technique magazine - august 1992

U.S. Gymnastics

The Official Technical Publication Of The United States Gymnastics Federation

Barcelona '92

Principles of Training

Preschool Gymnastics

Safe Progressions

Benefits of Gymnastics

1992 Congress

Sanction Forms

ACEP Level II Clinic

W 0 R L D GYMNASTICS CHAMPIONSHIPS

Indianapolis - 1991 Paris-Bercy-1992

V IDE 0 .. TAPES 1991 - Indianapolis, Indiana #2180 - 1991 World Championships. Com

petition III (Women's Event Finals) -V, UPB, BB, FX (A, :56) .. ...... ... ...... .. $16.95

#2183 - 1991 World Championships. Competition Ib (Women's Team) - URS, CHN, ROM, USA. (A, 2:00) ......... .. ...... .. .. .. $16.95

#2185 - 1991 World Championships. Competition II (Women's All-Around Finals) -Part I: V, UPB, FX. (A, 1:34) ... ...... ... $14.95

#2186- 1991 World Championships. Competition II (Women's All-Around Finals)Part II: Balance Beam (A, 0:54) ..... $10.00

#2260 - 1991 World Championships. Men's Individual Event Finals. (A,1:06) ... $16.95

#2261- 1991 World Championships. Men's All-Around Finals: Part 1 - FX, PH, SR. (A, 2:00); Part 2 - V, PB, HB. (A, 1 :37) .. . $24.95

#2262 - 1991 World Championships. Men's Competition Ib (Men's Team): Part 1 - FX, PH,SR. 1st-6th Teams. (A,1:49); Part2 - V, PB, HB. 1st-6th Teams. (A,1 :27) ... ... $24.95

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

U.S. GYMNASTICS FEDERATION

PO Box 5562 Indianapolis, IN 46225-5526

(317) 237-5060

PLEASE NOTE: The videos listed above are providedforeducationalandhistoricpurposes. While every effort is made to produce videos of the highest quality, itshould benoted that some of the videos are produced at events utilizing handheld cameras from vantage points in the stands by non-professional volunteer teclmicans. Only limited editing and production enhancements are utilized in order to provide a timely product at a reasonable cost to the USGP membership.

2

#2400- 1991 World Gymnastics Championships HIGHLIGHT TAPE. Includes 10 to 12 of the top optional routines from Competition II or III. All Men's and Women's Events. The gymnasts are identified on the tape by name, number, country and score at the start of each exercise. (A, 2:00) .. .... ... ............. ... ......... .. .......... $16.95

1992 - Paris-Bercy, France #2168 - 1992 World Individual Champion

ships. Competition III: Women's Event Finals -V, UPB, BB, FX (top 9 individuals per event). Zmeskal, Okino, Onodi, Boguinskaia, Milosovici, Li, etc.) .This tape also includes excerpts from the Opening Ceremonies ........................ ............... . $16.95

#2169 - 1992 World Individual Championships. Women's Semi-finals (top 16 in each event) - Dawes, Strug, Tchusovitina, Lisenko, Lu, Gutsu, Mitova, Pasca, ~ ................... .................. ........... ..... .. ~6.~

#2258 - 1992 World Individual Championships. Men's Finals (top 9 in each event) and Men's Semi-finals (top 16 in each event) Korobchinski, Scherbo, Pae, Csollany, You, Li, Voropaev, Misutin, Belenki, Krahberg, Hibbert, O'Neill, Sohn, Hanks, Dimas, etc. ............... ..... ... .... $16.95

#2259 - 1992 World Individual Championships. Selected performances from the Men's preliminary qualification rounds ............. ....... .... ..... .... ............................. $16.95

Panasonic PROUD SPONSOR OF U.S . GYMNASTICS

~--------------------------~ Name ________________________ __

~~ : Item Qty Cost Total

City ___________ _ State ________ Zip __________ __ Phone ( ________ __ USCF Member No. ______ _ S.5. No. ___ _

D MasterCard D VISA Card # _______________ _

Expiration Date: _______________ __ Signature: _____________________ _

Send Mail Orders to: USGF Merchandise PO Box 5562 Indianapolis, IN 46255-5562 Make checks payable to: USGF Merchandise

(T892)

Subtotal Indiana Residents add 5% sales tax

Shipping & Handling Charges Purchases over 550 = 54.50 Purchases $10.01 -$50 = 53.50 Purchases 10.00 and under = 52.00

Grand Total

I I I I I I I I I I I I I I I

I L __________________________ ~

August 1992 ~ TECHNIQUE

August, 1992, Volume 12, No.8

Publisher Mike Jacki

Editor Stephen W. Whitlock Director of Educational Services

and Safety

Production Luan Peszek

United States Gymnastics Federation

Board of Directors Executive Director: Mike Jacki; President: Mike Donahue; President Emeritus: Bud Wilkinson; Athlete Representatives: Brian Babcock, chair; Wendy Hilliard, vice chair; Michelle Dusserre, sec; Sheryl Dundas; Tim Daggett; Jim Hartunq:; Karyn Lyon; Tanya Service; Wendy Hilliara, USOC Athlete s Advisory Council; Amateur Athletic Union: Julie Sickels; American Sokol Organization: Jerry Milan; American Tum-

~i~~~BtIIO ~~~i;JM'!~~sB~ri~;tr;;:cah!~C5A~~~~~aCti::sF~~ Roethlisberger; National Association for Girls and Women in Sports: Dr. Mimi Murray; National Assocation of Collegiate Gymnastics Men: Abie Grossfeld;National Association of Collegiate Gymnastics Women: Gail Davis; National Associaton oIWomen's Gymnastics Judges: Yvonne Hodge; National Colle~iate Athletic Association: Cheryl Levick, Fred Turoff; National Federation of State High School Associations: Sharon Wilch, Susan True; National Gymnastics Judges Association: Harry Bjerke; National High School Gymnastics Coaches Association: John Brinkworth; National Jewish Welfare Board:CourtneyShanken; Rhythmic Coaches Assocation: Suzie DiTullio; Special Olympics, Inc.: Kater Faber-Hickie; U.S. Association of Independent Gym Club: Lance Crowley; U.S. Elite Coaches Association for Women: Tony Gehman, Chere Hoffman; U.S. Sports Acrobatics Fed· eration: Bonnie Davidson; Young Men's Christian Association: Rick Dodson; USGF National Membership Representatives: Men's: Dave Strobel, Bob Wuornos; Women's: Joan Moore Rice, Jeff Metzger; Rhythmic: Marina Davidovich, lolie Barretta-Keyser.

United States Gymnastics Federation

Executive Committee President: Mike Donahue; Secretary: Mike Milidonis; Vice President-Women: Sue Ammerman; Vice President-Men: Jim Howard; Vice President-Rhythmic: Norma Zabka; Executive Director. Mike Jacki; FIG Women's Technical Committee: Jackie Fie; FIG Rhythmic Technical Committee: Andrea Schmid; FIG Men's Technical Committee: Bill Roetzheim; Members-At-Large: Roe Kreutzer; Nancy Marshall; Athlete Representatives: Brian Babcock, Michelle Dusserre, Wendy Hilliard ; President Emeritus: Bud Wilkinson.

Associate Content Editors William Sands, Ph.D., Chai rman,

Sports Advisory Committee

Pa~~c~~f:~'tu~~~;~~~~~~an, Stephen W. Whitlock, Liaison

Unless expressly identified to the contrary, all articles, s tatements and views printed herein a re attributed soley to the author and the United States Gymnastics Federation expresses no opinion hereon and assumes no responsiblity thereof.

TECHNIQUE - August 1992

Inside This Issue

Contents Technical Make Headline news: positive PR .... ... .... ... .......... ..... .. .... ... .. 5 Technical The general principles of training applied to gymnasts .... 6 Preschool/developmental Updating preschool gymnastics ... ....... ........... .. .... ......... ...... 14 Safety Safe Progressions in gymnastics .. ... .......... ............ ....... ....... 17 General The benefits of gymnastics .. ...... ........ .. ..... ........... ... .............. 20

USGF Congress General information, Schedule, Registration form .... ...... . 23 Congress add-on registration form ................................... .. 26 USGF Program Materials Men's, Women's, Rhythmic, PDP .................... ....... .. .... ...... . 28

Announcements General .. ..... .... ..... .. ... .. ....... ... .. ..... ... .......... ..... .......................... 32 USGF Congress General Information, Schedule, Registration Form .... ...... 23 USGF Sanction Forms Men's, Women's, Rhythmic ..... ..... ....... .. ....... ..... ..... .... .... ...... 36

Coaching Accreditation USGF / ACEP Level II Sport Science Clinic ..... ................ ... 39 Level I progress report .... ............ ... ........... ......... ....... ............ 40 Level I Premier Participants ......... ..... .. ..... ...... ....... .. ............ .41

Other Post Olympic Tour Schedule .... .... ..... ... ... ..... .... ....... ........... .46 Education/Event Calendar ....... ... ...... ... ..... .... ... .... ............... 47 Safety Certification schedule ... ..... ..... ................ ...... ......... .. .48

CHANGE OF ADDRESS AND SUBSCRIPTION I QUIRIES: In order to ensure uninterrupted delivery of TECHNIQUE magazine, notice of change of add ress should be made six to eight weeks in advance. For fas tesl service, please enclose your present mailing label. Direct a ll subscription mail to TECHNIQUE Subscriptions. Pan American Plaza, 201 S. Capitol Ave., Suite 300, Indianapolis, IN 46225.

TECHNIQUE is published 10 times per year by the United Sta tes Gymnastics Federation, Pan American Plaza, 201 S. Capitol Ave., Suite 300, Indianapolis, IN 46225 (phone: 317·237·5050). Third class postage paid at Indianapolis, IN. Subscription price: $25.00 per year in United States; all other countries 548.00 per year. If avai lable, back issue single copies $4.00 plus $1.00 postage/ handling. All reasonable care wi ll be taken, but no responsibility can be assumed for unsolicited material; enclose return postage. Copyright 1992 by USGFand TECHNIQUE. All rights reserved. Printed in USA.

page 5

SAFETY page 17

page 23

3

VI D EO .. TAPES U.S. OLYMPIC TRIALS

June, 1992 - Baltimore, Md.

#2187 - Women's Optionals Miller, Zmeskal, Strug, Dawes, Kelly, Bruce, Borden, Grivich, McDermott, Crandall, Sommer, Bangerter , Balogach 0:10) .... .... .. .... .. .... .. .. $14.95

#2188 - Women's Compulsories 0:04) .... .. ...... ........ .. .... .. .... ........ .. $11.95

#2287 - Men's Optionals Keswick, Waller, Roethlisberger, Lynch, Dimas, Minicucci, Ringnald, Hanks, Umphrey, Kirksey, Warburton, Harrison, Stelter, Caputo, Asano, Thomas, McKiernan, Schlesinger, Lakes, RyanO:50)... .. ........... .. ........ ....... .. ... $14.95

#2288 - Men's Compulsories (1 :50) ...... .. ........................ ... ..... ... $11.95

U.S. CHAMPIONSHIPS May, 1992 - Columbus, Ohio

#2156 - Women's Competitions Senior Women - Competition la, Ib, and Event Finals. (Zmeskal, Strug, Campi, Dawes, Borden, Kelly, etc.) This tape is 5:42 minutes long (SLP format) .... ... $21.95

#2157 - Women's Competitions Junior Women - Compulsories, optionals and all award ceremonies. (Apisukh, Powell, Cain, Green, Moceanu, Chow, Thompson, etc.). This tape is 2 hours and 40 minutes long (SLP format) .......... $14.95

#2255 - Men's Competition National Team Optionals from the preliminary rounds & FINALS. (Roethlisberger, Keswick, Ryan, Waller, Minicucci, Ringnald, Lynch, Dimas, Hanks, Stelter, Warburton, Caputo, Kirksey, Harrison, Asano, Thomas, McKiernan, Lakes, etc.) ..................... $19.95

U.S. RHYTHMIC CHAMPIONSHIPS May, 1992 - Colorado Springs, CO

#2354 - Senior All-Around Finals. Including Sa pe tto, Hunt, Bushnell, Simpson, Heather Lovell, Levinson, Vanderpluym, Neuman, Hewitt-Couturier, Pena, etc. .. ........... ..... .. ... .... .... ................ ..... .. .... . $12.95

#2355- Junior All-Around Finals. Including Tucay, Dav id , Wa rd , Fredrickson, Chiang, Lim, Alberti , James, Tharp, Sievers, etc . .................. ... ....... ... .. ...... $12.95

ATHLETIC TRAINING

#2410 - Back Exercises for the Gymnast A video designed to lessen the problem of back pain in the gymnast. With the use of

4

NEW VIDEOTAPES #2387 - Rhythmic Optionals

Lovell, Levinson, Sapetto, Simpson, Hunt, Lovell, Bushnell, Neuman, Vanderpluym, Alt .... ... .......... .. .. $14.95

RSG WORLD CHAMPIONSHIPS Athens, 1991

#2385 - Group Finals 0:22) .. ...... ...... ......... ... .... .... ........ $14.95

#2386 - Individual Finals 0:40) ......... .. ....... .. .. .... .. .... .... .. ... $14.95

Panasonic PROUD SPONSOR OF U S GYMNASTICS

a skeleton and gymnasts, Larry Nassar, ATe, explains and demonstrates how body positioning, back flexibility, pelvic stabilization and muscular strengthening exer-cises are beneficial. (0:80) ... .............. $10.95

McDONALD'S AMERICAN CUP Orlando, FL - March, 1992

#2167 - Women's All-Around Finals and Preliminary Competitions. Z m eskal, Onodi, Mille r, Kosuge, Hirstova, Kozlova, Umeh, Parente, Strug, Machado, Martinez, Portocarrero, Bruce, McDermott. (A, 1:23) ... ...... .... ..... .. ... $19.95

#2213 - Men's All-Around Finals. Hanks, Karbonenko, Keswick, Lopez, Giang, Aguilera, Tamura, Thomas. (A, 1:44) ....... .... .... ........ .... ......................... $16.95

#2214 - Men's Preliminary Competition. Hanks, Karbonenko, Keswick, Dimas, Waller, Ivanov, Lopez. (A, 1 :20) .. .... ... ......... .......... .. ..... .. .. ... .... . $16.95

DODGE CHALLENGE: USA vs. JAPAN

#2402 - Women's & Men's Competitions. WOMEN- USA: Dawes, McDermott, Hornbeek, Campi, Bruce, Woods. ME N-USA: H anks, Dimas, Stelter, Kirksey, Ryan, St. Pierre. JPN: Satoh, Chinen, Hirai, Shiniha ra, H onda , Mitzushima. (A, 1:30) ...................... $14.95

Use the Form on page 2 to order any of these videos or

educational materials.

OTHER TAPES

#2107- Round-off Entry Vault Training Video - Training Tips ......... ...... ..... ... ......... ..... ....... .... $19.95

#2201-1992J.0. Men's National Championships -Class I & II Event Finals. May 10, Austin, TX. ......... ..... ....... .. .... ... ... ... ............ $15.95

#2102 - How to Tape an Injured Gymnast - In 2 parts: 115 minutes and 83 minutes. This tape was prepared by Larry Nassar, ATC .... .... ......... ..... ...... ... .. ....... ... ..... $19.95

J.O. Program Compulsory Video Tapes and Materials

(see pages 28-31)

1992 McDONALD'S INTERNATIONAL MIXED PAIRS Ta"ahassee, FL - March, 1992

#2401 - International Mixed Pairs. Miller / Keswick, Kozlova / Karbonenko, Fang / Giang, Zmeskal/ Hanks, Parente/ Aguilera, Hristova/ lvanov, Kosuge/ Tamura, Onodi / Koster, Bruce/Waller. (A, ) ........ ... .. ..... ........... .. .... .... .. ...... ... .. . $1~95

RSG EVENTS

#2320 - Derjugina Cup. Kiev, Russia, March, 1992. Jenifer Lovell... .. ........ $14.95

#2330 - USGF Rhythmic Challenge. 2/ 92. Colorado Springs, CO .............. $16. 95

OTHER VIDEOTAPES

#2272- MEN: Jr. National Team Dance Program. AND, 1992J.0. Boy's Team Winter Training Camp, Colorado Springs. (A, 2:00) .. ... ...... .. .......... .... ........... .. ........ ... $12.95

#2273- MEN: 1992Jr. National Team Winter Camp in Colorado Springs. Sport Psychology Session by Dr. McKelvain (Goal Setting and Preparation for Team Com-petitions). (A, 2:00) .. .. .. .... .. ... .. .. ...... $14.95

#2274- MEN: '96 OlympiC Compulsory Session from the 1992 USGF Winter Nationals in Colorado Springs. (A, 1:45) .. .. . $12.95

#2275- MEN: Optional routines by the "At-lanta '96 Group" a t the '92 Winter Nationals in Colorado Springs. (A, 1:45) .. $16.95

#2276- MEN: '92 Olympic Compulsory Session from the 1992 USGF Winter Nation-

~~~~~.~1Ir~~.~.~r.~I~~.~: .. ~.?~~.: .. ~$;~.~J I August 1992 - TECHNIQUE

Business Tips

Make Headline News with Positive PR To effectively market your gymnastics club

or gym team, it is critical to budget a substantial amount of your time, money and

energy for your publicity efforts. Why? Because publicity pays!

Publicity can be defined as any activity that increases community awareness regarding you and your business.

In contrast with paid advertising, publicity is typically provided free of charge by the local media, resulting in the term "free publicity." Articles about you and your gym club can appear an unlimited number of times in a variety of media including newspapers, magazines, radio, television, newsletters, event programs, etc.

Typically, the more "impressions" or times your club or team name is mentioned, the greater your chances of increasing sales and creating new customers. An article written about your organization may often be more effective than a paid advertisement because it reflects an unbiased, third party endorsement which is typically more believable to the reader because they know you didn't pay for it. Also, even the mention of your name or your club's name in association with a community event creates another positive impression in the mind of the reader.

Here are five effective ways to obtain publicity to promote you or your business.

1. Get involved with your community The city where your business is located will

offer a wide variety of non-profit organizations which are always seeking volunteers. Although it is important to join these organizations, it is critical to actively participate in them. Get involved on committees and help organize special events. People will unconsciously associate the quality of your work in the non-profit organization with that of you and your organization. This is also a good way to make important contacts. Since your time is limited, choose organizations in which you are most interested and that you believe will be the most rewarding for you personally and professionally.

You may also gain publicity by being mentioned in the newsletter published by the nonprofit organization or in the coverage it receives from the local media. If you don't have the time to participate in a particular special event held by the non-profit organization, you can conduct an exhibition or provide some other service-or you can also donate money.

TECHNIQUE August 1992

2. Seek publicity Whenever possible, seek publicity from the

local or national media. Locally, your city has many newspapers, radio stations and TV stations which depend upon information from you and your organization. They are looking for "newsworthy" items which are informational, entertaining and fascinating to large numbers of local readers or viewers.

Whenever possible, newspapers like to include photos in their columns so it is always important to have a black and white photo a vaila b Ie for your publicity efforts. Action shots are great.

To obtain publicity from the local and national media, it is necessary to write a press release which in the first paragraph answers the questions:who?what?where?when?why?andhow? The releases should be about one-page in length, typed, double-spaced and mailed or faxed at least 10 days in advance of an event or competition. A follow up call is always important to make sure the press release was received and to determine if it will be used. You can also submit an "Available for Interview" form if you wish to be on a radio or television news or talk show.

3. Write articles Another good idea is to write articles for a

newsletter or other publica tion. Be sure to cover a specific subject rela ted to you business. These articles provide invaluable information to your customers and can be reprinted in brochures or flyers . Some local papers feature a local "Business of the week."

4. Give seminars When appropriate, talk on a subject related

to gymnastics, fitness or your other services that help to convince prospective customers that you and your staff are knowledgeable in informed physical education professionals.

5. Pursue awards Whenever feasible, take the time to submit

applications so that your organization will be able to receive awards which are offered by local or national organizations like the USGF. These awards will also help you to gain recognition and positive publicity.

If you start incorporating some of these activities into your organization's marketing plans and budget, you'll discover, without a doubt, that publicity pays!

5

Wendy Brickman Salinas, CA

ABOUT THE AUTHOR: Wendy Brickman, is

president of Brickman Marketing which is a full service marketing organization that conducts publicity marketing and marketing research for a wide range of national clien ts. It specializes in launching new products through targeted publicity and establishing an effective distribution network. For more informa tion con tact : Wendy Brickman, Brickman Marketing, 17595 Vierra Canyon Rd., Salinas, CA 93907. Phone: 408-633-4444. Fax: 408-633-4499.

This article was adapted by permision of the author from an article that appeared in Sam's Buy-lil1e, Vol. 6,No. 2,1992.

Technical

The General Principles of Training Applied to Training Gytnnasts

James Major Department of Exercise and Sports Science College of Health University of Utah Salt Lake City, Utah

Training athletes is

filled with surprises

that must necessar

ily be tackled with

improvisations. At

times it seems that

the capacity to

improvise is the

main quality of a

successful coach.

The autharwauld like ta thank Dr. W. A. Sands, PhD. far his encouragement and help with this manuscript.

6

In trod uction Eastern European gymnastics has been enor

mously successful, but has also substantially developed the sport. Scientists in these countries have devoted much time and research to developing principles for training athletes, including gymnasts. These principles have been compiled in textbooks and used to educate their best coaches. In particular should be mentioned three, classic textbooks: Lev Matveyevs The Fundamentals of Sports Training (1981) from the Soviet Union, the team of East-German authors led by Dietrich Harre that collaborated on The Principles of Athletic Training (1982), now in it's seventh edition and Tudor Bompas Theory and Methodology of Training (1990), now in its second edition. Bompa is from Romania but now works in Canada.

The prowess of Soviet, East German and Romanian teams in gymnastics is legendary. Their coaches were educated with these classics as their textbooks. The relevance of these principles for gymnastics is indisputable. But these works and the ideas they express are not always well known or applied here in the United States. The following sequence of thirteen training-methodological principles are gathered from the works of L. Matveyev, D. Harre and T. Bompa, and integrated by Dr. W. A. Sands for a course in Training Theory at the University of Utah.

Training athletes is filled with surprises that must necessarily be tackled with improvisations. At times it seems that the capacity to improvise is the main quality of a successful coach. However, it is better to modify an existing plan, than to have no plan at all. Training is more effective if there is a plan. The principles of training are concerned with such plans.

The object of a systematic, effective approach to preparing athletes for competition is the creation of the best possible plan. The principles of training are guidelines for the creation of such a plan. Every training plan should run the gauntlet of these principles, be compared to them and seek inspiration from them. Note that no hierarchy of principles is implied by the order in which the principles are discussed. Individual principles cannot be considered in isolation, but as different aspects of a complex, multi-faceted process. This is true for all sports, but particularly for gymnastics due to the variety and intensity of demands made on the athlete for successful performance.

In essence, the training of the competitive gymnast is a pedagogical process. The role of the coach is tha t of a teacher. It aims not just a t increasing the

physiological performance potential of the athlete to a higher level, but a development of the entire psycho-motor personality of the individual (Martin, 1977, p . 4.). Therefore it is a complex process with interactions of many factors. These factors can express themselves both sequentially and simultaneously (Sands, 1992, p. 1). They find their complex, integrated expression in the composite, sports-motor act during competition. It is my hope that this exposition of these principles will help coaches with the organization of their improvement by training.

I. The principle of increasing demands The content of gymnastics training is excep

tional by it's range and complexity. To be appropriately prepared for performance, the gymnast must have completed training of a wide range of content: strength and conditioning, skill training, dance, musicality and dramatic expression as well as joint mobility. Therefore, just to attain a minimum training load in each area, the sum of different demands alone becomes a substantial volume of training. In addition, gymnastics is a sport where it has been clearly demonstrated that when demands are increased, functional indicators increase, and performance usually increases (Ukran, 1975; Sands, 1992, p. 2).

As an indication of typical training load increase relative to performance level, W. A. Sands (1984, p. 34) recommended that:

• A gymnast who is a member or an aspiring member of the senior national team (age 15 years or older) should be training from 25 to 35 hours per week. ('Aspiring' means that the gymnast is actually in contention for such a position, not simply that she desire it).

• A gymnast who is a member or an aspiring member of the junior national team (age 12 to 14 years) should be training 24 to 30 hours per week.

• A gymnast who aspires to be a top Class I or ad vanced level gymnast should be training 20 to 30 hours per week.

• A Class II gymnast should train from 16 to 25 hours per week.

• A Class III gymnast should train from 16 to 20 hours per week.

These are guidelines. Other guidelines proposed by A. Gadjos (1983) from Czechoslovakia involve an even greater training quantity at even younger ages. However, it does not appear that these quantities have changed substantially since the mid-1980s, perhaps because there are still only 24 hours in a day.

August 1992 TECHNIQUE

Substantial training loads are thus the rule almost from the very beginning of systematic gymnastics training. In order to adequately prepare the athlete for almost any level of gymnastics competition, the coach must increase training demands substantially, relatively early in the athlete's career. The athlete then attains exceptional levels of training volume at a relatively young training age. This is true at the micro cycle, mesocycle, and macrocycle level.

However, it is necessary to increase training demands continuously in order to assure continued progress. The gymnast adapts to current demands and then training has less effect. But past a certain point, it is inefficient to increase training demands by volume alone. After attaining a certain performance and training level, demands should be increased primarily by increasing intensity, particularly in the conditioning, technical elements of increasing level of difficulty, and combinations and routines of increasing complexity. This increases power, tactical complexity and demands on the coordinative capacities of the gymnast. If demands are increased by volume, excessive training volumes result that have too little relationship to gymnastics performance. The risk of overloading injury (wrist, ankle and lower back) becomes excessive.

An important aspect of training demands in gymnastics is the intermittent nature of the practice. The motor intensity of each individual exercise is relatively high (acyclic, explosive and static strength movements). Therefore, relatively long pauses are required between each attempt. However,these pauses can be organized in different ways to progressively increase the training demand dependent on training session of the microcycle, training period or training age. For example, pauses between attempts at bar routines or combinations can be filled with stretching of the lower body.

In this country, there is often sufficient equipment for each athlete but insufficient personnel. In other countries, time spent waiting for ones turn is used for supervised conditioning exercises as well as recuperating. A judicious selection of complimentary exercises can permit the athlete to continue training activity and still be recuperated enough when their turn at the apparatus comes. A high training age and the habit of a high density of training can prepare this regime. Organization of the training as a circuit also facilitates more continuity in activity. For example, during routine training the athlete can do alternating vaults and pommel horse routines in relatively quick succession. This is because vaulting is primarily an explosive, shortduration, lower body effort while pommels is primarilymuscularendurance,upperbodyeffort.TIms, training density can be increased. A limitation to such an organization would be the repea ted pu tting on and taking off of hand guards and special taping, which can take a long time.

Analyses of performed training has shown that not just quantifiable increases in training factors can increase training demands. A change in organization of an equivalent training quantity


seems to increase demands, thereby causing an adaptive reaction (Werchoschanskij, 1985). W. A. Sands and J. A. Major (1991) have shown in a unique, longitudinal study of collegiate gymnastics, the standard sequence of training periods in gymnastics (conditioning-skills-combinationsroutines-competitions-transition) tends to produce a new /higher demand at each transition, as witnessed by fatigue and injury indicators.

The role of the competition in gymnastics seems to be particular. Competitions seem to be associated with a high risk of injury. In addition, preparing the routines for competition seems to require great amounts of practice. Therefore, the gymnast participates in relatively few competitions. Whether or not these are supplemented by competitions of lesser importance or internal tests seems to vary from team to team. Therefore competitions are not a significant element in the total training demand.

Very little research has been done on the rational organization of partial and general training effects outside of Werchoschanskij's Effective Training (1985). It is likely that here are untapped reserves for increasing the effectiveness of gymnastics training but more systematic research is needed.

II. The principle of continuous load demand

Given the young age of the vast majority of gymnasts, the principle of continuous load demands is closely connected with the learning and development of good training habits. The goal is development of training habits that will permit the athlete to attain their highest, individual performance potential as well as a life-long interest and need for physical exercise, health and fitness . The development of such habits probably has a greater chance of success if started young. One of the tasks of good gymnastic training planning is to bring the gymnast progressively, but as quickly as possible, to a self-motivated regime of 8-12 training sessions per week, throughout most of the year.

Gymnastics is a year-round sport at almost any level. The training is largely indoors and hence not influenced by seasonal or climatic conditions, facilitating training continuity. But given that the age of the vast majority of gymnasts is very young, the training of the gymnast is fundamentally influenced by the scholastic calendar and schedule. As the scholastic calendar and sched ule is discontinuous, it is very difficult under a regime where the scholastic activity of the athlete is not adapted to the requirements of gymnastic training to achieve a minimal continuity in the training load. This is a key hinderance to the continuity of the training process in gymnastics.

In addition to the model where scholastic activity is adapted to the requirements of preparing the gymnast, there are two other microcycle models. One is the exploitation of weekends and vacations for two-sessions per day, with days of little or no training during the scholastic week. The other alternative is a double load of school plus training during the week with more complete restitution during weekends, and not least, less

7

8

disruption of normal child and family life. D. Martin noted (1980) that such child-athletes quickly arrive at a work-week of more than 40 hours between sports and school. Seemingly, the child has a greater capacity than the adult! Obviously, the pedagogical responsibility of the coach for managing such a situation is heavy (Martin, 1980, p. 259-265).

Competitive gymnastics is a dangerous activity. Fortunately, it is possible for the injured athlete to complete a significant training load, even when injured. This assures a high level of continuity in the training.

Due to the high intensity of the training content, the stress on the motor apparatus of the body is high. The risk of overuse injury and trauma is corresponding important. The need for training continuity must be balanced with the need for regeneration and generalization training, i.e. swimming, hiking, track and field activities. Probably, during this training the athlete's specific performance capacity will deteriorate. This must also be considered with the issue of body composition and nutrition: during transition periods, should the athlete be allowed to relax their strict diet, and plan on a fat-reducing campaign later, or maintain strict diet, returning faster and with less discomfort to more normal performance potential? Note that this issue is also a health issue (i.e. ammenohrea, osteoporosis, age at menarche).

III. The principle of cyclic arrangement of load demands

Besides the influence of the scholastic calendar, which divides the annual (training) period into ones concurrent with school activity and ones without school activity (vacations), the gymnastic competition calendar is divided into two competition periods.

The two competition periods per year and their respective preparatory periods create two repeating cycles of training, called a double periodization. This double periodization can have the advantage of accelerating the development of the athlete. Competitions are a powerful stimulus, the most specific training being the competition itself. With the double periodization there are two sets of competitions. Double periodizations are most beneficial for the development of the more experienced, better performing athletes.

However, frequent competitions and the double periodization of gymnastics is negative for the development of the youngest athletes. Competitions can have a negative effect by shortening the period during which psycho-motor abilities, prerequisite for efficient skill acquisition and performance, are systematically developed. Training volume that could otherwise be devoted to the preparation and acquisition of new skills and higher difficulty is used for training routines and immediate competition preparation. The training demands must also be reduced prior to each competition in order to give the gymnast opportunity to rest and recuperate to an optimal state for the competition. Thus, there is less training available for conditioning, learning and progressing.

This is not to ignore the powerful motivational factor that competitions represent. This influence could perhaps be preserved in alternate forms, with less disruption of the long-term development of the gymnast, with tests, demonstrations, informal meets and the like.

Within each of the two periods, similar cycles follow in a relatively standard sequence of mesocycles of emphasis on:

1. conditioning and learning of (new) skills 2. combining skills and performing combina

tions of skills 3. creation and performance of partial rou-

tines and full routines 4. competition period 5. transitional period (usually informal) Three aspects of t~is sequence should be

stressed: • emphasis on the one or the other activity by no means excludes other training content. For example, dance and conditioning usually proceeds parallel with the other training during all periods; • it can be argued that the content of the periods and their sequential organization has more to do with the learning process than with physiological adaptation of energy systems to training (Stark, 1984, p. 5). Note that there is a definite tendency in actual gymnastics training practice to increase training volume and intensity simultaneously, and what is perhaps even more unusual, as the immediate preparation for important competitions. This practice would be difficult to interpret within the theoretical framework of periodization based on the morpho-physiological adaptation of energy systems to training demands. While this adaptation is certainly important, it's role is perhaps more as underlying factors. This practice is more easy to explain on the basis of the logrithmic learning curve. In this case, training must be interpreted on the basis of learning processes. Training volume then is principally a means of overlearning, of stabilizing the performance of certain skills. This is opposed to training volume's role as major stimulus for biological adaptation; • as exceptional levels of motor capacities are prerequisite for successful skill performance, perhaps a more intensive and extensive period of development of these capacities should precede the skill acquisition and routine periods. The idea being that these could be shortened, and made safer. The athlete would then be considered to be adequately prepared for what they were going to learn and perform, prior to being asked to do it. This is in contrast with the current practice of developing underlying capacities parallel with skills and routines. A potential difficulty might be the motivation of the athletes during a sustained period of physical conditioning. However, this would then be a pedagogical task for the coach.

IV. The principle of planning and the use of sustems

Dietrich Martin wrote that, "Also the practice of sports will be, to an increasing degree, required to make use of theoretical, cybernetical models,


and basic rules, to solve it's problems" (1980, p. 143). Cybernetics is the study of systems in biological and mechanical systems. There IS no alternative to cybernetical training systems as th.e achievement of a goal, with the help of approprIate interpretation and systematic use of modern training methodology, is a typical e~ample of a pplied cybernetics. (i?id.) The syste~a tIc essence, as well as it's dynamIc, self-regulatmg character, of well-planned training is captured in it's characteriza tion as cybernetic. Cybernetic feedback systems like W. Smolewskij's (1978) for Soviet gymnastics are the most appropriate systems.

As an indoor sport, gymnastic training has realtively few external influences that make the coach improvise. This can permit a great d~a~ of standardization and refinement of the trammg process. If approached systematically, gymnastics lends itself well to the developmen t by successive improvement of highly-effective training systems. Such a system must be based on the socio-economic and political context where the gymnastic training will take place and where the athletes live.

Such a system proceeds in a sequence ~~ steps, each with feedback loops (see SmolewskIJ, 1978, p. 418). Therefore they are ~ot number~d. However, they are listed here m sequential order. These stages are: .

• Determining the goal(s) of the preparatIon period

• Prognosis of the results • Modelling of the training parameters • Selection of the athletes • Planning of the training • Creation and execution of the training pro

gram • Control of the training by testing • Adjustment of the training on the basis of

control results • Eventual revision of the goals of the prepa-

ration period. Note: in order to function effectively, at e~ch stage there must be as much quantification as posszble In order to permit comparison of goal and actual values.

Detennining the goal(s) of the preparation period The goals are set from what is desired and what

seems to be necessary to satisfy the participants. Referred to here are general and specific goals. First there are outcome goals such as team ranking, ~edals etc. Second, outcome goals for individual athletes.

A wide range of considerations determine the goals that can, and ~hould,. be se~ for the predetermined preparatIOn perIod. FIrst, ~he go~~s can be determined by economic, athletIc, polItIcal, pedagogical consider~tio.ns, as well all I?ossible combinations. Essential IS that these chOIces are made consciously and are operationalized with quantifiable characteristics. The dur~tion of the preparation period is the other chOIce that must be made and is considerably less problematic to quantify. Examples are Olympic cycles, annual cycles, career "windows" (see Sands &


Henschen, 1992) or periods of specific preparation for the increase of limited goals: increase jumping power, learn the new compulsory routines, incorporate this or that skill into the competition routine, etc.

Prognosis of the results that will be required to attain those goals

Once the goals that are necessary to attain have been identified, from past competitions the results can be extrapolated that will be necessary to attain those goals.

Gymnastics does not have world rec~rds . The results of competitions are not standardIzed, and therefore difficult to compare. Prediction of performance standards is possible however. Linear regression is one technique. Interpreta.ti~n is another. What is involved is 1) level of dIffICUlty of the selection of skills in the optional routines, 2) details of performance of certain aspect~ of the compulsory routines, 3) number of major and minor deductions that are possible to accept and still contend for a medal: 1. The level of difficulty, number of technical

elements of D, C, B and A level as well as choice of skill. However, there are also styles and fashions that must be taken into account. It also appears that the all-around win~e.r ca.n compensate for a certain lack. of orIgmalIty and difficulty with what the Judges perceIve as error-free execution.

For example, it seems apparent that contenders for individual medals on uneven bars at the next Olympics and World Championships will have to present at least two, if not three, release elements as well as swings with the arms rotated in the shoulders and a dismount with double rotations around the horizontal axis (and one rotation around the sagittal axis).

2. Details of compulsory routine performance. The specified details of execution represent the minimum standards of performance. Very often these are joint mobility demands,.~hich gi~~ co.ncrete standards for the joint mobility conditIonmg. In addition, creativity is necessary to find original and extreme variations in execution.

3. Number and type of deduction. It appears that a male World or Olympic champion can permit himself one major ded uction (i.e. a fall) and still be competitive for the World Champion~hips. This is not possible for females . Execution of compulsory routines and composition of optional routines for women must keep this in mind.

Selection of the athletes Based on the extrapolation of the development

of performances, gymnasts are selected in a co~tinuing process that are likely to be ~ble to a.t~am these performances. AnthropometrIc, cogmtIv~, motor and social measures can be used to estImate the likelihood of success. The selection process is a continual one.

Planning the training From the performances estimated to be ne~es

sary, the training can be planned. The plannmg

9

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process is a reciprocal process where the macrocycles determine the mesocycles which determine the microcycles which in turn, determine the content of each workout. In turn, the actual results of each training session are compared with the plan, eventually provoking revisions at any or every level. The entire process is steered towards the goal to be accomplished.

Creation and execution of the training program This is the "physical" part of the process. Cre

ation and execution are concerned with two problems: effective use of training time, and prevention of injury. In addition, of course, there are concerns of learning the skills, combinations and routines as well as progress in performance capacity.

Control of the training by testing At regular intervals, progress in the various

areas of training content is measured. Objective, quantified tests give feedback information upon which to adjust the training to increase effectiveness. The tests should disturb the training as little as possible and the feedback must be extremely rapid. Needless to say, gymnastics in our country suffers from a paucity of standardized performance tests, norms, and application of such procedures. We often fumble in the dark, relying on subjective experience.

Adjustment of the training on the basis of test results

The test results are compared with the planned results and adjustments made. The athlete and coach must know if they are on track before the competitions begin. At the competition, it is too late to make any significant corrections. Adjustments must be continually made if the athlete is to hit their "window of opportunity" (Sands & Henschen, 1992). This is the essence of the dynamic nature of the training process.

Eventual revision of the goals of the preparation period.

The goal vs. current value comparison is the basis for revision of the goals of the preparation period. In this way the continual decisions that must be made in the course of a training session can be guided by timely, conscious, informed decisions. Corrections are made, but rarely improvisa tions.

And the process repeats itself.

Training systems are also important on a micro level, concerning training in a single workout. For example, M. Ukran (1975, p. 168) states that results of pedagogical experiments show that pupils learning gymnastic exercises according to algorithmic tasks use 30% less attempts than with the usual training method. Training algorithms are defined as path descriptions containing a proscribed nu;nber, order and content of steps in a process to attain a functional goal. W. Tscherburajew (1989, p. 57) also notes that the method of algorithmic instruction is the main method for training the coordinative capacities of

the gymnast. It is his experience that this is a highly effective training method because it assures the planned development of the coordinative capacities during the first stages of the career of the gymnast. (ibid. p. 58)

V. The principle of visual presentation This is a basic, pedagogical principle not just

limited to the visual communication of knowledge, but includes other means of teaching and communicating information as well. It is primarily an expression of the practical pedagogy of the gymnastics training. The presentation of information in gymnastics training is concerned with two areas: skill learning and development, and readiness to perform.

Readiness to Perform: Much of gymnastic training is inherently amusing, some is not. It is important that the athlete identify themselves with the program and thereby become more self-motivated. In particular, it is important that the athlete know why and understand the need for each change in training load demands, particularly those involving an increase in load. This is essential for the active participation of the athlete. This can most easily be achieved with graphical representations of the training plan. The training load for macrocycles, mesocycles and microcycles as well as individual training sessions can be graphically displayed in the training location. In this way the athlete becomes more responsible for their training, and thereby their results.

Skill Training: Gymnastics has ad vantages among sports in this area as the goal of gymnastic training is ultimately the performance of a skill/ compulsory routine as closely as possible to an defined ideal. This ideal is also visually represented in the form of drawings in the Code of Points.

The cooperation between the coach and athlete during gymnastics training is exceptionally close. The coach may draw pictures and show photographs and photosequences of the ideal performance. It is common that the coach will have a skill, positive detail or performance error demonstrated by another gymnast. Video is used to some degree, although it seems that most coaches estimate the training time used filming, rewinding, looking and filming again as seldom worth it. Video recordings of actual performances in important competitions are precious aids in planning the training. In addition,coaches commonly talk the athlete through the exercise, giving audio cues, instructions and reminders. These are sources of fast-feedback as according to W.S. Farfel (1980), a potent aid to learning. The coach will also manipulate the athlete through movements and positions in order to communicate kinesthetic information . However, for various reasons, most coaches tend to over-verbalize and not exploit the possibilities of visualization.

A central problem in visual presentation in gymnastics is whether to work on an internal visualization, concentrating on the athlete's own experiences (visual, kinesthetic, audio) as experienced by the individual, or an external visualiza-


tion, the form of the movements as they are seen byan outside observer (i.e. coach or judge). The two approaches are fundamentally different. It can be speculated that internal visualization has greater potential training effect.

VI. The principle of feasibility The principle of feasibility is the guide out of a

fundamental paradox of training: when the athlete is performing without frequent errors, the motor task is mastered but little learning is taking place (Magill, 1989, p. 416-419). When the athlete is making relatively frequent errors, then genuine learning is taking place, but often at the cost of frustration, loss of self-confidence, and self-esteem. In addition, there is the danger of injury associated with an error; a danger inherent in gymnastics training. The training demands placed by the coach on the gymnast must be feasible for that individual athlete; demands must be individuallyoptimal.

Obviously, careful, continual evaluation by the coach of all of the components of the training process is required to optimally control the evolution of the athlete's development. Frequent, objective measurements are necessary. Writing down performance objectives, training factors and test standards for each training phase eliminates the random approach still utilized by many coaches (Bompa, 1990, p. 133). Needless to say, in gymnastics, inexperienced coaches often seem to err on the side of too great demands.

Very little objective information is known about the training potential of the pre-pubescent athlete, which gymnasts are for a majority of their careers. Testing and careful tracking can give more familiarity with the adaptive reactions of the individual athletes. Information of this kind will influence the training process on many levels, in particular the systematization of the training.

VII. The principle of active participation in training

The principle of active participation in training means not just the athlete's physical effort, but their mental, moral and spiritual participation as well. The basis for this principle can be found in pedagogy and sports-ethics, the sports-philosophical concept of the responsible athlete (Lenk, 1979). Ethically, philosophically and morally the athlete must be responsible for his or her training as they are ultimately the ones concerned. This is a requirement for competitive athletics in our society, given the values our society professes to hold. This must be particularly true for a sport where the athletes are so young and which also professes to a pedagogical mission. In addition, active participation should yield better results from a given training load than rote repetition or unconscious activity, teaching methods that have been condemned in pedagogy for some time.

Obviously, active participation can only be expected ofindividuals who are informed of what they are doing, why and for how long, where they are coming from and supposed to go. This pre-


supposes a certain cultural equality between athlete and coach. Such equality is difficult to achieve given the complexity of the gymnastics training content and the immaturity of the athletes. However, here the affective and cognitive training of the athlete can playa central role. As far as level of insight, the coach and athlete must be able to communicate, to share a common understanding of key terms and concepts in training and biomechanics. The" dumb jock" has little or no opportunity for success in today's gymnastics.

This principle is closely connected with the principle of variety in the training. Variety is a means of promoting the athlete's interest and involvement in his or her training. Monotony reduces the athletes active interest in their own destiny.

The implementation of this principle seems to be extremely problematical in gymnastics due to the immaturity of the athletes. Although why this should be the case it not clear. There should be no problems in the coach changing hers / his role from tha t of dictator, to comrade to resource person during the course of the gymnast's career. The potential gains in training effectiveness and creativity from the athletes active participation are great.

VIII. The principle of multilateral development The prerequisites for successful gymnastic per

formance are of such breadth and scope that gymnastics itself is considered a key element in the multilateral development of all athletes. Bompa (1990, p. 12) mentions that the previously socialist countries of Eastern Europe used gymnastics, track-and-field and swimming as cornerstones of their general physical education. However, it is debatable whether even gymnastics by itself can assure sufficient multilateral development. It is the opinion of Soviet and East-german sports scientists that this is not the case. Specialized development of the coordinative capacities of the gymnast are necessary (see Tscherburjaew, 1989).

This principle should not be understood as encompassing any activity without discretion. The gymnast's multilateral development, over career, macro-, meso- and microcycles, is oriented towards a dynamic correspondence with gymnastics. There is a specificity in the multilateral development. In particular for gymnastics, which places such high demands on the coordinative motor capacities: learning, control and adaptation, multilateral development has a central role in the development of the coordinative capacities.

IX. The principle of specialization It appears that it is the official, if unstated,

policy of the FIG to combat specialization within gymnastics. In fact, the compulsory exercises often seem to select elements when they become rarely chosen for optional routines. The epitome of competitive gymnastics is still the champion of the all-around competition (all events, compulsory and optional routines). It must be admitted that championships are held for individual events and that there is movement to increase the prestige of these championships.

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Nevertheless, gymnasts are gymnasts: highly specialized athletes. The existence of optional exercises permits the coaches and choreographers to highly specialize the gymnast's routines based on perceived skill strengths and weaknesses.

The principle of multilateral development and specialization are not opposing but complementary aspects of the same process. Multilateral development permits a profound motor, morphological and psychological specialization of the athlete (Harre et.al., 1982). Without the preceding multilateral development, the developmental potential of the athlete is curtailed in a number of ways.

X. The principle of individualization Gymnastics training is highly individualized

on the level of composition of optional routines. The coach and choreographer will try to select skills and compose combinations and routines that show the judges the athletes strengths while hiding the perceived weaknesses.

On the level of the compulsory routines, the training is hardly individualized. There is a prescribed ideal performance of the routines by the Code of Points that all athletes must attempt to attain. The compulsory routines are used as powerful control factors to influence the development of gymnastics and groups or classes of gymnasts.

The individualization of the gymnasts training is rendered particularly difficult because of a lack of performance norms. Therefore it is difficult to identify individual weaknesses or strengths, and adjust the training content accordingly. What is more, the lack of norms makes it difficult to know when an athlete is adequately prepared to learn a certain skill. If this were possible, the learning process could be much more successful, efficient and safer.

XI. The principle of variety Perceived variation in the training is a function

of number of alternative training forms and the training volume. As the number of alternatives increases, variety improves. As the training volume increases with a constant training content, training monotony increases.

Due to the exceptional breadth of content of the training necessary to perform well, a systematic variation in the training is almost self-evident. This is despite the extremely high training volume. The practice of a double-periodiza tion of the annual plan increases the frequency of change of training content and thereby variation.

The principle of training variety is intimately connected with the principle of the active participation of the athlete. Monotony reduces the athlete's active involvement in the training process. Variety improves active participation.

A significant aspect of gymnastics training is the learning of new skills, stabiliza tion of those skills, incorporation of such skills into combinations of skills and routines. The process of learning is not repetition by rote, but must be considered as practice without repetition (Bernstein, 1967, p. 134). Hence a systematic variation of technique training goals, means and methods is

essential for successful skill training, and thereby gymnastics training. It seems likely that one of the causes of breaks in competitions by even wellprepared gymnasts is to be found in the stereotyped repetition of routines, over-stabilization of performance and insufficient variable availability (Meinl, 1980; Matveyev & Novikov, 1982) .

There can be no question that creativity to create variety must be an essential part of the methodology of the training process in gymnastics. Matveyev and Nowikow (1982) observe that, "The path to top athletic performance cannot be separa ted from creative searching. A new athletic performance is always more or less a discovery. The discovery of new ways of exploiting the possibilities of the athlete; new training methods. Therefore, not just a simple conscious attitude towards things is required from the athlete, but instead an extremely deep engagement in its being; not just activity but continual, creative initiative." Specifically for gymnastics, one must approach gymnastics training with a creative attitude, searching for the most effective ways and means for development. This is because even recommended exercises can have insufficient effect and therefore must be traded for others. The dosage of the exercises in series and time-span can also be individual. Therefore coaches must free themsel ves from mechanical imita tion of wellknown training methods, be creative and try out ways and processes that permit development while using less training time (Menchin, 1972, p. 280).

XII. The principle of modeling the training process In gymnastics training one must differentiate

between informal and formal models. Both exist in the sport and are equally wide-spread.

The model of the conditioning-skills-combinations-routines-competitions-vacation sequence is well-known. W. Smolewskij (1978) has presented what is essentially the system in the old Soviet Union toda y. The cybernetic character of the model is readily apparent. This model was discussed under the heading of the principle of systematic training. It appears that the best models are selfregulating, feedback models.

Obviously, the functional characteristics of the model will be determined by the socio-economic and political context in which the training takes place. For example, gymnasts in a capitalist, freemarket society will learn skills differently than in a centrally planned, communist society. The gym exists within society as a whole and the coaches and gymnasts are also part of that society. Each social system must find it's own best models and systems. Model development and refinement is a central responsibility of the professional gymnastics coach.

The specific preparation of the gymnast will involve training models that specifically mimic certain aspects of the competitions. Such models will mimic the apparatus, the judging, the noise of the crowd etc.

XIII. The principle of the progressive increase in training load

The career of the gymnast should be exception-


ally long, resulting in high training ages, even in younger athletes. This is necessary in order to accomplish the wide extent and variety of training necessary to tackle the breadth of demands gymnastics places on the athlete. Therefore the first expression of the principle of the progressive increase in training load in gymnastics can be seen in the precocious increase in training volume. As increases in performance potential are closely connected with increases in training demands in gymnastics, increases training load and performance will be closely associated.

Relatively soon in the gymnast's career, training volume will have attained a practical maximum. Further increases in training load, necessary for continued development and improvement, can only be achieved by changes in other parameters of the training load: training intensity, density and content. In practice, gymnastics training load is increased by the periodization of the training content. While the volume and even the intensity of the training can remain essentially the same, the training content changes from general conditioning to increasingly specific routine training.

Conclusion The principles of training are guidelines for

organizing and planning a very complicated process: the preparation of an athlete for competition. These principles have been compiled from the experience of successful coaches, sports-scientific research and logic. Gymnastics training can benefit a great deal from these guidelines.

Every training program must be measured against the principles of training. By seeing how the plan measures up on each point, every plan can be improved and the confidence of all the participants increased. A good plan is not the execution, the proverbial blood, sweat and tears, but it is the best beginning.

References Bernstein,N.A(1967). The control and regulation of move

ments. Cambridge: Pergamon Press. Bompa, T. (1990) Theon) and Methodologt) of Training .

Dubuque: Kendall/Hunt Publishing Farfel,W.5.(1980) Bewegungssteuerung im Sport.[The con

trol of movements in sportsl Berlin: Sportverlag Gadjos, A(1983) Lehrbuch des Geraet- und Kunstturnens.

[The textbook of apparatus and artistic gymnasticsl. Schrorndorf: Verlag Karl Hofmann

Harre, D. et.al.(1982). The Principles of Sports Training. Berlin: Sportverlag

Lenk,H.(1979) "Muendigerathlete" und "demokratisches Training". ["The responsible athlete" and "democratic training". Explanation for a training concept.l. In Gabler, H. et al. (1979) Praxis der Psychologie im Lcistungssport. Berlin: Verlag Bartles & Wernitz.

Magill, R.(1989). Motor Learning. Concepts and Applications. Dubuque: Wm. C. Brown Publishers

Martin, D.(1977). Grundlagen der Trainingslehre, Teil I. [The Foundations of the Theory and Methodology of Training, Part Ll Schorndorf: Karl Hofmann Verlag

Martin, D.(1980). Grundlagen der Trainingslehre, Teil II. [The Foundations of the Theory and Methodology of Training, Part ILl Schorndorf: Verlag Karl Hofmann


Matveyev, L. (1981). The Fundamentals of Sports Training . Moscow: Progress Publishers

Matveyev, L., Nowikow, V.(1982). Theorie und Methodik der Koerpererziehung 2. [The theory and methodology of physical education, vol.2l Berlin: Sportverlag

Meinl, K. (1980). Bewegungslehre [Kiniseologyl . Berlin: Volk und Wissen

Menchin,J. (1972). Das Krafttrainingdes jugendlichen Turners. [The strength training of the young gymnastl. In Lu kjanov, Falmeyov & Menchin (1972) Gewichtheben fuer J ugendlichen/ Das Krafttraining des jugendlichen Turners. Schorndorf: Verlag Karl Hofmann

Sands, W.A (1984). Coaching Women's Gymnastics. Champaign: Human Kinetics.

Sands,W.A (1991). Monitoring the Elite Female Gymnast. Journal of the National Strength and Conditioning Coaches Association 13(4)

Sands, W. A, & Major, J. A (1991, Sep 12). The time course of fitness acquisition in women's gymnastics. FIG Scientific/Medical Symposium Proceedings, 1,9-13.

Sands, W.A, Henschen, K.P. (1992). The Probability of Repeating on World Championship and Olympic Teams for U.s. Women's Gymnastics: a Twenty-Three Year Retrospective Look. U. S. Gymnastics Technique, 12,(2)

Sands, W.A. (1992). ESS569 Training Th eo ry and Periodization. Salt Lake City: University of Utah

Smolewskij, W. (1978). Training im Kunstturnen der Hochleistungsklasse als langjaehriger Steuerungsprozess [Elite gymnastics training as a long-term control processl. Leistungssport, 1978(5)

Stark, G. (1984). Sporttechnisches Training und zwei grundlegende Prinzipien der Leistungsen twicklung [Sport technique training and two basic principles of performance developmentl . In Theorie und Praxis des Leistungssports, 22, 3-12

Tscherburajew, W. (1989). Ausbildung koordinativer Faehigkeiten [The development of coordinative capacitiesl. In U. Goehner (Ed.), Leistungsturnen im Kindesalter. Symposiumbericht. Stuttgart: FIG and Organizationskommitee Weltmeisterschaften im Kunstturnen Stuttgart 1989.

Ukran, M. (1975). Methodik des Turntrainings. [The methodology of gymnastics trainingl. Schorndorf: Verlag Karl Hofmann.

Werchoschanskij, J. (1985). Effectiv trainieren . [Effective trainingl. Berlin: Sportverlag.

Solution to Crossword Puzzel from page 32

13

Preschool Training

Updating Pre-School Gymnastics

W. Terry Exner, B.A., M.A. Gymmarin: Pacific San Rafael, California

There is more time

in the summer to

conduct coaches

training sessions

and to update

programs and

techniques.

14

Summer is the ideal time for Program Directors, Head Coaches, and Owners to evaluate and institute changes in their gymnas

tics programs. There is more time in the summer to conduct coaches training sessions and to update programs and techniques. It is of added benefit to offer new training concepts, "games" and other activities to the classes in order to maintain enrollment at a time of the year where we seem to lose so many class gymnasts.

An alarming trends that I encounter in my travels and lectures at training centers across the country, is the fact that many Preschool curriculum are based more on "baby-sitting" and filling class time with non-progressive activities than actual gymnastics training. The gymnastics elements and progressions used to train the Preschool aged child (3-5 years old) are often far behind what would be considered contemporary gymnastics techniques. This occurs even in programs that produce some of the country's top competitive gymnasts. While team members are taught using the latest skills and progressions, Preschool classes may still use techniques long out-dated. Problems arise when these Preschool gymnasts advance into higher level classes. Old techniques must be corrected and a constant retraining of the gymnast occurs. We all know how difficult it is to re-train a gymnast once they have had incorrect techniques reinforced during earlier training. This is difficult and frustrating for both the gymnast and the coach. If this re-training can be avoided, class time becomes much more efficient and enjoyable for all involved.

Another important point to be considered in the training of Preschool children is the fact that they may not be in the gym by their own choosing. An 8 year-old says, "Mommy, I want to take gymnastics classes." With the Preschool aged child, "Mommy" makes this decision. Therefore, the owner and / or program director must gear the selling and promotion of their Preschool program to attract "Mom's" attention and interest. Remember, "Mom" watches gymnastics on television. What she sees is the most contemporary of techniques, the elements in style today. These same techniques are what she may expect to see when she enrolls her child in your gym. She wants to see casting and handstand positions on uneven bars ... not pullovers, "skin-the-cats," or skills that she does not recognize. She wants to see rebounding and quick, explosive motions on beam ... not forward rolls and backwards rolls. If she sees skills and progressions tha t she can rela te to w ha t she sees on TV, we have a happy "Mommy" and your gym's

reputation spreads through word-of-mouth - one of the best promotional techniques to improve enrollment.

The first step in updating your program involves an evaluation process. The following is a list of techniques and guidelines, both gymnastics and teaching, that should be the foundation of a Preschool program. Of course the list can be expanded, but this should get you started in the evaluation process.

1. Is the major emphasis at each event based on developing correct hand /arm support positions?

2. Are techniques to develop the motor skills necessary for running and repulsion from the feet/legs being employed consistently?

3. Are element specific body position being reinforced throughout each event?

4. Are strengthening/conditioning techniques being used on a constant basis in each class?

5. Are coaches using positive reinforcement and success-orientation techniques as part of their teaching process?

6. Are drills accomplished through isolated skill progressions or through the use of circuits?

7. Are skills/progressions being taught through games or simple "your turn" repetitions?

8. Is information being made available to parents concerning how a gymnast learns and the basic biomechanics of gymnastics?

These guidelines should enable you to evaluate how your own program meets a contemporary structure for Pre-School gymnastics. A more in-depth explanation of each of these evaluation points follows.

Hand/ Arm Support This is one of the most rudimentary of all

gymnastics skills. The basis for each event is founded upon the gymnast being able to support their body weight on their hands / arms. This is a technique that must be reinforced constantly with the Preschool gymnast. Always remember the foundation for all gymnastics training is that any element in gymnastics can be taught to any individual if they have: 1) the strength necessary for the skill, 2) the ability to maintain the specific body position necessary for the skill, and 3) the desire to learn and accomplish the skill. If any of these three basics are missing, even an act of Divine Intervention won't make the gymnast (or coach) successful!

Beginning drills for the 3-5 year old should again and again develop this hand / arm support progression. Include it as part of the warm-up


activity as well as at each event station. Holding the body in a push-up position, "Wall Walks" (feet on wall, hands on floor), "Mat Walks" (feet on stacked mats, hands on floor) are examples of beginning drills to develop hand/ arm support. A preschooler that doesn't have the confidence and understanding that they can support themselves in an inverted position, safely and in control, will never learn a handstand or a cartwheel. We must teach the body positions and develop the strength before we attempt to teach any skill. The alternative to doing this is frustrating repetitions of skilloriented drills, dull classes, and reduced enrollment due to drop-outs. A wise parent would rather see specific drills being done to develop the handstand position (a "TV Gymnastics" trick that they can relate to) rather than poorly executed cartwheels.

Running/Repulsion Before we can effectively teach tumbling, beam,

or vault skills, we must develop the basic motor coordination necessary for a child to run and jump. Drills designed to train running skills in acceptable body position should be done for short, fast sprint and stop as well as for longer running sequences. Rebounding must be emphasized for one and two foot take-offs and landings. Emphasize jumping for height (jumping up onto single and stacked mats), jumping for landings (jumping off single and stacked mats), and jumping for distance (jumping into and out of hoops placed on the floor or across taped lines and shapes in the floor). Particular attention should be paid to the landing or finish position - knees slightly bent, legs together, pelvis tilted under, flat lower back and vertical body alignment with the arms and head in a neutral position.

Body Position Reinforce the same body position used in the

landing drills above throughout each event. Casting drills on bars, rebounding and landing drills on beam, trampoline work, and rebounding drills on vault, should reinforce this basic body position. You can include specific "Body Position Games" in the class warm-up and strengthening/ conditioning programs.

Strengthening / Condi tioning You cannot successfully train a preschool gym

nast to do gymnastics skills if they do not have the prerequisite strength. Therefore, you need to develop this strength through muscle group specific exercises. Preschoolers will willingly participate in strengthening activities if the are presented in a fun manner. Make games out of the conditioning drills. Use unique names. I suggest that you stagger the sets of strengthening drills throughout class time. This method works much better than devoting the last 10 minutes of class time for push-ups. A technique I use in teaching preschoolers is called a "Celebration." Each "Celebration" consists of 10 push-ups, 10 sit-ups, and 10 tuck jumps done in succession, as quickly as possible while I count (as fast as I can) to 10 for


each exercise. We do "Celebrations" for any reason during a class-usually about 10 "celebrations" during each class. The students may only accomplish 5 valid push-ups or 5 sit-ups in the fast count time I give them, but by repeating the "celebration" process 10 times, I've had them accomplish a total of 50 push-ups, etc. This is much easier, I might add, than trying to get a group of 4 year-olds to do 50 push-ups at the end of class! Just show your classes how to do a "Celebration" then, ever so often, clap your hands and yell "Celebration!" Begin counting to 10 quickly as they hurry to do their sit-ups, etc. They will get the hang of it and try to get as many reps in as they can before you change the exercise.

Using "wall walks" and "mat walks" as a circuit station on every event will help in the development of shoulder, chest, and arm muscles. Remember, without the strength, your students cannot be successful in learning and executing gymnastics skills.

Positive Reinforcement/Success Orientation

Positive Reinforcement is a teaching technique of constantly pointing out what was done correctly, not criticizing what was done incorrectly. If you constantly tell a preschool child that the things they are doing wrong with a skill or progression, they become discouraged quickly, and won't want to "play" with you any longer. Use phrases like, "Susie, what a GREAT back wedge roll! I'm so proud of you! Can you do it again and try to keep your legs together?", ra ther than, "Susie, your legs were apart in your backward roll." This approach may take a little more time, but the results are worth it. All too often kids hear the words DON'T, WRONG, and NO - this leads to negative self-image. Use positive words and phrases. A child who thinks he/she's BAD or WRONG will behave poorly; a child who feels that they are GOOD, will be well behaved and motivated to learn.

Success Orientation is a technique whereby the skills and progressions that you introduce are not constantly increasing in difficulty. It is a good idea to follow the introduction of a new (or more difficult) skill or technique by a previously learned skill or technique that everyone in the class can accomplish. This gives you the opportunity to tell your class how well they are doing and allows the slower class members to feel successful also. If progressions are paced in ever increasing levels of difficulty, only the top end of the class will be successful.

Circuits I teach almost entirely through the use of cir

cuits at each event. Use small circuits (only a few stations) that don't take up a lot of room, but give you the opportunity to keep a class constantly moving. The stations you are not directly spotting or supervising, can include very simple activities such as jumping, "mat walks," etc.- these stations prevents the students from just sitting or

15

standing around waiting for their turn. It is important to maintain general supervision by placing yourself where you can see (and get to if necessary) each station that you've set up. The constant activity that circuits permit will make "Mommy" very ha ppy with the program - ra ther than watching the clock to see exactly how long her youngster sits and waits during a 45 minute or hour long class.

Games In order to have a child actively participate in

the drills you want them to accomplish, you should attempt to present each drill and progression in a game format. The games need not be elaborate, but making a game out of everything will maintain high student interest. Use simple explanations - the children's imaginations will take over from there. For example, at a rebounding station in a FX circuit, rather than telling the children precisely where and how to jump - have you class be "Frogs in the Pond" or Kangaroos. This type of game orientation makes class time much more enjoyable. Kids having fun are a lot easier to handle than bored little ones on the verge of going out of control! Preschool coaches are among the most creative group of coaches in our sport. .. often due to self-preservation! Using game oriented drills at each event will challenge them, and make full use of their creativity.

Parent Information Every gymnastics training center should have

printed materials available concerning how a gymnast learns and the basic format and skills that will emphasized. Most parents, especially those of 3-5 year olds, don't have much ex peri-

ence in the world of youth athletics. We often forget that we, as coaches, speak in a language of our own. It is a good idea to make a gymnastics glossary available to parents. You may also want to keep handy information regarding conditioning, strengthening techniques and nutrition for the young athlete. I find it is much easier to work with parents who are informed than to spend extra time answering the same questions over and over. A beginner "Parent's Handbook" is a nice addition to the release forms and information sheets that are handed out to new program participants.

When using these guidelines to examine your Preschool programs and coaching, remember tha t nothing is written in stone - not every drill or technique is successful in every situation or for every coach. Yet, these guidelines should help you develop a program for the 3-5 year old that is progressive, marketable, defensible and FUN for everyone concerned.

Note Other articles on specific games, drills, and progres

sions for gymnastics events for the Preschooler will be forth coming in future issues. W. Tern) Exner is a wellknown preschool gymnastics clinician with an extensive background in both Artistic and Rhythmic gymnastics. He has lectured on behalf of USGF and privately for the past 10 years, and has conducted 1n11nerous coaches clinics around the country.

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August 1992 TEC H N IQUE

Safety

Safe Progressions in Gymnastics A s teachers and coaches of gymnastics, we

are responsible for providing a safe environment in which all of our students and

athletes can experience success and continually learn more challenging skills. We must understand what types of activities and skills are easier or more difficult than others, and what the inherent risks of each activity are so that we can plan classes or practices which provide an environment in which all students can continue to learn and improve their performance with minimal risk of injury. Students should master the basic skills and progressions first before moving on to the more difficult skills and combinations. This article presents a framework for evaluating the relative difficulty and risk of gymnastics skills.

In every class or team situation there are variables which must be considered when planning activities. Some of these variables are unalterable by the teacher or coach, such as the characteristics of students (e.g., age, size, skill, maturity, developmental levels, class size, and facility). However, such variables as the characteristics of the activity, equipment used, number of students participating at one time, and the competitiveness of the activity, can be altered. The framework presented here focuses on those variables that can and should be modified to provide a safe and effective learning environment.

Four categories are considered: those related to 1) movement, 2) surface and equipment, 3) number of stud en ts partici pa ting, and 4) com petitiveness. Each category includes pairs of characteristics, one representing the basic and/ or relatively lower risk end of a continuum and the other representing the more difficult and/ or relatively higher risk end of a continuum (See Table 1). Each category and the characteristics listed within it are described.

Movement Every physical activity can be evaluated using

the pairs of variables in this category. Slow/Fast. Increased speed increases risk of

injury. Many skills are not only safer but easier to learn at a slow pace than at a fast pace. For example a cartwheel should first be attempted from a standing lunge rather than from a run. It is not uncommon to see beginners land their first cartwheel on their knees. The consequences of such a landing are far greater if the cartwheel was attempted from a run than from a lunge. With practice, the student who can consistently land the cartwheel successfully can try a running approach. Likewise, the hurdle and takeoff from the vaulting springboard should first be practiced

TECHNIQUE AugusI1992

from a slow, short approach with control and correct technique before using a longer and/ or faster approach. As speed of movement increases so does the relative difficulty. This does not mean that students should never be asked to move quickly, only that early attempts should be executed slowly. Skills requiring fast movements should be introduced to students who have demonstrated mastery of the skills and their progressions at a relatively slower pace. The slow / fast continuum also applies to performing individual skills versus skills in a routine. Individual skills permit the student time to concentrate in between moves. When performing a routine risk is increased.

Low/High. Movements at low levels generally carry relatively lower risk than those skills executed with height. For example, the potential for injury when performing a low leap is less than when performing a high leap. Progressions should start with movements at a low level and only include movements at higher levels when performances at the lower level are consistently successful.

Upright/Inverted. Students are accustomed to being in an upright position. Movements which involve being upside down (inverted) may involve more risk and increase the possibility of a fall on the head, neck or back. Teachers and coaches should require students to demonstrate, through appropriate lead-up activities in upright or semiinverted positions, the balance, coordination, power, and flexibility required for inverted skills. For example, before having a beginner kick up to a handstand, the student should demonstrate the ability to support his/her weight on straight arms. Can the student support him/herself in a pushup position? Can he/she lift one leg up and hop with the other to briefly support weight in a semiinverted position? If he/she is unable to do either of these, the student should not be asked to attempt the handstand until provided with opportunities to increase strength.

Stable/Unstable. Activities involving a wide base of support are generally easier and present relatively less risk of falling than those with a narrow base of support. Skills utilizing a wide base of support should be learned and demonstrated before introducing those requiring a smaller base of support. For example, after students have demonstrated proficiency in performing a particular skill on a line on the floor, they would progress to performance on a wide practice balance beam, and finally to a regulation width beam.

Grounded/Flight. Before attempting skills requiring flight (where the entire body is out of

17

Gail Reiken B.S., M.S., Ed. D Assistant Professor Department of Movement Science and Leisure Studies William Paterson College

contact with the floor), students should learn similar movement patterns while remaining in contact with the ground. They should also have developed and demonstrated, in basic skills and progressions, the necessary strength and power to complete skills involving flight. For example, a well-executed cartwheel should be mastered before a dive cartwheel is attempted. Sufficient strength to support the body weight upon landing on the arms during a dive cartwheel should be

Table 1 Framework for Evaluating Difficulty and

Risk in Gymnastics

Easier More Difficult Lower Risk Higher Risk

MOVEMENT Slow Fast Low High Upright Inverted Stable Unstable Grounded Flight Assisted Unassisted Sighted Blind Non-contact Contact Familiar Unfamiliar

SURFACE AND EQUIPMENT Soft Hard Even Uneven Rough Smooth Incline Level Low High

NUMBER OF STUDENTS Many Few

18

demonstrated in a relatively safer activity-perhaps a few push-ups with a clap in between each one or handstand hops. This would demonstrate sufficient arm strength and action similar to that required in the dive cartwheel without the relatively higher risk of motion and height.

Assisted/Unassisted. There are some movements, for which manual assistance (spotting) can be provided for a performer learning a new skill or attempting a skill that has not been attempted in several training sessions. Movements that could have serious consequences if not completed successfully because they involve such variables as speed, height, inversion, instability, etc., should be spotted during early attempts and should only be attempted if appropriate lead-ups have been mastered. Not until the student can perform the skill with minimal assistance (a light touch) should an attempt be permitted without assistance. If a teacher is not confident in his or her ability to provide manual assistance for skills warranting such assistance; other safety equipment such as spotting belts, skill cushions or training pits should be used.

Sighted/Blind. Skills performed in a manner that allows the performer to see where he/ she is going, the landing or see his / her feet or hands are generally considered safer than "blind" skills where

the performer can not see the direction of movement or the landing. Forward somersaults (saltos) have blind landings and carry a relatively higher risk than back saltos. Teachers should be sensitive to this difference and provide appropriate lead-ups and / or manual assistance for such moves and instruct the students in visual spotting techniques that will increase the safe performance.

Non-Contact/Contact. Pyramid building is often included as part of a gymnastics unit in schools and pairs gymnastics is becoming more popular. The students ability to handle their own bodies while doing individual gymnastics skills should be well demonstrated before they are permitted to work with each other. Contact in gymnastics also occurs when spotting. While the spotter's purpose is to assist the performer, the spotter is also in a position to sustain injury. This should be considered when asking students to spot each other.

Familiar/Unfamiliar. The risk and ease of activities or movements with which students are familiar compared to those with which students are unfamiliar is obvious. Learning new activities can often be related to those previously learned.

Surface and Equipment When selecting gymnastics activities to include

in a program, one must consider the surface on which the activities will be practiced and the equipment to be used. The United States Gymnastics Federation (1990) provides guidelines for the types of mats to be used for floor, tumbling, under apparatus, for practice and the learning of new skills and for competition. The nature of the activity dictates the type of surface which should be used.

Soft/Hard. A soft, shock absorbing surface generally provides a safer environment for gymnastics activities which involve inversion, landings from heights, and the possibility of falling. Skill cushions are recommended for learning new or diffic;ult skills. When landings are involved, the surface must also provide a firm surface for stability. Landing mats which provide shock absorption are recommended for vault landings, dismounts and some tumbling landings. Resilient mats should be used for floor exercise and tumbling. The soft/hard continuum also applies to some equipment. A foam trapezoid provides a softer vaulting surface just as a padded balance beam is recommended over a wooden beam.

Even/Uneven. Even, flat surfaces reduce the risk of tripping. Overlapping of mats should be avoided and joints between mats should be secured with Velcro or tape.

Level/Incline. While a level surface is preferred for most acti vities, an inclined surface is often best for learning some skills. Rolls are easier to learn on a wedge mat. Where there is a choice, an incline appropriate to the task and skill level of the student should be used.

Low/High. In gymnastics classes, it is a good idea to adjust the height of the equipment to the level of difficulty of the skills and the abilities of the student. Beginner gymnasts should learn new


skills with the equipment adjusted toa low height. Only if students are successful at the lower settings should the heights be increased. Creative teachers can introduce many challenges to students on gymnastics equipment set at low heights. This makes it unnecessary to raise the equipment to higher settings which present a greater risk of injury.

Number of Students When the number of students increases, the

coaches duty of supervision becomes more difficult. In striving to provide for maximum participation for all students, gymnastics teachers must recognize the inherent risks in activities as the number of participating students increases. This is of greater concern in school settings where classes are usually larger than in club or team settings. A system for rotations and taking turns and instructions for how and where students should be occupied in between turns, should be explained clearly and enforced. The instructor should be positioned in the instructional area in such a manner that as many students as possible are in view. To accomplish this, the teacher should move around the edge of the teaching space, particularly at the beginning of the lesson, changing direction frequently to help keep the students on task.

Competitiveness The enthusiasm, pressure, and excitement of

competition or performance may increase the risk of injury and the difficulty of the task. Ample time and appropriate activities should be provided to

students to allow them to become proficient before they participate in competitive situations. Students who are not comfortable with their skill level might be allowed to continue to practice while others are involved in competition.

Summary Instruction in all gymnastics classes should use

appropriate progressions that increase the chances of student success while minimizing risk of injury. The framework presented here can be used as a guide in selecting the gymnastics skills to be included in instructional classes or team practices. Activities on the easier / low risk end of the continuum should be introduced before those toward the more difficul t / grea ter risk end . When a student is having difficulty with a particular skill, modifications should be made by adjusting one or more variables toward the easier and low risk end of the continuum. When one variable of a task is being made more difficult in order to provide a greater challenge, it might be appropriate to temporarily adjust another variable toward the lower risk end of the continuum to reduce the risk of injury. Our attention to the difficulty and risk involved in gymnastics activities will help us provide students and gymnasts with the safest learning experiences possible.

Reference George, G.5., (ed.). (1990) USGF Safety Manual (2nd

edition) . USGF Publications, Indianapolis, IN.

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TECHNIQUE August 1992 19

Club Information

David Day,

The Benefits of Gymnastics

Gym Elite Gymnastics Training Center, Norcross, GA

C hildren in today's world have hundreds of new activities available for their enjoyment and their benefit. The list ranges

from video games to sports. Unfortunately, the benefits range as much as the activity themselves.

Developmental gymnastics is composed of such a myriad of skills that children of all abilities can enjoy the challenge of learning new and exciting skills each time they attend class. This provides an opportunity for repea ted success experiences tha t motivate the child to strive to new heights. These success experiences build the self-esteem and the self-confidence needed to enjoy the many challenges of life.

Gymnastics, as an after school activity, has been growing dramatically in popularity each year and with good reason. Parents are becoming

~ increasingly more aware of its health and educational value. While children just want to keep up

V' .,,''' d.", ... with an activity that helps make them feel good

about themselves.

Why do children enjoy the sport?

Why do parents suggest gymnastics to their children?

Parents have observed their children and their neighbors children cartwheel and tumble across the yard and the furniture for years. They see the abilities and fears of their children and initially place them in gymnastics classes for many reasons. The reasons range from "I've seen them at home and I think they are very talented" to "I think my child lacks coordination and I want them to develop more strength. "

20

Like adults, children enjoy the stimulation from using new muscles, feeling challenged and realizing success.

Gymnastics is more than just another sport. It is an activity that offers something different to each participant. In gymnastics, the highly active child has a positive outlet for their energy while the less physically motivated child is thrilled by ~arning a skill suited just for them.

Whatever the reason for starting gymnastics, parents enroll their children in gymnastics classes

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because they enjoy seeing their children learn. The facial expressions tell the whole story -from the concentration when beginning a new skill, the frustration when they realize it will take several tries, to the joy and excitement when they finally reach their goal.

Gymnastics allows children to be challenged by a multitude of sensory motor experiences that develop coordination, balance, flexibility and strength. The fact that it is motivating and fun teaches students to enjoy physical activities during a very important time in their life. A time when their body is determining its physical development attitude. This provides an attitude that will remain with them throughout life.

The Learning Process Just as important as its many physical health

benefits is the educational value of gymnastics. Gymnastics is composed of hundreds of skills that must be learned step by step. Students learn each skill by mastering each of its parts then piecing it together. As students progress they begin to realize that everything is learned in this manor. This is the same learning process by which we learn almost anything difficult. The repeated success experiences they practice with the learning process in gymnastics will carryover very well to school and other activities.

The social skills developed, learning process skills, the self-confidence and the fun, as well as

the physical benefits make gymnastics the best possible activity for children ages 3 to 18 years of age.

Although gymnastics has tremendous benefits for children of all ages, care must be taken to insure that the program where you enroll your child is safe and developmental. You should consider the following questions when looking for a good gymnastics program. What is the philosophy of the program and its goals for its students? Are the instructors professionals-what are their qualifications? Is their enthusiasm conducive to motivating your child? Is the equipment in good safe condition? How are students placed in different classes? How will you know how your child is progressing?

Children 3 through 5 years of age enrolled in gymnastics programs should be introduced to a wide variety of perceptual experience type activities related to gymnastics but not the traditional gymnastics skills. Their bodies must first learn to understand the basics of movement and develop the necessary strength before attempting complete skills.

Children age 6 years and older should be introduced to the traditional skills that are related to their gymnastics experience and their strength.

It is important that all students are placed in classes with students of similar ability. Gymnastics is a fundamental activity that provides all the basic tools children need to be successful in life.

This article is reprinted by pennission of the author from the AtIan ta HeaIthand Fitness Magazine.

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TO THE GYMNASTIC COMMUNITY:

The members of the United States Gymnastics Suppliers Association take this opportunity to renew our commitment to you and to express our thanks and appreciation to all of our customers and friends for making this year a successful one. Thank you, and we lookforward to serving you in 1992-93.

Alpha Factor • American Athletic, Inc. • Carolina Gym Supply Classroom Systems • Elite Sportswear / GK Encore Screen Printing • Flaghouse, Inc. • Frank Endo Freedom Sports • G. A. Deitch, Inc. • Gerstung/Gym-Thing, Inc. Gibson, Inc. • GMR Gymnastics Sales, Inc. • GSC Sports Gymcorp • Gym-Trix, Inc. • Hodges Badge Company International Gymnast/Sundby Sports. Leo's Dancewear, Inc. Mahoney Systems • Mancino Manufacturing Markel\Rhulen Underwriters • Nine Nines Pegasus Gymnastic Equipment • Progressive Gymnastics Resilite Sport Products, Inc. • Spieth Anderson International, Inc. UCS, Inc. • United Productions • USA Gymnastics Supply V. T.L., Inc . • Valentines

At Congress. lookjor the booths displaying the USGSA sign . ..

symbolic oj oW' commitment to gymnastics.

For injormation on our members' products or services. write on your school or club le tterhead to: Holly Gibson· Secretary. USGSA • P.O.Box 1444. Englewood. CO 80150

USGF Congress

1992 USGP Congress Group Meetings* Wednesday, September 16,1992

Ballroom level (2nd Floor) W-R.c. Workshop 3:00-10:00 pm

Redondo (25) Conference

Thursday, September 17, 1992 W-Ad Board Meeting 8:00-12:00 am

Redondo (25) Conference W-JOPC Meeting 8:00-12:00 am

Manhattan (25) Conference

Pacific Ballroom

Pacific Paci fic A lj Ballroom Ballroom (M en) D C

(Pre- (Women) Pacific ~ 0----0 USGF Exhibitors Hall

M-USECA 2:00-5:00 pm Carmel (90) Theatre

school) Ballroom B

msC) W-Region V Board 3:00-6:00 pm

Coronado (22) Conference W-Region I Board 5:00-9:00 pm

Lido A (20) Conference W-Region II Board 5:00-9:00 pm

Lido B (20) Conference W-Region III Board 5:00-9:00 pm

Lido C (20) Conference W-Region IV Board 5:00-9:00 pm

Balboa A (20) Conference W-Region VI Board 5:00-9:00 pm

Balboa B (20) Conference W-Region VIII Board 5:00-9:00 pm

Balboa C (20) Conference W-Region VII Board 6:00-10:00 pm

La Jolla (22) Conference M-PC 6:30-10:00 pm

Salinas (20) Conference W-USECA 7:00-10:00 pm

Huntington (280) Theatre R-CJC (Hitzel) 7:00-9:00 pm

Salinas (20) Conference NACGC-W Mini Congress 8:00-5:00 pm

Capistrano (132) Theatre M-JOPC 6:30-10:00 pm W-Meet Oir. clinic #1 8:00-10:00 am

Friday, September 18, 1992 W-W.c. coffee 7:30-8:30 am

Salinas (20) Conference Palos Verdes (68) Schoolroom NACGC-W Meeting 7:00-10:00 pm W-State Chairmen's mtg. 8:00-12:00 am

Malibu (30) Banquet W-EPC meeting - 1 7:45-8:45 am

Coronado (22) Conference

Capistrano (132) Theatre Capistrano (132) Schoolroom NAWGJ Ex. Mtg 7:30-11:00 pm R-Hitzel 8:00-12:00 am

Santa Barbara (20) Conference Conference M-NGJA 10:00-12:00 am

Carmel (90) Theatre W-Joint Mtg (JO/Elite) 8:00-10:00 pm NAWGJ Ex. Mtg 8:00-4:00 pm

Conference Santa Barbara (20) Conference M-NGJA-TC 1:00-2:00 pm

Salinas (20) Conference R-JOPC 4:30-6:00 pm

for (12) Conference W-Region VI Open Meeting 5:45-7:30 pm

Carmel (90) Theatre W-Region I Open Meeting 6:00-7:45 pm

Pacific C (1000) Theatre W-Region II Open Meeting 6:00-7:45 pm

A vila (150) Theatre W-Region III Open Meeting 6:00-7:45 pm

Huntington (280) Theatre W-Region IV Open Meeting 6:00-7:45 pm

Palos Verde (132) Theatre W-Region V Open Meeting 6:00-7:45 pm

Laguna (280) Theatre W-Region VIII Open Meeting 6:00-7:45 pm

San Simeon (150) Theatre

W-Joint Mtg. EPC mtg. - 2 8:30-10:30 pm M-Hoffman Clinic 8:00-6:00 pm Coronado (22) Conference Laguna (150) Schoolroom

R-Nat. Team Coaches mtg. 8:00-10:00 pm W-Skill Eva!. Test #1 8:30-9:30 am for (12) Conference San Simeon (74) Schoolroom

NHSHCA meeting ? JCI - Testing 9:00-12:00 am U.s. Maccabiah Committee 2 hours Huntington (90) Schoolroom

Sunset (16) Conference NSC Brunch 9:00-11 :00 am

Saturday, September 19,1992 Avila Banquet

NAWGJ Meeting 7:301:30 am USGF Ex. Bd. Mtg. 9:00-12:00 am

Ex Boardroom (22) Conference Santa Barbara (20) Conference Safety Certification Course 9:00-4:00 pm

M-JBGCA 7:47-8:45 am Pacific A (400) Theatre

El Capitan (78) Schoolroom

Ath. Council Mtg. 9:00-11 :00 am W-Meet Oir. clinic #2 10:00-12:00 am

Palos Verdes (68) Schoolroom Ex Boardroom (22) Conference W-Skill Eva!. Test #2 10:30-11 :30 am

RSG Pro-membership mtg. 12:45-2:30 pm San Simeon (74) Schoolroom Pacific B Theatre Sokol Meeting ?

Sunday, September 19, 1992 W-Region VII Open Meeting 6:00-10:00 pm

EI Capitan (160) Theatre JCI-TA Workshop 8:00-9:00 am OTE: Meetings are subject to change of

Huntington (90) Schoolroom time / day / rooml


USGF CONGRESS, SEPTEMBER 17-20,1992

BRIDGING THE GAP ANAHEIM

1992 Early Registration Form Please: one name per registration form

See page 26 to register for Congress "add-ons" such as Safety Certification, PDP Levels I & II, Meet Director's test and Skill Evaluator's examination.

Name Name of Club/Program _________ _

Address City _________ State __ Zip __ _

Birthdate* (year) Phone, day ( __ ) ______ Phone, night ( __ ) _____ _

USGF Pro # ________ Exp. Date _____ Soc. Security No. __ _

Check ( ) appropriate titles: o Men's Program o Women's Program o Rhythmic Program o Club Owner o Coach 0 Judge o Administrator

• Minimum age for Congress registration is 16 years.

Congress Fees: Fee Includes: Credential for entrance to regular Congress sessions, master clinics,

and demonstrations on Thursday afternoon through Saturday. And ... Free entrance to the Exhibit Hall featuring the industry'S finest products.

(additional day passes into the Exhibit Hall are $5.00 each) Ticket to the annual USGF Awards Banquet.

(additional Banquet tickets for spouses/guests are $40 ea. - available at registration) Ticket to the Olympic Exhibition at the Anaheim Arena, Saturday, 9/19/92.

(additional tickets will be available on site for $15 each)

Note: You must register separately for the PDP Coaching Accreditation courses, Safety Certification course/exam, Skill Evaluators exam, etc.- Forms will be sent upon receipt of this Congress Registration form.

o Non-Member Congress Registration Fee USGF Pro-Members:

o Regular Fee (POSTMARKED/RECEIVED lli:'r~C";v'!,[E'I~~" AUG. 1 AND SEPT 1,1992)

Fee enclosed:

Make check/money order payable to: United States Gymnastics Federation o VISA 0 MasterCard Expiration Date ____ _

$160

$120

Card# ____________ _ Signature ___________ _

24

Registration is non-refundable after September 4, 1992 NO EXCEPTIONS

NO PRE-REGISTRATIONS AFTER SEPTEMBER 1,1992 After September 1, you must register "on-site."

Please return this registration form to: USGF CONGRESS

Pan American Plaza, Suite 300 201 S. Capitol Avenue Indianapolis, IN 46225

(T892)


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USGF CONGRESS, SEPTEMBER 17-20,1992

I BR}~~oIN~R~SS~~;o~,AP : Use this Form to Register for any of the 1992 USGF Congress tests, examinations, certifications, accreditations, etc. in which you plan to participate. PLEASE, one name per registration form.

Name ____________________________ __

Address, _________________ _ City __________ State __ Zip __ _

Birthdate* (year) __ _ Phone, day ( __ ) ____ _ Phone, night ( ) _____ _

USGF Pro # _______ Exp. Date _____ Soc. Security No. __ _

Pro- Non- Sub-Check () all appropriate "add-ons" member member TOTAL

Safety Certification -- 2 courses to choose from: o 1. Thurs., 9/17, 2:00-8:30 pm $75 $100 o 2. Sun., 9/20, 9:00 am-3:30 pm $75 $100

Professional Development Program (PDP) Coaching Accreditation 01. Levell Clinic Administrator's Course* - Thurs., 9/17, 8:30-11 :30 am $35 N/A

Criteria: USGF Pro-membership, Safety Certification, and submission of a resume* indicating minimum of 4 years coaching/administrative experience - no tests)

o 2. Level I Video Clinic· -Thurs., 9/17 6:00-9:00 pm $35 $35 Criteria: This is open to all interested coaches - Testing is required.

03. Level II Sports Science Course (8 hrs.)-Wed. 9/16, 2:00-9:00 pm and Thurs., 9/17, 8:30-11 :00 am $50 $50 Criteria: PDP Level I Accreditation is recommended.

04. Level II Instructors Course (13.5hrs.) -Wed. 9/16, 8:30 am-9:00 pm and Thurs. 6/17/92, 8:30 am-1 :40 pm) $125A N/A Criteria: PDP Level I Accreditation recommended, USGF Pro-membership, USGF Safety Certification, and submission of a resume.* ASee page 39.

* Resume forms will be mailed upon receipt of this Application Form.

Womenl$ Program examinations, accreditations, or participations: o 1. Levell-IV Skill Evaluator's Examination - Sun., 9/20,9:00 am-10:00 am $9 $15 02. Meet Director's Test - Sun., 9/20,10:00 am-12:00 noon $10 NA o 3.Round-off Entry Clinic - Fri., 8:50 am-1 0:00 am FREE FRE;::E=-========---.

TOTAL AMOUNT ENCLOSED:

Make check/money order payable to: United States Gymnastics Federation o VISA 0 MasterCard Expiration Date----:==== Card # Signature ____________________ _

26

Registration is non-refundable after September 4, 1992 - NO EXCEPTIONS NO PRE-REG/STRA TIONS AFTER SEPTEMBER 1, 1992

After September 1, you must register "on-site. "

Please return this registration form to: USGF CONGRESS, Pan American Plaza, Suite 300, 201 S. Capitol Avenue, Indianapolis, IN 46225

(T892)


U.S. GYMNASTICS FEDERATION Coaches Congress

Optional Tour Program Presented by SPECTRUM Meeting Services

Tours will depart from curbside on Convention Way in front of the Anaheim Hilton Hotel, and include deluxe motorcoach transportation , knowledgeable guide services and all admission fees; luncheons are on an optional, no-host basis, unless otherwise indicated. Registrations must be submitted by September 1, 1992, accompanied by full payment. Written requests for refunds must be received by September 4, 1992. SPECTRUM will make every effort to accommodate late and on-site registrations. Reserved tickets wi ll be held for on-site distribution at the Tour Desk next to Conference Registration . SPECTRUM reserves the right to cancel any tour that does not meet minimum numbers . Questions may be directed to SPECTRUM Meeting Services , (213)/930-0341 .

TOUR #1 Thursday Evening. September 17. 1992 EVENING AT THE IMPROV --- 7:00 pm-12:00 midnight $38.00 The Improv, a nightclub where the newest, hottest and most exciting talents deve lop their skills and become "discovered." Just a few of the famous faces that have graced the Improv stage include : Rodney Dangerfield, Richard Pryor, Bill Cosby and Lily Tomlin. The Improv showroom is fully-equipped , casually comfortable , and allows and unobstructed view of the stage. You will enjoy dinner and entertainment at this unique destination .

TOUR #2 Friday Evening. September 18.1992 SUNSET CRUISE IN NEWPORT --- 6:30- 11 :30 pm $46.00 Enjoy a fully-narrated cruise through the calm and beautiful Newport Harbor, while viewing the magnificent homes and yachts of the many celebrities and industrialists who live in the luxurious bayfront communities of Balboa, Lido and Linda Islands. After Sunset , dine in a charming waterside restaurant and enjoy dinner overlooking Newport Bay.

TOUR #3 Sunday. September 20.1992 UNIVERSAL STUDIOS/HOLLYWOOD -- 10:00 am - 5:00 pm $40.00 Trace the history of Hollywood from the early days of the nickelodeons through the days of film pioneers and moguls. The narrative will include Hollywood in the 40's, the "star" system with its grooming oc celebrities, Hollywood in its hey-day as well as the Hollywood of today . Pre-board Glamour Tram to tourthe largest and busiest motion picture studio complex in the world. See what the movies are made of, going behind the scenes of the 420 acres of this real working movie studio , comprised of some 640 outdoor sets , created for many of the classics -- including THE STING, FRANKENSTEIN and PSYCHO. Learn behind-the-scenes secrets and special effects as you tour through sound stages and pass through New York, Texas and Europe.

Walk in and around actual movie sets in the "Streets of the World ." In Old London you'll feel as if Sherlock Holmes is just the corner. Visit Gay Paree at the Moulin Rouge and Mel's Diner in American Graffiti. Thri ll to the current live-act ion shows: Conan, a mystical, magical time of wizards , warriors and a deadly fire-breathing dragon; StarTrek, where you'll beam aboard to boldly go where no man has gone before.

(Clip and Save) NAME _______________________________________ PHONE ______________________ __

ADDRESS ________________________________________________________________ __

#OFTICKETS TOUR #

1 2 3

TITLE

EVENING AT THE IMPROV

SUNSET CRUISE IN NEWPORT UNIVERSAL STUDIOS

COST

TOTAL

I Mail the completed form and check to: Spectrum Meeting Services I D

5900 Wilshire Boulevard Suite 2555 Los Angeles California 90036 J ~==================~====~==~==~==============~

USGF Junior

Olympic WOMEN'S

PROGRAM MATERIALS

WOMEN'S JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM

JYJMP~ OlymPIC

A progressive program that provides the basis for the sound development of the young athletes from the "entry level" class student up through the advanced competitive gymnast. The program consists of ten levels. Beginner gymnasts start at Levell and progress sequentially. This assures that each athlete has mastered the physical and performance requirements to safely pass through the system. Levels 1-4 are designed for beginning class students (USGF athlete registration is not a requirement). Students perform skills and skill sequences only. Levels 5-10 are the competitive levels of the program and include compulsory and optional exercises.

Item No. 1110 1111 2109 2105 2106 2107

Description Compulsory Text (Levels 1-4 and 5-7 & 10) with binder - Regular price Compulsory Text (Levels 1-4 and 5-7 & 10) with binder - USGF Pro-member price Women's compulsory music cassette - All new music for '92-'96 Compulsory video Levels 1-4 - Revised and newly edited Compulsory video Levels 5-7 & 10 - Revised, newly edited. All new Level 10 Round-off entry vault training video - Training tips

Junior Olympic Awards Program A motivational program utilizing a wall chart and a patch/ chevron awards system as inter-gym

educational and organizational tools. This awards system is an excellent way to set goals, track followthrough of skills, and witness the accomplishments of your gym's athletes. A great tool for introducing "new" gymnastics parents and kids to the J.O. developmental curriculum. Since it's easy to read and to understand, it will help parents visualize where their child fits into the national program.

30 Starter Kit - Includes: 1 wall chart, 25 report cards, 25 patches, 50 pins and 25 Level I chevrons 31 Wall Charts - in-gym motivational tool for Levels 1-4 (holds names of 40 students) 32 Report Cards - Records achievement of all Level 1-4 skill achievements 33 Patches -The 1 st award as the student enters the Level 1-4 program 35 Green Chevron - Recognition award for Level 1 34 Recognition Pins - Used to recognize completion of Levels 2, 3 and 4 36 Bronze Chevron - Recognition award for Level 5 37 Silver Chevron - Recognition award for Level 6 38 Gold Chevron - Recognition award for Level 7 39 White Chevron - Recognition award for Level 8 40 Red Chevron - Recognition award for Level 9 41 Blue Chevron - Recognition award for Level 10 42 Level 5 Wall Chart - (holds names of 40 students) 43 Level 6 Wall Chart - (holds names of 40 students) 44 Level 7 Wall Chart - (holds names of 40 students)

EDUCATIONAL DANCE WORKOUT PROGRAM

Price $ 29.95 $ 24.95 $ 6.00 $ 29.95 $ 29.95 $ 19.95

$

$ $ $ $ $ $ $ $ $ $ $ $ $

50.00 3.00 3.00

25.00 12.00 7.50

12.00 12.00 12.00 12.00 12.00 12.00 3.00 3.00 3.00

ea. for 25 for 25 for 25 for 50 for 25 for 25 for 25 for 25 for 25 for 25 ea. ea. ea.

This educational program was designed specifically for the developmental gymnast. Participants will become better, stronger, safer and more elegant gymnasts when provided with a sound basis for proper alignment, good balance and correct dance technique. The program was authored by Mary Faulkenberry, Shirley Tranquill and Vicky Clarkson. Music by Kate Ross.

2170 2171 2172 2173 2175 2176 2177 2178

USGF Dance Text Levels 1-5 - Complete explanation of al l exercises J.O. Dance Workout Video Workouts 1-3 - Shows all exercises J.O. Dance Workout Video Workouts 4 & 5 - These levels are newly completed Coaches Instructional Dance Video Workouts 1-3 - Special explanation for the coaches Dance Music Cassette 1 & 2 Dance Music Cassette 3 Dance Music Cassette 4 Dance Music Cassette 5

$ 15.00 $ 15.00 $ 15.00 $ 15.00 $ 6.00 $ 6.00 $ 6.00 $ 6.00

Use the Order Form on page 30 of this magazine to order any of these materials.

28 August 1992 TECHNIQUE

USGF Junior

Olympic MEN'S

PROGRAM MATERIALS

Item No. 51 52 53

54 55 56

BASIC SKILLS ACHIEVEMENT PROGRAM (BSAP)

Designed for boys programs with classes which meet one hour per week. The BSAP forms the foundation of the USGF Men's Program. The four levels of the BSAP prepare the gymnast to participate in the Olympic Development Program (ODP) and the Junior Olympic Competitive Program (JOCP). BSAP is a list of skills which instructors check off and date to record the progress of each gymnast. Records of each student's progress in the program are kept on skill cards and wall charts with the date the skill is successfully performed. An awards system is designed to recognize the successful accomplishment of skills of each level with patches, chevrons and certificates.

Description Basic Skills Achievement Booklet - complete description of program and skills BSAP Video - Demonstration of all of the skills BSAP Patch - This is the 1 st identification award given when entering the program Chevrons - See below BSAP Wall Chart - Use this to keep track of the students' progress BSAP Report Card - Maintain an individual record of each student's progress BSAP Achievement Certificate -

OLYMPIC DEVELOPMENT PROGRAM (ODP)

$ $ $

$ $ $

Price 7.50

29.95 1.00 ea.

3.00 ea. 3.00 for 25 3.00 for 25

Formerly called the Skills Testing Program, the philosophy has always been to identify the most talented and promising gymnasts in the United States. The most important goal, however, is the education and training of both the gymnast and the coach while they are involved in the program and in any camps to which they might qualify. Finally the program is designed to place gymnasts on the various national teams for the purpose of international development and competition.

60 61 62 63 64 65

ODP Booklet - Skill descriptions and skill testing materials ODP Video - Complete demonstration ODP Award's Patch - This is the 1 st award given when entering the program ODP Certificate (Gold) - Awarded for 90% skill attainment score or higher ODP Certificate (Silver) - Awarded for 80-89% skill attainment score ODP Certificate (Bronze) - Awarded for 70-79% skill attainment score

$ 7.50 $ 29.95 $ 1.00 ea. $ 5.00 for 25 $ 5.00 for 25 $ 5.00 for 25

JUNIOR OLYMPIC COMPULSORY PROGRAM (JOCP)

Junior lIS--@i .

OlympIC

The objectives of this program are to establish a shorter time period of competition and better evaluation of the lower level athletes. Additionally to make transition from one class to abother easier, to de-emphasize winning and stress individual achievement at the lower classes, YET allow the top athletes to rise to their highest level of achievement, to reduce the required number of skills and streamline the evaluation process. Modified optionals, required basic skills and other aspects are included in competition at local, state, regional and national levels.

1202 2221 2222

70 71 72 73 74 75 76 77 50

1993-'96 Compulsory Book - all of the routines with illustrations and deductions 1993-'96 Compulsory Video - demonstration of all of the exercises - arranged by Class Level. 1993-'96 Compulsory Video - demonstration of all of the exercises - arranged by event. Age Group Award's Patch Chevron (Green) - Recognition award for Class VII Chevron (White) - Recognition award for Class VI Chevron (Red) - Recognition award for Class V Chevron (Blue) - Recognition award for Class IV Chevron (Bronze) - Recognition award for Class III Chevron (Silver) - Recognition award for Class II Chevron (Gold) - Recognition award for Class I Artistic Gymnastics (Turoff) -Supplemental Coach's Reading

$ 29.95 $ 39.95 $ 39.95 $ 1.00 ea. $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 21.95



USGF Junior

Olympic

RHYTHMIC PROGRAM MATERIALS

RSG JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM

Item No. Description Price

1302 1992-'96 USGF Rhythmic Compulsory Book - The text and floor patterns for the 1992-'96 Junior Olympic Rhythmic Gymnastics compulsory program. The three ring binder book includes the routines for Levels 5-8 and a glossary of rhythmic gymnastics terms. Routines

are written for rhythmic floor exercise,. rope, hoop, ball, clubs and ribbon. $ 29.95 1321 1992-'96 USGF Rhythmic Gymnastics Level 5 & 6 Video - Companion to the compulsory

book, the video shows the six LevelS routines performed from both a front and rear viewpoint. The Level 6 routines are also shown in phrases. $ 29.95

1322 1992-'96 USGF Rhythmic Gymnastics Level? & 8 Video - Companion to the compulsory book, the video shows the six level? routines and the level 8 RFX from two viewpoints. $ 29.95

2312 1992-'96 USGF Rhythmic Gymnastics LevelS & 6 Cassette tape - The music for the twelve routines in the LevelS & 6 Compulsory program. $ 10.00

2313 1992-'96 USGF Rhythmic Gymnastics Level? & 8 Cassette tape - The music for the six Level? compulsory routines and the Level 8 Rhythmic Floor Exercise compulsory routines. $ 10.00

I Use the Order Form be/ow to order any of these materials. I

,-----------------------------------------, I I USGF Program Materials I I Item No Qty Description Cost Total I I Order Form I ' I I I I I I I I

Name

Address

City

State Zip

Phone ( ) -

USGF Member No.

55. No. - -

For Credit Card Payments: Make checks payable to:

D MasterCard D VISA USGF Merchandise

Card#

Expiration Date:

Signature:

Send Mail Orders to:

USGF Merchandise PO Box 5562 Indianapolis, IN 46255-5562

(T892)

Subtotal

Indiana Residents add 5% sales tax

Shipping & Handling Charges Purchases over 550 = $4.50 Purchases $10.01-550 = $3.50 Purchases 10.00 and under = S2.00

Grand Total 1 I L _________________________________________ ~


<» ~ PROFESSIONAL DEVELOPMENT . PROGRAM rn - .J ~ li ~. I' ~# ,

USGF COACHES EDUCATION

Item No.

#3608 $8.95

COACHING ACCREDITATION MATERIALS

Description

Rookie Coaches Gymnastics Guide - Covers the basics of teaching gymnastics in a concise style that is taylor-made for gymnastics instructors. This book was developed in cooperation with the American Coaching Effectiveness Program (ACEP); it provides coaching principles related to sport philosophy, sport psychology, teaching and planning, injury prevention and care, and liability concerns. Specific features include self-tests and checklists to help you master the content, gymnastics terminology, and extensive illustrations of basic skills . It is used as one component of the USGF PDP Level I accreditation.

Sequential Gymnastics II

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#3604 Sequential Gymnastics 1/- This is the 3rd edition for Sequential Gymnastics. $13.00 The basic skill sequences have been expanded to include hand apparatus

rope, hoop, ball, ribbon. Instructors and coaches can select skills from various movement categories based on the proficiency of their gymnast and available equipment in order to write lesson plans for safety and efficiency. The book also includes a self-test, which when completed is returned to the USGF and recognized as one component of the PDP Level I accreditation.

#3609 Level I Instructor's Starter Kit" - Level I clinic administrators must purchase $60.00 one copy of the Starter Kit in order to conduct Level I Clinics. Each Starter Kit

contains the Levell Instructor's Video, Levell Insturctor's Manual, and a packet of the Levell Clinic Workbooks (see below). The video presents the material and concepts in the Rookie Coaches Gymnastics Guide and Sequential Gymnastics" in an interactive format with the Levell Clinic Workbook.

* NOTE: In order to be el ligible to purchase the Starter Kit, you must have successfully completed all the requirements for USGF Level I Accreditation, be USGF Safety Certified, and a current USGF Professional member.

Interactive video Presentation

#3610 Levell Clinic Workbooks (packet of 15) - Level I clinic administrators receive $20.00 15 Levell Clinic Workbooks in the Levell Instructor's Starter Kit. Each Work

book contains the written material corresponding to the exercises on the video, as well as the Levell Clinic Registration and Verification Form which is to be returned to the USGF as one component of the PDP Levell accreditation. Instructors may order add itional Workbooks as needed.



Announcements /Releases 1992 Gymnastics Spectacular

Tentative Schedule:

Date/Time

Friday, August 21, 8:00 pm

Saturday, August 22, 7:30 pm

Sunday, August 23, 2:00 pm

Friday, September 18, 7:30 pm

Venue

The Palace

Baltimore Arena

Capitol Center

The Summit

Location

Detroit, MI

Baltimore, MD

Washington, D.c. Houston, TX

Saturday, September 19,4:00 pm Conventions Center Anaheim, CA

Sunday, September 20, 2:00 pm ARCO Sports Complex Sacramento, CA

Friday, October 9,7:30 pm Miami Arena Miami, FL

Saturday October 10, 8:00 pm

Sunday, October 11, 1:00 pm

Market Square Arena

The Omni

Gym Stars USA Crossword Puzzle By Karl Schier

Across 1 __ Fukushima, Navy Coach 4 Mike __ , USGF Exec. Oir. 9 Thematic Intervals:var.

13 One sleeping pill relieves tension 14 Look for consistent routine jewel 15 Unreasonable 16 Zero's ctr. 17 An unusual anger recent Hvywt.

Champion 19 '75 to '84 Star ABC's 20 An area overseas. Amer. lost type 21 Great laughs:abbr. 22 Princess pub. great 23 One double or else 25 '76 Star ISU aid:var. 26 A basic sch. writing 27 Met AL, GA, and FL U's 28 Specialists:abbr.

Down 1 Eye sores painfully inflamed:var. 2 Popular '75 to '7 Star 3 About monster Corp. degradation 4 Weakest comes forth 5 One fern. Show Star Special (Peter

Pan) 6 Gas depot meters:abbr. 7 Genuflect for a Bishop 8 "Infl. GYJlU1ast's" males eye perfection 9 __ Watanabe, MP Oir. ans . to __

Grossfeld to ans. gymnast 10 An impetuous hairdo

14

15

16

18

26

27

28

Indianapolis, IN

Atlanta, GA

25

National Gymnastics Clubs Directory

23

USGF Member Clubs and Athlete Clubs.

Nearly 3,000 Clubs Listed!

NOW ON SALE

$7.50 + shipping

USGF Merchandise #1006

Use the order Form on page 2 of this magazine

4 5 6 7 8

11 Escaped all debts:abbr. 12 Fast jet:abbr. 13 Money adoration: Sp.7Brit. 19 M.O.'s aides

Note: Abbreviations are sometimes indicated directly ("abbr.") and sometimes simply by using an abbreviated word as part of the clue. Like most newspaper puzzles, information about the number of words in the answer is not given. (Solution on page 13)

25 Gross Nat'l Prod.


L 0 0 K ~ H A , • 5 NEW FRO M , . H E U ' 5 G' F

ft PLUM CANTON \J FLEECE SHIRT 100% cotton mock top pullover with relaxed split tail bottom. Two sizes only. 3201 (L-XL) 3202 (S-M) ....... $44.00

O PAISLEY • ROLL SLEEVE

100% cotton natural body with navy/plum PAS sleeves & patch. Navy USGF logo on

the front. XL, L, M, S 3301-4 ............. $21

~ PAISLEY \;I BOXERS

100% cotton fashion with navy/plum PAS Mix and match with new USA items. L, M, S 3402-4 ............. $15

I"!\. BARCELONA ~ ROLL SLEEVE , 100% cotton osh body with purple sleeves. Diamond crest design in purple, teal, black and bronze. XL, L 9521-XL 9522-L ............. $18.00

O BARCELONA STRIPED T

100% cotton ash/white stripe. Diamond full front design in purple, teal,

bronze. XL, L,M ............. $16.00

BARCELONA

gymnastics crest on front. XL,L,M 3101-3 ............. $32.00

If\ NATIONAL \11 TEAM T

100% white cotton T with the three gymnastics team logos on front. XL,L,M,S. 9101-4 ............. $14.00

O NEW USA GYMNASTICS

SWEATSHIRT Heavyweight cotton ash gray body with navy/ cranberry USA Gymnastics applique. Design is outlined

._----wll[),.fIQ.l..a satin stitch.

USGF PEN/ PENCIL SET

IvIade by Quill, this silver texlured Rnish writing set

displays the USGF logsPin the end of each unit f\ great gi~ .

..... $29.95

Set of three pens: '92 Barcelona, Gymnastics silhouette, Stars & Stripes Olympic, comes assembled with case. 9500 .................. $7.95

Gymnastics" printed in red. 6" x 4" x 3" 5554 ••.. _ •. _ ....••.. $10.00

my 0 VISA 0 MaslerCard Cord # ______________ LA~'. __ 't---_

Order # Qty. Size Description Price

Shipping & Handling

Add 5% sales tax (Indiana residents only)

(T892) TOTAL AMOUNT

TOTAL

USGF Merchandise P.O. Box 5562 Indianapolis, IN 46255-5562 Sh ipping & Handling Charges Purchase $ 10.00 & under '12.00 Purchase $10.01-$50.00 .. 3.50 Purchase over $50.00....... 4.50

THE TESTIMONY.

THE TEST. The results are coming in. And the Alpha Factor Aerials program is taking pro shops by storm in every corner of the country. Schools and clubs everywhere are giving us high marks for turning a corner of the gym into a dynamic profit center.

If you already operate a pro shop, it's time to put Alpha Factor Aerials to the test. Our leotards, shirts, and pants are all made with the same durability and legendary craftsmanship of our competitive wear. But with hot prints, fresh styles, and unbeatable price points to outsell those old consignment goods every time.

If you haven't started your pro shop yet, we'll show you how to effectively use our bold displays, posters, and proven merchandising and marketing system that keeps your best sellers in stock. Just write to us on your school or club letterhead , and we'll send you our free brochure.

Alpha Factor Aerials. We're up to the test.

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

Alpha Factorco ~

~

AerialsTM © 1992 Tighe Industri es, Inc. Member: United States Gymnastics Suppliers Association

SANCTION APPLICATION FORM UNITED STATES GYMNASTICS FEDERATION

APPLICATION FORM FOR COMPETITIONS INVOLVING USGF REGISTERED ATHLETES AND/OR ATHLETES REPRESENTING A FOREIGN COUNTRY

A"USGF Sanction" must be requested through USGF Office.

I hereby attest that the following conditions will exist at the event: a. All participants will be registered USGF Athletes. h. All equipment conforms to current USGFIFIG Regulations. c. All television rights are assigned to the USGF: (Unless otherwise previously agreed upon

in writing.) d. (If a competition) Officials are properly and currently certified and duly assigned pursuant to USGF

Rules and Policies for competitions . Competition must follow USGF Rules and Policies. e. A properly certified athletic trainer or physician be present for all training and performances

surrounding the event. f. An adequate training or emergency first aid facility and supplies be available during all training and

performances surrounding the event.

Signature of Event Meet Director: ___________________ _ Date: -------

Please state nature and type of competition:

1. Name of Event: ____________________________ _

2. Date(s) of Event: ___________________________ _

3. **Countries Attending:

(**Please attach a list of all foreign coaches and athletes who will be present at this competiton.)

4. Has the Federation from each country been notified YES D NO D 5. Please State the Name of your contact person(s) from the Foreign Federation and/or Club: a). Phone: d). Phone: b). Phone: e) . Phone: c) . Phone: D. Phone:

6. Event Site Address:, _______________ ________________ ______ _

7. Name of Club/Organization Sponsoring Event: __________________________ _

8. Organization/Club Address: _________________________________ _

9. Phone Number

10. Please list any financial arrangements/agreements (entry fee, gate charge, payments etc ... ),_: ________ _

NOTE: Mail one (1) copy of this Sanction Application Form to the Executive Director (address to follow) and one (1) copy of this form along with your "Request for Sanction", to USGF 201 S. Capitol, Suite 300, Indianapolis, IN 46225. Completed application forms must be received no later than ninety (90) days prior to the event.

TECHNIQUE A ugust 1992 35

United States Gypmastics Federation Request for Sanction

- Mail 30 days before competition-[ThIs Sanction fOITIl alone does not apply to a meet with foreign athletes or

USGF National Team members. PLEASE see R&P concerning these matters]

Revised 6/92

Men's ProgralD. OFFICE USE

Region#

State

Type of Event o Local o Sectional o State o Regional o National o Invitational o Open Invitational

(Non-Qualifying)

o ExhibitionIWorkshopl CliniG/Testing

Event Director ____ _

Class o Class 7 o Class 6 o Class 5 o Class 4 o Class 3 o Class 2 o Class 1 o Elite

*Professional # ______________ _ *Club # & Narne ____________ _ Club Address _____________ _ City _________________ __ State __________ Zip'-----_____ _ Phone # (

~-~----------------

Date of Event~ _________________________ _ Entry Fee _____________________________ _

Compulsory o o o N/A N/A o o o

Date Recvd. Check# Vis([] / MCo# ExpDate Amount Sanction#

Optional N/A N/A N/A o o o o o

N arne of Event'--________________ _ Site (if different from club) ____________ _ Address ____________________________________ _ City _____________ State _______ _ Zip~ _____________________________________ __

For State Meets & Above:

DYes, as required by USGF, I have ordered medals from

o No, I have not ordered medals yet.

I am a professional member in good standing of the USGF. I agree that the above event will be conducted according to the USGF Rules and Policies. I thoroughly understand the USGF Rules and Policies and assume responsibilities for this event and agree to be held accountable for any irregularities that might occur. IT IS MY RESPONSIBILITY TO VERIFY THAT ALL ATHLETES, COACHES AND JUDGES ARE REGISTERED USGF MEMBERS.

SANCTION FEES 1.

Check Fees Enclosed;

Sanction Fee $1<0

Blanket Sanction $30 0 2. (u p to 10 m eets) Late Fee $25 0

Overnight Return $150

Signature of Event Director _________________ _

A non refundable Sanction Fee of $10 must accompany this application. Your check or money order (Do not send cash) made payable to ;''US Gymnastics Federation" should be sent to;

USGF Sanctions P.O. Box 5516 Indianapolis, IN 46225-5516

If your request for sanction is postmarked less than 30 days from the event, a $25 late fee must be added to the $10 sanction fee and should be sent to;USGF Sanctions

201 S. Capitol, Suite 300 Indianapolis, IN 46225

Overnight sanction requests should be sent to the above street address.

Blanket Sanctions - must have separate forms for each meet and all forms must be submitted together YOU CAN NOT ADD TO A BLANKET SANCTION

· Contact USGF Member Services if you are unsure of your Membership or Club Numbers. Your sa nction certificate, if approved, will be sent to the event directors attention at the club address.

36 A ugust 1992 TECHNIQUE

Region#

State

United States Gnnnastics Federation Request for Sanction

- Mail 30 days before competition-[This Sanction form alone does not apply to a meet with foreign athletes or

USGF National Team members. PLEASE see R&P concerning these matters]

WOlIlen's ProgralIl Date Recvd. Check# Vis<J:J / MCo# Exp.Date Amount Sanction#

Revised 5/92

OFFICE USE

Type of Event Level o Local o Leve14 o Sectional o LevelS o State o Leve16

Compulsory o o o

Optional N/A N/A N/A

o Regional o National o Invitational o Open Invitational

(Non-Qualifying)

o ExhibitionIWorkshopl Clinic/Testing

o Level 7 o Leve18 o Leve19 o Level 10 o Elite

Event Director'----_____ _ ___ _ *Professional # ______________ _ *Club # & Name. ____________ _ Club Address __________ ___ _ City __________________________________ _ State __________________ Zi1L--___ ___ _ Phone# ~( __ ~ __________________________ _

Date of Event, _______________ _ Entry Fee _________________ _

o N/A N/A o o

o o o o o

N arne of Event'---____ ____________ _ Site (if different from club) _____________________ _ Address ____________________ _ City ______ _______________ State ________ _ Zip~ _________________ _________ __ _

For State Meets & Above:

o Yes, as required by USGF, I have ordered medals from


I am a professional member in good standing of the USGF. I agree that the above event will be conducted according to the USGF Rules and Policies. I thoroughly understand the USGF Rules and Policies and assume responsibilities for this event and agree to be held accountable for any irregularities that might occur. IT IS MY RESPONSIBILITY TO VERIFY THAT ALL ATHLETES, COACHES AND JUDGES ARE REGISTERED USGF MEMBERS.

SANCTION FEES 1.

Check Fees Enclosed:

Sanction Fee $IOCJ

Blanket Sanction $300 2. (up to 10 meets) Late Fee $250


Signature of Event Director _________________ __

A non refundable Sanction Fee of $10 must accompany this application. Your check or money order (Do not send cash) made payable to :"US Gymnastics Federation" should be sent to:

USGF Sanctions P.O. Box 5516 Indianapolis, IN 46225-5516

If your request for sanction is postmarked less than 30 days from the event, a $25 late fee must be added to the $10 sanction fee and should be sent to:USGF Sanctions


Overnight sanction requests should be sent to the above street address_


'Contact USGF Member Services if you are unsure of your Membership or Club Numbers. Your sanction certificate, if approved , w ill be sent to the event directors attention at the club address.


Region#

State

United States GY!Dnastics Federation Request for Sanction

- Mail 30 days before competition-(This Sanction form alone does not apply to a meet with foreign athletes or

USGF National Team members. PLEASE see RAP concerning these matten)

RhythlDic ProgralD Date Recvd. Check# Vis([] / MCo# ExpDate Amount Sanction#

Revised 5/92

OFFICE USE

Type of Event Level Compylsoa Optional o Local o Level5 0 N/A o Sectional o Level6 0 N/A o State 0 Level 7 0 N/A o Regional 0 Level 8 0 0

o National 0 Level 9 N/A 0

o Invitational o Level lO(Elite) N/A 0

o Open Invitational (Non-Qualifying)

o Exhibition/Workshopl Clinic/Testing

o ALLLEVELS

Event Director _________ _______ _ *Professional # ______________ _ *Club # & Name ______ ______ _ Club Address _____________ _ City __________________ __ __ State ___________ Zip'----_____ _ Phone # (

~-~----------------

Date of Event, _ ____________________________ _ Entry Fee _________________________________ _

N arne of Event'--______ __________ _ Site (if different from club) ___________ _ Address _____________________________________ _ City _____________ State ______ _ Zip~ ________________________________________ __

For State Meets & Above: o Yes, as required by USGF, I have ordered awards

& medals from


I am a professional member in good standing of the USGF. I agree that the above event will be conducted according to the USGF Rules and Policies. I thoroughly understand the USGF Rules and Policies and assume responsibilities for this event and agree to be held accountable for any irregularities that might occur. IT IS MY RESPONSIBILITY TO VERIFY THAT ALL ATHLETES,COACHES AND JUDGES ARE REGISTERED USGF MEMBERS.

Signature of Event Director _________________ _

SANCTION FEES 1. A non refundable Sanction Fee of $10 must accompany this application. Your check or money ""'C""h:-e-c-:k-=F:-e-es-=E:-n-c""lo-s-e-:d:-i ---, order (Do not send cash) made payable to i'US Gymnastics Federation" should be sent tOi

USGF Sanctions P.O. box 5516 Indianapolis, IN 46225-5516

Sanction Fee $ldJ

Blanket Sanction $300 2. If your request for sanction is postmarked less than 30 days from the event, a $25 late fee must be added to the $10 sanction fee and should be sent tOiUSGF Sanctions (up to 10 meets)

Late Fee $250



Overnight sanction requests should be sent to the above street address.


' Contact USGF Member Services if you are unsure of your Membership or Club Numbers. Your sanction certificate, if a pproved, will be sent to the event directors attention at the club address.


Coach Accreditation

PDP Level II: ACEP-USGF Sports Science Clinic A s we approach the implementation of the

Professional Development Program Level II Accreditation, it is important

that coaches review the criteria, understand the procedures, and make plans to register for clinics.

Level II Accreditation criteria: 1. ACEP Leader Level Sports Science Clinic.

This certification is based on the book Successful Coaching. You must attend an 8-hour clinic conducted by a certified ACEP instructor. The USGF will be conducting courses throughout the country following the National Congress (Anaheim, California). All pre-registered participants will receive a copy of the text as well as a clinic workbook and testing materials. All testing materials will be processed at the ACEP National Office.

2. Compulsory Skills Progressions. This booklet is designed to supplement the Junior Olympic Compulsory exercises for each program. Testing is required*. Skills related to the compulsory exercises will be analyzed and broken down into prerequisite skills, strength and flexibility requirements, progressions, and drills.

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

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

Coaches may obtain accreditation at Level II in more than one discipline. This is accomplished by meeting requirement #2 above. For example, if a coach wants to gain accreditation for both artistic women's gymnastics and rhythmic gymnastics, he or she would complete the skills progressions testing for each booklet. Requirements #1, 3, 4 are the same for all three disciplines.

The ACEP Leader Level Sports Science Clinic will first be presented for the USGF PDP at the 1992 USGF National Congress in Anaheim, California, September 16-17. Professional members may register for the clinic using the form on page 26. Review the tentative congress schedule for starting time and meeting room assignment.


* Grandparenting As with Level I, experienced coaches and ad

ministrators will be allowed to grandparent, or by-pass the required testing for the second component for PDP Level II Accreditation. 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. The Compulsory Skills Progression component can be waived for those coaches meeting the following criteria:

• Levell Accreditation is strongly recommended • USGF Professional Membership • USGF Safety Certification • 10-15 years coaching and/ or administrative

experience • 5-7 years as a competitive program coach

ACEP Leader Level Sports Science Clinic The clinic is based on the Successful Coaching

textbook. Each individual pre-registered for the clinic will receive a copy of the book, a clinic workbook, and testing materials. The information that is included in the clinic elaborates upon the material in the text. Exercises are conducted during the clinic to provide meaningful application of the coaching principles. The textbook includes chapters on:

Coaching Philosophy - objectives and style. Sport Psychology - communication, reinforce

ment, motivation Pedagogy - planning, learning styles, teaching

sports skills Physiology - training, fitness, development,

nutrition, and performance Management - team, risk, self.

USGF Compulsory Skills Progressions The booklet for this component will supple

ment the Junior Olympic Compulsory text. Core skills will be broken down for training and development to assist coaches in teaching these critical skills to their athletes. The analysis components will include prerequisite strength, flexibility, and basic skills for each skill analyzed. In addition, drills and training stations will be included as examples for proper progressions.

Each of the booklets, men's, women's and rhythmic, will be presented at the USGF National Congress. The sessions (3) will focus on the skills and how they correlate with the compulsory exercises for each program.

39

Dave Moskovitz USGF Coaching Development Coordinator

<5:>~ rn ,oJ~~

USGP COACHES EDUCATION

Coach Accreditation

Dave Moskovitz USGF Coaching Development Coordinator

<5> ~

EEJ '''JA~ - :::i!

USGF COACHES EDUCATION

Status Report: PDP Level I Accreditation

40

Special Clinics The initial phase of implementation for Level I

began with eight presenta tions at the National Compulsory Workshops (5 men's, 1 women's, 2 rhythmic). Nearly 900 gymnastics professionals participated in these special grandpa renting courses. Several more opportunities have been or will be available at the USGF Regional Mini-congresses; contact your regional director for more information.

A special 3-hour presentation was prepared to introduce the PDP, with emphasis on the Level I components. Special attention was given to the flexibility of implementing the program at the local level. The overwhelming response to the program was very positive. While only a relative small amount of time was allocated for the presentation of the content of the materials, both coaches and administrators commented that this was the type of material and education that was necessary to improve our overall level of gymnastics instruction.

As we move toward the implementation of Level II, fewer opportunities will be available for gymnastics professionals to participate in the special grandparenting clinics. These special clinics will be available upon request for state, regional, and national workshops.

Level I Grandparenting The idea of grandparenting was used in the

implementation of the PDP to allow the more experienced coaches and administrators to participate during the implementation of the program by eliminating the testing components. Coaches who meet the minimum criteria listed below can receive their Level I Accreditation by attending an approved special clinic.

• Minimum 18 years of age • 4-5 years experience as a gymnastics coach

and/ or program administrator • USGFProfessional Memberfor minimum of2

years • Current USGF Safety Certified status

Those coaches who have not achieved Level I Accreditation and meet the above criteria should contact the USCF Coaching Development Coordinator for the next scheduled special clinic in their area.

Level I Clinic Administrator Over 40 Level I Instructor's Starter Kits were

shipped during the month of July (USGF Merchandise #3609). Each starter kit contains one Level I Instructor's video and 15 Level I Coaches Accredi-

tation course workbooks. The video has already been used ina variety of settings: formal clinic, group discussion, one-on-one, individual self-study. Each setting has its advantages and is acceptable for meeting the Video Clinic criteria for Level I Accreditation.

Those coaches and administrators completing the grandpa renting process for Level I are immediately eligible to purchase the Starter Kit and conduct clinics. ALSO, coaches who have achieved Level I Accreditation, Safety Certification, and are current USGF Pro-members are eligible to become Level I Clinic Administrators.

Level I Accreditation Criteria Three criteria have been established for PDP

Level I Accreditation. Although coaches can accomplish the criteria in any order, we recommend that the textbook testing be completed first to enhance the Video Clinic experience.

1. Rookie Coaches Gymnastics Guide. This text introduces the fundamentals of teaching gymnastics including philosophy, communica tion, goal-setting, lesson planning, safety, and terminology. A test is included with each book; passing score is 90%.

2. Sequential Gymnastics II. This is the sport specific text for Level I that includes basic skills and sequences. The skills are grouped into movement categories within 5 apparatus areas. A test is included in each book; passing score is 90%.

3. Levell Video Clinic. This one-hour video tape presents material from the textbooks in the context of everyday teaching situations. Participants are given practical exercises to complete and encouraged to share their answers / solutions. A participant application form is included with the Workbook and must be signed by the Clinic Administrator and returned to the USGF.

In-house Implementation The Level I program is designed to be used by

club owners and program administrators within their own facility. Materials can be purchased and shared among participants, however, we strongly recommend that each instructor obtain a copy of the textbooks for their own personal library . Photocopies of the testing materials for the Rookie Coaches Gymnastics Guide and Sequential Gymnastics II are acceptable for USGF processing. Successful completion of each of these components will be rewarded and recognized with a Certificate of Completion.


Coaching Accreditation

PDP "Premier" Participants Level I Coaching Accreditation

Name City State Campos, Michelle Loki CA Mkchyan, Tigran Los Angeles CA Nelson, jerry North Haven CT Donald, Terry Anchorage AK Carney, john Dana Point CA Montes, Mugo Arleta CA Panichas, Patricia Hamden CT Gebauer, Paul Anchorage AK Carter, jennifer Oroville CA Morelli, Ellen San Marcos CA Payne, Linda Seymour CT Day, Kenneth Montgomery AL Carter, Marcia Oroville CA Mori, Mitsuo Los Angeles CA Rettstadt, Howell Southbury CT Foster, William Florence AL Carter, Robert Oroville CA Myers, Paula Corona Del Mar CA Schneider, Cathi Derby CT Garcia, Ricky Birmingham AL Carter, Shaww Oroville CA Neal, Darcel MtShasta CA Sullivan, Steve West Suffield CT Goodale, Michael Huntsville AL Cook,Mark Fresno CA Nelson, Michael Turlock CA Terry, Richard Milford CT Linderholm, james Huntsville AL Corsiglia, Greg Newark CA Odze, Paul Fremont CA Wishart, Frances Glastonbury CT McCombs, Shelly Daphne AL Craig, Kennu Oroville CA Ohel, Steve Palo Alto CA Smith, Dennis Hockessin DE McDavid, Lisa Montgomery AL Cross, Andy Monterey CA Peterson, Dave Sanjose CA Barineau-Mitchel, Christiann Morrow, Benjamin Montgomery AL Crow hurst, Chere San jose CA Porrazzo, Denise Long Beach CA Tallahassee FL Parvinrouh, Nasser Mobile AL Cruz, Carl Harborville CityCA Purkiss, Heather Camarillo CA Beck, Nelena Miami Beach FL Patrick, Paul Mobile AL Dery-Pleskow, Sue Santa Monica CA Purkiss, Matthew Camarillo CA Benedict, Stefan Tallahassee FL Philpot, Bobby Montgomery AL Dotta, james Los Banos CA Ramirez, Henry Agoura Hills CA Bowers, Earl Milton FL Quiett, jeffrey Birmingham AL Downen, Kathleen San Diego CA Rhea, Vicki San Rafael CA Carman, james West Palm Beach FL Rogers, john Huntsville AL Dunnigan, Steve Santa Monica CA Rikli, Bob Corte Madera CA Cotto, Samuel Miami FL Sharpe, Tony Huntsville AL Duran, Clint Los Banos CA Robinette, Susan Pleasanton CA Culbertson, jon Sarasota FL Stoffer, llka Tuscaloosa AL Falkowski, Laura Winters CA Rodriguez, Eli Sacramento CA Davidovich, Marina Orange Park FL Stough, Edward Pinson AL Ferranti, Cindy Chico CA Romano, Victoria Madera CA Davis, Bruce Miami FL Tapscott-Walls, Debbie Florence AL Ferranti, Dennis Chico CA Schulmeister, Heinz Los Angeles CA Dodson, Rick Sarasota FL Vogel, Anne Alabaster AL Florea, Val S.Lake Tahoe CA Scott, Steen San Mateo CA Galimore, Loree Tallahassee FL Wheat, jogn Wetumpka AL Forhan, Marilyn Oroville CA Seid, Bruce Santee CA Galimore, Ron Tallahassee FL Feinberg, Adriana FPO AP Francis, Amy Santa Monica CA Shaw, Sam Rocklin CA Hadzopulos, Cynthia Tamarac FL Daugherty, Bradley Midway AR Fritz, joanna Lodi CA Sheppard, Debra Modesto CA Harris, Bradley W.Palm Beach FL Grogan, jason Paragould AR Fritz, Michael Lodi CA Smith, Michael Corona CA Hisey, james Tallahassee FL Grogran, Darrin Paragould AR Fujimoto, Hiroshi Montereey CA Stoneburner, Lauri Santa Maria CA Holdreith, Maureen Miami FL McMullin, Randy Ft.Smith AR Garcia, Albert Lagunitas CA Sylvis, Patty Newbury Park CA Hopkins, jennifer Pensicola FL Meinecke, Donna Fayetteville AR Garcia, Randy Sacramento CA Tafoya, Fred Stockton CA Isaacs, Da yna Pompano Beach FL Wright, Scott Conway AR Gardner, Thomas Elk Grove CA Taylor, Michael Menlo Park CA jenkins, David Miami FL Anstine, Brock Tempe AZ Garrett, jadyn Carmel CA Tickenoff, Paul Santa Ana CA Kay, Brian Deland FL Bjerre, Eric Phoenix AZ Gerlack, Gay Concord CA Tomlinson, Barry Oroville CA Keck, Cindy Orange Park FL Chaimson, Nick Scottsdale AZ Giddings, R. Clark Orangeva le CA Torres, Kwami San jose CA Koch, Pat Gainesville FL Craig, Debbie Sierro Vista AZ Gomez, Phillip Tracy CA Totman, Eric Orangevale CA Lenzini, Stephanie Oviedo FL Fairfield, George Tempe AZ Gonzalez, Andy San Diego CA Valdez, jon Vista CA Marks, Kimberly Tallahassee FL Gable, Timothy Glendale AZ Gork, Glenn Palmdale CA Vazquez, Ernesto Glendale CA Maurello, Craig Bradenton FL Hall, Richard Cala Grande AZ Grimes-Laursen, Kim Santa Monica CA Vitale, Patty San Diego CA McLane, Cindy Orange Park FL Hartman, Paul Chandler AZ Grossman, Todd San Francisco CA Waid, Mark Pinole CA Outler, Hansel Pompano Beach FL Hinkle, jerry Tucson AZ Gruber, Peter Grass Valley CA Wagner, Pearce Woodside CA Price j L, Percy Margate FL Holley, Richard Phoenix AZ Guzman, Michael Concord CA Wallman, Debbie Navato CA Rand, Toni Pompano Beach FL Kirby, Craig Tempe AZ Guzman, Ronald Modesto CA Wheeler, Earl EI Sobrante CA Standriff, Kevin Tallahassee FL Krauss, jarret Yuma AZ Hair, Kelly Hunt. Beach CA Whelan, judy Los Altos CA White, Christina Lake Worth FL Matzek, Mike Tucson AZ Hale, joel Camarillo CA White, David Cardiff CA Boyer, Richard Fayetteville GA McCawley, jenny Phoenix AZ Halik, Yolanda Carmichael CA Williams, Mike Bakersfield CA Bragg, Susan Gainesville GA Mueller, jacqueline Sierra Vista AZ Hausladen, Paul Mtn. View CA Williams, Sheri Bakersfield CA Curtis, Marylin Norcross GA Naddour, Michael Mesa AZ Heery, Owen Sunnyvale CA Wilson, Glenn Escondido CA Delise, Camille Woodstock GA Payne, Donna Glendale AZ Heery, Paul Sunnyvale CA Woltz, Ted Sacramento CA Hernandez, Wynne Cartersville GA Peterson, Robert Chandler AZ Hery, George S., Lake Tahoe CA Zakharian, Leonid Glendale CA joya, Roger Norcross GA Ponchellia, Rebecca Sierra Vista AZ Hugg, john Venura CA Artemis, Steve Greeley CO Kushner, Deena Athens GA Pongratz, jim Scottsdale AZ Hurowitz, Robin Santa Maria CA Bensley, Brian Gd. junction CO Lyons, james Athens GA Potter, Raymond Scottsdale AZ Imbriani, Stephen Placerville CA Boyle, Patrick Estes Park CO Parker, Terry Warner Robins GA Potter, Sharon Scottsdale AZ jenkinson, Peter Richmond CA Dardano, Larry Denver CO Shelnutt, Gregory Newnan GA Randles, Steven Tucson AZ jessen, Lorin Tustin CA Felkley, Douglas Boulder CO Simpson, Peggy Alpharetta GA Rhee, David Tempe AZ j ohe, Brenda San Francisco CA Koehnke, Eugene Ft Collins CO Stone, Cind y Marietta GA Shannon, Quin Tempe AZ jonutz, Deon Fremont CA Koehnke, Lorraine Ft Collins CO Wiley to, Paul Savannah GA Spini, Lisa Scottsdale AZ juszczyk, David San jose CA Leland, Carl Aurora CO Zeiliger, Edward Norcross GA Wehr, William Phoenix AZ Kllarsa, Charlie Richmond CA McWilliams, Theresa Westminster CO Gardner, Patricia Kaneohe HI Weir, William Kingman AZ Kinney, jim Santa Cruz CA O'Neill, Paul Denver CO Guiffrida, Nanette Kamuela HI Allen jr, james Palmdale CA Kinolik, Zinovy Fountain Valley CA Prochazka, jana Arvada CO Krehl, joanne Kihei HI Amos, Diane Soquel CA Kloppenburg, Elisabeth Susanville CA Scherrer, jackie Denver CO Taylor-Fonseca, Corazon Arnold, Dimber Penn Valley CA Landford, Carey Orcutt CA Schott, Dean Greeley CO Aiea HI Baker, jason Roseville CA Lanzara, Tony Palmdale CA Spencer, Donald Canon City CO Crouch, Caryn Davenport IA Balch, Deborah Visalia CA Lenz, Deborah San Diego CA Spielkamp, Nancy Palmer Lake CO Grunder, Penny Urbandale IA Barbarick, Ron Auburn CA Li, Xiaoping Fullerton CA Sprague, Betsy Denver CO jorgensen, jeff johnston IA Barrios, Roni Stockton CA Lindeman, Paul Hercules CA Turner, Pamela Boulder CO Newsome, james Runnells IA Belsardi, janeen Petaluma CA Loiler, Gillian Santa Rosa CA Walters, john Kevin Highlands Ranch CO Reichart, james Council Bluffs IA Bellman, jeffrey Goleta CA Ludwig, Ronald Sunnyvale CA Way, Cheri Denver CO Winters, Candy Urbandale IA Blizzeard, Waundra Alturas CA Mailly, Dennis Anaheim CA Zimmermann, Daniel Littleton CO Winters, Ronald Urbandale IA Book, Mira Bakersfield CA Marshall, jim Newbury Park CA Adams, Dennis Manchester CT Sahlein, john Boise ID Boykins, Darrell Richmond CA McCoy, Brian Santa Rosa CA Anderson, Wallace Uncasville CT Vert, jeff Bellevue ID Braky, Lisa Marina Del Rey CA McCreary, David Sacramento CA Chagnon, Maureen N. Canton CT Williams, Sharon Rigby ID Brown, Christopher San jose CA McIndoe, Greg Canoga Park CA Denomme, Darryl West Suffield CT Axelson, Betty Des Plaines IL Browning, Brenda Glendale CA McKulle, Mary San jose CA Dufy, Lorraine Beacon Falls CT Bendixen, Borbert Mundelein IL Buckmann, Gary San Ramon CA Mejia, Gil Stockton CA Hicks, joan Shelton CT Bishop, Pamela Morris IL Buckmann, Michelle San Ramon CA Miller, Vince Sanjose CA Holmes, Michael Newtown CT Boegler, Mike Ava IL Butcher, Steven Santee CA Mitchell, Keira Grover City CA Lindgren, Melissa Derby CT C-Molnar, Tracy Downers Grove IL Cabral, Linda Turlock CA Miyagi, Noboru Auburn CA Moon, Chris Naugatuck CT Calvert, Steven Moline IL


Cashman, Mary Ann Vernon Hills IL Rowell , Charles Ruston LA Schard in, Lulu Minneapolis MN Roberts, Roger Los Alamos NM Causa, An thony Lasa lle IL Cola rossi, Mike Acton MA Steinkamp, Stewart Lakeville M Schneider, Kimberly Alamogordo NM Chope, Kevin Warrenville IL Ditullio, Suzanne Littleton MA Sziron, Janos Waite Park MN Baldwin, Roger Reno NV Crumley, Kelly Glenda le Heights IL Fairhurst, Alm emarie Ashland MA Sziron, Jea nette Waite Park MN Blancha rd , Jennifer Las Vegas NV Demos, Mark Paris IL Fontecchio, Thomas Stoughton MA Thompson-Aretz, Julia Burnsville MN Fredericks, Wanda Reno NV Diepen, Patricia Orland Park IL Gamlin, Maureen Greenfield MA Thornberg, Linda Apple Valley MN Heckenlaible, Glynn Las Vegas NV Durbin, Lis Charleston IL Gould , Dunkan Lawrence MA Truema n, Thoman New Hope MN Heckenlaible, Shane Las Vegas NV Gillam, David Chicago IL Heppner, Janet Andover MA Wuornos, Robert Minneapolis MN Hua-Yu, Liao Reno NV Gregory, Lorrie Oswego IL Hottenstein, Marc Wa ltham MA Almon, Linda Ballwin MO Jessup, George Sparks NV Grib, Galena Wilmette IL Kane, William Sudbury MA Atwater, Kathleen Chesterfield MO Lansdon, Al Sparks NV Kimes, Monte Chicago IL Lynde-Hubbard,Dawn Turners Falls MA Cheak, Lisa SI. Louis MO Lester, Marcella Carson City NV Kinsman, Suza nne Chicago IL Mansur, Cynthia Colrain MA Cza rnecki, John Hillsboro MO Miller, Tammy Henderson NV Lacina-Farmer, Ellen Downers Brove IL McCarthy, Paul Cherry Va lley MA Deffaa , Clyde Town & Country MO Raessler, Todd Reno NV Lashoff, Lana len view IL McDiarmid, Patricia Wilbraham MA Fudge, Zina Sedalia MO Vigil, Denise Las Vegas NV Metcalf, Andrea Willowbrook IL Morse, Ruth Hadley MA Inman, Jeri SI. Louis MO Achiron, Ken Bayside NY Morano, Cindy Cicero IL Posner, Stephen Springfield MA Jackson, Da rrell Springfield MO Aser, Glenn Rochester NY Pinski, Pamela Elmhurst IL Ryan, Barbara Ch icopee MA Kalthoff, Vickie Chesterfield MO Bloomer, Paul Fishkill NY Rentfrow, Beverly Effingham IL Scannell, Jennifer Leicester MA Leroux Jr., James SI. Louis MO Bowser, Linda Brockport NY Shepherd, Joni Chicago IL Sousa, Jo hn Lowell MA Mendoza, Jennifer Moberly MO Chencinski, Linda Elmont NY Slowik, Loretta Woodridge IL Strauss, Marc Florence MA Scott, Dana Fenton MO Cliffo rd, Sarah Jane Penfield NY Solk, Erik Chicago IL Ba rlow, Jeff Annapolis MD Scott, Kevin Fenton MO Conners, Michael Liverpool NY Thompson, Ricky Maywood IL Buell-Size, Marese Laurel MD Browne, Ginny Hattiesburg MS Cozzarin, Patrick Ithaca NY Wall, William Desplaines IL Burns, Maureen Silver Spring MD Francingues, Joa nn Long Beach MS Crawford, Thomas Rochester NY White, Nancy Ann Chicago IL Busse, Mark Ga ithersbu rg MD Gray, Pat Meridian MS Davis, Jeff New York NY Williams, Jon Peoria IL Davis, La rry Annapolis MD Gray, Richelle Meridian MS Denney, Jeffrey Schenectad y NY Wohlrab, Jill Vernon Hills IL Fadely, Kevin Westminster MD Kruchowsky, Terry Biloxi MS Dwyer, Trisha Tonawanda NY Zamudio, Anthony Barrington IL Frederick, Neil Germantown MD White, Kevin Ridgeland MS Flores, Roberto Brooklyn NY Anderson, Michelle Fort Wayne IN Garland , Douglas Laurel MD Niemi, Phyllis Rome MU Godd ard, Ricardo Chappaqua NY Andrews, Scott Bloomington IN Greer, Barbara SI. Louis MD Nott, Cori Reno MV Hardis ty, Robert Orchard Pa rk NY Attenberry, Karen Anderson IN Haldemann, Chiquita Sandy Spring MD Carlton, Capers Winston-Salem NC Hart, Shel Liverpool NY Brothers, Kathryn South Bend IN Harrelson, Cathy Rockville MD Clem mer, Ron Charlotte NC Hatch, Edgar Bedford Hills NY Dungan, Carolyn Muncie IN K vetenadze, Arnold Derwood MD Draper, Carlie Charlo tte NC Henderson, Jill New Hartford NY Dunn, Charles Indiana polis IN Mack, Anton Balimore MD Kohut, Robert Mocksville NC Hirsch, Sharon Buffa lo NY Edwa rds, Monti Tipton IN Martin, Richard Eldersburg MD Liguori, Louie Southern Pines NC Hladik, William New York NY Gibson, Na ncy Merrillville IN Morris, Robert Salisbury MD McLeod-Edwards, Kathy Hristov, Peter Brooklyn NY Greu lich, David Eva nsville IN Murdock, Dane Highland MD Sanford NC Josephson Corey Rochester NY Hanson, Linda Val paraiso IN Stevenson, Ch ip Laurel MD Ponzo, Bruce Raleigh NC Kempson, Julie Clifton Park NY Hillker, Paula Anderson IN Sutch, Cleonica Wi lliamsport MD Rose, John Greenville NC King, Kathy Chruchville NY Holden, Byron Greenfield IN Walstrum, John Abingdon MD Smith, James Asheville NC Konopa, Edward West Islip NY Holt, Randal Alexandria IN Wilkerson, Kimberly Salisbury MD Stephens, Christian Fayetteville NC Lacombe, Charles Ronkonkoma NY J esch, Beverly Ft. Wayne IN Bellemare, Gerald Winthrop ME Thompson, Elaine Greenville NC Leblanc, Bernadette Commack NY Marshall , Lyn La Porte IN Benson, Mark Limerick ME Weyandt, Sandra Charlotte NC Mocyk, Gregory Baldw insville NY McGill, Kevin Wvansville IN Bickford, Ki p Camd en ME Doepke, Donna Washburn NO Piehler, JoA nn Latham NY Niemeier, Bruce Evansville IN Gushee, Lynne Union ME Hellandsaas, Peggy Watford City NO Piehler, Rovert Latham NY Overmeyer, Kurt Ft. Wayne IN Randall, Stephen Biddeford ME Johnson, Jani Williston NO Pokorny, Maureen Webster NY Poe, Pam South Bend IN Way, Christian York ME Kleven, Connie Medina NO Rausch, Kathi-Sue Monticello NY Smith, Tracy Plaifield IN Begian, David Rochester MI Ma rlowe, Tya na Gd . Forks Afb N O Ryan, John Woodhaven NY Spaulding, Keith Alti IN Brink, Diane Hudsonville MI Powell,Amy West Fargo N O Sabotka, George Syracuse NY Swayzee, Thomas Bloomington IN Darden II, Robert Ann Arbor MI Sharp, Ma rvin Fargo N O Schaeffer, Joel Massapequa NY Watson, Gene Indianapolis IN Freiheit, Judy Flint MI Appel, Ricardo Grand Island NE Stein, Mike Tallma n NY Williams, James Anderson IN Fry, Scott Saginaw MI Benak, Bud Omaha NE Stevens, George Margaretvi lle NY Wilson, Ron Anderson IN Geddert, John Lansing MI Benson, Jim Grand Island NE Stocking, Randolph Newark Valley NY Ruhl, Barry Ft. Wayse IN Geddert, Kathryn East Lansing MI Cahoy Sr., Philip Omaha NE Stone, Cindi Albany NY Baker, Daniel Mcpherson KS Gregory, Nancy Howell MI Champoux, Dennis Lincoln NE Sudduth, Brent New York NY Brow n, Daniel Manhattan KS Gunnis, Patricia Ann Arbor MI Chmelka, Chuck Lincoln NE Temple, Bruce New Hyde Pa rk NY Calhoun, Andrea Edgerton KS Hanes, Na ncy Hartland MI Contreral, David Omaha NE Tiess, Martin St James NY Cooper, Brian Lawrence KS Ha rtwick-Reinsch, Kimberly Montez, Damian Omaha N E Tiess, Mary St James NY Dirks, Kelly Topeka KS Lansing MI Palmer, Patrick Lincoln NE Tsykun, Yu ry Albany NY Folger, Mark Wichita KS Holloway, Thomas G rand Rapids MI Timberlake, Ga ry Kearney NE Van Patten, Daile Endwell NY Howard, Debbie Olathe KS KJages, Kathie Mason MI Watermeier, Darrel Lincoln N E Veit, David Hopewell June. NY Lyerly, Jennifer O verla nd Park KS Krenk, George Ka lamazoo MI Cote-Burk, Diane Penacook NH Weiskopf, Eric Watervliet NY Martinson, Patricia Shawnee MissionKS Lipsey, Augusta Ka lamazoo MI Defrancesco, Tony Londonbe~ry NH White, Jeffrey Bingha mton NY McDonough, Kelly Overland Park KS Litva, Roza West Bloomfield MI Thomas, Jay Londonderry NH Whitney, Robert Nesconset NY Pritchard, Thomas Olathe KS Noss, Greg La nsing MI Bukowski, Klaus East Windsor NJ Bowers, Joseph Columbus OH Jordan, Greg Wichita KS Panackia, Mary Livonia MI Cunningham, Irene Budd Lake NJ Burgess, Josipa AvonLake OH Ba rley, Shelton Lexington KY Reighard, Jerry Mt Pleasant MI Deskovic, Dennis Hammonton NJ Carpenter, Kittia Westerville OH Cameron, William Ownesboro KY Rowe, Douglas Westland MI Dungee, Benjamin Piscataway NJ Ferris, Ron Youngstown OH Cera Ide, John Louisville KY Sabados, Ed ward Canton MI Esposito, Mark Plainsboro NJ Forister, David Broadview Hts OH Hall, Laura Louisville KY Scharns, Ala n Coldwater MI Floyd , Harold Jackson NJ Gura, Ray Avon Lake OH Schoenbaichler, Steven Louisville KY Walker, Anne St Johns MI Grohoski, Stephanie New Providence NJ Hallett, John Youngstow n OH Smith, Vicki New Haven KY Witten, Winnie South Lyon MI Krotchko, Michael Garwood NJ Henderson, Ma tt Columbiana OH Spencer, Kevin Radcliff KY Woodruff, Cecil Nortville MI Mi1cha nowski Cream Ridge NJ Hoffman, Michael Cincinnati OH Wilson, Laura Florence KY Barnes, Molly Eagan MN Nyemcsik, Ellen Hackensack NJ Kawanishi, Kenneth Huber Hts OH Workman, Scott Louisville KY Belk, Lawrence Minneapolis MN Paga no,Sueellyn Glen Gardner NJ Kneuss, Joanne Brunswick OH Boyer, Karen Metairie LA Benzie, Mark Gra nd Rapids MN Rosa ti , Lori Merrimack NJ McCoppin, Larry Unio n OH Boyer, Marianne New Orlea ns LA Bjornebo, Connie Apple Valley MN Seikunas, Richard Pompton NJ Mclntyre, Dennis Columbus OH Easterly, Lisa Clinton LA Burns, Kelly Eden Prairie MN Smith, Karen Pitman NJ Price, Luke North Canton OH Eberhardt, Brenda Marrero LA Debevec, Michael G rand Marais MN Smith, Randy Pitman NJ Resta ino, Rick Younstown OH Hayden, Daniel Ba ton Rouge LA Fechter, Sue Coon Rapids MN Strawn, Martin Cherry Hill NJ Russo, Holly Malvern OH Hilbun, Cherie Barksda le Afb LA Gay, Scott Hopkins MN Stymiest, James Mt. Laurel NJ Sellman, Don Franklin OH Lomas, Keith Baton Rouge LA Heideman, Donald Eden Prairie MN Wojtczuk, John Bayonne NJ Stork, Steve Cincinna ti OH Lyons, Ray West Monroe LA Hoschette, Betsy St. Paul MN Yamaguchi, Taro Kea rny NJ Ubbes, Va lerie Cincinnati OH McCabe, Jim Shreveport LA Hough, Bryon New Hope MN Arnot, Matthew Albuquerque NM Walter, Donna Medina OH McCabe, Shane Shreveport LA Hunger, Michael Champlin MN Davis, Michael Rio Rancho NM Blakemore, Scott Stillwater OK Morris, Bo Covington LA Marrinan, Colleen St Paul MN Franklin, Karen Ann Gallup NM Boeckman, Kathy Okeene OK Moss, Bob Shreveport LA Murray, Stephen Oakdale MN Geel, Joan Albuquerque NM Brakshaw, Linda Sapulpa OK Moss, Willa Shreveport LA Ness, Kelli Moorhead MN Janecky, Louise Los Alamos NM Ca rter, Patricia Oklahoma City OK Moya l, Johnny Baton Rouge LA Nevers-Okey, Dawn St Louis Park MN Ladman, Tom Albuquerque NM Ca ter, Jeff Oklahoma City OK Nee, Kevin Baton Rouge LA Range, John Loretto MN Lukens, Inger Alamogordo NM Conner, Ca rl Stillwater OK


Fox, Ben Norman OK Sipe, Sean Philadelphia PA Howe, Darryl Spring TX Cottrill , Lynda Bothell Hamilton, John Altus OK Stallone, Joe Allentown PA Hughes, Blake Houston TX Delay, Helene Sea ttle Johnston, Serel Weathrford OK Taylor, Sott Pittsburgh PA Karacek, Edward Houston TX Delchev, Stoyan Vancouver Krafft, Kristi Tulsa OK Tornese, Dawn Bakerstown PA Kirk, Bruce Houston TX Erichsen, Matt Tacoma Majors, Eddie Tulsa OK Williams, Na t Pittsburgh PA Krivsky, Cynthia Dallas TX Gonza lez, Tamara Kirkland Oa tes, Mark Norma n OK Za leski, Debbie Dauphin PA McElroy, Michelle Houston TX Harwell, Earla Port Orchard Olson, Susan Country Clb. HillsOK Carpenter, Marie Providence RI Milan, Jerry Fort Worth TX johnson, Cha rles Maple Valley Rupe, Rebecca Tulsa OK Fudge, Robert Barrington RI Miles, Chyll e Arlington TX Kerr, Wayne Lynnwook Strobel, David Bartlesville OK Boggs, Lynn Abbeville SC Morales, Louie Katy TX Klein, jeff Everett Strobel, Debbie Bartlesville OK Brown, Vincen t Spartanburg SC Muenz, Kevin Mesquite TX Lake, Lora Lee Newport Tucker, Jamie Sperry OK Deaton, Kemp Surfside Beach SC Osborn, Michael Abilene TX Lape, Chad Tacoma Tucker, Judy Claremore OK Force, Greg Greenville SC Pratt, Brian Lake Jackson TX Loan, Brad Sumner Williams, Mark Norman OK Goodwin, Betty Simpsonville SC Qualls, Grant Houston TX Lowrey, Tracey Rochester Birdsong, Mke Portland OR Luce, Wend y Columbia SC Quibodeaux, Marlon Beaumont TX Mann, Chris Marysville Bruce, Beverly Hillsboro OR Nichols, Micheal Charleston SC Rios, jesus EI Paso TX Mann, Emma Marysville Fleck, Ryan Portland OR Padron, Pau l Charleston SC Robuck, Carol San Antonio TX Moon, Randy Tacoma Goto, Shuichi Portland OR Smolen, Shawn Anderson SC Rollins, Daniel Bedford TX Morrow, Scott Des Moines Gustafson, Rich Eugene OR Wapinski, joanne Columbia SC Rusinovich, Tina Weaterford TX Muenz, Brian Tacoma Harper, Mike Ashland OR White, Robert Greenville SC Schrull, Nancy Houston TX Orr, Michael Centralia Harter, Steven Beaverton OR Allen, Cheryl Rapid City SD Scott, Madee Chattanooga TX Palmer, Dianne Pu ll man Hayes, Teresa Hillsboro OR Trimble, Tim Rapid City SD Seidel Jr. , Harry Rowlett TX Reid, Laurie Yakima Klein, David Tigard OR Bunger, Kit Franklin TN Seth, Ga ry Midland TX Relenkova, Anelia Bellevue Lans, Roy Coos Bay OR Clark, Charles Chattanooga TN Smith, Wilma Houston TX West, Mike Redmond McClay, Anne Corvallis OR Davy, Tracy Kingsport TN Steadham, Kelcie Grand Prairie TX Wi sen, Karen Redmond Mitts, Elizabeth Gresham OR Gosnell, Dennis Maryvi lle TN Sun, Yuejin San Antonio TX Yonemitsu, Michael Kennewick Petersen, Michael Portland OR Long, Patti Chatanooga TN Swenson, Patti Austin TX Anderson, Randy Kenosha Pinkstaff, Lee Medford OR Andrie, Michele Beaumont TX Taylor, Alisa Belville TX Auer, Thomal Racine Selland, Hilarie Mekford OR Arroyd, Juan San Antonio TX Ward, Russell Houston TX Carey, Jay Racing Spivey, Leonard Salem OR Bannon, Dave Houston TX Williams, Mark Bedford TX Druecke, Ralph Brookefield Temple, Aaron Beaverton OR Bartusiak, Ron Hurst TX Yancey, Marcus Arlington TX Fix, Jerome Milwaukee West, Don Clackamas OR Biron, Beau Houston TX Darling, Tim Sandy UT Gaffney, Bryce Sussex Bier, Jacquelyn Philadelphia PA Bogart, Sandra San Antonio TX Potter, Kei th Kaysville UT Grainger, Debra Grafton Bilheimer, April Levittown PA Booth, Wiliam Richardson TX Rapier, Wendy Manti UT Gunther, Rick Menomonee Fails Clark, Karen Washington PA Borke, Steve Austin TX Starr, Blake Salt Lake Ci ty UT Handevidt, Russ Neenah Cutillo, Barbara Camp Hill PA Brown, Kay Paris TX Berry, Diane Virginia Beach VA Jonuska, Douglas janesville Emerick, Julie Allentown PA Brown, Randy Paris TX Berry, Erin Virginia Beach VA McDona ld, Linda Green Bay Evans, jennifer Chambersburg PA Burke, Lesley Brenham TX Berry, Wayne Virginia Beach VA Olopinski, Patrick Madison Fabish, Nicholas Allison Park PA Carson, Lynda Arlington TX Comiskey, Gwynne Herndon VA Mielson, Kay Evanston Feeney, Rik Langhorne PA Clifton, Christina Amarillo TX Comiskey, Martin Herndon VA Brackeen, Chris Sheridan Fricker, Debbie Norristown PA Collier, Stephanie Irving TX Gerlach, Hugh Martinsville VA Engle, Sandra Laramie Fuchs, Jeffrey State College PA Cowley, Bob Amarillo TX Hammerle, Holly Centreville VA Haws, Barbara Lyman Harley, Michael Harrisburg PA Daniell, Charlie Ft. Worth TX Price, Doug Virginia Beach VA Leonard, Annette Douglas Hudson, Kenneth St. Davids PA Dyeson, Timothy Arlington TX Schau, Robert Herndon VA Mi lls, Lana Gillette Jewart, Elaine Pittsburgh PA Eastepp, Raymond Corinth TX Stoudt, Allen Leesburg VA Stanfield, Genie Lyman Kehler Jr., Russell St. Davids PA Eckroth, Morgan Spring TX Thomas, David Richmond VA Wilson, Raleigh Laramie Klaassen, Larry Mohnton PA Fallin, Patrick San Antonio TX Tolley, Gera ld Virginia Beach VA Ma ttern, Barry Harrisburg PA Fitzjarrell, Douglas Daco TX Wirth, Michael Newport News VA McBroom, Scott Logonier PA Goodhue, Ruth Michelle O'Brien, Shelley Shelburne VT McClimon, Andrea Phoenixville PA Rutherford TX Allen, Terryl Miller, Charyl Dauphin PA Gridley, Scott San Antonio TX Bath, David Perez, Juan Philadelphia PA Harris, Michael San Antonio TX Bath, Shei la Petrescu, Constantin Stroudsburg PA Hayes-Unertl , Mary Mckinney TX Bylin, Arnold Romano, Donna Levittown PA Higgins, Lisa Richardson TX Cenname, Michael Ross, Robert StThomas PA Hoerster, Kimberlie Georgetown TX Chaplin, Joyce

"Every gymnast should have this bookr~ Here's the advice you need to achieve the maximum performance safely. Written by Karolyi team physician and orthopedic surgeon Dr. Jack Jensen , this new medical guide for gymnasts presents what you need to know about:

• Body basics • Maximum performance • Nutrition , including a computerized

diet analysis • Special chapter on stretching

and condition ing

Bainbridge IslandW A Everett WA Everett WA Sedro Woolley WA Seattle WA Freeland WA

• Injuries and how to prevent them • The medical team ___ copies of A Healthy 10 to : I

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Training Drills

Shoulder Drills for Vault and Bars The drills outlined below are limited only

by imagination. All that is required by way of equipment are large tractor inner-tubes

(easily obtained in this land of monster trucks) inflated to varying degrees.

Vault Hook two benches over one half of the inflated

inner-tubes and have a pit, as shown, or a safety mattress to land on.

!~ 1r-tJ

"I\.' / VJ../' " 0/ . v,J\ ...... , / . V / (:" / . v' / ...... I , /', / ~ >', <,~ '{ .-:,/). .(

...... / " ...... . , ' ." \

The gymnast performs handsprings by putting hands on the second half of the inner-tube. (Make sure the set-up is stable and innertube can not move sideways.) This drill teaches the gymnast body tension (he / she will receive no lift with a loose body) and the idea of rebounding from the horse or floor .

The gymnast's chest should be hollow (sucked in) but there should be no pike in the hips.

This drill is very effective for all forms of second flight regardless of which axis the gymnast will rotate (longitudinal and sagittal) .

Developmental gymnasts, who could already vault fairly well but with little repulsion, started to show good block and elevation after just a few weeks using this vaulting drill in conjunction with work on run and rotation.

Bars Set the inner-tube by a floor bar. Have the

gymnast use the innertube to bounce to handstand. The gymnast should hit the inner-tube on :he upper leg (above the knee) but just below the hip.


If the gymnast hits the inner-tube too low there is the possibility of causing back strain or worse. It is also important to have a mat on the other side of the floor bar in case the gymnast collapses forward .

The gymnast arches at the hips, keeping the shoulders forward of the bar. Spot through first and then allow the gymnast to practice on his / her own. Do not be too concerned if the gymnast arches in the back (provided it is not unsafe) as the idea needs to be learned before it is perfected.

As the gymnast becomes more proficient the chest should remain hollow (sucked in) . Arms must remain straight.

Perform sets of 10-15, depending on the gymnast's age and strength, building to numbers of 30 and up.

By adding another inner-tube to the other side of the bar the gymnast can practice cast handstand 1/2 turn cast handstand.

This article is reprinted by permission of the Newsletter of the Association of British Gymnastics Coaches, Issue 4, 1992. Edi tor: Meg Warren, Sherwood House, Hinckley Road, Burbage, Leicestershire, LElO 2AG

45

Mike Body Crayton, Great Britain (now living in the U.S.)

Neil Baum, M.D. New Orleans, LA

Dr. Neil Baum isa urolog ist in private pract ice in NewOrleans, LA. Heisa motivational speaker to the health Cilre industry on "The Magic of th e Extra Mi le Philosophy." Neil can be con tacted a t 3525 Prytania S treet, Suite 614, New Orleans, LA 70115 or 504-891-8454.

46

Keeping Things PosItively PosItive

How to develop a positive attitude for you and your employees

All successful people who understand the extra mil e philosophy have a positive mental attitude (PMA).

Look at your circumstances or situation I am sure you can always look at it from two focal

points. You can see theglassofmilk at the half-way mark as hal f full or half empty. The way you look at and think abou t your si tuation will largely determine your outcome. A great psychologist, William James, said it so well ninety years ago, ''You become what you think about."

Let me share with you the importance of attitude in hea lth a nd well ness in overcoming severe medical illnesses. There was a stud y conducted several years ago on women with breast cancer. The women took an attitude assessment questionnaire and were divided into two groups. One group was considered pessimis ts, and the other op timists based on the questionnaire. The pessimists were those who looked at the glass il t th e halfway mark and said half emp ty . They were the ones who asked, "Why is this happening to me?" Or they said, "I ca n' t handle this." The optimists were the ones who looked at the glass of milk and said half full. They were the ones who said, "I am glad the tumor isoutand le t's get on with it."Theyweretheones who said," I can bea t this th ing and I am in charge here." Five years la ter, the resea rchers looked at the results. On ly 35% of the pessimists were alive after five years . The Optimists had a remarkable 75% five-year surviva l. So, you can sec, just having a positive mental attitude ca n help overcome milny obstacles in life including cancer.

Depend on Yourself "Who wil l save us?" We can't count 100% on the

boss, ou r co-workers, ou r family, or ou r fri end s. You know, the grea test ri sk in the world is to depend and wai t on o thers to provide us with security. We all have an opportuni ty to unl eash the chains of a nega ti ve attitude. The thought of change is frightening . Yet, success only comes to those who are willing to surrender the old ways and develop a fresh and positive men ta l attitude. You need to leave your comfort zone and "let go." When you do, exc itement, happiness, and rewards awai t you. Remember, don't be afraid to go out on a limb because tha t's where the fruit is.

Take SOlIle Tips From Tom Sawyer One of the best ways to develop a positive mental

ilttitude is to shift geilrs from work to play. Remember Tom Silwyer ilnd the wooden fence? It seemed like an insu rrnountilble obstacle for Tom to pai nt the fence. It WilS only when Tom begiln hilving fun with the task thilto thers wilnted to get in on the action. When his pals picked up the brushes, the job easil y got done ilnd everyone had a great time. When Tom chilnged hi s ilttitud e from " I hilve to do thi s" to " I like doing thi s," thilt gOil l or objective WilS reached.

Surround Yourself With Positive People Anot her tech nique for thedevelopment of il pos iti ve

mental attitude is to be surrounded with positive people, positive reading material, and positive choices. Choose to spend time w ith couples who like to laugh and have fun instead of spending an evening with a couple who argue and bicker. Try reading the fu nnies section of the newspaper before the front page or the obituary column. Listen to motivational tapes on your way to work instead of the news or the music station .

Develop a Positive Attitude For Others How d o you develop a positive mental attitude in

others? First, you need to set a n example. If you are dejected and sullen, you can't expect your co-workers to be exci ted and joyful. Attitudesare contagious. Make sure yours is worth cil tch ing. Be an ambassador of en thusiasm. When enthusiasm is combined with a positive mental at titud e, there is no limit to whilt you can ilccomplish and achieve.

Recognize Their Accomplishments Another technique for developinga positive men till

att itude in others is to recognize their accomplishments. Say " thank you" when someone in your organization says som ething helpful to a customer or client. Give" ABCD" (Above and Beyond the Call of Duty) awards. In my practice of medicine, I, and all of my employees, wear "golden at titud e" pins. This is part of our uniform a nd serves as a reminder thilt we mus.' havea gold en attitude towards our patients a t all times Our philosophy towards our patients is modified from tha t of Stew Leonard , a successful grocery store retililer, and tha t is: Rule NumberOne-The patient (customer)is il lways ri ght. Rul e Number Two-if you think th e patien t (customer) is wrong, re-reild Rule Number One. When an employee goes above and beyond hi s job description, I give them an addi ti onal golden att itude pin. When they get a total of five p in s, they receive a weekend at a luxury hotel in New Orleans with their partner or guest.

I believe tha t a positive mentill attitude requires constan t re inforcement and I try to surround myself, my family, my office staff, ilnd even my piltients, with positive quota ti ons which arc to be seen on the wa lls of my reception a reil, eXilminiltion rooms, employee lounge, and even the restrooms. For example, in one examinat ion room, we have a plaque with the words "NeverCive In, Never Give Up, Never! Never l Never l "

by Winston Churchill. I believe this emphasizes to my piltient tha t here is a physician who, no matter wha t their problem is, if he can't find a solution to the problem, he will find someone who wi ll , and here is a physician who will never give u p on me as a patient. It is a lso a reminder to my staff thilt, no miltter whil t obstilcle or problem we ha ve, we Cil n find a sol ution to tha t problem.

I can bes t su mmarize the importilnce of positive mental attitude by quoting Zig Zig lar who silid, " It is not your aptitude, but it is your ilttitude thilt wil) ultimately determine your illtitude." There is no bette. way to develop an ex tril-miJc phi losophy thiln by hilving thilt illl -importilnt positive spirit ilnd fm meof mind.

i\ugus11992 TECHNIQUE

EDUCATION/EVENT CALENDAR

Start No. Discip- STI ) Date days line Event City CO Contact Phone

8/14/92 11M Jr. National Team Camp Colo. Spgs. CO 8/21/92 3 MWR Post Olympic Exhibition Various Sites Allison Melangton 317-237-5050 8/21/92 2 R North American Rhythmic Competition Colo. Spgs. CO Nora Hitzel 317-237-5050 8/22/92 1 MWR Safety Certification Course (10:00 a.m. - 4:00 p .m.) S.Burlington VT Woody Clifton 802 -863-4 714 8/22/92 2 GG International General Gymnastics Coursee Prague CZK 8/23/92 1 MWR Safety Certification Course (9:00 a.m.-3:00 p.m.) Rochester NY S,J. Clifford 716-586-5604 8/23/92 1 MWR Safety Certification Course (9:00 a.m.-3:30 p.m.) Centerville OH Bobbi Montanari 614-777-5057 8/24/92 7 M 10-11 Developmental Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 8/24/92 12 M Team Atlanta Camp Colo. Spgs. CO Robert Cowan 317-237-5050 8/27/92 4 W USGF Region VII Mini-Congress at Split Rock Resort Lake Harmony P A Linda Johnson 410-721-5853 8/28/92 3 W USGF Summer Coaching Workshop and Safety Course Huguenot NY Fred Per kuhn 602-778-9564 8/30/92 1 MWR Safety Certification Course (8:00 a.m.-4:00 p.m.) Lake Harmony P A Cathy Finkel 201-586-1808 8/30/92 1 MWR Safety Certification Course (9:00-4:00 p.m.) Cleveland OH Barb Guilivo 216-845-3839 8/30/92 2 GG International General Gymnastics Course Budapest HUN 9/2/92 6 R J.O. Training Camp Lake Placid NY Nora Hitzel 317-237-5050 9/9/92 3 MW BIG: Biomechanics in Gymnastics Conference Cologne GER Secretariat 49-221-4982-418-419-221

9/ 10/92 MWR USOC Coaching Symposium Colo. Spgs. CO Steve Whitlock 317-237-5050 9/ 16/92 1 MWR PDP Level II Instructor's & Sport Science courses Anaheim CA D.Moskovitz 317-237-5050 9/17/92 4 MWR USGF NATIONAL CONGRESS + Safety, PDP courses Anaheim CA Steve Whitlock 317-237-5050 9/18/92 3 MWR Post Olympic Team Exhibition Various Sites 9/20/ 92 ~; MWR Safety Certification Course (9:00 a.m. - 4:00 p.m.) Schaumberg IL GerryDenk 708-564-3420 ~ """""" 6 MW Jr. Pan American Games Santa Catarina, BRA

9/~~1 MWR Safety Certification at Region V Mini-Congress Cincinnati OH D. Moskovitz 317-237-5050 9/25/92 3 GG Symposium: Women's WORLD - WORLD Sport Frankfurt am Main, GERFIG /GG/TC 9/26/92 1 MWR Safety Certification Course (8:00 a.m.-2:00 p.m.) St. Louis MO Eddie Smith 314-968-9494 9/ 27/92 3 W Region V Mini-Congress Cincinnati OH Jeff Metzger 513-489-7575 10/4/92 1 MWR Safety Certification Course (10:00-6:00 p.m.) Rockaway NJ Cathy Finkel 201 -586-1808 10/4/92 1 MWR Safety Certifica tion Course (9:00 a.m.-3:00 p.m.) Pleasanton CA Gay Gerlack 510-672-6410 10/7/92 5 MWR USOC Congress FL Mike Jacki 317-237-5050 10/9/92 3 MWR Post Olympic Exhibition Various Sites

10/10/92 2 M National Date for Regional Testing Various Regional Chairs. 10/22/92 5 MW International Competition Vladimir RUS 10/24/92 2 W Jr. Women Gymnastics Tournament BEL 10/29/92 4 W Region VI Congress for Coaches and Judges Marlboro MA Kathy Feldmann 617-784-5830 10/30/92 3 GG General Gymnastics International Symposium: Steve Whitlock 317-237-5050

"World Gymnaestrada as an International Large Event" Frankfurt am Main, GER FI G / GG /TC 10/30/92 3 MW Pacific Alliance Seoul KOR Cowan/Kelly 317-237-5050 11/1/92 ? W American Classic Nationals TBA Kathy Kelly 317-237-5050 11/1 / 92 ? MW Chunichi Cup Nagoya JPN RCowan, KKelly 317-237-5050 11 / 1/ 92 ? W Catania Cup Catania ITA Kathy Kelly 317-237-5050 11 / 9/ 92 7 W FIG Intercontinental Judges Course Marne-la-VaIIeeFRA

11/20/92 3 M Jr. National Team Testing TBA 11 / 23/92 8 M Jr. National Team Training Camp TBA 11/20/92 3 R Rhythmic World Championships Brussels BEL 11/23/92 7 W Israel Peace Cup Israel 11 / 26/92 4 GG 32nd International Sportsfestivaal "Blume-Las Palmas" LasPalmas ESP Juan Duran (928) 26 28 15 11/29/92 4 MW Swiss Cup / Arthur Gander Zurich SWI 12/4/92 3 MW DTB Pokal Stuttgart GER 12/6/92 8 M FIG Intercontinental Judges Course Lilleshall GBR 12/8/92 6 W Brevet Judges Course Indianapolis IN Kathy Kelly 317-237-5050 12/12/92 2 MW Dutch Open Netherlands

1/8/93 2 M West Point Open Wesrt Point, NY 1/ 10/93 5 R FIG International Judging Course Rome ITA Nora Ritzel 317-237-5050 1/12/93 6 W National Elite Judging Course Indianapolis IN Kathy Kelly 317-237-5050 2/5/93 2 M USGF Winter Cup Challenge Colo. Spgs. CO Robert Cowan 317-237-5050

2/10/93 5 R International Judging Course Colo. Spgs. CO Nora Hitzel 317-237-5050 2/13/93 2 R USGF Rhythmic Challenge Colo. Spgs. CO Nora Hitzel 317-237-5050 3/?/93 MW U.S. Challenge TBA 3/5/93 2 MW McDonald's American Cup Orlando FL 3/8/93 1 MW McDonald's International Mixed Pairs TBA

TBA W American Classic Nationals TBA 4/3/93 M NCAA Regionals Various Sites

4/13/93 6 MW World Championships Mirningham GBR 4/15/93 3 M NCAA Na tional Championships Albuquerque NM


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US " G F

SAFETY CERTIFICATION Thursday, August 27, 1992

Huguenot, NY - 5:00-9:30 pm YMCA of Greater New York National Gymnastics Training Center Camp Greenkill, Huguenot, NY Contact: USGF Safety (317) 237-5050 In conjunction with the USeF Slimmer Coaching Workshop.

Sunday, August 30, 1992 1.Cleveland, OH - 9:00am-4:00pm

Sokol Center, 4939 Broadway, Cleveland, OH 44127 (216) 526-2970 Course Dir.: Ron Gamin Course Contact: Barb Guilivo (216) 845-3839 In conjunction with Sokol regional workshop.

2.Lake Harmony, PA - 8:00am-4:00pm Course Dir. : Cathy Finkel (201) 586-1808 This course will be conducted in conjunction with the USeF Region VII Mini-Congress .

Friday, September 11, 1992 Benton, AR - 1 :00-7:00 pm Fitness Unlimited - Keasports, 1212 Hwy. 35N, Benton,AR 72015 (501) 778-1131 \ Course Dir.: Scott Wright (501) 336-8665 Local Contact: Leah Oetken (501) 778-1965

Thursday, September 17, 1992 Anaheim, CA - 2:00-8:30pm Anaheim Hilton & Towers, 777 Convention Way, Anaheim, CA 92802 (714) 750-4321 Course Contact: Becky Riti (317) 237-5050 In conjunction with the USeF National Congress

Sunday, September 20, 1992 1.Schaumberg, IL - 9:00am-4:00pm

Twinbrook YMCA, 300 W. Wise Rd., Schaumberg, IL 60193 (708) 893-9622 Course Dir.: Gerry Denk (708) 893-3420

2.Anaheim, CA - 9:00-3:30pm Anaheim Hilton & Towers, 777 Convention Way, Anaheim, CA 92802 (714) 7504321 Course Contact: Becky Riti (317) 237-5050 In conjunction with the USeF National Congress .

Thursday, September 24, 1992 Cincinnati, OH - 4:00-9:00pm Holiday Inn Eastgate Coures Dir.: D. Moskovitz (317)-237-5050 In conjunction with the Reg V. Mini-Congress .

Saturday, September 26, 1992 St. Louis, MO - 8:00am-2:00pm St. Louis Gym Center, 315 W. Pacific, St. Louis, MO 63119 Course Dir. : Eddie Smith (314) 968-9494 In conjunction with the USeF Missouri Men"s State clinic ..

Saturday, October 3, 1992 Chesterton, IN -12:00-6:30 pm Chesterton H.5., 651 W. Morgan, Chesterton, IN 46304 Course Dir.: Gerry Denk (708) 564-3420 Local Contact: Maria Bachuchin (219) 926-4274

Sunday, October 4, 1992 l.Rockaway, NJ - 10:00am-6:00pm

Course Dir: Cathy Finkel (201) 586-1808

2.Pleasanton, CA - 9:00am-3:00pm Sheraton Hotel, 5115 Hopyard Rd., Pleasanton, CA (510) 460-8800 Course Dir.: H . Fujimoto (408) 373-1694 Local Contact: Gay Gerlack (510) 672-6410

Sunday, October 11, 1992, 1992 Raleigh, NC - 10:00 am-5:00 pm North Raleigh Gymnastics, 7221 Becky Cir., Raleigh, NC 27615 Course Dir. : Don Davis (919) 790-9400

Sunday, November 15, 1992 Westminster, MD - 9:00 am-3:30 pm Perna Gymnastics, 3100 Littlestown Pike, Westminster, MD 21158 Course Dir. : John Perna (410) 848-2771

Sunday, January 10, 1993 Rochester, NY - 9:00am-3:00pm Gymnastics Training Center of Rochester 1606 Penfield Rd., Rochester, NY 14625 Course Dir: Sarah Jane Clifford (716) 586-9580

1. The text book for the Certification Course is the USGF GYMNASTICS SAFETY MANUAL. Th is texV reference manual is to be purchased and studied prior to course participation.

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

3. Certification is good for four years.

4. The Course fee is $100.00. USGF members and second cycle recertification is $75.00. Retest cost is $25.00. For groups of at least 5, contact the USGF Department of Safety and Education (317) 237-5050.

r-------------------------, Participation Registration Form T892

Name: Mr./Mrs./Ms. ______ ___ _ ___ Soc. Sec. # ___ _ _ _

Address: _ ___ ____ ___ _ ___ _ _ _ ____ _ _ _

City: _ _ ____ _______ _ State: _ ____ _ Zip ___ _

Telephone: (H) _________ (B) _________ _

Course Director: _ ____ __________ _ _______ _

Course Location: Date: ____ _

Organization Represented: ___ _____ ____ _______ _

If USCF Member, List Type and Number ____________ _

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

Expiration Date: Signature: ______________ _

Please make checks payable in full to USGF SAFETY CERTIFICATION Mail Registration Form and Payment to: USGF Safety, Pan American Plaza, Suite 300, 201 S. Capitol, Indianapolis, IN 46225

DO NOT WRITE BELOW THIS LINE • FOR OFFICE USE ONLY

Registration Form Received: _________________ _

Confirmation Mailed: I L _________________________ ~ I

technique magazine - august 1992

Documents

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mens finals

womens event finals

mens individual event

womens allaround finals

womens events

womens semifinals

mens competition ib