GYMNASTICS IN SCHOOLS FOR TEACHERS

Gymnastics taught correctly is an excellent tool for developing body

management skills and preparing participants for many physical pursuits. Once
students can manage their own bodies with a degree of skill they can
subsequently better control manoeuvre themselves with an implement (racket,
bat) or themselves plus a projectile (ball, javelin). Furthermore, they can better
control themselves in different mediums (snow, water) or better handle
themselves plus an opponent.
Olympic gymnastics as seen on television is a highly skilled and competitive
sport. This form of gymnastics should be left to be taught in gymnastics clubs
with accredited coaches. The function of a school gymnastic programme should
be to provide rewarding and safe environment in which students can learn to
control their bodies in a variety of situations. The aim is to encourage
participation regardless of weight, size, gender or ability of students.
The current Gymnastics in Schools programme is based on the Dominant
Movement Pattern (DMP) approach. These are:

Statics
Locomotion
Springs
Landings
Rotation
Swing

By teaching the six dominant movement patterns (the lowest common

denominator of all gymnastics skills), the students are learning the building
blocks for more complex skills and they can develop the body control necessary
for efficient movement in all areas of life. For example, take a mark in football
(spring and landing), hold a defence position in netball (static), perform a
somersault dive off a springboard (spring and rotation).
The S.P.A.C.E approach is used for the introduction of skills and their practice to
gymnastics. Its a logical progression of teaching from the simple to more
difficult aspects of the skill.
S What skill progressions can be used to teach the whole skill? How will you
break the skill down into smaller parts?
P What physical preparation is necessary to acquire the skill?
A What are the appropriate key teaching points (KTPs) to teach this skill?
C What are the common errors when learning the skills?

E How can the teacher evaluate when the student is ready to progress
WARM UP

The purpose of a warm up is to prepare both the body and the mind for the
activities that will follow in the training session and so minimize the risk of
injury.
The warm up should involve continuous aerobic type activity the increase the
blood flow and the body temperature. Follow this with stretching activities for all
the major joints and muscle groups to loosen up the body this should not be
confused with increasing flexibility, where the stretches are held for a longer
period of time.
The length of the warm up and its intensity will vary according to the age and
ability of the student and the overall length of the lesson.
Principles of a good warm up

Involve everyone
Be quick and easy to organise
Use variety to maintain enthusiasm
Make it fun by using games and challenges

Safety and injury prevention

Allow adequate spacing

Ensure the environment is safe e.g. mats slipping
Static stretches only (no bouncing or forcing the stretch)
Do not overstretch. Hold the stretch to the point of tension and this
tension should subside over time.
Do not hold your breath in stretches
Take care with lower back and knees

PHYSICAL PREPARATION

A well rounded Gymnastics Programme will enhance:

Physical abilities such as flexibility, strength, muscular endurance and

power
Motor abilities such as balance, spatial orientation, coordination and
agility

This allows students to become more confident and efficient movers and these
skills can be transferred to all areas of life.
Gymnastics places physiological demands on the body e.g. a handstand requires
strength and flexibility, and part of the programme should be dedicated to
developing the bodys ability to cope with these demands.
The importance of physical preparation

Reduces the incidence of injury

Allows faster more accurate skill acquisition
Reduces the incidence of muscle soreness
Allows a prolonged period of quality participation
Helps rapid recovery from fatigue

Implementation into the programme

When planning your gymnastics programme, you should identify which skills will
be taught as part of a DMP and then ensure that the adequate physical
preparation has been covered before attempting to teach that skill.
The components of physical preparation

FLEXIBILITY the range of motion around a joint

STRENGTH the amount of force that a muscle or group of muscles can
exert
ENDURANCE prolonged work with a localised muscle group
POWER explosive force. Strength plus speed
AEROBIC cardio vascular fitness

Some or all of these components should be developed every lesson. Strength

and flexibility are particularly pertinent to most gymnastic skills and these two
components will be a focus when working on the physical preparation needed to
perform a skill.
When do you teach physical preparation?

Physical conditioning work may be included as part of the warm up, as part of a
circuit or while they are waiting for a turn at an activity during the skill
development section of your lesson.
Suggestions for introducing physical preparation

Make it fun ask a class to do 10 push up and they groan. Disguise the
push ups in a game or challenge and they will do 30 without noticing
Activities should be easy and quick to organise
Use music
Use small apparatus e.g. balls, hoops, beanbags, witches hats
Use the playground
Use a mixture of single, partner and group activities

Strategies for dealing with individual differences in the class

Vary the physical demand of the activity by changing:

The
The
The
The
The

number of repetitions or time on the task

length of the rest period
texture of the surface
heights
body position

Divide the body into three sections upper, torso, lower

Then collate and number a variety of individual, partner and group activities and
games that can be used to develop these areas.
For e.g.
UPPER BODY
Strength

Flexibility

Endurance

1. push ups

1. stretching

1. Hand stand

2.chin ups

2.

2. Low weight high reps

3. dips, bench press,

handstand

3.

3.

TORSO
Strength

Flexibility

Endurance

1. sit ups (varied)

1. Scorpions

1. spiderman

2.russian twists

2. Bend back

2. Swimmers

3. spiderman, side planks,

four point extensions

3. Child pose, cat stretch,

back extension

3. mountain

climbers

LOWER BODY
Strength

Flexibility

Endurance

1. squats (variations)

1.grape vine

1. burpees

2.lunges

2.side step

2.step ups

3.burpees

3. stretching

3. Running, skipping etc.

Choose 3 activities above and modify them as below:

EXERCISE
Upper body

EASIER

Torso

Legs close to
wall
Foot support

Lower body

Wall sit squat

HARDER

PARTNER

Legs further out

Hold legs

Slower
movement
Touching ankles
Jumping squat

Passing a ball

Back to back
squat

CIRCUITS

A well planned circuit is an excellent way to get maximum participation from

your students especially when there is limited equipment.
A circuit is a closed loop of several situations with activities set out at each
station. It may be used to develop progressions towards a skill, to practice a
new skill, to allow exploration of movement, or to revise skills from past lessons.
It is beneficial in that activity levels are high, it allows students to be
autonomous in their learning and it can leave the teacher free to roam and
focus in on problem areas.
The organisation of the circuit can vary depending on the desired outcome.
Students may perform the station activity once and move on to the next station
or they may remain at one station for a designated time then move on as
directed.
Suggestions for planning circuits

Stations need to be well spaced and designed to flow around the circuit
Ensure landing areas are clear from other students and any hand
apparatus
Select stations so that only one (if any) activity will require constant
supervision
Include in the plan how you will group the students and how they will
move around the circuit

HOMEWORK
Design a simple circuit for endurance with 6 x relevant exercises for 45 secs
at each station.
-

Plank
Wall sit
Sit ups
Mountain climbers
Burpees
Lateral plank walk

DOMINANT MOVEMENT PATTERNS

Dominant Movement Patterns (DMPs) are the patterns that re-occur in

gymnastics. They are the building blocks for more complex skills. Once these
building blocks are mastered the students can progress laterally with variety or
vertically, with difficulty.
The grouping of activities into the six DMPs
STATICS

LANDINGS

LOCOMOTION

SPRING

ROTATION

SWING

enables the teacher to better understand the biomechanical principles that

relate to efficient movement and to formulate Key Teaching Points (KTPs) that
will carry over from one skill to the next.
The DMP approach provides a framework that develops from simple to complex
for the teaching of movement. It assists the teacher to decide what to teach
and in what order.

STATICS

This includes all the held and still positions in gymnastics and should be the
starting point for your teaching.
Statics can be divided into three categories:
SUPPORTS shoulders above the apparatus
HANGS shoulders below the apparatus
BALANCES using a small base of support
Once the supports and balances are competent on the floor students can then
progress to partner and group balances and supports and balances on
apparatus.

BASIC STATIC POSITIONS

1. Stand with good posture

back, chin up

2. Front support
legs and arms

KTPs

feet together, tummy in, shoulders

shoulders over hands, feet together, bottom down, straight

3. Back support hands back, feet in front, straight flat legs and arms, pelvis up

4. Stork stand hands on hips, big toes to inside of knee, stand on one foot,
base leg straight. Square shoulders hips and belly button

5. Tuck sit one hand on each leg, feet together, knees and feet together, back
straight

BASIC STATIC POSITIONS

6. V sit

KTPs

straight arms, straight legs, point toes, straight back

7. Shoulder stand
support

feet, knees, hips and shoulders in one line, use arm as

8. Front scale chest up, leg back, belly button and hips face the front, one foot
with back foot up, base leg slightly bent but back leg straight

TIGHT BODY PREPARATION

The ability to maintain a fixed shape and be able to eliminate unnecessary body
movements is a prerequisite for efficient movement and is an important factor
in the prevention of injury. Correct posture is also aesthetically pleasing.
ACTIVITIES FOR DEVELOPING TIGHT BODY
Lift the plank

Shake the tin soldier

Crack the egg

HANDSTAND

Physical Preparation
-

Shoulder flexibility
Flexibility of hips and wrists
Core strength
Upper body strength

Skill Progressions / Lead up Drills

KTPs

1. Tuck sit
2. Front support
3. Bunny hop straight arms, open shoulders, 2 feet take off and land

4. Tuck hand stand hips and shoulders in line 3-5 seconds, straight arms

5. Scorpion one foot take-off and landing, straight arms

6. Half hand stand one leg needs to be vertical, straight arms, same foot
take-off and landing

7. Full hand stand two feet vertical, same foot take off and landing, open
shoulders and hips, everything in line

Extension
Walking
Handspring
Handstand forward roll

PRACTICAL APPLICATIONS OF STATIC POSITIONS

Once the basic static positions have been taught these can be practiced and
improved by providing a variety of tasks, which use the static positions

Revise during warm up using games such as musical statues holding a

static position when the music stops, or play tag and hold a static position
till someone releases you.

Make a station in a circuit the static that relates to the skill being taught or
as a revision have a whole circuit set up with statics stations.

Make up a sequence using static position using different body parts and
different levels.

Work with a partner and make up a sequence using four different statics.
Perfect with precise timing and exact images.

Try the same task in fours.

Work with a partner, explore ways you can both perform the same static
but part of one person must be resting on the other.

Try the same in fours.

PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

Enhances spatial and body awareness

Students (especially teenagers) really enjoy exploring the challenge
They encourage communication and cooperation
Develops trust and timing in balance
They are useful contributors to strength development
Encourages good body tension as this must be maintained to balance
body positions
Reinforces the principles of stability e.g. wide base of support, and vertical
alignment of arms and legs so that the line of gravity runs through the
base of support
Develops skills that can be used in display work

SAFETY

Match pairs for height and weight

Not suitable for younger children because of weight bearing
Exit procedure must be planned
Mats must be used
Use hand to hand or hand to wrist grip, monkey grip is not safe
Avoid inverted balances until the basics are mastered
Do not allow pyramids higher than two persons in the school environment

SPRING

This DMP includes the activities which involve projecting oneself into the air and
requires the physical ability of power i.e. explosive take off. The spring activities
that will be covered are:
1. Feet to feet jumps
2. Feet to one foot leaps
3. Feet to hands bunny hops, leap frogs and basic vaults

SAFETY

Ensure correct landing technique before taking any springing activities up

onto a height
Mats must be placed so there are no joins along the line of landing
Confident body management is a prerequisite for activities involving
height and flight
Firm matting is required for activities which involve springing from hands

SPRINGING FROM FEET

KTPs

Explosive take off is required

The balls of the feet strike first with the heels making only momentary
contact
This is followed by rapid extension of ankle and knee joints and a strong
swing of the arms in an upward and forward direction
Trunk is stable and upright and at no stage should there be any arch in the
students lower back

1. BASIC JUMPS
Straight feet together, arms up

Star legs out and back together, toes pointed

KTPs

BASIC JUMPS

KTPs

Tuck knees to chest, hands on knees

Stag one leg straight, one leg bent, toes to knee

Split one leg straight in front, one leg straight behind

Jump half / full turn jump up first before you turn, arms in

Sissone jump from two feet, split in air, land on front foot

2. LEAPS
Cat / scissor step, knee, knee, step, point back toe. Bent/straight

Stride splits in air, land on front leg

Change leg step on dominant foot, kick non-dominant, land dominant

Side same as stride take off right leg, quarter turn, land right, look over left
shoulder
LANDINGS

Safe landings could be one of the most important life skills you will teach your
students. The categories of landings that will be covered in this course are:
1.
2.
3.
4.

Landing
Landing
Landing
Landing

on feet
on hands
sideways
backwards

The basic principle of safe landing is to soften the impact on the body joints
especially the lower back. This is achieved by absorbing the landing forces over
as much time and as large a body surface as possible.

SAFETY

Ensure adequate matting not too hard or soft

Reduce frequency of landing on wrists
Dont land sideways from a height
Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

KTPs

Feet should be shoulder width apart

Contact first with balls of feet then roll through to heels and bend and the
knees and hips to finish as if sitting on a motor bike (toe, heel, knee, hips)
Do not bend past 90
Ensure the heels stay planted on the floor

PROGRESSIONS
i.
ii.
iii.
iv.
v.
vi.

Very low jump. Absorb impact on toes to heels

Add on bent knees
Run and jump as high as possible and land correctly
Land on benches with straight jumps
Add variety by changing the body shapes in the air
Gradually increase the height of take off, make sure heels stay on the
ground

LANDINGS (cont)

2. LAND ON HANDS
KTPs

Hands are placed shoulder width apart

Contact first with fingers then roll through to heel of the hand and bend
the elbows
Turn the head to one side so you dont face plant

PROGRESSIONS
i.

From kneeling, slowly fall forward to absorb force through fingers, palms
and bend elbows
Increase the speed of the fall
When confident try from crouch stand, then from a front scale / arabesque

ii.
iii.

3. LAND WITH ROTATION SIDEWAYS

KTPs

Hand position left hand down, right hand up (when rolling to right)

Arm position left arm out and right arm tucked in

Absorb force through right shoulder, back, left shoulder then knees

PROGRESSIONS
i.

Start on knees then as confidence grows, progress to stand

4. LAND WITH ROTATION BACKWARDS

KTPs

Hand position facing downwards

Arm position facing out (aeroplane wings)

Absorb force through lower back, shoulder, then knees (looking over
same shoulder that you land on). (practice candle stick if struggling)

PROGRESSIONS
i.
ii.
iii.
iv.
v.
vi.

Start from squat and slowly fall just to shoulders

Roll to shoulders and turn head to one side to watch knees touch the mat.
Repeat to the other side.
Perform back safety roll from squat down incline
Practice on floor from squat
Progress to starting from stand, then with a jump and landing off balance
to continue to safety roll
As students develop competence jump backwards from a low height and
continue into back safety roll.

SPRING (cont)

PROGRESSIONS FOR USE OF A BEATBOARD

i.

Hurdle step on floor- run, arm circle backwards, jump, motorcycle 3 sec
land
KTPs

ii.

Hurdle using hoops

iii.

From low height to board

iv.

From board up onto low height

PROGRESSIONS FOR USE OF A MINI TRAMP

i.
ii.
iii.
iv.

Bench to rebounder to mat

Floor to tilted rebounder to mat
Bench to mini tramp to mat
Floor to mini tramp to mat

SAFETY POINTS FOR USING A MINI TRAMP

Always keep the landing area clear

Use a crash mat preferably with an over run mat at the end
Mini tramp activities must be supervised. If leaving the area turn the
apparatus upside down or place in locked storage area
Confident body management and sound landings are a prerequisite for
mini tramp activities
The metal frame must be covered by a frame pad
Always check the apparatus is safe and stable before used by students

List different jumps that can be done off a beatboard or mini tramp
JUMPS
Straight
Tuck
Star
Stag
Split
Half and full turns

KTPs

3. SPRINGS FROM FEET TO HANDS

PROGRESSIONS
i.
Bunny jumps along the floor. Increase the distance of the spring
ii.
Bunny hop between two parallel benches
iii.
Bunny jumps onto bench
iv.
Bunny jumps over low bench

SQUAT ON / THROUGH VAULT run, arms circle back, jump, hands first and wide,
feet in the middle
KTPs

STRADDLE ON / OVER VAULT run, arm circle back, jump, hands in, legs on bum
up high, straight legs, push legs through
KTPs

IDEAS FROM WORKSHOP

Design a circuit:
a. Practice springs without apparatus
a. Wall vertical jump
b. Jump for distance
c. Split leap
d. Star jump
e. Turn jump
f. Stag leap/ jump
g. Lunge jumps
b. Practice springs from feet using apparatus
a. Two-foot onto bench
b. Two-foot jump over bench with arm circle
c. Leap over bench
d. Tuck over apparatus
e. Single foot jump two-foot landing onto bench
f. Side leap run up with hoops
c. Practice springs from hands and feet
a. Bunny hops through hoops
b. Scorpion kicks in hoops
c. Cartwheels into hoop
d. Squat on to bench (or straddle) to jump off
e. Bunny hops along bench
f. Leap frog over box

HOMEWORK for next week

Plan a circuit with SIX stations that allows practice of landing techniques.
Include TWO point form notes on KTPs for each station, describe briefly the
group organisation and indicate with a T where the teacher would stand.
Teacher stands outside of the circuit at the most difficult station
LOCOMOTION

Locomotion is moving from one space to another. The three categories that will
be covered are:
1. Locomotions on feet: running, jumping, skipping
2. Locomotions in hang: (shoulders are below base of support) monkey walk
variations
3. Locomotions in support: (shoulders above the base of support) bear walks,
crab walks cartwheels

PRACTICAL APPLICATIONS OF LOCOMOTIONS

Locomotion can be done with a partner

Motivate and add interest with music
Add variety by changing rhythm, levels and speed
When locomotions have been mastered on the floor, they can be taken up
onto apparatus
Revise locomotions during warm up
Use various locomotions to move around stations in a circuit
Use animal walks in relays

ROTATION

This DMP is represented by any turn or spin around an internal axis. There are
three axis. These are longitudinal, transverse and anterior / posterior axis.
LONGITUDINAL AXIS
Run an imaginary stick in a straight line from the middle of your head to your
feet and you have a longitudinal axis. Rotations around this axis involve all turn
left or right.
Related skills
Log rolls start by lying on the ground, completely straight, arms above head.

Egg rolls start from sitting on knees and roll sideways

Jump half / full turn

Pivots

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

TRANSVERSE AXIS
Run an imaginary stick from the left to the right hip and you have the transverse
axis. Rotations around the axis involve all turns forwards and backwards.
Related skills
Forward and backward rolls
Front and back saults
Pull over and forward roll around the bar
Back hip circle

FORWARD ROLL
a. Physical Preparation
a. Hamstring flexibility
b. Core strength
c. Upper body strength
d. Glute strength
b. Skill progressions / lead up drills
KTPs hands
by feet, chin tucked in and under (safety), and on back of head, shoulders
then back, knees and feet together, bum over your head
- Tuck sit
- Rock and rolls
- Rock and rolls to tuck sit
- Rock and roll to squat/stand
- Roll from a height (box) or down a hill (wedge)
- Straddle stand to forward roll
a. Full forward roll
c. Common errors
- Cant get bum up
- Chin not tucked under
- Drop one shoulder (end up doing shoulder roll)
- Hips dont go over head
- Jumping onto back, not putting head down
- Legs crossed
- Using hands to stand

d. Extension
- Dive roll
- Handstand forward roll

- Front sault
e. Where did you spot for this?
- Side and PULL hips up
BACKWARD ROLL
a. Physical Preparation
- Back flexibility
- Upper body strength
b. Skill progressions / lead up drills
KTPs elbows in and hand
next to ears, tuck chin under, push head off floor through arms, land on feet,
knees and feet together
- Tuck sit
- Rock and rolls with hand placement
- Roll on a wedge or off a block (from height)
- Full backward roll

c. Common errors
- Not pushing head off floor
- Not pushing evenly off both hands
- Hips dont go over head
- Momentum!!

d. Extension
- Backward roll to handstand
- Back sault
e. Where did you spot for this?
- On the side, lift hips up!

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes

Do with a partner or small groups

ANTERIOR / POSTERIOR AXIS
Run an imaginary stick in a straight line from your belly button through to your
back and you have the anterior posterior axis. Rotations around this axis
involve all sideways rotations.

CARTWHEELS
a. Physical Preparation
- Flexibility of hamstrings and hip flexors
- Flexibility of forearms
- Upper body strength
b. Skill progressions / lead up drills
KTPs right foot, right hand, left
hand, left foot, right foot (right foot cartwheel). Straight arms and legs, open
hips.
- Bunny hops
- Learn how to do a handstand
- Cartwheel around a hoop or in a circle
- Cartwheel over a height (bench, block)
- Cartwheel along the floor around a big circle
- Cartwheel along a line
c. Common errors
- Landing on two feet
- Mixing up hands and feet
- Closed hips
- Arms and legs are bent
- Jumping onto hands
d. Extension
- Roundoff
- Arial
- One handed cartwheel
e. Where did you spot for this?
- Dominant foot side where hands will land
Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

Draw an example circuit for teaching a forward roll in the space below.
Choose 6 x stations each with two KTPs. Then indicate with a T where the
teacher would stand and explain your reason.

ROTATION (cont)

PULL OVER BAR

a. Physical Preparation
a. Upper body and core strength
b. Hip felxibility

b. Skill Progressions
a. Step, chin, kick
b. momentum

c. Key Teaching Points

a. Chin over the bar
b. Finish in front support on top of the bar
c. Straight body and legs over bar

d. Common Errors
a. Chin not over bar
b.

e. Where do you spot for this?

a. Side and front, different side to student
b. Push hips up

BACK HIP CIRCLE ON BAR

a. Physical Preparation
a. Upper body and core strength
b. Hip flexibility
c. (chin ups)

b. Skill Progressions
a. Cast
b.

c. Key Teaching Points

a. Chin in
b. Heel and hip drive
c. Hips to bar asap
d.

d. Common Errors
a. Shoulders not forwards
b. No heel or hip drive
c. Bent arms

e. Where do you spot for this?

a. Side
b. Opposite side to the student

SWING

In the school environment most swing apparatus is usually not available but
basic swings on the bar or in the playground can be developed and are
beneficial for the development of upper body strength and spatial awareness.

Swings can be divided in to two categories:

a. Swing in hang
b. Swing in support

SAFETY

Good landings and grip strength are a prerequisite for swing

Participants must show competence in hang and support activities before
progressing to swing
Ensure matting extends far enough both sides of the bar to allow for the body
moving away from the bar on full extension
Ensure participants are regrasping the bar at the top of the back swing
No hock swings without hand grasp

RELATED SKILLS

KTPs

Pendulum swing side to side swing, feet together, regrip with hands

Tuck Swing jump to bar, chest in, knee drive, regrip, land same side you jump
from

Hock swing one leg over the bar, use straight leg to swing

RELATED SKILLS

KTPs

Straddle swing wide legs when jumping to the bar, legs together at both ends
of the swing

Basket swing scoop legs through so legs are between your arms, nose and
knees together in pike or tuck, knees and feet together, to spot, hold wrists

Glide swing legs together and straight

Novelty ideas for swing monkey, hang from legs, grip change

SWING IN SUPPORT
a. Physical Preparation (cast)
a. Upper body strength
b. Core stability
c. Hip flexibility

b. Skill Progressions
a. Jump to front support
b. Swing legs
c. Get hips off the bar (swing legs)

c. Key Teaching Points

a. Straight arms
b. Shoulders leaning forwards!
c. Chest in
d. Squeeze bottom
e. Knees and feet together

d. Common Errors
a. Shoulders behind bar
b. Arching back

e. Where do you spot for this?

a. At the side
b. Front of the bar on the same side of the bar
c. Hand on knee and shoulder

f. Extension
a. Back hip circle
b. Cast up to handstand

HAND APPARATUS

The use of hand apparatus closely ties in with the fundamental movement skills
program. Hand apparatus such as hoops, balls, ropes, beanbags, balloons and
scarves are readily available in the school environment and should be utilised to
add variety and interest to the gymnastics program.

Hand apparatus have their own DMPs:

Throwing / releasing
Catching / trapping
Rotation
Circles / swings
Passing over / under / around
Bouncing
Balance

These apparatus DMPs can also be combined with body DMPs to further extend
the skills and add variety e.g. throw a ball and perform a full turn before
catching it.

BENEFITS OF USING HAND APPARATUS

Suitable for a wide range of ages and abilities

Adds variety and challenge to the program
Helps develop hand eye coordination
Partner and group work provides the opportunity for the development of
cooperation and team spirit
Provides interesting and non threatening skills which can be used in
display work

SAFETY

Ensure adequate air space for throwing activities

Provide ample space between participants
Beware of using balls where landing from a height are involved
Hoop rotations around the neck are not recommended