be able to perform some or all the skills, although' some demonstration might be helpful. However, the instructor's active interest in the attainment of skills by the student is very beneficial in promoting the program. Regulations govern just about every activity in the physical education program. Charts, signs, and displayed rules for safety should be posted as a constant reminder for the proper conduct while in the area. This should be more than just a cardboard sign; the student should not only know the rules but know the reasons behind each rule. The easiest type of class to teach is one in which the entire class performs the same activity. If the students have absolutely no background in gymnastics, it is very desirable to introduce one event at a time and have the entire class spend a day or two practicing it. However, as soon as practical, the physical education class should use more than one piece of equipment simultan eo usly. Dividing the class into various groups and working on various pieces of equipment is nothing new or different, as many physical education activities are taught in this manner. Five to seven students per squad seems to be a maximum for effective teaching. These students should be grouped by gymnastics ability, with consideration given to body height and weight. Each squad should have a squad leader who is responsible for the eff ective fun ctioning of his squad. The partner method of organization can also be used within the squad structure. While one students performs a stunt or routine, his partner can spot and offer advice and criticism. It is very essential in a gymnastic class that everyone in the class, not just the squad leaders, be a spotter. The opportunity for the use of student leaders in gymnastics is paralleled in few, if any other, sport activity. Students may be used in the demonstration and teaching of skills for spotting and assisting the perform ers, and to insure proper safety practices. There is usually great interest in helping one another. in learning new skills and in passing on and demonstrating hints or aids in mastering particular skills. In most cases, student leaders who are more proficient in the skills enjoy teaching the less advanced students, who, in turn, are usually quite appreciative of this help. Stressing the idea of cooperation is vital if the class is organized on a squad basis. Also it is necessary to share the equipment if all are to progress satisfactorily. Now that you have a basic physical education prorgam und erway, we might briefly look' at organization for safety on the interscholastic level. I'm not going into specific cases other than to offer a few suggestions for organizing the practice sessions. Just as I have emphasized the necessity of pre-planning in setting up the gymnastics room and the physical education class, it is equally important to plan each practice session. First, if the instructor or coach is not organized for practice, then he cannot expect the gymnasts to be. Basically, the instructor should have his time scheduled, posted, and known to the gymnasts. This is necessary, not only for the day, but for the week, as well as for the season. This schedule will help the student plan his workout period. Each student should be encouraged to write a planned workout prior to coming to the gym. Also he should be urged to keep a notebook including his daily schedule, future tricks and routines, as well as hints to his success in attaining skills. If the practice session is analyzed
and well planned, the potential injuries can be greatly reduced and thereby make a more successful program. In conclusion, let it be emphasized that organization is the key word. First, you must convince the administration of the worth. Second, you need to sell your in-
structors on the program. Third, you need the necessary equipment and space. Fourth, and lastly, you need to educate your students and staff to plan, supervise, and regulate their activity to insure its safety, and thereby its success. The rewards are unlimited.
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Gymnastic Classics @ Volume I - Horizontal Bar Section A - Basic Gi ant Swings Number 2 - Undergrip Giant Swing
"A SECOND LOOK AT SWING" Illustration A prescribes an extended handstand position with an undergrip. The direct straight-line r elationship of all body segments is maintained throughout Illustrations B - C. Yet upon reaching Illustration D, note that just as a fallin g chimney tends to foldin at its weaker points, so too does the body tend to fold-in at its weaker, or better said, arti culated points. Precise observation reveals that this fold or decrease in joint angles occurs first in the shoulder joint and then in the hip joint. The above action , often referred to as "hip lead", is simply a matter of kinesthetic feel. The sli ghtly decreased shoulder and hip angle sdepicted in Illustration E have advanced the hips downward, preparing the body for an oncomin g and necessary beat. This bea t or "Bottoming Effect" extends the hip and lower back segments, drivin g the body into a slightly arched position. Refer to Illustration F. Observe that, at the very same moment, the previously decreased shoulder angle returns to a direct straight-line relationship with the trunk. It is during this time that the " Bottomin g Effect" of the bar becomes actualized. The body is cocked as in an archer's bow ready to release its potential force in coordination with the upward circular swing. The " Bottoming Effect" of the bar serves
By Gerald S. George Gymnastic Coach Louisiana State University as a cue in releasing the previously mention ed slightly arched body position. The gymnast must immediately follow up this action first by decreasing very slightly the shoulder angle and then by decreasing the hip angle in direct proportion to the upward circular swing. Illustrations G - H - I progress into this "hip lead" position. As the body approaches the apex of the Undergrip Giant Swing, the aforementioned decreased shoulder and hip angles begin to increase simultaneously and proportionately until prescribing a direct straight-line relationship with each other. Such an angle increase at this time yields a feeling of weightl essness, almost as if one were be ing pulled above the bar. Refer to Illustration s J -K. It is during this feeling of weightlessness that the slip-grip action of the hands is realized. The wrists are arched unto the top of the bar to provide support for the oncoming body weight. The body unit is extended to a direct straight-line relationship upon r eturning to Illustration A. _ Of prime importance is the fact that the body continues 路 through, and not to, Illustration A. Such a consideration will enhan ce the up-on-through effect of the entire circular swing. The same mechanical procedures are followed for additional Undegrip Giant Swings. @-Copyright
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