HLTH2203 - Gymnastics

LECTURE 1

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. It’s 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
 HLTH2203 - Gymnastics
LECTURE 1

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
 HLTH2203 - Gymnastics
LECTURE 1

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 body’s 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.
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LECTURE 1

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 number of repetitions or time on the task

• The length of the rest period
• The texture of the surface
• The heights
• The body position
 HLTH2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

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. Chin up 1.Windmills 1. Throwing the ball against a ball

2. Bicep curls 2. Shoulder Stretch 2. Continuous burpees

3. Triceps dips 3.Opposite reach 3. Lateral arm hold

TORSO

Strength Flexibility Endurance

1. Superman holds 1. Back twist 1. Running

2. Hollow hold 2. Cobra stretching 2. Rowing

3. Plank competition 3. Downward dog 3. Cycling

LOWER BODY

Strength Flexibility Endurance

1. Squats 1. Leg 1. Running

2. Stair climbing 2. Lunges 2. Wall sits

3. Weighted lunges 3. Dynamic stretching 3. Cycling

 HLTH2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body - Light ball – netball Medicine ball Throw the ball to each
Throwing the ball other
against a wall Stand closer to the Stand further away
(basketball) wall from the ball
Torso – sit ups Put feet under weight Hold a weight Link legs and high five
in the middle

Lower body –Wall sits Less time Hold for longer period Completion for longer
of time. period of time

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.
HLTH2203 - Gymnastics
LECTURE 2

1. Skipping
2. Star jumps
3. Burpees
4. High knees
5. Bum kicks
6. Jogging between cones
 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

SPRINGS

LANDINGS

LOCOMOTION

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:

BALANCES – using a small base of support

SUPPORTS – shoulders above the apparatus

HANGS – shoulders below the apparatus

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.
 HLTH2203 - Gymnastics
LECTURE 2

BASIC STATIC POSITIONS (insert pictures) KTPs

1. Stand with good posture

- Shoulders back
- Feet together
- Knees together
- Squeeze bum

2. Front support
- Shoulders over wrist
- Squeeze bum
- Straight back
- Chest in
- Bottom down

3. Back support
- Hips up
- Straight legs
- Straight arms

4. Stork stand
- Foot to knee
- Shoulders back
- Bottom le straight up

5. Tuck sit
- Back straight
- Knees to chest

6. V – sit
- Hands behind you
- Legs in front straight
- Legs at 45*

7. Shoulder stand
- Hands on hips
- Feet, knees and hips in straight line
- Legs in air

8. Front scale
- Arms out to the side
- Stand on one leg
- Back leg straight out
- Chest up
 HLTH2203 - Gymnastics
LECTURE 2

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 – good body tension, left feet up, on back and pushes hips up.

Shake the tin soldier – front support or back support, good tension and push them
over gently.

Crack the egg – hold a tuck sit, try pull partner apart/lift them up.

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.

 HLTH2203 - Gymnastics
LECTURE 2

HANDSTAND (insert picture)

Physical Preparation

- Strength, flexibility of shoulders, power and strength of upper body and core

Skill Progressions / Lead up Drills KTPs

1. Tuck sit

2. Front support

3. Bunny hop (combined 1&2) – straight arms, 2 feet take off and 2 feet landing

4. Tuck handstand – hips, shoulders and arms in straight line

5. Scorpion – 1-foot take off and 1 foot landing

6. Half hand stand – 1 leg straight, inline with hips and hands

7.Full hand stand – everything in one line

Extension
- Backflips
- Handsprings
- Cartwheel

HOMEWORK for next week

Design a handstand circuit with 6 relevant drills and include 2x KTPs at each station
 HLTH2203 - Gymnastics
LECTURE 3

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