Section I. LEADERSHIP

12. THE LEADER. The success or failure of the physical training program depends upon the quality of its leadership. The best results in a conditioning program can be obtained only if men are motivated to extend themselves completely in strenuous physical activities and to make every effort to perform all exercises in the prescribed form. Only the best leadership can inspire men to cooperate to this extent. For these reasons only the best qualified men in the unit should be selected to conduct instruction in physical training.

13. ESSENTIAL LEADERSHIP QUALITIES. a. The most essential quality of the physical training leader is the possession of abounding energy and enthusiasm. Physical training activities, if they are to be successful, must be carried on in a continuously snappy, vigorous manner. Whether or not they are depends upon the leader. The men invariably reflect his attitude whether it be enthusiastic or apathetic.

b. The enthusiasm of the leader springs from the realization of the importance of his mission. He must be inspired by the thought that what he does every minute of every day may mean the difference between victory and defeat on the battlefield, and between life and death of some of the men with whom he is working.

c. The instructor must have complete mastery of his subject matter. Not only must he be able to explain and demonstrate all activities but he must know the best methods of presenting and conducting them. Mastery of subject matter is the first step in developing confidence, assurance and poise. The well-prepared, confident leader gains the respect and cooperation of the men at the outset. The unprepared, hesitant instructor loses the confidence and respect of his men almost immediately. It should be noted that the subject matter involved in physical training has become so extensive that special training if required to master it.

d. Successful leadership in physical training requires that the instructor understand human nature. He must appreciate the individual physical and mental differences of the men with whom he is working. He must learn to know his group as individuals and he must be quick to recognize the signs which indicate their reactions to his instruction. The better he understands his men, and the more he can see the physical training program from their point of view, the more his instruction will succeed.

e. No instructor can be successful unless he has the confidence of his men. He gains their confidence by commanding their respect. He wins their respect by his sincerity, his integrity, determination, his sense of justice, his energy, self-confidence, and force of character.

f. The personal appearance and physical qualifications of the instructor are related to his effectiveness as a leader. He should exemplify the things he is seeking to teach. It is a great advantage if the leader himself can do all and more than he asks of his men. He must be physically fit because physical training leadership is so strenuous that considerable strength, endurance, coordination and agility are essential prerequisites for successful work.

14. MOTIVATION. A successful physical training program requires the full cooperation of all the men. Physical training activities must be done accurately and intensively if they are to be of value. It is a simple matter to malinger if an individual chooses to do so. Since it is impossible to force troops to exercise properly every effort must be made to motivate them to do so. The most successful methods of motivation are indicated below:

a. All soldiers must be "sold" upon the necessity of being in excellent physical condition. The leader must convince the men that a high level of physical fitness will give them a much better chance to survive in combat situations. When troops realize that their efforts are an investment in their own personal welfare it is not difficult to secure their wholehearted cooperation.

b. One of the best methods of motivating participation in the more formal physical training activities is to combine them with athletics. Conditioning exercises, guerrilla exercises, grass drills, log exercises, and running are activities about which soldiers are not particularly enthusiastic, but they will engage in them conscientiously and vigorously if they are followed by stimulating, competitive sports and games. Even though men realize the value of the purely conditioning activities they need the additional incentive to continue to put forth their full efforts over a long period of time.

c. To introduce competition into the more formal conditioning activities is desirable. Groups may compete against each other to determine which performs the exercises with the best form, or which executes the most repetitions of the exercises in a definite period of time.

d. Commanding officers themselves may provide one of the best incentives by participating in the physical training program. 'When troops feel that their commanders believe in physical conditioning to the extent that they themselves regularly engage in the activities, they are motivated to greater effort. In addition, troops invariably develop a greater esprit de corps and respect for their officers.

e. The use of the cumulative count motivates participation in conditioning exercises. When men know how many repetitions of each exercise they have done they are challenged to equal or exceed it on succeeding days. The cumulative count thus serves as a self-testing device by which men compete against their own previous performances.

f. The frequent use of the men as assistant leaders serves as an incentive to many of them. They work hard for this honor and they usually respond well to the responsibilities. The use of mass cadence is also very helpful in making the men feel a part of the program.

g. Another method of motivation is physical efficiency testing. Many men are powerfully motivated to improve their condition when physical liabilities are revealed to them by the testing program. Others feel challenged by the tests and strive to improve their score on the next one. Men compete against each other to show the greatest improvement. Some commanding officers offer incentives to those men with the best records. Others deny certain privileges to those men who have test scores considerably below the average. All of these devices serve to stimulate interest and participation in the physical training program.

h. There is no more effective method of obtaining the energetic, wholehearted participation of the men in the physical training program than by providing skilled leadership. A leader who is admired and respected by his men has no difficulty in securing their cooperation. The good leader informs his men of the value of the different activities and the reasons for their inclusion in the program. He treats his men with consideration and does not impose unreasonable physical demands upon them. If men are exercised too violently, they become so stiff and sore that they look upon the next physical training period with apprehension. The men develop an antagonistic attitude toward the instructor and the program, and instead of cooperating they will malinger at every opportunity.

15. LEADERSHIP TECHNIQUES. a. Unless the instructor experiences all the exercises himself, he cannot appreciate how arduous they are, what movements are most strenuous and difficult, where the errors of performance are likely to occur, and what the proper cadence should be.

b. The instructor must commend good performance as quickly as he censures bad. Most men respond well to deserved praise. Whenever an individual performs an activity with exceptionally good form or results, it is a good idea to ask him to demonstrate it before the group. It is particularly important that the leader praise the less skillful performers when the occasion merits. The instructor must be able to distinguish between poor performance caused by lack of ability or aptitude on the part of the soldier and poor performance caused by indifference or lack of effort. He should treat the first with patience and understanding, the latter with firmness; he must never apply sarcasm and ridicule. The judicious exercise of a sense of humor is often helpful.

c. To carry on an effective daily program, leaders will find it necessary to prepare a detailed outline of the daily activities. Even the most experienced leaders find it helpful to review the materials to be covered. No instructor should refer to notes or to a card during the course of the physical training period. He should memorize them. Every instructor must be thoroughly prepared before he is given the responsibility of a group.

d. The heavy demand upon the physical training instructor's voice can be lightened by using assistant instructors to count cadence. Mass cadence will achieve the same result.

e. The men should never be kept too long in one position, especially a constrained one. No exercise should ever be performed a greater number of times than can be accomplished without loss of proper form. The instructor must be uncompromising in regard to the form in which all conditioning exercises are executed. Even slight deviations from the proper form will greatly reduce the value of the exercise.

f. Long explanations should be avoided. As a rule, it should be necessary to give a full explanation of new exercises only. The most essential features of an exercise should be explained first. Details may be added later. Too many details at one time are more likely to confuse the men than to assist them. All minor corrections should be made to the entire class while the exercise is in progress (for example, "heads up," "knees straight,"). If necessary, this direction may be followed by the name of the man who is particularly at fault. If a man requires special attention, he should be given separate instruction by one of the assistant leaders to avoid wasting the time of the remainder of the group.

g. Instructors should employ a positive rather than a negative approach in making corrections and giving demonstrations. It is much more effective to say "keep your knees straight" than "don't bend your knees." It is always better to demonstrate correct rather than incorrect form of an exercise or activity.

h. Instructors must create among their men the desire to be fit. A very effective method of accomplishing this is to explain to them the reason and military value of the physical training activities. When troops understand the necessity for being fit and the reasons for what they are doing, they will want to be fit. Such an attitude is essential to a successful program.

i. The instructor must exercise careful supervision of all the men. It is well that he participate in the exercises on occasions to show that he can perform them. When he does, however, his assistant instructors should supervise because it is difficult to supervise and participate at the same time.

16. FORMALITY vs. INFORMALITY. a. When extreme formalism is insisted upon in physical training, the chief objective is discipline rather than physical fitness. The best results are obtained in physical training when the men participate in the activities with vigor, enthusiasm, and satisfaction. 'When the period is conducted in a rigidly formal manner, however, the spirit and enthusiasm of the men are suppressed.

b. Conditioning exercises must be conducted so that they impart the utmost physiological benefit. Accuracy and precision of performance should be required unconditionally whenever their attainment is possible. But this insistence upon accuracy and precision of performance should be aimed at giving the men the maximum physical benefit from the exercises and should not be employed for purely disciplinary purposes. Some instructors emphasize the disciplinary aim to the extent that they give only those exercises which lend themselves readily to a snappy military performance, thereby neglecting the more complex and more beneficial exercises in favor of the simpler and less beneficial ones. Some degree of discipline must be observed, however, if the instructor is to maintain precision and control.

17. SIZE OF THE CLASS. For most efficient instruction, the class should be limited in size to one platoon. This size also permits maximum control by the instructor. The practice of one instructor leading an entire battalion or regiment in physical training is not conducive to effective results. Constant supervision is necessary and it is inevitable that the accuracy and perfection of the exercises are diminished when the number of men exceeds one platoon. Much better results will be attained if four platoons exercise separately rather than together.

18. ASSISTANT LEADERS. a. Even though the size of the group is limited to one platoon, assistant leaders are needed to give additional supervision and to assume charge in the leader's absence. These assistants must be the most capable leaders in the platoon. It is important that they participate in the exercises while they supervise the men in their vicinity. In the circle formation, each assistant leader assumes responsibility for a segment of from 8 to 10 men.

b. Assistant leaders can be of further help by counting cadence for the instructor. When the instructor teaches new exercises, he usually uses one or several of his assistants to demonstrate them. While exercises are being performed in cadence, the assistants constantly set the pattern of the proper form for the men to follow.

c. Assistant instructors perform all lateral movements to the same side as the group. If the men are bending to the left, the assistants (if facing the men) bend to the right, so that their movements are in the same direction as those of the men.

19. IN SERVICE TRAINING. One of the difficulties of exercising in smaller groups is that more leaders are required. It is best that each platoon contain four or five men competent to conduct the physical training activities. These men should participate in an in-service training program before being utilized as leaders. Great care should be exercised in the selection of these leaders. A time must be arranged when men selected as leaders can meet with the officer-in-charge for instruction and practice in the prescribed activities. The training must include, in addition to mastery of all the exercises, actual practice in leading. Well selected individuals can become effective leaders with 20 to 25 hours of such in-service training.

Section II. PHYSICAL TRAINING COMMANDS

20. THE IMPORTANCE OF COMMANDS. The importance of proper commands in conducting the physical training program cannot be overestimated. Invariably, the performance directly reflects the command. When the command is given distinctly, concisely, with energy and snap, and with proper regard to rhythm, the performance will reflect the command. A lifeless, slovenly and disorganized performance results from a careless and indifferent command. For instructions on the use of the voice in giving commands, see FM 22-5.

21. KINDS OF COMMAND. a. Preparatory commands and commands of execution. There are two kinds of military commands, the preparatory command and the command of execution. The preparatory command describes and specifies what is required and the command of execution calls into action what has been prescribed. All preparatory commands must be given with a rising inflection. The interval between commands should be long enough to permit the average man to understand the first command before the second command is given.

b. Commands for held positions. When conditioning exercises are introduced to a new group, they should be taught by command. This will give the instructor an opportunity to check each position of every man and assure that everyone acquires the proper form at the outset. There are two methods of instruction by command:

(1) In the first method, there is a preparatory command describing what is to be done, a pause, and then a command of execution. The command of execution shall be a verb, for example, "Trunk forward bend, MOVE."

(2) The second method of teaching new exercises by command is "by the numbers." In this method, a number is given to each position which is to be taken. The proper position is assumed when the number is called. The preparatory command is "By the numbers," and the command of execution is the numbers.

c. Commands for continued exercises. After the men have had several days' experience with the exercises, the instructor needs merely to indicate what the exercise is, command the men to assume the starting position, and start them exercising in cadence. The leader's commands are as follows:

The first exercise is the HIGH JUMPER.

1. Starting Position, 2. MOVE.

1. In Cadence, 2. EXERCISE—One, two, three, one; One, two, three, two; etc., etc.

Whenever the command "Starting Position, MOVE" is given, it must be prefaced with a statement of the name of the exercise which is to be done.

d. Commands of discontinuation. (1) To discontinue an exercise performed rhythmically or in cadence, the command HALT is given in place of the last numeral (for example, ONE, TWO, THREE, HALT.) To prepare the men for this command, all numerals in the final repetition should be spoken with a rising inflection. In exercising with large groups, it is helpful if the instructor raises his right hand just before the last repetition.

(2) After the men are halted, they are put at ease or at rest. In the early stages of training, they may be given a rest after each exercise or they may be placed at ease to listen to further explanation by the instructor. After a week, however, the rests should be gradually eliminated and the men should remain at ease between exercises only long enough for the instructor to indicate the next exercise and to give the command "Starting Position, MOVE."

(3) In the late stages of training, to intensify the conditioning exercises, the practice of having the men assume the at ease position momentarily between exercises may be discontinued. By going immediately from the position in which the men have been halted to the starting position of the next exercise, the command "AT EASE" can be eliminated.

22. COUNTING CADENCE. a. When the exercises are carried on in rhythmic cadence, the instructor or his assistant counts out the cadence. Each count coincides with the end of a movement in the exercise. It is important that when the men begin exercising in cadence that they start the first movement of the exercise on the command "EXERCISE" rather than to wait for the count "ONE."

b. The counting is used not only to indicate rhythm or cadence; it also indicates the manner in which each movement of an exercise is performed. Through proper use of these commands, long explanations are avoided and the instructor is able accurately to indicate the tempo and quality of the movements. When a movement needs to be done slowly, the instructor draws out the count. If any particular movement is to be performed with more energy than the others, the numerals corresponding to that movement should be emphasized by a louder and more staccato count.

23. CUMULATIVE COUNT. a. A cumulative count is a method of indicating the number of repetitions of an exercise on the fourth numeral of a four-count exercise, or the eighth numeral of an eight-count exercise, Thus: 1-2-3-1: 1-2-3-2: 1-2-3-3: 1-2-3-4: etc. In the case of an eight count exercise the cadence would be: 1-2-3-4-5-6-7-1: 1-2-3-4-5-6-7-2: etc.

b. The use of the cumulative count is strongly recommended for the following reasons:

(1) It provides the instructor with an excellent method of counting the number of repetitions which have been performed.

(2) It enables the leader to make the exercises progressive from day to day and week to week.

(3) It serves as a self-testing and motivating device. Men like to know how much they are expected to perform. They want to continue to show improvement.

(4) It provides a means of prescribing an exact amount of exercise for any group, even when conducted by untrained personnel.

(5) When large groups exercise together the cumulative count makes it possible to adapt the amount of exercise to men of different levels of physical fitness.

24. MASS COMMANDS. a. The use of mass commands under appropriate circumstances is strongly recommended.

(1) Mass commands assist greatly in overcoming individual diffidence and timidity and in developing confidence, self-reliance, assertiveness, enthusiasm and proficiency.

(2) It is possible to give large masses the benefit of individual instruction since each man becomes virtually his own instructor. The principal advantage is that each man is made to rely upon his own initiative and intelligence. He must learn not only to give the commands properly but also how to perform correctly the movement required by the commands.

(3) Each individual is required to give the commands as if he alone were giving them to the entire unit. As a result, the volume and "smash" of the combined voices literally impel each man to extend himself to the limit in performing the movements with snap and precision. Coordination and a sense of cadence are also developed.

(4) Mass commands teach the proper cadence of an exercise, when to accentuate, emphasize or drawl a count, and how to convey by proper intonation, the way a movement is to be performed.

(5) Mass commands develop the voice.

(6) Mass commands may serve the valuable function of developing group exercise leaders.

b. The following example indicates the recommended method of employing mass commands for conditioning exercises:

Instructor: 1. Call the Platoon to the Starting Position of the SQUAT BENDER. 2. COMMAND.

Mass: 1. Starting Position. 2. MOVE.

Instructor: 1. Execute the Exercise, AT YOUR COMMAND. 2. COMMAND.

Mass: 1. In Cadence. 2. EXERCISE—One, two, three, one, etc., etc.

c. To discontinue an exercise with mass commands, the instructor signals by raising his right arm just before the beginning of the last four-count repetition. On this signal, the mass will count, with a rising inflection: ONE, TWO, THREE, HALT. If a definite number of repetitions of each exercise is established in advance, no signal is necessary to terminate the exercise.

d. Mass commands are not recommended until the men have participated in the conditioning exercises several times.

25. INTRODUCING CONDITIONING EXERCISES. a. When introducing conditioning exercises to a new group, it is advisable to take the men through the exercises step by step during the first few periods. If the proper habits of performing the exercises are developed at the outset, time and effort need not be expended later in eliminating bad habits. There are four different steps involved in introducing conditioning exercises.

(1) Explanation and demonstration by the instructor or his assistant "by the numbers."

(2) Demonstration of the exercises at regular cadence by the instructor, an assistant instructor, or a member of the class.

(3) Participation of the group "by the numbers." The men hold the positions on each count while corrections are made by the instructor and assistants.

(4) Group participation in the exercises at regular cadence.

b. Following is an example of these four steps with the first conditioning exercise, the HIGH JUMPER:

FIRST STEP

At Ease.

The first exercise is the HIGH JUMPER. It is a four-count exercise. In the starting position, the feet are 12 inches apart (demonstrate), the arms are extended toward the rear (demonstrate), the knees are bent slightly (demonstrate). On the count of One, swing the arms forward shoulder high and jump upward several inches (demonstrate). On the count of Two, jump upward and return the arms to the original position (demonstrate). On the count of Three, leap into the air about 12 inches, swinging the arms forward and overhead vigorously (demonstrate). On the count of Four, jump into the air swinging the arms to the rear to the starting position (demonstrate).

SECOND STEP

In cadence, this exercise is performed as follows:

1. Starting Position, 2. MOVE.

1. In Cadence, 2. EXERCISE—One, two three, one, one, two, three, two, etc., etc. (Instructor or assistant demonstrates.)

THIRD STEP

In the starting position, the feet are one foot apart, the knees are bent, the arms are extended to the rear.

1. Starting Position. 2. MOVE. (Instructor and assistants check individuals in the group and make necessary corrections.)

On the count of ONE swing the arms forward shoulder high and jump upward several inches. ONE. (Instructors and assistants check all men in the group and correct them if necessary.)

On the count of TWO, jump upward and return the arms to the original position, TWO. (Instructors and assistants again check.)

On the count of THREE, leap into the air about 12 inches, swinging the arms vigorously forward and overhead. THREE. (Instructor and assistants again check all men.)

On the count of FOUR, jump upward and return the arms to the original position. FOUR. (Instructor and assistants again check.) It may be desirable to go through the exercise again by the numbers if the men seem to have difficulty with it.

FOURTH STEP

1. In Cadence. 2. EXERCISE—One, two, three, one, etc.

c. It should be reemphasized that the above procedure is to be used only when the conditioning exercises are introduced to men unfamiliar with them or when men are performing the movements poorly and require corrections.

Section III. PHYSICAL TRAINING FORMATIONS

26. SQUARE OR RECTANGULAR FORMATION. The traditional formation for carrying on physical training activities is the square or rectangular formation. This formation is more compact than any other. It is the best type to employ for large numbers of men because it is simple, easy to assume, and may be applied with equal facility and promptness to any unit. Its chief disadvantage is that it does not lend itself well to certain activities such as guerrilla exercises and grass drills. It has a further disadvantage in that proper supervision of all men is difficult.

a. The square or rectangular formation is assumed from a column of three's or four's, at close intervals between squads. This column faces the instructor who commands:

(1) To extend the men:

(a) 1. Extend to the Left, 2. MARCH. At this command the men in the right flank column stand fast, with arms extended sideward. All other men turn to the left and run forward at double time, to the original left. Men in the center column of a 3-squad unit, or men in the right center of a 4-squad unit, take two paces. Men in the left column of a 3-squad unit, or men in the left-center column of a 4-squad unit, take four paces. Men in the left column of a 4-squad unit take six paces. After taking the required number of steps, all men face the front with arms extended sideward. The distance between fingertips is about 12 inches.

(b) 1. Arms Downward, 2. MOVE. At this command the arms are lowered smartly to the side.

(c) 1. From Front to Rear, 2. COUNT OFF. At this command the leading man in each column turns his head to the right rear, calls off one and faces the front. Successive men in each column call off in turn, two, three, four, five, etc., in the same manner.

(d) 1. Even Numbers to the Left. 2. UNCOVER. At this command each even-numbered man stride-jumps sideward to the left, squarely in the center of the interval. In doing this, he swings his left leg sideward and jumps from his right foot to his left foot, smartly bringing the right into position against the left.

(2) To assemble the unit:

1. Assemble to the Right. 2. MARCH. At this command, all return to their original position in the column on the double.

b. A modification of this exercise formation is strongly recommended if more space is available. It is executed in a manner similar to the formation in (a) above except for an additional extension of the men. This has the effect of spacing the men in depth as well as laterally. Since more space is provided between the men, this formation is adaptable for guerrilla exercises, grass drills, and combative events. The commands for this elongated square or rectangular formation are as follows:

(1) To extend the men:

(a) 1. Extend to the Left, 2. MARCH.

(b) 1. Arms Downward, 2. MOVE.

(c) 1. Right, 2. FACE.

(d) 1. Extend to the Right, 2. MARCH.

(e) 1. Arms Downward, 2. MOVE.

(f) 1. Left, 2. FACE.

(g) 1. From Front to Rear, 2. COUNT OFF.

(h) 1. Even Numbers to the Left, 2. UNCOVER.

(2) To assemble the unit, the instructor commands:

1. Assemble To The Right, 2. MARCH. At the command MARCH, all return to their original positions in the column on the double.

c. An additional method of extending the men is to select a middle file and command:

1. Extend To The Right and Left From the Center File. 2. MARCH. This center file might be clearly designated by having each man raise his right arm. At the command of execution the men on the right of the center file extend to the right and those on the left extend to the left. This method of extending will help distribute the men evenly before an exercise platform.

d. The square or rectangular formation should be elongated if men are to perform grass drills and combatives. For combatives the first file faces the second file; the third file faces the fourth; the fifth file the sixth, etc.

27. CIRCLE FORMATION. a. The circle formation is effective for carrying on conditioning exercises. It has the advantage that the supervision of all men is facilitated. This is particularly true if sub-leaders are used inside the cirde. Their function is to see whether the men in their segment of the circle are performing the exercises properly. The sub-leaders participate in all the exercises except when they are correcting or assisting the men. Guerrilla exercises, grass drills, running and combative events are more easily conducted in the circle formation than in the square formation.

b. It is not advisable to have more than 60 men in a single circle. If more men must be accommodated, separate circles or concentric circles should be used. As many as 300 to 400 men may be formed in 6 or 7 concentric circles. Better results will be obtained, however, if the men are arranged in 6 or 7 separate circle formations.

c. If a platoon is to form a circle, the simplest and quickest method is to command the men to "join hands and form a circle." A more formal command is: 1. Circle Formation, 2. MARCH. Upon this command, the right flank column moves forward at double time with the leader gradually describing a circle. Each succeeding file falls in behind that on the right. After the rough outline of the circle has been formed, the intervals between the men may be made uniform by having the men grasp hands after they have been halted and faced toward the center.

d. If concentric circles are to be formed, the different circles are made by designated platoons and squads. Each additional circle requires more men than the one inside it. For example, 3 squads may form the inner circle, a platoon the next circle, 5 squads the next, and 6 or 7 squads the outer circle.

28. PROVISION FOR DIFFERENT LEVELS OF PHYSICAL CONDITION. a. Providing for different levels of physical condition is particularly recommended in the early stages of the conditioning program. Older men and men in poor physical condition should be expected to attain a high level of physical fitness but they should be given a longer time in which to do it.

(1) One simple method of providing for the difference in levels of physical condition is to group the men according to their condition. A two group classification would divide men into "highly fit" and "average" groups. A finer classification could be obtained by dividing the men into three groups—a highly fit, a moderately fit and an unfit group. The segregation of men into different exercise groups should be based upqn their physical fitness test scores or upon the level of condition which they demonstrate in the physical training activities. They may also be grouped initially according to their age. A common classification by ages is under 30, 30 to 34 and 35 and above. All groups should be required to attain eventually a high level of physical fitness.

(2) Another method of segregating the men may be employed in the square or rectangular formation. The men may be classified into 3 groups on the basis of their physical condition—excellent, average, and poor. As the men assemble for their exercises the highly fit group should be nearest to the instructor, the average group next, and the least fit group last. They should be arranged so that a double interval separates each of the three groups as follows:

b. Before starting each exercise, the instructor indicates the number of repetitions the different groups are to perform. Thus, if he indicates 12, 10, and 8 repetitions, the poor group ceases exercising after it has performed 8 repetitions. The average group stops after 10 repetitions. Each group will know when to stop if the instructor uses the cumulative count.

The sub-instructor for each group raises his right hand just prior to the last repetition. As soon as a group ceases to exercise, its men stand at ease.

Section IV. POSITIONS

29. POSITION OF ATTENTION AND RESTS. For detailed descriptions of the position of attention, of the various rests, and of the commands used to bring men to these positions, reference is made to FM 22-5.

30. STARTING POSITIONS. a. When a set drill of conditioning exercises is employed, the men assume the proper starting position of each exercise at the command: 1. Starting Position, 2. MOVE. At the finish of the exercise they are commanded to return to either the position of attention or to the at ease position. However, if exercises are to be given in addition to those in the set drills, the commands below may be used to place the men into the proper starting positions and to return them to the original position at the conclusion of the exercise. These commands may also be used where all men are to assume the starting position of a set drill exercise in exactly the same manner. For example, if an exercise in a set drill is performed in the supine position the men will all assume the position on the ground in a uniform manner at the command: 1. Position on Back, 2. MOVE. At the command: 1. Starting Position, 2. MOVE, the men assume the proper starting position of the exercise.

(1) 1. Arms Forward, 2. MOVE. At the command MOVE, raise the arms to the front. Extend them smartly to their full length till the hands are in front of and at the height of the shoulders. Keep palms facing, fingers extended and together, and thumbs along the index fingers. Return arms to the starting position at the command: 1. Arms Downward, 2. MOVE.

(2) 1. Arms Sideward, 2. MOVE. At the command MOVE, raise the arms laterally until horizontal. Keep palms down, fingers extended and together, and thumbs along the index finger. Return arms to the starting position at the command: 1. Arms Downward, 2. MOVE.

(3) 1. Arms Overhead, 2. MOVE. At the command MOVE, bend both elbows at sides and then extend arms vertically overhead. Keep the backs of the hands turned outward, fingers extended and together, and thumbs along index finger. Return arms to the starting position at the command: 1. Arms Downward, 2. MOVE.

(4) Arms may be swung to overhead position in either of two ways. If the command is: 1. Arms Forward Upward, 2. MOVE, swing arms forward to the overhead position. If the command is: 1. Arms Side-ward Upward, 2. MOVE, swing arms side-ward to the overhead position. In either case the palms are facing. Return to the starting position at the command: 1. Arms Forward (Sideward) Downward, 2. MOVE.

(5) 1. Arms To Thrust, 2. MOVE. At the command MOVE, raise the forearms to the horizontal. Force elbows back. Keep upper arms against the body, hands tightly closed, knuckles outward, and thumbs upward. Return arms to the starting position at the command: 1. Arms Downward, 2. MOVE.

(6) 1. Hands On Hips, 2. MOVE. At the command MOVE, place hands on the hips. Fingers are extended and joined, pointing to the front; thumbs point to the rear. The crotch formed by the thumb and forefinger rests just above the hip bone. Return arms to the starting position at the command: 1. Arms Downward, 2. MOVE.

(7) 1. Hands On Shoulders, 2. MOVE. At the command MOVE, raise the elbows outward until the upper arms are horizontal. Bend the wrists and place the tips of the fingers lightly on the shoulders. Return to starting position at the command: 1. Arms Downward, 2. MOVE.

(8) 1. Lace Fingers Behind Head, 2. MOVE. At the command MOVE, raise elbows outward until upper arms are horizontal and lace fingers behind the lower portion of the head. Keep elbows well up and pressed back. Return to starting position at the command: 1. Arms Downward, 2. MOVE.

(9) 1. Side Straddle Position, 2. MOVE. At the command, MOVE, jump and at the same time separate the legs so that the feet are planted about 30 inches apart. The toes should strike the ground first and the position assumed without jar. In the final position, the legs are straight and the body erect. At the command: 1. Position Of Attention, 2. MOVE, return to the starting position. Some position of the hands is usually assumed simultaneously with the assumption of the side straddle position. A typical command is: 1. Side Straddle Position, Hands On Hips, 2. MOVE.

(10) 1. Full Knee Bend Position, 2. MOVE. At the command MOVE, bend the knees fully and open them outward so that each knee points 45° to the oblique. Keep heels close together and arms downward, or to the position commanded. Return to the starting position at the command: 1. Position Of Attention, 2. MOVE.

(11) 1. Squat Sitting Position, 2. MOVE. The starting position is feet 1 foot apart, and toes turned out 45°. At the command MOVE, bend the knees fully, keeping the heels on the ground, and bending forward enough to keep balance. Extend arms forward. Keep palms facing and thumbs up. Return to position of attention at the command: 1. Position Of Attention, 2. MOVE.

(12) 1. Squatting Position, 2. MOVE. At the command MOVE, bend knees fully and open legs outward so that each knee points 45° to the oblique. At the same time place both hands flat on the floor 6 inches in front of the feet and about 15 inches apart. Keep fingers spread and to the front, arms straight and head up. Return to starting position at the command: 1. Position Of Attention, 2. MOVE.

(13) 1. Position On Back, 2. MOVE. At the command MOVE, squat down on right foot, with left leg forward, until seated with hands on ground behind hips. Then lie backward to a supine position. The feet are together. Return to the starting position at the command: 1. Position Of Attention, In Four Counts, 2. MOVE. At the command MOVE, arise in four counts; (a) sit up and place both hands about a foot behind hips; (b) turn to the right to a front leaning rest position. (See (16) below.) (c) Recover to a squatting position. (d) Rise to the standing position with a jump and a half turn left.

For a more informal rise, use the command: 1. To Your Feet, 2. MOVE. At this command the men arise as quickly as possible to their feet in any way they desire.

(14) 1. Prone Position, 2. MOVE. At the command MOVE, squat down, thrust legs back to a front leaning rest position, then lie down to a prone position with hands beneath shoulders. The feet are together. The position of hands may subsequently be changed by command. Return to position of attention in reverse order at the command: 1. Position Of Attention, 2. MOVE.

(15) 1. Sitting Position, 2. MOVE. At the command MOVE, squat down on right foot, with left leg forward, until seated with hands on ground beside buttocks. Extend right leg forward alongside the left. At the command: 1. Position Of Attention, 2. MOVE, arise as from position on back ((13) above).

(16) 1. Front Leaning Rest, 2. MOVE. At the command MOVE, squat down. Thrust legs backward to position of rest on hands and toes. Keep face downward, arms vertical and body straight from shoulders to heels. Return to position of attention at the command: 1. Position Of Attention, 2. MOVE.

(17) 1. Back Leaning Rest, 2. MOVE. At the command, MOVE, sit down as in (13) above. Place both hands about a foot behind hips and raise hips until body is straight from shoulders to heels. Keep the face up, and arms vertical. The feet are separated about 12 inches. The position of attention is resumed at the command: 1. Position Of Attention, 2. MOVE. Arise as from position on back (see (13) above).

(18) 1. Forward Leaning Position, 2. MOVE. At the command MOVE, bend trunk forward at the hips about 45°. The bend is only at the hips. Keep back straight and the head erect. Return to the position of attention at the command: 1. Position Of Attention, 2. MOVE.

(19) 1. Bend Trunk Forward (Sideward, Backward), 2. MOVE. Bend the whole spine; not the hips alone. Return to the position of attention at the command: 1. Position Of Attention, 2. MOVE.

(20) 1. Turn Trunk To Left (Right), 2. MOVE. At the command MOVE, twist the trunk to the left (right) above the hips. The hips usually move also, but the major twist is in the spinal column. Return to the position of attention at the proper command.

(21) 1. Turn And Bend Trunk To Left (Right), 2. MOVE. This command should be given only after the side straddle position has been taken. At the command MOVE, turn the trunk to the left (right), and then bend forward over the left (right hip). Keep knees straight. The position of attention is resumed at the proper command.

(22) 1. Rotate Trunk To Right (Left), 2. MOVE. This movement is executed from side straddle position with hands on hips. At the command MOVE, bend the trunk forward, and then circumscribe a cone, starting to the left (right). Continue until the command HALT. Then return to the erect position. Return to the position of attention at the proper command.

(23) 1. Curl Trunk Forward, 2. MOVE. This exercise always starts from a position on the back. At the command MOVE, lift the head and shoulders, first the head and then the chest, until the spine above the bottom ribs is off the ground. Hands are usually on fronts of thighs. Return to the position on back at the command: 1. Position On Back, 2. MOVE.

b. The terms "bounce", and "pull" are used to describe repetition of a movement preceded by a slight relaxation, where there is no return to the previous position. The term "bounce" is used for sideward or downward movements, such as side bends or front bends. It may be used for vigorous arm movements. The term "pull" is used for slow, corrective arm movements.

c. The positions described in a above should be practiced frequently. Instead of recovering to the position of attention each time, the instructor may change directly from one position to another by giving the proper commands. Thus, to change from the position in (7) above to that in (6) above, having commanded: 1. Hands On Shoulders, 2. MOVE, he directly commands: 1. . Hands On Hips, 2. MOVE, instead of first commanding: 1. Arms Downward, 2. MOVE.

William Reker

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