USA Gymnastics

The Official Technical Publication of USA Gymnastics

Creative Preschool Bar

Skills

Building A Video Library

Straddle Press To Handstand

Strength And Flexibility

Book Review: Great Games

For Young People

Readiness

Progressions Of The Double

Layout With Full Twist

Family And Social Trends:

The New Customers Of

The 1990's And Beyond

Portrait of an Athlete

Bruce Durbin, Sr. MS Foreward by Joe Paterno 1992 • Paper • 88 pp Item #36207- $8.95

Portrait of an Athlete contains the philosophy I believe il1. Athletes who put the pril1ciples in this book to work in their lives and athletic careers will become the kil1d ofahtletes any coach­myself included-would be proud to work with .

-Joe Paterno

Head Football Coach Penn State University

Portrait of al1 Athlete emphasizes the id ea ls that make a thletes successful in both sports and life. It fea tures practical advice, motivation and values that help young people understand what athletics can mean to their future.

A till1eless classic for success in sports and in life.

Designing P eschool

Movement s

Curriculum development and developmentally appropriate activities-all in one resource!

Designing Preschool Movement Programs

Stephen W. Sanders, M.Ed. 1992 • Paper • 152 pp • Human Kinetics Item #3626 - $16.00

Desigl1ing Preschool Movement Programs is both a detailed guide for developing a preschool move­ment curriculum and a resource con taining developmentally ap­propriate movement activities.

Part I emphasizes the impor­tance of movement in educating young children and tells how ea rl y exposure to structured movement activities benefits chil­dren throughout their lives. There is a curriculum found ation for es­tablishing a preschool movement program.

Part II is the ac tivities portion of the book, with nea rly 100 developmentally appropriate activities, organized by skill themes.

Part III brings it all together, organizing the movement activities into a curriculum.

1--------------------------,

To order any of these books, or other educational materials and videos presented in this is­sue, please complete this order form and send to:

Name ______ _________ _

Address ______________ _ Item Qty Cost Total

City _ ________ _ ___ __ _

Sta te _ ____ _ Zip _____ __ _

Phone (

USA Gynmastics Memb. No. _______ _

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Send Mail O rd ers to:

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I'u rch"ses over 550.0 1-5 I 00 ;:; 55.00 Purchases 100.01 ,1 nd up " 58.00 Indianapolis, I 46255-5562

Make checks payable to: USA Gy mnastics Grand Total L ______ ~~ __________________ ~

2

USA GYMNASTICS

PO Box 5562 Indianapolis, IN 46225-5526

(317) 237-5060

PLEASE NOTE: The videos listed in thismaga­zine are provided for educational and historic purposes. While every effort is made to pro­duce videos of the highest quality, it should be noted that some of the videos are produced at events utilizing handheld cameras from van­tage points in the stands by non-professional volunteer technicans. Only limited editing and production enhancements are utilized in order to provide a timely product ata reasonable cost to the USA Gymnastics membership.

April 1993 TECHNIQUE

Publisher Mike Jacki

Editor Stephen W. Whitlock

Production Luan Peszek

Graphic Design Julie T. Jones

Men's Program Director Robert Cowan

Women's Progranl Director Kathy Kelly

Rhythmic Program Director Nora Hitzel

USA Gymnastics Board of Directors

Em e;i~~~i:dBe~x ~::~fn~~~~i~I~~~ag~I~:II~~~ ~:~~ref~ ~~~!~~::~~ Wend y Hilliard , chair; Jin) Hart ung, vice cha ir; Michelle Dusserre, sec; Shert Dundas; Tim Dag~tt ; KarOn Lyon-Glover; Tanya Service; C uis Waller; Kevin ,wis, SOC Athlete's Ad visory Council ; Nancy Marsha ll, Admin. Ad visor; Ama-teur Athlet ic Union: Stan Atkinson; America n Sokol Organi-za tion:Jerry Milan; America n Trampoline & Tumbling Asso-ciation: Wayne Downing; American Turners: Be~r He~pner; Junior Boys Gym nas tics Coaches Association: arc aney; Men's Elite Coaches Associa tion: Peter KOTmann; National Association for G irls and Women in Sport: Dr. Mimi Murray; National Association of Coll egiate Gym nastics Men: Able Grossfeld ; Na tiona l Association of Collegiate Gymnastics Women: Gail Da vis; Na tional Association of Women's Glm-nastics Judges: Yvonne Hod~e; ational Collegiate Ath etic Associa tion: Cherhl Levick, red Tli roff; National Federation of State High Sc 001 Associations: 511srlll True; Nationa l Gymnas tics Judges Association: Harry Bjerke; Na tional High School Gymnastics Coaches Association: John Brinkwor th; National Jewish Welfare Board: Courtney Shanken; Rhyth-mic Coach es Association: Suzie DiTullio; Specia l O lympics, Inc.: Kate Fa ber-Hickie; U.S. Association of Independent Gym Clubs: Lance Crowley; U.S. Elite Coaches Associa tion for Women: Tony Gehman; U.s. Sports Acrobatics Federa-tion: Bonnie Da vidson; Young Men's Christian Association: Rick Dodson; USA Gymnastics National Membership Direc-tors: Men's: Jim Holt, Ray Gura; Women's: Joan Moore, ju lia Thompson-A retz; Rhythmic: Alia Svirsky, Ute Alt-Carberry.

USA Gymnastics Executive Committee

Chair: Sa ndy Knr!X p; Secretary: Mike Mi lidonis; Vice Ch air Women: Nancy ! arshall; ViceChairMen:Jil11 Howard; Vice Chair Rh >i-thmic: Norma Zabka; President: Mike jacki; FIG Women's echnical Committee: jackie Fie; FIG Rhyth-micTechnical Committee: Andrea Schmid-Shapi ro; FIG Men's Technical Committee: Bill Roetzheim; At Large Members: Roe Krcutzer;5ue Ammerman; Athlete Directors: Tim Dag%ett , Michelle Dusserre, Wendy Hilliard; Pres ident Emeritus: ud Wil kinson, Mike Donahue.

Associate Contents Editors Sports Science Advisory

Committee \<\' illiam Sa nds, Ph.D., Cha ir, Sports Advisory Com mittee Pil tty Hacker, Ph.D., Cha ir,

I Educat ion Sub-committee

Stephen W. Whit lock, liaison

Unless eXJ ress ly ident ifi ed to the cont rm y, (I ii articles, s t(l tements an views printed herein a re attribuled solely to the author and the UllIted States Gymnas tics Federation ex-presses no opin ion and assumes no responsibility thercof.

Inside This Issue

Contents Resources Building a Video Library .. ..................................... .. ........ 5 Hints for Taking Gymnastics Videotapes ........ ..... .... .. 26

Coaching Strength and Flexibility: A Balance ...... ...................... ... 9

Technique Straddle Press to Handstand ......... ..... ........ ..... ..... ...... .. 12 Progressions of the Double Layout

with Full Twist ... ....... .......... .............. ... ..... .. ......... ....... 28 Development of the Azarian .... ........... ....... ..... .......... ... 30 Strength Development for

Inverted Cross and Maltese ..... ........ .. ....................... 31

Coaches Education Readiness ................... ... .. .. ... ..... ........... .. ...... .... ...... .......... 15 Coach-Teacher or Teacher-Coach? ......... ........ ....... ...... 19 Coaching Experience Standards for Evaluation ...... .. 20 Professional Development Program .. .......... .............. .. 21 PDP Level II-What if I Have Experience .................... 23 Summer Coaches Workshop ........ ... ..... .. ............ ........ .. 37

Book Review Great Games for Young People ........ ............ ... .. ........... 25

Preschool Gymnastics Creative Preschool Bar Skills and Variations .. ......... .. 32

Future Trends Family and Social Trends .. ..... .......... ............ .......... ...... . 38

Plan Ahead 1993 National Congress .. ... ....... ... .... ......... .. ... ... .... .. ....... 43

Minutes W. Technical Committee (WTC),

3/6-7/93, Orlando, FL., CO ................ ... ...... ...... ... ... .44

Announcements ... .. ............... ........ ......... ... ... ... .... ............ ... ...... ......... ..... ...... 46

C HANG E O F ADDR ESS AN D SUBSC RIPTION INQ UIRIES: In order to enSlIre lIninter­rup ted deli very of TEC HNIQUE magaZine, not ice of change o f address should be made six to eig ht weeks in advance. For f(l slest service, please enclose your present mailing label. Direc t (I II subs<; ri plion mail to TECHNIQUE Subscriptions, Pan America n Plaza, 201 S. C(lpitol Ave., Suite 300, India napo lis, IN 46225.

page 5

page 15

page 32

A

TECHNIQUE is published 10 times per yea r by USA Gymnastics, Pan American Plaza, 201 43 S. Ca pitol Ave.,SlIite300, Indianapo lis, IN 46225 (phone: 317-237-5050). Thi rd class postage page paid (It Indiana polis, IN. Subscri pt ion price: $25.00 per year in United Sta tes; a ll o ther countries $48.00 per year. If (lva ilable, back issue single copies 54.00 plus $1.00 postage/ hand ling. All reasonable ca rc will be taken, but no responsibility ca n be assumed for unsolicited materi(li; enclose return pos tage. Copyright 1992 by USA Gymnastics and TECI-IN /QUE. All rights reserved. Printed in USA.

TECHNIQUE April 1993 3

I EDUCATIONAL MATERIALS I VIDEOTAPES

Use the order form on page 2 to order any of these videotapes.

Educational General How to tape an injured gymnast. This tape

was prepared by Larry Nassar, ATC. (Part I = 1 :55, Part II = 1:23) #2102 $19.95

PDP level I instructor's starter kit. For Level I Clinic Administrators. Includes video and 15 Clinic Workbooks. #3603 $60.00

Safety Video. Gymnastics 1st, 2nd, and al-ways. #2601 $39.95

Back exercises for the gymnast. A video de­signed to lessen the problem of back pain in the gymnast. With use of a skeleton and gymnasts, L.Nassar, ATC, demonstrates how body positioning, flexibility, pelvicsta­biliza tion & muscular exercises are benefi-cial. (1:20)(1992) #2410 $10.95

Men Basic Skills Achievement Program (BSAP)

video. Demonstration of all of the skills. #52 $29.95

J.O. Compulsory Program (JOCP) video. Demonstration of all of the exercises. (Ed-ited by class level) #2221 $39.95

J.O. Compulsory Program (JOCP) video. Demonstration of all of the exercises. (Ed-ited by event) #2222 $39.95

Jr. Nat. Team Dance Training program and Boy's team winter training camp, Colo. Spgs. (2:00) #2272 $12.95

Olympic Development Program (ODP) video-1992. Complete demonstration.

#61 $29.95 USGF Congress, Indianapolis. International

trends in men's gymnastics. Presentation by M. Watanabe. (1991) #2243 $15.95

Goal setting and preparation for competi­tions. Sport Psychology session by Dr. K. McKelvain at92 nat. team camp, Colo. Spgs. (2:00)(1992) #2273 $14.95

USGFCongress, Anaheim. Dieter Hofmann's lectures. Clinic for men's coaches. (2 parts: total tim e = 9 hrs in SLP)(1992)

#2200 $39.95

NEW Intercontinental Judges Course, Tampa, Fla. Pommel Horse. Pre­

sentation by B. Roetzheim. (SLP format) (1 992) #2210 $24.95

NEW Colo. Spgs. Coaches Seminar for Men's Gymnastics. TU: Lioukin;

V: Artemov; PB: Tomita; R: O'Neill; HB: Akopyan; Conditioning & Periodization: Sands; PH: Daggett; Watanabe. (2 tapes, SLP format, 5:43) (1993) #2253 $24.95

4

Preschool! elementary Preschool Workshop, Ft. Worth. Swedish

gymnastics. Features Kajsa Murmark & Gun Stahl. #1 /3 tapes includes: Introduction, Phi­losophy, and first group lessons. (2:00)(1991)

#2130 $12.95 Preschool Workshop, Ft. Worth. Swedish

gymnastics. Features Kajsa Murmark & Gun Stahl. #2/3 tapes includes: Ways to use ap­paratus, Day in the jungle, Bean bag activi­ties, and Games. (2:00)(1991)

#2131 $12.95 Preschool Workshop, Ft. Worth. Swedish

gymnas tics. Fea tures Ka jsa M urmar k & Gun Stahl. #3/3 tapes includes: Games, Balloon activities, and final lessons. (2:00)(1991)

#2132 $12.95

Rhythmic 92-96 J.O. Rhythmic LevelS & 6 VHS. Com­

panion to the compulsory book, this video shows the six level 5 routines performed from both a front and rear viewpoint. The level 6 routines are also performed in phrases. #2321 $29.95

92-96 J.O. Rhythmic Level 7 & 8 VHS. Com­panion to the compulsory book, the video shows the six level 7 routines and the level 8 RFX from two viewpoints.

#2322 $29.95

Women J.O. Compulsory Video levels 1-4. Compan­

ion to the compulsory book.#2105 $29.95 J.O. Compulsory Video levels 5-7 and 10.

Companion to the compulsory book. #2106 #29.95

J.O. Dance Workouts: 1-3 for coaches' tape. Explanation of the basic ballet exercises. (2:00) #2173 $15.00

J.O. Dance Workouts: 1-3 for gymnast's tape. Basic ballet exercises designed for the gym­n as ts to follow. Demonstrated by M. Faulkenberry. (2:00) #2171 $15.00

J.O. Dance Workouts: 4 & 5 for gymnasts. These levels are newly completed .

#21 72 $15.00 Roundoff vault training. Developed by T.

Gehman for the Women's J.O. program. Pre­requisites, training tips, conditioning, and technique. #2107 $19.95 NEW Ta lent Opportun ities Progra m

(T.O.P.), Indianapolis, IN. National Testing. This tapes shows all of the physica l abilities tests used at the Na tional Testing in Indianapolis. (1993) #2139 $14.95

Competitions Men

NEW McDonald's Am. Cup, Oriando,FL. Prelims and Finals. Scherbo-56. 950

(BLR), Ringnald-55.700 (USA), Wecker-55 .1 75 (GER), Sharipov-55.000 (UKR), Gherman-54 .850 (ROM), Waller-54.650 (USA), Supola-53.700 (HUN), Centazzo (ITA), Curtis (USA), Umino (JPN), Thomas (GBR), Bravo (ESP), Pluss (SUI), Lopez (MEX), Keswick (USA), Dashuang (CHN) (1993) #2252 $19.95

NEW Winter C up Challenge, Colo . Springs. Junior Elite: Compulsory

& Optional. Wilson-102.25, Datilio-100.85, Killen-l 00.50, Ellis-98.50, Klaus-97.90, Pansy-96.90, Thornton-96.25, Wood-95.55, Stibel-94.15, Masucci-93.15, and others. (SLP for-mat, 5:43) (1993) #2251 $16.95

NEW Winter Cup Challen ge, Colo. Springs. Senior Compulsory and

Optional. Keswick-55 .60, Roethlisberger-54.95, Wa ller -54.80, Ringnald-53.65, Umphrey-53.55, Curtis-53.30, Asano-53 .25, Masucci-53.25, Lynch-52.90, Harrison-52.80, Durbin-52.45, Meadows-52.15, and others. (SLP format) (1993) #2250 $16.95

Rhythmic NEW Rhythmic Challenge, Colo. Springs,

CO Senior Elite: Bushnell-35.75, Hunt-35.35, Da vis-35.35, Ward-34.90, Levinson-34.70, Tucay-34.70, Vanderpluym-33.40, H.Lovell-32.80,Alberti-32.50, Bachar-31.80, James-3UO, Davidovich-30.90. Jun­ior Elite: Fredrickson-33 .50, Lim-33.00, Tharp-31.60, Sievers-29.50 (1993) #2329 $16.95

Women NEW McDonald's Am. Cup, Orlando, FL.

Prelims and Finals. Miller-39.268 (USA), Strug-38.168 (USA), Piskun-37.837 (BLR), Xuemei-37.455 (CHN), Portocarrero-37.206 (GUA), Hadarean-36.762 (ROM), Kosuge-35 .798 (JPN), Galloway-35.173 (CAN), Dawes (USA), Borden (USA), Campi (USA), Stobvtcha ta ia (UKR), Machado (FRA), Molnar (HUN), Hristakieva (BUL) (1 993) #2152 $19.95

Panasonic PROUD SPONSOR OF USA GYMNASTICS

April 1993 TECHNIQUE

)

Resources

BUILDING A VIDEO LIBRARY I

n the March issue of Technique, I presented

an article encouraging building a

gymnastics related publication library.

Another valuable educational resource for gymnastics

clubs and teachers is a video library.

Within the past few years, high quality consumer

video equipment has become accessible due to increased

product availability and decreased costs. Gym clubs

can now afford to utilize the benefits of video technology

for instruction, information dissemination and even

entertainment.

Where to find relevant video tapes?

Increasing numbers of videotapes are available from a wide range of sources:

• USA Gymnastics offers a wide number of reasonably priced gymnastics instructional, educational and entertainment videotapes through the USA Gymnastics Merchandise Department.

• Also look for tapes at rental outlets, specialty stores, catalogue suppliers, gymnastics sup­pliers, and the public library.

• Record televised events on public and cable TV.

• Many meets, exhibitions and performances permit personal videotaping.

• Produce your own informational and educa­tional videos.

NOTE: While most of these sources permit use of recorded tapes for "personal" use, be sure to consider applicable copyright laws and stated use applications if you plan to edit or resell any tapes.

What equipment is required?

At the very least, a high quality VCR and monitor is required in order to play back the video tapes. More ophisticated systems permit the user to produce and

edit videos and require additional equipment. A basic and more ideal system would include the following components:

TECHNIQUE April 1993

VIDEO SYSTEMS BASIC IDEAL

Camera

1 camera 2 cameras

Desirable features: Palm corders are great, but for high quality production the larger cameras are better. Most cameras come loaded with features. 5-VHS cameras cost more, but reduce loss of quality in 2nd, 3rd and 4th generation tapes during editing and duplication . Purchase (and use) a video-tripod for all cameras .

VCR 2, VCRS-one as a 3, VCRS-two as "source" and the "source" and one other as "master." as "master. " NOTE: In many NOTE: Here too, a cases, you can use camera can be the camera as one of used as a source. the source VCRs.

Desirable features: Again 5-VHS is more costly, but results in higher qualih). Look for "synchronized" editing features; a toggle wheel is very useful; 4-head machines are preferred.

Monitor

2-one for each VCR

3-one for each VCR

Desirable features: One monitor should be of sufficient screen size so that it can be used to present videos to your students . It is a good idea to have a second smaller, more portable monitor that can be used in the field as a camera monitor as well as in the editing bay. True monitors cost more than the usual TV sold in electronic stores, but offer higher quality resolution that is helpful in the editing process.

Mixer

l-essential for professional looking tapes. Allows special effects such as wipes and dissolves.

5

Steve Whitlock Director of Educational Services and Safety

Gymnastics is a

visual and artistic

sport . Videotapes

can assist in

many ways to

advertise, present

the sport, educate,

train, and even

motivate!

VIDEO SYSTEMS BASIC IDEAL

Character generator (CG)

Some cameras permit you to produce titles.

Sound

l-several small CG's are available that plug into the mixer or camera.

Boom boxes now have cassette, radio, CD, and even voice dubbing features that can be linked to your video equipmen t. Make sure that these have RCA-type jacks that are com­patible with equipment input jacks. Auxil­iary microphones are useful. You can find inexpensive radio signal mikes that plug into the camera that result in excellent sound when recording.

NOTE: music adds to any video production. For your own productions, you can use just about any music that you want; however, if you plan to resell your videos or use them as display features in your club, you will need to be careful of license rights.

Lighting

Cameras depend upon good lighting for good results! If you plan any kind of production shooting, the investment in professional light­ing is well worth the cost. The good news is that professional lights can be rented at quite reasonable rates.

Computers

For the more serious videophile, Atari, MacIntosh, and IBM all have a variety of supporting software and hardware that per­mits excellent results and effects.

How to utilize the equipment and library?

Once you have a video library and editing resource equipment, the only limitations are your own time, imagination and pocketbook! Gymnastics is a visua l

6

and artistic sport. Videotapes can assist in many ways to advertise, present the sport, educate, train, and even motivate! What are some of the possibilities?

• A Welcome to Gynmastics video for prospective clients to watch in your waiting room.

• A Rules and Policies video to explain your club's procedures to all new students.

• The USA Gymnastics Safety Video.

• A Programs Offered video to assist your clients in understanding the various class offerings.

• If you conduct Birthday Party programs, how about an extra fee for a video of the event produced by your club? Scenes from the party can be mixed with standard footage that high­lights your club, staff and programs-a great advertisement for all the participants to take home and show to their friends!

• A library of educational tapes that the mem­bers can check-out regarding nutrition, train­ing, conditioning, and motivation. These help to demonstrate your club's concern and car­ing for the total development of the students.

• How a bou t videota ping your team's competi­tions and I or exhibitions and then offering these for sale to the participants. These are great for technical review and could be a source of additional club revenue.

• Also, videotape selected class segments dur­ing the enroll men t period and then offer them for sale at the end of the session (you could include this service as part of the class fee or as an "add-on") . Mom and Dad would probably love a tape that shows the progress of their child with key moments such as the A wards Day. This kind of service could be a key selling point to emphasize and demonstrate how your club offers more than other clubs in your market area.

While the above might seem to be difficult for you to do since your motivation and responsibilities revolve around planning, organiza tion and teaching .. . think about the possibilities (and the potential income)! Per­haps you could hire an eager h igh school student to be your club videographer- hel she would gain valuable experience, have access to your equipment, and earn some money doing what they love to do! Pay them a basic rate and a commission on all of the tapes that arf' sold . You might find that one of your current sta{ members has an interest and talent in this area-use them! They can earn additional money and the club will profit as well.

April 1993 TECHNIQUE

you know that pro­fessional videographers that

shoot weddings typically receive $300/wed-ding for essentially uncut footage? (They charge more for

edited tap·es). Did you know that one of the most profitable video companies in the U.S. shoots on-location white water rapids trips? This company has some pre-recorded standard footage describing the trip (and the Company). They then shoot critical shots such as the initial group meeting, launching the rafts, the first rapids, and the champagne toast at the conclusion of the trip. These live shots are mixed with the standard footage and are available within one hour of the conclusion of the trip! At $39.95, almost no partici­pant leaves without a personal copy. Back at home, this tape is then shown to all their friends and is a fantastic advertisement for the company.

Resources

Examine your client

base and market

possibilities, you will

probably find

possibilities for . . zncreaszng your

club's service and

profit margin

through attention to

this medium.

Introducin two easy ways to get lo~ w qlesale prices on every Item ill our catalogs!

TECHNIQUE April 1993 7

Resources

An observation about the American consumer

See the article

"Hints for Taking

Gymnastics

Videos" on page

26 to assist you

further in the

consideration of

establishing a club

video library and

video service.

At Elite!

GK, our philosophy

has always been to

put the interests of

our gym-club

customers first­

our success will

follow. This

commitment has

helped hundreds of

clubs become

successful, and it's

made us the most

asked for name in

gymnastics apparel

a.nd accessories.

8

Have you ever noticed that the typical gym club parent who complains about a $3 loea l meet admission fee or $25 meet en try fee willingly buys their daughter a $40 leotard and

spends up to $lO/family member on soft drinks and concession goodies without a

complaint? As long as the basic rate is fa ir and reasonable, they don't think twice about

add-ons!

The fast-food industry has made billions paying atten tion to this! Consumers selectively choose the 99q: Feature Meal over the regular priced sandwich offering and then order a $1.25

soft drink without a moments hesitation! (The sandwich might be near break-even for the

franchise, but the soft drink has a HUGE profit margin) .

Another example: how many times have you pondered over the $2 .99 vs . $3.99 Breakfast Special

at your favorite fami ly restaurant ... and then ordered a 95ct cup of coffee, an 8 oz. orange

juice at $1.25, "extra cheese" on the hash browns for 55q:, and a side of bacon for $1.75?

You just spent an additional $4.50 (more than doubling the cost of your breakfast) with

the satisfaction that you saved a buck on the special.

The gymnastics club industry should learn from these examples. Charge fair and reasonable

rates for your basic services and then increase the profit margin through add-on sales­

apparel, concessions, and perhaps even videotapes.

We've made it

easier than ever to get low

wholesale prices on every

item in our catalogs-from

competitive leotards for your

team to our ever-popular

workout wear; exciting GK

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In fact, now there

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lour exclusive GK

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way to make your pro shop a shorts from our variety print

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no investment and abso lutely your gym's specific needs

no risk. Ever! Here 's how it (size assortments and quanti-

works. ties) and includes only fresh

April 1993 TECHNIQUE

Coaching

SrnENGTHAND FLExIBILITY: ABALANCE H

igh levels of both joint range of motion

(ROM) and muscular strength can have a

positive effect on performance. ROM is

often referred to as flexibility and is particularly

important for allowing the gymnast to fully express the

body through amplitude and a full range of motion.

Muscular strength provides the necessary internal force

need ed to assis t in stabilizing joints. This is particularly

helpful for initiating movement and in maintaining

body position during performance. Artistic gymnastics

performance of static and dynamic skills is enhanced

when there is a balanced relationship between streng th

and flexibility. Problem atic circumstances ari se,

however, when appropriate relationships do not exist.

Common Strength and Flexibility Relationships High strength and low flexibility

High strength levels can exist without comparable flexibility. A more balanced relationship between strength and flexibility can transpire when the gymnast incorporates resistance exercise into a conditioning pro­gram that includes an overload performed through a full range of motion. Insufficient ROM, however, may accompany strength gains when an inherited sti ff joint characteristic exists. The stiff joint characteristic can be genetic and is associated with the manner by which two bony segments articulate and /or with tight soft tissue strapping across joints. This imbalanced relationship promotes high levels of joint stability. Although joint stability can be very beneficial, a high strength and low flexibility relationship is undesirable and can lead to a problematic condition. The gymnast is simply unable

Dr. William L. Cornelius University of North Texas Dept. of KHPR P.O. Box 13857 Denton, TX 76203-3857

let us show you how to get low wholesale prices on every item in our catalogs. Guaranteed! Call toll-free 1-800-345-4087.

merchandise manufactured es­

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what you don 't sell , you have

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All it takes is an ini-

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9

Stretching and

resistance exercise

can have a

positive effect on

reducing

performance

limitations. These

exercises limit the

impact created

from a stiff joint

characteristic and

provide the means

by which full body

expression can be

accomplished.

to effectively manipu­late body segments in a flu ent, re laxed , a nd natu ral manner about joint axes without nor­maI ROM.

There are two physi­ca l fac tors having an impact on joint s tability tha tcan influence ROM. Firs t, s tabilizi ng force vectors are directed into the joint, as a compo­nent of the muscular re­sultant force applied on a body segment through muscl e con trac ti on . Larger stabilizing vec­tors accompany small angles of muscle inser-tion. This factor often promotes smooth, effective move­ment because it enhances joint integrity and resulting control. A second factor relates to ROM resistance provided by connective tissue. Resistance to ROM de­velops from the manner in which the connective tissue crosses joints. Tightly strapped tendons, joint capsules, and ligaments, reinforced by highly resistant collagen within these connective tissues, have a significant in­flu ence.

Low strength and high flexibility Low muscular strength and high levels of flexibility

are often associated with the young, developing gym­nast. The joints typica lly lack adequate stabil ity when this relationship exists. There appears to be less ability to perform skills and a grea ter tendency for injury when inadequate s trength is coupled with high levels of flexibility. ROM should be no grea ter than is within n ormal a na tomica l d es ig n . Exa m p les of jo int hypermobility can be observed in an elbow articulation that moves beyond full extension into hyperextension, or in a lower leg that moves beyond full extension into hyperextension at the knee joint. This loose joint char­acteristic should be modified through improved mus­cular s trength, not by increasing flexibility.

Low strength and low flexibility A low streng th and low fl exibility relationship pro­

vides little to gymnastics performance. Low muscular strength manifests a lack of bod y control and slows skill acquisition. Lower ROM negates any possibility that a performer will be able to achieve virtuosity when full body expression is limited.

10

The d em and fo r higher levels of strength and fl exibility is evident w hen there is the need to properly align body segments during most gymnas tic maneuvers. A properly performed hollow body technique is an example of a ma­neuver requiring explicit s kele ta l a li g nm ent. Strength is needed in this technique for stabilizing joints in order to main­tain a firml y aligned body position. Further­more, acceptable levels of both s treng th and ROM are needed in the

hollow bod y posi tion in order to effectively mani pula te the pelvis and shoulder complex. The pelvis, for ex­ample, must be moved through a normal range o' motion because it acts as a fulcrum about which the lower and upper body rotate. Consequently, the sacro­il iac joint requires effective articulation of the pelvis, at the ilium, and the spinal column, at the sacrum, in allowing the upper body to move into controlled fl ex­ion and extension. There is also an articula ting quality required between the pelvis and the femur, at the acetabulum joint. Further evidence of the necessity for quality in this relationship is apparent at the shoulder joint.

Examples of Perfonnance Limitation Inability to reach full extension

Reaching full amplitude is a primary part of artistic gymnastics. Limitations in static and dynamic move­ments will culminate w ithout appropria te levels of balanced flexibility and streng th. Artis tic performance is con tingen t upon controlled , full range of motion a t all human joints, w hether slow or explosive. Inadequate levels of strength encourage further complica tions. An example of gymnastics movements requiring these full ex tension characteristics are encountered on all gym­nastics events. A particular example on the horizonto' bar or uneven bars, is evident in a long hang, stoo, through to inverted pike swing, to hip extension.

Stretching and resistance exercise can have a posi­tive effect on reducing performance limitations. These

April 1993 TECHNIQUE

exercises limit the impact created from a stiff joint characteristic and provide the means by which full body expression can be accomplished. Resistance exer­cise improves joint stability, but provides favorable ROM when performed through a full range of motion. Strength exercise is of benefit to the athlete when comprehensive weight training is incorporated into a year-round conditioning program. Specific strength and ROM needs can be addressed with particular resistance exercises performed on the apparatus. This procedure can incorporate specificity of training. Exer­cises specific to the task can accommodate particular needs. Further accommoda tion of specific performance needs can be addressed through ROM exercises, using a combination of static, dynamic, and modified pro­prioceptive neuromuscular facilitation stretching tech­niques.

Poor postural alignment Poor skeletal alignment limits performance. Limita­

tion in flexing the trunk and in performing the pike ")osition are examples of problems created by poor _)elvic alignment. A particular example of skeletal align­ment effecting performance is in excessive anterior tilt. Anterior tilt of the pelvis can be created with muscle imbalance, resulting in the pelvis being pulled off vertical alignment and rotating about the mediolateral axis at the sacroiliac joint. This creates hyperextension of the lumbar spine and difficulty in performing an acceptable level of forward trunk flexion.

Anterior pelvic tilt can be created when the abdomi­nal muscles (rectus abdominus, external obliques, and internal obliques) are weaker than the hip flexors (rec­tus femoris of the quadriceps and iliopsoas). This muscle imbalance creates a pelvic alignment that limits ROM at the hip and lumbar joints. Strong abdominal muscles, however, can assist in maintaining appropriate pelvic girdle alignment by resisting backward displacement of the pubis. This is accom­plished by the abdominal muscles act­ing to neutral­ize forces cre­a ted by hip flexors. Theef­fectiveness of

\e rectus d bd om in u s muscle is en­hanced when the pelvis is

TECHNIQUE April 1993

held in proper alignment, facilitating a larger angle of insertion. Force vectors that move the pelvis and act to neutralize anterior tilt improve as the angle of insertion increases. Hip flexors can become problematic because they typically are too strong when compared to their abdominal muscle group counterpart. Forward bend­ing at the hip joint is restricted when soft tissues con­nected with the hip flexor musculotendinous units are not maintained at normal length. Consequently, per­formance problems can be created from anatomical and mechanical limitations, and not necessarily due to a lack of ROM exercise.

Summary and Practical Application

The young gymnast is particularly susceptible to muscle strength imbalance and ROM limitation. This leads to a predisposition to performance limitation and injury. An example of this imposing soft tissue imbal­ance, and predisposition to performance problems, often lies with muscle and connective tissue relation­ships. The individual typically has very strong hip flexors and correspondingly weak abdominal muscles. This strength imbalance, plus the typical quality inher­ent in a highly resistant connective tissue, can present performance problems usually associated with ante­rior hip and lower back articulations. This may be explained by analyzing the activity patterns of most youth. They commonly use their hip flexor muscles more than the abdominal muscles. General movement patterns, such as walking, running, and kicking, do a particularly effective job of strengthening the hip flex­ors. There is significant use of the hip flexor muscle group during the forward swing of the leg. Imbalance is further nurtured when some gymnastics skills or movements are added and emphasized too early to the learning sequence. For example, leg raising activities

resulting in hip fl ex ion are bes t placed in the learning se­quence after the gymnast possesses adequate ab­dominal muscle strength and normal hip fl exor and low er back flexibility.

11

Coaching

Young gymnasts

commonly use

their hip flexor

muscles more

than the

abdominal

muscles. The

individual

typically has very

strong hip flexors

and

correspondingly

weak abdominal

muscles. This

strength

imbalance can

present

performance

problems usually

associated with

anterior hip and

lower back

articulations.

Meg Warren Association of British Gymnastics Coaches

STRADDLE PRESS TO STAND

Ma ny gymnasts exp erience problems with the straddle press to handstand. This element is excellent for improving the gymnast physically. John Atkinson, former British Na tional Coach, said many moons ago, "If you don' t take your medicine, you won' t get better." The straddle press to hands tand is part of the medicine and should be a par t of everyone's conditioning pro­gram. Success in this area will mean success in skill learning.

Let's look at some of the problems involved in this intrica te element.

12

Phasel-the Straddle Lever The Problems

A. The gymnast needs strength in the upper arms to hold the straddle L position -the strength to push the shoulders down which has the effect of "lengthen ing" the arms.

B.

c.

The gymnast needs strength in the hip flexors and the quadriceps to keep the legs lifted and straight. The gymnast also needs suppleness in the hamstrings to make the muscle action easier. If these muscles are stiff then the hip flexors and quads have to fight against muscle resistance as well as fighting against gravity.

Solutions A. Using two benches or

cha irs, the gymnast lifts to

support. She must try to hold the position with the shoulders depressed. This will lift the hips up and thus away from the bench level.

D ~ ~

-tr~)T

B. Sitt ing on a chair, the gymnast extends her legs keeping the knees high. The gymnast needs to repeat this many times until the pain starts ... and then go on a bit further.

fq~ C. Train the fold position. Have

the gymnast try to relax in th is position .

Phase 2 - the Press to Handstand

A. The gymnast needs to be strong in the region shown. She needs to contract the posterior fibers of the deltoid muscle and upper back muscles to lift the hips above the shoulders.

April 1993 TECHNIQUE

B.

c.

She needs to be strong enough to stop the shoulders from falling forwards. Again , strength is needed in the same shoulder region to keep the shoulder angle open.

~O l

The gt)mnast needs to be supple in order to keep the knees close to the armpits.

~~ rf)Q She needs to be supple enough to lift the legs up through the side position (this requires less strength) and not backwards.

Solutions A. With the gtjll1nast in a

straddle sit, the partner applies resistance to the gymnast's wrists or elbows, but still allows the gJ)mnast to move the arms up to the vertical. Repeat several times . After 10 repeats the shoulders should ache. If

TECHNIQUE April 1993

B.

they don't, then not enough resistance has been applied. Only resist the opening

action. 0 Z~ ( 7, t-

~k ~~: '~ ~ ~

The perch position is good for the ability to hold the shoulders forwards; in fact, that is why it is there. Also, have the gtjlnnast try lifting

S;;iP

, ~

C. The following practice is not only good to train for suppleness needed but also gives the gt)mnast a simulation of the whole movement, but done on the floor.

Do this five times: that is

fo rward to back and return is aile repetition.

13

Technique

Every aspiring

giant swing or

clear hip circling

gymnast needs to

be well

conditioned if she

is going to be

successful, safe

and technically

correct.

Reprinted by permission from the Association of British Gymnastics Coaches Newsletter, December, 1989, pp. 6-8.

14

Phase 3 - from Handstand, Lower to Straddle Lever

A. If the gymnast comes down with the hips out of line, she

will fa ll. Ha ving reached a

handstand position, many

gymnasts are unaware that

they still have a job to do in

resisting gravity in this

phase.

The same muscles that

worked on the way up have

to work on the way down.

However, these muscles work in a fashion of paying

out (eccentric muscle

action) instead of con­

tracting (concentric muscle

action) as il1 Phase 2.

~ \\ il \\

~ ~ f \ Solutions

A. From the headstand, the

legs should be slowly

lowered through the

straddle position to bring

the toes to the floor. Return

the legs to vertical. Repeat several times, but don't stay

on the head for too long.

During the slow lower, the

hip extensors are paying

out.

1 This same action can be done

against the beam or a wall .

D

B. The action that was done in

Phase 2 (A) can now be

repeated, but to crea te a

letting or paying out muscle

action (eccentric muscle

action). Now the partner

pushes the gJ)mnast's arms

back down to the floor and

the gymnast tries to resist

this action.

0=t

rt tV ~ ~

Conclusion I am not sa ying tha t this skill is easy-work

towards this end will be difficult. However, every aspiring giant swing or clear hip cir­cling gymnast needs to be well conditioned if she is going to be successful, safe and techni­cally correct.

I hope that if the gymnasts and coaches understand the problems involved , a grea ter success rate can be achieved.

Il

April 1993 TECHNIQUE

READINESS A

primary responsibility and area of concern for gymnastics coaches and teachers is ath­lete readiness. The USGF Safety Manua l discusses athlete readiness in terms of

medical, physical and psychological. The teacher has three areas which must be considered:

• Initial evaluation of read iness

• Preparation for readiness

• On-going evaluation of specific readiness

1. Initial evaluation of readiness

When an athlete first presents him / herself for par­ticipation in a gymnastics program, the instructor needs to utilize various formal and informal screening tech­niques and procedures to evaluate the student's level of fitness and health, skill and sport experience, and even motivation and interest. This process is helpful in establishing individual goals and directing the student into appropriate programs, activities and class group­mgs.

Helpful tools at this stage include pre-participation physical examination reports, questionnaire and sur­vey forms, interviews with the student and his/her parents, and testing (strength, flexibility, and skills).

The purpose here is to provide both the student and the teacher with information that assists in matching the s tudent to appropriate class groupings and the identification of individual concerns and needs as well as goal setting.

TECHNIQUE April 1993

Coaches Education

2. Preparation for readiness

Once the first evaluation process is completed and the s tudent is assigned to a training group, the instru c­tor focuses on specific readiness goals as part of the training curriculum. This can involve providing spe­cific strength and conditioning goals for each student to safely and effectively master the course skill compo­nents. To accomplish this, the teacher must have a complete understanding of the phYSical and mental components of the skills. These need to be communi­ca ted clearly to all the students in a way that both justifies the time and energy commitment to physical prepara tion and is goal oriented and motivating!

Consider the situation of a group of cheerleaders enrolled in a tumbling class . Through the screening process, the instructor learns that the class members desire to learn a back handspring in order to show this skill at their school cheerleading tryouts-however, the instructor realizes that most of the students will require some specific strength and technique work before it is possible for them to achieve this skill. In order to maintain the motivation and enthusiasm of the stu­dents through the initial prepara tion period for serious work on the back handspring, the teacher must com­municate that the path for the students to achieve their goal is dependent on the prepara tion drills and exer­cises. The teacher should establish prerequisites for all stages of this preparation. For example, examine the graphic on the next page - One Path to the Back-hand­spring (FF):

15

Steve Whitlock Director of Educational Services and Safety

Many coaches are

tempted to

es tablish

performance goals

for their athletes

based upon what

they see on

television in

international and

Olympic events.

This is a mistake.

Again, this is

special

gymnastics for

elite athletes-the

top 0.5% of all

participating

gymnasts!

16

One path to a back­handspring (FF) In order for

students to

leal'l1 a back­

handspring (FF), they must

firs t

demonstrate

HANDSTAND PREREaUISITE(S)

10 push·ups; 5 pull·ups; 20 sit-ups; 10 V·ups.

CAN MOVE ON IF ... Hold for 10 seconds against wall. Hold 3 sec. "free". _ .... __ _

success (competency) in

each of the fo llowing areas.

PREREaUISITE(S) 20 arch-ups, 5 leg liNs.

CAN MOVE ON IF .. .

Today, the competitive program coach needs to develop a specia l understanding of advanced gymnastics skills. Given the high level of interna­tional performance, the novice competitive coach (and his/her gymnasts) need a keen understand­ing and apprecia tion of the training and commit­ment required to attain a high international level of performance. Elite gymnastics is for special athletes!

Many coaches are tempted to establish per­formance goals for their a thletes based upon w hat they see on television in interna tional and Olympic events. This is a mistake. Again, this is special gymnastics for elite athletes-the top

Note: The above is an example of just Qlle Path ... - because of ind ivid ual at h lete differences, d ifferen t si tua tions, ava ilablity of equipmen t, and even dif­ferent ins tructor phitosophies, there isn' t jus t ONE pa th to any skill achieve-

Shows flight from honds to feel. Correct body post ion. Coordinotion, correcltiming ond technique. ~""' .... '"

0.5% of all participating gymnasts! Fortunately, the USGF Junior Olym­pic levels for girls and boys offer com­pulsory and optional competitive pro­grams designed for "the rest of us." men t! The role of the teacher is to u tili ze his / her

knowledge and experience to establish the BEST pa th fo r each s tuden t.

PREREOUISITE(S) Jump to 24" height; coordinated arm swing.

Beginning gymn as ti cs teache rs CAN MOVE ON IF ...

It is critica l that coaches in the J.O. program use all of their experience and knowledge of the sport to de­

Shows good rhythm & height in should devote preparation time to stud y- jump to high mats, good ~ody ing progressions and skill prerequisites, l!:po~sit~io~n i~n~fli~gh~t, ~et~c.--1rrnmrmr:rI~~~iI

velop training and performance goa ls for their athletes that are progressive, re­a lis tic, achievable, and safe. The ideas presented above-

observe and discuss progressions used by "master teachers," and attend clinics and workshops. Attention should be paid to the for­mulation and development of written lesson plans-and then, evaluation, what does or does not work. As the instructor grows from novice to expert, many of these planning strategies be­come second nature and, therefore, require less class preparation effort, but should still be re­corded and filed . However, the learning, plan­ning and evaluation phases never really end­even for elite coaches! All teachers must constantly consider performer readiness and advances in the technical side of the sport as well as their personal teaching competencies.

3. On-going evaluation of readiness

The examples presented above are fairly straight-forward and understandable. As both the gymnast and the teacher progress, on-going eva luation of readiness continues to be of pri­mary importance. The physical demands of gym­nastics par ticipation are ever increasing as the sport develops and evolves. At the competitive level, it seems that the expected difficulty level has no limits-the top international gymnasts perform skills that were unheard of only a few yea rs ago .

PREREOUISITE(S) Cartwheel; back limber; back-wolkover; back extension down wedge.

CAN MOVE ON IF ...

PREREOUISITE(S) Good round·off; 5tick·tocs; back extension to near handstand with snap·down.

CAN MOVE ON IF .. .

co n sta nt evalua tion of rea di­ness, esta b­lishingand p re par ing for perfor­mance pre­requis ites th ro u g h Technique is acceptable, confidence

is high; all strength prerequisites are met; & 50 "light spot" attempts are acceptable. "m~';'""r.J"!'P!"II!'

strength and flexibil­ity training, and then once agai n re- L....:=---_ evaluating performer readiness are especially im­por tant a t the J.O. leve l. Coaches and their gymnasts

This is the final "goal" skill!

must maintain a pers[)ectiv'e l ________ ....

of what is reasonable and prudent when estab­lishing performance goa ls.

April 1993 TECHNIQUE

)

Coaches Education

IS THE GYMNAST READY TO ? •

YES NO

0 0 Meets all medical and physical prerequisites.

be a powerful motivational tool and confidence builder for the gymnast. In the example below, the coach could tell gymnast B, "I know that you really want to do the new dismount a t regionals and I would like for you to be able to do it too! Here is our workout plan for the next two months . In order for you to demonstra te your readiness for this new skill, you are going to have to demon­strate the following: (explain the plan and establish performance criteria)."

0 0 Meets all performance prerequisites.

0 0 Meets all psychological prerequisites.

If yes to all three, the gymnast is ready! Experience (and in some cases com­

mon sense) will assist the coach in estab­lishment of meaningful hit / miss ratios

for individual gymnasts and specific skills or combina­tions. For example, when performing a back-hand­spring on beam, one gymnast might regularly teeter and fall after completing the landing of the skill on the beam with an 80% hit rate. Another gymnast might miss her hand placement 80% of the time. In the first case, the athlete will lose 0.5 points for the fall, climb back on and continue her routine. In the second case, the fall could result in a serious injury. The teacher needs to consider this kind of information when using hit / miss

Is the gymnast ready? An easy paradigm for the teacher to use is to con­

stantly ask the question, "Is the gymnast read y?"

This simple 3-question format can be used for basic "kills such as, "Is the gymnast ready to perform a back-,andspring (FF) without a spot?" to more complicated

readiness situations such as, "Is the gymnast ready to perform a new dismount from the balance beam in the Regional qualifying meet?"

Hit/miss ratio

A helpful practice in deter­mining readiness is for the teacher and the student to track hit / miss ra­tios by maintaining performance da ta through such means as gymnast diaries and element counts . The key here is the documentation of con­sistent performance. The BEST means of pre­dicting future perfor­mance is the evaluation of previous performance. An example is on the right.

Besides providing use­ful informa tion to the coach to determine the gymnasts' readiness, hit / miss data can

TECHNIQUE April 1993

data. Both the coach and gym­nast must carefully evaluate all of the consequences of a missed performance when determining readiness.

The purpose of this ar­ticle has been to discuss the concept of performer readiness within the context of skill training and routine prepara­tion. A goal has been to encourage coaches to pay attention to this concept on a daily basis as a means to moti va te and direct the students' train­ing activities and reduce the nega­ti ve conse­quences of en­couraging or permitting per­formance of skills or se-

quences for which the gymnast has not demon­

strated competence and readiness.

17

A helpful practice

in determining

readiness is for the

teacher and the

student to track

hit/miss ratios by

maintaining

performance data

through such

means as gymnast

diaries and

element counts .

The key here is the

documentation of

consistent

perfonnance. The

BEST means of

predicting future

performance is the

evaluation of

prevlOUS

performance.

I EDUCATIONAL MATERIALS I PuBLICATIONS '

Use the order form on page 2 to order any of these publications.

Coaching Coaching Young Athleles (1981, Martens, paper, 200) • This book

int rod uces and explains the basics of (oitching philosophy, sport psychology, leaching sport skill s, sport physiology, sports med i-cine and parent management. #13 $22.00

PDP Level J Clinic Workbooks (1 992, USA Gymnas tics) • Packet of 15 workbooks fo r use by cl inic adm inistrators for PDP Levell coach accred itation. #3610 520.00

PDP Level l: Starter Kit (1992, USA Gymnastics) • For Level I cl ine administrators. Includ es: 1/ 2" VHS and 15 Level I Clinic vVork-books. #3609 560.00

Sequentin l GYIII//(/sfics 1/: The Instructor's Cl/ide{1992; Hackeret al, 108 pp) • Used in conjunction wi th USA Gymnas tics PDP level I Coach Accred itation, this book is d esigned specifically for the gymnastics teacher to provide basic gymnas tics skill progres-sions. #3604 $13.00

Rooki, ConclIes GI/"","slics G"ide (1992, USGF / ACEP, paper,80 pp) • Acombination of coaching adviceand gymnastics information for the entry-level gymnast ics coach. This book is oneof the required texts for USA Gymnastics PDP level I Coaching Accredita tion.

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Competitive Men Basic Skills Acllieuemellt Book - BSAP (1992, USA GYll"lI1as tics, paper,

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#51 57.50

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jllIlior Olympic Prot-:ra lll -IOPC (1992, USA Gym nastics,3-ring binder, 130 pp) • Includes graded levels of compulsory exercises as well as mod ified optiona ls. Competit ions are conducted a t the local, s tate, regional, and nat iona l levels. #1202 529.95

Olympic DCUt'iOPIllCllt Program- ODP (1992, USA Gymnastics, papt:!r, 41 pp) . Thisskills test ing program is designed to identify talented and promising gymnasts as we ll as for the educa tion and train ing of the coaches. #60 529.95

Competitive Rhythmic FIG Code of Poi" Is (1992-96, FIG, binder, 213pp) • The official inter­

national competitive guideline book with skill d ifficul ty rat ings. #1301 539.95

Competitive Women Compulsory Text 0992-96, USA Gymnastics, 3-ring binder, 203 pp) •

USG F junior OlympicCOInpulsory Progrmn , Levels 1-4 ,5-7 and 10. USGF Pro-member price: #1111 524.95

COlllp"lsonl Texl (1992-96, USA Gymnastics, 3-ring, binder 203 pp) • USGF junior Olympic Compulsory Prograln, levels 1-4 ,5-7 and 10. Regular price: #1110 529.95

FIG Code of Poi"ls (1992-96, FIG, XX, XX pp) • The offic ial in terna­tional competitive guideline book with ski ll d ifficulty ratings.

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Competitive Programs Wall/en's RecreatiOlml/Opt iOlml Competitive Program (1 991, USA Gym­

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Elementary & Preschool Desigllillg Preschool Movement Programs (1992, Sanders, paper, '152

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Great Gamesfor YOllllg Peopl' (1991; Gutafson, Wolfe& King; paper; 152 pp) • Contains 60 fi eld-tested games and relays for u pper elementary through high school. Includ ed: completedescriptions,

18

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I Call Do Gymnastics: Esscntial Skiffs for Begillllillg GYl1lllasts (1992, Hacker et ai, paper, 139) • This is the s tudent version of Seqlll'lltia l Gyml/astics II . Fully illus tra ted gymnast ics movement sequences acti vities: l ea rn to fall , Across the f] oor, Over the va ult, On the beam, Around the ba rs, Rhythmic skil ls. #3611 $13.00

lvlovell/{'/It Actillitics for Early Childhood (1992, Totsky- Hammett, pa­per, 152 pp) • 100+ child-tested movement activ it ies tha t make learning new ski lls fun for preschoolers. FOllr movement areas: locomotor, ball-hand ling, gymnast ics skills, and rhythmic activi-ties. #3622 515.00

The 11I1IIp Rope Primer (1991, Solis & Budris, spira l, 104 pp) • Par t I is an introduction to rope jumping; Part II contains over 175 illus tra­tions of specific skills; and Part III provides an 8-lesson unit from the basic 2-foot jump to Double Dutch. #3624 515.00

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Gymnastics Artistic Gyl/ll/astics: A Comprehellsiue Guide to Performillg alld TeachillS

Skills for Begillliersalld Adl'allced Begillliers (1991, Tu roH, paper, 413 pp) • Al l of the skills covered in this tex t are A- level or easier. Each skill is presented with a description of how it should be per­formed, a short li st of common problems, and teaching sugges-tions. Covers men's and women's events. #50 521.95

Crea ting Gymllastics Pyramids al/d Balal/ces (1989, Fodero & Furblur, spiral, 120 pp) • Pyramid building is safe and fun with the thorough inst ructions and guidelines fo und in this guide. Choose from 268 carefully illus tra ted and expla ined formations.

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Dallee Choreography for Compet itive Gyml/astics 0990, Gula, paper, 176 pp) • Focuses on how dance techniques can, and should, be applied to the training of gymnas ts. The book helps the reader use combinat ions of dance steps to create complete choreographed sequences for noor and beam. #3628 521.00

DmlCe Workol/t: Levels 1-5 (1992, USA Gymnas tics, spiral, 46 pp) • Educational program designed specifically forthedevelopmental gymnast. The entire program is also available on 1/ 2 VHS.

#2170 $15.00

Dallce Traillillg for GYlIIllast ics (1 988, Pica, cloth , 160 pp) • For gymnasts, coaches and dance instructors. Purpose: to define the role of dance in gymnastics. #3629 525.00

GYlllllastics: A Gllide for Parel/tsa/ld Athletes (1992, Feeney, paper, 171 pp) - An excellent book for beginners as well as experienced gymnasts. Contains information to guide parents and athletes in choosing a gymnast ics program that wi ll best suit their needs. Provides pertinent information on sa fety, cond itioning, and the guidlines of the sport. #3612 $15.00

HealthlFitness Fitlless Leaders Halldbook (1989, Franks & Howley, paper, 276 pp) •

For exercise leaders with little formal training but ",hoare respon­sible for lead ing safeand effective fitn ess classes. Includ es: evalua­tion, practica l competencies, forms, helpful hints, injury preven-tion s trategies, and much more. #3619 $19.00

Marketillg HeafthlFitlless Services (1989, Gerson, cloth, 136 pp) • A marketi ng guide show ing how to enhance the business side of an operation and achieve opti mal profit with minimal fi nancial ri sk. It takes the readers s tep-by-s tep through writing and implement-ing a market ing/business plan. #3616 $21.00

Ropics: The Next JUIIIP Fonunrd ill Fitness (1992, paper, 168 pp) • A great fitness program for a ll. Includes 34 basic to advanced rope techniques and va riat ions. #3621 $12.95

SCIl iorsoll the Moue (1986, Rikkers, spiral , 256 pp) . Selec ted exercises and health / fit ness program for seniors. #3620 526.00

Nutrition Coaches Guide to Nll tritioll mId Weight COlltrol (1990, Eisenman, paper,

192 pp) • A practical guide to sports nutrition which translates the sciences of p hYS iology, biochemistry and nutrition into easily applied information. Includ es an excellent chapter on the signs of eating d isorders. #17 522.00

Sport (General) loyal/d Sadness ill Children's Sports (1978, Martens, paper, 376 pp) '

36 ar ti cles based upon pertinence, succinctness & quality of writ­ing. The book emphasizes the joy of sports, bu t also examines those events that create sadness. #15 519.95

Posters Bill of Rigflts for YOIlllg Alilleles (1984, AA HPERD) • Lists 12 impor-

tan t rights of a thletes. #3603 $5.00

Safety Poster #1: Safety Gllidelines (USA Gymnastics) #6101 55.00

Safety Poster #2: Respollsi/)ilities of the GYlllllnsl (USA GY Il""II1 as tics) #6102 55.00

Snfely Posler #3: Mnl Snfely (USA Gymnastics) #6101 $5.00

Safety Poster #4: Safcty First! (USA Gymnastics) #6101 55.00

Safety GYl1lllastics Safety Mnl/llnl , 21ld edit ioll (1990, USGF, paper, 142) • This

book is used as the requi red text for the USG FSa fety Certifica tion courses. #6001 $16.45

Trampo/ille Safety Mmllial (1978 79 pp) • If you use trampolines in your club, you should have a copy of this book. Includ es specific trampoline lessons. #6002 $9.95

Sport Psychology Adrlallces ill Sport Psychology (1992, Willis & Ca mpbell, cloth , 272 pp)

• Text providing broad coverage of research, theory and prac ti ca l appl ications in exercise psychology. Real- li fescenarios help read­ers understand how to apply theoretica l models and research in the fitness setting. #3617 542.00

III PHrsuit of Excellellce: How to Will ill Sport mId Ufe Through Melllal Trail/illg (1990, Orlick, paper, 208 pp) • Text covering basic sport psychology techniques of concent ra tion, winning, losing, and competing successfull y. #14 $14.95

Mindset for Willl/ illg (Cu rti s) • This coaching system is designed r improve the mental prepa ration of athletes. It is an entire men ' training program which includes: coaching ma nua l; athlete's lob.. cassette, and VHS tape. #3603 569.95

Sport Science Ergogenic Aids ill Sport (1 983, Williams, cloth, 386 pp) • The aids are

grouped in to 5 ca tegories: nutritiona l, pharmacological, physi-ological, psychological, and mechanical. #19 $28.95

Livillg A1Ialomy (1990, Donnelly, spira l, 231 pp) • Designed for physical educa tion teachers, coachesand / or trainers. learn about the human body in a manner that is applicable to the daily activities of your field. #16 $19.50

Pilysiology of Fillless (1 990, Sha rkey, paper, 432 pp) • An up-to·date guide to the prescription of exercise for health, fitness & perfor­mance. The book is d ivid ed into 5 parts: aerobic fitn ess, muscular fitness, fitness & weight , control, fitn ess & health, and fitness & lifestyle. #12 517.95

Toward all Understmlding of HI/mall Performance (1980, Burke, paper, 31 1 pp) • Readi ngs in exercise physiology for the coach and athlete. #18 52 1.00

Sports (General) Dare 10 Drenlll (1 992, Daggett, clo th, 235 pp) • Tim Daggett's own

account of his pu rsuit of a gymnas tics dream. A positive, moti val· ing and inspiring s tory. #3615 $18.00

Porlmil of all Alillel, (1992, Durbin, paper, 88 pp) • This book emphasizes the ideals tha t make athletes successful in both sports and life. It features advice, motiva tion,and values tha t help young people unders tand what ath letics can mean to their future.

#3627 58.95

Strength/Conditioning Deue/opmellt of lite COlldit ioll ing Factors i/l Elite GYlllllastics (1989,

Hullner, paper, 51 pp) • This booklet was origina lly developed for the men 's events, but a lso has broad applicabil ity to the women·s events. #1212 516.00

TlIe Fiflll £v' ''I- (1992; Sands, et al; paper, 42 pp) • A comprehensiv, conditioning p lan designed for the demands of women·s gymnas· tics. The components of the plan include the Calisthenic Streng th Program, the Flexibi li ty Program, and Inju ry Prevention Exer· cises. #3613 512.50

StrengthIPower lumpillg ill to Plyometrics (1992, Chu, paper, 88 pp) • How to develop

a safe plyometric train ing program. Features 90 fully illus trated example plyomet ric exercises. #3618 $12.95

April 1993 TECHNIQUE

Coaches Education

COACH-TEACHER OR TEACHER-CoACH? T

he question has been asked many times, but seldom answered effectively - Is a coach a teacher? Although I will not an­swer this question specifically, the follow­

ing article will present a few facts about the role of a coach and the significance which coaching plays in the development of our youth. A variety of studies, sur­veys, and anecdotal results have shown that coaches spend as much or more time with youth than their parents or their teachers in school. As a profession we must keep this in mind when we develop lesson plans, select skills, and reinforce behavior.

To be successful, the gymnastics coach needs suffi­cient knowledge of the various skills, prerequisites and progressions of the sport; of course, having talented youngsters in the gym helps. If \ I you believe there is an addi- ~( __ ~ tional education value to gym- -..... - '-.J .... -nastics participation, then there ;'"1~==:::=::s~, are several other critical knowl­edge components which the

• Be enthusiastic! This is vital for motiva tion. Your enthusiasm and interest in every student will set the tone for each gymnast's entire experience.

• Plan and organize each practice session. Les­son plans are necessary guides for academic teachers; the season and daily practice plans provide needed structure for gymnastics.

• Plan for high levels of activity. The process of acquiring gymnastics skills requires numer­ous repetitions. Task-specific drills using a variety of learning stations produce the best results.

• Develop and plan for discipline. Disruptive behavior interferes with learning and can cause safety concerns. Set specific behavioral guide­lines, and stick to them; enforce the rules fairly. The most important rule for coaches is - be

consistent.

• Show that you care. Com­municate your goals and de­velop rapport with each gym­

nast. Your concern for their safety and well-being is your first and foremost responsibi li ty.

::oach should have at his or her disposal. Child psychology and child development are areas which we seldom list as cri tica l components in coaches education, but for the parents of today's youth and the future of our society there are just as important as the progressions for a back handspring.

___ -.::;;. .... ---. Include fun. Repetition is needed L--__ ----- during the process of mastering gym­

As a teaching-learning experience, coaching is teach­ing. The classroom and subject matter of the coach do not resemble those of an academic setting, but the principles of learning and the importance of proper instruction remain similar. Demonstra tions, sequenced learning, and reinforcement are key components which differ little from the classroom to the gymnasium.

There are many similarities between the academic teacher and the gymnastics coach. Good teachers and coaches alike must:

• Remember that all students do not learn at the same rate. More repetitions are needed for some gymnasts and less for others. Extra hel p in the form of individualized planning may be necessary. Patience during theentire lea rn­ing curve makes the process meaningful and fun for the gymnast and coach alike.

• Acknowledge that various learning methods are necessary-demonstra tions, videos, or written materials; various methods also in­clude the use of spotting belts, loose and solid foam training pits, or hand spotting. No one teaching method works for all the students all the time.

TECHNIQUE April 1993

nastics progressions, but, learning need not be boring.

• Be willing to incorporate new teaching meth­ods and techniques in coaching. Attend clinics and seminars for gymnastics coaching. Learn­ing to be a successful coach is a ca reer-long endeavor. Participate in recognized coaching educa tion programs like the USGF Profes­sional Development Program.

• Conduct yourself asa professional. Follow the rules and policies set forth for gymnastics instruction and the competitive arena. Re­member that your conduct is not only evalu­ated by your peers, but must correspond to the expectations of the community.

Most gymnastics learning sessions las t longer than the standard academic class. The successful coach has the ability to use his or her time effectively. However, teaching excellence is still the common denominator. Successful teachers and successfu l coaches share the same principles and attributes. Coaches are teachers. By fo llowing the standards and principles of sound teaching, the gymnastics coach can lea rn and improve throughout his or her career.

19

<Y ~

ffi >Ji ~ " .~ . ..:..:... '11 . t:

USGF COACHES EDUCATION

Dave Moskovitz Coaching Development Coordinator

USGF COACHES EDUCATION

Dave Moskovitz and Steve Whitlock Department of Educational Services and Safety

COACHING EXPERIENCE

STANDARDS FOR

EVALUATION A common tool used to evaluate gymnastics coaches

is work experience-years of training, education, teach­ing and coaching are all part of a gymnastics professional's experience. As standardized evaluation systems are developed, such as the USGF Professional Development Program (PDP), experience will playa key role in mobility from one level of accreditation to the next.

The form on the following page illustrates one method by which coaches can track and update their work experience. USA Gymnastics will begin monitor­ing PDP coach's experience by maintaining a file and database. Over the next 12-18 months Level II partici­pants will be asked to submit this form to establish a link between theoretical knowledge and practical ap­plication.

Gymnastics coaching is in transition between the past system of evaluation by experience and coaching results, and the trend toward certification. USA Gym­nastics is assisting by studying the process and require­ments of coaches education and providing education programs for the gymnastics professional. Let's look at the changing climate of coaching by first reviewing historical coaching evaluation, then the current transi­tion period, and finally the trend toward certification.

Past Perfonnance Won-loss records have been an American standard

for evaluating coaches. One look at the professional and college ranks shows that no matter how talented a coach is, winning is more important. Gymnastics coaches have been judged in a like manner; college coaches have been released for failure to produce win­ning teams and athletes. A similar problem exists in the club industry when parents "club hop" to find the "perfect" coach.

While the climate of youth sports is changing, the attitudes of our communities remain focused on win­ning. Winning is equated with "success." Unfortu­nately, this leads to stress for both coaches and athletes. The new attitude in youth sports is to focus on develop­ment, skills and fun. Ironically, by placing yourempha­sis in these areas your athletes are likely to be successful and winning will be put into proper perspective.

Many coaches have viewed success as producing elite gymnasts or qualifying for national competitions. The "successful" coach produced the most high level athletes. In gymnastics, elite athletes are "produced" to a large extent by genetics-coaches may ha ve little or no chance to train elite gymnasts. What about experience?

Most commonly, coaches were evaluated and cri­tiqued based on their "experience." Years of experi­ence, combined with a teaching or physical education and sports background, served as a primary evaluative tool for gymnastics coaches. Unfortunately, statistics from USA Gymnastics surveys and PDP data show that these factors are becoming less preva lent among the coaching ranks.

20

Transition Clinics and seminars ha ve been the common method

by which gymnastics coaches acquire new informa­tion. As the PDP expands, coaches clinics will remain a staple for disseminating training techniques-how­ever, there will be more standardization of content and presentation. In addition, coaches are increasingly able to stay up-to-date by reading journal articles (e.g. Tech­nique) and reviewing video tape performances and lectures.

Specific course topics like nutrition, weight training, and sports science were not readily available even five years ago. Today, with the assistance of commercial publishers, sports associations are able to identify top­ics specific to their sport. For example, the National Federation of State High School Associations has rec­ognized the ACEP Leader Level Sports Science course as a minimum standard for interscholastic coaches.

Experience remains a benchmark. While coaches begin to participate in formal programs, their past and continuing experience working with athletes is a criti­cal measurement of knowledge application. "Book learning" alone is insufficient as a measure of coaching; competence. The true professional will demonstrat~ the application of theoretical knowledge in the gymna­sium on a consistent basis.

Future trends

Certification is becoming a necessity in coaching­this consists of standardized sets of coursework, clinics and testing. The science of coaching is beginning to emerge as an area of study and continues to develop in sophistication, content and viSibility. European coun­tries have endorsed specialized colleges for training and research of sports for many years-the time is ripe for the emergence of similar institutions in the U.s.

Continuing Education Units (CEU's) are commonly used in academic fields to update professionals on currents topics and to extend initial certifications. In sports, the National Strength and Conditioning Asso­ciation currently utilizes a similar system of credits for its certified members. Likewise, gymnastics profes­sionals will be asked to complete additional studies periodically in order to maintain their status.

Experience! By far the most critical component of professionalism is application. Practical coaching ex­perience and the recommendation by one's peers and employers will become tools for evaluation. Formal education programs will utilize documented experi­ence to validate accreditation and competency.

Photocopy the coaching experience form. Retun the form along w ith your PDP Level II Grandparenting Application or when you complete your next testing component. This form will be incorporated with the other documents in your coaching file .

April 1993 TECHNIQUE

Coaches Education

PROFESSIONAL DEVELOPMENTPROGRAM LEVEL II EXPERIENCE VERIFICATION Name ______________________________________________ ___

Socia l Security Number __________________________________ ___

Birthdate ____________________ _ Age __________________ __

Address ______________________________________________ _

City ______________________ __ State Zip __________ _

Phone: (day) __________________ _ (night) ______________ _

Safety Certification: 0 NO OYES expo da te ______________ _

PDP Accreditation: 0 Level I o Level II

Job Description (please print or type)

I coach and/or teach the following: (check all tha t apply) o Mom & Tot 0 Preschool o Developmental

o Cheerleading 0 Tumbling

Women: o Levels 1-4 o Levels 5-7

o Levels 8-10 o Elite

Men: o Class 5-7 o Class 1-4 o Elite

Rhythmic: o Levels 1-4 o Levels 5-7

o Levels 8-10 o Elite

Do you actively coach at competitions? (check all that apply)

If yes, lis t number per year. o Local__ 0 Sta te___ 0 Regional__ 0 Na tion al __

References (other than your current employer)

ONE

Na nle ______________________________________________ ___

Position ______________________________________________ _

Relationshi p __________________________________________ __

Address ______________________________________________ _

Phone ________ _

TECHNIQUE April 1993

TWO

Name ______________________________________________ _

Position ____________________________________________ _

Relationship __________________________________________ _

Address ____________________________________________ _

Phone ______ __ _

THREE

Name ______________________________________________ ___

Position _____________________________________________ _

Rela tionship _________________________________________ __

Address _____________________________________________ _

Phone ________ _

Employer's verification 1, ____________________________ _ , acknowledge that this

information is true and accurate for the period which the above lis ted

coach has been employed by ______________________________ ___

Signature ________________________ _

Additional information (please print or type)

21

date ______________ _

THE TEST.

THE TESTIMONY. Missy Marlowe has lived up to the test of world class gymnastics competition . She has the right stuff. The focus. The drive. The gritty determination to pull together the right routine at the right time-when it counts. That's also when you can depend on Alpha

Factor to perform-when it counts. Alpha Factor garments withstand the test of the most

demanding competitors. Time after time after time. Our durability is second to none. Only Alpha Factor can give you the comfort, fit , and superior construction that have made us one of the world 's leading suppliers of gymnastic apparel. Year after year after year.

Put Alpha Factor to the test. Write (on official letterhead *) to receive our new catalog and discover why world class athletes expect only the best from Alpha Factor. Fit for champions. - Non·teachers and non-coaches, please include $3.00 for shipping and handling.

Alpha Factor 333 East Seventh Avenue ~r:-'" P.O. Box 709 • York, PA 17405-0709 ~J Phone (717) S52-6920 or 1-S00-SALPHAS ~~ ®

© 1992 Tighe Industri es. Inc. Alpha Factor Member: United States Gymnastics Suppliers Association

PDP LEVEL II Coaches Education

WHAT IF I HAVE EXPERIENCE? T

he most frequently asked question related to coaches education is: "How do I get my accredi tation? I'm an experienced coach and I heard there is a way that I can get

credit for my previous accomplishments."

Grandparenting procedures have been established to allow experienced coaches easy access to the Profes­sional Development Program (PDP), by waiving the testing requirements for specific components. For Level II, coaches may apply to by-pass the testing procedures for the skill related components. These coaches must be USGF professional members and have successfully completed the ACEP Leader Level Sports Science course and the USGF Safety Certification requirements.

The processing of applications for grandparenting at PDP Level II will begin in May. The awarding of Level II Accreditation will follow, as verification of professional membership, ACEP and safety certifica­tion is confirmed.

The specific requirements for Coaching Accredita­tion in PDP Level II are as follows:

Level II: 1. ACEP Leader Level Sports Science Clinic

This certifica tion is based on the book Success­fu l Coaching. Coaches must attend an 8-hour clinic conducted by a certified ACEP instruc­tor and complete all ACEP requirements.

The course elaborates on critical coaching knowledge components including philoso­phy, psychology, physiology, and manage­ment.

2. USGF Safety Certification Current certification is required in order to achieve and maintain active Level II Accredi­tation.

The safety course is designed to increase the coach's level of safety awareness. Coaches should be familiar with the USGF Gymnastics Safety Manual prior to the course.

3. USGF Professional Membership Current membership is required in order to achieve and maintain active Level II Accredi­tation.

In addi tion to a variety of member benefits, the professional member receives Technique magazine and discounts on both the Sports Science and Safety courses.

4. J.O. Compulsory Exercises Coaches must successfully complete a self­test based on the compulsory text for their discipline. (Available June 1993)

TECHNIQUE April 1993

At Level II, the coach's accreditation will be designated by program: Men, Women, or Rhythmic. Testing materials will assess the coach's understanding of the compulsory ex­ercise, core skill progressions throughout the program, and basic routine evaluation. USA Gymnastics looks forward to offering special­ization in the preschool/developmental area in the future.

5. Basic Skills Progressions Coaches must successfully complete a self­test based on specific basic skills materials for their discipline. (Available June 1993)

Basic skills materials will be identified. The basic skills tests will stress the proper se­quence of skill learning and the importance of safe and effective drills and learning stations.

Grandparenting As with Level I, experienced coaches and adminis­

trators will be allowed to grandparent, or by-pass the required gymnastics skills testing for PDP Level II Accredita tion (components 4 and 5 above). However, the ACEP Sports Science Clinic will be required for ALL coaches at Level II. This requirement cannot be waived or by-passed due to the reciprocal relationship with the ACEP certification program. Components 4 and 5 may be waived for those coaches who submit the appropri­ate application form and documentation who meet the following minimum criteria:

• Level I Accreditation (strongly recommended),

• USGF Professional Membership,

• USGF Safety Certifica tion,

• ACEP Leader Level Sport Science Course,

• 10-15 years coaching and/or administrative experience in the sport, and

• 5-7 years as a competitive program coach.

Where can I find a course? A safety certification course schedule is printed in

each issue of Technique and USA Gymnastics magazines. If you are unable to find a course in your area, con tact the safety coordina tor for USA Gymnastics. Or, you may contact your local national certifier to request a course.

Beginning in April, a schedule of ACEP Sports Sci­ence courses will be included in Technique along with the course registration form. The advertised courses will generally be offered for $75, the pro-member fee is $60. A list of certified ACEP instructors was included in the January 1993 Technique, page 12. For additional course informa tion con tact the Coaching Development Coordinator at USA Gymnastics. (317) 237-5050.

23

E6 USGF COACHES EDUCATION

Dave Moskovitz Coaching Development Coord ina tor

1----------------------------------------, I PDP LEVEL II-GRANDPARENTING APPLICATION I I Please type 01' print I : Name Birthdate __ I __ I __ Age __ ! I I I I I I I I

USGF COACHES EDUCATION

Upon completion of this application, send to:

USA Gymnastics 201 S. Capital Indianapolis, IN 46225 Attn: Coaching Development Coordinator

Address _______________________________ _

City ________________ _ State __ _ Zip ________ _

Phone: Day ( ___ ) - __ - __ _ Night ( ___ ) -

Social Security No. ___ _ USGF Professional No. _____ _

USGF Safety Certification DYes o No Expiration Date ____ _

PDP Level I Accreditation DYes

ACEP Sport Science Course 0 Yes

Education Background

o No Site/Date __________ _

o No Site/ Date __________ _

Inst Grad. Yr. School! College / University Degree Major Area

HS

Univ.

Grad.

Coaching! Administration Experience From To Employer Position Description

Team Coaching Year Level # of Athletes Other

Additional Information

(T393)

I

I I L ________________________________________ ~

24 April 1993 TECHNIQUE

Book Review

GREAT GAMES FOR YOUNG PEOPLE

Ma king a young person's fitn ess ex perience fun ca n be ha rd work. The cha l­lenges of making the ex­peri ence new and exciting ca n becom e quite difficult over a long period of time. Fortunately, there a re books out today w hich aid an ins tructor in crea ting ga m es for children which are fun and d evelopmen­tal. Marilee A. Gus tafson, Sue K. Wolfe, and Cheryl

L. King, are the authors of a new book titled Great Ga mes for Young People. This book is written to he lp involve children in active, m eaningful and safe learn­ing situations, which emphasize psychomotor skills,

cognitive d evelopment, and affec tive social learning and cooperation. Great Games contai ns nea rly 70 gam es and skills ac ti vi ties to be used on a n impromptu basis o r as a planned and integra l part of the sport skill d evelopmental process.

Each game d escribes in detail its objective, number of players, equipment and playing area needed, teaching stra tegies, and safety tips. The games are designed for specific motor skills, such as catching, throwing and run­ning, which areall important in d eveloping a well rounded individual.

Great Games was written primarily for elementa ry and junior high school physica l educa tors; however, many of the games can easily be adapted to a large gymnastics floor area . Gymnastics directors and teachers will find Great Games for Young People to be a valuable addition to their planning libraries.

SAMPLE GAMES

Fireball v ,lJ- :'-c;

;;.~f~ "'\ Objective: Catching and , - -', ~ throw lI1g

\ ; Players:

Equipment:

Playing Area:

Gross Motor Activity Rating:

Basic Skill Development

.\.~~ 10 per team (2 teams) /1 / ( (NOTE: you may adjust the # of players according to YOllr class size)

1 ball (basketball, volleyball, or foam)

Gymnasium or FX mat

Good

Rating: Good

Playing Area:

Gross Motor Activity Rating:

Basic Skill Development Rating:

Mardi Gras Objective: Running and dodging

Players: 8-10 in a group-with as many groups as space allows

Equipment: 1 flag-football belt, (or any other form of a fla g) per group

Gymnasium (or FX mat)

Excellent

Good

How to Play the Game:

TECHNIQUE April 1993

How to Play the Game: Players spread out randomly over the playing area. The

object of the game is to use passing and catching skills to keep the ball away from the opponents.

Start the game by randomly throwing the ball into the playing area. The player with the ball may not move with the ball and must pass it within 3 seconds. Other players may move anywhere in the playing area. The defensive team may intercept passes and knock the ball away but must not contact the player with the ball.

The score is determined by the number of completed passes made in succession by 1 team.

Teaching Tips: Players can shout out the number of completed passes to

add to the excitement. If certain players seem to dominate the game, make a rule that players may not pass the ball back to the players from whom they receive the ball .

Safety Tips: Penalize teams for unnecessary roughness, such as push­

ing or hitting.

Each group forms a line, with the players putting their arms around the waists of the players in front of them. The last person in the line puts on the flag-football belt. The objective of the game is to capture the "tai l" (flag) of another group before the whistle blows signifying the end of the round. A point is given for each flag captured . When the round ends, the person a t the head of the line goes to the end and wears the belt, and everyone else advances 1 position.

Each round goes three minutes. Each group must be moving during the round.

Teaching Tips: This is a great warm-up activity for large groups. After

several rounds everyone is actively involved and ready to move on to more fun. Perhaps the group collecting the most belts can be rewarded by choosing the game or activity to be enjoyed next!

Safety Tips: No unnecessary roughness or pushing is allowed . Play­

ers cannot touch players in other groups.

25

Reviewed by: Christine Ebert USA Gymnastics Educational Services Intern

You may order

this book through

the USA

Gymnastics

Merchandise

Department. Use

the Order Form

on page 2 of this

magazme.

Great Games for Young People • 1991 • Paper • 138 pp Item #3623 $12.00

Resources

Steve Whitlock Director of Educational Services and Safety

26

HINTS FOR TAKING __ TICS

VIDEOTAPES • Use high quality tape for your original foot­

age - With every edit and every "genera­tion" the quality decreases, therefore you want to start with the highest quality possible. S­VHS or high definition 8mm is preferred if you have access to this kind of camera .

• Be sure to remove the plastic security tab on the cassettes with original footage to protect against accidental erasure or "taping-over."

• If possible, "black" the entire tape before shooting your footage by recording the entire tape w ith the lens-cap on (and the sound off). This provides a "time-code" on the tape and is a means of checking for problems. (This fea­ture is not necesary for the home video user).

• If you d on' t have time to "black" the tape, be sure to initialize each tape by allowing it to run for at least 1 minute after you have pressed the Index button.

• Recording Speed - The fas ter the recording speed, the better the reproduction of the tape later. When recording original footage, it is always best to use the fastest recording speed . What are your options?

SP (Standard Play) - Use this one! On a 120 VHS, you get 120 minutes of recording time using SP.

LP (Long Play) - On a 120 VHS, you get 240 minutes of recording time using LP. This is OK for lectures and vaca tions .. . not gymnas­tics action footage!

SLP (Super Long Play) - Hideo Mizoguchi calls this "Super LOUSY Play"! On a 120 VHS, you get 360 minutes of recording time using SLP. This is grea t for long boring lectures or saving money on tapes, but very bad for edit­ing any action footage.

• Check your monitor - be sure to check your camera's monitor every time you turn it on to be sure tha t the camera is actuall y recording at your preferred speed .

• Usea tripod - It is always bestto usea tripod. Many cameras have a "steady-cam" fea ture ... this really doesn' t work well if you are shoot­ing action scenes . When selecting a tripod, the big heavy ones are best, but often impracti­cable and awkward to use. There are some

very good lighter-weight ones, bu t be sure that they are designed for video cameras. Using tripods designed for standard 35 mm cameras results in jerky movements if used with a video camera .

• Count to 10! - If you plan to do any ed iting of your original footage, it is always best to provide a 10 second leader prior to and just following your desired action sequence. This seems like a long time, but you will appreciate it once you begin to edit.

• Shoot as tight on your subject as possible. In gymnastics, the aud ience needs to see the gymnast's entire body. You will need to ex­periment with your camera to determine the best framing so you don' t lose the gymnasts feet, arms and head or have them jump out of your picture! However, you want to frame the subject as tight as possible.

• Pick your camera location. Take the time to scout your location to position your camera in a strategic loca tion. Try to find unobstructed vantage points. Take advantage of the zoom lens capability to frame your subject carefully. If you must sit in the stands at a competition, be considerate of those behind you . Try to find a loca tion w here you w ill not be shooting towards a bright background light, such as doorways or w indows ... this will result in your subject being underlit.

• Focus-Should you use automatic or manual focus? I like to use manual focus as much as possible although this takes some practice. On events such as BB, UPB, PH, R, PB and HB, I usually set my focus ahead of time at the area of principle activity. To get the best focus, always zoom in first, set the focus, and then zoom out to show the action.

On an event such as FX, using manual or auto focus often depends on the distance from the floor. Manual focus can be used if the camera is situated far from the fl oor, but you will probably want to use auto focus if you are close. I like to find a loca tion where I can easily see the enti re area. I focus on the part of the fl oor area that is furthest away. This stra tegy ensures that all parts of the routine will ap­pear to be in focus, even when the athlete moves closer to the camera.

Apri l 1993 TECHNIQUE

The Women's Technical Committee and National Coaching Staff Present:

An Introduction to the

1993 WOMEN'S CODE OF POINTS FOR~Ol1~~~_StIlnDGES _____________ ,

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Coaches'Track: (Elite & J.O.) • Examples for Bonus combinations

• Utilizing the new Code of Points for op­timal value.

• Technique lectures and analysis of se­lected "E" skills

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Judges' Track: • In-depth technique sessions including

videotape analysis

• 1993 Code of Points presentations by events

• Junior Olympic changes to the Code of Points

• "To give or not to give?"

TECHNIQUE April 1993

1993 WOMEN'S CODE OF POINTS FOR COACHES AND JUDGES

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27

Paul O'Neill Originator of the "O'Neill" on the still rings

PROGRESSIONS OF THE DOUBLE LAYOUT WITH FULL TWIST

28

The glJmnast should be able to perform a hollow double layout with good technique before adding the twist.

1. Turnover drills See March issue of Technique, page 30.

2. Layout back half turn front From a handstand, bail. As the gymnast swings through the bottom he must scoop his toes (Il lustration 1, Figs . 2 and 3) and then pull the toes through the rings (Fig. 6)­releasing as the chest becomes parallel with rings (Fig. 7). The gymnast must stay hollow and at this point should be spotting the ground (Fig. 7) . Then the gymnast starts to twist-as he finishes the half twist (Fig. 10) he must drop his chest downward very hard (Fig. 10). He keeps his head down as hard as he can, trying to flip in a hollow or open pike position. The gymnast should try to flip past his feet to his face, into the pit.

~) 12 ~

13 14

Illustra tion 1

April 1993 TECHNIQUE

3. Double layout with full twist This is performed exactly the same as the back with half front drill but after finishing the first half turn and the gtjmnast has dropped his chest (Illustration 2, Figs. 10 and 11), he simply performs a Brani-out (Figs. 11, 12 and 13). He should be completely visual and pike down if needed. The gtjll1nast must be patient and stay hollow throughout the skill. He must keep his head in throughout the flipping and twisting. The gtjmnast must first drop his chest for rotation before initiating the Brani-out (Fig. 10). The gymnast should work hollow double layouts and layout backs with a half, front somersault, before attempting the whole thing. Performing before the gymnast is ready, only creates bad habits.

12

13

14

Illustration 2

TECHNIQUE April 1993 29

Technique

o 'Neill is the 1987,1988 and 1989 NCAA Champion on still rings. O'Neill won the still rings event at the 1992 Winter Nationals which qualified him to compete for the u.s. at the 1992 World Championships on this event.

Paul O'Neill Originator of the "O'Neill" on the still rings

DEVELOPMENT OF THE Az

To learn an Azarian the gymnast mus t first have a solid cross. Here are drills to d evelop a cross and an Azarian.

1. Cross holds in bungie The gymnast places his hands in bungie and then

grabs rings. From support, gymnast lowers to cross and holds for fi ve seconds. The coach then helps lift gym­nast back to support, gymnast then lowers to cross and holds for 10 seconds. Coach again lifts him to support­gymnast then lowers to 20 second cross. Gymnast should do three sets of this drill. As the gymnast gets stronger he should go for longer holds. The coach should spot if needed and stress correct positions.

2. Cross pulls in bungie From support position in bungie, gymnast lowers to

a one second cross and then pulls out 10 times with spot when need ed. Do three sets of 10 reps. I would also have gymnast go slightly below cross before pulling out, once he's strong enough.

3. Cross for max hold From support in bungie, gymnast lowers to a cross

and holds as long as he can. When he is just about read y to quit, the coach should spot to push gym nast an extra 10 seconds or so. Coach should time gymnast once a month to look for improvement. Do one set one rep .

4. Azarian roll to support This drill teaches how to hold pressure and use

correct technique. From inverted hang,gymnast slowly lowers toward a back lever. The rings are forced to­gether behind him Oats should not pass upper arms).

As gymnast forces rings together he should keep very hollow and use leverage to rise above rings to support. Coach should spot and s tress good position . The arms should stay next to body throughout skill and there should be no kipping action. Gymnast then rolls back to an inverted hang and does four more. Do three sets of five.

5. Azarian to support and then to cross From inverted hang, gymnast performs Aza rian roll

to support and then rolls back to inverted hang and does the exact same thing but as his chest rises just above the rings, he should let rings outward to the cross. Hold for two seconds and then ro ll back to inverted hang and perform sequence two more times. Do three sets of three each . A common problem is letting rings out too early and getting caught in a low cross. Working the drills to support w ill help control this mistake. As the gymnast gets stronger, add roll to L-cross and pull out. For example, Azarian roll to support, Aza rian roll to cross, Azarian roll to L-cross and pull out wi th spot and then repeat.

6. Other exercises that will help the cross Wide arm pull ups (three sets of 10) . Bench press

(three sets of eight to 10 reps). Fly's (three sets of eight to 10 reps). Maltese press ups (three sets of five reps). Dips (two sets max) . There are many other exercises for the coaches to use-try them all, alternating every two weeks. The bottom line is, the USA is not as strong physica lly as the top competitors overseas . More time is required to develop s trength, especially on ri ngs.

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April 1993 TECHNIQUE

STRENGTH DEVELOPMENT FOR INVERTED CROSS ANDMALTESE

All Exercises are Performed on Low Rings

1. Maltese press ups

gymnasts should start with 5 part sequences and build to 10. Use spot. On some of the exercises you may need two spotters.

From push up position on low rings, slowly open arms outward, keeping good form, straight arms, and a hollow body. Go to or below Maltese position and press back up . Hold Maltese three seconds before pressing back up. Do three sets of five repetitions.

2. Inverted cross press outs With spot, the gymnast slowly lowers to inverted

cross, holds for three seconds and then presses out to handstand. Gymnast should go a little lower each time, and should only go as low as he can handle with minimal spot even if it is only a wide arm handstand press out. Do three sets of five repetitions.

3. Maltese power downs With spot, gymnast slowly lowers from a hand­

stand to a Maltese, holds for three seconds and then presses through planche to handstand . Do three sets of five repetitions.

4. Inverted cross in bungie With bungie just below his elbows, the gymnast

slowly lowers to an inverted cross, holds for three seconds and then presses back out. Gymnast should only go as low as he can handle and still press out. Do three sets of fi ve repetitions. Inverted cross in bungie for max hold. One set, one repetition.

5. Strength sequences on rings Have the gymnast do two, ten part strength

sequences-one compulsory and one optional. Younger

Example - Compulsory • Straight arm s traight body pull to front lever

hold

• Pull and lower to back lever hold

• Press to inverted hang

• Kip-L hold

• Stiff press to handstand

• Power down to cross hold

• Slowly lower to pike

• Kip to support lower to cross hold

• Lower to front lever hold

• Pull to back lever

Example - Optional • Kip cross

• Press to inverted cross

• Lower to Maltese

• To cross

• Pull out

• Straight stra ight press

• To planche

• To Maltese

• To cross, pull out

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TECHNIQUE April 1993 31

Technique

O'Neill finished 4th in still rings event final at the 1992 World Gymnastics Championships.

To order by credit

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Patti Komara

CREATIVE PRESCHOOL BAR SKILLS AND VARIATIONS T

here are three major goals to meet during

your trip to the uneven bar area for

preschool classes. They are: to teach the

students skills on bars (beginning work on swinging,

glides, shoots, casts and kips); to keep them busy on

o ther bars while you teach the skill for the day; and

finally for the children to have fun!

Skills The skills listed below are in a general p rogression

ord er. Sta rt Mom and Tot classes at level A as well as all other preschool groups to make sure they understand and have mastered the basics. Keep a check list for each class-record when you introduce new skills to the class. This is helpful w hen a substitute teacher is needed-he I she can immedia tel y determine the group level and teach appropriate skills. Also, the check list is helpful to show parents how their children are p ro­gressing.

A few notes on teaching skills-A back hip pullover seems to be a difficult skill for young students to master. Use a ladder hanging from the high bar for students to walk their feet up. When their tummy is near the low rail, they kick their feet over. Along this same line, you can use stacked panel mats or a trap­ezoid piece to assist the kickover action. After these drills, have them run under the bar and d o a chin-up for strength development. When teaching the back hip circle insist tha t the feet stay high on the front support finish position.

32

For front supports, I suggest tha t you chalk the preschoolers thighs w here you want them to touch the bar (the little ones have a tendency to lay their tummies on the bar). While we' re on the subject of chalk, I do not recommend that most classes use chalk; however, there may be some heavier girls and boys in the 5 year old classes tha t might need it. Don' t sacrifice safety for cleanliness.

x

For casting, tell the children to first hunch like a cat, lock their legs and squeeze their rear. To keep their legs together, have them hold a foam piece or bean bag between their knees . Tell them to lock their anns and raise their chest high with their necks s tretched taillike a giraffe.

When teaching a stemrise, tell them to ride the bar w ith their thigh and p retend their leg is a piece of bread. There is butter on the top bar. They are going to butter the bread by sliding their extended leg against the top bar and then throwing their tummy over the bar to end in a front support.

A drill you can use for glide kips is to have the child hold a bean bag or foam piece between their ankles . They try to glide out and drop it into a laundry basket, hoop, or on a chalk circle drawn on the mat. You can put a trapezoid piece in front of the set of bars. Have them practice stretching to kick the trapezoid piece to achieve a glide action and bod y extension .

April 1993 TECHNIQUE

Preschool Gymnastics

Preschool Bar Skills Patti's Gymnastics and Fitness Center, Inc.

Uneven Bars Level A (Mom & Tot)

Hangs. (long and tuck) Swing in long hang. Possum hang pull ups. Straddle hang.

Level B

Casts. (3) Swing & regrasp. Tuck and shoot. Straddle shoot.

Level C

Leg-ups . (5) Cast to pike. Cast to straddle. Back hip circle.

Shimmy across. (lateral Back hip circle. (spot) Bent arm hang. 02 sec.) moving)

Front support. Fwd. roll dismount (DM) Swing, drop bean bag in

Pike hang. 00 sec.) Straddle hang. 02 sec.) Bent arm hang. (6 sec.)

Sole circle (DM) Basket hang. Free L support.

hoop. Belly-button push-ups. Sole circle swings.

Cast to tuck. Swing half turn .

Underswing DM over pole. Back hip circle high bar.

(spot) Leg-ups. (2) Pull ups. (2) Hang in pike. Single knee touch. Hang. (walk forward &

Run under & arch. Swing in pike. Swing in straddle. Back hip pull over. Glide swing.

Single leg cut. Stemrise. Birdie perch. Cast to straddle support.

backward) Space walks. (ft. support &

swing legs) Pullover high bar.

Leg-ups. (3) L-sit on low bar. (LB) Back hip pullover. (spot)

Safety notes Because the bars involve height, many parents are

apprehensive about this event. It is imperative for the coaches to become "safety-maniacs" at this event. Here are some key points to keep in mind:

1. Don't put a child on a bar in a support position that's above their eye level. Lower the bar to the appropriate level. If the bar won't lower, you can build up the height of the mats under the bar.

2. During the first lesson, teach the preschoolers how to fall, rollout and dismount correctly.

3. Teach the proper grips and the need to rotate the grip for skills such as a forward roll dis­mount.

4. Provide your preschoolers with a set of bars just for them. A set where the rails are small enough for their small hands to grasp.

[Equipment notes: Wee-Grip Mini Bars are available from Brenda Scharlow (812-948-7709). I also recommend AAI's Junior Gym Recreation System (800-247-3978). AAI also has a great piece of equipment that every gym

TECHNIQUE April 1993

should have-it's called the Jr. Swing Bar. This is a small single rail that is adjustable to heights needed for preschoolers. Because it breaks down into three small pieces for easy transporting, it's perfect for a mobile pro­gram.]

5. If you use a ladder to help them get to the low bar, make sure you have a foam piece under it so that the ladder doesn't ruin the base mat. Use mats, inclines, or barrels underneath to protect the preschooler if their foot goes through rungs-they always do!

6. Any time a student is hanging from a height where they can't jump down safely, always have your hand on their wrist. If the student says, "I can do it by myself", you can reply, "I know you can! I'm just going to be here as a helper!"

7. Skin-the-Cat can be a dangerous move for preschoolers and I don't recommend it unless it is spotted. Too many times the child lets go in the middle of this skill-if the instructor doesn' t react fast enough, the child falls . A Penny (or Cherry) drop is a difficult skill for

33

Because the bars

involve height,

many parents are

apprehensive

about this event.

It is imperative for

the coaches to

become /I safety­

maniacs" at this

event.

To be successful

in creating a well­

rounded fitness

program as well

as making it

gymnastically

oriented and fun,

design a circuit

for every lesson

that includes a

skill teaching

station, a strength

game, an

imaginative play

area, and a hand/

eye coordination

station.

new instructors to spot, therefore, I don' t rec­ommend them. I also avoid any skills that requ ire swinging from one bar to another. Forcing a child to do skills on the high bar before they're read y isn' t necessa ry. Preschool classes should have the philosophy of "tcach­ing within the comfor t zone." If a child doesn' t want to go to the high bar, encourage them by telling them to tickle the high bar.. . see if it's awake. If they still don' t want to go, don' t force them ... try again in a few weeks. If they are really afraid of the bars, let them do strength work instead .

8. For landing purposes it is advisable to use a 4" mat- not an 8" skill cushion. If new skills are going to be taught, you can keep a skill cush­ion under the bars, but not for d ismounts.

9. A child should never hang without tension in their chest and arms. Explain this to the par­ents in Mom and Tot classes and to all your instructors. The children shouldn' t be allowed to hang until they understand this concept.

Spotting · Remember to always keep a hand on the child when

they're hanging or w hen they' re upside down- this will prevent a number of p roblems. When spotting and working with one child on the bars, position yourself so you can maintain supervision of the other children working at the other bar stations.

When spotting a back hip pullover, position your­self in front of the bars to assist lifting the hips. One hand goes under their legs and the other on their back. At the end of the skill, one hand should be on their upper arm and the other hand on the front side of their legs to help them achieve a good front support position. Be prepared to assist them if they rotate over the bar too fast and fall.

Circuits For Mom and Tot classes and 5 year old classes you

can utilize all the bar sets at one time. With students who are 3-4 years old, it is sometimes hard to keep them from running away if you have too many stations. In this case, r recommend that you use just two stations in the circuit.

To be successful in creating a well-rounded fitness program as well as making it gymnastically oriented and fun, design a circuit for every lesson that includes a skill teaching station, a strength game, an imaginative play area, and a hand / eye coordination station. For instance, here is one lesson w here you can use four bar stations to incorporate these ideas:

34

Bar #1 Skill: back hi p pullovers with the instructor assisting.

Bar #2 Hand / eyecoord ination: the child hitsa foa m ball with a bat off a cone and the ba ll goes through a hoop hanging from the low bar.

Bar #3 Imaginative play: the child hangs fro m the low bar and tries to knock over dinosaur eggs (disguised as bean bags).

Bar #4 Strength game: child holds a bent arm hang while reciting the ABC's.

Body/eye coordination stations

1. Hang plas tic bowling pins from the bars. Have the students push them alternately using the "tracking" principle.

2. Hang a plas tic tire or hoop from the bar. The preschooler throws bean bags, foa m balls, or small footballs through it.

3. Place wedge ma ts up and down under the low bar. The students roll beach balls to partner. At the same station have the s tudents walk up the incline and do a front support and then forwa rd roll dismount to a forwa rd roll down the wedge mat.

4. Hang balloons from either bar and kick for foot / eye coordination or hit with paper plate racket for hand / eye coordination.

5. Hang large and small aluminum pie tins that have been taped together w ith dry beans in­side them. The child ren throw bean bags at the plates-the preschoolers love the noise this makes!

6. Hang foam shapes and letters from the high bar for the students to kick while hanging or swinging from the low bar.

April 1993 TECHNIQUE

Imaginative games 1. Have the children hold foam vegetable sha pes

between their fee t and do leg-ups or hold it as long as they can. (Thanks to Terry Exner for this idea!)

2. Hang holiday balloons from the bars- Easter eggs, valentine hearts, pumpkins, e tc.

3. Gorilla turns- "How many times can you hang and turn?"

4. Frisbee catcher-one child hangs from the bar while another child or instructor tosses a foam Frisbee for the first child to try to ca tch.

Other ideas for bars 1. Hang bells from the high bar. Each child

shimmies (moves laterally hanging from the bar) while attempting to ring each bell in succession.

2. Hang rings from the bar to have the children do inverted pike and straddle hangs.

3. Hang a plastic coated S ib. weight plate from a climbing rope with a knot under it to use as

TECHNIQUE April 1993

Preschool Gymnastics

a swing for toddlers. Be sure to instruct them to keep hold of the rope until they have dis­mounted from the swing to their feet.

4. The students can bring a stuffed animal to class and try to hold it between their knees and chest while it in a tuck hang. Hold this for five seconds or shimmy down the bar.

5. Place a plastic slide under the low bar. .. the child does forward roll dismounts from the bar to land on the slide. When they slide down- Ta-Da '

35

When formulating

your lesson plans,

select achievable

skills, introduce

skills in a logical

and safe

progresslOn, use

constant positive

reinforcement,

keep the students

active, and plan

for fun!

Preschool Gymnastics

Patti has owned and opera ted her own gymnastics school for the last 24 years in Dyer, Indiana. Patti has 1500 s tudents in gymnastics, Tumblebear, dance, Step Reebok, cheerleading, swimming and her mobile gymnastics program. Patti has produced over 25 videotapes on instructing preschool and business topics. Her tapes have been sold in every state and eight foreign countries. Ms. Komara is USCF Safety Certified and is a certified aerobics instructor with AFFA and ACE. For more specific information on this topic and many others concerning preschool gymnastics and business, contact Patti Komara for her latest catalog of resources. (219)8652274 or 1530 Joliet St., Dyer, IN 46311

6. Take a segmented hoop, pull it apa rt and re­hook it around the bar. Have the student possum hang or shimmy in tuck position through the hoop.

7. Put a trapezoid in front of the bar at an angle. Have the students jump to the low bar from the various angles increasing the difficulty as you pull the trap piece further away. From the trapezoid they can:

A. Jump and swing.

B. Jump, tap, front support, and jump down.

C. Jump, swing 5 times and jump off to the front.

D. Jump, cast 3 times and then forward roll dis­mount.

E. Handstands-jump, tap, handstand. (Tell them to "pinch my finger in your armpit")

8. Use cones, ropes, a small barrel, or the instruc­tor holding a stick as a barrier (visual cue) for them to dismount over.

9. Use chin-up bars on the wa lls around the bar area to keep the students busy doing strength work: pull-ups, chin-ups, leg-ups, hang in pike, straddle, tuck, and bent arm hang. This can be its own mini-circui t.

10. Use various methods for the children to moun t the bars: a take-off board, a mini-tramp, a jogger, a ladder or plank, an inclined beam (have trapezoid pieces underneath), panel mats, 1/ 2 donut, incline mats, slide, stairs, barrels, octagons, or a "mountain." The moun­tain is a 4" mat hung over the low bar with trapezoid pieces, octagons or other ma t sha pes underneath for support. This is useful for skills that you are teaching on the high bar (HB).

11. Use combinations. As soon as the students have learned a few basic skills, have them combine the skills together into sequences such as:

A. Long hang, shimmy, straddle shoot, L-sit.

B. Jump, front support, forward roll dismount.

C. Long hang shimmy, tuck shoot drop to hock swing (from knees). (Be sure to spot this)

Benefits The bar area is a grea t place for preschoolers to learn

some very important organiza tional and social skills. Not only are they having fun with the different circuits, and are being kept busy, but they are learning to take turns as a member of a line. Sometimes they have to wait their turn. You can have them stay on a carpet square, sit in a hoop, safety spot, or use other means to control their ac tivity w hile they are waiting. It's too abstract for you to jus t tell preschoolers to wait in line for their turn. Be specific. Tell them, "I want you to si ~

in your hoops on this blue mat and wa tch the other students do this skill. You can learn by watching and listening." Use colors of the mats as indicators or small motor equipment as visual cues. Remember most preschoolers don' t understand prepositional phrases such as behind, in front of, or beside.

Take the challenge-use the bars as a posi tive circui t for preschoolers! Remember to use a teaching s tation, a strength game, an imaginative play area, and a body / eye coordination station w hen designing your circuit. When formulating your lesson plans, select achievable skills, introduce skills in a logical and safe progression, use constant positive reinforcement, keep the students active, and plan for fun!

Patti Komara's Tumblebear Gym Program 8 Instructional Videotapes

Patti Komara, national clinician since 1981

7 New 1993 Releases Item #07. New Cartwheel Teaching Ideas .................. ............ .................................... .. ......................... .. .•.. .... .. .... $29.95

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Item #26.

Item #27 .

36

How much should we celebrate the holidays? Patti shows you the excitement holidays bring to class, while keeping gymnastics in the lesson.

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April 1993 TECHNIQUE

~nt. K Coaches Education 1993 USA \JIIVINASTICS SUMMER COACHES WORKSHOP

BeginningJune 23 through June 26, the first summer

workshop will be held at the YMCA of Grea ter New

York, at the Na tional Gymnastics Training Center,

Camp Greenkill, Huguenot, NY. Unlike previous

camps, this year's camp will allow coaches to bring 2 or

3 athletes to participate in the clinic. There will also be

a few special guest clinicians appearing a t certain clinics.

Workshop Highlights USGF Safety Certification

Based on the USGF Gymnastics Safety Manua l, 2nd edition, this course is designed to increase the partici­pants' level of safety awareness. Gymnastics safety is everyone's responsibility- pre-school, age-group, high school, elite. Safety certification shows your commit­ment to coaching gymnastics and your athletes .

ACEP Sports Science, Level II Accreditation

This certification is based on the book Successful Coaching. Coaches must attend an 8-hour clinic con­ducted by a certified ACEP instructor and complete all ACEP requirements. The course elaborates on cri tical coaching knowledge components including philoso­phy, psychology, physiology, and management.

Alternative Programs Several Sessions will be devoted to designing and

utilizing alternative gymnastics activi ties for fun and profit. Presentations will include activities for gymnas­tics exhibitions, group shows and fund raisers. Learn how to make gymnastics FUN FOR ALL.

Spotting The clinics will show demonstrations of spotting

techniques for such skills as the back somersault w ith 1/ 1 turn, to giant swings . As an alterna tive to spotting, progressions using safety pits and uphill mats will be discussed. This year a new feature w ill be added to the spotting section-coaches may bring athletes (2-3) to participate at certain times in joint lea rning sessions. The athletes and the coaches will also have separa te instructional classes. This will enable the coaches to learn along w ith the athletes.

Skill progressions Skills ranging from cast to handstand, flyaway, to

giant swing will be taught in detail. Clinicians wi ll provide a detailed technical analysis, spotting tech­niques and strength requirements.

Accommodations Housing and meals will be ava ilable a t Camp

Greenkill. The cost for these services has not yet been finalized . Information will be provided at a later date. The accomodations w ill be available to all workshop participants, including the coaches and athletes.

USGF Summer Coaching Workshop-Early Registration Form June 23-26, Camp Greenkill, Hugenot, NY

Nome _ _ ________ _________ _

Address ___ ___ _ ____________ _

City _________ _ State _ __ _ Zip __ _

Phone, day _______ _ Phone, night _ ______ _

USGf Membership? o Yes o No

USGf Professional Number ____ _ SS # _________ _

ClubRepresennng _________________ _

o 00 you wont information on othlete onendan(e ? (fees ond o((ommodonons) '~formation on housing and meal (osts ot Camp Greenkill will be moiled to registered workshop porticipants

o loter dote. tf paying by credit (ord

o VISA 0 MosterCord Signature ____________ _

Cord # (1393)--------

TECHNIQUE April 1993

Expirotian Oate ______ _

Please indicate all programs for which you ore registering: Promember Non·member

fees fees Sub-totol

o Coo(hing Workshop fee SliD SliD

fee with eorly regislronon discount* S 90 S 90

o Safety Certification Course & test S 70 S 75

PDP Level I

o Books, tests and Video Clini( S 30 S 35

o Video Clinic Only S 5 S 10

o POP level II Sport Science Course S 60 S 75

o Women's Skill Evoluotor Test S 9 S II

TOTAL FEE ENCLOSED:

* In order to receive the obave discount, regislranan must be postmorked by April 15, 1993. Moke Checks Payoble to "USA Gymnasn(s"

37

1993 USA Gymnastics Summer Workshop Daily Schedule Wednesday Evening

5:30-10:00 USGF Sil re!y Certificat ion Course & Exa m

Thursday

9:00-1 2:00 Clinic

12:00- 1:30 Lunch 1:30- 4:30 Training

4:30- 6:00 Dinner

7:00- 8:30 Follow-up

Friday

9:00-1 2:00 Clinic

12:00- 1:30 Lunch

1:30- 4:30 Training

4:30- 6:00 Dinner

6:30-10:00 ACE P Sports Science Course: part 1

Saturday

8:30-1 0:00 Workshop w rap-up

10:00- 1 :00 ACEP Sports Science CouTse: part 2

Afternoon Regional Elite Competition

7:00-10:00 PDP Levell Video Clinic

Sunday

Regional Elite Competition

Participants Depa rt

Additional Dates and Sites to be announced in future issues of Techlliqlle magazine.

Return this registration form to: USGF Educational Services, Pan American Plaza, Suite 300, 201 S. Capitol Ave., Indianapoli s, I 46225

USGF COACHES EDUCATION

Mike Jacki President, USA Gymnastics

Family and Social Trends: The New Customers of the 1990' s and Beyond

Listed below are some of the things that USA Gymnastics must do in order to provide the sup­port so necessary for the fu ture growth and devel­opment of the gymnastics club industry: 1. Lifestyle, Market & Consumer Trend Information:

This will help clubs better adapt current programs, aid in the methods of advertising and allow maximization of their ability to at­tract new customers.

2. Financial Planning & Cost Analysis Information: This data will assist clubs in developing new

areas of business that can be incorporated for future growth and development. The club's ability to determine costs associated with mem­bership is critical. Clubs must be able to deter­mine break even and profit points for pro­grams and new ventures. It is also essential to be able to accurately project the spending and costs associated with current programs as well as new start-up opportunities.

3. Credentialing and Professional Licenses: This will become a more important issue.

When parents take their children to participate in programs, they want to know the capabili­ties and special credentials of the teachers. The USGF Professional Development Program (PDP), safety certification, coaches achieve­men t programs and other forms of licenses and certifications will become invaluable tools to the club business. Not only will these offerings lend support to marketing and advertising vehicles, they properly position the club ethi­cally, morally and socially within the commu­nity and business environments.

4. A Wide Variety of Technical Information to Sup­port Instructional Teaching Programs at all Levels from Preschool to Developmental Programs through Elite Level Gymnastics:

38

USA Gymnastics must be in a position to provide the most current and state-of-the-art information in a usable and understandable format on an ongoing and constant basis. This includes general publications, magazines, newsletters, bulletins, brochures, as well as audio and video tapes. Content will range from the most beginning and developmental pro-

gram information and instruction to the most sophisticated and detailed technical informa­tion about the elite levels of the sport. Ancillary support ma terials such as information on safety, legal issues, insurance and business trends will all be necessary inclusions. Perhaps the area of greatest growth that is expected during the next ten years is in the area of information generation and distribution.

5. Marketing & Advertising Support Materials: This will become a very critical and impor­

tant part of the USGF membership program. Clubs will look to USA Gymnastics and other professional organizations for the means by which they can create associations of value and professional worth - these associations in­crease clubs' ability to sell services in the mar­ketplace. Clubs will also look to USA Gymnas­tics to provide marketing materials that will assist advertising and support their offerings to attract customers. Obviously, there will be national advertising campaigns that include network television broadcasts of gymnastics events. However, even at the local level, cam­paigns must be created to increase awareness of preschool and development programs, children's fitness and wellness programs, nu­trition programs, children's aerobics programs as well as family health and fitness adventures. These programs will need to be advertised through public service announcements (PSA's), radio announcements, print advertising, di­rect mail solicitation, association with sponsor programs, point-of-purchase identifications as well as other promotional vehicles. USA Gym­nastics entered into this area with the club marketing kit in 1991 . These types of programs will need to be expanded and custom designed opportunities made available for purchase from USA Gymnastics.

6. A Diverse and Comprehensive Insurance Program: Insurance offerings need to be diversified to

make sure that the USGF is providing pric,"­breaks and category offerings for the numer­ous programs tha t cl ubs are curren tl y in vol ved with or will add to in the future. These include

April 1993 TECHNIQUE

such things as preschool programs, develop­mental programs, children's fitness, wellness and aerobics programs, developmental gym­nastics programs, exercise and physical fitness activities, adult fitness, family fitness, rehabili­tation programs, pre-competition sports pro­grams, senior citizen fitness and wellness as well as other offerings. Obviously, it is inap­propriate if a program has a diverse list of offerings for their insurance premiums to be based solely on competitive gymnastics data. Further, liability trends and other such issues must be taken into greater consideration in the future. We are already having a significant number of members ask us about discounts or premium reductions for better performing clubs. Prices that are charged to members can­not be based on the overall history of the business. If this is the case, these businesses will go elsewhere to secure insurance cover­age.

7. Facilities Analysis, Design & Creative Planning: As clubs offer more diverse programs, the

image of the physical facility will become in­creasingly important. The stereotyped chalk­filled, mat covered, cramped space of today's typical competitive gym is not the type of image that businesses want to convey to cus­tomers who are looking for a family environ­ment and the right physical atmosphere for their young children. Innovative ways of sepa­rating work stations and physical environ­ments will need to be created. In addition, decorative and creative designs, as well as imaginative and exciting layouts, will be the standard rather than the exception. In the fu­ture, clubs will spend infinitely more time on the physical appearance of their facilities and the attractiveness and appeal to the numerous populations for which they are providing ser­vices. These services include all aspects of cre­ative design from assisting with recommenda­tions for a new building to the reconstruction or changes in an existing facility.

8. Business & Management Operations: USA Gymnastics should offer a variety of

services to private businesses, including com­puter programs, standard forms, operations manuals, rules and policies guidelines and regulations, and even specific products such as warning labels and signs, pre-recorded mes­sages for answering machines, videotapes with instructional information for guests, clients and customers waivers and releases, standard legal documents, accident report forms and numerous other materials that would be used on a day-to-day basis in the business. Com­puter programs could include membership

TECHNIQUE April 1993

Future Trends

materials, billing schedules, health and safety records, staff and personnel records, payroll information and other materials.

9. Legal Services: Today, more business organizations are se­

curing the services of a full-time legal counsel. While it is probably not possible to expect such an individual to be perfectly diverse in every aspect of gymnastics business, from a general standpoint, this person would be extremely valuable to both USA Gymnastics and the mem­bership. In the past, simple disputes were ei­ther resolved by both parties or never became resolved. Today, these situations become legal matters that cost everyone dearly - they oftentimes end up affecting the wayan indi­vidual or a company conducts business. For this reason, many businesses are employing legal counsel in order to have a constant legal interpretation and review of processes, docu­ments, policies and virtually all written materi­als distributed by the corporation. This does not necessarily mean that this employee would be responsible for con tract negotia tions or other such legal tender, but rather the standards of day-to-day operations. It is increasingly diffi­cult to conduct business without having legal counsel involved in numerous activities. As private clubs change, so will their legal needs. This will especially be true in the area of em­ployer-employee relationships, employer con­tracts, services contracts, real estate and other capital contracts, as well as supplier and ven­dor agreements, sponsorship agreements, li­censing agreements and numerous other as­pects.

10. Private Consulting: This, perhaps, will be the greatest area of

increased activity within clubs. As clubs con­tinue to grow and diversify, they will require more consultation, advice, information and expert opinion than ever before. Most private club owners and coaches consider themselves experts in the area of teaching gymnastics skills. Few of these people, however, would consider themselves expert in the areas of preschool programs, child development programs, children's fitness and wellness programs, adult fitness, aerobics and the numerous other offer­ings that will be incorporated into their busi­nesses. Perhaps in the beginning, it will not be necessary for them to hire full-time personnel to begin work in these areas - rather, consult­ants will be used to assist in the development of programs, begin teaching and preparing the staff members in evaluating the program and make the appropriate recommendations for the continued growth and development of this

39

When parents take

their children to

participate in

programs, they

want to know the

capabilities and

special credentials

of the teachers .

The USGF

Professional

Development

Program (PDP),

safety

certification,

coaches

achievement

programs and

other forms of

licenses and

certifications will

become invaluable

tools to the club

business .

It will be

absolutely

essential for the

private club to

function as a

business if the

club plans to

survive in this

new environment.

The two most

important facets

of this future

include strategic

planning and

decision making.

aspect of the business. As time goes on, how­ever, full-time specialists in these particular areas will become necessary. Therefore, a team of specialists and consultants will be extremely valuable to the gymnastics population and the private clubs in general.

11. Assistance in Planning and Development of the Private Club as a Business Unit-Management by Objectives:

40

It will be absolutely essential for the private club to function as a business if the club plans to survive in this new environment. The two most important facets of this future include strategic planning and decision making. These are probably the two areas that clubs do not spend enough time on, and more specifically, do not devote enough attention to both the process and the results of the process.

Strategic planning controls business suc­cess. No business can be successful or reach its potential without proper attention and detail to planning, review and analysis of planning, implementation and conduct of the planning process, and the continual review and vigi­lance of the results of the plan. The planning process is the most complicated thing that a business does. It requires a significant amount of time and effort, and more importantly, plan­ning must be databased and specific to the purpose and mission of the business unit.

It is not unusual for clubs to make decisions on a moment's notice based on information that they may have just received through the mail or by some other means of communica­tion. Very seldom do clubs base decision mak­ing on their stra tegic plan. In fact, in most cases, clubs do not have a strategic plan. The modus operandi plan is simply to service as many athletes as the facility can handle! The science of strategic planning must be adapted by pri­vate gymnastics clubs just as it is used on a day­to-day basis in our nation 's most successful and largest corporations.

Decision making is all too important to be neglected and passed by as merely a function of day-to-day business operations. Decision making is not limited to simply hiring a new staff member or deciding to purchase a new balance beam. Rather, the complexity of deci­sion making is tied directly to the strategic plan and the management objectives set by the busi­ness. On a day-to-day basis, a constant review of the objectives that are set forth by the busi­ness must take place and must guide and direct all decision making. While quite simple and straight forward, there is a process that one norm.ally follows that is the guiding signature of day-to-day business operations. This begins

with the Mission Sta tement and the fundamen­tal goals and objectives of the business. Fron. this, the strategic plan is developed. The strate­gic plan is usually divided into a number of parts-short-term as well as long-term goals and plans are incorporated and reviewed on an ongoing basis and fundamentally direct the decision making of the corporation. Along with the short-term goals and objectives, opportu­nities and problems associated with the ability to accomplish these goals and objectives must be realized. Specific strategies by which goals and objectives are accomplished help to guide the decision making process.

While the thought process associated with decision making does not normally incorpo­rate all of these different cerebral functions, the process must be sophisticated in order to help guarantee implementation and proper use. USA Gymnastics must assist the private club owner in developing appropriate planning skills and directing the decision making process.

12. Economically and Financially Driven Decision Making:

Again, this will all be part of the instructional program that helps the club develop and flour­ish as a business unit. Club owners and manag­ers will find that decision making can becom a simple task-it will be economically and financially driven. It should get to the point where specific programs become "turn-key" operations that add member programs, rev­enue alternatives and new offering opportuni­ties . Club owners should have the opportunity to have a database to give him / her projected economic results prior to adding new pro­grams or elective activities. Hopefully, risk will be reduced; the learning curve will be very short; and the implementation will be quick, effective and profitable. More importantly, the program itself needs to be packaged in order to quickly allow the club's implementation and the proper and efficient service to be offered to the membership.

13. Alternative Revenue Opportunities: It will be imperative that USA Gymnastics

assist the private club industry in developing alternative revenue opportunities. Previously, clubs frequently limited themselves to teach­ing the competitive art of gymnastics and/ or rhythmic gymnastics. The idea of an alterna­tive program was to add another level of the USGF Junior 01 ym pic Com petiti ve Program to their program, or perhaps, add another gyn nastics-type activity such asan overnight camp, weekend clinic or the ever popular "Bring a Friend Day."

April 1993 TECHNIQUE

Alternative revenue opportunities include a variety of programs that will increase the client base of clubs, as well as provide new funding sources for businesses. Possibilities may include aerobics, weight training, skills testing, family fitness, diet and nutrition pro­grams, preschool programs, adult classes, physical rehabilitation programs and numer­ous other exercise, fitness and wellness objec­tives.

14. Alternative Program Opportunities: Directly associated with the opportunities

for alternative revenues, clubs will find them­selves in a more diverse environment than ever before. Where it was not unusual for a club to focus primarily and distinctly on the sport of gymnastics and its ancillary activities (tumbling, trampoline and some forms of dance and ballet) - new program offerings will be as diverse as creative license will allow. The pur­pose, of course, will be to expand service popu­lations. At the same time, these diverse offer­ings will allow clubs to keep members for a longer period of time and be able to direct programs to the changing trends of exercise and fitness, as well as to members' personal interests, likes and dislikes. In many cases, this is already happening, most specifically regard­ing children's programs. Future alternative pro­gram sources will be offered to populations of all ages.

Summary The primary purpose of this document has

been to provoke thought, interest and enthusi­asm. It is fortunate to have such an open universe and ever changing business and social climate in which to deal in the future. Current trends favor the very nature of the sport of gymnastics and its characteristic features of health, wellness, per­sonal growth and development. Private gymnas­tics clubs should flourish during the remainder of this decade and beyond; however, it will take more work and a more concentrated and intelli­gent effort than ever before. The difference will be the magnitude of the rewards that come from this effort. While the Olympic Games will continue to playa significant role in this enterprise, they are no longer necessary to guarantee success. The Games will certainly help achieve success at an even higher level, but play a smaller part in business growth and development for the astute business professional.

The fate of sport within the public school vstem has yet to be determined; however, the

.rend has been fairly consistent over recent years and has seen no indication of reversal. Currently, the number of start-up programs are so few and far between that every indication to feel that any

TECHNIQUE April 1993

Future Trends

type of rejuvenation of sports programs in public schools should be dismissed or attributed only to luck. Perhaps the most significant recent develop­ment that validates the future direction of sport is the addition of golf to the Olympic agenda in 1996. There is no question that this is a very elitist sport, expensive to play, limited to a very few countries in the world, and usually associated with country clubs, white males and middle to upper class populations. Yet of all the sports that could have been added to the Olympic agenda, Atlanta chose golf. There is every indication that this is being strongly supported by the International Olympic Committee. Even though the Augusta National Golf Club is located in Georgia, this is hardly a reason to add a sport to the Olympic agenda . More obvious is the economic profile that golf brings to the Games. There are only a few sports on the Olympic agenda that pay for themselves - track and field, gymnastics, basketball and maybe one or two others pay their own way. It is the conten­tion of the organizing committee that golf will have a substantial economic impact on the Games, and it will all be positive. Golf is one sport that simply breaks all the rules. While its television ratings are horrendous, there is never a lack of advertisers who are trying to attract a very spe­cific population. Golf does this better than any other sport that is broadcast on television. Once again, a further substantiation for sports future.

Using this information, it is now necessary to create our strategic plan specific to the support and development of the private gymnastics club. While many activities are already taking place, important programs must be introduced that take this information into consideration and allow for the creation of programs that will impact the numerous activities commensurate with the fu­ture of the private club industry.

This is a time to be optimistic about the future of gymnastics. Granted, changes will be of drastic proportions, especially in the public sec­tor, however, we cannot allow these to disrupt our future and new opportunities. Industry faces such challenges every day. The traditional mentality of sport becomes a hindrance when changes are considered. It is absolutely essential that we allow for change and not only permit it, but encourage and support it with the necessary education and programs to help guarantee success.

While the role of the United States Gymnas­tics Federation in its early years was primarily to support and organize the competitive aspects of the program this role will completely change di­rection towards the support and development of grassroots participation in the most traditional form. The limits of the sport of gymnastics will be extended to include the broadest base of popula­tion with diverse offerings in order to secure the economic stability necessary for the sport's con­tinuation. We are actually quite fortunate that we

41

While the role of

the United States

Gymnastics

Federation in its

early years was

primarily to

support and

organize the

competitive

aspects of the

program this role

will completely

change direction

towards the

support and

development of

grassroots

participation in

the most

traditional form.

Future Trends

understand this process. There are countries that have just gone through major economic changes in the structure of sport. After being subsidized for so many years, it will be extremely difficult for many of these countries to understand the new world order. Such is also true for many U.S. public school system programs. While it is surely pos­sible that they may continue in some form, they are going to require alternative revenue sources. Surely this is not out of the realm of possibility but it will be significantly more complicated and dif­ficult to implement.

It is hoped that this document will provide the blue print for change as we enter the most exciting and challenging period that gymnastics has ever faced. With hard work, good planning, appropriate and accurate goal setting and the ability to make changes in the combined best interest of sport and business, this will not only allow for our existence and continuation, but will result in the sport of gymnastics being the pre­eminent activity associated with the values of a sports education and experience for the next 50 years.

Editor's note: This is the last article in a four-part series

by USA Gymnastics President Mike Jacki . The series presents Mr. Jacki's observations 011 the growth of the private gymnastics club industry and the sport of gymnastics as well as projects for further development. The first article, USA

Gymnastics: Objective 2000, appeared in Technique, January, 1993, Vol. 13, #1, 39-41. The second article, The Private Gymnastics

Club: 1993 and Beyond, was published in Technique, February, 1993, Vol. 13, #2, 40-44. The third article, Family and Social Trends:

The New Customers of the 1990's and Beyond, was published in Technique, March, 1993, Vol. 13, #2, 40-42.

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42 April 1993 TECHNIQUE

Plan Ahead

1993NAnONAL CONGRESS 30th Anniversary of the United States Gymnastics Federation • 1963 -1993 • USGF - USA Gymnastics

A

Sport Science Research and Applied Coaching

1993

The Facts Host City

Atlanta, Georgia

Congress Dates Pre-congress sessions September 8-9,1993

Congress Sessions September 9-12, 1993

Congress Costs

Professional Members

Dr. William Sands, Chairman of the USA Gymnastics Sport Science Advisory Committee, will coordinate the 3rd annual Sport Science Symposium on Saturday, September 11 . Sports researchers from a variety of disciplines will presentsignifi­cant findings to the coaches. USA GYMNASTICS Congress Hotel

Atlanta Marriott Marquis

Early Registration (received prior to Aug. 1) $125 The goal is to make these sessions

informative and coaching friendly.

Judges Training and the Code of Points Sessions will be conducted to assist both judges and

coaches in understanding and applying the new Code of Points. Explanatory and practice sessions will be of­fered.

Club Business Experts and entrepreneurs will be available to assist

,e gym club owners and managers in a wide range of business offerings. The focus this year will be on utiliz­ing the new technologies to make your business more efficient and profitable.

Technique Sessions Informative sessions will be presented for coaches

at all levels-beginner, intermediate, advanced and elite.

Preschool! developmental Once again, a full program will be offered in these

important areas featuring outstanding movement edu­cation specialists.

Exhibition Hall The Exhibit Hall will provide Congress participants

with the opportunity to see the newest and the best in equipment, apparel, supplies and services. You can discuss your needs, compare services and prices and make deals l No other event offers the gym club owner a better chance to meet and greet the members of this important part of the gymnastics industry.

Professional Development The PDP program will be offered at all completed

levels: PDP I and II. The ACEP Sport Science course .1 be conducted as a pre-Congress session. This

year's Congress will see the introduction of additional Level II component areas. Two Safety Certification courses will be offered- one on Thursday evening, and the other on Sunday morning.

TECHNIQUE April 1993

Hotel Rates

265 Peachtree Ctr. Ave. Atlanta, GA 30303 404-521-0000

Single/double $ 99.00 Triple/quad $119.00 Reservation cut-off date is August 19, 1993.

Ground Transportation Hotel Parking: $12/ day Marta (Metropolitan Atlanta Rapid Transit Authority):

$1.25 one way from Hartsfield airport to the station in Peachtree Center.

Official Car Rental Agency: Budget Rent a Car of Atlanta Contact: Melanie Parkins 404-530-3000 (call collect)

Airport Shuttle: You will receive a $2 discount coupon for round trip service upon registering for Congress. Round trip shuttle is $12.00 with discount coupon. One way from airport to hotel is $8.00 and the $2 discount coupon will not apply.

The Atlanta Marriott Marquis

Late Registration (received after Aug. 1) $150

Non-members

$210

Congress Registration forms will be included in the May issue of Technique magazine.

Located in the heart of downtown Atlanta's prestigious Peachtree Center, the Marriott Marquis is the most magnificent hotel in the South.

Designed by world-renowned architect, John Portman, the Marquis features a soaring 50 story interior atrium, glass enclosed bubble elevators and an abundance of greenery and works of art.

Whatever your pleasure, the Marquis offers something for everyone. Fresh seafood at Pompano's, tangy Mexican at La Fuente, sumptuous buffets at The Arbors and international fare at The Atrium Cafe. Champaign by the glass at the elegant Lobby Lounge, live entertainment at The Garden Lounge, breathtaking views from The Grandstand and award winning Champion's Sports Bar.

You can unwind in the hotel's indoor / outdoor pool, work out in the fully­equipped health club, take a sauna or even get a good rub down. You can also go on a shopping spree at the hotel's special collection of very specialized Garden Level shops.

The Marquis is just 20 minutes north of Hartsfield International Airport and a marble covered walkway from Peachtree Center, where Atlanta's MARTA Rapid Rail line can whisk you to many of the area's famous attractions.

43

Orlando, Florida March 6 -7, 1993

TECHNICAL COMMITTEE (WTC)

I. ROLL CALL Meeting called to order at 8:30 by Chairman, Marilyn

Cross. Members Present: Region I Region II Region III Region IV Region V Region VI Region VII Region VIll ETC EPCC JOPCC JTCC ABC WPD JOPC Members Absent: NCAA NAWGJ

Joanne Pasquale Karen Wisen Carole Bunge Linda Beran Carolyn Bowers Cindy Sielski Cheryl Hamilton Marian Dykes Audrey Schweyer Roe Kreutzer Tom Koll Sharon Weber Kathy Feldmann Kathy Kelly Connie Maloney

Pam Burgess Yvonne Hod ge

II. OLD BUSINESS A. Minutes of Oct. 1992 meeting were approved. B. Report on Judging Courses - K. Kelly

Brevet Course: 29 Brevets re-certified . Na tional Elite Course: 81 US Participants, 2 foreign participants for Brevet. • Review of problems and discussion of ways to improve. • Elite Course: To be held July 22-25, 1993 in Tempe

(Phoenix), AZ at Arizona State University. As of March 4, there are 150 persons who have applied for the course. Kelly requested that the RTC's review the list of judges from their region and report to the office by March 12, verifying the objec tive criteria.

C. WTC Symposium Las Vegas, NV, June 3-6,1993 - Cost: $40

This is an educa tional opportunity for both Elite &J.O. coaches and judges. Schweyer requested that the office encourage the coaches to attend . Different announcements / fliers will be crea ted and d istributed. Event ass ignments and sched ule were finalized. It was highly recommended that a ll RTC's attend.

D. Technical Materials

44

1. JI/dge's Teaching G/lide Connie Maloney reported that the Judges' Training Commission is in the final stage of updating this document.

2. USGF Technical Handbook for J/ldges and Conches: Draft copiesof theTec//Ilicn l Hnndbookweredistributed . Cross made event assignments for review. The committee was requested to complete their work by March 19th. Members of the Jud ges' Training Commission wi ll also be reviewing the document. Ma loney w ill contact those members w ith their assignments.

3. The national offi ce w ill send a fin al draftof the Element Supplement to the committee for their approva l.

4. The St/ldy GI/ ide fo r the Provisional Jud ges' Course,

prod uced by J CI was discussed. Sch weyer wi II resea rch the document and its s tatus and instruct the office as to the purchase and distribution of this document to our program personnel.

5. Beginner / Intermedia te Optional Base Score Video­copies of the Level 7 & 8 Optional Base Score fi lm were distributed to the committee. Assignments were made and the committee was requested to re turn the score sheets to the office by March 19.

6. All Technica l Manuals will be available a t the WTC Symposium held in June, 1993.

E. J.O. Na tional Judging ASSignments: • Cross requested tha t in the future, the RTCs send thei r

recommendations in rank order. The assignments have been finalized.

• Copies were distributed and the RTC's were requested to distribute the information to the Regional personnel.

III. NCAA REPORT No report due to the absence of P. Burgess. L. Beran

requested that CAA provide the WTC with a list of any changes to the J.O. Rules that have been adopted by the NCAA, especia lly in terms of equipment specifica tions. The WTC will be responsible to distribute that lis t to the judgi~~

commul1l ty. "­IV. NAWGJ

No report due to the absence of Yvonne Hodge. v. JUDGES' CERTIFICATION, INC. REPORT

Schweyer reported on the status of the new optional written and practica l exam. Members of the WTC will eva luate the exercises for the practical exams at this meeting and at the American Classic. VI. JR. OLYMPIC TECHNICAL - C. Hamilton

A. Level 7 Compulsory Floor - aerial cartwheel Clarification: When the gymnast attempts the aerial cartwheel, and places her hand(s) on the floor, apply the deduction for failure to complete an element, not deliberate omission of the element.

B. Scoring a t J.O. Levels. The following recommendations will be EFFECTIVE AUGUST 1, 1993. Recommendation to adopt the following Score Range for the J.O. Program: 9.50 - 10.00 0.20 9.00 - 9.475 0.30 8.00 - 8.975 0.50 Below 8.00 1.00

MOTION - M. Dykes SECOND - K. Wisen PASSED

Recommendation that at all USGF Optional meets, the judges may judge in 0.05 increments.

MOTION - A. Schweyer SECOND- M. Dykes PASSED

Recommendation that at USGF Compulsory Stat Meets, the judges may judge in 0.05 increments.

MOTION - A. Schweyer SECOND - M. Dykes PASSED

April 1993 TECHNIQUE

Recommendation to maintain the use of a Chief Judge for the J. O. Program.

MOTION - C. Hamilton SECOND - L. Beran PASSED

Recommendation that in the J.O. Program each judge establish their own Start Value.

MOTION - M. Dykes SECOND - C. Bowers PASSED

Recommendation to maintain the deduction of up to 0.5 for lack of height and lack of distance on vault in theJ.O. Pprogram.

MOTION - J. Pasquale SECOND - T. Koll PASSED

C. NEW J.O. RULES: Clarification to be added to the Element Supplement,

effective August 1, 1993: the Low Bar Giant Circle Backward will be valued "A".

Recommendation that if an element is performed that is not allowed at that Level, it will not receive credit for Value Part, special requirement, or composition.

MOTION - C. Sielski SECOND- J. Pasquale PASSED

D. COMPOSITIONAL DEDUCTIONS Discussion was held regarding the practice of the

regions independently developing guidelines for the application of compositional deductions. No action was taken at this time.

t; NATIONAL APPLICATION OF RULES Judges are reminded that it is thei r responsibility to be

aware of the competitive environment requirements as listed in the Rules and Policies and to be aware of and apply any deductions as mandated by the Rules and Policies (equipment specifications, etc.)

F. UNEVEN BAR SPECIFICATIONS Recommendation that, with the provision that the

legal issues are resolved, the Uneven Bar specifications be changed to allow the gymnast to adjust the apparatus to facilitate swing. (Exception: Jr. & Sr. may NOT lower the LB under 155 cm.) SEE BELOW:

MOTION - C. Sielski SECOND - Committee PASSED

EFFECTIVE IMMEDIATELY: A gymnast, acting consistent with a determination made by her coach concerning the best interest of the gymnast's safety, may, without being penalized, adjust the uneven bars to a height which exceeds the maximum identified in the FIG Apparatus Specifications provided that after such adjustment the bars remain within the allowances identified by the manufacturer of the apparatus.

VII. J.O. COMMITTEE REPORT Tom Koll reported that theJ.O. Committee is working well

and has accomplished many goals. Current work involves the Level 1-4 Program for 1996. Suggestions for the new compulsory program are welcome. Discussion on the length of the exercises was held. Recommendations and input were

'uested. The new J.O. exercise requirements were reviewed 1 the committee supported the concepts and complimented

the work of the J.O. Committee. VIII. RULES AND POLICIES

M. Cross reminded everyone to submit suggestions regarding the Rulesand Policies and requested that they review

TECHNIQUE April 1993

Womens Minutes

Section IX (Criteria for assignment of judges) carefully. A working copy of this section will be sent by the national office. Suggestions should be returned no later than May 15, 1993. IX. WOMEN'S ADMINISTRATIVE BOARD

K. Feldmann announced that the Women's Ad ministrative Board will be meeting at the WTC Symposium in Las Vegas. The Rules and Policies wi ll be reviewed and updated by ad hoc committees and finalized at the June Meeting. Feldmann asked for any suggestions or corrections to be submitted by May 15 to the Regional Chairman. X. ELITE TECHNICAL

Schweyer reported on the numbers of qualifiers to the American Classic. In order to have enough competitors to provide sufficient numbers of gymnasts, the score requirement was lowered to:

Sr Internat' l Jr Internat' l Sr Nat'l Jr Na t' l

69.00 68.00 67.00 67.00

Clarification: '93 Compulsory Testing - Uneven bars: underswing (toe-on) front saIto with '12 twist dismount -omission of '12 twist, deduct 0.5.

Any changes in the application of the criteria of assignment of judges to the regional Elite meets must be presented to the Regional Board for approval.

MOTION - L. Beran SECOND - C. Bowers PASSED

XI. TALENT OPPORTUNITY PROGRAM Kelly reported that this program has received a grant for

$40,000 from the US OlympiC Committee. The USGF IS encouraging all Regional personnel to join together to make this program the best educational opportunity for the coaches, as well as the gymnasts.

Kelly gave a general overview of the December National Testing. All participants were extremely pleased wIth the testing and clinic. The parents attended a 3 hour sessIOn wIth Dr. Joan Duda, sports psychologist. XII. 1993 CONGRESS, Atlanta, Georgia

Suggestions were made for possible Congress topics. XIII. BUDGET CONCERNS

Kelly expressed a need to cut administrative expenses. Ways to reduce some of the committee expenditures were discussed . XIV. UPCOMING EVENTS

May 1 World University Games Trials, Salt Lake City, UT National TOP Training Camp WTC Symposium, Las Vegas, NY Regional Elite meets World University Games, Buffalo, NY 2nd Regional Elite Meet Elite Course, Phoenix, AZ Olympic Festival US Classic, Austin, TX USA Championships, Salt Lake City, UT USGF Congress, Atlanta, GA TOP National Testing

May 20-24 June 3-6 June 26-27 July 9-13 July 17-18 July 21-25 July 29-3 Aug. 5-7 Aug. 25-29 Sept. 9-12 Oct., 1993 Dec., 1993 TOP Training Camp (lst weekend in

December) XV. JUDGES' TRAINING COMMISSION REPORT

S. Weber distributed a listof new members. Weber reported that the Commission has completed the proofing of the Judges' Teaching Guide and will be working on the Base Score video evaluation.

Meeting was adjourned at 1:00 PM. Minutes approved by M. Jacki, March, 1993

45

The next meeting

is tentatively

scheduled for

October 8-10,

1993 in

Indianapolis.

a Rhythmic - Junior Olympic Program

CLARIFICATION: as stated in the Compulsory book. .. "Level 7 and 8 routines may be reversed but only in entirety. " This also means that Level 5 & 6 may NOT be reversed.

Coaching Information Survey

If you have not completed and returned the Coaching Informa tion Survey tha t was published in the March issue of Technique (pages 26-28), you s till have time. Please return this form to

Fred Caster

P.O. Box #90

Norwich, Vermont 05055

Petitions for World University Games Trials (Women)

Please be advised that due to an NCAA rule change,

Petitions must include two (2) All Around Scores.

A copy of all petitions MUST be EXPRESSED MAILED and RECEIVED on or before A pril23, 1993 to the USGF office, Attn . Kathy Kelly. Due to time constraints, la te petitions will not be accepted fo r considera tion .

The decision will be made by the USGF Selection Committee by conference call. Accepted petitions will be notified by phone* on April 24, 1993. Contact

Seeking Head Coach Position Must have international coaching and competition knowledge, ad­

vanced knowledge of training methods for elite level of international

competition. A minimum of a Bachelors Degree or equivalent in Physical

Educa tion is requ ired. Job includes daily supervision of warm-ups,

training schedule, and coaching assignments for 7 other coaches. Must

assist owners in evaluating progress of gymnasts, set up conferences

with parents, set up coaching seminars, and orga nize competitions.

Must have 2 years experience as a head coach. Sa lary offered is $1500/

mo. Apply with resume to 135 S. Eighth Street, Suite 206, Las Vegas,

Nevada 89101, in reference to job number 9267737. Responses accepted

no later than April 30th.

46

Ka thy Kelly at the USGF office if you have any ques­tions. (317) 237-5050

* Please include w ith your petition a day-time phone number where you can be reached on April 23, 1993.

New Safety Device - AAI Balance Beam Pad

American Athletic, Inc. (AAI) has notified the USGF that they are now manufacturing Bala nce Beam Upright Pads. These pads fit all current AAI competitive balance beams-#4070250, #407260, #407145, #407093, and #406045. 1) The upper support pad features blue 18 oz. vinyl material over 1" Rubatex®. 2) The lower leg pad uses 18 oz. blue vinyl material and 1 YI" crosslink poly­ethylene foa m. The pads are easily attached to the beam legs through velcro closures. (see diagram)

Sold in pairs • Shipped UPS -I0 Ibs. • Model #416-360 • List - $144/ set.

If you are using a balance beam manufactured by AAI, USA Gymnastics STRONGLY RECOMMENDS that you obtain and use this new protective device. Faliure to use these pads can result in serious injury to the gymnast from contact with the exposed metal supports.

Please contact AAI at 800-247-3978 for more infor­mation.

Code of Points Men's and Rhythmic FIG Code of Points have bb

published and can be ordered through USA Gymnas­tics. The price for each book is $39.95. Women's FIG Code of Points will be available June 1st. Refer to page 18 for more information.

April 1993 TECHNIQUE

EDUCATION/EVENT CALENDAR Start No, Discip- STI Date dars line Event City CO Contact Phone

4/15/93 W NCAA Nationa l Championships Corvallis OR 4/16/93 2 M NCAA National Championships Albuquerque NM 4/16/93 3 R 7th Rhythmic Tournament Portimao POR Nora Hitzel 317-237-5050 4/17/93 1 MWR Safety Certification Course (9:30 am) Corvall is OR Ruth Sandoz 503-646-8455 4/17/93 3 R 7th Interna tional Tour Devenissieux FRA Nora Hitzel 317-237-5050 4/17/93 1 MWR Safety Certification Course 02:00 noon-6:00 p.m.) Clea rwater FL Karl Bishop 813-447-2108 4/17/93 2 W J.O. Level 9 + 10 Regional Meets Various Connie Ma loney 317-237-5050 4/24/93 5 MWR 108th Annual Convention of AAHPERD Washington DC M. Kotowski 703-476-3466 4/24/93 1 MWR Safety Certification Course (3:00-9:00 p.m.) Petaluma CA Hiroshi Fujimoto 408-373-1694 4/24/93 1 MWR Safety Certification Course (8:00 a.m.-2:00p.m.) Layton UT 4/ 24 /93 2 R DTB Rhythmic Tournament Ka rlssruhe GER Nora Hitzel 317-237-5050 4/30/93 4 MWR 9th Annual Scottish Gymnastics Festival Perth SCOT Bill Don (0324) 612308 5/1/93 1 MWR Safety Certification Course (12 noon-7:00 p.m.) Sterling VA Scott Gauthier 703-568-3684 5/1/93 1 W World University Games Trials Salt Lake City UT Kathy Kelly 317-237-5050 5/1/93 1 MWR Safety Certification Course (12:00 noon-7:00 p.m.) Sterling VA Judy Ogle 703-430-5434 5/2/93 1 MWR Safety Certification Course (10:00 a.m.-4:00 p.m.) Houston TX Russell Ward 713-537-1356 5/6/93 4 M J.O. Nationals Ann Arbor Ml Robert Cowan 317-237-5050 5/7/93 3 W ].0. National- Level 9 Colo. Spgs. CO Connie Maloney 317-237-5050

5/10/93 1 MWR Safety Certification Course (8:00 a.m.-1 :00 p.m.) Edina MN J.Thompson-Aretz 612-890-9020 5/13/93 4 W J.O. National - Level 10 Baltimore MD Connie Maloney 317-237-5050 5/21/93 4 M Sr. Men's Team Training Camp Colo. Spgs. CO Robert Cowan 317-237-5050 5/22/93 1 MWR Safety Certification Course (9:00 a.m.-4:00 p.m.) Chicago IL Monte Kimes 312-347-6770 5/22/93 1 MWR Safety Certification Course (12:30-6:30 p.m.) Tulas OK Jan Eyman 817-694-4214 5/30/93 2 R J.o. Nationals - Rhythmic Colo. Spgs. CO Nora Hitzel 317-237-5050 6/4/93 3 R US. Rhythmic Championships Colo.Spgs. CO Nora Hi tzel 317-237-5050 6/3/93 4 W WTC Symposium Las Vegas NV Kathy Kelly 317-237-5050 6/6/93 1 MWR Safety Certification Course 0:00-6:00 p.m .) Las Vegas NV Suzanne Suckow 317-237-5050

6/12/93 2 M World University Games Trials Colo. Spgs. CO Robert Cowan 317-237-5050 6/12/93 7 M 10-11 Age Group Development Team Camp Colo.Spgs. CO Robert Cowan 317-237-5050 6/17/93 27 M World Universi ty Tea m Preparation Camp Colo. Spgs. CO Robert Cowan 317-237-5050 6/17/93 4 MW Region VIll Mini-Congress Birmingham AL Inman Academy 205-991-0256 6/17/93 4 MWR ACEP National Conference (Coaching America's Coaches) Indianapolis IN ACEP 217-351-5076 6/19/93 1 MWR Safety Certification Course (9:00 a.m.-2:00 p.m.) Stroud sburg PA Bruno Klaus 717-629-0244 6/20/93 33 M *Men's Senior Nationa l Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 6/23/93 5 MWR XVIIl American Sokol Slet IL Jackie Kourim 708-795-0539 6/26/93 2 W Regional Elite Meets Various Sites Kathy Kelly 317-237-5050 6/30/93 5 W NA WGJ National Symposium Orlando FL Rene Niccollai 305-755-9197 *6/TBA 2 MW Champions Cup TBA Mike Juszczyk 317-237-5050 *6/TBA 1 MW Champions Cup Exhibition TBA Mike Juszczyk 317-237-5050 7/8/93 ' 12 MW World University Games (1 gymnastics session per day) Buffalo NY Cowan/Kelly 317-237-5050

7/16/93 2 MW Triangular Event: USA/UKR/BLR TBA Mike Juszczyk 317-237-5050 7/17/93 2 W Regional Elite Meets Various sites Kathy Kelly 317-237-5050 7/20/93 7 M Junior Elite I & II Development Camp Colo. Spgs. CO Robert Cowan 317-237-5050 7/21/93 4 W Elite Judges Course Tempe AZ Kathy Kelly 317-237-5050 7/23/93 10 MWR U.S. Olympic Festival San Antonio TX USOC 719-632-5551 7/31/93 1 MWR Safety Certification Course (10:00 am-2:00 p.m.) Columbus OH Bobbi Montanari 614-957-1279 8/5/93 12 M Jr. National Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 8/5/93 4 W US. Classic Nationals Austin TX Kathy Kelly 317-237-5050

8/12/93 6 R Sr. National Team Training Camp Colo.Spgs· CO Nora Hi tzel 317-237-5050 8/12/93 6 R Junior Olympic Training Camp Colo.Spgs. CO Nora Hitzel 317-237-5050 8/20/93 3 M Region VI Men's Gymnastics Symposium S. Hadley MA Mike Jacobson 508-771-21 18 8/25/93 4 MW US. Championships Salt Lake City UT Mike J uszczyk 317-237-5050 8/25 / 93 5 R Junior Elite Training Camp Colo.Spgs. CO Nora Hitzel 317-237-5050 8/28/93 3 MW International Gymnastics Symposium Ankara TUR Atilla Orsel (4) 310 44 70 9/9/93 4 MWR USA Gymnastics National Congress Atlanta GA Kathy Brown 317-237-5050

9/12/93 1 R World Championship Trials Atlanta GA Nora Hitzel 317-237-5050 9/30/93 4 W Region V Mini-Congress Cincllma ti OH Jeff Metzger 513-489-7575 10/3/93 1 MWR Safety Certification Course 00:00 a.m.-6:00 p.m.) Flemington NJ Cathy Finkel 201-586-1808

10 / 15 / 93 2 W Michiga n State Congress Rochester MI Judy Freiheit 313-742-2151 10 / 25 / 93 5 R World Championship Team Training Camp TBA Nora Hitzel 317-237-5050 10 /27/93 4 Olympic Congress of the USA New York NY USOC 719-632-5551 10 /28/93 6 M Regional Development Camp Colo. Spgs. CO Robert Cowan 317-237-5050

11 /4/93 4 R Rhythmic World Championships Alicante ESP Nora Hitzel 317-237-5050 l1/TBA MW Chunichi Cup Nagoya JPN Cowan/Kelly 317-237-5050 l1/TBA W Catania Catania ITA Kathy Kelly 317-237-5050

11/12/93 4 M Jr. Team Olympic Development Program Evaluation Colo. Spgs. CO Robert Cowan 317-237-5050 12/ TBA MW DTB Pokal Stuttgart GER Cowan / Kelly 31 7-237-5050 2/4/94 2 M USA Gymnastics Winter Cup Challenge Colo. Spgs. CO Robert Cowan 317-237-5050

3/26/94 1 M NCAA Regionals TBA "" Tentative

TECHNIQUE April 1993 47

Non-profit Orga niza tio n U.s. Postage

PA ID Permit No. 7867 India napolis, IN

USA GYlllnastics

SAFETY CERTIFICATION Safety Certification Courses

Friday, April 2, 1993 Phoenix, AZ-12:00 noon-6:00 pm Phoenix Airport Hilton 2435 S. 47th St.

Phoenix, AZ 85034 Course Oir.: Hiroshi Fujimoto (408) 373-1 694 Local Contact: Brock Anstine (602) 730-8911

Monday, April 12, 1993 San Jose, CA-9:00 am-4:00pm California Sports Center 3800 Blackford Ave. San Jose, CA 951 17 Course Oir.: Hiroshi Fujimoto (408) 373-1694 Local Contact: Linda Barclay (408) 246-7795

Saturday, April 17, 1993 Clearwater, FL-12:00 noon-6:00pm Apollo School of Gymnastics 2140 Range Road, Unit G. Clea rwater, FL 34625 Course Oir.: Karl Bishop (813) 447-2108

Saturday, April 17, 1993 Corvallis, OR- 9:30 am 2005 NW Van Buren Corvallis, OR 97331 Course Oir. : Ruth Sandoz (503) 646-8455 This course wi ll be in conjunction with collegia te nationals.

Saturday, April 24, 1993 1. Petaluma, CA - 3:00-9:00 pm

Redwood Empire Gymnastics 434 Payran St., Petaluma, CA 93940 Course Oir. : H. Fujimoto, (408) 373-1 694 Local Contact: Steve Klotz (707) 778-0529

2. Layton, UT-8:00 am-2:00 pm North Davis Gymnastics 80 W. Gentile Layton, UT 80041 Course Oir.: Blake Starr (801) 544-0854

Saturday, May 1, 1993 Sterling, VA - 12 noon-7:00 pm Northern Virginia Gymnastics Academy 22446 Davis Dr. , Suite 109

Sterling, VA 20164 Course Oir. : Scott Gauthier (703) 568-3684

Sunday, May 2, 1993 Houston, TX - 10:00 am-4:00 pm Lobo's Gymnastics 2500 Falcon Pass Houston, TX 77062 Course Oir.: Russell Ward

(713) 537-1356 Local Contact: Tami Jaso (713) 480-5626

Monday, May 10, 1993 Ed ina, MN - 8:00 am-1:00 pm TAGS-Ed ina 5201 Eden Circle Ed ina, MN 55436 Course Oir.: Julia Thompson-Aretz (612) 890-9020

Saturday, May 22, 1993

1.

2.

3.

4.

Chicago, IL - 9:00 am-4:00 pm Whitney-Young High School 210 S. Loomis Chicago, lL 60607

ThetextbookfortheCertiflcation Course is the USGF GYMNASTICS SAFETY MANUAL This text/reference manual is to be purchased and studied prior to course participation.

The course will take approximately six hours, including the test.

Certification is good for four years.

The Course/examination fee is $100.00. USA Gymnastics mem­bers and second cycle recertifica­tion is $75.00. Retest cost is $25.00. For groups of at least 5, contact the USA Gymnastics Department of Safety and Education .

Course Oir.: M. Kimes (312) 347-6770

Saturday, May 22, 1993 Tulsa, OK- 12:30 pm-6:30 pm American Gymnastics of Tulsa 7246 East 38th St. Tu lsa, OK 74145 Course Dir.: Jan Eyman (817) 694-4214 Loca l Contact: Becky Rupe (91 8) 664-2220

Saturday, June 19,1993 Stroudsburg, PA - 9:00 am-2.00 pm International Gymnastics Camp, Golden Slipper Rd . Stroudsburg, PA 18360 Course Oir.: John Perna Local Contact: B. Klaus (717) 629-0244

Saturday, July 31,1993 Columbus, OH -10:00 am-2:00 pm Radisson Hotel Columbus North 4900 Sinclair Rd. Columbus, OH 43229 Course Oir.: Bobbi Montanari (614) 457-1279

Sunday, October 3, 1993 Flemington, NJ-1O:00 am-6:00 pm Gymnastics Unlimi ted RO #5 Box 80 Flemington, NJ 08822 Course Oir.: C. Finkel (201) 586-1 808 r-------------------------,

Participation Registration Form T493

Name: Mr. / Mrs. / Ms. ______________ .SOc. Sec. # ______ _

Address: ________________________ _

City: _____________ State: ______ Zip ___ _

Telephone: (H) (B) _________ _

Course Director: ________________________ _

Course Location: ________________ _ Da te: ____ _

Organiza tion Represented: ___________________ _

If USA Gymnastics Member, List Type and Number ________ _

Form of Payment: 0 Check 0 Visa D Mastercard Name on Card: __________ _ Number: ________ _

Expiration Date: Signature: ______________ _

Please make checks payable in full to USA Gymnastics Safety Certification l Mai l Registra tion Form and Payment to: USA Gymnastics Safety, Pan American ) .' Plaza, Suite 300, 201 S. Capitol, Indianapolis, IN 46225 I

DO NOT WRITE BELOW THIS LI NE • FOR OFFICE USE ONLY I - - --- -

Registration Form Received: I Confirmation Mailed : .JI L ________________________ _

~--------------- - ----'- --- -- --