Athletics of To-Day 1929

Some Points in Athletic Science 351 of recuperation kept pace with the break-down processes, which are inseparable from exertion. In the course of this book reference has been made to the fuel that drives the human engine. We have learned that sugar is probably the basic principle of this fuel, but this does not mean that we must eat sugar and nothing else. Natural processes will break down other materials into sugar; and fat, per unit of weight, contains twice as much energy as any other food. And, since I was in candinavia and saw the vast quantities of milk, butter, and oil consumed by the people of the four countries, I have often wondered how far this particular part of their diet accounts for their wonderful physical effici– ency. We know that certain foods which will generate heat are good, and we know that the blood must be kept pure, or it will not perform properly its functions of carrying off carbonic acid, which it should take to the lungs whence we breathe it out. I have admitted already that neither I, nor any man, can tell you just what happens to the body in training, which enables the trained athlete to make demands upon his system, such as would be preposterous without a proper preparation. We see the effect, but we do not know the cause. The muscles are stronger, they are better supplied with their fuel- glycogen– and they work more conomically, but why th y do so we cannot say. The fact that they do conserve their nergy despite increased activity gives us just a hint to be followed, and that leads us straightaway to an altogether different aspect of training. A good coach will set his pupil certain tasks to perform, because he knows that by such means a definite object will be attained. But ther must be made, in the first instance, many experiments with differ nt " styles," or types of action, and th re must be also close observation of which actions are successful, or oth rwise, so that the ideal form may ultimately be volved. The fact that the coach pos es es, and can impart, abounding know! dge is not in its lf sufficient. The pupil has to m morise the movements in order that he may repeat them. But can one memori thousands of messages sent at incr dible speed