lives ar restricted but not seriously. But mor than 40 per cent say they like teachin better than they thought they woul The complete survey (48 pp.) may b obtained from NEA Research Division 1201 16th St. N.W., Wash. 6, D. C. ATTRACTIVE LONG WEARING POOL SUITS The surest way to Color-fast to • Chlorine re- . Shrink con- Eight bright • Available in Write for complete, illustrated catalog. Aldrich & Aldrich, Inc. 1859 MILWAUKEE AVE., CHICAGO 47, ILL. Outfitters To U.S. Olympic Teams Professional Advancement (Continued from page 11) is done by people rather than something done to people. It should come through stimulation and persuasion rather than compulsion. It is an integral part of every person's position, not something extra. 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