Practical Guide of Physical Education (1912 Edition)

by Georges Hbert
translated into English by Pilou and Gregg
Pilou's Foreword and arning
This is an amateur translation of Georges Hbert's Guide pratique
d'ducation physique, 2
nd
edition, 1912. The original work is over 5
!ages, en"om!asses ever#thing from building training grounds to
mus"ular anatom#, and "ontains detailed theor# and !ra"ti"al
information. $a"ed with su"h a task, % de"ided to start translating
things % was interested in, namel# elementar# e&er"ises for building
strength and fle&ibilit# and !ra"ti"al e&er"ises of relevan"e for 'arkour
training. (eanwhile, Gregg started translating other !arts of the book,
and b# en"ouraging ea"h other we managed to "over almost
ever#thing. Gregg !ut his translations u! on the )'* forums, but %
ke!t going with this booklet whi"h has been "om!a"ted to under 1
!ages+,-. The original book "omes with man# !hotogra!hs, and % tried
to kee! as man# as % "ould in the te&t, although % didn't go through the
hassle to referen"e them in the te&t. The translation is far from literal
or "om!lete, and thus "ontains some bias, although % tried to avoid
inter!reting or moderni.ing an# of the te&t. %n the ver# few "ases
Hbert's work seems at odds with modern knowledge or when e&tra "aution seems needed, % added
notes mentioning the differen"es, but did not "hange the original te&t. % in"luded Gregg's more literal
translation with some minor smoothing, and tried to indi"ate who did what.
/ow, here must "ome a warning. Georges Hbert's lega"# is mu"h ri"her than a few guidebooks of
!h#si"al edu"ation, and there is obviousl# more to the natural method than this. $ollowers of Georges
Hbert are still a"tive in $ran"e and 0elgium, and one should seek their hel! and tea"hings to full#
understand the natural method. This book merel# offers a first taste of the method, in"om!lete and
im!erfe"t in man# wa#s, and reading it will make no one a true e&!ert of the art. /evertheless, % ho!e
it will intrigue and ins!ire tra"eurs and tra"euses to e&!lore Hbert's ideas on !h#si"al edu"ation,
"om!lement their training with some of the e&er"ises des"ribed, and seek out Hbert's followers to
learn more.
'ilou, /ovember 29
Foreword
1translator's note2 the following "ha!ters are from Gregg's translation, with a bit of !olishing for the
$ren"h e&!ressions. )!art from the foreword, % have also removed or shortened re!etitive se"tions or
other length# des"ri!tions, a""ording to m# own !ersonal 3udgment. 4ome edited !arts are indi"ated,
and % re"ommend that #ou go to Gregg's m literal online version for more details on the theor# !art.5
The driving thought behind this 'ra"ti"al Guide of 'h#si"al 6du"ation was to "om!ose a method, a
!ra"ti"al s#stem to rea"h full !h#si"al develo!ment through the most effe"tive, fastest and sim!lest
wa#s. This method is no theoreti"al essa#, it is the result of more than five #ears of !ra"ti"al, dail#
tea"hing and training thousands of sub3e"ts of various ages, strengths and walks of life, from s"hool
"hildren to $ren"h nav# offi"ers.
1
%t is im!ortant to understand that the e&er"ises of our method are not new2 in an# "ulture where
!h#si"al !rowess is valued, su"h e&er"ises have been used. 'rogress in !h#si"al edu"ation does not
"ome from inventing new e&er"ises, but from understanding well the effe"ts of the e&isting ones and
"ombining them to rea"h more effi"ientl# the goal of !h#si"al im!rovement. %t is mostl# a better wa# of
working. 7ur a!!roa"h in"ludes2
8 an essential !art made of eight !ra"ti"al e&er"ises2 walking, running, 3um!ing, swimming, "limbing,
lifting, throwing, and defending.
8 a !re!arator# !art made of elementar# e&er"ises whi"h target the different !arts of the bod#2 sim!le
and "ombined movements of the arms, legs, and trunk, allowed b# the normal !la# of 3oints,
sus!ensions, !lanks, balan"ing, ho!!ing, res!irator# movements9
8 a "om!lementar# !art made of games, s!orts of all kinds, and the most "ommon manual labor.
The eight !ra"ti"al e&er"ises don:t have the same im!ortan"e. %t is evident that the e&er"ises whi"h
develo! !h#si"al enduran"e b# augmenting the !ower of the heart and lungs are the most useful and
!ra"ti"al. ;unning is the !rimar# e&er"ise in our s#stem. 6lementar# edu"ation e&er"ises develo! the
bod#, but don:t overestimate their value. The# !rodu"e man# of the effe"ts needed for the !ra"ti"al
e&er"ises, but are insuffi"ient b# themselves to rea"h full !h#si"al develo!ment. <ou don:t get the
"oordination needed in !ra"ti"al situations b# anal#.ing mus"les and organs se!aratel#. Games,
s!orts, and manual labor "om!lete the method and !rovide the means to learn all the bran"hes of
!h#si"al a"tivit#.
7ur method of work is ver# sim!le and !ra"ti"al. %t is a!!ro!riate for ever#one. %t is a!!li"able
ever#where2 it doesn:t re=uire s!e"ial installations. %t de!ends more on the manner of training, the
wise use of the resour"es, lo"ation and terrain we have. 7ur !h#si"al edu"ation method in"ludes
training against the effe"ts of "old and bad weather. %t is done naturall# b# working bare "hested as
often as !ossible, and taking air baths in all seasons. The air bath is a !owerful means of hardening
the bod# while maintaining good health. )fter the e&"ellent results we:ve seen, we "an:t re"ommend it
too mu"h. %n summar#, our method is essentiall# !ra"ti"al, and tends to form strong beings "a!able of
e&e"uting all the !ra"ti"al e&er"ises and !ossessing a minimum degree of a!titude in relation to their
age and "onstitution. >e define this minimum degree in a !re"ise fashion.
7ne of the most im!ortant and original !arts of our method is in determining !h#si"al a!titude and
re"ording the results. %t:s indis!ensable to know at an# time a sub3e"t's !ra"ti"al value and to have a
"lear idea of his !h#si"al !ower or absolute general for"e. >e "reated a form to register the results of
twelve "lassi" tests, listed a""ording to a determined level of a!titude. The twelve tests are "ombined
so that together the# determine in a suffi"ientl# !re"ise fashion, and evaluate numeri"all#, the general
!h#si"al worth or degree of !h#si"al a!titude of a !arti"ular sub3e"t. %f one "onsiders that the !rin"i!le
elements of !h#si"al !ower, or absolute general for"e are2 enduran"e, mus"ular strength, skill and
"oordination, as well as nervous and moral energ#, it is ver# evident that su"h a determination or
evaluation, !resented in numeri" form, is a diffi"ult !roblem to solve. >e don:t "laim to have the
solution, nor the defining formula to evaluate the !ower of the human ma"hine. 0ut this form gives a
fairl# a""urate measure of !h#si"al a!titude. 7nl# long e&!erien"e !ermits the modifi"ation or
"om!letion of this form and awards the "oeffi"ients of ea"h test.
6&amining the tests of the form shows that2
1. for"e of resistan"e is evaluated b# five tests2 the 1 m run 1s!eed5, 5 m run 1s!eed and
enduran"e5, 15 m run 1enduran"e59 the 1 meter swim 1s!eed and enduran"e59 diving under the
water 1res!irator# !ower5. )s well, e&e"uting all e&er"ises re=uired b# the series of twelve tests in the
same da# also engages the sub3e"t:s for"e of resistan"e9
2. (us"ular strength is re!resented b# the two8handed weight lifting, the throw, and ro!e "limbing.
?. 4kill, agilit#, fle&ibilit#, the "oordination of movements are indi"ated b# the four t#!es of 3um!s2
2
standing high 3um!, running high 3um!, standing long 3um!, and running long 3um!, and b# the running
and swimming as well.
@ A The energeti" =ualities are seen in the e&e"ution of the series of the twelve tests without failing
and with, on the "ontrar#, giving to ea"h of them one's ma&imum effort.
The "hoi"e of tests is made to give the for"e of resistan"e and agilit# !riorit# over mus"ular strength.
%n other words, for e=ual mus"ular strength, the more resistant and the more agile of two sub3e"ts
submitted to the tests obtains a su!erior total number of !oints. This is logi"al and "orres!onds to our
definition of a strong and "om!lete man9 strength lives more in the heart and lungs than in the
mus"les.
6ven though it is not a !erfe"t evaluation formula for !h#si"al !ower, the form is, in all "ases, a ver#
!ra"ti"al wa# to "ontrol and observe the results. %t !ermits to follow easil# one's !rogress, to dire"t the
work in the needed dire"tion, to un"over all the weak !oints of one's edu"ation. 6a"h sub3e"t "an not
!ursue his !h#si"al edu"ation without !eriodi"all# submitting to the twelve "lassi" tests whi"h measure
the value of his general !h#si"al state and the s"o!e of his !rogress. The form is at the same time the
"ontrol instrument of the work a""om!lished and the devi"e to register the results obtained. %t is the
ma3or guide of the instru"tor and the student.
%n short, the form !resents the following advantages2
1. %t marks the !h#si"al a!titude, whi"h has for immediate "onse=uen"e to make !rogress tangible, an
essential "onditions to kee! the instru"tion interesting.
2. %t "learl# states the =ualities whi"h "hara"teri.e a strong and "om!lete man, and gives a fair idea of
what makes u! strength. %t removes all the !re3udi"ed !oints of view, while having !ra"ti"al
signifi"an"e. The sub3e"t who su""eeds at the series of twelve tests !roves at the same time his
a!titudes in the most im!ortant natural e&er"ises2 He "an run +and walk-, 3um!, swim, "limb, lift and
throw.
?. %t !rovides for ea"h test a!titude levels whi"h give valuable indi"ations to students and tea"hers.
The figures given in the rating of !erforman"e are established for the average of the weakest sub3e"ts.
@. %t shows, b# age, the minimum degree of a!titude to be !ossessed to be more than a !h#si"al
failure.
5. %t for"es to negle"t nothing in the sear"h of the =ualities whi"h make u! !h#si"al develo!ment9 it
!revents all absolute s!e"iali.ation.
Having !ro!osed this, one is all sur!rised to see "ham!ion s!e"ialists of all kinds asked to !rove their
skills through the twelve tests !resent a low general !h#si"al value, often even lower than sub3e"ts
who onl# have average skills in all domains. >h# be a "ham!ion 3um!er or a s!e"ial team member in
an# s!ort, if #ou "annot "limb or swimB
>e differentiate the sub3e"ts b# giving them an idea of their value, not b# a sim!le sentimental
a!!raisal as is done in almost all g#mnasti"s "om!etitions or e&aminations, but b# e&e"uting a series
of measurable tests. >hen several sub3e"ts re"eive e=ual ratings, from a general !h#si"al value, then
we use the defense e&er"ises, bo&ing and wrestling, to differentiate them. %n a word, with e=ual
general !h#si"al values, the stronger is the winner in the defense e&er"ises. %t immediatel# "reates
emulation b# "learl# indi"ating the "on"rete goal to a"hieve, in giving ever#one the measure of their
value and !roving to the weak their uselessness, whi"h e&"ites their self8esteem.
7ur method is designed and develo!ed in su"h a wa# that with the "on"e!ts "ontained in the book,
and without !ossessing su!erior !h#si"al skills or s!e"ial knowledge, it is !erfe"tl# !ossible to tea"h or
to "ondu"t e&er"ises in a ver# rational manner. The role of the edu"ator is "ertainl# diffi"ult2 it "an onl#
be fulfilled !erfe"tl# b# !eo!le with a !rofound knowledge of anatom#, !h#siolog#, h#giene, and the
s"ien"e of the me"hani"s of movement. The# must be, in addition, skillful and e&!erien"ed
3
!ra"titioners. This "ategor# of s!e"ialists is still e&tremel# rare. The# are evidentl# ne"essar# to take
edu"ation in an enlightened dire"tion, to make !rogress and hel! form !rofessors and instru"tors. 0ut
under the !rete&t that these are the t#!e of edu"ators we need, we should not assume that !h#si"al
edu"ation !resents insurmountable diffi"ulties and remains the e&"lusive domain of su"h s!e"ialists.
>e argue, on the "ontrar#, that those who alread# have "are of souls2 !arents, tea"hers, !rofessors,
offi"ers, dire"tors of "om!anies and so forth., ma# well, with our book, "ondu"t !h#si"al e&er"ises. %t is
suffi"ient that the# go to the trouble to understand dee!l# the s!irit of the method and that the# "ommit
firml# to e&er"ising themselves. The# will soon see that there is no need to be an e&"e!tional sub3e"t
for walking, running, 3um!ing, swimming, et". and "orre"tl# e&e"ute most of the e&er"ises. The# must
also be !ersuaded that with work first, with "are and !re"autions following, it is !ossible to a"hieve
e&"ellent results. There is no e&am!le of sub3e"ts who, having worked with !erseveran"e during the
re=uired time, did not "ome to !erfe"ting themselves, if not "om!letel#, at least suffi"ientl#.
'h#si"al edu"ation starts at a #oung age and is !ursued manhood. >hen !erfe"tion is attained one
does not rest, but trains to sta# in sha!e and maintain health b# !ro!er h#giene and a suffi"ient dose
of e&er"ise. There is interest to begin methodi"al !h#si"al edu"ation as earl# as !ossible, be"ause
"hildren who engage in a good time of !h#si"al e&er"ise alwa#s be"ome robust men. However, even
u! to an advan"ed age, one ma# do !h#si"al re8edu"ation with su""ess, taking !re"autions a
!h#si"ian ma# re"ommend. The results are obviousl# less good, but the# are no less signifi"ant. )ll
the genres of indis!ensable utilit# e&er"ises ma# be !ra"ti"ed b# "hildren, as long as the work dose is
intelligentl# regulated and a ver# gentle !rogression is "ons"iousl# observed during the e&e"ution and
es!e"iall# during the a!!renti"eshi!. )n e&er"ise, whatever it is, is not violent if we "hose to make it
so. >e must not show too mu"h fear about tea"hing !ra"ti"al e&er"ises to #oung "hildren. %ndeed, a
"hild has to learn to handle all the situations his life will bring. He ma# need to es"a!e from danger, to
bring aid to his one of his "omrades, defend himself against an aggressor his age, et". He often even
seeks, b# instin"t, e&er"ises said to be violent. )lthough the 'ra"ti"al Guide to 'h#si"al 6du"ation is
s!e"iall# written for male sub3e"ts, most of the e&er"ises in this book, !arti"ularl# the basi" edu"ational
e&er"ises, "an be !ra"ti"ed b# girls and women. Cnderstand that training sub3e"ts following the
!rin"i!les e&!osed here should not have infirmities or serious hereditar# defe"ts +hernias, heart
!roblems, et".-. %n the latter "ase, do"tors should alwa#s be "onsulted and asked what to do.
$inall#, we must add that a "om!lete !h#si"al edu"ation is not limited solel# to the tea"hing and
!ra"ti"e of !h#si"al e&er"ises of all kinds in our book. %t also in"ludes2 rules of h#giene and
maintenan"e of good health9 and tea"hings of !h#si"al duties,"onstituting what might be "alled
Dnatural moralit#D. )ll these !arts of edu"ation, im!ortant be"ause of their influen"e over the entire
e&isten"e, should be the tea"hing goals of do"tors.
Eom!lete !h#si"al edu"ation in"ludes the develo!ment of moral or manl# =ualities whi"h make true
men. >e have indi"ated these =ualities throughout this book without e&amining in detail the best wa#s
to a"=uire them. 0ut we wish to be ver# !re"ise on this sub3e"t2 moral or manl# edu"ation is
inse!arable from the !urel# !h#si"al edu"ation. The s"hool of !h#si"al e&er"ises should be at the
same time the s"hool of energ#, "ommitment, "ourage, "om!osure and daring. The tea"her must be
an e&am!le of these =ualities9 he must struggle against la.iness, softness, ina"tion and must seed in
all a love of work and a health# "om!etitiveness.
4eek to be strong not onl# !h#si"all# but morall#. Here is the great dut# of man to himself, to his
famil#, his homeland and to humanit#. 7nl# the strong will be"ome useful in diffi"ult "ir"umstan"es of
life, dangers, evils of all kinds, wars, et". >hen #ou are in normal !h#si"al "ondition, there is no
reason, no e&"use to sta# feeble when reasoned and methodi"al work !ermit #ou to be"ome strong.
There is, as noted above, an individual and so"ial dut# to fulfill. >e would be ver# ha!!# if we are able
to hel! this a""om!lishment in our readers.
4
Practical Physical Education !heory
1translator's note2 starting from here to the e&er"ises
des"ri!tions, the original te&t is ver# re!etitive as Georges
Hbert was fighting hard to defend his views9 the following
translations have been seriousl# edited and shortened. 'lease
"he"k Gregg's online translation for the full version.5
)"tivit# is a law of nature. )ll living beings, obe#ing the natural
need for a"tivit# that is in them, "ome to a "om!lete !h#si"al
develo!ment b# the sim!le use of their organs of lo"omotion,
their wa#s of work and defense. The man in the state of nature,
for"ed to lead an a"tive life to su!!ort himself, reali.es a full
!h#si"al develo!ment b# doing onl# useful and natural
e&er"ises and e&e"uting the most "ommon !h#si"al labor.
Fevelo!ment is generall# ada!ted to the "onditions and needs of the environment in whi"h the
individual is re=uired to move. The value of this develo!ment varies de!ending on the original skills of
the individual, his tem!erament, his "onstitution, the "limate of the !la"e where he lives, and the
"hallenges he en"ounters to !rovide for his needs or to ensure his safet#.
%n "ivili.ed "ountries, so"ial obligations, "onventions and !re3udi"es move man awa# from the natural
life outdoors and often !revent the e&er"ise of his a"tivit#. His !h#si"al develo!ment is slowed or
halted b# these obligations or "onventions. Those who have the leisure to e&er"ise suffi"ientl# and
regularl# "an rea"h, without an# method, their "om!lete develo!ment b# sim!le !ra"ti"e of natural
e&er"ises or their derivatives and b# the "om!letion of "ommon manual labor. %n this the# imitate men
living in the state of nature, with the differen"e that the# do for !leasure what other !eo!le do out of
ne"essit#.
These sub3e"ts are obviousl# the e&"e!tion. %n general, the !re3udi"e and habits of modern life restrain
rather than en"ourage !h#si"al a"tivit# from "hildhood on. 6ase of e&isten"e and "omfort en"ourage
!h#si"al la.iness. >e "an find e&am!les of sub3e"ts who a"=uired without method an almost "om!lete
develo!ment, but the# generall# had e&"ellent natural dis!ositions and a"hieved su"h a result mostl#
from games and s!orts involving natural e&er"ises and their derivatives.
$or an average inhabitant of the "ivili.ed "ountr# to rea"h a "om!lete !h#si"al develo!ment while
remaining faithful to so"ial "onventions and obligations, he must sub3e"t himself to two main
re=uirements2 to devote enough time dail# to the "ulture of the bod#, and to make effi"ient use of that
time b# avoiding useless a"tivities. The ideal is to !rodu"e, within a given time and without harming
the organism, a dose of a"tivit# roughl# e=ual to a full da# of outdoor life in the state of nature.
The "ulture of the bod# made in a stead#, "ontinuous and !rogressive manner is !h#si"al edu"ation.
>ithout order or method, the !h#si"al develo!ment is a"=uired ha!ha.ard and its final value is highl#
un"ertain. (ethodi"al or rational edu"ation enhan"e a""ura"#, avoids guesswork, re3e"ts ever#thing
that is unne"essar# and monitors results. %t allows #ou to walk with "onfiden"e towards the goal of full
!h#si"al develo!ment, es!e"iall# im!ortant when a"tivit# time is limited.
Ehoosing e&er"ises a""ording to the knowledge of their effe"ts on the bod#, "lassif#ing and regulating
their dose make the method of edu"ation. The un"ivili.ed sub3e"t !erfe"ted himself, first b# imitation,
then b# using his !ersonal e&!erien"e, mostl# instin"tivel#. The method, b# "ontrast, hel!s from the
5
outset the "ivili.ed sub3e"t b# showing him the best !rin"i!les to follow. %t avoids a large number of
unsu""essful tests or dangerous !ersonal e&!erien"es. %t allows to save time. %t aims to !rodu"e in the
human ma"hine the ma&imum !erforman"e or, more sim!l#, it seeks to make strong beings, with
enhan"ed health, an energeti" "hara"ter, strong resistan"e to fatigue and skills suffi"ient for an#
natural and !ra"ti"al e&er"ises. 7ther t#!es of e&er"ises su"h as fen"ing, riding, rowing, ... are of
se"ondar# utilit# or limited to "ertain "ategories of !eo!le9 games, s!orts or a"robati"s are also not
essential for all individuals, irres!e"tive of !rofession or "lass. There is, therefore, a general t#!e of
rational method or s#stem of human develo!ment, based on !rogressive training work and the
"onsistent !ra"ti"e of the natural and !ra"ti"al e&er"ises. >e "an "all it the natural method.
"onstituti#e Ele$ents of the %ethod
)n# !h#si"al edu"ation method should in"lude two "om!onents2 a learning !art aimed at edu"ating
the bod#, im!roving enduran"e, strength and fle&ibilit#, tea"hing the basi" te"hni=ues for elementar#
and !ra"ti"al e&er"ises like walking, running, 3um!ing, lifting, "limbing, throwing, swimming and
defending9 and an a!!li"ation !art aimed at develo!ing to the highest degree the !ra"ti"al abilities,
!utting them to use, and !roviding the means to "o!e with man# real life situations.
or& %ethod
The "ombination of different e&er"ises makes u! the method of edu"ation, their "lassifi"ation, their
order of e&e"ution, the relative time devoted to them, the e&!ense of work re=uired, make the method
of work. %n !h#si"al edu"ation, as in all other matters, the results de!end not onl# on the amount of
work but, for the most !art, on the method of work.
%t is not !ossible to define absolutel# "learl# and !re"isel# what should be the method of work9 one "an
hardl# state the guidelines and general !rin"i!les. Too man# elements "ome into a""ount to let
ever#thing be set in advan"e. )ge, health of sub3e"ts, the a"tivit# the# !erform or the# are !re!aring
for, the "ir"umstan"es of time or !la"e are all fa"tors that re=uire "hanging the wa# to work. 4ome
details are left to the dis"retion of the master and the student. %t is an art to train how to tea"h and
nothing "an re!la"e the value and e&!erien"e of the master, or the enthusiasm and the "are taken b#
the student.
'h#si"al work is usuall# set into meetings of a fi&ed !eriod during whi"h one !erforms a number of
e&er"ises. The meeting is "alled lesson when the work is set and led b# a tea"her or an instru"tor.
Giving or "ondu"ting a meeting of rational work or a "orre"t lesson is not a 3u&ta!osition, a gathering
of e&er"ises whi"h are e&e"uted at random without order or method. %t is a logi"al suite of varied and
graduated e&er"ises whi"h interest the different !arts of the bod# a""ording to their relative
6
!h#siologi"al im!ortan"e and whi"h have a !ra"ti"al utilit#.
The order of relative !h#siologi"al im!ortan"e of the different !arts of the bod# is2
1. lungs and heart9 2. mus"les that set the shoulder ba"k, raise the ribs and straighten the "urvature of
the s!ine +tra!e.ius, rhomboid and ba"k-9 ?. abdominal mus"les9 @. mus"les of the limbs.
The e&er"ises that have !ra"ti"al use are2 walking, running, 3um!ing, swimming, "limbing, lifting,
throwing and defending. The most im!ortant of all is running, both from the !ra"ti"al +develo!ment of
the abilit# to move fast or for a long time- and !h#siologi"al +intense develo!ment of the lungs and
heart, a"tivation almost "om!lete of the mus"ular s#stem- !oints of view. %t is the basi" or fundamental
e&er"ise of !h#si"al edu"ation b# the natural method.
) work meeting or a lesson is "onsidered "om!lete when the e&e"ution of the various e&er"ises that
"om!rise it ultimatel# !rodu"e the following effe"ts2 h#gieni", aestheti" and utilitarian. The h#gieni"
effe"t is !rodu"ed, es!e"iall# b# e&er"ises that a"tivate the res!iration and "ir"ulation, and, in general,
the a"tivit# during the meeting or lesson. The aestheti" effe"t is !rodu"ed b# the e&er"ises that
develo! the mus"ular s#stem and also b# those who address the bad !osture of the shoulders, raise
the ribs and get rid of the abnormal "urvature of the s!ine. $inall#, the utilit# effe"t is the result of doing
the !ra"ti"al utilitarian e&er"ises.
)s a general rule a "om!lete meeting or lesson is a summar#, i.e. it must re!resent all the elements
that "ontribute to !h#si"al develo!ment. 'ra"ti"all#, the ideal and "om!lete meeting "onsists of all
!ossible t#!es of e&er"ises, edu"ational and !ra"ti"al. %f it is not !ossible, do the minimum as follows2
1. stret"hing of the limbs and trunk9 2. develo!ment of the mus"ular s#stem, es!e"iall# the abdominal
and ba"k mus"les9 ?. sus!ensions and !lanks9 @. running9 5. 3um!ing9 G. res!irator# e&er"ises.
6ven in the most unfavorable situations2 la"k of time, s!a"e, material, et"., a session or lesson must
never "onsist of e&er"ises whi"h fo"us onl# on !arts of the bod#. $or e&am!le, a meeting of onl#
sus!ension e&er"ises would onl# work the u!!er trunk. 7nl# swimming, whi"h brings together all the
effe"ts of the "om!lete session, is an e&"e!tion to the rule. Hong walks, long distan"e runs, and some
games ma# also "onstitute meetings with a suffi"ientl# "om!lete value, in some "ases.
The order in whi"h #ou !erform the e&er"ises is not random, but based on the e&!enditure of work and
the violen"e of su""essive efforts demanded of the bod#. The meeting alwa#s begins with moderate
e&er"ises whi"h warm the bod#, then goes through e&er"ises that re=uire an in"reasing e&!enditure of
effort and finall# ends with e&er"ises to restore "alm in the bod#. $atigue resulting from the lesson
must "ome from the general work of the whole bod#, not onl# the work of one !art.
There is not an absolute order9 %t all de!ends on the im!ortan"e that we de"ide to give different
e&er"ises, even be#ond their violen"e. 4ome, su"h as the basi" movements of the legs, arms and
trunk onl# !rodu"e a low out!ut of work regardless of the energ# s!ent to do them. Their !la"e is at
the start of the meeting, or in the "ourse of the meeting as derivatives, to !rovide a rest after more
violent drills. 7thers, however, su"h as ho!!ing, ra"ing, 3um!ing, et". !ut the im!ortant !arts of the
bod# into a"tion. Their logi"al !la"e is therefore after less violent e&er"ises when the Dorgani"
ma"hineD is suffi"ientl# DheatedD. The general rule of work is as follows2 graduall# in"rease the effort to
!rodu"e and sto! without abru!tness.
The total duration of a meeting or lesson varies de!ending on "ir"umstan"es. %n !rin"i!le, working
dail# for an hour is suffi"ient for the edu"ation of the bod#, if this time is used wisel#. The relative
duration of different e&er"ises is ne"essaril# ver# variable. %t de!ends2 on the total duration of the
DlessonD, on the violen"e of the e&er"ises or the fatigue "aused to the students, on the im!ortan"e that
7
#ou want to give some e&er"ises to !rodu"e a !arti"ular effe"t. ) meeting or lesson, "om!lete or not,
must trul# re!resent a sustained and "ontinuous work. The resting !art in the "ourse of the meeting
should be ke!t to an essential minimum. %n a !erfe"tl# "ondu"ted meeting, the se=uen"e of e&er"ises
is set so that the rest !eriod is redu"ed to a few se"onds. 7ften, no rest is re=uired. 7nl# the "hange
from one e&er"ise to another must get the bod# the rest and rela&ation essential to "ontinue the work.
%odel training session
To well edu"ate the bod#, the e&er"ises must be in"or!orated into training sessions !lanned to
logi"all# and graduall# "ombine the different t#!es of e&er"ises. )n ideal session should in"lude the
following e&er"ises, in su""essive grou!s2
Grou! 1.
1. >alks of all sorts
2. 'osture8"orre"ting movements
?. (ovements to in"rease fle&ibilit# in the legs, arms and "ore
Grou! 2.
1. 6lementar# e&er"ises of the legs and arms, sim!le or "ombined, freehand or with e=ui!ment
2. Hifting e&er"ises
?. Throwing e&er"ises
@. Fefense e&er"ises2 bo&ing and wrestling
Grou! ?.
1. 4us!ensions
2. 'lanks
?. Elimbs of all sorts
@. 0alan"ing e&er"ises
Grou! @.
1. Ho!!ing e&er"ises
2. 4!eed ra"es
?. 6nduran"e ra"es on small distan"es
Grou! 5.
Eore e&er"ises
Grou! G.
1. Ium!ing and vaulting
2. ;a"es, as in grou! @
?. 4wimming
@. Games
Grou! J.
1. 0reathing e&er"ises
2. >alks
%n the following !ages, we !resent multi!le e&er"ises for all the elementar# and !ra"ti"al t#!es of
e&er"ises. 6&er"ises are roughl# ordered in terms of in"reasing "om!le&it# and diffi"ult# within ea"h
grou!.
8
%easure$ent of the results
The !eriodi" observation of the results is essential to have !re"ise indi"ations of the value of the work
a""om!lished, and the effi"ien"# of the method used. This observation is effe"tive for "om!arison.
The differen"e in value of !erforman"es or e&er"ises a""om!lished in two different times !ra"ti"all#
gives the value of the results a"=uired.
The general !h#si"al a!titude "an be measured b# a number of tests set on a s"ale and that involve,
together or se!aratel#, mus"ular strength, skill, and for"e of resistan"e. The tests needed to determine
this measure of general !h#si"al a!titude should at least in"lude the following e&er"ises2
1 A Ium!s +giving the measure of agilit#, fle&ibilit#, and the !ower of the lower limbs-9
2 A 4!eed and enduran"e runs +organi" resistan"e-9
? A Elimbing the smooth ro!e +mus"ular strength of the u!!er trunk, arms and abdomen-9
@ A Throwing a weight +de&terit#, "oordination of movements-
5 A Hifting a weight with two hands +general mus"ular strength-9
G A 4wimming +mus"ular strength, for"e of resistan"e, de&terit# and fle&ibilit#-.
The larger the number of tests, the better is the measure of !h#si"al a!titude. To mark this measure,
!erforman"es for ea"h test are given in !oints on a s"ale established in the following fashion2
!erforman"e "orres!onding to a number of !oints, .ero indi"ates a minimum that ever# adult at least
1K #ears old of average health should rea"h to be "onsidered . %t is essential that the !ra"ti"e of
a!!li"ation e&er"ises lets one attain the minimum as ra!idl# as !ossible. 'erforman"es "orres!onding
to ? !oints "hara"teri.e sub3e"ts develo!ed and trained in a su!erior fashion. 'erforman"es
"orres!onding to 5 !oints "hara"teri.e sub3e"ts with e&"e!tional a!titudes or s!e"ialists who have
!ra"ti"ed !h#si"al e&er"ises for a long time. $inall#, b# "ontinuing the indi"ated s"ale, the
!erforman"es of 12 to 15 !oints "orres!ond a!!ro&imatel# with re"ords established b# elite sub3e"ts,
a!!roa"hing the limits of human !ower.
To kee! the measure of a sub3e"t:s a!titude and to follow his !rogress, one needs to make a form for
him re"ording the tests and his s"ores. The ideal form is made of 12 tests, however a suffi"ientl#
a""urate indi"ation of one's a!titudes "an be obtained with fewer tests. The following table shows the
12 tests and the number of !oints attributed to ea"h level of !erforman"e +this s#stem of measurable
tests and the form that we have !ersonall# established and !ut in !ra"ti"e at the 4"hool of (arine
;iflemen has been offi"iall# a!!roved and made regulator# in the $ren"h /av#-.
)!titude is given b# the total number of !oints obtained in ea"h test, "om!uted to the hundredth of
!oint. 7ne "an give negative !oints to !erforman"es lower than , or !oints higher than 5, b#
e&tra!olating the gradation given for ea"h test. The !h#si"al a!titude is "alled2 insuffi"ient or null,
when the total number of !oints is less than 9 inferior when it is at least e=ual to 9 average when it is
at least e=ual to 1K9 su!erior when it is at least e=ual to ?G9 e&"e!tional when it is at least e=ual to G.
0# definition, a "om!lete and !erfe"t athlete e&"els in all the e&er"ises9 he must !ossess an
e&"e!tional a!titude in ea"h of the tests of the form. Thus, the number of G !oints must not be
attained b# the a""om!lishment of a "ou!le e&traordinar# !erforman"es whi"h "om!ensate for other
ver# inferior ones., but b# rea"hing 5 !oints in ever# and all of the tests.
1translator's note2 there is a more detailed table going from 85 to L15 in another of Georges Hbert's
books also available from Google books.5
9
4eries of the tests and their ratings
High 3um! without run8u!
1
.K meter !oints
.9 m 1
1. m 2
1.5 m ?
1.1 m @
1.15 m 5
High 3um! with run8u!
1
1 meter !oints
1.1 m 1
1.2 m 2
1.? m ?
1.?5 m @
1.@ m 5
Hong 3um! without run8u!
2
2 meters !oints
2.1 m 1
2.2 m 2
2.? m ?
2.@ m @
2.5 m 5
Hong 3um! with run8u!
2
? meters !oints
?.5 m 1
@. m 2
@.5 m ?
@.J5 m @
5. m 5
;un 1 m
1G se"onds !oints
15 s 1
1@.5 s 2
1@ s ?
1?.5 s @
1? s 5
;un 5 m
1 m @ s !oints
1 m ?G s 1
1 m ?2 s 2
1 m 2K s ?
1 m 2G s @
1 m 2@ s 5
;un 15 m
G minutes !oints
5 m @ s 1
5 m ? s 2
5 m 2 s ?
5 m 1 s @
5 m 5 s 5
;o!e "limb
?
5 meters !oints
G m 1
J m 2
K m ?
9 m @
1 m 5
>eight throw +J.25 kg-
@
5 meters !oints
G m 1
J m 2
K m ?
K.5 m @
9 m 5
>eight lift +@ kg-
5
& 1 time !oints
& 2 1
& @ 2
& G ?
& K @
& 1 5
4wim 1 m
G
? minutes !oints
2 m @K s 1
2 m ?G s 2
2 m 2@ s ?
2 m 12 s @
2 m 5
Five underwater
J
1 se"onds !oints
2 s 1
? s 2
@ s ?
5 s @
G s 5
/otes on the tests2
1. )n# height is "onsidered as not !assed if an# !art of the bod# has tou"hed the indi"ating ro!e or
bar. 0efore a standing 3um!, it is !rohibited to move the feet.
2. Fistan"es are measured from the 3um! line to the heel "losest to this line, assuming the 3um!er
does not fall ba"kwards after landing.
?. Fe!arture takes !la"e seated on the ground and the "limb is done without hel! from the legs.
@. )n# run8u! is done inside a s=uare 2 meters ea"h side9 it is !rohibited to e&it the s=uare. The throw
distan"e is measured from the line marking the s=uare to the "enter of the !rint made b# the fall of the
weight. Take the average of the right and left hand throws.
5. The test "ounts su""essive lifts in !ro!er M"lean and !ressN, with the legs stiff. ;esting time of one
se"ond at the shoulders, the arms verti"all# straight and the trunk slightl# forward. The negative s"ale
"orres!onds to lifting less than @ kg at the rate of one !oint !er 5 kg differen"e.
G. The swim must be done without a!!re"iable "urrent.
J. The bod# must be entirel# immersed. The negative s"ale is established at one !oint !er ea"h two
se"onds less than 1 se"onds.
1translator's note2 for those not familiar with the metri" s#stem, here are a!!ro&imate "onversions2
1 m O ?.? ft, 2 m O G.5 ft, ? m O 1 ft, @ m O 1? ft, 5 m O 1G.5 ft, 1 m O 19 #d, 5 m O 5@5 #d O 1P?
mi, 15 m O 9P1 mi, 5 kg O 11 lbs, J.25 kg O 1G lbs, @kg O KK lbs5
10
Goal of 'hysical education
The final goal of !h#si"al edu"ation is to make strong beings, not s!e"ialists who e&"els in a single
t#!e of e&er"ises or e&traordinar# sub3e"ts of a"robati" !rowess, but beings develo!ed !h#si"all# in a
"om!lete and useful manner. The value of !h#si"al develo!ment varies between individuals,
de!ending on their initial !otential. There is for ever#one a !ersonal level of vitalit# and a ma&imum
!h#si"al !ower that is im!ossible to e&"eed. )n eas# work for some is a su!erhuman effort to
a""om!lish for others. The strong being is he, who b# methodi"al work, has arrived to take his !ower
to a degree near his ma&imum.
) sub3e"t gifted b# heredit# with a vigorous "onstitution ma# be relativel# weak if, b# la.iness or for
an# other "ause, the !h#si"al !ower whi"h he !ossesses has an inferior value to that whi"h his
"onstitution would be able to !ermit him to attain. 7n the other hand, a sub3e"t with an average
"onstitution, or even weak, is able to be strong if, b# work and !erseveran"e, he "an attain the degree
of im!rovement "orres!onding to his "onstitution. ) sub3e"t of average "onstitution, of small si.e or
low weight, without an# s!e"ial natural a!titude, but who is !h#si"all# !erfe"t, is !ra"ti"all# su!erior in
e&isten"e to a mu"h better gifted sub3e"t, who !ossesses a more vigorous "onstitution, but not full#
using his natural for"e and wasting it.
(ethodi"al !h#si"al edu"ation is not the onl# wa# to !h#si"al !erfe"tion. Eertain sub3e"ts !rofit from
that whi"h has been !assed on through heredit#. >ithout needing !h#si"al edu"ation, and with ver#
little work, one ma# arrive to !ossess an absolute for"e mu"h su!erior than the average. 0ut these
sub3e"ts make u! a tin# e&"e!tion. (an# are "ontent to rest on their natural su!eriorit# and do not
seek to !ush forward their im!rovement. Eom!lete !h#si"al im!rovement, resulting from the
methodi"al !h#si"al edu"ation, translates finall# for the a"=uisition of a "ertain number of =ualities2
18 The for"e of resistan"e or the fa"ult# to do a "onsiderable amount of work without fatigue and
wrestle against si"kness. This for"e, the most im!ortant of all to !ossess, de!ends entirel# on the
state of the organs and of the regular a""om!lishment of their fun"tions9
2 A (us"ular strength or the fa"ult# to !rodu"e mus"ular efforts of a "ertain intensit#, but of short
duration. %t de!ends dire"tl# on the develo!ment of the mus"les +not of their absolute si.e- and also of
the for"e of the will9
? A 4kill or the 3udi"ious and e"onomi" use of strength in all e&er"ises9
@ A (anl# =ualities2 will, energ#, "ourage, boldness, "oolness, !erseveran"e, tena"it#, firmness, et".
5 A *nowledge and suffi"ient !ra"ti"e of all the natural and useful e&er"ises9
G A Eom!lete mus"ular develo!ment, in ra!!ort with the bone stru"ture, with a ver# a!!arent
modeling of the mus"les.
7ne ma# also add to this list2 resistan"e to "old and bad weather9 knowledge of the best wa#s to "are
for oneself, feed oneself, et". >hen the same sub3e"t has all the !revious =ualities develo!ed to an
e&"e!tional degree, he is an athlete. Cnfortunatel# we "an not develo! all individuals to the highest
degree in order to make them athletes. Two things are o!!osed9 on the one hand, the initial
"onstitution of man# sub3e"ts9 on the other hand, the demands of toda#'s so"iet#, whi"h leaves a ver#
limited time for !h#si"al edu"ation.
11
Hygienic considerations
'h#si"al e&er"ises must take !la"e in fresh air. >orking in the o!en air is the "hara"teristi" of an#
rational method. Eom!lete !h#si"al edu"ation "an not be done in #our room or in a "losed g#m. There
are "ir"umstan"es su"h as2 beating rain, snow, im!assable terrain, e&treme "old, ver# violent winds,
et"., where the e&er"ises are for"ed inside, but this kind of work must still be regarded as an
e&"e!tion. %n this "ase, alwa#s be "areful to ensure ventilation of the !remises as "om!lete as
!ossible, or, !referabl# working under sim!le shelters2 sheds, "overed !la#grounds, et".
'h#si"al e&er"ise should not be done immediatel# after eating. %n the "ase of moderate work, an
interval of one hour is enough for "hildren, but for adults it is better to wait longer. 6a"h time one
wants to engage in violent e&er"ise or !rodu"e great efforts, it is !referable to wait until digestion has
finished, sa# ? or @ hours. 7ne must not do "onsiderabl# mu"h work in the earl# morning.
0efore work it is essential to remove all unne"essar# or "umbersome "lothing. The air bath +head,
torso and legs bare- is a wonderful training in weather resistan"e along with the best "are of the skin.
The best "lothes are2 bare torso, sim!le bo&er shorts, short or long "anvas !ants with an elasti" belt if
needed, light shoes or sim!l# barefoot. Fe!ending on the weather "ir"umstan"es, the !ersonal
a!titude at the moment or the t#!e of e&er"ise to !erform, add a knitted wool or "otton shirt.
'arti"ularl# with regard to basi" learning e&er"ises, the "lothes are not allowed in order to "ontrol the
"orre"tness of the movements. The work !erformed bare torso is essential to learn the movement
me"hani"s9 it allows to 3udge the a!!earan"e of the bod#, to see what !arts are weak or !oorl#
develo!ed, to find defe"ts or deformities %n grou! tea"hing this kind of work lets the sub3e"ts stud#
ea"h other, to see !rogress in their e&terior develo!ment and wat"h on the bod# itself the role of the
different mus"les. >hen one onl# does basi" edu"ation e&er"ises, there is interest in working in front
of a large enough mirror to be able to "ontrol oneself.
%t is im!ortant to avoid the "old after working out, so we must remove "lothes that would otherwise
be"ome wet with sweat. Elothing wet from sweat is not onl# the leading "ause of "olds and bron"hitis,
but the# give the bod# a ver# un!leasant feeling. )n#one who has e&!erien"ed that feeling naturall#
sear"hes to avoid it, if he must be too dressed, b# working with less effort. Hight "lothing avoids this
in"onvenien"e and stimulates the bod# to !rodu"e more work.
Training against the "old is made2 b# air, light and sun baths in in ever# season, having at least the
torso bare9 b# "old baths9 b# washing of all sorts, lo"al or general, and e=uall# b# the following
!ro"edure whi"h is ver# effe"tive2 walking barefoot in "old water, dew, humid terrain, et". ;esistan"e
to "old is as !art of !h#si"al edu"ation as the g#mnasti" e&er"ises. %t is wh# the bare torso must be the
rule all the time when the atmos!heri" "ir"umstan"es are not too unfavorable. 7ne obtains in this
fashion a ver# ra!id enduran"e of the skin, and an e&traordinar# abilit# to ada!t to all the brus=ue
"hanges of tem!erature. %t is not ne"essar# to kee! the torso bare during an entire training session9
during winter air baths of short duration are suffi"ient.
/ever sta# ina"tive during sessions where one kee!s the torso bare. )s long as the organism works,
there is no need to fear the "old, but a "hill of the bod# before or after a workout !resents a danger.
Furing the bad season, if the "old is too biting, start the session b# warming u! the bod# ho!!ing in
!la"e or with runs of short duration.
The skin must be maintained in a !erfe"t state of "leanliness b# washing, ablutions, dr# or humid rubs,
great baths, et". %t is an essential "ondition of h#giene. The effe"ts of e&er"ise are greatl# augmented,
from the h#gieni" !oint of view, if one finishes ea"h session of work with a shower, ablution, a =ui"k
12
swim, dr# rub, humid rub, et". The work done bare torso and in o!en air makes less ne"essar# the
treatment of the skin after the e&er"ise, but after a work during whi"h one sta#s dressed, !arti"ularl#
when one has !ers!ired a lot, a "old ablution is essential.
/o work "an be sustained be#ond "ertain limits. >hen one feels a "ertain diffi"ult# to "ontinue a
"ertain work, it is be"ause the bod# is suffering the atta"ks of fatigue. ;est is needed to !ut the bod#
in a state to start again. >e must "onsider lo"al fatigue9 general fatigue9 breathlessness. Ho"al fatigue
"omes from e&aggerated work of one !art of the mus"ular s#stem. %t !rodu"es mus"le a"hes
"hara"teri.ed b# a "ertain stiffness in the mus"les or a vivid !ain during "ontra"tion. 6&!erien"e
shows that sim!le a"hes usuall# disa!!ear in fort#8eight hours, if one "ares to rest the tired mus"les
about this long. 'ro!erl# e&e"uted massage redu"es the duration of the a"hes. Ho"al a"he !resents
no serious !roblem9 %t should be "onsidered as an indi"ation to "ease work for a time. %t alwa#s
a!!ears after a new e&er"ise whi"h works mus"les that have remained ina"tive for some time.
General fatigue is felt throughout the bod#. %t has three main stages2 weariness, overwork and for"ing.
>eariness or light fatigue usuall# disa!!ears after a good meal, a few hours of slee! or ordinar# rest.
4ometimes there is a low8grade fever, insomnia or loss of a!!etite. %n this "ase, an e&tra rest will
return the bod# to !erfe"t "ondition. 7verwork o""urs when one starts to work again, while still wear#.
The bod# has not had the time needed to return to a satisfa"tor# state and to re!air itself. Troubles a
bit more serious than fatigue "an o""ur, es!e"iall# if overwork "ontinues for some time. The bod#
be"omes im!overished da# b# da# and offers less resistan"e to disease. $or"ing, the last degree of
fatigue, is the result of a final effort of will to !erform e&"essive work, while the bod# is alread# in a
state of overwork. The mus"les are stiff and "an no longer obe# the a"tion of the will. %t generall#
!rodu"es fainting and in some "ases the "onse=uen"es "an be lethal.
0reathlessness is a s!e"ial disorder of the "ir"ulation and res!iration !rodu"ed b# the e&!enditure of
e&"essive work in a ver# short time. %n this state, breathing is "onstri"ted, the heart beats ver# fast9
there "an even be "hoking with "om!lete inabilit# to breathe. The lungs are saturated with "arboni"
a"id, whi"h the# are unable to eliminate. This o""urs es!e"iall# in ra"ing. The runner suffers "hoking,
a beginning of as!h#&iation. )s soon as the first signs of shortness of breath o""ur, sto! work and
restore "alm b# breathing e&er"ises or walking slowl#, !referabl# on the !oints of the feet.
The rules on alternating work and rest "on"ern the whole da# and not onl# the s!e"ial time devoted to
!h#si"al e&er"ises. The rest !eriods should be ad3usted so that at ea"h return to work all tra"es of
fatigue have disa!!eared in the bod#. The general signs one re"ogni.es if one has e&"eeded the limit
of for"es are2 fever, insomnia or restless slee!, irritation, la"k of a!!etite, digestive disorders, fatigue
on awakening, !ronoun"ed a"hes, weakness in the legs, et". The !arti"ular signs, during the work
itself, indi"ating that it is time to sto! are2 general stiffness, trembling limbs, !allor of the fa"e or
e&treme redness, re!eated shortness of breath. )fter a da# of bus# work one should feel a ver# light
sense of fatigue that should disa!!ear entirel# after a regular night:s rest. General signs that indi"ate
the amount of work is well8regulated are2 a good a!!etite, a dee! slee!, a feeling of well8being on
awakening and no a"hes.
6a"h sub3e"t has a !ersonal level of resistan"e. 7ne must learn to monitor himself, to know his
strength so as not to e&"eed or waste it in vain. The limits of fatigue su"h as breathlessness are
signifi"antl# !ushed ba"k b# training, work habits, regularit# of breathing movements, well regulated
eating, well8distributed rest, a!!ro!riate !a"e of work. $or the same sub3e"t, the resistan"e differs
a""ording to "ir"umstan"es, for instan"e fasting, vigils, tem!erature, or even emotions.
1translator's note2 the two following "ha!ters, grou! instru"tion and how to organi.e a training ground
have been omitted here. Ehe"k out Gregg's online translation for it.5
13
Ele$entary E(ercises
1translator's note2 from here on, the translation re!rodu"es the full original te&t, unless stated.5
1. The straight posture and the fundamental arm positions
)traight 'osture* the ne"k is verti"al9 the "hin is drawn ba"k to for"e the ne"k ba"kward9 the
shoulders are low and thrown ba"k9 the "ore is tight9 the hi!s go forward9 arms are loose, hands
e&tended9 legs are 3oined, feet at G degrees +first two !i"tures-.
To get there: rotate shoulders ba"kwards, straighten the ne"k and move the "hin ba"k, tighten the
bell#, straighten the legs, e&tend the arms and hands down +third !i"ture- .
) !oor !osture is !resented in the last !i"ture.
!he four funda$ental ar$ 'ositions* 1. hands to the hi!s9 2. hands to the ba"k of the ne"k9 ?.
hands to the shoulders9 @. hands to the "hest.
1. Hands to the hi!s2 from the straight !osture, bring the !alms on to! of the hi!s, fingers fa"ing
forward and thumbs ba"k.
2. Hands to the ba"k of the ne"k +first and se"ond !i"ture-2 from the straight !osture, move arms
laterall# to bring hands to the ba"k of the ne"k, !alms flat. 0ring elbows and "hin ba"k to
maintain the straight !osture.
?. Hands to the shoulders +third !i"ture-2 from the straight !osture, bend forearms without moving
arms or shoulders. Hands should "urve slightl# to tou"h the shoulders, elbows are ba"k and
aligned with the bod#.
14
@. Hands to the "hest +last !i"ture-2 from the straight !osture, move arms laterall#, elbows ba"k,
forearms bent, hands flat fa"ing down, thumbs tou"hing the "hest.
To get there2 the arms !osition derive from the straight !osture2 rotate the shoulders ba"k and !ut the
hands to the "orre"t !osition, straighten ne"k and "hin, "ore and legs, bring shoulders and elbows as
far ba"k as !ossible.
)traight 'osture+ wider stance* some moves re=uire starting with the legs se!arated. 4tart with an#
of the four fundamental arm !ositions, then move left leg further to the side while bending slightl# the
right leg. Eenter the bod#, whi"h should kee! the straight !osture all along.
2. Arm exercises
Cnless stated otherwise, all moves start from the straight !osture.
1, -aising the ar$s #ertically2 Both arms:
raise both arms forward at the same time,
kee!ing them straight. )rms are !arallel,
!alms fa"ing ea"h other, slightl# for"ed
be#ond verti"al toward the ba"k. Go ba"k to
initial !ose. One arm at a time: raise one arm
as before, kee!ing the other one as far ba"k
as !ossible, !alm fa"ing ba"k. Go ba"k to
initial !ose.
2, -aising the ar$s laterally* raise both arms laterall# while rotating the shoulders ba"k to bring the
!alms u!. Eontinue all the wa# to verti"al !osition, then ba"k to hori.ontal arms. ;otate the shoulders
to get ba"k to the initial !ose. The lateral !osition of the arms should be slightl# for"ed be#ond the line
of the shoulders.
., -aising #ertically and lowering laterally the ar$s* bring the arms u! as in first movement, bring
them down as in se"ond, in"luding the rotation of the shoulders.
15
/, -aising the ar$s bac&+ laterally and #ertically* bring the arms u! and ba"k as far as !ossible,
!alms fa"ing ea"h other, move then laterall# to a hori.ontal !osition while rotating the shoulders to
bring the !alms u!,take the arms straight to verti"al, !alms fa"ing ea"h other, go ba"k to initial !ose
bringing the arms down in front.
0, 1ertical e(tension of the ar$s2 from
the hands to the shoulders !osture,
simultaneously or alternatively raise the
arms straight and toward the ba"k, then
go ba"k to initial !ose.
2, 3ateral e(tension of forear$s with
outside rotation2 from the hands to the
"hest !osture, e&tend the arms laterall#,
!alms fa"ing down, as far ba"k from the
line of the shoulders as !ossible, then
rotate the arms to bring the !alms u!,
then go ba"k to initial !ose.
The arm movements "an be done with the hands following the arms, o!en with
3oined fingers, but also with o!en hands, s!read fingers, "losed hands, thumb
on to!, hand fle&ed or e&tended.
3. Leg exercises
Heg e&er"ises are done with the arms in various !ositions, b# default we are assuming the hands to
the hi!s !osition.
1, Heel raises2 raise the bod# as high as !ossible kee!ing the legs straight, going on the toes.
2, 3ifting the leg straight forward2 lift the leg straight in
front, with e&tended foot, bringing the rest of the bod#
slightl# ba"k, but kee!ing the straight !osture.
., 3ifting the leg laterally2 lift the leg laterall#, with
e&tended foot, bringing the rest of the bod# slightl# to the
other side, still straight.
/, 3ifting the leg bac&ward2 lift the leg straight to the ba"k
as far as !ossible, kee!ing the rest of the bod# straight and
slightl# forward.
16
0, 3ifting the leg forward+ laterally and bac&2 lift the straight leg forward, bring it laterall#, then ba"k.
2, 3ifting the thigh and e(tending the leg2 lift the thigh with bent leg, e&tended foot, then e&tend leg,
then go straight ba"k or bend the leg again.

4, 3ifting the thigh laterally* lift the thigh with bent leg, then
e&tend leg to straight, then go ba"k.
5, )6uatting+ feet together* going on the toes, s=uat down
o!ening the knees, kee!ing the rest of the bod# straight, then
ba"k u!.
9, )6uatting+ feet a'art* going on the toes, s=uat down
o!ening the knees, kee!ing the rest of the bod# straight, then
ba"k u!.
1translator's note2 these s=uatting !ostures are ver# different
from modern s=uats with the weight on the heels, feet
se!arated, butt ba"k, and the knees never bending be#ond the
toes. These s=uats work different mus"les, and ma# strain
more the knees.5
17, 3eaning forward* bring left leg in front, both feet fa"ing out, bend left knee forward kee!ing the
right leg straight, bending the whole bod# forward. 0a"k leg, torso and head make a straight line. Go
ba"k and swit"h legs. The left leg "an go obli=uel# to the left, but shoulders must sta# straight.
11, 3eaning bac&ward* bring left foot behind, both feet fa"ing out, bend left knee ba"kward, leaning
ba"kward and kee!ing the right leg and rest of the bod# in straight line. 4ame to the right9 the ba"k leg
"an go obli=uel#.
17
12, 3eaning laterally* bring left foot further left, heels on the
same line, feet fa"ing out, then lean laterall# b# fle&ing the left
leg and kee!ing the right leg and u!!er bod# straight. 4ame to
the right, but no obli=ue variant.
)ll the leg e&er"ises "an be done with the arms in an# of the
four arm !ositions, alternating arm and leg e&er"ises in a
single re!etition or "ombining arm and leg e&er"ises
simultaneousl#.
1translator's note2 in these moves, be "areful to kee! the knee straight above the toes, and no further.5
4. Suspension exercises
4us!ension e&er"ises are done on various ob3e"ts2 bars,
beams, tree bran"hes, hori.ontal ro!es, et". %n all "ases, the
arms must be further than shoulder width a!art9 hands "an be
fa"ing in, out, or one in and one out. %n straight sus!ensions,
the arms are full# e&tended, legs are 3oined, feet and ne"k are
e&tended.
1, 8u$'ing to sus'ension* 3um! u! into a straight
sus!ension, breathe a few times, then 3um! down with a good
landing.
2, idening the gri'* in sus!ension, do a half !ull8u! to
widen the gri! as mu"h as !ossible, then another one to go
ba"k to normal, both hands at the same time or one after the
other.
., Pull9u'* in sus!ension, do a !ull8u! to bring the head above the bar, kee!ing the elbows aligned
with the bod#. Go down b# slowl# e&tending the arms. This "an be s"aled down b# using a low bar,
feet tou"hing the ground in front of the bar.
/, 39sit* in sus!ension, bring the thighs u!, legs bent, feet e&tended, then e&tend the legs straight into
H8sit, then ba"k.
18
0, 39sit u'* in sus!ension, bring
the straight legs u! from H8sit into
a verti"al !osition, then ba"k.
2, 39sit with wide legs* in
sus!ension, bring the legs
straight into a H8sit, then s!read
them as mu"h as !ossible while
sta#ing hori.ontal, then ba"k.
4us!ension e&er"ises "an also
be done moving forward or
ba"kward on a long bar or
!arallel bars. These "an be done with e&tended arms, bent arms, straight
legs, or in H8sit !osition.
5. Plank exercises
%n !lank, the hands are flat on the ground, slightl# be#ond
shoulder width, fingers !ointing forward, arms straight. The
legs are e&tended, toes tou"hing the ground, the entire bod#
straight. 'lanks "an be made easier b# resting the hands on
an elevated ob3e"t, or harder on resting the feet on an elevated
ob3e"t.
1, Fro$ standing to 'lan&* three different methods2a- bend the
legs and !ut both hands on the ground in front of the knees,
shoot feet ba"k, shoot feet ba"k in, stand u!9 b- bend the legs
and !ut both hands on the ground in front of the knees, shoot
hands forward kee!ing the feet at the same !la"e, bend arms
and !ush ba"k, stand u!9 "- !ut hands forward and fall straight
into !lank !osition, go ba"k using one of the !revious methods.
2, ide ar$ 'lan&* from !lank, !ush u! and send the arms as wide as !ossible, then !ush u! and
send them ba"k in. This move "an be made harder b# sending the arms as far forward as !ossible.
., :ne ar$ 'lan&* from !lank, s!read out both legs, bring all
the weight of the bod# on one arm, hold the other one to the
side of the bod# or straight above the head.
/, Push9u'* from !lank, !ush down to get as "lose to the
ground as !ossible without tou"hing, then !ush ba"k u!.
0, )ide 'lan&* from !lank, lift left arm while rotating the bod#, !ut left hand in one of the fundamental
!ositions or !erform one of the arm e&er"ises. The rest of the bod# kee!s the straight !osture. 4ame
on the right side.
19
2, )ide 'lan& with leg u!2 from side !lank !osition above, lift the
left leg u! on the side, then down.
'lank e&er"ises "an in"lude =uadru!edal motion e&er"ises as
well.
1translator's note2 this earl# edition did not "onsider =uadru!edal
motion as a se!arate sub3e"t, thus it is entirel# missing. The M=uadru!dieN booklet "ontains mu"h
more, as do Hbert's later books on all the fundamental movements.5
. !alance exercises
Hike the leg e&er"ises, balan"e e&er"ises "an be done with the arms in an# arm !ositions. 0# default
we assume the hands to the hi!s.
1, ;alancing the leg forward* from straight !osture, e&tend
left leg in front, leaning ba"k and bending the other leg as mu"h
as !ossible, then go ba"k. The left leg, torso and head must
sta# in a straight line. 4ame on the right side.
2, ;alancing the leg bac&ward* from straight !osture, e&tend
the left leg ba"kward, leaning forward to maintain a straight line
and bending the right leg, then go ba"k. 4ame on right side.
., ;alancing the leg to the side* from straight !osture,
e&tend the left leg to the side, leaning to the right with the rest
of the bod# and bending the right leg, then go ba"k. 4ame on
right side.
)s with the leg e&er"ises, the balan"ing e&er"ises "an be
done with arm e&er"ises, simultaneousl# or one after the
other.
1translator's note2 like the legs e&er"ises, balan"ing "an be more strenuous on the knees than it
a!!ears. 0e mindful of kee!ing the su!!orting leg as straight as !ossible, and never for"e a
movement !ast #our balan"e !oint.5
". #opping exercises
Ho!!ing e&er"ises are done hands on the hi!s, 3um!ing mostl# in !la"e, feet landing on the toes,
o!en. The rest of the bod# kee!s the straight !osture.
1, Ho''ing on <oined legs* bend the legs slightl# to 3um! u!, e&tending the feet, land on the toes and
3um! right ba"k u!, bending the legs as little as !ossible and kee!ing a "ontinuous !a"e. >ork on
3um!ing higher and faster.
2, Ho''ing and s'reading the legs to the side* when ho!!ing u!, s!read the legs slightl# while in
the air and land with legs a!art, then 3oin them ba"k at the ne&t ho!.
20
., Ho''ing and s'reading the legs front and bac&* when ho!!ing u!, bring right leg forward and
left leg ba"k before landing, then swit"h the legs at the ne&t ho!.
/, Ho''ing with crossed legs* when ho!!ing u!, "ross the legs, bent, before landing, then swit"h at
the ne&t ho!.
0, )6uatting ho's* go into a s=uat, then ho! while kee!ing the s=uat form.
2, !uc& <u$'s* when ho!!ing u!, tu"k the knees u! as far as !ossible, then shoot the legs ba"k
down before landing.
$. %ore exercises
Hike leg e&er"ises, "ore e&er"ises "an be done with the arms in a variet# of !oses. >e assume
straight !osture, hands to the hi!s b# default.
1, ;ending forward* bend the torso
forward at the hi!s, ba"k straight, legs
straight.
2, ;ending bac&ward* bend the torso
ba"k, kee!ing it straight.
., ;ending to the side* with s!read legs,
bend the torso to the side, kee!ing
ever#thing straight and in the same !lane.
/, ;ending forward and bac&* with s!read legs, bend the torso forward, then all the wa# ba"k, then
straight.
21
0, !orsion with bending* with s!read legs, rotate the torso to the left and bend forward, then ba"k
straight, then to the other side.
2, Full rotation* with s!read legs, take the side bending !osition, then move dire"tl# to the ba"kward
bending !osition, then to the other side, then forward. The line of the shoulders should sta# !arallel to
the line of the hi!s.
Eore e&er"ises "an also be done with all sorts of arm
e&er"ises, but also with var#ing leg !ostures, or with the
bod# hori.ontal in an# orientation.
Eore e&er"ises "an also be "ombined with head
movements2 bending forward, ba"kward, to the side,
torsions, rotations. )s head and "ore moves are similar, it is good to use the same grou!s together.
&. !reathing exercises
0reathing e&er"ises are done like arm movements, but at a slower !a"e, breathing in while bringing
the arms u! and out while lowering them.
1, ;reathing with forward ar$ $otion* breathe in and out while bringing the arms u! and down in
front.
2, ;reathing with lateral ar$ $otion* breathe in and out while brining the arms u! and down
laterall#.
., ;reathing with forward and lateral $otion* breathe in and out while bringing the arms u! in front
and down laterall#.
/, ;reathing with bac&ward and lateral $otion* breathe in and out while bringing the arms as far
ba"k as !ossible, then laterall# u!, then down in front.
0, ;reathing with #ertical $otion* from hands to the shoulders, breathe in and out while bringing the
arms u! and down verti"all#.
2, ;reathing with hori=ontal $otion* from hands to the "hest, breathe in and out while e&tending the
arms out and in hori.ontall#.
0reathing e&er"ises are im!roved b# going on the toes when breathing in and ba"k on the flat of the
foot when breathing out.
22
1'. (xercises done )ith special e*uipment
(ovements of the arms, legs and "ore "an be done with s!e"ial e=ui!ment su"h as weights,
dumbbells, elasti" bands, "lubs, ben"hes, bars, et". )lthough these are not ne"essar#, and am!le
mus"ular develo!ment "omes from e&e"uting the above motions freehand and to the fullest, the# "an
be useful to bring variet# to the e&er"ises, the# enhan"e mus"ular develo!ment in the arms and
shoulders +weights-, various mus"le grou!s +elasti" bands-, or the forearms +"lubs-. 4tati" stru"tures
like ben"hes, bars, !rovide an an"hor to fi& !arts of the bod# while !roviding more am!litude or more
lo"ali.ation for a given e&er"ise. Csing large weights is however not re"ommended, as it results in an
e&"essive mus"le growth not mat"hed b# the develo!ment of the rest of the bod#. >eights are not
re"ommended or useful for "hildren.
23
Practical E(ercises
1. +alking
>alking is the most natural means of lo"omotion, the most e"onomi"al, im!roves enduran"e, leg
strength, and !romotes good breathing and blood "ir"ulation.
>alking is done b# moving the legs alternativel#, !ushing with
the foot and e&tending the leg, one leg after the other. >hen
walking, the bod# sta#s in "onstant "onta"t with the ground
with one foot, and with both feet at transition times.
) walk is a su""ession of ste!s, the length and the "aden"e of
ste! determine its s!eed. )t low s!eed, length of ste!
in"reases naturall# with an in"rease of "aden"e, but sto!s and
even de"reases when the "aden"e is too high. 6&!erien"e
shows that the !a"e where the length of ste! is the highest "orres!onds to a "aden"e of about 1@
ste!s a minute in the adult. The fastest walk is not done at this longest ste! but at the slightl# faster
"aden"e of 1J ste!s a minute. 7n the other hand, a !a"e of 11 to 1? ste!s a minute is more
e"onomi"al, allowing for more effi"ient long distan"e walks.
To im!rove s!eed in walking, it is better to work on in"reasing the length of ste! rather than the
"aden"e. The me"hani"s of walking are a"=uired from natural !ra"ti"e and don't need to be taught.
The mus"les used in walks "an be strengthened b#2
walks on the toes or the heels,
walks with ver# long ste!s,
ver# fast walks on short distan"es,
slow walks with elevation of the thigh to hori.ontal and
e&tension of the leg forward.
'osture is im!roved b# maintaining one of the fundamental arm
!ositions while walking. 0reathing is made regular b# aligning it
with a fi&ed number of ste!s, usuall# 5 or G, and "an be
am!lified b# breathing e&er"ises and songs. >alking should be
done on all t#!es of terrain, in "ities and on the "ountr#side,
over hills, into fields, et".
Endurance wal&s* long walks will re=uire a slow !a"e, under 1? or 1@ ste!s a minute. The walking
!osture should be as follows2 the "hest is slightl# tilting forward9 the foot tou"hes the ground without
sho"k, almost flat, heel first9 the front leg is slightl# bent when the foot rea"hes the ground9 the "onta"t
!oint on the foot travels from the heel all the wa# to the toes9 the rear leg is straight,
the u!!er bod# straight with the "hest o!en9 the arms are slightl# bent and swinging
lightl#, o!!osite to the legs.
)'eed wal&s* faster walks are limited to short distan"es. )n# walking !a"e about or
be#ond 1J ste!s a minute is !ointless, as running will then be"ome more effi"ient,
or running and walking in turn. There are two !ossible wa#s of walking at a fast
!a"e. The first is the !reviousl# des"ribed !osture, but in"reasing the forward tilt of
the bod# and the bending of the front leg with the in"reased "aden"e. )t high
s!eed, a !owerful !ush off the toes of the ba"k leg redu"es the time of two feet
24
"onta"t with the ground, making a move "loser to running, the bod# being ver# forward, as if falling
with ea"h ste!. The se"ond method is to sta# as verti"al as !ossible, with straight legs. The s!eed is
gained from a faster movement of the leg from ba"k to front. The fast motion of the legs and the sho"k
of the foot hitting the ground makes this method ver# tiring. The first method is !ra"ti"al in all
o""asions, in !arti"ular when "arr#ing something. The se"ond method is ver# un!ra"ti"al, and onl# to
be used in ra"es.
2. ,unning
;unning is the fastest means of lo"omotion, and the most
im!ortant of !h#si"al e&er"ises. ;unning involves man#
mus"les of the bod#, im!roves breathing and enduran"e, and
develo!s strength and agilit# of the lower limbs. >hen
running, the bod# is !ro3e"ted forward, ea"h foot tou"hing the
ground in turn. There is onl# one foot on the ground at most,
and the bod# is sus!ended between ste!s. %ndeed, like a walk
is a series of ste!s, a run is a series of 3um!s, from one foot to
the other one. The running s!eed is the !rodu"t of the length
of the 3um! b# the "aden"e. The faster the "aden"e, the
longer the 3um!s9 unlike in walking there is no de"rease of the 3um! length with ver# fast !a"es. Hike in
walking, there are more effi"ient "aden"es in running2 about 1J to 2 3um!s a minute for a
sustained enduran"e !a"e, u! to 2? for a faster run, and no more than around ?5 for ver# short
s!rints. Eaden"es lower than 1J 3um!s a minute are !arti"ularl# bad, as the bod# uses a lot of
energ# to "over a rather short distan"e, and the slow !a"e indu"es a wasteful verti"al 3um!ing motion.
The length of the 3um! de!ends on the strength and dire"tion of the im!ulsion
from the leg in "onta"t with the ground, e&a"tl# like a one8legged length 3um!. To
im!rove the length of 3um!, it is im!ortant to limit the amount of verti"al
momentum while rea"hing further forward, whi"h is done b# !ushing the leg ba"k
as far as !ossible. The foot of the leg rea"hing forward should land flat, with the
leg bent, so as to be faster !ast the verti"al !osition, able to !ro!el the bod#. 0#
throwing the front leg forward, one "ould also make a longer 3um!, but the leg is
further from verti"al and the heel hits the ground, indu"ing re!etitive sho"ks.
Tou"hing the ground with 3ust the toes redu"es the stride and make the "alves
work harder. ) flat "onta"t brings the leg dire"tl# to the verti"al !osition while
absorbing the sho"k of the 3um!.
1translator's note2 there is no usual distin"tion made in $ren"h between the toe area and the ball of the
feet9 instru"tions to land on the toes in running and 3um!ing are likel# to mean to land on the ball of the
feet or on the toes and ball of the feet.5
The work of the legs is onl# se"ondar# in running, the value of a runner de!ends first on his breathing.
) run should be a long su""ession of dee! "#"li" breathing movements. )t the fastest !a"es, su"h
breathing is im!ossible, this is wh# ra"es at ma&imum s!eed "annot last more than 2 se"onds,
"orres!onding to about 1 to 15 meters.
;unning is a great wa# to in"rease enduran"e, but one must be "areful of ada!ting the e&er"ise to the
fitness of the runners, es!e"iall# limiting the length of faster runs. Hike walking, running is a natural
25
movement a"=uired b# !ra"ti"e. The mus"les "an be trained further b# running on the toes, or b#
running slowl# with long 3um!s. The breathing is made regular b# aligning it with a fi&ed number of
3um!s, alwa#s the same +about 5 to K-.
Endurance runs* runs of medium "aden"e at 1J to 2 3um!s a minute are best for long distan"es
or when it is unne"essar# to rush and tire oneself mu"h. The best !osture is as follows2 the bod#
slightl# tilted forward9 the foot rea"hing the ground flat, without sho"k9 the leading leg is bent and
verti"al9 the ba"k leg is full# e&tended9 the arms are bent and swinging smoothl#9 arms and front leg
bending more with in"reased s!eed. 0reathing is aligned with the "aden"e, with dee!, long breaths.
)void an# verti"al ho!!ing motion, overe&tending the front leg, "onta"ting the ground with the heel,
rotating the bod#, breathing fast or irregularl#. %n long runs, start and finish alwa#s slower, finishing u!
with walking, "ore and breathing e&er"ises.
)'eed runs* faster runs go be#ond 2 3um!s a minute, and "an be"ome sustained onl# with training.
(a&imum s!eed runs "an rea"h ?5 3um!s, and must be trained on short distan"es of ? to 15
meters. The most effi"ient !osture is as follows2 the bod# starts bent forward but go ba"k to verti"al
after a few ste!s and sta#s verti"al, even bending ba"kward at the end to slow down the !a"e9 the
im!ulse of the ba"k leg is as strong as !ossible9 the front leg is bent lower, foot still rea"hing the
ground flat9 the arms are swinging more vigorousl#. ) great
e&er"ise to im!rove the bod#'s abilit# for sudden, violent effort
is the start of s!eed ra"es. ;a"es "an be done with !re!ared
or un!re!ared start. $or un!re!ared starts, one "an stand
straight, sitting or l#ing down, fa"ing an# dire"tion. )t the
signal, 3um! to fa"e the "orre"t dire"tion and start the run %n
!re!ared runs, the bod# is bent forward, legs a!art and read#,
weight on the front or ba"k leg. 4!eed runs are the most
!ra"ti"al to train as a =ui"k means of trans!ortation or a
res"ue e&er"ise.
3. -umping
Ium!ing "onsists in giving an im!ulse of the bod# to go over a s!a"e or an obsta"le in one 3um!.
Ium!s strengthen the lower limbs and the "ore, train the legs to absorb im!a"t, im!rove agilit# and
balan"e. )!!lied 3um!s over an obsta"le also work on fear, im!roving "onfiden"e, fo"us and
readiness.
Ium!ing "an be de"om!osed into four !arts2 the !re!aration, the im!ulse, the sus!ension and the fall.
The !re!aration "onsists in bending and loading the legs while sending the arms ba"k9 the im!ulse is
the e&!losive e&tension of the legs while bringing the arms u! and forward9 the sus!ension starts
when the feet leave the ground, the legs are brought to the best !osition to over"ome the obsta"le,
while the arms go down9 the fall "onsists in absorbing the im!a"t from the 3um!, when tou"hing the
ground, feet rea"hing and legs bending to absorb, arms used to maintain balan"e. The movement of
the arms is ver# im!ortant in the 3um! and hel! get a greater im!ulsion and regain balan"e during the
fall. Training should start with long 3um!s and high 3um!s, first without and then with a run8u!. $ollow
this with a ver# slow !rogression into dee! 3um!s, and make sure to work on a soft surfa"e. )!!lied
3um!s with real obsta"les should onl# o""ur when the legs are strong enough and the fall suffi"ientl#
trained to be safe.
26
Cnlike walking and running, learning to 3um! "an be de"om!osed, as in these three !re!arator#
e&er"ises2
1, Pre'aration and i$'ulse* with the arms u! and verti"al, hands into fists, bend the legs while going
on the toes, knees, toes and heels 3oined, lowering the arms straight to bring them behind. Then
e&!lode u! +sta#ing on the ground- while bringing the arms ba"k to verti"al.
2, Fall* bend the legs while going on the toes, heels together, knees and toes o!en, arms u! and
verti"al, then go =ui"kl# ba"k to standing, lowering the arms. %n !ra"ti"e, the fall is not de"om!osed,
the arms are onl# brought u! enough to bring balan"e ba"k. The legs should resist the fall to avoid
landing too low, but never land with straight legs.
., "hain all four $o#e$ents* !re!aration, im!ulse, then 3um! u! and land as in the first two
e&er"ises.
8u$'s with and without a run9u'
1, )tanding high <u$'s
going over an obstacle: start fa"ing the obsta"le, feet together, at a distan"e about half the height of
the obsta"le. 0ring the arms in front, hands "losed, then bend the legs going on the toes and bring the
arms ba"k +!re!aration-. 6&tend the legs and bring arms u! +im!ulse-, go over the obsta"le tu"king
the legs in, kee!ing the arms u!. )s soon as the obsta"le is !assed +sus!ension-, e&tend the feet
toward the ground and lower the
arms. Tou"h the ground with the toes
+fall-, legs bent without e&"ess, arms
balan"ing.
going onto an obstacle: !erform the
!re!aration and im!ulse as above.
Hand on the obsta"le, legs tu"ked,
arms u!. %n this t#!e of 3um!, there no
real sus!ension or fall ha!!ening, one
"an arrive full# s=uatting on the
obsta"le.
27
2, )tanding long <u$'* start from the edge of the obsta"le or
o!en s!a"e to !ass. 0ring the arms in front, hands "losed,
then bend the legs going on the toes and bring the arms ba"k
+!re!aration-. Tilt the bod# forward, then e&tend the legs and
bring arms u! +im!ulse-. Give the im!ulse at the moment
where the bod# starts to fall forward. The bring the arms down
+sus!ension-. The feet tou"h the ground together in front of the
bod#, heels first +fall-. %t is not ne"essar# to tu"k the legs as
mu"h in long 3um!s, onl# the thighs must be bent. Handing on
the heels is a""e!table as the momentum is mostl# hori.ontal.
However, one must be "areful if the ground is sli!!er#.
., >e'th <u$'s
simple jump, facing forard: start fa"ing forward at the edge of the obsta"le, s=uat to lower the height
of the fall and !ut both hands on the edge +!re!aration-. Heave the obsta"le without a 3um! but
bringing the bod# forward hori.ontall#, so as to avoid falling straight down +im!ulse-. Furing the
sus!ension, rea"h down with the legs, and kee! the arms lowered. Tou"h the ground with the toes,
resisting with the legs to avoid s=uatting too low.
!imple jump, facing bac"ard: start at the edge of the obsta"le, fa"ing ba"kward. Fo ever#thing as
before, being "areful to !ush awa# with the hands when leaving the obsta"le, and to kee! the bod#
tilted forward to avoid falling on the ba"k u!on landing.
#orard jump, sitting: sit at the edge of the obsta"le, legs down. 'ut both hands on the edge, fingers
fa"ing forward, leaning forward. 'ush awa# with the arms while throwing the legs forward. %f the
obsta"le allows it, swing the legs a few times before 3um!ing.
Bac"ard jump, hands pressed: from a holding !osition with the hands on the obsta"le, bend the arms
to get on the stoma"h, then throw the legs ba"kward. %f the obsta"le allows it, swing the legs a few
times before 3um!ing.
$ertical jump, from a suspension: if sus!ended b# the hands to a bar, swing the legs forward, then
when the# go ba"kward do a small !ush u! with the arms and o!en the hands right awa#. )void
dro!!ing from a stati" !osition, as it makes it diffi"ult to regain balan"e. %f swinging alread#, the best is
to let go when the legs are going ba"kward. %f 3um!ing when the legs are going forward, send the
u!!er bod# strongl# forward to avoid falling on the ba"k.
28
$ertical jump, from hanging to a all: take one hand off the wall and bring it at waist level, !ush
strongl# with hand and leg awa# from the wall.
Fe!th 3um!s done from a height or on hard surfa"es are dangerous for the feet, the ankles and the
knees. %t is ne"essar# to train !rogressivel# from lower to higher 3um!s. 7n a hard surfa"e like stone,
earth, wood floor, 3um!s of about 2 meters alread# !ut "onsiderable strain on the feet. 7n a !re!ared
ground like sand or well turned earth, a trained !erson ma# 3um! u! to @ meters without harm.
/, -unning high <u$'
%ump over an obstacle: the 3um! is done on one foot, after a run8u! of 5 to 1 meters. The u!!er bod#
is verti"al or slightl# ba"k. The arms are brought forward at the time of the 3um!, then the obsta"le is
!assed either b# bringing the legs bent under the hi!s, feet "lose to the thighs, or e&tending the feet in
front, kee!ing the "hest forward. )rms are ke!t u! until the obsta"le is !assed, then lowered as the
legs are e&tended down. Hand on the toes, legs bent, arms balan"ing.
%ump onto an obstacle: start on one foot as above, then 3um! onto the obsta"le with the legs bent, feet
"lose to the hi!s, arms u!. This t#!e of 3um! is useful when what is be#ond the obsta"le is unknown.
%ump hile maintaining the run: start on one foot, 3um! over the obsta"le b# !assing the other leg first,
then the 3um!ing leg. The first leg is ver# bent, knee u!, the other leg to the side or under the bod#.
The "hest is leaning forward during the 3um!. Hand on the first leg, on the toes, then throw the 3um!ing
leg forward to kee! running.
29
0, -unning long <u$'
ith a long run: like the running high 3um!, this 3um! is done
from one foot after a run. %n this "ase, the run must be long
enough to gain ma&imum s!eed, as the s!eed of the run
determines the length of the 3um!. The "hest is slightl# forward
during the 3um!, the legs are 3oined but don't need to be tu"ked.
Furing the fall, the heels tou"h the ground first, the arms go
down and ba"k, and then forward and u! again to regain
balan"e.
&ith a single step: bring the left foot forward, bend the right leg
and bring the weight of the bod# on the right leg while throwing
the arms ba"k +!re!aration-. 6&tend vigorousl# the right leg,
then the left, while bringing the arms forward and u! +im!ulse-.
0ring the legs together during the sus!ension and land on the
heels. This 3um! doesn't "over more distan"e than the standing
long 3um!, but is easier.
2, )ide <u$'
standing side jump: stand "lose to the obsta"le on the side, feet together.
0ring the arms u! and forward, then bend the legs while throwing the
arms ba"k +!re!aration-. 6&tend the legs vigorousl# while bringing the
arms u! and forward and leaning toward the obsta"le +im!ulse-. ;aise
the legs straight one after the other, the one "losest to the obsta"le first.
The knee "omes to meet the "hest, still leaning toward the obsta"le, arms
u!. )fter the obsta"le, lower the arms +sus!ension-. Hand on both legs
su""essivel#, on the toes +fall-.
!tanding long side jump: bring the arms to the side o!!osed to the 3um!,
while leaning in the 3um!ing dire"tion with bent legs +!re!aration-. Throw
the arms in the 3um!ing dire"tion and e&tend the legs +im!ulse-, land on the flat of the feet, legs
slightl# bent, and go ba"k u! right awa#, arms balan"ing.
'unning side jump: the run is almost !arallel to the obsta"le, the 3um! uses one leg. )ssuming a 3um!
to the right side, 3um! from the left foot, and !ass the obsta"le first with the right leg e&tended in front,
then the left, arms u!. )fter the obsta"le, lower the arms and land on the toes of the feet, first the right
then the left.
(epth side jump: !ro"eed as in the de!th 3um! forward or ba"kward, far enough from the obsta"le
!ushing awa# with the hand.
4, "o$bined <u$'s* an# "ombination of 3um!s 18G. (ake sure to alwa#s land on the toes after an#
3um!, even a long 3um!, ever# time the landing !oint is lower than the starting !oint. Eombinations
ma# in"lude2 high long jump, high depth jump, long depth jump, high long depth jump, long depth
jump from sitting or hands pressed, long depth jump from a suspension)
30
8u$'s with hands on the obstacle
1, 8u$' onto an obstacle
from standing2 !ut both hands on the obsta"le, 3um! while
!ressing from the wrists, land on the obsta"le with both feet
between the arms.
from running: run u! a few ste!s, 3um! from both feet, rea"h
to !ut the hands on the obsta"le and !ro"eed as before.
2, 8u$' o#er the obstacle with legs on one side of the
ar$s
from standing: !ut both hands on the obsta"le, 3um! while
!ressing from the wrists, swing the legs to one side, remove
the hand in front of the bod# and land on the other side.
from running: same move after a =ui"k run8u!, 3um!ing from
both feet
from a hand hold: bend the bod# forward on the hands, arm
straight, then swing the legs ba"k and forth and then over the
obsta"le to the side as above.
., 8u$' o#er the obstacle with one hand
from standing: stand sidewa#s, one hand on the obsta"le.
4wing both legs in front as in the side 3um!, the leg "losest to
the obsta"le first.
from running: !ro"eed as above from a run8u!, 3um!ing as in
the running side 3um!.
/, 8u$' o#er the obstacle feet between hands
from standing: !ut both hand son the obsta"le, 3um! while
!ressing from the wrists, bring the legs between the arms,
tu"ked in.
from running: !ro"eed as above from a run8u!, 3um!ing on
both feet.
>hen an obsta"le is made of several hori.ontal bars arranged
one above the other, !ro"eed as follows.
1, 8u$' between the bars* !ut one hand on the lower bar, one on the higher bar. Ium! between the
bars, bringing the legs together in front first. 'ull the bod# u! with higher hand, !ush ba"k with lower
hand.
2, 1ault o#er the higher bar* !ut both hands on higher bar, going on hand hold, then rea"h down to
the lower bar with the left hand. ;otate the bod# toward the right above the bar, legs straight, holding
and !ushing with the lower hand. Het go with the hands and land.
31
8u$'s with a 'erch
1translator's note2 these 3um!s are deemed un!ra"ti"al but in"luded for the sake of "om!leteness, thus
translation of this !art is omitted5.
32
4. S)imming
1translator's note2 this "ha!ter being length# and mostl# unrelated to 'arkour, Gregg de"ided to
"on"entrate on translating the figure "a!tions and !roviding basi" e&!lanations.5
General considerations
4wimming is the most "om!rehensive of all e&er"ises. ) "om!lete e&er"ise must be h#gieni",
aestheti" and utilitarian9 it must develo! mus"le strength, for"e of resistan"e, skill and moral energ#.
4wimming meets all these re=uirements2
1. The h#gieni" effe"t is intense2 it a"tivates all ma3or bod# fun"tions, es!e"iall# res!iration9 it "leans
the skin and hardens it to "old9 finall# it is done outdoors.
2. %ts a"tion is ver# effe"tive for the o!ening of the "hest and building of the res!irator# "a!a"it#. %n all
the t#!es of swim, the arms are "onstantl# brought ba"k be#ond the head while the trunk is in
e&tension, whi"h !rodu"es the elevation of the ribs and e&!ansion of the rib "age. (oreover, the
dis"omfort !rodu"ed b# the li=uid mass and the violen"e of the mus"ular work for"es long and dee!
breathing.
?. %t also has a ver# intense a"tion on the develo!ment of the whole mus"ulature, be"ause it re=uires
various mus"ular "ontra"tions of the arms, legs, trunk and head. %n general, all these "ontra"tions,
being ver# e&tensive, are wonderful e&er"ises for loosening the 3oints and limbs and have an e&"ellent
effe"t on the s!ine.
@. To go further and faster re=uires !erfe"t "oordination of movements and an a!!ro!riate rh#thm.
5. The diffi"ult e&er"ises of diving and lifesaving develo! skill, "om!osure, "ourage and self8
"onfiden"e.
G. $inall#, all the swimming e&er"ises are indis!utabl# !ra"ti"al.
$or a swim to be benefi"ial, it is ne"essar# to !ro"eed in a "ertain fashion. 7ne must enter the water
knowing what he is going to do, otherwise we risk wasting time and no !rogress is !ossible. To learn
something or 3ust to im!rove, we must work methodi"all#, have a goal and draw a !rogram. The
swimming session or lesson, like the g#mnasti" session or lesson, should "onsist of a number of
different e&er"ises, !erformed in a logi"al order, and be full# regulated as to e&!enditure of work. )
"om!lete session or lesson of swimming should in"lude2
1. 7ne or more brutal immersions +from an# height- either head or feet8first, returning immediatel# to
the surfa"e9
2. ) "ourse on the stoma"h of ordinar# breaststroke, with a ver# slow !a"e to start. This wa# of
swimming is the best to straighten the s!ine and to a"=uire or maintain "orre"t !osture.
?. ) "ourse on the ba"k. The ba"kstroke is a rest after a "ourse of some length on the stoma"h9 this
swim is the most essential to know for res"ue.
@. ) dive under water, starting either from a height, or from the surfa"e of the water. The goal of this
e&er"ise is to sta# as long as !ossible under water, the bod# "om!letel# submerged.
5. ) motionless !osition or "om!lete rest, DfloatingD. /o movement of arms or legs should be made
during this e&er"ise.
G. 7ne or more ra"es using the fastest swimming methods.
J. Hastl#, "om!lete the lesson with a few slow front or ba"k breaststrokes, enough to restore "alm to
the res!iration and "ir"ulation before leaving the water.
'ro!ulsion in water is the result of a series of im!ulses !rodu"ed b# the motion of the u!!er and lower
members. /ote that all the wa#s to !rogress in water are based on the same !rin"i!le. The im!ulse is
obtained2 first b# the sudden meeting of the legs and se"ond b# the arms a"ting like an oar or !addle.
The sudden meeting of the legs, whi"h !rodu"es most of the im!ulse effort is !erfe"tl# "om!arable to
the "losure of two bran"hes of a !air of s"issors. %t "an be done in two wa#s2 first legs s!read a!art,
33
either laterall# +regular breaststroke, et"..- or, in front and in ba"k of the bod# +%ndian breaststroke,
et".. -. The arm movement will also o""ur in two wa#s2 in a hori.ontal !lane +regular breaststroke,
et"..- or otherwise, in a verti"al !lane +sidestroke, et"..-. $inall#, the movement of the legs and arms
"an be simultaneous or alternated.
4wimming ma# be broken u! into four main !hases2 1. starting !osition or !re!aration of the limbs to
!rodu"e their effort9 2. im!ulse effort9 ?. resting time, limbs e&tended, to let the bod# glide and !rofit
from the im!ulse9 @. return of the limbs to the starting !osition. The movements !erformed between
two "onse"utive returns to the starting !osition is a "om!lete stroke or full motion. The "aden"e of
swimming is the number of strokes e&e"uted in a minute. 7ne must "onsider enduran"e swims where
we seek to "over long distan"es with minimum fatigue and s!eed swims where we seek to attain the
greatest !ossible s!eed over a short distan"e.
0reathing is of "a!ital im!ortan"e in swimming. The inhalation is done at the end of the resting time, at
the beginning of the return of the members to the initial !osition, when the bod# is raised highest. %t is
ver# fast and is usuall# done with an o!en mouth. The e&halation is done with a "losed mouth9 it is
ver# slow and lasts all the rest of the time. The breathing is regulated b# the "aden"e of the stroke. %n
enduran"e swims, where the "aden"e is relativel# slow, inhale at ea"h stroke. %n s!eed swims, where
the "aden"e is ver# fast, inhale on"e ever# two, three, or four strokes. The most advantageous
"aden"e for enduran"e swims is the "aden"e of normal breathing, 15 to 2 strokes !er minute on
average.
4wimming e&er"ises have a double goal2 tea"h !eo!le to get through "rises in all "ir"umstan"es and
to be useful to others b# knowing res"ue. The# in"lude three ma3or "ategories2 1. the different wa#s to
!rogress and to hold #ourself at the surfa"e of the water9 2. DworkD on the water and under water9
?. res"ue e&er"ises.
;asic )tro&es
;reaststro&e, 0eginning or !re!aration !osition
6nd of the im!ulse effort, after the s"issor ki"k, or
"losing of the legs, the feet e&tended9 and !osition
of the bod# during the entire rest time.
$irst !art of the im!ulse effort. ;elease the lower
limbs, the feet alwa#s fle&ed9 and e&tend the arms
in front of the head.
Hori.ontal and lateral arm movement, the !alms of
the hands fa"ing outwards. Take a dee! breath
during this movement.
34
$oot fle&ed, foot e&tended, showing the two main
movements of the feet2 fle&ion and e&tension,
whi"h have a great im!ortan"e in the different
wa#s to swim.
%m!ulse effort
(ake e&tension of the legs b# !rolonging the
thighs and !ushing the water with the soles of the
feet
6nd of the im!ulse effort2 the head and u!!er bod#
emerge. Take advantage of this instant to make a
ra!id and dee! inhalation.
;ac&stro&e, %nitial or !re!aration !hase. $le& the
lower members in the same wa# as the
breaststroke, the knees s!read as mu"h as
!ossible and the feet well fle&ed and turned
outwards. )t the same time, fle& the forearms,
elbows and bod#, the !alms of the hands flat over
the middle of the "hest, fingerti!s meeting.
6nd of the im!ulse effort after the s"issors ki"k or
the brus=ue "losing of the legs and the arrival of
the arms along the bod#. The bod# kee!s this
!osition during the entire rest time.
35
!reading water
Treading water "onsists in kee!ing #ourself !er!endi"ular to the surfa"e of the water. $rom this
!osition one ma# sta# in !la"e, advan"e, retreat, move laterall#, or turn oneself "om!letel#. This wa#
to swim is ver# useful if one wants to observe what is ha!!ening around oneself9 let oneself drift with
the "urrent9 attend to a res"ue9 maintain oneself in rough water9 undress oneself in the water9 kee! u!
an ob3e"t or trans!ort an ob3e"t without getting it wet9 kee! a tired !erson u!right, et".
Treading water is "om!osed of four !rin"i!al !hases, like the breaststroke and ba"kstroke !reviousl#
des"ribed. The lower limbs do the ordinar# movements of the breaststroke or ba"kstroke. (ovements
of the u!!er limbs are different de!ending if one wants to sta# in !la"e, advan"e, or retreat.
To sta# in !la"e in a verti"al !osition, the movements are as follows2
1. *nitial or preparation position) $le& the arms, the elbows to the bod#, the hands flat at about "hest
height, !alms of the hands fa"ing down and hori.ontal, the fingerti!s 3oined together. $le& the lower
limbs, knees s!read laterall#, feet fle&ed and turned outward.
2. *mpulse effort) 6&tend the arms hori.ontall# and lower them e&tended toward the thighs, !alms of
the hands alwa#s fa"ing down, and hori.ontal. 6&tend the legs laterall#, the feet fle&ed, then bring
them together b# e&tending the feet.
?. 'esting time) *ee! the arms long and e&tended, the !alms of the hands fa"ing down and
hori.ontal. *ee! the lower limbs together and e&tended.
@. (eep breath and return of the limbs to the initial position) )t the end of the im!ulse, inhale dee!l# at
the moment where the bod# is lifted verti"all#. Hift the arms in front of the bod# and turn the !alms
of the hands verti"all#, then return to the initial !osition b# returning the !alms to a hori.ontal
!osition. $le& the lower limbs to return them to the initial !osition.
The im!ulse effort of the u!!er and lower limbs is done simultaneousl# as in the ba"kstroke.
To move forward, ba"kward or sidewa#s in a verti"al !osition, the movement of the lower limbs does
not "hange, but one must use different arm strokes. To go forward2
1. *nitial or preparation phase) /o "hange.
2. *mpulse effort. 6&tend the arms in front of the bod#, the !alms of the hands hori.ontal. Turn the
!alms verti"all# to fa"e the bod#, and fle& the wrists, the fingerti!s 3oined. Then bring ba"k the
hands to tou"h the "hest, the !alms alwa#s verti"al.
?. 'esting time) *ee! the hands flat over the "hest.
@. 'eturn to initial position) 4im!l# !la"e the !alms hori.ontal.
To go ba"kward2
1. *nitial or preparation phase) /o "hange.
2. *mpulse effort) 6&tend the arms in front of the bod#, turning the !alms out as mu"h as !ossible,
thumb toward the bottom, fingerti!s together.
?. 'esting time) *ee! the arms elongated, !alms out.
@. 'eturn to the initial position) 'la"e the !alms hori.ontal and return them to the "hest.
To go sidewa#s +to the right for e&am!le-2
1. *nitial position) ;ight arm is e&tended laterall#, !alm flat. Heft arm is in the normal !osition.
2. *mpulse effort) (ovement of the right arm2 Turn the !alm verti"all# and bring the hand ba"k flat to
the "hest . (ovement of the left arm2 6&tend the left arm to the left, !alm turned out as mu"h as
!ossible, thumb underneath.
?. 'esting time) ;ight hand is flat on the "hest. Heft arm is e&tended, !alm down.
@. 'eturn to initial position) 'la"e the right hand flat and e&tend the right arm laterall#. Turn the left
36
hand flat and return it to the "hest.
To make the movement forward, ba"kward or sidewa#s easier, it is ne"essar# to lightl# lean the u!!er
bod# to the side one wants to move. To move sidewa#s, one of the two arms ma# be used, the other
sta#ing "onstantl# in initial !osition, !alm flat.
The movement of the bod# results uni=uel# from the a"tion of the hands whi"h, taking su!!ort over
the li=uid mass, !ulls the bod# toward them, !ushes it ba"k, or !ulls with one hand and !ushes with
the other for forward, ba"kward and lateral movements. The !osition of the hands is ver# im!ortant2
for all the !re!aration moves or the return to initial !osition, the hands, not having at that moment an
a"tive role to fill, have to !ut u! the least resistan"e !ossible. The o!!osite is true during the im!ulse
effort. $or e&am!le, to sta# in !la"e in a verti"al !osition, the return to initial !osition is done with the
hands verti"al. The hands turn hori.ontall# to !ush the bod#. (oving forward, the hands are "arried
hori.ontall# to the front9 The !alms turn verti"all# to !ull ba"k the bod#.
To turn in !la"e, to the right, start b# "arr#ing the head to the right and b# advan"ing the left shoulder
and hi!. Then make the arm movement as in the lateral !rogression, b# "arr#ing the right arm to the
rear of the shoulder line as mu"h as !ossible and the left a bit in front of the bod#. (ake these
movements in the o!!osite dire"tion to turn left.
Hearning to tread water is sim!le and eas#. %t is enough, being in breaststroke, to little b# little redu"e
the angle of the bod# until it rea"hes a verti"al !osition. The head is ke!t u!right or slightl# leaned to
the ba"k. 0reathing is ver# eas#, as the work of the lower limbs raises the bod# above the water.
Position to gi#e the body for floating, The !alms of the hands are hori.ontal,
!arallel to the surfa"e of the water, the soles of the feet also. The head is thrown
ba"k to make the nose and mouth emerge.
;alance 'osition of the body in floating training, The
bod# swings verti"all#. The flotation line is here above
the a&is of the ears. The following figure re!resents the
same sub3e"t training the float, it is below.
The !osition of e=uilibrium has its !la"e under an
in"lination whi"h de!ends on the buo#an"# of the
sub3e"t.
37
1arious Endurance )tro&es
)idestro&e, 4tarting !osition for the im!ulse effort2
1. to the left with the su!erior arm under the water9
2. to the right, with the su!erior arm above the
water.
)idestro&e Fetail
of the movement
of the arms, the
bod# being on the
right side, and the
su!erior arm
works above the
surfa"e of the
water. Furing the
return movement
of the su!erior arm
to atta"k !osition be#ond the head, wat"h well to
alwa#s !ro3e"t the shoulder forward as mu"h as
!ossible, at the same time as the arm.
?ndian stro&e Fetail of the
leg movement, the bod#
assumed to be l#ing on
the right side.
The distan"e of the the
legs is !rodu"ed to the
front and ba"k wa# and
not in the lateral wa#. The
thighs sta# in "onta"t. The
foot of the su!erior leg is
fle&ed, and that of the inferior leg is e&tended at
the beginning of the s"issor ki"k. The effort of the
su!erior leg is made with the ba"k of that leg, and
that of the inferior leg with the front.
)idestro&e, 1. left2 first !art of the im!ulse effort2
release laterall# the legs before their reunion at the
line of the bod#9 lengthen in front the right arm9
draw the left arm to the ba"k. 8 2. right2 end of the
im!ulse effort and !osition of the bod# during the
entire rest time.
?ndian stro&e 4tarting !osition for the im!ulse
effort2 the left sub3e"t with the su!erior arm under
the water9 the right sub3e"t with the su!erior arm
out of the water
?ndian stro&e 4tarting !osition for the im!ulse
effort2 the left sub3e"t with the su!erior arm under
the water9 the right sub3e"t with the su!erior arm
38
?ndian stro&e 'osition of the legs and the feet at
the end of the im!ulse effort and during the entire
rest time.
The bod# is su!!osed to be seen in front view,
l#ing on the right side. The left foot is in this "ase
under the sole of the right foot.
out of the water
?ndian stro&e 1. left2 end of the im!ulse effort and
!osition of the bod# during the entire rest time. The
"losing movement or s"issor ki"k of the legs in the
sense of in front and behind the bod# is finished9
the right arm is lengthened in front, !alm of the
hand is under, the left arm is drawn ba"k and
tou"hes the left thigh. 2. right2 work of the right arm
or inferior and at same time return the limbs to
starting !osition.
"ontinuous ?ndian stro&e +on the left-
1. left2 $irst im!ulse effort2 drawing the left arm
ba"k, lengthening the right arm in front, distan"e of
the legs. 2. right2 4e"ond im!ulse effort2 "losing
the legs, return of the left arm in front, des"ent of
the right arm and return to the starting !osition.
1arious )'eed )tro&es
%arinara 1. left2 starting !osition for the im!ulse
effort. 2. right2 end of the im!ulse effort. The
movement of the lateral release and the "losing of
the legs is finished9 the left arm "ontinues its
hori.ontal "ir"ular movement, the !alm of the hand
outside.
:rdinary cut 1. left2 starting !osition for the
im!ulse effort. 2. right2 2nd !art of the im!ulse
effort2 the movement of lateral release and "losing
the legs is finished9 the left arm "omes to make a
s"ulling motion from left to right and left hand is
found at the height of the right ni!!le. The left hand
"ontinues its effort over the water and "omes to
tou"h the left thigh9 at the same time, the right arm
goes out of the water and !la"es itself be#ond of
the head in the starting !osition.
39
?ndian cut 1. left2 starting !osition for the first
im!ulse effort. 2. right2 first im!ulse effort. The
movement of "losing or the s"issor ki"k of the legs
is a"hieved9 the left arm finishes its effort and the
right arm "omes to !la"e be#ond the head in
!osition to start the 2nd im!ulse effort.
%n this stroke there is a leg movement for two arm
movements. Furing the return movement of the
arms to starting !osition, wat"h to alwa#s !ro3e"t
the shoulder forward as mu"h as !ossible, at the
same time as the arms.
"rawl stro&e (or ?ndian cut with alternating
$o#e$ent of the legs) 1. left2 starting !osition of
the first im!ulse effort. 2. right2 end of the first
im!ulse effort and starting !osition of the se"ond
effort. Furing the 1st effort the hand returns dire"tl#
as far as to tou"h the left thigh9 the left leg "omes
to the line of the bod#. The "losing movement of
the left leg is done b# bringing the left thigh ba"k,
the left knee lightl# behind the right knee, then b#
brus=uel# e&tending the left leg, making a strong
forward ki"k. %t is not ne"essar# to fle& the leg as
far as shown in the figure. This stroke is also done
b# working o!!osing limbs2 left arm with right leg
and right arm with left leg.
>og stro&e (or ordinary cut with alternati#e leg
$o#e$ent) 1. left2 starting !osition for the first
im!ulse effort. 2. right2 end of the first im!ulse
effort +left arm stu"k to the bod#, left leg e&tended
laterall#, then returned to the line of the bod#- and
starting !osition for the se"ond im!ulse effort.
This stroke is done b# working together the
o!!osite limbs, that is to sa#, left arm with right leg
and right arm with left leg. This wa# is easier
be"ause it is more natural.
>i#ing underwater and swi$$ing between two waters
Fiving involves immersing the bod# in"luding the head, below the water surfa"e. The swim between
two waters is to travel a "ertain distan"e or rea"h a "ertain de!th underwater. The bod# being
submerged, it is obviousl# im!ossible to take in an# air. The duration of immersion is "onse=uentl#
ver# limited and its value de!ends more or less on the toleran"e of the res!irator# and "ir"ulator#
fun"tions.
40
Fiving is an e&er"ise of !aramount im!ortan"e. %t is !arti"ularl# useful when it "omes to2 getting out in
"ase of a""idental drowning9 maintaining oneself in rough water9 res"ue a drowning !erson or one
sus!ended in midwater9 sear"h for a !erson fallen in the water9 !i"k u! an ob3e"t at the bottom of the
water, et"..
Fiving e&er"ises are alwa#s a danger. $ollow an e&tremel# mild !rogression for the duration of sta#
under water or the de!th rea"hed. 7n"e one feels the slightest dis"omfort or di..iness, as"end to the
surfa"e as =ui"kl# as !ossible and leave the water immediatel#.
The !erforman"e s"ale for diving duration indi"ated !reviousl# ranges from 1s +- to Gs +5-. 0#
ado!ting the same gradation !ro"ess, a s"ale of de!th diving !erforman"e ranges from ? meters +- to
K meters +5-. >hen one dives for a signifi"ant time, it is !rudent not to e&"eed a de!th of ? to @
meters.
Translator's note2 bad s"an 1...5
Fo not assume that be"ause one "ould make a dive of so man# se"onds a given da#, he "an safel#
do it the ne&t da# or another da# after that. 6ver#thing de!ends on the !arti"ular "onditions under
whi"h one is lo"ated. The bod#:s toleran"e is highl# variable and the slightest "ause ma# influen"e it2
digestion, nutrition, slee!, tem!erature, atmos!heri" "onditions, et"..
>i#ing feet first Ium! in water like in a long dee!
3um!. 6ither2 1. 3um! in a "rou"hed !osition, the
trunk nearl# verti"al, hold the front of the legs with
the hands and take "are to lower the toes before
rea"hing the surfa"e of the water. 2. 3um! in
verti"al !osition, the bod# "om!letel# elongated,
arms along the bod# or s!read laterall# or
verti"all#.
Headfirst di#e +detail of the first !hase-.
1. %nhale long and dee!, raising the arms +left
sub3e"t- 2. Fro! the arms and "arr# them ba"k b#
fle&ing the lower limbs at the same time, the u!!er
bod# leaning forward +middle sub3e"t- ?. e&tend
vigorousl# the lower limbs, =ui"kl# bringing the
arms be#ond the head +right sub3e"t-.
41
>i#ing headfirst +detail of the later !hase-
l. The left sub3e"t has arrived at the !re"ise
moment where he has to!!led forward, has to at
that instant vigorousl# e&tend the lower limbs and
=ui"kl# "arr# the arms be#ond the head. 2. The
right sub3e"t has left the ground2 the lower limbs
are "om!letel# elongated, and the arms are
e&tended be#ond the head. The bod# will enter the
water at an angle of about @5Q. The "hin sta#s on
the "hest shortl# before arriving at the water:s
surfa"e.
E(a$'le of a high di#e The greater the height,
the less the im!ulse given b# the legs need to be
strong. To not enter the water too verti"all# and,
"onse=uentl#, to avoid diving too dee!, DglideD as
long as !ossible b# kee!ing the head higher than
feet. Fon:t let the u!!er bod# be more than 1 or 2
meters below the surfa"e of the water.
Headfirst di#e ) "orre"t dive !rodu"es little
s!lashing of water, and the bod# !enetrates the
water like an arrow. To do this the dire"tion of the
velo"it# whi"h the bod# is animated at the moment
of entr# into the li=uid mass is, at this !re"ise
moment, "onformed with the line formed b# the
bod# itself.
@nother e(a$'le of high di#e (odel of a ladder
with a mobile !latform for "ondu"ting dives at
different heights.
42
-escue e(ercises
$rom a utilitarian !oint of view, swimming e&er"ises should have as their essential goal the work on
water and under water, whi"h is not !ossible without an# res"ue !ra"ti"e. The following e&er"ises are
"hosen and "lassified so the# "an graduall# !re!are the swimmer to get b# and also to assist a !erson
in danger of drowning. The# should be done first in swimwear before we "an think of doing them full#
"lothed.
!im ith the arms or legs only)
1. 4wimming on the stoma"h, ba"k, standing and side, with
legs and one arm. %mmobili.e the other arm b# !la"ing
the hand on the hi!, ne"k, on to! of the head, et"..
2. 4wimming on the stoma"h, ba"k, feet and side, with legs
onl#. %mmobili.e the arms b# !la"ing hands on hi!s,
ne"k, on to! of the head, et"..
?. 4wimming on the stoma"h, ba"k, feet and side, with
arms onl#. *ee! legs together and e&tended in the line
of the bod#.
@. (oving forward with one arm onl#, the other limbs held
motionless in an# !osition.
5. (oving forward with one leg, the other limbs being held motionless in an# !osition.
(iving in every ay possible)
1. Fiving feet first and "ome to the surfa"e as =ui"kl# as !ossible
fa"ing the dire"tion of de!arture.
2. Five and return immediatel# to the surfa"e in the dire"tion of
de!arture and taking as little water as !ossible.
?. Five in all the !ossible in"linations.
@. Fiving, feet first, and as fast as !ossible fa"e the !oint of
de!arture. To do this turn around in the water before rea!!earing
at the surfa"e.
5. Five and turn as soon as !ossible to fa"e the starting !oint. To do
this turn around in the water before rea!!earing at the surfa"e.
G. Five with momentum, feet first. (ake a run beforehand and tr# to
3um! with momentum as long dee! and far as !ossible.
J. Five with a running start. (ake a run and dive head first as far as
!ossible. 'erform the same e&er"ise without use of both feet.
K. Five without momentum and with momentum fa"ing the dire"tion of de!arture after a full somersault
in water.
9. $all over ba"kwards in an# wa#, turning in the water fa"ing forward on the bell#, or to the ba"k on
the ba"k. /ever stret"h the bod# "om!letel# when falling9 instead, fle& the trunk as mu"h as
!ossible on the legs on"e in the air and strongl# tu"k the head to the "hest to avoid a !ainful flat8
ba"k landing.
1. $all into the water b# sur!rise b# being given a !ush.
Transporting objects lighter and heavier than ater)
+ic" up objects by diving)
'escue carry 1translator's note2 there are more variants in the book whi"h were ski!!ed here5
43
Hel' carry a sub<ect who is not in i$$ediate
danger, The !erson to be hel!ed !la"es a hand or
two hands on the shoulders of the res"uer and is
towed behind or to the side.
-escue carry, 4ei.e the !erson to be res"ued
from behind with both hands, either b# arms above
the elbow or under the arm!its. Tow the !erson b#
swimming with the legs onl#, !referabl# on the
ba"k.
-escue carry, 4ei.e the !erson to be res"ued +left
sub3e"t- from in front with both hands, either at the
arms, above the elbows or under the arm!its. Tow
the !erson b# swimming with onl# the legs,
!referabl# on the ba"k, like the sub3e"t on the right.
Hel' to carry a 'erson who is not in i$$ediate
danger, The !erson needing hel! +left foreground-
!uts his hands on his res"uer:s shoulders. The
res"uer sta#s like this or tows in front of him
swimming on the bell# or, !referabl#, on the ba"k.
-escue carry, The wa# whi"h "onsists of sei.ing
the !erson to be res"ued from behind, b# the arm
or under the arm!it, is the safest and most
!ra"ti"al of all. %t !revents the res"uer from being
"aught.
-escue carry, 4ei.e the !erson to be res"ued
+right sub3e"t- from behind and en"ir"le his ne"k
with the left arm and grab his "lothes with the left
hand. 4wim on the ba"k or side with both legs and
one arm. This wa# !ermits ver# eas# kee!ing the
head of the res"ued !erson above the water.
44
>efense of a caught rescuer
>efense of the rescuer caught in the water,
Heft grou!2 The res"uer +left- being sei.ed b# the
wrists, turns his wrists inwards and e&tends his
arms laterall#.
;ight grou!2 The res"uer +right-, being sei.ed b#
the waist and an arm, frees himself b# using the
wrestling !arr# against the front waist hold.
>efense of the rescuer caught in the water,
Heft grou!2 The res"uer +left- being sei.ed b# the
ne"k, !la"es his left hand behind the ba"k of the
!erson needing res"ue, and with the right hand,
vigorousl# !ushes the head of the !erson
ba"kward.
;ight grou!2 The res"uer +right- being sei.ed with
arms around the bod#, frees himself b# !ushing
the !erson:s head ba"kward and a!!l#ing a knee
to the !erson:s abdomen.
-escue e ca'si=ed or sin&ing boat
"a'si=ing of a boat, )t the moment the boat
"a!si.es, the boaters es"a!e and move a!art as
fast as !ossible, so that the# do not sta# entangled
under it when it overturns.
"a'si=ing of a boat, )t the moment the boat
"a!si.es, wat"h well to "lear #ourself as fast as
!ossible of ob3e"ts whi"h ma# hinder the limbs,
!rimaril# the legs.
45
"a'si=ing of a boat, 7n"e the boat "a!si.es, the
boaters, after the# s"atter, regrou! themselves at
the front and rear and tr# with all their effort to
u!right it.
"a'si=ing of a boat, The boat whi"h has sunk
and "a!si.ed is ke!t u!right b# the boaters who
distributed themselves e=uall# on both sides. %n
this situation the# wait for res"ue or swim to tow.
"rossing running water
) sim!le makeshift raft is the best wa# and the most
!ra"ti"al to "ross a river with !ersons who "annot swim
!rofi"ientl#. The !ersons should atta"h themselves solidl# to
the raft. >hen the number of !eo!le is too great for them to
find a !la"e around or on the raft, it is ne"essar# to make
several tri!s and the best swimmers tow the raft ba"k to its
starting !oint.
%f one has a long enough ro!e, one establishes a Mba"k and
forthN between the two sides. >hen the raft makes its first
vo#age, it takes one end of the Mba"k and forthN, the other
end being held b# the !eo!le remaining on the shore. The
ends of the Mba"k and forthN are then se"urel# fastened on ea"h shore and the tight ro!e serves as a
means of hauling swimmers who bring the raft. %nstead of fi&ing the two ends of the Mba"k and forthN
on the banks, #ou "an atta"h one end to the raft.
'ersons who have not #et "rossed "an easil# return the raft ba"k to themselves after the first have
landed. %f one has two strings of suffi"ient length, one ma# establish a Mba"k and forthN on ea"h side of
the banks. The raft then !erforms its !assage in both dire"tions, without the swimmers having to tow
it. >hen "rossing a river, never tr# to defeat the "urrent9 alwa#s land at a !oint downstream from the
!oint of de!arture.
)wi$$ing clothed
4tart b# sim!l# !utting on shorts and shoes. Graduall# in"rease bit b# bit the number of "lothes until
entirel# dressed in street "lothes. ;e!eat the !revious e&er"ises, in !arti"ular the work on the water
and under water, being full# dressed.
4wimming, full# "lothed, is e&tremel# tiring and at the same time ver# slow. $irstl# buo#an"# is less
than when swimming in bathing suits, e&"e!t for a ver# short !eriod immediatel# after immersion,
when the water has not full# !enetrated the "lothing. This redu"ed buo#an"# often makes it im!ossible
to float without movement. )lso, the movement of the limbs is limited b# the dis"omfort "aused b#
"lothing. $inall#, !o"kets of water formed b# the "lothes !rovide a signifi"ant obsta"le to !ro!ulsion.
Generall#, the !a"e of the movements of swimming full# "lothed must be mu"h slower than swimming
46
in a bathing suit if one does not want to unne"essaril# tire oneself.
0eing in the water full# "lothed, it is !ossible to undress "om!letel#. This e&er"ise is both an
a!!li"ation of treading water, floating, diving and swimming with the legs or arms onl#. The removal of
"oat and waist"oat is the onl# relativel# eas# !art of the e&er"ise. %t is enough to sta# in the verti"al
!osition while treading water with the legs onl#. To remove the shoes, trousers and shorts, it is
ne"essar# to "rou"h and remain submerged long enough to "ast off ea"h of these garments. To
remove the shirt or sweater, tread water and dive if ne"essar# to !ass these "lothes more easil# over
the head.
)!art from the "oat and waist"oat, the removal of additional "lothing, !ants, shorts, shoes and shirt is
e&tremel# !ainful and tiring, sometimes e&hausting. (oreover, !ants and shorts "an sta# engaged in
the legs and thereb# limit the use of lower limbs. ) shirt or sweater "an remain engaged on the head
and "ause drowning. %n summar#, while it is useful to remove some effe"ts, it ma# be dangerous to
undress "om!letel# in "ase of a""idental drowning.
@ccidental sub$ersion
Getting oneself out of danger in case of accidental sub$ersion,
)fter an a""idental fall, as"end to the surfa"e as =ui"kl# as !ossible and breath. *ee! "alm and 3udge
the situation, thinking to save strength and above all not to make unne"essar# movements. %f a good
!la"e for res"ue is near, win it as soon as !ossible while dressed. %f it is moving awa#, swim with the
greatest "are !ossible and well regulate the !a"e to avoid being over"ome b# fatigue. Get rid of the
"lothes easier to remove, as the "oat and waist"oat. 4ometimes there will be interest in kee!ing the
vest to !revent the shirt from forming !o"kets of water. %n all "ases, unless #ou are e&"e!tionall#
strong, never tr# to undress "om!letel#. %t is often better to kee! all "lothes on than to e&!ose oneself
to fatigue or "om!letel# e&haust oneself.
>hen the "urrent is too strong, do not waste #our strength tr#ing to beat it, tr# instead to land
downstream from the !oint where #ou are, or wait for hel!. To free #ourself from a vorte& or the
embra"e of a=uati" !lants, do not tr# to resist, but remain motionless and !assive b# floating for a
suffi"ient time.
-escuing a 'erson in danger,
The first dut# of a res"uer is to a"t with e&treme ra!idit#, for an# loss of time "an be fatal. The res"ue
is relativel# eas# if the !erson needing hel! is still floating. Iust a!!roa"h and sei.e the !erson using
one of the methods listed earlier, then wait for hel! or swim to a favorable !la"e.
%n all "ir"umstan"es the most !ra"ti"al and safest wa# is to a!!roa"h from behind and sei.e the
!erson b# the arm or under the arm!it without him noti"ing. %n this wa#, the res"uer avoids being
"aught. %n the "ase where the !erson to be hel!ed turns around and tries to sei.e the res"uer, he
should immediatel# es"a!e and return from behind a few instants later. %f the res"uer has been sei.ed,
he must free himself one of the wa#s indi"ated earlier. )s a last resort, if he believes the situation too
dangerous for himself, he should not hesitate to "hoke the !erson or make him lose "ons"iousness.
The res"ue be"omes more diffi"ult when the !erson has gone under, without rea!!earing at the
surfa"e. %f he has disa!!eared from the res"uer:s view, the res"uer must look for the air bubbles that
indi"ate the e&a"t lo"ation of the submersion. He then dives below or above the bubbles along the
dire"tion of the "urrent. %f there is no "lear indi"ation on the lo"ation of the disa!!earan"e, he e&!lores
47
the de!ths b# !erforming re!etitive dives.
The res"uer has no fear of being sei.ed b# a "om!letel# submerged !erson, as he has "om!letel# lost
"ons"iousness or is at least suffo"ated be"ause he no longer has an# for"e.
>hen one is sur!rised full# dressed when res"ue is needed, do not lose valuable time to undress
"om!letel#, es!e"iall# if the distan"e to swim is small. Get rid of 3ust the most anno#ing things2 shoes
and over"oat. )d3ust the trousers well at the belt, so as not to risk having #our legs immobili.ed.
"aring for drowned 'eo'le,
1translator's note2 first aid methods have "hanged in a hundred #ears. >e omit these here, and
re"ommend looking for more re"ent guidelines. Gregg's translation in"ludes these out of "uriosit#.5
-e6uire$ents and 'recautions for grou' swi$$ing e(ercises
4wimming should be a regular e&er"ise, sub3e"t to the same
rules as other g#mnasti" e&er"ises, and not free swimming.
$or a grou! "lass to !ro"eed, it is ne"essar# that the
students who do not know how to swim are able to tread
water as soon as !ossible. 0egin b# demonstrating, then
making them !ro!erl# do on dr# land the movements of the
regular breaststroke and ba"kstroke to all students who "an
not swim. >hen these movements are well understood and
done, in ? or @ sessions at most with a "a!able instru"tor,
the students "an start treading water. 4tudents who know
how to swim well assist the masters for the first instru"tion
of in"a!able students. This instru"tion is done, either along
a do"k, taking the student b# a stra! fitted with a ro!e, or
sim!l# taking the student's hand when the water is shallow
enough to stand in.
The !rogram of dail# work de!ends on both atmos!heri" "onditions and students: diverse skills.
T#!i"all#, a session of "olle"tive work alwa#s in"ludes the se=uen"e of following e&er"ises2
1. a dive b# the head or feet9 2. a dive under water9 ?. grou! e&er"ises together with !rogressive
"ourses in whi"h one uses the diverse wa#s to swim, float, et"9 @. one or more other s!e"ial e&er"ises
under the guidan"e of the master9 5. a final s!eed ra"e.
Grou! e&er"ises are ver# useful for develo!ing assuran"e and abilit# of the swimmers. The instru"tors
make them take regular formations, the main ones being the single file line9 the !arallel line9 swimming
in "ir"les. The# "an move from one formation to another, doing a half8turn, fa"ing right, left, either
swimming breaststroke, or ba"kstroke, or treading water.
%n order to get the students used to swimming with onl#
their legs to hel! them, have them do man# single file lines
on the bell# and the ba"k +ea"h student !la"ing his hands
on the hi!s, shoulders or under the arm!its of the one in
front of him-9 !arallel swims forward and ba"kward, ea"h
student !la"ing a hand on the shoulder of his neighbor.
>hile working in the water, students should alwa#s be in
!airs, a strong swimmer with a weaker one.
The e&er"ises must be done before meals or at least three
48
hours later. Eom!lete !rovisions and !re!arations are alwa#s taken before the e&er"ises to ensure
!rom!t res"ue in "ase of need.
7ne !uts, in an a!!ro!riate !la"e, a suffi"ient number of monitors e=ui!!ed with buo#s, ro!es, !oles,
et". The# should never lose sight of the students and alwa#s be read# to hel! in the slightest
a!!rehension of danger. Their !la"e is !referabl# on the shore or in surveillan"e boats. Throughout
the swimming e&er"ises, the greatest silen"e and most !erfe"t order must be stri"tl# observed. 7nl#
the voi"es of tea"hers and instru"tors should be heard. %t is the onl# wa# to !revent irre!arable in3uries
that "an o""ur almost instantl#.
Perfor$ances of the able swi$$er and $aster swi$$er
These !erforman"es, whi"h we established after man# e&!eriments at the 4"hool of (arine ;iflemen
were !ublished regulations in the $ren"h /av#. 0# (inisterial Fis!at"h of )!ril @, 19J, a "ertifi"ate of
Dmaster swimmerD is given to an# sailor who meets the "onditions outlined below.
To be "onsidered an Dable swimmerN, a sub3e"t must !erform the following minimum !erforman"es2
1. ) swim of 1 meters in ? minutes +no minimum time limit-9
2. ) dive underwater for 1 se"onds, the bod# "om!letel# submerged.
These !erforman"es "orres!ond to the .ero level of swimming tests in the results form.
) Dmaster swimmerD not onl# knows about the different methods of swimming, but also !ossesses the
!h#si"al skills ne"essar# to !erform a diffi"ult res"ue. The master swimmer must be above all an
e&"ellent diver. This is an essential =ualit# to sear"h mid8water for a !erson in danger of drowning and
to kee! the head of the !erson he res"ues above water, if ne"essar# b# sa"rifi"ing his own breathing.
7ther =ualities that the master swimmer should have are2 s!eed, resistan"e to fatigue and "old, the
"ourage to 3um! into the water, the ease to move and to re"ogni.e in mid8water, the abilit# to sei.e
and tow a !erson in danger, and some "om!eten"e to treat the drowned.
The diving !erforman"e of a master swimmer must not be less than G se"onds to be able to "ount in
an emergen"#. This !erforman"e !roves the e&"ellent "ondition of internal organs2 lungs and heart,
and a high toleran"e of the "ir"ulator# and res!irator# fun"tions. %t gives the "ertaint# that the sub3e"t
who has rea"hed that at least one time "an !rovide at an# time, even if he remained long without
e&er"ise or swimming, re!eated dives of 15 to ? se"onds on average, whi"h is suffi"ient in !ra"ti"e.
The !erforman"e of G se"onds should be attained after a methodi"al training of several weeks. %t
obviousl# "an not usuall# be !rovided b# sub3e"ts in a "ondition of "onstant training. 4ub3e"ts who
train to be"ome master swimmers must re"eive a medi"al e&am with a "areful e&amination of the
lungs, heart and ears. 7ne or more master swimmers are essential for monitoring grou! swimming
e&er"ises.
The !erforman"es re=uired of a master swimmer are the following +>ater tem!erature is assumed 1J
to 1K degrees E, G? to G5 degrees $-2
1. 4!eed test2 1 meters in 2 minutes.
2. 6nduran"e test2 1 meters in ? minutes.
?. Five from a height of 5 meters, !referabl# in shallow water +? meters at most-.
@. 4ta# submerged G se"onds under water, the bod# entirel# submerged.
5. 0eing "lothed +sweater, shirt, 3a"ket, !ants and shoes-, to !i"k u! in ? meters of water a stone or
iron weight of 5 kg, !referabl# in slightl# "loud# water.
G. 0eing dressed +as above- run, with a dumm# or a s!e"iall# a!!ointed man, the res"ue e&er"ise of a
!erson in danger of drowning and "ross a 25 meter distan"e.
J. Femonstrate theoreti"al and !ra"ti"al knowledge of the "are to the drowned.
49
5. %lim.ing
Elimbing "onsists in raising or moving the bod# using the arms or the arms and legs from a
sus!ension or a holding !osition. %t is one of the most useful !ra"ti"al e&er"ises2 "limbing is im!ortant
in man# different situations from rea"hing a high !la"e to !assing an elevated obsta"le to fleeing from
danger verti"all#. Elimbing with the arms and legs re"ruits the mus"les of the entire bod#, in !arti"ular
the "ore and u!!er limbs. However, "limbing "an be a detrimental e&er"ise2 it re=uires violent efforts
from mus"les whi"h !h#siologi"al fun"tion is not the lo"omotion of the u!!er bod#9 it "an en"ourage
an e&"essive develo!ment of u!!er bod# mus"ulature and slow regular growth in teenagers9 it
re=uires a !osture of the shoulders that "om!resses the thora"i" "age. Elimbing "an also be ver#
benefi"ial to the develo!ment of u!!er bod# strength, but onl# in moderate amounts and using the
legs as mu"h as !ossible to redu"e the strain on u!!er limbs hold. 6&er"ises to "orre"t the !osture of
the shoulders should be "ombined with "limbing whenever !ossible. )mong the following e&er"ises,
almost none have a deforming effe"t. However, man# of the !la#ful e&er"ises in g#mnasti"s have a
deforming effe"t and should be avoided. 'rogressive training in "limbing starts with sim!le sus!ension
e&er"ises and "limbs on ladders, double ro!es or bars where the elbows "an be ke!t in the !lane of
the shoulders and the "hest o!en. 7nl# then "omes "limbing on the ro!e, first using the feet. $inall#,
train to!!ing out. 0eing able to "limb some distan"e on the ro!e with onl# the arms is a good "riterion
of "limbing abilities2 other e&er"ises "ome easil# when this is mastered.
"li$bing #ertical ro'es+ bars+ etc, fi(ed or free standing
1, "li$bing with ar$s and legs+ 'inching the ro'e* hold the ro!e as
high as !ossible, !ut the right knee and front of the ankle behind the
ro!e, the left "alf !ressing in front of it. Elimb u! with the arms, bend
the legs bringing the knees u! high. 'ress on the ro!e with the legs,
bringing the arms u! one after the other and "ontinue. To go down,
move the arms below one another in turn, while !ressing on the ro!e
with the legs.
2, "li$bing with ar$s and legs+ ro'e rolled around one leg* hold
the ro!e as high as !ossible, !ull u!, bring the knees u!. Het the ro!e
go between the thighs, rolling it around one leg behind the "alf onto the
front of the ankle. 'ress on the ro!e with the sole of the other foot at
the ankle. Take the hands off the ro!e one after the other, rea"hing u!,
straightening the legs. 'ull u! again, letting go of the ro!e with the legs
or letting it slide around the leg. 0ring the knees u!, and roll the ro!e as
before. >hen the ro!e is free standing, bring the legs forward rather than kee!ing them
verti"al, to !rovide a better gri! for the feet. To go down, move the arms below one
another in turn, while !ressing on the ro!e with the legs. This "limbing method re=uires
more work from the legs, but the !ose "an be held for a longer time, to rest the arms or to free one or
both hands9 if letting go of both hands, the ro!e must go behind the ba"k to avoid falling ba"kward.
50
., "li$bing with the ar$s only* hold the ro!e as high as !ossible,
rea"h u! with one hand alternativel#, kee!ing the legs bent u!, ro!e
between the legs or to the side. Go down in the same wa#. This
method is useful to rea"h =ui"kl# a "lose height or to momentaril#
relieve the legs in a "limb. %t is an im!ortant e&er"ise to !ra"ti"e for the
"limbing mus"les.
/, "li$bing on two ro'es* grab one ro!e in ea"h
hand, and "limb using one of the above methods,
rolling one ro!e around the leg if needed. This method
has little !ra"ti"al use, but is a great e&er"ise for
!ra"ti"ing, kee!ing the "hest o!en and the shoulders
out.
"li$bing inclined ro'es and chains
%n"lined ro!es are ro!es fi&ed at both ends, having some in"lination, even to be hori.ontal. %t is useful
for "limbing on s"affolds, going down from a window to the ground with a ro!e in a fire, et".
1, "li$bing with both hands+ ro'e under the &nee* to go u! or down, kee! the ro!e between the
legs, folding one or both "alves on the ro!e, or bring the legs with "alf on the ro!e one after the other,
moving o!!osite arm and leg at the same time, or kee! the ro!e on the side, one "alf resting on it.
Hands are moved one after the other in all "ases. This "limb should be !ra"ti"ed going u! and down,
head first or feet first. *ee!ing the head higher is the most effi"ient method.
$or ro!es making an ar", if the head
starts higher, it will be"ome lower
than the feet !ast the middle of the
ro!e. To alwa#s kee! the head
higher, !ro"eed as follows2 at the middle, if the right leg is folded above the ro!e, turn the bod# to the
right and rea"h be#ond the leg with the right hand, then the left while bending the leg to kee! it
engaged on the ro!e. 0ring the left leg under the ro!e, then fold it above the ro!e before removing the
right leg. /ote that turning to the other side would make the leg go right awa#.
2, "li$bing with both hands+ one heel hoo&ed on the ro'e* same method as above, using the heel
rather than the folded leg.
51
., "li$bing abo#e the ro'e* it is sometimes ne"essar# to "limb
like this to rea"h an ob3e"t or free one or both hands. Hold the
ro!e with both hands and one leg, foot hooked on the ro!e, the
other leg straight and balan"ing. This method is "om!letel#
un!ra"ti"al on ar"8sha!ed ro!es.
/, "li$bing with the hands only* being sus!ended b# the
hands, move one hand after the other to !rogress u! or down.
This method is a good strengthening e&er"ise, and is useful for
instan"e if the legs were to sli! from the ro!e.
"li$bing bea$s+ $asts+ colu$ns and other #ertical bars
This wa# of "limbing "an be useful to rea"h a "eiling from a side beam, to move around a boat, to
"limb trees, et".
1, "li$bing with crossed ar$s+ leg front and bac&*
grab the mast as high as !ossible with both arms
"rossed, hugging the mast, bend u! the legs as mu"h
as !ossible, one with the "alf around the mast, the other
with the front of the foot !ressing against the mast.
6&tend the legs and rea"h u! with both arms, then hug
the mast tightl# while bending the legs u!, et". To go
down, !erform the same movements in o!!osite order.
This method is the most effe"tive unless the mast is too
thi"k.
2, "li$bing with crossed legs* here, both legs are
ke!t around the mast and "rossed. ) su""essive
!ressing of the u!!er and lower limbs as above allows
to go u! or down. This method is not ver# good to go u!,
but is effi"ient for going down or sta#ing at some level,
on masts of limited width.
., "li$bing with ar$s holding the $ast+ legs on both sides* this is a method for a mast that is too
wide to "ross arms or legs around. The lower limbs are used b# strongl# !ressing against the sides of
the mast with the feet and the knees.
52
/, "li$bing with hands and the feet+ without
'ressing the &nees* this method is !referabl#
used bare feet and with masts of smaller width or
even a straight ro!e. %t is a harder wa#, but faster
than the other te"hni=ues.
)ll these "limbing te"hni=ues have a !arti"ularl#
intense effe"t on the abdu"tor mus"les of the legs.
"li$bing ladders and #ertical 'arallel bars+ straight or inclined
There are two sorts of ladders2 ro!e ladders and regular wooden or
metal ladders. Elimbing on ro!e ladders "an be done as follows2
1, "li$bing on the ladder* grab the sides of the ladder as high as
!ossible, !ut both feet on a rung, knees o!en and out, weight on
the outside of the feet. ;ea"h u! on the side with the left hand while
moving the right foot u! one rung, and re!eat on the other side. Cse
the same method to go down. To be effi"ient, move the arm and leg
simultaneousl# while kee!ing the torso straight, and avoid letting
the legs go forward whi"h would re=uire more work from the arms.
2, "li$bing on the side of the ladder* grab one side of the ladder,
!ut both heels on a rung, feet !ointing outside and legs around the
ladder side. Elimb as above, moving one arm and o!!osite foot at the same time. This method is
mu"h faster and easier than the first one.
7n wood or metal ladders, one "an use the following
te"hni=ues2
1, "li$bing on to' or under with the hands and
feet* !ut the feet on the rungs and the hands either on
the side or the rungs. Go u! moving either the same
leg and arm or the o!!osite leg and arm +better
solution- at the same time. >hen "limbing from the
underside of an in"lined ladder, !ushing hard with the
legs and kee!ing the bod# "lose to the ladder will
lower the work of the arms. Elimbing on to! of the
ladder being eas#, this skill must be !ra"ti"ed to
in"rease s!eed walking and even running on the
rungs.
53
2, "li$bing under the ladder with the hands only (inclined ladders)* !ut the hands on a rung, go
u! or down b# moving the hands, kee!ing the rest of the bod# hanging straight. This method is the
most !ra"ti"al one in the "ase of ver# in"lined or nearl# hori.ontal ladders. %t is also a great e&er"ise
for the "limbing mus"les.
%t is sometimes ne"essar# to go under the ladder from above, or on to! from below, without going all
the wa# u! or down. This e&er"ise is eas# when the ladder is fi&ed, but otherwise #ou must !ro"eed
as follows to avoid ti!!ing it2 being above and "lose to the ladder, bring the left foot on the right side of
the rung, and the right leg outside the ladder. 0ring the left hand to grab the right side, at shoulder
height. Then, rea"h under the ladder with the right hand for the rung 3ust above the left hand, aiming
far from the bod#. 'ull hard with the right arm, bring the right foot under the ladder, onto the same
rung as the left foot. $inish b# bringing the left foot and hand on the underside of the ladder. Cse a
similar te"hni=ue to go from under to be on to! of the ladder.
) ladder ma# have broken rungs9 one "an still "limb it using one of
the following methods designed for an# t#!e of verti"al or in"lined
!arallel bars2
1, "li$bing with hands and feet+ &nees inside or outside
(#ertical bars)* rea"h u! the bars with the hands, go u! b# fle&ing
the arms. 0end the legs and !ress them against the bars, either
knees inside and feet outside or knees outside and feet inside. 'ress
in or out with the knees, de!ending on their !osition, and rea"h u!
with the hands. 0end the legs u!, and re!eat the motion. 4ame
method for going down.
2, "li$bing on inclined bars* from above: do as in the !revious
method. #rom under: bring the bars in the fold of the knees or the
heels as in the "limbing methods for a single bar.
"li$bing along a wall
Elimbing u! and down walls finds man#
a!!li"ations, whether to es"a!e a fire, go down
a well, get out of the water, using a ro!e, a
beam or the surfa"e of the wall. The wa#s to
"limb u! ro!es, beams, et", are as follows2
1, "li$bing with the hands and feet* grab
the ro!e, !ole, beam with the hands and !la"e
it between the legs or to one side. 0ring the
legs u! on the wall, knees as o!en and high as
!ossible, feet !ointing outward. Elimb b#
moving hands and feet in su""ession, or moving o!!osite
limbs together, or moving on side after the other. The most
effi"ient method "onsists in kee!ing the ro!e between the
legs and moving o!!osite limbs together. The legs !rovide a !ush u!ward
and slightl# awa# for the wall. The bod# must sta# "lose to the wall, the
knees out and o!en to redu"e the work of the arms and "limb faster.
54
2, "li$bing with the hands+ holding the ro'e between the
thighs+ feet resting on the wall* rea"h u! with the arms on the
ro!e, bend arms and legs, !ress the ro!e between the thighs,
"rossing the legs if needed, and use the feet to sta# awa# from
the wall. ;ea"h u! with hands and re!eat. This method is
useful when the wall is too sli!!er# for the feet, and the ro!e
"an be ke!t far enough from the wall.
Elimbing "an also be done without an# devi"e, with one of the
following methods.
1, "li$bing using the wall surface* if the wall has an irregular
surfa"e, holds, et", one "an "limb using these to rest the hands
and feet, kee!ing the bod# "lose to the surfa"e of the wall.
2, "li$bing with the hel' of so$eone* the hel!er s=uats
fa"ing the wall, hands resting on it. 4tand and balan"e on his
shoulders, hands on the wall. The hel!er then stands u! with
the "limber. %f needed, he "an grab the "limber's feet and
e&tend the arms further u!. )lternativel#, the
hel!er "an stand ba"k against the wall, hands "rossed in front, !alms
u!. The "limber !uts a foot on the hands and walk u!, to go further he
"an !ut his other foot on the hel!er's shoulder.
., "li$bing with two hel'ers* the two hel!ers kneel sidewa#s to the
wall, fa"ing ea"h other, "losest knee to the wall on the ground. The#
lo"k the o!!osite hands, !alms u!. The "limber ste!s on the hands
and !uts his hands on the wall, then the hel!ers stand u!, using their
free hand against the wall. )lternativel#, the hel!ers "an stand fa"ing
the wall, lo"king the inside hand between them, and the "limber ste!s
first on their hands then on their shoulders.
Pulling oneself u'
'ulling oneself u! "onsists in going from a sus!ension to a hold
on the arms, or going from below to above the obsta"le. 'ulling
u! is !robabl# the most im!ortant "limbing e&er"ise, as it is
almost im!ossible to finish a "limb without having to get on to!
of something.
1, Pulling u' by rotating the body bac&ward* from a
sus!ension under the beam, !ull u! with the arms, bring the
legs as high as !ossible in front of the beam, then above b#
bending the bod# ba"kward, still !ulling with the arms. *ee!
rotating until the stoma"h is above the beam, then hold straight.
Go down b# the o!!osite movement. This method has ver# few
!ra"ti"al a!!li"ations, as it re=uires a bar with leg s!a"e and small enough to !rovide a good gri!.
However, it is a good e&er"ise of the "ore mus"les. To that end, it "an be made harder b# bringing the
legs u! high before doing the !ull8u! with the arms.
55
2, Pulling u' on one leg and the forear$s or wrists* from a
sus!ension under the beam, !ull u! with the arms, bring the
legs as high as !ossible in front of the beam, then lean the bod#
to the right and hook the right leg, "alf above the beam, on the
right side of the hand. Get on to! b# either bringing the
forearms flat on the ob3e"t, then s!reading a!art the hands, or
using the wrists, bringing the forearms straight u! above the
beam. %n an# "ase, swinging the other leg u! and down will
!rovide momentum for the "limb 3ust before getting on to!.
7n"e u!, unhook the leg to go onto a straight hold. Go down b#
the o!!osite movement. This method is the easiest for !ulling
u!, but re=uires a bar or a small beam with good gri! and
enough s!a"e to swing the leg.
., Pulling u' on the forear$s* from a sus!ension with hands
"lose, !ull u! with the arms while bringing the legs u! high.
0ring both forearms u! on the beam, letting go with the hands,
and swinging the legs vigorousl# u! and down to hel! the tilt of
the bod# forward above the beam. Get above the bar s!reading
the hands a!art, and rest the stoma"h on the bar before going
into the holding !osture. Go down with the o!!osite movement.
%f "limbing a wall or if there are ob3e"ts behind the bar, the legs
"an use them to !ush u! and awa# and hel! in the !ulling
motion. This method is the most !ra"ti"al in most
"ir"umstan"es.
/, Pulling u' alternati#ely on the wrists* from a sus!ension,
!ull u! with the arms while bringing the legs u! in front. 0ring
the weight of the bod# on the left wrist, and make the right arm
verti"al. 4hift the weight to the right side with a slight left torsion
of the bod#, and !ull the left forearm above the bar, hel!ing b#
moving the legs u! and down. 'ush strongl# with the arms to
rest the stoma"h on the bar before going into the holding
!osture. Go down with the o!!osite movement. )s before, if
there are ob3e"ts or a wall under the bar, the legs "an use them
to !ush u!. This method is "onvenient on bars with a good gri!,
and does not re=uire to let go like the !revious method.
0, Pulling u'
si$ultaneously on the
wrists* from a
sus!ension, !ull u! with
the arms while bringing
the legs u! in front.
6ngage the wrists above
the ob3e"t with a strong
!ush, bringing the weight
on the hands flat toward
the ba"k of the !alm,
turning the fingers inward if needed. )s the wrists are engaged,
bend the arms, then vigorousl# swing the legs u! and down
56
and !ull over the bar, kee!ing the elbows "lose to the bod#. $rom there, rea"h the holding !osture. Go
down with the o!!osite movement. )s before, if there are ob3e"ts or a wall under the bar, the legs "an
use them to !ush u!. This method is not mu"h harder than the !revious one, and de!ends on the
good !la"ement of the wrists and the swinging of the legs. 7f all methods, it is the fastest.
-eaching high 'laces without #ertigo
To rea"h a high !la"e, one must first be"ome insensitive to vertigo. Rertigo is a sort of stunned state
where one looses will !ower and the !ro!er notion of things, "aused b# feeling the void below or
la"king "onfiden"e. 7ne "an "on=uer vertigo with gradual e&er"ises meant to im!rove balan"e and
redu"e the fear of the void.
1, ;alancing* on an elevated ob3e"t, !erform the following e&er"ises2 forward raise of the leg9
ba"kward raise of the leg9 side raise of the leg9 forward balan"ing of the leg9 ba"kward balan"ing of
the leg9 side balan"ing of the leg. The hands "an follow the fundamental !ositions or hel! maintain
balan"e.
2, Fighting the #oid* graduall# go onto higher and higher
!la"es, first using safe and eas# means2 stairwells, ladders,
stools, et". 7n"e u! onto a safe lo"ation, look down toward the
ground. >hen more assured, "limb u! with some of the more
demanding "limbing methods des"ribed above.
-eaching a ha=ardous s'ot
7ne ma# have to sta# on a s!ot after "limbing, to take a break,
hel! someone, re"over an ob3e"t, et". This is not an issue if the
s!ot is safe, but is harder if there are dangers of loosing
balan"e or falling.
)fter a "limb followed b# a !ulling u!, we find ourselves holding
on the arms and stoma"h, and we seek to leave this !osture to
sit, straddle or stand on the obsta"le de!ending on the
"ir"umstan"es. The following e&er"ises must be done on a low
ob3e"t first, before tr#ing them on high !la"es.
57
1, )itting fro$ a straight hold* turn around on one arm, letting
go with the other hand and leaning the bod# forward, or bring
one leg over the ob3e"t, then the other. Fo the o!!osite to go
ba"k to a hold.
2, )traddling fro$ a
straight hold* bring one leg
over the ob3e"t. Fo the
o!!osite to go ba"k to a hold.
., )tanding fro$ a straight hold* bring the knees one after the
other on to! of the ob3e"t, then stand u!. Fo the o!!osite to go
ba"k to a hold.
/, Fro$ standing+ straddle the ob<ect and bac&* bring the
feet together, bend the legs down, !ut the hands on the ob3e"t,
"lose to the feet, fingers out. 0ring the weight of the bod# on
the wrists and lean slightl# forward, move the feet slowl# on
both sides of the ob3e"t, sit. To go ba"k u!, !ut the hands "lose
to the thighs on the ob3e"t, swing the legs a "ou!le of times
ba"kward and get the feet on the ob3e"t, then stand u!.
Passing a dangerous s'ot
0# a dangerous s!ot we mean a narrow !assage, beam, bar
from whi"h a fall is !ossible. Fe!ending on the t#!e of
obsta"le, use one of the following methods2
1, Fro$ a hold+ $o#e sideways* to go left, !ress the stoma"h
and bring the right hand ne&t to the right thigh, fingers forward.
0ring the left hand out and !ull the bod# u! and toward the left
hand, then go ba"k on the stoma"h. ;e!eat the move to kee!
going left, or reverse to go right.
2, Fro$ sitting+ $o#e sideways* to go left, bring the right
hand ne&t to the right thigh, fingers forward. 0ring the left hand
out and raise the bod# u! and toward the left hand, then sit
ba"k on the ob3e"t. ;e!eat the move to kee! going left, or
reverse to go right.
., Fro$ straddling+ $o#e forward* rea"h in front of the thighs
with the hands, thumbs u! and fingers out, raise the bod# with
the arms, balan"ing with the legs and move to sit forward,
hands tou"hing the thighs.
58
/, Fro$ straddling+ $o#e bac&ward* !ut the hands in front of
the thighs, thumbs u! and fingers out. 4wing the legs forward
then ba"k, raise the bod# ba"kward with a strong im!ulse from
the wrists, bring the hands "lose to the thighs again and go on.
0, Fro$ standing+ wal& forward* bring one foot in front of the
other, heel !ointing toward the middle of the other foot, arms
out for balan"ing, and kee! going with the feet !ointing out,
e#es looking 3ust in front of the feet. 4maller ste!s hel!
maintain a better balan"e.
2, Fro$ standing+ wal& bac&ward* !erform the same ste!s as
in the forward walk, with
e&tra "are.
4, Fro$ standing+ wal&
sideways* stand
sidewa#s, feet together
!ointing slightl# out, arms
loose. 0ring the right foot
to the right followed b# the
left foot, and so on.
'ro"eed similarl# to go
left.
5, Fro$ standing+ turn around* turn on the s!ot using the arms to sta# balan"ed.
"li$bs of all sorts
'erform "limbs and !rogressions of all sorts on hori.ontal,
verti"al or in"lined surfa"es using the arms and legs or the
arms onl#. Cse all sorts of buildings, trees, ro!es, beams, et".
Hearn to sta# in sus!ension in different wa#s2 using one hand,
one hand and elbow, one hand and arm lo"ked at the arm!it,
both elbows, both arms, head down with hands and "alves,
head down with "alves onl#, head down with one "alf, et".
Train to maintain the
sus!ension for longer
times, using will !ower
to fight mus"ular
tiredness and !ain.
4u"h e&er"ises are
im!ortant for an#
situation where safet#
rests on a sure hold
from the hand.
59
. Lifting
Hifting "onsists in gras!ing with the hands ob3e"ts of various si.e and sha!e to move them, lift them u!
or "arr# them. 7ften it is not onl# ne"essar# to be skilled at handling large and heav# ob3e"ts but also
to have the re=uired strength to "arr# them. %n !arti"ular, it is im!ortant to be able to "arr# with "aution
a si"k or in3ured !erson without a vehi"le or a stret"her.
Hifting e&er"ises have an intense effe"t on develo!ing the mus"les of the shoulders and the lumbar
region. However, the# have little or no h#gieni" effe"t, es!e"iall# when the efforts are violent. %t is
im!ortant, when using lifting as a strengthening e&er"ise, to "arefull# "onsider the weight of the
ob3e"ts to lift. Highter ob3e"ts are !referred, be"ause the mus"ular develo!ment de!ends more on the
number of re!etitions than on the intensit# of the effort. $or instan"e, it is better to lift a weight of 2
!ounds 2 to ? times than an ob3e"t @ or 5 times heavier 3ust on"e.
)n ob3e"t is to be "onsidered too heav# if it doesn't allow re!eated lifting. To rea"h the abilit# to lift
heav# weights, one must start with light ob3e"ts and !rogressivel# in"rease the weight. )s in an# other
e&er"ise, onl# tr# to use ma&imum strength ver# o""asionall#.
7ne must be "areful with lifting e&er"ises. >hen done with weights that are too heav#, the# have the
following drawba"ks2 1. the# develo! mus"les ver# fast, whi"h might be dangerous for !ersons of
insuffi"ient organi" resistan"e9 2. the# sto! the growth of teenagers9 ?. the# stiffen the mus"les and
remove all their fle&ibilit#9 @. the# tire the heart from the short and intense work the# re=uire9 5. the#
"an !rodu"e a""idents like hernias, for"ed heart, tearing of mus"les and tendons, et".
%n general, the training of lifting skills is done in two wa#s2 with ob3e"ts like dumbbells, kettlebells,
barbells, or stones of known weight, for a methodi"al gradation of the e&er"ises9 with ob3e"ts of
various sha!e and si.e re=uiring to be handled with de&terit#, like bags, !ar"els, et".
3ifting with two hands
1, "lean and 'ress* !la"e the heels on a line, feet together or
slightl# a!art, fle& the legs and bend down and forward. Grab
the ob3e"t with both hands and lift it in one move to shoulder
height, without resting it on the "hest. 'ause at the shoulders,
legs straight and arms bent, then e&tend the arms to bring the
ob3e"t over the head with straight arms.
Furing the e&tension of the arms, the legs are straight, the feet
sta# in the same !osition, the "ore is tight and the bod# is not
bent ba"kward or to the side. This lifting method has little
!ra"ti"al use, it is rather a "onventional e&er"ise for develo!ing and measuring strength.
1translator's note2 a long des"ri!tion of the timed "lean and !ress of a @kg weight used in measuring
!rogress in lifting has been omitted here.5
2, "lean and <er&* !la"e the heels on a line, feet together or slightl# a!art, fle& the legs and bend
down and forward. Grab the ob3e"t with both hands and lift it in one move to shoulder height, without
resting it on the "hest. 'ause at the shoulders, legs straight and arms bent, then throw the ob3e"t to
60
straight arms with a sudden fle&ing and e&tension of the legs,
staggering the legs front and ba"k or kee!ing them in the
same !osition. /ote that the raising of the ob3e"t is almost
entirel# done b# the motion of the lower limbs9 the e&tension
of the arms must start with the e&tension of the legs, not their
fle&ing. This method is the most !ra"ti"al to lift an# heav#
ob3e"t.
., )natch* !la"e the heels on a line, feet together or slightl#
a!art, fle& the legs and bend down and forward. Grab the
ob3e"t with both hands and lift it in one move all the wa# to
straight arms, without !ausing at shoulder level. Cse the legs as
mu"h as !ossible, e&tending them vigorousl# and staggering
them if needed. 'ull the ob3e"t verti"all#, as "lose as !ossible of
the bod#. %n"rease its s!eed before rea"hing shoulder level,
where the wrists are rotated. 4traighten the arms before the end
of the e&tension of the legs. This method is nothing more than a
throw without a !ause at the shoulders. %t re=uires about the
same strength as the "lean and!ress, but is a more "om!lete
e&er"ise. Hike the throw, it has an intense effe"t on the mus"ular
develo!ment of the legs.
3ifting with one hand
1, "lean and 'ress* same !ro"edure as in the two handed
version. Grab the ob3e"t with one hand, bring it to the shoulder
in one move. 'ause at the shoulder, then e&tend the arm u! to
raise the ob3e"t above the head, kee!ing the legs and bod#
straight.
2, "lean and <er&* same !ro"edure as in the two handed
version. Grab the ob3e"t with one hand and bring it to the
shoulder in one move. Throw it u!ward to full e&tension of the
arm with a strong fle&ing and e&tension of the legs.
., )natch* same !ro"edure as in the two handed version. Grab
the ob3e"t with one hand, and !ull u!ward to raise it all the wa#
to full e&tension of the arm in one move, with as mu"h hel! as
!ossible from the legs.
61
There are two other "lassi"al te"hni=ues for lifting with one hand, but with little !ra"ti"al interest2
/, Press 'ull* it is a sort of snat"h with the arms ke!t full#
e&tended. >ith feet a!art, grab the ob3e"t with one hand and
!la"e it between the legs, slightl# behind. ;aise the u!!er bod#
suddenl# to bring the ob3e"t above the head in one move,
kee!ing the arm straight.
0, ;end 'ress* it is a sort
of !ress without
maintaining a "orre"t
!osture. Grab the ob3e"t
with one hand and bring it
to the shoulder in one move, then !ause at the shoulder. ;aise
the ob3e"t smoothl# above the head to a full e&tension of the
arm, bending the bod# at will and fle&ing the legs to hel!.
3ifting and carrying ob<ects and charges of all sorts
The "lassi"al e&er"ises above "an onl# be !ra"ti"ed with "om!a"t ob3e"ts where the hand "an have a
good gri!. The# must be "om!lemented with handling, lifting and "arr#ing ob3e"ts and "harges of all
sorts, in !arti"ular with the following e&er"ise2 lifting and "arr#ing a bag on the shoulder. >hatever the
sha!e or si.e of the ob3e"t, the te"hni=ue to use is alwa#s similar to lifting and "arr#ing a bag. 4tart
learning and training the !ro!er form first with lighter bags filled with straw, "otton, seaweed or
sawdust, then !rogressivel# move on to heavier bags b# adding sand or earth.
Cse one of the two following methods, de!ending on the weight of the bag. The des"ri!tions are made
for "arr#ing the bag on the right shoulder, but "arr#ing on the left shoulder follows the same rules.
1, 3ifting a light bag* !la"e the bag straight and well balan"ed,
and grab it with both hands near its head. Hift it slightl# from the
ground while fle&ing the legs, and turn it around to bring its head
to rest on the right thigh, as "lose as !ossible from the
abdomen. Hel! the move b# !ushing vigorousl# with the right
knee, kee!ing the legs fle&ed. >hen the bag fli!s u!side down,
grab and hug the middle with both arms. 4tand u! while !la"ing
the bag well balan"ed on the right shoulder.
2, 3ifting a hea#y bag* !la"e the bag flat on the
ground, head to the left and bottom to the right.
Grab the head with the left hand and the "orner
of the bottom with the right hand, "lose to the
feet. $le&ing the legs, lifting the bag in one move
to rest it on both thighs, as "lose as !ossible
from the abdomen. Het go with the left hand and
grab around the middle with the left arm, then let go with the right hand to grab the further "orner of
the bottom. $li! the bag toward the left, in order to bring the bottom u! and the head to rest on the
62
right thigh, "lose to the abdomen, kee!ing the legs fle&ed. Het go with the right hand and grab around
the middle with the right arm, then stand u! while !la"ing the bag well balan"ed on the right shoulder.
Two other e&er"ises "an be useful when several !ersons are available2 lifting and "arr#ing a beam,
bran"h or tree, and stand a ladder verti"all#.
To lift onto the shoulder a beam or a long ob3e"t, the team starts at the heavier end of the ob3e"t,
whi"h is the first to load. The# grab it and lift it u!, leaving the other end on the ground. ) suffi"ient
number of !ersons bring it on their shoulder, then the others go to the lighter end and load it on their
shoulder. The team "an finall# move to share evenl# the weight.
To stand a ladder verti"all#, start b# !la"ing the foot or base of
the ladder against a wall or a fi&ed ob3e"t. Hift the other end,
ea"h !erson getting under the lifted !art of the ladder after one
another. ;aise the arms verti"all# to raise the ladder into a
verti"al !osition. %f there is no fi&ed ob3e"t to use, one or two
!ersons stand between the first and se"ond rung, holding the
ladder with the arms and leaning to bring their weight ba"k as
the ladder is raised. That wa#, the base of the ladder is
"onstrained b# their weight, and it "an be raised as des"ribed
above.
!rans'orting sic& or in<ured 'ersons
The "arr#ing te"hni=ues de!end on "ir"umstan"es2 the weight of the !erson to "arr#, the seriousness
of his state, the distan"e to "over, the number of available !ersons, et".
1, Holding the 'erson by the $iddle under the ar$* grab the !erson to "arr# l#ing
down on the ground under the arm!its, from the ba"k. Hift him and "arefull# !la"e him
under an arm, his head in front and his legs ba"k. The arm of the "arr#ing !erson is
!la"ed under the bell# of the "arried one, to kee! the "hest free. This method is most
!ra"ti"al when the res"uer is alone, the res"ued man is not too heav# and the
distan"e to "over is short, or one needs to walk u! some stairs, in whi"h "ase the free
arm "an be used to grab the handrail.
2, "arrying the 'erson in both ar$s* this method "onventionall# used to "arr# "hildren is onl#
!ra"ti"al if the !erson to "arr# is light and the distan"e to "over is short.
63
., "arrying the 'erson on the bac&* the "arrier holds the leg of the "arried !erson, who "rosses his
arms around the "arrier's "hest. This method allows to "arr# for a long distan"e someone hurt at the
leg or the head with enough strength to hold on with his arms.
/, "arrying the 'erson sitting on one or both shoulders* !la"e the !erson on the ba"k, then use
the arms to raise him to the shoulders, or s=uat to let the !erson sit dire"tl# on the shoulders. To move
on one shoulder, sa# the left, bring the right leg u! over the head, then the "arrier grabs both legs with
the left arm while !roviding su!!ort with the right arm. %f the "arried !erson "an stand, one "an start
from a s=uat and lift him dire"tl# on the shoulder. Hike the !revious method, these two are useful to
"arr# over a long distan"e someone with minor in3uries.
0, "arrying the 'erson on his belly o#er the shoulder or the
nec&* on the shoulder: with the !erson l#ing down, kneel on his
left and !ut the left knee on the ground. Grab him b# the left
arm, lifting his bod# to bring his "hest to rest on the right leg.
Hold him around the waist, left arm under and right arm over.
4tand u! and bring the !erson onto the left shoulder lifting him
vigorousl#, so that his legs go over the left shoulder to the ba"k,
the u!!er bod# sta#ing forward. 4ame method for the right
shoulder.
On the nec": on"e the !erson is over the left shoulder, grab his
legs with the other arm to bring them on the right shoulder.
2, !wo9'erson carry by the ar$s and legs* one of the "arriers lifts the
!erson under the arm !its, and the other b# the legs, !la"ing himself
between the legs or to the side. 7r one !erson grabs the right arm and
right leg, and the other the left arm and left leg. This method works for a
!erson si"k, in3ured or dead if the distan"e to "over is short.
4, !he si$'le stretcher (with two carriers)* the two
"arriers hold hands, left hand with right hand,
gras!ing ea"h other b# the !halanges. The# s=uat
down to let the "arried !erson sit on their arms and
!la"e their arms around ea"h "arrier's ne"k. The
"arriers move fa"ing forward.
5, !he chair* two "arriers fa"ing ea"h other hold hands, left
with right, gras!ing at the !halanges, and !la"e their free arm
on ea"h other's shoulders. The "arried !erson sits on the
arms and the "arriers move sidewa#s. This method allows to
"arr# over a long distan"e a !erson badl# in3ured,
un"ons"ious or dead.
9, !he double stretcher* four "arriers in a s=uare hold hands two b# two at the
!halanges or the wrists. The "arried !erson lies down on this sort of bed, a fifth
"arrier behind ma# hold his head and a si&th one in front ma# hold his legs. This
method works in an# "ir"umstan"e, !rovided there are enough "arriers available.
64
". Thro)ing
Throwing "onsists in !ro3e"ting an ob3e"t of an# sha!e or si.e either to a given distan"e or toward a
given target. This e&er"ise has man# uses, for instan"e when defending oneself b# throwing an ob3e"t,
hel!ing someone in the water b# throwing a life buo# or a ro!e, rea"hing a high !la"e b# throwing a
gra!!le, giving a tool to someone #ou "annot rea"h, et".
Throwing e&er"ises a"t on most of the mus"ular s#stem, !arti"ularl# on the arms and the obli=ues.
The# im!rove "oordination, both for the !ower and the a""ura"# of the throw, and develo! a good e#e
and a stead# hand. The# "om!lement well lifting e&er"ises, without an# of the dangers of these
!revious e&er"ises.
Throwing e&er"ises are both edu"ational and a!!lied, and "an be !erformed at an# age, !rovided that
the weight of the ob3e"ts is limited for "hildren. The# must be done on both sides, to develo! s#mmetr#
on the mus"ulature and ambide&ter#.
!hrowing light ob<ects
1, !hrowing by swinging of the ar$* hold the ob3e"t in the
right hand, arm straight along the bod#. 4!lit the legs front and
ba"k, the right leg ba"kward and "arr#ing the weight of the
bod#. 4wing the arm ba"k and forth, releasing the ob3e"t when
the arm goes from ba"k to front, while shifting #our weight from
the ba"k to the front leg, e&tending the ba"k leg full# and
!ossibl# raising the foot. This method is used "ommonl# in the
game of 0o""e ball.
2, !hrowing by e(tending the ar$* hold the ob3e"t in the right
hand, s!lit legs front and ba"k, weight on the ba"k leg. 0ring
the arm fle&ed toward the ba"k, with a slight torsion of the bod#
to the right. 6&tend suddenl# the arm forward to release the
ob3e"t, while bringing the weight of the bod# on the front leg
and twisting the bod# toward the left. The arm follows a semi8
"ir"ular tra3e"tor#, hori.ontal, slanted or verti"al. This method is
used to throw a small ro"k, a ball or a light ob3e"t at a great
distan"e.
., !hrowing by torsion of the body* the differen"e with the
!revious method is that the ob3e"t leaves the hand like in a
slingshot. The movement of the entire bod# !rodu"es the throw,
not the arm alone whi"h remains straight. 4!lit the legs front
and ba"k, bringing the weight on the ba"k leg. 4wing the
e&tended arm front to ba"k hori.ontall#, twisting the torso in the
same dire"tion. ;elease
the ob3e"t when the arm "omes ba"k to the front, with a vigorous
torsion of the bod# to the left and a shift of the weight on the
front leg. This method is used to throw ro!es and life buo#s. %t is
also used in the "lassi"al throw of the dis" 1S5.
65
!hrowing hea#y or large ob<ects
1, !hrowing fro$ the shoulder without $o#ing the feet*
hold the ob3e"t in the right hand, s!lit the legs to bring the right
foot ba"k. 0ring the right hand to the right shoulder, behind the
head, arm bent. 0end the bod# ba"kward, bringing the weight
on the right leg, fle&ing. 0end immediatel# forward, shifting the
weight onto the front leg and e&tending the right arm to release
the ob3e"t. The throw is done from the motion of the entire
bod#, not 3ust the arm.
2, !hrowing fro$ the shoulder with a ste'* with the ob3e"t in the right
hand ne&t to the shoulder, ste! ba"k to bring the weight on the fle&ed
right leg as above. 4huffle both feet forward, kee!ing the weight on the
right leg, and throw the ob3e"t as !reviousl# using the momentum gained
in the shuffle.
., !wo9handed throw fro$ the shoulder* bring the ob3e"t to
the shoulder and throw it as !reviousl#, but using two hands to
"arr# the ob3e"t.
/, !wo9handed throw by swinging* take a wider stan"e, bend
down to gras! the ob3e"t, legs fle&ed. 4wing the ob3e"t ba"k
and forth between the legs, then release it forward while
straightening the bod# and e&tending the legs.
0, !wo9handed throw by side swinging* stand to fa"e a
dire"tion !er!endi"ular to the dire"tion of the throw. Take a
wide stan"e, bend to gras! the ob3e"t, and swing it side to side,
along the throwing dire"tion. ;elease the ob3e"t while bringing
#our weight on the throwing side.
66
8uggling e(ercises
The throwing e&er"ises above are "om!lemented b# 3uggling with all sorts of ob3e"ts. The following
e&er"ises "an be done in multi!le wa#s2 with light ob3e"ts, heav# ob3e"ts, without moving, while
moving forward, ba"kward or to the side, throwing higher and higher or faster and faster, using onl#
the arms instead of the whole bod# to throw, kee!ing the hands alwa#s above or below the shoulders,
fle&ing the legs to throw and "at"h, fle&ing the torso forward or to the side to "at"h and e&tending it to
throw..
Iuggling e&er"ises develo! de&terit#, a good e#e and a stead# hand. >ith heavier ob3e"ts the# have
an intense effe"t on the strengthening of the arms, forearms and "ore mus"les. The main 3uggling
e&er"ises are the following2
,) Throing and catching an object ith to hands)
-) Throing an object ith the right hand and catching it ith the
left) >ith a heav# ob3e"t, bending the torso to the side and
"at"hing with the arm full# e&tended is a great e&er"ise to
strengthen obli=ues, !e"torals, and forearms.
.) Throing and catching an object ith one hand)
/) Throing an object to a friend ith both hands) %f the ob3e"t is light enough, the two !ersons "an
fa"e ea"h other, if the ob3e"t is too heav# the# must fa"e the same dire"tion and throw sidewa#s. That
wa#, if the ob3e"t is not "aught it will fall to the ground without
hitting the re"eiver.
0) Throing and object to a friend and catching it ith one
hand)
67
$. /efending
1translator's note2 as with the swimming "ha!ter, Gregg translated basi" information along with all the
figure "a!tions, mostl# for sake of "om!leteness.5
General considerations
The art of self defense in"ludes all !ro"esses to dis!ose of or gain "ontrol of an adversar#, either b#
natural means, or with instruments or wea!ons. Fefense b# natural means is the first to know and
!ra"ti"e, both be"ause of its usefulness and the e&"ellen"e and the multi!li"it# of its effe"ts on the
bod#. )ll the other wa#s of defense with instruments or wea!ons su"h as baton, "ane, e!ee, saber,
guns, et". should be seen as s!orts.
Fefense e&er"ises b# the natural methods are useful when one is unarmed to resist an atta"k, to
"ontrol a dangerous individual or get rid of him, to "ome to the aid of or !rote"t someone, to gain
res!e"t, et".
The main effe"ts of defense e&er"ises are to develo! the entire mus"ular s#stem9 in"rease the
strength of resistan"e9 develo! the manl# =ualities of boldness, "ourage, "oolness, energ#9 give
assuran"e and self8"onfiden"e9 re=uire "al"ulating, thinking to strike blows with the greatest !ossible
im!a"t9 make one "lever and fle&ible9 and give resistan"e to blows and !ain.
The natural defense e&er"ises in"lude2 strikes with fists and feet9 limb or bod# holds to throw an
o!!onent to the ground9 lo"ks and s!e"ial holds to immobili.e an o!!onent standing or on the ground.
'ra"ti"all#, the natural defense e&er"ises "an be redu"ed to bo&ing and wrestling.
;o(ing
0o&ing is the art of defending #ourself against an o!!onent or to defeat him, b# striking with fists or
feet. This kind of e&er"ise is !arti"ularl# useful to kee! an individual at a distan"e9 to get rid of an
o!!onent who has sei.ed #ou9 to fight several o!!onents at on"e, et".
0o&ing e&er"ises are done several wa#s2 alone b# striking nothing9 alone b# striking dummies, bags,
et".9 b# working in !airs9 in sim!le s!arring, without a "ontest9 in "ombat.
$rom the sim!le edu"ational !oint of view, bo&ing is an e&"ellent e&er"ise. The different strikes of
bo&ing with fists and ki"ks, done "orre"tl# in the air with full range of motion, !rodu"e nearl# the same
effe"t as the basi" edu"ational movements, lunges and balan"es and have almost all their =ualities.
The effe"ts of bo&ing are2 to develo! a large !art of the mus"ular s#stem, in !arti"ular with a ver#
intense effe"t of the ki"ks on the abdomen mus"les.9 to develo!s de&terit#, fle&ibilit#, a good e#e9 to
a"tivate breathing and "ir"ulation through leg work and movements that a""om!an# the e&e"ution of
the different strikes9 to im!rove balan"e with the various ki"ks. 6&er"ises !erformed b# striking
dummies, bags, et" and assaults and fights let one gain s!eed in the rela&ation of the limbs, =ualit#
whi"h "an not be attained b# striking nothing as one must ne"essaril# slow the rate at the end of
movement and "ontra"t antagonisti" mus"les to avoid a !ainful and sometimes even dangerous sho"k
in the 3oints. $inall#, fights in"rease the strength of resistan"e, develo! manl# =ualities and enduran"e
to beatings and !ain.
68
-ight guard 'osition
+left foot and fist forward-.
>irect 'unch with the rear ar$
1. 're!aration. T 2. ;elease of the bod#.
>irect 'unch with the front ar$
1. 're!aration. A 2. ;elease
Hoo& 'unch of front ar$ to the right "orner of the
3aw. 're!aration +left grou!- and e&e"ution of the
!un"h +right grou!-.
Hoo& 'unch of the rear ar$ to the side of the 3aw
+left grou!- and the lower ribs +right grou!-.
The hook !un"hes are delivered, like the dire"t
hits, with the knu"kle bones at the base of the
fingers. >hen fighting "lose, one must use at the
same time the weight of the bod# b# a violent
twisting of the trunk, augmenting if needed with a
lateral lunge or a burst.
3ow &ic&. $rom right guard with the right leg9 from
left guard with the left leg.
69

Aic& fro$ the 'oint of the foot to face height
1. 're!aration 2. ;elease of the leg.
Flan& &ic& to face height
1. 're!aration. 2. ;aising the thigh. The thigh is
!la"ed in the dire"tion of the o!!onent, the toes
e&tended. ?. ;eleasing the leg.
)hooting &ic& of the rear leg to face height
1. 're!aration 2. $le&ing the leg. The thigh is
brought as "lose as !ossible to the abdomen9 the
!oint of the foot "ontra"ted ?. ;eleasing the leg.
)hooting &ic& of rear leg to shin height
1. 're!aration 2. $le&ing the leg, the thigh as "lose
as !ossible to the abdomen ?. ;elease of the leg.
)hooting &ic& of front leg to face height
1. 're!aration. 0ring the thigh as "lose as !ossible
to the abdomen, and at the same time, "hange the
guard of the arms. 2. ;elease the leg.
)tudy of how to stri&e with fists and feet
$or !un"hes2 "anvas bag filled with sawdust.
$or ki"ks2 logs hanging at different heights
70
)'ecial study of 'unch wor& in 'airs
'ra"ti"al wa# to strike at full strength, without
in"onvenien"e to the re"i!ient.
Parrying a direct 'unch with the front ar$
The left sub3e"t !arries b# an o!!osition of the left
arm and retreating ba"k at the same time
Parry of the low &ic&
The low ki"k is given with the sole of the foot or
the inner edge of the boot on the tibia.
Parrying the 'oint &ic&
The !oint ki"k is given with the !oint or sole of the
foot, in the u!!er legs, lower abdomen, "hest or
fa"e.
The left sub3e"t !arries b# retreating the bod# ba"k
and !ushing the leg of the enem# down with his
arms.
Parrying the flan& &ic&
The flank ki"k is given with the !oint of the foot to
the side, low ribs, "hest or fa"e.
Parrying the front or rear leg shooting &ic&
at flank or fa"e height. The shooting ki"k is given
with the sole of the foot or the heel to the shin,
u!!er legs, "hest or fa"e.
71
>odge to the left+ to the right and ri'ostes
Heft grou!2 )gainst an atta"k of the rear arm of
his o!!onent, the sub3e"t on the right dodges to
the left. $rom this !osition, he "an easil# ri!oste to
the head or "hest of his o!!onent with his right fist,
or the lower ribs with his left fist.
;ight grou!2 )gainst an atta"k of the front arm of
his o!!onent, the sub3e"t on the left dodges to the
right. $rom this !osition he "an easil# ri!oste to the
lower ribs of his o!!onent with his right fist, or to
the head or "hest with his left fist.
E(a$'les of 'arries and ri'ostes
Heft grou!2 7n an atta"k of the front fist to the head
b# the right bo&er, the left bo&er dodges to the right
and ri!ostes b# a dire"t !un"h of the right fist to
the lower ribs.
;ight grou!2 7n an atta"k of the rear fist to the
head b# the bo&er on the right, the bo&er on the
left dodges left and ri!ostes with a right hook to the
side of the 3aw.
>odge bac&
$or an atta"k of an# kind, lean ba"k or 3um! ba"k
=ui"kl# to avoid the blow.
E(a$'le of a halting stri&e
7n an atta"k with the rear arm b# the left sub3e"t,
shoot ki"k from the rear leg to the "hest b# the right
sub3e"t.
?n guard for s'arring and fights
6a"h of the o!!onents modif# the regular "lassi"
guard following his tem!erament and his abilities.
72
)'arring and Fighting
4!arring and fights o""ur in two wa#s2 "om!lete bo&ing with ki"ks and !un"hes, or !un"hes onl#. This
wa# is !referred over the first, mainl# in "ombat.
%n an ordinar# s!arring, the o!!onents atta"k and strike, not to test their strength, but onl# with the
goal to learn to strike "orre"tl#, to !arr# and ri!oste a!!ro!riatel#. The# make these !reliminar#
agreements before atta"king. %n general, the stronger of the two o!!onents hel!s the weaker b# giving
advi"e during the work.
%n "ombat however, adversaries seek to assert their skills and !rove their su!eriorit#. Rarious
!re"autions are taken to avoid a""idents during the fights2
1 8 The adversaries are "hosen of roughl# e=ual weight.
2 8 The# are given s!e"ial !added gloves and light shoes.
? 8 The lo"ation of the "ombat is ver# "lear and limited b# ro!es if needed. %t "ontains no ob3e"t that
ma# !resent danger in "ase of a fall.
@ 8 The "ombat takes !la"e in rounds of 1 to 2 minutes, with a rest of at least 1 minute between ea"h
round.
5 8 ) tea"her or instru"tor leads the "ombat and announ"es the winner. He stands near the fighters
and wat"hes them "losel#.
G 8 %t is forbidden for fighters to2ki"k during a fistfight9 use a fast !oint ki"k in "om!lete bo&ing9 hit
below the belt in a fistfight9 hit with an o!en glove, !alm of the hand, wrist or forearm9 hit with elbow,
head, or shoulder9 hit an o!!onent on the ground9 hold the o!!onent9 "ontinue to hit when bod# to
bod#9 fall without a blow9 fight in a brutal manner or an# other in"orre"t manner.
J 8 >hen a "om!etitor is on the ground, one must sta# at a distan"e, and wait for the instru"tor's
order to resume fighting, when his o!!onent has left the ground with both hands and has fa"ed him
anew.
K 8 The instru"tor of "ombat se!arates the fighters in "ase of bod# to bod#. He sto!s the meeting as
he sees fit, either to avoid an a""ident, or to re!rimand or eliminate a "om!etitor who is bo&ing unfairl#
b# not observing the re=uirements above.
9 8 6a"h fighter is alwa#s assisted b# a "omrade who rubs, refreshes and "ares for him during the
interval times.
These are de"lared defeated in "ombat2 the "om!etitor who removes himself9 the "om!etitor unable to
"ontinue fighting after a rest between two rounds9 the "om!etitor who fell to the ground and did not get
u! after a "ertain number of se"onds +de"ided in advan"e-9 the "om!etitor who "onstantl# remained
on the defensive9 the "om!etitor who has been "onstantl# dominated b# his o!!onent, either b# the
re!etition of his atta"ks or the !re"ision of the blows he has stru"k.
restling
>restling is the art of skillfull# using some holds of the limbs or bod# to unbalan"e an o!!onent,
overthrow, throw or "ontrol. This kind of e&er"ise is !arti"ularl# useful to get rid of an o!!onent after
one has been sei.ed b# him, to handle a dangerous individual, et".
The main effe"ts of wrestling e&er"ises are2 to develo! both mus"ular strength and !ower of
resistan"e, to make one "lever and fle&ible, to tea"h how to fall down without hurting oneself, to have
"ourage, boldness, "oolness and toughness in atta"k as in defense.
>restling e&er"ises are done three different wa#s2 b# work in !airs, stud#ing the !ro!er e&e"ution of
73
various strikes and their !arries9 b# s!arring, without attem!ting to test one's strength9 or in "ombat, to
de"ide who is the strongest.
4tud# work in"ludes !ro!er e&e"ution of the various blows and their !arries between o!!onents
alternatel# filling the role of atta"ker and atta"ked. $or this work, o!!onents de"ide b# mutual
agreement the blow the# will !erform. The# onl# make the ne"essar# effort, either to e&e"ute the
agreed strike, or to resist b# !arr#ing. >hen man# sub3e"ts maneuver under the "ommand of one
master or instru"tor, the# are !la"ed in two rows fa"ing ea"h other. The instru"tor then "ommands2
DThis move2 1st row, atta"k, 2nd row, this !arr#,N 7r M/o !arr#,N Then he re!eats the same strike,
alternating the rows. %n s!arring, o!!onents wrestle sim!l# with the goal to stud# the different holds or
!arries9 if needed the# make !reliminar# agreements.
%n "ombat, the# seek instead to assert their skills and !rove their su!eriorit#. )s in bo&ing, various
!re"autions are taken to avoid a""idents during the wrestling "ombat. ) tea"her or instru"tor is still
leading the meeting whi"h takes !la"e in rounds with a "ertain number of minutes9 o!!onents are
"hosen to have e=ual weight9 the !la"e of the "ombat is "lear, and "ontains no ob3e"t that ma# !ose
danger in "ase of fall, and it is "overed with sawdust, tan, et". or a "ar!et or a s!e"ial mattress.
>ork in !airs and "ourteous s!arring where one takes ever# !re"aution !ossible without "om!etition
are e&er"ises re=uiring onl# moderate e&ertions. The# must be regularl# em!lo#ed. >restling "ombat
is an e&tremel# violent e&er"ise. Earried to e&"ess, it has all the drawba"ks of strength training and
"an !rodu"e a""idents2 overwork of the heart, hernia, mus"le tears, et". $urthermore, if self8esteem
and desire to win are involved in a re"kless manner, some "ourteous "onventions, su"h as that of
a""om!an#ing the o!!onent to the ground, for e&am!le, are no longer res!e"ted. %t is then ne"essar#
to fear in3ur#2 fra"tures, bruises, dislo"ations, et". as a result of falling over one shoulder, an arm held
wrong, et". Ehildren and underdevelo!ed #oung !eo!le should never engage in "ombat, but onl#
"ourteous s!arring.
>e must distinguish several kinds of wrestling2 with the o!en hand, the most "onventional of all,
having onl# sim!le holds above the waist9 ordinar# free wrestling whi"h in"ludes the same !lus
varieties, but whi"h, while less "onventional than flat hand wrestling, ignores the most dangerous or
!ainful strikes9 free wrestling with the minimum !ossible agreements.
>restling with the flat hand is generall# done with a bare torso. The holds are made from head to
waist. The fingers of the hands are held together. Csing the legs, either to unbalan"e the o!!onent, or
to ensure a fall, is not allowed. )ll the dangerous or !ainful strikes are !rohibited and in !arti"ular2
"hokes, the maintained and for"ed tightening of the ne"k9 reversals and twists of the arms and hands9
twisting of the ne"k9 "rushing of the "ervi"al vertebrae or for"ing of the head to the "hest.
Fifferent varieties of free wrestling are done all "lothed or with s!e"ial ver# resistant "lothing2 3a"ket or
shirt of heav# "anvas. %t is !ermitted to sei.e, de!ending on the mode of wrestling, all or !art of
"lothing. The use of the legs is !ermitted, either to unbalan"e the o!!onent, or to guard against a fall.
To avoid a""idents it is essential that the o!!onents agree in advan"e the "onventions to be res!e"ted
during the "ourse of the assault or "ombat.
%n the flat hand wrestling or ordinar# free wrestling, the o!!onent is "onsidered DfallenD, defeated,
when both shoulders simultaneousl# tou"h the ground. The o!!onent must be es"orted to the ground
and not thrown or !lated brutall#, and that in order to avoid a dangerous fall. %n free wrestling with the
minimum !ossible "onventions, the o!!onent admits his defeat either b# sign, or voi"e when he "an
no longer resist or when he is "aught in a Dke#D.
74
The flat hand wrestling and ordinar# free wrestling, either sim!l# with leg loo!s, or with loo!s and leg
holds at the same time, are the two modes of wrestling to be used in !referen"e. $ree wrestling with
the minimum !ossible agreements should onl# be !erformed in regular stud# work or sim!le s!arring,
o!!onents taking the utmost !re"autions to alwa#s avoid an a""ident to be feared with the dangerous
holds. This last kind of wrestling is the image of real "ombat, either to defend one:s life or to "ontrol a
dangerous individual.
The methodi"al training with wrestling e&er"ises is2
1Q 4tart b# learning the regular work of blows and !arries of the flat hand wrestling9
2Q Then !ra"ti"e flat hand wrestling s!arring9
?Q >hen one has enough knowledge of this first kind of wrestling, learn the blows and !arries of
ordinar# free wrestling
@Q 'ra"ti"e s!arring in ordinar# free wrestling, first b# sim!l# adding the leg !asses, then the leg holds
to the strikes of ordinar# flat hand wrestling9
5Q $inall#, learn the dangerous blows and their !arries, but not in "ombat and using these last blows
between e&!erien"ed adversaries.
%lassic holds of flat hand )restling
)ll the following holds are des"ribed sim!l# for the side of the bod# where, usuall#, the# are done the
most "ommonl#. %n regular stud# work, the# should be done s#mmetri"all# on both sides of the bod#.
Flat hand wrestling A guard !osition
Front waist hold (cont'd)
1. 'la"e the left knee on the ground and rest the
ba"k of the o!!onent on the right thigh. T 2. $ree
the right leg and let the o!!onent dro! on both
shoulders without releasing the hold.
Front waist hold
1. 6n"ir"le the o!!onent at the waist with one:s
arms. A 2. Hift from the ground and swing to move
his u!!er bod# to the left.
Parry of the front waist hold
'ush the o!!onent b# !la"ing the forearm on his
throat and sei.ing ones wrist with the free hand.
75
)ide waist hold
1. 4tand on the right side of the o!!onent,
en"ir"ling the waist. T 2. Hift him, swinging him to
meet the ground as in the earlier front waist hold.
-ear waist hold
1. 6n"ir"le the
o!!onent:s waist from
behind with the arms. A
2. Hift from the ground,
engage the right arm
under his right arm!it
and !ut the right hand
over the ne"k.
!wo ways to 'arry a rear waist hold
1. Hunge dee!l# forward and !ush the o!!onent b#
sei.ing the arms above the elbows. A 2. )r"hing
the lower ba"k, e&tend the trunk and head ba"k
and surround the o!!onent's arms.
"rossed side waist hold
1. 6n"ir"le the o!!onent on the right side, b#
!assing the left arm in front of his bod# and right
arm at the rear. T 2. Hift and bring him to the
ground like for the front waist hold.
-ear waist hold (cont'd)
1. $all on the left knee and la# the o!!onent ba"k
on the right thigh. T 2. Fro! him on the shoulders
b# freeing the right leg.
;ac&ward waist hold
4ei.e the o!!onent and load him on the right
shoulder.
76
;ac&ward waist hold (cont'd)
The o!!onent being raised above the ground, dro!
abru!tl# forward b# !utting the knees on the
ground.
Hi' turn with head
1. Eir"le the ne"k of the o!!onent with the right
arm and at the same time sei.e his right arm
above the elbow with the left hand. T 2. *neel
suddenl# to "arr# along the o!!onent.
Parry of the hi' turn with head or waist
Hunge forward, !ushing the o!!onent with the free
arm and resist the forward "arr# b# !ulling ba"k
strongl#.
Parry of the bac&ward waist hold
Fro! ba"k to fall flat on the ba"k, "ausing the
o!!onent to make a "om!lete somersault.
Hi' turn with waist
1. 4ei.e the o!!onent at the waist b# surrounding
it with the right arm and at the same time sei.e his
right arm above the elbow with the left hand. T 2.
*neel suddenl# to "arr# along the o!!onent.
@r$ turn
1. 4ei.e the o!!onent:s left arm with the right hand
and the left hand above the elbow, and engage
him over the left shoulder. A 2. *neel suddenl# to
"arr# along the o!!onent.
77
@r$ roll on to'
1. 4ei.e the left arm of the o!!onent with both
hands above the elbow and engage him with the
left arm!it. 2. *neel suddenl# to "arr# along the
o!!onent.
@r$ roll underneath
1. 'ass the head and the left arm under the
o!!onent:s right arm!it. >ith the left arm strongl#
hug his right arm under the left arm!it. T 2.
4trongl# en"ir"le the o!!onent:s right arm under
the left arm!it +>aist hold !arr# in reverse-.
Parry of the head turn
1. (ake a MbridgeN, strongl# ar"h the lower ba"k
while somersaulting to kee! the shoulders from
tou"hing ground. A 2. Hunge forward as mu"h as
!ossible bringing one knee to the ground, and
!ush the o!!onent with one of the free hands.
Parry of the ar$ turn and roll
Hunge forward, !ushing the o!!onent with the free
arm, and resist the forward "arr# b# !ulling ba"k
strongl#.
Head turn
1. 4ei.e the o!!onent's ne"k from below with the
right arm and !ut the left hand on the na!e of the
ne"k. T 2. *neel suddenl# to throw the o!!onent
forward.
;ridge or double bridge ('arry of the head turn)
(ake a MbridgeN, strongl# ar"h the lower ba"k while
somersaulting to kee! the shoulders from tou"hing
ground.
The wrestler who does the head turn "an tr# to
to!!le his o!!onent b# himself making the bridge.
The wrestlers are then in a Ddouble bridgeD. 7ne of
the wrestlers who made the bridge to !arr# a head
turn, his o!!onent ma# tr# to overturn it b# a bridge
over him.
78
)houlder turn
1. 4ei.e the left arm of the o!!onent with the right
hand above the elbow, and engage the left arm
under the right arm!it. A 2. $or"e the o!!onent to
his knees and turn him over towards the right.
E(a$'les of ground stri&es
Heft grou!2 The kneeling sub3e"t tries to take his
o!!onent in a rear waist hold. The latter !arries b#
"om!leting a flat stoma"h.
;ight grou!2 The sub3e"t in ba"k !asses his right
arm under the right arm of his o!!onent and !uts
his right hand on the na!e of the ne"k.
>ith the left hand he sei.es the o!!onent:s left
arm. 0# !ulling the left arm towards him, and lifting
with the right arm, he tries to turn his o!!onent
onto both his shoulders.
Locks of the leg or foot0 hooks and holds of the legs in ordinar1 free )restling.
7rdinar# free wrestling usuall# "onsists of the strikes of the flat hand wrestling, to whi"h are "ombined
or added all !ositions and holds !ossible with the legs. %n free wrestling the leg work is !rimaril#
intended to throw the o!!onent to the ground in a single blow or using the mass of one:s bod# to
unbalan"e him and overturn him more easil#.
To unbalan"e an o!!onent or throw him to the ground in a single blow, either b# a lo"k of leg or foot,
or b# a leg hold, it is essential that all the bod# weight of the o!!onent rests on the leg we want to
move or sei.e. %f this "ondition is not met, lifting or moving the leg doesn:t !rodu"e an# real loss of
balan"e. To !arr# the lo"ks and leg holds, =ui"kl# move the bod# weight from one leg to another.
Ho"ks of the leg or foot from the outside are the most effe"tive strikes. Holding the legs with the hands
are in general im!ra"ti"al, es!e"iall# in front, as the# "all too easil# for a ri!oste b# the o!!onent of a
reverse waist hold. 0reton wrestling, highl# regarded in the 0retagne region, is a kind of free wrestling
where the leg hooks "alled M3ambettesN !la# a ver# large role. Heg holds with the hands are never
used, and are even !rohibited in "om!etitions. The adversaries hook the "lothing from head to belt,
in"luding the belt.
>ith an o!!onent who wears "lothes, the best hand holds are2 7ne hand on ea"h shoulder9 both
hands at the same shoulder9 a hand to the elbow and the other at the shoulder9 a hand to the ne"k or
"ollar, the other at the elbow.
79
Practical unifor$ for
free wrestling wor&
'ants and 3a"ket of
heav# "anvas. 6&am!le
of a hand hold on the
"lothing, at the shoulder
+0reton wrestling-.
Higher holds are the
best to unbalan"e the
o!!onent.
:utside foot hoo&
Heft grou!2 the left sub3e"t, having sei.ed his
o!!onent:s "lothes, abru!tl# swee!s the
o!!onent:s left foot from outside to inside with the
inner !art of his right foot.
;ight grou!2 the left sub3e"t !uts his heel behind
and against the left heel of his o!!onent and
suddenl# !ushes ba"k with a single arm.
:utside left hoo&
Heft grou!2 The sub3e"t on the the right, having
sei.ed his o!!onent with a turn of hi! and head
tries to throw him b# !assing the right leg from
outside.
;ight grou!2 The left sub3e"t, having se"ured a
hold on his o!!onent:s "lothing, tries to kno"k him
off balan"e over the left leg !assed outside.
?nside leg and foot hoo&s
Heft grou!2 the left sub3e"t, having sei.ed his
o!!onent b# a front waist hold, tries to kno"k him
down b# !assing the right leg inside.
;ight grou!2 the left sub3e"t, having se"ured a hold
on his o!!onent:s "lothes, seeks to kno"k him
down b# !assing the right foot on the inside.
80
E(a$'le of an outside and inside hoo&
Heft grou!2 the sub3e"t on the right, having sei.ed
his o!!onent with a hi! and head turn, seeks to
kno"k him down b# making an outside hook with
the right leg.
;ight grou!2 the left sub3e"t, having se"ured a hold
on his o!!onent:s "lothes, tries to kno"k him down
ba"kwards b# making an inside hook with the right
leg.
Front hoo& with hand holds at the belt and
elbow
Front hoo& with hand holds at the shoulder and
elbow, one arm around the ne"k.
E(a$'les of leg hold
Heft grou!2 The left sub3e"t, having been sei.ed b#
a hi! and head turn, ri!ostes with a one hand leg
hold.
;ight grou!2 The left sub3e"t, having been sei.ed
b# a reverse waist hold, ri!ostes with a two hand
leg hold.
81
>efense against a dangerous indi#idual B ways to $a&e hi$ 'owerless
There are two "ases to "onsider, either getting rid of an individual who sei.ed #ou or "ontrolling an
individual to !revent harm, drive him ba"k, sto! or e&!el him. %n the first "ase, break his hold b# bo&ing
!un"hes or ki"ks, and wrestling strikes or !arries. %n the se"ond "ase, as a general rule, avoid
a!!roa"hing the individual head on. )!!roa"h from the side or !referabl# from behind. 4ei.e him
immediatel#, either with a wrestling hold alread# des"ribed or one of wa#s indi"ated below. )"t with
s!eed to make a Dlo"kD to hold the individual, so that an# attem!t at resistan"e on his !art is
im!ossible. ;egarding the kind of hold to make, ever#thing de!ends on "ir"umstan"es. The hold that
is good on a weak sub3e"t will be "om!letel# ineffe"tive if a!!lied to a strong individual or one who
knows self defense. )ll the Dlo"ksD "an be done in an# !osition2 standing, kneeling, s=uatting or on the
ground. Eertain Mlo"ksN are dangerous, !ro"eed with "aution when doing them.
6n"ir"le the individual from front or ba"k b#
wra!!ing him with both arms at the same time.
4ei.e the arms of the individual to master from
behind and kee! the elbows as "lose as !ossible
to ea"h other, en"ir"ling them with the arms if
needed.
How to make a M"hokeN. Eir"le the ne"k of the
individual with the right arm to master him from in
front, the side, or !referabl# in ba"k. 4ei.e #our
own right wrist with #our left hand and s=uee.e
strongl#.
Heft grou!2 %nside arm twist. T ;ight grou!2 Twist
and reversal of an arm behind the ba"k and
bringing the wrist as high as !ossible.
82
Eondu"ted b# two A 4ei.e the wrist and elbow of
the individual to master and turn the arms outside
or inside. (aintain distan"e b# being "areful to
alwa#s sta# to the side, fa"ing the same dire"tion
as him.
(e"hani"al for"ing of a 3oint. Heft grou!2 for"ing
the elbow 3oint. T ;ight grou!2 for"ing the ankle
3oint. $or all the for"ings, the wa# to im!rison the
3oint is alwa#s the same.
)rm lever. Heft grou!2 The left sub3e"t turned over
to the outside the right arm of his o!!onent and
for"es the arti"ulation of the elbow using his own
left arm as the ful"rum.
;ight grou!2 The kneeling sub3e"t turned over and
outside the right arm of his o!!onent and for"es
the arti"ulation of the elbow using his own right
knee as the ful"rum.
/ote2 The two !re"eding Dlo"ksD +arm lever and for"ing a 3oint-, es!e"iall# the latter, are the most
effe"tive of all. >hen the hold is well assured, the individual is redu"ed to "om!lete !owerlessness,
and is in"a!able to make an# movement. %n the "ase of legitimate defense or the "a!ture of a
dangerous individual endowed with e&"e!tional strength, do not hesitate to use all the dangerous
blows banned in "ourteous wrestling, but !art of the art of self defense2 ki"ks and !un"hes, elbows,
knees, hitting with the edge of the o!en hand, in the most sensitive !arts of the bod#2 tem!les, nose,
e#es, "hin, )dam's a!!le, ne"k, stoma"h, lower abdomen, knee "a!, shin, et"9 head butts to the fa"e,
"hest and abdomen9 twists and turns of the limbs, twisting fingers, twisting the head, lengthening of
the "ervi"al vertebrae, twisting ears and nose9 ties, "hokes, throat holds, et".
83
Ga$es+ )'orts and %anual or&
1translator's note2 this "ha!ter "overs the use of old games and s!orts for training, unfortunatel# the
games are not des"ribed here and man# of them have disa!!eared or "hanged names. Gregg started
the ma3or effort of resear"hing them, but we will not in"lude that material here as it is not in"luded in
the original version.5
'h#si"al edu"ation is "om!leted b# games, s!orts and manual labor. These e&er"ises are used to
augment general !h#si"al value and !h#si"al knowledge, to break the monoton# of methodi"al
e&er"ises, to im!rove skill, !ra"ti"al sense and ingenuit#, to !romote freedom of a"tion, to satisf# the
need for variet# and to highlight the advantages of good !h#si"al !re!aration. 7ne su""eeds the best
in the different bran"hes of !h#si"al a"tivit# when one is well !re!ared b# the methodi"al e&er"ises.
%n s!ite of their usefulness and the e&"ellen"e of their effe"ts, it is evident that one should never
sa"rifi"e the methodi"al e&er"ises. The# serve to "om!lement the regular sessions of dail# work, but
ma# not re!la"e them.
$or these diverse sorts of e&er"ises, it is suggested to add songs. 4ongs have, in effe"t, a large
im!ortan"e in the edu"ation of s"holarl# or militar# grou!s. /ot onl# do the# develo! the voi"e and
augment the res!irator# "a!a"it#, but the# also have a ver# !owerful moral effe"t. There is an interest
to use them as often as !ossible. 'referabl# "hoose songs whi"h e&alt the domesti" virtues, the
warrior virtues, or "elebrate the a"ts of devotion and heroism, famous e&!loits, et".
4im!le games "an be !la#ed in a limited s!a"e, even inside a g#m, with onl# a few individuals. The#
ma# in"lude2 3um!ing shee!9 the "at and the mouse9 the fo& and the hen9 four "orners9 the !er"hed
"at9 the "rossing "hase9 (other Garu"he9 3um! ro!e9 the bull in the arena or the !risoners in the "ir"le9
ra"ing on one foot9 ra"ing on two feet at the same time +su""essive 3um!s-9 ra"ing ba"kward9 ra"ing to
the side9 ra"ing on four limbs 1U(59 %ndian ra"ing 1sta#ing "lose to the ground59 ra"ing with a burden or
with a "omrade on the ba"k9 rooster fighting +in "rou"hed !osition-9 the ball in the !ot9 wall ball9 ball
hunt9 "avalier ball9 the bear9 the drunken keel9 !ull wrestling in !airs, with two hands or one hand9 !ush
wrestling with arms e&tended, hands on the o!!onent's shoulders, with arms e&tended, hands and
wrists engaged9 !ull wrestling in !airs with a devi"e su"h as2 baton, ro!e, et"9 !ush wrestling in !airs,
with a buttress, a bar, et".
The different !ull and !ush wrestling, "lassified here with the sim!le games, are e&"ellent e&er"ises of
mus"ular develo!ment. The# ma# be done in two wa#s2
1 A )s reasoned wrestling. 6a"h sub3e"t e&erts on his o!!onent a !ull or !ush for"e !ro!ortionate to
the vigor of the latter. The o!!onent o!!oses this for"e with a suffi"ient resistan"e. This t#!e of
wrestling is "alled mus"ular o!!osition e&er"ises. 7ne of the sub3e"ts takes the role of the a"tive
o!!onent, and his o!!onent takes the !assive role. )ll the basi" edu"ational movements of the arms
and trunk, and lunges to the front, ba"k and side ma# be done b# su"h mus"ular o!!osition e&er"ises.
2 A )s real wrestling. 6a"h sub3e"t tries to !rove his su!eriorit#, to "arr# his o!!onent awa# or make
him lose his footing.
Harge games or o!en air games re=uire a larger s!a"e, last a longer time, and re=uire more !la#ers to
!arti"i!ate. The# are alwa#s given s!e"ial sessions, outside of the hours dedi"ated to methodi"al
e&er"ises. The !rin"i!als are2 the bars9 s!arrowhawk or the !ass9 the flag9 the large MthV=ueN or ball to
the "am!9 the sti"k to the goal9 the mallet or ball at the sti"k9 the tambourine ball9 the long !alm9 the
Eanadian la"rosse9 the $ren"h ball9 the MbaretteN or foot8ball9 the !alm to the net or tennis9 the 0as=ue
ball9 the MgouretN or ho"ke#, or sow, or sti"k8at8the8!ot9 stee!le"hase9 the rall# !a!er or the hare and
the gre#hounds9 running in o!en fields or "ross8"ountr#, et".
84
The nauti"al games of all sorts are e=uall# !art of the large games in o!en air.
7ne habituall# in"ludes under the denomination of s!orts all the t#!es of !h#si"al e&er"ises !ossible
without distin"tion of an# sort. %t is more meaningful to reserve this name for all the e&er"ises other
than the natural and !ra"ti"al e&er"ises defined b# us as essential, divided into utilitarian s!orts and
s!orts of fantas# and lu&ur#.
The utilitarian s!orts are those whi"h, without being as essential as the natural and !ra"ti"al
e&er"ises des"ribed before, #et have some !ra"ti"al im!ortan"e. The !rin"i!als are2 horseba"k riding
and horse driving9 rowing and maneuvering boats9 firing and managing firearms9 fen"ing with !e
and saber9 defending with baton and "ane9 maneuvering me"hani"al means of lo"omotion2 bi"#"les,
automobile, et".
The main s!orts of fantas# and lu&ur# are2 hunting9 fishing9 e&"ursions of all sorts9 mountain "limbing9
i"e skating +e&"e!t in "old regions where it be"omes a utilitarian e&er"ise-9 runs or hikes in o!en
"ountr#9 dan"es of all sorts9 et".
(anual work e&er"ises are made u! of the o!eration of the most "ommon tools, and doing the most
ever#8da# 3obs. The !rin"i!als are2 gardening and e&"avating with a shovel, !i"ka&, s!ade, fork, et"9
"ar!entr# with a saw, hammer, !lane, ad.e, et"9 iron and metalwork with a vise, file, forge, et".
;uilding a wor&out 'rogra$
1translator's note2 this "ha!ter is mostl# aimed at hel!ing edu"ators build a team training !rogram, and
its advi"e for the individual is mostl# re!eating earlier "ha!ters. /o translation is !lanned at this time,
but "urious minds are wel"ome to give it a tr#.5
@''endi(* "lassification !ables of the E(ercises
1translator's note2 these tables summari.e mu"h of the information "ontained in the book but are not
ver# eas# to format !ro!erl#, so % have left them out.5
85
@''endi(* @nato$ical >rawings
1imed at facilitating the study of the effects of the various e2ercises)
'rin"i!al bones of the human bod#
Rertebral s!ine 0a"k vertebra
Heft shoulder blade
Fetail of the skull bones
86
'rin"i!al su!erfi"ial mus"les +front and ba"k-
Schematic description of the most important muscles
%n the following figures, the bold lines re!resent the dire"tion of the fas"i"les of mus"ular fibers as well
as the insertion !oint of the various mus"les. To de!i"t the theoreti"al a"tion of a given mus"le from
the drawings, one needs to shorten or elongate in his mind the lines re!resenting the fibers, kee!ing
the relative lo"ation of the insertion !oints. 4ome mus"les are "om!osed of multi!le fas"i"les of
different orientation and insertion !oints +for instan"e the tra!e.ius mus"le-.
The general a"tion of su"h mus"le is the result of the !artial a"tion of the "onstituting fas"i"les. To
determine the real a"tion or the effe"tive role of a mus"le in a given movement re=uires to solve a full
!roblem of me"hani"s. /ot onl# the laws of gravit# a!!l# here, but also s!e"ifi" !h#siologi"al
"onstraints of the mus"ular s#stem, making su"h =uestion be#ond the s"o!e of this book. The
des"ri!tion of the effe"ts of e&er"ises and the "ontent of this a!!endi& should however give to the
reader a good a!!re"iation of the me"hanisms of the different mus"le grou!s.
87
;homboid Tra!e.ius 6re"tor84!inae Hatissimus Forsi
'e"toralis (a3or and (inor 'e"toralis (a3or in e&tension ;e"tus )bdominis
88
6&ternal 7bli=ue
+side view shows lower insertion !oints-
4erratus )nterior
Feltoid
+front and ba"k view-
0i"e!s
+front view9 "lose8u! shows
insertion !oint-
Tri"e!s 0ra"hii
+ba"k view-
Gluteus ma&imus
+side and ba"k views-
Rastus
+front view-
)bdu"tors +left, front view-
and 0i"e!s femoris +right,
ba"k view-
89

4artorius
+front view-
4artorius +fle&ed- 4emitendinosus and
4emimembranosus
+ba"k view-
Gastro"nemius and
4oleus +ba"k view-
90
!able of "ontents
'ilou's $oreword and >arning.............................................................................1
$oreword..............................................................................................................1
'ra"ti"al 'h#si"al 6du"ation Theor#....................................................................5
Eonstitutive 6lements of the (ethod....................................................................G
>ork (ethod........................................................................................................G
(odel training session..........................................................................................K
(easurement of the results..................................................................................9
Goal of !h#si"al edu"ation.................................................................................11
H#gieni" "onsiderations.....................................................................................12
6lementar# 6&er"ises.........................................................................................1@
1. The straight !osture and the fundamental arm !ositions.................................................1@
2. )rm e&er"ises...................................................................................................................15
?. Heg e&er"ises....................................................................................................................1G
@. 4us!ension e&er"ises.......................................................................................................1K
5. 'lank e&er"ises.................................................................................................................19
G. 0alan"e e&er"ises.............................................................................................................2
J. Ho!!ing e&er"ises ...........................................................................................................2
K. Eore e&er"ises..................................................................................................................21
9. 0reathing e&er"ises..........................................................................................................22
1. 6&er"ises done with s!e"ial e=ui!ment..........................................................................2?
'ra"ti"al 6&er"ises.............................................................................................2@
1. >alking.............................................................................................................................2@
2. ;unning.............................................................................................................................25
?. Ium!ing............................................................................................................................2G
Ium!s with and without a run8u!................................................................................................2J
Ium!s with hands on the obsta"le..............................................................................................?1
Ium!s with a !er"h.....................................................................................................................?2
@. 4wimming.........................................................................................................................??
General "onsiderations...............................................................................................................??
0asi" 4trokes..............................................................................................................................?@
Treading water............................................................................................................................?G
Rarious 6nduran"e 4trokes........................................................................................................?K
Rarious 4!eed 4trokes...............................................................................................................?9
Fiving underwater and swimming between two waters...............................................................@
;es"ue e&er"ises.......................................................................................................................@?
Fefense of a "aught res"uer.......................................................................................................@5
;es"ue e "a!si.ed or sinking boat.............................................................................................@5
Erossing running water...............................................................................................................@G
4wimming "lothed......................................................................................................................@G
)""idental submersion................................................................................................................@J
;e=uirements and !re"autions for grou! swimming e&er"ises...................................................@K
'erforman"es of the able swimmer and master swimmer...........................................................@9
5. Elimbing...........................................................................................................................5
Elimbing verti"al ro!es, bars, et". fi&ed or free standing.............................................................5
91
Elimbing in"lined ro!es and "hains............................................................................................51
Elimbing beams, masts, "olumns and other verti"al bars...........................................................52
Elimbing ladders and verti"al !arallel bars, straight or in"lined...................................................5?
Elimbing along a wall..................................................................................................................5@
'ulling oneself u!.......................................................................................................................55
;ea"hing high !la"es without vertigo.........................................................................................5J
;ea"hing a ha.ardous s!ot .......................................................................................................5J
'assing a dangerous s!ot..........................................................................................................5K
Elimbs of all sorts.......................................................................................................................59
G. Hifting.................................................................................................................................G
Hifting with two hands.................................................................................................................G
Hifting with one hand...................................................................................................................G1
Hifting and "arr#ing ob3e"ts and "harges of all sorts...................................................................G2
Trans!orting si"k or in3ured !ersons...........................................................................................G?
J. Throwing...........................................................................................................................G5
Throwing light ob3e"ts.................................................................................................................G5
Throwing heav# or large ob3e"ts.................................................................................................GG
Iuggling e&er"ises......................................................................................................................GJ
K. Fefending..........................................................................................................................GK
General "onsiderations...............................................................................................................GK
0o&ing........................................................................................................................................GK
4!arring and $ighting.................................................................................................................J?
>restling....................................................................................................................................J?
Fefense against a dangerous individual A wa#s to make him !owerless....................................K2
Games, 4!orts and (anual >ork......................................................................K@
0uilding a workout !rogram................................................................................K5
)!!endi&2 Elassifi"ation Tables of the 6&er"ises...............................................K5
)!!endi&2 )natomi"al Frawings.........................................................................KG
4"hemati" des"ri!tion of the most im!ortant mus"les.........................................................KJ
92