THE OFFICIAL PUBLICATION OF USA GYMNASTICS

Inside

February 1994 Vol. 14, #2

A Healthy 10! A Reference

Guide For Gymnasts And

Other Athletes

Play's Hidden Purpose:

Teaching Preschoolers

Vaulting Vertical

Displacement

USA Gymnastics Online!

RSG Level 1-4 Program­

Filling The Void

The Pelvic Tilt

1994 Congress

Gymnastics For Young

Children

Improving. Vault Scores

Through Improved

Running Technique

Physical Abilities Profiles:

U.S. Men's National Team

liSA GYMNASTICS

Educational Materials

UlIA ~ _________________ ~ __ ~ ~~TI~C~S ________________ ~\

Item #

Ut>lI/uI1lnuWIf! fill" Ithlel(·.'i Psyching for Sport: Mental Training for Athletes Terry Orlick, Ph.D. University of Ottawa 1986· Paper· 207pp. Leisure p''''. Chompoign. IL Item #364O-SI6.00

Psyching for Sport will put you in your right mind!

Athletes need more than physi­cal skill to reach their goals-they need psychological skills, too. Psyching for Sport: Mental Training

for Athletes presents a complete psychological training program for developing mental skills. Athletes who follow this step-by­step program will learn to play better and enjoy competition more fully by controlling their thoughts and emotions.

Sport psychologist Terry Orlick developed the mental train­ing program explained in Psyching for Sport through his work with the Canadian women's alpine skiing and speed skating teams, the canoeing and ski jumping teams, and national team members from a variety of other sports. His experiences as a collegiate gymnast and coach ensure the applicability of the concepts he presents. Since receiving his Ph.D. in 1972, Dr. Orlick has been a leader in the New Games movement, has written several books on youth sports and psychological train­ing, and has traveled extenSively throughout the world making presentations to coaches, athletes, teachers, and parents.

This text has been recommended by Dr. Joan Duda for use by the U.S. Women's National Team.

ntle I Quantity I Price Totol

My Book of Gymnasti(s: Health and Movement Amanda Durrant 1993· "ord cover. 32pp· Thompson Leorning, New York, NY Item #3639-S19.95

Limber up, beginning gym­nasts! Here's your guide to the basics of this great sport. Easy-to­follow instructions and step-by-

__ Amanda"""",, step photos take you through all the important routines.

You'll s tart by mastering simple exercises like stretching, balancing, bending, and jump­ing. Then, you'll be introduced to the balance beam and vault and will learn floor exercises. You'll soon find that you have increased your skills and improved your posture and coordi­nation.

Gymnastics is the best way to keep your body fit, flexible, and strong-and you'll have fun doing it!

Ms. Durrant has a diploma in Physical Education and Gymnastics from the Watford College of Education in En­gland. She has appeared on radio and television to publicize her message tha t mobility training gives children an active, and therefore healthy, start to life.

To order any of th"e book" or other educolionol moteriols and videos presented in thi' issue, pleose complete thi' order form.

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Editor Production Graphic Design Men's Program Women's Program Director Rhythmic Program Director

Stephen W. Whitlock Luon Peszek Julie T. Jones Bill Meade

Kathy Kelly

Nora Campbell

USA Gymnastics Board 01 Directors

Chair: Sondy Knopp; President Emeritus: Bud Wilkinson, Mike Donahue; Athlete Directors: Wendy Hilliard, choir; vice choir; Michelle DUlserre, sec; Sheryl Dundas; fim DoggeH; Karyn Lyon Glaver; Tonyo Service Choplin; Chris Woller; Conrad Voar"nger; Peter Vidmar; Kevin Davis, USOC Athlete's Advisory Council; Amateur Athletic Union: Stan Alkinson; American Sokol Organization: Jerry Milan; American Trampoline & Tumbling Association: Wayne Downing; American Turners: Beny Heppner; Junior Boys Gymnastics Coaches Association: Marc Yancy; Men's Elite (ooches Association: Peter Kormann; National Association for Girls and Women in Sport: Dr. Mimi Murray; Notional Association 01 Collegiate Gymnastics Men: Abie Grossleld; National Association 01 Collegiate Gymnastics Women: Gail Davis; Notional Association of Women's Gymnostics Judges: Yvonne Hodge; National Collegiate Athletic Association: Jane BeHs, Lou Burkel; National Federation 01 State High School Associations: Susan True; National Gymnastics Judges Association: Horry Bierke; National High School Gymnastics Coaches Association: John Brinkworth; Jewish Community (enters: Cou~ney Shonken; Rhythmic Coaches Association: Suzie DITullio; Special Olympics, Inc.: Kate Fober-Hickie; U.S. Association 01 Independent Gym Clubs: Lance Crowley; U.S. Elite (ooches Association for Women: Tony Gehman, Rae Kreulzer; U.S. Sports Acrobalics Federation: Bonnie Davidson; Young Men' s Christian Associalion: Rick Dodson; USA Gymnastics Notional Membership Directors: Men's: Jim Holt, Roy Guro; Women's: Jim Archer, Julio Thompson-Aletz; Rhythmic: Alia Svirsky, Ute AIt-Corherry.

USA Gymnastics Executive Committee

Choir: Sandy Knopp; Secretary: Mike Milidonis; Vice Chair Women: Honey Marshall; Vice Chair Men: fim DoggeH; Vice Chair Rhythmic: Harmo Zobko; FIG Women's Technical Committee: Jockie Fie; FIG Rhythmic Technical Committee: Andrea Schmid·Shopiro; FIG Men's Technical Committee: Bill Roetzheim; At large Members: Jim Ho~ung, Joon Moore; Athlete Directors: Michelle Dusserre, Wendy Hilliard; President Emeritus: Bud Wilkinson, Mike Donohue.

Associate Contents Editors Sports Science Advisory Committee

William Sands, Ph.D., Choir, Sports Advisory Committee PoNy Hocker, Ph.D_, Choir,

Education Sub-committee Stephen W. Whnlock, Uoison

Unless expressly identified 10 Ihe conllOrY, all articles, s/o/emenls and views prinled herein ore oNrib.'ed ",'e'y 10 Ihe oUlhorond Ihe Uniled States Gymnostics Federation expresses no opinion and assumes no responsibility Ihereof.

CHANGE OF ADDRESS AND SUBSCRIPTION INQUIRIES: In order to ensure uninterrupted de­livery of TECHNIQUE magazine, notice of change of address should be made six to eight weeks in advance. For fastest service, please enclose your present mailing label. Direct aU subscription mail to TECHNIQUE Subscriptions, Pan American Plaz.:" 201 S. Capitol Ave., Suite 300, Indianapolis, IN 46225_ TECHNIQUE is published 10 limes per year by USA Gymnastics, Pan American Plaza, 201 S. Capitol Ave., Suite 300, Indianapolis, IN 46225 (phone: 317-237-5050). Third class postage paid at lndianapolis, 'N. Subscription price: 525.00 per yea r in United 3l'ates; all other countries $48.00 per year. H ava il­able, back issue single copies $4.00 plus Sl.00 post­age/handling. All reasonablecarewill be taken, but no responsibility can be assumed for unsolici ted material; enclose return postage. Copyright 1993 by USA Gymnastics and TECHNIQUE. All rights re­served. Printed in USA.

Contents Book Review A Healthy 10! A Reference Guide for Gymnasts and other Athletes

Preschool Gymnastics Play's Hidden Purpose: Teaching Preschoolers

Sport Science Vaulting Vertical Displacement: Biomechanical Considerations Physical Abilities Profiles: u.s. Men 's National Team

Rhythmic Gymnastics Rhythmic Gymnastics Level 1-4 Program-Filling the Void

Communication USA Gymnastics Online! It's Here!

Strength Training The Pelvic Tilt

1994 Congress General Information

Coaches Education Gymnastics for Young Children

ACEP Leader Level Sport Science Course

Coaches Accreditation Professional Development Program

Technique Improving Vault Scores Through Improved Running Technique

Women's Minutes Women 's Elite Program Comm., conference call, 12/23/93

Women's Program Comm., conference call, 1/ 10/94

Women's 1994 Elite Qualification Procedures

Announcements

Resources 1993 Index of Articles

By looking at what children do when they play, we can better learn how to best teach and work with them in nonplay settings.

This article describes new materials that have been developed to teach dance and gymnastics instructors how to teac. the very basic skills of rhythmic gymnastics.

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The '994 Congress will be conducted at the Opryland Hotel in Nashville, Tennessee, August 25-28 in conjunction with the Men's and Women's Coca Cola National Championships.

18

USAGYMNASTICS

VIDEOTAPES i i i General

t ~ 1993 USA Gymnaestrada, Indianapolis, Indiana, October 8-10. Group Perfor-

#2771 $16.95 mances.

( Highlights from the Gymnaestradas in Herningand Amsterdam. (0:30) (1993)

r '1 #2600 $5.00 Amsterdam Gymnaestrada. Amster-

:J dam Gala. (1 991) #2705 $16.95

== Amsterdam Gymnaestrada. Opening

I ceremonies and other outdoor perfor-mances. (1991) #2702 $16.95

Amsterdam Gymnaestrada. USSR Gala

C ) performance. (1991) #2704 $16.95

Amsterdam Gymnaestrada. Various performances. (1991) #2703 $16.95

~ How to tape an injured gymnast. This tape was prepared by Larry Nassar,

:> A TC. (Part I = 1 :55, Part II = 1 :23 #2102 $19.95

i PDP level I instructor's starter kit. For Levell Clinic Administrators. Includes

video and 15 Clinic Workbooks. #3609 $60.00

Safety Video. Gymnastics 1st, 2nd, and always. #2601 $39.95

Back exercises for the gymnast. A video designed to lessen the problem of back pain in the gymnast. With use of a skeleton and gymnasts, L.Nassar, A TC, demonstrates how body positioning, flexibility, pelvic stabilization & muscular exercises are beneficial. (1 :20)(1992)

#2410 $10.95

Men Basic Skills Achievement Program (BSAP) video. Demon-

stration of all of the skills. #52 $29.95

J.O. Compulsory Program (JOCP) video. Demonstration of all of the exercises. (Edited by class level)

#2221 $39.95

J.O. Compulsory Program (JOCP) video. Demonstra tion of all of the exercises. (Edited by event) #2222 $39.95

Olympic Development Program (ODP) video-1992. Com-plete demonstration. #61 $29.95

Goal setting and preparation for competitions. Sport Psy­chology session by Dr. K. McKelvainat92nat. team camp, Colo. Spgs. (2:00)(1992) #2273 $14.95

USGF Congress, Ana heim. Dieter Hofmann's lectures. Clinic for men's coaches. (2 parts: total time = 9 hrs in SLP)(1992) #2200 $39.95

Colo. Spgs. Coaches Seminar for Men's Gymnastics. TU: Liukin; V: Artemov; PB:Tomita; R:O'Neill; HB: Akopyan; Conditioning & Periodization: Sands; PH: Daggett; Watanabe. (2 tapes, SLP format, 5:43) (1993)

#2253 $24.95

Preschool! elementary Preschool Workshop, Ft. Worth. Swedish gymnastics. Fea­

tures Kajsa Murmark & Gun Stahl. #1/3 tapes includes: Introduction, Philosophy, and first group lessons. (2:00)(1991) #2130 $12.95

Preschool Workshop, Ft. Worth. Swedish gymnastics. Fea­tures Kajsa Murmark & Gun Stahl. #2/3 tapes includes: Ways to use apparatus, Day in the jungle, Bean bag activities, and Games. (2:00)(1991) #2131 $12.95

Preschool Workshop, Ft. Worth. Swedish gymnastics. Fea­tures Kajsa Murmark & Gun Stah l. #3/3 tapes includes: Games, Balloon activities, and final lessons. (2:00)(1991)

#2132 $12.95

Rhythmic Levell & 2 Instructional video. (Accompanies Level 1-4

Program Instructor's Manuals) (1993) #2323 $10.00

Level 3 & 4 Instructional video. (Accompanies Level 1-4 Program Instructor's Manuals) (1993) #2324 $10.00

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

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

Women J.O, Compulsory Video levels 1-4. Companion to the com-

pulsory book. #2105 $29.95

J.O. Compulsory Video levels 5-7 and 10. Companion to the compulsory book. #2106 #29.95

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

Roundoff vault training. Developed by T. Gehman for the Women's J.O. program. PrerequiSites, training tips, con-ditioning, and technique. #2107 $19.95

Talent Opportunity Program (T.o.P.), Indianapolis, IN. National Testing. This tape shows all of the physical abilities tests used at the National Testing in Indianapolis. (1993) #2139 $14.95

'RAINING Men Sr. National Team Spring Training Camp, Colo. Spgs, CO.

Clinics and lectures. The focus of the training camp was Olympic compulsories. Mini-clinics: PH (Burch); R (O'Neill); V (Hamada); PB (Mizoguchi); HB (Furman). Lectures: Strength training (Major); Sport Psychology (McKelvain). (SLP format 6:00) (1993) #2280 $24.95

Sr. National Team Spring Training Camp, Colo. Spgs, CO. Sr. Men's Training Sessions. The focus of the training camp was Olympic compulsories. (SLP format4:00) (1993)

#2281 $24.95

Women Talent Opportunities Program (TOPs) National Training

Camp, Birmingham, AL, May, 1993. Activities. Warm-up (Towson), Va ult (Artemov), Tumbling (Elliott), UB Lioukin / Akopyan), BB (Grossfeld), FX (Pozsar), Dance (Towson), and Banquet. (A-SLP 4:56) (1993)

#2150 $24.95

Talent Opportunities Program (TOPs) National Training Camp, Birmingham, AL, May, 1993. Lectures. TumbleTrax (Davis), Training (Dr.sands), Nutrition (Dr. Benadot), Coaching (Grossfeld), Taping (Nassar), and Sport Psy­chology (Dr. Duda). (A-SLP, 3:42) (1993)#2151 $24.95

(OMrITITIONS Men 93 World University Games, Buffalo, NY, 7/11&13/ 93.

Men's All Around and Event Finals. (1:1 8) #2248 $14.95

93 World University Games, Buffalo, NY, 7/9/93. Men's Team Competition (1 :39) #2249 $16.95

Coca-Cola National Championships, Salt Lake City, UT, August, 1993. Junior and Senior Men's Compulsories,

#2298 $16.95

Coca-Cola National Championships, Salt Lake City, UT, August, 1993. Junior and Senior Men's Optionals. Se­niors: Roethlisberger-III.30, Umphrey-I 10.20, Keswick-109.20, Waller-l 08.25, Hanks-l 07.25, Roth-106.50, Bagio-105.90, Huston-105.85, Grace-I05.25, Simons-l04.85, Masucci-l04.75, Meadowes-I04.70, Durbin-104.60, Har­rison-104.45, McCain-103.40, Stein-l03.35, Yee-103.20, Denucci-102.70. Iuniors: Bryan-99.15, Thornton-95.75, Klaus-94.05, Stibel-93.10, Kinison-91.05, Michel-89.40, Stein-86.05, Juguilon-81.45. #2299 $19.95

J.O. Nationals, Ann Arbor, MI, May 7-8. Event Finals, Jr. Elite I, Jr. Elite II (14-15) & 16-1 8), Class III. (2:00)

#2279 $16.95

World Championships, Birmingham, GBR, April, 1993. Men's all-around finals and individual event finals. Scherbo-56.174 (BLR), Charkov-55.625 (RUS), Wecker-

55.450 (GER), Ivankov-55.425 (BLR), Karbanenko-55.275 (RUS), Liukin-55.225 (KZK), Belenki-55.225 (UNA), Korobchinski-55.IOO (UKR), Keswick-54.875 (USA). FX: Misutin-9.400, Thomas-9.350, Scherbo-9.350. PH: Pae-9.750, Wecker-9.425, Schupkegel-9.400. R: Chechi-9.625, Wecker-9.575, Ivankov-9.500. V: Scherbo-9.612, FengChih-9.487, Yoo-9.418. PO: Scherbo-9.600, Korobchinski-9.525, Belenki-9.475. HB: C harkov-9.450, Gherman-9.375, Supola-9.350. #2295 $19.95

McDonald's Am. Cup, Orlando,FL. Prelims and Finals. Scherbo-56.950 (BLR), Ringnald-55.700 (USA), Wecker-55.175 (GER), Sharipov-55.000 (UKR), Gherman-54.850 (ROM), Waller-54.650 (USA), Supola-53.700 (HUN), Centazzo (ITA), Curtis (USA), Umino (JPN), Thomas (GBR), Bravo (ESP), Pluss (SUI), Lopez (MEX), Keswick (USA), Dashuang (CHN) (1993) #2252 $19.95

Rhythmic Coca-Cola National RhythmicChampionships, Colo. Spgs.,

1993. Junior All-around Finals. Sievers-69.90, Lim-69.40, Sieber-69.30, Fredrickson-68.75, Lee-67.20, Lacuesta-67.00. (SP 1:14) #2360 $16.95

Coca-Cola National RhythmicChampionships, Colo. Spgs., 1993. Senior All-around Finals. Levinson-73.45, Davis-72.40, Hunt-71.90, Bushnell-71.60, Ward-71.50, Tucay-70.05. (SP 1 :34) #2361 $16.95

J.O. RhythmiC Championships, Colo. Spgs., 1993. Level 7 RFX, Rope, Hoop and Ribbon. (2 tapes)#2380 $24.95

Rhythmic Championships, Colo. Spg.s, 1993. Level 8 RFX, Ball, Ribbon and Clubs. (2 tapes) #2381 $24.95

Women Coca-Cola National Championships, Salt Lake City, UT,

August, 1993. Women's Junior and Senior Compulso-ries. #2198 $16.95

Coca-Cola National Championships, Salt Lake City, UT, August, 1993. Women's Junior and Senior Optionals. Seniors: MiIler-78.41 , Dawes-77.33, Strug-76.57, Borden-75.145, Campi-74.95, Fontaine-74.09 Davis-73 .865, Beathard-72.485, Rochelli-72.34, Bhardwaj-72.305, Reid-72.26, Muhleman-71.93, Arnold-71.915, Fitzpatrick-71.895, Gianni-71.74, Young-71.655, Ellsberry-71.655, Lichey-71.635, E.Reid-71.415, Fry-71.27. Iuniors: J.Thompson-74.70, Maiers-74.38, Meduna-74.005, Teft-73 .765, D.Thompson-72.98, Lichey-72.925,Moceanu-72.895, Diaz-72.895, Kinkaid-72.845, Kullikowski-72.60, Pickens-72.395, Martini-72.355. #2199 $19.95

Coca-Cola National Championships, Salt Lake City, UT, August, 1993. Mens and Women's Individual Event Finals. #2197 $16.95

U.s. Classic, Austin, TX, 7/ 93. Women's Jr. & Sr. Interna­tional Optionals. - Iuniors: Lichey-37.575, Meduna-37.25, Pickens-37.075, Teft-36.95, Martini-36.675, Kulikowski-36.55, Maloney-36.025, Moceanu-35.925, Knox-35.90, Kinkaid-35.275, Demery-35.275 Seniors: Dawes-38.100, Campi-38.075, Beathard-36.925, Sommer-36.925, Fontaine-36.80, Harriman-36.80, French-36.80, Reid-36.70, Muhleman-36.675, Fry-36.675. (SLP 4:45)

#2125 $19.95

U.s. Classic; Austin, TX, 7/ 93. Women's Jr. and Senior Compulsory Practice Meet. Selected routines.-SP

#2126 $14.95

U.S. Classic, Austin, TX, 7/93. Women's Jr. and Senior National Optionals. Selected routines. (SP)

#2127 $14.95

World Championships, Birmingham, GBR., April, 1993. Women's all-around finals. MilIer-39.062 (USA), Gogean-39.055 (ROM), Lisenko-39.011 (UKR), Dawes-38.830 (USA), Fabrichnova-38.630 (RUS), Galieva-38.586 (UZB), Piskun-38.554 (BLR), Milosovici-38.392 (ROM). (B)

#2195 $16.95

World Championships, Birmingham, GBR, April, 1993. Women's individual eventfinals. VAULT: Piskun-9.762, Milosovici-9.737, Chusovitina-9.718. BARS: Miller-9.887, Dawes-9.800, Cacovean-9.787. BEAM: Milosovici-9.850, Dawes-9.725, Gogean-9.650. FLOOR: Miller-9 .787, Gogean-9.737, Bobrova-9.712. (B, 0:00) #2196 $12.95

McDonald's Am. Cup, Orlando, FL. Prelims and Finals MiIler-39.268 (USA), Strug-38.168 (USA), Piskun-37.837 (BLR), Xuemei-37.455 (CHN), Portocarrero-37.206 (GU A), Hadarean-36.762 (ROM), Kosuge-35.798 (JPN), Gallo­way-35.173 (CAN), Dawes (USA), Borden (USA), Campi (USA), Stobvtchataia (UKR), Machado (FRA), Molnar (HUN), Hristakieva (BUll (1993) #2152 $19.95

Book Review

Did you ever think a book about health, fitness,

nutrition and exercise could be entertaining? Fun

to read? Funny? This book is all of this. Plus it's

full of good information which most of us don't

reach for often enough. The title might lead you to

believe this book is written just for gymnasts, but

don't let that fool you. Any athlete can benefit

from this book-including parents!

A HEALTHY 10! A REFERENCE GUIDE FOR GYMNASTS AND OTHER ATHLETES

You may order this book through USA Gymnastics Merchandise De­partment. Use the Order Form on page 2 of this magazine.

A HEALTHY 101: A REFERENCE GUIDE FOR GYMNASTS AND OTHER ATHLfflS by Jod E. hu.., MD, UHo AlIgN DIrt , Leslie St-w,LAT 01H2 ° poper 0187 pp ° hem 13637 ° S16.95

The fact is, many of us start an exercise and fitness program without enough facts about our body, its possibilities and its limi­tations. Injuries happen to those who either know how to take care of themselves and don't or to those who deny they need to know.

Jack Jensen, MD, board certi­fied orthopedic surgeon and fel­low of the American College of 'ports Medicine, has spent his .ife participating as an athlete, studying and treating Olympic gymnasts and a variety of other elite athletes. The co-authors, Linda Angela Day and Leslie

Spencer are a Rice graduate in bio-chemistry and an athletic trainer specializing in gymnas­tics. A strong team for a book about health and fitness .

Do you have questions? They may be answered in this book:

1. When should I go to an orthopedic surgeon? A podiatrist? A chiro­practor? Who are other specialists who know about sports and sports injuries?

2. What kind of morph amI?

3. Fat control vs weight control-what's the purpose and what's the difference?

4. What's my brand of muscle twitchiness?

5. What's a reasonable and balanced training program?

6. And, how do I mini­mize injuries?

"Every gymnast

Excerpts from the chapter on "Body Basics" will give you a flavor of the rest:

Did you know that bones are constantly changing their calcium? That some joints never move? That you'll never be able to control some muscles? That just because you can "move it" doesn't mean it "ain't broke"? No? Well, read on. This chapter willgiveyou the basic skinny about bones, muscles, liga­men ts , tendons, plus the other stuff that keeps you . ..

Really, this section should be titled the musculo-skeleto­ligamen to-tend eno-cartila­genoidalsystem, because it takes more than a skeleton and some muscles to make things work.

Other chapters include nu­trition, a chapter on training (30 pages of information with friendly figures illustrating stretching, conditioning and strength training). Then there's a chapter each on parts of the body that are most vulnerable to

February 1994 TECHNIQUE

A R efe"ence

Gllidefin'

GY1Jlna ... ts &

Othe?' Athletes

H Y

Jack E. Jense n. t\ J D

L eslie Spence r. L!\T

Linda,An[!;c1a Day

book!" - Be/a Karolyi

Injury: spine, knee and thigh, shoulder, elbow and wrist and leg, ankle and foot.

Read this book cover to cover. Use it as a reference. Enjoy it and learn to enjoy your body and to develop it to its fullest capacity.

The "Epilogue" completes this good book with some good advice.

We hope you feel proud to be the owner of a genuine human body. It's an honor reserved for very few living creatures. You are in charge of an original one­and-only: your special version of this world's most intricate and wondrous creation. Treasure it.

So what is the right goal? To be as much yourself as you can be. To express yourself as fully as possible, every minute. Don't dwell on the mistakes of the past. Don' t worry about the future.

Work hard, practice your skills, develop your body and take care of it

That's A HEALTHY 10!

r~

" A s

I

" A 6

Where is the secret garden of children's lives in which they wonder, discover, create, expe­rience and try to make sense of all that the big world they live in has to offer? That garden is found in play, where young children spend much of their time. Ac­cording to a study done by the Institute forSocialResearch, Uni­versity of Michigan, 1985, ap­proximately four hours of every day of the three to five year old child's life is devoted to play com pared to a pproxima tel y two hours daily for the six to eight year old.

Two important questions preschool coaches need to ask themselves are:

1. What takes place in the actofplaythatweneed to be aware of? and

2. Are we more focused on teaching tricks than on teaching preschool­ers?

By looking at what children do when they play, we can bet­ter learn how to best teach and work with them in non play set­tings.

When playing, children act out adult roles (mommy, daddy, teacher, firefighter, doctor) , make sounds (trucks, cars, ba­bies), and give life and meaning to the inanimate objects that they play with. They take risks, make choices, use their imaginations, pretend, problem-solve, and imitate older children and adults.

When playing and learning, toddlers and preschoolers show that they do not learn linearly,

Preschool Gymnastics

PLAY'S HIDDEN PuRPOSE: lEAClllNG PRESCHOOLERS

Nicki Geigert, CEO

Nicki's Gymnastics for Children 16612 226th Ave. N .E., Woodinville, WA. 98072

but are fragmented learners. They are easily distracted from a task, but then soon return to it. They use their senses to men­tally sort, arrange, and rearrange the input they are taking in. All is subject to the "taste, touch, see, hear, feel, smell" test. Socially, young children begin life very self centered. They be­lieve that the world revolves

around them, and that every­thing they succeed in doing is wonderful. "Watch me" isacom­mon imperative among pre­schoolers. The term cooperate is as foreign to them as nuclear science, for cooperation involves a planned and mutually accept­able cognitive outcome.

By watching children at play, we can ascertain not only how

When playing, children act out adult roles

(mommy, daddy, teacher, firefighter, doctor), make

sounds (trucks, cars, babies), and give life and

meaning to the inanimate objects that they play

with. They take risks, make choices, use their

imaginations, pretend, problem-solve, and imitate

older children and adults.

February 1994 TECHNIQUE

they best learn, but equally im­portant, what teaching method­ologies work best to facilitate that learning. When we look at a develop men tall y a ppropria te gymnastics motor development curriculum for young children, we must remind ourselves that the process must titillate the senses, be fun and must involve continuous activity with the in­structor teaching in one of sev­eral ways: Guided Exploration and Discovery, Problem-Solv: ing, Teacher Directed Learning, and Free Exploration and Dis­covery.

Guided Exploration and Discovery

In this style the instructor cre­ates a learning environment that is relatively new to the child, relative to some very specific outcomes that the instructor wants the class to achieve. The focus of the lesson should be placed on the process of discov­ering the outcome, since the pro­cess is equally or more impor­tant than the outcome itself. For example, the focus of a lesson may be to have children dis­cover the different locomotor movements which they can travel with. Asked to think of the special ways they can move on their feet, students usually come up with most of the eight locomotor movements we know to be possible, (walk, run, gal­lop, jump, hop, skip, leap, slide). They can then explore all the different ways they can do each of these movements and decide which to use as they move

through an obstacle course . Through the process of discov­ering the outcomes for them­selves, learning retention is greater; the children become aware of the locomotor move­ments, and have explored ways that each can be used.

The teacher can maintain children's interest level during guided discovery by doing sev­eral things:

• Use change of action words to create a new and different response from the children.

• Ask the child whatthey are doing, rather than telling them what to do.

• Use "who can .. " ques­tions to help children determine the possi­bilities as well as limi­tations.

• Encourage and reward children with praise when they take risks. When children re­spond "I can' t" to a challenge, get down to their level and reply, "Show me what you can't do." This will usu­ally elicit a positive re­sponse!

Problem-Solving The problem-solving style

involves concen tra tion and thinking skills. The instructor acts as encourager and facilitater to that process. For example, you might say "Let's go to the floor beams." Rather than telling the children how to walk across without falling off, encourage them to discover w ha t they must do with their body parts to main­tain balance. They will usually solve the problem in more ways than one. To help keep children's interest as they work in this style, try these tips:

• If the solution is not readily apparent, give "hints" to help them solve it.

• Encourage children during the thinking process. Remember, there is no "right" or

Preschool Gymnastics

The preschool gymnastics instructor plays an

important role in the motor development of young

children. The instructor is there to provide basic

"building block" motor opportunities to explore

movement options and develop body management

skills that will be used in later life.

"wrong" in problem­solving and discovery; only more efficient.

• Keepinmindhowlong it would take students to come up with a solu­tion; think in terms of building block con­cepts, not necessarily the end result.

Teacher directed This style is to be used when

a skill is totally new to the child, when there is onl y one wa y to do a skill correctly, or when safety is a major factor. Many teachers use the teacher directed mode of

teaching heavily because it is easier to be a leader and have students follow and imitate, or because they are looking for end results and outcomes rather than focusing on the process. Restrict this method for when no other method will work effectively.

Free exploration and discovery

This method can be frighten­ing for a new teacher who may envision themselves being over­run with a totally out of control bunch of little people! Free ex­ploration and discovery is simi­lar to guided exploration in that

February 1994 TECHNIQUE

the instructor sets the stage for children to explore and discover possibilities, but it is different in that the goal is not to have every child discover the same outcome at the same pace. Free explora­tion also differs from free play in that the instructor has an active role in structuring the environ­ment and determining what stu­dents may discover. For ex­ample, activity stations could be set up using a variety of mats, equipment, and apparatus and the children could be challenged to move freely from one station to another to discover many movement possibilities. Many times those children with less movement experiences will imi­tate those who appear to be braver and greater risk-takers. When using this style, it is im­portant to remember these points:

• Young children are sensory learners. Setup a stimulating environ­ment that is appealing to the senses and will encourage children to explore.

• Change direction, equipment, or parts of an activity station if children appear to be growing bored.

The preschool gymnastics instructor plays an important role in the motor development of young children. The instruc­tor is there to provide basic "building block" motor oppor­tunities to explore movement options and develop body man­agement skills that will be used in later life.

Through the use of appropri­ate teaching styles in which pre­school gymnastics instructors encourage children to move out of their comfort zones and take risks, we can begin to make a difference in the lives of chil­dren.

References: How Children Use Time. (1 985) Insti­

tute for Social Research, Univer­sity of Michigan.

Res tak, R. , MD; The Infll nt Mind. (1986) Doubleday and Co. Gar­den City, New York.

tt o A 7

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a ulting skills should be asso­

ciated with out­standing vertical

displacement (height). Projected

vertical height appears to be one of the primary characteristics of high level gymnastics perfor­mance, particularly in vaulting. Proper execution of vaulting skills consorts with reaching a particu­lar FIG standard in projection height. This performance charac­teristic may well be the primary means by which many perform­ers are able to excel. Although outstanding vertical displace­ment is desirable, its acquisition appears to be quite elusive.

There are several important means by which vertical dis­placement can be influenced and procured. Obtaining maximum vertical displacement is linked with both linear and angular movement. Kreighbaum and Barthels (1990) suggest that any change in movement must be associated with a force (F) or torque (T). Resulting movements depend on several scenarios: magnitude of the force applica­tion, inertial characteristic of the system, and the pathway avail­able during flight (Kreighbaum and Barthels, 1990).

Movement Influences Forces

Dramatic alterations in the vertical height of a gymnastics vault can be brought about by a particular F or T application. An increase in the magnitude and/ or the angle atwhich the ForTis applied is quite influential. When employed internal to the body, while the athlete is in con­tact with the gymnastics appa­ratus, this action results in an equal and oppositely directed external For T. This action-reac­tion phenomenon is based on Newton's Third Law of Motion. Newton suggested that for ev­ery action there is an equal and opposite reaction. For example, an action F can result from an­gular movement of a single bod y segment about a joint axis, or from linear or angular motion of the entire body during one of the two vaulting flight phases

Sports Science

Figure 1

VAULTING VERTICAL DISPLACEMENT: BIOMECHANICAL CONSIDERATIONS William L. Cornelius

Associate Professor KHPR, University of North Texas, Denton, TX

(preflight or postflight). When these actions succeed in contact­ing a support at a particular angle of application, the outcome is to receive a reactionF orT from the support. The reaction F or T, from the takeoff board or the vaulting horse, can then provide the means necessary to make changes in flight displacement.

Linear and angular momentum The initiation, increase, or

decrease in linear and / or angu­lar momentum can be secured from a support. Linear momen­tum (M) consists of the product of the gymnast's mass and lin­ear velocity, while the gymnast's angular momentum (L) pos­sesses the product of rotational

inertia (distribution of the mass) and angular velocity. Most gym­nastics movements possess both linear and angular characteris­tics; vaulting performance is cer­tainly an example. Seldom is there only one of these move­ment characteristics.

Changes in M and/ or L can only be increased or decreased when an external F or T is ap­plied. Consequently, both M and L can be changed attakeoff, horse contact, and landing. Effective technique used at these three points can produce the neces­sary quantity of Land M for a successful vault. Figures 1 and 2 illustrate the presence of linear and angular translations.

February 1994 TECHNIQUE

Approach and takeo" considerations

Proper technique in ap­proaching the takeoff board is crucial if vertical height in the two subsequent flight phases is to be obtained. Running and hurdle technique can produce a high M magnitude when the gymnast attacks the takeoff board. A part of the explosive, high linear M at board takeoff can be transferred to L (Figures la-b and 2a- b). Hence, prepara­tion prior to board contact is important in producing a com­bination of M and L at takeoff. Flight quality is totally depen­dent on the magnitude of these two mechanical quantities.

Initiating angular momentum at takeoH

The gymnast has the oppor­tunity to create L at the point of board takeoff because the sys­tem (body) is in transition from support to being free of support. Board contact can produce the action mechanism, resulting in an externalforce (reaction F) that produces the torque required to create L. Establishing L is neces­sary if the system is to effec­tively rotate around its total cen­ter of gravity (CG) from board takeoff to the completion of the vault. Angular momentum is optimized at takeoff when the gymnast moves the CG slightly forward of the base of support (Figure 1 b or 2b). This allows the gymnast to incorporate an ec­centric action F (angular im­pulse) behind the CG, through an explosive leg extension F at the hip and knee joints.

In order to produce adequate reaction force attakeoff, it is ben­eficial to apply an underarm swing aimed at applying addi­tional F into the board. The un­derarm swing technique creates greater F into the support sur­face, compared to other arm ac­tions (Hinrichs and Cornelius, 1986). The angle of projection (trajectory) into preflight can now maximize M and L in the

Figure 2

Sports Science

There are several important means by which

vertical displacement can be influenced and

procured. Obtaining maximum vertical

displacement is linked with both l(near and angular

movement. Kreighbaum and Barthels (1990)

suggest that any change in movement must be

associated with a force (F) or torque (T). Resulting

movements depend on several scenarios: magnitude

of the force application, inertial characteristic of the

system, and the pathway available during flight

(Kreighbaum and Barthels, 1990).

transi tion from the takeoff board to horse contact.

Horse contact The gymnast has a second

chance to further enhance par­ticular mechanical quantities at horse contact (Figures Id and 2d). The M and L contained in preflight plays a major role in facilitating greater postflight vertical displacement. In this case, a reduction in L and a change in the M components occur (Figures Ie and 2dd). The mechanism for change is the re­sultant reaction force from the

horse as it redirects the trajec­tory more vertical. This involves subtle changes from a very prominent L, where body seg­ments rotate about the mediolateral axis, and a larger horizontal M component to an increased vertical component. Further exemplification of the horse reaction F is enacted by a well timed,quickshouldergirdle elevation action (repulsion) in Figures Id and 2d. Figures Id-e and 2d-e illustrate the dramatic increase in vertical displacement in the transition from preflight to postflight.

February 1994 TECHNIQUE

Inertial Charaderistic Inertia defined

How resistant a gymnast's body is to moving through space depends on the inertial charac­teristic. Inertia deals with how resistant the body is to changing its state of motion (Kreighbaum and Barthels, 1990). No notice­able change in the vaulter's mo­tion is apparent unless contact is made with the running surface, takeoff board, horse surface, or landing ma t. All these are consid­ered to be support surfaces. An external force, therefore, can be applied at these points in order to overcome or change the particu­lar state of motion. It may be that the gymnast needs grea ter veloc­ity or a change in direction. For example, once off the takeoff board, the angle of projection and velocity are established (Figures Ib and 2b). This state of motion will continue until acted upon by an external force produced by the horse (Figures Id and 2d). A substantial change in the direc­tionand velocity occurs from pri­marily horizontal to that which is more vertical (Figures Ie and 2e).

Using inertia Both linear and rotational in­

ertia can be used effectively to assist in producing optimum vertical displacement during postflight. It is particularly im­portant for the gymnast to uti­lize techniques that will increase linear and angular velocity and rotational inertia around the maximal inertia axis (mediolateral axis) at board take­off. Consequently the gymnast is maximizing preflight M and L. By increasing the length of the body and maintaining a large, stable shoulder joint angle at horse contact, greater resistance to the prefligh t trajectory is incor­porated. This can result in pro­moting significant change in the postflight trajectory at rebound.

Pathway Available Support to preflight

The angle of projection from the takeoff board has a great deal to do with determining the sub­sequent path a body follows

9 o A. 9

I

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while in preflight. Therefore, it is imperative tha t all adjustments in body angle may be made dur­ing the last few steps and hurdle to the takeoff board. No mean­ingful adjustment in the angle of projection, or the angle at which the gymnast attacks the vault­ing horse, is possible once free of support (airborne). Moving or changing the position of body segments after takeoff (preflight) does little to alter the pathway available, nor the M or L of the gymnast's CG. Internal muscle contractions that result in short­ening a body segment, decrease rotational inertia, but increase angular velocity; therefore, no overall change occurs in L when free of support.

There is only a slight alter­ation in the vertical and hori­zontal displacement compo­nents once off the takeoff board, relative to the pathway taken by the gymnast in preflight. An ex­ternal force must act on the per­former for these changes to oc­cur. Even aerodynamic drag forces on the gymnast are mini­mal, particularly when a stream­lined body position is assumed. Adjusting the position of body segments, however, can create some air turbulence and increase the resulting aerodynamic drag F. This can slightly retard the M, L, and path taken by the CG. The external gravitational force act­ing through the CG does noth­ing to affect L, but does slightly reduce M by resulting in a path­way closely resembling a pa­rabola. Although these external forces do not significantly affect vaulting flight, the primary path­way available to the gymnast during preflight is determined at takeoff. The purpose of the preflight phase, therefore, is to transfer optimum M and L from the takeoff, by way of an ideal body position, into an attack mode for horse contact.

Rebound effect The preflight angle of ap­

proach to the vaulting horse (angle of incidence) particularly influences the rebound effect and the resulting pathway taken by the gymnast during postflight. The height of rebound (repul-

Sport Science

sion) is determined by the mag­nitude of pre-existing M and L. These mechanical quantities are transferred to postflight through aggressive hand contact, stabi­lized joints, and a large concomi­tant rotational inertia (stretched body alignment). Consequently, the resulting vertical and hori­zontal displacement (Figures 1 e­i and 2e-i) can be enhanced if the shoulder girdle (scapula and clavicle) is capable of resisting retraction (adduction and de­pression) at vaulting horse con­tact. Inertia produced during the approach and preflight will tend to cause the shoulder girdle to retract on horse impact. The ef­fects of the blocking (repulsion) technique, designed for promot­ing rebound, will be reduced unless inertia can be controlled. In order for the horizontal dis­placement of the CG to be redi­rected, and an increased vertical flight pattern to result, the shoul­der girdle must be protracted

degrees is the ideal projection angle (Figures Id-e and 2d-e) for an increased range in horizontal distance. This angle of projec­tion from the horse support base provides a balance between the vertical and horizontal displace­ment components; thus, the gymnast meets both standards. Although a greater projection angle at rebound would provide more vertical displacement, the horizontal distance would be compromised. The primary pur­pose of the postflight phase is to accommodate the transfer of L and M from rebound, by way of repulsion, to optimized vertical and horizontal displacement.

Postflight interdependence Optimization of the postflight

phase is dependent on force ap­plications made at both board takeoff and horse contact. There is no further opportunity to sig­nificantly affect flight displace­ment until landing. This again

The gymnast must take full advantage of the

ability to affect change while in the various

supports. Support phases that can affect vaulting

flight patterns are the running approach, takeoff

board contact, hand contact with the vaulting

horse, and landing.

(abduction and elevation) and stabilized at vaulting horse con­tact. When the gymnast has suf­ficient shoulder girdle muscular strength and stability, greater vertical displacement (Figures Ie and 2e) and associated post­flight time (hang time) provide added horizontal distance (Fig­ures 1i and 2i) .

An effective blocking tech­nique is set up by a 25 to 30 degree angle of attack (Figures lc and 2c). This lower angle of incidence, relative to the result­ing angle of rebound, is essen­tial for transforming a trajectory of explosive preparation, prior to horse impact, to one that stimulates an increased vertical component in postflight. Kreighbaum and Barthels (1990) suggest that slightly less than 45

focuses on the importance of using points of support for mak­ing adjustments and influenc­ing vaulting displacement.

Conservation of angular mo­mentum can be implemented while free of support. This me­chanical phenomenon can be helpful during postflight (Fig­ure 2). It is particularly benefi­cial when lacking sufficient ro­tation in securing a successful landing. Flexion at the hip joint decreases rotational inertia while increasing the angular velocity (Figure 2e-f). Conservation of L can also be used indirectly in the process of facilitating vertical displacement. By transferring existing L and horizontal M from the preflight phase to greater verticalMin the postflight phase, conservationofLmaybeneeded

February 1994 TECHNIQUE

if there is too little L to secure a proper landing. This mecha­nism, therefore, provides a needed increase in angular ve­locity and concomitant decrease in rotational inertia. Conversely, the large rotational inertia (straight body), maintained in Figure 1, mandates that greater L be produced at horse rebound in order that sufficient rotation take place during postflight.

Greater vertical displacement during postflight is possible in the handspring associated with a smaller rotational inertia (Fig­ure 2). The handspring utilizing a piked body position, versus a long body position, simply re­quires less L during postflight to successfully rotate to a proper landing. Therefore, more of the existing Land M can be trans­ferred at horse contact to a verti­cal component, if the gymnast uses conservation of L around the mediolateral axis while free of support.

Summary Application of an external

force is necessary if there is to be a change in preflight or post­flight projection angles. The pri­mary purpose of optimizing these projection angles is to ob­tain maximum flight during postflight. The gymnast must take full advantage of the ability to affect change while in the vari-0us supports. Support phases that can affect vaulting flight patterns are the running ap­proach, takeoff board contact, hand contact with the vaulting horse, and landing. Particular parts of a vault can be enhanced while at these points when the gymnast applies an action F. A resulting external reaction F en­ables the gymnast to follow the optimum pathway available.

References Hinrichs, R.N., and Cornelius, W.L

(1986) . The importance of arm­swing during a fron t somersa ul t. International Gymnast, 28(6):44-45.

Kreighbaum, E., and Barthels, KM. (1990). Biomechanics: a qualita­tive approach for studying hu­man movement (3rd ed .). New York: Macmillan Publishing Company.

I

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USA Gymnastics has been supporting rhythmic gymnas­tics in the United States for 20 years. Recently the sport has enjoyed national exposure in several television commercials and live theater productions. In May, CBS will be televising the 1994 Coca-Cola Rhythmic Na­tional Championships. As more and more people are being in­troduced to rhythmic gymnas­tics, young girls are getting ex­cited about the sport and are looking for instruction. Unfor­tunately, the vast majority of American dance and gymnas­tics schools do not offer rhyth­mic classes. Many club owners and coaches have expressed in­terest in starting rhythmic pro­grams, but, until now, there has been a void of instructional ma­terials to meet this growing need.

To fill the void, a set of mate­rials was designed to teach dance and gymnastics instructors how to teach the very basic skills of rhythmic gymnastics. These materials comprise the Rhyth­mic Gymnastics Level 1-4 Pro­gram.

About the Materials Levels 1-4 are developmen­

tally progressive and are split in two groups of materials: Level 1-2 and Level 3-4. Each group of materials consists of ...

• Instructor's Manual

• Instructional Video

• Student Workbooks

• Music Cassette

Instrudor's Manual The Instructor's Manual and

Instructional Video are comple­mentary pieces of the program and are designed to be used to­gether . Included in the Instructor's Manual are the fol­lowing:

1. Skill lists for Rhythmic floor exercise, rope, hoop, ball, ribbon, and clubs grouped by skill type . Several experts, includ­ing National Team coaches and recre­ational program direc­tors, colla bora ted to

Rhythmic Gymnastics

IC GYMNASTICS LEVEL 1 .. 4 PRo GRAM­FILLING THE VOID

Paula Hilliker Assistant Rhythmic Director

BALL design a logical pro­gression of skills. Stu­dents completing Level 4 will be able to move successfully into the Junior Olympic Com­petitive Program. (Clubs are included only in Levels 3-4.)

2. "What to Look For's ... " Notes for each skill on basic technique focus on the critical aspects of the movement. New instructors will be able to identify mistakes

and offer corrections al­most immediately.

3. Combinations. Skills from the skill lists are choreographed to short pieces of classical mu­sic. (Music cassette also available.)

4. Glossary. Definitions and explanations of basic terminology and spatial directions com­plete with illustrations. Ballet terms are in­cluded for those unfa­miliar with the dance aspect of rhythmic gymnastics.

5. General information. Questions such as, "What kind of equip­ment do I need?" , "How should I hold the ball?", "Can I make my own ribbons?", are all answered at the begin­ning of each equipment section.

Instrudional Video The Instructional Video fol­

lows the same format as the Instructor's Manual and shows all skills demonstrated by rhyth­mic gymnasts of various ages

February 1994 TECHNIQUE

and ability levels. Voice-over instructions give the rules of basic technique and hints for correcting common mistakes. Additionally, the skill combina­tions are performed to music specially arranged for the Level 1-4 program by Robert Stahnke, pianist for the Rhythmic Na­tional Team.

Student Workbooks Individual student work­

books allow students to chart their progress. All skills are listed as in the Instructor's Manual with space alongside to note each student's skill achievement with stickers or stamps. Also included are gymnastics illustrations to color and short exercises to fa­miliarize students with basic ter­minology. Club 5}Wners and coaches are encoti'raged to buy copies of this book and sell or distribute the workbooks to reg­istered rhythmic gymnastics stu­dents.

FilHng the Void Since the Rhythmic Gymnas­

tics Level 1-4 Program ma terials were introduced, many exciting events have occurred. Girls In­corporated, a national organiza­tion for the development of girls, will include rhythmic gymnas­tics as part of its Sporting Chance program. Training for staffmem­bers of Girls Incorporated na­tionwide will be conducted based on the Level 1-4 material. This collaboration between USA Gymnastics and Girls Incorpo­rated represents a major boost to the grass roots efforts.

Directors of existing rhyth­mic programs have been using these materials to train new staff members and to open additional classes. AnneMarie Fairhurst is owner of AnneMarie's Dance Center in Ashland, Massachu­setts. The rhythmic program at her studios currently consists of 80 class students and 19 com­petitive team members. AnneMarie prepares lesson plans from the Level 1-4 materi­als and spends 15 minutes each week reviewing the instructional video with her assistants. She is excited to ha ve ma terials in hand

to train new teachers. Students at AnneMarie's Dance Center performed the combinations set to Christmas music for an in­house holiday presentation. Par­ents said they "cannot believe how much the kids have learned!"

Other program directors are currently revamping their classes to coincide wi th the Level 1-4 Program. Jody Hurlburt of Arcata Redwood Rhythmics, Arcata, Calif. sees the Student Workbooks as a good immedi­ate reward system. She marks off accomplished skills and sends the books home after each class. "It really gives the kids a feeling of accomplishment." Developing recreational pro­grams have begun working with the Level 1-4 materials and are showing strong basic technique.

"This new program will pro­vide dance and gymnastics people who have no previous rhythmic experience with the

Rhythmic Gymnastics

Toss the hoop hiah in the air!

tools to begin offering rhythmic classes," says Nora Campbell, Rhythmic Program Director for USA Gymnastics.

As more and more people are being introduced

to rhythmic gymnastics, more and more young

girls are getting excited about the sport and

are looking for instruction. Unfortunately, the

vast majority of American dance and gymnastics

schools do not offer rhythmic classes. Many club

owners and coaches have expressed interest in

starting rhythmic programs, but, until now,

there has been a void of instructional materials

to meet their needs.

There are many different methods of instituting rhythmic gymnastics into currently exist­ing dance or gymnastics pro­grams. Club owners may choose to offer complete class programs

or simply to include rhythmic stations within the existing class structure. For more information on getting started in rhythmic gymnastics, call Nora Campbell at USA Gymnastics, 317-237-5050.

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tt

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I ., A. 14

Communication

USA GYMNASTICS ONliNE!

IT'S HERE! Jan Claire

Director of Membership

Steve Whitlock Director of Educational Services and Safety

USA Gymnastics Online! made its debut January 10, 1993, and already many users have signed up to use their comput­ers to communicate. This sys­tem is the first of many future technological changes USA Gymnastics plans to make in order to bring our community and its leadership closer and closer together.

As the world is becoming more computer-wise, so will USA Gymnastics. Welookupon the new online system, a custom service of Delphi, as just a raw beginning. It will grow, expand, and become more and more nec­essary to the daily functioning of gymnastics professionals­and even the gymnastics fans­across the country.

Getting Onnne If you have a computer and

modem already, you' ll need to make sure your modem and our system are speaking the same language. Check out your soft­ware and make sure it's operat­ing your modem in the standard "8-n-1" protocol:

8 Data Bits

1 Stop Bit

No Parity

You may also want to make sure some other settings are like these:

VT-100Terminal Emu­lation

Full Duplex

Once this is accomplished at your own computer terminal, you' re ready to sign up!

GYMNASTICS ONLINE!

* Your computer access to the world of gymnastics.

a DELPHI Custom Network

Signup process Set up your modem to dial 1-

800-365-4636. This is the online signup system on Delphi. Have your credit card handy. You'll also be asked to have a quick "username" by which you'll be known online.

Once connected with Delphi, press your RETURN key 3 or 4 times, and when you are prompted to enter a Password, just enter "GYMNASTICS". You'll also be asked to create a "User Name" by which you'll be known online. (In CB language this is called a "Handle".)

Once you have gone through the signup procedure, you'll be

given a local SprintNet number in your area you can call when connecting in the future. If there's not a local number in your town, yo.u'll be given a list­ing of something closest to you.

After you've completed the signup, give Delphi a day or so, then call them (voice phone) at 1-800-695-4005 and the customer service person will help you ac­tivate your account and answer any questions you might have. From that point on, you' re a member.

Payment plans Generally, the easiest way to

establish a Delphi / USA Gym­nastics Online! account is

As the world is becoming more computer-wise, so

will USA Gymnastics. We look upon the new

online system, a custom service of Delphi, as just a

raw beginning. It will grow, expand, and become

more and more necessary to the daily functioning

of gymnastics professionals-and even the

gymnastics fans -across the country.

February 1994 TECHNIQUE

through use of a VISA, MasterCard or American Ex­press card billing. There may be other ways to join as well.

There are two plans under which you can join:

10/4 Plan is $10 per month, including four hours of use each month. Additional use beyond the initial four hours is billed at $4 per hour.

20/20 Advantage Plan is $20 per month, including 20 hours of use each month. Additional use beyond the initial 20 hours is billed at$1.80 an hour. There's a one-time entry fee of $19.

If you wish to take ad vantage of the world-wide "Internet", this option costs an additional $3 per month under either plan.

Our recommendation is that you use USA Gymnastics Online! during evening and weekend hours when there is no extra charge as shown here:

If accessing via SprintNet, no extra charge Monday-Friday 6pm - 7am or anytime on Satur­day or Sunday.

If accessing via Tymnet, no extra charge Monday-Friday 7pm - 6am or anytime Saturday or Sunday.

You can also direct-dial to (617) 576-0862 and pay regular long distance charges. (For those near Cambridge, MA this might be an alternative. This is "head­quarters" of the system.)

When you're given a SprintNet or Tymnet local num­ber for access, you're actually using a nationwide network ex­pressly for data systems called a "packet switch" network. If you're a real computer buff, you'll know of other packet net­works with which you can prob­ably gain entry into USA Gym­nastics Online! / Delphi.

Communication

Downloading to a disk file or "log file". That's download a particular file using back and forth to your com-another way. Z-modem and zippo! It happens. puter-or 2,400 bits of data per

It's an awesome thing to con-In the "LIBRARY" area of second. Just do it. Keep on

sider when you're brand new at USA Gymnastics Online!, you Some advice doing it. Make mistakes. Learn

computing or modem commu-nications, but the quickest way can actually download direct Find someone in your local

from your mista kes. Pretty soon,

(and, therefore, cheapest) to read from the system to your disk in town who already uses online you'll become an online expert,

a file, is to either download it or a fraction of the time it would systems. This may be a clerk at confident, able to explore the

do a "print screen" or "file save" take to bring each page of infor- your local computer store, a world of online systems the

through your software. Remem- mation up onto your screen and friend who has and regularly world over.

ber, when you 're online, the dol- "read" it online. Your commu- uses access to online systems, or You'll not only be proud

lar clock is always ticking. There nications software allows you to an instructor at a college or high you've entered the worldwide

are many ways people have fig- choose several methods of school in your town. This would "data highway" but you will

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February 1994 TECHNIQUE

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Complete detai ls are provided during the toll-f ree registration.

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Strength Training

THE PELVIC TILT

Meg Warren Association of British Gymnastics Coaches

I believe that this anatomical

position is the most important in

gymnastics. The following

exercises are based upon those

suggested by James Major in his

article "Pelvic Tilt", Technique,

April 1992.

Three key exercises 1. Correct pelvic positioning during dance and beam training, etc.

The correction of the hip position must be checked constantly by the coach or choreographer during dance and beam sessions.

2. The hip-up exercise with weights placed on the knees.

~~ . \ •

•

This could be done on the floor, but once the thighs come past the vertical, the weights actually assist the lifting of the hips. Therefore, performing this exercise from a hang is more beneficial.

Q

3. The abdominal crunch without the feet held down and with weights held near the forehead.

Note: the gljmnast will only rise to this sort of height. The middle of the back must press

;ntoth'fioo

,. -=r-t) j! -'1-7U)1 The feet must not be held down. If they are, the gljl11nast is able to pull through the hip flexors and thighs as well as the calf muscles which stop the gymnast opening the knee angle as the hips shift backwards with the contraction of the hip flexors and thighs.

Hips shift

This is not an exercise for the rectus abdominis.

February 1994 TECHNIQUE

tt

" A 17

I ., A 18

THE FACTS HOST CITY Nashville, TN

CONGRESS DATES Pre-Congress Sessions August 24-25, 1994 Congress Sessions August 25-28, 1994

CONGRESS HOTEL Opryland Hotel 2800 Opryland Drive Nashville, TN 37214 Ph. 615-889-1000 Fax 615-871-6942

HOTEL RATES Traditional Garden

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Single/double $109 $139 Triple/quad $125 $155 Reservation cut-off date is July 24, 1994. GROUND TRANSPORTATION Airport Transportation: (6:00 am-12:00 midnight) $13 round-trip $9 one-way The Opryland Hotel is within 10 minutes of Nashville Interna­tional Airport. Hotel Parking: No Charge

SPORT SCIENCE RESEARCH AND APPLIED COACHING Dr. William Sands, Chairman of the USA Gymnastics Sport Science Advisory Committee, will coordinate the 4th annual Sport Science Symposium. Sports researchers from a variety of disciplines will present significant findings to the coaches. The goal is to make these sessions informative and coaching friendly.

JUDGES TRAINING AND THE CODE OF POINTS Sessions will be conducted to assist both judges and coaches in understanding and applying the Code of Points. Explanatory and practice sessions will be offered .

1994 Congress

1994 RESS USA GYMNASTICS

CONGRESS COSTS PROFESSIONAL MEMBERS Early Registration: (received prior to July 1) $125 Late Registration: (received after July 1) $150 NON-MEMBERS $210 Congress Registration forms will be included in the March issue of Technique magazine.

CLUB BUSINESS Experts and entrepreneurs will be available to assist the gym club owners and managers in a wide range of business offerings. The focus this year will be on utilizing the new tech­nologies to make your business more efficient and profitable.

TECHNIQUE SESSIONS Informative sessions will be presented for coaches at all levels-beginner, intermediate, advanced and elite.

PREsCHOOL/ DEVELOPMENTAL Once again , a full program will be offered in these important areas featuring outstanding movement education special­ists.

EXHIBITION HALL The Exhibit Hall will provide Congress participants with the opportunity to see the newest and the best in equipment. apparel , supplies and services.

You can discuss your needs, compare services and prices and make deals! No other event offers the gym club owner a better chance to meet and greet the members of this important part of the gymnastics industry.

PROFESSIONAL DEVELOPMENT The PDP program will be offered at all completed levels: PDP I and II. The ASEP Sport Science course will be con­ducted as a pre-Congress session . Two Safety Certification courses will be offered- one on Thursday evening , and the other on Sunday morning.

February 1994 TECHNIQUE

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From The Old Hickory Room, and The Cascades Restaurant, where continental cuisine is classically served, to Rhett's, offering American regional favorites, the Opryland Hotel offers a dining experience for every taste. Each one features fine foods served with impec­cable taste.

For lighter fare, try Rachel's Kitchen, or the Pickin ' Parlorfor a late snack. Dancing, live entertainment and cocktails await in the Stage door lounge, or a relaxed drink at Jack Daniel's Saloon or the revolving Cascade Terrace Lounge.

In the well-equipped and professionally staffed Fitness Center, guests may work out on equipment ranging from stationary cycles and treadmills to a multi-exercise machine. In addition , the hotel has six lighted tennis courts, with a tennis pro on duty, three adult pools and two wading pools.

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Educational gym­nastics is consid­erably different than Olympic gymnastics (Stan­ley, 1969; Burton,

1977; Logsdon e t aI., 1984; Siedentop et aI., 1984; Figley et aI., 1987;WallandMurray, 1989; Franck et aI., 1991; Graham et aI. , 1993). These authors advo­cate educational gymnastics, not Olympic gymnastics, for young children because it focuses on generalized movement rather than the highly specific activi­ties and "stunts" in Olympic gymnastics. For example, in Olympic gymnastics, the for­ward roll is a beginning roll, wi th the backward roll next. In edu­cational gymnastics, the forward roll is considered an advanced roll and the concept of the roll is taught first, along with many types of rolling. Educational gymnastics, like early dance, has as its main goal diversity and creativity in movement.

Educational gymnastics and Olympic gymnastics appear to be completely opposite when looked at as a dichotomy, such as pres en ted in Figure 1. Ed uca­tional gymnastics emphasizes generalized kinds of movement (e.g., jumping and landing), while Olympic gymnastics stresses specialized movement (e.g., jumping to form a straddle toe touch and landing Olympic style). The former focuses on jumping basics with major shapes which include very thin (arrow or pin), wide, ball, and twisted shapes. The latter asks that the performer execute a defi­nite, specific shape by imitating a standard and adherence to very clearly defined criteria, such as extended legs and toes. The first jumping is basic, while the sec­ond kind is advanced. Educa­tional jumping asks the child to explore, to try a variety of jumps and landings, and to study what one can do. It is learning about jumping and landing. Olympic jumping adds more specific jumping and landing, compar­ing what the child did to a stan­dard of excellence. Educational gymnastics can be a foundation for Olympic gymnastics and is planned especially for preschool and early school children.

Coaches Education

Figure 1

Comparison Between Educational Gymnastics And Olympic Gymnastics

Educational Gymnastics Foundotion Generalized movement Equipment supports movement Diversity and objectivity Explore, creative laban emphasized directly Versatile movement a goal Set own standards Individualized, child-centered

Olympic Gymnastics Advanced Very specific movement Equipment dictates movement learning set skills Execute precise, set moves laban, if used, is indirect Meet rigid requirements Meet set standards Society-centered, adult-imposed/ devised

Eight Aspects Of Educational Gymnastics

1. Supporting and transferring weight

2. Stationary and moving balance

3. Balance

4. Making step-like movements with hands and feet

5. Rocking and rolling

6. Taking the body in flight and landing

7. Hanging and swinging-<limbing

8. Sliding

GYMNASTICS FOR YOUNG CHILDREN

David Belka

Physical Education, Health & Sport Studies, Miami University, Oxford, OH

Aspects of Educational Gymnastics

There are at least eight as­pects of gymnastics (Logsdon et aI. , 1984; Siedentop, Herkowitz, and Rink, 1984). These types of gyrnnastics skills are what makes gymnastics unique as a move­ment form. In fact, thinking of these skills, rather than the ten­dency to think in terms of equip­ment (horse, trampoline, bars), may help one understand more clearly what educational gym­nastics is. In educational gym­nastics, equipment is selected or built which (1) is developmen­tally appropriate and (2) has potential for enhancing that skill. In Olympic gymnastics, skills are selected which can be done FOR that piece of equipment and BY children with certain abilities. It is a subtle difference, but a real and important difference.

The eight · aspectsofeduca­tional gymnas tics are not en tirely separa te from each other, but over-lap. In any case, it is helpful to describe each of these briefly.

Sup~rting and Transferring Weight

Gymnastics can be defined as control in bearing and trans­ferring weight. Weight transfer is moving one's weight from place to place with smoothness and skill, or even shifting one's weight moving it on the same base of support even though no locomotion occurs. Supporting

February 1994 TECHNIQUE

weight and weight transfer are often u sed simultaneou sly. While the movement emphasis may be on balance or rolling, the teacher is thinking about how the children are bearing weight and transferring weight.

Balance The improvement of balance

is a goal in gymnastics. Balance is often included as part of the skill, just as when basic locomo­tor skills are included as part of

a dance lesson. Balance involves holding stationary body posi­tions, as well as moving with balance. Otherwise, one loses balance. In educational gymnas­tics, one must purposely lose balance and then regain it in a smooth fashion. Instruction needs to focus on balance, con­cepts of balance, and how bal­ance can be used. For example, relationships of center of grav­ity to base of support have im­plications for defensive stances and dodging in games. This is different from learning specific balances or stunts which may be challenging but are isolated bal­ance tasks which do not contrib­ute to the understanding of bal­ance and its role in movement.

Step-like Movements Step-like movements inch.@)

traveling on the feet, including basic locomotors; combination movements like the gallop and skip; and folk dance steps. Step­like movements also include moving on body parts other than the feet or in combination with the feet. This has particular im­portance for very young chil­dren who may have more confi­dence with addi tional body parts being used for support. For ex-

Coaches Education

ample, moving across the beam using hands and feet may be an appropriate task for a young child just developing confidence in balance. This is educational gymnastics and is easily discern­ible from specific beam skills in Olympic sequences. Moving on three, four, or more body parts is important to demonstrate body awareness for young chil­dren. Such movement can be used as a central part of a lesson or to transition between mats or equipment, or as linking move­ments in a sequence.

Rocking and Rolhng In these related gymnastics

skills, one must lose balance in order to move into the rock or roll itself, or into a balance or another locomotion pattern. The task is to lose the balance (i.e., center of gravity) on purpose so that the loss of balance actually aids the performer in execut­ing the next task, or the roll itself. Rocking involves transferring weight forward and backward or to and fro without locomotion horizontally. Rolling

is weight transfer with movement occurring in a horizontal direc­tion. If one combines rolling with balancing and step-like move­ments, many gymnastics se­quences are possible. Forward rolls are considered an ad vanced form of rolling (Logsdon, et aI., 1984). Rocking and rolling can be included in numerous lessons which precede instruction in for­ward rolling. The main concept in rolling is to transfer weight on curved body parts and do this sequentially and smoothly.

Fhght and Landings Taking the body into flight

and landings are crucial aspects in gymnastics. Flight is more en­compassing than jumping, but

includes jumping as very im­portant. Becomingskillfulin tak­ing off on one or two feet and landing on one or two feet with the many combina tions requires considerable instruction time. Much time is devoted to refin­ing basic flight and landing abili­ties. Teachers need to under­stand developmental aspects and the pro­cess of prepara­tion, take-off, flight, and landing (Robertson and Hal­verson, 1 9 8 4 ; Belka, 1990).

Jumping in­volves moving

\. over, onto, down from, up to, and many other kinds of flight. After

flight is achieved, there are al­ways landings. To make the com­bination more challenging, shapes in the air can be added. A myriad of combinations is pos­sible. Jumping is perhaps the most important aspect of taking the body into flight.

Landings are force absorp­tion skills which involve precise timing of bending in ankle, knee and hip joints. Controlled land­ings often are much quieter than less controlled landings. Three types of landings are possible: land and stop, land and roll, and land and move into another skill. In Olympic gymnastics, only the former is emphasized. In educa­tional gymnastics, all three types of landings deserve attention.

Hanging and Swinging Hanging and swinging defi­

nitely are gymnastics skills. These activities use bars, rings, ropes, or other people as equip­ment aids. Pulling and pushing, swinging from a fixed bar or suspended rings, holding bal­ances, and dismounting and landing carefully challenge chil­dren and give them satisfaction. Climbing overlaps with hang-

February 1994 TECHNIQUE

;J I

ing and swinging in many natu­ral activities, such as hiking, get­ting up in trees, and swinging from a rope.

Chmbing Climbing involves pushing

and pulling and supporting one's weight while moving the body upwards or downwards. Ithasanel­ement of

hanging, but is a separate cat­egory. Young children are natu­ral climbers beca use of their com­pact bodies and their lack of fear. Climbing is included in gymnas­tics and its purpose is simply to go up, to get somewhere because it's fun, challenging, and there's a different view.

Shding Sliding is skimming along a

support surface. A very specific form of sliding is useful in base­ball and softball play. Sliding in educational gymnastics is more general and focuses on what parts are possible to slide on and what purposes sliding might serve. Sliding can be useful in absorbing force after a fall. Of-

[t ., A 21

I ., A 22

ten, sliding, like along a bench, is included in other gymnastics movement. Sliding is a part of gymnastics, but less significant than the other seven aspects.

Types of Equipment Used

Both Olympic and educa­tional gymnastics use work on the floor and with small and large apparatus. Equipment used in educational gymnastics is much different than that com­monly associated with Olympic gymnastics. Children can jump over lines, or low obstacles such as hoops raised on wooden blocks or foam rubber forms. Climbing occurs with vertical ropes or with cargo nets. Jump­ing boxes, ramps, benches and other kinds of equipment, some described earlier, are designed appropriately for educational gymnastics with children's de­velopment as a guide.

Sequences in Gymnastics

Sequences, often called rou­tines, are comprised of combi­nations of movements. In edu­cational gymnastics, the sequences are somewhat differ­ent from Olympic gymnastics, in which stunts or skills are linked together. In educational gymnastics, the child has the freedom to create a sequence based on individual skill and choice. Rikard (1992) reinforces the idea that teachers must know and use variations of skill se­quences that match the children's experiential and de-

Coaches Education

velopmental levels. If the in­struction is appropriate, teach­ers recognize and adjust to stu­dents' skill and fitness abilities. Some possible combinations of skills, or sequences, are:

• Balance, roll, balance. • Balance, roll, jump, land

and hold. • Move off the feet, roll,

balance. Run and jump, land and roll, balance, travel, roll, collapse.

These sample sequences al­low the performers considerable freedom in choosing what indi­vidual skills to do. These se­quences are open-ended and can be used to accommodate wide variation in skill performance. Rather than planning move­ments which have been shown and explained, the child must decide what to do and how to do it. In Olympic gymnastics, many of the skills are closed, with emphasis on careful precision to come as close to imitating the desired standard as possible. In educational gymnastics, the skills are not just more individu­alized, but also more open. Here, the child is expected to adjust to unplanned movement by vary­ing the movement to complete the sequence with quality, but also with safety. Going over, onto, off of, across, and under equipment are incorporated into these sequences.

It is important to emphasize that simply putting just any movement into a sequence is not enough. Neither is putting just any movement into a sequence of any performance quality. After exploration, children must select combinations, and then perfect these with many trials. Such prac­tice to perfect a sequence is the

same kind of practice that is nec­essary in Olympic gymnastics.

Another important point in educational gymnastics involves the child understanding, at least in a beginning way, the ideas of how force and speed affect his or her movement. These are part of a movement analysis system de­veloped by Laban (Logsdon et ai., 1984; Graham et ai., 1993). There are other movement con­cepts in addition to force and speed, but these two are suffi­cient to illustrate that knowing why movement occurs is impor­tant in educational gymnastics. Thus, there is limited use of imi­tation in gymnastics, as well as in dance. Walking and moving like animals and pretending to be something are not emphasized much. The exception here for such use is to emphasize or teach a concept. Many elementary text­books and preschool texts still include many imitation activities. Such use of imagery interferes with both understanding con­cepts and using one's creativity.

Many professional education personnel consider educational gymnastics as most appropriate for young children who lack strength and perceptual skills re­quired in advanced skills. Educa­tional gymnastics suits the devel­opmentallevel of these children better than highly specific gym­nastics skills. This applies also to intense competition for pre­schoolers and early childhood.

Educational gymnastics may meet the developmental needs of young children better than Olym­pic gymnastics. Such use provides a foundation for later Olympic gymnastics, is more appropriate developmentally, and may re­d uce burnout from overexposure beginning at young ages. ... -, ,

\ \

February 1994 TECHNIQUE

References Belka, D.E. (1990). Why not jump in

with both feet? Teaching Elemen­tary Physical Education 1(3), 12-13.

Burton, E.C (1977). The New Physical Education for Elementanj School Children. Boston: Houghton Mifflin, 440-453.

Figley, G.E.; Mitchell, H .C; & Wright, B.L. (1987). Elementary School Physical Education: An Edu­cational Experience. Dubuque, IA: Kendall/Hunt, 202-244.

Franck, M.; Graham, G.; Lawson, H.A.; Loughrey, T.; Ritson, R.; Sandborn, M.; Seefeldt,V.; (1991). Outcomes that define the physi­cally educated student and benchmarks for K-12 physical educational programs. NASPE Outcomes Committee, Reston, VA: AAHPERD.

Graham, G.; Holt / Hale, S.A. & Parker, M. (1993). Children Mov­ing. (3rd ed.) Palo Alto, CA: Mayfield, 499-510. (See also #'s 17,18,21,22, and 23.)

Logsdon, B.J .; Barrett, K.R.; Ammons, M.; Broer, M.R.; Halverson, L.E.; McGee, R. & Robertson, M.A. (1984). Physical Education for Children: A Focus on the Teaching Process. Philadelphia: Lea & Febiger.

Rikard, G.L. (1992). Developmen­tally appropriate gymnastics for children, Journal of Physical Edu­cation, Recreation and Dance 63(6), 44-46.

Robertson, M.A. & Halvorsen, L.E. (1984) . Developing Children­Their Changing Movement. Phila­delphia: Lea & Febiger.

Siedentop, D.; Herkowitz, J. & Rink, J. (1984). Elementanj Physical Edu­cation Methods. Englewood Cliffs, NJ: Prentice-Hall, 231-253.

Stanley, S. (1969). Physical Education: A Movement Orientation. Toronto: McGraw-Hill, 104-135.

Wall, J. & Murray, N. (1989). Chil­dren & Movement: Physical Educa­tion in the Elementary Schoo!. Dubuque, IA: Wm. C Brown, 338-438.

NOTE: This article was published in its original form in Teaching Elementary Physi­cal Educatiol1 4(2), March 1993. The re­vised version is presented here with per­mission of Human Kinetics Publishers, P.O. 5076, Champaign, IL 61825.

USAGYMNASTICS

EDUCATIONAL PUBLICATIONS

To order any of these publications, use the order form on page 2. To receive a Technical catalogue, call USA Gymnastics merchandise department at 317-237-5060.

DEVELOPMENT OF THE CONDITIONING _ _ FAaORS IN ELITE GYMNASTICS

• This booklet was origi-nally developed for the men's _ • events, but also has broad ap- __ __ plicability to the women's events. 1989, Hullner, paper #1212 S16.00 :::::::z::::::: MEN'S 1993 CONDITIONING PROGRAM

• A comprehensive con­ditioning plan designed for the demands of men's gym­nastics. The components ofthe plan include the Calisthenic Strength Program, the Flex-ibility Program, and Injury Prevention Exercises . Periodization charts and illus-trations of all of the exercises are included. 1993; lands, el 01; paper, opprox. 25 pp, UIGF Publicolians

#3632 S6.00

THE FIFTH EVENT

• A comprehensive con­ditioning plan designed for the demands of women's gymnastics. The components of the plan include the Calis­thenic Strength Program, the Flexibility Program, and In­jury Prevention Exercises. 1992; lands, el 01; paper, 42 pp #3613 S12.10

JUMPING INTO PLYOMETRICS

• How to develop a safe pi yo metric training program. Features 90 fully illustrated example plyometric exercises. 1992, (hu, paper, 88pp #3618 S12.95

, F

- .

Ct

ARTISTIC GYMNASTICS: A COMPREHENSIVE GUiOE TO PERFORMING AND TEACHING SKILLS FOR BEGINNERS AND ADVANCED BEGINNERS

• All of the skills covered in this text are A-level or easier. Each skill is presented with a description of how it should be performed, a short list of common prob­lems, and teaching suggestions. Covers men's and women's events. 1991 , Turoff, paper, 413pp #50 S21.95

CREATING GYMNASTICS PYRAMIDS AND BALANCES • Pyramid building is safe and fun with

the thorough instructions and guidelines found in this guide. Choose from 268 care­fully illustrated and explained formations. 1989, Fodera & Furblur, spirol, 120 pp #3614 S18.00

GYMNASTICS: A GUIDE FOR PARENTS AND ATHLETES • An excellent book for beginners as

well as experienced gymnasts. Contains information to guide parents and athletes in choosing a gymnastics program that will best suit their needs. Provides pertinent information on safety, conditioning, and the guidelines of the sport. 1992, Feeney, paper, 171 pp #3612

I CAN DO GYMNASTICS: ESSENTIAL SKILLS FOR INTERMEDIATE GYMNASTS

moo

• The sequel to I Can Do Gymnastics: Essential Skills for Beginner Gymnasts. Inter­mediate skills and skill sequences for tum­bling, vaulting, beam and low bar orga­nized in progression. The "Advanced Supplement" provides the instructor with suggestions for skill development on other apparatus, such as: uneven bars, parallel bars, rings, and pommel horse as well as more advanced tumbling skills. Illustrated with nearly 250 drawings, the book also includes helpful "What to Practice" sec­tions. Great for recreation classes! 1993, Hacker, el 01, paper, 179 pp, Moslers Press #3600 S14.95

DARE TO DREAM • Tim Daggett's own account of his

pursuit of a gymnastics dream. A positive, motivating and inspiring story. 1992, Oagg'", dOlh, 235 pp #3615 S18.00

PORTRAIT OF AN ATHLETE • This book emphasizes the ideals that

make athletes successful in both sports and life. It features advice, motivation, and val­ues that help young people understand what athletics can mean to their future . 1992, Ourbin, paper, 88 pp #3627 S8.95

FITNESS FITNESS LEADERS HANDBOOK

• For exercise leaders with little formal training but who are responsible for lead­ing safe and effective fitness classes. In­cludes: evaluation, practical competencies, forms, helpful hints, injury prevention strat­egies, and much more. 1989, Fronks & Howl,y, paper, 276 pp ' 3619 S19.00

ROPICS: THE NEXT JUMP FORWARD IN FITNESS • A great fitness program for all. In­

cludes 34 basic to advanced rope techniques and variations. 1992, paper, 168 pp #3621 S12.95

MARKETING HEALTH/FITNESS SERVICES • A marketing guide showing how to

enhance the business side of an operation and achieve optimal profit with minimal financial risk. It takes the readers step-by­step through writing and implementing a marketing/business plan. 1989, Gerson, doth, 136 pp #3616 S21.00

SENIORS ON THE MOVE • Selected exercises and health / fitness

program for seniors. 1986, Rikkers, spirol, 256 pp

COACHES GUIDE TO NUTRITION AND WEIGHT CONTROL

' 3620 S26.oo

• Good nutrition al- ... _._----lows athletes to main- £ ...... ___ _ tain energy levels dur­ing training and safely regulate their ratio of fat and lean weight. Coaches Guide to Nutri­tion and Weight Control is a practical guide to sports nutrition which translates the sciences of physiology, bio­chemistry and nu trition into easily applied in-

c

I

I )

formation . Includes an excellent chapter on the signs of eating disorders. 1990, Eisenman, paper, 192 pp #17 S22.OO

HELPING ATHLETES WITH EATING DISORDERS • This practical guide explains how sports medicine specialists, sport psychologists, sports nutritionists, and coaches can iden­tify, manage, and prevent the three major eating disorders in athletes: anorexia ner­vosa, bulimia nervosa, and eating disorder not otherwise specified. 1993, Thompson and Sherman, dOlh, 208 pp, Human Kinelics

13631 S25.OO

I ., A 24

Coaches Accreditation

PROFESSIONAL DEVELOPMENT PROGRAM

Dave Moskovitz

Assistal1t Director Department of Educatiol1al Services and Safety

General USA Gymnastics, the National

Governing Body for gymnastics in the United States, is commit­ted to providing high quali ty pro­grams and materials for coaches, judges, competitors, and gymnas­tics enthusiasts. The Professional Development Program (PDP) was designed and implemented as a step-level system of coaches education. As a developmental education, recognition, and ac­creditation program, the PDP provides coaches and instructors with resources to enhance their knowledge of teaching gymnas­tics skills successfully.

The step-level system begins with an introduction to teaching basic gymnastics skills and working with young athletes, and continues with more sophis­ticated information for training athletes moving into the com­petitive experience. A variety of courses, self tests, and verified experience is required to achieve accreditation. As the program develops, more comprehensive components will be included to address specific coaching and training concerns for the gym­nastics coaching professional.

Recognition, in the form of accreditation certificates and published name-recognition, is viewed as a primary step to­ward the development of gym­nastics coaching as a profession. At each level in the program, coaches are encouraged to work beyond the minimum compe­tency requirements and apply their knowledge at training camps, clinics, workshops, and seminars.

The following descriptions represent current requirements for accreditation. Coaches and administrators are reminded that these components represent MINIMUM standards and should not be viewed as defini­tive recognition of anyone coach's competence, experience, effectiveness, and /or limita­tions.

Levell Accreditation Objectives

1. Provide general and sport specific informa­tion critical for perfor­mance as entry level gymnastics coaches and teachers.

2. Offer program compo­nents that are cost effi­cient, flexible, and easy to implement and ad­minister.

3. Develop a recognition system to acknowledge participation and pro­gram achievements.

4. Provide a general pro­gram for coaches and instructors of all gym­nastics disciplines.

Component Requirements

1. ROOKIE COACHES GYMNASTICS GUIDE This text was developed in

conjunction with the American Sport Education Program (ASEP) and offers basic informa tion rela­tive to teaching sport in general and gymnastics in particular. Philosophy, Communication, Class Organization and Devel-

opment of Lesson Plans are some of the topics covered in the Rookie Guide. To complete this compo­nent of Level I and receive a rec­ognition certificate, coaches are required to read the book and successfully pass a short multiple choice examination.

2. SEQUENTIAL GYMNASTICS II Written by the USA Gym­

nastics Educational Sub-com­mittee chaired by Dr. Patty Hacker, this book presents the gymnastics skill specific portion of the information provided to Level I coaches. Skills are pre­sented in a progressive order and are grouped according to move­mentcategories. To complete this component of Level I and receive a recognition certificate, coaches are required to read the book and successfully pass a short multiple choice examination.

3. LEVEL I VIDEO CLINIC This component requires the

coach to attend a 2 Y2 to 3-hour clinic presenta tion cond ucted by a Level I Instructor. The video clinic provides the opportunity to summarize previous ma terial, present additional information, and participate in an interactive video + workbook + discussion format. No test is required­coaches complete an application form which is signed by the in­structor and returned to USA Gymnastics.

The components may be com­pleted in any order. There is no time limit requirement for completion of the Level I com­ponents.

Upon successful completion of all three components, the coach is entered into the USA Gymnastics coaching database and receives a certificate ac­knowledging "Successful Completion of All Requirements for PDP Level I Accreditation".

Level II Accreditation Objectives

1. Provide general and sport specific informa­tion critical for perfor­mance as recreational and competitive gym­nastics coaches and teachers.

February 1994 TECHNIQUE

2. Offer program compo­nents that are cost effi­cient, flexible, and easy to implement and ad­minister.

3. Develop a recognition system to acknowledge participation and pro­gram achievements.

4. Design a program with attention to the special needs of coaches in­volved in the special­ized gymnastics disci­plines of women's artistic gymnastics, men's artistic gymnas­tics, rhythmic gymnas­tics, and preschool! developmental gym­nastics.

Component Requirements

1. USA GYMNASTICS PROFESSIONAL MEMBERSHIP At Level II it is essential that

coaches have membership in USA Gymnastics, the primary profes­sional gymnastics organization. Professional Members receive Technique and USA Gymnastics magazines, the official publica­tions of USA Gymnastics.

2. USA GYMNASTICS SAFETY CERTIFICATION The importance of safety in

gymnastics is well recognized. The USA Gymnastics Safety Cer­tification Program is considered a standard in sport for the body of information provided by this program. Courses are offered nation-wide by a cadre of Na­tional Safety Certifiers; course schedules are published in Tech­nique and USA Gyml1astics.

3. ACEP LEADER LEVEL SPORT SCIENCE COURSE This 8-hour course focuses

upon basic informa tion from the sport sciences. The text, Success­ful Coachil1g, was developed and updated by Dr. Rainer Martens. USA Gymnastics, in conjunction with ASEP, has trained gymnas­tics professionals as ASEP In­structors. USA Gymnastics sponsors courses throughout the country. Coaches who success­fully complete the course and examination are entered into the

"

USA Gymnastics and ASEP coaching databases. Coaches should also provide USA Gym­nastics with a photocopy of their ASEP certificate.

4. COACHING EXPERIENCE VERIFICATION FORM Basic information regarding

previous and current coaching experience is obtained through a questionnaire. This requires verification by current or past employers or supervisors and a listing of at least three profes­sional references.

5. PDP LEVEL I ACCREDITATION Level I Accreditation is

strongly recommended.

The following additional components designate Level II Accreditation for Men's, Women's, or Rhythmic gymnas­tics coaches.

6. JUNIOR OLYMPIC PROGRAM EXAMINATION Written examinations assess

familiarity with the competitive program (M, W, R) . Similar to the examinations for judges' cer­tification, these exams focus upon information that is key to understanding program require­ments, compulsory exercise con­tent and judging concerns­from a coach's pOint-of-view. Competitive coaches should have a complete and thorough knowledge of these areas. Fur­ther, recreational coaches should also have an understanding of the specialized needs of the com­petitive program in order to best design and implement programs and curricula that are necessary to adequately prepare Junior Olympic competitive athletes.

7. BASIC SKILLS The 1993 Technique Training

Guides for Men's and Women's Gymnastics supply the recre­ational and competitive coach with information regarding skill training, conditioning, and flex­ibility necessary for preparation of the intermediate to advanced level gymnasts. Information in these areas has been contributed by numerous authors to USA

Coaches Accreditation

Gymnastics publications such as Technique magazine. In addition, these publications provide a con­tinual upda te of important tech­nical information. Completion of this component for Men's and Women's coaches requires suc­cessful completion of a multiple choice examination.

For Rhythmic coaches, a workbook / examination is pro­vided covering some of the tech­nical material included in the Technique Guides as well as basic skills as described in the Rhyth­mic Gymnastics Levels 1-2 and 3-4 Instructor's Manuals and ac­companying video tapes. Completion of this component for Rhythmic coaches requires the successful completion of the workbook/ examination.

Nole: Attaining Level II Ac­creditation is a ONE­TIME effort-as long as a coach meets all the above components, they will earn Level II " active" sta­tus. In order to MAIN­T AIN "active" vs. "inac­tive" sta tus, the coach must simply maintain those components which have renewal require­ments.

It is expected that most Level II coaches will continue their on­going education by participat­ing in PDP Level III and other educational activities.

Complements to PDP Accreditation

1. CPR certification

2. First Aid training/ cer­tification

3. Continuing educa­tion-clinics, work­shops, training camps, seminars, etc.

4. Other certifications­strength and condi­tioning, aerobics, cheerleading, etc.

5. University degree pro­grams

Materials ROOKIE COACHES GYMNASTICS GUIDE 1992, USGF/ ACEP, 80 pp.

#3608 58.95

SEQUENTIAL GYMNASTICS /I 1992, Hacker et ai, 108 pp.

#3604 513.00

LEVEL IINSTRUaOR'S STARTER KIT 1992, USA Gymnastics (includes video and IS workbooks)

#3609 560.00

LEVEL I CLINIC WORKBOOKS 1992, USA Gymnastics (1S / pack)

#3610 520.00

1993 TECHNIQUE GUIDE TO WOMEN'S TRAINING 1993, USA Gymnastics, 190 pp.

#3633 $25.00

1993 TECHNIQUE GUIDE TO MEN'S TRAINING 1993, USA Gymnastics

#3634 525.00

},O, COMPULSORY TESTS 1993, USA Gymnastics

Men's, Women's, or Rhythmic lesls 50

RHYTHMIC COACHES WORKBOOK-TBA

Other Coaches Education Material DEVELOPMENTAL GYMNASTICS 1990, O'Quinn, 218 pp.

' 3605 519.95

GYMNASTICS: A GUIDE FOR PARENTS AND ATHLETES 1992, Feeney, 171 pp.

#3612 515.00

I CAN DO GYMNASTICS: ESSENTIAL SKILLS FOR BEGINNER GYMNASTS 1992, Hacker et al

#3611 513.00

I CAN DO GYMNASTICS: ESSENTIAL SKILLS FOR INTERMEDIATE GYMNASTS 1993, Hacker et ai, 179 pp.

#3600 514.95

ARTISTIC GYMNASTICS: A COMPREHENSIVE GUIDE TO PERFORMING AND TEACHING SKILLS FOR BEGINNERS AND ADVANCED BEGINNERS 1991 , Turoff, 413 pp.

#50 521.95

To order any of these publications, use the order form on page 2, To receive a Technical catalogue, call USA Gym-nastics merchandise department at 317-237-5060,

February 1994 TECHNIQUE

I o A 25

I o .A 26

Coaches Education

ACEP LEADER LEvEL SPORT SCIENCE CoURSE

u SA Gymnastics wUlbe sponsoring ACEP Sport

Science courses at special rates for gymnastics professionals. Certified ACEP instrudors who are registered with USA Gymnastics wUl condud

USA GYMNASTICS

these courses. Successful completion of this course fulfills one requirement for PDP Level II Accreditation. Use the form below to pre-register for the course of your choice. To guarantee your registration, a completed registration form must be

received by USA Gymnastics 3 weeks (21 days) prior to the pubhshed course date.

FEBRUARY 20 Sunday: 8:00 am-6:00 pm Multnoma Atheletic (Iub 1849 SW Salmon Portland, OR 97205 (ourse Dir.: Dove Klein (503) 557- 1223 locol (ontoct: Metro Gymnostics (enter (503) 557-1223

USGF-ACEP Leader Level Sport Science - Registration Form

Saturda . 1 :00 pm-4 :00 pm Sunday: 9:0 m-l :00 pm Yankton, South oto River (ity Gymnastic b canceled (ourse Dir.: Mik anner (402) 339- 24 local ( oct: luana Johnson (6 665-2202

NOTE: POSTPONED UNTil LATER DATE!

MARCH' '-'2 Friday: 6:00 pm-9:30 pm Saturday: 9:00 om-6:00 pm leesville Middle School Raleigh, N( (ourse Dir. (hristine Kennedy

Fill in the following form as completely and accurately as possible. please print or type.

Name ____________________________ ___ Birthdate _____ Age _ (min . age is 18 years)

Address ----------------------------- City State

Zip ___ _ phone # : Home (_) - _ - __ Work (_) - _ - __

Social Security No. __ - _ - __ USGF Professional No .. ___________ _

Safety Certification Status: Are you currently Safety Certified? D Yes D No Expiration date: _1_1_ Course Information: Date: _________ Location : ___________________________ __

Course Instructor(s) ______________________________ _

Course Information 1. The textbook for the Leader Level Sport Science course is Successful Coaching. The textbook is included in the course fee.

Preregistered participants will receive their materials at the course. 2. The course fee is $80. USGF Professional Members may register at the reduced rate of $70. 3. Successful completion of this course fulfills the Sport Science requirement for PDP Level II Accreditation . 4. Send completed form with payment to: USA Gymnastics, Pan American Plaza, 201 S. Capitol Ave., Suite 300, Indianapolis,

IN 46225

Payment:

D Check (Payable to USA Gymnastics) Check No. ___ _

D MasterCard or D VISA Card No. ___________________ Exp. Date: _I_I_ Card Holder Name: ____________________ Signature: ___________ _

T294

February 1994 TECHNIQUE

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CAMPS • MEETS • PRO SHOPS Each consignment package

offers you a new assortment of leo­tards and bike shorts from our vari­ety print collection. Your package is specifically tailored to your gym's needs and in­cludes merchan­dise manufac­tured especially for consignment. Since you only pay for what you sell and you may return what you don't sell, there is no

risk and no investment - EVER! And don't forget, with our consignment program you'll be able to purchase every item in our catalog at whole­sale prices!

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AI'I'ENTION ALL GAME·S ENTHuSIASTS

Be watching Technique for the announcment of an upcoming book

GYMNASTICS GAMES ACTIVITIES FOR KIDS

WAN T T 0 CON T RIB UTE

We need you!

Be thinking of ideas, and when the time comes, send them in!

Sponsored by the Educational Subcommittee of USA Gymnastics

Focus Please circle:

? •

WARM-UP SKILL DEVELOPMENT STRENGTH/ENDURANCE MOTOR DEVELOPMENT

Name of game activity: ___ ___ ___ ___ _______________ _ _

Purpose / goal of Game/ activity _ _ _ _____ ___ ___ _____ ______ _

Description of Game / activity: (Please include any illustrations you feel are necessary to make the activity more understandable. Please use additional paper if needed) .

Send ideas to: Patricia Hacker, 1814 22nd Ave. N, Brookings, SO 57006

I o A 30

It is often assumed that running speed is inna te, or inborn, and cannot be improved upon. While it is true that the percentage of fast gly­

colytic muscle fibers one inher-its from his or her parents goes a long way toward determining one's foot speed, other factors such as mechanics, training, and flexibility also come into play. The primary purpose of this pa­per is to examine the biome­chanica I aspects of running to which the coach can pay par­ticular attention in an effort to improve scores in the vault through improved running speed. Secondarily, attention will be given to training compo­nents, drills, and equipment which may also be used to im­prove technique.

Biomechanically, there are two ways to improve speed: in­crease both stride frequency and stride length. It is assumed by many coaches that stride fre­quency is neurologically deter­mined, and thus can only be improved neurologically. This is true, if one assumes that the athlete's technique is already beyond reproach. However, many athletes, gymnasts in par­ticular, have very poor running technique which, if improved upon, can lead to an improve­ment in stride frequency. To do so, the athlete and the coach must first understand the arm:-Ieg con­nection. That is to say; one must understand that the arms and legs work together. As the back, or driving leg is brought for­ward during the stride, the op­posite arm is also brought for­ward as a counterbalance­every time. And since this oc­curs with every stride, rather than have the athlete concen­trate upon the rapidity with which he or she can bring each leg forward during the run, why not have them concentrate upon increasing the rapidity with which the arms move forward and backward? Track coaches have long known that the faster one can move the arms, the faster the legs will move. The question then becomes, "How can we in­crease the speed, and thus the frequency with which the arms are moved during the run?" The

Technique

answer has to do with reducing the radius of rotation.

Many gymnasts run with the arms extended, or nearly straight, at the elbow. This merely serves to lengthen the radius of rotation-the distance from the shoulder joint to the wrist-which serves only to slow the movement of the arms as they rotate about the shoulder. This reduction in the rapidity with which the arms may be moved in turn serves to slow, or red uce, the stride frequency. On the other hand, if the arms are flexed at the elbow, and remain flexed at approximately 90 de­grees during the course of their movement, then the radius of rotation is reduced and the arms can be rota ted forward and back-

hip joint to the ankle. After the athlete pushes off the running surface with the rear, or driving leg, completely extending that leg, it must be quickly and fully flexed at the knee, allowing the foot to pass directly beneath and extremely close to the buttocks. The path that the foot takes to reach this position directly un­der the buttocks should be a straight line-a movement de­scribed as "lining the heels." The feet should not be allowed to describe a wide and high arc behind the runner after push-off because it merely lengthens the time it takes the foot to reach its mid-stride position. The short­est distance between two points is, of course, a straight line. This reduction in the radius of the leg, as with any reduction in the

length, and is often the result of poor mechanics of the arm ac­tion. That is, the legs are simply not forced to keep up with the movements of the arms.

A third important factor in increasing running speed for the gymnast is correct posture. Pos­ture must be studied by the coach in both the lateral and sagittal planes. In the lateral plane (the view from the side), the coach must first examine total body lean. Some coaches make the mistake of instructing their ath­letes to lean forward during the run, to help generate speed. Ath­letes often react to this instruc­tion by ducking the head for­ward or by leaning forward at the waist. These two body posi­tions are uncomfortable, and not .

IMPROVING VAULT ScORES THROUGH IMPROVED RUNNING lEUlNIQUE

Dr. Tim Rademaker Department of Physical Education, Southeast Missouri State University

ward more rapidly. This im­provement in the rapidity of the arm movement will lead to an improvement in the rapidity of leg movement since the legs are being forced to keep pace with the movement of the arms. The result should be an increase in stride frequency.

Of course, it would be easier for the legs to keep pace with the arms, and for the athlete to in­crease stride length (the second factor which contributes to run­ning speed) if the athlete pays particular attention to the proper mechanics of leg movement dur­ing the run. And again, the most important factor has to do with the reduction of the radius of rotation-the distance from the

radius of a rotating object, pro­duces greater angular velocity by decreasing the moment of inertia of the leg, thus increasing the rapidity with which strides may be taken.

An additional benefit, how­ever, is that this also allows the thigh of the driving leg, which is now becoming the lead leg, to be brought up higher in front of the runner just prior to the foot of that leg striking the ground again. This high leg and knee lift during the stride not only provides greater striking power, but also allows the runner to lengthen the stride naturally. The low knee lift which many gymnasts display during the run simply decreases stride frequency, shortens stride

February 1994 TECHNIQUE

conducive to generating speed. Rather, the athlete should be in­structed to simply "run tall" and with the best posture possible. Body lean should be from the feet, not the head or waist. It is totally determined by accelera­tion. If the athlete is accelerat­ing, they will be leaning forward. The greater the acceleration, the greater the lean. If the athlete has reached top speed and is merely maintaining, they will be in an upright running posi­tion with little or no lean. If the athlete is decelerating, they will be leaning backward. The coach must make sure their gymnasts are running upright or with a slightly forward body lean. Con­sidering the short approach to

Technique

If the arms are flexed at the elbow, and remain flexed at approximately 90 degrees during

the course of their mauement, then the radius of rotation is reduced and the arms can be

rotated forward and backward more rapidly. This imprauement in the rapidity of the arm

mauement 'Will lead to an imprauement in the rapidity of leg mauement since the legs are

being farced to keep pace 'With the mauement of the arms.

which gymnasts are restricted to in the vault, these types of postures should not be difficult to attain. The athlete barely, if at all, has enough time to reach full speed in 80 feet.

Part of correct running pos­ture and total body lean, and which also must be examined in the lateral plane, pertains to the position of the hips during the run. Too often, sprinters run with a sway in the small of the lower back when instead they should be running with a "flat back." The flat back is achieved by tilt­ing the lower ridge of the pelvic girdle forward . It may be an un­comfortable position until prac­ticed to the point where it be­comes second nature. The advantage of this posture is that it puts a stretch on the hip flex­ors. As is well known, the more a muscle is stretched before it is contracted, the stronger will be the contraction. This stretch is removed when the back is swayed, that is, when the upper ridge of the pel vic girdle is til ted forward. The flat back, through contributing to a more powerful contraction of the hip flexors, contributes to both a longer and faster stride.

Also from the lateral plane, the coach must examine knee lift and foot placement. Knee lift must be high. But this does not mean that the thighs are lifted to a point where they are parallel to the ground, or at a 90 degree angle to a perfectly vertical pos­ture. Even world class sprinters do not, and would not, want to achieve this exaggerated lift. In­stead they achieve a knee lift that places the thighs at about a 70 degree angle to a vertical pos­ture. With this type of knee lift, it is easier to bring the foot down. directly under the center of grav­ity and for the runner to con­tinue to drive himself or herself

down the runway. If the athlete overstrides, or places the foot on the ground ahead of the center of gravity, it hinders forward movement, because the running surface then exerts a force in the direction opposite to that in which the runner is seeking to move. It is equivalent to "put­ting the brakes on."

Finally from the lateral view­point, the coach must emphasize correct arm action. As previously discussed, this entails keeping the arms flexed at approximately 90 degrees to reduce the radius of rotation. But 90 degrees is not constantly maintained during the course of the arm action, espe­cially at the beginning and the end of the range of motion. As the arms come forward, the loosely cupped fingers of the hand rise to approximately chin level, and the elbow flexes slightly beyond the point of 90 degrees in order to compensate for, or counter, the greater recovery action of the back leg. As the arm moves backward, the hand will pass barely beyond the hip and the arm will extend slightlyattheelbow. This straight­ening of the arm corresponds to, and counters, the longer leverage of the driving leg. The arms thus always counterbalance the oppo­site leg.

This counterbalancing act performed by the arms can also be seen when standing directly in front of the runner and view­ing the running motions in the sagittal plane. As the arms come forward the upper arm remains in the sagittal plane, but the lower arm and hand is brought up slightly across the chest to the midline of the body, in order to counterbalance the slightly eccentric thrust that is applied by the legs through the hips and the center of gravity. In order to be sure that such eccentric force is kept to a minim um, the athlete

must concentrate on contacting the running surface with each foot landing along the midline directly below the center of grav­ity. This can be practiced by tak­ing the athlete out on a track and having them run on the lane lines, or by taping a line down the center of the approach to the vault. The coach must observe and correct foot placements tha t land either too far away from the midline or that cross over the midline thus producing ex­cessive eccentric thrust.

Finally, in regard to posture, the coach must emphasize re­laxation. The athlete must run with a relaxed face, neck, shoul­ders, arms, and hands. Anything less than this produces a tight­ness in the hips and legs, and reduces both stride frequency and stride length. Foot contact should beatits briefest. The over­all impression should be one of strength, quickness, and a light­ness of touch. The athlete should look almost as if they are pranc­ing. Running fast but relaxed is vital to the effectiveness of the approach.

Also, vital to the effectiveness of the approach is how the athlete attacks it-both physically and mentally. Eighty feet is not enough distance for the gymnast to slowly build to full speed. It must be done quickly and as fast as possible. This makes the first three steps of the approach vital. These steps should begin with a rocker step, a step in which the athlete rocks backward and places the body weight onto one leg that is extended behind him or her. After the weight is ac­cepted by the back leg, the gym­nast explodes by aggressively pushing off of that leg and driv­ing it into the first stride of the approach. It is a powerful, driv­ing first step and is followed by two more identical strides before

February 1994 TECHNIQUE

the a thlete begins to settle in to his or her regular running stride and rhythm. The forceful action ofthe legs during this "power start" is matched by the forceful driving of the arms. The arms, not only counterbalance the actions of the legs in this start, but they serve to help produce a greater force that is extended through the feet against the running surface, which responds with an equal and opposite reaction, driving the gymnast down the runway. This type of start to the approach takes not only much practice, but an aggressive attitude as well. The mental approach of the gymnast during the run is as important as technique. Sport psychologists tell us that non-confident and un­aggressive athletes can eventu­ally become confident and ag­gressive through practicing correct body language and atti­tude. It becomes a self- fulfilling prophecy.

Again, in regard to biome­chanics, there are a variety of drills that mimic the subroutines of running that can be utilized to help produce and instill within the athlete the correct biome­chanica I running technique. Fol­lowing are four that can be done separately or combined into more complex drills:

High Knee Lift In this drill, designed prima­

rily to help improve stride length and running form, the athlete runs in a tall and relaxed fashion with correct arm action, but con­centrates particularly on lifting the knees to a point where the arms come parallel to the ground. It must be done with a slight total body lean from the feet. It can be done over a dis­tance of 20-30 yards. The em­phasis is on relaxation and knee lift. It is not on how fast the athlete can cover the prescribed distance.

Quick Steps The quick step drill is nearly

identical to the high knee lift, but is done at a more rapid rate and a shorter distance. Again, good posture is imperative as the ath­lete very quickly and repetitively drives the knees up in front of himself or herself to a point where

I o A 31

o .A 32

the thighs are parallel to the ground. The athlete quickly learns that the rapidity with which this can be done increases markedly as the radius of rotation of the arms and of the legs is reduced. Again, the athlete should not fo­cus on how fast he or she can cover the prescribed distance, but on how fast and quickly the knee drives can be done as one covers that distance.

Skip Drill In this drill, the athlete takes

off one foot and lands on the same foot while simultaneously driv­ing the opposite knee up to a point where the thigh becomes parallel to the ground. This is immediately repeated on the op­posite side. This drill helps the athlete work on lengthening the stride. In turn, the longer stride allows the athlete to work on cor­rect arm action. The full range of the arm action can be achieved only if the stride is long enough.

lift and Reach (Goosestep) This drill is similar to the skip

drill in that the athlete leaves the ground with one foot and lands on the same foot. Again, the op­posite knee is driven high. Here, however, the athlete's focus of attention is on "lining the heels" and deeply flexing the drive leg during the recovery phase of the stride. This of course allows the athlete to practice reducing the radius of rotation of the recov­ery leg. After the knee is driven up, the lower leg is allowed to extend out in a relaxed manner before striking the ground again. This leg extension is what gives the drill the appearance of the goosestep.

Recovery DrUi (Butt Kicks) In this drill, the athlete runs

on the balls of the feet without lifting the knees at all. The knees remain below the hips and the legs are flexed extensively as the heels come up behind the run­ner, nearly striking him or her in the gluteus. Again, this is a drill that allows the athlete to prac­tice and feel the reduction in the radius of the recovery leg.

Une Runs Here, the athlete runs on the

lanes of a track or on a taped line on the vault runway while the

Technique

coach stands directly in front of the runner. The athlete runs with the best possible form he or she can. The coach simply looks to see that the legs and the upper arms stay as close to the sagittal plane as pOSSible, and the foot strike is on the line directly be­low the midline of the body.

Finally, in regard to training, coaches must consider the use of both resistance and assistance training techniques to give their vaulters the greatest possible speed down the runway. Resis­tance training involves the run­ner working against a force that retards his or her progress. This can be done in a number of ways. Possibly the easiest is to find a hill that has about a 30 degree inclination and have the vault­ers run 60-70 yards uphill three times a week. The same type of training can be accomplished by having athletes run repeat sets of stadium steps. Some coaches display even greater creativity by putting their runners inshoul­der harnesses and attaching mini-parachutes or auto tires which they then tow behind them. Or a running partner may provide the resistance. The idea of resistance training is two-fold: to increase leg strength, and to increase stride length by forcing the runner to concentra te on knee drive and arm action. Resistance training should be done during the pre-season.

Assistance training involves running downhill along a slope of about a four degree decline, or putting the athlete in a shoul­der harness, attaching a long piece of surgical tubing to the harness and the athlete at one end, and to a stationary object at the other end. In both cases, the athlete runs, covering about the distance of 60-70 yards either downhill or on the track pulled by the surgical tubing. Such training also accomplishes two things: it lengthens the stride in a natural way (easily and unforced), and it forces the ath­lete to turn over his or her legs at a more rapid rate (that is, it in­creases stride frequency) . The research on this training has proven that it is beneficial, but temporary. The carryover of greater speed to the vault run-

way lasts for about eight weeks, which actually would be a large part of the gymnastics season. A sensible assistance training pro­gram would last eight-I 0 weeks. The athlete would perform eight-IO assisted runs of about 60-70 yards three times per week. This program should be in­cluded as part of the competi­tive early and midseasons. The benefits should last through the championship season.

In conclusion, while it helps to have a good genetic back­ground, sprinting speed can definitely be improved upon if one is aware of the correct train­ing procedures and correct me­chanics. If stride frequency can be held constant and stride length can be improved upon, speed can be increased. How­ever, if both stride length and stride frequency can be im­proved speed can increased to an even greater extent. But the coach must know what to look for. And that basically entails making sure that the radius of rotation for both the arms and the legs is reduced properly, the heels are "lined" from the take off to mid-stride, the knees are lifted high, and all motions are as close to the sagittal plane as possible. These mechanics com­bined with the correct use of resistance and assistance train­ing should help the vaulter to generate greater speed-speed that will help them complete more difficult vaults correctly and with greater ease.

Bibliography Arnold, Malcolm. "Speed Training."

Athletics Coach. 24:3-4, Decem­ber, 1990.

Costello, Frank. "Resisted and As­sisted Training to Improve Speed." Track and Field Quar­terly Review. 81:27, Summer, 1981.

Dick, Frank W. "Developing and Maintaining Maximum Speed in Sprints Over One Year." Athlet­ics Coach. 23:3-8, March, 1989.

Dolan, John O. "What is Proper Sprint Form." Scholastic Coach. 58:28-29, January, 1989.

Evans, Lee. "Some Suggestions for Improving Sprint Speed." Track and Field Quarterly Review. 90:22, Spring, 1990.

Fernandez, Juan J. "Man, A Poor Runner in Comparison With the

February 1994 TECHNIQUE

Animals. " Olymic Review . 240:522-525, October, 1987.

Guaga, E. "Sprint Reflections." Mod­ern Athlete and Coach. 29:29-31, July, 1991.

Goldrin, Aleksandr. "Development of Muscular Relaxation in Sprint­ing." Modern Athlete and Coach. 27:34-36, October, 1989.

Henderson, Henry. "Sprints: Tech­niqueand Fundamentals." Texas Coach. 35:58-59, March, 1990.

Homenkov, L.S. "Base Preparation of Sprinters." Soviet Sports Re­view. 23:123-127, September, 1988.

Hoskisson, Jeff L. "Sprinting: A New Look." Track and Field Quarterly Review. 89:13-19, Spring, 1989.

Hull, Brett C. "Improve Sprinting For Through the Use of Sprint Form Drills." Women's Coach­ingClinic. 11:1-6, January, 1988.

Huntsman, Stan. "Sprinting." Texas Coach. 35:26-29, November, 1990.

Lavrienko, A. "Non-Traditional Training." Modern Athlete and Coach. 28:3-5, July, 1990.

McCarty, Mike. "Sprinting Drills and Exercises." Coaching Clinic. 20:609, March, 1982.

McKown, Mark. "Six Segment Ap­proach to PeakSprintingSpeed." Scholastic Coach. 61 :14-15, April, 1992.

Mirkin, Gabe. "Increasing Stride Length or Frequency to Run Faster." Track and Field Quar­terly Review. 92:45, Summer, 1992.

Modern Athlete and Coach. "The A and Z of Sprinting." 30:23-26, April,1992.

Roberts, Dick. "Sprint Drills and Workouts." Track and Field Quarterly Review. 83:24, Sum­mer, 1983.

Rosen, Mel. "Auburn University Sprint Training." Track and Field Quarterly Review. 90:16-17, Spring, 1990.

Santos, Jim. "Sprint Assisted Train­ing." Track and Field Quarterly Review. 91:36-37, Spring, 1991.

Shaw, Tom. "How to Improve Sprinting Speed." Scholastic Coach. 59:112-114,January, 1990.

Upperman, Ron. "Training for the Sprints." Track and Field Quar­terly Review. 91:13-14, Spring, 1991.

Van Coppenolle, H. "Technology and Development of Speed." Athletics Coach. 23:82, March, 1989.

White, Kevin M. "Ideas for Increas­ing Sprint Speed." Modern Ath­lete and Coach. 20:8-11, July, 1982.

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I o A 34

Sport Science

PHYSICAL ABILmEs PROFILES: U.S. MEN'S NATIONAL TEAM-MAy 1993

W.A. Sands, J.A. Major, R.c. Irvin, L.S. Hauge Barber, R.L. Marcus, D.D. Paine, R.D. Cervantez, H.R. Ford, & J.R. McNeal

Motor Behavior Research Laboratory, Department of Exercise and Sport Science, University of Utah

U nde,,'.nding Table 1 Table 2 athletic per-formance, de-vel oping

Physical Fitness Field Testing training pro-grams, and in- Model Criteria itiating sport science involve-

ment to aid the development of 1. Strength 1. Testing should not, or only slightly, athletes usually begins with pro-filing studies (Henschen, Sands, 2. Power disturb the training and competition

& Gordin, 1988; Kowalski & 3. Anaerobic Power process.

Grana, 1989; Adrian & Anjos, 4. Anaerobic Capacity 2. Testing time should be minimized.

1987). Profiling studies are used 3. Testing dates should be based on the to assess the current status of 5. Aerobic Power periodization plan of the athlete(s). athletes within a paradigm con- 6. Aerobic Capacity 4. The testing should be performed with sidered relevant to the sport. 7. Body Composition the greatest precision possible to Identifying physical fitness char- B. Flexibility maintain standardization. acteristics that are specific to the 5. The results must be compared across sport is a useful first step in un- 9. Skill derstanding athletic perfor-

testings to determine change.

mance. A model of physical fit-6. Over the long term, the athlete must

ness, specifically for gymnastics, & Fleck, 1992; Arnett, 1993; appreciate that only his/her best

is an important adjunct to profil- Montpetit, 1987; Montpetit, 1976; efforts in testing can adequately

ing studies. The model of physi- Hickson, 1980; Sands, 1985). assist the coach in designing and

cal fitness for this study was the Moreover, it has also been shown improving training programs.

following as proposed by Shultz that anaerobic capacity may also and Sands (in press) (see Table 1). be of limited use in gymnastics

Based on the model in Table (Montgomery & Beaudin, 1982, letes should follow the criteria

1, the complete characterization Montpetit, 1987, Montpetit, as listed by Martin (1980) (see

of any athlete should involve all 1976). Therefore, tests were se- Table 2).

of these categories or types of lected to emphasize the catego- Moreover, one should a ppre-fitness, unless other information ries of strength, power, anaero- ciate that field testing usually disputes their relevance. A bat- bic power, flexibility, and skill. results in reduced precision and tery of tests is used to establish a The profile testing of athletes reliability. Testing performed specific profile (Fetz & Kornexl, usually involves field tests to without the tight investigative 1978). The aerobic power and ascertain the dominant charac- controls of a laboratory are often capacity categories have been teristics of the sport (Adrian & subject to variability that is un-shown to be of little practical use Anjos, 1987). Field tests are those foreseen and reduces the reli-and possibly negatively related tests that are conducted outside ability of the results. However, to gymnastics performance of the laboratory and usually field testing may use tests that (Stone, Wilson, Rozenek, & include items that are more are more highly related to the Newton, 1984; Schmidtbleicher, closely linked to specific sport actual tasks that the athletes per-1992; Shealy, Callister, Dudley, performance. Field testing of ath- form and thereby reflect actual

February 1994 TECHNIQUE

sport performance more closel y, n­& e e s e r­s s h r

s, n

thus enhancing content and co struct validity (Carmines Zeller, 1979). Ultimately, on would prefer to use tests that ar predictive of future gymnastic performance. The predictiv abilities of any tests can be asce tained by following athlete through several testing session and correia ting these results wit sport performance. The reade should keep these delimitation limitations, and applications i mind while viewing the folio w-ing results.

The purpose of this proje was to descriptively assess th

ct e n e

men's national team members 0

a battery of fitness tests that wer chosen to reflect gymnastics per formance. A secondary purpos e was to begin database develop ment for future comparisons.

Methods Nineteen male gymnasts wer e

tested in conjunction with a na tional team, compulsory routine training camp held at the U.s Olympic Training Center in Col 0-

rado Springs, Colo. The partici pants were invited on the basis 0 f their performances in the previ oussixmonths' competitions. Th e training camp was held in Ma 1993. The testing sessions too

y k e y

place over two days with nin tests completed on the first da (see Table 3) and 11 tests com pleted on the second day (se e

t s s

Table 4). Two gymnasts did no participate in the jumping test due to previous injury. The test were administered with the su pervision and assistance of th e national team coaches.

In keeping with the fitnes s e e

model shown in Table 1, th strength area was tested via th held leg lifts forward and sideward. Power was tested via the vertical jump, and medicine ball throws. The area of anaero-bic power was tested via pull-ups, push ups, handstand push-ups, three bounding jumps, 20 meter sprint, and piked leg lifts. Anaerobic capacity was tested via pommel horse circles. Flex-ibility was tested by the active shoulder, held leg lifts forward and sideward, inlocate and dis-locate tests, and the left and right

Table 3

Physical Fitness Tests 5 May 1993

1. Vertical jump (em) 2. Pull-ups in 10 seconds (reps) 3. Handstand push-ups in 10 seconds

(reps) 4. Piked leg lifts in 10 seconds (reps) 5. Push·ups in 10 seconds (reps) 6. Active shoulder flexibility (em) 7. !nlocate and dislocate distance (em) 8. Parallel bars (stiff/stiff) press

(pass/foil) 9. Rings cross pull·out (pass/foil) 10. Rings -Maltese hold three seconds

(pass/foil)

em = centimeters, reps = repetitions

splits tests. Skill and strength were tested by parallel bar presses, cross pull-outs, maltese cross holds, parallel bar hand­stand push-ups,and the inverted cross. Body composition was not assessed.

The protocols for the vertical jump, pull-ups in 10 seconds, handstand push-ups in 10 sec­onds, piked leg lifts in 10 sec­onds, active shoulder flexibility, three bounding jumps, medicine ball throw forward and back­ward, 20 m sprint, sideward leg lift, and forward leg lift have been presented previously (Sands, 1993; Sands, Mikesky, & Edwards, 1991).

The inlocate and dislocate distance was determined as the smallest distance between the innermost fingers while hold­ing a 91 cm dowel and perform­ing the shoulder inlocate and dislocate motions. The remain­der of the tests involved well­known gymnastics skills.

The parallel bars stiff-stiff press was a pass/ fail test involv­ing a straight armand straight leg press to handstand. The cross pull-out test was pass/fail and involved the athlete beginning in a cross position on the still rings and adducting the arms to arrive in a support position. The five parallel bar presses test was also a pass/fail test and involved the

Sport Science

, Table 6 Table 4

r

Physical Fitness Tests

Descriptive Statistics-

6 May 1993

1. 3 bounding jumps (em) 2. Medicine boll throw forward (m) 3. Medicine boll throw backward (m) 4. 20 m sprint (s) 5. 5 parallel bar press handstands

(pass/foil) 6. Sideward leg lift flexibility right &

left (score) 7. Forward leg lift flexibility right & left

(score) 8. Splits right & left (em) 9. 5 Parallel bar handstand push· ups

(s)

1 O. Rings· cross hold three s (pass/foil) 11 . Rings - inverted cross hold three s

(pass/foil) 12. Pommel horse circles (reps)

m = meters, s = seconds, score = 1·10 value, reps=repetitions.

Physical Fitness

Variable Mean Vertical jump (em) 65.0 Pull ups lOs (reps) 9.5 Push·ups lOs (reps) 12.1 Brood jump 1 (em) 231.6 Brood jump 2 (em) 276.6 Brood jump 3 (em) 288.8 Brood jump Total (em) 798.4 Med boll forward (m) 6.1 Med boll backward (m) 8.3 20 m dash (s) 3.1 5 PB press hdstd (s) 8}

PH circles (reps) 43.2 Leg lifts lOs (reps) 7.3 Active shld flex (em) 43.6 !nlocate/dislocate (em) 50.8 Rt side leg lift (m) 6.9 Lt side leg lift (scr) 7.0 Rt forw leg lift (m) 5.3 Lt forw leg lift (m) 5.6 Split right (em) 11.4 Split left (em) 12.3

S.D. Min Max 6.5 53.3 78.7 0.9 8.0 11.0 1.3 9.0 15.0

23.0 180.3 274.3 18.4 236.2 302.3 26.0 243.8 327.7 58.3 678.2 881.4

2.4 4.2 15.7 8.3 ' 5.4 18.6 0.1 2.9 3.3 3.1 5.4 18.8

18.4 15.0 75.0 0.7 6.0 9.0

14.7 22.0 74.0 13.2 22.0 no

1.5 4.0 10.0 1.5 4.0 10.0 1.1 4.0 7.0 0.8 4.0 7.0 8.1 0.0 26.0 9.1 0.0 28.0

athlete choosing any type of press to perform five times in a row. The still rings cross hold, maltese hold, and inverted cross hold were all pass / fail tests involving simply reaching the appropriate position and holding the position for three seconds. Pommel horse circles were done in the center of the horse with the athlete per­forming as many circles as he could. The five handstand push­ups test involved the athlete per­forming five handstand push­ups, without aid, on the parallettes while being timed.

em . centimeters, reps = repetitions, m = meters, s = seconds, m = score 1·10 value.

Each a thlete was allowed one "representative" trial at each test. A representative trial was con­sidered an attempt that was free from obvious errors in perfor-

Table 5 !

mance. A single trial was ad­ministered to reduce the time necessary to complete the entire field test battery and conform with the criteria of Martin (1980) .

This was an exploratory project. Data were analyzed de­scriptively, reporting means, standard deviations, ranges, fre­quencies, and percentages. Pearson product moment corre­lation coefficients were calcu­lated between all variables. Fi-

Descriptive Statistics-Athletes Variable Mean S.D. Min Max Age (yr) 21.2 2.1 17.0 24.0 Height (em) 168.8 6.4 155.9 177.8 Moss (kg) 66.0 7.2 52.3 78.6 yr = year, em = centimeters, kg = kilograms.

February 1994 TECHNIQUE

nally, discriminant analyses pro­ced ures were calcula ted on rank­ings provided as an estimate of the "talent" of the athlete by the men's national technical direc­tor of USA Gymnastics. The tal­ent definition was left to the dis­cretion of the National Technical Director. Discriminant analyses based on competitive results were not undertaken due to the lack of participation of all ath­letes in recent competitions.

Results Descriptive Statistics

The descriptive information of those athletes participating in the testing is shown in Table 5.

Table 6 shows the descrip­tive statistics of the absolute val­ues for each physical fitness test.

Bilateral comparisons show­ed that the right split and left split values were not statistically

I 0 A 35

I o A. 36

Sport Science

Table 7

Frequencies Variable (ross pull-out Maltese Press hdstd PB (ross hold 3s Inverted cross hold 3s

Pass 4(21.1%) 3 (15.8%) 6 (31 .6%) 7 (36.8%) 2 (10.5%)

Fail 15 (78.9%) 16 (84.2%)

groups . Discrimi­nant analyses were not performed on competition group­ings due to a lack of uniform competi­tion participation by these athletes . Moreover, one

13 (68.4%) should cautiously 12 (63.2%) interpret these re-17 (89.5%) suits because the

high variable to sub-L--___________ --r ___ ---J ject ratio can result

different (t (l OS) = -5.91,2 = .96). Means of the side versus for­ward leg lifts were statistically different (1 (IS) = -5.91,2< .001). The means ot the left side versus right side leg lifts were not sta­tistically different (1 OS) = 1.02,2 = .32). Frequencies analyses of the pass/fail data are shown in Table 7.

The 19 athletes were divided into high and low groups based on the ran kings provided by the men's national technical direc­tor. A discriminant function analysis, using the direct method, was calculated to de­termine those test variables that appeared promising for predict­ing group membership. The vari­ables and their standardized ca­nonical discriminant function coefficients indicative of group membership are shown in Table 8. The size of the discriminant function coefficients, regardless of sign, can be used to get an idea of the relative importance of the variable's ability to dis­criminate between the two

in distorted views. The discriminant analysis was used to identify tests that may be promising in further research aimed at describing the perfor­mance abilities of male gym­nasts. This information alone is not enough to justify the removal of tests, because some of the tests may be highly correlated with each other and thereby distort the discriminant analysis. This means tha t some tes ts ma y need to be retained due to theoretical reasons rather than simple dis­criminatory ones.

Discussion This was the first men's na­

tional team training camp since 1989. The goals of the camp were training the new compulsory routines, education in training methods, and testing.

The tests were chosen based on established physical abilities tests used with the women's pro­gram (Sands, 1993; Sands, Mikesky, & Edwards, 1991) and suggestions from the National

Only 63 % of the athletes could hold a cross on

rings , and 63% of the athletes could do only seven

leg lifts in 10 seconds. The importance of national

team level athletes' ability to perform these fitness

tests remains open to question. It was somewhat

surprising that "elite" male gymnasts could not

perform many of the 'skill tests, and that these

tests resulted in delayed onset muscle soreness.

One might argue that conditioning should be

increased and enhanced for these athletes.

TableS

Descriptive Statistics­Physical Fitness

Variable Age Height Mass Vertical jump (em) Pull ups lOs (reps) Push-ups lOs (reps) Broad jump 1 (em) Broad jump 2 (em) Broad jump 3 (em) Broad jump Total (em) Med ball forward (m) Med ball backward (m) 20 m dash (s) 5 PB press hdstd (s) PH circles (reps) Leg lifts lOs (reps) Active shld flex (em) Inlocate/dislocate(cm) Rt side leg lift (scr) Lt side leg lift (scr) Rt forw leg lift (scr) Lt forw leg lift (scr) Split right (em) Split left (em)

Standardized, Canonical, Discriminant, Function Coeff. -1.87 -4.94 6.86 8.90

-3.26 -2.42 5.89 0.77

-3.14 not eligible -0.89 -5.44 6.99

not eligible 3.02 1.35

not eligible not eligible not eligible not eligible not eligible not eligible not eligible not eligible

not eligible = The variable was not included in the analysis because it did not achieve the .05 level of tolerance for inclusion. em = centimeters, reps = repetitions, m = meters, scr = score 1-10 value.

verted cross hold), showed that less than half of the ath­letes could pass these skills. Only 63% of the athletes could hold a cross on rings, and 63% of the athletes could do only seven leg lifts in 10 seconds. This may point to defi­ciencies in these ath­letes' conditioning programs. The im-portance of na tional team level athletes' ability to perform these fitness tests remains open to question. It was somewhat surpris ing tha t "eli te" male gymnasts could not perform many of the skill tests, and that these tests resulted in delayed onse muscle soreness One might argue that conditioning should be increased and enhanced for these athletes.

The tests tha appeared to dis criminate best be tween the two groups are shown in Table 8. The data on age, height, and mass were discrimi natory and may in dicate future tests should include an thropometric vari abies such as body composition. More over, the large range of body mass values

I--___________ -t-___ ---J may also indicate

Technical Director and the men's national team coaches. The value of these tests with male national team members was unknown. Interestingly, many of the gym­nasts complained of delayed onset musele soreness. Many at­tributed the soreness to the test­ing, which may have been novel to them.

Those tests requiring singu­lar exceptional strength (Le., cross pull-out, maltese, and in-

that body composi tion assessments should be in eluded. All of the other variables tha t indica ted discriminatory ca­pabilities were of the strength, power, and anaerobic power and capacity categories. This may indicate a bias on the part of the rankings provided, or it may amplify the importance of these variables over flexibility and skill in discriminating the top U.s. male gymnasts from those of middle level qualifications. In­terestingly, the skill variables did

February 1994 TECHNIQUE

Sport Science

The U.S. male gymnast may need to concentrate

more on peak strength and power rather than

anaerobic power and capacity.

not indica te good discrimina tory capabilities via the discriminant analysis. However, this was probably due to the large pro­portion of athletes who could not perform them at all.

Future efforts of the men's international program should pursue investigations of condi­tioning approaches that empha­size singular explosive, and maximal strength and power efforts. It could be said of most sports that strength and power training and abilities are neces­sary for even the most mediocre performances. However, at the interna tionallevel it would seem that such abilities are critical.

Conclusions Implications from this early

research should inform the men's program coaches and ath­letes that strength and power are extremely important for their performance. The U.s . male gymnast may need to concen-

trate more on peak strength and power rather than anaerobic power and capacity. Continued testing should involve these vari­ables, and anthropometric infor­mation, to continue develop­ment of a physical fitness database and refinement of the test variables that discriminate among the top U.s. male gym­nasts. This effort will be basic to the development of more objec­ti ve procedures for the improve­ment of the training process.

References Adrian,M.J., & Anjos, L.A. D. (1987).

Profiling. In J. Terauds, B. A. Gowitzke, & L. E. Holt (Eds.), Biomechanics in sports (pp. 308-312). Del Mar, CA: Academic Publishers.

Arnett, M. G. (1993, (2)). A review of concurrent strength and endur­ance training. Science Periodical on Research and Technology in Sport, 13, 1-6.

Carmines,E. G., &Zeller,R A. (1979). Reliability and validity assess­ment. Newbury, CA: Sage.

Fetz, F., & Kornexl , E. (1978). Sportsmotorische tests, 2nd ed . Innsbruck, Austria: Inn-Verlaq.

Henschen, K., Sands, B., & Gordin, R (1988) . Getting ready for '88. New Horizons of Human Move­ment III. Seoul Olympic Scien­tific Organizing Committee. 168-169. (Abstract).

Hickson, R C. (1980). Interference of strength development by simul­taneously training for strength and endurance. European Jour­nal of Applied Physiology, 45, 255-263.

Kowalski, M. F., & Grana, W. A. (1989). A profile of the elite ath­lete . In W. A. Grana, J. A. Lombardo, B. J. Sharkey, & J. A. Stone (Eds.), Advances in Sports Medicine and Fitness: 2. Ad­vances in sports medicine and fitness (Vol. 2, pp. 1-14). Chicago, IL: Year Book Medical Publish­ers.

Martin D. (1980). Grundlagen der Trainingslehre Band II . (The foundations of training theory and methodology 11). Schorndorf, F.R.G.: Hoffmann.

Montgomery, D. L. , & Beaudin, P. A. (1982). Blood lactate and heart rate response of young female gymnasts during gymnastics routines. Journal of Sports Medi­cine and Phvsical Fitness, 22(3), 358-365.

Montpetit, R R. (1976). Physioloqy of gymnastics. In J. H. Salmela (Ed.), The Advanced Study of Gymnastics (pp. 183-214) .

Springfield, IL: Charles C. Tho-mas.

Montpetit, R. R (1987). Physiologi­cal aspects of gymnastics train­ing. In B. Petiot, J. H. Salmela, & T. B. Hoshizaki (Eds.), World Identification Systems for Gym­nastic Talent (pp. 181-196). Montreal, Canada: Sport Psyche Publications.

Sands, B. (1985). Conditioning for gymnastics: A dilemma. Tech­nique, 5, 4-7.

Sands, W. A., Mikesky, A. E., & Edwards, J. E. (1991, Sep 14) . Physical abilities field tests U.s. Gymnastics Federation Women's National Teams. USGFSoortSci­ence Congress Proceedings, 1, 3947.

Sands, W. A. (1993) . TOPs Testing Manual. Indianapolis, IN: USGF Publications.

Schmidtbleicher, D . ( 1992) . Train­ing for power events. In P.V. Komi (Ed.), Strength and power in sport (pp. 381-395). Oxford, England: Blackwell Scientific Publications.

Shealy, M. J., Callister, R, Dudley, G. A., & Fleck, S.J. (1992). Hu­man torque velocity adaptations to sprint, endurance, or com­bined modes of training. Ameri­can Journal of Sports Medicine, 20 (5), 581-586.

Stone, M. H., Wilson, D., Rozenek, R , & Newton, H. (1984). Anaero­bic capacity. National Strength and Conditioning Association Journal,5 (6), 40, 63-65.

RHYTHMIC PROMOTIONAL VIDEO IS NOW COMPLETE! ~ t,.;) ..... ~ ~

;2 .~om~8:"~bll:~r~~=~=~~ ~ ~llht"cOmlp.til'lonl;

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February 1994 TECHNIQUE

• o A 37

I o A-38

Women's Minutes

WOlVlEN'S ELI'I'E PROGRAM C0Ml\1I'1 iii 'EE

-the coaches for the com­mittee to consider a change in the number of qualifiers to USA's from the Classic Meets. The coaches felt that the num­ber should be raised be­cause of the high demand placed upon the athletes by the competition calen­dar. After discussion, the following recommenda­tions were made:

Recommendation thatthe age for the International Senior Division be 13 years and over within the 1994 calendar year. (These ath­letes are age eligible for the 1996 Olympic Games).

Motion Kristi Krafft

Second Tim Rand

PASSED

1.

Conference Call

December 23,1993

Roll Call

Region I Julie Knight

Region II Brad Loan

Region III Kristi Krafft

Region IV Mike Hunger

Region V Gary Warren

Region VI Byron Knox

Region VII Gary Anderson (absent-vote given to KK)

Region VIII Tim Rand

/

NEPCC

NETC

WPD

Roe Kreutzer

Audrey Schweyer

Kathy Kelly

Recommenda tion tha t the number of Senior athletes qualifying to USA's from American Classic should be raised to 12.

Motion Tim Rand

Second Julie Knight

PASSED

III. REMINDER-All Elite Competitions for the In­ternational levels will be scored according to the percentage of 60% Com­pulsory and 40% Option­als, including Regionals, Classics, and USA Cham­pionships. The percentage used for the National Level will be 40% Com­pulsory and 60% Option­also

II. Kathy updated the com­mittee on the discussion held by the National Team Coaches at the recent Training Camp regarding the 1994 schedule of ac­tivities and the request by

Recommendation that the number of Junior athletes qualifying to USA's from American Classic should be raised to 10.

Motion Brad Loan

Second Byron Knox

PASSED

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February 1994 TECHNIQUE

WOl\1EN'S PROGRAM COMMfI"I'EE

Conference Call

Monday, January 10, 1994

Women's Minutes

WTCC Marilyn Cross

NEPCC Roe Kreutzer

NJOPC TomKoll

NABC Kathy Feldmann (absent)

Athlete Rep. Michelle

Dusserre

WPD Kathy Kelly

The purpose of this meeting was to settle the differences be-tween the JOPC and the Techni-cal committee regarding the flashing of Start Value. The Pro-gram Committee made the fol-lowing recommendation:

That the flashing of Start Value be required at J.O. Na-tionals and that the State and Regional Boards decide on this issue for State and Regional meets. The WTC will establish procedures and guidelines in order that the meets are con-ducted efficiently.

Motion M. Cross Second T.Koll Passed

WOl\1EN'S 1994 ELITE QUALIFICATION PROCEDURES

International Seniors International Juniors National Seniors National Juniors (13+ years) (10-14 years) (13+ years) (10-13 years)

Rules for Competition FIG 111- U8, 88, FX FIG II (l D, 2C, 28, 1 A) FIG II (lD, 2C, 28, 1 A) FIG II (l D, 2C, 28, 1 A)

(2D, 1 C, 28) Vault - FIG 1 b at Reg. FIG Vault - FIG 1 b at Reg. and Vault - FIG 1 b at Reg. and

Vault - FIG 1 b at Reg. FIG II at Classic/USA U.S. Classic U.S. Classic

II at Classic/USA

Regionals 60% Comp/40% Opt 60% Comp/40% Opt 40% Comp/60% Opt 40% Comp/60% Opt

Quarifying Score to 72.00 AA 70.00 AA 69.00 AA 68.00 AA

Classic

At Classic Top 12 AA -Am Classic Top 10 AA -Am Classic Clinic -Am Classic Clinic -Am Classic

Top 18 AA - US Classic Top 18 AA - US Classic Top 20 Gym Fest - US Top 20 -Gym Fest - US

(not including W.e. Team Classic (opt only Classic (opt only

93/94) competition) competition)

USA Championship 60% Comp/40% Opt 60% Comp/40% Opt NA NA

Trials 60% (omp/40% Opt NA NA NA

Athletes on international assignment in the 1994 spring season prior to the American Classic are waived directly into the American Classic.

February 1994 TECHNIQUE

I

" A 39

I

" A 40

Announcements

RSG Announcements Rules and Policies Change of Address: Maureen Broderick

Region 4: Suzie DiTullio has 3034 Shalloweed lane,Chorlotte, NC 28277 been elected to serve as Chair- 704-541-1872 man of Rhythmic Region 4 to Cathi Schneider fulfill the term of Maureen 31 Woonsocket Ave_, Shelton, a 06484 Broderick who resigned because 203-922-1332 of relocation.

Club Directory Addition J.O. Program Committee: Club Name TBD

Becuase of a tie vote, both Lydia Contact: Julie Speisman Bree and Tracey Callahan Acacia Creek Apartments, Apt. 1013 Molnar were elected to serve as 7007 E. Goldust Ave., Scottsdale, AI 85253 the coaches represen ta ti ve to the Club Directory Change Junior Olympic Program Com- Coach Rhythmic Chicago-mittee. They will share one vote. Harriett Slaughter

Coach United Gymnastics Academy-Irina Tsygankova

Add to directory: lydia Bree Ana Roche-Gymrhyth Star, 2029 W. 73rd.,

5020 Steveann, Torrance, CA 90503 Hialeah, Fl33016 305-556-4015 213-316-6505

Tracey Callahan-Molnar Additions to Judges Ust 1500 Almond Court, Downers Grove, Il level 7/8 Kathy Brym 60515 Mary Clark 708-852-0385 Provisional 7/8 Joyce Chaplin

USA GYMNASTICS

SAFETY HANDBOOK FOR GYMNASTICS AND OTHER SPORTS

, 994 EDITION

for use in conjunction with Safety Certification Courses

Produ,ed by: Department of Edu,ational Servi,es

and Safety

USA Gymnastlu

Indianapolis, Indiana

USOC Sportswoman And Sportsman Of The Year

Each USOC member organization selected a male and female athlete of the year for 1993_ These athletes were then placed on a ballot and voted on by members of the national media, USOC Board of Directors and the USOC Athletes' Advisory Council to select the overall winners.

Top 10 Sportswomen of the Year

Top 1 0 Sportsmen of the Year

Rank

2

3

4

6

7

8

9

10

Nam'lS~t Points Rank NamelSI!!!!! Points

Gail Devers/Athletics 538 Michael Jahnson/ Athletics 478

Shannon Miller/Gymnastics 526 2 Bruce Baumgartner/Wrestling 410

Bonnie Blair/Speed Skating 367 3 Wendel Suckow/luge 310

Jenny Thompson/Swimming 346 4 Brian Shimer/Bobsled 297

Rebecca Twigg/Cycling 302 5 Pete Sampras/f ennis 293

Picabo Street/Skiing 152 6 lance Armstrong/Cycling 237

Mary Ellen Clark/Diving 133 7 Scott Shipley/Canoe Kayak 153

Becky Dyroen-lancer/Synchro 131 8 Josh lakatos/Shooting 140

Frances Strodtman/Shooting 121 9 Eric Namesnik!Swimming 131

lisa leslie/8asketball 114 10 Darren Dreifort/8aseball 124

RAISE YOUR STANDARDS OF SPORT SAFETY

AND AWARENESS

.~.'/. ., ,. /

The USA Gymnastics Safety Handbook will be available very soon. This publication represents the ninth year of commitment by USA Gymnastics to provide the best and safest opportunity for individuals to participate in the wide variety of gymnasti"~ and other sport opportunities.

Look for more information about this important handbook in the next issue of fecltnique.

February 1994 TECHNIQUE

Resources

1993 INDEX OF ARTICLES

Technique, Vol. 13 Announcements 1993 Congress, Atlanta, GA. #4, 43. 1993 Congress, Atlanta, GA. #5, 18-

20. 1993 Congress, Atlanta, GA. #6, 17-

21. 1993 Congress, Atlanta, GA. #7, 18-

21. 1993 Congress, Atlanta, GA. #8, 17-

21. ACEP Leader Level Sport Science

Course. #2, 7-8. ACEP Leader Level Sport Science

Course. #3, 7-8. ACEP Leader Level Sport Science

Course. #5, 7-8. ACEP Leader Level Sport Science

Course. #6, 7-8. ACEP Leader Level Sport Science

Course. #7, 6. ACEP Leader Level Sport Science

Course. #8, 6. ACEP Leader Level Sport Science

Course. #9, 8. ACEP Leader Level Sport Science

Course. #10, 40. Announcements. #1, 6. (S udafed

Award to Miller; Artistic Worlds Update; Olympians retire; F.I.G. Bulletin; Election results of the Nat'l Representatives to the USA G Board of Directors).

Announcements. #2, 28-32. (Exchanges Involving Foreign Athletes; Top Gymnasts at the 1992 McDonald's Am. Cup; Join Upl-Peak Club membership; Twenty-one Olympic gtjmnasts to appear in the Int'! Mixed Pairs; W's Elite Judges' Course Dates; Olympian Takes Center Stage at 1993 RSG Gymnastics Challenge; Height of the UB; Women's R&P Correction; USA G Interns; New Code; USGF JOVT Table - Wi.

Announcements. #4, 46. (RSG-JO Program; Coaching Information Survey; Petitions for WUG Trials. (W); Seeking Head Coach Position; New Safety Device-AAI BB Pad; Code-M; RSG).

Announcements. #5, 46. (W's 1993-1996 Elite Compulsory Clinic; W's Code; Correction).

Announcements. #6, 42. (RSG team event added to the 1996 Olympic Games; First U. S. Gymn­aestrada).

Announcements. #7, 37. (Nat' l Team Meeting; Adult competition;

RSG Judges Course; Meet Director Certification; RSG Code Clarifications; Corrections; Corrections to the FIG Code for W; Seeking gtpnnastics director/ coach).

Announcements. #8, 37-39. (Corrections to FIG English Code, USGF Element Supplement, and 1993 JO Technical Handbook for Coaches and Judges; Club highlights;Safety Certification reminders; USGF M's Additional Special Req.'s) .

Attention all games enthusiasts. #10,38. (call for contributions to upcoming book; "Gymnastics Games: Activities for Kids").

Call for papers. #3, 33-34. (for the USA G Sport Science Symposium at the 1993 Congress) .

Education /Event Calendar. #1, 47. Education/Event Calendar. #2, 47. Education/Event Calendar. #3, 47. Education/Event Calendar. #4, 47. Education/Event Calendar. #5, 47. Education/Event Calendar. #6, 47. Education/Event Calendar. #7, 47. Education/Event Calendar. #8, 47. Education/Events Calendar. #9,

47.

Education/Event Calendar. #10, 47.

NCAA Alert. #9, 40. (Discussion of issues regarding prize money and eligibility.)

Notice to membership. #1,33. (list of suspended and terminated members).

Position Available. #9, 2. (Job description / announcement for USA Men's Program Director.)

Safety Certification Courses. #1, 48.

Safety Certification Courses. #2, 48. Safety Certification Courses. #3, 48. Safety Certification Courses. #4, 48.

Safety Certification Courses. #5, 48. Safety Certification Courses. #6, 48. Safety Certification Courses. #7, 48. Safety Certification Courses. #8, 48. Safety Certification Courses. #9, 48. Safety Certification Courses. #10,

48.

Business Claire, J. The insurance jungle. #1,

32.

Feeney, R. Planning an exhibition. #1,25-26.

Feeney, R. The press release. #8, 26-27.

Gibney, J. Equipment liability and the coach: the vault and I. #10, 36-37.

Holcomb, D.B. Express assump­tion of risk in youth sports. #10, 20-21.

Jacki, M. Family and social trends: the new customers of the 1990's and beyond. #3, 40-42.

Jacki, M. Family and social trends: the new customers of the 1990's and beyond. #4, 38-42.

Jacki, M. The private gymnastics club: 1993 and beyond. #2, 40-43.

Jacki, M. USA Gymnastics: Objective 2000. #1, 39-41. (Gymnastics club in the '90's) .

Juszczyk, M. Event Management. #6,34-35.

Juszczyk, M. Site Selection. #7, 22-23.

Whitlock, S. Not enough time. #1, 19-20.

Coaches Education 1993 USA Gymnastics Summer

Coaches Workshop. #3, 39. 1993 USA Gymnastics Summer

Coaches Workshop. #4, 37. 1993 USA Gymnastics Summer

Coaches Workshop. #5, 36. 1993 USA Gymnastics Summer

Coaches Workshop. #6, 36. 1993 USA Gymnastics Summer

Coaches Workshop. #7, 40. ACEP Instructors. #10, 28. Ebert, C. PDP Level I video clinic

instructors. #8, 40. Moscovitz, D. Level I Accredita­

tion Procedures. #2, 9. Moskovitz, D. PDP leads the way.

#2,6. Moskovitz, D. PDP Level II sports

science requirement. #1, 12. Moskovitz, D. PDP Level II: Skill

components now available. #8, 42.

Moskovitz, D. PDP Level II: What if I have experience? #3, 23-24. (includes app.).

Moskovitz, D. PDP Level II: What if I have experience? #4, 23-24. (includes app.).

Moskovitz, D. PDP Level II-Skills Requirement. #6, 37-39. (includes Grandparenting app.).

Moskovitz, D. PDP-at a glance. #5, 37-39. (includes Level II

February 1994 TECHNIQUE

Grandparenting app.) . Moskovitz, D. Where do we go

from here? #9, 30. Moskovitz, D. Where do we go

from here? #10, 30. (includes surVelj for PDP Level III expectations).

Moskovitz, D. and Whitlock, S. Coaching experience: Stan­dards for evaluation. #4, 20-21 . (includes PDP Level II Experience Verification form).

PDP Level II Experience Verifica­tion. #7, 41.

PDP Level II Experience Verifica­tion. #8, 41.

PDP Level II Experince Verifica­tion. #9, 14.

PDP Level II Experience Verifica­tion. #10, 23.

PDP Level II-Grandparenting Application. #7, 39.

PDP Level II Grandparenting Application. #9, 15.

PDP Level II-Grandparenting . Application. #10, 22.

Tuffey, S. Coaching Philosophy­Whatis Success? #9, 22-23.

USA Gymnastics Computer "Coaching Education Screen". #9,12.

Coaching Caster, F.J. Enhancement of

coaching effectiveness in adolescent gymnastics. #10, 8-15. (coaching survelj results).

Cornelius, W.L. Strength and flexibility: a balance. #4, 9-11.

Crawford, T. , and Flynn, C. Planning to win. #3, 9-11.

Impact of Coaches. #8, 39. (an adaptation of Haim Ginott).

Moskovitz, D. Coach-Teacher or Teach-Coach? #4, 19.

Moskovitz, D. Difficulty vs. ability. #5, 10-11.

.. Moskovitz, D. Performance evaluation. #1, 16-18.

Murphy, S. Getting in the flow: what the coach can do? #2, 13-14.

Sands, W.A. On the training of youth. #7,35-36.

Sedory, D.R. Hopping and jumping to gymnastics fitness. #7,13-15.

Whitlock, S. Class skill progression lists. #6, 16.

Whitlock, S. Coaching information survey. #3, 26-28.

I ., A 41

Whitlock, S. Readiness. #4, 15-17.

General 1992 Index of Articles. #1, 43-46.

(Index of articles; etc. appearing in 1992 USGF publications: Technique; USA G; 1992 Congress Publications; Vol. 2; and Safety Update).

I New name, new look, new home.

#1,5.

0 Rudd, S. A theory of athletic

.A performance for artistic

42 gymnastics. #8, 8-13.

Sandmire, Y. Attention gymnastics club coaches!. #8, 36. (adding collegiate women's programs).

Stephenson, J. and Stephenson, M. Artistic Gymnastics? #8, 32-33. (commentanj on the elimination of the prone landing from FIG Code).

Whitlock, S. 1993 USA Gymn-aestrada. #10, 5-7.

Whitlock, S. General Gymnastics: World Gymnaestrada. #1, 7.

Whitlock, S. USA Gymnaestrada Showcase. #8, 29-30.

Judging Code of Points. (Men, Rhythmic).

#2,43. Code of Points. (Men, Rhythmic).

#5,9. Code of Points. (Men, Women,

Rhythmic). #6, 9. Code of Points. (Men, Women,

Rhythmic). #7, 12. Code of Points. (Men, Women,

Rhythmic). #8, 13. Code of Points. (Men, Women,

Resources

Rhythmic). #8, 34. Coaches stipend policy; Qualif!jing meets to Winter Cup and Summer

Men-<ommittee Reports Nat'ls; New Business; MPC JOPc. 2/15/93, conference call. #3, restructure).

46. (Purpose: establishing a JOPc. 5/6&9/93. Ann Arbor, Ml. qualif!jing score for fa Nat'ls; (Regional reports, Cumiskey Proposal "A" vs Proposal "B") . Award nominations, 95 JO

MPC. 2/ 7/ 93, Colorado Springs, bids, age determination, dress CO. #3, 44-45. (Review of Ad Hoc code, specialists, JO National Committee Actions; Reports; age divisions, fees for region-Athlete Assignments; Petitions; als.) Team Leader Position; Election JOPc. 9/10/93, Atlanta, GA. #10, Strategtj for Board of Directors; 45. (Regional reports; 1994 fa New Business). Nat'l Bids; Strategic plan report;

MPC: extraordinary meeting. 4/ Frank Cumisketj Award; Alpha 30-5/2/93, Indianapolis, IN. #6, Factor/Reebok support for regional 45. (WUG trials; OTC update; teams to Nat'!s; New business) Summer training plan update;

Melt-General New business). MPC. 8/26/93. Salt Lake City, UT. USECA-Men Membership

(Approval of forms, NAL Application. #1, 31. program, 94 selection proce-dures, new competition rules, Mert-Judging athlete funding, coach support,

8th Intercontinental Judges' review summer competitions, Course. #2, 17-20. (Special req.'s FIG report, review strategic

plan.) in artistic gtjmnastics; bonus

MPC. 9/ 9/ 93. Atlanta, GA. (FIG points; judging execution).

technical committee candidate, USGF Men's Additional Special athlete assignments, strategic Requirements. #6, 45. plan review, duel meet with

Men-Technique Romania, compulsory exercises at Winter Cup.) Arnold, A.S. A biomechanical

MPC. 10/19/ 93, conference call. analysis of the compulsory #10,46 . (Nat'! Apparatus Leader Hecht vault. #7, 26-30. and Tech. Asst. positions; Grant O'Neill, P. Development of the requests; qualifications for Winter Azarian. #4, 30. Cup; Worlds; and Goodwill;

O'Neill, P. Progressions of the Critical Dates; Compulsories and Code Revisions; Proposals to the double layout with full twist.

FIG/TC in Alicante; Spain; #4,28-29.

Logo Jersey Short. 100% cotton, front logo imprint in white. #49326 40 Ash· #49326 Tl4 Forest . #49326 122 Moroon (Xl·l·M·S Adultl SJ.4:OO'$10.95

Colorblock Crew. 80/20 cot/poly fleece in Forest/Ash/Navy combination. International Federation logo imprint on front. #69339119 (Xl·l·M·S Adult).$3ffi $26.50

Colorblock Hood. 80/20 cot/poly fleece in Navy/Forest combination Reebok logo embroidered on chest and hood. USA Gymnastics imprint on back. #69356 TI9 (XlHdult) ~$27.95

Preseason Logo Crew. 80/20 heavyweight cot/poly. Maroon or Forest wiih Reebok Classic heart crest embroidery. USA Gymnastics logo screened on right wrist. #69307 Tl4 Forest' #69307 122 Moroon (Xl.[.M·S Adult).$3ffi $ 26.50

Half Zip' Jacket. 100% crinkled nylon tafetta in Navy. Half back mes~ lined, Reebok and USA Gymnastics logo on front in Maroon. #49331 Tl9IXl.[.M·SAdult) SJ4:9)$27.95

Team Jacket. 100% nylon oxford with polylil. Quilted jersey lining. Reebok embroidered and USA Gymnastics logo screened on front. #69308 TlO S,orl.t (Xl·l Adult)· #69308 49 810ck (Xl·l·M Adult) smU$44.95

Microstripe Reebok Tee. 75/25 cot/poly. Full front tonal puff Reebok logo, back tag USA Gymnastics logo. #93115 Tl4 For"t (Xl·l·M Adult) SJ.4:OO'$1 0.95

Microstripe USA Tee. 75/25 cot/poly. Full front tonal puff USA Gymnastics logo. Forest or Scarlet. #93114 TlO \corlet. #93114 Tl4 Forest (Xl·l·M Adult)~ $10.95

February 1994 TECHNIQUE

O'Neill, P. Progressions of the "O'Neill". #3, 30-31. (double layout without release on rings).

O'Neill, P. Strength development for inverted cross and Maltese. #4, 31.

Turoff, F. Men's compulsory vault: the Hecht. #3, 12-13.

Turoff, F. Teaching a Gaylord 2-from Gienger to Gaylord 2. #10, 35.

Preschool Gymnastics Komara, P. Beam skills and

activities for preschoolers. #3, 35-38.

Komara, P. Creative preschool bar skills and variations. #4,32-36.

Komara, P. Teaching vaulting to preschoolers? Yes-but, make it fun!. #7, 31-34.

Komara, P. Ten commandments of teaching tumbling to pre-schoolers. #5, 26-30.

Komara, P. What, when and how to teach preschool tumbling skills. #6, 10-15.

Resources Ebert, C. Great games for young

people. #4, 25. (book review). Ebert, C. I Can Do Gymnastics:

Essential Skills for Intermediate Gymnasts. #6, 5-6. (book review).

Ebert, C. Make the Team: Gymnastics for Girls. #7, 5. (book review).

Ebert, C. Movement Activities for Early Children. #5, 5-6. (book review).

Educational Materials. #3, 2. (Ropics; Code-M's; RSG).

Educational Materials. #3, 4. (Publications) .

Educational Materials. #3, 16. (Videotapes).

Educational Materials. #4, 2. (Portrait of an Athlete; Designing Preschool Movement Programs).

Educational Materials. #4, 4. (Videotapes).

Educational Materials. #4, 18. (Publications).

Educational Materials. #5, 2. (Coaches Guide to Nutrition and Weight Control; In Pursuit of Excellence).

Educational Materials. #5, 4. (Videotapes).

Educational Materials. #5, 22. (Publications).

Educational Materials. #6, 2. (Make the Team: Gymnastics for Girls; Conditioning Program USA M's Gymnastics).

Educational Materials. #6, 4. (Videotapes).

Educational Materials. #6, 22. (Publications).

Educational Materials. #7,2. (Element Supplement; J. O. Technical Handbook; USGF Gymnastics Safety Manual).

Educational Materials. #7, 4. (Videotapes).

Educational Materials. #7, 16. (Publications).

Educational Materials. #8, 2. (1993 Technique Guide to W's Training;

Resources

1993 Technique Guide to M's Training; USGF Safety Manual 2nd edition).

Educational Materials. #8, 4. (Videotapes).

Educational Materials. #8,16. (Publications).

Educational Materials. #9, 16. (Publications: women's, men's, rhythmic.)

Educational Materials. #9, 4. (videotapes.)

Heenke, K. Jumping into plyometics. #2, 5. (book review).

Heenke, K. Seniors on the Move. #3,25 . (book review).

JOPC Women's Progmm Materi­als. #2, 44. (miscellaneous; JO Awards Program; Education Dance Workout Program).

PDP. #2, 45. (coach ing accreditation materials).

Whitlock, S. 1993 Technique guide to women's training, 1993 Techniqe guide to men's training. #9, 5. (book review)

Nat'l Champs.; Training Camps; USaF; World Champs.; Int'l Program Competition Assign­ments; 1994 RSG Challenge; USA RSG Group; Nat'l Group Competition ).

RPC. 6/6/93, Colorado Springs, CO. #7, 42. (USaF; World Champs. Trials; Int'l Assign­ments; 1994 Elite Athletes; RSG Team program; World Champs.).

Educational Materials. #10, 2. (RSG Gymnastics-Level 1-4 Program; Kids' Books; Music Cassette; Instructors' Manuals; Instruc­tional Videos).

Whitlock, S. Building a publication library. #3, 5-6.

RTC. 7/27-28/93. San Antonio, TX. (judges evaluation, education, certification; USA international list; rhythmic floor; judging assignments and club affiliation; protocol; national team routine evalua­tions; team judges; FIG proposals; J.O. proposals; judges payments; video analysis; meet referee responsi­bility.

Educational Materials. #10, 4. (Videotapes) .

Educational Materials. #10,16. (Publications).

Educational materials. #1, 2. (Creating Gymnastics Pyramids and Balances; Marketing Health / Fitness Services).

Educational materials. #1, 4. (Videotapes and Publications).

Educational materials. #2, 2. (Bill of Rights for Young Athletes; Advances in Sport Psychologtj).

Educational materials. #2, 4. (Videotapes and Publications).

Equipment and resource compa­nies. #5, 3l.

Whitlock, S. Building a video library. #4, 5-8. (includes observations about the Am. consumer).

Whitlock, S. Creating gymnastics pyramids and balances. #1, 24. (book review).

Whitlock, S. Hints for taking gymnastics videotapes. #4, 26.

Whitlock, S. USA Gymnastics videos. #1, 13-15.

RhythmiC-<ommittee Reports JOPc. 6/25-27/93, Atlanta, GA.

#8, 45-46. ( USA G Report; Congress; 1994 Schedule; 1993 Data; Region structure; 1994 R&P; Meet limits; Team/Club competitions; JO Champs.; Foreign Athlete Policy; Recom­mendation to the TC).

RPC. 7/28/93. San Antonio, TX (Illy petition, 94 level 9/10 program, 94 Rhythmic Challenge.)

Rhythmic-General 1994-1996 Rhythmic Junior

Olympic Program. #6, 46.

Greathouse, H. Advice to Level 9/ 10 coaches. #9, 32.

Modification of Level 5 floor patterns and clarification of Level 6 floor patterns. #9,31.

Harless, R. Artistic Gymnastics: a comprehensive guide to performing and teaching skills for beginners and advanced beginners. #8, 5. (book review).

RPc. 2/22/93, Colorado Springs, CO. #3, 43. (USGF Office Report;

RSG National Competitions. #2, 27. (J. O. and Nat'l Champs.).

Logo Fitness Short. 89/ 11 cot/lycro. White or red/blue silkscreened USA Stor logo on right leg, Reebok on left. #31605 50 While· #31605 49 BI"k (l./A.IAduill~$12.95 Logo Fitness Top. 89/1 1 cot/lycro in White. Controsting USA Star logo in red/blue on front. #31600 50 While (l·/A·IAduillSJn5 $12.95

Mock Turtle Leotard. 89/1 1 cot/lycra. Front bra liner, keyhole back with snap neck closure, french cut legs. Controsting USA Star logo. #31602 50 While · #31602 49 BI"k Il·M·1 Aduill S1-ffi""$19.95

Fleece Fitness (overup. 80/ 20 cot/ poly. Reverse fleece

l controsting embroidered USA Star logo in while or

red/b ue. #39355 50 While· #39355 49 BI"k Il·M·1 Aduill sar.'I5 $29.95

Fitness Wind Jacket. 100% crinkled nylon taffeta in Teal w/print. Reflective piping, mesh backed back vent. USA Gymnastics logo on front. #39305l9 (l·M·1 Aduill ~ $24.95

Multi·print Short. 100% poly taffeta. Allover print. White USA Gymnastics logo screened on front leg. #3930B 121 (l·1 Aduillw:'lf $12.95 Pri,es do not indude shipping and handling. To re,ei.e a ,atalogue featuring the ,omplete line of apparel a.ai/able, ,a" USA Gymnast/,. mer<hand/se deportment at 317-237-5060.

February 1994 TECHNIQUE

CLEAUNCE SALE!

To order the All Around

Activewear™ merchandise

shown on these pages, use the

USA Gymnastics order form on

page 2.

tt o .A 43

Resources

Rhythmic-Judging World Championship and program; Nutrition). and LS's in the Jr. /Sr . Division be Olympic teams for U. S. men's Elite Ad Hoc Committee. 10/16/ allowed to lower the VT and BB;

Abruzzini, E. RSG Update. #2, 26. gymnastics. #5, 32-35. 92 and 10/26/92, conference change of deductions on VT for JO (revisions and clarification for Sands, W.A. , Shultz, B.B. , and call. #1, 33. (Selection procedures C&O competitions; wrc competition rules). Paine, D.O. Gymnastics for the 1993 World Champs.; 1993 Recommendations; Corrections).

Code Clarifications. #8, 43. (from performance characterization WUG; and 1993 USOF) . JOPc. 12/4-5/92, Indianapolis, IN. the RSG FIG/TC meeting in by piezoelectric sensors and EPC. 2/15/93, conference call. #3, #1,34-36. (compulsory concerns; Moutier, Switzerland; 6/93). neural networks. #2, 33-38. 45. (clarification competitive wrc report; USGF/NA WGJ

Hitzel, N. Rhythmic gymnastics: Technique options for the Sr. International/ Judges' compensation; renaming

I Code of Points. #1, 21-22. (listing Nat'l Divisions). optional levels; LlO review; TOP of major changes from the previous Artemov, V. Swing Progressions. EPC. 3/28/93, Salt Lake City, UT. and JO program; individual event

0 code). #7,24-25 . (includes conditioning #5,42-43. (TOPs; Equipment competition pilot programs;

A Safety exercises). issues; Nat'llevel; Qualifi)ing coaches' education videos; UB

44 Artemov, V. Two different ways of scores; recommendation for Nat'l specifications; app. of the '93 Code

Gibney, J. Protecting yourself from performing the double layout. calendar). to the JO Program; 1993 L9 age liability. #9, 9-11. #6,26-30. (includes conditioning EPC. 9/9/93. Atlanta, GA. (USA divisions; C/O JO LlO; L4 VT;

Holcomb, D. Express assumption exercises and drills). championships, classics, compulsory program development of risk in youth sports. #9,24- Artemov, V. Vaulting progres- national junior and senior for '96-'00) . 27. sions. #2, 21-22. (front hand- levels, calendar, score WAB. 8/29/93. Salt Lake City, UT.

Protect yourself from AIDS and spring and roundoff)· requirments, TOP's.) (interoffice communication, hepatitis . #5, 43. Cowan, R. Which way do I go, EPC. 10/7/93, Indianapolis, IN. national team training camps,

Safety Certification Mandate. #6, coach? #1, 30. (twisting). #10,41-42. (TOP; Elite Ad Hoc regional chairmen's workshop, 43. (memo to USGF Pro members Trieber, M.G. Make your feet score proposals; Am. Classic Clinic for rinancial reporting procedures, from Whitlock). for you!. #2, 11-l2. Jr/Sr Nat'l Levels). promotional items, safety

Whitlock, S. 3rd Cycle of Safety Warren, M. Preparation and EPC. 12/4-5/92, Indianapolis, IN. certification, judges assignments, Certification. #10,39. training for saltos. #3, 17-21 . #1,37. (Elite schedule; Champs. eligibilitl) to judge sanctioned

Whitlock, S. Club risk manage- Warren, M. Straddle Press to format; Int'l meets in 1992; former events.)

mentcommittee.#5,16-17. Handstand. #4, 12-14. LlO-Elite Nat'l merge; TOP; Nat'l WAB. 9/9&12/93. Atlanta, GA.

Sports Science Warren, M. The handstand. #8, 15. team support programs; (JOPC report, EPC report, modifications to the 1993 NA WGJ report, 93-94 rules and

Benardot, D. and Joye, A. Talent Women-<ommittee Reports Compulson) Testing program). policies clarification, judges' fee opportunity program (TOPs) Ad Hoc Committee. 12/10/92,

EPC. 12/15/92, conference call. #1 , structure, judges' uniforms at gymnasts: nutrient intake and conference call. #1, 38.

38. (competitive structure USGF sanctioned meets, financial body compoeition assessment (competitive structure surround-

surrounding the Am. Classic; reporting system, regional meet results. #9, 17-20. ing the Am. Classic).

percen tages for rank of the Na t' I awards, equipment clarification,

Clark, N. Does a low fat diet equal team). state meet entry fees, judges'

Ad Hoc Committee. 3/7-8/93, JOPC and EPC Joint meeting. 12/ a leaner body? #8, 34-35. Orlando, FL. #5, 44. (Review of 5/92, Indianapolis, IN. #1, 36. certification.)

Cornelius, W.L. Conditioning the goals; Int'l competitive review; (EPC proposal on new elite World University Games Selection

immature gymnast. #6, 24-25. 1993 World Champs.; Athlete/ program; TOP cooperation Committee. 4/23 /93, confer-

Cornelius, W.L. Muscular strength Coaches support program; Judging between EPC and JOPC). ence call. #6, 44. (petitions and

and the young gymnast. #10, issues; Nat'l team compulson) JOPc. 5/16-17/93, Baltimore, MD.

other administrative).

24-27. development; USA Champs.; WPc. 6/21/93, conference call. #8,

Cornelius, W.L. Shoulder complex: Apparel-Sponsorship; 1994/95 #7,44-46. (TOP; Meet Director

44. (Criteria for nomination for World Champs .; New level for Certification; Compulson)

biomechanical considerations. 1994-Nat'l elite season; WUG; Development; VTing; Miscella- regional EPC). #5,23-25. Trials for 1994/95-Classics and neous JO Consideration; WTC. 3/6-7/93, Orlando, FL. #4,

Grandjean, A. Carbohydrate: the Trials-Qualifications; Selection Competition for individual event 44-45. (Old Business; NCAA energy source. #7, 8. procedures; Coaches ethics). specialists; Age divisions; Report; NA WGJ; Judges '

Hadhiev, N . Analysis of some Administrative Board. 6/6/93, Las Champs. competitions; Apparatus Certification;,Inc. Report; JO

characteristics of the partici- Vegas, NY. #7, 46. (JOPC report; specifications; Mobility; Level B & Technical; TOP; 1993 Congress;

pants (male and female) in the EPC report; JO apparel; wrc 9 Difficultl) Restrictions; EPC Budget Concerns; Upcoming gymnastics competitions at the Symposium; Recommendation of

Report; W's Admin. Board Report; events; Judges Training Olympic Games Barcelona '92. judges for JO Nat'ls; Awards for

wrc Report; Calendar; Level 10 Commission Report). Nat'ls; JO Nat'l Team; JO Nat'l #7,9-12. non-citizens/foreign athletes; Bids; Compositional deductions; WTC. 6/24/ 93, conference call. #8,

Lewis, K. Truth's imperative. #2, Operating code; R&P; Code of New business). 44-45. (JO Committee recommen-25. ethics). dations to wrc; Optional Judges

Marshall, N. Celebration of Elite Ad Hoc Committee. 6/6-7/ JOPc. 5/27/93, conference call. #7, ratings; Criteria for selection of 46. (R&P; LB/9 difficulty healthy sport. #8, 14. 93, Las Vegas, NY. #7, 42-43. restriction). judges to USGF competitions).

Murphy, S. The Dream Team: in (Compulson) Development JOPc. 9/8/93. Atlanta, GA. (JO WTC. 10/14-15/93, Colorado

the flow? #1, 42. Proposal; Corps of Judges; Scoring Springs. #10, 42-43. (Review of Method at Classics; Criteria for national team training camp,

Nelson, J. Fighting the battle of the nominations for EPC; WTC report, WAB report, wrc Symposium & Elite Judges bulging baked potato. #1, 23. Quadrennium goals and individual event specialist Course; Congress Sessions;

Roselund, D. Preventing overuse objectives; Club financial support; competition, difficulty NA WGJ report; JO Program;

injuries. #9, 28. Nat'l team meeting at USA restrictions, equipment NCAA Report; Judges' Training

Sands, W.A. The role of science in Champs.; Calendar; Classic meet/ specifications, mobility Commission; fO Technical;

sport. #10, 17-18. (Total qualitl) trials combination; Selection between compulsory and Judging Assignments to JO

management approach). procedures for World Champs.; optionals, EPC report, judging Nat'ls; Corps of Judges; Elite

Sands, W.A. , Abramowitz, R. , Compulson) Training; First issues, level 1-4 program, JO Program Report; Elite Technical;

Hauge Barber, L. , Lemons, R. , Compulson) training camp). national championships, Judges Certification) .

Elite Ad Hoc Committee. 9/12/93, clarifications for 93-94 rules . Cervantez, R. , Irvin, R. , Major, and policies.) Womert-General J. , Paine, D. A twenty-four Atlanta, GA. #10, 41. (Selection year retrospective look: the procedures; Competition rules; JOPc. 10/ 20/ 93, conference call. Fie,}. 1993 World Championships

probability of repeating on Quadrennium calendar; Support #10,45. (Recommendation that L4 Report. #9, 33-35.

February 1994 TECHNIQUE

Resources

Talent Opportunity Program. #6, Jacki, M. We don't DO! need Features World Champion O. Kostina).

40-41. another hero. #4, 6. Rhythmic World Championships: Women's 1993 Elite Qualification Knapp, S. We'll be skiing you. #6, 1993 McDonald's American Cup: a new order. #1, 25, 28-29.

Procedures. #1, 31. 6-7. new rules, same champions. #3, Features-Women's Gymnastics Knapp, S. An open letter. #6, 12. 21-26.

Women-Judging (re: replacement of president/ Holiday messages. #6, 25. (Miller, Benson, D. 1993 NCAA Women's An Introduction to the 1993 executive director.) S.; Waller, C; Diaz, E.) Preview. #2, 8-9.

Women's Code of Points for Roe, J. Gymnastics: who wants to Homage to a dear friend. #2, 46. Binder, D. Women's NCAA Coaches and Judges. #3, 29. be normal? #1, 44. (Doris Vidmar). Championships: Georgia grabs (USGF/WTC Symposium app. Turoff, F. The NCAA men's Media Training Seminar. #6,18-19. the title. #4, 14, 43. I form) .

gymnastics program. #2, 16-17. Mizoguchi, H. USA-Japan dual Booth, A. Dawesome!. #2, 26-27. 0 An Introduction to the 1993 West, K. and Wickert, J. Seeing competition. #3, 45-46. Bruce: against all odds. #1, 18-20. A Women's Code of Points for straighter handstands. #1, 46. Peszek, L. Amanda Borden, all- Chaplin, T.s Women's World Coaches and Judges. #4, 27. Wojtczuk, J. Hey, why am I american kid. #6, 22. 45 (USGF/WTC Symposium app. University Games. #5, 16, 36.

form). scoring so low now? #4, 11. Peszek, L. Hilton Challenge: the Moskovitz, D. Rhythmic Chal-An Introduction to the 1993 Event Results

tide turned in LA.. #5, 13-15, 29. lenge: balancing the new rules Women's Code of Points for Peszek, L. John Roethlisberger, all and impressive routines. #3, 14-Coaches and Judges. #5, 45. 1993 Commonwealth showcase. in the family. #6, 23. 16. (USGF/WTC Symposium app. #5,32. Peszek, L. The 1993 Coca-Cola Peszek, L. Little Miller hits the big form) . 1993 Junior Olympic Rhythmic National Gymnastics Champ i- time. #4, 16-17.

Code of Points: general directives Championships. #5, 33. onships: the circle is complete. Peszek, L. Miller: New member of

for special connections. #5, 40- 1993 Kosice Open. #5, 33. #5, 22-28, 39-40,46. the royal gymnastics family. #4,

41. (Provisional edit ion) . 1993 Puerto Rico Cup. #5, 34; Robinson, R.L. Star Search. #1, 12. 21-23,26. (World Champion-Judge's fee chart. #3, 22. 1993 World Gymnastics Champi-

(M. Gaylord, S. Mar). ships). Judges' compensation package. #1, onships. #3, 32. Sands, W .A. How much weight

Retton, M.L. Ask Mary Lou. #1, 7. 27-29. (includes Judge's Fee Cable, S. Jr. Pan American Games.

can we hang on them? #1, 32-Retton, M.L. Ask Mary Lou. #2, 7. 33. Chart). #2,32-33. Retton, M.L. Ask Mary Lou. #3, 8.

Optional Questions and Answers. Christie, H . 19th International RSG Seiter, G. 1993 Reebok Interna-

tional Mixed Pairs: Scherbo Retton, M.L. Ask Mary Lou. #4, 8. #10,43-44. (from WTC). competition. #5, 34. shines during "march- Retton, M.L. Ask Mary Lou. #5,8. Seminar on the 1993 Women's Cowan, R. Twentieth Anniversary: madness" mania. #3, 27-28. Code: info and application Men's Junior Olympic Seiter, G. Miller, Strug sweep 1993 Retton, M.L. Ask Mary Lou. #6, 8. form. #2, 23-24. (1993 W's Code Championships. #4, 32. U.S. Olympic Festival Honors; Seiter, G. Heidi Hornbeek. #4, 29. for Coaches and Judges). GWG Cup. #6, 35. Grace strikes all-around gold in Whitlock, S. 1993 American Classic

Women's Artistic Judge's Gymnastics Results, special men's competition. #5, 18-19, Nationals. #3, 33-36. Certification Exam. #8, 44. edition. #6, 38-41. (Michigan 32. Zmeskal, K. Zmeskal Chalk Talk. (includes app.). state meet, Arizona flairs Smith, L.W. Driving Miss Stacey. #1, 15.

Women-Technique invitational, 31st Spartan open, #2,19. Zmeskal, K. Zmeskal Chalk Talk. PCRI rhythmic invitational, Soloveychik, S. Tamara Levinson, #2, 12. Biggs, T. Dance technique. #1, 9-11. Sunshine invitational, 92-93 rhythmic national champion. Zmeskal, K. Zmeskal Chalk Talk. Biggs, T. How does dance relate to state meet, Sunshine state #6,24.

gymnastics? #1, 8. games, MA state meet (4), TX Thoma, S. Somewhere over the

#3,37.

Warren, M. 20 Dance Exercises state meet(2), 17th Aloha rainbow. #1, 8-10. Zmeskal, K. Zmeskal Chalk Talk.

with Natalia Ilienko. #10, 32-34. Gymfest, Buckey classic, #4,37.

Warren, M. Balance beam Region VI championships.) Features-Men's Gymnastics Zmeskal, K. Zmeskal Chalk Talk.

sequences. #6, 31-33. Harless, R. 1993 U.s. Classic. #5, Baughman, S. 1993 Winter Cup. #5,37.

33. Zmeskal, K. Zmeskal Chalk Talk. Warren, M. Beam preparation. #5, Junior Gymnastics Tournament.

#2,21-23. 12-15. #1,11. Galimore, R. Men's World #6,37.

Warren, M. Stretching exercises Maloney, C Women's Junior University Games. #5, 17,36. Health and Nutrition from Leningrad. #2, 15-16. Olympic Championships. #4, Golde, K.Waller brings it into

Benardot, D. and Joye, A. Warren, M. Training for uneven 33-34. focus. #1, 22-24. bars. #8, 22-25. Mexican Olympic Festival. #5, 41. Moskovitz, D. Originality Problems with not eating

Wojtczuk, J. Teaching the Invitational. #2, 24. enough. #6, 10-12.

underarm swing on vault to Pasquale, J. Pacific Alliance. #1, 13.

Peszek, L. Scherbo: King of the Benardot, D. and Joye, A. Hints for

beginner gymnasts. #3, 14-15. Rhythmic Challenge. #2, 25. castle. #4,26-28,45-47. (World happy holiday eating. #6, 26-28, Rhythmic World Championships. Championships) . 45.

#6,35. Shelton, J. Men's NCAA Champi- Clark, N. Keeping your cool. #4, 9-

USA Gymnastics, The Peace Cup. #1, 14. onships: Stanford steals the 10.

U.s . Women's team selected for show. #4, 13. Fighting the battle of the bulging

1993, Volume 22 1993 World University Games. Theoharis, P. 1993 NCAA Men's baked potato. #2,14. #4,34. Preview. #2, 10-11. Kyanke, C and Grogan, J. A

Editorials/Open Floor USA Gymnastics National Features-Rhythmic Gymnastics celebration of healthy sport. #5, Collegiate Championships. #4, 35. (sidebar by Marshall, N.T.).

Jacki, M. Great expectations lead 7. Callahan-Molnar, T. L. U.s. Milligan, P.T. How eating attitudes to .... #3, 6-7. USA-Canada. #5, 34. Olympic Festival: Davis leaps can affect your performance. ,acki, M. High standards raise USGF National High School to victory. #5, 11-12. #3,9-12.

level of gymnastics. #1, 6, 36. Gymnastics Championships. Exner, T. 1993 Coca-Cola Rhyth- Morrissey, M. Are Americans Jacki, M. Rules were made to be .... #1,14. mic National Championships. overwhelmed by conflicting

#5,6-7. Witenstein, D. Chunichi Cup & #4,7,35-36. advice? #5, 10, 44. Jacki, M. The world sporting Tokyo Cup. #2, 33-34. Rhythmic gymnastics suffers a Niles, F., Ubbes, V. ed . Dangers of

community unites. #2, 6,41. great loss .. #2, 41. (reigning not ea ting enough fat. #1 ,34-35.

February 1994 TECHNIQUE

I o .A. 46

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s You'll flip over USA Gymnasticsl This magazine covers important national and international events leading up to, and including, the 1996 Olympic Games. Get to know the gymnasts through interviews, profiles and competition results. USA Gymnastics gives comprehensive gymnastics coverage in six, full color issues for only $ 15.00. Foreign subscriptions $32.00. Don't miss what USA Gymnastics has to offer!

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Reports 1993 Congress, Atlanta, GA. #3, 18-

19. (includes pre-registration form).

1993 Congress, Atlanta, GA. #4, 18-19. (includes pre-registration form).

1993 Congress. #6, 16,46.

Classified Ads. #1, 42-43.

Classified Ads. #2, 42-43 .

Classified Ads. #3, 41-43.

Classified Ads. #4, 41-42.

Classified Ads. #5, 43.

Classified Ads. #6, 44.

Educational Materials. #1 , 37. (videotapes , publications) .

Educational Materials. #2, 15. (publications).

Educational Materials. #2, 36. (videotapes).

Educational Materials. #3, 13. (Portrait of an Athlete, Bill of Rights for Young Athletes).

Educational Materials. #3, 40. (publications & videotapes).

Educational Materials. #4,40. (publications & videotapes).

Educational Materials. #5, 42. (publications & videotapes).

Educational Materials. #6,13. (publications: nutrition, sport psychology, sport science)

Educational Materials. #6, 32. (publications: women's, men's, rhythmic)

Event Schedule. #1 , 39.

Event Schedule. #2, 20.

Event Schedule. #3, 20.

Event Schedule. #4, 20.

Event Schedule. #5, 20.

Event Schedule. #6, 20.

Faces in the gym. #1,36. (B. McVicker, D. Thompson, H. Ramirez ).

Faces in the gym. #2,44. (L. Nelson , L. Straatemeier, E. Wilton) .

Faces in the gym. #3, 30-31. (T. Apgood, f. Clinkscales, f. Perimats, M. Falke, K. Schaal) .

Faces in the gym. #4, 30-31. (K. Lang, M. Hilton , f. Gallagher, T. Brennan, f. Meljer, T. Coenen).

Faces in the gym. #5, 30-31. (M. Edwards, S. Shterenberg, J. Olinger, D. Langere, D. Westmoreland, B. Warren).

Faces in the Gym. #6,31 -32. (K. Reighard, N. Mason, E. Chell, K. Gong, M. & M. Bidordi, H. Knowling.)

Men's artistic selection procedures. #6,42.

Moskovitz, D. Coaches' tips. #4, 30.

NCAA Alert. #5,12. Safety Certification Schedule. #1,

38. Safety Certification Schedule. #2,

38. Safety Certification Schedule. #3,

44. Safety Certification Schedule. #4,

44. Sponsor Update. AAI innovators

in the business. #6, 29. Statement of Ownership, Manage­

ment, and Circulation. #1, 36. Summer Camp Directory. #2, 31. Talent Opportunity Program. #6,

14. Upcoming events. #6, 35. Update. #1, 16-17. (The Zaharias

Award, Name change and reorganization , Men's Olympic Development Program results, USOC Athletes of the Year, Corrections, NCAA Today's Top Six Finalists).

Update. #1, 40-41. (Olympic Development Program, Fit or fat­perception vs. reality, Manj Lou's Fitness Club launched, Precompetition meal tips).

Update. #2, 37,39. (Scherbo-top & pop performer; Kim Gwang Suk: how old is she really?; USOC Sportsman and Sportswoman of the Year; Kevin Davis named Council rep; Shannon Miller: female athlete of the year; South African Cup: Grubbs wins five medals).

Update. #3, 38-39. (Six men elected to U.s . Gymnastics Hall of Fame; A silver, a bronze, and now a diamond for Shannon Miller; Oregon State Universihj new gJjmnastics facility; Gymnastics most popular Olympic sport; Gymnasts visit Atlanta area schools).

Update. #4, 38-39. (1993 USA Gymnastics broadcast schedule; Bud Greenspan's "Barcelona '92: 16 Days of Glory"; "Academic All-America" of men's JO program; World of gymnastics suffers great loss (f. Bachna, J. Chicchetti); 1996 World Championships awarded to Puerto Rico; Survey says .. . Mary Lou best loved athlete).

Update. #5, 41. (Congratulations!: Chris and Cindy Waller; letter from Wendy Bruce).

Update. #6, 33-34. (Marchi April summer camp issue, Here's an idea, Gaylord 47, a surprise visit)

USA Gymnastics-hot on coaches education. #1, 30.

Women's artistic selection procedures. #6, 43.

Calendar

Date Days Disdpline Event ' Location Contact Phone

FEBRUARY 4 2 M USA Gymnastics Winter Cup Challenge Colo. Spgs., CO John Kirchner 317-237- 5050 5 8 M J.D. Notional Team Training Camp Colo. Spgs., CO Men's Director 317-237-5050 5 1 MWR Safety Certification (8:30 a.m.·12:30 p.m., OTC) Colo. Spgs., CO Dave Moskovitz 317-237-5050 5 1 MWR Safety Certification (9:00 a.m.-3:00 p.m.) Menlo Park, CA Michael Taylor 415-858-3269 11 2 R Rhy1hmic Challenge Colo. Spgs., CO Nora Campbell 317-237-5050 12 1 MWR Safety Certification (10:00 a.m.-1 :00 p.m.) Chicago, Il Monte Kimes 312-347-6770 13 1 MWR Safety Certification (10:00 a.m.-4:30 p.m.) Getzville, NY SJ Clifford 716-381-8840 17 3 MWR Safety Certification (12:00 noon-4:00 p.m.) Columbus, OH 80bbi Montanarri 614-457-1279 tt 20 1 MWR Safety Certification (9:00 a.m.-4:00 p.m.) 8urbank, CA Jeff lulla 818-845-0700

" 20 1 MWR Safety Certification (9:30 a.m.-4:00 p.m.) Niles,ll Gerold Denk 708-272-9511 20 1 MWR ACEP Sport Science Course (8:00 a.m.-6:00 p.m.) Portland, OR Dave Klein 503-557- 1223 A 20 1 MWR Safety Certification (Time: T8A) Fredricksburg, VA Scott Gauthier 703-434-4574 47 21 8 W Sr. Pan American Championships Maracaibo, VEN Kathy Kelly 317-237-5050 25 3 M Peter Vidmar International Invitational Pacific Palisades, CA Men's Director 317-237-5050 ' 26 2 W Regional Elite Meets Various sites Regional Chairs 27 1 MWR Safety Certification (9:00 a.m.- 1 :00 p.m.) Medford, NJ Phil Frank 609-234- 5292 27 1 MWR Safety Certification (9:00 a.m.- 1 :00 p.m.) Edina, MN Scott Goy 612-920-5342 27 1 MWR Safety Certification (10:00 a.m.- 6:00 p.m.) Rockaway, NJ Cathy Finkel 201-586-1808

M ARCH 4 2 MW McDonald 's American Cup Orlando, Fl John Kirchner 317-237-5050 5 1 MW Broadcast McDonald's American Cup N8C Julie 8ejin 317-237-5050 5 1 MWR Safety Certification (8:30 a.m.-12:30 p.m.) Orlando, Fl Dave Moskovitz 317-237-5050 6 1 MWR Safety Certification (9:00 a.m.-1 :00 p.m.) Westminster, MD John Perna 410-848- 2771 8 1 MW International Mixed Pairs West Palm Beach, Fl John Kirchner 317-237-5050 11 1 MWR Safety Certification (4:00 p.m.-8:00 p.m.) Gaithersburg, MD B. B. Taylor 304-344-3279 11 2 MWR ACEP Sport Science Course (11-6:00-9:30, 12-9:00- 6:00) Raleigh, NC Christine Kennedy 919-848- 7988 12 1 MWR Safety Certification (5:00 p.m.-9:00 p.m.) Gaithersburg, MD B. B. Taylor 304-344- 3279 12 1 MW Broadcast International Mixed Pairs NBC Julie Bejin 317-237-5050 18 1 MWR Safety Certification (4:00 p.m.- 8:00 p.m.) TBA Karl Bishop 813-447-2108 25 3 W American Classic Nationals Orlando, Fl Kathy Kelly 317-237-5050

APRIL 8 3 W NCAA Regional Meets Various sites Kathy Kelly 317-237-5050 9 2 R Eastern Qualifier Atlalita, GA Nora Campbell 317-237-5050 9 10 MWR International Pacific Games Coli, COL Meade/Kelly 317-237- 5050 9 M NCAA Regionals TBA Bill Meade 317-237-5050 14 4 MW USA Gymnastics Collegiate Championships Denton, TX Meade/Kelly 317-237-5050 15 1 W USA Gymnastics National Invitational Tournament Cape Girardeau, MO Kathy Kelly 317- 237-5050 16 7 W J.D. level 1 0 Regional Meets Various sites Connie Moloney 317-237-5050 16 2 R Western Qualifier los Angeles, CA Nora Campbell 317-237-5050 19 6 MW Ind. App/AA World Championships Brisbane, AUS Meade/Kelly 317-237-5050 22 2 M NCAA Notional Gymnastics Championships lincoln, NE Bill Meade 317-237-5050 22 3 W NCAA Notional Gymnastics Championships Salt lake City, UT Kathy Kelly 317-237-5050 22 3 R J.D. Championships Chicago, Il Nora Campbell 317-237- 5050 22 1 MWR Safety Certification (6:00 p.m.-9:30 p.m.) Chicago, Il Dove Moskovitz 317-237-5050 23 1 MW Broadcast World Championships ABC Julie Bejin 317-237-5050 24 1 MW Broadcast World Championships ABC Julie Bejin 317-237- 5050 29 1 MWR Safety Certification (4:00-9:00 p.m.) Spokane, WA leigh Eaton 206-874-1363 30 1 MW Broadcast World Championships ABC Julie Bejin 317-237-5050 TBA M J.D. Regional Meets TBA Hideo Mizoguchi 317-237- 5050

MAY 4 11 MWR FIG Congress Geneva, SUI Becky Riti 317-237-5050 5 4 W J.D. Nationals -level 1 0 (Jr) Allentown, PA Connie Moloney 317-237-5050 5 3 R Coca-Colo Rhythmic Notional Championships TBA Nora Campbell 317-237- 5050 6 M J.D. Nationals Augusto, GA Hideo Mizoguchi 317-237-5050 12 4 W J.D. Nationals - level 1 0 (Sr.) Seattle, WA Connie Moloney 317-237-5050 13 10 M International Youth Camp Homburg, GER 8ill Meade 317-237-5050 15 7 MWR 29th German Gymnastics Festival Homburg, GER S. Whitlock 317-237-5050 20 2 MW Hilton Challenge Triangular Event Phoenix, AZ John Kirchner 317-237-5050 22 1 R Broadcast Coca-Colo Rhy1hmic Notional Championships CBS Julie Bejin 317-237-5050

JUNE 9 4 R Four Continents Championships Seoul. KOR Nora Campbell 317-237- 5050

' tentative

February 1994 TECHNIQ UE

Non-profit Organization U.s. Postage

PAID Permit No. 7867 Indianapolis, IN

eM SAFETY CERllFICATION COURSES

FEBRUARY@) Burbank CA 90506 Medford, NJ

12 Chicago, IL Course Dir.: Jeff lulla (818) 845-0700 9:00 am-l :00 pm 10:00 am-l :00 pm Niles,ll Wilmoor School of Gymnastics Whitney Young High School 18 Charles Sf. 210 S. loomis, Chicago, Il60607

9:30 am-4:00 pm Course Dir.: Phil Frank learning Tower YMCA local Contact: Jane DeAngelis Course Oir.: Monte Kimes 6300 Tuohy Ave. (312) 347-6770 Course Dir.: Gerald Denk

(609) 234-5292 local Contact: Chicago Parks District (708) 272-9511 Edina, MN Gymnastics Local Contact: Gerald Denk 9:00 am-l :00 pm (312) 347-6770 (708) 564-3420 TAGS Edina

Course Oir.: Scott Gay (612) 920-5342 13 Getzville, NY Fredricksburg, VA 10:00 am-4:30 pm TIme: TBA Greater Buffalo Gymnastics Center 230 J Industrial Blvd. MARCH@) 1614 North French Rd. Fredricksburg, VA 22408 Course Oir.: Sarah Jane Clifford Course Oir.: Scott Gauthier S Orlando, Fl (716) 381-8840 (703) 434-4574 8:30 am-12:30 pm Local Contact: Sharon Hirsh local Contact: Ken Wood Radisson Plaza Hotel (407) 425-4455 (716) 639-0020 (703) 891 - 5000 Course Oir.: Dave Moskovitz

17 Columbus, OH (317) 237-5050 27 Rockaway, NJ 12:00 noon-4:00 pm 10:00 am- 6:00 pm This course to be held in conjunction with

Universal Gymnast Marcella Firehouse, Company #3 McDonald's American Cup.

Course Oir.: Bobbi Montanarri Course Oir.: Cathy Finkel 6 Westminster, MO (614) 457-1279 9:00 am-l :00 pm This course ;s to be held in conjunction

(201) 586-1808 Perno Gymnastic Club

with the Buckeye Closs;c. Kirkland, WA 3100 Littlestown Pike 20 Burbank, CA am-l :00 pm canceled Course Oir.: John Perna

9:00 am-4:00 pm North Ariels (410) 848-2771 Fun & Fit Gymnastics Center Course Oir: Le Eaton Local Contact: Johnor Liz Perna 1919 W. Burbank Blvd., (206) 874-1363 (410) 848-2771

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II Gathersburg, MD 4:00 pm-8:00 pm Course Dir.: Billy Bob Taylor (304) 344-3279 Fax: (304) 344-2365 local Contact: Gary Anderson (301) 468-1016 Fax: (301) 468-9181 This course is to be held ;n conjunct;on w;th Capitol Cup.

12 Gothersburg, MD 5:00 pm-9:00 pm Course Oir.: Billy Bob Taylor (304) 344-3279 Fax: (304) 344-2365 local Contact: Gary Anderson (301) 468-1016 Fax: (301) 468-9181 This course is to be held in conjunction with Capitol Cup.

18 Site: TBA I Host Hotel 4:00 pm-8:00 pm Course Oir.: Karl Bishop This course is to be held in conjunction with Florida Level 9&1 0 State Championships.

@ These courses will be taught as 2nd Cycle courses.

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• The text for 2nd Cycle Certifica­tion courses is the USGF Safety Manual. This text should be pur­chased and studied prior to course participation.

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USA Gymnastics ProfessiOi.,~_ Members and recertification is $75. Retest cost is $25. For groups of at least 10, contact the USA Gymnastics DepartrnentofEdu­cational Services and Safety.