Technique Magazine - April 1993

USA Gymnastics The Official Technical Publication of USA Gymnastics

Creative Preschool Bar Skills Building A Video Library Straddle Press To Handstand Strength And Flexibility Book Review: Great Games For Young People Readiness Progressions Of The Double Layout With Full Twist Family And Social Trends: The New Customers Of The 1990's And Beyond

Portrait of an Athlete

Designing P eschool Movement

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

s

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

Portrait of al1 Athlete emphasizes th e id ea ls that make a thletes su ccessful in both sports and life. It fea tures practical ad vice, motiva tion and values that help young people understand what athletics can mean to their future.

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

Curriculum Part I emphasizes the importance of movement in educating development and yo ung children and tells ho w developmentally ea rl y exposure to stru ctured appropriate movement activities benefits children throughout their lives. There activities-all in is a curriculum found ation for esone resource! tablishing a preschool movement program.

Part II is the ac ti vities portion of the book, with nea rl y 100 developmentally appropriate ac tivities, organized by skill themes.

A till1eless classic for success in sports and in life.

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

Portrait of an Athlete contains the philosophy I believe il1.

Athletes who put the pril1ciples in this book to work in their lives and athletic careers will become the kil1d ofahtletes any coachmyself included-wou ld be proud to work with .

-Joe Paterno

Head Football Coach Penn State University

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

To

Na m e _ _ _ _ __ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ _ _ __

Item

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

City _ _ _ _ _ __ __ _ _ __ _ __ Sta te _ _ _ _ __

Zip _ _ _ __ _ __

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USA GYMNASTICS

USA Gynmastics Memb. No. _ _ _ _ _ _ __

PO Box 5562 Indianapolis, IN 46225-5526

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o

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

Card # _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Sig nature: _ _ _ _ _ _ _ _ _ _ _ _ __ Send Mail O rd ers to: USA Gymna sti cs Merchandise PO Box 5562 Indianapolis, I 46255-5562

Indiana Residents add 5% sales tax Shipping & Handling Charges Purchases 515.00 and under Purchases S15.Q1-S50 I'u rch"ses over 550.0 1-5 I00 Purchases 100.01 ,1 nd up

" " ;:; "

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Make checks payable to: USA Gy mnastics

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April 1993 TECHNIQUE

Inside This Issue

Publisher Mike Jacki

Contents

Editor Stephen W. Whitlock

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

Production Luan Peszek

Coaching

Graphic Design Julie T. Jones

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

Men's Program Director Robert Cowan

Technique Straddle Press to Handstand ......... ..... ........ ..... ..... ...... .. 12 Progressions of the Double Layout with Full Twist ... ....... .......... .............. ... ..... .. ......... ....... 28 Development of the Azarian .... ........... ....... ..... .......... ... 30 Strength Development for Inverted Cross and Maltese ..... ........ .. ....................... 31

Women' s Progranl Director Kathy Kelly Rhythmic Program Director Nora Hitzel USA Gymnastics Board of Directors

Eme;i~~~i:dBe~x ~::~fn~~~~i~I~~~ag~I~:II~~~ ~:~~ref~ ~~~!~~::~~

Coaches Education

We nd y Hilliard , chair; Jin) Hart ung, vice cha ir; Mi chell e

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

Dusserre, sec; Shert Dundas; Tim Da g~tt ; KarOn Lyon-Glover; Tanya Se rvice; C uis Waller; Kevin ,wi s, SOC Athl ete's Ad visory Council; Nancy Marsha ll, Admin. Ad visor; Amateur Athl et ic Union: Stan Atkinson; America n Sokol Organiza tion:Jerry Mil an; America n Trampo lin e & Tumbling Association: Wa y ne Dow ning; American Turners: Be~r H e~pn e r; Juni or Boys Gym nas tics Coaches Association: arc a ney; Men 's Elite Coaches Associa tion: Peter KOTma nn; Na ti o nal Assoc iation for G irls and Women in Sport: Dr. Mi mi Murray; National Assoc iati o n of Coll eg iate Gym nas ti cs Men: Able Grossfeld ; Na tio na l Association of Collegiate Gymnastics Women: Ga il Da vis; Na tional Association of Women's nastics Jud ges: Yvonne H od~e; ational Coll eg iate Ath etic Associa tion: C herhl Lev ick, red Tli roff; Na tion al Federation of S tate High Sc 001 Assoc iations: 511srlll True; Nationa l Gy mnas tics Judges Assoc iation: Harry Bjerke; Na tional H igh School Gy mn as ti cs Coac hes Association: Jo hn Brinkwor th; Na ti onal Jewis h Welfare Board: Courtney Shanke n; Rhythmi c Coach es Association: Suzie DiTullio; Specia l O lympi cs, In c.: Kate Fa ber-Hickie; U.S. Association of In dependen t Gy m Clu bs: Lance Crow ley; U.S. Elite Coaches Associa tion for Women: Tony Gehman; U.s. Sports Acrobatics Federation: Bonni e Da vidson; Young Me n's C hri sti a n Assoc iation: Ric k Dodso n; USA Gymnastics Na tional Membership Directo rs: Men's: Jim Ho lt, Ray Gura; Women's: Joa n Moo re, ju lia Tho mpso n-A retz; Rhythmic: Alia Svirs ky, Ute Alt-Ca rberry.

Glm-

page 5

page 15

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

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

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

USA Gymnastics Executive Committee Chair: Sa nd y Knr!X p; Secretary: M ike Mi lido ni s; Vice Ch air Women: Na ncy ! arshall; ViceChairMen:Jil11 Howa rd ; Vice Chair Rh >i-thmic: Norma Za bka; Pres iden t: Mike jacki; FIG Women's ec hni cal Committee: jackie Fie; FIG Rhythmi c Techni cal Committ ee: Andrea Schmid-Shapi ro; FIG Men's Technical Co mmitt ee: Bill Roet z heim; At Large Members: Roe Krcut zer;5ue Ammerman; Athlete Direc tors: Tim Dag%ett , Michelle Dusserre, Wend y Hilliard; Pres ident Emeritus: ud Wil kinson, Mike Do nahue.

Associate Contents Editors Sports Science Advisory Committee

I

\<\' illiam Sa nds, Ph.D., Cha ir, Spor ts Adv isory Co m mittee Pil tty Hacker, Ph.D., C ha ir, Educat io n Sub-committee Stephen W. Whit lock, liaiso n Unless eXJ ress ly ident ifi ed to the co nt rm y, (I ii articles, s t(l tement s a n views printed herein a re attribul ed solely to the auth or and the UllIt ed Stat es Gy mn as ti cs Fede rati on expresses no opin ion a nd assumes no responsibilit y th ercof.

TECHNIQUE April 1993

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

page 32

Minutes W. Technical Committee (WTC), 3/6-7/93, Orlando, FL., CO ................ ... ...... ...... ... ... .44

A

Announcements ... .. ............... .................... ... ....... ............ ... ............... ..... ...... 46 C H ANG E O F ADDR ESS AN D SUBSC RIPTI ON INQ UIRIES: In o rder to enSlIre lI ninterru p ted deli very of TEC HN IQUE magaZine, not ice of cha nge o f address shou ld be made six to eig ht weeks in advance. For f(l slest ser vice, please encl ose yo ur present mailing label.

Direc t (I II su bs<; ri pli on mail to TECHN IQ UE Subscriptions, Pa n America n Plaza, 20 1 S. C(lpitol Ave., Suite 300, India napo lis, IN 46225.

T ECHNIQU E is pu blis hed 10 tim es per yea r by USA Gymnasti cs, Pa n Ameri ca n Plaza, 201 S. Ca pito l Ave.,SlIite300, India napo lis, IN 46225 (pho ne: 3 17-237-5050). Thi rd class postage paid (It Indi a na po lis, IN. Subsc ri pt io n price: $25.00 pe r year in Unit ed Sta tes; a ll o th er countries $48.00 per year. If (lva il able, back issue sing le co pies 54.00 plus $ 1.00 postage / ha nd ling. All reasona ble ca rc w ill be taken, but no res po nsibilit y ca n be assumed for un so li cited mat eri(li; encl ose return pos tage. Copyrig ht 1992 by USA Gy mna stics and TECI-IN /QUE. All rig ht s reserved. Printed in USA.

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EDUCATIONAL MATERIALS I

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

Educational

Preschool!elementary

General How to tape an injured gymnast. This tape was prepared by Larry Nassar, ATC. (Part I = 1:55, Part II = 1:23) #2102 $19.95 PDP level I instructor's starter kit. For Level I Clinic Administrators. Includes video and 15 Clinic Workbooks. #3603 $60.00 Safety Video. Gymnastics 1st, 2nd, and always. #2601 $39.95 Back exercises for the gymnast. A video d esigned to lessen the problem of back pain in the gymnast. With use of a skeleton and gymnasts, L.Nassar, ATC, demons trates how body positioning, flexibility, pelvicstabiliza tion & muscular exercises are beneficial. (1:20)(1992) #2410 $10.95

Men Basic Skills Achievement Program (BSAP) video. Demonstration of all of the skills. #52 $29.95 J.O. Compulsory Program (JOCP) video.

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

Demonstration of all of the exercises. (Edited by event) #2222 $39.95 Jr. Nat. Team Dance Training program and Boy's team wi nter training camp, Colo. Spgs.

(2:00) #2272 $12.95 Olympic Development Program (ODP) video-1992. Complete demonstration. #61 $29.95 USGF Congress, Indianapolis. International trends in men's gymnastics. Presentation

by M. Watanabe. (1991) #2243 $15.95 Goal setting and preparation for competitions. Sport Psychology session by Dr. K. McKelvain at92 nat. team camp, Colo. Spgs. #2273 $14.95 (2:00)(1992) USGFCongress, Anaheim. Dieter Hofmann's lectures. Clinic for men's coaches. (2 parts: total tim e = 9 hr s in SLP)(1992) #2200 $39.95 NEW Intercontinental Judges Course, Tampa, Fla. Pommel Horse. Presentation by B. Roetzheim. (SLP format) (1 992) #2210 $24.95 NEW Colo. Spgs. Coaches Seminar for Men's Gymnastics. TU: Lioukin; V: Artemov; PB: Tomita; R: O'Neill; HB: Akopya n; Cond itioning & Periodization: Sands; PH: Daggett; Watanabe. (2 tapes, SLP format, 5:43) (1993) #2253 $24.95 4

Preschool Workshop, Ft. Worth. Swedish gymnastics. Features Kajsa Murmark & Gun Stahl. #1 /3 tapes includes: Introduction, Philosophy, and first group lessons. (2:00)(1991) #2130 $12.95 Preschool Workshop, Ft. Worth. Swedish gymnastics. Features Kajsa Murmark & Gun Stahl. #2/3 tapes includes: Wa ys to use apparatus, Day in the jungle, Bean bag ac tivities, and Games. (2:00)(1991) #2131 $12.95 Preschool Workshop, Ft. Worth. Swedish gymnas tics. Fea tures Ka jsa M urmar k & Gun Stahl. #3/3 tapes includes: Games, Balloon activities, and final lessons. (2:00)(1991) #2132 $12.95

Rhythmic 92-96 J.O. Rhythmic LevelS & 6 VHS. Companion to the compulsory book, this video shows the six level 5 routines performed from both a front and rear viewpoint. The level 6 routines are also performed in phrases. #2321 $29.95 92-96 J.O. Rhythmic Level 7 & 8 VHS . Companion to the compulsory book, the video shows the six level 7 routines and the level 8 RFX from two viewpoints. #2322 $29.95

Women J.O. Compulsory Video levels 1-4. Companion to the compulsory book.#2105 $29.95 J.O. Compulsory Video levels 5-7 and 10.

Companion to the compulsory book. #2106 #29.95 J.O. Dance Workouts: 1-3 for coaches' tape.

Explanation of the basic ballet exercises.

(2:00) #2173 $15.00 J.O. Dance Workouts: 1-3 for gymnast's tape.

Basic ballet exercises d esigned for the gymn as ts to follow. Demonstrated by M. Faulkenberry. (2:00) #2171 $15. 00 J.O. Dance Workouts: 4 & 5 for gymnasts.

These levels are newly completed . #21 72 $15.00 Roundoff vault training. Developed by T. Gehman for the Women's J.O. program. Prerequisites, training tips, conditioning, and technique. #2107 $19.95 NEW Ta lent Opportun iti es Pro gra m (T.O.P.), Indianapolis, IN. National Testing. This tapes shows all of the physica l abilities tests used at the Na tional Testing in Indianapolis. (1993) #2139 $14.95

Competitions Men NEW McDonald's Am. Cup, Oriando,FL. Prelims and Finals. Scherbo-56. 950 (BLR), Ringnald-55.700 (USA), Wecker55 .1 75 (GER), Sharipov-55.000 (UKR), Gherman-54 .850 (ROM), Waller-54.650 (USA), Supola-53.700 (HUN), Centazzo (ITA), Curtis (USA), Umino (JPN), Thomas (GBR), Bravo (ESP), Pluss (SUI), Lopez (MEX), Keswick (USA), Dashuang (CHN) (1993) #2252 $19.95 NEW Wint er C up Challenge, Co lo .

Springs. Junior Elite: Compulsory & Optional. Wilson-102.25, Datilio-100.85, Killen-l 00.50, Ellis-98.50, Klaus-97.90, Pansy96.90, Thornton-96.25, Wood-95.55, Stibel94.15, Masucci-93.15, and others. (SLP format, 5:43) (1993) #2251 $16.95 NEW Winter Cup Challe n ge, Colo.

Springs. Senior Compulsory and Optional. Keswick-55 .60, Roethlisberger54.95, Wa ll er -54.8 0, Ringnald-53.65, Umphrey-53.55, Curtis-53.30, Asano-53 .25, Masucci-53.25, Lynch-52.90, Harrison-52.80, Durbin-52.45, Meadows-52. 15, and others.

(SLP format) (1993) #2250 $16.95

Rhythmic NEW Rhythmic C hallenge, Colo. Springs, CO Senior Elite: Bushnell-35.75, Hunt -35.35, Da v is-35.35, Ward-34.90, Levinson-34.70, Tucay-34.70, Vanderplu ym33.40, H.Lovell-32.80,Alberti-32.50, Bachar31.80, James-3UO, Davidovich-30.90. Junior Elite: Fredrickson-33 .50, Lim-33.00, Tharp-31.60, Sievers-29.50 (1993) #2329 $16.95

Women NEW McDonald's Am. Cup, Orlando, FL. Prelims and Finals. Miller-39.268 (USA), Strug-38.168 (USA), Piskun-37.837 (BLR), Xuemei-37.455 (CHN), Portocarrero37.206 (GUA), Hadarean-36.762 (ROM), Kosu ge-35 .798 (JPN), Galloway-35.173 (CAN), Dawes (USA), Borden (USA), Campi (USA), Stob v tcha ta ia (UKR), Mach ado (FRA), Molnar (HUN), Hristakieva (BUL) (1 993) #2152 $19.95

Panasonic PROUD SPONSOR OF USA GYMNASTICS

April 1993 TECHNIQUE

)

Resources

BUILDING A VIDEO LIBRARY

I

n the March issue of Technique, I presented an article encouraging building a gymnastics related publication library.

VIDEO SYSTEMS BASIC

Another valuable educational resource for gymnastics

Camera

clubs and teachers is a video library.

1 camera

Within the past few years, high quality consumer video equipment has become accessible due to increased product availability and decreased costs. Gym clubs can now afford to utilize the benefits of video technology for instruction, information dissemination and even

IDEAL

2 cameras

Desirable features: Palm corders are great, but for high quality production the larger cameras are better. Most cameras come loaded with features.

5-VHS cameras cost more, but reduce loss of quality in 2nd, 3rd and 4th generation tapes during editing and duplication . Purchase (and use) a video-tripod for all cameras .

entertainment.

VCR

Where to find relevant video tapes?

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

Increasing numbers of videotapes are available from a wide range of sources: • USA Gymnastics offers a wide number of reasonably priced gymnastics instructional, educational and entertainment videotapes through the USA Gymnastics Merchandise Department.

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

• Record televised events on public and cable TV. • Many meets, exhibitions and performances permit personal videotaping.

• Produce your own informational and educational videos.

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

What equipment is required?

At the very least, a high quality VCR and monitor is required in order to play back the video tapes. More ophisticated systems permit the user to produce and edit videos and require additional equipment. A basic and more ideal system would include the following components:

TECHNIQUE April 1993

Steve Whitlock Director of Educational Services and Safety

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

Monitor 2-one for each VCR

3-one for each VCR

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

Mixer l-essential for professional looking tapes.

Allows special effects such as wipes and dissolves.

5

VIDEO SYSTEMS BASIC

IDEAL

Character generator (CG) Some cameras permit you to produce titles.

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

Sound

Gymnastics is a visual and artistic sport. Videotapes can assist in

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

many ways to advertise, present the sport, educate, train, and even motivate!

NOTE: music adds to any video production.

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

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

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

How to utilize the equipment and library?

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

6

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

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

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

• The USA Gymnastics Safety Video.

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

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

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

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

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

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

April 1993 TECHNIQUE

Resources

Examine your client base and market

you know that professional videographers that shoot weddings typically receive $300/wedding for essentially uncut footage? (They charge more for edited tap路es). Did you know that one of the most profitable video companies in the U.S. shoots on-location white water rapids trips?

This company has some pre-recorded standard footage describing the trip (and the Company). They then shoot critical shots such as the initial group meeting, launching the rafts, the first rapids, and the champagne toast at the conclusion of the trip. These live shots are mixed with the standard footage and are available within one hour of the conclusion of the trip! At $39.95, almost no participant leaves without a personal copy. Back at home, this tape is then shown to all their friends and is a fantastic advertisement for the company.

possibilities, you will probably find possibilities for .

profit margin through attention to this medium.

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

TECHNIQUE April 1993

.

zncreaszng your club's service and

7

Resources An observation about the American consumer Have you ever noticed that the typical gym club parent who complains about a $3 loea l meet admission fee or $25 meet en try fee willingly buys their daughter a $40 leotard and spends up to $lO/family member on soft drinks and concession goodies withou t a complaint ? As long as the basic rate is fa ir and reasonable, they don't think twice about add-ons!

See the article "Hints for Taking Gymnastics Videos" on page 26 to assist you further in the consideration of

The fast-food industry has made billions paying atten tion to this! Consumers selectively choose the 99q: Feature Meal over the regular priced sandwich offering and then order a $1.25 soft drink without a moments hesitation! (The sandwich might be near break-even for the franchise, but the soft drink has a HUGE profit margin) .

Another example: how many times have you pondered over the $2 .99 vs . $3.99 Breakfast Special at your favorite fami ly restaurant ... and then ordered a 95ct cup of coffee, an 8 oz. orange juice at $1.25, "extra cheese" on the hash browns for 55q:, and a side of bacon for $1.75?

You just spent an additional $4.50 (more than doubling the cost of your breakfast) with the satisfaction that you saved a buck on the special.

establishing a club video library and video service.

The gymnastics club industry should learn from these examples. Charge fair and reasonable rates for your basic services and then increase the profit margin through add-on salesapparel, concessions, and perhaps even videotapes.

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April 1993 TECHNIQUE

Coaching

SrnENGTHAND FLExIBILITY: ABALANCE

H

igh levels of both joint range of m otion (ROM) and muscular strength can have a positive effect on performance. ROM is

often referred to as flexibility and is particularl y important for allowing the gymnas t to fully express the bod y through amplitude and a full range of motion.

Muscular strength provides the necessary internal force need ed to assist in stabilizing joints. This is particularly helpful for initiating movem ent and in maintaining bod y position during performance. Artistic gymnas tics performance of static and d ynamic skills is enhanced when there is a balanced relationship between streng th and fle xibility. Problem a tic circumsta nces ari se, however, when appropriate relationships d o not exist.

Common Strength and Flexibility Relationships High strength and low flexibility High strength levels can exist w ithout comparable flexibility. A m ore balanced relationship between strength and flexibility can transpire w hen the gymnast incorporates resistance exercise into a conditioning program that includes an overload performed through a full range of motion. Insufficient ROM, however, may accompany strength gains when an inherited stiff joint characteristic exists. The stiff joint characteristic can be genetic and is associated w ith the manner by which two bony segments articulate and /or w ith tight soft tissue stra pping across joints. This imbalanced relationship p romotes high levels of joint stability. Although joint stability can be very beneficial, a high strength and low flexibility relationship is undesirable and can lead to a problematic cond ition. The gymnas t is simply unable

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TECHNIQUE April 1993

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9

to effecti vely manipulate bod y segments in a flu e nt, re laxed , a nd natu ral manner about joint axes without normaI ROM.

Stretching and resistance exercise can have a positive effect on reducing performance limitations. These exercises limit the impact created from a stiff joint characteristic and provide the means by which full body expression can be accomplished.

There are two physica l fac tors having an impac t on joint s tability tha t can influence ROM. Firs t, s tabilizi ng force vectors are directed into the joint, as a componen t of the muscular resultant force applied on a body segment th rough mu s cl e con trac ti on .

Larger stabilizing vectors acco mpany small angles of muscle insertion. This fac tor often p romotes smooth, effective movement because it enhances joint integrity and resulting control. A second factor relates to ROM resistance provided by connective tissue. Resistance to ROM d evelops from the manner in w hich the connecti ve tissue crosses joints. Tightly strapped tendons, joint capsules, and ligaments, reinforced by highly resistant collage n within these connecti ve tissues, have a significa nt influ ence.

Low strength and high flexibility Low muscular strength and high levels of flexibility are often associated wi th the young, d eveloping gymnast. The joints typica lly lack adequ ate stability w hen this relationship exists. There appears to be less ability to perfo rm skills and a grea ter tendency for injury w hen inadequ ate s trength is coupled with high levels of flexibility. ROM should be no grea ter than is within n o rm a l a n a to mi ca l d es ig n . Exa m p les of jo int hyp ermobility can be observed in an elbow articulation that moves beyond full extension into hyp erextension, or in a lower leg that moves beyond full extension into hyperextension at the knee joint. This loose joint characteristic shou ld be modified through improved muscular s trength, no t by increasing flexibility.

Low strength and low flexibility A low streng th and low fl exibility relationship provides little to gymnas tics performance. Low muscular strength manifests a lack of bod y control and slows skill acquisition. Lower ROM negates any possibility that a performer will be able to ach ieve virtuosity when full bod y expression is limited.

10

T h e d em a nd fo r higher levels of strength and fl exibility is evident w hen there is the need to p roperl y align body segments during most gymnas tic maneu vers.

A p rop erly performed hollow body technique is an example of a maneuver requiring explicit s k ele ta l a li g nm ent.

Strength is needed in this technique for stabilizing joints in order to maintain a firml y align ed bod y position. Furthermore, acceptable levels of b oth s tre ng th and ROM are needed in the hollow bod y posi tion in order to effectively mani pula te the pelvis and shoulder complex . The p elvis, for examp le, must be moved th rou gh a normal range o' motion because it acts as a fulcrum about w hich the lower and upper body rotate. Consequently, the sacroiliac joint requires effecti ve articulation of the pelvis, at the ilium, and the spinal column, at the sacrum, in allowing the upper body to move into controlled fl exion and extension. There is also an articula ting quality required between the p elvis and the femur, at the acetabulum joint. Further evidence of the necessity fo r quality in this relationship is a pparent at the shoulder joint.

Examples of Perfonnance Limitation Inability to reach full extension Reachi ng full amplitu d e is a primary part of artistic gymnastics. Limitations in static and d ynamic movements will culminate w ithout a ppropria te levels of balanced flex ibility and streng th. Artis tic performance is con tingen t upon controlled , full range of m otion a t all human joints, w hether slow or explosive. Inad equate levels of strength encourage further com p lica tions. An example of gymnas tics movem ents requiring these full ex tension characteristics are encountered on all gymnas tics events. A particu lar exa mp le on the horizonto' bar or uneven bars, is evid ent in a long hang, stoo, through to inverted pike swing, to hip extension.

Stretching and resistance exercise ca n have a positi ve effect on reducing perform ance limitations. These

April 1993 TECHN IQUE

Coaching

exercises limit the impact created from a stiff joint characteristic and provide the means by which full body expression can be accomplished. Resistance exercise improves joint stability, but provides favorable ROM when performed through a full range of motion.

Strength exercise is of benefit to the athlete when comprehensive weight training is incorporated into a year-round conditioning program. Specific strength and ROM needs can be addressed with particular resistance exercises performed on the apparatus. This procedure can incorporate specificity of training. Exercises specific to the task can accommodate particular need s. Further accommoda tion of specific performance needs can be addressed through ROM exercises, using a combination of static, dynamic, and modified proprioceptive neuromuscular facilitation stretching techniques.

Poor postural alignment Poor skeletal alignment limits performance. Limitation in fle xing the trunk and in performing the pike ")osition are examples of problems created by poor _)elvic alignment. A particular example of skeletal alignment effecting performance is in excessive anterior tilt.

Anterior tilt of the pelvis can be created with muscle imbalance, resulting in the pelvis being pulled off vertical alignment and rotating about the mediolateral axis at the sacroiliac joint. This creates hyperextension of the lumbar spine and difficulty in performing an acceptable level of forward trunk flexion .

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

This is accomplished by the abdominal mu scles acting to neutralize forces crea ted b y hip flexors. Theeffectiveness of \e rectus d bd om in u s muscle is enhanced when the p elvi s is

TECHNIQUE April 1993

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

Young gymnasts commonly use

Summary and Practical Application The young gymnast is particularly susceptible to muscle strength imbalance and ROM limitation. This leads to a predisposition to performance limitation and injury. An example of this imposing soft tissue imbalance, and predisposition to performance problems, often lies with muscle and connective tissue relationships. The individual typically has very strong hip flexors and correspondingly weak abdominal muscles.

This strength imbalance, plus the typical quality inherent in a highly resistant connective tissue, can present performance problems usually associated with anterior hip and lower back articulations. This may be explained by analyzing the activity patterns of most youth. They commonly use their hip flexor muscles more than the abdominal muscles. General movement patterns, such as walking, running, and kicking, do a particularly effective job of strengthening the hip fle xors. There is significant use of the hip fle xor muscle group during the forward swing of the leg. Imbalance is further nurtured when some gymnastics skills or movements are added and emphasized too early to the learning sequence. For example, leg raising activities resulting in hip fl ex ion are bes t placed in the learning sequence after the gymnast possesses ad equate abdominal muscle strength and normal hip fl exor and low er back flexibility.

11

their hip flexor muscles more than the abdominal muscles. The individual typically has very strong hip flexors and correspondingly weak abdominal muscles. This strength imbalance can present performance problems usually associated with anterior hip and lower back articulations.

STRADDLE PRESS TO STAND Ma ny gymnas ts exp erience problems with the straddle press to handstand. This elem ent is excellent for improving the gymnast physically. John Atkinson, former British Na tional Coach, said many moons ago, "If you don' t take your medicine, you won' t get better."

The straddle press to hands tand is part of the m edicine and should be a p ar t of everyone's conditioning program. Success in this area w ill mean success in skill learning.

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

D ~~

Let's look at som e of the problem s involved in this intrica te element.

Meg Warren Association of British Gymnastics Coaches

-tr~) T B.

Phasel-the Straddle Lever The Problems A.

B.

c.

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

The gymnast needs strength in the hip flexors and the quadriceps to keep the legs lifted and straight.

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

Sitting on a chair, the gymnast extends her legs keeping the knees high. The gymnast needs to repeat this many times un til the pain starts ... and then go on a bit further.

fq~ C.

Train the fold position. Have the gymnast try to relax in th is position .

Phase 2 - the Press to Handstand A.

The gymnast needs to be strong in the region shown.

She needs to contract the posterior fibers of the deltoid muscle and upper back muscles to lift the hips above the shoulders.

Solutions A.

12

Using two benches or cha irs, the gymnast lifts to

April 1993 TECHNIQUE

Technique

She needs to be strong enough to stop the shoulders from fallin g forwards.

Again , strength is needed in the same shou lder region to keep the shoulder angle open.

B.

~O

( 7, t-

~k ~~:'~ B.

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

~~

Z~

0

~

l

c.

they don't, then not enough resistance has been applied.

Only resist the opening action.

rf)Q

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

Every aspiring giant swing or clear hip circling

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

S;;i C.

~

P ,

gymnast needs to be well

~

conditioned if she is going to be successful, safe and technically correct.

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

Solutions A.

With the gtjll1nast in a straddle sit, the partner applies resistance to the gymnast's wrists or elbows, but still allows the gJ)mnast to move the arms up to the vertical. Repeat several times . After 10 repeats the shoulders should ache. If

TECHNIQUE April 1993

Do this five times: that is fo rward to back and return is aile repetition.

13

Phase 3 - from Handstand, Lower to Straddle Lever A.

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

The same muscles that worked on the way up have to work on the way down.

However, these muscles work in a fashion of paying out (eccentric muscle action) instead of contracting (concentric muscle action) as il1 Phase 2.

6-8.

~ \\ il

\\

~ ~

f\

Solutions A.

14

1

If the gymnast comes down with the hips out of line, she will fa ll. Ha ving reached a handstand position, many gymnasts are unaware that they still have a job to do in resisting gravity in this phase.

From the headstand, the legs should be slowly lowered through the straddle position to bring the toes to the floor. Return the legs to vertical. Repeat several times, but don't stay on the head for too long.

During the slow lower, the hip extensors are paying out.

This same action can be done against the beam or a wall.

D

B.

The action that was don e in Phase 2 (A) can now be repeated, but to crea te a letting or paying out muscle action (eccentric muscle action). Now the partner pushes the gJ)mnast's arms back down to the floor and the gymnast tries to resist this action.

0=t

rt tV ~

~

Conclusion I am not sa ying tha t this skill is easy-work towards this end will be difficult. However, every aspiring giant swing or clear hip circling gymnast needs to be well conditioned if she is going to be su ccessful, safe and technically correct.

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

Il

April 1993 TECHNIQUE

Coaches Education

READINESS primary responsibility and area of concern for gymnastics coaches and teachers is athlete readiness. The USGF Safety Manua l discusses athlete readiness in terms of medical, physical and psychological. The teacher has three areas which must be considered:

A

â&#x20AC;˘ Initial evaluation of read iness â&#x20AC;˘ Preparation for readiness â&#x20AC;˘ On-going evaluation of sp ecific readiness

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

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

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

TECHNIQUE April 1993

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

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

15

Steve Whitlock Director of Educational Services and Safety

One path to a backhandspring (FF) In order for HANDSTAND studen ts to PREREaUISITE(S) leal'l1 a back10 push·ups; 5 pull·ups; 20 sit-ups; 10 V·ups. handspring CAN MOVE ON IF ...

(FF), they must Hold for 10 seconds against wall.

Hold 3 sec. "free". _ ...._ __ first demonstrate PREREaUISITE(S) success (competency) in 20 arch-ups, 5 leg liNs. each of the fo llowing areas.

CAN MOVE ON IF .. .

Tod ay, the competitive p rogram coach need s to d evelop a specia l understanding of ad vanced gymnas tics skills. Given the high level of international performance, the novice competitive coach (and his/ her gymnasts) need a keen understanding and ap precia tion of the training and commitment required to attain a high international level of perfo rmance. Elite gymnastics is fo r special athletes!

Many coaches are tempted to establish performance goals for their a thletes based upon w hat they see on television in interna tional and Olympic events. This is a m istake. Again, this is special gymnas tics fo r elite athletes-the top Note: The above is an exa mple of just 0.5 % of all participating gymnasts!

Shows flight from honds to feel.

Qlle Path ... - beca use of ind ivid ual Fortunately, the USGF Junior OlymCorrect body post ion. at h lete differences, d ifferen t si tua tions, Coordinotion, correcltiming ond pic levels for girls and boys offer comava ilablity of equipmen t, and even dif~""'. . . .'" ferent ins tructor phitosophies, there technique. pulsory and optional competitive proisn' t jus t O NE pa th to any skill achievegrams d esigned for "the rest of us." men t! The role of the teacher is to u tili ze his / her

Many coaches are tempted to establish performance goals

PREREOUISITE(S)

for their athletes

knowledge and experience to establish the BEST Jump to 24" height; coordinated pa th fo r each s tuden t. arm swing.

It is critica l that coaches in the J.O. program use all of their experience CAN MOVE ON IF ... and knowledge of the sport to d eBegi nning gy mn as ti cs teac he rs Shows good rhythm &height in velop training and should d evote preparation time to stud y- jump to high mats, good ~ody ing progressions and skill prerequisites, l!:po~sit~io~ni~n~fli~gh~t,~et~c.--1rrnmrmr:rI~~~iI p erforma nce goa ls for their athletes that observe and discuss progressions used are progressive, reby "master teachers," and attend clinics and PREREOUISITE(S) a listic, ac hi eva bl e, workshops. Attention should be paid to the forCartwheel; back limber; and safe. The ideas mulation and d evelopment of written lesson back-wolkover; back extension down presented abovewedge. plans-and then, evaluation, w hat does or does co n sta nt CAN MOVE ON IF ... not work. As the instructor grows from novice to evalua tion expert, many of these planning strategies beo f r ea dicome second nature and, therefore, require less ness, esta bclass p reparation effort, but should still be relishingand corded and filed . However, the learning, planp re p ar in g PREREOUISITE(S) ning and evaluation phases never really endGood round·off; 5tick·tocs; back for perforeven for elite coaches! All teachers must constantly extension to near handstand with mance preconsid er perfo rmer readiness and ad va nces in snap·down. requi s it es the technical side of the sport as well as their CAN MOVE ON IF .. . th ro u g h personal teaching competencies.

Technique is acceptable, confidence

based upon what they see on television in international and Olympic events.

This is a mistake.

Again, this is special gymnastics for elite athletes-the top 0.5% of all participating

3. On-going evaluation

gymnasts!

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

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

16

strength and flexibility training, and th en o n ce agai n r e- L....:=---_ evaluating performer read iness are especially imp or ta nt a t th e J.O. leve l.

This is the final Coaches and their gymnas ts "goal" skill! must maintain a pers[)ectiv'e l _ _ _ _ _ _ _ _.... of what is reasonable and prudent when establishing performance goa ls.

April 1993 TECHNIQUE

)

Coaches Education

?

IS THE GYMNAST READY TO

â&#x20AC;˘

YES

NO

0

0

Meets all medical and physical prerequisites.

0

0

Meets all performance prerequisites.

0

0

Meets all psychological prerequisites.

If yes to all three, the gymnast is ready!

Is the gymnast ready?

An easy paradigm for the teacher to use is to constantly ask the question, "Is the gymnast read y?"

This simple 3-question format can be used for basic "kills such as, "Is the gymnast ready to perform a back,andspring (FF) without a spot?" to more complicated readiness situations such as, "Is the gymnast ready to perform a new dismount from the balance beam in the Regional qualifying meet?"

Hit/miss ratio A helpful practice in determining readiness is for the teacher and the student to track hit / miss ratios by maintaining performance da ta through such means as gymnast diaries and element counts.

The key here is the documentation of consistent performance.

The BEST means of predicting future performance is the evaluation of previous performance.

An example is on the right.

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

TECHNIQUE April 1993

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

Experience (and in some cases common sense) will assist the coach in establishment of meaningful hit / miss ratios for individual gymnasts and specific skills or combinations. For example, when performing a back-handspring on beam, one gymnast might regularly teeter and fall after completing the landing of the skill on the beam with an 80 % hit rate. Another gymnast might miss her hand placement 80 % of the time. In the first case, the athlete will lose 0.5 points for the fall, climb back on and continue her routine. In the second case, the fall could result in a serious injury. The teacher need s to consider this kind of information when using hit / miss data. Both the coach and gymnast must carefully evaluate all of the consequences of a missed performance when determining readiness.

The purpose of this article has been to discuss the concept of performer readin ess within the context of skill training and routine preparation. A goal has been to encourage coaches to pay attention to this concept on a dail y basis as a means to moti va te and direct the students' training activities and reduce the negati ve consequences of encouraging or permitting performance of skills or sequences for w hich the gymnast has not d emonstrated competence and readiness.

17

A helpful practice in determining readiness is for the teacher and the student to track hit/miss ratios by maintaining performance data through such means as gymnast diaries and element counts .

The key here is the documentation of consistent perfonnance. The BEST means of predicting future performance is the evaluation of prevlOUS performance.

I EDUCATIONAL

MATERIALS I

PuBLICATIONS

'

Use the order form on page 2 to order any of these publications. ga me d iagra ms, s uggestions for mod ifi ca tions, eq ui pn)ent needed, and safety tips. #3623 512.00

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

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

PDP Level J Clinic Workbooks (1 992, USA Gym nas tics) • Packet o f 15 workbooks fo r use by clinic adm inistrators for PDP Levell coach #3610 520.00 accred itation.

PDP Level l: Starter Kit (1992, USA Gy m nastics) • For Level I cline admi nistrators. Includ es: 1/ 2" VHS and 15 Level I Clinic vVorkbooks. #3609 560.00 Sequentin l GYIII//(/sfics 1/:The Instructor's Cl/ide{1992; Hackeret al, 108 pp) • Used in conjunction wi th USA Gym nas tics PDP level I Coac h Accred it ation, thi s book is d esig ned s pecifically fo r the gy mna sti cs teacher to provide basic gy mn as ti cs s kill progressio ns. #3604 $13.00 Rooki, ConclIes GI/"","slics G"ide (1992, USGF / ACEP, paper,80 pp) • Acombination of coaching adv iceand gy mnas ti cs information for the en try-level gymnast ics coach. This book is oneof the required text s for USA Gym nastics PDP leve l I Coaching Accred ita tion. #3608 58.95

Competitive Men Basic Skills Acllieuemellt Book - BSAP (1992, USA GYll"lI1 as tics, paper, 18 pp) • A 4-level program fo r boys classes meeting 1-hour per week. Prepares the s tu den t for pa rticipa ti on in the j.O. program. #51 57.50 FIG Code of Poi"ls (1992-96, FIG, paper) • The official international com petiti ve g uid eline book wi th s kiU difficul ty ra tings. #1201 539.95 jllIlior Olympic Prot-:ra lll -IO PC (1992, USA Gym nasti cs,3-ring binde r, 130 pp) • Includ es g raded levels of compulsory exerci ses as well as mod ified o ptiona ls. Compe tit ions are conducted a t the local, #1202 529.95 s tate, regional, a nd nat iona l levels.

Olympic DCUt'iOPIllCllt Program- ODP (1992, USA Gy mnastics, papt:!r, 41 pp) . Thisskills testing program is designed to identify talented and promisi ng gy mna sts as we ll as for the educa tion and train ing of the coaches. #60 529.95

Competitive Rhythmic FIG Code of Poi" Is (1992-96, FIG, binder, 213pp) • The official international competiti ve guideline book wit h s kill d ifficul ty rat ings. #1301 539.95

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Competitive Programs Wall/en's RecreatiOlml/Opt iOlml Competitive Program (1 991, USA Gymnastics, paper, 37 pp) • This restri cted difficu lt y program is an ideal introduction to competitive gymnas ti cs. Great for in tra-club tea ms o r school lea gues. #1100 57.00

Elementary & Preschool Desigllillg Preschool Movement Programs (1992, Sanders, paper, '152 pp) • Both a detailed g uide for developing a preschoo l/ movement curriculum and a resource conta ining developmenta ll y appropriate movement activi ties. #3626 $16.00 Deveiopmelltnl Gy11//loSfics (1990,Q'Quinn, paper. 218pp) · Gymnastics movement education program for kindergarden throu g h 3rd g rad e. #3605 519.95 Fitness Flll/:85 G011leSollri Activities /orChildrell (1992; Foster, Hartinger & Smith; paper; 112 pp) • Provides children w ith unique and enjoyable activities that consid er muscular st reng th, muscular endurance, nexibility, and cardiorespira tory fitness. Great for K8. #360 1 512.00 Great Games for YOllllg Peopl' (1991; Gutafson, Wolfe& King; paper; 152 pp) • Contains 60 fi eld-tested games and relays for u pper elemen tary through high sc hool. Includ ed: co mpl etedescri ptions,

18

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

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

Posters Bill of Rigflts for YOIlllg Alilleles (1984, AA H PERD) • Lists 12 im po rtan t rights of a thl etes. #3603 $5.00 Safety Poster #1: Safety Gllidelines (USA Gym nastics) #6101

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

The 11I1IIp Rope Primer (199 1, Solis & Budris, sp ira l, 104 pp) • Par t I is an introduction to rope jumping; Part II con tains over 175 illus tratio ns of specific skills; and Part III prov id es an 8-lesson un it from the basic 2-foot jump to Double Dutch. #3624 515.00

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GYl1lllastics Safety Mnl/llnl , 21ld editioll (1990, USGF, paper, 142) • Th is book is used as the req ui red tex t for the USG FSa fety Certifica tion cou rses. #6001 $16.45

Gymnastics

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

Artistic Gyl/ll/astics: A Comprehellsiue Guide to Performillg alld TeachillS Skills for Begillliers alld Adl'allced Begillliers (1991, Tu roH, paper, 413 pp) • Al l of the s kills covered in thi s tex t are A- level or easier. Each skill is presen ted with a description of how it shoul d be performed, a s hort list of common problems, a nd teac hing suggestions. Covers men's and women's events. #50 521.95 Crea ting Gymllastics Pyramids al/d Balal/ces (1989, Fodero & Furblur, spiral, 120 pp) • Pyramid building is safe and fun w ith the th orough inst ru ctions and gu id eli nes fo und in this guide. C hoose from 268 ca refull y illus tra ted and expla in ed form ati ons. #3614 518.00 Dallee Choreography for Compet itive Gyml/astics 0990, Gu la, paper, 176 pp) • Focuses o n how dance techniqu es ca n, and should , be applied to th e training of gymnas ts. The book helps the reader use combinat ions of dance steps to create complete choreographed #3628 521.00 sequences for noo r and bea m.

DmlCe Workol/t: Levels 1-5 (1992, USA Gymnas tics, spiral, 46 pp) • Educational prog ram desig ned specifically forthedevelopmental gymnast. The en tire program is also available o n 1/ 2 VHS. #2170 $15.00 Dallce Traillillg for GYlIIllast ics (1 988, Pica, cloth , 160 pp) • Fo r gy mnas ts, coaches a nd dance instructors. Purpose: to define the role of dance in gy mnas tics. #3629 525.00 GYlllllastics: A Gllide for Parel/tsa/ld Athletes (1992, Feeney, paper, 171 pp) - An excell ent book for beginners as well as experienced gym nasts. Contains informati on to guide parents and at hletes in choosi ng a gymnast ics program th at wi ll best s uit their needs.

Prov ides pertinent informati o n on sa fety, cond itioning, and th e g uid lin es of the sport. #3612 $15.00

HealthlFitness Fitlless Leaders Halldbook (1989, Franks & Howley, paper, 276 pp) • For exercise leaders with littl e formal training but ",hoare responsible for lead ing safeand effective fitn ess classes. Incl ud es: evaluation, practica l competencies, for ms, helpfu l hint s, injury prevention s trategies, and much more. #3619 $19.00 Marketillg HeafthlFitlless Services (1989, Gerso n, cloth, 136 pp) • A marketi ng g uid e s how ing how to enhance the busin ess side of an ope ratio n and achi eve opti mal profit w ith minimal fi nanc ial ri sk.

It takes the readers s tep-by-s tep throug h writing and implemen ting a market ing/business plan. #3616 $21.00 Ropics: The Next JUIIIP Fonunrd ill Fitness (1992, paper, 168 pp) • A g reat fitness program for a ll. Includes 34 basic to advanced rope #3621 $12.95 techniques and va ri at ions.

SCIl iorsoll the Moue (1986, Rikkers, spiral, 256 pp) . Selec ted exercises and hea lth / fit ness prog ram fo r seniors. #3620 526.00

Nutrition Coaches Guide to Nll tritioll mId Weight COlltrol (1990, Eisenman, paper, 192 pp) • A practical g uide to sports nutritio n w hich translates the sciences o f p hYS iology, biochemistry and nutrition into easily applied information. Includ es an excell ent chapter on the sig ns of eating d isorders. #17 522.00

Sport (General) loyal/d Sadness ill Children's Sports (1978, Martens, paper, 376 pp) ' 36 ar ti cles based upon pertinence, succinc tness & quality o f writing. The book emphasizes the joy of sports, bu t also exa mines those events that create sadness. #15 519.95

Sport Psychology Adrlallces ill Sport Psychology (1992, Willis & Ca mpbell, cloth , 272 pp) • Text providing broad coverage of research, th eory and prac ti ca l appl ications in exercise psycho logy. Rea l- li fesce narios help readers understand how to apply theoretica l mod els and research in the fit ness setting. #3617 542.00 III PHrsuit of Excellellce: How to Will ill Sport mId Ufe Through Melllal

Trail/illg (1990, Orlick, pa per, 208 pp) • Tex t covering basic sport psyc hology tec hniques of concent ra ti on, w innin g, losing, a nd competing successfull y. #14 $14.95

r

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

Sport Science Ergogenic Aids ill Sport (1 983, Williams, cloth, 386 pp) • Th e aids are grou ped in to 5 ca tegori es: nutritio na l, pharmacolog ical, ph ysiological, psychological, and mechanical. #19 $28.95 Livillg A1Ialomy (1990, Donnelly, spira l, 231 pp) • Desig ned for physical educa tio n teachers, coachesand / or trai ners. learn about the human body in a manner that is app licable to the daily #16 $19.50 acti vities o f your field.

Pilysiology of Fillless (1 990, Sha rkey, paper, 432 pp) • An up-to·date g uid e to th e prescriptio n of exercise for hea lth, fitness & performance. The book is d ivid ed into 5 parts: aerobic fitn ess, mu scul ar fitness, fitness & weig ht , control, fitn ess & hea lth, a nd fitness & lifestyle. #12 517.95 Toward all Understmlding of HI/mall Performance (1980, Burke, paper, 31 1 pp) • Readi ngs in exercise physiology for the coach and athlete. #18 52 1.00

Sports (General) Dare 10 Drenlll (1 992, Dagge tt, clo th, 235 pp) • Tim Daggett's own accoun t of his pu rsuit of a gy mn as ti cs dream. A pos iti ve, moti val· ing and inspiring s tory. #3615 $18.00 Porlmil of all Alillel, (1992, Durbin, paper, 88 pp) • This book emphasizes the ideals tha t make athlet es successful in both s ports and life. It features advice, mo ti va tion,and va lues tha t help young people und ers tand w hat ath letics can mean to their future. #3627 58.95

Strength/Conditioning Deue/opmellt of lite COlldit ioll ing Factors i/l Elite GYlllllastics (1989, Hullner, paper, 51 pp) • This booklet was orig ina lly developed for the men 's event s, but a lso has broad app licabil ity to the women·s events. #1212 516.00 TlIe Fiflll £v' ''I- (1992; Sands, et al; pape r, 42 pp) • A comprehensiv, conditioning p lan des igned for the demands of women·s gym na s· tics. The com po nen ts of the plan include the Ca list henic Streng th Progra m, the Flex ibi li ty Program, and Inju ry Prevention Exer· cises. #3613 512.50

StrengthIPower lumpillg ill to Plyometrics (1992, Chu , paper, 88 pp) • How to develop a safe plyometric train in g program. Features 90 full y illus trated example plyomet ric exercises. #3618 $12.95

April 1993 TECHNIQUE

Coaches Education

COACH-TEACHER OR TEACHER-CoACH? he question has been asked many times, but seldom answered effectively - Is a coach a teacher? Although I will not answer this question specifically, the following article will present a few facts about the role of a coach and the significance which coaching plays in the d evelopment of our youth. A variety of studies, surveys, and anecdotal results have shown that coaches spend as much or more time with youth than their parents or their teachers in school. As a profession we must keep this in mind when we develop lesson plans, select skills, and reinforce behavior.

T

• Be enthusiastic! This is vital for motiva tion.

Your enthusiasm and interest in every student will set the tone for each gymnas t's entire experience.

<Y ~

• Plan and organize each practice session. Lesson plans are necessary guides for acad emic teachers; the season and daily prac tice plans provide need ed structure for gymnastics.

ffi

USGF COACHES EDUCATION

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

To be successful, the gymnastics coach needs sufficient knowledge of the va rious skills, prerequisites and • Develop and plan for discipline. Disrupti ve progressions of the sport; of course, having talented behavior interferes with learning and can cause safety concerns. Set specific behavioral guideyoungsters in the gym helps. If \ I lines, and stick to them; enforce the rules fairly. you believe there is an addi~( __ ~ The most important rule for coaches is - be tional education value to gym- -.....

'-.J....consistent. nastics participation, then there ;'"1~==:::=::s~, are several other critical knowl• Show that you care. Comedge components which the municate your goals and d e::oach should have at his or her disposal. velop rapport with each gymChild psychology and child development nast. Your concern for their safety and are areas which we seldom list as critica l well-being is your first and foremost responsibili ty. components in coaches edu cation, but for the parents of today's youth and the future ___-.::;;.....- - - . Include fun. Repetition is needed of our society there are just as important as L--_ _- - - - - during the process of mastering gymthe progressions for a back handspring. nas tics progressions, but, learning need not be boring.

As a teaching-learning experience, coaching is teaching. The classroom and subject matter of the coach do • Be willing to incorporate new teaching methnot resemble those of an academic setting, but the ods and techniques in coaching. Attend clinics principles of learning and the importance of proper and seminars for gymnastics coaching. Learninstruction remain similar. Demonstra tions, sequenced ing to be a successful coach is a ca reer-long learning, and reinforcement are key components which endeavor. Participate in recognized coaching differ little from the classroom to the gymnasium. educa tion programs like the USGF Professional Development Program.

There are man y similarities between the academic teacher and the gymnastics coach. Good teachers and • Conduct yourself asa professional. Follow the coaches alike must: rules and policies set forth for gymnastics instruction and the competitive arena. Re• Remember that all students do not learn at the member that your conduct is not only evalusame rate. More repetitions are need ed for ated by your peers, but must correspond to the some gymnasts and less for others. Extra help expectations of the community. in the form of individualized planning may be necessary. Patience during theentire lea rning curve makes the process meaningful and Most gymnastics learning sessions las t longer than fun for the gymnast and coach alike. the stand ard academic class. The successful coach has • Acknowledge that various learning methods the ability to use his or her time effecti vely. However, are necessary-d emonstra tions, videos, or teaching excellence is still the common denominator. written materials; various methods also inSuccessful teachers and successfu l coaches share the clude the use of spotting belts, loose and solid same principles and attributes. Coaches are teachers. foam training pits, or hand spotting. No one By foll owing the standa rds and principles of sound teaching method works for all the students all teaching, the gymnas tics coach ca n lea rn and improve the time. throughout his or her career.

TECHNIQUE April 1993

..:..:... >Ji ~

" .~ '11 . t:.

19

Dave Moskovitz

Coaching Development Coordinator

COACHING EXPERIENCE

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

USGF COACHES EDUCATION Dave Moskovitz and Steve Whitlock Department of Educational Services and Safety

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

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

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

While the climate of youth sports is changing, the attitudes of our communities remain focused on winning. Winning is equated with "success." Unfortunately, this leads to stress for both coaches and athletes.

The new attitude in youth sports is to focus on development, skills and fun. Ironically, by placing youremphasis in these areas your athletes are likely to be successful and winning will be put into proper perspective.

Many coaches have viewed success as producing elite gymnasts or qualifying for national competitions.

The "successful" coach produced the most high level athletes. In gymnastics, elite athletes are "produced" to a large extent by genetics-coaches ma y ha ve little or no chance to train elite gymnasts. What about experience?

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

20

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

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

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

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

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

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

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

April 1993 TECHNIQUE

Coaches Education

PROFESSIONAL DEVELOPMENTPROGRAM LEVEL II EXPERIENCE VERIFICATION

Name _________________________________________________ Socia l Security Number _____________________________________ Birthdate _____________________

TWO Na me _______________________________________________

Age ____________________ Position _____________________________________________

Address _______________________________________________ Relationship ___________________________________________ Zip ___________

City ________________________ State

Address _____________________________________________ Phone: (day) ___________________

(night) _______________ Pho ne ______ _ __

Safety Certification:

0 NO

expo d a te _______________

OYES

o

PDP Accreditation: 0 Level I

Level II

THREE

Job Description

Na me _________________________________________________

(please print or type)

I coach and/or teach the following:

Position ______________________________________________

(check all tha t apply) 0 Preschool 0 Tumbling

Rela tionship ___________________________________________

o Mom & To t o Cheerleadi ng

o Developmental

Ad dress ______________________________________________

Women:

o Levels 1-4 o Levels 8-10

o Levels 5-7 o Elite

o Class 5-7

o Class 1-4

Phone _ _ _ _ _ _ _ __

Men:

o Elite

Employer's verification

Rhythmic:

o Levels 1-4 o Levels 8-10

o Levels 5-7 o Elite

1, _____________________________

Do you actively coach at competitions? (check all that apply) If yes, lis t number per year. o Local__ 0 Sta te___ 0 Regional__

informa tion is tru e a nd accurate for the period which the above lis ted coach ha s been employed by _________________________________

0 Na tion a l__ Signature _________________________

References (other tha n your current employer)

Additional information

ONE

(please print or type)

Na nle _________________________________________________ Position _______________________________________________ Relationshi p ____________________________________________ Address _______________________________________________ Phone _ _ _ _ _ _ _ __

TECHNIQUE April 1993

, acknowled ge that thi s

21

date _______________

THE TEST.

THE TESTIMONY. Missy Marlowe has lived up to the test of world class gymnastics competition . She has the right stuff.

The focus. The drive. The gritty determination to pull together the right routine at the right time-when it counts. That's also when you can depend on Alpha Factor to perform-when it counts.

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

Put Alpha Factor to the test. Write (on official letterhead *) to receive our new catalog and discover why world class athletes expect only the best from Alpha Factor. Fit for champions.

- Non·teachers and non-coaches, pl ease include $3. 00 for shipping and handling.

Alpha Factor

333 East Seventh Avenue P.O. Box 709 • York, PA 17405-0709 Phone (717) S52-6920 or 1-S00-SALPHAS © 1992 Tighe Industri es. Inc. Member: United States Gymnastics Suppli ers Association

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~~ ®

Alpha Factor

Coaches Education

PDP LEVEL II

WHAT IF I HAVE

EXPERIENCE? he most frequently asked question related to coaches education is: "How do I get my accreditation? I'm an experienced coach and I heard there is a way that I can get credit for my previous accomplishments."

T

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

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

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

Level II: 1. ACEP Leader Level Sports Science Clinic This certifica tion is based on the book Successfu l Coaching. Coaches must attend an 8-hour clinic conducted by a certified ACEP instructor and complete all ACEP requirements.

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

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

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

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

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

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

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

E6 USGF COACHES EDUCATION

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

Dave Moskovitz Coaching Development Coord ina tor

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

Grandparenting As with Level I, experienced coaches and admi nistrators w ill be allowed to grandparent, or by-pass the required gymnas tics skills testing for PDP Level II Accredita tion (components 4 and 5 above). However, the ACEP Sports Science Clinic will be required for ALL coaches at Level II. This requirement cannot be waived or by-passed due to the reciprocal relationship with the ACEP certification program. Components 4 and 5 may be waived for those coaches who submit the appropriate application form and documentation who meet the following minimum criteria: • Level I Accreditation (strongly recommended), • USGF Professional Membership, • USGF Safety Certifica tion, • ACEP Leader Level Sport Science Course, • 10-15 years coaching and/or administrative experience in the sport, and • 5-7 years as a competitive program coach.

Where can I find a course?

A safety certification course schedule is printed in each issue of Technique and USA Gymnastics magazines.

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

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

23

1----------------------------------------, PDP LEVEL II-GRANDPARENTING APPLICATION

I I

Please type

01'

I I

print

Birthdate __ I __ I __

:

Name

I I I I I I I I

Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

State _ __

Phone:

Night ( _ _ _ ) -

Day ( _ _ _ ) - _ _ - _ __

Social Security No. _ _ __

Age _ _

!

Zip _ _ _ _ _ _ _ __

USGF Professional No . _ _ _ _ __

o

DYes

USGF Safety Certification PDP Level I Accreditation

DYes

ACEP Sport Science Course

0

Yes

o o

Expiration Date _ _ _ __

No

No

Site/Date _ _ _ _ _ _ _ _ _ __

No

Site/ Date _ _ _ _ _ _ _ _ _ __

Education Background Inst

Grad. Yr.

School! College / University

Degree

Major Area

HS Univ.

Grad.

Coaching!Administration Experience From

To

Employer

Position Description

USGF COACHES EDUCATION

Upon completion of this application, send to: USA Gymnastics 201 S. Capital Indianapolis, IN 46225 Attn: Coaching Development Coordinator

Team Coaching Year

Level

# of Athletes

Other

Additional Information

I

(T393)

L ________________________________________ 24

I I ~

April 1993 TECHNIQUE

Book Review

GREAT GAMES FOR YOUNG PEOPLE Ma kin g a young person's fitn ess ex pe ri e nce fun ca n be ha rd work. Th e cha lle nges of makin g th e expe ri ence new a nd exciting ca n beco m e quite difficult over a long p eri od of tim e.

Fortunately , there a r e books out toda y w hi ch aid a n ins tru ctor in crea ting ga m es for childre n which are fun and d evelo pmental. Marilee A. Gu s tafso n, Sue K. Wolfe, a nd C her yl L. King, are th e authors of a n ew book titl ed Great Ga mes for Young People. This book is written to he lp in volve children in active, m eaningful and safe lea rning situations, which emphasize psychomotor s kills,

cog niti ve d evelopment, and affec ti ve social learning and cooperation. Great Games co ntai ns nea rly 70 ga m es and skills ac ti vi ti es to be used on a n impromptu basis o r as a planned and integra l part of the sport skill d evelopmental process.

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

Great Games was written primarily for elementa ry and junior hig h school physica l educa tors; however, ma ny of the games can easily be ad a pted to a large gymnastics flo or area . Gymnastics directors and teachers will find Great Games for Young People to be a valuable addition to their planning libraries.

SAMPLE GAMES Fireball

v

,lJ- :'-c;

;;.~f~ "'\

Objective: Catching and throw lI1g \ ; Players: .\.~~ 10 per team (2 teams) (NOTE: you may adjust the #

, - -',

~

/1 /(

of players according to YOllr class size)

Equipment:

1 ball (basketball, volleyball, or foam)

Playing Area:

Gymnasium or FX mat

Gross Motor Activity Rating:

Good

Basic Skill Development Rating:

Good

Mardi Gras Objective: Running and dodging Players: 8-10 in a group-with as many groups as space allows Equipment: 1 flag-football belt, (or any other form of a fla g) per group Playing Area:

Gymnasium (or FX mat)

Gross Motor Activity Rating:

Excellent

Basic Skill Development Rating:

Good

How to Play the Game:

TECHNIQUE April 1993

How to Play the Game: Players spread out randomly over the pla ying area. The object of the game is to use passing and ca tching skills to keep the ball away from the opponents.

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

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

Teaching Tips: Players ca n shout out the number of completed passes to add to the excitement. If certain players seem to dominate the game, make a rule that players may not pass the ball back to the players from whom they receive the ball.

Safety Tips: Penalize tea ms for unnecessary roughness, such as pushing or hitting.

Each group form s a line, with the players putting their arms around the waists of the players in front of them. The last person in the line puts on the fl ag-fo otball belt. The objective of the ga me is to capture the "tai l" (flag) of another group before the whistle blows signifying the end of the round. A point is given for each flag ca ptured . When the round end s, the person a t the head of the line goes to the end and wea rs the belt, and everyone else advances 1 position.

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

Teaching Tips: This is a great warm-up activity for large groups. After several rounds everyone is actively involved and ready to move on to more fun. Perhaps the group collecting the most belts ca n be reward ed by choosing the ga me or activity to be enjoyed next!

Safety Tips: No unnecessary roughness or pushing is allowed . Players ca nnot touch players in other groups.

25

Reviewed by: Christine Ebert USA Gymnastics Educational Services Intern

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

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

Resources

HINTS FOR TAKING

__TICS VIDEOTAPES • Use high quality tape for your original footage - With every edit and every "generation" the quality d ecreases, therefore you wa nt to start with the highest quality possible. SVHS or high d efinition 8mm is preferred if you have access to this kind of camera .

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

Steve Whitlock Director of Educational Services and Safety

• If possible, "black" the entire tape before shooting your footage by recording the entire tape w ith the lens-cap on (and the sound off).

This provides a "time-cod e" on the tape and is a means of checking for problems. (This feature is not necesary for the home vid eo user).

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

• Recording Speed - The fas ter the recording speed, the better the rep roduction of the tap e later. When recording original footage, it is always best to use the fastest recording speed .

What are your options?

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

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

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

• Usea tripod - It is always bestto usea tripod.

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

26

very good lighter-weight ones, bu t be sure that they are designed for video ca meras.

Using tripod s designed for standard 35 mm cameras results in jerky movements if used with a video camera .

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

• Shoot as tight on your subject as possible. In gymnas tics, the au d ience need s to see the gymnast's entire body. You will need to experiment with your camera to d etermine the best framing so you don' t lose the gymnas ts feet, arms and head or have them jump out of your picture! However, you want to frame the subject as tight as p ossible.

• Pick your camera location. Take the time to scout your location to position your camera in a strategic loca tion. Try to find unobstructed va ntage p oints. Take ad va ntage of the zoom lens cap ability to frame your subject carefull y.

If you mus t sit in the stand s at a competition, be considerate of those behind you . Try to find a loca tion w here you w ill n ot be shooting toward s a bright background light, such as d oorways or w indows ... this will result in your subject being underlit.

• Focus-Should you use automatic or manual focus? I like to use manual focus as much as possible although this takes some practice.

On events su ch as BB, UPB, PH, R, PB and HB, I usu ally set my foc us ahead of time at the area of principle activity. To get the best focus, always zoom in first, set the focus, and then zoom out to show the action.

On an event su ch as FX, using manual or auto foc us often d epends on the distance from the floor. Manual focus ca n be used if the ca mera is situated far from the fl oor, but you will probably wa nt to use auto focus if you are close. I like to find a loca tion w here I can easily see the enti re area. I foc us on the part of the fl oor area that is furth est away. This stra tegy ensures that all parts of the routine will appear to be in focus, even w hen the athlete moves closer to the camera.

Apri l 1993 TECH NIQUE

The Women's Technical Committee and National Coaching Staff Present: An Introduction to the

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TECHNIQUE April 1993

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PROGRESSIONS OF THE DOUBLE LAYOUT WITH FULL TWIST The glJmnast should be able to perform a hollow double layout with good technique before adding the twist.

1.

2.

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

Turnover drills See March iss ue of Technique, page 30.

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

~) ~ 12

13

14

Illustra tion 1

28

April 1993 TECHNIQUE

Technique

3.

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

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

12 13

14 Illustration 2

TECHNIQUE April 1993

29

DEVELOPMENT OF THE

Az To learn an Azaria n the gymnast mus t first ha ve a solid cross. Here are drills to d evelop a cross and a n Aza ria n.

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

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

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

3. Cross for max hold From support in bungie, gy mnast lowers to a cross and holds as long as he can. When he is just about read y to quit, the coach should spot to push gym nast an extra 10 seconds or so. Coach should time gy mnast once a month to look for improvement. Do one set one rep .

4. Azarian roll to support This drill teaches how to hold pressure and use correct technique. From inverted hang,gymnast slow ly lowers toward a back lever. The rings are forced together behind him Oats should not pass upper arms).

As gymnast forces rings together he should keep very hollow and u se leverage to rise above rings to support.

Coach should spot and s tress good position . The arms should stay next to body throughout skill a nd there should be no kipping action. Gymnast then rolls back to an inverted hang and does four more. Do three sets of fiv e.

5. Azarian to support and then to cross From inverted hang, gymnas t performs Aza rian roll to support and then rolls back to inverted hang and does the exact same thing but as his ch est rises just above the rin gs, he should let rings outward to the cross. Hold for two second s a nd then ro ll back to inverted hang and perform sequence two m ore times.

Do three sets of three each . A common problem is letting rings out too early and getting caught in a low cross. Working the drills to support w ill help control this mistake. As the gym nast gets stronger, add roll to L-cross a nd pull out. For example, Azaria n roll to support, Aza rian roll to cross, Aza rian roll to L-cross and pull out wi th spot a nd then repeat.

6. Other exercises that will help the cross Wid e arm pull ups (three sets of 10) . Bench press (three sets of eight to 10 reps). Fly's (three sets of eight to 10 reps). Maltese press ups (three sets of five reps).

Dips (two sets max) . There are many other exercises for the coaches to use-try them a ll, alternating every two w eeks. The bottom line is, the USA is not as strong physica lly as the top competitors overseas . More time is required to develop s trength, especially on ri ngs.

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April 1993 TECHNIQUE

Technique

STRENGTH DEVELOPMENT FOR INVERTED CROSS ANDMALTESE All Exercises are Performed on Low Rings 1. Maltese press ups From push up position on low rings, slowly open arms outward, keeping good form, straight arms, and a hollow bod y. Go to or below Maltese position and press back up . Hold Maltese three seconds before pressing back up. Do three sets of five repetitions.

2. Inverted cross press outs With spot, the gymnast slowl y lowers to inverted cross, holds for three seconds and then presses out to handstand. Gymnas t should go a little lower each time, and should only go as low as he can handle with minimal spot even if it is onl y a wide arm handstand press out. Do three sets of fi ve repetitions.

gymnas ts should start with 5 p art sequ ences and build to 10. Use sp ot. On some of the exercises you may need two spotters.

Example - Compulsory • Straight arm s traight body pull to front lever hold • Pull and lower to back lever hold • Press to inverted hang • Kip-L hold • Stiff press to handstand

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

• Power d own to cross hold • Slowly lower to pike • Kip to support low er to cross hold

3. Maltese power downs With sp ot, gymnas t slowly lowers fr om a handstand to a Maltese, holds for three seconds and then p resses throu gh planche to handstand . Do three sets of fi ve repetitions.

4. Inverted cross in bungie With bungie just below his elbows, the gymnast slowly lowers to an inverted cross, holds fo r three seconds and then p resses back out. Gymnas t should onl y go as low as he can handle and still press out. Do three sets of fi ve repetitions. Inverted cross in bungie for max hold. One set, one repetition.

5. Strength sequences on rings Have the gymnast d o two, ten p art strength sequences-one compulsory and one optional. Younger

• Lower to front lever hold • Pull to back lever Example - Optional • Kip cross • Press to inverted cross • Lower to Maltese • To cross • Pull out • Straight stra ight press • To planche • To Maltese • To cross, pull out

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TECH NIQUE April 1993

31

CREATIVE PRESCHOOL BAR SKILLS AND

VARIATIONS

T

here are th ree major goals to m eet during your trip to the uneven bar area fo r preschool classes. They are: to teach the

students skills on bars (beg inning work on swinging, glides, shoots, casts and kips); to keep them busy on o ther bars w hile you teach the skill for the da y; and finally for the child ren to have fun!

Patti Komara

For front supports, I su ggest tha t you chalk the preschoolers thig hs w here you wa nt them to touch the bar (the little ones have a tendency to la y their tummies on the bar). While we' re on the subject of chalk, I do no t recommend that m ost classes use cha lk; h owever, there m ay be some heavier girls and boys in the 5 yea r old classes tha t might need it. Do n' t sacrifice safety for cleanliness.

x

Skills The skills listed below are in a general p rog ression ord er. Sta rt Mom and Tot classes at level A as well as all other preschool groups to m ake sure they understand and have mas tered the basics. Keep a check list for each class- record w hen you introduce new skills to the class. This is helpful w hen a substitute teacher is needed-he I she can immedia tely determine the group level and teach appropriate skills. Also, the check list is helpful to show parents how their children are p rogressing.

A few no tes on teaching skills-A back hip pullover seems to be a difficult skill for young students to mas ter. Use a ladder ha nging fro m the high bar for students to w alk their feet up. When their tummy is near the low rail, they kick their feet over. Along this sam e line, you can use stacked panel m a ts or a trapezoid piece to assist the kickover action. After these drills, ha ve them run under the ba r and d o a chin-up for streng th d evelopment. When teaching the back hip circle insist tha t the feet stay high on the front support finish position.

32

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

When teaching a stemrise, tell them to ride the bar w ith their thigh and p retend their leg is a piece of bread.

There is butter on the top bar. They are going to butter the bread by sliding their extended leg against the top ba r and then throwing their tummy over the bar to end in a fro nt support.

A drill you can use for glide kips is to ha ve the child hold a bean bag or foam piece between their ankles .

They try to g lide out and drop it into a la undry basket, hoop, or on a chalk circle drawn on the ma t. You can put a trapezoid piece in front of the set of ba rs. Have them prac tice stretching to kick the trapezoid piece to achieve a g lide ac tion and bod y extension .

April 1993 TECHN IQUE

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

Uneven Bars Level A (Mom & Tot)

Level B

Level C

Hangs. (long and tuck) Swing in long hang.

Possum hang pull ups.

Straddle hang.

Shimmy across. (lateral moving) Front support.

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

Belly-button push-ups.

Sole circle swings.

Casts. (3) Swing & regrasp.

Tuck and shoot.

Straddle shoot.

Back hip circle. (spot)

Leg-ups . (5) Cast to pike.

Cast to straddle.

Back hip circle.

Bent arm hang. 02 sec.)

Pike hang. 00 sec.)

Straddle hang. 02 sec.)

Bent arm hang. (6 sec.)

Sole circle (DM) Basket hang.

Free L support.

Cast to tuck.

Swing half turn .

Leg-ups. (2) Pull ups. (2) Hang in pike.

Single knee touch.

Hang. (walk forward & backward) Space walks. (ft. support & swing legs) Leg-ups. (3) Back hip pullover. (spot)

Run under & arch.

Swing in pike.

Swing in straddle.

Back hip pull over.

Glide swing.

Underswing DM over pole.

Back hip circle high bar. (spot) Single leg cut.

Stemrise.

Birdie perch.

Cast to straddle support.

Because the bars involve height, many parents are apprehensive about this event.

Pullover high bar.

It is imperative for

L-sit on low bar. (LB)

the coaches to become safetymaniacs" at this /I

event.

Safety notes Because the bars involve height, many parents are apprehensive about this event. It is imperative for the coaches to become "safety-maniacs" at this event. Here are some key points to keep in mind: 1. Don't put a child on a bar in a support position that's above their eye level. Lower the bar to the appropriate level. If the bar won't lower, you can build up the height of the mats under the bar.

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

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

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

[Equipment notes: Wee-Grip Mini Bars are available from Brenda Scharlow (812-9487709). I also recommend AAI's Junior Gym Recreation System (800-247-3978). AAI also has a great piece of equipment that every gym

TECHNIQUE April 1993

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

5. If you use a ladder to help them get to the low bar, make sure you have a foam piece under it so that the ladder doesn't ruin the base mat.

Use mats, inclines, or barrels underneath to protect the preschooler if their foot goes through rungs-they always do!

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

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

33

new instructors to spot, therefore, I d on' t recommend them . I also avoid any skills that requ ire swinging fro m one bar to another.

Forcing a child to do skills on the high bar before they're read y isn' t necessa ry. Preschool classes should have the philosophy of "tcaching within the comfor t zone." If a child d oesn' t wa nt to go to the high bar, encourage them by telling them to tickle the high bar.. . see if it's awa ke. If they still d on' t wa nt to go, d on' t force them ... try again in a few weeks. If they are really afraid of the bars, let them do strength wo rk instead .

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

To be successful in creating a wellrounded fitness program as well as making it gymnastically oriented and fun, design a circuit for every lesson that includes a skill teaching station, a strength game, an imaginative play area, and a hand/ eye coordination station.

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

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

Ba r #1

Skill: bac k hi p p ullovers with the instructor assisting.

Ba r #2

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

Bar #3

Imaginative p lay : the child hangs fro m the low bar and tries to knock over dinosa ur eggs (disguised as bea n bags).

Bar #4

Strength ga me: child holds a bent arm hang w hile reciting the ABC's.

Body/eye coordination stations 1. Hang p las tic bowling pins fro m the bars. Have the stud ents push them alternately using the "tracking" principle.

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

3. Place wed ge ma ts up and d own under the low bar. The students roll beach balls to p artn er.

At the sa me station have the s tudents walk up the incline and d o a front support and then forwa rd roll dismount to a forwa rd roll d own the wed ge mat.

When spotting a back hip pullover, p osition yourself in front of the bars to assist lifting the hips. One hand goes under their legs and the other on their back.

At the end of the skill, one hand should be on their upper arm and the other hand on the front side of their legs to help them achieve a good front support position.

Be prepared to assist them if they rotate over the bar too fast and fall.

Circuits For Mom and Tot classes and 5 yea r old classes you can utilize all the bar sets at one time. With stud ents w ho are 3-4 years old, it is sometimes hard to keep them from running awa y if you have too many stations. In this case, r recommend that you use just two stations in the circuit.

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

34

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

5. H ang large and small aluminum pie tins that have been tap ed together w ith dry bea ns inside them . The child ren thro w bean bags at the plates-the preschoolers love the noise this makes!

6. Hang foam shapes and letters fr om the high bar fo r the stud ents to kick w hile hanging or swinging fro m the low bar.

A pril 1993 TECH NIQUE

Preschool Gymnastics a swing fo r toddlers. Be sure to instruct them to keep hold of the rope until they have dismounted fro m the swing to their feet.

Imaginative games 1. Have the children hold foam vegetable sha pes between their fee t and d o leg-ups or hold it as long as they can. (Thanks to Terry Exner for this idea!)

2. Hang holiday balloons fro m the bars- Easter eggs, valentine hearts, pumpki ns, etc.

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

When formulating your lesson plans, select achievable skills, introduce

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

skills in a logical and safe progresslOn, use constant positive reinforcement,

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

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

shimmies (moves laterally hanging fro m the bar) while attempting to ring each bell in su ccession.

2. Hang rings from the bar to ha ve the children d o inverted pike and straddle hangs.

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

TECH NIQUE April 1993

keep the students active, and plan for fun!

5. Place a plastic slide under the low bar. .. the child d oes forwa rd roll dismounts from the bar to land on the slide. When they slide d own- Ta-Da '

35

Preschool Gymnastics Patti has owned and opera ted her own gymnastics school for the last 24 yea rs in Dyer, Indiana. Patti has 1500 s tudents in gymnastics, Tumblebear, dance, Step Reebok, cheerleading, swimming and her mobile gymnastics program. Patti has produced over 25 videotapes on instructing preschool and business topics.

Her tapes have been sold in every state and eight foreign countries.

Ms. Komara is USCF Safety Certified and is a certified aerobics instructor with AFFA and ACE. For more specific information on this topic and man y others concerning preschool gymnastics and business, contac t Patti Komara for her latest catalog of resources.

(219)8652274 or 1530 Joliet St., Dyer, IN 46311

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

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

7. Put a trapezoid in front of the bar at an angle.

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

Have the students jump to the low bar from the va rious angles increasing the difficulty as you pull the trap piece further away. From the tra pezoid they can: A. Jump and swing.

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

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

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

E. Handstands-jump, tap, handstand. (Tell them to "pinch my finger in your armpit") 8. Use cones, ropes, a small barrel, or the instructor holding a stick as a barrier (visual cu e) for them to dismount over.

9. Use chin-up bars on the wa lls around the bar

area to keep the students busy doing strength work: pull-ups, chin-ups, leg-ups, hang in pike, straddle, tuck, and bent arm hang. This can be its own mini-circui t.

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

B. Jump, front support, forward roll dismount.

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

Benefits The bar area is a grea t place for preschoolers to learn some very important organiza tional and social skills.

Not only are they having fun with the different circuits, and are being kept busy, but they are learning to take turns as a member of a line. Sometimes they ha ve to wait their turn. You can have them stay on a carpet square, sit in a hoop, safety spot, or use other means to control their ac ti vity w hile they are waiting. It's too abstract for you to jus t tell preschoolers to wait in line for their turn. Be specific. Tell them, "I wa nt you to si ~ in your hoops on this blue mat and wa tch the other students do this skill. You can learn by wa tching and listening." Use colors of the mats as indicators or small motor equipment as visual cues. Remember most preschoolers don' t understand prepositional phrases such as behind, in front of, or beside.

Take the challenge-use the bars as a posi tive circui t for preschoolers! Remember to use a teaching s tation, a strength ga me, an imaginative play area, and a body / eye coordination station w hen d esigning your circuit.

When formulating your lesson plans, select achievable skills, introduce skills in a logical and safe progression, use constant positive reinforcement, keep the students active, and plan for fun!

Patti Komara's Tumblebear Gym Program 8 Instructional Videotapes 7 New 1993 Releases Item #07. New Cartwheel Teaching Ideas .................................................................. ..............................•............ $29.95 This tape is less than 30 minutes, but you won't believe how many ways there are of teaching a cartwheel to a preschooler!

Item #08. Teaching Tumbling to Preschoolers ................................ .............................. ........................................ $39.95 If all you're looking for is tumbling, this is the tape for you.

Item #09. Bars. Beam & Vault for Preschoolers ..................... ..................... ............... ........................ ............ ....... $39.95 If you 're stuck for ways to keep kids busy at these areas and need curriculum ideas, try this tape!

Item #12. Teaching Mom & Tot Classes ..... ... .... ........ ............ ............................................................... ...... .......... $39.95 Patti discuses what to teach, how to do it, teachers, and marketing to recruit tots in your classes.

Item #16. Celebrate the Holidays the Gymnastic Way .......................... .. ...........................................................•.... $39.95 How much should we celebrate the holidays? Patti shows you the excitement holidays bring to class, while keeping gymnastics in the lesson.

School-Age Materials

Item #26. Special School-Age Lesson Plans & Themes ........ .................. ...............................•..• $39.95 II~ Patti has thrilled you with preschool. Now let her help you with school-age. Patti includes themes to be used ~~ for ages 6·12. ~_~.

Item #27 . School-Age Curriculum Sheets for Boys & Girls ........................................................ $29.95 94mnaSllc Patti's curriculum includes 3 levels of skills in a progressional order separated for girls and boys ages 6-12. & Rrness center

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Patti Komara, national clinician since 1981 36

1530 Joliel 51.

Dyer, IN 46311 (219) 865-2274

April 1993 TECHNIQUE

~nt.

Coaches Education

K

1993 USA \JIIVINASTICS SUMMER COACHES

WORKSHOP BeginningJune 23 through June 26, the first summer workshop will be held at the YMCA of Grea ter New York, at the Na tional Gymnastics Training Center, Ca mp Greenkill, Huguenot, NY. Unlike previous camps, this year's camp will allow coaches to bring 2 or 3 athletes to participate in the clinic. There will also be a few special guest clinicians appearing a t certain clinics.

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

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

Alternative Programs Several Sessions will be devoted to designing and utilizing alternative gymnastics ac tivi ties for fun and profit. Presentations will includ e ac ti vities for gymnastics exhibitions, group shows and fund raisers. Learn how to make gymnastics FUN FOR ALL.

1993 USA Gymnastics Summer Workshop Daily Schedule Wednesday Even ing

5:30-10:00

USG F Sil re!y Ce rtifi cat ion Course &

Exa m

Spotting The clinics will show d emons trations of spotting techniques for su ch skills as the back somersault w ith 1/ 1 turn, to giant swings . As an alterna tive to spotting, progressions using safety pits and uphill mats will be discussed. This year a new feature w ill be added to the spotting section-coaches ma y bring athletes (2-3) to participate at certain times in joint lea rning sessions.

The athletes and the coaches will also have separa te instructional classes. This will enable the coaches to learn along w ith the athletes.

Thursday

Skill progressions

Saturday

9:00-1 2:00 12:00- 1:30

C linic

Lunch

1:30- 4:30

Training

4:30- 6:00

Dinner

7:00- 8:30

Follow-up

Friday 9:00-1 2:00 12:00- 1:30 1:30- 4:30

Clinic Lunch Training

4:30- 6:00

Dinner

6:30-10:00

ACE P Sport s Science Course: part 1

Skills ranging from cast to handstand, fl yaway, to giant swing will be taught in detail. Clinicians wi ll provide a detailed technical analysis, spotting techniques and strength requirements.

8:30-1 0:00 10:00- 1 :00

W orkshop w rap-up

ACEP Sports Science CouTse: part 2

Afternoon

7:00-10:00

Regional Elit e Competition

PDP Levell Vid eo Clinic

Accommodations

Sunday

Housing and m eals will be ava ilable a t Ca mp Greenkill. The cost for these services has not yet been finali zed . Information will be provided at a later date.

The accomodations w ill be available to all workshop participants, including the coaches and athletes.

Regional Elite Competiti on

Parti cipant s Depa rt

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

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

Please indicate all programs for which youore registering: Promember fees

City _ _ _ _ _ _ _ _ __

o

Phone, day _ _ _ _ _ _ __ USGf Membership?

o

Yes

USGf Professional Number _ _ _ __

State _ _ __

Zip _ __

Phone, night _ _ __ _ _ __

o

No

00 you wont information on othlete onendan(e ?(fees ond o((ommodonons)

'~formation on housing and meal (osts ot Camp Greenkill will be moiled to registered

workshop porticipants

o loter dote. tf paying by credit (ord

o

VISA 0 MosterCord

SliD

SliD

fee with eorly regislronon discount*

S 90

S 90

o

S 70

S 75

Safety Certification Course & test

Return this registration form to: USGF Educationa l Services, Pan American Plaza, Suite 300, 201 S. Capitol Ave., Indi anapoli s, I 46225

Sub-totol

PDP Level I

SS # _ _ _ _ _ __ _ __

ClubRepresennng _ _ _ _ _ _ _ _ _ _ __ __ __ __

o

Coo(hing Workshop fee

Non路member fees

o

Books, tests and Video Clini(

S 30

S 35

o

Video Clinic Only

S 5

S 10

o

POP level IISport Science Course

S 60

S 75

o

Women's Skill Evoluotor Test

S 9

S II

TOTAL FEE ENCLOSED:

Signature _ _ _ _ _ _ _ _ _ _ _ __

Expirotian Oate_ _ _ _ __ _ Cord # (1393)-- - - - - - -

TECHNIQUE April 1993

* In order to receive the obave discount, regislranan must be postmorked by April 15, 1993.

Moke Checks Payoble to "USA Gymnasn(s"

USGF COACHES EDUCATION

37

Family and Social Trends: The New Customers of the 1990's and Beyond Listed below are some of the things that USA Gymnastics must do in order to provide the support so necessary for the fu ture growth and development of the gymnastics club industry: 1. Lifestyle, Market & Consumer Trend Information:

Mike Jacki President, USA Gymnastics

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

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

2. Financial Planning & Cost Analysis Information: 5. Marketing & Advertising Support Materials: This will become a very critical and imporThis data will assist clubs in developing new tant part of the USGF membership program. areas of business that can be incorporated for Clubs will look to USA Gymnastics and other future growth and development. The club's professional organizations for the means by ability to determine costs associated with memwhich they can create associations of value and bership is critical. Clubs must be able to deterprofessional worth - these associations inmine break even and profit points for procrease clubs' ability to sell services in the margrams and new ventures. It is also essential to ketplace. Clubs will also look to USA Gymnasbe able to accurately project the spending and tics to provide marketing materials that will costs associated with current programs as well assist advertising and support their offerings as new start-up opportunities. to attract customers. Obviously, there will be 3. Credentialing and Professional Licenses: national advertising campaigns that include This will become a more important issue. network television broadcasts of gymnastics When parents take their children to participate events. However, even at the local level, camin programs, they want to know the capabilipaigns must be created to increase awareness ties and special credentials of the teachers. The of preschool and development programs, USGF Professional Development Program children's fitness and wellness programs, nu(PDP), safety certification, coaches achievetrition programs, children's aerobics programs men t programs and other forms of licenses and as well as family health and fitness adventures. certifications will become invaluable tools to These programs will need to be advertised the club business. Not only will these offerings through public service announcements (PSA's), lend support to marketing and advertising radio announcements, print advertising, divehicles, they properly position the club ethirect mail solicitation, association with sponsor cally, morally and socially within the commuprograms, point-of-purchase identifications as nity and business environments. well as other promotional vehicles. USA Gym4. A Wide Variety of Technical Information to Supnastics entered into this area with the club port Instructional Teaching Programs at all Levels marketing kit in 1991 . These types of programs from Preschool to Developmental Programs through will need to be expanded and custom designed Elite Level Gymnastics: opportunities made available for purchase from USA Gymnastics must be in a position to USA Gymnastics. provide the most current and state-of-the-art 6. A Diverse and Comprehensive Insurance Program: information in a usable and understandable Insurance offerings need to be diversified to format on an ongoing and constant basis. This make sure that the USGF is providing pric,"includes general publications, maga zines, breaks and category offerings for the numernewsletters, bulletins, brochures, as well as ous programs tha t cl ubs are curren tl y in volved audio and video tapes. Content will range from with or will add to in the future. These include the most beginning and developmental pro38

April 1993 TECHNIQUE

Future Trends such things as preschool programs, developmental programs, children's fitness, wellness and aerobics programs, developmental gymnastics programs, exercise and physical fitness activities, adult fitness, family fitness, rehabilitation programs, pre-competition sports programs, senior citizen fitness and wellness as well as other offerings. Obviously, it is inappropriate if a program has a diverse list of offerings for their insurance premiums to be based solely on competitive gymnastics data.

Further, liability trends and other such issues must be taken into greater consideration in the future. We are already having a significant number of members ask us about discounts or premium reductions for better performing clubs. Prices that are charged to members cannot be based on the overall history of the business. If this is the case, these businesses will go elsewhere to secure insurance coverage.

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

8. Business & Management Operations: USA Gymnastics should offer a variety of services to private businesses, including computer programs, standard forms, operations manuals, rules and policies guidelines and regulations, and even specific products such as warning labels and signs, pre-recorded messages for answering machines, videotapes with instructional information for guests, clients and customers waivers and releases, standard legal documents, accident report forms and numerous other materials that would be used on a day-to-day basis in the business. Computer programs could include membership TECHNIQUE April 1993

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

9. Legal Services: Today, more business organizations are securing the services of a full-time legal counsel.

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

This will especially be true in the area of employer-employee relationships, employer contracts, services contracts, real estate and other capital contracts, as well as supplier and vendor agreements, sponsorship agreements, licensing agreements and numerous other aspects.

10. Private Consulting: This, perhaps, will be the greatest area of increased activity within clubs. As clubs continue to grow and diversify, they will require more consultation, advice, information and expert opinion than ever before. Most private club owners and coaches consider themselves experts in the area of teaching gymnastics skills.

Few of these people, however, would consider themselves expert in the areas of preschool programs, child development programs, children's fitness and wellness programs, adult fitness, aerobics and the numerous other offerings that will be incorporated into their businesses. Perhaps in the beginning, it will not be necessary for them to hire full-time personnel to begin work in these areas - rather, consultants will be used to assist in the development of programs, begin teaching and preparing the staff members in evaluating the program and make the appropriate recommendations for the continued growth and development of this 39

When parents take their children to participate in programs, they want to know the capabilities and special credentials of the teachers .

The USGF Professional Development Program (PDP), safety certification, coaches achievement programs and other forms of licenses and certifications will become invaluable tools to the club business.

It will be

absolutely essential for the private club to function as a business if the club plans to survive in this new environment.

The two most important facets of this future include strategic planning and decision making.

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

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

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

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

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

Decision making is all too important to be neglected and passed by as merely a function of day-to-day business operations. Decision making is not limited to simply hiring a new staff member or deciding to purchase a new balance beam. Rather, the complexity of decision making is tied directly to the strategic plan and the management objectives set by the business. On a day-to-day basis, a constant review of the objectives that are set forth by the business must take place and must guide and direct all decision m aking. While quite simple and straight forward, there is a process that one norm.ally follows that is the guiding signature of day-to-day business operations. This begins 40

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

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

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

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

April 1993 TECHNIQUE

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

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

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

The fate of sport within the public school vstem has yet to be determined; however, the .rend has been fairly consistent over recent years and has seen no indication of reversal. Currently, the number of start-up programs are so few and far between that every indication to feel that any

TECHNIQUE April 1993

type of rejuvenation of sports programs in public schools should be dismissed or attributed only to luck. Perhaps the most significant recent development that validates the future direction of sport is the addition of golf to the Olympic agenda in 1996.

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

Using this information, it is now necessary to create our strategic plan specific to the support and development of the private gymnastics club.

While many activities are already taking place, important programs must be introduced that take this information into consideration and allow for the creation of programs that will impact the numerous activities commensurate with the future of the private club industry.

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

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

41

While the role of the United States Gymnastics Federation in its early years was primarily to support and organize the competitive aspects of the program this role will completely change direction towards the support and development of grassroots participation in the most traditional form.

Future Trends understand this process. There are countries that have just gone through major economic changes in the structure of sport. After being subsidized for so many years, it will be extremely difficult for many of these countries to understand the new world order. Such is also true for many U.S. public school system programs. While it is surely possible that they may continue in some form, they are going to require alternative revenue sources.

Surely this is not out of the realm of possibility but it will be significantly more complicated and difficult to implement.

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

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

by USA Gymnastics President Mike Ja cki . The series presents Mr. Ja cki's observations 011 the growth of the private gymnastics club industry and the sport of gymnas tics as well as projects for furth er development. Th e first article, USA Gymnastics: Objective 2000, appeared in Technique, January , 1993, Vol. 13, #1, 39-41.

Th e second article, The Private Gymnastics Club: 1993 and Beyond, was published in Technique, February, 1993, Vol. 13, #2, 40-44.

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

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I n NY 914-963-0005 April 1993 TECHNIQUE

Plan Ahead

1993NAnONAL CONGRESS

30th Anniversary of the United States Gymnastics Federation â&#x20AC;˘ 1963 -1993 â&#x20AC;˘ USGF - USA Gymnastics A

Sport Science Research and Applied Coaching

The Facts Host City

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

The goal is to make these sessions informative and coaching friendly.

Congress Dates

1993 USA GYMNASTICS

Judges Training and the Code of Points Sessions will be conducted to assist both judges and coaches in understanding and applying the new Code of Points. Explanatory and practice sessions will be offered.

Congress Hotel

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

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

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

Late Registration (received after Aug. 1) $150

Hotel Rates

Ground Transportation

Preschool! developmental

Early Registration (received prior to Aug. 1) $125

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

Hotel Parking: $12/ day Marta (Metropolitan Atlanta Rapid Transit Authority): $1.25 one way from Hartsfield airport to the station in Peachtree Center.

Official Car Rental Agency: Budget Rent a Car of Atlanta Contact: Melanie Parkins 404-530-3000 (call collect) Airport Shuttle: You will receive a $2 discount coupon for round trip service upon registering for Congress. Round trip shuttle is $12.00 with discount coupon. One way from airport to hotel is $8.00 and the $2 discount coupon will not apply.

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

Professional Members

Pre-congress sessions September 8-9,1993 Congress Sessions September 9-12, 1993

Club Business

Technique Sessions

Congress Costs

Atlanta, Georgia

Non-members $210 Congress Registration forms will be included in the May issue of Technique magazine.

Exhibition Hall

The Atlanta Marriott Marquis

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

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

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

Whatever your pleasure, the Marquis offers something for everyone. Fresh seafood at Pompano's, tangy Mexican at La Fuente, sumptuous buffets at The Arbors and international fare at The Atrium Cafe. Champaign by the glass at the elegant Lobby Lounge, live entertainment at The Garden Lounge, breathtaking views from The Grandstand and award winning Champion's Sports Bar. You can unwind in the hotel's indoor / outdoor pool, work out in the fullyequipped health club, take a sauna or even get a good rub down. You can also go on a shopping spree at the hotel's special collection of very specialized Garden Level shops.

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

Professional Development The PDP program will be offered at all completed levels: PDP I and II. The ACEP Sport Science course .1 be conducted as a pre-Congress session. This year's Congress will see the introduction of additional Level II component areas. Two Safety Certification courses will be offered- one on Thursday evening, and the other on Sunday morning.

TECHNIQUE April 1993

43

TECHNICAL COMMITTEE (WTC)

Orlando, Florida March 6 -7, 1993

I. ROLL CALL Meeting ca ll ed to order at 8:30 by Chairman, Marilyn Cross.

Members Present: Region I Joa nne Pasquale Karen Wisen Reg ion II Carole Bunge Region III Linda Beran Region IV Caroly n Bowers Region V Cind y Sielski Region VI Cheryl Hamilton Region VII Marian Dykes Region VIll Audrey Schweyer ETC Roe Kreutzer EPCC Tom Koll JOPCC Sharon Weber JTCC Kathy Feldmann ABC Kathy Kell y WPD Connie Maloney JOPC Members Absent: Pam Burgess NCAA Yvonne Hod ge NAWGJ II. OLD BUSINESS A. Minutes of Oct. 1992 meeting were approved.

B. Report on Jud ging Courses - K. Kell y Brevet Course: 29 Brevets re-certified .

Na tional Elite Course: 81 US Participa nts, 2 foreign pa rticipants for Brevet.

• Review of problems and discussion of ways to improve.

• Elite Course: To be held Jul y 22-25, 1993 in Tempe (Phoenix), AZ at Arizona State University.

As of March 4, there are 150 persons who ha ve applied for the course. Kell y requ ested that the RTC's review the list of judges from their region a nd report to the office by March 12, verifying the objec ti ve criteria.

C. WTC Symposium Las Vegas, NV, June 3-6,1993 - Cos t: $40 This is an edu ca tional opportunity for both Elite &J.O. coaches a nd judges. Schweyer req uested that the office encourage the coaches to a ttend . Different announcements / fliers will be crea ted and d istributed. Event ass ig nments and sched ule were finali zed. It was hig hly recom mend ed that a ll RTC's attend.

D. Technical Materials 1. JI/dge's Teaching G/lide Connie Ma loney reported that the Jud ges' Training Commission is in the final stage of updating this document.

2. USGF Technical Handbook for J/l dges and Conches: Draft co piesof theTec//Ilicn l Hnndbookweredistribu ted .

Cross made eve nt assignments for review. Th e committee was requested to compl ete their work by March 19th. Members of the Jud ges' Training Commi ssion wi ll also be reviewing the document.

Ma loney w ill co ntact th ose members w ith th eir assignments.

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

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

44

prod uced by JCI was discussed. Sch weyer wi II resea rch the document and its s tatus a nd instru ct the office as to the purchase a nd distribution of this document to our program personnel.

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

6. All Techni ca l Manual s will be availab le a t the WTC Symposium held in June, 1993.

E. J. O. Na ti onal Jud ging ASSignments: • Cross requested tha t in the future, the RTCs send thei r recommendations in rank order. The assignments have been finalized.

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

III. NCAA REPORT No report du e to the absence of P. Burgess. L. Beran requested tha t CAA provide the WTC with a list of any changes to the J.O. Rules that ha ve been adopted by the NCAA, especially in terms of equipment specifica tions. The WTC w ill be responsible to distribute that lis t to the jud g i~ ~ co mmul1l ty.

"IV. NAWGJ No report due to the absence of Yvonne Hodge. v. JUDGES' CERTIFICATION, INC. REPORT Schweyer reported on the status of the new optional written and practica l exa m . Members of the WTC will eva lu a te the exercises for the practical exa ms at this meeting and at the America n Classic.

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

B. Scoring a t J.O. Levels.

The following recommendations w ill be EFFECTIVE AUGUST 1, 1993.

Recommendation to adopt the following Score Range for the J.O. Program: 0.20 9.50 - 10.00 9.00 - 9.475 0.30 8.00 - 8.975 0.50 Below 8.00 1.00 MOTIO N - M. Dy kes SECOND - K. Wisen PASSED Recommendation that at all USGF Optional meets, the judges may judge in 0.05 increments.

MOTION - A. Schweyer SECOND- M. Dy kes PASSED Recommendation that at USGF Compulsory Stat Meets, th e judges may judge in 0.05 increments.

MOT ION - A. Schweyer SECOND - M. Dykes PASSED

April 1993 TECHNIQUE

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

MOTION - C. Hamilton SECOND - L. Beran PASSED Recommendation that in the J.O. Program each judge establish their own Start Value.

MOTION - M. Dykes SECOND - C. Bowers PASSED Recommendation to maintain the deduction of up to 0.5 for lack of height and lack of distance on vault in theJ.O. Pprogram.

MOTION - J. Pasquale SECOND - T. Koll PASSED C. NEW J.O. RULES: Clarification to be added to the Element Supplement, effective August 1, 1993: the Low Bar Giant Circle Backward will be valued "A".

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

MOTION - C. Sielski SECOND- J. Pasquale PASSED D. COMPOSITIONAL DEDUCTIONS Discussion was held regarding the practice of the regions inde pendently developing guidelines for the application of compositional deductions. No action was taken at this time. t; NATIONAL APPLICATION OF RULES Judges are reminded that it is thei r responsibility to be aware of the competitive environment requirements as listed in the Rules and Policies and to be aware of and apply any deductions as mandated by the Rules and Policies (equipment specifications, etc.)

F. UNEVEN BAR SPECIFICATIONS Recommendation that, with the provision that the legal issues are resolved, the Uneven Bar specifications be changed to allow the gymnast to adjust the apparatus to facilitate swing. (Exception: Jr. & Sr. may NOT lower the LB under 155 cm.)

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

VII. J.O. COMMITTEE REPORT Tom Koll reported that theJ.O. Committee is working well and has accomplished many goals. Current work involves the Level 1-4 Program for 1996. Suggestions for the new compulsory program are welcome. Discussion on the length of the exercises was held. Recommendations and input were 'uested. The new J.O. exercise requirements were reviewed 1 the committee supported the concepts and complimented the work of the J.O. Committee.

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

TECHNIQUE April 1993

Section IX (Criteria for assig nment of judges) carefull y. A working copy of this section will be sen t by th e nati onal office.

Suggestions should be returned no later than May 15, 1993.

IX. WOMEN'S ADMINISTRATIVE BOARD K. Feldmann announced that the Women's Ad ministrati ve Board w ill be meeting at the WTC Symposium in Las Vegas.

The Rules and Policies wi ll be reviewed and updated by ad hoc committees and finalized at th e June Meeting. Feldmann asked for any suggestions or corrections to be submitted by May 15 to the Regional Chairman.

X. ELITE TECHNICAL Schweyer reported on the numbers of qualifiers to the America n Classic. In order to ha ve enough competitors to provide sufficient numbers of gymnasts, the score requirement was lowered to: Sr Internat' l 69.00 Jr Internat' l 68.00 Sr Nat'l 67.00 Jr Na t' l 67.00 Clarification: '93 Compulsory Testing - Uneven bars: underswing (toe-on) front saIto with '12 twist dismount omission of '12 twist, deduct 0.5.

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

MOTION - L. Beran SECOND - C. Bowers PASSED XI. TALENT OPPORTUNITY PROGRAM Kelly reported that this program has received a grant for $40,000 from the US OlympiC Committee. The USGF IS encouraging all Regional personnel to join together to make this program the best educational opportunity for the coaches, as well as the gymnasts.

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

XII. 1993 CONGRESS, Atlanta, Georgia Suggestions were made for possible Congress topics.

XIII. BUDGET CONCERNS Kelly expressed a need to cut administrative expenses.

Ways to reduce some of the committee expenditures were discussed .

XIV. UPCOMING EVENTS May 1 World University Games Trials, Salt Lake City, UT May 20-24 National TOP Training Camp June 3-6 WTC Symposium, Las Vegas, NY June 26-27 Regional Elite meets World University Games, Buffalo, NY July 9-13 2nd Regional Elite Meet July 17-18 Elite Course, Phoenix, AZ July 21-25 July 29-3 Olympic Festival Aug. 5-7 US Classic, Austin, TX Aug. 25-29 USA Championships, Salt Lake City, UT Sept. 9-12 USGF Congress, Atlanta, GA Oct., 1993 TOP Na tional Testing Dec., 1993 TOP Trainin g Camp (lst weekend in December) XV. JUDGES' TRAINING COMMISSION REPORT S. Weber distributed a listof new members. Weber reported that the Commission has completed the proofing of the Judges' Teaching Guide and will be working on the Base Score video evaluation.

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

45

The next meeting is tentatively

scheduled for October 8-10, 1993 in Indianapolis.

Rhythmic - Junior Olympic Program

a

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

Ka thy Kelly at the USGF office if you have any questions. (317) 237-5050 * Please include w ith your petition a day-time phone number where you can be reached on April 23, 1993.

Coaching Information Survey If you ha ve not completed and returned the Coaching Informa tion Survey tha t was published in the March issu e of Technique (pages 26-28), yo u s till have time. Please return this form to Fred Caster P.O. Box #90 Norwich, Vermont 05055

Petitions for World University Games Trials (Women) Please be ad vised that due to an NCAA rule change, Petitions mus t include two (2) All Around Scores.

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

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

Seeking Head Coach Position Must have international coaching and competition knowled ge, adva nced knowled ge of training methods for elite level of international competition. A minimum of a Bachelors Degree or equivalent in Physical Educa tion is requ ired. Job includes daily supervision of warm-ups, training schedule, and coaching assignments for 7 other coaches. Must assist owners in evaluating progress of gymnasts, set up conferences with parents, set up coaching seminars, and orga nize competitions.

Must have 2 years experience as a head coach. Sa lary offered is $1500/ mo. Apply with resume to 135 S. Eighth Street, Suite 206, Las Vegas, Nevada 89101, in reference to job number 9267737. Responses accepted no later than April 30th.

46

New Safety Device - AAI Balance Beam Pad American Athletic, Inc. (AAI) has notified the USGF that they are now manufac turing Bala nce Beam Upright Pads. These pad s fit all cu rrent AAI competitive balan ce beam s-#4070250, #407260, #407145, #407093, and #406045. 1) The up per support p ad features blue 18 oz. vinyl material over 1" Rubatex®. 2) The lower leg pad uses 18 oz. blue vinyl material and 1 YI" crosslink polyethylene foa m. The pad s are easily attached to the beam legs throu gh velcro closures. (see diagram ) Sold in pairs • Shipped UPS -I0 Ibs. • Model #416360 • List - $144/ set.

If you are using a balance beam manufactured by AAI, US A Gymnastics STRONGLY RECOMMENDS that you obtain and use this new protective device.

Faliure to use these pads can result in serious injury to the gymnast from contact with the exposed metal supports.

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

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

April 1993 TECH NIQUE

EDUCATION/EVENT CALENDAR Start No, DiscipDate dars line 4/15/93 W 4/16/93 2 M 4/16/93 3 R 4/17 /93 1 MWR 4/17/93 3 R 4/17/93 1 MWR 4/17/93 2 W 4/24/93 5 MWR 4/24/93 1 MWR 4/24/93 1 MWR 4/ 24 /93 2 R 4/30/93 4 MWR 5/1/93 1 MWR 5/1/93 1 W 1 MWR 5/1/93 5/2/93 1 MWR 5/6/93 4 M 5/7/93 3 W 5/10/93 1 MWR 4 W 5/13/93 5/21/93 4 M 5/22/93 1 MWR 5/22/93 1 MWR 5/30/93 2 R 6/4/93 3 R 4 W 6/3/93 1 MWR 6/6/93 6/12/93 2 M 7 M 6/12/93 6/17/93 27 M 4 MW 6/17/93 4 MWR 6/17/93 6/19/93 1 MWR 6/20/93 33 M 6/23/93 5 MWR 2 W 6/26/93 6/30/93 5 W *6/TBA 2 MW *6/TBA 1 MW 7/8/93 ' 12 MW 2 MW 7/16/93 7/17/93 2 W 7 M 7/20/93 7/21/93 4 W 7/23/93 10 MWR 1 MWR 7/31/93 12 M 8/5/93 4 W 8/5/93 8/12/93 6 R 8/12/93 6 R 8/20/93 3 M 4 MW 8/25/93 8/25 / 93 5 R 8/28/93 3 MW 4 MWR 9/9/93 9/12/93 1 R 9/30/93 4 W 1 MWR 10/3/93 10 / 15 / 93 2 W 10 / 25 / 93 5 R 10 /27/93 4 10 /28/93 6 M 11 /4/93 4 R l1/TBA MW l1/TBA W 11/12/93 4 M 12/ TBA MW 2/4/94 2 M 3/26/94 1 M

Event NCAA Nationa l Championships NCAA Nationa l Championships 7th Rhythmic Tournament Safety Certification Course (9:30 am) 7th Interna ti onal Tour Safety Certification Course 02:00 noon-6:00 p.m .)

J.O. Level 9 + 10 Regional Meets 108th Annual Convention of AAHPERD Safety Certification Course (3:00-9:00 p.m.)

Safety Certification Course (8:00 a.m.-2:00p.m.)

DTB Rhythmic Tournament 9th Annu al Scottish Gymnastics Festival Safety Certification Course (12 noon-7:00 p.m.)

World University Games Trials Safety Certification Course (12:00 noon-7:00 p.m.)

Safety Certification Course (10:00 a.m.-4:00 p.m.)

J.O. Nationals ].0. National- Level 9 Safety Certification Course (8:00 a.m.-1 :00 p.m.)

J.O. National - Level 10 Sr. Men's Team Training Camp Safety Certification Course (9:00 a.m.-4:00 p.m.)

Safety Certification Course (12:30-6:30 p.m.)

J.o. Nationals - Rhythmic US. Rhythmic Championships WTC Symposium Safety Certification Course 0:00-6:00 p .m .)

World University Games Trials 10-11 Age Group Developmen t Team Camp World Un iversi ty Tea m Preparation Camp Region VIll Mini-Congress ACEP Na ti onal Conference (Coaching America's Coaches) Safety Certification Course (9:00 a.m.-2:00 p.m.) *Men's Senior Nationa l Team Camp XV IIl American Sokol Slet Regional Elite Meets NA WGJ Na tional Symposium Champions Cup Champions Cup Ex hibition World University Games (1 gymnastics session per day) Triangular Event: USA/UKR/BLR Regional Elite Meets Junior Elite I & II Development Camp Elite Judges Course U.S. Olympic Festival Safety Certification Course (10:00 am-2:00 p.m.)

Jr. National Team Camp US. Classic Nationals Sr. National Team Tra ining Ca mp Junio r Olympic Training Camp Region VI Men's Gymnastics Symposium US. Championshi ps Junior Elite Training Camp International Gymnastics Symposium USA Gymnastics National Congress World Championship Trials Region V Mini-Congress Safety Certification Course 00:00 a.m.-6:00 p.m.)

Michi ga n State Congress World Championship Team Tra ining Camp O lympic Congress of the USA Regional Development Camp Rhythmic World Championships Chunichi Cup Catania Jr. Team Olympic Development Program Evaluation DTB Pokal USA Gymnastics Winter Cup Challenge NCAA Regionals

City Corvallis Albuquerque Portimao Corvall is Devenissieux Clea rwater Various Washington Petaluma Layton Ka rl ss ruhe Perth Sterling Salt Lake City Sterling Houston Ann Arbor Colo. Spgs.

Edina Baltimore Colo. Spgs.

Chicago Tulas Colo. Spgs.

Colo.Spgs.

Las Vegas Las Vegas Colo. Spgs.

Colo.Spgs.

Colo. Spgs.

Birmingham Indianapolis Stroud sburg Colo. Spgs.

Various Sites Orlando TBA TBA Buffalo TBA Various sites Colo. Spgs.

Tempe San Antonio Columbus Colo. Spgs.

Austin Colo.Spgs路 Colo.Spgs.

S. Hadley Salt Lake C ity Colo.Spgs.

Ankara Atlanta Atlanta Cincllma ti Flemington Rochester TBA New York Colo. Spgs.

Alicante Nagoya Catania Colo. Spgs.

Stuttgart Colo. Spgs.

TBA

STI CO OR NM POR OR FRA FL DC CA UT GER SCOT VA UT VA TX Ml CO MN MD CO IL OK CO CO NV NV CO CO CO AL IN PA CO IL

Contact Nora Hitzel Ruth Sa ndoz Nora Hitzel Karl Bishop Connie Ma loney M. Kotowski Hiroshi Fujimoto

Nora H itzel Bill Don Scott Gauthier Kathy Kelly Judy Ogle Russell Ward Robert Cowan Connie Maloney J.Thompson-Aretz Connie Maloney Robert Cowan Monte Kimes Jan Eyman Nora Hitzel Nora Hi tzel Kathy Kelly Suza nne Suckow Robert Cowan Robert Cowan Robert Cowan Inman Academy ACEP Bruno Klaus Robert Cowan Jackie Kourim Kathy Kelly FL Rene Niccollai Mike Juszczyk Mike Juszczyk NY Cowan/Kelly Mike Juszczyk Kathy Kelly Robert Cowan CO AZ Kathy Kelly TX USOC OH Bobbi Montanari CO Robert Cowan TX Kathy Kelly Nora Hi tzel CO CO Nora Hitzel MA Mike Jacobson UT Mike Juszczyk CO Nora Hitzel TUR Atilla Orsel GA Kathy Brown GA Nora Hitzel OH Jeff Metzger Cathy Finkel NJ MI Jud y Freiheit Nora Hitzel NY USOC Robert Cowan CO ESP Nora Hitzel JPN Cowan/Kelly ITA Kathy Kelly CO Robert Cowan GER Cowa n / Kelly Robert Cowan CO

"" Tentative

TECHNIQUE April 1993

47

Phone 317-237-5050 503-646-8455 317-237-5050 813-447-2108 317-237-5050 703-476-3466 408-373-1694 317-237-5050 (0324) 612308 703-568-3684 317-237-5050 703-430-5434 713-537-1356 317-237-5050 317-237-5050 612-890-9020 317-237-5050 317-237-5050 312-347-6770 817-694-4214 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 205-991-0256 217-351-5076 717-629-0244 317-237-5050 708-795-0539 317-237-5050 305-755-9197 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 719-632-5551 614-957-1279 317-237-5050 317-237-5050 317-237-5050 317-237-5050 508-771-21 18 317-237-5050 317-237-5050 (4) 310 44 70 317-237-5050 317-237-5050 513-489-7575 201-586-1808 313-742-2151 317-237-5050 719-632-5551 317-237-5050 317-237-5050 317-237-5050 317-237-5050 317-237-5050 31 7-237-5050 317-237-5050

Non-profit O rga niza tio n U.s. Postage PA ID Permit No. 7867 India napolis, IN

USA GYlllnastics

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

Safety Certification Courses Friday, April 2, 1993 Phoenix, AZ-12:00 noon-6:00 pm Phoenix Airport Hilton 2435 S. 47th St. Phoenix, AZ 85034 Course Oir.: Hiroshi Fujimoto (408) 373-1 694 Local Con ta ct: Brock Anstine (602) 730-8911

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

Monday, May 10, 1993 Ed ina, MN - 8:00 am-1:00 pm TAGS-Ed ina 5201 Eden Circle Ed ina, MN 55436 Course Oir.: Julia Thompson-Aretz (612) 890-9020 Sa turday, May 22, 1993 Chicago, IL - 9:00 am -4:00 pm Whitney-Young Hig h School 210 S. Loomis Chi cago, lL 60607

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

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

1.

Saturday, April 17, 1993 Clea rwater, FL-12:00 noo n-6:00pm Apollo School of Gymnastics 2140 Range Road , Unit G. Clea rwa ter, FL 34625 Course Oir.: Karl Bishop (813) 447-2108 Saturday, April 17, 1993 Corvallis, OR- 9:30 am 2005 N W Van Buren Corvallis, OR 97331 Course Oir. : Ruth Sandoz (503) 646-8455 This course wi ll be in conjunction w ith collegia te na tionals.

Saturday, April 24, 1993 1. Pe taluma, CA - 3:00-9:00 pm Redwood Empire Gymnastics 434 Payran St., Petaluma, CA 93940 Course Oir. : H. Fujimo to, (408) 373-1 694 Local Contact: Steve Klotz (707) 778-0529

2.

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

3.

4.

Certification is good for fou r years.

The Course/examination fee is $100.00. USA Gymnastics members and second cycle recertification is $75.00. Retest cost is $25.00.

For groups of at least 5, contact the USA Gymnastics Department of Safety and Education .

Saturday, June 19,1993 Stroudsburg, PA - 9:00 am-2.00 pm International Gymnasti cs Camp, Golden Slipper Rd .

Stroudsburg, PA 18360 Course Oir.: John Perna Local Contact: B. Klau s (717) 629-0244 Saturday, July 31,1993 Colu mbus, OH -10:00 am-2:00 pm Radisson Hotel Columbus North 4900 Sinclair Rd. Columbus, OH 43229 Course Oir.: Bobbi Montanari (614) 457-1279 Sunday, October 3, 1993 Flemington, NJ-1O:00 am-6:00 pm Gym nastics Unlimi ted RO #5 Box 80 Flemington, NJ 08822 Course Oir.: C. Finkel (201) 586-1 808

r-------------------------, Participation Registration Form T493

Name: Mr. / Mrs. / Ms. _ _ _ _ _ _ _ _ _ _ _ _ _ _.SOc. Sec. #_ _ _ _ _ __ Address: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City:_ _ _ _ _ _ _ _ _ _ _ _ _ State: _ _ _ _ _ _Zip_ _ __ Telephone: (H) (B) _ _ _ _ _ _ _ _ __ Course Director:_________________________

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

Course Location: _________________

Da te: _ _ _ __

Organiza tion Represented: ____________________ If USA Gymnastics Member, List Type and Number_ _ _ _ _ _ _ __

Saturday, May 1, 1993 Sterling, VA - 12 noon-7:00 pm Northern Virginia Gym nastics Academy 22446 Davis Dr., Suite 109 Sterling, VA 20164 Course Oir. : Scott Gauthier (703) 568-3684

Form of Payment: 0 Check 0 Visa Name on Card: ___________ Expiration Date:

D Mastercard Number: _________

Signature: _______________

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

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

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

l I

I Registration Form Received: I Confirm ation Ma iled : .JI L ________________________ _ DO NOT WRITE BELOW THIS LI NE â&#x20AC;˘ FOR OFFICE USE ONLY -

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