gym-wizards tumbling gymnastics learning material: … · 2016-01-19 · gym-wizards tumbling...

GYM-WIZARDS TUMBLING GYMNASTICS

LEARNING MATERIAL:

Sports and Exercise Training – Recreational

Tumbling Gymnastics (Assistant Coach)

INTRODUCTION TO TUMBLING GYMNASTICS

Module 2 –

Intellectual property of Gym Wizards CC– May not be reprinted, reproduced or redistributed in whole or in part without the express written permission of Gym Wizards CC

Contents

A. INTRODUCTION ..................................................................................................................... 4

A.1 Welcome .............................................................................................................................. 4

A.2 Learning Programme Alignment .......................................................................................... 4

A.3 Learning Structure for the Module ...................................................................................... 4

A.4 Unit of Competence Learning Outcomes ............................................................................. 4

A.5 Navigating the Learner Guide .............................................................................................. 7

B. SECTION 1 – THE FUNDAMENTALS OF GYMNASTICS COACHING .......................................... 9

1.1. Introduction to Gymnastics ................................................................................................... 9

1.2. Brief history of Gymnastics ................................................................................................. 10

1.3. Origin of Gymnastics ........................................................................................................... 11

1.4. Social impact of Gymnastics ................................................................................................ 12

1.5. Gymnastics Stakeholders and their roles ............................................................................ 12

1.6. Your Institution’s Mission Statement .................................................................................. 15

1.7. Coaching Philosophy ........................................................................................................... 15

1.8. The Professional Coach ....................................................................................................... 17

1.9. Ethics ................................................................................................................................... 18

1.10. How is Gymnastics Different? ............................................................................................. 19

1.11. Gymnastics Disciplines ........................................................................................................ 21

1.12. Levels of Participation ......................................................................................................... 21

C. SECTION 2 – SAFETY IN THE GYM ........................................................................................ 22

2.1 Safety in the Gym ................................................................................................................ 22

2.2 Injuries and injury prevention ............................................................................................ 24

2.3 First Aid for Basic Injuries .................................................................................................... 28

2.4 Specific Safety Considerations............................................................................................. 31

2.5 Dealing with emergencies ................................................................................................... 32

2.6 Equipment ........................................................................................................................... 33

D. SECTION 3 – EXCEPTIONAL GYMNASTICS COACHING .......................................................... 35

3.1 Ten Gym Wizards Coaching Principles ................................................................................. 35

3.2 Coaching age appropriately ................................................................................................. 36

3.3 The changing role of the Coach ........................................................................................... 42

Module 2 –


3.4 Feedback to the Gymnast .................................................................................................... 47

3.5 Key attributes of a great teacher (15 Tips: What makes a good Gymnastics Coach?) ......... 48

E. SECTION 4 – GYMNAST PREPARATION ................................................................................ 50

4.1 Gymnast Preparation .......................................................................................................... 51

4.2 Warm – up ........................................................................................................................... 54

4.3 Conditioning and Resistance Training ................................................................................. 56

4.4 Cool Down ........................................................................................................................... 57

4.5 Special Physical Preparation (SPP) ...................................................................................... 58

4.6 Motivating Gymnasts to Get Fit .......................................................................................... 59

F. SECTION 5 – TEACHING GYMNASTIC SKILLS ........................................................................ 60

5.1 Tools and Suggestions for Teaching Gymnastics Skills ........................................................ 61

5.2 Biomechanics ...................................................................................................................... 63

5.3 Classification of Gymnastics Skills ....................................................................................... 68

5.4 Stations and Circuits ............................................................................................................ 72

5.5 Skill Families ........................................................................................................................ 73

G. SECTION 6 –BASIC FUNDAMENTAL MOVEMENTS AND BEHAVIOURAL PROTOCOLS .......... 78

6.1 Animal Movements ............................................................................................................. 79

6.2 Locomotor Skills .................................................................................................................. 81

6.3 Body Positions ..................................................................................................................... 83

6.4 Behavioural protocols ......................................................................................................... 85

H. CONCLUSION ....................................................................................................................... 89

I. RESOURCES ......................................................................................................................... 90

The contents of this document the exclusive property of Gym Wizards CC and may not be reprinted,

reproduced or redistributed in whole or in part without the express written permission of Gym Wizards CC.

Module 2 –


A INTRODUCTION

A. INTRODUCTION

A.1 Welcome

Welcome to Module 2: Introduction to Tumbling Gymnastics. The purpose of this module is to provide an introduction to the tumbling discipline. We will establish a good foundation in terms of teaching and developing basic movements. The importance of maintaining safety and applying correct coaching skills will be emphasized.

A.2 Learning Programme Alignment

This programme has aligned specific components of the following units of competence:

UNIT OF COMPETENCE TITLE LEVEL CREDITS

Plan practice sessions and teach basic motor skills 4 6

Coach Gymnastics at Introductory Level 3 4

A.3 Learning Structure for the Module The Module is structured so it includes the following sections:

ORIENTATION Section 1 Fundamentals of Gymnastics Coaching

SAFETY Section 2 Safety in the Gym

COACHING INTRODUCTION

Section 3 Exceptional Gymnastics Coaching (Over and Above Ustd Req)

PREPARATION Section 4 Gymnast Preparation

TEACHING Section 5 Teaching Gymnastic Skills

PROTOCOLS Section 6 Basic Fundamental movements and behavioural protocols

A.4 Unit of Competence Learning Outcomes Alignment to unit standard requirements for the Module includes: Unit Standard 260123

ELEMENT OF COMPETENCE

NO LEARNING OUTCOMES / PERFORMANCE CRITERIA

UNIT NO

UNIT NAME

LO 1 Plan practice sessions to teach the basic skills required for a sporting activity

1 The basic motor skills required to learn a sport are identified for inclusion in the plan

4 / 5 / 6

Gymnast Preparation Teaching Gymnastic Skills Basic Fundamental

4

Relevant equipment is identified that will enhance skills training

Module 2 –


LO 2. Implement a skills plan for beginners to sport.

1

Techniques that enhance motor skill learning at beginner level are used proactively to advance the beginner's mastery of the skills.

movements and behavioural protocols

2 Techniques and routines are used for remediation of poor/weak mastery by learners.

LO 3 Implement activities that develop the skills and abilities required for learning sport skills

1 A series of drills are implemented that improve eye-hand and foot-eye coordination.

2 A series of drills are implemented that improve visual skills.

3 A series of drills are implemented that improve balance and proprioception.

4 Relevant activities are implemented that ensure skill learning at the beginner level.

Unit Standard 264694

ELEMENT OF COMPETENCE

NO LEARNING OUTCOMES / PERFORMANCE CRITERIA

UNIT NO

UNIT NAME

LO 1 Describe the development and sociological impact of gymnastics

1 The current format of gymnastics is described in relation to the origin and historical development

1 Fundamentals of Gymnastics Coaching

2

The structure of South African Gymnastics Federation (SAGF) is described in terms of its roles and responsibilities to South African communities

3

The roles of stakeholders are described in terms of the way in which they introduce and advance gymnastics in a community

4

The “gymnastics for all” approach to gymnastics development is explained in relation to transformation and mass participation

LO 2 Implement a physical preparation programme for different age groups

1 Components and effects of warm-up are explained in relation to gymnastics

4 / 5 / 6

Gymnast Preparation Teaching Gymnastic Skills Basic Fundamental movements and behavioural protocols

2 Warm-up activities are demonstrated in relation to gymnastics

3 Types and components of fitness are identified and explained in relation to gymnastics

4

Activities to develop physical fitness of selected and facilitated for the preparation of gymnasts

LO 3 Establish and maintain a safe

1 Characteristics of gymnastics equipment are explained in relation to function and purpose

2 Safety in the Gym

Module 2 –


and conducive environment for gymnastics

2

Gymnastics equipment suitable for different users are replaced or modified according to organisational safety procedures

3

Injury awareness and prevention is explained in relation to implementation of gymnastics at fundamental level

4 Basic First Aid is demonstrated for routine injuries according to given scenarios in gymnastics

The following sub-outcomes inform this Module:

UNIT NO

TITLE OUTCOMES

1 Fundamentals of Gymnastics Coaching

Understand the importance of mission statements and coaching philosophies

Develop your own personal coaching philosophy

Identify the different types of gymnastics and levels of participation in gymnastics

Explain the benefits of gymnastics

Conduct yourself as a professional coach would

2 Safety in the Gym Understand the importance of safety in the gym and your role in the safety team

Identify strategies and techniques for preventing injuries

Understand the importance of supervision before, during and after practice

Know the coaches’, parents’ and gymnasts’ role in injury prevention

Understand and implement practices for keeping the gym safe

Use proper procedures when assisting an injured gymnast

3 Exceptional Gymnastics Coaching

Know all the roles of a coach

Know children’s ages and stages of development

Know the changing roles of the coach as children develop through their ages/stages

Know how your gymnasts learn

Be able to give good feedback to gymnasts and their parents

Learn to teach your gymnasts effectively [lead ups/skill progressions, drills, conditioning or warm up]

Identify key responsibilities of a gymnastics instructor

Identify key attributes of a Great Teacher [staying positive etc.]

4 Gymnast Preparation

Understand the importance of gymnast preparation and readiness

Identify the purpose and benefits of the warm up, cool down and conditioning

Know how to develop children’s ABC (Agility, Balance, Co-ordination and Speed)

Know the three stages of the gymnastics warm up

Module 2 –


Know the key principles of recreational conditioning programmes

Give some basic examples of a recreational tumbling conditioning circuit

Know what SPP (Special Physical Preparation) is and give some examples

5 Teaching Gymnastic Skills

Be equipped with tools and suggestions for teaching gymnastics skills

Understand when and why to spot

Be able to identify key principles and terms related to biomechanics

Be able to define the dominant types of movement patterns and give examples of each

Know the main skill families and give examples of each

Understand how we use stations and circuits to teach

6 Basic Fundamental movements and behavioural protocols

Learn various forms of locomotive activities to give young children

Know the basic body positions

Be able to teach these activities safely and with the correct terminology

Know the correct technical execution of the body positions

A.5 Navigating the Learner Guide

Throughout the learning programme, icons are used to focus your attention on important aspects of the learning programme.

Performance Criteria: An indication of the performance criteria that is addressed in each module.

Learner Tip/Truths: A useful tip regarding the concept under discussion is given as a basis to further discussion.

Critical Note: An essential element regarding the concept under discussion is given as a basis for further discussion.

Individual/Group/Pair Activity: You will be required to complete an activity on your own/ in pairs or in a group that relates to the outcomes covered in the module.

Module 2 –


Self Reflection:

Reflect on the question(s) asked to identify the relevance of learning outcomes in real working situations.

Self Assessment: Reflect on the question(s) asked to identify the relevance of learning outcomes in real working situations...

Facilitator/Assessor Note: Content matter/ Assessment element that is critical to the understanding of the module. The learner must pay careful attention to this section.

Mentored Discussion/Activity: Refers to a topic of discussion that will be facilitated by the facilitator – input from the class in a free-style feedback session is required.

Example Box: Practical examples that relate to topic of discussion.

Resources: Possible sources for further research and study is listed under this icon. Resources may include additional reading, hand-outs, web-sites, multimedia.

Workbook: Complete the activity in your workbook for this section. Completed activities will be assessed as part of your Portfolio of Evidence for the particular module.

Case Study: A practical case study that relates to the topic under discussion.

You are ready to start your learning experience.

Good luck!!

Module 2 –


1 SECTION ONE

B. SECTION 1 – THE FUNDAMENTALS OF GYMNASTICS COACHING

Performance Criteria: The following performance criteria will be covered in this learning unit:

LO NO CRITERIA

NO PERFORMANCE CRITERIA

1 Describe the development and sociological impact of gymnastics

1 The current format of gymnastics is described in relation to the origin and historical development

2 The structure of South African Gymnastics Federation (SAGF) is described in terms of its roles and responsibilities to South African communities

3 The roles of stakeholders are described in terms of the way in which they introduce and advance gymnastics in a community

4 The “gymnastics for all” approach to gymnastics development is explained in relation to transformation and mass participation

EEKS Historical development of gymnastics.

Social impact of gymnastics and the role of SAGF.

Code of Conduct

1.1. Introduction to Gymnastics Gymnastics first became "popular" at the Munich Olympic Games in 1972 with the arrival of the Russian gymnast, Olga Korbut, and was further boosted four years later at the Montreal Olympics by the Rumanian Nadia Comaneci with her "perfect" gymnastics. This Olympic Gymnastics was projected by television to the viewing public and it's no wonder that this was how the majority of people got to know about the sport. We would like to present gymnastics as a sport for everyone. Gymnastics is an activity for contributing to the development of physical and motor ability components with the aim of forming a balanced physical and mental development. A gymnastics programme aims to develop and increase an individual's movement vocabulary. The most useful aspect of gymnastics is that participants are taught to control their own body in a variety of situations: while doing various locomotor activities - running, jumping, skipping, crawling etc. In various positions - on or off the ground, right way up or upside down etc.

Participants learn to attempt skills, not with implements or projectiles, but with their bodies. If participants can first control and manoeuvre their own body, then it is quite reasonable to assume they can better control themselves and various apparatus/implements (Skipping rope, ball etc.). The abilities enhanced by participation in gymnastics are fundamental to movement in general. In this sense gymnastics helps to prepare its participants for many pursuits in other sports. Gymnastics on this level is called GYMNASTICS FOR ALL.

Module 2 –


It covers a wide variety of activities which will be a base for all disciplines of gymnastics and should strive to provide two main functions: be educational be fun.

Mentored Discussion: Why is the “Gymnastics for all” approach important to enable:

a) Transformation in the sport? b) Enable mass participation? c) Enable growth and development of the sport?

1.2. Brief history of Gymnastics Gymnastics – among the oldest Olympic Sports – dates back to ancient times, having its roots in the ancient Greek Olympiads. Since then it has evolved, seeing major development into the sport we know today and has been included as an Olympic event since the beginning of the modern era at the 1896 Summer Games in Athens. These days, even though there are 7 different gymnastics disciplines, only three are recognised as Olympic Events: i Artistic Gymnastics (Men’s and Women’s), ii Rhythmic Gymnastics (Group and Individual) and iii Trampoline.

Men’s Artistic Gymnastics

Men’s Artistic is the only gymnastics discipline that has been included since the first modern Games in 1896. At the time, it included unusual events such as acrobatics and climbing, as well as five of the six events we see today: Horizontal Bar, Pommel Horse, Vault, Parallel Bars and Rings. At the Paris Games in 1924, the men’s apparatus individual events were introduced for the first time, setting the format of the modern events we see today. Today, men compete in five events: Horizontal Bar, Pommel Horse, Vault, Parallel Bars, Rings and Floor

Women’s Artistic Gymnastics

Women’s Artistic was only included from the 1928 Amsterdam Games, 32 years after the men’s event had first been included. Female gymnasts were limited to a single event (the women’s team combined event) until the 1952 Helsinki Games where seven individual events were introduced.

Module 2 –


Eight years later, the women’s program was cut down to six events. Today, women compete in four events: Uneven Bars, Floor, Beam and Vault.

Rhythmic Gymnastics

Even though Rhythmic Gymnastics was recognised by the FIG as an official discipline since 1962, it did not become an Olympic event until the 1984 Los Angeles Games where Canada’s Lori Fung took the gold medal. Rhythmic Gymnasts only competed as individuals until the 1996 Atlanta Games when a team event was added.

Trampoline

A relatively new sport, trampoline debuted at the 2000 Games in Sydney with a men’s and women’s individual event. Even though Trampoline consists of four events (Individual Trampoline, and the three related rebound sports: Synchronized Trampoline, Double Mini Trampoline, and Tumbling) only Individual Trampoline is included as an Olympic Sport.

1.3. Origin of Gymnastics

Origin of the term- Gymnastics:

The term "gymnastics" stems from the Greek word "GYMNOS" which literally means "exercises in the nude". The term originated from the training of Greek boys who had to do their exercises in the nude, under the guidance of their tutors. The word "Gymnastics" was eventually defined as any physical activity which was practised in the Greek and later also in Roman Gymnasia.

European an international origin of Gymnastics:

The story of sport, which includes gymnastics, is as old as the human race. Gymnastics is closely related to the development of games, physical education and medical exercises in ancient history, which dates back as far as 2600 BC.

Cycles of Gymnastics history:

Pre-Historic: Vaults and Acrobatic exercises performed over animals (horses, bulls)

Antiquity:

Greece Acrobatic Exercises

Balancing moves on Hands, Toes

Jumps, leaps and vaults Egypt Human Pyramids

Acrobatic exercises

Crete Vaults over bulls

Rome Horse riding

Vaults over horses

Exercises for war China Body exercises

Acrobatic exercises

Dancing Middle Ages: During the Middle Ages and especially during the Renaissance,

various persons in Europe propagated the value of physical activities for health and recreational reasons and it was practised

Module 2 –


in schools as physical education. Many of the exercises developed in these times are still used today in the different disciplines of Gymnastics.

Modern day: A great influence came from the development of physical education. During 1776 to 1847 the first gymnastic apparatus such as the horizontal bar, parallel bars, beam and pommel horse were developed. It was the "turnen" system of F.L. Jahn, who is also known as the "Father of Gymnastics" that eventually developed into the competition sport of gymnastics. The German system was spread to other European countries. The first national gymnastics federation to be formed was the Swiss Gymnastics Federation which was instituted in 1832, followed by the German Gymnastics Federation in 1860, the Belgium Gymnastics Federation in 1865 and the French Gymnastics Federation in 1873.

South Africa: Gymnastics was introduced into South Africa by way of foreigners and immigrants who formed gymnastic clubs at the end of the 19th century in the bigger centres like Port Elizabeth, Cape Town, Kimberly, Johannesburg and Pretoria.

Resource: Adapted from SAGF Handbook

1.4. Social impact of Gymnastics Humans are social. Socialising plays a prominent role in the lives of most human beings and often forms part of cultural identity as well as recreation. In some cases, socialisation can be structured and planned. Sport falls into this category. Where sport is used as an activity for socialisation, teaching and learning and the transfer of sport specific skills take place. Participants attain technical and applied Gymnastics ability; learn social interaction skills and gain knowledge and insight into the sport. Gymnastics as a sport and recreational activity has a positive socialisation impact. Gymnastics endeavours to be as inclusive as possible as a sport. Individuals across all the South African communities have the ability to participate in Gymnastics as a sport by means of joining a Gymnastics club in their area. 1.5. Gymnastics Stakeholders and their roles The following stakeholders can be identified in Gymnastics:

STAKEHOLDER

ROLES AND RESPONSIBILITIES

Sport Recreation South Africa (SRSA)

Sport and Recreation South Africa (SRSA) is the national government department responsible for sport in South Africa. It’s overarching role and responsibility is aligned with its vision of creating An Active and Winning Nation, whilst its primary focuses are providing opportunities for all South Africans to participate in sport; managing the regulatory framework

Module 2 –


thereof, and providing funding for different codes of sport.

Resource: http://www.srsa.gov.za

SASCOC

SASCOC is South Africa’s national multi-coded sporting body responsible for the preparation, presentation and performance of teams to all multi-coded events, namely the Olympic Games, Paralympic Games, Commonwealth Games, World Games, All Africa Games, Olympic Youth Games, Commonwealth Youth Games and Zone VI Games. SASCOC is furthermore mandated and tasked to oversee South African Sport by means of the National Federations for affiliated sports codes. This function includes the various provincial sports councils. SASOC is responsible for the awarding for National Colours to athletes and Sport officials who have met the criteria to represent South Africa in different sporting codes and arenas and SASCOC also endorses the applications for Bidding and Hosting of international events, providing these criteria are all met.

Resource: http://www.sascoc.co.za/about-us

The International Gymnastics Federation

The Fédération Internationale de Gymnastique (FIG) was founded in 1881, making it the world’s oldest international sport organisation. Gymnastics has been represented since the inaugural modern Olympic Games in 1896. The federation draws up the rules, known as the Code of Points, which regulate how gymnast's performance is evaluated. Six gymnastics disciplines are governed by the FIG:

Artistic gymnastics (further classified as Men's Artistic Gymnastics – MAG and Women's Artistic Gymnastics – WAG),

Rhythmic gymnastics (RG),

Aerobic gymnastics (AER),

Acrobatic gymnastics (ACRO) and

Trampolining (TRA). Additionally, the International Federation has been considered the authority responsible for determining whether gymnasts are old enough to participate in the Olympics. They also oversee the control of substance abuse within the sport.

Resource: http://www.olympic.org/fig-artistic-gymnastics

South African Gymnastics Federation SAGF

The South African Gymnastics Federation (SAGF) is the official national governing body for gymnastics in South Africa and is also the only body officially recognised by the International Gymnastics Federation (F.I.G.). The main objective of SAGF is to advance, promote and improve gymnastics in all its facets in South Africa, also to help the other African Gymnastics Federations. For the purpose of carrying out this object SAGF co-operates and is affiliated to all role-players in national and international macro organisations: • Sport and Recreation South Africa (SRSA) • Provincial Department of Sport and Recreation. • South African Sports Confederation and Olympic Committee (SASCOC)

Module 2 –


• African Gymnastics Union (UAG). • International Gymnastics Federation (FIG). The management, administration and control of the affairs of SAGF are vested in an Executive Committee called SAGF Board. All management, administration and control by SAGF Board is subject to any Resolution approved by the Biennial General Meeting, which is the highest authority for gymnastics in South Africa The main role and responsibilities include: 1) to promote the sport of gymnastics and to maximise the performances of the

South African Team members, 2) to ensure that all members of South African Team are subject to certain

responsibilities and obligations, and to 3) provide such team members in advance with the requirements pertaining to

their participation. All gymnasts and officials selected for the South African Team, are expected to: A. Participate in the required training sessions and adhere to training schedules

and other details related to training as determined by SAGF, the appointed team coach and/or manager. Any exception to this rule, require the appointed team coach's advance approval. Any behaviour or disciplinary violations in this regard, will be cause for dismissal from the team.

B. Meet all prescribed guidelines in terms of appearance including training and

competitive apparel, travel apparel, personal appearance, the wearing of emblems and the sponsor insignia. Violation regarding team uniform training or travel dress could be cause for dismissal from the team.

Provincial Clubs

At provincial level SAGF consists of Provincial Members which are affiliated to the Federation and consists of constituted Provincial associations of clubs/ schools/ institutions/ community centres. The Provincial Association is the governing body for that specific province and as far as possible, is organised and managed in the same way as the national body, namely: • Annual General Meeting. • Executive Committee. • Program Management Teams (Technical Committees)

Local Clubs and Schools

At local or district level enthusiasts with the same interests in gymnastics form schools, institutions, community centres, clubs, academies and practise together with the purpose of socialising, to keep fit, having fun, learning new skills or to participate in competitions or take part in recreational activities (festivals, Sport Days). District committees comprising of elected members from the district clubs and schools, coordinate activities within the district. The District committee promotes the aims and objectives of the Provincial Federation. District committees are affiliated to their respective Provincial Associations and Macro Organisations.

Module 2 –


Officials Gymnastics officials including administrators, coaches, club owners etc. have the responsibility to advance the sport of gymnastics in line with their various tasks and responsibilities in line with the codes of conduct and ethical codes applicable to their clubs, districts, provinces and country. This includes relevant membership to applicable reporting / affiliation structures.

Athletes Athletes / Gymnasts participate in the Sport within different disciplines and within different performance levels. Gymnasts at certain levels represent their: • Clubs • Districts • Provinces • Country Within these capacities gymnasts has a responsibility to participate in the sport whilst adhering to specific protocols including drug free sport and to maintain their membership in line with different club level requirements.

1.6. Your Institution’s Mission Statement Each school, club or organisation should have its own philosophy/mission statement. This informs the values of the organisation and informs how business is conducted and how teaching is done. Here are some examples of Mission Statements: Gym Wizards has four values: 1. Create fun 2. Build a family and Team Spirit 3. Make Their Day 4. Keep Learning

Teaching Philosophy: To teach gymnastics, tumbling and trampoline in a fun, safe environment, and in the process give children the confidence for life! TAGS: Quality Gymnastics in a Safe, Positive Atmosphere Louis Fourie Gymnastics exists to provide safe and developmentally appropriate activities and training for all ages and levels, with a focus on providing a stimulating environment that promotes each individual's social, emotional, cognitive and primary physical development with the help of the most qualified and knowledgeable staff. Fun & Fit Centres: To develop a child’s self-esteem by providing success experiences in a non-competitive environment. We define success as personal best instead of better than others. World Olympic Gymnastics Academy: Our mission is to help every child to reach their goals whether it’s just to have fun and improve fitness, or to achieve their fullest potential and dream. 1.7. Coaching Philosophy What is most important to you as a coach?

Module 2 –


● Fun ● Fitness ● Skill Development ● Success ● Competition ● Personal Best ● Character development and life skills ● Overall Development ● Confidence A Coach’s Philosophy should… ● Be positive ● Be ethical ● Have realistic goals and expectations ● Serve the best interests of the athletes. ● Be in line with your organisation’s policy

Critical Note: Here’s a question: Do you think it is appropriate to move a talented and competent Grade R child up to a more intermediate/advanced level group – i.e. to a group of much older children? [This is assuming the Grade R child can do the moves the older children are working on?] Answer It is NOT in the interests of an exceptionally talented Grade R child (5 years old) to be put into a group of intermediate/advanced level children who are normally older. Even if the Grade R child can physically do the intermediate/advanced curriculum- emotionally, socially and cognitively they are not mature enough to deal with group members who are not on their peer level. Also, the teacher’s method of delivery of the lesson would be completely inappropriate for a 5-year-old, who needs to hear stories, rhythm, music and experience their bodies in space, rather than have a lesson’s focus be on achieving a skill. This might cause them to lose interest or burn out at too young an age which will cause the life span of their gymnastics career to be considerably shortened.

Coach’s Personal conduct should include: ● No sitting or lying down. This creates a non- energetic mode of coaching. ● No food or drink in front of students. It’s unprofessional. ● Keep cell phones off/on silent during teaching. Make sure you focus on your teaching. No answering

of calls while teaching. ● Proper G-Wiz Coaching uniform should be worn and hair should be kept neat and tied back. Make-up

should be neat. Uniform is compulsory. ● Congenial attitude towards students, staff and parents. Smile and be available to chat to

parents/staff and children. ● To use time between classes to talk to parents and students. Give feedback about the child’s

progress/issues. ● No hands in your pockets. This creates a perceived sloppy attitude.

Module 2 –


Recreational Gymnastics Objectives ● Gymnasts should have a fun and rewarding experience regardless of level and age. ● This is recreational gymnastics: we do not focus on winning. ● Success in recreational gymnastics is measured as follows:

o Learning new skills o Performing at your personal best o Developing additional strength and flexibility o Building friendships o Dealing with adversity

1.8. The Professional Coach Professionalism refers to a person’s conduct, appearance and communication. It means: ● Being Ethical

o Respect o Play fair o Confidentiality - Children’s conditions are to be handled with confidentiality e.g. an ADHD

/autistic child o Resolve conflicts o Concern for gymnasts o Use authority appropriately

● Being Prepared o Plan your lesson beforehand o Set up equipment/props beforehand - don’t waste valuable time

● Continuing Your Education o Become certified in the beginner through to advanced levels o Constantly attend training to maintain and enhance expertise

● Good Communicator o Both written and verbal communication essential - deliver it positively! o Keep good communication with fellow co-workers, managers, students and parents

● Punctual o Arrive before your class starts o Use this time to review lesson plans/set up equipment and props/meet and greet students and

parents o It’s your responsibility to supervise students before, during and after class so be there before

your students arrive! ● Knowledgeable about your Gymnasts

o Remember their names o Understand their skill level o How best do they learn o Any medical conditions/special limitations?

● Strong Leader with a Positive Attitude o Show enthusiasm for your gymnasts and your job o Commit to constant learning o Be flexible and open to suggestions o Prepare for the unexpected o Be consistent and follow through o Take immediate steps to correct mistakes

Module 2 –


Dress like a Pro Your club may require you to wear a specific uniform or dress code. Dressing professionally presents a positive image to gymnasts and their parents. It is also important for safety requirements that: ● Long hair should be pulled back from the face or tied up neatly ● No visors or caps should be worn ● Avoid jewellery - especially dangle earrings, necklaces, watches, bracelets and rings ● Coaches should wear a staff shirt ● Athletic pants or shorts [appropriate length] should be worn ● Avoid jeans/baggy clothing ● To prevent injury to your gymnasts, do not wear pants with zips, ties or adornments ● Only sports shoes should be worn. At Your Club ● Do your part to keep facility clean

o Pick up rubbish from the gym, foyer or car park o Flush toilets and tidy bathrooms o Put lost property in a box

● Maintain a safe facility o Regularly check apparatus for wear and tear, maintenance or repairs o Communicate to supervisors if you notice any problems with equipment

● Attend staff meetings o To know what’s happening in the gym o Collaborate with other co-workers o Review safety guidelines and policies, protocols and procedures o Review schedules and lesson plans

● Continue to communicate o Communication is KEY o Especially important to the parents and gymnasts who are your customers o Help your gym to develop materials for communicating with their customers like websites,

newsletters, handouts and progress reports 1.9. Ethics Ethics is a set of values that drives your behaviour and decision making. To be ethical is to be honest, fair and treat others as you would want to be treated. Do not befriend learners. Coaches need to create a natural respect and discipline in their team if they have planned training sessions with busy gymnasts. Be firm and understanding. Refrain from “rough-housing” or play wrestling or socialising with the gymnasts. The coach and gymnasts are not friends. You are their superior and their coach. Do not add students as friends to your Face book accounts. Smoking in front of the children and parents will not be permitted. Use of abusive, foul or derogatory language will not be tolerated; neither will the use of vulgar language and jokes.

Module 2 –


1.10. How is Gymnastics Different?

Learner Tip/Truths: Definition of Gymnastics: Any physical exercise on the floor or apparatus that is designed to promote endurance, strength, balance, flexibility, agility, coordination, and body control. Most often, when people think of gymnastics they have visions of the Olympics and elite competitions spring to mind. This is gymnastics in its most advanced form.

Gymnastics as an Activity

Gymnastics is far more than elite competition. It is an activity serving as the foundation for all sporting and athletic development. Participants learn fundamental movement skills like running, jumping, landing, swinging and rotating. They develop all aspects of fitness including flexibility, strength, endurance, balance, agility, co-ordination, and more. Starting with the “activity” of gymnastics can lead to competitive gymnastics and other sports

Gymnastics is different to other sports:

It is not safe to attempt even basic skills on your own without proper training. This is different to many other sports where you can practice informally. Gymnastics has thousands of skills! Unlike repetitive sports like swimming, cycling, running etc. gymnastics has potentially thousands of skills that need to be mastered. Gymnasts cannot compete formally right away. Gymnasts need to master certain skills before competing with them. This is unlike other sports where, by modifying the rules, beginners can compete formally almost immediately. [Tennis/basketball etc.]. Beginner gymnasts practise only beginner skills. These beginner skills, e.g. cartwheels, are very different to advanced skills (for example multiple somersaults). This is different to other sports for example basketball, where the beginner performs roughly the same skills as the professional (dribbling or passing etc.). Even basic gymnastics requires a certain level of strength and flexibility. If students are not physically prepared, instruction needs to be modified to adapt for their limitations. Many sports require no or little physical preparation to be able to perform the moves/actions of the sport. Gymnastics is difficult to do outside of a gym. It requires specific and specialised equipment and apparatus.

Module 2 –


Benefits Physical

● Muscle Strength ● Healthy Bones ● Flexibility ● Motor Skills ● Gymnastics ABCs (Agility, Balance, Co-ordination and Speed)

Cognitive

● Research shows there is a link between physically fit children and academic achievement

● Terminology, rules, tactics, follow directions, problem solve ● Gymnastics develops the same neural pathways as for maths and

reading ● When we learn how to perform a movement pattern that

requires us to think deeply about what the body will do, we are exercising the same areas of the brain that are involved in all of the cognitive functions used throughout the school day.

● When we learn how to perform a movement pattern that requires us to think deeply about what the body will do, how it will move, where it will move and with whom or what the body will move with (e.g., a social dance step, a backward roll in gymnastics and so forth) we are exercising the same areas of the brain that are involved in all of the cognitive functions used throughout the school day.

Social Skills

● Gymnastics provides interaction with various types of people, other children, opportunities to work as a team or in partners

● Helps children learn to set goals, handle winning and losing, show good sportsmanship, handle conflict, wait patiently for their turn, handle their peers etc.

Emotional

● With the correct coaching it can build Confidence and Self Esteem in children

● Can help reduce depression/anxiety ● If effort and progress are emphasised over outcome, children

learn to “stick with it” and not quit. Perseverance in this modern day of “quick fixes” and instant gratification is a rare quality in a youngster

Continued enjoyment of physical activity

● The joy of keeping active and fit is felt and learned - for life - if recreational gymnastics is taught in a fun, safe environment.

Life Skills

● Commitment ● Sportsmanship ● Work ethic ● Punctuality ● Time management ● Character development ● Healthy lifestyle

Module 2 –


1.11. Gymnastics Disciplines The following disciplines are identified: 1. Men’s Artistic Gymnastics [MAG]: Floor, Pommel, Rings, High Bar, Parallel Bar and Vault 2. Women’s Artistic Gymnastics [WAG]: Vault, Bar, Beam, Floor 3. Trampoline Gymnastics [TR]: Trampoline, synchronised trampoline, double-mini trampoline and

Tumbling Gymnastics [TU]: Combining Artistic floor and Trampoline skills to be performed in a rhythmical, continuous fashion on a long spring floor.

4. Rhythmic Gymnastics [Women only]: Hand held apparatus, rope, ball, clubs, ribbon, hoop 5. Acrobatic Gymnastics: Combines dance, tumbling, synchronisation. Gymnasts perform with partners:

Women’s pairs, Men’s pairs, Mixed pairs, Women’s group [3 gymnasts] and Men’s group [4 gymnasts]

6. Aerobic Gymnastics: Cardiovascular endurance and fitness. Men’s individual, Women’s individual, Mixed Pairs, Trios, Groups [6 gymnasts]

7. Gymnastics for All: Diverse Group activities from all disciplines - competitive and non-competitive, including Preschool Gymnastics

1.12. Levels of Participation Preschool [Children/Participation]

● Basic gymnastics movements and fundamental skills ● Ages 1-5 ● Social, emotional and motor development ● Non competitive ● Parent and Tots: age 2 turning 3 years ● Pre-pre Grade R: age 3 turning 4 ● Pre Grade R: age 4 turning 5 ● Grade R: age 5 turning 6

Recreational [Children/Adolescents/Adults Participation]

● Develop single skills and sequences ● Beginner, Intermediate and Advanced Levels of Participation ● As an entry to competitive OR as a general recreational and fitness activity ● Minor “competitions” and display work

Competitive [Emerging/Talented]

● Inter club, inter region and inter provincial, National Championships ● Formal programme governed by SAGF ● Competitions at Club, Regional, Provincial and National level ● Events, routines and performance levels ● Perform routines with many skills

Elite [Performance/Elite Performance]

● Governed by F.I.G. Rules ● International Competition ● International Participation ● World Championships and Olympic Games ● Separate path of development from the “competitive” stream

Module 2 –


2 SECTION TWO

C. SECTION 2 – SAFETY IN THE GYM


LO NO CRITERIA


3 Establish and maintain a safe and conducive environment for gymnastics

1 Characteristics of gymnastics equipment are explained in relation to function and purpose

2 Gymnastics equipment suitable for different users are replaced or modified according to organisational safety procedures

3 Injury awareness and prevention is explained in relation to implementation of gymnastics at fundamental level

4 Basic First Aid is demonstrated for routine injuries according to given scenarios in gymnastics

The maintaining of a safe environment is of critical importance in any sport – but even more so in the sport of gymnastics where injury prevention through the maintaining of safety is a priority in terms of the role and responsibilities of the gymnastics coach. 2.1 Safety in the Gym Safety is much broader than just the activities happening on the gym floor. It includes: ● Proper gymnastics instruction ● Progressions and spotting ● Using and maintaining apparatus and equipment properly ● Planning for injuries and using first aid ● Facility inspections and maintenance ● Appropriate supervision ● Planning and organising classes and practices ● Coach and gymnast education ● Injury prevention ● Gymnast preparation ● Record keeping ● Child welfare ● Insurance and legal considerations

Critical Note: SAFETY FIRST! The primary goal of the gymnastics professional is to provide a safe environment for

Module 2 –


gymnasts.

The following specific considerations apply to the pro-active maintaining of safety in the gymnastics environment:

Safety around the Gym

● Only allow children on apparatus with supervision ● Check there are no gaps in the mats ● Use softer mats for new skills [e.g. new children do forward rolls on

wedges/soft mats] ● Use a mat/pad at potential hazard areas [backstop] ● Prevent mats/props from slipping ● Maintain following distance ● Use progression steps and spotting to help with new skills

Supervision ● Before, during and after practice ● Be able to SEE everything that is going on and see ALL your gymnasts ● Be able to recognise potential injury situations/hazards ● Take special care with handing over children to their parents after practice ● Constantly move between indirect supervision [E.g. children at another drill

station a little further away from you] and direct supervision [E.g. directly spotting children at the mini trampoline] Keep a balance between Indirect and direct supervision: by looking up from your spotting station, scanning the rest of the area and checking for off task behaviour/children not knowing what they should be doing/incorrect technique/correct following distance etc.

● NEVER leave a child unattended - if you need to go to bathroom, make sure another coach is watching them.

● NEVER let them on the apparatus unless you/another coach is there. ● Children’s attention wanders/they get bored when activities take too long.

Make sure you keep them engaged in the activity - set up extra drill stations for them to work on while they’re waiting.

● Use props - hoops, carpet squares, ropes, poly dots to keep younger children in line and ALWAYS show/tell them where to go [what route to take].

Using Protocols ● Moving from one rotation to the next can be challenging. Move children together in one line. We often march, sing, “make a train” for the younger ones - to prevent them from running across the gym to move to the next station/get a drink of water.

● Make sure every gymnast knows the designated pathways in the gym and knows how important it is to watch out for others. We use the “crossing the road” analogy with the youngsters: “Look left, right and left again” before you go anywhere!

● Special care when supervising pack away of equipment: Don’t give inappropriate tasks to children [e.g. asking little children to move heavy equipment], no mats on heads - carry them waist height, two at a time to carry mats, have a system to be followed at an orderly pace

Module 2 –


Critical Note: Equipment Pack Away: NO FOOLING around. Give specific tasks to specific groups/pairs of children. WATCH THEM LIKE A HAWK!

2.2 Injuries and injury prevention Injuries Specific to Tumbling ● Head and Neck ● Elbow dislocation ● Wrist sprain ● Ankle Strain

o Make sure the doctor declares them fit before coming back to gym o If a cervical spine [neck injury] is suspected, the gymnast should NEVER be moved unless CPR is

needed to get them breathing/heart beating Movement after the initial damage can cause more damage - even paralysis

● The gymnast MUST go to the doctor if any of the following happens: o They lose consciousness o Head injury - even a hard knock/bruise to the head should be seen to o Facial injury o Multiple injuries

Dealing with Injuries Coaches should always be prepared for the unexpected. You need to practise and understand the emergency action plan of your company/club. It is the coach’s duty to be First Aid Certified in order to give adequate assistance to an injured gymnast.

Injury prevention ● Only teach skills appropriate to the gymnast’s ability, experience and limitations.

● Consider age, stage, mental and psycho-social development. Teach skills appropriate to the gymnast’s current skill level - and use progression steps to move them forward!

● Use apparatus and equipment properly ● Make sure you know how to use the equipment - including set up/pack away

and manufacturer’s instructions. ● Inspect equipment prior to use [jump on the trampoline before children go

on it to prevent slipping, fix gaps in mats etc.] ● Help with overall inspections once a term [take inventories] ● Report any equipment repairs required to management.

Preparation towards the prevention of injuries includes:

Preparation for Gymnastics

● Check the area you’ll work in ● Warm-up ● Cool down ● Check gymnast’s physical and mental readiness for learning/doing the skills ● Take special care after holidays/break [take a step back] ● Special care with trials/new children - DO NOT forget: they can NOT do what

the rest of the group is doing!

Module 2 –


Gymnast Education

● Correct attire, [glasses tied back, no baggy clothes, no jewellery/watches, hair neat]

● Knowledge of the skills they’re doing [e.g. how to perform the bridge correctly to avoid injuries],

● Safe use of apparatus [e.g. watching the mats don’t slip, backstop, don’t go on equipment without a coach, how to mount and dismount equipment],

● Safe landings EVERY time, learning how to fall safely, ● Gymnast must communicate clearly [if not feeling well/something is sore,

don’t understand the instruction and especially when being spotted - make sure both coach and gymnast are on the same page]

● Teach your gymnasts to commit to the skill - no balking/” chickening out”. ● Know Safety Rules: Go over them and ENFORCE them in the first week of

each term as well as during the term. Make a poster and put it up in the foyer for parents/gymnasts to see.

Parent Education

● Leave the coaching up to the coach - stay out of the practice areas, wait in designated areas

● Keep younger siblings out of the practice area ● Bring children to gym on time - so they don’t miss the warm up ● Come into the gym /foyer to fetch their children - don’t allow children to run

out to mom waiting on the road/car park

Injury Prevention The prevention of injuries is a basic responsibility of the coach and links to the assuring of accountable conduct by the coach in terms of the enabling of athlete safety.

The very nature of gymnastics however does mean that injuries occasionally do occur. It is therefore both required to know how to prevent injuries as best as possible – and how to treat the most common injuries that may occur in the context of the sport.

The following specifics are guidelines towards the prevention of injuries:

FOCUS PREVENTATIVE MEASURES

General Fitness A good level of fitness for each individual sport- especially gymnastics- is of the utmost importance. While injuries can occur at any time, they are more likely to occur towards the end of the session. This is due to gymnasts being mentally and physically tired and unable to cope with the demands placed on their bodies. Tired athletes are also less capable of performing skills to the desired level.

Keep to the rules

All gymnasts should learn and apply both the written and unwritten rules of their sport and of their environment (e.g. rules of the gym). The importance of good sportsmanship and fair play should be instilled in athletes as from their initial involvement in the sport.

Module 2 –


The coaching team should develop clear rules for conduct and should at all times discourage and address dangerous techniques and a lack of discipline. Gym Wizards Rules: 1) No one on the trampoline without a coach 2) One at a time on the trampoline 3) No touching or pushing friends 4) No one talks when the Coach talks

Avoid Horseplay

The maintaining of discipline during coaching sessions is extremely important. The correct use of apparatus, the avoiding of horseplay and unsupervised activities should be a constant focus.

Warm up Warming up is a very important part of any session or competition. It is an essential part of reducing the risk of injury. Adequate time and relevant exercises should be provided for in support of thorough warm up sessions.

Stretching Stretching is a vital part of training or competing as it helps to reduce the chance of injury, also help to recover. Without stretching, muscles lose their flexibility and may fail to respond effectively during activity. The following rules should be followed when stretching to ensure maximum safety:

• Stretch before and after exercise. • Stretch alternate muscle groups. • Stretch gently and slowly; never bounce or stretch rapidly prior to

training. • Stretching position should be held for a minimum of 10 seconds. • Prior to training, stretch to the point of discomfort, never pain. • Breathe slowly and easy while stretching, don't hold your breath. • Stretch after good warm-up, or at the end of the session.

Coaching of technical skills correctly

Studies have shown that the better the technique of skill the lower the rate of injury. If the gymnasts do not know the correct technique of skills, they are more likely to injure themselves. Therefore, it is important that the children attain skills with good, correct technique in order to prevent injury now, and whilst doing gymnastics later.

Cool down Cooling down is also important as it prevents pooling of the blood in the limbs, which can lead to fainting or dizziness. Following exercise, cooling down and stretching improves the recovery of the

Module 2 –


muscles, heart and other tissues through the removal of waste products. An effective cool-down consists of a gradual reduction in activity levels for 5-10 minutes e.g. a slow jog or walk followed by general stretching.

Module 2 –


Learner Tip/Truths: Procedures to follow in the event of a possible injury: STOP: Immediately stop from continuing the activity TALK: The injured individual must answer the following questions:

a) Can you move the injured part easily through a full range of movements?

b) Has the injured individual fully regained his or her strength? c) Is the injured area free of pain?

OBSERVE: Observe the injured individual and area of the injury PREVENT: Prevent any further harm or injury:

a) Do not move with a severe injury b) RICE regime with a less severe injury c) Carry on with a minor injury.

RICE is the protocol used for the treatment of soft tissue injuries. It stands for:

Rest Stop playing immediately and take any weight off the injured area

Ice Apply ice to the injured area. This helps to slow the bleeding and swelling by making the blood vessels constrict

Compression Using a compression bandage on the area will also help to control swelling. Make sure it’s not so tight that it cuts off the circulation altogether!

Elevation Keeping the injured part raised above the heart helps swelling drain away and reduces blood flow to the area

Learner Tip/Truths: Make sure, that the facility has an emergency number on display as well as contact numbers to medical help / fire department on site. It is advisable to also have this number as a contact on your cellular phone. When injury happens call for professional help. First aid is to stabilize the injured person, not to treat.

2.3 First Aid for Basic Injuries As mentioned, if the coach is not qualified as a first aider, the scope of intervention should focus on stabilizing of the injured person and then to access assistance or additional medical attention depending of the type of injury. *Please note, that to be a qualified assistant coach, you need to complete an additional Level 1 First Aid Course. This Assistant Coach Tumbling Course, whilst covering some basic First Aid concepts, will not qualify you as a First Aider.

Module 2 –


The following provides a brief overview of actions to be taken in the event of basic injuries associated with Gymnastics:

INJURY SYMPTOMS

ACTION /TREATMENT

Cramp Cramp is an involuntary contraction of a muscle which can be very painful.

It is caused by a lack of blood flow to the muscle, or a lack of salt minerals within the blood.

It can be treated it by gently stretching and massaging the muscle.

Sprain Rapid swelling of the affected area

Bruising

Tenderness to touch

Pain

Inability to bear weight

Loss of mobility in the joint or the area of the body

Rest and stop activity

Compress – using ice pack or cold cloth on effected area – Stabilise and prevent swelling

Elevate – Lift injured area to prevent further swelling

Fracture Pain, swelling and bruising

Problems to move the part of the body

Appearance is wrong

Limb looking shorter than other

Shock

Closed or open

Complications where broken bones penetrate or cause damage to other body parts.

Stabilize by setting to avoid additional movement

Get immediate medical help

Shock Heartbeat is fast and weak.

Breathing is fast and shallow.

Skin is pale and injured person feels cold and sweaty.

Thirst.

Feeling sick and vomiting.

The pupils of the eyes get very enlarged.

Confusion and unconsciousness (person seems to be deeply asleep and can't be woken up)

In case of unconsciousness, put him in recovery position.

Treat whatever is causing the shock (e.g. bleeding).

Keep person lying down with the head low (unless hurt in head) and lift the legs up to increase blood-flow to the brain.

Touch gently; do not move, in case of spinal injury!

Talk calmly and make sure individual gets plenty of fresh air.

Loosen clothes and cover to prevent getting cold.

DO NOT give anything to drink or eat. (Can wet lips with wet cloth).

Keep checking breathing and get help as soon as possible

Asthma Severe breathing difficulties

Difficulty speaking more than a few words

Wheeze becomes very quiet

Sucking in of the diaphragm,

If they have their own Asthma plan, follow that.

Gently assist the individual into a comfortable sitting position, do NOT recline

Module 2 –


abdomen, and the throat and rib muscles

Pale sweaty skin

Lips turning blue (hypoxia)

Distressed and very anxious

Calm and reassure them, try to ease the feeling of panic.

If the individual has possession of a reliever inhaler (blue or grey dispenser) to treat Asthma, assist them in administering the medication.

If they don’t have the reliever with them, and another reliever is available, use it.

The person breathes in 1 puff, holds it for 4 seconds, exhales and takes 4 normal breaths. They need to repeat this 4 times in 4 minutes.

If after administration of the medicine no improvement is noted in approximately 4 minutes, seek urgent medical aid

Concussion Slipping in and out of consciousness

Blurring or double vision and seeing bright ‘bursting’ stars

Eyes may be sensitive to light

Dazed and confused behaviour

Headaches, vomiting, numbness, ‘tingly’ feelings and dizziness

Lack of coordination

Ringing in the ears, tinnitus

Short term memory loss

Slurred Speech

No memory of what has happened

Immediately seek medical aid for the casualty – call 082 911.

Monitor the individual to determine the level of consciousness

Ask three simple questions – ‘What’s your name, what day is it, how many fingers am I holding up’, and take a mental note of how they respond to those questions. You now have a ‘baseline’ of their conscious level.

Keep reassuring the casualty, monitoring their responses, and ask the same questions 10-15 minutes later. Compare how they answer the next time to how they responded initially. You can monitor their level of consciousness like this by regularly asking the questions, looking for deterioration or improvement in their responses.

If the individual is unconscious, place them in the Recovery Position

If the individual is conscious, place them in a comfortable position monitoring for any change in consciousness, or onset of shock, and treat appropriately

Monitor their breathing, continue to reassure the individual professional medical assistance arrives

Provide secondary assessment and treat any injuries as appropriate

Module 2 –


2.4 Specific Safety Considerations The following specific safety considerations are applicable to basic movement skills in the sport of gymnastics:

Safety Landings

● To be enforced in warm ups, cool downs and every time a gymnast lands off an apparatus or on the floor.

● No pre-school child should jump off a height higher than their knees.

● Strong body, arms in front, knees slightly bent (freeze - hold for 3 seconds).

● Back and Spine Straight - no arch in lower back, do not bend forward at the waist

● Arms extended to the front - in line with the heart. [Keeps chest up on landing]

● Keep knees slightly bent, never land on straight legs, don’t bend into too deep a squat - bad for knees.

Falling Safely with Safety Rolls

● Tuck and roll ● NB – chin on your chest ● Teach how to fall safely from the very

beginning. Falls are common in gymnastics especially when they learn new skills. Teach your gymnasts to fall properly by demonstrating and practising safety rolls.

● A safety roll should be performed if a gymnast is off-balance or falling as it allows them to absorb the impact of a fall over a larger surface of their body. A gymnast should perform a safety roll instead of trying to stop their momentum immediately.

● Rolls can be performed forwards, sideways or backwards – especially backwards (a gymnast should never stick out an arm behind them to stop a fall).

● Make a fist with the hands ● Pull the arms in across the body, and roll in a tucked position. ● Rolls can also be done with the arms overhead.

Teaching Bridges Safely

● No Bridges for under 5 year olds ● All beginners to use a raised surface for the

feet to take pressure off the spine ● Place a soft mat under beginners - they come

down hard! ● Always “pull up” before and after a lower into

bridge to protect the spine. This means making sure the correct posture is used before the bridge and on completion of the bridge. [Standing up tall with tummy tight, pelvis rotated inwards and spine straight]

● Do compensation exercises after bridging

Module 2 –


work [e.g. rolling on a round back]

Mini Trampoline Safety

● Gymnasts should be able to run well, know safe falling and safety landings before doing a run, hurdle correctly and jump onto the mini trampoline

● Do not let preschoolers approach the mini trampoline from a run. Use a round trampolines or have them do [no run], 3 x jumps on mini-trampoline and dismount.

● The trampoline should be placed on a non-slip mat ● Make sure the trampoline padding is securely fastened around the mini

trampoline ● Use a panel mat in front of the mini trampoline to help youngsters climb up

onto the mini trampoline ● Safety mats should be snug up against mini trampoline leaving no gaps. ● Always spot ● ALWAYS have your hands available! NEVER hold something (e.g. a hula hoop)

for the children to jump over. ● Use a poly dot as a visual marker for them to land on to prevent putting their

hands (in a forward roll) or their feet (in a jump) too close to the trampoline. ● NB spot to prevent children falling back onto the trampoline after a jump.

Double-Mini and Black Top Trampolines

● NEVER unsupervised ● Don’t allow uncontrolled bouncing ● Learn to “freeze”- safety stop bounce before learning to jump! ● Use safety matting all around- and especially off double mini ● ONE AT A TIME ● No objects under trampoline [e.g. wheels] ● NO ONE EVER underneath a trampoline ● All springs should be properly matted ● Never bounce off a blacktop trampoline - climb down ● Coaches have to be trained to catch children falling off the apparatus when

spotting

2.5 Dealing with emergencies In the event of an emergency, the EAP or Emergency Action Plan needs to be followed. Emergency Action Plan ● Written plan of action ● Defines responsibilities

o Who calls ambulance o Who gives first aid to injured person o Who supervises other gymnasts o Who calls the parents

● Step by step procedures to follow ● Emergency Plans are for

o Severe injuries/life threatening illnesses o Natural disasters/fires o Civil disturbances

● Cooperate with local emergency personnel [have their numbers on hand, brief them about what happened]

Module 2 –


● Appropriate forms and documentation [accident report forms] ● Procedures in reporting injury to owners/parents/other gymnasts

Critical Note: In order to ensure that the Emergency Action Plan has value, it is critical that the plan is practiced by means of simulation with all members of staff involved in the execution of allocated duties. It is advised to allocate a primary responsibility with a second person listed in the event of the first not being available in the event of an emergency

Self Reflection: Are you aware of and have you studied the EAP for your club or organisation?

The Coach’s Role in an Emergency ● In an emergency, activate the emergency action plan

o Recognise that an emergency exits o Decide to act o Call the ambulance o Provide care until help arrives

● In a non-emergency o Give first aid - if pain persists, get the parents to fetch and take to the doctor immediately o If you’re unsure - rather advise parents to go to the doctor.

2.6 Equipment Safety and injury prevention includes the due consideration of equipment used in the teaching of gymnastics. As a general rule ensure that: a) Equipment is used for its intended purpose and function b) Equipment is inspected for defaults in order to either replace equipment or maintain/ repair

equipment where necessary c) Equipment, if modified or used in a different capacity, is used according to organisational safety

procedures d) Equipment is always used under supervision of the coach Gymnastics equipment and its modification Gymnastics apparatus are used in support of the development of specific technical skills and abilities linked to body movements specific to different disciplines in the sport.

In some instances, the modification of apparatus may be required in order to: a) Address unavailable traditional apparatus b) Hone specific skills by means of different apparatus c) Enable different fitness components

Module 2 –


d) Progress athletes from one level to the next by means of the gradual preparation of technical movement skills.

The following table provides some examples and ideas on the conversion and use of traditional and alternative apparatus in Gymnastics coaching:

CATEGORY TRADITIONAL APPARATUS ALTERNATIVE APPARATUS OR POSSIBLE MODIFIED USED

Tumbling Rod Floor Air Track Spring Floor Filler Mats and Gill Mats Sand Grass

Landing Mats Mattress

Cartwheel block Any stable foam block e.g. yoga block

Trampoline Mini Trampoline Hoops Round Aerobics Trampoline Panel Mats Spring board

Module 2 – Intellectual property of Gym Wizards CC– May not be reprinted, reproduced or redistributed in whole or in part without the express written permission

of Gym Wizards CC

3 SECTION THREE

D. SECTION 3 – EXCEPTIONAL GYMNASTICS COACHING


Know all the roles of a coach

Know children’s ages and stages of development

Know the changing roles of the coach as children develop through their ages/stages

Know how your gymnasts learn

Be able to give good feedback to gymnasts and their parents

Learn to teach your gymnasts effectively [lead ups/skill progressions, drills, conditioning and warm up]

Identify key responsibilities of a gymnastics instructor

Identify key attributes of a Great Teacher

3.1 Ten Gym Wizards Coaching Principles The following principles inform tumbling gymnastics coaching at Gym Wizards:

Principle 1 Our lesson material for each lesson is always prepared in advance.

Principle 2 We always look the part befitting a sports coach.

Principle 3 Our lessons are always organised and we set up our apparatus/props beforehand.

Principle 4 We always teach positively with energy and enthusiasm.

Principle 5 We always teach creatively, ensuring that the lessons are fun.

Principle 6 We always use all the apparatus available to us.

Principle 7 We always use the Gym Wizards Coaching Methods/Systems when teaching a class.

Principle 8 We always keep the children challenged.

Principle 9 We never teach more than the prescribed number of children for each age group.

Principle 10 We always create a very safe and positive learning environment for children to participate in gymnastics.


of Gym Wizards CC

Critical Note: All Gym Wizards Coaches are expertly qualified and first aid certified.

Mentored Discussion: The following key elements are identified for running a successful gymnastics school:

1. Staff - We are selling good feelings: Staff must be able to do that! Must be bubbly and enthusiastic so that parents/children come back time and time again.

2. Facility - Must be clean and colourful. This is the most important thing in the parents’ minds.

3. Curriculum - The curriculum builds step by step and is the key to teaching fundamental gymnastics safely.

How will this relate to the role of the coach in gymnastics?

3.2 Coaching age appropriately As a coach, you need to know some basics of child development before you can prepare a child for gymnastics participation.

• Preschool Years [1-5 years] • Pre Adolescence [6-10 years] • Early Adolescence [11 -14] Young athletes are physically developing, from early childhood to late adolescence. This means they have different capabilities for, and adaptations to, exercise and for this reason, young athlete training programs should not be just scaled down versions of adult training programs.

Children are not just smaller versions of adults. They have very particular needs and capabilities.

One of the major issues in children's sport is a lack of knowledge on the part of coaches and parents about how children grow and develop.

This ignorance places unrealistic expectations on the child and often causes them to give up the sport. Good coaches know and understand the many changes that take place from child to adult and structure their coaching to best suit the needs of the young athlete. In the following descriptions in this unit it is assumed that children are receiving good levels of nutrition.

Restricted nutrition and sickness will both affect the way in which a child grows and develops. This should be taken into account by the coach when deciding the needs of the child. There are clear stages that children pass through from birth to adult. These stages are the same for boys and girls, but girls generally mature before boys.


of Gym Wizards CC

Developmental Levels

Early Childhood (Ages 3–5 Years)

Vision: Not fully mature (difficulty in tracking moving objects and judging velocity) Balance: Paradoxical decrease at 4–5 years due to overload in integrating visual and proprioceptive input. Motor Skills: Age 4—run, kick, hop, throw (20%), catch (30%) Learning Ability: Short attention span; easily distracted; need instruction via auditory and visual input. Activity Recommendations: PLAY in a closed system (few variables, constant conditions); walk, run, swim, tumble. Organised sports and competition may INTERFERE with learning.

Childhood (Ages 6–9)

Vision: Tracks speed and direction of moving objects with difficulty. Balance: Automatic by age 7. Motor Skills: Age 6—basic overhead throw developed; age 8—running skills matured. Learning Ability: Short attention span; easily distracted; lacks rapid decision making; needs verbal and visual instruction; cooperation improved. Activity Recommendations: Skills acquisition in a closed system (run, swim, gymnastics); recreational play; low level organised sports.

Late Childhood (Ages 10–12)

Vision: Adult pattern. Balance: Improved; declines at puberty during peak height velocity Motor Skills: Complex skills develop.

Physical growth is obviously important to performance. We will start by looking at how the body changes during development. There are important changes in body size and proportions. These changes affect the way children can perform different skills and activities.

Patterns of Growth - Changes in Size Children grow in size at a very fast rate. At birth infants are only about a quarter of their adult height. This final adult height is usually reached at about twenty years of age. There are four characteristic stages of growth from birth to adult:

Rapid growth in infancy and early childhood


of Gym Wizards CC

Slow, steady growth in middle childhood

Rapid growth during puberty

Gradual slowing down of growth in adolescence until adult height is reached Growth Spurts When the rate of growth increases rapidly it is called a growth spurt. The most important growth spurt is the one which occurs at puberty. This spurt produces a rapid increase in both weight and height. The peak of this growth spurt occurs at about age 12 for girls and age 14 for boys. Before this growth spurt there are no important differences between boys and girls in weight and height. During growth spurts most of the child's energy is used for growing. Children will be easily tired and may not be able to keep up their usual volume or intensity of training. Light training will stimulate bodily growth if the child has enough energy. Children and Exercise Children do not tolerate exercise as well as adults. They are much less aware of their real limits. Children do not breathe as slowly or as deeply as adults. The average six year old child breathes in 38 litres of air to get one litre of oxygen. The average 18 year old needs only to breathe 28 litres of air to get one litre of oxygen.

This means that the younger the athlete the harder their bodies must work to provide the oxygen their muscles need. The body has three energy systems. Two of these are anaerobic, without oxygen, and the other is the aerobic system, using oxygen.

Before adolescence children get a higher proportion of their energy from the aerobic system than adults do. In general, children are better at steady, extended exercises.

Physical changes during and after puberty will improve their anaerobic abilities. The amount of this improvement will help decide what event or distance is best for a young athlete.

Implications for the coach

Think about growth stages rather than ages

Think how changes in physical proportions will affect performance

Help children understand the changes taking place in their bodies

Set standards of performance according to developmental age not chronological age

Group children according to physical development, using height and weight as a guide

Encourage skill learning for all your athletes, late developers could be very successful later

Don't use exercises which place excessive force on bone growth regions during periods of maximum growth

Avoid weights before adolescence Coaching philosophies and approaches need to be adapted to fit different age groups.

Adapting your philosophy to your age group

Although each child has his own unique strengths and weaknesses, all youngsters possess general characteristics that are dictated by age. Children are continually changing, and part of your responsibility as a coach is to know what to expect both physically and emotionally from youngsters at various age levels.


of Gym Wizards CC

Being fully aware of the general age-related differences we cover in the following pages enhances your coaching skills and your ability to relate to your team. It also ensures that you don't favour the players on your squad who are more mature and skilled at the expense of players who are less skilled and developed. No matter what the age or skill level of your players, always be supportive and enthusiastic. Pile on the praise, and never stop encouraging them. This approach builds their confidence and self-esteem, and whether they're 6 or 16, you give a gift that will last for years to come.

Ages 6 and under

Children in the 6-and-under age bracket have probably never played a sport before. Your job is to introduce them to some of the sport’s most basic elements and whet their appetite for future participation. Children at this age generally aren't concerned about how their skills compare with those of the others on their team; they're primarily interested in being with friends and having fun learning and playing the sport. Competition is usually the furthest thing from their mind, which is why most beginner leagues don't keep game scores or standings for this age group. Preschoolers are constantly exploring their environments as they learn. They make use of magical or illogical thinking, using their imagination to create a world of wonder. They have short attention spans and simple unsophisticated cognitive abilities. They think that they are omnipotent (have unlimited power or authority) and can only see things from their point of view. For this reason, it is very important for the coach to set limits and boundaries to keep them safe and teach them good behaviour by encouraging their good behaviour as they develop. A coach needs to be warm and supportive but firm. Have your boundaries and stick to them. Children need to know what they may and may not do. Imitation is the main teaching tool because at this age most of the child’s learning happens through copying movement and exploration. Preschool is the primary period for learning motor skills. Coaches need to allow plenty of different experiences and exploration opportunities by creating circuits using different equipment and focussing on Dominant Movement Patterns (DMP) rather than only trying to teach them gymnastic specific skills. This will help to avoid lots of repetitions of the same move. It is better to have the child experience new movement perceptions than to have them repeat the same movement over again “correctly”. Invent different ways to cover a space or try different shapes, e.g. setting up an obstacle course in the shape of a number or a letter. Or have the children crawl like a baby, or walk like a baboon to the next station rather than just walking there.


of Gym Wizards CC

Boys and girls are very similar in motor development so there is no need to differentiate between genders.

Pre-Adolescence (6 to 10 years)

Youngsters in the 7-to-9 age bracket start focusing on mastering some of the basics of the sport. They crave feedback from coaches and parents on how they're performing certain skills and how they're progressing with new ones. They begin noticing their teammates' abilities and skill levels. When coaches verbally recognize one of their peers for properly executing a skill, the kids want to earn that same feedback. The desire to compete carries much more prominence for some youngsters in this age range than others. Children who have older siblings may be particularly competitive because they've watched their brothers and sisters compete in soccer or other sports, and now it's finally their turn to display their skills. At this age, children start thinking more logically about things. They start realising that Santa Claus, the tooth fairy and the Easter bunny are all myths. Their language improves and they express their thoughts, learn words for movements and express their feelings. This is where the concept of “fairness” becomes very important to them. It is very important to note that children at this stage need to feel SUCCESS at getting tasks right. They easily feel inferior and doubt themselves if they have “failure experiences”. By emphasising their effort and willingness to take a chance you will aid the child in feeling successful. The final outcome does not necessarily need emphasis or appraisal at this point in time. A lot of their energy is spent relating to other children and adults. We can help them develop positive relationships and learn skills like responsibility, commitment, sportsmanship, dealing with conflict and being a team member. Gross and fine motor co-ordination improves to that of an adult so the goal is to combine learned skills into progressively more complex skills and sequences. This is a great time to teach children to “think” about movement (mentally visualise the movement). Teach them self-monitoring so that they can to learn to link movements together and feel where their body is in space - for example when they are upside down. They need to learn what made them successful in the movement, so that they can repeat it. This age still needs a lot of different types of movement experiences, so create a variety of drills or movements to teach one skill rather than just repeating the skill 10 or more times in a lesson.


of Gym Wizards CC

Early Adolescence (11 to 14 years)

More than likely, children ages 10 to 12 have had some experience playing the sport in the past and are continuing with it because the sport has piqued their interest. Coaching should keep the positive momentum going by adding to their foundation of skills. Fuel their desire to continue playing by conducting practices that are both challenging and fun. Quite often, sports take on added importance at this juncture in their life, and they really want to do well. As children hit this age range, many become more competitive and winning and losing take on more importance in their lives. They begin embracing the challenge of putting their skills to the test and trying to outperform other children their age. When they help the team prevail, they feel immense satisfaction accompanied by a unique feeling of accomplishment that can be attained only through the wonderful world of playing youth sport. Children ages 13 and 14 have already developed many of the basic skills needed to play the sport, and now they want to improve on them. Children at this age are typically searching for their own personal identities as well, so try getting to know them on a personal level by learning who their favourite players or their favourite teams are. Of course, this tip is great for building special coach-player bonds with kids of all ages. In early adolescence, children are able to handle abstract concepts and speculation, they have longer attention spans and have a better impulse control. Their major developmental task is the search for IDENTITY where adults outside of their family play a role. Bear in mind that the search for identity can be very stressful for children. Before puberty boys and girls are physically similar in terms of strength, endurance and speed. This stage marks the beginning of constant differences between genders where boys gain the advantage in terms of the strength and endurance physical qualities. Because of different developmental ages, children of the same chronological age can have very different physical and motor abilities in this stage of development. In early adolescence, children compare themselves to peers which can sometimes lead to feeling like a failure. As a result, this is one of the main reasons this age has the highest risk for dropping out of the sport. However, this is a time when new and emerging skills - like creativity - are also developing and should be brought into the training.


of Gym Wizards CC

Gymnasts can get involved in creative aspects like choreography, leotard design, and music selection. This is the perfect time for gymnasts to learn to become ‘good competitors”- i.e. learn to manage the emotional and cognitive aspects of performance. There is a greater consistency in performance during this stage - when skills and routines become more consolidated.

Ages 15 and above

Gaining the respect of your players is always important to your coaching success, and that's particularly true for children ages 15 and older. These teens have developed a real passion for the sport. They attend camps, perhaps play in leagues year-round, and, in some cases, may actually be more knowledgeable in some areas of the sport than you are. If you volunteer or get recruited to coach this age group, don't be scared! You don't need to panic. Instead, welcome the chance to enhance your coaching abilities, and embrace the opportunity to coach children who have a deep-rooted love for the game. Be sure to let them know that you value their opinions, suggestions, and input regarding the team. A youngster's passion for sport is wonderful, and it actually helps make your job easier. These children can also be encouraged to start assisting in coaching younger children! At age 16, they can become qualified assistant coaches once they attend this course and pass the assessments.

3.3 The changing role of the Coach

Resources: We have previously identified the following roles of a coach:

● Supervisor - covered in previous section under safety. ● Teacher - teaching across mental/physical and social domains. How to

practise and how to compete. ● Instructor - skill teaching- introducing, naming, demonstrating, spotting,

correcting, developing lead up progression steps, preparing the body for skills [conditioning], teaching correct technique [and enforcing it], safety considerations

● Communicator - giving good feedback, making eye contact, knowing their names!

As your gymnasts mature, your role as coach changes:


of Gym Wizards CC

Preschool Years

▪ Coach = Teacher: Helps child develop their abilities using many activities, movements and games.

▪ Coach = Encouraging friend: share in the joy of the child’s accomplishments - no matter how small! Encourage them to try new things and lay the foundation for healthy self-esteem and healthy active lifestyle.

It is your role as coach to make activities FUN by keeping them simple, short and often changing. You need to reinforce effort over performance and show an interest in every child. Focus on socialisation, positive feedback, and the fun and enjoyment of physical activity, rather than competition or pressure to perform. Give stickers out to ALL the children! Never single out one child as being “better” in any way, over the others.

Pre Adolescents

▪ Coach = Role Model: Being a positive role model is one of the most important things you can do for children of this age. Children see how you communicate, problem solve, handle conflict and disappointment, show your work ethic, sense of fun - and more.

▪ Coach = Teacher: This is an ongoing role. Let the children have FUN but focus on learning skills. Get to know the parents and to relate positively to them. Encourage children to try new sports, as they need to experience as much as they can at this age. Because a child at this age is success orientated, it is not a good idea to compare gymnasts with each other. Rather focus on comparing a child’s effort to their skill outcome, and encourage problem solving.

Early Adolescents

▪ Coach = Mentor: You can make a real difference here when children are evaluating their priorities and finding their identity.

▪ Coach = Teacher: Nurture creativity and motivation. Increase their control and responsibility.

It is important to maintain clear boundaries. Key motivators: NOT winning. It’s about learning skills, having fun, and developing fitness.

Critical Note: How do your gymnasts learn? The 3 most common ways to learn:

● Visual [80%] - “Show” ● Auditory - “Tell” ● Bodily kinaesthetically - Spot them through the movement

Our mantra is “Show, Tell, Spot” when instructing.


of Gym Wizards CC

Resource: Refer to the following article by Damian Farrow, Skill Acquisition, Australian Institute of Sport, and Emma Hall and Gregory Diment, Performance Psychology, Australian Institute of Sport

MAXIMISING SKILL LEARNING THROUGH IDENTIFICATION OF ATHLETE LEARNING STYLES ‘I’ve heard from our psych that 80 per cent of our group are visual learners and you can say whatever you like, but if you put a picture in front of most footballers they’ll understand it a lot more easily than being spoken to.’ The above quote from AFL footballer Nathan Buckley reinforces that an individual can learn new information in ways other than verbalised coach instruction. While the use of learning approaches based on an individual’s learning style or sensory/perceptual preference has been prevalent in an educational setting for many years, the field of sports coaching has been less innovative. However, in recent times attempts have been made to assist coaches to firstly identify the learning styles of their athletes, and secondly utilise coaching strategies that match the learning style of the participants. Different learning styles There are numerous terms that can be adopted to characterise the unique learning style of an individual. In simple terms, most people possess either a visual, verbal (auditory) or active (‘kinesthetic’) preference when it comes to learning new information. One such approach being trialed within the Australian Institute of Sport applies four broad categories of learning styles that are described below.

Active/reflective Active learners prefer learning through active participation such as physically running through drills in training. They also typically display a preference for working in groups. Coaches need to be aware that active learners tend to act without thinking at times. Reflective learners prefer to think about a specific skill/strategy before executing it. In this instance, coaches may allocate time for athletes to review or question specific skills, strategies or tactics. However, coaches need to be aware that athletes who ‘think too much’ can demonstrate a lack of active participation and even ‘paralysis by analysis’.


of Gym Wizards CC

Sensing/intuitive Sensing learners prefer to follow previously tested methods or guidelines when learning new skills. They enjoy learning technical information about the sport and generally dislike new approaches or surprises. Intuitive learners enjoy adopting new and innovative approaches when learning skills or techniques; trying a new approach is more appealing than repeating an existing one. They enjoy adapting new strategies to what they see unfolding in competition, and tend to work fast and innovatively. Repetition can lead to early boredom Visual/verbal Visual learners prefer to receive new information via demonstrations, video feedback, diagrams, pictures from coaching manuals or magazines, or even instructions that paint a visual image of the skill. Verbal learners prefer to be given spoken or written instructions from a coach about how to perform a skill. Alternatively, an explanation may be given on an audiotape, CD or even from the narrator of a coaching video. Interestingly, while many coaches find giving instructions the easiest method of providing coaching information, it is probably the least preferred learning style of most athletes (remember Nathan Buckley’s opening comment).

Sequential/global Sequential learners generally gather and understand information in logical steps, before piecing everything together. It is important that new information is presented in the order that a skill will be executed. Global learners like to learn in larger chunks, understanding the overall picture before filling in the details. This may include knowing how a drill fits into an overall plan or strategy, before being taught the specifics of the drill. An athlete’s preference for one style over another in each of the above categories may be mild, moderate, or strong. Research has demonstrated that despite a person’s intellectual capacity, if new information about a skill is presented to an athlete in their preferred learning style, then reinforced using the remaining preferences, this will enhance learning and increase athlete motivation (Brunner and Hill 1992). How to identify your learning style: There are numerous learning style questionnaires now available in sport psychology texts and on the internet that are designed to determine an individual’s preferred learning style. While the scientific validity of these questionnaires may vary, they all essentially ask similar questions designed to determine the learning preferences of an individual. Once an athlete’s profile is identified, feedback protocols offer instructions on how this information can be used to improve training quality and overall performance. For coaches reluctant to use a questionnaire, simply asking athletes what mode they prefer when learning new information can be just as valuable.


of Gym Wizards CC

Likewise, observant coaches who have worked with the same athletes for an extended period of time will have noticed what instructional method seems to ‘click’ for a particular athlete. Irrespective of what method is used, the key point is to raise awareness of the potential value that learning style identification can have. Coaching applications It is interesting for coaches to also consider their preferred mode of coaching. Coaches tend to verbalise much of the information they deliver to their players. However, quite often many athletes prefer to learn visually or actively. If there is a discrepancy between the coach’s preferred mode of communication and their player’s mode of receiving information, learning will be inefficient. There is no doubt that catering to each individual’s learning style in a team-sport environment creates additional planning for coaches. They may be required to plan a variety of methods (for example, visual, verbal, active) to present information about the same skill to different athletes (see Table). A popular method of achieving this is by creating learning stations where specific skills components can be taught in order to lead up to the fully integrated skill. An alternative strategy, and perhaps most easily implemented in a team environment, is to apply learning-styles strategies when working with an individual athlete or in small group situations where all players have similar learning styles. Importantly, while initial learning is geared to each individual, it should be reinforced with information targeting the players’ other learning preferences. In summary, by coaching a team as individuals, learning will be more efficient, and the results will speak for themselves. Instructional approaches catering to some of the key learning styles

LEARNING STYLE INSTRUCTIONAL APPROACHES

Active

Allow the athlete to immediately practice the skill with minimal or no instruction

Provide verbal feedback describing the ‘feel’ of the movement, such as ‘imagine the feel of the air not being able to get between your torso and your legs in the tuck’

Mold or put the athlete’s body into the desired position

Reflective

Try to provide a few minutes of ‘thinking time’ after teaching a new skill

Encourage athletes to immediately pair cue words with new skills

After teaching each new skill, run a two-minute visualisation where athletes imagine themselves doing the skill

Visual

Allow observation of the skill by video, demo, or watching others during ‘live’ action Further progression of learning would use video

Have the athlete observe a series of diagrams showing a breakdown of the skill or strategy

Provide verbal descriptions utilising visual terms such as ‘in the tuck, picture that there is no space between your torso and


of Gym Wizards CC

of the athlete performing the desired skill

your legs’

Verbal

Provide a succinct description of the skill components to the athlete

Utilise books containing written information about the skill of interest

Allow the athlete to work in a group so they can hear the questions or feedback of team-mates

Resource: http://www.ausport.gov.au/sportscoachmag/psychology2/maximising_skill_learning_through_identification_of_athlete_learning_

3.4 Feedback to the Gymnast Children really want to please you. Make sure you give them that positive feedback. If you make a correction [run faster] and they make the correction but mess up something else [do the wrong jump off the mini tramp] you need to reward that effort at making the correction. You can then fix the next thing later! 3 steps for effective feedback 1. Decide what error to correct - then correct it in the following order of priority:

a) Safety, [e.g. following distance] b) most critical aspects of skill, [e.g. wrong leg with wrong foot on cartwheel] c) minor aspects [hands wrong or legs bent in cartwheel]

2. Give simple and precise feedback 3. Check for understanding The following informs constructive feedback: ● Praise the effort and correct/feedback on the performance ● Keep it positive ● Immediately after the attempt ● Praise can be simple: a smile/hand clap or “well done” plus adding the technical feedback ● Show excitement for progress and good effort [inexperienced coaches don’t do this!!!] ● Remind them it takes time - improvement will only happen if they keep working at it! ● Avoid negative language. Use positive, nurturing, encouraging language and tone. ● “Keep those legs straight” rather than “Don’t bend those legs” [focus on what can be done, not what

they did wrong] ● Be consistent! Same message every day, same terminology every day - and across the gym. ● Avoid being “hip” and using slang your gymnasts use. ● Speak loudly! Repeat it again. ● Watch them make the correction before leaving the child to their own practice again/letting them move

to the next thing. ● Individualise your feedback

o Age o Experience o Learning styles o Address the group or individual

Resources: The use of the Feedback / Compliment sandwich method maintains positive constructive feedback:

o POSITIVE – correction – POSITIVE o e.g. “I saw you had nice straight arms in your cartwheel, Mark. Next time


of Gym Wizards CC

let’s get those legs straight! Well done for following my instructions on the arms!”

Feedback to the Parents ● It is vital to initiate communication and build relationships with gymnasts’ parents ● Keep parents aware of plans/schedules, gymnasts’ development/progress and expectations ● A Parent Handbook helps - gives the mission statement, rules + policies, waivers and forms, dates and

financial considerations, curriculum and levels, plans, contact information and more ● Coaches qualifications need to be communicated as well ● Educate parents on the risks involved, measures to reduce injuries and emergency policy

Learner Tip/Truths: Key Responsibilities of the Coach

● Plan the lesson ● Supervise adequately ● Provide proper instruction/coaching ● Make the physical and emotional environment safe ● Make sure apparatus/equipment is safe ● Educate the gymnasts ● Know emergency procedures ● Keep informed ● Know the gymnasts ● Keep records

Self Reflection: How will communication be adjusted for each age group?

3.5 Key attributes of a great teacher (15 Tips: What makes a good Gymnastics Coach?) The following specific attributes enhances effective teaching of gymnastic skills: 1. Enthusiastic and Extroverted personality, a certain sparkle is required. We are selling good feelings and

solutions to problems. Teachers must be able to give good feelings and provide solutions. 2. High energy level. You get what you expect! If you give more energy, you get a great class from the

children! Lift your eyebrows! 3. Authoritative yet patient. Must be able to command respect yet have patience with the children. Moms

are usually great at this, but some youngsters are also awesome! 4. Professional general appearance. Fit looking, nice hair, makeup, smell good, cleanly shaven, no

excessive tattoos/piercings. Wear the staff uniform! 5. Receptive to training. 6. Need to be able to act. Even when you’re feeling bad, need to be able to go out there on the floor and

shine - coaches need to be “on” when they take the floor. Be silly, wear funny hats/glasses. Talk to children on their levels.


of Gym Wizards CC

7. Sharp observer. Safety. [Are the mats together, who has left to go to bathroom/out the front door/which parents have arrived, which child is feeling anxious/sick, who needs the loo/who arrived late].

8. Warm and affectionate. Love the children. 9. Some gymnastics knowledge. Especially the knowledge of when to move a child onto the next

progression! 10. Good listener. 11. Work with empathy with the parents. When attacked….step back, put yourself in their shoes and make

amends! Talk to the parents/children in the foyer/lobby. Create a relationship with your customers. For difficult children/ especially high energy boys who do not listen to instruction - tell the mom “He did have a little trouble focusing today - he loves you the most in the world….and you know him the best in the world - perhaps you can give me some tips on how to help him concentrate a little more” ... This way you’ve honoured the mom [she’s feeling ok - not too bad/embarrassed as a result of her child’s behaviour] and you’re possibly going to have a better session next week - because you learn better to manage the boy.

12. Be able to break down skills into the minutest parts. Correct positively. 13. Able to make a child and parent feel special. Notice the new haircut, the new leotard, remember names,

give hugs, focus on the eyes, touch gently if child has a problem. 14. Be flexible enough to change something if it’s not working in class. 15. Can they memorise names quickly? Use the parents’ names as well as the children’s names.

Critical Note: Parents don’t care how much you know, until they know how much you care. You have the chance to make a difference in a child’s life every time you teach them.

Learner Tip/Truths: 1. Good gymnasts are not necessarily good coaches. Great teachers are the ones

that can teach the least talented gymnasts. 2. Skill analysis is needed. [Be able to analyse the skill.] 3. Proper voice inflection and tone 4. Rephrase your corrections until the child understands and is able to apply. 5. Understand how to motivate children to be involved. 6. Practice good Class Management, keeping your children on task. 7. Reflect after most sessions/lessons. (Always ask yourself after your session “How

could I have done that session better”) 8. Know how to do good assessments/reporting on progress. 9. Know how to use technology [video] to assist in the coaching. 10. Practice ongoing peer collaboration and never speak badly/criticise a peer. Don’t

talk about wages. 11. Team work includes cleaning duty. Everyone cleans. Get there early and leave

late. 12. Leave problems at the door! Do not think about them while you’re teaching. 13. Don’t miss a session. 14. Do not single out preschool children for awards. Everyone gets an award. Do not

give an award out unless you’re going to give the same award for all the children.


of Gym Wizards CC

15. Start on time and end on time! Even if there is one child! If you start late, still end on time! [Two “wrongs” don’t make a “right”].

16. Be first aid certified. 17. Your words must be congruent with your actions when you teach. [If you ask

them to “put your hand on your tummy” - then DO that! Get the children to mirror you - their brains find it confusing and more difficult to learn, when they also have to cope with decoding left and right if the teacher is facing them].

4 SECTION FOUR

E. SECTION 4 – GYMNAST PREPARATION



LO NO CRITERIA


1 Plan practice sessions to teach the basic skills required for a sporting activity


4 Relevant equipment is identified that will enhance skills training

2 Implement a skills plan for beginners to sport.

1 Techniques that enhance motor skill learning at beginner level are used proactively to advance the beginner's mastery of the skills.


3 Implement activities that develop the skills and abilities required for learning sport skills






of Gym Wizards CC


LO NO CRITERIA


2 Implement a physical preparation programme for different age groups




4 Activities to develop physical fitness of selected and facilitated for the preparation of gymnasts

4.1 Gymnast Preparation To participate safely in gymnastics, gymnasts need to prepare physically, mentally and emotionally. We will focus on physical preparation - but you need to know that illness, fatigue, frustration, worry and other factors like the condition of ADHD can affect the gymnast’s ability to concentrate. Gymnasts are at the least risk of injury when they are:

Physically prepared - strong, flexible, powerful, fast enough and generally able to do the move. Physical prep also includes warm up activities.

Mentally prepared - they fully understand the skill

Emotionally ready - not overly confident, not overly fearful, just focused. The following specifics relate to the preparation of gymnasts:

Pre-Participation

Children with known medical conditions or pre-existing injury should have a doctor’s consent before being allowed to take part. Coaches and instructors need to know about any of these, so they can adjust the activities and monitor the child.

Example Box: We had a child who had broken his collar bone twice before taking up gymnastics with us. His mom never told us. On the first day, he did a cartwheel/bunny hop over the block, landed and rolled sideways - and broke his collar bone again!

Physical Fitness

Physical Fitness is the optimal performance of the heart and lungs and muscles. At preschool and recreational levels, fitness should be developed through games and fun activities rather than a strict conditioning programme.

Cardio-respiratory endurance

Muscular strength

Muscular endurance

Flexibility


of Gym Wizards CC

Cardio-respiratory Endurance

Cardio-respiratory endurance generally involves large muscle groups. Aerobic activities build cardio endurance. Make these activities fun by using games, team activities and music during your classes. Examples: relays, dance to music, running game.

Muscular strength

The ability to exert muscular force. It is possible to have strength in one area [arms] while lack in another area [legs/core]. Strength training helps strengthen muscles, ligaments and bones which helps injury prevention. Gymnasts must be able to lift, support and control their own body weight to be able to do a variety of skills. Strength is a key aspect of preparation for gymnastics.

Example Box: Handstand strength

Tuck lever hold strength

Learner Tip/Truths: Tips for Strength Training

If a child is old enough to take part in organised activities, they can do strength training

All activities should be supervised to ensure proper form/technique

Do exercises that use only body weight

Resistance training using body weight, bands, exercise balls, medicine balls etc. can be done

The goal of strength training is to increase power and strength - but NOT necessarily to increase the size of the muscles

Muscular Endurance

The ability to hold a position for a sustained period of time or repeat a movement numerous times. Strength and endurance go together, with the same types of movements and activities contributing to both aspects of fitness.


of Gym Wizards CC

Example Box:

Dish Holds

Superman Holds

Flexibility The ability of a joint to move through its full range of motion. Stretching exercises help increase the range of motion. Gymnastics skills often require a full range of motion. Adequate flexibility also keeps the joints and muscles from becoming stiff. Tips for Stretching

Muscles must be warmed up before stretching them

Light stretching is fine during the warm up to prepare the muscles for the workout ahead.

Stretching for increased flexibility should be done at the end of the lesson when muscles are warm.

Supervise for proper form and technique

Stretching should never hurt; teach your gymnasts to know the difference between muscle resistance [proper stretching] and pain from improper stretching

For increased flex, hold stretches for 20-30 seconds

Do not bounce when you stretch. Gently work into the full stretch. Breathe deeply and relax.

Example Box:

Pike Stretch

Straddle Stretch

Motor skills ABCs

Agility

Balance

Co-ordination

Speed The optimum time for children to build overall motor skills and learn fundamental movement skills is up to the age of 9.


of Gym Wizards CC

Agility: The ability to change the body’s position and direction. It is a combination of balance, co-ordination, speed, reflexes, strength, endurance and stamina. Balance: The ability to maintain one’s centre of gravity over the base of support. It involves the co-ordination of multiple body systems including eyes, inner ear, and brain, skeletal and muscular systems. An awareness of where the body is in space is also important for balance. Co-ordination: The ability to perform smooth and accurate motor tasks. Muscles, limbs and complex neural circuitry must work together to achieve coordination. Motor co-ordination is amongst the most fundamental aspects of everyday life, like texting on a cell phone or dressing yourself! Speed: This is the rate at which a person is able to move their own body. In tumbling, power is needed during jumping and landing activities. Power = strength x speed.

Developing Children’s ABCs

Play games making body shapes

Upside down and right side up

Animal movements: slither like a snake, walk like a baboon

Act out the weather or nature activities e.g. Growing plants or rain drops Play throwing games

At first with soft objects that can be held [bean bag]

Try throwing at a target as hard as possible

Use left and right hand Catching games

Scarves are great for little ones because they fall slowly! Play balancing games

Stand on one foot, then the other

Use different body parts, walk along a line Play jumping games

Shapes in the air

Jump for height or distance

Jump from one or two feet

Jump over the “river”

4.2 Warm – up

Warm Up

Warm up exercises are essential to help gymnasts get ready for a tumbling session. Be creative and use a variety of exercises to keep the children interested and excited! Children give up gym due to boring warm ups!!! Warm ups must be done at the beginning of each class. These should take at least 5-10 minutes of a 1-hour recreational session.


of Gym Wizards CC

The warm ups include 3 stages:

General warm up of aerobic activity,

Basic stretching

Skill/movement rehearsals

General Warm Up

This is a period of progressive aerobic activity that increases body temperature. This includes any locomotor activities and animal movements. Generally, 3-5 minutes long. Examples:

Jogging - various running activities: forwards, backwards, sideways, sprint, chasse, skip, gallop, knees high, kick heels in back etc.

Jumping rope - forwards, backwards, one foot, two feet etc.

Cardio games - tag, fitness circuit, relays etc.

Other locomotive skills e.g. animal movement

Stretching Moving each body part through increasingly larger motions and taking the body through different shapes and positions that will be used later during the class practice. The more advanced your gymnasts are, the more time is spent on stretching. For recreational gymnasts, 5 minutes is the maximum! Hold stretches for about 20 seconds each

Skill or Movement Rehearsal

These are specific activities that prepare the gymnast for further training. These activities can also act as lead-up skills specific to the main skills that will be practised in the session. Examples:

Bridges

Rocking Bridges

Candlesticks

Handstand Support

Rocking


of Gym Wizards CC

Jumping and Safety Landing Drills

4.3 Conditioning and Resistance Training

Conditioning

A conditioning programme helps gymnasts develop their physical fitness and better prepare for tumbling activities. It can be done at the beginning of the lesson after warm up, throughout the practice, using circuits/stations that incorporate strength training, or at the end of the lesson as part of the cool down. Recreational Gymnasts At preschool or recreational level, conditioning or fitness development should be done through games and fun activities. Be creative by incorporating music, props, partner activities and a VARIETY of exercises!


of Gym Wizards CC

Resistance Training

Try to use exercises where only body weight is required. Examples:

Push Ups

Modified Push Ups

Leg Lifts while lying/sitting on floor

Stomach Crunches:

Bring your head up and in and lift your shoulders off the floor by rounding your back as much as possible. Holding your arms above your head will add to the resistance

V-sits

Flutter Kicks

Crisscross

Wall Squats

`

Front Bridge / Push Up position

4.4 Cool Down

Cool Down This should be part of every gymnastics practice. It gives a smooth transition for the body from an elevated state to a resting state. It allows the body to come down after practice, preventing muscles from tightening up and cramping. This lasts for 5-10 minutes of a 1-hour session. Cool Downs Include:

Stretching activities to improve flexibility


of Gym Wizards CC

Games/team building activities

A review of the class activities - including skills attempted and learned

Recognition of gymnasts’ accomplishments [effort and achievements]

Communications, reminders and discussion of plans for next class

Encourage gymnasts to drink water and replace lost nutrients [eat something healthy] after gym practice

4.5 Special Physical Preparation (SPP)

Special Physical Preparation

SPP is the repetition of gymnastics skills and drills that also lays the foundation for gymnastics specific conditioning and provides tremendous benefits to tumblers. Examples:

Snap drills

Block drills against the wall

Punching drills

Landing drills

Handstand/Support drills

Limbers

Kick to handstand a little away from wall, shift shoulders forward so feet lightly touch the wall, then pull back to handstand

Stand a little away from wall, with back to the wall - shift hips forward until hands lightly touch the wall, [glutes active and shoulders open to protect the back], push off the hands and return to a tall stand.

Learner Tip/Truths: Use progressions: start with basic/beginner moves, use body weight only, modify moves to make them easier and lower the reps at first.


of Gym Wizards CC

Track progress using wall charts!

Critical Note: Allow for variations of the movement within the group to allow for varying levels of the gymnasts and maintain a balance between flexibility and strength! Do equal numbers of activities of both! Develop all the muscle groups! Train opposing muscle groups to develop balance and stability. E.g. Hamstrings/quads, abdominals/back muscles, triceps/biceps. ALWAYS supervise the gymnasts’ form and make it FUN!

4.6 Motivating Gymnasts to Get Fit It is important that our students view this part of their training as FUN, like learning new skills. Be creative, play games and present challenges! Conditioning can also be incorporated into each event - especially when doing stations. Our sport inherently develops muscular strength and flexibility. So we must remember to add cardio and muscular endurance training. E.g. timed circuit, obstacle course, relay races, racing the clock [how many sit ups in 30 seconds etc.]. Explain WHY they are doing the conditioning, not just “to get strong and prevent injuries” but also to learn the skills. Give specific example [e.g. we learn push up position holds to learn proper handstands - for flick flacks later on!] Now THAT’s exciting!


of Gym Wizards CC

5 SECTION FIVE

F. SECTION 5 – TEACHING GYMNASTIC SKILLS



LO NO CRITERIA














LO NO CRITERIA








of Gym Wizards CC

5.1 Tools and Suggestions for Teaching Gymnastics Skills To teach gymnastics skills you need to: • Be able to break the movements down [Drills, Lead Ups, Progressions] • Be able to spot • Analyse technical errors using biomechanical principles • Provide feedback and remedies to correct errors • Know the Dominant Movement Patterns and Skill Families • Use Stations and Circuits to Teach

Lead Up Skills

Using lead up skills is the process of breaking down skills into manageable parts. The gymnasts practice the parts of the skill and then progress to putting the parts together to complete the full skill. Example 1: A lead up skill for a backward roll would be rocking backwards. Start in the squat position and roll backwards until the shoulders touch the floor and the bottom is raised off the floor. They should place their hands on the floor by their shoulders. This is the beginning of the backward roll. Example 2: “Snap down” [for flick flack] helps develop co-ordination and strength to push of the hands and rotate to the feet-and body awareness [correct shape] for the 2nd half of the flick flack.

Drills

Drills are lead up skills or activities that mimic certain actions of the skill. They help the gymnast develop strength, flexibility and body awareness to better perform the complete skill. Drills allow for more repetitions which is important when teaching a new skill. It also aids in developing proper technique by focusing on the raw components of a skill. Example: A drill for a backward roll would be the use of the incline mat [wedge] to make the roll easier. The drills allow the gymnast to feel the complete move and develop co-ordination and strength before doing it on the floor. Using the wedge protects the head.

Progressions

Using progressions allow us to teach skills in a step-by-step way, letting children master basic skills before moving onto more advanced skills. In gymnastics, the fundamental skills serve as a basis for doing more advanced skills. Progressions help develop consistency in correct technique. If you have incorrect basics, you cannot correctly learn advanced skills. If your cartwheel is incorrect, e.g. incorrect hand placement, you won’t be able to learn a decent round off (requiring correct hand placement for turn and blocking


of Gym Wizards CC

action) and off course, no round off flick flack (requiring good block and snap in the round off to be able to connect the round off to the flick flack). Doing progressions until they are correct also helps reduce injuries. Incorrect second hand placement in the cartwheel can cause a repetitive stress injury on the wrist. In our backward roll example: After learning a backward roll consistently, the next step would be to learn a backward roll to push up position. Thereafter, they can learn a backward roll to handstand. After that, backward somersaults can be learned. If a gymnast struggles with a previously learned skill, or is unfit after the holidays, “go back a step” and do the previous progression step until it is perfect before attempting the more advanced skill again. Gymnastics teaching is a constant back and forth between more advance skill/progression step and less advanced skill/progression step.

Spotting

Spotting is a helpful tool to assist in the skill learning process. It aids kinaesthetic learning i.e. learning by doing and teaches safety in the gym. It is also good for CORRECTING mistakes in the gymnasts’ shape as going through the skill slowly helps them to feel the right position. Spotting includes:

Manipulating - putting the gymnasts through the motion to learn a move e.g. slow motion flick flack/handspring or putting the gymnast’s body in the correct position during a movement

Supporting - giving assistance e.g. in the handstand, or in a somersault assisting with height and rotation

Catching- in the air or especially on LANDINGS! Timing is everything. Coaches need to develop the skill of having their hands ready BEFORE the critical aspect of the spot is performed. It helps to think of following through from before the beginning of the skill- right to the end. Rather catch too early than too late.

Standing in- in case something goes wrong e.g. spotting at mini tramp. This is very important! The coach needs to know the movement and be able to detect if it’s not following the correct trajectory.

When Should I Spot?

Always spot the trampoline!

Always move towards safely allowing the gymnast to do the move alone…don’t overstay your spotting!

A few questions you can ask yourself: Does the gymnast need spot right now, in this moment? Is their technique wrong/dangerous? Have they lost strength? Is it a new movement? Are they unconfident? Is the movement still inconsistent? If your answer is yes to any of these questions, you need to spot the gymnast.

Learning to Seek out educational opportunities. Attend Gym Wizards


of Gym Wizards CC

Spot

quarterly workshops, or visit Gym Wizards venue’s or other approved gymnastic clubs to gain experience.

Work with a mentor or more experienced coach in your gym. Observe them and copy them Ask for help.

Use “two spots”

Practice on children who can already do the movements alone.

Practice with a doll or teddy bear.

Critical Note: 1) Caution: You need your hands free and available for all 4 of these spotting

techniques. 2) Do not “over spot” [doing all the work for the gymnast]. This applies except in

the beginning, while coaches are still building trust. 3) Do not use spotting as a substitute for teaching proper lead ups/progression

steps! 4) Make sure your gymnast is on the “same page” as you and knows exactly what

they are going to do. It is a disaster if you are going to spot for a dive roll and they go ahead and do a somersault.

5) Also make sure that you and your gymnast use the same timing for take-offs on trampoline: Coach must count “and-one-two-three” and go. [The Coach counts- not the gymnast.]

Example Box: I have seen inexperienced coaches holding hoops, pool noodles or panel mats at the dive roll station, asking children to jump over the barrier to try and get more height. This leaves the hands completely unavailable to catch the child if something goes wrong. NEVER ask a child to dive through a hoop.

5.2 Biomechanics Biomechanics is the study of the action of external and internal forces of the body exerted by muscles and gravity on the skeletal system. Understanding the Biomechanics of gymnastics, helps coaches better understand the skill techniques (e.g. blocking angle on the mini tramp to go upwards on take-off, Javelin throw) Understanding biomechanics gives you the ability to:

Identify the performance parameters: i.e. what needs to happen in order for the skill to be done correctly? So for example in e.g. In the hurdle and stretch jump off mini trampoline: The correct position on take- off is crucial to the success of the movement. The coach needs to know that the hips must be straight, chest must be up, and the take-off angle should be 10 degrees behind vertical.

Identify the most important mistakes: e.g. If the gymnast’s jump exit was too long and low, the coach would understand why, due to an understanding of biomechanics.


of Gym Wizards CC

[Usually because the angle of the take-off upon exiting the jump was wrong. The hips were piked and the chest was probably down, the shoulders were in front of knees, causing a forward trajectory.]

Analyse the root cause of the mistake e.g. In the above example, the last step was probably too close to the trampoline, not giving the child enough time in the hurdle to lift the chest and straighten the hips, therefore no conversion of speed occurred (no “blocking action” happened) to convert the speed upwards.

Be able to offer the correct remedies to make verbal technical corrections and choose an appropriate drill or progression step to fix the mistake e.g. Put a mat in front of the mini tramp to demand distance on the hurdle. This will help give the gymnast the right hurdle action and enough time in the hurdle to convert the speed by arriving in the correct position on the trampoline. Another e.g. is to give blocking drills. Make them jump and bounce backwards and have them do 3 drills with their chest up and tight hips [squeeze buttocks and stomach.]

Helps you design new movements in gymnastics and work out the associated technique. For Biomechanics in Gymnastics, we will focus on:

Centre of Gravity

Balance

Action-Reaction

Length of body and rotational speed

Centre of Gravity

The centre of gravity (COG) is the centre of mass. It is the point where the entire weight of a body may be considered as concentrated so that if supported at this point the object would remain in equilibrium in any position. The COG changes depending on changes in body position and base of support of the gymnast. It also changes based on a change in body shape- e.g. after puberty. A gymnast’s COG can serve as an axis of rotation around which the body rotates. COG affects balance and stability. The lower the COG, the more stable the body becomes.

Example Box: COG in Forward Roll

Q: Why start on the top of the wedge instead of on the floor when doing a forward roll?

A: When you stand on top, you lift your COG in relation to where the roll (rotation around the axis] will happen, making it easier for the rotation around the axis to happen.


of Gym Wizards CC

The gravitational force will also pull you down and rolling down an incline adds momentum.

Changes in Centre of Gravity

In general, when standing, a gymnast’s COG is about an inch below the belly button and about halfway from front to back. When a gymnast stands with arms up, the COG is raised.

Balance

Your base of support is the part of your body touching the ground. There are certain physical rules to be able to balance in a static position:

The COG must be above the base of support

The closer the COG is to base of support, the greater the stability will be.

If the surface area of the base of support is larger, the body will have more stability.

Example 1: In handstands, keeping a straight back will assist the gymnast in keeping their COG above their hands (base of support) to allow them to balance. Example 2: If you bend your knees on landing, you will lower your COG (closer to the feet/base of support) resulting in a more stable and safe landing.


of Gym Wizards CC

Example 3: Landing on 2 feet is more stable than landing on one foot as the landing area is a larger base of support. Headstand: Triangle made by your two hands and head, gives a bigger base of support. Lunge: Bending the front leg more gives better stability as the COG is closer to the base of support.

Backbend: Both hands and feet become the base of support. So the GOC sits in the middle of the hands and feet, under the back.

Learner Tip/Truths: Law of Action-Reaction Newton’s has 3 laws: Newton’s Law 1 Every object in a state of motion tends to remain in that state of motion unless an external force is applied to it. [Same speed, same direction]. Newton’s Law 2 An object with a certain velocity maintains that velocity unless a force acts on it to cause acceleration. A force applied to an object will accelerate the object. Newton’s Law 3 If body A exerts a force on body B, then body B exerts an equal but opposite force on body A. If your body applies a force to the floor, the floor will apply the same force back into your body. If you are strong and tight the force will be converted in the opposite direction. If the body is not solid, the reaction force is absorbed. To illustrate this point in everyday life, hold a pen in one hand, and with the other hand push the pen upwards. It will move upwards. However, if the same is done to a piece of string, it will bend, absorbing the force being applied in an upwards direction and no upwards displacement of the string occurs. This is why we teach children to keep their arms straight in blocking and their legs straight in punching/rebounding.

Example Box: Javelin throw If your body is “Body A” and the javelin is Body “B”, when you throw you will exert a


of Gym Wizards CC

force on the javelin and it exerts an equal force back on you. That’s why you don’t fall on your face if you throw hard enough.

Rugby pass If you are “Body A” and the rugby ball is “Body B” and you pass to the left, the ball will push back on you to the right. You have to brace yourself by putting your foot out to the Right, as you pass left.

Punch jump in tumbling In a punch jump: According to Newton’s third Law a force is exerted downwards onto the floor when doing a punch jump. The floor then exerts a force back. If the body is tight in the punch jump, the downward force into the floor will cause the body to be forced upwards. If the gymnast is tight, the force can go through the centre of gravity [upwards] with minimum loss of energy. If the body is loose, the energy is absorbed. If the legs bend and absorb the impact of the landing, all the upward force is lost which is great for landings, but not for springing!

Balance

Body Length in Relation to Speed of Rotation

The longer a body, the slower it rotates. Example: Full turn jump [rotation around vertical axis]. If you drop one arm, one side becomes shorter than the other and the body will start rotating towards that side. A pike somersault is more difficult than a tuck somersault- because the body is longer in a pike somersault [legs are straight] and it takes longer to rotate- requiring more height, snap and better landing skills. By the same token, a straight somersault is more difficult than a pike somersault.

Example Box: A demonstration with bricks or weights Holding a weight in each hand with the arms stretched out sideways demonstrate the change in rotational speed while spinning around – first with arms outstretched, and then with arms being pulled in tighter to the body. As the arms are pulled in, the weights make more circles in the same time [strangely, the weights don’t go any faster in km’s per hour].


of Gym Wizards CC

However, the number of circles made increases and the time stays constant- thus the gymnast rotates faster. [Twists faster].

5.3 Classification of Gymnastics Skills

Learner Tip/Truths: Dominant Movement Patterns (DMPs): Skills with the same mechanical orientation are grouped together. Because a lot of skills have similar movement patterns, it is easier to learn the DMPs and apply them to similar skills. Skill Families: Skills sharing the similar movement patterns and body actions. Because gymnastics skills are built up of several movement patterns, a skill family shares the same combination of movement patterns and body actions.

Dominant Movement Patterns

Understanding these DMPs can help coaches to develop and organize skill progressions and then to teach gymnastics skills. ● Landings ● Statics ● Locomotion ● Rotations ● Springs ● Swings (Only in artistic gymnastics) The development of awareness and competency within each of the above movement patterns (besides the swings) should be the focus of a preschool and recreational based tumbling gymnastics programme. It’s the basis of good tumbling gymnastics curriculum!

Landings:

F[force] x t [time] =Impulse= change in momentum To land correctly the gymnast needs to absorb the force by landing “toe-heel” and using a controlled bending of the knees, in order to stop movement. Landing toes first and then heels and then controlling the knee bend means it takes a longer time to absorb and so the COG can stop


of Gym Wizards CC

without too much force on the joints and spine. For the same reason, we use sponge mats to land on, as they assist in lengthening the absorption time [and reducing the force]. The landing is the most important skill because it is done with almost every skill and when done properly and consistently it is a major factor in preventing injuries.

How to teach the safety landing: ● Have the gymnast show you a safety landing, push down on their

shoulders and get them to resist you by engaging the thigh and back muscles. This will help them feel how to really land properly by controlling the knee bend and exerting more force downwards against the ground on landing.

● Play “stick” as a game to encourage learning and implementing safety landings. In the stick game they have to land and hold the landing without losing balance or giving a step, for 3 seconds (stick)

● Don’t forget to teach the safety “stop” landing on trampoline. ● Have them count up to three after landing-before moving. ● Have them do landing drills almost everywhere! Add a box top,

bench or panel mat and make them jump off, using all the different shapes, and land correctly. Be careful with preschoolers, they shouldn’t jump off a height that is higher than their knees.

● With forward somersault, aim to get into the landing position before your body reaches the vertical position, as your momentum will take you to the vertical (kick out).

Learner Tip/Truths:

Safety Landing. Important points to look out for: ● Land “toe-heel” ● Eyes forward ● Arms at chest height (Strong arms) ● Knees at 45 degrees ● Back straight ● Thighs engaged or “strong” ● Tummy tight

Dominant Movement Patterns (Cont.)

Statics:

A static position includes any position where the centre of gravity is above the base of support. The gymnast can be balanced and stable on different body parts e.g. feet, hips, shoulders, hands, head etc.


of Gym Wizards CC

Types of static positions include Bridges, handstands, lunges (as shown in the image bellow), scales, tuck and V-sit etc.

Locomotion:

Locomotion is achieved by the transference of weight from one body part to either the same body part or another body part in succession. Normally this is weight being transferred onto one or both feet like in stepping, running, hopping or skipping. But there are many more locomotion activities in gymnastics. Fundamental Skills Include: ● Walking [forward, sideward, backwards] ● Running ● Skipping, galloping, chasse ● Animal movements

Rotations:

Rotations include movements around an internal axis. An axis is a point or line around which a body rotates. The three axial lines are always at right angles with each other and intersect at the COG. There are three types of rotations: ● Vertical- feet to head ● Horizontal-left side of waist to right side of waist ● Anterior-Posterior- tummy to back

VERTICAL ROTATION

Rotation around the vertical axis- which runs from head to toe. You will rotate faster around any axis when your body is closest to that axis i.e. a pencil shape will spin faster in a full turn jump, than if the arms are bent or if the legs or arms are out. EXAMPLES ● Log roll [NB you are lying horizontal, but your rotation is around the vertical

axis- that runs from head to feet]. ● Pirouette [on hands or feet- with or without a jump] ● Jump Turn


of Gym Wizards CC

● Twisting

HORIZONTAL ROTATION

Rotation around the horizontal axis running from one side of the waist to the other. EXAMPLES ● Forward and backward rolls,

safety rolls ● Somersaults ● Limbers/walkovers ● Flick flacks ● Handsprings

ANTERIOR-POSTERIOR ROTATION

Rotation around the anterior-posterior axis running from front [tummy] to back of the body. EXAMPLES ● Cartwheels ● Round-offs A mistake often made is a “dive” onto the hands in the first phase of a handspring or a round off. Solution is to bend the front leg and get their hands down as far as they can before they kick. Your body has a certain amount of energy and if you are diving, you’re using too much of it to go up- leaving very little to rotate. If you dive, your COG also has to go higher to get over the shoulders which are high. You then use all your energy for the height instead of the rotation.

Springs

Rapid displacement of the body such as the take-off from both legs and the “spring” from both hands. There are different types of springs: ● Jumping ● Blocking ● Rebounding ● Bouncing Fundamental Spring Skills


of Gym Wizards CC

● Bounding: Rabbit Jumps, bouncing on one and two feet, hopscotch

● Jumping from two feet: Jumps (stretch, tuck, straddle), jumping off rebound device (springboard, mini trampoline)

● Jumping from one foot: Hopping, Hitch kick ● Rocking or rolling to jump ● Jumping from one foot to two feet.

5.4 Stations and Circuits Using stations and circuits provides children with more opportunities for practice. It keeps all your children engaged at the same time and often, stations serve as drills or progressions for a specific skill.

Learner Tip/Truths:

Circuits: Children complete one repetition of the skill at each station, then move on to the next station, completing the circuit 3 or 4 times.

Stations: One or two children stay at their stations, taking turns and doing multiple repetitions before moving to the next station. For example: Cartwheel stations could be: Cartwheel with spot, cartwheel over block, bunny hop over bench, kick to half handstand, cartwheel against fat mat or the wall, handstand tummy against the wall and bring one leg down to lightly tap floor [repeat].

Make the station success orientated ● Allow for easier and more difficult tasks e.g. do tuck lever or a pike lever and hold for 5 seconds or 10

seconds, do cartwheel over the cartwheel block or on the level floor ● Encourage independence (“Be your own best coach”) Identify a common theme ● Pencil jumps ● Pencil log rolls ● Handstand in pencil shape ● Dish holds to help tummy muscles for in pencil shape

Critical Note: The length of each station is dictated by the concentration span of the gymnasts. Younger children generally spend less time per station than older children.

Organizational Aspects

Give a complete explanation BEFORE starting. This means that the coach has to tell the children: ● How to do each activity ● How many repetitions to do ● Where to go first, second, third, etc. (It helps to use markers or arrows to show

little ones where to go next)

Psychological/ Give attention to all gymnasts frequently and equally by:


of Gym Wizards CC

Motivational Aspects

● Spotting at one station where all the gymnasts rotate through ● Look up from spotting and give feedback to others as well. This lets them know

you’re watching them. ● Use the “freeze/go” protocol for transition ● You may choose to float between activities, but then you need to give every

gymnast special attention.

Most important thing about stations and circuits is SAFETY ● Children should be able to perform at stations without assistance ● With one coach per group, no more than 1 activity should need spotting ● Coach always sets up their stations so that they can have their “back to the wall” in order to have all the

children in their view all the time ● Make the flow of stations logical (e.g. move around in a circle, not criss-crossing each other to get from

one station to the next)

Learner Tip/Truths: ● Take the time to TEACH! Too many coaches just TELL the children what to do

without giving technical teaching points ● Make sure they understand what to do and how to do it! ● Demonstrate your stations before letting the children try!

5.5 Skill Families Skills which share similar movement patterns or body actions are in the same skill family.

Critical Note: Gymnastics skills are built up of several movement patterns- therefore a skill family shares the same combination of movement patterns or body actions.

Examples of skill families: ● Handstands [DMP=Statics + Landings] ● Cartwheel/Round offs [DMP= ant/post rotation + springs + landings] ● Run and Jump off Mini Tramp [DMP= locomotion + spring+ landing] ● Rolls- backwards and forwards [DMP= horizontal rotation] ● Salto’s – backwards and forwards [DMP= spring + horizontal rotation+ landing] ● Flick Flacks/Handsprings [DMP= springs [Off feet and hands], horizontal rotation, landings] ● Twisting- full turn jump [DMP= spring, vertical rotation, landing]

Knowing the skill families makes creating a circuit so much easier and helps the children to learn logically! So, when you create a circuit choose one skill family [e.g. flick flack] and build several stations that teach progressions steps for flick flacks.

The following informs different Skills Families, Progression Steps when teaching the skill, as well as specific activity combinations as coached the “Gym-Wizards” way:

Module 2 –


SKILL FAMILY DMPs MOVEMENTS BEGINNER INTERMEDIATE ADVANCED

HANDSTANDS

Statics + landings ● Handstands ● Candlesticks

● Slow Bunny Hop ● Push up Position

● Level surface ● Feet on height

● Handstand tummy to wall ● Hands

wide/narrow ● Close to/far from

wall ● Switcheroo ● Seesaw [tip-ups] ● Half handstands ● Handstand back to wall ● Candlesticks supporting

waist

● Momentary handstand ● Handstand holds ● Handstand forward rolls

with bent arms [also in rolling/rotation skill family]

● Handstand hops [also in springs DMP]

● Handstand snap downs [also in ROTATIONS DMP]

● Candlesticks without supporting waist

● Jump to handstand from tramp, fall flat back onto fat mats [Also in jump mini tramp/rotations family]

CARTWHEELS Side rotation + springs + landings

● Cartwheels ● Round Offs

● Bunny hop sideways ● Bunny hop side to side

(moving through vertical)

● Cartwheel over block, kick legs over height

● Cartwheel over block (moving through vertical)

● Cartwheel on floor ● In a straight line ● Land sideways ● Land in lunge ● Round off hands

● Hurdle cartwheel (land in lunge)

● 1 armed cartwheel ● Hurdle cartwheel tick tocks ● Cartwheel chasse cartwheel ● Hurdle, 2x and 3 x

cartwheels in a row ● Step, cartwheel join legs to

push up ● Round off from fat mat

height

● Round off from thin thick

● Round off on floor ● Kneeling round off ● Round off over barrel

● To knees [on fat mat]

● To feet ● Round off rebound to

back lying onto fat mat ● Uphill round off ● Hurdle, 2x cartwheels,

round off

Module 2 –


RUN, HURDLE AND JUMP OFF MINI TRAMP

Locomotion + spring + landing

● 3 x jumps, various shapes of jumps off and landings

● Run a few steps, hurdle-land feet together on target/mini tramp

● Run, hurdle jump on and immediate rebound off mini tramp ● Various shapes ● Half twists

● Donkey kicks to forward roll ● Mini tramp ● Floor

● Run, jump, forward rolls ● Up to mats ● Level with trampoline

● Run, jump, dive rolls (superman) ● Up to mats ● Level with trampoline

Also in springs/locomotion and rolls families]

● Run, jump, front tuck

Also in saltos skill family

ROLLS Horizontal rotation- forwards

● Forward Rolls ● Forward roll down incline

● Forward roll level surface ● soft mats ● harder surface

● Forward roll to landings ● Straddle

● Forward roll jumps ● Stretch ● Tuck ● Straddle ● Pike ● Half Turn ● Full Turn ● Sequences: variety

of combinations

● Handstand Forward Rolls - bent arms [also in handstand/saltos skill family]

● Forward roll to landings ● Pike

● Forward roll on bench ● Uphill forward rolls

/forward rolls up to height

● Handstand Forward Rolls with straight arms

ROLLS Horizontal rotation backwards

● Backward Rolls ● Rock & Rolls ● Backward rock

● To crouch ● To standing

● Backward roll to push up - bent arms ● Down incline ● Level surface

Module 2 –


● Candlestick ● Backward roll

● Down incline ● Level surface

● Backward roll - landings ● Straddle exit ● Pike exit

● Backward roll - pike entries

● Backward roll to push up - straight arms ● Down incline ● Level surface ● 45 degrees ● 60 degrees

● Backward rolls to handstand [extension roll] with bent arms

SALTOS Springs [off feet] +horizontal rotation + landings

● Front Somersault

● Front somi snap drills ● 3x jumps front somi, land in

crouch ● Up to mats ● 20 cm height ● Level surface

● Run, jump, front tuck Also in Run, Jump, Mini tramp skill family

● Back Somersault

● Set and candle to snap + wrap drills on floor

● Jump back to candle (on raised fat mats)

● Jump to candle tuck backward rolls off height (stacked panel mats)

● Standing back tuck set, pull to candle tuck over with spot

● 3 x jumps, back tuck ● With spot ● Alone

Module 2 –


HANDSPRINGS Springs [off feet and hands] +horizontal rotation + landings

● Flick Flack ● Bridges ● Feet raised ● Level surface

● Lower to backbends on to height

● Lower to Backbend on level floor

● Hopping Bridge kick-over- 1 foot and 2 feet ● Feet raised ● Level surface

● Back limber ● From height ● Level surface

● Jump back to fat mats w/ arm swing

● Flick flack over barrel to push up

● Handstand snap downs ● From height ● Level surface

● Flick flack from mini tramp to push up ● With spot ● Alone

● Handspring ● Kick to handstand lower into bridge- feet raised

● Bridge rock stand up ● Front limber

● From height ● Level surface

● Handstand hops ● Handstand hop to back

lying

● Handspring- off height ● With spot ● Alone

TWISTING Spring +vertical rotation + landing

● Log Rolls ● Jump turns ● Handstand

Turns

● Log Rolls ● Half and full turn jumps

on the floor ● Run jump off mini tramp

and half turn jump

● Run, hurdle jump on and immediate jump off mini tramp into full turn jumps

● Run, hurdle jump on and immediate jump off mini tramp into one and a half turn jumps


of Gym Wizards CC

6 SECTION 6

G. SECTION 6 –BASIC FUNDAMENTAL MOVEMENTS AND BEHAVIOURAL PROTOCOLS



LO NO CRITERIA














LO NO CRITERIA








of Gym Wizards CC

6.1 Animal Movements Upper body strength is one of the key requirements for gymnastics. Animal movements are not just support moves but also locomotor movements on three or four body parts that aid in the development of upper-body strength and coordination.

SKILL DESCRIPTION ILLUSTRATION

Baboon walk forwards and back

● Using your hands and feet, walk across the floor like a baboon.

● Arms and legs should be straight. ● The opposite hand and foot will move

together.

Crab walk forward, backward and sideways

● Sit on the floor. ● Reach back and place both hands on the

floor. ● Lift your buttocks off the floor. ● Keep your arms straight in a crab position.

Inch Worm

● Place your hands and feet on the floor, keeping your arms and legs straight.

● Keep your feet still and walk your hands forward as far as you can, just like an inchworm.

● Now keep your hands still and walk your feet as close as you can to your hands.

● Walk your hands, then your feet. (Sequence in formal gymnastics: closed pike, walk hands to open pike, walk feet to closed pike.)

Cheetah Run ● Squat on the floor with your hands and feet close together.

● Lift your hands and move them forward, placing them on the mat.

● Push off both feet and bring them close to the hands like a bunny rabbit.

● Take little rabbit jumps. Take big rabbit jumps.

Leap Frogs Similar to Cheetah Run.

Squat on the floor with your hands and feet close together.

Lift your hands and jump forward onto your hands.

Bring your feet closer to place between your hands and immediately jump again to your hands.

Try to jumps as far forward on your hands as possible


of Gym Wizards CC

Frog jumps

● Squat on the floor and place your hands on the floor.

● Push off with your hands and feet and jump up and forward.

● Try variations of jump height and length. ● Keep the knees and feet together

Seal walk

● Start in a tight push-up position ● Use only your arms and walk forward,

dragging the rest of your body behind you. ● Keep your legs together and straight with

your feet pointed. Kangaroo hop ● Put arms in front like the front legs of a

kangaroo. ● Jump up and down keeping the legs

together.

Butterfly sit ● Sit on the floor with a straight back

● Bend knees and touch the soles of your feet together

● Hands hold on to your feet ● Move your knees up and down to simulate

a butterfly flapping its wings

Flamingo stand ● Stand on one leg (L) with the other foot (R) touching the weight bearing knee (L)

Mermaid stretch ● Lie on your tummy

● Push the upper body up off the floor with straight arms

● Look straight ahead ● Try keep the hips on the floor

Bunny hop Side bunny hop

● Squat down and place your hands on the floor.

● Keeping arms straight, lift your hips and kick your bottom, keeping the legs together

● Side bunny hop – keep hands on one spot on the floor and jump feet from side to side

Donkey kick


● Keeping arms straight, lift your hips and kick both legs up into a pike position. Keeping legs together.


of Gym Wizards CC

Bunny jumps to handstand


● Keeping arms straight, lift your hips and kick your bottom, keeping the legs together.

● Before landing, kick legs up into a handstand position

● While coming down, go through the bunny jumps position landing on the floor with feet together.

6.2 Locomotor Skills

SKILL DESCRIPTION ILLUSTRATION

Run

● Run as fast as you can

Run with high knees

● Run with knees lifted hip height on each step

Run and kick bottom

● Run and kick your bottom with every step

Forward and Side chasses

● Always have the same foot in front, with the other foot kicking the front foot forward on each jump

● Sideways - back foot kicks the leading leg forward

Skipping Skipping and swing arms forward then back

● Similar to running with high knees, but rhythm changes: step hop on the same foot, step hop on the other foot

Pencil jumps

● Arms down to the sides of the body, keep legs tight together and do continuous jumps forward, sideways or backwards


of Gym Wizards CC

Stretch jumps Side stretch jumps

● Arms straight up against head. Keep legs tight together and do continuous jumps forwards, sideways or backwards

One leg hops

● Hop on one leg with variations: jumps as far as you can, as high as you can as fast as you can

Side one leg hops

● Hop towards the bend leg

Long jumps

● Keep legs together ● Arms start up, swing down and bend the

knees ● Arms swing up when jumping forward as

far as possible

Tuck jumps ● Keeping arms up, jump with feet together and lifting knees higher than hips on jumps

Star jumps

● Keeping arms up, jump with feet together and open legs in a star shape on every jump, landing with two feet together.

Straddle jumps

● Keeping arms up, jump with feet together and open legs in a straddle (straight legs, feet hip height) on every jump, landing with two feet together.

Combination of jumps

● Combine stretch, tuck, star, straddle and pencil jumps.

● Illustrated example is a stretch, tuck, star and full turn jump

Step hurdle (Trampoline)

● Step with one foot in front of the trampoline

● Jump to two feet onto the trampoline with


of Gym Wizards CC

arms backward ● Jumps off the trampoline, swinging arms

forward and up

Hurdle step (Power hurdle)

● Start with arms up ● Swing forward and down and bend the

knees ● Give a powerful long stretch jump forward

and swing arms up ● Just before landing open the legs to land in

a lunge with the dominant foot in front

6.3 Body Positions

Tuck sit ● Knees bent and tight together ● Back straight ● One hand on each knee

Pike sit ● Legs straight and toes pointed

● Legs tight together ● Hands touching feet

Straddle sit ● Legs straight and toes pointed

● Legs wide open and hips flexed ● Hands touching feet ●

Star ● Legs straight and toes pointed

● Legs wide open and hips extended ● Arms up ●

Dish ● Lie on back

● Arms up and legs straight, together and toes pointed

● Lift arms, head shoulders and legs off the floor

Arch – Superman ● Lie on tummy ● Arms up and legs straight, together and

toes pointed ● Lift arms, head chest and legs off the floor

Pencil ● Arms down against the sides ● Legs straight and together ● Stand up tall


of Gym Wizards CC

Stretch / Ta-da ● Arms up against the head ● Legs straight and together ● Stand up tall

Baby bridge ● Sit on the floor.

● Reach back and place both hands on the floor.

● Lift your buttocks off the floor. ● Keep your arms straight and hips high.

Bridge ● Legs together and straight ● Arched back ● Arms straight and next to the head ● Shoulders open

Drills for Handstand position

● Lie on tummy ● Arms straight next to the head ● Chest off the floor ● Hips pushed into the floor ● Legs straight and together

Back lying tight arch (flick flack drill position)

● Lie on back ● Arms straight next to the head ● Lower back and buttock lifted off the floor ● Legs straight and together

Push-up position ● Hands and toes on the floor with tummy facing down

● Arms straight and hands directly under the shoulders

● Round back (similar to handstand position) ● Tight buttocks ● Legs strong together

Rock and roll ● Tuck sit ● Holding the knees, roll backwards and back

up into a tuck sit Lunge ● Arms up next to the head

● Standing tall with the dominant foot in front, knee bent

● Back leg is straight


of Gym Wizards CC

Jump to lunge ● Start with arms straight and up next to the head

● Swing arms forward and down while bending the knees

● Jumps up and swing arm forward and up ● Land in a lunge

6.4 Behavioural protocols Coaches first have to decide how exactly to implement the following protocols and then practise them with the children. There needs to be a critical demandingness and constant reinforcement of these protocols. Specific protocols are required for the following: 1. Entering a class 2. Bringing valuables to the class 3. Starting the class 4. Demonstrate a Circuit 5. Changing rotations and water breaks [1-2-3- look-at-me] 6. Bathroom breaks 7. Equipment protocol

a. Using equipment b. Moving equipment

8. Start/stop protocol [Freeze/Go] a. Teaching moments b. Demonstration c. Show, tell, spot d. Circuits and stations

9. Injury protocol 10. Ending the class 11. Leaving with Parents

Entering a class

a. Do they sit in a line against the wall? b. Are they allowed on the equipment? c. Are they allowed inside the hall? This is different for each gym depending on the space available and the number of children in your class. ● Have your children come in, put their bags at a designated space and have them

sit on the designated bench or against the wall. ● If you allow them to run around they have to know the rules e.g. 1. Fat mats are

for resting 2. No one is allowed on the trampolines 3. You are not allowed to talk louder than a whisper

● If you do not have the space, children should wait outside the hall and wait for the coach to call for them to enter.

All three of these protocols have to be practised. ACTION ● Walk into the hall with all the students ● Let them come in and see what they do. Do they stand around and talk, put their


of Gym Wizards CC

bags down, jump on the equipment? ● Quiet them down by using one of the following

Clap your hands Say “1,2,3 look at me” loudly and have the children repeat it to you.

● Explain the first protocol and tell them to go outside and come back in. ● Repeat this with each of the three ways to enter the gym

Bringing valuables to the class

It is very important for gymnasts and their parents to know that you are not liable for their valuables. Your attention is to be kept on the children and their safety and not whether someone is walking away with their valuables. ● This protocol would have them place the valuable item in their bag or at their

water bottle so that they do not forget it at the end of the lesson ● Remind them to rather leave it at home next time

ACTION ● Ask the children if they are wearing any jewellery or watches and to take the

item off and put it away safely in their bags.

Starting the class You need a CUE so that the children know this means we have to line up so that we can start the lesson. Make sure they know where to line up. If it is a different spot every lesson, then they need to know that the CUE means they have to stop and listen. ● The cue can be anything like: 1. “LINE UP” OR 2. Clap your hands 3 times. OR 3.

Coach says: “1,2,3” and children say: “look at me” ...etc. ● Explain this protocol to them and then practise it ACTION ● You decide what to say – let’s say you choose “123 look at me” ● See if the children stop to listen to your instruction or line up on the designated

area you told them ● It can be on a line or in front of the warming up area

Demonstrate a Circuit

Show Tell Spot ● Do you show or only tell the children what to do on each station? ● Are they lined up on a spot where they can all see your whole demonstration? ● Do they move around with you? ● Do you have their attention? Get the children involved in your demonstration by

checking for understanding. ACTION ● Tell gymnasts where to line up so that everyone can see all the stations. ● Use a gymnast to demonstrate ● Give technical points ● Explain whether they will do one skill at each station then move on the next, or

else repeat each skill for e.g. 3 times before moving on to the next station. ● Tell each child to wait on a station. ● When you say “GO” they can start with the activity

Changing Rotations and

After the warm-up and stretching it is normally a good time for a water break.


of Gym Wizards CC

Water Breaks This protocol is the same as changing rotations or circuits or ending the lesson. Again, you need a CUE. Let’s use “123 look at me” again. This will teach the children that whenever you say “123 look at me”, they have to stop what they are doing because they will move to a different circuit in the gym or get a water break. ● When they stop, explain to them where they need to go next ● They are not allowed to run away if you have not finished talking ● Before you give the instruction, tell them that they can only move when you say

“GO” ● Explain where they need to go next and how to get there ● Do they run over the mats to where they need to be next or walk in a neat line,

knowing and following the designated routes in the gym? ● And say “GO” ACTION ● Divide the children into 2 or 3 groups and have them do an activity ● When you shout “123” they have to stop and say “look at me” ● Explain to them that they have to freeze until you say “GO” ● Tell them what their next station will be or have a water break ● “GO”

Bathroom breaks ● This can be part of the water break. Tell children they have 5 seconds to have a sip of water and go to the bathroom if they need to.

● If a child wants to go during class, they have to know to ask you first. They cannot just leave to go to the bathroom. FOLLOW a designated route! They should know not to run over mats and other stations where children are busy training.

ACTION ● Explain to the children that they may go for bathroom breaks after asking you

first.

Equipment protocol:

Using equipment ● How to get on the trampoline:

For preschoolers, have a step (using a panel mat or other equipment) to make it easier to get onto it – makes the trampoline “lower”.

● Following distance - TEACH following distance. Place a visual marker on the floor and tell them they can only go when their friend in front of them has passed the marker.

● Hoops are for waiting - USE EQUIPMENT ONLY FOR ITS INTENDED USE!! E.g. do not use a hoop to let the children jump through for a dive roll. The coach needs both hands available for spotting.

● Air track rules - No jumping on the edges and corners. Tumble on the 2 lines and between the lines. Seat drops are only to be done on a big trampoline, not the air track! It is too hard and can hurt their backs. Do not walk on the air track with shoes. So not walk on the air track while inflating or deflating. Always use a back stop.

Moving and packing away equipment ● Mini Trampoline - Two children can move the trampoline, standing opposite


of Gym Wizards CC

each other. Be sure to stand on the sides without the legs (if they do drop the trampoline, their toes will be safe). Pick it up using an under grip and bending their legs not their back.

● When moving fat mats, always carry them below shoulder height. NEVER above the head!

ACTION ● Instruct the children to move equipment

Start/stop protocol [Freeze/Go]

Using the word “FREEZE”: the children must know to stop what they are doing and wait for further instruction. You can use this time for: ● Teaching moments ● Demonstration of the next set of skills on the same circuit - Show, tell, spot ● Enforcing a safety issue - following distance, moving a mat etc.

Injury Protocol 1. Use your first aid knowledge - make sure the child is not in any danger. 2. Keep the rest of your class moving (BASICS) and do not let them crowd the

injured child 3. Ask a fellow coach to keep an eye on the rest of your class 4. Attend to the injured child and have them sit out for a rest to re-join when they

feel better. 5. IN CASE OF SERIOUS INJURY

a. Do all of the above b. Once the injured child is stable, FIRST PHONE THE PARENTS. You need to

find out if they can fetch the child themselves, should you phone medical services and which medical provider you should notify.

c. Follow your gym’s emergency plan d. Keep the child calm until help arrives.

Ending the class ● Here the “123 look at me” protocol can be used again. So everyone in the gym has to stop and line up by their coaches. Instruct the coaches to lead their children to line up for the greeting, or each coach greets their class on their own.

ACTION ● Let the children line up and greet them as you would a class of gymnasts

Leaving with Parents

● Instruct the children to wait for their parents in the designated area and WATCH CHILDREN LEAVE WITH MOM/GUARDIAN.


of Gym Wizards CC

H. CONCLUSION

Self Assessment: You have come to the end of this Module. Please take the time to review your understanding of the material by indicating what you can remember about each of the key areas below in the space provided.

I understand:

Workbook: Complete the activity in your workbook for this section. Completed activities will be assessed as part of your Portfolio of Evidence for the particular module.

Mission statements and coaching philosophies and have developed a personal philosophy

Different types of gymnastics and levels of participation in gymnastics

The benefits of gymnastics

The importance of safety in the gym and your role in the safety team

Strategies and techniques for preventing injuries

The importance of supervision before, during and after practice

The coaches’, parents’ and gymnasts’ role in injury prevention

Practices for keeping the gym safe

Proper procedures when assisting an injured gymnast

The changing roles of a coach as children develop through their ages/stages

Children’s ages and stages of development

How your gymnasts learn

Key responsibilities of a gymnastics instructor and great teacher

The importance of gymnast preparation and readiness

The purpose and benefits of the warm up, cool down and conditioning

How to develop children’s ABC’s (agility, balance, co-ordination and speed)

Know what SPP (special physical preparation) is and give some examples

Tools and suggestions for teaching gymnastics skills

When and why to spot

Key principles and terms related to biomechanics, dominant types of movement patterns and the main skill families

The use of stations and circuits to teach

Various forms of locomotive activities, the basic body positions and how to teach these

Know the correct technical execution of the body positions

Gym behaviour protocols


of Gym Wizards CC

I. RESOURCES

SAGF Handbook

http://www.srsa.gov.za

http://www.sascoc.co.za/about-us

http://www.olympic.org/fig-artistic-gymnastics

Article: Damian Farrow, Skill Acquisition, Australian Institute of Sport, and Emma Hall and

Gregory Diment, Performance Psychology, Australian Institute of Sport accessed via

http://www.ausport.gov.au/sportscoachmag/psychology2/maximising_skill_learning_through_

identification_of_athlete_learning_(September 2015)

G. Graham. 2008. Teaching Children Physical Education. Becoming a Master Teacher. Third Ed.

Pennsylvania State University. Human Kinetics. Pages 9, 15-33, 51 to 67; 79-97, 99-117;

gym-wizards tumbling gymnastics learning material: … · 2016-01-19 · gym-wizards tumbling...

Documents