text: UFDC Home | Help | RSS TABLE OF CONTENTS HIDE Front Cover Title Page Copyright Table of Contents Foreword Acknowledgement Introduction Preliminary planning Site selection and development Shower and dressing facilities Swimming pools and bathing... Indoor play areas Outdoor play areas Topical index Group Title: Bulletin- State Department of Education ; 13A Title: Facilities for physical education CITATION THUMBNAILS PAGE IMAGE ZOOMABLE Full Citation STANDARD VIEW MARC VIEW Permanent Link: http://ufdc.ufl.edu/UF00067234/00001 Material Information Title: Facilities for physical education Series Title: Bulletin Physical Description: 73 p. : ; 23 cm. Language: English Creator: Florida -- State Dept. of Education Publisher: s.n. Place of Publication: Tallahassee Publication Date: 1954 Subjects Subject: Gymnasiums ( lcsh ) Genre: non-fiction ( marcgt ) Notes Funding: Bulletin (Florida. State Dept. of Education) ; Record Information Bibliographic ID: UF00067234 Volume ID: VID00001 Source Institution: University of Florida Rights Management: All rights reserved by the source institution and holding location. Resource Identifier: oclc - 01731912 Table of Contents Front Cover Front cover Title Page Page 1 Copyright Page 2 Table of Contents Page 3 Page 4 Foreword Page 5 Acknowledgement Page 6 Page 7 Page 8 Introduction Page 9 Page 10 Page 11 Page 12 Page 13 Preliminary planning Page 14 Page 15 Page 16 Page 17 Page 18 Site selection and development Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Shower and dressing facilities Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Swimming pools and bathing places Page 42 Page 43 Page 44 Indoor play areas Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Outdoor play areas Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Topical index Page 70 Page 71 Page 72 Page 73 Page 74 Full Text Facilities for Physical Education ED b i I State Department of Education Thomas D. Bailey, Superintendent Bulletin 13A Tallahassee, Florida Facilities for Physical Education BULLETIN 13A STATE DEPARTMENT OF EDUCATION THOMAS D. BAILEY, Superintendent TALLAHASSEE, FLORIDA 1954 Copyright 1954 Florida State Department of Education Tallahassee, Florida CONTENTS Foreword --..-_--- Acknowledgments - Topical Index -------- Chapter I Introduction ----- -.- ---- II Preliminary Planning ------... .............- III Site Selection and Development-- IV Shower and Dressing Facilities ----.. V Swimming Pools and Bathing Places__ VI Indoor Play Areas __------------------.-. VII Outdoor Play Areas ----- -~9 ---------------.---- 9 --..........--------..... 14 ------- 19 ----... -- 29 ------- 42 -.-.....------ ---- --45 -.---- --- 53 Page 5 6 -- 70 FOREWORD The passage of a constitutional amendment in November, 1952, making it possible for county school systems to spend approximately one hundred million dollars for the construction of school buildings without the help of local school funds, has rekindled the faith of school leaders that adequate facilities will be provided for the schools of Florida. It is generally recognized, however, that even this amount of money is insufficient to meet the needs of the rapidly increasing school population. In fact, available funds will provide the bare necessities only if maximum value is received for the ex- penditure of each dollar. The physical education program, because of its importance and because of the variety of facilities required, must have special consideration if maximum values are to be derived from capital outlay funds. This bulletin, "Facilities for Physical Education," provides in- formation that will be helpful in defining the facilities needed, in providing specifications, and in suggesting standards which will meet the specifications. The study was completed during the summer of 1953 in a work- shop cooperatively undertaken by the State Department of Education and the College of Physical Education and Health of the University of Florida. It is the product of the efforts of a large number of specialists representing various disciplines and agencies. We acknowledge with appreciation this fine contribution of the committee and its consultants to the field of school plant planning with a major emphasis on facilities for physical education. We are grateful also to the University of Florida for courteous extension of personnel and facilities for the study. Especial acknowledgment should be made to the workshop directors-Mr. B. K. Stevens of the College of Physical Education and Health, University of Florida, and Mr. Zollie M. Maynard, Consultant in Health, Physical Education, and Recreation, State Department of Education. The workshop group has developed a highly useful manual which will have meaning not only for those who teach physical education but also for all who have responsibilities for administrative and in- structional planning. State Superintendent of Public Instruction ACKNOWLEDGMENTS Workshop-Facilities for Physical Education WORKSHOP DIRECTORS B. K. Stevens, College of Physical Education and Health, University of Florida Zollie M. Maynard, Consultant in Health, Physical Education, and Recreation, State Department of Education WORKSHOP GROUP A. E. Beech, Teacher Physical Education, Gainesville T. J. Bleier, Supervisor Health and Physical Education, Dade County, Miami H. E. Bonar, Teacher Physical Education, Turkey Creek I. W. Brant, Teacher Physical Education, Jacksonville Beach Cecil Cassady, Teacher Physical Education, Jasper Guy Colado, Teacher Physical Education, Orlando J. R. Deedrick, Teacher Physical Education, Winter Haven D. A. Gordon, Teacher Physical Education, White Springs Nash Higgins, Supervisor Health and Physical Education, Hills- borough County, Tampa P. A. Knuth, Teacher Physical Education, St. Petersburg Ernest Priest, Supervisor Health and Physical Education, Escambia County, Pensacola Aaron Swain, Teacher Physical Education, Millen, Georgia T. Q. Williams, Teacher Physical Education, Miami CONSULTANTS Faculty and Administration, University of Florida W. T. Arnett, Dean, College of Architecture and Allied Arts Percy M. Beard. Associate Professor of Physical Education, Track Coach and General Manager of Athletics N. E. Choates, Assistant Professor of Architecture Joseph M. Crevasse, Superintendent, Department of Plant and Grounds S. N. Edson, Assistant Professor of Soils and Assistant Soil Purveyor D. L. Emerson, Assistant Professor of Chemical Engineering and Assistant Research Professor W. C. Hackler, Assistant Research Professor, College of Engineering E. C. Hendrickson, Associate Professor of Civil Engineering and Asso- ciate Research Professor Thomas Larrick, Professor of Architecture Joseph M. Leps, Professor of School Administration Gene C. Nutter, Assistant Agronomist and Turf Specialist, Agricul- tural Experiment Station T. E. Philpott, Assistant Professor of Physical Education Conrad Rehling, Assistant Professor of Physical Education W. L. Schock, Superintendent of Construction, Department of Plant and Grounds John D. Simonds, Assistant Professor of Mechanical Engineering B. D. Spangler, Assistant Professor of Civil Engineering D. K. Stanley, Dean, College of Physical Education and Health C. W. Strieby, Assistant Professor of Architecture (full-time) George Thornton, Professor of Soils and Soil Microbiologist P. M. Torraca, Professor of Architecture J. V. Watkins, Associate Professor of Horticulture D. B. Wilcox, Professor of Industrial Engineering and Research Pro- fessor J. A. Wilkes, Assistant Professor of Architecture John W. Wilson, Associate Professor of Electrical Engineering W. H. Zimpfer, Assistant Professor of Civil Engineering and Assist- ant Research Professor Staf Members, State Department of Education A. R. Broadfoot, Assistant School Architect James T. Campbell, Assistant Director, Division of Administration and Finance J. K. Chapman, Deputy Superintendent James L. Graham, Director, Division of Administration and Finance Forrest M. Kelley, Jr., State School Architect Charles Lowery, Assistant School Architect Wilbur H. Marshall, General Consultant in Instruction T. Q. Srygley, Director, Division of Instruction T. George Walker, Director, Division of Publications and Textbook Services State Board of Health R. H. Baker, Sanitary Engineer, Division of Water Supply and Treatment David B. Lee, Director, Bureau of Sanitary Engineering John Miller, Chief, Division of Water Supply and Treatment John Wakefield, Chief of Sewage and Industrial Waste Section Architects and Lighting Specialists Sanford Goin and Jack Moore, Goin and Moore Architects, Gainesville W. R. Gomon, Griffin and Gomon, Architects, Daytona Beach J. V. Shellhorse, Lighting Specialist, Florida Power and Light Com- pany, Miami W. A. Stewart, Stewart and McVoy, Architects, Vero Beach Edgar S. Wortman, Architect, Lake Worth CHAPTER ONE INTRODUCTION School leaders generally agree that the second half of the twen- tieth century will see more school construction in Florida than any other period in the history of the State. This prediction is based on a number of factors. Among these are the rapid increase in school population-owing to an ever increasing birth rate, migration from other states, and the increased holding power of the school- and the fact that little construction or repair of existing structures was done during the depression of the thirties or the war years of the forties. Purpose of the Bulletin Despite the importance of physical education, little information is available on the details of planning facilities for the program. This bulletin has been prepared to serve as a guide for planning these facilities. More specifically, the aims of the bulletin are to: (1) set forth some general principles of schoolhouse planning which will be helpful to local school authorities in providing adequate school facilities and (2) to provide more specific guides for local school officials, physical education teachers, architects, and engineers in the planning and construction of facilities for physical education. Plan of the Bulletin Chapters Two and Three present some of the more pertinent prin- ciples of schoolhouse planning. Chapter Two is a compilation of recommended procedures for preliminary planning of school facilities. The procedures suggested are those that have been recommended by architects, engineers, school administrators and specialists in school- house planning. They have proved successful in practice and are presented here in the hope that they will provide a workable pro- cedure for planning facilities that will adequately meet present and future needs of those who use them. Chapter Three is a compilation of guides and principles recom- mended for the selection, planning, and development of school sites. This information is presented because of its importance to the physi- cal education program as well as to the total educational program. Since a large percentage of the outdoor space of a school site serves as classrooms for the physical education program, an undesirable or inadequate site, a poorly developed site, or a site on which buildings have been poorly placed, can greatly limit the type of program that can be conducted. Chapters Four, Five, Six, and Seven are concerned specifically with physical education facilities. The materials in these chapters are designed to serve as guides: (1) for the physical educator in making recommendations to the architect; (2) for the architect in his development of a design to provide functional facilities; and (3) for the administrator in his efforts to integrate the physical educa- tion facilities into the total facilities pattern imposed by bugetary and policy considerations. Emphasis is placed upon the use to which the facility is to be put and the characteristics of the facility which should be considered in designing. Certain minimum and maximum standards are suggested, where these were deemed necessary, but emphasis is given to the characteristics of the various materials or types of arrangements so that intelligent selection can be made to fit the needs of the local situation Need for Physical Education Facilities Physical education has been recognized as a necessary part of the public school program for only a relatively short time. There was little need for such a program in the agrarian society of colonial America, where considerable physical exertion was necessary for existence, and where socialization was difficult because of distance between homes and lack of leisure time. It was the change to a mechanized society, with its accompanying urbanization, increase of leisure time and decreased opportunity for physical activity which created the necessity for providing instruction in the skills and strategies of vigorous and complex games and sports. The physical education program that meets the needs of the youth of today must provide opportunity for vigorous, big-muscle activity to help compensate for the lack of opportunity for muscular devel- opment in our everyday life. It must provide opportunity for the development of skill in and knowledge of highly complex games, sports and dances for use in leisure time. And it must provide opportunity for total development through socialization. A brief review of the program will give some indication of the variety of activities and the facilities needed to conduct the physical educa- tion program at the various grade levels. Elementary Physical Education Program The elementary school physical education program comprehends several distinct phases or types of activity. Since each phase makes its special contribution to the total development of the child, facilities should be provided for each. These are described in detail in Salt, Fox, Douthett and Stevens*, but the brief description below will serve to indicate the facilities needed. E. B. Salt, Grace Fox, Elsie Douthett and B. K. Stevens, Teaching Physical Education in the Elementary School, New York: A. S. Barnes & Company, 1942. [10] Directed Play Directed play is an informal type of recreation designed to per- mit children of the primary grades to participate in activities of their own choice. The activities may range from unorganized play on apparatus to activities as highly organized as team games. Appa- ratus areas, large grassed areas, and hard-surfaced courts can be used for this type of play. Small Group Play Small group play involves low-organization games that are best played with five to eight players. Usually several games are played at the same time. A large grassed area is needed and a hard-sur- faced court is desirable for this phase of the program. Large Group Play Large group play involves games of low organization which include participation by 12 to 35 players. A large grassed area is needed and a hard-surfaced area is desirable. Team Game Activities These activities are the traditional athletic sports, together with the modifications to fit particular age groups or the special needs of the learner. Playing fields and hard-surfaced courts are needed. Rhythmic Activities This phase of the program involves the use of those games an opportunity to move to music or rhythm. Interpretation of the movements of animals, objects and people; dramatization of stories, poems and songs; and participation in traditional forms of dance are included. A large indoor area or a large hard-surfaced outdoor area is necessary for this phase of the program. Stunts, Pyramids and Apparatus Activities These activities, which include tumbling, pyramid-building and apparatus work, need an apparatus area with a cushioned surface for out-of-doors and a floor with mats for indoor work. Classroom Games This is the phase of the program in which the children are given requiring little activity-games that can be used for parties, rainy days and other recreational uses. The regular classroom or a play room is needed for this phase of the program. Secondary School Physical Education Program State Department of Education Bulletin No. 5* divides the sec- Florida State Dept. of Education, A Guide to Teaching Physical Education in Secondary Schools, Bulletin No. 5. State Dept. of Education, Tallahassee, Florida, 3rd Edition, 1948, pp. 36-108. [11] ondary program into five phases. These are briefly described below. A more complete description can be found in Bulletin No. 5. Regular Class Program This program is for students whose health examination indicates unrestricted participation. While the class program will vary from school to school to meet local needs, a complete program will involve the following types of activities: team games, individual and dual sports, aquatics, rhythmic activities, recreational games, develop- mental and conditioning activities, gymnastic and tumbling activities and social recreational games. Facilities needed for this program include a gymnasium and auxiliary teaching room for indoor play and such outdoor areas as swimming pools, playing fields, hard- surfaced courts, track and field facilities, and special areas. Adapted and Corrective Program This program has been designed to meet the needs of those pupils who cannot participate in all of the activities of the regular physical education program because of physical deviations. Many of the activities of the regular class program can be used to meet the needs of those in the adapted program. In cases where adequate medical advice is available, facilities for special exercise may be needed. These can be placed in the gymnasium, auxiliary teaching room or play room. Interscholastic Athletic Program This is the phase of the total program of physical education which provides the opportunity for boys and girls to compete with those of similar ability from other schools in varsity or sports-day type of competition. Team sports such as football, basketball, base- ball, track, swimming, soccer, volleyball and softball, and such dual and individual sports as archery, tennis, deck tennis, bowling and badminton are frequently included in this phase. In addition to those facilities listed for the regular class program, stadiums and baseball diamonds are needed for this phase. Intramural Program The intramural sports program provides opportunities for vol- untary participation in those activities in which instruction has been given in the regular class program. Intramurals are out-of- class activities which involve organized competition, but the teams represent divisions within the school rather than the school as a whole. Facilities needed are the same as those for the class program. Special Programs and Informal Use of Facilities A broad program of physical education should include certain special programs in addition to the class, intramural, and inter- [12] scholastic phases. The wide use of facilities and equipment outside of class time, plus certain types of special programs, will serve to broaden the pupils' experience. Clubs, clinics, pageants and dem- onstrations are some of these. The facilities listed for the other phases are sufficient for conducting those activities of this phase that take place on the school grounds. [13] CHAPTER TWO PRELIMINARY PLANNING Facilities are important to the educational program in that they can materially enhance or greatly limit it. When it is considered that the average school building in Florida is used for fifty years, it becomes evident that careful planning of facilities, even though time-consuming, is most desirable. Parties Involved in Planning Schoolhouse planning involves a large number of people. While the school board is legally charged with the responsibility for providing schools, it merely represents the public, the real owners of the school. As the representative of the owners, the board has, in the planning stages, the tasks of determining the needs and desires of the people; of ascertaining and complying with the regu- lations that have been established by the State Department of Edu- cation and the State Board of Health for the protection of the public; of selecting architects and engineers who will design a plant to meet the needs expressed by the people; and of supervising the planning process. The Planning Process The planning of a school plant is a complicated process that takes time and cooperative effort. Fortunately, accumulation of information by schoolhouse planners has provided a fairly definite pattern for the planning process. The planning pattern will vary from one school system to another, but the following should be considered: determination of the educational program, development of a master plan, selection of an architect, site selection, preliminary architectural studies, cost estimates, and revision of preliminary plans. Determination of the Educational Program One of the first considerations in the preliminary planning pro- cess is the determination of the educational program to be offered. This involves two aspects-the ascertainment of the outcomes de- sired and the development of the program that will produce the desired outcomes. The ascertainment of outcomes is the joint responsibility of the school and the people of the community. The school administration should organize the community in such a manner that every element in the community will be given a voice. This does not mean that people of the community should tell professional school personnel what should be in the curriculum. Rather, the responsibility of the general public is to determine what kind of citizens the school should produce. [14] The development of the educational program to prepare the type of individuals the community desires is the responsibility of pro- fessional school personnel. It should involve all of the school per- sonnel. While this program will necessarily be broad in scope to permit each school to develop working methods to fit its own peculiar needs, the best program cannot be obtained by permitting the planning to be done entirely by those in supervisory positions. Neither does the often-used practice of selecting key personnel from the various subject matter areas to do the planning necessarily provide the best program. All school personnel should participate because, in addition to the contributions that teachers, custodians, bus drivers and other school personnel can make, the value of having all understand and give support to the program cannot be overemphasized. Development of a Master Plan School construction can be accomplished most economically when a master plan for the system is developed. This plan should include: 1) an estimate of the school building needs which has been based on a study of the community; 2) a declaration of administrative policies; and 3) a long-range financial plan. In Florida, much of this master plan is determined by a survey. The 1947 School Law created what is known as the Minimum Foundation Program, by which the State guarantees to each boy and girl certain minimum educational opportunities. This law pro- vided four hundred dollars per instruction unit for capital outlay, but stipulated that before this money could be used, a survey of needs must be made by the State Department of Education or a group approved by that agency. Survey teams visit the county, view the condition of existing plants, study population trends and school policies, and make recommendations for improvements in present facilities and for construction of new ones. Their recommendations are mandatory regarding classification of plants into permanent or temporary sites but largely advisory concerning other recommendations. They sug- gest general location for new sites; give broad estimates of the cost (in terms of the facilities that seem desirable in keeping with local school policies) ; and suggest priorities for construction. Selection of an Architect Practice varies somewhat in the use of architectural services from one school system to another. Some of the more populous Florida counties have found it desirable to employ a full-time school architect to help in the development of long-range plans and to supervise the work of architects selected to plan the various school plants. Other county school boards have followed the practice of [15] retaining an architect for advice in the development of the county- wide plans and of contracting with him for the actual designing of each plant. Still others employ an architect only for the planning of a school plant at the time a particular site is to be developed. Planning authorities generally agree that architectural services are desirable at every stage of planning. Since the architect, employed to develop plans for a particular site, not only will create the design but also should represent the school board throughout the planning and construction phases, it is important that care be exercised in his selection. The importance of the architect is emphasized by the statement of Dr. Ray Hamon, Chief of Schoolhouse Planning, U. S. Office of Education, that "Good architects are worth more than they are usually paid and poor ones are expensive if they work for nothing." Today's archi- tect is usually the product of a five-year training program of an institution of higher learning and has served a successful appren- ticeship prior to being granted professional registration by the State. But the degree of competence varies with individuals just as it does in other professions. A good architect welcomes investigation, and school authorities should investigate before employing an architect. Past performance, membership in professional organizations, and credit rating, as well as interest and participation in community affairs, while not necessarily requisites, are indicative of professional competence. Site Selection Another important consideration in preliminary planning is the selection of an adequate and proper site for each school. Because this is closely related to site development, it is discussed in Chapter Three. Preliminary Architectural and Engineering Studies School officials, in the effort to provide facilities for the rapidly growing communities of Florida, frequently do not provide sufficient time for preliminary studies, which involve a study of the master plan, a study of the school program, site investigation (which is discussed in Chapter Three), and the preparation of preliminary designs. The architect's study of the master plan includes ascertaining the recommendations of the survey report, the school board policies and the scope of the financial plans. Among the facts to be deter- mined are the expected enrollment, the possibilities of future in- creases in enrollment, the grade level (s) to be served, the boundaries of the area the school will serve (including the percentage of trans- ported pupils), and the policies regarding community use. [16] Study of the school program includes the examination of any material that has been prepared and meetings with groups of professional school personnel to determine the types of facilities needed to conduct the program. The architect will need to talk with representatives of each area of the school program as well as administrators, supervisors and maintenance personnel. In making preliminary designs the architect will explore many possibilities. He will, in many cases, need to talk again with the representatives of the various areas of the school program and he will need to meet frequently with county-wide personnel. This is the stage of planning where changes can be made easily and at no cost to the school. This is also the stage where care in the selection of the architect pays off. The good architect will explore many possibilities, will consult with school personnel many times. Cost Estimates When preliminary architectural and engineering studies have been completed, cost estimates must be made. Frequently, items are overlooked in doing this. This can result in unnecessary costs to the school or the omission of needed facilities (to avoid the unnecessary cost). When the cost estimate indicates that the plant can be constructed for the amount of money available and, after final drawings are made and bids advertised, it is found that all bids are considerably higher than anticipated, the school board is faced with the problem of paying for new drawings or omitting some of the facilities needed. Accurate cost estimates indicate any necessary revisions before final plans are drawn. One method of minimizing inaccuracies is the use of a cost estimate check list. Such a check list can be found in Pulver.* Revision of Preliminary Designs Some teachers and other school personnel, in their desire to provide the best facilities for children, tend to encourage architects to design elaborate facilities with expensive materials. This often results in preliminary designs for a plant that cost estimates indi- cate cannot be constructed within the limitations of the budget. While this possibility can be minimized by constant consultation with county-wide officials, who are in a better position than local school personnel to know the financial problems, necessary compro- mises and changes can be made at little cost if done before final plans are drawn. Revisions of the preliminary designs should be made in consultation with local and county school personnel. H. E. Pulver, Construction Estimates and Costs, New York: McGraw-Hill Book Company, 1940. [17] The Role of the Physical Education Teacher The physical education teacher has the same responsibilities for helping to plan the facilities for his area that teachers of other areas have for theirs. These might be identified as: ascertaining community goals and needs; developing the program; and providing information to the architect. Ascertaining Community Goals and Needs The first function of the physical education teacher is to deter- mine what the community expects from its physical education pro- gram. In many cases the physical education teacher will need to provide leadership for the community in determining its goals and will need to explain to the community what is necessary in the way of staff, facilities and equipment, to develop the type of individual the com- munity needs. Developing the Program The next function of the physical education teacher is to develop a program that will help accomplish the desired outcomes. Since this will involve out-of-school as well as during-school activities, the physical education teacher will need to coordinate his program with that of other agencies providing out-of-school activities. A committee of representatives of various agencies has been found to be effective in developing the physical education program. Per- sonnel from other areas of the school which conduct out-of-school activities, municipal recreation authorities, industrial recreation per- sonnel, school pupils and parents should all be represented on this committee. Providing Information for the Architect The third responsibility of the physical education teacher is to provide the architect with the information he needs. This involves not only informing him what facilities are needed but also providing him with such information as who is going to use the facility, how many are going to use it at peak load, what kinds of activities are going to be conducted on or in it and, finally, what are the char- acteristics or specifications of each aspect of the facility. The remaining chapters of this bulletin provide some guides, including details in some instances, that should help the physical education teacher in providing the architect with the information necessary to design facilities that will meet the needs of the program. [18] CHAPTER THREE SITE SELECTION AND DEVELOPMENT More changes have taken place in American society in the twen- tieth century than in the preceding three hundred years. Many of these changes have served to change the emphasis in the selection and development of school sites. Site Selection Many of the factors which make school sites desirable or unde- sirable are difficult to predict and many of them cannot be controlled by the school board. Yet, schools must be planned to serve their areas for many years. Consequently, school boards should secure the best possible advice in the determination of possible population shifts and the cooperation of all official agencies concerned with zoning regulation in the selection of sites. Location, size and costs, as well as topographical and soil conditions, must all be considered in the selection of a school site. Location Schools should be so located that they will serve residential areas without children having to cross thoroughfares, highways or rail- roads to reach them. They should be located in areas where zoning laws do not permit factories, incinerators and other disturbing ele- ments. And they should be located convenient to utility facilities and recreation areas. Authorities on schoolhouse planning have recommended that in urban areas elementary schools be located to serve the immediate neighborhood, junior high schools be located to serve two or more of these community groups and senior high schools be planned to serve a group of neighborhoods. These authorities have varied some- what in their recommendations as to distances children should be expected to walk. In general they have suggested a maximum of 12 to % of a mile for elementary children, 1 to 11/2 miles for junior high pupils and 1/ to 2 miles for senior high pupils. Little infor- mation is available on the location of rural schools. Size Enrollment, type of program, grade levels served and total com- munity plan, all influence the size of the area needed for a school site. In general, the trend is toward larger sites, but more study needs to be given to determine the most effective size. Certainly, with the realization that very small schools are uneconomical to operate, with the broadening of the modern educational program and with the trend toward the use of the school plant as a community center, the minimum sizes listed by the Florida School Laws are no longer sufficient. A minimum of 10, 15 and 30 acres respectively [19] for elementary, junior high and senior high schools is more realistic and many authorities suggest even larger minimum acreage. Cost The economic principle that prices tend to rise as demand in- creases operates with land as well as other commodities. This often presents a problem in the purchase of property for a school site. Two procedures may be helpful in lessening this problem. If long-range plans are made for community planning, saving can be effected by purchasing sites in undeveloped areas for future use. The practice used by some Florida counties, of instituting friendly condemnation suits on the owners of all lands to be pur- chased, is also helpful in keeping down the cost of school sites in that it prevents the landowner from raising the price above a rea- sonable figure. It also tends to eliminate any claims that there has been collusion between school authorities and landowners. Topographical and Soil Conditions Considerable unnecessary expense can be incurred in the devel- opment of a site when the soil and sub-surface conditions are not considered in the selection of the site. Low, poorly-drained areas, land where no sound footing for building foundations is present near the surface, soils in areas where city sewer facilities are not available and septic tanks will not operate effectively, may all con- tribute to increased costs of development. It is good practice to observe the land in both wet and dry weather, and to also have an engineer do some site investigation to determine sub-surface conditions before purchase of a school site. In areas where septic tanks are to be used, the health department should be consulted for necessary studies. Score Forms Selection of sites for schools frequently is the cause for much emotional feeling. One method that has been found helpful by some school systems in the resolution of site location controversies is the use of a site score form. By taking the various factors which need to be considered and giving each a numerical value (based on any convenient number-such as 100 points), a school system can apply the scoring system to the various plots available and let the score determine the most desirable one. One such form* allots 40 points for physical characteristics, 25 for environment, 20 for accessibility, and 15 for availability of utility services. It should be recognized that score forms are not panaceas for all the difficulties encountered in the selection of sites and that score forms that are valuable aids in some communities may not be helpful in others. For example, "School Site Score Form", Connecticut State Department of Education, 1950. [20] if sufficient funds are available, such factors as poor physical char- acteristics and availability of utility services can be overcome. On the other hand, poor location will remain an inconvenience. Site Development Recognition in recent years of the importance of pleasing sur- roundings in which to work and emphasis upon functional design have brought about a revolution in schoolhouse planning. Today, it is possible to have a school site that is both beautiful and func- tional. This is most effectively accomplished when plans for the total site rather than the buildings alone are included in the original plan. General Considerations Architects and engineers should be employed to plan all aspects of the plant even when funds are insufficient to finance the total development. This will provide for future development that is com- patible with existing buildings and plantings and serve as a guide for civic groups desiring to contribute to the school. The plan should include the buildings, driveways, parking areas, play areas, gardens and other outdoor areas needed to conduct the program planned. They should also include specifications for beautification of the site. The location and orientation of buildings should be carefully considered. Buildings located too close to a street involve safety hazards and permit interrupting noises. Buildings located too far from the street cause undue planting and grounds maintenance. Buildings located so as to make accessibility from the street diffi- cult present traffic hazards on the grounds. Buildings located and oriented so that glare from glossy surfaces such as concrete parking areas, walls of adjacent structures, and roofs of buildings, can cause undue eye strain. Buildings depending upon natural lighting for their day-time illumination must be oriented to permit the greatest amount of light. Those employing natural ventilation must be ori- ented in relation to prevailing winds. Heavy structures should be located in relation to sub-surface conditions. Buildings that require constant servicing should be grouped together. Driveways and service entrances should be located so as not to cross walkways or play areas nor reflect glare into classrooms. They should be sufficiently wide to permit the flow of traffic and be con- structed of material easy to maintain. Parking areas should be located near the building and near such points of spectator concentrations as gymnasiums, auditoriums and stadiums. They should be easily accessible from streets and so placed that car tops and windshields do not serve as glare reflectors into classrooms. [21] Walkways should be locate as to provide safe passage for chil- dren from the streets to the site and from one area of the site to another. Covered walkways are desirable between buildings. Marginal areas should be utilized for such facilities as stadiums, tennis courts, picnic grounds and agricultural plots. Areas near buildings should be planned for activities that pro- duce relatively little noise. Outdoor classrooms, outdoor theatres, and areas for small children can be placed at these points. Utility lines should be placed so as to be easily accessible. It should not be necessary to excavate a well-surfaced play area to reach a sewer, water or electric line. Utility poles on or near play areas should be so placed that they will not interfere with play or present safety hazards. Areas near bodies of water should be made as safe as possible. Fencing of dangerous areas, clearing of marshes, construction of docks (where water sports are to be conducted) and other improve- ments as indicated by conditions and possible use of the area, should be made. Landscaping and Planting As has been stated, specifications for landscaping and plantings should be included in the architect's drawings and, whenever pos- sible, should be a part of the original site development. Where funds are not available for complete development at the time buildings are constructed, the specifications will serve to ensure that future plantings are in harmony with the total plant. In some Florida communities, funds have not been available for development of the grounds and outdoor areas and, consequently, many school sites need improvement in this respect. Parent-Teacher Associations and other civic groups are often willing to contribute money, plants and labor for the beautification of the school site. The following information on soils, grasses and ornamentals is pre- sented as a guide for these situations: The soils must be studied and needs determined if successful growing of plants and grasses is to be achieved. The County Agri- culture Agent will assist in obtaining a soil test to determine the potentiality and productive possibilities of the area. Color, as the following list shows, gives some indication of its fertility: 1. White-very poor 2. Yellow-Moderately drained; moderate fertility 3. Red-has potential fertility 4. Brown-most productive 5. Dark-most fertile; usually wet and needs drainage [22] Stabilization of the soil can be accomplished by adding clay and mulch or peat, preferably peat, to sand. It is recommended that sandy areas should have 25% to 30% peat and 10% to 15% clay cut into the soil for best growing results. Peat provides water holding capacity which Florida soils lack, and clay serves in con- serving food as well as water. Another way to add needed organic matter to the soil is to plant hairy indigo or other suitable crops for several seasons, plowing it under annually before establishing the sod. All soils in Florida are low in some of the natural plant foods and must be fertilized and watered at regular intervals for best results with turf grasses. Grass is an important consideration in landscaping. The estab- lishment of a well-sodded lawn not only contributes to the appearance of the school plant, but also is important from other aspects. A good lawn adjacent to the school makes a contribution to the cutting of maintenance costs by reducing the amount of sand and dirt car- ried into hallways and classrooms on shoes. It also prevents washing or eroding of the soil, and masks surface glare and heat that might reflect into the classroom from clay or bright sandy areas. The following chart, prepared by Dr. Gene C. Nutter, a specialist in lawn and turf grasses, gives the factors that should be considered in selecting grasses and shows the relationship of the various grasses to these factors. [23] CHART SHOWING COMPARISON OF LAWN GRASSES FOR FLORIDA Gene C. Nutter Assistant Agronomist, Agricultural Experiment Station, University of Florida 0 ~ I 1 t ^ Medium Improved' Serious Not Very Bermuda High Army & Serious Finest Green2 Poor Fair Good 1" Rapid Vegetative Web Worms St. Au- Serious Serious Very Moderately gustine Mod. Chinch Bug at times Coarse Green2 Good Good Poor 2" Rapid Vegetative Army Worm Zoysia Not None Med. Very matrella Mod. Serious Major Fine Green2 Good Good Good 1" Very slow Vegetative Not None Inter- Seed or Centipede Low Serious Major mediate Brown Poor Poor Poor 1 Moderate Vegetative Not None Inter- Seed or Carpet Low Serious Major Coarse Brown Fair Poor mediate 2" Moderate Vegetative Pensacola Not None Mod. Seed or Bahia Low Serious Major Coarse Green Fair Poor Good 2" Rapid Vegetative available for 1. Improved Bermuda varieties include Everglades No. 1, Ormond, Tifton 57 and Bayshore (seed is not these varieties). 2. Under proper management, these grasses can be maintained green during most of the year. 3. Most of these grasses will grow fairly well under a high canopy of shade as under pine trees. Above ratings refer to dense shade such as under oak trees. A complete application of fertilizer should be applied to lawns in February or March, and a nitrogen dressing should be applied in June and again in August. If green grass during the winter is desired, another nitrogen dressing should be applied in October or November. Watering of lawns should be done every 7 to 10 days during periods of drought. This should be a deep soaking. Trees, shrubs and vines, in addition to improving the appearance of school sites, provide a more pleasant environment in which to live and serve such utilitarian purposes as providing shade and con- trolling erosion. The charts on the following pages list some of the ornamentals that can be used successfully on Florida school sites and show their relationship to certain facts which should be con- sidered in selection and planning. In reading charts the observations listed should be noted: (1) For purposes of explaining the "climate" in which the plants will grow, the State was divided arbitrarily by a line drawn east- ward across the State from the Tampa area; hence north of the Tampa area is designated "North Florida" and south of the Tampa area is "South Florida." Some of the plants will grow best in a central area. The Agricultural Experiment Station of the University of Florida can supply more detailed information if desired. (2) Where no stipulation has been placed in the appropriate spaces, the information is not conclusive or significant enough to warrant listing on the chart. [25] TREES Shade Botanical Growth Time of Life Name Cost Quality Type Rate Climate Flowering Span Soil Height Rich Royal Palm High Moderate Evergreen Slow South Fla. Spring Good Moist 80' -100' Rich Cabbage Palm High Poor Evergreen Slow Entire State Spring Good Moist 80' Live Oak None Excellent Evergreen Moderate Entire State Good Moist 40' 50' Yellow Poplar None Good Deciduous Moderate North Fla. Moist 100' S. Magnolia None Moderate Evergreen Moderate North Fla. Early Summer Moist 60' 80' Spring and E. Redbud Small Moderate Deciduous Rapid North Fla. Late Winter 30' South Fla. Bay Cedar None Good Evergreen Moderate (Salt Shores) 15' Spring Amer. Holly Small Fair Evergreen Moderate North Fla. (Fruit in Fall) Moist 50' Yaupon None Poor Evergreen Moderate North Fla. Spring 25' Fla. Maple None Good Deciduous Rapid North Fla. Spring Moist 50' 60' Winter and Red Maple None Good Deciduous Rapid Entire State Spring Moist 80' -90' Dogwood None Fair Deciduous Moderate North Fla. Spring Well Drained 50' Sea Hibiscus Small Fair Evergreen Moderate South Fla. All Year Muddy 15' Fringe None Good Deciduous Moderate North Fla. Spring 25' Citrus Small Good Evergreen Moderate Entire State Spring Well Drained 10' 25' Brazil Pepper Medium Poor Evergreen Rapid South Fla. Red Fruit Well Drained 40' Mimosa None Fair Deciduous Rapid South Fla. Late Spring 25' India Rubber Medium Good Evergreen Moderate South Fla. Well Drained 100' Slash Pine None Fair Evergreen Rapid North Fla. 90' High and Loblolly Pine None Fair Evergreen Slow North Fla. Well Drained 100' High and S. Pine None Good Evergreen Slow North Fla. Well Drained 120' SHRUBS* Mainte- Effective Blooming Shade-Sun Salt Name Cost nance Climate Height Period Color Location Tolerance Soil Abelia Low Medium North Fla. 3' 6' Summer White Sun No Moist Ixora Medium High South Fla. 4' 6' Summer Red Sun Moderate Dry Ligustrum Medium Medium Entire State 6' + Spring White Either Moderate Dry Cherry Laurel Low Medium North Fla. 6' + Spring White Sun No Moist Trimmed White Yaupon None Low North Fla. to any Spring Red Berries height in Fall Turks Cap Low Low South Fla. 6' All Year Red Sun No Dry Yew Medium Medium South Fla. 4' 6' Sun Florida Boxwood Medium Low South Fla. Box Briar Medium Medium South Fla. 2' 4' Moist Azalea High Medium North Fla. 4' Spring Various Shade Acid Spring & Oleander Low Medium South Fla. 6' + Summer Various Sun Good Dry Spring & Jasmine (Orange) High Medium South Fla. 6' + Summer White Sun No Dry Spring & White or Jasmine Low Low Entire State 4' 6' Summer Yellow Sun No Dry Pyracantha High Medium North Fla. 6' + Spring White Sun Moderate Moist Hibiscus Medium Low South Fla. 6' + All Year Various Sun No Moist Hydrangea Medium Low North Fla. 4' -6' Spring Blue Shade Moist Nandina Medium Medium North Fla. 4' 6' Summer White Sun Dry Viburnum High Medium North Fla. 6' Spring White Sun Moderate Moist Most of these can be used either as a hedge or as an upright. ORNAMENTAL VINES Method of Botanical Rate of Shade-Sun Name Propagation Climate Maintenance Type Growth Flowering Location Midwinter Flame Vine Cuttings South Fla. Low Evergreen Vigorous Early Summer Both Sun and Bougainvillea Cuttings South Fla. Low Evergreen Moderate Most of Year Semishade Spring and Sun and Trumpet Creeper Cuttings Entire State Low Evergreen Summer Semishade Slow at Painted Trumpet Cuttings Entire State Low Decidious first, then April May Sun and (Very Vigorous) vigorous Light Purple Semishade Summer Fall Rubber Vine Cuttings Low Evergreen Vigorous Light Purple, Sun and Pink Semishade Carolina Yellow Seeds or Early Spring Jessamine Cuttings Entire State Low Evergreen Rapid Yellow Both Sea Coast English Ivy Cuttings Shady Location Low Evergreen Moderate None Shade Most of Year Sun and Cape Honeysuckle Cuttings South Fla. Low Evergreen Rapid Orange Red Semishade Spring Sun and Chinese Wisteria Layerings North Fla. Low Decidious Vigorous Blue Violet Semishade Low-Cut Most of Year Coral Vine Seeds, Roots Entire State back in Decidious Vigorous Free Flowering, Sun and or Cuttings Winter Pink Semishade Scarlet Kadsura Cuttings Entire State Low Evergreen Moderate Spring CHAPTER FOUR SHOWER AND DRESSING FACILITIES A desirable secondary school physical education program cannot be conducted where facilities for changing clothes and taking showers after activity are not available. Playing in street clothes is not conducive to good play, successful accomplishment in other school activities, or the formation of good living practices. The provision of shower and dressing facilities is necessary, therefore, for any secondary school that includes physical education as a part of its curriculum. Where the program is offered for both boys and girls, units for each must be provided. Ideally, these facilities should be designed as an integral part of the gymnasium. However, some Florida schools are unable to finance complete gymnasiums. In these cases, it is recommended that the shower and locker rooms be so designed that the playing floor and auxiliary features can be added later. It is very difficult to increase the size of these facilities once they have been constructed. Consequently, adequate space should be allotted in the planning to serve any anticipated increase in enrollment. This chapter includes information for the planning of shower rooms and locker rooms together with those areas most closely asso- ciated with these facilities. These latter are instructors' offices and dressing rooms, conference rooms, toilet rooms, equipment storage rooms, storage rooms for maintenance, dressing rooms for athletic teams, and special areas. A description of drying (toweling) rooms is omitted because these are desirable only when an attendant is provided to distribute towels, and no Florida schools are providing such a service. Shower and dressing facilities for elementary schools are not included be- cause the practice in Florida of having the physical education pro- gram taught by the classroom teacher makes it very difficult to provide supervision of these areas. These facilities can be dangerous even in the secondary school if pupils are not properly instructed in their use or are not carefully supervised. It is recommended that elementary schools be equipped with a shower or shower-tub com- bination, so that any child who needs a bath will have the oppor- tunity for one. This could be satisfactorily located in the health unit of the administrative suite. Locker Rooms If pupils are to develop favorable attitudes toward play, a wll- ventilated, temperature-controlled dressing room with adequate space [29] for changing clothes, storing of play clothes when not in use and oi~oing_ of street clothes during play is necessary. Location Ideally, locker rooms should be located adjacent to and on the same level withJ-he areas they_ serve They sho-uld be immediately adjacent to shower rooms and should provide direct communication witr-in-door--andoutdoor play areas. They shouibldbTTonnected to classifoom ii-bildings by covered walkways. Entrances Two or more solid doors (or doors with high glass panels) should be provided for the most effective flow of traffic. One of these should be so placed that shower and dressing facilities can be entered without the necessity of passing through the playing area of the gymnasium. Size The sizeof the ocker--r'om--wil varywith the type oflocker system usedthe size of the peak load to be accommodated, and the type_of groups to be served. Peak load can be determined by dividing the total school enroll- ment by two (to get the approximate number of each sex) and then Sdiividing this figure by the number of class periods.' Sufficient allow- ; ance for after-school use of the facility will be provided by the addi- tion of ten per cent to this figure. Locker systems are discussed below, but for purposes of deter- mining the size of the locker room, a 12" x 18" floor space should be allotted for each two individual lockers (half length) and a 12" x 12" floor space allotted for each six baskets (where baskets are used). If the room is to be used as a dressing room for interscholastic football, an additional 24" x 24" space should be allowed for a, storage locker for each team member. (In large schools it is usually desir- able to have separate dressing rooms for interscholastic teams). In determining the size of a locker room then, floor space should be provided as follows:_l) _a dressing space of 12 to 14 square.feet for each pupil during the peak load (largest class plus 10 per cent); 2) a space of ~2"a x 18" for each individual lockers; 3) a space 12-2"-r i2"for each 6 baskets (where used); 4) a space 24" x 24" for each football locker (if team uses the room). Arrangement The arrangement of locker rooms should be such that travel to and from lockers, toilets and showers is reduced to a minimum, [30] cross traffic is eliminated, hygienic conditions can be maintained, and supervision is simplified. While the design will depend, to some extent, upon the service system employed, it should provide for wet and dry corridors as illustrated below. This arrangement mini- mizes the possibility of dirt and sand in the corridor leading from showers and lockers. DRY CORRIDOR POOL -p MMM SHOWER ROOM I WET CORRIDOR SCHEMATIC LAYOUT OF LOCKER ROOM USING DRY 8 WET CORRIDORS Locker Systems There are a number of systems used to provide for storage of street clothes and physical education costumes. Most are variations of the three given in the chart below. The chart lists these systems together with information concerning factors that should be con- sidered in determining the best system for a particular situation. [31] SERVICE SYSTEMS Effectiveness Original Space (Drying and Traffic Maintenance Types of Systems Cost Needed Folding of Control Security (Including Clothes) Service) Individual Lockers (Each pupil has own High Large Good Good Good Low locker) Self-Service Basket (Pupil secures basket with his gym clothes from rack and uses Medium Medium Fair Fair Fair Low vacant locker for street clothes). Basket-Attendant Poor (Pupil secures basket (Waiting line from attendant and Low Small Poor causes con- Very High uses a vacant locker gestion and Good for street clothes), loss of time) L- Floors Locker room floors should be constructed of impervious, wear- resistant material with a non-skid finish and should be designed for ease in drying and cleaning. Vitreous tile (with an abrasive added) or scarified quarry tile are the best materials. Concrete, even with the best quality of deck enamel, will require frequent painting to keep impervious, and at best will absorb some moisture (which fosters the growth of fungi). Proper drainage will greatly facilitate drying and cleaning. Valley construction with two or more drains (depending upon the size of the room) or gutter construction with one gutter lengthwise or two crosswise are both feasible. Drains should be located near the walls rather than in the center of the room. A 1/4" per foot slope of the floor is sufficient for adequate run-off of water. Proper drainage and rounding of all corners permits cleaning by scrubbing and flushing. Walls A hard, smooth, impervious material should be used for walls to facilitate cleaning and resist moisture. Tile block or glazed wall tile are most desirable. If concrete is used, protective coating known to be impervious to water, with at least the first coat being brushed on, should be applied and provisions made for repainting at regular intervals. Colors should be light to provide a balance of brightness and to facilitate sanitation. Lighting Both natural and artificial illumination should be provided for locker rooms. In providing natural light, windows or louvers should be designed to give a maximum of ventilation and privacy as well as light. Approximately one to one-and-one-half watts per square foot of artificial light should be provided. It is necessary for the engineer to know the arrangement of lockers before designing the electrical systems in order to ensure proper illumination over corridors and dressing areas. Lighting fixtures should be moisture resistant. RLM porcelain enamel reflectors are desirable. Heating and Ventilation The problems of drying physical education costumes and of pro- viding proper atmospheric conditions for dressing after showers make heating and ventilation of locker rooms very important con- siderations. Forced ventilation is desirable. Ducts placed over lockers and/or [33] baskets are most effective. However, exhaust fans without ducts can be used effectively. These should be placed so moisture from the showers will not be pulled into the locker room. If a "basket cage" is used, fans should be placed to exhaust air from the locker room through the "cage." Where natural ventilation is used, cross-ventilation should be provided and the building oriented to take advantage of prevailing winds. Locker rooms should be kept at a temperature of 700 to 74. Equipment Lockers, benches, racks or cages for baskets (when used), mir- rors, electrical outlets (in girls' locker rooms for hair dryers), and spigots for water hoses should be installed in locker rooms. Lockers should provide sufficient space, adequate security and proper ventilation for street clothes and physical education costumes (where the individual service is used.) Full-length or half-length 12" x 15" to 24" have been found sufficient. Steel provides the best security, though heavy wire has been used successfully. Ventilation can be achieved by locating vents in the front and using wire mesh at the back of the lockers if a 2" x 4" space is left between lockers at the back. A variety of lockers is manufactured. Manufacturers' representa- tives should be consulted for sizes and types to fit local conditions. Those requiring padlocks are preferable to those with built-in locks. Lockers should be placed on a solid base 6" to 8" high with rounded corners (to prevent injury) and sloped surfaces where it joins the floor to permit (flushing of floor). Benches should be located convenient to the dressing lockers. They should be 16" high, have a hardwood seat 8" wide with rounded edges and corners, and be secured to the floor. Baskets can be purchased from numerous manufacturers. Sizes vary considerably, but the inside dimensions should be sufficient to store shoes, shorts, T-shirts, towel and sweat shirt. A minimum length of 12", with a width of 9" to 12", and a height of 9" to 12", is sufficient. Racks (where the self-service system is used) should be pur- chased that are made for the baskets to insure proper security. Baskets must fit into racks in such a way that clothes cannot be lifted from the baskets when they are locked into place. Racks can be placed in the same platforms with the lockers or they can be located on separate platforms. One effective arrangement is a row of 10 or 12 lockers with a rack (5 or 6 baskets high) at each end of the row. [34] Cages (where the attendant system is used) should be sufficiently large to store baskets and provide working space for the attendant. They should be so constructed as to permit as much ventilation as possible, provide security for clothing and permit rapid service to pupils. While security is the only one of these specifications that can be effectively met, heavy gauge wire wall and exhaust fans will aid in ventilation, and arrangement of baskets by classes, to- gether with the use of several attendants (with two or more win- dows), will help in the provision of rapid service. Mirrors should be provided in both boys' and girls' locker rooms. At least one full-length mirror should be provided for the girls' locker room. The number of mirrors will depend upon the size and the number who use them. In general, sufficient mirror space should be provided to serve one-tenth of the peak load at once. These should be located so they will not serve as a traffic "bottle neck." Electrical outlets should be provided in the girls' locker room ~or portable hair dryers for use by those girls who need to wash their hair at school. One or two outlets are sufficient. Each should be on a separate circuit with provision for grounding. Spigots for the attachment of water hoses should be provided to facilitate the cleaning of locker rooms. One spigot should be pro- vided at each end of large locker rooms. Shower Rooms All pupils should be provided an opportunity to take showers following participation in physical education classes or after-school activities. The shower rooms should be so designed that the after- activity shower is a pleasant experience rather than a required chore. Size The size of the shower rooms should be determined by the largest number to be served at any given time. This peak load is determined in the same manner as the peak load for locker rooms (see section on Size of Locker Rooms). From this figure the number of shower heads needed can be determined. The State Board of Health regu- lations* require one shower head for each five boys and one shower head for each four girls. To avoid loss of teaching time or the necessity for rushing pupils through the shower, it may be desirable to provide shower heads in the ratio of one for each four boys and one for each three girls. Shower heads should be spaced 3'4" apart, and 15 square feet of use space should be provided for each head. Florida State Sanitary Code, Jacksonville: State Board of Health, Chapter XXIV, "School Sanitation." [35] Location The shower room should be connected to the dressing room, team rooms and toilet rooms, and should be readily accessible to the swim- ming area. For large programs it may be desirable to have either one shower and two locker and dressing rooms or one large dressing room with two shower rooms per sex. The shower room should be on the same level as the dressing room, but so arranged that water will not run into the dressing areas. Entrances The shower rooms should have two doorways, one serving as an entrance from the dressing rooms (dry corridor), the other serving as an exit to the dressing room (wet corridor). Partial walls separating shower and locker rooms are not desirable, because they permit moisture (steam) from shower rooms to enter the locker rooms. Types of Shower Systems and Controls The present extensive use of bathing facilities has created a defi- nite need for gang showers for both boys and girls. Some advantages of this type of shower are: less floor area needed, low initial cost, low maintenance and effective supervision. In designing showers for the girls, it is advisable to have enough gang showers to accom- modate two-thirds the number of pupils in the class period of largest enrollment. The booth type of showers comprising the remaining one-third may be planned so that some of the dressing booths will accommodate two or three girls, but also that separate shower heads (with partitions between) will be available. For flexibility of arrangement it is desirable to use curtains for front and sides of shower booths. It is recommended that the individually controlled shower with the central cut-off be used in most situations, since this permits the bather to control the flow and temperature of the water. The "walk- through" type is sometimes desirable. This type of shower arrange- ment permits the instructor to determine the length of the shower period and the flow and the temperature of the water, by operating the master control valve. There are no individual controls on the showers of the "walk-through" type, but some shower heads with individual controls should be provided in this type of shower room for after-school use. Such showers should be cut off at the central control during the time the "walk-through" showers are being used. Types of Showers While there are other types of showers, the wall type is generally considered the most desirable for both boys and girls. The "prison" [36] type shower head with an adjustable spray is more desirable than the "ball and socket" type. The height of the shower heads for senior high school should range from 4'6" to 5'6" and for junior high school from 4'6" to 5'. A staggered arrangement of these various heights is probably the most desirable arrangement. Liquid soap dispensers of non-breakable material should be placed between every two showers at control height. All plumbing should be recessed in the walls except for heads and valves. Where it is necessary to use exposed fittings and pipes, they should be well secured and close to the wall. Floors and Walls Floors should be sloped 3/8" to 1" from the center crown in order that water may readily run into the drains and should be built of non-slip impervious material. Vitreous tile is most desirable; how- ever, quarry tile, when scarified so as to be non-skid, is also a very satisfactory floor material. Where concrete is used, it should have a broom or pea gravel finish or should contain carborundum. Con- crete floors are more difficult to clean and disinfect properly. The walls should be of an impervious, non-abrasive material. Glazed wall tile or block is most desirable. If brick or concrete block is used, it should be carefully sealed and waterproofed with several coats of a protective covering. Lighting and Ventilation Vapor-proof lighting fixtures, controlled by vapor-proof switches and providing light comparable to that in the dressing room, should be installed. At least two lamps should be provided. There should be controlled ventilation for rapid removal of excess heat and mois- ture (vapor). Provisions should be made for the control of temper- ature so that approximately 720 degrees can be maintained. Toilet Rooms Toilet rooms should be provided in the shower and dressing suite. These should be separate from those provided in the gym- nasium for public use. Location The toilet rooms should be on the same level as the locker rooms and be so located that it is not necessary for pupils to pass through the toilet rooms enroute to locker rooms or through shower rooms enroute to toilet rooms. Floor and Walls Specifications for toilet room floors and walls are the same as those for locker rooms. [37] Fixtures The following ratios should be used in determining the number of toilets and urinals for boys: one toilet for every 50 boys (mini- mum of 2) and one urinal for every 25 boys (minimum of 2). The number of toilets for girls should be based on the ratio of one toilet for every 30 girls (minimum of 3). Urinals for girls are now being manufactured. When these are used in girls' toilet rooms, the ratio of fixtures to girls should be the same as for boys. The ratio of lavatories to pupils (either boys or girls) should be one for every 20 (minimum of 2). These standards are more liberal than those for other toilet rooms in the school because of the intensive use in the limited time available before and after class activity. Lavatories Lavatories should be of vitreous china. They should be of the control-spring-faucet type. The faucets and operating controls should be of non-corrosive and non-breakable material. The operating con- trols should be tamper-proof. Provision should be made for both hot and cold water through a common outlet or for water auto- matically mixed to the desired temperature. Liquid or powdered soap dispensers of the non-corrosive and non-breakable type should be located directly above the lavatory. Urinals for boys should be of impervious material, preferably vitreous china and preferably of the stall-type with integral lip. The base of the urinal should be flush or slightly below the floor level, and the floor should be pitched to drain toward the urinals. Wall type urinals are preferred for girls and may also be used for boys' toilet rooms. The trough type is undesirable. Flushing may be controlled by hand, foot or automatic controls. The urinals should be located along the wall opposite the lavatories and, if possible, opposite the windows in order that maximum privacy may be secured. Toilets should be of vitreous china. The seat should be of imper- vious material and have an open front. The bowls should be of the elongated or extended lip, siphon jet type. They should be equipped with flush valves of non-automatic concealed type. The height of the bowl from the floor to the rim should be 13". The wall mounted toilet is highly recommended since it insures ease of maintenance and is more sanitary. Stall partitions should be of mark-proof, non-corrosive and dur- able material. There should be no cross piece or fixtures from which people may swing. Starting 12" above the floor, the stalls should extend to a total [38] height of 5' or 5'6". Doors should be of similar height. Gravity hinges are recommended. Doors should swing into compartments and stand open when vacant. Coat hooks and racks for toilet paper should be installed in the stalls. Ventilation and Lighting Mechanical means will be necessary to provide adequate venti- lation in most situations. It should be designed to fit the specific needs of the area. Moisture-proof, non-corrosive lighting fixtures that will provide illumination comparable to that in the locker rooms should be installed. Storage Rooms for Equipment Adequate and effectively planned storage space is necessary for the preservation of physical education and athletic equipment. Ath- letic uniforms, leather balls and other equipment of this type deter- iorate rapidly if not properly stored. Current Storage Room Much economy can be effected by providing proper and adequate storage for equipment in current use. Such storage rooms should be located near the office and locker room of each sex, or it may be desirAble to provide one room that will serve both boys and girls. It should have a check-out window (or half-door) for dispensing equipment. The room should be large enough to provide working space for attendant and storage space for all equipment currently in use. A space of 80 to 100 square feet should be adequate for most schools. Proper preservation of the equipment makes forced ventilation desirable. If natural ventilation is used, vents should be placed at the bottom of one wall and at the top of the opposite wall. Sufficient light should be provided to permit handling of equip- ment, and adequate bins, racks and shelves should also be installed. Storage Room for Equipment Not in Current Use Some equipment is used only during a limited season and must be stored for long periods. A room for storing such equipment can be used by both boys and girls; however, separate storage rooms sometimes may be more desirable. The most important character- istics of this room are that it be large enough to store all of the equipment used in the program, be well ventilated and well secured. Space should be provided for the storage of such football equip- ment as helmets, shoulder pads, shoes, pants, jerseys and balls; such track equipment as vaulting poles, jumping standards, hurdles and starting blocks; and such baseball equipment as bats, balls, bases, and catchers' equipment. [39] The use of forced ventilation in this room is even more desirable than in the room used to store currently used equipment; and every effort should be made to secure its installation. Office Space In order that physical education, athletic and recreation pro- grams be properly administered, adequate office space must be pro- vided. These offices should be easily accessible to the public, command a view of the locker room, and be near the equipment room. They should provide a desk for each physical education teacher and coach, a bookcase, a minimum of one filing cabinet, and chairs for the instructors, plus several additional ones for visitors. For a school with one person in charge of the program for each sex, the offices should contain not less than 120 square feet. It is desirable to have a space measuring 14' x 16' for one instructor with an additional 1/4 of this amount for each additional instructor. Instructors' Dressing Units Dressing rooms should be located immediately adjacent to the offices. Each should include a clothing closet or locker of at least 18" x 10" x 72" for each teacher, a toilet, lavatory and a mirror (full length for women). If either unit must serve more than one instructor, sufficient space to provide a locker for each additional instructor should be allowed. Conference Rooms Conference rooms should be located near the offices to provide for such activities as intramural board meetings, committee meetings, and teacher-pupil conferences. A floor space of approximately 12' x 15' should be sufficient for each room. They should be equipped with a conference table and several chairs. Lighting and ventila- tion comparable to that provided in the classroom should be installed. Storage For Custodial Supplies The custodian will need ample space for storing supplies such as disinfectants, mops, water, mop buckets, and clothing needed in his work. Space should also be provided for the custodian to change clothes. Inflammable material should not be stored in this room. The room should be adjacent to and open into the boys' dressing room. A room similar to that of the male custodian should be provided in the girls' dressing suite for the maid to keep the supplies which will be needed for the proper sanitation and care of the girls' quarters. Adequate illumination should be provided for both of these rooms. [40] Team Dressing Rooms It is desirable in some situations to provide a dressing room for boys' athletic teams separate from the main locker room. While this room may be located in a building especially designed for showers, dressing and storage facilities for interscholastic athletic teams, or included in the stadium (see section on "Stadiums and Bleachers," Chapter Seven), it may also be included as a part of the shower and dressing facilities provided for class and recreational use. The specifications for this room are the same as for other locker rooms (see "Locker Rooms" above) except that: (1) a minimum of 15 square feet of dressing space should be provided for each squad member (of the sport having the largest number on the squad); (2) space for a full-length (54" to 72") locker (preferably heavy gauge wire) 24" x 24" should be provided for each player; and (3) the provision of mechanical ventilation is imperative. Special Areas Ample space should be provided for washing and drying machines. School laundries, though still in the developmental stage in Florida, have proved economical and practical. A room equipped with hot and cold water outlets, electrical outlets, shelves and a sink should be provided for this purpose. It should be accessible to the locker rooms of both sexes. A space of 100 to 200 square feet (depending upon the size of the school) should be sufficient. A necessary adjunct to the program of interscholastic athletics is the "training (first aid) room." Provision of a floor space of not less than 200 square feet is desirable. This room should be well lighted, ventilated and heated, and should include plumbing and electrical outlets to accommodate the necessary therapeutic equip- ment. [41] CHAPTER FIVE SWIMMING POOLS AND BATHING PLACES Swimming and water sports now form such a large part of the recreational activity of the people of the United States that the school, if it is to discharge its responsibility of helping people live safely and fully, must provide opportunity for instruction in swim- ming and life saving. Few Florida schools own swimming pools, but many of them are using municipally-owned pools or bathing places to provide instructions in aquatics. Publicly-owned swim- ming facilities are being provided at an increasingly rapid rate, and schools should encourage and participate in the planning of these. Jointly owned school-community pools are being used suc- cessfully in some cities. Consideration should be given to this pos- sibility in communities that do not have swimming facilities. Swimming Pools The State Board of Health defines a swimming pool as a swim- ming facility in which the water supply can be controlled. Chapter 514 of the Florida Statutes 1953, states that, "The State Board of Health shall have supervision over the sanitation of swimming pools ." It further delegates to the State Board of Health respon- sibility for establishing regulations for planning, constructing and maintaining pools to protect the public. Those planning to construct or operate a pool should secure a copy of these regulations and rigidly adhere to them. Location If a pool is constructed with public funds and is to be made available to the community as well as the school, consideration re- garding its location should be given: (1) to the master plan of the entire community and (2) to its use by the school. Since the largest number of people actively interested and participating in aquatics are of school age, it is desirable to place the pool on or near the school site. The pool should be located, if possible, adjacent to the physical education shower and dressing room units, since it is desir- able to have all bathers take showers before entering the pool; the same shower and dressing room can serve both purposes. Size and Shape In connection with the efficient operation of the program of aquatics as a part of the physical education program, the following pool usage must be provided for: 1) swimming instruction (for nonswimmers, intermediates and advanced) ; 2) water safety courses; 3) recreational swimming for both school and community; 4) inter- scholastic, intramural and other competitive swimming; and 5) water pageants. The two pool shapes that lend themselves most [42] readily to the above mentioned requirements are the T and L shapes, one axis of which should be 75' by 42'. This provides for six 7-foot lanes 25 yards long (the accepted "short course" for competitive swimming). A minimum depth of 3 feet at the shallow end and 10 feet at the deep end (under the diving boards) must be provided. Types The two types of pool that are acceptable are: 1) the recircu- lating pool and 2) the flow-through pool (it should be noted that the flow-through pool is a poor substitute for the recirculating type). The rate of flow in each type pool should be 500 gallons per swimmer per day. Recirculated water should change at the rate of four times the pool capacity every 24 hours. Recirculated water should be chlorinated and filtered before being repumped into the pool. The above mentioned procedure for the operation of the recirculating pool points up the desirability of the installation of this type over the flow-through pool. Construction Pool design and construction are largely engineering problems; hence, the employment of a thoroughly capable engineer is necessary. Since the pool is to be an integral part of the total school plant, an architect should also be consulted in order that the pool structure be correctly blended into the environs. Pools need to be both safe and beautiful to be attractive, and the contributions of both the engineer and the architect are desirable. Chapter XX of the State Sanitary Code requires that a permit be secured from the State Board of Health before a contract is entered into for construction of a pool. The code also sets forth specific requirements for pool construction and operation. In general, there are presently three types of material used in basic pool construction; namely, (1) con- crete (poured or blocks), (2) gunnite, and (3) steel (yet in the experimental stage). The most acceptable type of overflow or "scum" gutter is at present the roll-out type. The overflow gutters, providing as they do for swimmer and pedestrian safety as well as for water sanita- tion, should be constructed around the entire perimeter of the pool. Gutter drains should be rather large to provide rapid "run off" of surface water and should be placed 10 feet apart with the troughs pitched toward the drains. The decks and bottom of the pool should be finished in a "sand" or "brush" finish in order that they will not be slippery. Pool walls should be smoother to prevent skin abrasions resulting from swim- mer contact. All corners and edges should be rounded or "cove" construction to insure safety and to expedite proper cleansing. [43] Of particular importance in pool construction is the recirculation and purification of the water. The State Board of Health should be consulted on this matter and their directions meticulously followed. Painting Rubber base paint is recommended for the painting of concrete pools. A light green or blue color is effective. It is recommended that a white paint be applied to the pool bottom. Clear visibility to the pool bottom at all depths is necessary. Spectator Area An area adequate to provide for spectator seating at special events is desirable. Several types of outdoor construction can be designed to include smoking and sun bathing sections. It is important that spectator and swimmer areas be effectively separated so that there can be no foot traffic between them. Bathing Places Florida has many natural bodies of water-lakes, springs and streams-in which the water supply cannot be controlled. When these are used as public swimming areas, the State Board of Health classifies them as bathing places. Schools should use these areas for swimming programs only when they have been approved by the State Board of Health. It is also desirable to provide docks and roped-off areas. These should be arranged for effective instruction and adequate supervision during recreational swimming periods. Spray-Wading Pools Wading pools provide a great deal of pleasure for small children. The spray type, providing a central spray of clean water with the bottom constructed of non-skid material and sloped to provide for a rapid run-off of water, is a safe and attractive means of intro- ducing small children to aquatics. [44] CHAPTER SIX INDOOR PLAY AREAS Many people are of the opinion that indoor play areas in Florida are not necessary. However, it is a fact that the incidence of cold weather, hot sun and seasonal rains are such that programs may be interfered with considerably if the school plant lacks indoor play areas. In addition, there are many activities that require a smooth dirt-free surface for proper and satisfactory play. The essential indoor facilities for the presentation of a well- rounded program of physical education are: a gymnasium; an aux- iliary teaching room; and a play room (for elementary schools). Where the secondary and elementary schools are combined, a play room may not be necessary. At the present time various combina- tion facilities are being experimented with, such as: gymnasium- auditoriums; cafeteria-auxiliary teaching rooms; and cafeteria-play- rooms. However, the most effective and desirable physical education facilities are definitely those designed and used exclusively as such. The Gymnasium Gymnasium, as here used, refers to the main indoor play area together with such service areas as toilet rooms, concession booths and storage rooms. Location Since the gymnasium is usually the focal point of many indoor and outdoor activities for both school and community, it is desir- able to locate the building in such a position as to provide for the following conditions: proximity to playing fields and parking areas; minimization of noise interference with other school classes; pro- vision of entrances and exits that do not require the crossing of highways or service roads by those using the facility. Probably the best solution to this problem is that of locating the building so that it is detached from the main school building and its environs but connected thereto by a covered walkway. Size The following factors are among those requiring consideration in the determination of the size of a building: cost; type and extent of program; use for such after-school activities as interscholastic athletics and intramural sports; use for school graduations, dances, concerts and similar community activities. It is estimated that a high school serving 800 to 1200 pupils would require floor space of approximately 110' x 100'. This would provide for some folding bleacher seats, a main basketball court 84' x 50' and two teaching areas for class basketball and other [45] activities. For a junior high school of similar size, or a small high school, floor space should approximate 100' x 90'. In no case should a gymnasium providing a floor space of less than 86' x 75' be con- structed. The height of the ceiling should not be less than 22'. It is very doubtful if any height above 24' can be justified. Orientation The orientation of the building is chiefly concerned with the problem of lighting. Usually windows are not placed in the walls at the ends of the main basketball court. However, if interscholastic basketball is played at night, this can be done. Since class use is usually on a "cross court" basis, this may even create a more desirable teaching situation. Structure The principal elements in gymnasium structure are the frame, floor, roof, and walls. The frame consists of the trusses, arches or girders that form the skeleton of the building. The rigid frame or the truss type of construction may be used, depending upon local conditions. Frames may be constructed of steel, concrete or timber. It should be noted that the cost per square foot of floor space in- creases when the length of the span is less than 90' or more than 100'. While it is desirable to have the design of the gymnasium in harmony with surrounding buildings, excess design in such items as columns or towers increases the costs or precludes the inclusion of more functional items. Floors should be smooth, durable, resilient, attractive and easy to maintain. A tongue-and-grooved hardwood (preferably maple) best meets those specifications. Oak and pecan can also provide satisfactory surfaces. The floor level should be above the level of the ground surround- ing the gymnasium if the building does not have a basement. This will make proper ventilation possible. Floors can be built on piers with girders and joists 16" on center or placed on sleepers which rest on a concrete slab. The subfloor is nailed to this base diagonally to the joists. An application of damp proof paper is laid next, upon which is then nailed the tongue-and- grooved finish floor boards. These boards should be spaced at 1/32 to 1/16 of an inch. Nailing floor boards too tightly together can cause buckling. Additional provision for expansion should be made by leaving space around the perimeter of the floor. This can be covered by the floor trim which is fastened to the wall. It is advisable to have all timbers treated by a reliable method prior to installation. SSeveral types of asphalt, rubber and plastic tiles are being used [46] for gymnasium floors, and future development of these may result in an entirely satisfactory surface. As is true in any structure of this kind, the roof is of para- mount importance. Two commonly accepted roofing materials are: mopped felt with marble chips or high grade roofing material on a mopped surface. As is the case with the floor, deterioration or the improper installation of a roof can interfere greatly with the presentation of the program. The proper installation of exterior flashing and the provision of adequate roof gutters are important items to be considered in determining roof specifications. Since walls provide game boundaries, appearance and light-re- flection, they should have a smooth surface, be easy to clean, be resistant to rough use and, if possible, provide some resilience. Glazed tile most nearly provides the desired type of surface, but brick, concrete block, wood paneling and other materials can be used successfully. All wall fixtures should be either recessed or placed at a minimum height of 6'6". Entrances and Exits It is desirable to provide at least two entrances to the gymna- sium in addition to those leading to locker and shower rooms. In addition, exits should be provided as separate doorways if possible. Since most doors serve as both exits and entrances, good width is desirable. Spectator entrances and exits should be double doors with a mullion that can be removed placed in the center. Service doors for the handling of heavy apparatus, pianos or other properties should be provided. Great care should be exercised in the provision of exits to be used in case of panic, fire or the dispersal of large crowds. Wherever possible, "panic hardware" should be installed to help handle this very serious problem. Stairways and Ramps The efficiency of traffic movement in, out and around the build- ing is largely governed by the location of stairways and ramps. Some factors influencing this installation are safety, distance to be traversed, ease of entering or leaving, and the amount of traffic to be handled. The use of stairways is traditional, and it is felt by some that for exterior use the stairway provides a better appearance. Recent architectural developments may challenge this concept, but as yet it is generally accepted. From the utilitarian standpoint steps can be used efficiently wherein the rise would be too steep for the use of ramps. Desirable characteristics of stairways include the fol- lowing: 1) they should be fireproof, well-lighted, and ventilated; 2) runs should have not less than three nor more than sixteen risers; 3) risers should not exceed 61/", and the tread should be at least [47] 101/" from riser to riser; 4) all treads and landings should be of nonslip material. Wherein the rise required is not too great, the use of ramps serves all purposes that stairs serve, as well as others. Some char- acteristics of ramps are: 1) they enable traffic to move faster; 2) the smooth incline prevents walker from missing steps; 3) they provide surface for rolling such vehicles as wheel chairs and freight trucks; 4) they are easily cleaned. Ramps should be provided with handrails and should be constructed of an abrasive material-prefer- ably ceramic tile. The ramp should provide a moderate incline and should be of a width appropriate to the requirement to be placed on it. Heating, Lighting and Ventilation Contrary to some beliefs, it is highly desirable to provide heat for nearly all Florida gymnasiums. It is recommended that provision for heating the playing area to temperatures varying from 60 to 65 degrees at four feet above floor level is desirable. Attention should be given to the efficiency, durability, space requirement, ease of cleaning and long range economy of the heating unit. Adequate ventilation and circulation are necessary in order that all persons in the building receive the advantages of the distribution of clean, fresh, warm, or cool air (as desired). The most economical but least dependable such system is, of course, the natural flow of air in and out of vents and windows. Forced air ventilation provides for a more even distribution of con- trolled air. Proper humidity not only reduces heating costs but provides for a more healthful situation. In most cases gymnasiums depend largely upon natural lighting. Proper placement of windows with relation to the relative position of the sun requires study. In this connection the employment of the saw-tooth skylight type construction may be considered. It is believed that this type of construction will provide an adequate substitute for side windows and will eliminate the glare from most player positions. Gymnasiums require supplemental lighting for dark days and night functions. The playing areas should be provided a minimum of 18-foot candles at a distance four feet above floor level. Twenty- to twenty-five foot candles are more desirable for interscholastic basketball. The spectator area should be provided a minimum of 5 to 7 foot candles. Adequate switch control should provide for the lowering of spectator lights when the contest or function is being presented. Two types of lighting have been found satisfactory in gymna- [48] siums; incandescent and fluorescent. The incandescent system is cheaper to install and presents less difficulty in the replacement of lamps, whereas the operation cost of the fluorescent is considerably lower. RLM porcelain enamel or alzak reflectors are desirable from the standpoint of maintenance and durability. Incandescent units may be equipped with a wire guard with an open center to permit relamping from the floor with a lamp-changer. In the gymnasium the visual requirement is rapid and distinct vision into any portion of the room. This requires even light dis- tribution throughout the entire playing area. It may be advisable to provide supplementary light on such local areas, as goals and targets, but such supplementary light sources must be shielded from the eyes in order to maintain brightness balance. To obtain maxi- mum reflection with sufficient intensity for good seeing, all surfaces within the gymnasium should be relatively light with a flat rather than a glossy finish. It is recommended that there should be installed several lights with three or four-way switches that can be controlled at different points in the gymnasium. These lights may be used when entering or leaving the gymnasium at night. There should be exit lights over each exit. These lights should be on a separate supply from the main lights. Emergency lighting should be provided in the event of failure of the main lighting system. This can be accomplished by using self-contained floodlight units which turn on automatically when the power fails. These should be checked before each night-use of the gymnasium. Provision should be made for outlets which allow for the installa- tion of an electric scoreboard, public address system and telephone. Controls should be easily accessible. The lights should be so wired that certain areas can be lighted without using the entire system. It is also desirable for controls, to be installed so that unauthorized persons cannot turn lights on or off after the lighting arrangement desired for a particular function has been set. Equipment The equipment should meet the instructional needs of the indi- vidual school and school system. It is essential that instructional material be supplied which will best meet the needs as expressed in the basic philosophy, rather than to attempt to fit the program to existing equipment. The following are some items that should be considered in the selection of equipment to meet the needs of various sports activities: [49] 1) basketball backboards, 2) climbing ropes and ladders, 3) hori- zontal bars, 4) horizontal ladders, 5) traveling rings, 6) telescopic bleachers, 7) bulletin boards, 8)public address system, 9) score- board clock, 10) stall bars, 11) pulley weights, 12) scorers' table and outlets, 13) punching bags. Portable equipment for which storage space needs to be provided includes such items as: 1) mats and mat covers, 2) mat racks, 3) phonographs, 4) chalk boards, 5) parallel bars, 6) horses, 7) pianos, 8) springboards, 9) table tennis tables, 10) visual aid equipment, 11) speaker's platform. The size of the plant, number of students enrolled in the indi- vidual classes, geographic location of the school, socio-economic groups to be served and other community facilities, are factors which have to be taken into consideration in determining the amount and type of equipment. Of great importance in the preliminary planning of the plant is the submission of a list containing the items of equipment to the architect so that he may include in his drawings such items as floor plates (for standards and apparatus), and wall and ceiling brackets to facilitate mounting of fixed equipment. Service Areas of the Gymnasium The gymnasium should provide a storage room containing a minimum of 200 square feet immediately adjacent to the playing floor. This room should be equipped with a double door to permit the moving of equipment easily and quickly. The floor and walls should be of concrete or hard substance that will not chip or crack when equipment is pushed on or against it. The room should have natural ventilation, be free of dampness, and be well lighted. To avoid dampness, the room should not be located adjacent to the shower room. In addition to toilet facilities installed for use by the participants in the programs of physical education and interscholastic athletics, a sufficient number of toilets, urinals and wash basins should be provided to care for the requirements of the spectators and general public using the building. Entrances should be wide and the immediate interior view pro- tected by built-in screens or baffles. Where possible, separate exits and entrances make traffic flow much more efficient. The minimum width should be ten feet, and the length should be sufficient to pro- vide desirable space between fixtures. If windows are used for ven- tilation, window space should be approximately 12% of the floor area. Forced ventilation is desirable. Five to ten foot candles of illumination should be provided. [50] Walls and floors for toilet rooms should be similar to those in shower and locker rooms (see section on "Toilet Rooms," Chapter Four). Chapter Seven of the State Sanitary Code states that adequate facilities for public toilets are determined by the seating capacity of the building. Ratios for use by sex are as follows: 1) one toilet seat for each 100 gymnasium seats provided for women, and 2) one toilet seat plus one urinal for each 150 gymnasium seats provided for men. Where the number of gymnasium seats exceeds 600, the ratios may be reduced as follows: 1) one toilet seat for each 120 women, and 2) one toilet seat and one urinal for each 200 men. No toilet room should contain less than one lavatory; it is desir- able that one lavatory be provided for each 200 gymnasium seats for each sex. The Code further provides that each toilet seat shall be separated by a partition; and a door, providing full privacy, shall be attached. Each lavatory should be provided dispensers for soap (preferably liquid) and paper or other disposable type towels. The main lobby should provide an area for the following: 1) traf- fic flow from outside directly to the ticket collectors and gymnasium; 2) standing area for those waiting or purchasing tickets at the booth or window; 3) sufficient door space to permit the uninter- rupted exit of a crowd. It is often desirable to provide auxiliary ticket booths outside the building so that the traffic flowing into the building is balanced. If concession booths are built, adequate space for the inclusion of sinks, running water, electrical outlets and cleaning facilities should be provided. It is suggested that popcorn machines and other smoke and grease producing machines be located outside the building. A custodial room is necessary for the proper care of the building. Such a room should provide adequate racks, lockers and shelves for the efficient storage of janitorial supplies. It is desirable that a service sink be installed. The room should be made as fireproof as possible, should be well ventilated and illuminated, and should be easily accessible to the custodial personnel. A fire extinguisher should be made a part of the permanent equipment of this room. Auxiliary Teaching Room A complete gymnasium should have an auxiliary room of not less than 1500 square feet for a school with enrollment of 1000 or under and 2000 square feet for a school with an enrollment of over 1000. Such a room serves as an indoor area for classes when in- clement weather prohibits outdoor classes. It also provides an area for teaching first aid, health, adapted class activities and rhythms. [51] The room should be located near the storage room, as equipment stored there will be used from time to time. The room must be well ventilated and properly lighted with natural and artificial light. The floor surface should be durable and resilient. Hardwood or cork, and asphalt, rubber or plastic tile are suitable. Portable benches or folding chairs should be used for seating because these can easily be moved to allow for activity. A talk and chalk board should be provided. There are many acceptable methods of locating this room. In some localities the room may be built at the entrance to the gym- nasium and can be used as a teaching facility, lobby, or a recrea- tional room by students during free periods. It may be a separate room in the front or back end of the gymnasium, or it may be a part of the main area of the building. Some of the larger gym- nasiums have been planned so that the bleacher area is utilized as an auxiliary room. Where bleachers are two or more sections high, the platform on which the upper sections rest (when pulled out for seats) form the floor of the auxiliary room. Where this system is used, a sliding partition (which drops behind the lower bleacher section) or curtains should be used to screen the noise from the main floor area. Elementary Play Room In planning the elementary school plant, provision should be made for a play room. This room will serve the elementary school as the auxiliary teaching room does the secondary school. A room of this type is desirable in the presentation of a well-rounded program. Learning experiences through activities such as rhythmic games, dances, skits, pantomimes, singing and movies are presented here much better than in a classroom. Portable benches or folding chairs, should be used for seating, as these can easily be adjusted to meet the needs of the activity at hand. The room should have a minimum of 1500 square feet, but a room of 2000 square feet is more desirable. Characteristics of the room are: 1) a floor of durable substance that has resiliency, such as wood, cork, asphalt, rubber or plastic tile; 2) sound control; 3) good ventilation; 4) good lighting (na- tural and artificial); 5) pleasing and non-glare wall and ceiling colors; 6) a 12' minimum ceiling height; 7) two entrances; 8) sufficient storage space for storing game equipment; and 9) walls of a rigid substance that will not crack easily. [52] CHAPTER SEVEN OUTDOOR PLAY AREAS Much of the physical education program is conducted out-of-doors. Consequently, the same careful attention should be given to the planning, construction and maintenance of out-door facilities that is given to indoor teaching facilities. Surfacing, fencing, landscaping, lighting, seating, and permanent equipment are just as important for playing fields, hard-surfaced courts, stadiums, tracks, baseball diamonds, and special areas, as they are for classrooms, laboratories and other indoor teaching areas. Landscaping of Outdoor Play Areas The landscaping and planting of outdoor play areas have become more important as school authorities have come to recognize their utilitarian and ornamental values. In this connection some uses of grass, trees, shrubs, and vines are: 1) isolation and segrega- tion of areas; 2) reduction of floor maintenance; 3) screening of noise and unsightly facilities; 4) control of vehicular and pedes- trian traffic; 5) control of soil erosion; 6) provision of shade; and 7) use as a windbreak. Trees and Shrubbery Trees and shrubbery are an important factor in landscape plans. A chart of those found in Florida together with facts about them is included in Chapter Three. Certain special considerations should be examined when planning these for use on or near play areas. Trees should be planted 50 to 60 feet away from team game areas. They should be light feeders and shed their leaves at the same time of year. Evergreens with small leaves are desirable. Trees should never be planted near a concrete play area because the leaves stain the concrete, create a safety hazard, and the roots often displace the concrete. Shrubbery for play areas should be selected on the basis of soil preference, growing habits and resistance to disease and insect pests. Those with small leaves are most desirable. They should be insect and disease resistant because spraying is difficult with pupils using areas, and the residue could be injurious. Shrubbery which has pointed or sharp leaf edges should not be used. Where hedges are planted near fences, they should be planted outside the fence at a distance of 5' to 6' to make pruning easier and to prevent wind or storm damage from swaying branches. It should be noted that shrubbery should be used to separate playing areas only when suf- ficient funds are available to provide for proper maintenance. Chain link fencing, requiring little maintenance, can be installed at ap- proximately the same cost. [53] Grasses Wear resistance and maintenance level required should be given major consideration in selecting grasses for play areas. Grasses requiring high maintenance even though possessing good wear tol- erance, should not be selected if proper maintenance cannot be pro- vided. Bahia (Pensacola) grass is satisfactory for play areas in Florida, but has the limitation of being fairly open or coarse. It can be established from seed, and is well adapted to most soil conditions throughout the state. While it has a low salt tolerance, it has good tolerance against extreme temperatures and drought and is rela- tively free of disease and insect pests. It should be cut l1/." to 2" in height with a rotary type mower. One to two applications of fertilizer per year are sufficient for good growth. The best turf grasses are found in the improved Bermuda varieties. Any of the following are good: Tifton 57, Ormond, or Everglades 31. Tifton 57 is highly recommended because of its outstanding disease resistance. Bermuda grasses have greater wear resistance than almost any grass in the South. Vegetative planting is necessary in these improved varieties as seed is not available. All of these varieties will grow well throughout the state, but re- quire a high level of maintenance. In general, Bermuda grass requires 3 or 4 applications of fertilizer per year, and occasional pest control measures are needed. It should be cut to a height of 1" or slightly less, with a reel type mower. Mowing is one of the most important factors in the management of Bermuda turf. If the grass is per- mitted to grow several inches and then cut, a brown condition results, which reduces vigor and turf quality. It is well to have a soil ph test run occasionally to determine lime requirements. During extended dry seasons, watering should be done every 5 to 10 days depending upon conditions. Water equivalent to 1" of rain- fall should be applied at each irrigation. If funds for maintenance are severely limited, it is advisable to plant a combination of common Bermuda grass and Bahia (Pen- sacola) grass. This combination can be seeded. Fencing of Play Areas Where fields and play areas are enclosed, a chain link fence, with heights to meet the controls of the planned program of the individual school and community, should be used. Some characteristics of good fencing are stability, durability, economy of maintenance, attractiveness and effectiveness. Woven wire fencing of the chain link type (minimum thickness 11 gauge) with a top rail has been found to meet the above requirements [54] satisfactorily. This type of fence should be mounted on a rust resistant pipe or steel frame. Where boundary line fences are neces- sary, it is desirable that they be set at least 10 feet inside the property or sidewalk line to provide for a planting area outside the fence. The use of barbed wire is not recommended and state law pro- hibits its use below a height of 6'. The bottom of the fence should be at ground level. Lighting of Outdoor Play Areas The period since the close of World War II has witnessed an unparalleled growth in sports and recreational lighting. Since well- lighted recreational facilities make possible the participation of many who are not able to play during working hours, the growth of outdoor illumination of recreational facilities is likely to continue. As a result of this interest in outdoor lighting, equipment has been improved, considerable study has been given to lighting problems, and information is available concerning recommended standards.1 The illumination necessary for play depends upon the speed of flight of the ball. For example, IES recommends from 150 foot candles of illumination for major league baseball down to 30 foot candles for semi-pro baseball in the infield, and a range of from 50 (college play) to 10 (recreational use) foot candles for basketball. The placement of lights depends, in part, upon the plane of play. Football, with most of its play parallel to the long axis of the field and largely near the ground, presents a different problem from a baseball diamond, where the flight of the ball is faster, higher and likely to be in any direction. Even distribution of light is necessary though intensity may vary from one part of the area to another. For example, greater in- tensity is needed in the infield than in the outfield of a baseball diamond. If distribution is uneven, the ball appears to travel at various speeds as it passes through varying intensities of light. This factor makes aiming of luminaries a very important considera- tion in sports lighting. A variety of equipment is available for outdoor lighting. Steel or wood poles can be used, and both have their uses and advantages. Some sports can best be lighted with overhead luminaries attached to poles and/or crossarms using overhead wiring. Either hard glass or soft glass lamps (which must be covered for satisfactory service) can be used. Reflectors are made of porcelain enamel, glass and alzac aluminum. SMost manufacturers of electrical equipment, electric utilities concerns and distributors of electrical equipment have materials containing standards recom- mended by the Illumination Engineering Society and the National Electric Manu- facturers Association. [55] Other factors which must be considered are: keeping lights out of players' and spectators' eyes; designing to keep maintenance costs at a minimum; and providing for switch control that will permit lowest operating costs. All of the above discussion indicates that the lighting of sports areas is a complicated problem requiring technical knowledge. For effective service and economical operation, outdoor lighting should be designed by a competent engineer. Playing Fields Playing fields, as here used, include softball diamonds, fields for soccer, touch football, and other field games, as well as open areas for games of the low organization type. It is desirable for teaching purposes to have a large open grassed area (see "Grasses" above) that can be marked off as needed rather than separate fields and diamonds. In most schools there is no necessity for separate field areas for each sex. If adequate teaching stations are provided, the same fields can be used by both sexes. Location and Orientation Playing fields should be located as near dressing, shower and toilet facilities as is feasible. Consideration should be given, in locating them, to disturbance of other school activities by noise from these areas. In orientation of playing fields, the major concern is sun in the players' eyes and safety of non-participants. Touch football fields should have the long axis in a north-south direction because the flight of the ball is largely parallel to the long axis. Softball dia- monds are best oriented with the home plate, pitcher's mound and second base axis in a general north-south direction. The position of the sun during the season of the year and the time of day of greatest play in the particular area should be the determining factor. Safety of non-participants and property from batted balls is also important. Size In determining the size of playing field areas, consideration should be given to the school enrollment and the uses to which the fields are to be put. If the area is to be used for adult recreation, suf- ficient space should be provided for fields of adult dimensions. If separate fields are desired, the chart below should make de- termination of size relatively simple. By dividing the school enroll- ment by 2 (to get the approximate number of each sex) and dividing the resulting figure by the number of class periods, the number of people who will need to use a particular type of field at one time can be determined. (This is assuming that the two sexes will use [56] the facilities at different seasons.) The column at the right of the chart gives the minimum and maximum number of players for one field for each activity. The number of fields needed can be determined by dividing these figures into the number of players to be served. Size of Playing Fields Elementary Space Game Dimenisons of Use Required Number of Play Areas Dimensions (Sq. Ft.) Players* Field Hockey 120'x200' 150'x250' 37,500 14-24 Soccer 100'x200' 125'x240' 30,000 12-24 Softball 45' Diamond 150'x150' 22,500 18-24 Touch Football 120'x240' 140'x280' 39,200 12-24 Secondary and Adults Field Hockey 180'x300' 200'x350' 66,000 12-24 (max.) (average) Soccer (Men) 150'x300' 240'x360' 86,400 12-24 (min.) (average) 300'x390' (max.) Soccer (Women) 120'x240' 200'x320' 64,000 12-24 (min.) (average) 180'x300' (max.) Softball 60' Diamond 200'x250' 50,000 18-24 Touch Football 150'x300' 165'x330' 54,450 12-24 There are no standard dimensions for low-organization games. In the secondary school, if two fields of each type are provided for a class of from 30-50 pupils, practices and low-organization games can be conducted on the area without additional space being needed. If space is needed in the elementary school for small group and large group play in addition to that needed for team games, an area the size of a touch football field is sufficient for a group of 30 to 35 pupils. If one large area is desired, determination of the space is some- what more complicated. It is desirable to provide sufficient space to handle the largest group in the activity that needs the largest area. On this basis, a secondary school of 1200 pupils would need an area of 864,000 square feet. This is assuming that 200 pupils- 1200 divided by 6 (number of periods)-would use the area at one time. If these were divided into five classes of 40 pupils each, they would need 10 fields (two for each class). Regulation soccer, the most space consuming activity, requires 86,400 square feet (see chart) per field and 10 x 86,400 equals 864,000 square feet. The maximum figure includes one substitute for each team, who could be used as an official. [57] Where space is limited this figure may be reduced by as much as one half without impairing the program, if other facilities are available. If sufficient teaching stations are provided by indoor facilities, hard-surfaced courts and special areas, in order to serve one sex the playing field area need be only large enough to accommo- date the largest group of one sex. Hard-Surfaced Courts Activities such as tennis, handball, shuffleboard, basketball, roller skating, dancing and paddle tennis require hard, smooth surfaces. Some of these are best conducted outdoors, and others can be satis- factorily played indoors. Consequently hard-surfaced areas should be provided for these activities. The most satisfactory results are obtained when courts designed for the particular activity are provided for tennis, handball and shuffleboard, and all-purpose courts are provided for the other activities. Concrete and various bituminous mixtures provide the best sur- faces for hard-surfaced courts. Clay or other stabilized soils can provide hard surfaces, but they require constant maintenance for satisfactory use. Sub-surface conditions are equally important for all types of hard-surfaced courts. When fills are required, 6" layers should be applied with each being thoroughly and uniformly compacted before the next layer is added. Where fills are not necessary, all sod and top soil should be removed down to firm ground. If the soil is not well-drained, a 6" layer of compacted gravel or rock should be used for a sub-base. This should be thoroughly smoothed and compacted before the playing surface is laid. The playing surface should be a 4" layer of concrete, plant-mix asphalt or patented bituminous mixture.1 Surfaces should be sloped to provide proper drainage. Where concrete is used, the finish should be a swirl type finish that will provide the greatest traction with the least abrasiveness (in case of falls). Provision for drainage at the edges of the courts is necessary. This is particularly important where bituminous mixtures are used to prevent washing of the soil from under the edges and then caus- ing them to chip off. Beveling the edges so they can be covered with the surrounding soil is helpful. Also helpful is sloping the earth away from the edges to provide for run-off of surface water, or using porous material (crushed stones, cinders or shells) in the earth adjacent to the edges of the courts to absorb surface water. Several satisfactory mixtures are now on the market. Information con- cerning these can be secured from manufacturers. Most sports and physical education publications carry advertisements of these products. [58] Provision for placing posts or standards to support baskets or nets should be made when the court is constructed. Holes of the desired diameter should be left so that posts or sleeves (for remov- able posts) can be inserted in them. Concrete can be poured around these to hold them in place. These holes should extend through the surface layer so that water will not collect in them.1 Tennis Courts Tennis is a popular form of recreation for people from junior high school age to later adulthood. Since skill in tennis, as in many sports, is best learned at the ages when youth are usually in school, facilities for teaching tennis should be available to schools. For teaching purposes tennis courts are best arranged in batteries of from three to six courts. Less than three courts so limits teach- ing and recreational opportunities that the construction of less than this minimum is probably an unwise expenditure of funds. Tennis is played on a court 36' x 78', but it is desirable to provide an additional 21' behind each base line and 12' on each side of and between courts. A battery of three courts would require, therefore, a space of 18,720 square feet. Construction cost can be reduced by extending the concrete or bituminous surface only 6' behind the base lines and 3' on each side of the side lines. Each full half of a tennis court should be placed in one continuous pro- cess with the only expansion joint being between halves (under the net) of the court. A continuous slope of 1" in 20' from one end of the court to the other is permitted for drainage. No cross slope is permitted. Chain link fencing (2" mesh) 10' to 12' high should be provided at the ends of the playing area for backstops.2 Handball Courts Handball, a popular sport for boys and men, is played on several types of courts of varying dimensions. Official one-wall handball (the most common outdoor version of handball) is played on a court 20' wide by 34' long with one wall 16' high. Considerable interest is added to the game if side walls are also provided. These need extend only 12' to 15' back from the front wall. If a back wall is desired, the length of the court may be increased to 46' (the length of the official four-wall game), though a 42' length is sufficient for recreational play. The walls may be of wood or precast concrete. Wood should 1 Further details of construction of various hard-surfaced courts can be secured from the Portland Cement Association, 33 W. Grand Avenue, Chicago 10, Illinois. 2 Further details of construction of tennis courts are available in the Official Tennis Guide. [59] be treated tongue and groove. Concrete walls should be finished with a smooth surface. Shuflboard Courts Shuffleboard is a very popular game with elderly people but has limited use in the school program of physical education. If the school facilities are not planned for extensive community use, the gymnasium floor, sidewalks, porches and similar areas should provide sufficient areas for shuffleboard courts. Where special courts for shuffleboard are desirable, they (like tennis and handball) should be constructed in batteries of three to six courts. Court dimensions are 6' x 52' with a 6' gutter between courts. The surface must be smooth. Concrete or terrazzo can provide satisfactory service. Backstops at the ends of each court and a score board for each court increase the interest in the sport. All-purpose Courts One or more multi-purpose courts are desirable for conducting a well-rounded physical education program in an elementary or secondary school. All purpose courts are desirable even when indoor areas are available. Costs for these courts are low when compared to indoor areas. The minimum size should provide space for a basketball court for the age group which is to use it. An area 42' x 62' should be considered a minimum size for an elementary school and 60' x 80' a minimum for a secondary school. A much more desirable size is 90' x 110'. This size court will provide space for two 60' x 84' basket- ball courts and three volley ball courts with sufficient space between courts and on the ends, as well as areas for such activities as bad- minton, paddle tennis, aerial tennis, dancing and roller skating. It is necessary to determine the activities to be conducted on the courts before construction begins so that holes can be left for the insertion of sleeves (for removable posts). Since these courts will receive constant use, they should be so placed that they are easily accessible to shower and locker rooms and to the main building. The location should also be such that noise from the area will not disturb classes in the buildings, and traffic to and from the area will not have to cross service roads or other play areas. The courts should provide a slope of approximately 1/8 to the foot from a center crown to the sides to ensure rapid drainage. Stadiums and Bleachers Stadiums, enclosed areas providing playing areas, seating for spectators and service facilities, should be provided for interschol- [60] astic athletic contests, concerts, dramatic productions and community activities of various kinds. Frequently, it is desirable for the stadium to be constructed as a community project, with the school cooperating with such agencies as the County Board of Commissioners, City Council, and civic and service clubs. Whether it is constructed as a community project or financed entirely by the school, the stadium should be designed for the greatest multiple use possible. Track and football can be effectively combined with the same seating, lighting, parking, dressing and other auxiliary facilities serving both. With the track placed around the football field the area inside the track provides sufficient space for a variety of activities. It is more difficult to combine softball or baseball with other activities. This is particularly true where night play is planned. Lighting engineers recommend that separate lighting facilities be provided for softball, baseball, and football. If football is combined with baseball or softball, the playing field of the former should be located outside of the infields of the latter two sports. Events involving the use of horses or cattle on the playing area should not be permitted because of the danger of anthrax and tetanus infection. The stadium should be located on or near the school site and should be easily accessible to arterial streets and adjacent to ample parking areas. One parking space for every three seats is desirable. Playing Areas While football requires a playing area of only 57,000 square feet, an area of approximately 95,000, exclusive of seating space, should be provided for a football stadium. If track and field facilities are to be included in the same area, a space of 120,000 to 210,000 square feet (depending upon the length of the straightaway) is necessary. A minimum use area of 300' x 325' or 97,500 square feet exclusive of seating space, should be provided for a baseball park. Fifty thou- sand square feet are sufficient for softball. Football fields should be oriented with the long axis running north and south. The field should be graded to provide a "crown" or "turtle- back" of 6" to 10" to ensure good surface drainage. The surface should be the best quality of turf permitted by the maintenance level available. (See section on "Grasses") Where a football field and track are combined, a 6" drain tile placed 3' inside the pole curb will serve the dual purpose of draining the football field and the track. This tile should be perforated or installed with open joints in a French drain ditch (back filled with cinders, gravel, rock or shell) so that the ground water can get into [61] it rapidly. Three sumps on each side of the field and one at each end, connected in this tile line and having grating covers, will handle the surface water. Additional laterals may be laid if desired. The surfaces for the running track, baseball diamonds and soft- ball diamonds are discussed in other sections. Seating The number of seats provided for spectators will vary directly with the uses to which the facility is to be put and the community interest in the activities planned. Seating capacity should be deter- mined by past attendance and anticipated growth of interest. Na- tionally, a commonly recognized standard is a seating capacity suf- ficient to seat 20 to 25 per cent of the population for towns of 5,000 or less and approximately 10 per cent of the population in larger cities. Approximately 18" of seating space should be allotted for each seat. Wood, steel, concrete or a combination of these are satisfactory materials for bleachers. A relatively inexpensive type of construc- tion for small stadiums is the concrete block frame with pre-cast concrete slab for seats. Where wood is used it should be pressure treated with a preser- vative. Where steel is desired it is advisable to purchase the bleach- ers from a reliable manufacturer. All bolts and nails used in con- struction should be galvanized. It is advisable to employ a competent engineer to design any stadium seats, but one should always be consulted when seats are to be more than eight to ten tiers high. To provide effective seating the first row of seats should be about 4'6" to 5'6" above the ground level. Seat boards should be 8" -10" wide (a 2" x 6" and a 2" x 4" spaced "1/ apart), with all edges rounded. The seats should slope 1/2" to the back and be 18" above the foot rest. The distance from the front of one tier of seats to the next should be 24" to 30", and the amount of rise from one tier to the next should be from 4" to 8". Service Facilities Such service facilities as toilet rooms, ticket booths, concession booths, press boxes, housing for maintenance equipment and adequate entrances and exits should be provided in the stadium. Toilet rooms may be located under the bleachers or housed in buildings near the entrances. For other specifications, see Chapter Six, section on "Toilet Rooms." Ticket booths and concession booths should be located near the entrances. They can be placed under bleachers, if these are properly [62] arranged, or they can be placed in buildings especially constructed for them. These are also discussed in Chapter Six. A press box, located at the top of the bleachers, should provide sufficient desk space for the representatives of the press and visiting scouts. It should be provided adequate artificial light, equipped with telephone service and wired for a public address system. A line marker, a power mower, water sprinklers, a roller, wheel- barrows and small maintenance tools are needed to keep stadiums in good condition. Housing should be provided for these in or near the stadium. Entrances should be located near parking areas, and numerous exits should be provided to permit rapid emptying of the stadium. Track and Field Facilities Track and field facilities should be located adjacent to dressing rooms and should provide seating and parking facilities for specta- tors. Locating the track facilities within the football stadium per- mits the use of the same dressing rooms, seating for spectators and watering and lighting facilities for both sports. The Running Track The standard running track is a one-quarter mile oval with at least a 120 yard straightaway on the spectator side. However, it is desirable to construct a 220 yard straightaway whenever possible. The track is measured 12" from the pole (inside), and the radius of the curve should be not less than 106'. A more desirable radius is 115'. The pole or inner edge of the track should be a solid curb, preferably of concrete. The curb should be between 3" and 4" above the track level and 1' below ground level, and from 4" to 5" wide with a rounded top. The track should be six lanes wide on the curves and backstretch with an eight lane width on the straightaway or homestretch. Lanes should be 48" wide. The construction of a good track requires that the ground should be excavated to a depth of not less than 19". The bottom layer should be 6" of rough fill composed of rocks approximately 3" in diameter. The second layer should be 6" of clinker cinders covered with 4" of 1/4" sifted cinders. The top surface or top-dressing is composed of a mixture of clay and 1/2" screened cinders 3" in depth. The propor- tion of the mixture may vary from equal parts of clay and cinders to one-third clay and two-thirds cinders. These strips should be constructed using different proportions in order to determine the best mixture. The use of a cement mixer will assist in securing an even mix. Each layer should be spread evenly, rolled and leveled. The track surface should be higher than the surrounding ground level and openings should be left in the curb to provide for surface drainage of the track. [68] Field Event Facilities Field event areas should be placed inside the track and as near as possible to the spectator side of the field. It is more desirable, but not necessary, to have dual field event facilities. Runways and approaches for the jumping pits should be constructed in the same manner as the track. It is a good plan to have the surface of these runways elevated two or three inches above the level of the surrounding terrain for drainage. The broad jump runway should be 110' to 130' long and from 4' to 5' wide. Official rules require that the take-off board be a "joist 8" wide and at least 4' long which shall be set firmly in and on the same level as the ground." The ground in front of the take-off board must be flush with the board. Provisions should be made for easy replacement of the board. The landing pit must be at least 9' wide and 15' long. The pit usually extends from a point 10' in front of the board to a point 15' to 20' beyond. Builders sand is the preferred filler for the broad jump pit and should be approximately 18" deep. The pole vault runway should be 125' to 140' long and 4' wide. It is sometimes desirable to construct runways converging on the pit from opposite directions so that variations in the sun and wind conditions may be more satisfactorily met. According to offi, cial rules, the box should be a "wooden or metal box measuring 3'4" in length, 2' wide at the front, tapering to 6" in width at the stop board, which shall be 8" deep." The rules further specify that "the box shall be placed so that the front and the tops of the sides and the stop-board shall be flush with the ground and the stop-board at right angles with the ground and placed flush with the landing pit." Official requirements for the pole vault landing pit are 16' wide and 12' long, however, the most common size pit is 16' by 14'. The land- ing pit should be filled with shavings or a combination of shavings and sawdust to a height of from 3' to 3'6" above the ground. The high jump should have a level, semi-circular area so that the jumpers can run at the bar from any direction in front of the standards and it should extend out from the side of the pit in a 15' radius. The pit must be at least 16' wide and 10' long. The ideal size is 16' x 14'. This landing pit should be filled with shavings or a combination of shavings and sawdust to a height above ground level of from 1 /' to 3'. The weight events surfacing should be such as to provide good footing and drainage. Construction of the circles should be the same as that for the track except that the excavation does not need to be as deep. Each sub-surface layer can be reduced by 3" or 4" except the top-dressing. The diameter of the shot put circle must be 7' and [64] that of the discus circle must be 8' 21/t". The outer edge of both circles should consist of a sunken metal band which lies flush with the ground. It should be painted white. The toe-board for the shot put ring is a wooden arc, 4' long, 4" high and 4" wide. The inner curve of the toe board must be identical with the curve of the circle. This toe board should be painted white and should be so constructed that it can be stored during the off-season. Both the shot and discus areas should be located away from the other field activities and the track to avoid injuries to participants in other events. The above suggested construction is based on the composite opin- ions of track coaches all over the country. Where budget limitations or availability of materials make such construction impossible, the following suggestions are offered: Curb-treated 2" x 8" lumber spiked to treated 2" x 4" stakes has been successfully used, though the life of such a curb is neces- sarily limited. Track-the depths of excavation and thickness of layers of ma- terial (except the top layer) may be reduced. Where there is a good, firm, sandy subsoil, the two bottom layers may be eliminated entirely if the subsoil is well graded and compact so as to offer a good foundation. If clay is not available, colloidal phosphate or pul- verized limerock may be substituted. If cinders are not available, a sand clay or limerock sand mixture might be used. In any event test strips should be constructed to determine suitability. Runways and circles-may be made of clay or sand clay or lime- rock clay or limerock sand with only enough excavation to provide a 3" finished thickness. All should be elevated enough above surround- ing ground to provide good surface drainage. Baseball Diamonds Baseball, though seldom included in any phase of the physical education program except the interscholastic athletic phase, is one of the most popular sports in the United States. Consequently, schools should have access to baseball facilities. It is usually advis- able to locate these separate from other outdoor areas because of the special requirements of the playing surface, the danger of injury to those not playing, the special lighting requirements, and the size of the area needed. Baseball facilities should be located in an en- closed stadium on or near the school site. The diamond should be oriented in such a way that the sun is in the eyes of the fewest number of players and there is least danger to non-participants. The best orientation must be determined locally. The angle of the sun's rays for the time of year and time of day of greatest use of the facility is the determining factor. The common [65] practice is to have the axis through home plate, pitcher's box and second base oriented in a northeast-southwest or northwest-southeast direction wtih home plate at the northeast or northwest end. A playing area approximately 300' x 325', 97,500 square feet, is needed for high school or adult use. This does not include space for seating or service facilities. The surface of the infield should be stabilized dirt or turf. If the latter is used, it should be the best quality permitted by the level of maintenance available (see "Grasses") and should cover the infield with the exception of the areas near the baselines, home plate and the pitcher's box. Stabilized dirt should be used for the baselines, pitcher's box and home plate areas, and may be used for the entire infield. Stabiliza- tion can be obtained by mixing sand and clay or sand and muck. The muck or clay should comprise 20 % to 40% (depending upon texture) of the mixture. The muck has the advantage of not baking hard in the sun as the clay tends to do. The pitcher's box should be raised (not more than 15") above the level of the bases, and the surface should be gradually sloped to the baselines. Where turf is used, the skinned areas should be 6' wide for the first and third base lines, should extend in a semicircle 20' to 30' into the outfield between the first and third base foul lines, and should provide a clear area from home plate to the back-stop. A screened back-stop 15' to 20' high should be placed a minimum of 60' behind home plate. If less than 60' is available a hooded back- stop should be constructed to keep balls in the park and protect automobiles and pedestrians. Seating (preferably covered) should be provided for players separate from those for spectators. Special Areas In addition to playing fields, hard-surfaced courts, track and field facilities, baseball diamonds and stadiums, certain special areas are needed for outdoor classes and recreational use. These include apparatus areas for both elementary and secondary school levels, archery ranges, golf areas and horseshoe courts. Apparatus Areas for the Elementary School Provisions for apparatus areas should be made in the overall planning of the school outdoor area. The apparatus offers constant challenge to boys and girls to learn by doing. Strong, healthy, and well-coordinated bodies are the result of grasping, climbing, and swinging on these teaching aids. [66] The areas should be near the school building to save time in move- ment, but far enough away to eliminate disturbance of other classes by excessive noise. They should be well drained and free from ridges and pits. Shade is highly desirable. An area of from 5,000 to 10,000 square feet should be sufficient for either the primary or intermediate grades. The danger of injury to children using this type of equipment can be minimized by: 1) fencing the area with chain link fencing or carefully selected shrubbery (free of thorns and sharp points); 2) providing adequate spacing between pieces of apparatus; and 3) providing sand, sawdust or other soft surfaces under and around each piece of apparatus. Open areas can be surfaced with grass, stabilized soil, a bituminous compound or concrete. Equipment which might be provided for kindergarten and pri- mary grades areas includes: jungle gyms; sand boxes; large wooden boxes (4' square and 2' to 3' high constructed of boards 1" thick); ramps; benches; tables; swings with safety seats; low horizontal boards (21/' high) ; teeters; and large pipes (for climbing through). Equipment for intermediate grades areas might include: climbing ropes (1" diameter 8' to 10' in height); swings; horizontal bars (at 3', 4', 5', and 6' heights); teeters; jungle gyms; slides and balance beams. Traveling rings, giant strides, monkey rings, merry-go- rounds and horizontal ladders are pieces of apparatus that are of value and interest to this age group; however, they require constant supervision. Provision should be made to eliminate the danger from children using apparatus at times when the area is unsupervised. Some pieces of apparatus (such as swings) can be provided with locks, but fencing the.area and providing gates that can be locked is probably the most satisfactory method of protecting school officials from responsibility in case of injuries. Apparatus Areas for the Secondary School The secondary school apparatus area should include a rope for climbing, horizontal bars and parallel bars. These should be placed near the gymnasium, but away from other playing areas for safety reasons. Isolated spots, of from 1,000 to 2,000 square feet that are not in use, are very satisfactory for this apparatus. Low bars (for vaulting) should be placed at a height of 3', and high bars should be of at least two heights to serve both short and tall pupils. The number of high bars and ropes for climbing will be determined by the number of pupils to be served; however, a minimum of two is suggested. One set of parallel bars will serve most schools. Archery Ranges The length of the range varies from 30 yards to 100 yards, with [67] an additional 25 yards behind the targets free from such obstructions as trees and rocks which might break the arrows that fall wide of the target. The width of the range will depend upon the number of targets used at one time. It is recommended that targets be placed no less than 5 yards apart and that a space of about 15 yards be provided on each side of the outside targets. The surface of the range should be fairly level. Surfaces may be grass or loam. The range should be located in little-used areas of the school site, and enclosed with fencing or shrubbery to eliminate the danger of non-participants being struck with arrows. Golf Areas It is more satisfactory if the golf instruction area can be used exclusively for that purpose. However, it is not difficult to arrange the layout on a football field or general playing field area. It is possible to locate three holes within a 100 yard field in such a way that there will be one long and two short holes. Several putting greens can be placed at the ends or edges of the field, so they will not interfere with team play. Since grass greens require considerable maintenance and are rather expensive, it is sug- gested that sand greens be used. The putting area should be at least 30' in diameter with the sand 2" to 5" deep and contained by a 4" to 7" retaining curb. The sand should be mixed with crude oil and a small amount of clay, then leveled and rolled with a regular golf green type roller. The surface can be kept level for putting by using a short piece of board with a handle attached as a tamp when the surface becomes loose. Cup holes can be made of tin cans approximately 41/4" in diameter. The ordinary oil can will suffice. The cans should be evenly cut around the rim and set two inches below the level of the green surface. Lacquered bamboo poles with home-made flags attached at the top will serve for hole markers. Sand traps should be located in the corners of the field, and should be composed of builders sand to a depth of 2' to 3' with a 1' rim. The size of the trap will vary with the space available. Driving cages are inexpensive to make, and help solve the space problem. A very satisfactory cage is made with a frame of 2" pipe 12' high, 20' deep and 12' wide, covered with 1" chicken wire on the sides and on the top, with sacking, burlap or canvas at the target end. The pipe should be set in concrete. Horseshoe Courts It is recommended that the area for each court should be 10' x 50', which will allow a space of 2' behind each pitcher's box. The distance [68] of the pitch is 40' for men and 30' for women, measured between the stakes at either end of the court. Pitcher's boxes must be 6' square and constructed of a frame of wooden joists filled with clay or similar material to a depth of 6". The frame should be sunk flush with the ground surface except at the front end, where it must extend approximately 1" above the ground surface. The stakes must be of iron or steel 1" in diameter placed in the center of the box, and must extend 12" above the surface of the pitcher's box, with an incline of 3" toward the stake at the opposite end of the court. Courts should be laid out in batteries of not less than 3 courts (for teaching purposes) with a 10' space between courts, and an al- lowance of 10' on each side of the outside courts. The horseshoe area should be enclosed with fencing or hedges to eliminate the danger of non-participants being struck with a shoe. Evaluation and Recommendation In production of this material an effort has been made to present ideas pertinently and concisely. This effort may have resulted in omission of details that perhaps should have been included. It was the consensus of the participants and their consultants, however, that some part of the usefulness of the bulletin would be impaired by extended discussion of details. While the bulletin may lack something in comprehensiveness, its content is as nearly accurate and factual as the group could make it. Information and advice were explored for their sources and tested for exactness. Unquestionably needs will require new definitions and certainly new ideas will be developed as school people, architects, and engineers participate in the rather extensive building program which currently is under way in Florida. In response to emerging needs, we may confidently anticipate improved ways of arranging, designing, and constructing physical education facilities. It is strongly recommended that steps be taken by the Depart- ment of Education to keep the problem of facilities for physical edu- cation under continuing study. Moreover, it is recommended that current findings be channeled to the field for contemporary or future use by those who have responsibilities for administration of the pro- gram. [69] TOPICAL INDEX CHAPTER I. Introduction ...------..-------------------- ---- --- ----- 9 Purpose of the Bulletin ... .---------- ---------. 9 Plan of the Bulletin ----------- .----------- ----- 9 Need for Physical Education Facilities.... ------- 10 Elementary Physical Education Program -------------... 10 Secondary School Physical Education Program 11 II. Preliminary Planning..--------------------- 14 Parties Involved in Planning -------- 14 The Planning Process ------------- ..-----------------. 14 Determination of the Educational Program-- 14 The Ascertainment of Outcomes ------- ----------- 14 The Development of the Educational Program .- 15 Development of a Master Plan ----- 15 Selection of an Architect ------- 15 Site Selection -_ __. --...------------------- ---------- 16 Preliminary Architectural and Engineering Studies-- 16 Study of the Master Plan --.-...------------------- 16 Study of the School Program -..----------------. 17 Preliminary Designs ..-------------.-- .-------- 17 Cost Estimates ------------------- --- 17 Revision of Preliminary Design ------- 17 The Role of the Physical Education Teacher ----- 18 Ascertaining Community Goals and Needs -- 18 Developing the Program ---------------------- .- 18 Providing Information for the Architect .------------- 18 III. Site Selection and Development ----..----------....---------- 19 Site Selection ------------- -... .---------------- ------- 19 Location ------ ---------------------- ----------- ------ 19 Size ----.------.----------- ------------- 19 Cost -- ---. ...---------- -- ---------------- 20 Topographical and Soil Conditions ----- 20 Score Forms ----- ...------------- 20 Site Development ..- -------------------- 21 General Considerations -___. ...------------------...- 21 Location and Orientation of Buildings --- 21 Driveways and Service Entrances ---- 21 Parking Areas ----.. .-- ----.------------ 21 [70] TOPICAL INDEX--(Continued) W always _--__- ...------- ......-- Marginal Areas --- -----... Areas Near Buildings ------ Utility Lines --- -.--- ----.__.- Areas Near Bodies of Water Landscaping and Planting -..---.-- Soils .--- ----- Grass -----------------_ ---------. Trees, Shrubs and Vines .-.. ---------------------------- 22 .---- ----- -- -. .. 22 -_-.....-------I.. ..- ... 22 -.. ---- ---.-.... .... ...- 2 2 ---- -- ...----.... 22 .---.-.--_ -----_-_ 22 ........ .. ...... 2 2 ........----...........-- .......__ 22 -.--. --... -. ....-.. ........ .. 223 . ....._.. .. -.-. ... ..- 25 IV. Shower and Dressing Facilities Locker Rooms --- Location .--------------- Entrances --- .----------- Size -..-.....-----...---.-- Arrangement ------.--- Locker Systems ----------- Floors --.--.------------- .- Walls .-------------------- Lighting -._-.. _....--_-- _ Heating and Ventilation_ Equipment --------....----- Shower Rooms ---------.. . Size --. --_-- --- ---------. - Location ---------- Entrances --- ---...----. Types of Shower Systems and Controls_ Types of Showers ----..... ..--..- Floors and Walls .---- -- -------- Lighting and Ventilation ---- -- Toilet Rooms ..----- ---- Location -------- Floors and Walls --.-------.. Fixtures ---- Lavatories ------- Ventilation and Lighting.-.- --.--- Storage Rooms for Equipment. Current Storage Room ---.... - .---- 29 -----_- 29 --------- 30 ---- 30 ----.------ 30 --....... 30 -....----- 31 ---- 33 -- 33 ----------- 33 ---- 33 ----- 34 ..--_... 35 .-.----------. 35 ------------------- ------------ 35 .... ... 36 ---___. .- 36 ----.._-- -36 .--... .._ 36 ......---- 37 ...---- -. 37 .-------- 37 --.-----. 37 ...----------- 37 ---------- 38 -.------. 38 ---------- 39 -----.---- 39 ..----- 39 Storage Room for Equipment not in Current Use [71] CHAPTER TOPICAL INDEX-(Continued) CHAPTER Office Space ---------.- -... --------..--... Instructors' Dressing Units---- . Conference Rooms .----------------- -..--. Storage for Custodial Supplies ....- ---.- Team Dressing Rooms ..--- Special Areas ..--- -----_--------...-.... V. Swimming Pools and Bathing Places ... Swimming Pools ..___.---- __--........ ___ Location -..- --...... Size and Shape .....--------.....--_. Types ... .....- .... Construction -----.-- . Painting -..-------------------------.-._ ....._ Spectator Area ---_.. -- -.._ .....-- .- ...._- Bathing Places ....... -------- ----.. -...-._ Spray-Wading Pools ----------- ----------.. VI. Indoor Play Areas.. --- -- - The Gymnasium -----------.. Location ------- Size ----- Orientation ----.------------------- - Structure ...-- -------------- -. Frame Floors ------------.......... Roof ------ Walls -.. ........------------- . Entrances and Exits ......-------- Stairways and Ramps .----------- Heating, Lighting and Ventilation. Equipment ------- Service Areas of the Gymnasium _ Storage Room ..-- ------- Toilet Facilities ------...------- Main Lobby --------------------- Booths ----- Custodial Room ----------------- Auxiliary Teaching Room---- Elementary Play Room ..--- -- [72] -- --- 45 ------------------- 45 ------45 ----.-.------------ 45 ------.-... .------- 46 -.--..........--- --- 46 46 ....-...-.- ...-- ...---- 46 ------ 46 .--..........-------- 47 ..-...... ....-- -- 47 .------------------ 47 .----- --...-_-..-.- 47 ----_ -- 48 ----- 49 -_._- -- --- 50 ..-------.--.------ 50 -.-..----.....--- .-.. 50 51 .......-.._ .-.. ..----.-. 51 51 ------ 51 ------_- 51 ---- ._--- 52 _ 42 __ 42 .. 42 -_ 42 -_ 43 S43 S44 _ 44 44 44 TOPICAL INDEX-(Continued) CHAPTER VII. Outdoor Play Areas .---------- 53 Landscaping of Outdoor Play Areas ---- 53 Trees and Shrubbery. --- ----- 53 Grasses --------------- 54 Fencing of Play Areas. --------- 54 Lighting of Outdoor Play Areas 55 Playing Fields ....-.....----- ...-------------.-----..---.. 56 Location and Orientation --------- 56 Size --- ---------- 56 Hard-Surfaced Courts ----.-- ------ 58 Tennis Courts-- ---------- 59 Handball Courts------------- 59 Shuffleboard Courts ------ -- 60 All-Purpose Courts --------- 60 Stadium and Bleachers--------- 60 Playing Areas ------------ 61 Seating --------------- 62 Service Facilities -------- 62 Track and Field Facilities----------------------- 63 The Running Track -------- 63 Field Events Facilities ----------------------- 64 Baseball Diamonds ----------- 65 Special Areas ------------ -------- 66 Apparatus Areas for the Elementary School -- 66 Apparatus Areas for Secondary Schools..----------- 67 Archery Ranges .-------------------... -.- __ 67 Golf Areas.------------ ........----------------------6.. 68 Horseshoe Courts -. ---------------- .. 68 Evaluation and Recommendation --..----------------- 69 [73] Contact Us | Permissions | Preferences | Technical Aspects | Statistics | Internal | Privacy Policy © 2004 - 2010 University of Florida George A. 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