Technique Magazine - June 1992

U.S. Gymnastics

Plyometrics Routine Error Distribution Wrist Pain in Gymnasts Gymnastics Benefits Training for the Kip The Drive Within 1992 USGF Congress Reasons for Leaving Mutual Respect Tips for Increasing Attendance at Meets

W 0 R L D GYMNASTICS CHAMPIONSHIPS Paris-Bercy-1992 Indianapolis - 1991

V IDE 0 .. TAPES

1991 - Indianapolis, Indiana #2180 - 1991 World Championships. Competition III (Women's Event Finals) V, UPB, BB, FX (A, :56) .. .... ............. $16.95 #2183 - 1991 World Championships. Competition Ib (Women's Team) - URS, CHN, ROM, USA. (A, 2:00) ...... ... .............. $16.95 #2185 - 1991 World Championships. Competition II (Women's All-Around Finals)Part I: V, UPB, FX. (A, 1:34) ............$14.95 #2186- 1991 World Championships. Competition II (Women's All-Around Finals)Part II: Balance Beam (A, 0:54) ..... $10.00 #2260 - 1991 World Championships. Men's Individual Event Finals. (A,1:06) ... $16.95 #2261- 1991 World Championships. Men's All-Around Finals: Part 1- FX, PH, SR. (A, 2:00); Part 2 - V, PB, HB. (A, 1:37) ... $24.95 #2262 - 1991 World Championships. Men's Competition Ib (Men's Team): Part 1- FX, PH,SR. 1st-6th Teams. (A,1:49); Part2- V, PB, HB. 1st-6th Teams. (A,1:27) ...... $24.95

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

(A, 2:00) .............................................. $16.95

1992 - Paris-BereYt France #2168 - 1992 World Individual Championships. Competition III: Women's Event Finals -V, UPB, BB, FX (top 9 individuals per event). Zmeskal, Okino, Onodi, Boguinskaia, Milosovici, Li, etc.).This tape also includes excerpts from the Opening Ceremonies ........................................ $16.95

#2169 - 1992 World Individual Championships. Women's Semi-finals (top 16 in each event) - Dawes, Strug, Tchusovitina, Lisenko, Lu, Gutsu, Mitova, Pasca, etc. ... ................................ .............. ... ... $16.95 #2258 - 1992 World Individual Championships. Men's Finals (top 9in each event) and Men's Semi-finals (top 16 in each event) Korobchinski, Scherbo, Pae, Csollany, You, Li, Voropaev, Misutin, Belenki, Krahberg, Hibbert, O'Neill, Sohn, Hanks, Dimas, etc .... ........................ $16.95 #2259 - 1992 World Individual Championships. Selected performances from the Men's preliminary qualification rounds ................... ... ...... .................................. $16.95

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June 1992 - TECHNIQUE

Inside This Issue

June, 1992, Volume 12, No.6

Publisher Mike Jacki Editor Stephen W. Whitlock Director of Educational Services and Safety

Production Luan Peszek United States Gymnastics Federation Board of Directors Executive Director: Mike Jacki; President: Mike Donahue; President Emeritus: Bud Wilkinson; Athlete Representatives: Brian Babcock, chair; Wendy Hillia rd , vice chair; Michelle Dusserre, sec; Sheryl Dundas; Tim Daggett;Jim Hartun q; Karyn Lyon; Tanya Service; Wendy Hillia rd, USOC Ath lete 5 Ad visory Council; Amateur Athletic Union: Julie Sickels; American Sokol Organization: Jerry Milan; American Turners: Bruno Klaus; Junior Boys Gymnastics Coaches Association: Bill Foster; Men's Elite Coaches Association: fred Roethli sbe rger; Nat ion al Association for Girls and Women in Sports: Dr. Mimi Murray; National Assocation of Collegiate Gymnastics Men: Abie Grossfeld;Natio nal Association of Coll egiate Gymnastics Women: Gail Da vis; National Associaton of Women's Gymnastics Judges: Yvonne Hod ge; Na tional Co ll e~iate Athletic Association: Cheryl Levick, Fred T uroff; NatIonal Federation of State High School Associations: Sharon Wilch, Susa n True; National Gymnastics Judges Association: Harry Bjerke; National High School Gym nastics Coaches Associahon: John Brink worth; N ationa I Jewish Welfare Board: CourtneySha nken; RhythmicCoaches Assocation: Suzie DiTullio; Special Olympics, Inc.: Kater Faber-Hickie; U.S. Association of Independent Gym CLub: Lance Crowley; U.S. Elite Coaches Association for Women: Tony Gehman, Chere Hoffman; U.S. Sports Acrobatics Federation: Bonnie Davidson; Young Men's Christian Association: Ri ck Dodson; USGF National Membership Representatives: Men's: Da ve Strobel, Bob Wuo rnos; Women's: Joa n Moore Ri ce, Jeff Metzger; Rhythmic: Marina Davidov ich, Jolie Barretta-Keyser.

United States Gymnastics Federation Executive Committee President: Mike Donahue; Secretary: Mike Milidonis; Vice President-Women: Sue Ammerman; Vice Presiden t-Men: Jim Howa rd ; Vice President-Rhythmic: Norma Zabka; Executive Director: Mike Ja cki; FIG Women's Technical Committee: Ja ckie Fie; FIG Rhythmic Technical Committee: Andrea Schmid ; FIG Men's Technical Committee: Bill Roe tzhe im; Members-At-Large: Roe Kreut zer; Na ncy Mars hall; Athlete Representatives: Brian Babcock, Mi chell e Du sse rre, Wend y Hilliard ; President Emeritus: Bud Wilkinso n.

Contents Plyometrics Speed + Strength = Power ...................................................... 5 Research A Comparison of Routine Error Distributions .. .................. 7 Sport Science Wrist Pain in Gymnasts .......................................... .. ............ 11 Member Organization Report Gymnastics Benefits .................................. ... ...... .... ........ ....... 16 Basic Skills Training for the Kip ............................................................... 17 Sport Psychology The Drive Within .. .. .......................... ..................................... 19 Club Business PR: A Priceless Commodity ................................................. 21 Treat me - the customer - like I am important .. ................ 22 Results/Announcements J.O. Nationals ... ..... .. ... .. ............. ... ... ... ........ ... ....... ... .. ... .. ... .... . 25 U.S. Championships ................................................. ... .......... 26 Announcements and Press Releases ................................... 28 USGF Congress General Information .... ..... ........... .... ............. .. ... ... .. ............... 29 Coach Education Summer Coaches Education Workshops ................ .. .... ..... 32 J.O. Program Women, Men and Rhythmic Materials .... .. ................ .... .... 34 Coaches Education Professional Development Program - Level I .. .. ............... 38 Sports Psychology Reasons for Leaving ............ ........ .. .... .. .. .. ............................ .. 39 Various PDP Level II Program Description ...................... .. ............. 41 Mutual Respect ...................................................................... 42 Tips for Increasing Attendance at Meets .................... .. .. ... 43 MPC Minutes, Columbus, Ohio, 5/16/22 .. .. .................. .. .45 Education/Event Calendar ..................... ...... .... .......... ... ... ... 47 Safety Certification ..... .................. .. ...... ................................. 48

page 11

page 19

page 29

Associate Content Editors William Sand s, Ph.D., Chairm an, Sport s Advisory Commi ttee

PaWct~~~f~~'s':!~~~~~~~~~an, Stephen W. "Vhitlock, Liaison Unless expressly id entifi ed to the con trary .. all articles . s tatement s and views printed herein a re attribu ted soley to the author and th e United Sta tes Gymnas ti cs Federa tio n expresses no opinion hereon and assumes no respo nsiblit y thereo f.

TECHNIQUE -

JUl1e 1992

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page 38

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VIDEO TAPES NEW VIDEOTAPES U.S. CHAMPIONSHIPS May, 1992 Columbus, Ohio #2156 - Women's Competitions Senior Women - Competition la, Ib, and Event Finals. (Zmeskal, Strug, Campi, Dawes, Borden, Kelly, etc.)

This tape is 5 hours and 42 minutes long (SLP format) . ......... ... ....... .. .... .... ..... ... .............. $21.95 #2157 - Women's Competitions Junior Women - Compulsories, optionals and all award ceremonies.

(Apisukh, Powell, Cain, Green, Moceanu, Chow, Thompson, etc.)

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VIDEOTAPES: McDONALD'S AMERICAN CUP Orlando, FL - March, 1992 #2167 - Women's All-Around Finals and Preliminary Competitions.

Zmeskal, Onodi, Miller, Kosuge, Hirstova, Kozlova, Umeh, Parente, Strug, Machado, Martinez, Portocarrero, Bruce, McDermott. (A, 1:23) .... .. .. ...............$19.95

#2213 - Men's All-Around Finals.

Hanks, Karbonenko, Keswick, Lopez, Giang, Aguilera, Tamura, Thomas. (A, 1:44) ................ .......... ........ ....... ........... $16.95 #2214 - Men's Preliminary Competition.

Hanks, Karbonenko, Keswick, Dimas, Waller, Ivanov, Lopez.

(A, 1:20) .................... ........ .... ........... .... $16.95 DODGE CHALLENGE: USA VS. JAPAN #2402 - Women's & Men's Competitions.

WOMEN-USA: Dawes, McDermott, Hornbeek, Campi, Bruce, Woods.

MEN-USA : Hanks, Dimas, Stelter, Kirksey, Ryan, St. Pierre. JPN: Satoh, Chinen, Hirai, Shinihara, Honda, Mitzushima. (A, 1:30) ...... ... ... .. ..... .. .$14.95 1992 McDONALD'S INTERNATIONAL MIXED PAIRS Tallahassee, FL - March, 1992 #2401 - International Mixed Pairs.

MIller / Keswlck, Kozlova/Karbonenko, Fang /Giang, Zmeskal/ Hanks, Parente/ Aguilera, Hristova / Ivanov, Kosuge / Tamura, Onodi / Koster, Bruce/ Waller.

(A,) .......... ..... .. ... ..... ............ ............ .... $14.95

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

U.S. RHYTHMIC CHAMPIONSHIPS May, 1992 - Colorado Springs, CO #2354 - Senior All-Around Finals. Including Sapetto, Hunt, Bushnell, Simpson, Heather Lovell, Levinson,

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RSG EVENTS #2320 - Derjugina Cup. Kiev, Russia, March, 1992. Jcnifcr Lovell... .. ........ $14.95

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2/ 92. Colorado Springs, CO.............. $16.95 OTHER VIDEOTAPES #2272- MEN: Jr. National Team Dance Program. AND, 1992J.0 . Boy's Team Winter Training Camp (Colorado Springs) Intersquad competition. (A, 2:00) ..... $1 2.95 #2273- MEN: 1992Jr. National Team Winter Camp in Colorado Springs. Sport Psychology Session by Dr. McKelvain (Goal Setting and Preparation for Team Competitions). (A,2 :00) .... .... .................$14.95 #2274- MEN: '96 Olympic Compulsory Session from the 1992 USGF Winter NationalsinColoradoSprings. (A,1 :45) ..... $12.95 #2275- MEN: Optional routines by the "Atlanta '96 Group" at the '92 Winter Nationals in Colorado Springs. (A, 1:45) .. $16 .95 #2276- MEN: '92 Olympic Compulsory Session from the 1992 USGF Winter Nationals in Colorado Springs. NOTE: Two (2) tapes. (A) ...... .. ................................... $24.95 #2277- MEN: Optional Session from the 1992 USGF Winter Nationals in Colorado Springs. Two (2) tapes. (A) ..............$24.95

Use the Forms on pages 2 or 36 to order any of these videos or educational materials.

Vanderpluym, Neuman, HewittCouturier, Pena, etc ........ ...... .$12.95 #2355 - Junior All-Around Finals. Including Tucay, David, Ward, Fredrickson, Chiang, Lim, Alberti, James, Tharp, Sievers,etc .. .... $12.95

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

With the use of a skeleton and gymnasts, Larry Nassar, ATC, explains and demonstrates how proper body positioning, back flexibility, pelvic stabilization and muscular strengthening exercises are beneficial. (80 minutes) ........... ......... ................. $10.95

#2330- RSG: 1992 USGF Rhythmic Challenge from Colorado Springs. Jr. & Sr. Rope, Hoop, Club and Ball. Plus Jr. Ribbon. (B, 2:53) ........................ .............. $16.95 , #2130- PRESCHOOL/DEVELOPMENTAL WORKSHOP, Ft. Worth, TX, 8/91. This clinic featured Kajsa Murmark and Gun Stahl from the Swedish Gymnastics Federation. #1 of 3 tapes. Introduction, Philosophy, and first group lessons. (A,2:00) ..................... ....... ... .............. ............... $12.95 #2131- PRESCHOOL/ DEVELOPMENTAL WORKSHOP, Ft. Worth, TX, 8/91. This clinic featured Kajsa Murmark and Gun Stahl from the Swedish Gymnastics Federation. #2 of 3 tapes. Ways to use apparatus; Day in the Jungle; Bean Bag Activities and Games. (A,2 :00) .... .. .... .. .. ..... $12.95 #2132- PRESCHOOL/DEVELOPMENTAL WORKSHOP, Ft. Worth, TX (8 / 91). This clinic featured Kajsa Murmark and Gun Stahl from the Swedish Gymnastics Federation. #3 of 3 tapes. Games; Balloons; and final lessons .............................. $12.95 #2133 - AMERICAN CLASSIC (W), Salt Lake City, UT (11 / 91) . #1 of 2 tapes. Senior Optional Exercises (selected routines, all events) T.sommer, D.Fierro, L.Fontaine, M.shaw, M.shawen, H.Hornbeek, and others. (B+) .. ......... .. ........ ................... $16.95 #2134- AMERICAN CLASSIC (W), Salt Lake CIty, UT (11 /91). #2 of2 tapes. JUnIor A & B optional exercises (selected routines, all events 0:38) L.Pallardy, L.Vincyanovic, K.Powell, and others. Senior compulsory exercises (selected routines 0:50) ..... $16.95

June 1992 - TECHNIQUE

Plyometrics

Speed + Strength POWER In gyms and on playing fields around the world, athletes are using the jumping, leaping and bounding techniques of plyometrics in an attempt to maximize performance. How can coaches safely integrate these explosive power exercises into their training programs? Read on...

T

he plyometrics equation is simple:

Speed + Strength = Power

Since power is such an integral part of so many sports, it is no wonder that coaches are eager to incorporate the explosive conditioning drills of plyometrics into their athletes' training routines.

Nationally recognized strength and conditioning coaches Dean and Greg Brittenham have demonstrated the broad application of plyometrics through their successful integration of this training into volleyball, gymnastics, tennis, racquetball, hockey, cycling, softball, swimming, soccer, track, weightlifting and figure skating as well as the NBA, NFL and major league baseball.

However, since its debut from behind the Iron Curtain in the 1960's, the jumping, bounding and leaping techniques ofplyometrics have been plagued by controversy. Supporters of plyometrics back their claims with the number of gold medals won by the Soviet and Eastern Bloc athletes who were the first to experiment with plyometric training methods. Michael Yessis, author of the book Plyometric Training, and numerous articles on the subject, refutes critic's claims and argues that if plyometric training was dangerous, athletes and coaches simply wouldn't use it in their training programs.

Yet opponents present a valid rebuttal by citing the high rate of injuries and a lack of scientific research explaining how and why plyometrics work. In the article "Plyometrics:Think Before You Leap," authors Joseph Horrigan and David Shaw blame uneducated coaches, who do not fully understand how to use plyometrics, as one of the primary reasons for plyometric-related injuries.

The key, of course, is for coaches to acquire the education necessary to safely and effectively integrate plyometrics into their training programs. The purpose of this article is to introduce coaches to, or ~efresh their memories on, the basic principles of plyometric training. Each coach can then best decide now, when and if they should use plyometrics.

TECHNIQUE JUl1e 1992

According to "An Overview of PI yo metric Training" compiled by the Sports Physiology Department of the U.S. Olympic Committee, plyometrics are quick, explosive exercises that involve an initial eccentric (lengthening) muscle contraction followed by a concentric (shortening) contraction. Research indicates that stretching a muscle in the opposite direction just prior to contraction produces a more powerful muscular response. This process is referred to as the myotatic or stretch reflex. However, there is still debate on whether this reflex is the reason why plyometrics are effective.

Carol Flynn, USOC Division of Coaching Development, 1750 East Boulder St. Colorado Springs, CO 80909-5760 (719) 578-4575

In the instructional video, "Leap To The Top," Greg Brittenham likens this process to the stretching of a rubber band. When a rubber band, or muscle is stretched (eccentric phase), energy is stored. Conversely, energy is released when the band or muscle shortens (concentric phase). However, unlike a rubber band that depends solely on the magnitude of a stretch to determine how much energy is stored, a muscle also incorporates speed. That is why lower body plyometric training emphasizes "ground time" or foot-to-ground contact. If there is a time lapse after the eccentric phase that allows the muscle to relax, the muscle will lose its stored elastic energy and consequently, its explosive power.

But don't forget the importance of the strength component. Because of the tremendous stress that plyometrics puts on muscles and connective tissues, it is absolutely essential for athletes to engage in a strength and flexibility development program prior to and during participation in a plyometrics program. In his book, Plyometrics, An Illustrated Guide, Randy Smyth instructs his readers to think of plyometrics as putting to work the strength that weight training creates . The Brittenhams note, "We have discovered that a well-conceived plyometrics program, combined with strength and flexibility training, actually decreases injury rates over the course of a season or competitive schedule."

Another component of pI yo metric training, specificity, refers to simulating the motion of a sport. Coaches should carefully analyze the motion of an activity and apply plyometric principles to create an exercise for that specific movement. For example, a gymnast who is concerned with developing upper body power would benefit from explosive vertical handstand push-ups, while a tennis player who wants to develop lower body agility should implement a lateral jumping sequence. This is an area where some coaches apply plyometrics inappropriately.

5

Reprinted by permission frojm the Olympic Coach, Spring 1992, Vol. 2, 4-5.

Coach Valentin Leatu, former Romanian bobsledder who completed his coaching certification in his homeland before defecting in 1984, has seen this problem first hand since arriving in the U.S. "Some of the problems I have seen arise when a coach gets a tip from another coach and uses a sport specific

Figure A

Figure B

demonstrates eccentric muscle contraction while figure B demonstrates concentric muscle contraction .

plyometric exercise in the wrong context for a different sport." There is no room for guesswork with plyometrics: the risk of injury is too high.

Another important element to consider when applying plyometrics is the overload principle. In order to continually stimulate a muscle to become stronger and more powerful, exercise intensity must be increased gradually. The muscle and nervous system react to this stress by adapting and becoming more responsive. The process repeats itself every time the muscle is overloaded. In plyometrics, examples of overloading include increasing the heights of jumps, raising the number of jumps or lengthening the distance between jumps.

However, coaches must exercise caution when over-

loading. More is not always better, and too much stress will cause injury. Consequently, a constant evaluation of an athlete's progress is essential.

For U.S. Gymnastics Federation coach Steve Whitlock, who has used plyometric training to develop explosive power moves in his young gymnasts, evaluation is of the utmost importance.

"It is very important to adapt your training routines to each individual athlete based on their age, development, strength and progress, " said Whitlock. "Coaches have to constantly evaluate to see if they are getting the anticipated results and to ensure that there are no negative effects.

The key is to increase the intensity of the exercises gradually. "

In his article, "Speed / Explosiveness With Plyometrics," Yessis explains the safety principles of integrating plyometric training by comparing them to their counterparts in weightlifting, for example, never start with maximum weights (heights); increase weights (heights) gradually; and prepare for the lifts (jumps) by first learning proper form. Smyth also states that the secret to plyometrics is organized, rational progression and warns that beginners should start with very basic exercises such as skipping or jumping rope.

In conclusion, it is important for coaches to educate themselves on all aspects of plyometric training before they incorporate it into their athletes' training routines. If used properly, plyometrics are safe and ultimately effective. Remember, the combination of speed + strength =power. It all adds up to improved athletic performance.

For a list of references cited in this article, and a complete bibliography on plyometrics, write the USOC Coaching Development Div ision, 1750 East Boulder Street, Colorado Springs, CO 809095760. (719) 578-4575

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June 1992 TECHNIQUE

Research

A Comparison of Routine Error Distributions Methods I t is a basic requirement that the coaches and athletes of any sport understand the dynamics of their sport performance in great depth and detail (Bompa, 1990; Harre). In women's gymnastics the" currency" of gymnastics performance consists of routines on three events and a single skill performance on the fourth. Routines are a series of skills performed within the guidelines of the International Gymnastics Federation (FIG).

The optional routines, as opposed to compulsory routines, consist of freely chosen skills and sequences of skills. By convention, tradition, and physiological limitation, routines at the highest levels of performance may have some similarities in construction and execution. Identifying these similarities and/or differences may help shed light on the nature of routine construction and performance among elite female gymnasts.

Unlike other sports, where everyone starts with zero "points" and then builds a score, gymnasts start with 10.0 points and judges deduct points based on errors made by the gymnast. The relative distribution of these errors may aid in understanding how and when errors are likely to occur in gymnastics routines. Moreover, understanding this distribution of errors may expose differences between U.S. elite gymnasts and gymnasts from other countries. This information can assist in the development of training strategies and a better understanding of where one can look to eliminate errors and increase score. For example, if performance error distributions show that errors commonly occur in certain places in routines, then one may be able to speculate as to causative agents and recommend changes to training to alleviate these problems.

The purpose of this study was to descriptively compare the execution error distributions of world class female gymnasts at the 1990 Good will Games and the 1991 U.s. Classic Nationals. The Goodwill Games included some of the world's very best female gymnasts including the reigning world champion and teams from China, the Soviet Union, Japan, the United States, and Spain. The U.S. Classic Nationals were held in the fall of 1991 and consisted of athletes who were former world championship team members, u.s. national champions, new elite gymnasts, and continuing elite gymnasts. We hypothesized that U.S. gymnasts at the U.s. Classic Nationals would show different error distributions on each event than the gymnasts at the 1990 Goodwill Games.

TECHNIQUE June 1992

The principal investigator designed and coded custom software to be used on laptop computers for systematic observation of errors in gymnastics routines (Cooper, 1981; Darst, Mancini, & Zakrajsek, 1983). The data acquired included the start and end of the routine, plus: small (.05 to .10 points), medium (.15 to .25 points) and large (.30 or more points) errors in deductions. This involved observation and recording by pressing one of five keys on the computer's keyboard: (a) start of routine, (b) small error, (c) medium error, (d) large error, or (e) end of routine. Two observers were used simultaneously to record these data via live observation of the performances from spectator seating. When a key was pressed on the computer, the code for the key and the time of the key press were recorded and later stored in a data file that included all routine data, country code, and event code.

Two different pairs of observers were used in each competition. The observers were experienced former gymnastics coaches and athletes. They simultaneously and independently recorded the errors of the observed routines. The sample of observed routines was convenience based. The dynamics of the competition, judges conferences, different lengths of routines, and other factors required that the observers simply observed and recorded every routine that they could-given these restrictions.

Following the competitions, the data were analyzed by computer spreadsheet. The uneven bars routines were divided into two second intervals for comparison of the two observers' error detection agreement. The balance beam and floor exercise routines were divided into three second intervals for comparison of the two observers' error detection agreement. Therefore, errors that fell within two seconds of each other on the uneven bars and three seconds of each other on balance beam and floor exercise were considered the same error. The differentiation between the time intervals was based on the very short time period of uneven bar routines (approximately 25-40 s), the much longer time period of balance beam and floor exercise routines (approximately 70-90 s), the differing nature of the two types of routines, and classification and reaction time of the observers. Magnitude of the errors was also compared for observer agreement.

Following observer agreement assessment, the routines were divided into five percent intervals from mount to dismount so that routines with dissimilar times could be com pared, and the a ver-

7

W.A. Sands, R. Abramowitz, L. Hauge Barber, R. Irvin, J.A. Major, P. Lemons Motor Behavior Research Laboratory Department of Exercise and Sport Science University of Utah

We hypothesized that U.S. gymnasts at the U.S. Classic Nationals would show different error distributions on each event than the gymnasts at the 1990 Goodwill Games.

age sum of weighted errors of the two observers were calculated for each five percent segment of each routine. Weightings consisted of multiplying small errors by I, medium errors by 2, and large errors by 3.

Observer agreement was determined by percentage agreement and Cohen's Kappa (Fleiss, 1971; Fleiss, Cohen, & Everitt, 1969; Hubert, 1977). Kappas indica ting level of agreement are considered fair

Kappas show good to excellent agreement (Fleiss, 1971). The good and excellent level of agreement between observers was used as justification for determining and using the mean value of both observers for each five percent of each routine for final analysis.

Table 2 Observer Agreement Event

Uneven Bars Balance Beam Floor Exercise

1.3 1.2

"2

1.1

e

u ~ .c Cl ·iii ~

E

0.8 01 0.6

e

0.5

w Q)

0.4

>

:a Qj

a:

0.3 0.2 0.1 0 10

25

20 •

Figure 1

.61 .64 .64

.89. .92 .93

80 .81 .81

The error distributions of each apparatus are shown in Figures 1-3. After summing all of the weighted errors and taking the mean of the two observers, the final value was divided by the number of routines in the analysis to obtain "per gymnast" values which are shown in Figures 1-3.

The Wilcoxon Signed Ranks Test arranged as paired observations, with pairs formed from each five percent of the respective apparatus routines, (Sokal & Rohlf, 1969) showed that the uneven bars distributions (12<.01) and the floor exercise distributions (12<.005) in the two competitions were different from each other. The balance beam distributions were not different between the two competitions (12) .05). Figures 1-3 visually support the differences obtained for floor exercise and uneven bars and the lack of a difference in balance beam routines.

Uneven Bars

0.9

" !!? en

.82 .87 .87

U.S. Classic

%'age Kappa

Error Distribution

~

iii

Goodwill Games

%'age Kappa

1991 U.S. Classic vs 1990 Goodwill Games

35

30 40 50 60 70 Percentage of Routine Completed Goodwill Games 1990 • U.S. Classic 1991

when they range from .40-.60, good when they range from .60-.75, and excellent when they are greater than .75 (Fleiss, 1971). A nonparametric test of differences between the error distributions of the two competitions was performed by a Wilcoxon Signed Ranks Test on each apparatus (Sokal & Rohlf,1969).

Results A total of 84 routines were analyzed at the Goodwill Games. The U.S. Classic resulted in analyzing a total of 61 routines. The breakdown of routines analyzed by event is shown in Table 1.

Table 1 Routines Analyzed Event

Uneven Bars Balance Beam Floor Exercise

Goodwill Games

u.s. Classic

23 33 28

17 17 27

Table 2 shows the agreement statistics for both competitions and both pairs of observers. The statistics in Table 2 are based on the agreement of weighted errors. This means that not only did the observers have to agree on the timing of the error, but also on the level of the error to result in an agreement for any given error observed. The percentage level of agreement is a tainted statistic (Bakeman & Gottman, 1986), and is presented only for the lay-person. The 8

Discussion The systematic observation of routine execution errors was performed by paired observers using custom written software on laptop computers. The observations were made live, rather than from video tape due to television network restrictions at the Goodwill Games. Agreement between observer pairs showed that agreement in error occurrence and magnitude in the routines ranged from good to excellent. The error distributions between competitions showed that floor exercise and uneven bars were different in their error distributions while balance beam did not show a difference.

The most startling difference occurred on floor exercise with the magnitude ofthe three peaks of the U.S. athletes clearly showing a different error distribution. The three peaks of the U.S. athletes may be indica ti ve of the common practice of including three major tumbling passes in each routine. The size and clarity of the peaks in the floor exercise event may indicate that the U.S. athletes are not as well trained in tumbling as the athletes at the Goodwill Games.

The two major peaks of the U.S. athletes indicate that they seem to have two areas, early and late, where they commit large errors or numbers of errors. These two areas are likely to be the first and last tumbling passes. Interestingly, one can also see from the graph that the athletes in both competitions had a larger peak of errors on the final tumbling pass than any other segment of the June 1992 TECHNIQUE

routine. The Goodwill Games data indicated that there is a general increase in errors until just before the last tumbling pass where the athlete may perform simple elements prior to performing her dismount. This is also indicated in the U.S. Classic data with the lowest level of errors occurring immediately prior to the final tumbling pass.

The routines performed on all apparatuses showed that the highest proportion of errors occurred on the dismount (See Figures). There was a secondary peak of errors near the middle of the routines, then the error level tapered off until the dismount. The importance of the dismount in producing errors is clearly evident in all of the Figures.

Coaches and athletes may need to reevaluate how they typically train routines based on these data.

The typical means of training routines for balance beam and uneven bars is to start the process by beginning with the mount and adding parts to the mount in succession until the whole routine can be performed. This results in a large number of repetitions of the early portions of the routine and fewer repetitions of the dismount due to difficulty in acquiring the necessary muscular endurance to perform the routine up to the dismount without undue fatigue. Coaches may need to begin routine training by starting at the end of the routine and working backward toward the mount so that those skills that are done with the greatest relative fatigue are performed the most frequently. The dismount has also been implicated as one of the primary areas of injury (Hunter & Torgan, 1983). This may be the reason that coaches have opted for the "beginning to end" approach. Current gymnastics facility layouts may also require modification so that balance beam dismounts can be performed safely without encumbering work on other apparatuses.

In floor exercise the final tumbling pass also showed a higher magnitude of errors. The U.S. Classic Nationals athletes showed marked differences in error levels from the international athletes atthe Good will Games. It is our opinion thatthe U.S. lags behind the other contending countries in tumbling more than any other single skill area in women's gymnastics. This opinion is supported by the information presented in the floor exercise error distribution graph. Moreover, it is our opinion that U.S. athletes and coaches may have a misunderstanding about how to train for the "endurance" aspects of floor exercise.

Based on personal communication and experience (Sands, 1984), the typical approach to training floor exercise "endurance" is to perform aerobic activities and to perform "back-to-back" routines generally with reduced tumbling difficulty. Aerobic endurance activities are not appropriate for this due to resulting decreases in maximal strength levels. (Chromiak & Mulvaney, 1990; Dudley & Fleck, 1987; Sands, 1985; Bompa, 1990; Verkhoshansky, 1985; Hickson, 1980; Montpetit, 1976; Montpetit, 1987; Montgomery & Beaudin, 1982). It is our opinion that back-to-back routines may have a place early in the training of routines. However, back-toback routines lack the physiological specificity to appropriately train athletes for the "real" routine TECHNIQUE June 1992

U.S. Classic 1991 vs Goodwill Games 1990

C

en

e

0; uQ)

.:Ol 'iii ~

2 1.9 1.8 1.7 1.6 1.5 1.4 1.3 1.2 1.1

Error Distribution Balance Beam

E ::>

~ ~

e

w Q)

>

.~

(jj

a::

0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

5 â&#x20AC;˘

45 I 55 I 65 30 40 50 60 70 Percentage of Routine Completed Goodwill Games 1990 + U.S. Classic 1991

which includes all of the difficult tumbling passes.

The primary metabolic energy system for floor exercise is not the aerobic energy system, yet the work durations of 2.5 to 3 minutes obtained in back-toback floor exercise routines will be likely to emphasize this system (Fox, 1979; Sands, 1985; Harre, 1982; Bompa, 1990; Montgomery & Beaudin, 1982). More-

Figure 2

U.S. Classic 1991 vs Goodwill Games 1990 1.1 , - - - - - - - - - - - - - - - - - - - - - - - - - - ,

~

0.9

e

0; u

0.8

J!l

0.7 -

~

0.6

.c Ol 'iii

Error Distribution Floor Exercise

E ::>

~ ~

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W Q)

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0.5 0.4 0.3 0.2 0.1 0

5

I

15

10

I

I 35 I 4'5 I 55 65 i5 8'5 9'5 30 40 50 60 70 80 90 1 0 Percentage of Routine Completed Goodwill Games 1990 + U.S. Classic 1991 2'5

20 â&#x20AC;˘

over, Montgomery & Beaudin (1982) showed that female gymnasts performing floor exercise routines achieved only 48% of their maximal lactic acid concentrations, which further emphasizes the role of maximal strength and power in floor exercise.

U.S. coaches, for safety reasons, have often opted for reducing the fatigue danger of tumbling in floor exercise by removing the competitive tumbling pass(es) and substituting back-to-back routines with lower difficulty tumbling. Our opinion is that this practice results in poor preparation of the athlete for floor exercise, particularly the final tumbling pass. Interestingly, for work bouts that 9

Figure 3

Confidence in a skill is built only very slowly, and the athlete and coach should build systematically and painstakingly slowly to a new and more difficult skill.

last less than two minutes (such as floor exercise) one of the primary determinants of "endurance" is maximal strength (Verkhoshansky, 1985; Sands & Major, 1991; Stone, Wilson, Rozenek, & Newton, 1984). This means that an athlete who is very strong and powerful has a much larger reserve for performing the final tumbling pass than an athlete who must work closer to the edge of her strength and power performance envelope in the earlier portions of the routine. We believe that this is also supported by the fact that the U.S. athletes in the U.S. Classic competition also had more errors on the first tumbling pass, when they should be fresh, and fatigue is not a problem. Strength and power training would appear to be of paramount importance for floor exercise in particular, and to reduce dismount errors in all of the apparatuses studied.

The demands of completing an apparatus routine in competition are quite specific. The necessity of including one or more difficult tumbling series in floor exercise is clearly evident in the rules governing floor exercise difficulty, and the current level of difficulty of tumbling skills at the elite and internationa I level. This places added emphasis on training the routine with these difficult tumbling series in practice. A balance of routine training specificity and safety must be reached. The fatigued gymnast, attempting to perfonn a difficult skill, dismount, or tumbling series, is exposed to a much higher risk of injury. Therefore, the inclusion of spotting on difficult tumbling series is warranted, along with a gradual and long term progression of routine training.

Finally, the skill selections being made for first and last passes on floor exercise and dismounts on the other apparatuses may simply be too difficult for the athletes. If the earlier premise is incorrect, and the athletes are strong enough to perform the skills, then one could assume that the skills are too close to the edge of the athlete's performance envelope to be consistent. Consistency in a skill may have psychological components as well as physical. Mental training for difficult skills is as important as physical training at the elite level. Confidence in a skill is built only very slowly, and the athlete and coach should build systematically and painstakingly slowly to a new and more difficult skill.

Conclusion

This study was sponsored by the United States Gymnastics Federation and the U.s. Elite Coaches Associa tion for Women's Gymnastics.

The systematic observation of errors in gymnastics routines relative to magnitude and timing has shown that gymnasts from the U.S. Classic Nationals differ from their international counterparts in the error distributions of floor exercise and uneven parallel bars. Balance beam error distributions did not differ. Implications for training are that routines may be better trained by beginning with the dismount and working backward, rather than beginning with the mount and working forward. Coaches may need to look more closely at strength and power training to enhance routine performance than previously thought.

10

References Bakeman, R, & Gottman, J. M. (1986). Observing Interaction:an introduction tosequential analysis. New York, NY: Cambridge University Press.

Bompa, T. O. (1990). Theory and methodology of training (2nd ed.). Dubuque, IA: Kendall / Hunt.

Chromiak, J. A, & Mulvaney, D. R (1990). A review: The effects of combined strength and endurance training on strength development. Jou rnal of Applied Sport Science Research, 4(2), 5560.

Cooper, J. O. (1981). Measuring behavior (2nd ed.). Columbus, OH: Charles E. Merrill.

Darst, P. W., Mancini, V. H., & Zakrajsek, D. B. (1983).

Use of coaching and teaching observations systems.

In P. W. Darst, V. H . Mancini, & D. B. Zakrajsek (Eds.), Systematic observation instrumentation for physical education (pp. 298-299). West Point, NY: Leisure Press.

Dudley, G. A, & Fleck, S. J. (1987). Strength and endurance training: Are they mutually exclusive? Sports Medicine , 4, 79-85.

Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin , 76(5),375382.

Fleiss, J. L., Cohen, J., & Everitt, B.s. (1969). Large sample standard errors of kappa and weighted kappa. Psychological Bulletin, 72(5), 323-327.

Fox, E. L. (1979). Sports physiology (1st ed.). Philadelphia, PA: W.B. Saunders.

Harre, D. (1982) . Principles of sports training. Berlin, German Democratic Republic: Sportverlag.

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

Hubert, L. (1977). Kappa revisited. Psychological Bulletin , 84(2), 289-297.

Hunter, L. Y., & Torgan, C. (1983). Dismounts in gymnastics: Should scoring be reevaluated? American Journal of Sports Medicine, 11 , 208-210.

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 Physical Fitness, 22, 358-365.

Montpetit, R R (1976). Physiology of gymnastics. In J. H. Salmela (Ed.), The Advanced Study of Gymnastics (pp. 183-214). Springfield, IL: Charles C. Thomas.

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. (1984). Coaching women's gymnast ics.

Champaign, IL: Human Kinetics.

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

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

Sokal, R R, & James Rohlf, F. (1969). Biometry (2nd ed.). New York, NY: W.H. Freeman.

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

Verkhoshansky, Y. V. (1985). Programming and organ ization of training (Translated by A Charniga, Published by Sportivny Press, Livonia, MI, 1988.). Moscow, U.s.s.R : Fizkultura i Spovt.

June 1992 TECHNIQUE

Sports Science

Wrist Pain In Gymnasts Introd uction

A

fter careful evaluation of the article that appeared in the March edition of Techniquemagazine titled "Wrist Pain In Gymnastics" by Luc Teurlings and Dr. Bert Mandlebaum, I felt it necessary to respond to that article with some additional information with reference to wrist pain.

The wrist is a critical joint in the performance of gymnastics skills. It is used as a weight bearing joint in a variety of skills and movements on and off the gymnastics apparatus. Observation of the differences in structure, and size, between the wrist and ankle joints shows that the wrist was not designed as a weight bearing joint. It becomes a weight bearing joint in gymnastics and receives some of the same forces applied to it as does the ankle joint. Because the wrist is subjected to high loads and forces, with a high rate of repetition, it becomes very vulnerable to injury.

The purpose of this paper is to evaluate three problem areas for the gymnastics coaching professional regarding wrist pain: Flexibility, Age of the Child, and Changes in Bone Growth. The pa per written by Teurlings and Mandelbaum covers mostly the changes in bone growth patterns. I feel this does represent a problem, but not the ultimate problem incurred by a majority of the gymnastics population that experiences wrist pain.

It is important for coaches to note that the areas discussed in this paper are not related to a single specific acute injury. Through identification and discussion of these problems, coaches can then

take steps toward modification of training, so as to alleviate some of the possible etiologic, (causative), factors in wrist pain. Because of the complex nature of the terminology and biomechanics associated with the wrist, every effort will be made to try to keep the explanations easy to understand.

Blake Starr, E.M.T., A.T. University of Utah Sports Medicine Department

Functional Anatomy There are eight bones that make up the wrist.

The eight bones are arranged in two rows. Bones making up the distal carpal row (toward the hand) include; hamate, capitate, trapezoid, and trapezium. The proximal row (toward the arm) has the pisiform, triquetrum,lunate, and the navicular (scaphoid). (see Figure #1) For simplicity in helping the gymnastics coach understand the complexity of the relationship of the bones in the wrist to those in the forearm, the following explanation is offered: The major weight supporting bone in the forearm is the radius, with the radial styloid process (distal end) articulating with the navicular and lunate bones in the proximal carpal row of the wrist. The ulnar styloid process, (distal end), does not extend as far as does the radial process (a major point to be covered later), and is more prominent. The distal surface of the ulna is covered with cartilage. This cartilage slides against a disc of cartilage, called the triangular fibrocartilage complex, or TFCC, not directly against the bones.

The TFCC then acts as a cushion between the ulna and the bones in the wrist. It is important then, for coaches to understand that there is NO BONE TO BONE involvement between the ~lna and the Figure 1

TECHNIQUE June 1992

11

wrist bones. This will become more important w hen we discuss radial and ulnar variance later in this paper. For the most part, in the performance of gymnastics skills, force is transferred from the palmer surface of the hand to the carpals via the navicular and the lunate in the first carpal row.

(Hoppenfeld, 1976)

Figure 2 "Normal" wrist dorsiflexion angle, 70°.

Figure 3 This figure shows a 90° angle of the wrist in dorsiflexion d uring blocking phase of a handspring vault by a Level 6 gymnast.

Figure 4 This figure shows an increased angle (105°) of dorsiflexion of the right wrist, while the left wrist is dorsiflexed and ulnar deviated, during a "1/2 twist" on by a Level 6 gymnast.

Figure 5 This figure shows hyperdorsiflexion of both wrists during a Tsukahara vault. The gymnast is twisting to the right, causing both hyper-dorsiflexion (120°), and ulnar deviation, of th e left wrist, and hyperdorsiflexion of the right (112°).

Wrist Pain as a Result of Deficient Range of Motion The wrist has several movement capabilities.

Common gymnastics skills require the wrist to move beyond the "normal" limits of its range of motion. This is probably the major cause of wrist pain in beginning to intermediate level gymnasts, both male and female. Length of time of participation in the sport can influence the reason for wrist pain, however, the topic will be discussed later in the paper. The major range of motion areas include: flexion, extension, radial, and Uunar "Deviation" (side to side movements).

Nor~al wrist "extension" is about 70 degrees (Arnhelm, 1989; Hoppenfeld, 1976). Wrist extension can also be referred to as dorsiflexion.

Dorsiflexion is a more common term, and is defined as: "Movement of a part of a joint so as to bend the part toward the dorsum or posterior aspect of the body." (Taber, 1985)Therefore, wrist extension will be referred to as wrist dorsiflexion for the remainder of this paper. Even beginning tumbling skills, such as handstands, forward and ba~kward walkovers, and beginning vaulting skills, squat and handsprings, require the gymnast to extend the wrist past 70 degrees. Movemen~ pa~t the normal limits is called hyperdorslflexlOn. A handstand on the floor requires at least a 90 degree dorsiflexion of the wrist. The surface on which the skill is performed seems to deter~ine the amount of wrist dorsiflexion (Roy and Smger 1985), and it's possible that with the latest technology of manufacturing very soft mats, that these mats lead to increased hyperdorsiflexion. (See Figures 2, 3, 4, 5)

This places stress on the bone articulations, and tendons. Because of the high repetitive nature of gymnastics, repetitive forced hyper-dorsiflexion of the wrist joint will cause inflammation of the tissues, and pain. This would be especially true of beginning gymnastics students with a endomorphic body style, i.e. overweight. Major areas of concern seem to be the pommel horse for boys and floor exercise for girls.

(Carter and Aldridge, 1988) lig~n:ents,

Competition level vaults also seem to provide gYrr:nasts w.ith.wrist pain. With regard to range of motion, It IS Important to note that rotation, coupled with dorsiflexion and radial or ulnar deviation, will change the limits of range of motion. For example, Read (1981), suggested that the roundoff in tumbling and the half on (1 /2 twist of the body prior to contact with the horse) of the Ts~kahar~ va~lt had an impact of 60 degrees of wnst dorslflexlOn, and when combined with twisting, produced ulnar deviation. In his patients, one wrist (the pivot wrist) was much more highly affected.

Biomechanically then, the primary factor for wrist pain as a result of range of motion deficiency (decreased d orsiflexion) is as follows: "In support

12

JUl1e 1992 TECHNIQUE

exercises the wrist is fully dorsiflexed, in which position the lunate dorsiflexes and moves palmerwards. In addition, the wrist is deviated ulnarwards, causing the lunate to dorsiflex also resulting in an increased force being applied to the distal ulna. These two mechanisms result in a concentration of forces on the volar aspect of the distal radius" (Carter and Aldridge, 1985). This means that the radius has all the stresses applied to it, as the ulna isn't a weight supporting bone.

The wrist pain is usually localized mainly to the dorsal aspect (top) of the distal radius and carpal areas. Some pain occurs occasionally on the volar wrist crease.

It is highly recommended then, that coaches implement a wrist flexibility program, to help increase the "normal" wrist dorsiflexion, to the limits imposed upon it by the required skill performance.

Wrist Pain as a Result of Skeletal Immaturity (Ossification) Because of the increased popularity of gymnastics in the United States, more children are participating at younger ages. (USGF Athlete Membership Enrollment, 1991) With younger and younger participants, coaches should be aware of the skeletal immaturities of these participants, and develop training programs to fit the needs of these athletes.

Bones can continue to grow in children up to age 20. The long bones grow from the ends. This area of bone growth is known as the "epiphyseodiaphyseal junction" or simplified, the growth plate. (Taber, 1985) The major reference source for this section regarding the growth plate closure and bone ossification comes from the FELS Method of Assessing the Skeletal Maturity of the hand-wrist (Roche, et al., 1988). This method uses radiographs (xrays) of children at various ages and stages of skeletal development to establish maturity factors. It is similar to a method used for establishing maturity using the knee.

There is a vast supply of information in the skeletal maturity assessment. For the purposes of this paper, the information presented in this section is only to inform coaches of the need to consider the overuse, stress, and microtrauma imposed on the wrists of very young athletes. As discussed previously, the two major bones in the wrist articulating with the radius are the lunate and the navicular. We will focus on the ossification of these two major supporting bones in the proximal row of the wrist, and then the radius of the forearm, where most of the research and testing of injury and changes have been done.

The lunate bone begins ossification in boys about 1 month after birth and continues until

TECHNIQUE June 1992

about age 14. In girls, a younger age is noted, beginning at 0.25 months and continuing until about 11.5 years. The lunate reaches final adult maturity at about 16.0 years.

The navicular, now referred to as the scaphoid, begins ossification in boys from 2.5 to 12.0 years and in girls from 2.0 to 8.5 years. The scaphoid bone reaches final adult maturity at about 16.0 years. (Roche, et al., 1985, pages 123-129) It is the opinion of this author that coaches should note at this time, that in very young individuals participating in gymnastics, excessive stresses placed on the wrist may be "stressing" connective tissues, as the ossification of the bones involved in the movements may not have even begun yet. However, in published research found by this author, no written material was found showing structural changes to the above bones as a result of gymnastics training. Clinical studies of wrist mechanics related to participant age and bone ossifica tion during gymnas tics acti vi ties may help us understand this area better.

In the radius, the "growth plate" closes (bone growth stops) anywhere from age 13.5 to 20 years in boys to 12.0 to 20.0 years in girls. Prior to this time, repetitive overuse, common in gymnastics, to growth plate tissue seems to cause changes in the normal ossification of the radius bone, resulting in permanent changes in the bone. (Albanese, et aI, 1989; Carter and Aldridge, 1988: Connolly, 1991 -partl;Connolly, 1991-part2;Mandelbaum, et aI, 1989; Mandelbaum, et al, 1988; Roy, et aI, 1985; Teurlings, 1992) Possibly then, the immaturity of the bones in the wrist and forearm would react to overuse stress in the form of pain for the participant. Pain as a result of this condition would be similar to the pain listed for decreased range of motion.

Wrist Pain as a Result of Changes in The Bone Structure Wolff's Law, related to bone growth, states that:" Changes in the form and function of bones result in definite changes in their internal structure" (Arnheim, 1988). There is strong clinical evidence that suggests that the skeletal system responds to the stresses of intense athletic training by adaptive structural changes. (Dalen and Olsson, 1984) It is first necessary to state that the studies described below were performed on high intermediate to advanced team gymnastics participants, with a minimum of 9 hours per week and a maximum of 30 hours per week, with the mean at about 17 hours per week. In beginning to intermedia te gymnasts, hours of participa tion per week are usually significantly less, and it is reasonable to say, in my opinion, that wrist pain in this group is more a result of the decreased range of motion problem, than due to structural changes in the bone.

13

It is highly recom-

mended then, that coaches implement a wrist flexibility program, to help increase the "normal" wrist dorsiflexion, to the limits imposed upon it by the required skill performance.

In six separate studies done on gymnastics subjects experiencing wrist pain, several me.ntioned the possible pre-mature closur~ of the dIStal radial growth pIa te due to the exceSSIve stresses placed upon it. (Albanese, et aI, 1985; Carter and Aldridge, 1985; Dalen and Olsson, 1?84; Mandelbaum,etal,1988;Roy,etal,1985:TeurIIngs, 1992) This was in part verified by radiographs taken of test subjects. There were a number of xray changes present, including:. 1) wi~enin~ of the growth plate of the dista~ radIal epIphysIS, particularly on the radial sIde; 2) CyStIC changes, usually of the metaphyseal aspect of the epiphyseal plate; 3) a beaked effect of t~e distal aspe~t of the epiphysis, usually on the radIal and volar sIde, and pointing toward the epiphyseal plate; 4) occasionalhazinesswithin the usually radiolucent (clear) area of the epiphyseal plate. (3,14). "It is suggested that these changes represent a stress reaction or a stress fracture process involving the distal radial epiphyseal plate." (Roy and Singer, 1985)

Figure 6

Figure 7

14

Possible Etiologic Factors Several of the articles researched in preparation for this paper listed etiologic factors and some recommendations for attempting to limit wrist pain in gymnasts. Some of the etiologic factors included: • The use of very soft mats, exaggerating the amount of dorsiflexion of the wrist.

• In beam tumbling workouts, the hands are fixed in a particular position, while the forearm is undergoing torsion in the directions of pronation and supination. Thes.e. torsional forces may, with time and repetItIOn, affect the epiphysis, since it is the weakest part of the bone. (See Figure 7) • The number of repetitions of a potentially offending move is also a likely ca use of excessive stress. It is likely that high performance gymnasts are constantly wo~king ~i~hin ve~y fine tolerances, beyond WhICh an Injury wIll occur, particularly if they indulge i.n a f~w repetitions too many, or perform skIlls wIth incorrect technique. (Roy and Singer, 1985) Incorrect teaching techniques, can cause exaggerated amounts in the range of motion of the wrist joint. Also, particular skills, that by the biomechanical nature of the performances, can result in excessive stress to tissues, i.e., some of the twisting vaults.

It is apparent that under-use impairs bone growth, yet little informati~n is available r~gard­ ing the ability of the groWIng bones of chIldren and adolescents to tolerate highly intense exercise. It is becoming the trend in this country for children to specialize early in sports, where :ve see intense participation at very young ages. WIth this specialization comes repetitive physical loading, which ultimately becomes a concern for educators and sportsmedicine specialists as to what the short and long term effects are with regard to training and competition.

The pre-mature closure of the growth plate thus stops bone growth of the radius. Because the ulna is not a weight supporting bone, it continues to grow to maturationcausing the ulna to become longer than the radius creating what is referred to as a positive ulNegative Ulnar Varience: Radius nar variance).

In nonlonger than Ulna gymnasts, there is a high incidence of negative ulnar variance, (the radius is longer than the ulna, which is normal among the general population).

The positive ulnar variance in a more advanced gymnast (resulting from premature radial growth plate closure) could account for wrist pain. The Triangular Fibrocartilage Complex (TFCC) could become injured or cause erosion to take place due to repetitive loading and rotational movements around the wrist joint. (Mandelbaum, et al., 1989) (see Figure 6)

Several recommendations can be made at this time to prevent and/ or treat wrist pain. (Carter and Aldridge, 1988, Roy and Singer, 1985) Several of these recommendations were noted in the Teurlings and Mandelbaum article and I believe they are indeed important enough to be mentioned again. (Teurlings and Mandelbaum, 1992)

Pain in the wrist area would tend to be more localized on the ulnar side (little finger side) of the wrist on the distal end of the ulna due to the involvement of the TFCC. In addition, one would note painful limitations at the extreme forced active (tumbling, etc.), and passive (stretching) dorsiflexion ranges with pain on the dorsal surface in the area of the distal radial epiphysis, and the proximal carpal row.

1. Incorporate wrist flexibility and strengthening exercises.

2. A void whenever possible, overloading the wrist of young children. Gradually increase the weight-bearing skills or exercises as the gymnast matures, and/or the wrist joint strengthens. . .

3. Alternate between swing and support actIvIties, avoiding excessive weight-bearing activities in the same workout.

4. Use protective devices when applicable, such as wrist braces, padding on hard equipment, etc.

5. Use correct technique in teaching specific skills.

Recommendations to Coaches

June 1992 TECHNIQUE

6. Communication between the coach and a trained medical person-athletic trainer, physical therapist, physician, etc., to help determine the possible causes of wrist pain, and the appropriate trea tment involved.

Conclusion It is apparent from the studies performed on wrist pain, that there is a high incidence of wrist problems associated with gymnastics, especially with those gymnasts involved in a competition situation, where hours of participation exceed nine hours per week. Proper management of wrist pain then becomes a major concern of the coaching staff and the health care professional, from the earliest onset, to the final remediation.

The goal of this paper was to try to educate the gymnastics coach to some of the possible causes of wrist pain. Coaches should be aware of the vast complexity of the wrist and it's articulation to the forearm-this paper merely scratches the surface.

References Albanese, S.A, Palmer, AK, Kerr, D.R., Carpenter, CW., Lisi, D., and Levinsohn, E.N. (1989). Wrist pain and distal growth plate closure of the radius in gymnasts. Journal of Pediatric Orthopedics. 9. 23-28.

Arnheim, D.o. (1989). Modern Principals of Athletic Training. 7th Edition . Times Nirror / Nosby College Publis hers, 285-287.

Carter, S R , and Aldridge, N.J. (1988). Stress injury of the radial growth plate. J. Bone Jt Sur. 70B: 834-836.

Connolly, J.F. (1991). Fractures in children: when the growth plate is damaged, part 1. The Journal of

Nuscu loskeletal Med icine. January 1991, 82-96.

Connolly, J.F (1991) . Fractures in children : when the growth plate is damaged, part 2. The Journal of Musculoskeletal Medicine. February 1991, 57-73.

Dalen, N., Olsson, KE., (1984). Bone mineral content and physical ac tivity. Acta Orthop Scand. 45:170-4.

Hoppenfeld, S. (1976). Physical Examination of the Spine and Extremities . Norwalk, Connecticut: AppletonCentury-Crofts.

Mandelbaum, I3.R., I3artolozzi, A.R., Davis, CA., et al.

(1 989). Wrist pain syndrome in the gymnast. The Americal Journal of Sports Medicine, 17(3) 305-313.

Mandelbaum, I3.R.,Grant, T.T., Nichols, A. (1988). Wrist pain in a gymnast. The Physician and Sports Medicine.

16 (1) : 80-84.

McAuley, E., Hudash, G., Shields, K., et al. (1987).

Injuries in womens gymnastics: th e sta te of the art.

American Journa l of Sports Medicine. 15(6): 558-565.

Palmer, AK, Werner, F.W. (1981). The triangular fibrocartiliage complex of the wrist-anatomy and func tion. J. Hand Surgery. 6, 153-1 62.

Pettrone, F.A, Ricciardelli, B. (1987). Gymnastics injuries: the Virginia experience 1982-1983. The American Journal of Sports Medicine. 15(1): 59-62.

Roche, AF., Chumlea, W.C, Thissen, D. (1988). Assessing the Skeletal MaturityoftheHand- Wrist: FelsMethod.

Springfield, Illinios: Charles C Thomas Publisher.

Roy, S., Caine, D., Singer, KN. (1985) . Stress changes of the distal radial epiphysis in young gymnasts. Am. J. Sports Med. 14,301-308.

Stanitski, CL. (1989). Common injuries in preadolescent and adolescent athletes: recommendations for prevention. Sports Medicine. 7: 32-41.

Taber, C W. (1985) . Taber's Cyclopedic Medical DictionanJ, 15th Edition. Philadelphia: FA Davis Publishers.

Teurlings, L.J.K, Mandelbaum, B.R. (1992). Wrist pain in gymnasts. Technique Magazine. March 1992, 8-9.

Suggested wrist flexibility exercises

TECHNIQUE June 1992

15

Member Organization

Gymnastics Benefits Physical Benefits

Kate Faber Hickie Special Olympics International, 1350 New York Ave., Suite 500, Washington , D.C. 20005 908-920-2400

At the conclusion of an extended program a gymnast should demonstrate: • An increase in muscular strength.

• An increase in muscular endurance.

• An increase in muscular flexibility.

• An increase in ability to balance & use leverage.

• The ability to relax.

• Correct alignment while walking, standing, jumping, etc.

• Control of their body weight.

• Movement in flight & weightlessness.

• Relaxed landings & knowledge of how to fall & roll safely.

• An inverted support orientation.

• Increased agility and coordination: - hand / eye - foot/eye - general kinesthetic awareness • Ability to move around and along the 3 body axis' .

• Ability to travel with increased versatility and using a smooth sequence of movement.

• The ability to overcome resistance and demonstrate action/ reaction.

• The ability to produce a variety of movements.

Cognitive Benefits At the conclusion of an extended program a gymnast should demonstrate: • Using their movement potentialities to solve problems.

• Awareness of the body (develop movement vocabulary).

• Awareness of space and where the body is in it: - areas and pathways (straight,curved,etc.)

- levels (high, medium, low) - directions (forward, backward, sideways) Studies have shown that these skills lead to better reading-such as knowing the difference between p, q, b, d).

• Awareness of time & regulation of speed (quick, slow, etc.)

• Awareness of relationships: body parts to each other and to apparatus (above, between, around, on, over, under, along, across).

• Awareness of flow and continuity of movement.

• Awareness of relationships with others.

16

• Awareness of rhythm (develop a feel for rhythm).

• Use of apparatus (approach, mount, movements, dismount) .

• Depth perception.

• A stable body of useful information about the world.

Psychological Benefits At the conclusion of an extended program a gymnast should demonstrate: • A joy of movement mastery.

• Discipline and self control.

• The exercise habit as a pleasurable daily occurrence-movement is pleasurable and acceptable.

• A confident self image and a positive attitude towards their bodies-move from a world of "I can' t" to "I can."

• Creative self expression through movement.

• Trust in one's own abilities.

Special Olympic Announcements Rhythmic Routines The finished written routines are in the Special Olympics International office and will be in the new summer rulebook. You can still utilize the outline draft of the text or you can get a complete set before the rulebook is printed by contacting Kate.

Rhythmic Judging Sheets "Cheat sheets" for judges on the new routines are being produced by Kate. Call her if your Chapter wants a copy for their judges.

Unified Gymnastics We have a number of coaches who are presently field testing Unified Gymnastcs.

Reminder: all athletes should be at the same skill level.

Adapted from the Special Olympics Gymnastics Newsletter, Spring, 1992.

June 1992 TECHNIQUE

Basic Skills

Training for the Kip

T

he following are some drills that I have used in the gym and found to be very successful.

From back lying, take the toes quickly to the bar. The coach may need to stop the hips from sliding back.

x 10 The legs must be straight and show quick action.

On-going conditioning 1. Leg Lifts. Do these hanging from wall bars if possible. These are harder to do in this situation as the gymnast can not have any back swing.

Kip action from back lying This is a good learning situation as the gymnast can concentrate only on the kip action and does not have to think about the glide. The hips are also high in this situation (which is where you want them to be on the perfect kip).

2. Closing the shoulder angle. Using elastics with a wooden bar, the gymnasts must keep their arms straight. They should find it difficult to execute 10 repetitions. (If it is too easy, double the elastic).

Make sure that you assist and encourage the gymnast to take the feet upwards once they have come to the bar. Also, learning the perfect shape is important.

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The gymnast should finish in a slightly piked position with the arms straight.

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Check the distance of the box or platform from the bar-this depends on the gymnast's leg length.

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Make sure that the gymnast presses down on the bar as she rises up and gets the wrists on top of the bar. Some gymnasts just let their hands slide around the bar.

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down

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Spotting technique This assistance is very important. First, if the coach is doing a lot of lifting after a few repetitions (time for the gymnast's familiarization), then he l she should take the gymnast back to earlier progressions.

Stand at the side of the gymnast with one hand under the calf and the other hand in the middle of the shoulder blades.

Take the toes to the bar and then push the toes upwards and forwards before allowing them to come down. Meanwhile the other hand is pushing the gymnast towards a front support. The gymnast should maintain straight

(

~ 17

Meg Warren, Secretary, Association 'Jj British Gymnastics Coaches, Sherwood House, Jinckey Rd., Burbage, Leicestershire, England LElO 2SG U.K.

Slide-glide Use a bench or a platform. The gymnast should wear socks so tha t her feet will slide easily. The gymnast slides through the forward glide action and back again, keeping the legs straight all the time. Encourage the gymnast to lift her feet off the bench at the end of the glide and to extend the body with lifted hips.

Slide-glide kip Next, take the gymnast through the glide kip. When the gymnast is familar with the action and can keep her arms straight, then have her try the kip to a backward hip circle to encourage an immediate cast action.

The final skill Converting to the glide kip should now be easy. If anything presents a problem, go back to earlier progressions.

It may also be u seful to check on the glide action-can the gymnast swing forward from a spring board and swing back to the board keeping the legs straight? Note, if u sing a board, drape a mat over the edge so that the gymnast w ill not hit her heels on the return swing. This can hurt!

Improving the technique The jump into the glide is important. Note that the arms should swing from behind the body forward and upward to make contact with the bar. The hands should stretch out and touch just above the bar. They should not stretch high above the bar and drop down. The contact must be smooth.

With improved body tension and movement awareness, the gymnast should try and take the heels backwards before going into the glide. This higher back swing will improve the forward swing and thus help the gymnast cast to handstand .

-Meg Warren, March '92 This article is reprinted by permission from the Newsletter of the Association of British Gymnastics Coaches, 2nd issue, 1992.

18

June 1992 TECHNIQUE

Mind Games

The Drive Within Helping Athletes Maintain Internal Motivation

I

n our earlier articles on motivation, we discussed how different coaching styles can impact the motivation of athletes. We have also talked about the special characteristics of young athletes, and how to motivate them. In the following article, we will focus on the potential rewards of elite athletics, and how the changes from youth or local competition to elite level competition can impact the motivation of talented athletes and coaches.

The overjustification effect and elite athletes Psychologists are discovering that the way we think is very powerful. In other words, our thoughts have an enormous impact on the way we behave or what we do. One interesting finding in this research is called the overjustification effect. "What we have learned is that when people are materially rewarded for an activity they originally did just for fun, they spend less time in that activity when the reward is removed. It seems that play has been turned into work in the minds of the participants. Participants learn to believe that they are doing the activity for the reward rather than for the enjoyment of the activity, and when the rewards disappear, the motivation to continue the activity also disappears. Rewards that have the same effect are called controlling rewards. " Think about the impact of the overjustification effect in sports. Most young athletes simply love sports, and they play endless pick-up games and thrive on early organized sporting opportunities.

But what happens when enjoyment of sport is forgotten and replaced by a focus upon rewards?

When well-meaning adults try to encourage talented young athletes to perform better by promising them concrete rewards, the athletes may come to feel that they are playing to win a scholarship or some other prize. They forget that they participated because they love the activity. These young athletes may lose their basic love of the sport, and may in fact lose their motivation to train hard.

There are many examples in amateur sports as well, such as a player's concern for individual statistics over team success, or an athlete who plays "not to lose" his coveted national team spot instead of playing to achieve personal excellence.

These are athletes who are controlled by external rewards and who may have lost the more natural internal motivation of most young athletes.

The impact of controlling rewards on coaches Can coaches, typically overworked and underpaid, also be vulnerable to the overjustification effect? Most coaches become coaches because, like young athletes, they love sports and the sports environment. They do it because it gives them pleasure and because helping young people is worth the personal sacrifices a coach must often make. With success in coaching, however, rewards such as salary, prestige, reputation, and winning records may become available. These can be controlling rewards if the coach begins to feel that he /she is coaching for these external reasons, rather than for the love of coaching.

Coaches who believe they are working for rewards are vulnerable to burnout, and dropout when the rewards don't happen.

Changing the nature of rewards: information rewards If the overjustification effect is so powerful, and if controlling rewards can eat away at internal, natural motivation how do some elite level athletes and coaches stay motivated? The key seems to be the nature of the rewards. Rewards

PARTICIPATION

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The professional athlete who refuses to play for less than three million dollars a year is simply an extreme example of the overjustification effect, in which the high salary is the controlling reward.

TECHNIQUE June 1992

19

Sean McCann, Ph.D USOC Colorado Springs, CO

Our thoughts have an enormous impact on the way we behave or what we do.

can be measures of progress and achievement, or "information rewards." Studies with teachers and students show that teachers can present rewards such as scores or praise in two ways: 1) rewards are the goals, or 2) rewards are information about how students are doing.

Teachers who use rewards as goals produce kids who stop studying once rewards are removed . Teachers who use rewards as information, produce kids who study, whether or not rewards are given.

Using information rewards to motivate athletes The research evidence is clear, and it can be used by coaches in producing responsible, highly self-motivated athletes. Coaches, like teachers, can use rewards as evidence of progress toward personal excellence. The coach who tells an athlete, "bust your butt and I'll keep you on scholarship, loaf in practice and you' re out in a flash," is giving a different message than the coach who says, "1 see you in practice and know you are working your tail off ...that's how you got a scholarship and it is the kind of work that produces the very best athletes." One coach produces an athlete who works hard when being watched, and one coach produces an athlete who works hard even when the coaches aren't there. The motivat-

ing coach uses rewards as information for athletes but assumes athletes would play even without rewards. Athletes in this environment develop self-reliance and internal motivation to achieve.

Using information rewards to stay motivated as a coach Veteran coaches who stay motivated have typically learned the place of rewards in their own Ii yes. The research on coaches burnout notes that older coaches are less susceptible to burnout than younger coaches, partly because coaches who stay in this tough field remember why they coach.

They work hard, not for rewards, but because they take pleasure from coaching and from working hard. They don' t forget that rewards such as championships, salary increases, or prestigious positions are simply information about how things are going. If coaches start the season looking toward potential rewards, then the rewards are in control, instead of the coach.

The challenge: What goals can you set for you and your athletes that will help you stay focused on progress, use rewards as information, and avoid the overjustification effect?

Reprinted by permission from the Olympic Coach, Spring 1992, Vol. 2, No.2, 4-5.

OLYMPIC TEAM SELECTION Men's Olympic Team • Weighted (60-40) all-around scores from the '92 U.S. Championships will count 30% and the weighted (60-40) all-around scores from the U.S. Olympic Trials will count 70% in the overall final placing for the Olympic Team selection.

• Based on the total weighted all-around scores, seven gymnasts in rank order will comprise the Olympic Team. The seventh man will be the first alternate (traveling but not competing) Olympic Team Member.

• A petitioning gymnast competing in the '92 Trials must have a higher score than other gymnasts in the Trials; plus he must have a higher score than the other gymnasts 30% + 70% from both competitions.

Women's Olympic Team • The all-around scores from the U.s. Championships will count 30% and the all-around scores from the Olympic Team Trials will count 70% in determining an individual's combined final ranking for the Olympic Team selection.

• The top seven athletes in rank order from

20

the combined final ranking will comprise the Olympic team. A mandatory training camp for the top eight athletes will be conducted 7-10 days prior to Olympic processing. Final determination of the six competing athletes and their competition order will be made by the Olympic team coaching staff and the athlete's representative in accord with the following criteria: ability to perform full optional and compulsory routines; freedom from injury; competitive consistency during training camp and international competition, proper attitude, team support and spirit.

• A gymnast that competes in either the U.s.

Championships or Trials, but not both, must also be in the top five of the meet in which she competed, as well as her all-around score placing her in the top five of the combined final ranking.

Rhythmic Olympic Team • Based on the combined total all-around scores, the top two gymnasts will be selected for the Olympic team.

June 1992 TECHNIQUE

Public Relations

PR: A Priceless Commodity

W

ith so much going on this summer season and the opportunities of the Summer Olympic Games prior to the fall gymnastics club enrollment period, is it really worth it to put your time and efforts into public relations activities? The answer is a resounding Yes! Fortunately, many highly effective PR techniques are inexpensive to implement.

There are three major reasons to invest in public relations activities: • to help develop relationships with new customers, • to help your current customers get to know you better, and • to show all of your customers that you care about them and about the things that are important to them.

The following PR ideas are designed to accomplish the above objectives. What results can you expect? Increased enrollment!

1. "Welcome Neighbor Party" Encourage newcomers in the area to visit your gym club by having a special event just for them.

You can get these lists from local real estate transaction records.

2. Contest for Kids Invite the children to color a club advertising circular or a holiday picture. Display the results and award prizes for excellence to children in several age groups.

3. "We enjoy helping children" card Provide your staff with cards that read "We enjoy helping children be the best that they can be" or some similar statement from your club's Mission statement or Goals and Objectives. Ask that the card be returned with a comment or suggestion. Have your staff give these to the students to take home with a personalized message for the parents. As a means of motivation for your employees, offer a prize for the employee that generates the most returned cards.

4. Holiday reminders Remind people who work in the area about upcoming holidays such as Mother's Day, Halloween, the 4th of July and the special theme events that you have planned.

5. Summer special events Invite local groups to perform at the club or TECHNIQUE Jun e 1992

utilize special performance days for your various class and team groupings. These are easily planned and executed with a minimum of expense. The parents love to have the opportunity to see their kids perform. Serve light refreshments. Encourage them to bring neighbors and the gymnast's friends. Once they see your facility, have a opportunity to talk to you, and observe the positive benefits of recreational gymnastics, you have additional potential customers!

Barbara Wold, Newport Beach, CA

6. "Bring a friend" Many gym clubs permit students to occasionally "bring a friend" to class or identify special days when "friends" are invited. On these occasions, be sure to prepare a lesson plan with activities in which all of the students can safely participate and enjoy. FUN activities are the prime consideration-use gymnastics games, relays and obstacle courses.

Learn how to make the most of your opportunities.

7. Sponsor a fund-raiser for a non-profit organization This is a powerful way to increase your exposure to the public and demonstrate an interest in the community. As the sponsor, your club would organize a group of volunteers, contact the media and handle cash collections. For example many gym clubs conduct exhibitions or "cartwheel-athons" for the Jerry Lewis Muscular Dystrophy Telethon-you many even get on TV!

8. Community events Plan business activities, promotions and miniexhibitions to tie in with special events happening in local schools, colleges and museums.

9. Free Community Physical Fitness Day Advertise and conduct a special day with a focus on physical fitness for youth. Interested individuals are invited to call in to reserve a time/ place. You can schedule a series of hour and a half sessions with a 30 minute break. Be sure to plan a curriculum that is fun, easy to accomplish, and safe. You might want to do some very general physical testing; for example, give an "accomplishment ribbon" for anyone who can do 5 chin-ups.

10. Lunch hours only To promote your preschool programs, develop a series of promotions to be held during the lunch hours when parents might be able to drop in for a few minutes. Print these on brightly colored flyers in calendar format and distribute to local 21

About the author: Barbara Wold is the Speaker /Trainer for the 90s and has written The Yearbook, the complete Retail Planning Guide, an indispensable compilation of knowledge for retailers and small businesses, alike, all types and sizes. To get your copy of The Yearbook, send check or money order for $24.95 (plus $6 shipping and handling) to Barbara Wold, c/o BE Smart Publishing, P.O. Box 9831, Newport Beach, CA 92658, or call (714) 854-9337. FAX (714) 854-8361

businesses, schools and residences. You could also target local neighborhood groups.

11. Car-pool target marketing Contact local condominium, apartment and neighborhood associations to offer a special class time I day for enrollment in your program. This will aid the parents in forming carpools. Many neighborhood associa tions ha ve their own newsletters where you can announce these special classes.

Planning a series of PR activities can greatly enhance the image of your business while increasing your business. There are eleven activities suggested above. Perhaps, you may choose to focus on a different activity each month to pull in the best customers yet.

Dutch Boling

TREAT ME - THE CUSTOMER - LIKE I AM IMPORTANT

Columbia,SC

A

s a professional speaker and trainer, spe cializing in the subject of human relations, I'm constantly observing how people handle or treat people. I look for examples that can be used in my speeches and seminars. In addition to learning how we should treat customers, there have been some terrific examples of what not to do!

Recently, I had breakfast at a relatively new restaurant in my neighborhood. The food was very good. But, the odds are that I will never patronize this restaurant again. I'll explain.

When I walked into the restaurant, I noticed a lady sitting in a booth facing the entrance. She arose and walked slowly toward me. I assumed that she was the hostess and would greet me with an enthusiastic 'good morning' and a friendly smile. But, no!

Her greeting was a one word question, "One?" My response was, "Yes rna' am." She led me to a booth and after being seated, the talkative hostess presented another one word question, "Coffee?" My response again was, "Yes ma'am." She served the coffee and returned to her seat.

I reviewed the menu that was on the table and waited several minutes before the appearance of a somewhat more talkative waitress. "Are you ready to order? " - "Yes, rna' am." The order was placed.

After several minutes, the breakfast was finally served without any additional conversation.

Upon completion of the meal, I proceeded to the cash register to pay the bill. No one was there. I looked around the room and eventually caught the attention of the hostess. Once she made her way over, it was my tum to ask a question. "Are you the hostess and the cashier? - "Yes." She accepted my money and I'm gone. Yes! Gone forever!

As a customer, I like being treated as a guest.

When a company advertises its products or services, and identifies itself with signs, etc., this is construed as an invitation. The indication is that 22

Regardless of the approach you decide upon, the key to an ongoing success with such activities is to track the responses to each promotion you undertake. This will enable you to determine which have been the most effective, so you will know which ones to continue andlor repeat.

Don't forget that it is always a great idea to let your satisfied customers playa role in your PR program. Publish testimonials in advertisements and store signage. They'll love it and you will reap the benefits.

This article has been adapted by permission from an article that appeared in Sam's Buy-line, Volume 6, No.2, northern edition, summer 1992.

they want me to visit their business and buy what they are selling. If when I get there, as in the case of this restaurant, I'm treated as if I have a contagious disease that they might catch if they are friendly, they are giving a quite different message.

Please! Please! Please! Treat me - the customerlike I am important. If you do, I'll come back, but that's not all ... I'll tell my friends how nice you are.

Although my example of how NOT to treat a customer was from the food service industry, the implications carry over to other service businesses such as gymnastics clubs.

As a gymnastics club owner and operator, you need to regularly evaluate your customer service image and take steps to make necessary policy and procedure changes.

I suggest that you periodically take some time to sit in the reception lobby and observe how the gymnasts and the parents are treated by the staff at the beginning and I or end of a class period. Take the point-of-view of a first time parent entering the facility inquiring about gymnastics classes. Some of the questions you might pose include:

• How does the facility look? (clean, orderly, professional, etc.)

• What is the impression of the class activity through the viewing window? (organization, safety, enthusiasm, etc.)

• How does the staff relate to the parents and the students? (attentive, friendly, outgoing, enthusiastic, caring, etc.)

After evaluating your club's "standard operating procedures" for customer relations, you need to establish a plan for improvement-then, make the necessary changes so that all of your customers feel that they are important!

About the Author: Dutch Boling is a professional speaker/seminar leader/author. To learn more about his work, book, and cassettes, write to The Dutch Boling Co., 2830 Devine St., Columbia SC 29205, or call 800-528-2930.

This article was adapted by permission by the author from an article that first appeared in Sam 's Buy-line, Vol. 6, No.2, Northern Edition, 1992.

June 1992 TECHNIQUE

If we listened to true sports fans, we'd have Olympics coverage on 3 cable channels for 15 days, 24 hours a day.

We listened.

One thing we've learned from sports fans is that when the summer Olympics begin, nothing else matters. And now there's coverage as dedicated to the games as to the fans who watch them.

The Olympics TripleCast.

In addition to the NBC broadcast, there will be three pay-per-view channels, simultaneously bringing you all the best events. So you can choose what you want to watch, when you wantto watch it.

It's Olympics coverage for 15 days, 24 hours a day.

So you can choose to experience the greatest track and field moments as they happen. Or, if you prefer, you can switch to events like gymnastics and basketball.

With no commercials. And no interruptions. We can't predict what kind of year our athletes will have. But one thing is certain- it will be a very good year for true sports fans.

For more information, don't wait. Call1-800-0LYMPIC now.

The Olympics TripleCast.

It's a whole new way to see the games.

i-S00-0LYMPIC A WHOLE NEW WAY TO SEE THE GAMES A SERVICE OF NBC & CABLEVISION

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USGF LEVEL 10 JUNIOR OLYMPIC NATIONAL CHAMPIONSHIPS Boston, MA - May 1-3, 1992 SENIORS ALL-AROUND 1. Wendy Ellsberry Region 5A 2. Jenni Beathard Region 8A 3. Amy Murakam i Region 6A 4. Teresa McGrath Reg ion 4A 5. Alison McCord Reg ion 8A 6. Siri Larsen Region 6A 6. Jaime Graziano Region 8A 8. Kristie Snyder Region 7A 8. Amanda Mitchell Region 8A 10. Katie Freeland Region 4A 11 . Dawn Fleissner Region 7B 12. Kelli Rose Region 1A 12. Liz Lahey Region 1A 14. Natalie Forsthoefel Region 5A 15. Robin Ewing Region 4A 16. Melissa Griffith Region 2A 16. Bridgett Foley Region 7A 18. Beth Amelkovich Region 5A 19. Julie Barrack Region 7B 19. Courtney Seabolt Region 3A VAULT 1. Siri Larsen Region 6A 2. Julie Barrack Region 7A 3. Kristin Quackenbush Reg ion 6A 4. Brandi Baldasano Region 7A 5. Wendy Marshall Region 6A 6. Amy Murakami Region 6A 7. Kristie Snyder Region 7A 8. Mindy Ornellas Region 1A 9. Candice Kwok Region 1B 10. Karla Hairston Region 5B UNEVEN BARS 1. Jenni Beathard Region 8A 2. Melissa Sullivan Region 1A 3. Siri Larsen Region 6A 4. Natalie Forsthofel Region 5A 5. Jodi Blotcher Region 6A 6. Liz Lahey Region 1A 6. Wendy Ellsberry Region 5A 6. Kim Purcaro Region 7A 9. Jaime Grazanio Reg ion 8A 10. Kelli Rose Region 1A BEAM 1. Jenni Beathard Reg ion 8A 2. Teresa McGrath Region 4A 3. Becky Ashton Region 7B 4. Tara Perillo All Stars 5. Amanda Mitchell Region 8A 6. Katie Freeland Region 4A 7. Wendy Ell sberry Region 5A 8. Danielle Wood Region 8B 9. Susan Castner Region 5B FLOOR 1. Melissa Griffith Region 2A 1. Alison McCord Region 8A 3. Amy Murakami Region 6A 4. Siri Larsen Region 6A 4. Gina Holleran Region 7A 6. Natalie Forsthofel Region 5A 6. Dawn Fleissner Region 7B 8. Wendy Ellsberry Region 5A 9. Robin Ewing Region 4A 10. Mindy Knaeble Region 4A

TECHNIQUE Ju ne 1992

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........

iIIiiC'us. G~,fNA5TlCS FEDERA1lCN

JUNIORS ALL-AROUND 1. Cod ie Barron Region 5A 2. Maureen Kealey Region 7A 3. Katy Maty Reg ion 1A 4. Steph . Ballantyne Reg ion 4A 4. Maria Pfarr Region 5A Region 5A 6. Kri sti Lichey Region 5A 7. Ellen Gusewelle 8. Megan Murphy Reg ion 1A Region 5A 9. Jill Fox 10. Leigh Carlson Region 5A 11 . Courtney Bogart Region 7A Region 3A 12. Laura Oh lendorf 13. Suzanne Revell Region 3A 14. Angie Leonard Reg ion 1A 15. Heather Hanson Region 1A 16. Liz Alden Region 1A 17. Fel icia Zanella Region 2A 18. Marie Moe Region 4A 19. Sarah Wentworth Region 3A 20. Krista Higgensen Region 1A VAULT Region 1A 1. Angie Leonard 2. Lea Cagasan Region 2A Region 3A 3. Alisha Broussard 4. Suzi Clark Reg ion 5B 5. Felicia Zanella Region 2A 6. Shannon Bagley Region 3A 7. Steph. Ballantyne Region 4A 8. Marilyn Ekdah l Region 1B 9. Suzanne Revell Region 3A 10. Becky Johnson Region 6A UNEVEN BARS 1. Angie Leonard Region 1A Region 5A 2. Codie Barron 3. Ellen Gusewelle Region 5A 4. Sarah Wentworth Region 3A Reg ion 5A 5. Leigh Carlson 6. Maria Pfarr Region 5A 7. Krista Higgenson Region 1A 7. Angela Szuminski Reg ion 5B 9. Liz Alden Region 1A 10. Heather Hanson Region 5A BEAM 1. Codie Barron Region 5A 2. Katy Maty Region 1A 3. Leigh Carlson Region 5A 3. Kristi Lichey Region 5A 5. Sarah Wentworth Region 3A 6. Jill Fox Region 5A 7. Maureen Kealey Reg ion 7A 8. Maria Pfarr Region 5A 9. Ellen Gusewe lle Region 5A 10. Kell ey May Region 7B FLOOR 1. Kristi Lichey 2. Maureen Kealey 3. Heather Hanson 3. Rachel Guip 5. Steph . Ballantyne 5. Courtney Mcilduff 5. Stacey Wegener 8. Katy Maty 9. Maria Pfarr 10. G. Cunkelman

Region 5A Region 7A Region 5A Region 5A Region 4A Region 6A Region 1A Regio n 1A Reg ion 5A Reg ion 7A

74.450 74.325 74.050 73.950 73.950 73.875 73.750 73.675 73.550 73.375 73.175 72.900 72.800 72.775 72.700 72.550 72.525 72.450 72.400 72.375

USGF LEVEL 9 JUNIOR OLYMPIC NATIONAL CHAMPIONSHIPS Baton Rouge, LA - May 8-10,1992 SENIORS ALL-AROUND 1. Jenny Ester Region 3 2. Meredith Willard Region 8 Region 1 3. Jamie Stauffer 4. Sunshine Smyth Region 3 5. Danielle Pacyniak Region 3 6. April Kaufman Region 8 Region 3 7. Jenessa Collins 8. Diane Cushenberry Region 3 9. Jana Reardon Region 6 Region 5 10. Shelly Stambaugh 11 . J. Nonnemacher Region 7 Region 7 12. Leslie Abate 12. Heidi Seibert Region 1 14. Christi Newton Region 8 15. Tara Swartz Region 3 16. Dee Fischer Region 1 16. Jennifer Jones Region 3 18. Adrienne Carver Region 8 Region 7 19. Barb Otley 20. Julie Ballard Region 8

9.425 9.400 9.025 9.025 9.000 8.975 8.950 8.800 8.750 8.200

VAULT 1. Jamie Stauffer 1. Meredith Willard 3. Sunshine Smyth 4. Julie Ballard 5. Charisse Phillips 6. Amy Smith 7. Shelly Stambaugh 8. Jill Stearns 9. Danielle Pacyniak 10. Paula West UNEVEN BARS 1. Jenny Ester 2. Meredith Willard 3. Kiyomi Parish 4. Dee Fischer 5. Diane Cushenberry 6. Heather Lloyd 7. April Kaufman 8. Jamie Stauffer 9. Danielle Pacyniak 10. Jana Reardon BEAM 1. Sunshine Smyth 2. Diane Cushenberry 3. Shannon Herzog 4. Jenessa Collins 5. April Kaufman 6. Heidi Seibert 7. Rebekah Brajcki 8. Jenny Ester 9. Amy Kilgore 10. Dee Fischer

9.655 9.620 9.525 9.525 9.500 9.500 9.500 9.425 9.400 9.175

FLOOR 1. J. Nonnemacher 2. Barb Ottey 3. Jenessa Collins 4. Jenny Ester 5. Shelly Stambaugh 6. Danielle Pacyniak 7. Meredith Willard 8. Deanna Palmer 9. Emily Bails 10. Holly Martinson

9.338 9.188 9.025 8.988 8.950 8.863 8.675 8.663 8.650 8.225 9.725 9.525 9.475 9.425 9.375 9.350 9.325 9.325 9.275 9.250

25

37.950 37.850 37.500 37.425 37.175 37.150 37.125 37.050 37.000 36.900 36.825 36.800 36.800 36.775 36.675 36.650 36.650 36.575 36.550 36.525

Region Region Region Region Region Region Region Region Region Region

1 8 3 8 1 2 5 2 3 7

9.588 9.588 9.563 9.463 9.425 9.313 9.300 9.163 9.038 9.000

Region Region Region Region Region Region Region Region Region Region

3 8 1 1 3 1 8 1 3 6

9 .825 9.575 9.525 9.500 9 .450 9.425 9.400 9.100 9.000 8 .775

Region Region Region Region Region Region Region Region Region Region

3 3 4 3 8 1 5 3 1 1

9.550 9.525 9 .500 9.425 9.325 9.250 9.200 8.900 8.875 8.850

Region Region Region Region Region Region Region Region Region Region

7 7 3 3 5 3 8 3 1 5

9.700 9.600 9.525 9.350 9.175 9.025 8.950 8.925 8.475 8.075

1992 U.S. CHAMPIONSHIPS 5/16/92 - Columbus, Ohio Senior Men 60% Comp.l40% Opt. Weighted All-around Name Team Adj. Score 1. J. Roethlisberger" Minn 115.44 UCLA 115.14 2. Scott Keswick" Stanford 114.66 3. Tim Ryan" 4. Chris Waller " UCLA 114.50 5. D. Minicucci" Temple 114.38 6. Lance Ringnald' Gold Cup 114.28 Stanford 114.00 7. Jair Lynch' 8. Trent Dimas' Gold Cup 113.98 Oklahoma 113.82 9. Jarrod Hanks ' 10. Bob Stelter' Nebraska 113.26 11. Mark Warburton ' Nebraska 113.24 12. Jay Caputo' OTC 113.18 13. Patrick Kirksey' Nebraska 112.92 14. Dennis Harrison' Nebraska 112.40 Stanford 111.62 15. Kyle Asano' 16. Kurt Thomas' OTC 111 .62 17. Mark KcKiernan' Minn 109.60 18. Char les Lakes' Oly. Sun 109.92 19. Jeff Lutz Oklahoma 109.70 20. David SI. Pierre Broadway 109.66 21 . Kerry Huston Minn 109.60 22. Drew Durbin Columbus 109.34 23. Jason Brown Brig . Yng. 109.14 24. Kip Simons Ohio State 109.04 25. Sumner Darling Nebraska 108.96 26. Mike Masucci Penn State 108.74 Ohio State 108.50 27. Kevin Crumley 28. Ricardo Cheriel Illinois 108.28 29. Jim Knopp Ohio State 108.06 30. Mike Farina USGTC 107.92 • Bill Roth (Injury Petition to Nat. Team) • Tom Schlesinger" (petition) • Chainey Umphrey" (petition) Bold - U.S. National Team " 1992 Olympic Trials Participants Men - Team Atlanta 40% Comp.l60% Opt. Weighted All-around

1992 U.S RHYTHMIC GYMNASTICS NATIONAL CHAMPIONSHIPS 5/15-17/92 - COLO. SPRINGS, CO Junior All-around 1.

1.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Christi Tucay Jessica Davis Sally Ward Lori Fredrickson Li li Cha ing Jennifer Lim Soledad Alberti Mandy James Tina Tharp Cha lien Sievers Marie Chepov Margaret McCall

LA Lights Gymmarin United Gym .

IL Rhythmics Encore Rhy. Gems LA Lights United Gym .

United Gym .

IL Rhythmics Rhy . Gems Houston Illus.

26

70.45 70.45 68.20 65.80 65 .3 0 65.00 64.80 64 .10 63 .00 62.60 62 .50 61.55

Senior All-around 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13. " ,

Bianca Sapetto" CA Breeze Caroline Hunt" IL Rhythmics Brooke Bushnell" Gymmarin Diane Simpson " IL Rhythmics Heather Lovell" IL Rhy1hmics Tamara Levinson" Rhythmflex V. Vanderpluym" CA Breeze Christy Neuman" United Gym. N.Hewitt-CouturierUN Inter.

Big Apple Claudia Pena Carmit Bachar LA Lights E. Davidovich United Gym .

T. Luchessa Gymmarin Jenifer Lovell (petition) Kri stl Alt (petition)

71.85 71.55 71.45 71 .20 71.05 70.90 69.95 69 .60 69.40 68.50 68.40 68.15 68.05

Bold - U.S. Nation al Team members " 1992 Olympic Trials Participants

1. Richard Grace 2. J. D. Reive' 3. Don Brown 4. Blaine Wilson' 5. Brian Vee' 6. Tom Meadows 7. Jon Lee 7. Robert Kieffer 9. Jason Christie' 9. Bo Haun 11. Tony Pansy' 12. Scott Foster 13. Jay Thornton' 14. Mark Oliver 15. Jamie Ell is' 16. Brian Winkler 17. Matt White 18. Charles Kowalski' 19. J. J. Davis' 20. Mark Kuglitsch

Nebraska OTC Iowa Col. Gym Minnesota Oklahoma International Chenshaw's Neb. SG Minnesota International Ohio State Augusta Wash .Gym OTC Michigan Illinois Illinois Houston Iowa

109.40 108.16 104.60 104.38 104.22 104.14 103.62 103.62 103.46 103.46 103.28 102.72 99.80 99.54 98.60 98.12 97.22 96.22 95 .62 95 .44

" 18 years old & under as of 5/14/92 Bold - Team Atlanta

Jun e 1992 TECHNIQUE

1992 U.S. CHAMPIONSHIPS 5/16/92 - Columbus, Ohio Ju nior Women 20% Com p./80% Opt. Weighted All-around Name 1. Lanna Apisukh 2. Kristy Powell 3. Sarah Cain 4. Melisa Green 5. Dom. Moceanu 6. Amy Chow 7. Jennie Thompson B. Leila Pallardy 9. Rachael Rochelli 10. Laura French 11 . Jessica Washburn 12. Emily Spychala 13. Amy Shelton 14. Kim Young 15. Kim Peternard 16. Heather Brink 17. Stephanie Lau 1B . Marianna Webster 19. Jenni Koch 20. Erin Musser

Team Adj. Score Brown 's 75.940 Cypress 75.260 Gd . Island 75 .250 Gt. Lakes 74.9BO Karolyi's 74.940 W. Valley 74.790 Karolyi's 74. 760 LaFleur's 74.750 Cypress 74.540 Cypress 73.400 Am.Twisters 72 .BOO LaFleur's 72 .6BO Starfires 72.640 CO Aerials 72.530 Illinois 72.370 Dynamo 72.320 Pac. Coast 72.070 Dynamo 72. 050 World Class 71 .B1 0 Lion's 71 .330

Bold - U.S . Junior National Team Senior Women 60% Comp./40% Opt. Weighted All-around 1. Kim Zmeskal * Karolyi's 7B .590 2. Kerri Strug* Karolyi's 77.950 3. Michelle Campi* Pozsar's 77.B60 4. Dom. Dawes* Hill's Angles 77.760 5. Amanda Borden* Cinci . Gym 77.440 6. Kim Kelly* Parkettes 77.300 7. Hilary Grivich* Karolyi's 77.140 B. K. McDermott* Parkettes 76.990 9. Wendy Bruce* Brown's 76.BBO 10. Juliet Bangerter* Desert D. 76 .B20 11 . Elisabeth Crandali* Desert D. 76.770 12. Sarah Balogach* Parkettes 76.420 13. Traci Sommer North Stars 76.390 14. Heidi Hornbeek AZ Sunrays 76.030 15. Monica Shaw Rocky Mtn 75.940 16. Stephanie Woods Capital Gym 75.B10 17. Larissa Fontaine Aerials 75.790 1B . Kim Arnold Desert D. 75.770 19. Jennifer McKenna Parkettes 75.670 20 . Shelley Engel SCATS 75.570 21 . Martha Grubbs Parkettes 75.440 22. Misty Moore Capital 75 .2BO 23. Tiffany Simpson Desert D. 75.200 23. Sam . Muhleman Queen City 75 .200 25. Summer Reid FLIPS 75.000 26. Heather Kabn ick Am.Twisters 74.910 27. Kristen Guise Am.Twisters 74 .5BO 2B . Katie Fitzpatrick Queen City 74 .0BO 29. Chel le Stack Cypress 74.030 30. Cara Lepper CATS 73.790 31 . Leslie Angeles Blake's 73.640 32. Heather Bennett Nat.Acad . 72.960 * Betty Okino (petition) * Shannon Miller (petition) Bold· U. S. Senior National Tea m • 199 2 Olympic Trials Participants

TECHNIQUE June 1992

1.

2.

3.

4.

5.

6.

7.

B. 9.

9.

11 .

12.

13.

14.

15.

15.

17.

1B .

19.

20.

21.

22 .

23.

24.

25.

26.

27.

27.

29.

30.

BOY'S J.O. CHAMPIONSHIPS 5n-10/92- Austin, TX

8th FOUR CONTINENTS RSG CHAMPIONSHIPS

CLASS I

Bejing, Ch ina May, 1992

Name Team Brandy Wood Gold Cup Chris Young Salem Gym Ryan McEwen Neb. School Rob Kjar USA Gym.wld Hugh Lau Neb. School Andrew Weaver Gold Cup Jeremy Killen All American Andrew Mason All American Steve Marshall Crenshaws Aaron Cotter Neb. School.

James Gomez High Country Steven George Wyo . Schl.

Bo Hanle Crenshaws Andrew Manson Gymflairs Tim Gergen Neb. Schl.

J. Brickelbaw Byers Spencer Slayton Atlanta Matt Redman Olympia Jesse Katzman Twin City Chris Onuska Wid . Cup Josh Kramb Metroplex Joseph Duda Surgents Garon Rowland Gym .Chalet Greg McGlaun Blakes Tyler Vogt Galimore Kyle Johnson Gym .Chalet Todd Brumley TAG Allan Fusi lero Byers Joe. Buscaglia Niagara Fabricio Olsson Gymnastrum

Score 110.60 110.55 110.45 109.70 109.65 109.50 109.40 10B .70 10B.40 10B.40 10B.15 107.90 107.60 107.45 107.30 107.30 107.25 107.00 106.95 106.BO 106.60 106.55 106.45 106.15 106.10 106.05 105.90 105.90 105 .B5 105.BO

Name Juniors : 1. Mira Han 2. Gyongsuk Ho 3. Dong Weihau 4. Mutsuko Tahara 5. Zgao Xueying 6. Miki Sugimoto 6. Sunhui Han

PRK PRK CHN JPN CHN JPN PRK

36.35 36.15 36.10 35.75 35.30 34. 55 34.55

12. Tamarin Luchessa 13. Christi Tucay 17. Sally Ward

USA USA USA

33.60 33.45 32. B5

Group: 1. China 2. Japan 3. Korea 4. United States

37.350 37.200 36 .075 35.400

OLYMPIC TRIALS QUICK FACTS Dates: Rhythmic Artistic

Site:

CLASS II 1.

2.

3.

4.

4.

6.

7.

B. 9.

9.

11 .

11 .

13.

14.

15.

16.

17.

1B .

1B .

20.

21 .

22.

23.

24.

25.

26.

26.

2B .

29.

30.

Tim Dalrymple Top Flight Andrew Pileggi Reno Gym. Clarence Miao USGTC Michael Dutka Gymnastrum G.Sincharoen Oly. Suns Lindsey Fang Gymnastrum Chris Toy Golden Bear Kendall Schiess USA Gym .Wid Seth Klayman Columbus Ethan Sterk Surgents Elite Nathan Ramos Top Flight Derek Leiter Neb. Schl.

Lateef Crowder Stanford Jason Kimball Blakes David Ludlow Gym Nev. Adam Klein Oly. Suns Jay Nardelli Gymnastrum J. Katsampes Parkettes Tim Elsner Wid. Cup Sean Contreras Cahoys J. Harms Flyers Jeff Stallings OK Gold J. Jorgensen Crenshaws S. Finkelstein US Gym.Dev. S.walker Gym Masters Chris Anderson Weyandts J. Jakowchuk All. Am. Craig Nesbitt Springfield Eddie Seng Gymnastrum D. S. Jones Talahassee

110.00 109.15 109.10 109.00 109.00 10B.05 107.90 107.45 107.10 107.10 106.60 106.60 106.50 106.45 106.35 106.15 106.00 105.60 105.60 105.55 105.45 105.30 105.25 105.15 104.90 104.B5 104. B5 104.55 104.40 104.20

Cou ntry Score

June 6-7 June 11-13

Baltimore Arena Baltimore, Maryland (301) 347-2020

Media Hotel: Mariott Inner Harbor (410) 962-{)2Q2

Competition Fonnat: Rhythmic: June 6

2:00 p.m.

Preliminary All-Around

June 7

2:00 p.m.

FJnals All-Around Artistic:

June 11 7:30 p.m.

Women's Compulsories June 12 7:30 p.m.

Men's Compulsories June 13 2:30 p.m.

Women's Optional Rnals June 13 8:00 p.m.

Men's Optional Rnals

Qualification Procedures 18 Senior Men 12 Senior Women 8 Senior Rhythmic Women

Bold - Junior Olympic Team

27

Announcements /Releases 1993 World University Games - Trials

Men's Olympic Coach Selected

The 1993 World University Games will be conducted in Buffalo, New York, July 8-19, 1993. This will be a very exciting and important competition for our coll eg iate athletes.

Due to the high profile of this event and the trials to select the female athletes to represent the USA, the USGF will be acepting bids for the Women's World UniversityGames Trials until July 1st. All bid s recei ved by this date will be rev iewed and one will be selected.

Any institutions or organiza tions interes ted in hostin g this event should submit bids prior to thedeadline date to:

Francis Allen will be the head coach for the Men's Olympic Gymnastics Teamas it trains, focuses and competes in Barcelona in July. Allen was also named head coach for the boycotted 19800lympicTeam. Inhis23rdyearat the helm of the Huskers, Allen is one of the most successful coaches in NCAA history. He has guided Nebraska to seven NCAA team titles, which is tops among active coaches and second on the all-time list. He has also produced 100lympiansand three Nissen Award winners. Allen reached two new milestones in 1991. In July, he guided the U.s. Men's National Team to a second place finish at the pre-Olympic games in Barcelona, Spain. Then in September, he took the same team to a fifthplace finish at the World Championships in Indianapolis, Ind. Other final nominees included Greg Buwick and Fred Turoff.

Allison Melangton, USGF Director of SpeCial Events Pan American Pla za, Suite 300 201 S. Capitol Avenue India napolis, IN 46225

Mary Lou Nominated for Hall of Fame

Olympic Coach Selection

Mary Lou Re tton was nomina ted for the 1992 Sudafed Interna tional Women's Sports Hall of Fame. The Hall of Fame represents outstil nding female a thletes from every corner of the globe and from all sports. Each nominee is judged on the basis of her contribution to the development or populari zation of her sport as well as her athletic achievement. The fin al determination will be made in early June by the Women's Sports Foundation Awards Committee.

32nd International Sportsfestival "BlumeLas Palmas" After havin g su ccessfully arranged the 31" International Sportsfestival "BLUMELAS PALMAS," we want to make this a n even more susccessful event in 1992. In follo w in g th e basic prin ciples of th e Gym nilestradil, we wa nt to reali ze our a mbitions and ideils: â&#x20AC;˘ Giving an impetu s for the work of gym nast ics clu bs by means of a wide range of demonstra ti o ns. â&#x20AC;˘ To show th e at traction of gymnas tics a nd its many forms of expressions and movements.

28

Women's Coach: Two or three coaches will be selected from the personal coaches of the athletes comprising the OlympicTeam (including thealternate).

One of these coaches mu st be female.

One Head Coach will be selected.

Rhythmic Coach: The Olympic Coach will be thepersonill coach of the athlete with the highest all-a round scorea ttheOlympic Trials.

Who Can Participate?

Anyone ca n take part ilS this is not il competition . We welcome gymnastics clubs, groups of gymnilsts from abroild , university clubs-ilnyone who is interested in gym nastics!

General Guidelines for Participants Each group must give o ne or two d isplays with a maximum leng th of 10 minutes. The displays shou ld include all a rea s of gymnastics, f1 00r and appa ra tus gymnastics, as well as featuring various d ances a nd games . The events are open to women, men, children as well as mi xed groups-also, individual s and clubs which otherwi se have no opportunity to give display to demonstrate th eir activities . Preci se dates and venues ofdemonstrations w ill be publi shed imm ed iately after the participants applica tion s have been accep ted.

How to Register Send your program to one of the following addresses, before November 1, 1992 to inform us of th e po ssibilities of participation. in Spain: , G IMNASO LAS PALMAS FEDERAC ION ESPANOLA Com it6 Organ izador "BLUME" G IM NASIA Ju an M. Duran, 6-4 0 Secclon Gimnasia Genera l Apartado de Correos, 2.604 Marfa Molina, 60 35007 Las Pa mas de Cra n Ca nari a (Espa na) 28006 Madrid (Espana) June 1992 TECHNIQUE

USGF Congress

1992 USGP Congress Hotel Informa han Services Available ...

• • • •

• Airport Service available from hotel.

• Continuous Shuttle Service to Disney land • PAVIA: The finest Northern Italian and Seafood Cuisine.

• HASTINGS: Elegantly casual California Grill.

ON THE AVENUE: Dining and entertainment.

CAFE OASIS: Round the clock sidewalk cafe.

PULSE: One of the areas most popular entertainment lounges.

HILTON SPORTS AND FITNESS CENTER: State-of-the-art exercise and workout equipment, aerobics, swimming, basketball, sauna, massage, tanning.

Accommodations Available ...

SINGLE

One Person - Deluxe King or Double / Double. Location determines rate.

DOUBLE Two Persons- Deluxe King or Double/ Double - location determines rate.

TWIN Two persons - Deluxe Double / Double. Location determines rate.

LANAI Pool and Garden Level-These rooms open onto three acres of terraced decks or feature extended patios.

TOWERS The ultimate in elegance on the top floor, featuring separate registration, concierge, private lounge and numerous amenities.

SUITES A wide selection of suites available with one or two bedrooms and connecting parlors ranging in size fgrom 370 square feet to 1400 square feet.

(Further information upon request) .

Rates: Main building Single DbI/Twin Triple/Quad Lanai Single DbI/Twin TpI/Quad Towers Single ObI/Twin TpI/Quad TECHNIQUE June 1992

Before 8/14

After 8/14

$ 99.00 $109.00 $119.00

$109.00 $119.00 $129.00

$119.00 $129.00 $139.00 $139.00 $149.00 $159.00

FACTS AT A GLANCE Host City: Anaheim, California Congress Dates: September 16-20, 1992 Congress Hotel: Anaheim Hilton and Towers, 777 Convention Way, Anaheim, CA 92802 714/750-4321 Exhibit Hall: Featuring the best in equipment, apparel, supplies and services.

Olympic Exhibition: An exhibition performance by the 1992 Olympic Team and special guest performers on Saturday, 9/19 .

Annual Banquet and Dance: Held on Saturday with our Olympic Team members as special guests.

Congress Sessions: Technique, judging, preschool, developmental, business, safety certification, coaches accreditation, management, men, women, rhythmic. (See the tentative schedule on pg. 30) Minimum age for Congress participation: The minimum age for registration and participation in the 1992 USGF Congress sessions is 16 years.

29

TENTATIVE

1992

CONGRESS SCHEDULE

While it is too early to offer a complete schedule, the following might be helpful in your general planning: 9116 WEDNESDAY 8:30 am- 9:00 pm 2:00 pm- 9:00 pm 1:00 pm - 9:00 pm 9/17 THURSDAY 7:00 am- 9:00 pm 8:30 am- 1:40 pm 8:30 am-11 :00 am 8:30 am-11 :30 am 12:00 noon- 5:00 pm 12:30 pm- 6:00 pm

2:00 pm- 8:30 pm 6:00 pm- 9:00 pm 6:00 pm-1 0:00 pm

PDP Level II Instructor's Course* (13.5 hrs) - Parts 1-3: 8:30-12:30; 2:00-6:00; 7:30-9:00 PDP Level II Sport Science Course* (8 hrs) - Parts 1-2: 2:00-6:00; 7:30-9:00 Congress Registration Booth open Congress Registration Booth open PDP Level II Instructor's Course (cont) - Parts 4-5: 8:30-11 :00 ; 12:30-1:40 PDP Level II Sport Science Course (Part 3) PDP Level I Administrator's Course* Exhibit Area open Educational Sessions Men's Sessions RSG Sessions Women's Sessions PDP Sequential II RSG Skills Practice Judging TBA Beg/Intermediate Video Workshop 1 Building participation #'s.

Beg. Vault TBA Sequential Gymn.

Club Business Session Junior Compulsories Back Exercises TBA USGF Safety Certification Course PDP Level I Administrator's Course* (repeat) Special Group meetings

9/18 FRIDAY 7:00 am- 9:00 am 7:00 am- 9:00 pm 8:50 pm-12:20 pm

10:00 am- 5:00 pm 12:20 pm- 1:35 pm 1:35 pm- 5:50 pm

6:00 pm-1 0:00 pm

Special Group meetings Congress Registration Booth open RO Entry Vault Sport Science Symp Practice Judging Conditioning Co-op Gym Clubs Future Preschool FIG Code Review Back Exercises Video Workshop 2 Practice Judging Panel Discussion Preschool Activities Exhibit Area open Lunch and visit exhibits Sport Science Sympos.

Intermediate BB Intermediate FX PS Panel Discussion Beg.llntermediate Dance Nutrition Collegiate Dilemma Practice Judging International Report Developmental Activities

'96Comp. FX Olympic Development

Sequential II RSG Skills '92-'96 Compulsory Routine Review

'96 Comp PH TBA Basic Skills

'96Comp. SR Code of Points Update

International and U.S. Elite Routine Composition FIG Code Update

'96Comp.V

TBA

'96PB

'92-'96 Compulsory Judging

Special Group meetings

9/19 SATURDAY 7:00 am- 8:00 am 7:30 am-12:00 noon 9:00 am- 4:00 pm 9:00 pm- 11 :35 am

11 :35 am-12:45 pm 12:45 pm- 3:30 pm

4 :00 6:45 7:30 9:30

pm- 6:00 pm- 7:30 pm-1 0:00 pm- 1 :00

pm pm pm am

Special Group meetings Congress Registration Booth open Exhibit Area open UPB 1 Rec/Olympic Conn.

UPB2 Fun & Fitness Cryotherapy Sequential Gymnastics PUb.School Marketing Practice Judging Committeee Meetings Video Workshop 3

..

Lunch and VISit exhibits TU 1 Gymnasium design PS Activities TU 2 Club Business Practice Judging Regional Meetings Coach Dropout

TBA TBA '96HB Future Trends

RSG Pro-member meeting

TBA

Regional Meetings

...

OlympIc Exhibition (Arena) Cocktail Reception USGF Awards Banquet Dance

9/20 SUNDAY 9:00 9:00 9:00 8:00

am-12 :00 noon am- 3:30 am am- 3:30 pm am-11 :00 pm

Special Group meetings USGF National Safety Certifier's Meeting (2 hours) Course USGF Safety Certification Course and Exam NAWGJ Judging Certification course/exam * By Special Application only.

30

June 1992 TECHNIQUE

USGF CONGRESS, SEPTEMBER 17-20,1992

BRIDGING THE GAP ANAHEIM 1992 Early Registration Form Please: one name per registration form Name

Name of Club/Program _ _ _ _ _ _ _ _ _ __

Address

City_ _ _ _ _ _ _ _ _ State __Zip, _ __

Birthdate* (year)

Phone, day (__) _ _ _ _ _ _ Phone, night (._ _ )_ _ _ _ __

USGF Pro # _ _ _ _ _ _ _ _ Exp. Date ______ Soc. Security No._ __ Check ( ) appropriate titles: o Men's Program o Club Owner

o Women's Program o Coach 0 Judge

o Rhythmic Program o Administrator

â&#x20AC;˘ Minimum age for Congress registration is 16 years.

$160

Congress Fee : Fee Includes:

Credential for entrance to regular Congress sessions , master clinics , and demonstrations on Thursday afternoon through Saturday. And ...

Free entrance to the Exhibit Hall featuring the industry's finest products. (additional day passes into the Exhibit Hall are $5.00 each) Ticket to the annual USGF Awards Banquet. (additional Banquet tickets for spouses/guests are $40 ea. - available at registration) Ticket to the Olympic Exhibition at the Anaheim Arena, Saturday, 9/19/92 . (additional tickets will be available on site for $15 each)

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

Discounts: o USGF Professional Members only - Early Registration (if postmarked by Au g. 1, 1992)

- $60

1$---, - - - - - --

Fee enc losed : Make check/money order payable to : United States Gymnastics Federation o VISA 0 MasterCard Expiration Date _ _ _ __ Card# _ _ _ _ _ _ _ _ _ _ _ __ Signature _ _ _ _ _ _ _ _ _ _ __

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

~ the Gap

Please return this registration form to: USGF CONGRESS Pan American Plaza, Suite 300 201 S. Capitol Avenue Indianapolis, IN 46225 (T692)

TECH NIQUE June 1992

31

----,

Coach Education

1992 USGP Summer Coaching Workshops Workshop Highlights USGF Safety Certification

U SGF COACHES EDUCATION

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

1992 USGF Summer Educational Workshops Daily Schedule (tentative) Thur 5:00- 9:30

9:00-11 :30

6:00- 7:30 7:30- 9:00

PDP Levell : Rookie Coaches Gymnastics Guide Lunch PDP Levell: Sequential Gymnastics /I PDP Level I: Accreditation Review Dinner Registration Welcome, Introduction, Workshop Preview Session 1 Session 2

Sat

9:30-11 :00 11 :00-12 :30 12:30- 2:00 2:00- 3:30 3:30- 5:00 5:00- 5:30 5:30- 7:00 7:00- 8:30

Session 3 Session 4 Lunch Session 5 Session 6 Daily Review/Questions Dinner Special Activity

Sun

9:00-10:00 10:00-11 :00 11 :00-12:00

Session 7 Session 8 Workshop Review/Questions/Discussion/Survey

Fri

USGF Professional Development Program: Level I Accreditation

11 :30- 1:00 1:00- 3:00

NEW! These workshops will see the first complete Level I clinics. Participants in the clinic will receive full Level I Accreditation. The clinic covers two workshop sessions. The first session will present im portant coaching com petencies including: Coaching Philosophy, Communication, Athlete Readiness, Safety, Terminology. The second session presents basic skills and progression in a format created to match each athlete's developmental level.

Alternative Programs

3:00- 3:30 3:30- 5:00 4:30- 5:30 5:30- 6:00

Several sessions will be devoted to designing and utilizing alternative gymnastics activities for fun and profit. Presentations will include activities for gymnastics exhibitions, group shows, and fund raisers. Learn how to make gymnastics FUN FOR ALL.

Spotting Clinics w ill show demonstrations of spotting techniques for such skills as the back somersault with 1/ 1 turn, giant swing. As an alterna tive to spotting, progressions using safety pits and uphill mats will be discussed.

Skill Progressions Castto handstand. Flyaway. Giantswing. These are some of the skills for which clinicians will provide detailed technical analysis, spotting techniques' progressions, and strength requirements.

USGF Safety Certification Course and Examination

Registration Deadlines: June 22th for the Edina, MN workshop (DEADLINE EXTENDED) August 1st for the Huguenot, NY workshop

Sign-up now, don't delay!

July 10-12

August 28-30

Site: Host:

YMCA of Greater New York National Gymnastics Training Center Camp Greenkill, Huguenot, NY

Edina, Minnesota TAGS Edina

A complete information packet (including accqmn:zodationJnformation) will be sent upon recelpt of reglstratwn mformatwn .

32

June 1992 TECHNIQUE

Coaching Workshop Early Registration Form Please check ( ) the Workshop you plan to attend:

o July 10-12, Edina, MN

0 August 28-30, Camp Greenkill, Huguenot, NY

Participant Information: Club Name: _ _ _ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ _ __

Contact Person: _ _ _ _ _ _ _ _ _ _ __ City_ _ _ _ _ _ _ _ _ State _ _Zip _ __

Phone, day (_ _ )_ _ _ _ _ __ _ _

Phone, night (_ _ _ _ _ _ _ _ _ _ __

Social Security Number

Participant names:

USGF Pro-number

Coaching Safety PDP Workshop Certification Levell

1. _ _ _ __ __ _ _ ___ 2. _ _ _ _ _ _ _ _ _ ___ 3. _ _ __ _ _ _ _ _ ___ 4. _ _ _ __ __ _ _ ___

$95 $95 $95 $95 $95

5. _ _ _ _ _ _ _ _ _ ___

0 0 0 0 0

$75 $75 $75 $75 $75

0$35 0$35 0 $35 0 $50 0 $35

Number of coaches participating in PDP Level I course

$ $ $ $ $ $

SUb-total for fees: Discounts: • Early Registration Discount* • USGF Professional Member Discounts: Number of coaches attending the Coaches Workshop Number of coaches taking the Safety course/exam

Individual Totals

1

=

$_--

x $20 = x$ 5 = _ _ (no.) x $ 5 =

$_-$_--$

_ _ (no.) x $ 5 _ _ (no.) _ _ (no.)

Sub-total for discounts:

1- $

Fee enclosed: *IN ORDER TO RECEIVE THE ABOVE DISCOUNT, REG ISTRATION MUST BE POSTMARKED BY:

June 22th for the Edina, MN workshop (DEADLINE EXTENDED) August 1st for the Huguenot, NY workshop CHECKS SHOULD BE MADE PAYABLE TO : United States Gymnastics Federation If paying by credit card :

Card:

0 VISA

0 MasterCard

Card # _ _ _ _ _ __ __ _ _ _ Expiration Date _ _ __ Card holder name :_

EB

_

J)J~vtk

USGF COACHES EDUCATION

TECHNIQUE June 1992

_ _ _ _ _ _ __ __

_

Signature _ __ __ _ _ _ _ __ _

Please return this registration form to: USGF EDUCATIONAL SERVICES Pan American Plaza, Suite 300 201 S. Capitol Avenue Indianapolis, IN 46225 (T692)

33

_

Junior USGF

Olympic

WOMEN'S PROGRAM MATERIALS WOMEN'S JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM

Junior

I

. Ol~pic l Item No. 1110 1111 2109 2105 2106 2107

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

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

Price 29.95 24.95 6.00 29.95 29.95 19.95

$ $ $ $ $ $

Junior Olympic Awards Program A motivational program utilizing a wall chart and a patch / chevron awards system as inter-gym educational and organizational tools. This awards system is an excellent way to set goals, track followthrough of skills, and witness the accomplishments of your gym's athletes. A great tool for introducing "new" gymnastics parents and kids to the J,O. developmental curriculum. Since it's easy to read and to understand, it will help parents visualize where their child fits into the national program.

30 31 32 33 35 34 36 37 38 39 40 41 42 43 44

$ 50.00

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

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

3.00 3.00 25.00 12.00 7.50 12.00 12.00 12.00 12.00 12.00 12.00 3.00 3.00 3.00

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

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

2170 2171 2172 2173 2175 2176 2177 2178

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

$ $ $ $ $ $ $ $

15.00 15.00 15.00 15.00 6.00 6.00 6.00 6.00

Use the Order Form on page 36 of this magazine to order any of these materials.

34

June 1992 TECHNIQUE

Junior USGF

Olympic

MEN'S PROGRAM MATERIALS BASIC SKILLS ACHIEVEMENT PROGRAM (BSAP)

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

Item No. Description 51 Basic Skills Achievement Booklet - complete description of program and ski lls 52 BSAP Video - Demonstration of all of the skills 53 BSAP Patch - This is the 1st identification award given when entering the program Chevrons - See below 54 BSAP Wall Chart - Use this to keep track of the students' progress 55 BSAP Report Card - Maintain an individual record of each student's progress BSAP Achievement Certificate 56

Price

$ 7.50 $ 29 .95 $ 1.00 ea. $ $ $

3.00 ea.

3.00 for 25 3.00 for 25

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

60 61 62 63 64

65

ODP ODP ODP ODP ODP ODP

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

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

JUNIOR OLYMPIC COMPULSORY PROGRAM (JOCP)

Junior ll1t.idi .

OlymPIC 1202 2222 70 71 72 73 74

75 76 77 50

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

1993-'96 Compulsory Book - all of the routines with illustrations and deductions 1993-'96 Compulsory Video - demonstration of all of the exercises

$ $ $ $ $ $ $ $ $ $ $

Age Group Award's Patch Chevron (Green) - Recogn ition award for Class VI I Chevron (White) - Recognition award for Class VI Chevron (Red) - Recogn ition award for Class V Chevron (Blue) - Recognition award for Class IV Chevron (Bronze) - Recognition award for Class III Chevron (Silver) - Recognition award for Class II Chevron (Gold) - Recognition award for Class I Artistic GymnastiCS (Turoff) -Supplemental Coach's Reading

29.95 39.95 1.00 12.00 12.00 12.00 12.00 12.00 12.00 12.00 21.95

Use the Order Form on page 36 of this magazine to order any of these materials.

TECHNIQUE June 1992

35

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

Junior

RHYTHMIC PROGRAM MATERIALS

USGF

Olympic

RSG JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM Item No. Description

1302

1321

1322 2312 2313

Price

1992-'96 USGF Rhythmic Compulsory Book - The text and floor patterns for the 1992-'96 Junior Olympic Rhythmic Gymnastics compulsory program. The three ring binder book includes the routines for Levels 5-S and a glossary of rhythmic gymnastics terms. Routines are written for rhythmic floor exercise,. rope, hoop, ball, clubs and ribbon .

1992-'96 USGF Rhythmic Gymnastics Level 5 & 6 Video - Companion to the compulsory book, the video shows the six Level 5 routines performed from both a front and rear viewpoint.

The Level 6 routines are also shown in phrases.

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

1992-'96 USGF Rhythmic Gymnastics Level 5 & 6 Cassette tape - The music for the twelve routines in the Level 5 & 6 Compulsory program.

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

I

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

$ 29.95 $ 29.95 $ 29.95 $ 10.00

$ 10.00

I

,-----------------------------------------, I USGF Program Materials I Total Item No Qty Description Cost ) OrdetForm , Name Address

City State Phone (

Zip )

-

USCF Member No. S.s. No.

-

-

For Credit Card Payments:

D

MasterCard

D VISA

Make checks payable to: USGF Merchandise

I Card# Subtotal I Expiration Date: I Signature: Indiana Residents add 5% sales tax I I Send Mail Orders to: Shipping & Handling I Charges USGF Merchandise $4.50 Pu rchases over $50 I 53.50 PO Box 5562 Purchases 510.01-550 52.00 Purchases 10.00 and under I Indianapolis, IN 46255-5562 I Grand Total IL _________________________________________ I ~

1"

~ ~

1

(T692)

~

36

June 1992 TECHNIQUE

<:5> ~ ~

E6 -

PROFESSIONAL DEVELOPMENT PROGRAM

,..-'.::J

'{Nr~~

USGF COACHES E DUCATION

COACHING ACCREDITATION MATERIALS

Item No. Description

#3608 $8.95

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

Sequential Gymnastics II

:,

~d' ~i~--= ~ ""iV 'f '~'

~:

.-,

1

#3604 $13.00

Sequential Gymnastics 1/- This is the 3rd edition for Sequential Gymnastics .

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

---""-

.

#3609 Levell Instructor's Starter Kit* - Level I clinic administrators must purchase $60.00 one copy of the Starter Kit in order to conduct Level I Clinics. Each Starter Kit contains the Levell Instructor's Video, Levell Insturctor's Manual, and a packet of the Levell Clinic Workbooks (see below) . The video presents the material and concepts in the Rookie Coaches Gymnastics Guide and Sequential Gymnastics" in an interactive format with the Levell Clinic Workbook. *

~

~

.. ,

_

Interactive video Presentation

NOTE: In order to be elligible to purchase the Starter Kit, you must have successfully completed all the requirements for USGF Level I Accreditation .

#3610 Levell Clinic Workbooks (packet of 15) - Levell clinic admin istrators receive $20.00 25 Levell Clinic Workbooks in the Levell Instructor's Starter Kit. Each Workbook contains the written material corresponding to the exercises on the video , as well as the Level I Clinic Registration and Verification Form which is to be returned to the USGF as one component of the PDP Level I accreditation.

Instructors may order additional Workbooks as needed .

Use the Order Form on page 36 of this magazine to order any of these materials.

TECHNIQUE June 1992

37

Coaches' Education

Professional Development Program (PDP) Level I Program Description

Steve Whitlock Director of Educational Seroices and Safety

In order to gain USGF PDP Level I Coaches Accreditation, you must complete 3 requirements: 1. Rookie Coaches Gymnastics Guide criteria This is the part of the program tha t introd uces basic information useful to all coaches and gymnastics teachers regarding philosophy of coaching, communication, goal setting and lesson planning, safety, gymnastics terminology, etc.

A. Read and study the Rookie Coaches Guide.

B. Complete the "self-test" and Level I Application Form. Because this is an open-book examination, the "passing" score is 90% (45 correct responses out of 50). If you don't achieve the required score, you will be asked to retake the examination.

C. Return the Form and Answer Sheet to the USGF along with the processing fee. You will receive a Certificate confirming your successful completion of this criteria.

Q

Once I complete all three criteria, how long is my Level I Accreditation valid?

A

Your Level I Accreditation is valid and considered "active" until the materials and exams are revised and updated (probably every 5 years). At this point, if you have not progressed on to Level II or Level III, you can update your "active status" at Level I by participating in a new Level I video course.

Q

What is my accreditation status once I have "passed" just one or two of the criteria?

A

You will have "Provisional Level I" designation until you complete all three criteria- at which point you will have "Active Status."

Q

Is Level I Accreditation required by the USGF?

A

At this point in time, participation in the PDP program is completely voluntary. However, the USGF expects that: • Voluntary participation will be high! Our research indicates that coaches are interested in improving their skills and look forward to being able to demonstrate their competencies through this kind of program.

• Participation in the program will be encouraged by various organizations, clubs, and even the community. For example, club owners and program directors are soon likely to require PDP accreditation as a basis for employment, salary increases, and/ or position advancement.

• At some point, PDP accreditation WILL be a requirement for all "coaches on the floor" at USGF sanctioned Junior Olympic competitions. When? This will depend upon recommendations made by the various Program committees.

Q

I am an experienced coach. Is there a way for me to easily participate in this program?

A

Yes! The USGF is conducting a series of "grandfather" courses where you can gain full Level I accreditation and Test Administrator status without taking the exams based upon submission of a resume. Currently, "grandfather" courses are scheduled at all of the USGF Compulsory Workshops, several Regional Mini-Congresses, USGF National Coaching Summer Workshops, and at the 1992 USGF National Congress in Anaheim, CA. Additional opportunities w ill be advertised in Technique magazine.

2. Sequential Gymnastics II-Instructor's Guide This is the "sport specific" part of PDP Level I that includes basic gymnastics skills and sequences, additional terminology, progression development, and further gymnastics instructors information.

A. Read and study the Sequential Gymnastics II. B. Complete the "self-test" and Level I Application Form included at the end of the book.

Because this is an open-book examination, the "passing" score is 90% (36 correct responses out of 40). If you don't achieve the required score, you will be asked to retake the exam.

C. Return the Form and Answer Sheet to the USGF along with the processing fee. You will receive a Certificate confirming your successful completion of this criteria.

For more info rm ation on USGF PDP Coaching Accreditation, please contact: Da ve Moskovitz Pan America n Plaza, Suite 300 201 S. Capitol Ave. India napolis, IN 46225 317-237-5050

3. Level I Video Clinic This portion of PDP brings together what you have already learned and expands your teaching / coaching skills in an interactive format.

A. The Level I Video Clinic is to be completed after you have achieved the first two criteria.

B. You must register and participate in a Level I Video Course. The fee is paid to the local Level I Clinic Administrator (CA) and includes participation in the course, the examination, and USGF processing fee. The CA will send your Workbook and Enrollment Form to the USGF. C. You will receive a Certificate confirming your successful completion of Level I PDP Coaching Accreditation.

38

JUl1e 1992 TECHNIQUE

Psychology and Gymnastics

"Reasons for Leaving"

Y

our author recently received a letter from Mr. Steve Elliott, a member of the United States Gymnastic Federation National Team Coaching Staff. This correspondence was followed by a phone conversation with Steve.

Both of these communications concerned an area of considerable importance to Steve as a National Level Coach and myself as a Sports Psychologist and active member of the gymnastic community.

What we mutually identified as a growing problem has to do with the fact that more and more talented athletes appear to be leaving the sport of gymnastics prematurely.

Mr. Elliott is worried about this trend as a professional charged with the responsibility of helping to develop young talent and bring it to full potential. I am equally concerned about our current "drop-out" rate for the same reason but also because if it's mental health implications for youngsters who leave. This exodus is not because of injury, training burnout, or frustration from competitive failures but appears to be more frequentlya result of the "fun" being extracted from the experience. Recent survey research has clearly demonstrated that the major reason for leaving or remaining in an athletic activity is the degree of pleasure accrued through participation.

The word "extracted" has been deliberately used to describe the end of the joy in participation in gymnastics. The definition of this word in Webster is "taking away forcibly", "to remove by effort from someone unwilling", and "to withdraw through a process". When a young gymnast experiences the end of the "fun" in doing gymnastics it is often the result of having had the fun taken away not the result of some implicit characteristic of gymnastics itself. This event is often accompanied by some emotional damage for the youngster. In the many conversations I have had with gymnasts and concerned parents about leaving the sport this fact has been made movingly clear. Steve and I felt that perhaps an article in this column might help draw some increased attention to this problem and serve to stimulate some thinking and discussion among those more directly involved in the management an development of talent: namely dedicated and creative coaches.

First of all it is important to recognize that this problem occurs at all levels not just the Elite.

Although the training and performance demands TECHNIQUE June 1992

at this highest level are extraordinary, it would be a mistake to think that such intensity in and of itself automatically means there will be no fun associated with the hard work. It is true that at the Elite level there is greater attrition expected. This is not however necessarily because the passion for participation has been systematically demolished.

In most cases it is because time has run out or the physical and psychological demands of the sport simply outstripped what the gymnast had available to them for continued commitment.

There are those who would attempt to equate or find a correlation between leaving the sport and the level of hard training but this is often a spurious connection. It is only valid if the training experience is essentially negative and built on the destruction of self-esteem and individ uality ra ther than on the enhancement of these important aspects of personal development. The fact of the matter is that consistent hard work that is directed toward goal attainment can be most rewarding to youngsters and provide a great deal of fun at the same time. The joy comes through the learning process and is measured in terms of skills acquired and appropriate competitive success. Most athletes thrive on disciplined hard work and are more comfortable in this kind of predictable and productive environment than in one that is less demanding or even haphazard in quality. It is not the amount of work that is the issue it is the nature of the re-enforcement system for motivation and the emotional climate within which the work takes place.

The reality of greatest concern is probably not at the Elite level but in the feeder ranks where gymnasts are leaving at an alarming rate because they are no longer happy. There are a number of factors involved in this phenomenon that should be considered. One of the most critical out-of-gym influences that contribute to an athlete leaving the sport has to do with pressures associated with school. It is obvious that serious gymnastics training requires a very big time commitment. Most athletes go to the gym three or more hours a day, five or six days a week. Organizing one's life around this schedule and maintaining your academic expectations is a real challenge. Sometimes it just can't be done and one or the other area slips below an acceptable level.

Related to this same issue is the entire question of social life and peer pressure. Gymnasts can 39

Joseph L. Massimo Ph.D.

Chief Psychologist Newton Public Schools

A growing problem has to do with the fact that more and more talented athletes appear to be leaving the sport of gymnastics prematurely . .. survey research has clearly demonstrated that the major reason for leaving or remaining in an athletic activity is the degree of pleasure accrued through participation.

become isolated from their non-gymnastic friends through the process of their training. There simply isn't enough time to go to the movies, parties, dances, and other normal activities associated with growing and changing. Nothing can be said to ease this real dilemma because the fact of the matter is that gymnastic training at a more advanced level requires sacrifices and this is one of them. The gymnast's image at school is often mixed at best and the lack of social availability is almost always attributed to, "she/he's a gymnast". There is an unwritten understanding that this label usually means the youngster is not in the mainstream of school related social life. An awareness of the social consequence that goes along with high level training sometimes creates dissatisfaction and can be a major factor in a gymnast's decision to leave the sport.

It is your author's

opinion that the primary cause for this trend and ultimate responsibility for this loss rests with the

An additional reason that often becomes involved in this decision has to do with the motivational factors behind participation. Many athletes dream of being a champion and this is a fine reason for doing the sport but when the road to fame gets tough some gymnasts are not capable or willing to pay their full dues. Related to this notion, of course, is competitive payoff. To continually train and tolerate all of the restrictions that are faced without progress is most frustrating. The technical demands of the sport in the 90' s makes success even more difficult to obtain. How long a youngster can pursue an activity where rewards are minimal and they are always looking up from near the bottom is an individual matter.

But when the return on the investment is not enough despite the dream and drive, the only option may be to give it up entirely.

professional coach.

Another factor that sometimes leads to unhappiness and eventually to leaving the sport prematurely has to do with the degree of parental identification that the athlete experiences. If the focus for doing gymnastics subtly shifts over time and the youngster finds they are doing it to please their parents, the effort needed to continue often quickly vanishes. The decision to leave gymnastics often occurs during the early and middle teenage years.

The sense of social isolation and school demands are highest at this time but it may also be related to the questions, "Who am I doing this for?", "Who's in charge?". This is complicated by the fact that in this adolescent period of life young people are struggling to achieve an individual identity and personal autonomy. It is a time when children need and want to feel a strong sense of some ownership in decision-making and begin to direct the course of their lives themselves. Although gymnastic training can involve some give and take, it is essentially an activity where the athlete places him / herself in the hands of another. Following directions, taking orders, hav40

ing time scheduled by someone else, etc. are all aspects of the discipline of gymnastics training.

When basic motivational questions are compounded by the need for autonomy, it is not surprising that some gymnasts decide to assert their self-direction and take control over a poor situation by leaving the sport.

Another important factor in premature quitting of the sport which is closer to the gym itself has to do with the number of injuries a gymnast has had and how they were managed. Getting some type of injury in this sport is not unusual and no rna tter how hard a program tries to prevent them such mishaps come with the territory.

A gymnast who has an inordinate number of mishaps, some of which may be serious, is going to be very aware of the price that is paid for continuing. Again, responses are in part a matter of personality differences but prevention in the first place and considerate, caring management when an injury does occur can do a lot to help the gymnast handle the problem in a positive way.

Unfortunately at these times some coaches withdraw attention from the gymnast once the crisis point is passed. This sends a message to the youngster that they are only important in the scheme of things if they are able to perform. Once they are hurt and can' t "contribute" their value is diminished. This kind of behavior on the part of the coach falls in the same category, in so far as doing subtle damage to a gymnast's self-worth in concerned, as the coach who clearly has favorites on the team at the expense of other athletes.

All of the issues discussed so far are factors that lead to discontentment and may lead into the decision to leave gymnastics. Many athletes face and deal with these kinds of problems successfully everyday to one degree or another. Yet the loss of talented children seems to have accelerated. It is your author's opinion that the primary cause for this trend and ultimate responsibility for this loss rests with the professional coach.

Dedicated kids have a great deal of resiliency in dealing with school, peer, and parental pressures but when these given factors are combined with an unhappy training environment and a negative coach-gymnast interaction the press to leave becomes dominant irrespecti ve of the personal dri ve of a child or potential ability.

As pointed out earlier the most critical factor identified with leaving a sport is the gradual erosion of the psychological satisfaction and general good feeling (fun) tha t the a thlete experiences from participation. Again, this has nothing to do with a "hard work" focus but is related to an insensitive working relationship where the adult ego takes priority and motor wonders are driven without any regard or awareness of the fact that they are basically just children. They may be gifted for sure but essentially the core of these June 1992 TECHNIQUE

gymnasts are trusting youngsters who are hungry for praise and have had little time on the planet to have developed the armament needed to deal with sarcasm, negativism, and assaults on their self-esteem. Most often these attacks are launched by a fiercely competitive adult bent on winning at all costs. The pressure both internally and externally tha t coaches feel to prod uce is very real. However, in the long run, programs devoid of fun and a positive atmosphere usually not only fail to be productive but eventually self destruct.

Unfortunately the extraction of joy that accompanies such programs diminish the talent pool but also hurt youngsters in the process.

The implications of the Carnegie Report (see reference) need to be taken very seriously indeed.

This includes paying real attention to the needs of children that involve matters outside of the gym such as school and social life. Clearly gyms are not guidance clinics but they should provide a flex-

ible organizational structure that gives out-ofgym issues some degree of priority yvhen appropriate. Overall there has to be an on-going awareness of the need to keep "fun" in the experience of gymnasts without reducing quality. It is not enough that lip service be given to the need for coaches to be more cognizan t of the psychological and developmental issues of childhood and adolescence. Strong measures need to be introduced to insure that these principles are in fact put into daily practice. Program goals and coaching approach should be monitored on a regular basis by knowledgeable owners, directors, on consulting experts in the area. Any national professional coach development system must take into account these non-physical variables and recognize them as being as equally important as the technical growth of our coaches.

Reference: Carnegie Report, Seefeldt, Ewing, U.s. Gymnastics Technique, March 1992 Volume 12,#3, Pg. 5.

PDP Level II Description C oaches Accreditation at Level II will first be available at the 1992 USGF National Congress in Anaheim, California. The requirements for Level II can be found in Technique, February 1992. Those components have also been included with this article.

As with Level 1, criteria for "grandparenting" have been established. A special application form will be included in the July issue of Technique.

Automatic qualification for Level II accreditation clinics will be offered to those individuals who have completed Level I prior to the USGF National Congress (September 16, 1992).

Junior Olympic Compulsory exercises. The cost of the booklet is $8.00. Coaches are required to review the material in the booklet, on their own, and complete the exercise / examination at the end of the booklet. The exercise/ exam is to be returned to the USGF with a processing fee of $5.00. Because this is an open-book exam the "passing" score is 90%. The booklet is available for men's, women's, and rhythmic coaches.

Completion of this criteria will designate the coach's accreditation as Level II Men's Gymnastics Coach, Level II Women's Gymnastics Coach, Level II Rhythmic Gymnastics Coach.

3. USGF Safety Certification The USGF considers Safety Certification a MUST for all gymnastics professionals--:-including 1. Sports Science Clinic. This clinic is conducted by coaches, teachers, judges, administrators, proan American Coaching Effectiveness (ACEP) cergram directors, owners, etc. USGF Safety Certifitified Leader Level Instructor. The clinic uses cation courses are conducted at numerous locaSuccessful Coaching as its textbook. The cost of the tions throughout the year. Consult Technique or text is $16.00, HOWEVER, coaches will receive a USA Gymnastics magazines for current course copy of the text when they attend the clinic. The listings and Registration Forms. course fee is $50.00 (for USGF registered courses 4. USGF Professional Membership ONLY); this includes the 8-hour clinic, Successful To be accredited at LevelII, all applicants must be Coaching, clinic study guide, test processing, and current members of the United States Gymnascertificate. tics Federation.

NOTE: Coaches who have already attended an ACEP â&#x20AC;˘ All USCF Pro-members receive Technique and Leader Level clinic may send a cop1) of their certificate USA Gymnastics magazines, the official publicato the USGF for verification. Coaches may also attend tions of the USCF. These magazines keep all memany ACEP Leader Level course to fulfill this PDP bers abreast of what's happening in U.S. gymnasrequirement, BUT, the cost may van) substantially. tics. Technique provides articles on coaching, sport science, methodology and gymnastics club busi2. Compulsory Skills Progressions. This booklet was ness-- as well as notification of coaching workproduced by the USGF in cooperation with each shops and clinics, advertisements and announceprogram department and various committees ments, national and international meet results, etc. and association. It is intended to supplement the

The component requirements for PDP Level II Coaches Accreditation include:

TECHNIQUE June 1992

Overall there has to be an on-going awareness of the need to keep "fun" in the experience of gymnasts without reducing quality.

41

Dave Moskovitz, USGF Coaching Development Coordinator

Coaching

Mutual Respect?

T

Dave Moskovitz,

USCF Coaching Development Coordinator

he USGF Gymnastics Safety Manual states that one of the purposes of gymnastics is:

To foster concepts of mutual respect, acceptance and tolerance, nurturing the growth and consciousness of the participants through human interaction by means of the competi tive-coopera tive co ntin uum .

your behaviors toward athletes. Also, what you say must match what you do. Be honest. Don' t let pressure from parents make you compromise your own ideals and what you know is best for the gymnasts. Our society can be unforgiving when it comes to competition and winning so be prepared to be strong and consistent. Because of the complexity of our sport it may take some young athletes several months or years before they can demonstrate skills at a level indicating they are prepared to perform competitive routines. Your attitude toward winning and competition should reflect this need for development and encourage participation for the fun that is inherent in gymnastics activities.

Your own teaching style should reflect your respect both for the young athlete and gymnastics.

Children often experience a great deal of success with basic gymnastics skills, but later find that they are unable to perform the more complex skills and sequences "perfectly." This is a normal part of progressing to higher levels of gymnastics. Does your teaching / coaching styIe accommoda te for this na tural set-back? How do you communicate with your gymnasts during the transition from basics to more complex skills and sequences? Have you fully explained the sport of gymnastics to all your students' parents? These are just a few of the questions that you must consider in order to establish a teaching/ coaching style which reflects your respect for each athlete's needs as a participant in gymnastics.

As a gymnastics instructor or coach how do you incorporate this general purpose of gymnastics into your specific goals and objectives? It is often difficult to keep these conceptual goals in mind on a day to day basis, but they are critical in the overall development of young children and athletes.

In the excitement of competition, day to day classes, or travel, coaches may lose control momentarily, raise their voice, argue, and say things which they really don' t mean. This does not always happen, but the sad partis thatthis lack of respect occurs at all. Loud, caustic comments from coaches who are out-of-control bring on only one result - embarrassment,loss of respect, and bad feelings. Also, during competition and intense training sessions, athletes may not hear "what" you say only "how" you say it. Young children often find it difficult to differentiate their behavior from their feeling of "self." Therefore they internalize your corrective "criticism" which creates feelings of negative selfworth.

Coaches need to evaluate their communication style. How you communicate will determine, to a large extent, the level of respect you earn from your • Does your communication style foster conathletes, their parents, and other coaches and gymcepts of mutual renasts. Young athletes are often embarrassed by "hot spect? head" coaches who over-react during competition.

This does not include their loss of self-esteem from • Does your attitude toconstant negative criticism. Young athletes will ofward winning and ten make mistakes, that's part of gymnastics, but competition foster your reaction - comments and body languageconcepts of mutual could mean the difference between a frustrated respect? gymnast who leaves the sport and a young person • Does your teaching who truly enjoys gymnastics. Remember that part style foster concepts of of your job as a gymnastics instructor is to develop mutual respect? self-esteem, confidence, and respect, not break it down. Finally, you must be consistent. Your reacIf you were able to answer yes to each of these tion should be virtually the same from day to day questions, then your coaching philosophy incorpoand from one athlete to another. Yes, you do need to rates the need for mutual respect. What you actually take into account the individual differences among do on a day to day basis will reflect your commitathletes, but remember that what you say can be ment to young athletes, and your professionalism as heard by other athletes and parents. What you say, a gymnastics coach. Respect is earned and develhow you say it, and being consistent are all a part of oped over time, so your behavior must be consistent your communication style.

- day to day, class to class, and from one athlete to Another factor in developing respect is your another. Finally, when you promote respect, tolerattitude toward competition and winning. As you ance, and acceptance as part of your every-day develop your own coaching philosophy, how you behaviors you provide the proper role model charincorporate an attitude toward winning will affect acteristics for young athletes.

42

June 1992 TECHNIQUE

Event Planning

Tips for Increasing Attendance at Meets "Tradition is Killing Gymnastics"

O

r, so says University of Utah coach Greg Marsden, who knows something about tradition. After all, his Utah gymnastics program is steeped in the stuff of national championships-eight at last count-including the 1992 NCAA Championship. Yet, despite all his success and the record-breaking crowds that witness every Ute home meet, Marsden feels the noose tightening around the sport that pulled him out of graduate school 18 years ago. The end isn't here, but for the sport to survive, it must break with the old ways, Marsden warns.

"The current format of gymnastics kills it as a spectator event. The major meets are too long and are structured so that fans can't tell what the score is or who is ahead at any given time. In this day and age, we must do the things necessary to maximize spectator and media interest. Unless we do away with some time honored traditions, we're ultimately writing a suicide note," cautions Marsden.

That gymnastics is alive and well in Salt Lake City, where the University of Utah gymnastics team can fill its IS,OOO-seat Jon M. Huntsman Center home on any given night, casts doubt on Marsden's gloom and doom outlook. He can explain the apparent contradiction, though.

"From the very beginning, I felt gymnastics was a tremendous product," said the man whose 1992 Utes averaged 12,577 spectators per home meet. "1 felt if I packaged it correctly, people would come out and watch us. It was kind of like a "Field of Dreams" thing: "If you build it, they will come."

I studied sports that already had spectator support, like men's football and basketball, and tried to identify what made them attractive. One thing I learned, is throughout their history, they have made rule changes with the spectator in mind. For instance, basketball recently implemented the shot clock and the three point play.

Very quickly, I went about changing the nature of our home gymnastics meets. I felt it was very important to move the meet along quickly and to keep it under two hours in length. I also thought it critical that the spectators knew what was going on and could understand the scoring throughout the meet. I wanted to get them off their hands and involved in the meet-clapping and yelling for the gymnasts, and applauding or booing the TECHNIQUE Jun e 1992

judges. I wanted them to go away feeling as though they had been involved, maybe even made a difference in the ou tcome of the meet, and that they had escaped from the routine of their daily lives" said Marsden.

Unfortunately, the benefits borne of Marsden's approach have yet to influence the routine of gymnastics' flagship institutions . " The worst two events of the year on the collegiate scene are the NCAA regional and national championships, primarily because they deviate from every rule I've used to develop a big attendance base here at Utah." he said. "And the USGF faces the same problems with events like the Level 9 and 10 Nationals and the U.S. Championships. Gymnastics hurts itself by too often sticking with a traditionalformatthatwas adopted when no one expected, or cared much, if it attracted a following."

Liz Abel, Sports

Information Director, University of Utah

1991-92 Highest Drawing Collegiate Women's Athletic Teams (Regular season average; compiled

by Dan Benson, Univ. of Minnesota) 1.

2.

3.

4.

5.

6.

7.

Utah Gym .

Tenn. B-Ball Va . B-Ball Texas B-Ball Ala. Gym. Ore. St. Gym .

S.w. Missouri State B-Ball 8. Georgia Gym .

9. Iowa B-Ball 10. Florida Gym.

12,577 6,649 5,858 5,793 5,587 5,063 4,715 4,655 4,443 3,733

Gymnastics Regular Season Single-Meet Home Attendance Records

He maintains that some ma15,238 1. Utah jor meets will always draw 2. Florida 10,651 crowds (assuming they move 8,700 3. Penn State 4. Alabama 7,571 from site to site), simply because 5. Oregon State 7,014 of the talent level present and 6. Georgia 5,890 the inherent popularity of the 7.

Missouri 5,783 sport. However, the general 8. Utah State 4,884 public typically leaves those meets with an unfulfilled or even negative feeling, caused by excessive 'down' time and no way to stay abreast of the scores. The degree of drama decreases when the audience cannot ascertain what team, or individual, is ahead and by The major meets how much. The ensuing sense of confusion and, oftentimes even boredom, certainly hinders the are too long and are ultimate objective of gaining repeat customers. structured so that "People ask me how to increase attendance at their gymnastics meets. I tell them that a national fans can't tell what championship is not a prerequisite to filling the the score is or who building. Look what Ray Corn has done at Utah State (the Aggies average 2,600 per meet), for is ahead at any instance. They've gone to nationals just once.

Properly directed hard work is the answer. Of given time. course, no one wants to hear that; they want a quick fix . Let me tell you, there are no short cuts.

43

1/

The same principles that apply to preparing grea t athletes apply to building great spectator support-discipline and hard work. However, I think the bottom line is the meet format. It is the worst thing most places have going against them. I love gymnastics and I enjoy watching gymnastics, but no way do I enjoy going to an event, sitting there for three or four hours and not knowing what's going on. That perception must be avoided at all costs, if you want first-time spectators to come back and keep coming back to your meets," noted Marsden.

Athletics is a

Based on the numbers that come back in droves for each Ute home meet, Marsden has a point. A 'short' format on a national scale would attract similar repeat audiences at other gymnastics events, he believes. But format and high caliber talent, alone, can't take all the credit for Utah's ever-growing crowds. Marsden adopted an aggressive promotional attitude nearly from the beginning and encourages other coaches to do the same.

business now. As is the case in any business, difficult decisions need to be made. Change might mean fewer people can participate in certain competitions, but that could be the price we have to pay/' said Marsden.

"A lot of people think our athletic department provided us with the corporate sponsors and promotional aids that we now enjoy," he said.

"That's simply not true. Although our department was supportive of us and what we were trying to accomplish, up until the last year or two, it was my staff and me sitting in my office, coming up with promotion concepts and doing a lot of envelope stuffing. There is no secret to our (attendance) success. We did it ourselves. I suspect some coaches think they should just coach and tha t someone else should promote their program.

Ideally, that's how it should work, but I didn't bother to wait. If we'd waited for someone else to push our product, we never would have had the success we've experienced. Even now that our marketing and promotions department is more involved with our program, I refuse to walk away from the promotional aspect and expect someone else to care about it as passionately as I do."

Marsden's involvement in the total packaging of his sport has taken Utah gymnastics from its initial budget of $4500 (which included his $1500 salary) to its current budget of nearly $200,000.

He's brought his meets out of the physical education facility, where he pushed aside equipment and set up 200 folding chairs" in hopes we'd get 25 or 30 people," and into the Huntsman Center, where the 1992 Utes performed before the largest average audience of any collegiate women's sport in history. He went from luring fans with free entertainment in 1976, to enjoying a 1992 balance sheet which revealed $122,000 in ticket sales, $55,000 in concessions, $5000 in meet program sales and some $20,000 in corporate sponsorships.

Despite the nearly revenue-producing status of Utah gymnastics-a position reached by relatively few collegiate teams of any sport-Marsden still endorses the 'giveaways' that got his program off the folding chair circuit. "I started out by giving away a lot of tickets and we still give away tickets.

I've never felt our paying customers resent our 44

giveaways. We give outseats that probably wouldn' t be sold anyway, and it helps make for a large, enthusiastic audience, which benefits everyone. We protect the best seats for the paying customers, who then have the best of both worlds: They're surrounded by a lot of spectators, there's tremendous enthusiasm and they have the best seats. That's what they've paid for. Hey, we won't stop giving away seats until we're selling every seat in the house."

For the record, the Huntsman Center ran short of seats at a Ute gymnastics meet on two occasions: In 1991, the gymnasts performed before 15,238 and in 1992, they drew 15,072 into the 15,OOO-seat arena. And Marsden's Utes nearly filled the place in the final regular season meet of 1992, when 14,978 paid tribute to senior All-American Missy Marlowe and Shelly Schaerrer for their outstanding careers.

On a broader scope, Utah's attendance took a huge leap in this 'Missy-Shelly Farewell Tour' year. After a steady, yet unspectacular annual increase which saw Utah's average attendance move from 4,555 in 1986 to 9,714 in 1991, attendance skyrocketed to 12,OOO-plus this past winter.

Even when Marsden couldn't give away ticketsat the NCAA Midwest Regional, where each seat must be purchased-the Utes rallied 8,496 supporters. It was the largest crowd in NCAA regional gymnastics history and easily outdistanced the second-highest drawing regional (3,040 at the Southeast Region, held at the University of Florida). Yet Marsden contends the tough part lies ahead.

"The bigger we become, the more difficult it is to increase our attendance base, therefore the harder we have to get after it. Now comes the real work. We need to roll up our sleeves and improve on everything we've laid in place," said Marsden.

Obviously, Utah gymnastics is not about to roll over and die. However, the sport itself, needs to lay to rest some traditions or spectator interest will continue to lag at most events.

"Athletics is a business now. As is the case in any business, difficult decisions need to be made.

Change might mean fewer people can participate in certain competitions, but that could be the price we have to pay," said Marsden.

"We are in competition with every other sport for our continued existence. There are many aspects of our sport which work against us-small numbers, high expense in equipment and travel, and a high injury and surgery rate. We can try to minimize our weaknesses, but we would be well served by working to our strength-which is an ability to create media and spectator interest as few other sports can. Our willingness to make the necessary changes will not only ensure our existence, but also our growth," he said.

Old ways may die hard, but in this case, their demise could give life to the future of gymnastics.

JUl1e 1992

TECHNIQUE

Men's Minutes

MPC

entire course will be on video tape as well as the test.

u.s. Championships Columbus, Ohio May 16, 1992 Roll call: Members present: Greg Buwick Jim Howard Art Shurlock Bill Roetzheim Jim Hartung Dennis McIntyre Kevin Mazeika Robert Cowan Mas Watanabe Members absent:

Motion - Art Shurlock Second - Greg Buwick PASSED - Unanimously Chair, Sr. Coaches Rep. VP for Men Sr. Coaches Rep. FIG/TC member Athletes Council Rep. Jr. Coaches Rep. Jr. Coaches Rep. MPA (voice, no vote) Mens Tech. Coordinator (vo ice, no vo te) none

The meeting was called to order at 5:35 p.m.

I. OLD MINUTES Chairman Buwick called for approval of past minutes.

Motion to approve Winter National minutes.

Motion - Jim Howard Second - Kevin Mazeika PASSED - Unanimously

Motion to approve April 28, 1992 Conference Call minutes.

Motion - Jim Howard Second - Greg Buwick PASSED - Unanimously

II. INTERNATIONAL COMPETITIONS Motion to assign Team Atlanta in rank order for the dual meet with England June 22-29, 1992.

Motion - Art Shurlock Second - Dennis McIntyre PASSED - 6-1

An invitational in Russia was discussed at this time.

Motion that two athletes in rank order after the Olympic Team from the Olympic Trials and two athletes in rank order from the Junior Olympic Team (optional scores only) will be assigned to the Nikolai Andrianov Invitational in Russia August 20-24, 1992.

Motion - Greg Buwick Second - Bill Roetzheim PASSED - Unanimously

Ron Brant has sent a proposal to the MPC for selection of athletes for the Junior Pan American Games from Team Atlanta. Only two athletes from Team Atlanta are eligible by age for this event and the Junior Olympic Program Committee will d eal with this issue.

III. TEAM '96 ATHLETE SUPPORT This was dealt with at the same time as Agenda Item IV. Both had been the projects ofJim Howard, who had done some excellent work and had sent papers to the Executive Committee of the USGF and Mike Jacki. The status is pending. For a complete set of the proposals, contact Jim Howard or Robert Cowan.

IV. COACHES SUPPORT PROGRAM See above (item III).

V. CONTINENTAL JUDGES COURSE Bill Roetzheim spoke about the course January 7-10, 1993 in Plant City, FL. Cost is $350.00, open to all national card holders and coaches. Cost includes all food, lodging (double occupancy), airport transfers from Tampa, the Code of Points, FIG fees, and course fees . Lodging is at the Plant City Holiday Inn. The TECHNIQUE June 1992

VI. FIFTEEN MINUTE WARMUP Motion to eliminate the fifteen minute warm-up at the U.s. Championships and the Winter Cup Challenge.

Next there was as discussion about the conflicts of the Junior girls session with the Team Atlanta (future Junior Elite) session at U.s. Championships. The m en were required to have a one-touch which was against the approved selection procedures. Also, they had to wait to vault due to the size of the arena. Finally, there was a problem with the parallel bar warmup.

Motion that the Junior Division of U.S. Championships be allowed to have a separate session.

Motion - Jim Howard Second - Bill Roetzheim PASSED - Unanimously

VII. 1993 SELECTION PROCEDURES Tabled until the Olympic Trials meeting.

VIII. USOTC REQUEST-CHRIS TOY Motion to accept Chris Toy's request for summer training at the United States Olympic Training Center if space is available.

Motion - Jim Hartung Second - Greg Buwick PASSED - Unanimously

There was a brief discussion about athletes who will be leaving the Springs, opportunities becoming available and the need for Ron Brant to put evaluations (monthly, quarterly, etc.) in writing to the MPC. X. PETITIONS Motion that the petitions for Tom Schlesinger and Chainey Umphrey to Olympic Trials be approved.

Motion - Jim Hartung Second - Bill Roetzheim PASSED - Unanimously

These athletes and their coaches designated will have their expenses paid to Trials.

Motion to accept Bill Roth's petition to remain on the U.S. National Team in an unranked position.

Motion - Jim Hartung Second - Art Shurlock PASSED - Unanimously

X. 1992 OLYMPIC COACH SELECTION There were six applicants for the Olympic Coach position: Francis Allen, Ed Burch, Greg Buwick, Yefim Furman, Sadao Hamada, and Fred Turoff. These six had been trimmed to three in a special meeting in Austin, TX during the J.O. Nationals. The final three were interviewed prior to the vote. The interview session had been conducted the previous meeting to save time. The vote was conducted by Robert Cowan.

Francis Allen 5 votes Greg Buwick 2 votes Fred Turoff 2 votes Francis Allen will be the 1992 USA Men's Olympic Coach and will select his Assistant Coach and Team Leader after the Olympic Trials.

Motion to adjourn.

Motion - Greg Buwick Second - Art Shurlock PASSED - Unanimously

The meeting was adjourned at 6:35 p.m .

The minutes are true and accurate to the best of my knowledge.,Robert Cowan, MP A - May 18, 1992

45

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The United States Gymnastics Federation 201 South Capitol, Suite 300, Indianapolis, IN 46225

1-800-345-4719

EDUCATION/EVENT CALENDAR \

Start No. DiscipDate days line 6/15/92 12 MWR 6/18/92 12 W 6/18 / 92 4 R 6/19/92 4 R 6/ 19 / 92 3 W 6/23/92 1 MWR 6/25 / 92 1 MWR 6/26/92 3 MWR 6/27/92 1 MWR 6/28/92 1 MWR 7/6/92 7 M 7/10/92 3 W 7/11/92 1 MWR 7/12/92 1 MWR 7/12/92 1 MWR 7/13/92 7 M 7/17/92 1 MWR 7/17/92 3 W 7/17/92 10 MWR 7/18/92 5 MWR 7/18/92 1 MWR 7/20/92 7 M 7/23/92 4 W 7/26/92 16 MWR 8/ 1/ 92 1 MWR 8/5 / 92 3 W 8/6/92 6 R 8/7 /92 1 MWR 8/9/92 3 W 8 / 11 / 92 6 R 8/13 / 92 3 W 8 / 14/ 92 11M 8/21/92 3 MWR 8/21/92 2 R 8/22/92 2 GG 8/23 / 92 1 MWR 8/ 23 / 92 1 MWR 8/24/ 92 7 M 8/27/92 4 W 8/28/92 3 W 8/30/92 1 MWR 8 / 30/ 92 2 GG 9/2/92 6 R 9/9/92 3 MW 9/10/92 4 MWR 9/16/92 1 MWR 9/17/92 4 MWR 9/18/92 3 MWR 9/22/92 6 MW 9/25/92 3 GG 9/27/92 3 W 10/4/92 1 MWR 10/4/92 1 MWR 10/7 / 92 5 MWR 10 / 9 / 92 3 MWR 10/ 10/ 92 2 M 10/ 24 / 92 2 W 10/29/92 4 W 10/30/92 3 GG 10/ 30 / 92 11 / 1/ 92 11 / 1/92 11/1/92

3 MW ? W ? MW ? W

TECHNIQUE June 1992

Event International Olympic Academy (lOA) Argen tina /USA J.O . West Team Competition Rhythmic Nat. J.O. Compulsory Workshop + Safety Region III Mini-Congress (+ Safety & Coach Cert.)

Olympic Team Exhibition Safety Certification Sokol Canada Slet-740 Spadina Avenue, Toronto, Ont. Safety Certification Course (9:00 a.m.-2:00 p.m.)

Safety Certification at Lousiana State Meeting (9-3:30) 10-11 Developmental Team Camp USGF Summer Coaching Workshop + Safety Course Safety Certification at Woodward Camp (10:30-5:30) Safety Certification - with Florida State AAU Clinic Safety Certification Course (l0:00am-4:00pm) Regional Development Camp Safety Certification - with YMCA Great Lakes Clinic Region V Compulsory Workshop American Sokol Instructor School FIG Congress Hilton's Superstars of Gymnastics (TV coverage) Class 1 & 2 Development Camp Region VIII Mini Congress Games of the XXVth Olympiad Safety Certification at International Camp 00:30-5:00) Elite Sr Develop & Sr. Nat'l Team Training Camp J.O. Training Camp Safety Certification Course (5:00-11 :OOpm) Jr. B Elite Training Camp Elite Training Camp Jr. J.O. National Team Training Camp Jr. National Team Camp Post Olympic Exhibition North American Rhythmic Competition International General Gymnastics Coursee Safety Certification Course (9 :00 a.m.-3 :00 p.m .)

Safety Certification Course (9 :00 a.m.-3:30 p .m .)

10-11 Developmental Team Camp USGF Region VII Mini-Congress at Split Rock Resort USGF Summer Coaching Workshop and Safety Course Safety Certification Course (8:00 a.m .-4:00 p.m.)

International General Gymnastics Course J.O. Training Camp BIG: Biomechanics in Gymnastics Conference USOC Coaching Symposium PDP Level II Instructor's & Sport Science courses USGF NATIONAL CONGRESS + Safety, PDP courses Post Olympic Team Exhibition Jr. Pan American Games Symposium: Women's WORLD - WORLD Sport Region V Mini-Congress Safety Certification Course 00:00-6:00 p.m.)

Safety Certification Course (9:00 a.m.-3:00 p.m.)

USOC Congress Post Olympic Exhibition National Date for Regional Testing Jr. Women Gymnastics Tournament Region VI Congress for Coaches and Judges General Gymnastics International SympOSium: "World Gymnaestrada as an International Large Event" Pacific Alliance American Classic Nationals Chunichi Cup Catania Cup

STI Phone CO Contact City 317-237-5050 GRE S.whitlock Olympia 317-237-5050 Bu enos Aires ARG Kathy Kelly 317-237-5050 Los Angeles CA Nora Hitzel 317-237-5050 Los Angeles CA Nora Hitzel 303-429-3367 Denver CO M. Mahoney San Francisco CA 617-944-2277 MA L. McGonagle Reading Toronto CAN Slet Committee 207-284-5048 Biddeford ME Steve Randall 508-347-4089 Baton Rouge LA B. Eberhardt 317-237-5050 Colo. Spgs.

CO Robert Cowan 317-237-5050 Edina MN D.Moskovitz 814-238-8995 Woodward PA M . Rizzuto 813-447-2108 New Port Richey, FL Karl Bishop TX Russell Ward 713-444-6595 Houston 317-237-5050 CO Robert Cowan Colo. Spgs.

Medina OH Bobbi Montanari 614-457-1279 216-871-1497 Cincinnati OH Kathy Koeth 402-731-2665 Western Dist.

Sandy Benak 317-237-5050 Salou ESP Mike Jacki TBSTV, Olympic Gold Series - TBA 317-237-5050 Colo. Spgs.

CO Robert Cowan 404-294-4235 StoneMtn. GA Sheila Ragle 213-615-0711 Barcelona ESP Olson Travel 717-629-0244 Stroudsburg PA Bruno Klaus 317-237-5050 Colo. Spgs.

CO Kathy Kelly 317-237-5050 Colo. Spgs.

CO Nora Hitzel 517-754-7401 Saginaw MI Helen Fry 317-237-5050 CO Kathy Kelly Colo. Spgs.

317-237-5050 CO Nora Hitzel Colo. Spgs.

Colo. Spgs.

CO Connie Maloney 317-237-5050 CO Colo. Spgs.

Allison Melangton 317-237-5050 Various Sites 317-237-5050 CO Nora Hitzel Colo. Spgs.

Prague CZK Rochester NY S.J. Clifford 716-586-5604 OH Bobbi Montanari 614-777-5057 Centerville 317-237-5050 Colo. Spgs.

CO Robert Cowan 410-721-5853 Lake Harmony P A Linda Johnson 602-778-9564 Huguenot NY Fred Per ku hn Lake Harmony P A Cathy Finkel 201-586-1808 Budapest HUN 317-237-5050 Lake Placid NY Nora Hitzel GER Secretariat49-221-4982-418-419-221 Cologne Colo. Spgs.

CO Steve Whitlock 317-237-5050 317-237-5050 Anaheim CA D.Moskovitz Anaheim CA Steve Whitlock 317-237-5050 Various Sites Santa Catarina, BRA Frankfurt am Main, GERFIG /GG /TC 513-489-7575 Cincinnati OH Jeff Metzger Cathy Finkel 201-586-1808 Rockaway NJ 510-672-6410 Pleasanton CA Gay Gerlack 317-237-5050 FL Mike Jacki Various Sites Regional Chairs.

Various BEL Marlboro MA Kathy Feldmann 617-784-5830 Steve Whitlock 317-237-5050 Frankfurt am Main, GER FIG / GG/TC KOR Cowan / Kelly 317-237-5050 Seoul 317-237-5050 TBA Kathy Kelly Nagoya JPN RCowan, KKe1ly 317-237-5050 317-237-5050 ITA Kathy Kelly Catania 47

Non-prom Organization U.S. Postage

PAID Permit No. 7867 Indianapolis, Ind.

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SAFETY CERTIFICATION Friday, June 19, 1992 Los Angeles, CA - 2:00-7:00pm Course Dir.: D. Moskovitz (317) 237-5050 In conjunction with the RSG Compulsonj Workshop.

Sunday, June 21, 1992 Northglenn, CO - 8:30am-2:30pm Northglenn Holiday Inn Course Dir.: S. Whitlock (317) 237-5050 Local Contact: M. Mahoney (303) 429-3367 In conjunction with the Region III MiniCongress.

Thursday, June 25, 1992 Reading, MA - 9:00am-2:00pm Reading Gymnastics Academy Course Dir.: Steve DiTullio (508) 263-9306 Local Contact: L. McGonagle (617) 944-2277 Saturday, June 27, 1992 Biddeford, ME - 9:00am-2:00pm Randall's Gymnastics Center Alfred Business Road Park, Biddeford, ME 04005 Course Dir.: Steve Randall (207) 284-5048 Sunday, June 28, 1992 Baton Rouge, LA - 9:00am-3:30pm Lousiana State Univ.

Course Dir.: Jerry George (318) 988-1220 Local Contact: B. Eberhardt (508) 347-4089 In conjunction with the Lousiana State Meeti/1g.

Thursday, July 9, 1992 Edina, MN - 5:00-9:30 pm Contact: USGF Safety (317) 237-5050 In conjunction with the USGF Summer Coaching Workshop.

Saturday, July 11, 1992 Woodward, PA -1O:30am-5:30pm Woodward Gymnastics Camp Course Dir: Michael Rizzuto (814) 238-8995 Sunday, July 12, 1992 l.New Port Richey, FL - 9:00am-3:00pm Course Dir.: Karl Bishop (813) 447-2108 In conjunction with the Flordia AAU Sta te Clinic.

2.Houston, TX -10:00am-4:00pm South East Gymnastics Academy, 12900 Nyack, Houston, TX 77087 Course Dir.: Russell Ward (713) 444-6595 Local Contact: Jim Archer (713) 481-6000 Friday, July 17, 1992 - 9:00am-4:00pm Best Western-Medina, 2875 Medina Rd., Medina, OH 44256 Course Dir.: D. Moskovitz (31 7) 237-5050 Local Contact: M. Miller (614) 654-0616 In conjunction with the YMCA Great Lakes Zones Gymnastics Clinic.

Saturday, August 1, 1992 Stroudsburg, PA - 10:30-5:00pm International Gymnastics Camp, Golden Slipper Rd., Stroudsburg, PA 18360 Course Dir.: Dr. Gerald George (318) 988-1220 Local Contact: Bruno Klaus (717) 629-0244

Friday, August 7, 1992 Saginaw, MI - 5:00-11 :OOpm Gym-Jester Gymnastics, 2709 Pine St., Saginaw, MI 48604 Course Dir.: Jerry Reighard (517) 828-5604 Local Contact: Helen Fry (517) 754-7401 Sunday, August 23, 1992 l.Rochester, NY - 9:00am-3:00pm Gymnastics Training Center of Rochester, 1606 Penfield Rd ., Rochester, NY 14625 Course Dir. : S.J. Clifford (716) 586-9580 2. Centerville, OH - 9:00am-3:30 pm Tops Gymnastics Club, 919 B. Senate Dr., Centerville, OH 45459 (513) 453-7626 Local Contact: Gary Gantz (513) 434-7626 Course Dir.: B. Montanari (614) 777-5057 Thursday, August 27, 1992 Huguenot, NY - 5:00-9:30 pm YMCA of Greater New York National Gymnastics Training Center Camp Greenkill, Huguenot, NY Contact: USGF Safety (317) 237-5050 Tn conjunction with the USGF Summer Coaching Workshop.

Sunday, August 30, 1992 Lake Harmony, PA - 8:00am-4:00pm Course Dir.: Cathy Finkel (201) 586-1808 This course will be conducted in conjunction with the USGF Region Vll Mini-Congress.

Thursday, September 17, 1992 Anaheim, CA - 2:00-8:30pm Anaheim Hilton & Towers, 777 Convention Way, Anaheim, CA 92802 (714) 750-4321 Tn conjunction with the USGF National Congress

Sunday, September 20, 1992 Anaheim, CA - 9:00-3:30pm Anaheim Hilton & Towers, 777 Convention Way, Anaheim, CA 92802 (714) 750-4321 Tn conjunction with the USGF National Congress.

Sunday, October 4, 1992 l.Rockaway, NJ - 10:00am-6:00pm Course Dir: Cathy Finkel (201) 586-1808 2.Pleasanton, CA - 9:00am-3:00pm Sharaton Hotel, 5115 Hopyard Rd ., Pleasanton, CA (510) 460-8800 Course Dir.: H. Fujimoto (408) 373-1694 Local Contact: Gay Gerlack (510) 672-6410 1. The text book for the Certification Course is the USGF GYMNASTICS SAFETY MANUAL. This texVreference manual is to be purchased and studied prior to course participation.

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

3. Certification is good for four years.

4. The Course fee is $100.00. USGF members and second cycle recertification is $75.00.

Retest cost is $25.00. For groups of at least 5, contact the USGF Department of Safety and Education (317) 237-5050.

r-------------------------, Participation Registration Form T692

Name: Mr./Mrs./Ms. _ _ _ _ _ _ _ _ _ _ _ _ _ Soc. Sec. # _ _ _ _ _ __ Address: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City: _ _ _ __ _ __ __ __ _ S , tate: _ _ _ _ _ _Zip _ _ __ Telephone: (H) _ _ _ _ _ _ _ _ _ (B) _ _ _ _ _ _ _ _ __ Course Director: _________________________ Course Location: Date: _ _ _ __ Organization Represented: ____________________ If USGF Member, List Type and Number_ _ _ _ _ _ _ _ _ _ _ __ Form of Payment: 0 Check 0 Visa 0 Mastercard Name on Card: _ _ _ _ _ _ _ _ _ _ Number: _ _ _ _ _ _ _ __ Expiration Date: Signature: _______________ Please make checks payable in full to USGF SAFETY CERTIFICATION Mail Registration Form and Payment to: USGF Safety, Pan American Plaza, Suite 300,201 S. Capitol, Indianapolis, IN 46225 DO NOT WRITE BELOW THIS LINE • FOR OFFICE USE ONLY

Registration Form Received: ___________________

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Confirmation Mailed:

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