1GymnasticsTHE ROYAL MARINES

2Student Notes Teacher Notes

AcknowledgementsThis module was compiled with the assistance of:Lloyd ReadheadBAGA National Coach, Mens Gymnastics

John WhiteBAGA National Coach, Recreational Gymnastics

Dave RozellBAGA National Coach, Specialist Needs

Thanks arethe support given to this project.Editor: P. Edwards M.A.

Prepared for the Royal Navy in Association with the BritishGymnastics Association and produced by Education and YouthLimited, London.

If there is any support you feel the Royal Navy can give regarding thisproject please contact 0870 333 0423

CONTENTS

Vaulting Floorwork

INTRODUCTION TO GYMNASTICS 3

SKILLS DEVELOPMENT SHEET 4

UNIT 1 SAFETY 5

UNIT 2 FLOORWORK 6FORWARD ROLLS 6BACKWARD ROLLS 8CARTWHEEL 10HANDSTANDS 11ROUND OFF OR ARAB SPRING 12HANDSPRING 13BACK FLIP OR FLIC FLAC 14HEADSPRING 15BACKWARD SOMERSAULT 16FORWARD SOMERSAULT 17

UNIT 3 VAULTING 18THE PREJUMP AND TAKE OFF 18DEVELOPING ARM THRUSTING STRENGTH ANDTECHNIQUE 18SQUAT OR THROUGH VAULT 19STRADDLE VAULT 20HEADSPRING 21NECK SPRING 22BENT ARM OVERSWING 23HANDSPRING VAULT (LONG ARM OVERSPRING) 24CARTWHEEL VAULT WITH 1/4 TURN 25YAMASHITA VAULT 26

UNIT 4 PHYSICAL CONDITIONING 27

UNIT 5 MENTAL PREPARATION 34

UNIT 6 THE GYMNASTIC PROGRAMME 35

UNIT 7 PREVENTION OF INJURY 36

UNIT 8 THE RULES AND REGULATIONS 37

UNIT 9 HISTORY OF THE SPORT OF GYMNASTICS 39

UNIT 10 CURRENT ISSUES 40

UNIT 11 BRITISH GYMNASTICS AWARD SCHEMES 42

PUBLICATIONS 43

3The purpose of these notes is to present some guidelines for the safe development of the core elements in floor work and vaulting. There is usuallymore than one technique used in a particular skill. Those illustrated are extensively used and depict the desired concept of each skill.

Introduction to Gymnastics

Gymnastics is often considered to be a sport for the young, but peopleof all ages and abilities can participate. There has recently been atremendous growth in the area of pre-school groups where to 1 to 5year olds discover the foundations of human movement in a playfulenvironment. The children participate with their parents under thetuition of a trained leader. Participation can be at a recreational levelsimply for fitness and enjoyment and classes for adult beginners andretired competitors are growing in popularity.

The competitive aspect of gymnastics makes it a very demanding andextremely technical sport which requires many hours of training andpreparation. It is generally thought that to achieve national standard, itwill require six years of training for females and nine years for males.The differences occur due to the normal sex-age characteristics ofphysical development and the late development of mature strengthrequired in the mens sport. Preparation usually commences betweenthe ages of 6 and 10 years, during which period the development ofgood flexibility and postural control are the main aspects of training.The on-going process of training will include the development ofstrength, co-ordination, spatial awareness and the core gymnasticsmovement skills which are the foundation upon which high level andgood quality gymnastics are based. Determination and Desire arehowever the most important traits for successful participation in anysport and a number of top performers did not commence theirgymnastic training until their teenage years.

The desire to participate in gymnastics may be associated withobvious gains in fitness but also in the sense of challenge andachievement which can be experienced at any level of ability. It alsooffers a rare opportunity for freedom of human movement andexpression of aesthetic and artistic qualities.

In the UK it is possible to participate in a variety of gymnasticactivities including Mens and Womens Artistic Gymnastics, SportsAcrobatics, Rhythmic Gymnastics and Recreational Gymnastics.Recreational gymnastics encompasses pre-school gymnastics, schoolgymnastics and gymnastics for adult or veteran gymnasts. Peoplewith disabilities may also participate in both recreational andcompetitive gymnastics.

Each aspect has its own set of apparatus requirements and regulations:

Womens Artistic Gymnastics: Vault, Asymmetric Bars, Beam, Floor.

Mens Artistic Gymnastics: Floor, Pommels, Rings, Vault, Parallel Bars,Horizontal Bar.

Rhythmic Gymnastics: Ribbon, Ball, Hoop, Clubs, Rope.

Sports Acrobatics: Tumbling, Male and Female Pairs, Female Trios,Mixed Pairs, Mens Fours.

Due to the complex nature of each activity, these notes will be confinedto the Floor work and Vaulting aspects of Mens and Womensgymnastics. The text is limited to those elements listed in the GCSEsyllabus and hence it covers only a few of the core skills in the totalsport of Gymnastics.

As with most sports, the level of fitness will determine the level ofparticipation and degree of success within the sport. It is imperative thata thorough warm up and stretching period should precede each trainingsession. This will raise the body temperature, improve thecardiovascular system and increase respiratory rate. The ability of themuscles and connective tissue to be stretched without risk is improvedand anxiety is reduced.

The risk of injury will also be greatly reduced through the training ofeffective and safe landings.

Physical conditioning to produce the required level of fitness shouldalways precede the learning of new skills. Gymnastic skills should belearnt in a safe environment and a series of progressive exercises willaid the safe learning of skills.

The suggested teaching model is:

Physical Preparation

(flexibility strength)

Progressive Skills

(development through part skills)

Consolidation

(consistency and accuracy)

Free Expression

(discovering a variety of entry/exit combinations)

4Name of Module Gymnastics

Basic Skills: Floorwork Forward rolls, backward rolls, cartwheels, handstands, round off and arabspring, handspring, back flip, flic flac, headspring, backward somersault,forward somersault (pages 6-17)

Basic Skills: Vaulting Take-off, squat or through vault, straddle vault, headspring, neck spring,bent arm overswing, handspring, cartwheel vault, yamashita vault (pages18-26)

Physical Conditioning Power, speed, strength, flexibility, mental preparation (pages 27-34)Training Skills

Rules and Regulations Structure of eventsComposition of a floor routineApparatus dimensionsVaultingStructure of artistic gymnastic events (pages 37-38)

For all other rules and information contact:British Amateur Gymnastic Association B.A.G.A

The beginning stage of learning Gymnastics is the exploratory phase,where the gymnast is attempting to learn the correct sequence ofmovements of all the basic skills e.g. forward rolls, handstands. Anumber of errors may be made and gymnasts will need feedback torecognise and correct those errors.

At the intermediate stage the basic skills will be performed moreconsistently and fluently. A gymnast will now be able to link skillstogether and demonstrate improved strength, speed and flexibility

At the advanced stage all basic skills are automatic and the gymnastwill concentrate on more advanced and detailed aspects of the skill.Competition will be a key element, whether this be competing againstself or others.

Skills Development Sheet

5Unit 1Safety

The following is a brief guide to the safety factors to be observedwhen participating in gymnastics.

a) Ensure that a safe environment is provided at all times.

i) Ensure that the equipment is correctly assembled and suitablypadded with landing mats appropriate for the apparatus and typeof activity.

ii) Ensure that there is sufficient space to move between apparatus.

iii) Adjust the height/width of the apparatus to suit the ability of thegymnast.

b) Supervision

i) Gymnastic activities should only be performed under thesupervision of a qualified person

ii) When additional supporters assistants are used, ensure thatthey are physically strong enough and competent to assist

c) Personal Care

i) Do not wear jewellery in the gymnasium

ii) Do not wear loose baggy clothing or clothing which will restrictmovement

iii) Always warm up before performing gymnastics exercises

iv) Do not permit the gymnast to attempt exercises or skills for whichthey have not been prepared

v) Do not attempt to perform gymnastics skills when the body isfatigued

vi) Ensure that the gymnast has the required fitness to perform thetask in hand

vii) The ability to land or fall safely will greatly reduce the anxiety andwill reduce the risk of injury

N.B. General discipline and safety

Accidents in the gymnasium may be caused through ignorance,stupidity and horseplay. It is necessary, therefore, that the disciplineand order throughout a gym session should be of a high standard.Rules regarding behaviour should be established and enforced at alltimes.

Horseplay, practical jokes, unsupervised running around the gymshould never be permitted and an orderly movement between apparatuschanges should be encouraged.

A good standard of behaviour and presentation will enhance the self-control and discipline traits that all gymnasts require.

6Unit 2

Floorwork

Introduction

Gymnastic floor exercisescomprise acrobatic skills,cartwheels, backflips andsomersaults, joined together withspins, balances and jumps toform a harmonious routine.

The performance of gymnasticelements requires a degree ofphysical strength, kinesthetic andspatial awareness. Each familygroup of exercises is shown inlevel of difficulty and may beused as a guide to the order inwhich they should be taught.However, an understanding ofthe handstand is a prerequisite tolearning any full support skillssuch as handstand roll, cartwheelhandspring etc.

The elements shown are thebasic building blocks forgymnastic performance and it isimportant that the buddinggymnast has a soundunderstanding of these essentialelements.

1. Tucked Rocking

2. Roll from shoulders

3. Incline

4a. Forward roll tucked

4b. Forward roll straddled

Forward Rolls1 Tucked Rockingi) Head forwardii) Chest moves towards thighs

2 RoIl from shouldersi) Extend body to develop

momentumii) Tuck rapidly as seat touches

the flooriii) Chest moves towards thighs

3 Inclinei) Thrust forwards with legs

from the crouch positionii) Lower the shoulders to the

flooriii) Swing the legs through an

extended positioniv) Tuck rapidly as above

4a. Forward roll tucked

i) Thrust forward from the legsto give a low flighted phase

ii) Tuck head in as the armsbend

4b. Forward roll straddled.

Place hands between legsand hold the chest downduring the push

74c. Straight leg forward roll

i) Hands move quickly forwards to sideof the legs

ii) Chest should remain down on thethighs until the push is complete

4d. Handstand forward roll

i) Show handstand straight body

ii) Tilt body off balance

iii) Lower to shoulders as body movesforward

iv) Tuck head in

4e. Dive forward roll

i) Hold body tension and lean forward ontake off

4c. Straight leg forward roll

4e. Dive forward roll

4d. Handstand forward roll

8Backward Rolls1. Backward Roll

Incline

2a. i) Use incline for momentumand familiarisation.

ii) Hands shoulder width apart.

iii) Push and lift hips

iv) Backward roll with assistancefrom the incline

Backward roll tucked

2b. i) Quick transference ofhands.

ii) Push from the hands toelevate hips

iii) Squat feet to floor

Backward roll throughhandstand

2c. i) Reach backwards at thestart of the roll

ii) Push hard as the feetapproach a vertical position

iii) Hold mid body tensionduring pushing phase

1. Backward Roll

2a.

2b. Backward roll tucked

2c. Backward roll through handstand

9Starting Positions Finishing Positions

It is important to note that it is possible to explore further variations in rolling by varying the starting andfinishing positions. Figure 2.1 illustrates ten simple starting and finishing positions, which, as the figureshows, can be linked together to create many variations on a simple forward roll.

1. Squat 6. One knee

2. V-sit 7. Tuck L-support

3. Sit 8. Shoulder balance

4. Straddle stand 9. Prone support

5. Two knees 10. Handstand

1. Squat 6. One knee

2. V-sit 7. Tuck L-support

3. Sit 8. Shoulder balance

4. Straddle stand 9. Prone support

5. Two knees 10. Handstand

Students should be set the task to expore a variety of starting and finishing positions which will add adegree of individual creativity to the set skills of the syllabus. See figure 2.2.

No.1 No.1

No.4 No.1

No.1 No.5

Figure 2.2

10Cartwheel1. Platform

Pass through a vertical plane inhandstand with legs straddled

2. Incline

Provides momentum and assiststhe performance. Should besupported during the initialattempt.

3. Cartwheel straddled

i) Swing the chest and armsdownwards and swing into astraddled handstand

ii) The body should be straightand the head held neutrally

iii) Press strongly on the firstlanding leg and lift the armsand chest sideways andupwards

iv) The hands and feet shouldbe positioned in a straightline

1. Platform

3. Cartwheel - straddled

2. Incline

11

Handstands1. Swing to handstandi) Shoulder angle openii) Head neutraliii) The shoulders lead followed

by the back, seat then legsiv) Eyes look towards the

fingers

2.

A straight body line is desired,not arched or dished(see figure 2.3)

3.

A handstand facing the wall auseful practice(see figure 2.4)

Taking the load

Levering to handstand

1. Swing to handstand

CorrectFigure 2.3

IncorrectFigure 2.4

12

Round Off or Arab Spring1. Cartwheel with a quarter turn

inwards2. The snap up from the hands to

the feet. Snap the legs down andthe arms and chest up to createrotation and flight

3. PlatformEncourage:i) A strong leg swingii) A powerful thrust from the hands

to develop the flight phase

4. Straddled

i) The round off requires a strongdrive downwards of the chestand arms

ii) The hands and feet should bealigned as shown in the diagrambelow

iii) A power thrust from the hands isnecessary to create the flight

iv) Snap up from the hands tocause rotation

v) The legs close together justbefore contact with the floor onlanding

3. Platform

1.

2.

4. Straddled

13Handspring

1. Develops the leg drive andstrong arm thrust for flight

2. PlatformDevelops the concept offlight from the hands in theflight phase. The head is heldin a neutral position.

3. The Springboard will assistthe thrust from the hands.The strong leg drive will addto the rotation

4.i) Drive the chest and arms

strongly downwards donot close the angle betweenthe arms and chest

ii) A strong leg swing willgenerate rotation

iii) A powerful arm thrust willcreate flight from the hands.

3.

1.

2. Platform

4.

14Back Flip or Flic Flac

1. Tilting about the feet

2. Off balance and sitFeet flat knees behind toes

3. Static StoppingOff balance first

4. Sit off balance and leg thrust

5. Back flipThe back flip will requiremany supported repetitionsduring the learning phase

6. PlatformLong first flight high andshorter second flight. Snapup and back flip providesinitial rotation and is a usefulprogression towards theround off back flip. Thisprogression should only bemade when the back flip isconsistent

7. The round off back flip provides powerful backwardrotation

7.

6. Platform

5. Back Flip

1. Tilting about the feet 2. Off-balance & sit

3. Static Stopping4.

15Headspring

1.i) The hands are placed in line

with the headii) The body must tilt off

balance before the thrustfrom the arms is added

iii) The legs must be straight asthey swing from the piked toextended body position

2. PlatformThis will provide greater time inthe air during the flighted phaseto allow the correct concept to beestablished

3.Supported headspring on thefloor area

4.i) The leg thrust, leg swing and

off balance create therotation

ii) The strong arm thrust willproduce elevation and add tothe rotation

iii) The head should be slightlybackwards at all times

4.

1.

2. Platform

3.

16

3.

5.

4.

1. 2.

Backward Somersault

1.Elevation and forward hip lift

2.Setting up the elevation androtation knees to shoulders headneutral

3.The somersault,i) Arms up and lean slightly

backwardsii) Knees to shoulders, hands

snap down to shinsiii) Tuck tight for rotationiv) Extend for the landing

4.Setting up the take off from around off

5.Round off back somersault.Stand up at take off hipsforward and upwards headneutral. The use of a safetysupport harness will be helpfulwhen teaching the backflip andsomersault skills

17

2. The supported somersault

Forward Somersault1. The take offi) Feet arrive on the spring

board ahead of the bodyii) The arms drive upwards

above the head and the bodypivots forward

iii) The seat is elevated to therear and the legs are tucked

iv) The head remains in aneutral position

1. The take-off

3. The Somersault forwardsi) Feet forward during

pre-jump.ii) Lean forward with tight body

at the take off arms strikeupwards

iii) Lift the seat rearwards andtuck tightly

iv) Extend the legs and body,elevate the arms to slowdown the rotation forlandings

2. The Supported somersaulti) Assist the elevation and

rotation by supporting at thefront and rear of the chest

ii) Avoid over rotation onlanding by supporting thechest or catching the arms asthey are extended upwardsprior to landing

3. The somersault forwards

18Unit 3

Vaulting

Introduction

The effective execution of a vaultrequires the gymnast to perform:

i) A run up: to develop asuitable level of momentum.

ii) A pre-jump: low flightedjump to depress thespringboard.

iii) A take off: extending thelegs and the body to utilisethe resilience (spring) of theboard.

iv) Pre-jump: a forward rotatingflight into support on thehands. Slow rotation forsquat type vaults. Fastrotation for overswingvaults.

v) Arm thrust: a strong armthrust to create the elevationand desired direction ofrotation from the horse orbox.

vi) Post flight: this is the mainaspect of the vault in whichthe attitude of the body isvaried to create the vault.

vii) Landing: a controlledlanding is essential. Theforce and momentum beingdissipated by control of thehips and leg flexion.

The teaching of good landingtechnique, take off and armthrusting skills are stronglyrecommended before introducingthe various vaults. This principlewill reduce anxiety and lessen therisk of injury.

The Prejump andTake off

1. Prejump

i) Feet arrive on the boardahead of the body

ii) The arms swing backwardsand then forwards

iii) The board is depressed bythe prejump

2. Take off

i) The body pivots about thefeet to lean forward prior torelease from board

ii) The arms drive forwardsand upwards to increasethe board reaction and givedirection to the take off

iii) The feet lift strongly fromthe board

Developing ArmThrusting Strength andTechnique3. Arm Thrust

Sink in the shoulders and thenthrust through the arms andshoulders develop a very fastaction.

The momentum of the body inflight onto the horse togetherwith the arm thrust producesthe second flight phase.

1. Pre-jump

2. Take-off

3. Arm thrust

19

2. Squat over the horse

1. Squat on jump-off

3. Squat vault - with assistance

4. Squat or through vault

Squat or Through Vault1. Squat on jump off

i) Lift the seat

ii) Head up

iii) Control the landing

2. Squat over the horse

i) Reach for the horse

ii) Strong thrust from thehands

iii) Lift the chest and squatquickly

3. The squat vault performedwith assistance

i) Ouick and strong thrust fromhands head up

4. The squat or through vault

i) Do not elevate the legsabove the shoulders duringthe flight on

20

2. Straddle over

1. Straddle on

3. Straddle over - supported

4. Straddle vault

Straddle Vault1. The straddle on

i) Raise the seat upwards

ii) Push from the hands tostraddle stand

2. Straddle over

i) Strong thrust, lift chest

ii) Straddle over to stand on aplatform

3. Straddle over-supported

i) Thrust head up

ii) Straddle with extended notpiked body

iii) Close legs for landing

4. The straddle vault

Do not lift the legs above theshoulders during the flight on

21

1.

2.

3.

4.

Headspring1.

Thrust into off balance position.Seat moves beyond the point ofbalance and legs begin tostrike.

2.

Develop the leg swing and armthrust into the flight off the horse.Head must remain backwards.

3.

Flight onto the horse. Dish thebody during the flight on andallow the seat to move over theshoulders with the feet still down.

4.

Headspring vault. Combine theflight on and off phases. A deeparch will bring the feet down tothe floor prior to landing.

22Neck Spring

1.

Lower the shoulders down withthe head tucked in. The feetremain behind the hands and thelegs are lowered slightly.

2. The Kip Action

The seat is moved slightly offbalance, the body is vigorouslyextended. The arms thrust tocreate the flight.

3. The Flight On

A moderately high flight isrequired. The legs are checkedand the body lowered onto theshoulders. Head tucked in.

4. Neckspring Vault

i) Only a moderate speed ofrun up is required

ii) Controlled flight on andlowering onto the shouldersis required

iii) The feet drop slightly beforethe hip action

iv) A strong arch brings the feetdown for landing

1.

2. The Kip Action

3. Flight On

4. Neckspring Vault

23

1.

2.

3.

4.

Bent Arm Overswing

1. Long box

Thrust from the legs into bentarm support. Body bent headback.

2. Long box

From stand on the box bent armoverswing. Strong leg drive forrotation. Strong arm push forelevation.

3. Cross box

Elevated flight on to bent armsupport body slightly bent.

4. Cross box

The bent arm overswing vault.

24

1.

2.

4.

3.

Handspring Vault(Long Arm Overspring)

1.

The flight on and thrust fromarms with spring board onplatform assistance.

2.

Flight on and arm thrust from apadded box onto platform.Develop heel speed from theboard body straight.

3.

Second flight off the box. Headneutral and strong arm thrust body remains tensioned.

4.

The Handspring Vault

Assistance onto box

heel speed

strong arm thrust

head neutral

body tension

All are essential

24

25Cartwheel Vaultwith 1/4 Turn1. Long box

From stand cartwheel throughhandstand with legs together.Perform a 1/4 turn.

2. Low box and platform

Take off forwards and makea quarter turn into handstandon the box. Push off and turninwards to land face down onsafety mat.

3.As above but with a higherbox. Develop the flight onand thrust off.

4. Cartwheel Vault

Strong heel drive, powerful armthrust. Maintain body tension.Care should be taken uponsideways landing to avoid poorlanding.

1. Long box

2. Low box and platform

4. Cartwheel vault

3.

26Yamashita Vault

The ability to perform acompetent handspring vault is apre-requisite for the YamashitaVault.

1. Vee Sit ups

For conditioning.

2. Box longways

Handspring pike body fold extendto land.

3. Crossbox and Platform

Handspring from the box with aslightly dished body. Check thelegs and vigorously move thechest to the legs in the fold.

4. Yamashita Vault

Fast leg speed, early arm thrustand check legs. Rapid fold ofchest to knees. Stop the chestand drive the legs down forlanding.

4. Yamashita vault

1. Vee sit ups

2. Box longways

3. Crossbox and platform

27Unit 4

Physical Conditioning

As with all sports and events fitness for gymnastics is specific, and anypreparation which a gymnast undergoes must relate to the followingfactors:

The demands of the sportThe needs of the gymnastThe time of year

Training

In order to become fit it is necessary to undergo a process known asTRAINING, which must be carefully structured and monitored inaccordance with the above factors.

Training is said to be governed by 4 lawsSpecificity All preparation must relate to the sport, the

individuals needs and the time of year.Overload The workload must be sufficient to put the body

systems under stress, because only in this waywill they become stronger and more efficient.

Progression The training load must be built up over time tocater for the gymnasts improved standard offitness and create the necessary overload.

Reversibility The use it or lose it law, i.e. following a mediumto long term lay off, gains made will be diminishedand eventually lost.

Fitness

Fitness is said to be comprised of the following integral elements:StaminaSpeedStrengthSuppleness/FlexibilityPsychology and skill

In this section it is mainly the first 4 factors which will be discussed,although in a sport such as Gymnastics, skill and technique are alwaysincluded within a physical conditioning programme

Physical Assessment Tests

The specialist techniques and skills of gymnastics demand that the bodyshould be both ready and fully prepared to fulfil these demands. Inorder to assess a students readiness and ability to undertakegymnastics training staff may administer a basic physical assessmenttest (see Figure 4.1). In addition to readiness this test may also beused as part of the control process of training, i.e. to monitor theeffectiveness of specific training regimes, or to check on a studentsprogress over a period of time.

The test is divided into four sections which relate to the four essentialphysical components of gymnastics.

PowerSpeedStrengthFlexibility

NB. It is important to emphasise that the results of such tests shouldalways be viewed with respect to individual differences of sex,chronological age and previous experience in the sport.

Results may be entered and logged using the chart in Table 4.2 overleaf.

28A. Basic Physical Assessment Test: Figure 4.1

POWER SPEED STRENGTH

FLEXIBILITY

1. Sargeant JumpDistance in cms

2. Broad Jump

3. 25m SprintTime in seconds

4. BurpeesNo. in 30 seconds

5. Press upsMax. no.

6. Chin upsMax. no.

7. Half leverMax. secs.

8. Straddle leverMax. secs.

1.

2.

3.

5.

4.

Poor Fair Good

Poor Fair Good

Poor Fair Good

Poor Fair Good

Poor Fair Good

G = Good

F = Fair

P = Poor13.

10. 11. 12.

6. 7. 8. 9.

29Physical Assessment Record Sheet: Figure 4.2

A. STRENGTH ASSESSMENT. Record distance/height/number or time.

Name

B. FLEXIBILITY. 5 marks each exercise: 5 = good 3 = fair 1 = poor.

PowerSargeant jump

Broad jump

SpeedSprint

Burpee

StrengthPress ups

Chin ups

Half lever

Straddle lever

Ankle Wrist Leg alignment Leg extension Arm extension

30

Quadracep stretchAntagonistcontracting muscle hamstring

Hamstring stretchAgonistcontracting workingmuscle (Quadracep)

Protagonistmuscle being stretched (hamstring) Protagonist

muscle being stretched (Quadracep)

Figure 4.3Undertaken only under careful supervision

Physical Preparation for Gymnastics

Competitive gymnastics is extremely demanding both physically andmentally. A high level of fitness is required. The components of fitnessmost relevant to gymnastics are: Flexibility, Strength, Endurance andPower. Flexibility is an important factor in the physical requirements.A full range of joint mobility will;

i) enhance the learning of gymnastic elements

ii) permit aesthetic expression

iii) allow the demonstration of amplitude (extension of the body and amaximum range of movement in a skill)

iv) greatly reduce the risk of injury

Flexibility training should be slow, progressive and prolonged andshould only be performed after a thorough general warm up. A fullrange of movement is best achieved in early childhood, 6-10 yrs, sincethe muscle fibres and connective tissue are more amenable tostretching during this period of growth. Both sides of the body and bothagonist and antagonist muscle groups should be equally stretchedthrough the full range of movement. See Figure 4.3.

Flexibility Training

The selection of exercises shown in Figure 4.4 indicate the range ofmovement required by a top performer after many hours of training.This degree of flexibility would not be expected in a general gymnast butsome element of mobility in each area will enhance the ability to attainthe listed gymnastic elements.

A thorough general warm up to raise the body and muscle temperatureshould precede the flexibility training period.

The exercises should be performed as:

a) Slow and progressive held for six to ten seconds and slowlyprogressed in a range of movement

b) Prolonged once the range has been established the stretchedposition should be held for increasing periods up to 30 secondduration.

Each exercise should be repeated 3 to 6 times in each set.

The exercises are performed as:

i) Active Stretching Exercises: The gymnast practices unassistedand applies internal muscular force to stretch the opposingmuscles.

ii) Passive Stretching Exercises: The gymnast should relax themuscles (become passive) and the partner applies external forceto cause the appropriate muscles to be stretched.

1. 2.

3. 4.

5. 6.

7.

8.

9.

10. 11.

A selection of flexibility exercises Figure 4.4

3112. 13. 14. 15.

16. 17. 18. 19.

20. 21. 22.

23. 24. 25.

26. 27. 28. 29.

30. 31. 32.

33. 34.Figure 4.4 continued

32

a) 1-4b) 4-8c) 8-15

Selection of Physical Conditioning Exercises: Figure 4.5

a) 10-20b) 20-30c) 35-50

a) 10-15b) 15-20c) 20-30

a) 5-10 secb) 10-20 secc) 20-30 sec

a) 5-10b) 10-15c) 15-25

a) Beginner b) Intermediate c) Advanced

a) Beginner b) Intermediate c) Advanced

a) 5-10b) 10-15c) 15-25

a) 10-12b) 12-20

a) 3-4b) 4-8c) 10-15

Beginner Intermediate/advanced

a) 10-15b) 15-20c) 20-30

a) 8-10b) 10-15c) 15-25

a) 10-15b) 15-25c) 25-50

a) 4-5b) 5-8c) 8-12

Strength Training

In order to perform gymnasticskills, a gymnast will require adegree of strength appropriate tothe level of skill to be practised. Atop level performer willcommence the training year with70% of the training time devotedto physical preparation and this isgradually reduced to between 20-30% during the competitionseason.

The majority of conditioningtraining involves the use of thegymnasts own body weight asthe resistance in exercises whichrelate closely to the gymnasticskills to be performed. Weighttraining is sometimes used toimprove strength in specificmuscle groups, but only witholder, well prepared gymnasts.

A gymnast must performexercises which involve, isometricstrength (static held parts and midbody tension), basic strength(presses to handstand), power(vaulting push from the hands take off for somersaults) andendurance (to perform the manyrepetitions required whenpractising a skill).

Exercises are chosen which arevery specific to a particular actionor general in nature.

A circuit of exercises is selected,usually between 8-10 differentexercises, each involving differingactions, shapes or muscle groups.The degree of difficulty of theexercise and the number ofrepetitions to be performed isvaried according to the particularaspect of fitness to be trained.

Endurance Fitness: simple lightload and high repetitions 30-50Basic Strength: max load/difficulty and low repetitions 3-6Power Strength: medium load/difficulty and medium repetitions 6-10Isometric Strength: static heldparts held for periods progressingfrom 5 seconds upwards

The order of the exercises withinthe circuit is selected to avoid theconsecutive use of similar musclegroups.

A selection of typical gymnasticstrength exercises is shown with aguide to the level of difficulty andnumber of suggested repetitions.(See Figure 4.5).

33

Handstand dips

Endurance StrengthEndurance Strength is required to permit the high number of repetitionsrequired during the learning and training of skills and routines.Endurance is usually developed through circuit training ofgymnastically related exercises (See Figure 4.6).

A target of a number of repetitions of the exercise in a given time maybe set and a fixed rest period is stipulated.

The load demand may be varied by increasing the number of repetitionsin the given time; increasing the duration of the exercise period;reducing the rest intervals.

Power StrengthPower Strength is essential to produce the explosive or dynamicmovements required in gymnastic skills. Power is developed by rapidrepetitions (5-8 reps) of exercises which simulate as closely as possiblethe gymnastic skill. The demand should be such that the muscles arepartially fatigued by overloading the muscles. This type of trainingmust be performed with technical accuracy and should be performed atthe beginning of the training session while the body is fresh.

Rest recovery periods between sets of exercises are also of greatimportance to ensure accuracy in performance and greatest strengthgains.

Load = 50-80% of Maximum: 5-8 reps; 4-5 sets; Rest Intervals 5minutes.

Training for strength gains should be progressive and shouldincorporate the overload principle in which the muscles enter thefatigue zone through working at a level above that which is normallyencountered.

The selected exercises should relate closely to the gymnastic elementsin order that the strength gains are specific to the muscular actionsrequired in the gymnastic skills (See Figure 4.7).

Strength training should be continued throughout the year, even duringthe competitive season. The gains in strength are reversible if training isstopped for more than 7 days.

Piked Lifts Resisting Runs

8. Shuttle sprints

a) 18-20b) 20-24c) 24-28

7. Chin Ups

a) 6-10b) 10-12c) 12-15

6. Heel raisers

a) 15-20b) 20-25c) 25-30

Time duration 30 seconds rest interval 30 seconds

1. Vee Sits

a) 15-20b) 20-25c) 25-30

2. Press ups

a) 15-20b) 20-25c) 25-30

3. Squat Jumps

a) 10-15b) 15-20c) 20-25

4. DorsalLifts

a) 10-15b) 15-20c) 20-25

5. Back ArmDips

a) 10-15b) 15-20c) 20-25

Figure 4.7 Figure 4.6

34UNIT 5

Mental preparation

Mental rehearsal techniques are of immense value in both gymnastictraining and competition. Intrinsic and extrinsic imagery permit thegymnast to mentally rehearse the pattern of movement involved in theperformance of a particular skill or routine. Intrinsic imagery permits thegymnast to create an image of himself/herself from an internal view ofwhat he/she will see or feel during the peformance of a skill. An externalor extrinsic image will allow the gymnast to view the performance as ifhe/she was watching the performance on a video screen.

This will enhance the learning potential, by increasing the frequencywith which the skill is rehearsed and aid the development of a goodconcept of the skill. It may also reduce the fear element and permit theelimination of thoughts concerning unsuccessful events.

Mental preparation for competition should include simulatedcompetition within the training environment. This would usually includethe performance of routines, in the presence of his/her fellow teammembers, parents and judges. The introduction of distractions into thesimulated competition period will develop the gymnasts ability to dealwith a variety of events within a competition.

Relaxation techniques are also extensively used in gymnastics to enablethe gymnast to cope with events which may involve competing overthree days and the irregular sequence of warm up, compete and restthat occurs during a competition.

The stress of competition will often cause the gymnast to feelthreatened and this will cause him/her to become anxious and the levelof performance may be drastically affected.

Mental relaxation can therefore be usefully employed to quieten themind and thus permit the gymnast to deal with the various events whichcause the anxiety. The level of arousal can then be controlled at thedesired level to promote optimum performance.

Deep concentration on some aspect of the body particularly therhythm of breathing together with the repetition of a mantra (word orphrase) can centralise ones thoughts and reduce anxiety.

Other methods of reducing anxiety to permit mental relaxation are:mental rehearsal of a skill or routine; listening to music, particularlybaroque music; setting realistic goals which are in the control of theperformer and positive self talk to reinforce self confidence.

Suggested Reading Mental Preparation

1 Nidiffer R & Sharpe C ACT Attention Control Training: How toControl Your Mind Through Total Concentration, Human Kinetics,Illinois, 1985.

2. Orlick. T. Psyching for Sport: Mental Training for Athletes. LeisPress, Illinois, 1986.

3. Rushal. B. Psyching for Sport: The Psychological Preparation forSerious Competition in Sport, Pelham, London, 1979.

4. Syor. J & C. Connolly, Sporting Body Sporting Mind, CambridgeUniversity Press, Cambridge, 1984.

5. Tutko. T & U. Tosi, Sport Psyching, Tarcher, Los Angeles, 1977

6. National Coaching Foundation. Leeds. Mind over Matter.Introductory Study Pack.

35

Periodisation of Training and Competition

Month

1 2 3 4 5 6 7 8 9 10 11 12

Preparation Pre Comp Comp Prep Pre Comp CompPhase 1 Phase 2

General Max Specific R Max Power Specific REndurance Strength Strength E Strength Strength E

Power S Power ST T

60% C 40% C 30% C 60% C 40% C 30% C40% S 60% S+R 70% S+R 40% S 60% R 70% R

C= CONDITIONING S = SKILLS R = ROUTINES

The structure of the training session will vary according to the periodwithin the programme but will usually follow the following format:

i) warm up general warm up and light stretch

ii) power conditioning or flexibility training

iii) skill training repetition of skills or routines

iv) general conditioning either specific or endurance

v) warm down to reduce the body temperature to normal and allowthe dispersal of wasted products i.e. lactic acid.

A top international gymnast would train six days per week, two or threesessions per day and in excess of 30 hours training per week. The dailytraining load would be varied to accommodate a degree of recoveryfrom the sessions with heavier demands.

A regional gymnast would however train for around 15-20 hours perweek and a club gymnast for between 10-15 hours per week.

UNIT 6The Gymnastic Programme

The gymnastic calendar usually comprises 2 competitive cycles in eachyear and the type of training will be varied according to the phase orperiod within the calendar. (See table below)

36UNIT 7

Prevention of injury

In any physical activity there is always an element of risk and thepotential for injuries to occur. As with the teaching of all aspects ofphysical education there are certain common sense procedures whichstaff can follow to minimise the risk of injury to a student:

1. Always ensure that a safe well padded environment is created andmaintained.

2. Prepare the gymnast carefully and thoroughly by improvingflexibility and strength.

3. Teach basic landing techniques and safe methods of falling asspecial skills prior to teaching gymnastic elements.

4. Thoroughly warm the class up before commencing the gymnasticcontent of the lesson.

5. Use safe progressive elements to teach gymnastic movements.

6. Select specific gymnastic movements to suit the ability of anindividual gymnast.

7 Be aware that fatigue will reduce the gymnasts accuracy and willescalate the risk of injury.

First Aid and Emergency Procedures

Wherever gymnastics is being taught it is essential that emergencyprocedures are accessible and are fully understood by everyoneparticipating in the session.

It is essential that the following are always available:

a) Access to an outside phone-line, with instructions on use.

b) Relevant numbers, including the nearest casualty department.

c) A fully stocked and maintained First Aid kit*.

*Recommendations for a First Aid kit are to be obtained from anauthorised first aid body.

In the event of an accident it is essential to take the necessarymeasures as laid down by your own school or Local EducationAuthority.

Most Frequent Gymnastic Injuries

1. Blisters caused by new or badly fitting gymnastic shoes andfriction on the hands.

2. Abrasions or friction burns caused by contact with mats orapparatus.

3. Muscle injuries usually caused by tiredness or insufficientwarm-up.

4. Torn muscles caused by a heavy blow or excessive load.

5. Tendon injuries in wrist, forearm and Achilles tendon.

6. Ligament injuries usually at the ankle and knee joint andcaused by the vigorous rotations and turning motionsthrough an abnormal range.

7. Bruises caused by bleeding as a result of a fall or blow.

Again, the best advice is for staff to seek training in First Aid and todeal with injuries which occur in the gym in line with the guidelinesprescribed by their own school or Local Authority.

More serious injuries occur infreqeuntly in gymnastics but injuries tobones and joints, concussion and spinal injuries should never beunderestimated and qualified medical help sought should be immediately.

37UNIT 8

The Rules and Regulations

The Structure of Events

At school club or gymnastics club level it is possible tocompete in events comprising of individual or team floorand vaulting competitions.

The requirements may include:

i) A compulsory floor routine or a number of setgymnastic skills and/or a voluntary floor exercisecomprising linked skills. Girls would normallyperform to music.

ii) A compulsory vault and/or a voluntary vault. Eachvault is given a tariff according to its degree ofdifficulty.

Awards are made for floor work, vaulting, combined,individual and team results.

The rules are usually devised locally according to theneeds of the schools or clubs regarding level ofparticipation etc.

Composition of a Floor Routine

The routine should be constructed to include a variety oftumble elements (gymnastics skills) linked together withjumps, spins, and dance elements. It should demonstratea mixture of strength, flexibility, balance, slow anddynamic work.

The duration should comply with a stipulated period oftime. Women usually perform to music.

The routine is judged according to its difficulty ofelements, its fluency, amplitude, control and technicalexecution

Apparatus Dimensions

The dimensions and height of the apparatus are to anInternational standard and are fixed for Senior events. Theheight of the apparatus may be adjusted to suit the needsfor Junior events.

MENS APPARATUS

1.10m

1.60m

Pommel horse

1.35m

1.60m

Vaulting horse

2.75m

2.40m

Horizontal bar

3.50m .52m.42m

2.35m

Parallel bars

12m

12m

Floor exercises

5.75m

2.75m

0.5m

Rings

12m

12m

Floor exercises

1.20m

1.60m

Vaulting horse

2.35m

2.40m

Asymmetric bars

WOMENS APPARATUS

1.55m5.00m

Beam

1.20m

38Vaulting

The vault is judged according to its tariff and considerations are madeconcerning flight on, flight off, elevation, distance carried, shape ofbody, alignment and a controlled landing.

The Structure of Artistic Gymnastic Events

In Mens/Boys apparatus events, the gymnast would performcompulsory and/or voluntary routines in Floor Exercise, PommelHorse, Rings, Vaulting, Parallel Bars and Horizontal Bar. This beingthe statutory order of rotation of apparatus.

Women/girls would similarly perform a compulsory routine and/orvoluntary exercise on Vaulting, Asymmetric Bars, Beam and Floor inthat order of rotation.

The performance is judged by a minimum of one master judge andfour judges. The highest and lowest scores of the four judges arediscarded and the average of the middle two scores is taken as thescore obtained. The master judge ensures that the allocation of marksis within prescribed limits and also determines the start value of theexercise.

e.g.Master Judge Judge 1 Judge 2 Judge 3 Judge 4 Score

9.3 9.5 9.1 9.2 9.4 9.3

The voluntary routines must include particular types of movementsand contain movements of graded difficulty. Deductions are made forlack of difficulty, omission of stipulated types of movements and forpoor form or technical faults.

The controlling influence on the pertormance is provided by thefollowing principle as quoted in the judging Code of Points:

The exercises in content must correspond with the ability of thegymnast. The degree of difficulty must never be escalated at theexpense of good form and technical execution. The gymnast must bein complete control of his body. Assurance, elegance, and flexibilityare pre-requisites of exercises and must not be violated.

A team at an international event would normally comprise 6 gymnasts,with the highest five scores on each apparatus counting towards theteam total. Each gymnast must work at all six mens apparatus, orfour womens apparatus. However the format will vary according tothe type of competition.

The individual all-around scores are obtained by adding together thescores obtained by the individual gymnast on each apparatus. Once agymnast has commenced the competition he/she cannot be replacedby the reserve gymnast.

Usually up to two coaches and two judges travel with the team tointernational events.

39UNIT 9

History of the Sport of Gymnastics

A limited form of gymnastics may have been practised by the Chineseand Egyptians as early as 3,000 years ago. However, the termgymnastics was not introduced until the era of the Greeks andRomans. It was impossible to practise the strenuous activity involved ingymnastics in the heavy garments worn during this period and thereforethe athletes would have removed their clothing and performed naked.These naked athletes were known as gymnasts, which was derivedfrom the Greek, Gymnos. During this period the term gymnast wasused to describe an athlete who participated in activities such aswrestling, throwing, running etc. Later the term gymnastics was used todescribe collectively all sports which were performed inside agymnasium.

It was in the early 19th century that the introduction of Lings Swedishform of free gymnastics and Jahns apparatus-based gymnasticsbecame the standards for gymnastics within both education and clubs.

German immigrants to Britain began to establish clubs based on JahnsTurner Bund principle, and a German gymnastics society was formed.Gymnastics clubs began to flourish throughout Great Britain and in1888 the Amateur Gymnastics Association was formed. At that timeactivities such as fencing were affiliated to the Gymnastics Associationand the sport of Trampolining was first established under theAssociations banner, although it later formed the Federation which isthe sports current Governing Body.

In the early years the Association governed both mens and womensArtistic Gymnastics, and in more recent years other aspects such asRhythmic Gymnastics, Sport Acrobatics and Recreational Gymnasticshave been added.

The British Amateur Gymnastics Association is now the controlling bodyfor all gymnastics activities including performing, coaching, judging andthe organisation of all gymnastic events.

The improvement in awareness and technical knowledge of the coacheswith regard to physical preparation and technique has caused the sportto develop rapidly over the last two decades. Advancements in theapparatus and training aids also helped the rapid progression of verycomplex skills. Notable developments in the apparatus include theintroduction of a carpeted and sprung floor area, the modern typespring board and the sprung-top vaulting horse, the extensive use of therebound or trampoline situation and the introduction of the foam-fittedlanding pit permitted the safe learning of advanced skills.

The Structure of the Sport

The world governing body is the Federation Internationale deGymnastique (FIG) and this body decides upon the policy, philosophy,regulations and matters concerning the major events and internationalcompetition.

The British Gymnastic Association (BGA) controls all mattersconcerning gymnastics in the U.K. There are thirteen geographicalregions which conform to the sports council regional boundaries.Each region is autonomous, has representation on the BGA Board andcontrols matters within the region. A number of the regions are alsosub-divided into Counties.

The structure of the BGA:CLUB Gymnastic Club or School ClubCOUNTY Association Squads EventsREGION Association Squads EventsNATIONAL Association Squads EventsINTERNATIONAL Events Olympics World Championships European Championships

40UNIT 10

Current Issues

1. Drugs in Sport

The sport of gymnastics has openly participated in the testing for drugsand there has been no evidence of the use of banned drugs in the sport.Accusations have been made with regard to the immense power thatmale gymnasts develop. This however is down to the great volume ofconditioning training that the gymnast performs and not related todrugs at all. The intentional use of drugs in gymnastics is unlikely sincethe drugs which may produce an advantage have many side effectswhich would be deleterious to the performance of the gymnast. Thefollowing indicate how drugs would affect the gymnasts performance:

i) Stimulants

Stimulants can increase alertness and reduce fatigue but they canseriously create loss of judgement which is a critical aspect in agymnastic performance.

ii) Anabolic Steroids

Anabolic steroids such as testosterone may improve strength andpower but they also produce a massive increase in bulk. This would bedetrimental to the power to weight ratio which is of prime importance ingymnastics.

iii) Beta-blockers

These can be used to control hypertension but may affect the responsetime which is again critical in gymnastic activities.

iv) Diuretics

Rapid reduction in weight can be achieved through the use of diureticsbut the serious health side effects and loss of strength and power wouldnot benefit the gymnast.

v) Blood Doping

Blood transfusions of red blood cells may have advantages in enduranceactivities which are mainly of an aerobic nature requiring oxygen withinthe blood to release the required energy. Gymnastics is predominantlyan anaerobic activity and consequently blood doping would not provideany advantage.

It can be seen from the above comments that drugs cannot play a usefulrole in gymnastics and it is likely that gymnastics will remain a cleansport.

2. Women in Gymnastics

The intensive training undertaken by female gymnasts throughout theadolescent pubescent period can reduce the physical development ofthe gymnast. However, once intensive training is stopped the femalewill develop normally without long-term effects.

Intensive training may also delay the onset of menstruation, even untilthe late teens, but once the training is reduced the cycle willcommence without abnormalities.

3. Professionalism in Gymnastics

Gymnastics in Great Britain is still very much an amateur sport. A verysmall number of gymnasts are fortunate to receive training grants orsponsorships which are used strictly to offset the high cost oftraining. This finance is administered by the BGA. A top gymnast maytrain between 30-35 hours per week 50 weeks of the year. Thiscreates a tremendous financial burden upon the gymnast and his/herfamily.

41It is well known however that gymnasts abroad are givenScholarships and grants according to their level of achievementwhich enables them to become full-time gymnasts, a great asset whenone considers the vast amount of training and expense incurred.

It is envisaged that the future of top British gymnasts will be enhancedby the opportunity to receive greater financial assistance throughsponsorship grants, bursaries, and National Lottery grants under aWorld Class Performance programme.

4. Gymnastics and the Media

The spectacular sport of gymnastics has always been a populartelevision event with the viewer and the coverage, while not extensive,has enticed sponsors to support the television events. Recentlyhowever, certain TV companies have reduced the number of sportsthey are to cover and consequently this has had an adverse effect onsponsorship for gymnastics.

The BGA has previously enjoyed sponsorship for its majormanifestations from one of the large newspaper groups but still thecoverage in the national press continues to be spasmodic andgenerally limited.

Gymnastic clubs do however enjoy the support of the local presswhich helps to publicise the existence and success of the sport locally.

5. People with Special Needs

Gymnastic activities are often thought to be suitable only for the moreable person and unsuitable for the disabled person. Nothing could befurther from the truth.

People with special needs are gaining enormous benefits throughparticipation in purpose-designed gymnastic programmes. Thebeneficial effects include improved mobility, strength, co-ordinationand concentration. The attainment level is also very high with quitecomplex skills and routines being performed.

The first Gymnastic Coaching Awards for coaches specialising inSpecial Needs activities were launched in 1986. These were initially inthe area of the mentally handicapped but the programme has nowbeen expanded to include physically disabled and sensory impairedpersons.

The growth in disabilities Gymnastics is tremendous and the level ofparticipation ranges from recreational and educational, to display workand competition.

Local authorities now include gymnastics in the programmes atSpecial-Needs schools and a number of gymnastic clubs also offerclasses for disabled participants.

Further information concerning Gymnastics for disabled people can beobtained from BGA., Lilleshall NSC, Newport, Shropshire TF10 9NB

6. General Gymnastics

WORLD MANIFESTATIONS: The major celebration for Recreationalor General gymnastics occurs every four years and is known as theWORLD GYMNAESTRADA.

The Gymnaestrada is a non-competitive festival of gymnastics,dance and movement organised by the world governing body (FIG).Gymnasts from all countries demonstrate and perform gymnasticdisplays which reflect their individual cultures and their joy of humanmovement.

The Gymnaestrada has grown from national festivals into a majorinternational manifestation.

42Unit 11

British Gymnastics Award Schemes

The BGA offers a range of awards in a new awards scheme launchedin 1999. The badge scheme is progressive from beginner level andincorporates all disciplines of the sport. Details of this immenselypopular award scheme can be obtained from British Gymnastics,Ford Hall, Lilleshall National Sports Centre, Newport, Shropshiretel: 01952 820330 fax: 01952 820326.

Award Schemes

BG Coaching Awards SchemeThe coaching awards scheme is acoaching educational programmeaimed at developing the quality ofgymnastic coaching in the UK. Itprovides a programme of trainingfor all coaches ranging frombeginner to international standard.

Award RequirementsTo qualify as a BG Coach,candidates must comply withthe following:

A. Achieved minimum age:Assistant Coach 15 yearsOther levels 18 years

B. BG Membership:Assistant Coach AssociateMembershipOther levels FullMembership

C. Attended the appropriatecourse and completed thepost course experience andlogbook.

D. Hold the pre-requisiteknowledge and abilityfor that level.

E. Pass the appropriateexamination.

The Structure of CoachingAwardsGymnastics Coaching Awardsare available in six disciplines:-

Mens ArtisticWomens ArtisticRhythmic GymnasticsSports AcrobaticsGeneral GymnasticsTeam Gymnastics

There are five levels of award ineach discipline:

Assistant Coach:To assist the qualified Coach.

Club Coach:1st level of responsibility tocoach a class or group.

Senior Club Coach:County Regional coaching.

High Performance Coach:National level of coaching.

International PerformanceCoach:International level of coaching.In addition to the above awards,additional optional modulesare available in GeneralGymnastics. The modulesinclude such topics as Coachingpeople with disabilities, Danceand Choreography; advancedtrampette work and they areavailable to any coach holding aBG Coaching Qualification at theappropriate level.

Specialist AwardsThe BG offers specialist coachingqualifications at Assistant, ClubCoach and Senior Club Coach levelin the Coaching of Pre-School agechildren. There are also modulesavailable as supplementary awardsto any BG Coaching Qualification.Full details are available from theBG.

National Vocational QualificationNational Vocational Qualificationsfor Gymnastic Coaches areavailable at Levels 2 and 3, Level4 is also imminent. The NVQs areavailable in coaching children andcoaching adults. Details areavailable from the BG.

Teacher AwardsTeacher Awards for CurriculumGymnastics are available through anetwork of colleges of Educationwhich will act as Focal Centres forTeaching Gymnastics. Students cantake the award through the collegesyllabus, and colleges will also offerInset courses on the new syllabusfor practising teachers. An ExtraCurricular Gymnastics TeacherAward is also available for teacherswishing to run after schoolgymnastic clubs. The holder of aBG extra curricular teachers awardwill be eligible to attend the BGCoaching Courses at Club Coachlevel if they wish to further theirinterest in gymnastics.

Commencement throughthe AwardsCoaches should commence atAssistant Coach level andprogress systematically throughthe awards. Persons with suitableexperiences or background mayenter at Club Coach level, subjectto the BG approval. A Coachwishing to coach competitivegymnastics or NationalDevelopment Plan should besuitably qualified in the particulargymnastic aspect. A coachwishing to coach pre-schoolchildren, or children with specialneeds must hold an appropriateBG qualification and specialistmodule. Coaches should onlywork at the level and in thediscipline in which they arequalified.

Preparing for an AwardThe following guidelines arerecommended:- Study the syllabus carefully Join a BG affiliated club Apply for a BG membership Read a selection of the

recommended literature Apply to attend a BG course at

the appropriate level Attend the course Complete the Post Course

Logbook Apply to take the examination

ExaminationsThe examination for AssistantCoach is a practical examinationonly.All other Levels of Awardcomprise the Common Core TheoryExam, Sport Specific Theory Exam,a practical examination and thesuccessful completion of aLogbook. The emphasis will be onthe effective practical coach whocan evidence a good theoreticalunder pinning knowledge.

Components of the AwardsEach of the six levels of awardsis comprised of three modules:

1. Common Core ModulesTopics included at various levelsare:Code of Ethics and ConductTeaching TechniqueClub/Class ManagementCommunicationSafety and ResponsibilityFirst Aid

Planning and PhysiologyPsychology and SociologyPhysical Preparation Flexibility andStrength Training ProtectingParticipants in Gymnastics

2. Sport Specific Theory ModuleIncludes topics such as: Biochemicals Talent Identification BG Award Schemes National Development Plan Construction of Routines Judging Code

3. Sport Specific PracticalModule Recommended safe practices The progressive development of

gymnastic elements. (The levelof element increased with thelevel of the award.)

Dance and Choreography The use of a Trampoline and

Trampette as a aid to teachinggymnastic elements

Duration of CoursesAssistant Coach 24 hoursClub Coach 35 hoursSenior Club Coach 35 hoursHigh Performance 35 hoursCoachInternational 35 hoursPerformance Coach

Following attendance of thecourse there is a period of postcourse practical experience duringwhich time a logbook iscompleted.

Further InformationThe syllabus, application formsand further information can beobtained from:British GymnasticsFord HallLilleshall National Sports CentreNewportShropshireTF10 9NBTel: 01952 820330

The BG Coaching Award Schemeis linked to the National CoachingFoundation Courses. Furtherdetails of the NCF Courses can beobtained from:

National Coaching Foundation114 Cardigan RoadHeadingleyLeedsLS6 3BJ

43Publications

General

World Identification System for Gymnastic TalentDiagnostics, Treatment and Analysis of GymnasticTalent Psychological Nurturing and Guidance ofGymnastic Talent.

By: Salmela, Petiot HoshizakiSET OF THREE BOOKS by J. Prestidge

British Gymnastics Publications

Mens Artistic

Mens Gymnastics Coaching Manual by Lloyd ReadheadBGs Mens Artistic Sport Specific Resource PackNDP Booklet

Womens Artistic

BGs Womens Artistic Sport Specific Resource PackWomen s Coaching Manual by C. Still 1990

Recreational Gymnastics

General Gymnastics Resource Pack Club CoachAssistant Coach Resource Pack

Common Core

Assistant CoachClub CoachSenior Club Coach

Information fromBritish GymnasticsFord HallLilleshall National Sports CentreNewportShropshireTF10 9NBTel: 01952 822 300

NB. A Publication list can be obtained from British Gymnastics

Introduction to Gymnastics Skills Development Sheet Unit 1 Safety Unit 2 Floorwork Forward Rolls Backward Rolls Cartwheel Handstands Round Off or Arab Spring Handspring Back Flip or Flic Flac Headspring Backward Somersault Forward Somersault Unit 3 Vaulting The Prejump and Take off Developing Arm Thrusting Strength and Technique Squat or Through Vault Straddle Vault Headspring Neck Spring Bent Arm Overswing Handspring Vault (Long Arm Overspring) Cartwheel Vault with 1/4 Turn Yamashita Vault Unit 4 Physical Conditioning Unit 5 Mental preparation Unit 6 The Gymnastic Programme Unit 7 Prevention of injury Unit 8 The Rules and Regulations Unit 9 History of the Sport of Gymnastics Unit 10 Current Issues Unit 11 British Gymnastics Award Schemes Publications