Technique Magazine - November/December 2008

EVENTS 2008-09

NOVEMBER 6-8 6-9 12-16 13-17 15-16 21-23 21-25 28-30

Future Stors Chompionships (M) Notionol Cooches Workshop (M) High Performonce Couching Seminor (W) DTB Cup (M,W) Toyoto Internotionol (M, W) PAGU Ind. Event Chomps. (M,W) Junior Olympic & Notionol Teom Troining Comp (AG) Top Gym

Colorodo Springs, CO Colorodo Springs, CO Huntsville, TX Stullgort, GER Toyoto, JPN Rosorio, ARG Huntsville, TX

TOP's Notionol Teom Troining Comp (W) Group Notionol Chompionships (R) TOP's Notionol BTeam Troining Comp (W)

16-19

Acrobotic Gymnostics Internotionol Selection Competition Acrobotic Gymnostics Super Clinic

5-7 15 21

Winter Cup (M) Rhythmic Chollenge Americon Cup (M,W)

TBD TBD

Los Vegos, NV Colorodo Springs, CO Chicogo, IL

MARCH Moio Internotionol Acro Cup (invitotion only)

6-10 8-10 8-10 14-16 14-17

JO Notionols (M) JO Level 9 Eost Chompionships (W) JO Level 9 West Chompionships (W) JO Notionols (W) JO Compulsory Chompionships (R)

Moio, Portugol

MAY Cincinnoti, OH Tupelo, MS Bortlesville, OK Auburn, WA TBD

JUNE 23-28

Internotionol Sport & Culturol Festivol (GG)

Fort Worth, TX

JULY 9-11 12-16

Acrobotic Gymnostics Freedom Cup Acrobotic Gymnostics Junior Olympic Notionol Chompionships

12

Annuol Business Conference

NOTE: Dotes ond events subject to chonge or concellotion.

2

TECHHIQUE. NOVEMBER / OECEMBER 2008

12-18

World Artistic Gymnostics Chompionships (M, W)

Mie, Jopon Everywhere

oaOBER London, ENG

NOVEMBER Trompoline & Tumbling World Championships

St. Petersburg, RUS

SA Gymnastics publishes 10 issues of Technique each year.

We plan to expand its content to include more grassrootslevel information so we cover not only the competitive level of the sport, but also the preschool and recreational areas as well. To help us provide articles that help our readers, we like feedback from our gymnastics community about Technique .

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What types of articles do you like to read?

Do you have a great article or story idea that you'd like to submit?

Do you have good photos of some of your gymnasts (preschool, rec., and/ or team) that you'd like to submit for publication or even for consideration on the cover? (Make sure your students and their parents are okay with your sending in photos of them!)

Did you read an article and want to share your thoughts?

Do you have a question for the St. Vincent's Sports Performance Team, a coach or a judge?

Technique , the official publication of USA Gymnastics University, is a vehicle to educate and inform our members. Please contact us with your suggestions, submit an article and/ or photo, or just share an idea.

Email us at: Publications@usa-gymnastics.org.

SI. Poul, MN St. Poul, MN

AUGUST W= Women R= Rhythmic AG =Acrobatic Gymnastics B= Business

Rhythmic Gymnostics World Chompionships Notionol Gymnostics Doy

Huntsville, TX Ploinfield, IN Huntsville, TX

FEBRUARY

4-9

Dollos, TX DuIIos, TX

SEPTEMBER TBD 12

7-15

JANUARY 16

Viso Chompionships (M,W,R,TT,AG) Notionol Congress ond Trode Show

Chorleroi, BEL

DECEMBER 3-7 6 7-11

12-15 13-15

DuIIos, TX

We look forward to hearing from you!

Luan Peszek, Editor

TR =Trampoline M=Men TT = TrampolinelTumbling

GG = Group Gymnastics

TU = Tumbling

NOVEMBER/DECEMBER

2008 • VOLUME 28 • #10

PUBLISHER

Steve Penny EDITOR

Luan Peszek GRAPHIC DESIGNER

Grant Glas USA GYMNASTICS EXECUTIVE COMMlnEE CHAIR: Ron Froehli(h; PRESIDENT: Sieve Penny; VICE CHAIR WOMEN: Tom KolI; VICE CHAIR MEN: Yoi(hi Tomilo; VICE CHAIR RHYTHMIC: Andreo Schmid, VICE CHAIR TRAMPOLINE: Shoun Kemplon; VICE CHAIR ACRO·GYMNASTlCS: Tonyo COle; SECRETARY: Gory Anderson; TREASURER: Bob Wood; FIG REPS: Bob ColorOlli (Execulive Commil1ee), Ron Froehli(h (Aud~orl. Tonyo Core (AG Technicol CommiHee) ond John Roelhlisberger (Alhlele Rep.). AT lARGE MEMBERS: Sieve Bul(her, Dovid Holcomb; ATHLETE DIRECTORS: Kim Zmeskol·BurdeHe, John Roelhlilberger, Jeslica Howord, Korl Heger; USOC ATHLETE DIRECTOR: Lorislo Fonloine.

USA GYMNASTICS BOARD OF DIRECTORS CHAIR: Ron Froehli(h; PRESIDENT: Sieve Penny; PRESIDENT EMERITUS: Sondy Knopp, Mike Donohue; TREASURER: Bob Wood; SECRETARY: Gory AndellOn; VICE CHAIR WOMEN: Tom KolI; VICE CHAIR MEN: Yoi(hi Tom~o; VICE CHAIR RHYTHMIC: Andreo Schmid, VICE CHAIR TRAMPOLINE: Shoun Kemplon; VICE CHAIR ACRO·GYMNASTICS: Tonyo COle; PUBLIC SECTOR: Fronk Morsholl, Bob Wood; AMATEUR ATHLETIC UNION: Ron Ferril; AMERICAN SOKOL ORGANIZATION: Jerry Milon; AMERICAN TURNERS: Mi(helle Lelperon,,; COLUGE GYMNASTICS ASSOCIATlON·MEN: Fondl Allen; NATIONAL ASSOCIATION OF COLLEGIATE COACHES·WOMEN: Mork Cook; NATIONAL ASSOCIATION FOR GIRLS AND WOMEN IN SPORT: Morilyn Sirowbridge; NATIONAL ASSOCIATION OF WOMEN'S GYMNASTICS JUDGES: Corole Ide; NATIDNAL COLLEGIATE ATHLETIC ASSOCIATlON·MEN: YOIhi Hoyoloki; NATIONAL FEDERATION OF STATE HIGH SCHOOL ASSOCIATIONS: Becky Ookes; NATIONAL GYMNASTICS JUDGES ASSOCIATIDN·MEN: Bul(h Zuni(h; NATIONAL HIGH SCHOOL GYMNASTICS COACHES ASSOCIATION: open; U.S. ASSOCIATION OF INDEPENDENT GYMNASTICS CLUBS: Poul Ziert; U.S. ELITE COACHES ASSOCIATlON·MEN: Thom Glielmi; U.S. ELITE COACHES ASSOCIATlON·WOMEN: Sieve RybO(ki ond Tony Gehmon; U.S. MEN'S GYMNASTICS COACHES ASSOCIATION: Tim Klempnouer; U.S. RHYTHMIC GYMNASTICS COACHES ASSOCIATION: Suzie DiTullio; YOUNG MEN'S CHRISTIAN ASSOCIATION OF THE USA: Cosey Koenig; NATIONAL COLLEGIATE ATHLETIC ASSOCIATION·WOMEN: Meg Slephenson; NATIONAL MEMBERSHIP DIRECTORS MEN: Mike Burnl, Abie Grollfeld; RHYTHMIC: Ivonko Kirov, Mi(helle LOllon; WOMEN: Kelli Hill, Tom Folller; TRAMPOLINE: ScoH Uneberry, Dr. George Drew; ACRO·GYMNASTlCS: Undo Porter, Joy Binder; ATHLETES COUNCIl Dominique Dowes, Don Gill, Mory Sonders, Shonnon Miller, Mi(hoel Rodrigues, Joy Thornlon, ASSOCIATE MEMBERS: JEWISH COMMUNITY CENTERS, Lori Kolz; SPECIAL OLYMPICS, Gndy Bi(kmon; U.S. COMPETITIVE AEROBICS FEDERATION, Howord Schwom

FEATURES 6 Staying on the Beam: Step Out and Stay On 12 Get Fierce! Motivational tools to bring out the animal in your athletes.

18 Coaching Your Parents: Support vs. Pressure 24 Children's Ages & Stages 30 Managing Ankle Pain in Gymnastics

DEPARTMENTS 2 Event Schedule 4 USA Gymnastics Message 23 Business Tips 27 Safety Schedule 28 Member Services 36 Athlete Focus 37 Men's Program Updates 40 Women's Program Updates 42 Acro Program Updates 46 Classifieds

CHANGE OF ADDRESS AND SUBSCRIPTION INQUIRIES: In order 10 enlure uninlerrupled delivery of TECHNIQUE mogozine, noli(e of (honge of oddrell Ihould be mode eighl weekI in odvon(e. For fostOlI lerviee, pleolO endolO your prerenl moiling lobel. Direct oll ,ubmiplion moil 10 TECHNIQUE Submiplionl, USA Gymnollics, 132 E. WOlhinglon SI., Suite 700, Indionopolil, IN 46204 .

TECHNIQUE is published monlh~ excepl bimonlhly in Sept/Oct ond Novl Dec by USA Gymnoslics, 132 l Woshington SI., Sune 700, Indionopolis, IN 46204 (phone: 317·237·5050) or vilil online @www.u!O-gJlMasti<s.OIg Sub,criplion prices: U.S.-525 per yeor; Conodo/ Mexi(c>-548 per yeor; 011 olher foreign (ounlriOl-560 per yeor. If ovoiloble, bock illue lingle capiOl 54 plus posloge/hondling. All reosonoble ;ore will be loken, bUI no responsibility (on be ollumed for unsolidled moleriol; endose relurn posloge. Copyrighl 2006 by USA Gymnaslics ond TECHNIQUE All rig his reserved. Prinled by Sport Grophics, Indionopolis, IN. Member Services I·BOO·345·4719

Unless expressly iJenlifieJ 10 Ih. ,onlrary, all arlicl.s, slalem.nls and views prinleJ her.in are attribuloJ solely 10 Ih. aUlhor and USA Gymnastics upresses no opinion anJ assum.s no responsibility thereof.

Talar Joint

COVER: C OVER: JONATHAN H ORTON (PHOTO BY

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INSET: (PHOTO BY LARRY GIB SON )

www.usa-gymnastics.org NOVEMBER / DECEMBER 2008 • TECHHIQUE

3

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USA

GYMNASTICS

MESSAGE

It has been a busy and productive year at USA Gymnastics. There is nothing like an Olympic year, and we all

can be very proud of the accomplishments of Team USA. As the celebration of the Olympic success continues, the gymnastics community has gotten back to its regular business in full swing.

USA Gymnastics has moved the corporate headquarters to a new location in downtown Indianapolis. The current address is 132 E. Washington St., Suite 700, Indianapolis, IN 46204. The phone numbers and e-mail addresses have remained the same. This new office space includes a larger conference room where we plan to hold committee meetings, and a USA Gymnastics Hall of Fame Conference Room, which will serve as a library of gymnastics materials and a tribute to the great names in the sport.

Thanks to all of the clubs that participated in National Gymnastics Day on September 13. Please be sure to submit any money earned for Children's Miracle Network by November 10 to be counted toward the prize distribution. The USA Gymnastics Web site will contain an announcement of winners and when we reach our $1 million fundraising goal for CMN. Be sure to send your photos of National Gymnastics Day celebrations to Loree Galimore at 19a1imore@usa-gymnastics.org.

The date has been set for 2009 National Gymnastics Day -- September 12, 2009.

The Member Club Task Force will reconvene in early November in Indianapolis to discuss many topics, including membership initiatives, marketing and education. Headed by Dave Holcomb, this group continues to be an important resource for improving customer service and benefits for the USA Gymnastics Member Clubs.

I would also like to congratu late our recently elected FIG representatives. Ron Froehlich and Bob Colarossi were reappointed to their positions as FIG Auditor, and FIG Executive Committee member, respectively. In addition, Tonya Case was elected as Preside nt of the Acro Gymnastics Technical Committee, and Steve Butcher . (men), and Caroline Hunt (rhythmic) were elected to their respective TCs. We look forward to working even more closely with the FIG to help advance the sport on a worldwide basis.

Last but not least, the new USA Gymnastics Board of Directors will be meeting for the first time in early December. As a reminder, the structure of the new Board is as follows : Chair (1) National Membership Directors (7) Advisory Council Di rectors (3) Athletes Di rectors (5) Public Sector Directors (4) The following members have been named to the USA Gymnastics Board of Directors: National Membership directors -- Tom Koll and Steve Rybacki for women, Yoichi Tomita and Russ Fystrom for men , Dr. George Drew for trampoline and tumbling, Tonya Case for acro, and Brooke Bushnell Toohey for rhythmic; Advisory Council directors -- Mike Burns, Ron Ferris and Mike Lo renzen; and Frank Marshall, one of the Public Sector members. Other board members will be announced later in November, and ratified at the board meeting in Indianapolis.

Most of all, I want to wish you all the very best as we head into the holiday season!

See you in the gym .

Steve Penny

4

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Âť How do we as coaches teach our gymnasts to stay on the beam?

If we teach the skills correctly our gymnasts will stay on the beam, right?

Un fort unately that is n o t always t he case beca use of the t rans it io n between the skills.

We have all seen gymnasts perform advanced ski ll s correctly and then take a step or set up for the next skill only to lose their balance and fall off the beam .

By Karen M. Goeller

6

TECHNIQUE' NOVEMBER / DECEM BER 200B

, - - -- -

H

ere are a few suggestions to help keep your gymnasts on the beam throughout the routine. With a step out type skill , one that finishes in a lunge position, there are many techniques for remaining steady. One that really works well is to instruct your gymnast to squeeze her thighs together as she is stepping out. This concept is easier to understand if you pretend the gymnast is wearing shorts . If you explain to your gymnast that she should squeeze together her upper thighs, the part of her inner thighs that a pair of shorts would cover, the correction can be made.

By squeezing the inner thighs together the gymnast pulls everything back above the center of the beam . She better understands how to bring the leg back to her center, directly above the center of the beam . Besides the gymnast becoming tighter, which makes it easier to keep her balance, squeezing her thighs together immediately helps the gymnast square her hips, which often prevents the flying leg and allows her to continue with her routine or series . Keep in mind that this technique wo r ks be st if your gymnast 's toes and eyes are facing the end of the beam upon step-out . Try this technique with cartwheels, back walkovers, back handspring s, and layout step-out s. You should see how stable your gymnasts become as a re sult of this simple explanation .

To correct the hip position regarding remaining square upon step-out, you can instruct her to shift her hip forward or back accordingly. If a gymnast steps down with her right foot first, you would instruct her to pull slightly the left hip forward and right hip back as she is squeezing her thighs together. She should understand how to become square during the step down .

To take the squeezing of the thigh s together (adduction) concept even further, we can use that inst ructional technique when our gymna st s are in mid-skill. For example, if in the vertical position of the walkover the gymnast 's leg is not above the beam but off to the side (abduction ), she can understand pulling the leg back in line with her hip by instructing her to think of squeezing her thighs together even though her legs actually split. Once the concept of squeezing your thigh together, or pulling everything back into alignment, is introduced then so too is the concept of pulling the body above that imaginary line down the center of the beam .

Besides pulling the thighs together for stability, another key to staying on that beam is narrow arm s. Now that your gymnast is aware of keeping her legs in line, let's take a closer look at our gymnast's upper body. Many of us already instruct our gymnasts to keep their arms on their ears upon completing skills, but that

8

TECHNIQUE. NOVEMBER / OECEMBER 2008

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phrase does not work with every gymnast. Many gymnasts pull their hands apart when their hands leave the beam. To prevent the gymnast from pulling her hands apart to complete a skill, use the phrase "narrow arms ." As your gymnast is completing a tumbling skill, remind her to keep her arms narrow as her hands leave the beam . Using the term narrow seems to work well with many gymnasts.

Another concept for helping your gymnasts remain on the beam and keep their upper body in line is to instruct your gymnasts to imagine they are being squeezed between two walls.

This is very easy to imagine for many gymnasts.

Your gymnast will understand the concept of narrow arms with skill completion. From that point, she will be able to make great efforts keeping her arms narrow and remaining on the beam more often .

We all ask our gymnasts to keep their hips square, but many coaches do not introduce the concept of square shoulders. For those gymnasts unable to remain square and tight, try to introduce the concept of square shoulders upon completing skills. It is not always simple for a gymnast to square her shoulders, but here is one simple technique your gymnast can use.

As your gymnast is completing her skills, ask her to lift the hand and arm on the same side as the step-out foot a bit earlier than the other.

In other words, if she steps down with her right foot, ask her to lift her right hand and shoulder a bit earlier to help square her shoulders quickly. If done correctly, it will appear as if she lifted both arms simultaneously, but she will feel as if one arm is lifting faster. This technique will help your gymnast square her shoulders more quickly and offer more stab ility. The concept of lifting one side of her upper body a bit earlier than the other often helps the gymnast to square her shoulders to complete the skill successfully. This technique only works when the gymnast is able to keep her arms narrow as she complete s her skills.

It so unds so simple, th ighs tog ether and narrow arms, but many coaches and gymnasts sti ll do not use them. Once a gymnast learns these t ec hnique s, she should have a much higher success rate completing her routine without a major error. The se two recommendations, thighs together and narrow arms, also work well while performing certain dance skills on beam . So give it a try with your gymna sts and see if they remain on the be am more often.X

By Karen M. Goeller Karen Goeller is the author of the gymnastics drills and conditioning books, the swing set fitness books, and many additional products. Her books are

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By Alison Arnold, Ph.D. OU see it all the time . She's a tiger one day and a mouse the next . His vault is sky high in practice but his nose almost hits the vault table after he raises his hand. How do you motivate day-in dayout in a generation of quick fixes and short attention spans? Battling the Wii generation can be rough, but here are some tools to keep your athletes ferociously fired up.

Y

Step One: Create a ferociously motivating climate in your gym.

Research has shown that highly motivated gymnasts are more passionate performers (Valerrand, 2000) and th e coach/athlete relationship has long been a resource for motivation. Wh en an athlete is motivated, he/she is more aggressive, resilient, persistent, and confident both in practice and competition. It is the coach's role to create a climate and atmosphere in the gym th at encourages passionate involvement from his/her athletes.

Mageau and Vallerand (2003) have identified seven factors that create a highly motivating and competitive climate for training athletes : 1) provide choice within specific rule s and limits; 2) provide a rationale for tasks and limits; 3) acknowledge the other person's feelings and perspectives ; 4) provide athlete s with opportunities for initiative -taking and independent work; 5) provide competence feedback ; 6) avoid controlling behaviors; and 7) prevent ego- involvem ent in an athlete's performance .

1. Provide choice within specific rules and limits . Allow the athlete to give input on assignments, order of events, numbers, or different types of conditioning on different days. When athletes feel like they are part of the decision process, they are more motivated to complete the task. Their " buy in" is important.

2. Provide a rationale for tasks and limits . It's essential that your athletes understand the reasons for the tasks you are asking of them . Research has shown

12

TECHHIQUE' NOVEMBER / DECEMBER 2008

that when athletes understand the purpose of the exercise they are doing, they are more motivated a nd perform with higher levels of excellence (Koestner et aI., 1984; Oeci et aI., 1994).

3. Acknowledge athletes' feelings and perspectives. The connection between an athlete and coach is essential when it comes to aggressive performance.

An athlete who feels emotionally attached to his/he r coach experiences a sense of belief, caring, and support that creates confidence on the workout and competition floor. This type of connection requires listening and patience from the coach, but the pay-off is well worth it.

4. Provide athlete with opportunities to do independent work. Athletes who are over-controlled by their coach begin to feel inadequate and incompetent, and athletes who feel both of these things cannot compete with vigor. Coaches who give their athletes limited choices create athletes who take responsibility for their tra in ing and their performance .

5. Provide enco uraging feedback . When an athlete feels encouraged by his or her coach, they feel the power of confi d ence beneath them. Solution -focused coaching where the coach focuses on the change s they want to see rather than the mistakes they are currently see ing, helps keep the motivation high through th e ups and" downs of daily practice.

6. Avoid controlling behaviors. According to Mageau and Vallerand (2003), controlling behaviors include overt control of threats and punishments, criticisms that are personally degrading and guilt-inducing, material rewards related to performance outcomes, and using athletic performance to enhance coache s' ego needs.

7. Prevent coach and parent ego involvement in an athlete's performance.

Mo st high -leve l athletes are natural pleasers. They want to please their coaches and parents more than anything.

It is extremely difficult for an athlete to

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give 100 percent in competition when they perceive their parents' or coaches ' self-esteem is tied to the outcome.

Too much weight on the outcome from parents and / or coaches is most likely the biggest cause of holding back in competition. The athlete must feel as if the love and respect from their parents is not conditional upon whether or not they compete well.

head. Teach them to do Me that is sharp, intense, and naturally rhythmic to the element they are performing .

If athletes can perform well in practice but fall apart in competition, they have a mental issue. Derail off-track minds by having your athletes write out their routines and their mental choreography. Go over it with them to be sure they are saying what you would be saying if you were whispering in their ear at the meet.

Step Two: Create monsterously aggressive self-talk Step Three: Get creative with motivation.

The outside performance of an athlete is always a reflection of the internal dialogue. Teach your athletes how to have self-talk that fills them with confidence, power, and belief. Model intense and confident self-talk in practice so that they learn how to internalize your voice for competition . Mental choreography (Me) is cue words your athletes say to themselves during routines and skills that keep their minds on track . Be sure they are saying the same words virtually every time . Have them do walk -throughs and arm sets saying their words out loud where you can see and hear them . Make sure the Me is aggressive, and activates the type of mindset you'd like to see in competition . Remember: strong mind equals strong body, weak mind equals weak body, and inconsistent mind equals inconsistent body. If you are seeing a lack of intensity on the floor, let that be a sign to you that there is a lack of intensity inside your athlete's

Fire up your athletes by making sure they are setting both process and outcome goals. Goals help give their training purpose and direction. Research has shown that only three percent of all people set personal goals, but they account for 97 percent of all the income generated here on earth. This fact is also reflected in that the people who set goals are far more successful than others . There is a great deal of literature on the market that includes goal setting, and a popular way of expressing the principles of goal setting is SMART (specific, measurable, adjustable, realistic and time-based) . Once they have their goals, have your athletes put them where they can go back and readjust if necessary. On a bad day, direct them to their goal sheet for a attitude adjustment!

Vision Boards. Vision boards are a creative and fun project that helps turn goals into something they can see

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every day. A vision board is a collage of pictures or words illustrating the goal of vision of this season .

Vision boards are a great out-of-the-gym project that facilitates bonding and clarity of vision . Have each person on your team share his/ her board and put them up for daily motivation .

Motivational movie s. To pump them up, what's better than Rocky, Miracle, or Remember the Titans?

Motivational movies can help change the team 's energy when motivation starts to go down. Put one athlete in charge of "movie of the month" and host a "pump up party" at his/ her hou se. Your athletes will come in ready to rumble and you didn't even have to give a speech.

Motivational Games . Get creative with games and contests. When times are slow there is nothing like a spirit stick or stickers to get everyone in some friendly competition . Even during season, games can fuel a failing fire and pu sh your athletes to new level s of excellence.

more motivated to persist and achieve . The second is control. Athletes also show higher levels of motivation when they feel in control of their sport and that they do it for themselves and not for parents or coaches.

Athletes who feel in control are more likely to take ownership of both successes and failures. The third is feeling connected . Research has shown that athletes display higher levels of motivation when they feel connected to their coaches. When they perceive genuine caring and belief, they are more able to push past obstacles and limitations.

You create the motivational climate in your gym .

Continue to model the mindset you would like to see in your athletes . Remember, they are looking to you for guidance and example. Your lack of motivation will cultivate a motivational lull throughout your entire team. X References

Oed, E.l. and Ryan , R.M. ( 1985}. lntrin sic Mo ti va ti on and Se lf- Determination in Human Behavior. New Yo rk : Plenum Press.

Koe stn er. R" Ryan, R.M., Be rni eri , F. and Holt. K. ( 1984). Sett ing limit s on childr en's beh av ior: th e diffe rential effec t s of controll in g vers us information al styles o n

Step Four: The Three C's of motivation.

intrin sic moti vat ion and creativity. Journal of Perso nalit y. 52, 233-248.

Mageau, G. and Vallera nd, R.A . (2003). The coach-athlete relatio nshi p: a motivational

Deci and Ryan (1985,2000) propose that coaches influence athletic motivation through three basic psychological needs. The first of these is competence.

When athletes feel competent in what they do, they are

mod e Uo urn al of Sports Sciences. 2003. 21,883-904 Alison Arno ld Ph.D. ha s bee n a menta l toughness tra iner to US A Gymnastics si nce 199 7. For more inform ati o n on her ath lete/ coa ch/ parent sem inar s, workbooks, OVO 's, CD's, and li ve on-line mental toughness training program , see www. headga m es .ws

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helsea is a talented level 9 gymnast. She trains about 20-25 hours per week throughout the school year. She has moved up the competitive levels relatively quickly and is in the middle of her second season as a Level 9. Chelsea is 13 years old and currently in the 8th grade. Chelsea's mom, Linda, is very active in Chelsea's gymnastics. In fact, Linda watches each and every workout from the hallway through the observation window at the gym. If Chelsea is at the gym, then Linda is at the gym. Linda sees every move that Chelsea makes: the failures and the accomplishments.

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So, here's the big question : Is Linda providing soci al support for Chelsea and her gymnastics, or she providing a source of pressure for Chelsea?

I wi sh I could give you the an swer, but unfortunately, we will never truly know. But, what we do kn ow is that this all comes down to Chelsea's perception s of her mother 's behavi o r. To some, a mom standing and watching every wor kout seem s like an obv ious source of pre ssure for a young gymnast, wherea s to others this may appea r as the strongest form of support we can give our children . Thus, if we really want to know the answer, we have to ask Chelsea . Based on previous research w ith youth sport participant s and parent s, the answe r to this q uestion lies in Ch else a's interpretation s of he r mom 's beh avior as w ell as th e feedback that Linda is giving Ch elsea following each workout and / or comp etition.

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liTO SOME, A MOM STANDING AND WATCHING EVERY WORKOUT SEEMS LIKE AN OBVIOUS SOURCE OF PRESSURE FOR A YOUNG GYMNAST, WHEREAS TO OTHERS THIS MAY APPEAR AS THE STRONGEST FORM OF SUPPORT WE CAN GIVE OUR CHILDREN. "

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TECHNIQUE. NOVEMBE R/ DECEMBER 200B

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What does the research say-l- - - - - - - - - - ___ _ Parents playa variety of roles in the sport experiences ,of their children: chauffeur, cheerleader, spectator, financieF." and of course, parent (Fredericks & Eccles, 2004). For ' , the most part, parents provide their children with sport experiences (e.g., signing them up for gymnastics), role model behaviors for their child with regard to sport (e.g., displaying appropriate behaviors following a loss), and help their children interpret their sport experiences (e.g.,

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"I am so proud of all your hard work" may e pc i ren to develop the value of effort) . Thus, parents are a constant and dynamic entity in any child's sport career.

With regards to perceptions of pressure from parents by young athletes, research has consistently shown that more negatives result from this pressure than positives (e.g., Babkes & Weiss, 1999; Brustad, 1988, 1996; Borman & Kurdak, 1997; Gould et ai., 1996; Scanlan & Lewthwaite, 1984). For example, higher perceptions of parental pressure was related to (a) higher competitive anxiety with youth wrestlers, (b) lower motivation to play with a sample of youth soccer players, and (c) higher rates of burnout due to chronic stress . In contrast, lower perceptions of pressure from parents have been related to higher enjoyment, motivation, and perceptions of competence .

Parental encouragement of and interest in their child's sport participation characterizes "social support" in youth sport research (Brustad, 1993, 1996). For example, greater encouragement by parents for participating in physical activity was related to children 's higher perceived physical competence and attraction to sport . Babkes and Weiss showed that children who perceived their parents had higher positive beliefs about their soccer competency, gave positive responses for success, and served as positive role models reported higher intrinsic motivation, perceived competence, and sport enjoyment . Additionally, parents' reported support for their child's participation in physical activity positively related to the child's enthusiasm for physical activity (Power & Woolger, 1994). Thus, these studies suggest that not only do parent support and encouragement enhance the sport experience of children and adolescents, but they also influence motivation to continue in sport and physical activity.

In my own personal research, I have conducted a series of studies with competitive female gymnasts that, in part, explored the influence of parents on young gymnasts' commitment to the sport (W. M. Weiss & Weiss, 2003, 2006, 2007). In the first two studies, we compared gymnasts who varied with regards to their type of commitment: "want to" vs. " have to."

Those gymnasts who felt that they "have to continue" gymnastics reported higher perceptions of parental pressure and lower perceptions of parental support than did those gymnasts who were still attracted to their

20

TECHNIQUE· NOVEMBER / DECEMBER 200B

sport . In our most recent study (W. M. Weiss & Weiss , 2007) higher perceptions of parental pressure was related to lower " sport commitment for gymnasts ages ' 8-18 years of age, competing in levels 5'.>10 '-Therefore, the bottom line is that \ supp,0rt from parents enhances the sport, experience for youth : increased motiV'ation , perceptions of ability, enjoy~ent, and commitment . Perceived pressu ~e from parents to either continue or to pkrform at a particular level seems

to haJ,e the exact opposite effect: decreased motivation: and enjoyment, and increased anxiety and burnout. :Of course, this is all easier said than done. The majority of parents do not intentionally place pressure on their child. The "intent" is to be supportive, but the r.eality in the eye of the young athletes is pressure . :

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So, what can we do to promote supportive vs. pressuring behaviors by our parents?

7. Teaching your parents the difference between support and pressure: It's all in the approach Many times parents think they are offering support, but for one reason or another, the gymnast " hears it " as pressure. For example, a gymnast is having a difficult time in the gym mastering a new skill because she is scared. Her parent is obviously concerned about this for several reasons: they do not like seeing their daughter upset or worrying, they want their daughter to be successful, and they are worrying that maybe this "hiccup" will slow down her progression or success in the upcoming competitive season . Thus, in response, the parent may begin to ask on a daily basis after each workout: "Did you do it? Why didn't you go? What did your coach say?"

Now, the parent is trying to get some information about what is going on in the gym and trying to demonstrate interest and concern. However, this behavior by the parent could potentially be perceived by the gymnast as pressure: "Mom and dad are really pushing for information ... they are really worried about this .. . I don't want to disappoint them ... I wish they would relax, this is my issue, not theirs .... " So, how can a parent show support and concern without it being misconstrued as pressure?

Here are some good questions to ask: • "How did your workout go today?"

• "What was the best part about your workout?"

• "Did you get a chance to work on that skill? How did it go?"

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This gives the athlete the option of pursuing discussion about the problem skill. Sometimes not talking about the problem outside of the gym is the best medicine- we do not want gymnasts reliving scary or bad experiences, this will only increase their anxiety about a skill.

Another way parents' comments can be misconstrued or misinterpreted by young athletes is when parents try to give advice about how to get over being scared or to deal with a particular problem skill. For example, "If you just work harder, you'll get it" or "You just need to get tough and deal with it." Personally, I remember my parent saying this to me once, and I immediately thought, "You don't know what you're talking about.

I am working hard, back off!" Again, the intent of my parents was a good one, I am sure it was coming from the heart, but as a frustrated, anxious gymnast this was probably one of the last things I wanted or needed to hear.

Here are some good ways to respond to discussion about problems in the gym: • "Are you okay? I am sorry this is so difficult for you ."

• "Is there any thing I can do to help?"

• "You know what, I love you just as much regardless of what skills you can do or can not do."

• "No matter what, you are still my sensational, talented, unique daughter. This gym stuff will work itself out, it always does!"

Statements like these help the gymnast realize that the parent truly is their strongest, most reliable cheerleader. This provides a way for the parent to commun icate to their gymnast that they are concerned, but no matter what she does in the gym, "she the person" rather than "she the gymnast" is the most important thing to that parent. The last thing we want is for young athletes to worry that their worthiness for love and attention from their parents is tied to their athletic performance.

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. 2. Using rewards to help support the gymnast: Walking

the fine line One common method of demonstrating support for the gymnasts' endeavors is for the parent to reward the gymnast with some type of tangible gift, such as clothes, CD's, money, etc. So, for example, a gymnast finally gets her two backhandsprings on high beam, so her dad takes her shopping to celebrate and rewards her for her achievement . For the most part, there is nothing wrong with this, Dad is merely trying to communicate to his daughter how proud of her he is and they should celebrate her achievement.

However, rewards can become a negative influence or source of pressure if used incorrectly. Without meaning to, parents end up using these potential rewards and gifts as a way of controlling their gymnasts' behaviors.

For example, an incorrect way to use rewards would be if a parent said, " If you get your two backhand springs on high beam this week, I will take you shopping. " The intent is to help motivate the gymnast, but the result could end up being additional pressure on the gymnast.

Not only does the gymnast have potential concerns about the skill, but also now she may worry or stress about being able to go shopping. Rewards can be used to control and manipulate behavior, thus increasing the amount of perceived pressure on an athlete.

The other issue with rewards is that tangible rewards could reduce the gymnast's intrinsic motivation to learn the new skill and increase her extrinsic motivation. That is, learning the skill becomes a "means to an end" (e.g., getting to go shopping). The gymnast begins to learn skills or do things in order to obtain some extrinsic reward. That will work for a while, until the rewards are removed. Once the rewards are removed, then usually there is a decline in motivation. Thus, if parents want to use rewards appropriately to demonstrate support and encouragement, they should:

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• Avoid "If-then" statements- "if you do this, then I will get you this" • The tangible gift/reward should be a surprise, after the fact, that represents how proud the parent is of their daughter • When in doubt, tangible giftslrewards should be given for perseverance, hard work, etc., rather than for some level of performance • Sometimes a hug, a comment, and / or time spent oneon-one with the parent is the best reward (Examples: a lunch date, sneaking off to the movies, "1 am proud of all you do, " "Thank you for being such a great kid") Bottom line: Being a gym parent is a difficult job.

Every parent wants what is best for their child, but sometimes all the money, time, effort, and sacrifices that parents put into their child's sport participation can get in the way of the parent communicating what they really mean to say. Hopefully, some of these tips can facilitate supportive behaviors that will enhance the parent-athlete relationship. ~ References Babkes, M . L., & Weiss, M . R. (1999 ). Parental influence on children 's cognitive and affective responses to competitive soccer participation . Pediatric Exercise Science, 11,44-62.

Borman, K. M., & Kurdeck, L. A. (1987). Gender differences associated with playing high school varsity soccer. Journal of Youth & Adolescence, 16,379-399.

Brustad, R. J. (1988). Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors . Journal of Sport & Exercise Psychology, 10, 307-321.

Brustad, R. J. (1993) . Who will go out and play? Parental and psychological influences on children's attraction to physical activity. Ped iatric Exercise Science, S, 210-233.

Brustad, R. J. (1996). Parental and peer influences on children's psychological development through sport. In F. L. Smoll & R. E. Smith (Eds .). Children and youth sport: A biopsychosocial perspective (pp. 112- 124). Dubuque,IA: Brown & Benchmark.

Fredricks, J. A., & Eccles, J. S. (2004). Parental influences on youth involvement in sports. In M. R. Weiss (Ed .). Developmental sport and exercise psychology : A lifespan perspective (pp.

145-164). Morgantown, WV: Fitnes s Information Technology.

Gould, D., Tuffey, 5., Udry, E., & Loehr, J. (1996). Burnout in competitiv e junior tennis players : II: Qualitative analysis. The Sport Psychologist, 10, 341 -366 .

Power, T. G., & Woolger, C. (1994) . Parenting practices and age-group swimming : A correlational study. Research Quarterly for Exercise and Sport, 65, 59-66.

Scanlan, T. K., & Lewthwaite, R. (1984) . Social psychological aspects of competition for mal e youth sport participants: I: Predictors of competitive stress . Journal of Sport Psychology, 6,208 -226.

Wei ss, W. M ., & Wei ss, M . R. (2003). Attraction - and entrapment -based commitment among competitive female gymnasts . Journal of Sport & Exerci se Psychology, 25, 229-247.

Weiss, W. M., & Weiss, M. R. (2006) . A longitudinal analysis of commitment among competitive female gymnasts. Psychology of Sport and Exercise, 7, 309 -323.

Weis s, W. M., & Weiss , M. R. (2007) . Sport commitment among competitive female gymnasts: A developmental perspective.

Research Quarterly for Exercise and Sport, 78, 90-102 .

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BUSINESS

What are YOUR CMFs? ew people reading this article would argue that operating a vital, smooth running gymnastics school is not easy. Ittakes a lot of time, sometimes, more than you have; it also takes a lot of emotional energy, also sometimes more than you have; and certainly, squeezing out healthy profit at the end of the day is and always has been a challenge. To effectively manage your time, your energy and profit a business ABSOLUTELY MUST have well thought out areas of focus-CMFs. Here are four general rules for CM Fs: 1. CMFs are necessarily UNIQUE to a Gym Club's philosophies and business model.

For instance, when Kids First decided to shift focus to a particular CMF it was necessary to implement significant accounting changes and accumulate a year or two of comparison data, not to mention infiltrate the idea into the culture. Our Company is only now beginning to reap the benefits of that decision made four years ago.

2. Seek SIMPLICITY. If you have too few CMFs, things will slip through the cracks, and too many will clutter the minds of those who implement the system and, as clutter tends to do, invoke the law of unintended consequences. Kids First has three CMFs and I find that a great number. My experience leads me to think that four CMFs is pushing the limit and five is too many.

3. CMFs must be SALABLE. Your Leaders, the people implementing the system must buy-in to the value of your CMFs and their ability to do so is a function of the clear logic of your CMFs, your ability to communicate that logic and, of course, the

F

(Critical Management Focus)

open-mindedness of your Leaders.

4. Note that I speak of Critical Management Focuses rather than critical numbers, as there are some things in a business that cannot effectively be reduced to numbers.

Kids First's CMFs for Department Leaders of Tuition-Based Programs

I want to be able to focus on certain 'stuff' and quickly discern the health of a Department. I also want my Department Leaders to focus on the same 'stuff' (a simple notion that most Gym Clubs, frankly, don't get right). I also know that my mind gets cluttered unless the 'stuff' I focus on is logical, well-defined and minimal.

Experience shows me that most of my Leaders' minds also get cluttered in the same manner. So, it is in the spirit of alignment and simplicity that we created Kids First's three CMFs: 1.

A Department's Enrollment.

Enrollment is a proxy for gross revenue, the total dollars brought into the program. We choose to focus on enrollment rather than gross revenue for the simple reason most of the people who are hired for Leadership positions are likely to relate more closely to enrollment. Clarifying formula : enrollment x average tuition = gross revenue. Here is an important concept: enrollment measures the scope, the breadth of a Department. A Department must have a minimum breadth to be financially viable; a Department comprised of 7 students may not be viable.

2. A Department's Gross Profit. Breadth is important but not enough if a business is to be healthy over the long run. There

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must also be profit. After the classes are taught and the teachers are paid, there must be a healthy amount left from each Department to contribute toward paying the rent, lights, insurances (and, my salary as a non-teaching 'executive'). The Department that hits its gross profit margin is clearly staffing efficiently. Clarifying formula: gross revenue - direct expenses (teacher wage and related) = gross profit. Gross profit is sometimes called contribution margin, as it represents what is left after making the widget to contribute to paying the general expenses such as rent, lights, insurances (and my salary). As an aside, after the direct expenses are paid and the general expenses are paid, there needs to be something left for the owners who shoulder the risk and that is called profit, a discussion for another day.

3. The Kids First 28 Points. In Our Company, there exists, first and foremost that 'little thing' we refer to as 'character: Is character important? Every Leader has their horror stories about what can happen in its absence! At Kids First, 'character' is defined very specifically by the 28 Points and alignment with the 28 Points is nonnegotiable. (Reread Technique, Sept/Oct 2005 p.16 to refresh yourself on the #1 Kids First Hiring Mantra is "Hire the Character, Train the Skill.") ~ Make it a great month!

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CHILDREN'S AGES &STAGES: WHAT CAN THEY UNDERSTAND? WHAT CAN THEY DO? By linda Thorberg and Brant lutska

USA Gymnos~cs Na~onal Instrudors for the Preschool Fundamentals Hands on Training Course and authors of Fl ippi ngEduca~on .com

their body. Rolling usually requires a spot. Find ways to help them learn to tuck their chin. o Create games to use fine motor skills, string beads, put plastic eggs together, stack pit cubes â&#x20AC;˘ Throw bean bags overhand Social Development Milestones

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ach and every year new students enter our gyms and fill up our classes and these children may never have spent time away from their parents or had limited interaction with other children. This can be a very difficult time for instructors so understanding the children's ages and stages of development can truly make your job much easier.

The number one reason that children quit any sport is because they are not having fun! Fun is how most kids evaluate their interest in participation. It's not how many goals they achieve or how many 1O.Os they receive on balance beam, it's the pure pleasure of fee ling good. When you understand the interest and abilities of children at various ages, you can create stations and appropriate challenges to allow them to be successful and have fun .

Listed below are developmental milestones and activity suggestions for various age groups.

Age 2 Physical Development Milestones

Walks well, goes up and down steps alone, runs, seats self on chair, becoming independent in toileting, uses spoon and fork, imitates circular stroke, turns pages singly, kicks ball, attempts to dress self, builds tower of six cubes.

Age appropriate activities to include in your gymnastics class:

â&#x20AC;˘ Provide a running game each class, galloping, walking tiptoe, heels o Play kick ball, parent rolls the ball, the child kicks it back o Their head is the biggest part of

24

TECHNIQUE' NOVEMBER / DECEMBER 2008

Solitary play, dependent on adult guidance, plays with dolls, refers to self by name, socially very immature, little concept of others as "people," may respond to simple directions, possessive of objects and people.

Age appropriate activities to include in your gymnastics class:

Have enough activities, equipment, and/or props so no sharing is required (i.e., 8 kids = 8 stations). â&#x20AC;˘ Parachute is a good group activity since th ey don't have to interact directly with one another. o Make-believe activities are good since children are aware of imaginary characters, friends, etc. o

Emotional Development Milestones

Very self-centered, just beginning a sense of personal identity and belongings, possessive, ohen negative, ohen frustrated, no ability to choose between alternatives, enjoys physical affection, resistant to

change, becoming independent, more responsive to humor and distraction than discipline or reason.

Age appropriate activities to include in your gymnastics class:

Let them know when it's time for t ransition - "Let's take one more turn then we will go somewhere new." o Have many ofthe same things/ props, including items of the same color, so they don't feel that someone else has "their" item. o Two-year-olds ohen do not want help and do not trust you as the teacher. That is why we have a parent attend to be his/ her "safety net." Create an atmosphere of special time together with his/ her parent. o

Intellectual Development Milestones

Says words, phrases and simple sentences, 272 word vocabulary, understands simple directions, identifies simple pictures, likes to look at books, short attention span, avoids simple hazards, can do simple form board.

Age appropriate activities to include in your gymnastics class:

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Have the whole cl ass hold a jump rope with one hand as they transition to a new station. o Use music for warming up activities.

They enjoy fantasy; use fairy tales to stimulate them. o Keep your instructions brief, using 3-4 word sentences. o Teach how to stay on a safe spot and take a turn when you call their name. o

Begins to understand size - uses different sizes of things to stack. o Include puzzle activities with several pieces. Carry a piece across the beam, put in the puzzle at the other end. o Match things that are alike, by color, by shape, etc. Use these stations as fillers when you are spotting bars or beam. o Keep each station to two activities at a time (i.e. Jump to a carpet square and roll over) .

They can only understand two concepts at a time. o Keep your instructions brief, using 3-4 word sentences. o

Age 3 Physical Development Milestones

Runs well, marches, stands on one foot briefly, rides tricycle, imitates cross, feeds self well, puts on shoes and stockings, unbuttons and buttons, builds tower of 10 cubes, pours from pitcher.

Age appropriate activities to include in your gymnastics class:

Galloping, begin hopping on one foot, hopscotch o Safety falls and rolls o Hang on a bar and peddle bicycle legs. Jump down and land on your feet. o Toss scarves to watch (track them) as they come down. Catch them. o

Social Development Milestones

Parallel play, enjoys being by others, takes turns, knows if he is a boy or girl, enjoys brief group activities requiring no skill, likes to "help" in small ways, responds to verbal guidance.

Age appropriate activities to include in your gymnastics class: o o

26

Parachute games work well Ring around the Rosey, all fall down and do a safety fall.

TECHHIQUE路 NOVEMBER / OECEMBER 200B

Emotional Development Milestones

Likes to conform, easy going attitude, not so resistant to change, more secure, greater sense of personal identity, beginning to be adventuresome, enjoys music.

Age appropriate activities to include in your gymnastics class:

After each attempt at a game or turn on an apparatus, give the child a hug and words of praise. o Give them an object and let them describe what it is and what they want to do with it. o Setup three easy stations and let them decide what they want to do during that time frame. Let them explore their options. o Talk about things they know, favorite television shows, movies, animals, etc. to make them feel part of the group. o They start to enjoy humor, find ways to make jokes they understand. o

Intellectual Development Milestones

Says short sentences, 896 word vocabulary, great growth in communication, tell simple stories, uses words as tools of thought, wants to understand environment, answers questions, imaginative, may recite a few nursery rhymes.

Age appropriate activities to include in your gymnastics class:

Can understand 3 stations presented together. o Matches like objects and will put things in a row, smallest to largest or by color. o Sing "The Itsy Bitsy Spider" as you warm up, or "Row your Boat" with a partner. Easy to remember songs with simple lyrics will build their confidence as well. o Quiz body positions and the names of equipment in the gym. "Tuck, pike, straddle, who knows how to do it?" o They are learning to follow patterns.

Set up your stations in a specific pattern . o

Please understand that the second reason that children quit sports is because the teacher was not knowledgeable.

Of course that is based on the child 's assumption . What it usually means is that the teacher was not able to successfully communicate the process to the child.

Thus, the student takes the situation to mean that the teacher did not know what they were doing. By understanding child development, you will be able to plan activities that are more appropriate for each age level. The more tasks that a child can complete, the better their self-esteem will become. Take time to understand development and you will produce children that are happy, safe and will ing to stay involved with gymnastics for years to come!

In the next issue of Technique we'll publish developmental milestones for children ages 4 and 5. X

:

CONTINUING !;:DUCATION !=ROM USA GYMNASTICS UNI V!;: RSITY

"'1

USA GYMNASTICS UNIVERSITY

LIVE COURSE SCHEDULES Live course schedules are updated weekly on our website

wwwousa-gymnasticsoorgo please see the website for the most current schedule.

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November

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November 15

13 Union College lifestyle Center 3800 S. 48th St. Uncoln, NE 68506 Course code: DCll132008NE 5:00 p.m. - 10:00 p.m.

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*(ourse dales and limes are subiecl 10 change and/or cancellalion.

To register for a course, visit the USA Gymnastics website at www.usa-gymnastics.org.

Register online or download the registration forms. **Save $5 by registering online!** Pre-registration is IMPORTANT to ensure your spot in the course. The registration deadline for mailed/faxed forms is two weeks prior to the course. Online registration must be completed at least one week prior. Late and onsite registration may be available and will incur an additional $25 fee.

If you are interested in hosting a course at your gym, contact education@usa-gymnastics.org for more information.

NOVEMBER / DECEMBER 1008

0

TECHNIQUE

27

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Background Check Verification Forms No Longer Being Issued!

Effective December 1, 2008 USA Gymnastics will no longer be providing background check verification forms to those Professional members who are in a pending status for the background check requirement.

Professional members will NOT be released from pending, and therefore no membership benefits will be released until the final result of the background check screening has been received by USA Gymnastics from the National Center for Safety Initiatives (NCSI).

Mandatory background check screening went into effect on December 1, 2007. The verification forms were implemented to allow Professional members to become acclimated with the new membership requirement. The verification forms were only issued to those Professional members who had started the background check process, but the final result had not yet been received by USA Gymnastics.

It is vitally important for those Professional members who

have not yet begun the background check process to start immediately. In addition any new/expired/or lapsed Professional member should begin the process of paying for membership and attaining membership requirements (background check and safety/risk management certification) as soon as possible

check today!

so that they will not be prevented from participation at USA Gymnastics sanctioned events.

If a current Professional member has not completed the

background check requirement by December 1, 2008, meet directors are directed to not allow these individuals onto the floor at USA Gymnastics sanctioned events.

Any new Professional member will remain in a pending status and therefore, be ineligible for participation in USA Gymnastics sanctioned events until the background check has been fully completed.

Please note the normal processing time required for the background check is 3 to 4 weeks. Rush processing is not available.

For more information regarding the background check requirement please visit the USA Gymnastics website at: http:// www.usa-gymnastics.org/Story.aspx?tabid=496 If you have started the background check and have not yet

received the results please contact NCSI at 866-833-7100 to inquire of the status of your background check. X

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MANAGING ANKLE PAIN IN GYMNASTICS

By Darrell Barnes, MS, ATe. CSCS - St. Vincent Sports Pe rfo rmance Center

~ St.VinceHt

~ Sports Pelformnl1ce Center

nkle pain is very common in gymnastics.

Tumbling,jumping and landing without the support of athletic shoes put excessive stress on the ankle joint. Many gymnasts experience ankle pain on a daily basis and most are able to push through it until it becomes so painful it affects performance. Most people think of ankle pain as a result of a sprain or "I rolled my ankle." Many times this is true, but this article will examine anterior ankle pain. Anterior ankle pain is located between the ankle bones on the front side of the ankle. The pain is caused by the Talus pinching against the Tibia

~I

The pain is caused by the Talus pinching against the Tibia

Figure 1.

Signs and symptoms Symptoms include pain with any activity that forces the foot into dorsiflexion (toes toward shin), which includes landings and calf stretches. It usually begins with soreness but can progress to significant pain, swelling and loss of function. Early identification and treatment can significantly decrease the incidence of a more significant acute injury. It is important to educate gymnasts to speak up when calf stretching and landing hurt or when they don't feel a stretch in the calf at all because it feels like they are stuck in the front.

Causes of anterior ankle pain Acute anterior ankle injuries are commonly caused by landing short which can actually cause a bruise to the surface of the bone (fig.1). Chronic irritations stem from repeated jumping, landing and tight calf muscles (gastroc/ soleus) due to overemphasis of plantar flexion (point). Over time, calf tightness decreases the ankle joint's ability to glide posteriorly (back) which increases the "pinch" between the talus and tibia. This is not to say that having a gymnast in a point position is bad. Point position is a very important part of the art of gymnastics, but over time can cause an imbalance in the lower extremity strength, flexiblity and joint mobility. You can identify an imbalance by measuring the amount of dosiflexion or looking at the ability to squat and land. Ankle dosiflexion needs to be at least 10-15 degrees with the knee straight and 15-20 with the knee slightly bent. When squatting, you will see an inability to keep the heels flat on the ground and the feet may turn out.

When landing you will see an increase in knee movement in front of the toes, toes may turn out and knees may cave inward (fig 2). Not only will repetitive landing like this increase the risk of anterior ankle pain, it also increases the chance on knee, hip and back pain.

Muscle and tendon acti on during jumping and landing

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TECHNIQUE' NOVEMBER / DECEMBER 2008

Who wants to see another first?

The people of Chevron know about being first. Chevron was the first to be designated

TOPTIER gasoline by BMW, GM, Honda and Toyota. So it makes sense that Chevron has been, and will continue to be, a proud sponsor of US.A. Gymnastics, a team that tirelessly strives for top tier performance. Their success is inspirational and we wish them all the best.

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Š 2008 Chevron Products Com anv San Ramon. CA. All ri hts reserved.

MANAGING ANKLE PAIN IN GYMNASTICS Treatment Acute ankle injuries that cause pain with walking or any gymnastics skill needs to be evaluated by a physician to rule out damage to the bony surfaces.Treatment includes reducing the inflammation with ice and medication. Exercises should be done to increase ROM,joint mobility and foot/ ankle strength .

Activities should be limited until pain is minimal with walking, running and landing.

Chronic soreness needs to be addressed by working on correct landing technique, increasing ankle joint mobility, soft tissue massage and stretching to the calf and foot/ ankle strengthening (fig 3-8). Ankle joint mobilizations are routinely done by athletic trainers and physical therapists by posteriorly gliding the foot/ ankle while the athlete ankle pumps (fig.

3) . Soft tissue massage, foam rolling or using "the stick" to

32

TECHNIQUE' NO VEMBE R/ DECEMBE R 1008

improve calf pliability enhances the ability of the stretches to increase range of motion (fig. 4 & 5). Foot/ ankle strengthening exercises such as balance activities and elastic band exercises in 4 directions (pulling in, out, up and down) are needed to increase ankle stabil ity and control (fig.6 & 7). Finally, exercises to improve squat mechanics and landing are very important to decrease front side dominance and minimize anterior pinching of your ankle joint (Fig.8).

Conclusion Chronic anterior ankle pain can limit an athlete's ability to perform, but it is preventable. Even the extent of an acute injury may be decreased if good landing form is practiced and flexibility, strength and joint mobility is maintained. 1\

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Âť 2008 Acrobatic Gymnastics

Annual Award Winners Athletes of the Year: Savannah Shields, Mallory Henthorn Sportsperson of the Year: Mallory Henthorn Star Service Award: Linda Ocmand, Dr. Doug Gordon Coach of the Year: Nichole Tilton - San Ramon Valley Dance Academy J.O. Coach of the Year: Rumen Lachkov - Boerne Gymnastics Center

,I

34

TECHNIQUE' tlOVEMBER / OECEMBER 2008

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Jonathan Horton ofTeam Chevron walked away from the 2008 Olympic Games with two medals - a team bronze and a horizontal bar silver.

When asked about winning the high bar silver medal during finals, the 22-year-old Horton said, "I had to change my routine to even be a contender du ring finals.

To get into finals, I used

36

my easier routine and did a really good set to make finals. I knew I had to do something more to medal.

During event finals when I won the silver medal was actually the first time I'd ever made the new routine in competition. I went up there and chucked it and hit. I just wish I had stuck the dismount instead of taking the step because I would have won the gold.

It was exciting to walk away

TECHNIQUE 路 NOVEMB ER/ DE CEMBER 2008

with anothermedal."

Horton, who is a student at University of Oklahoma and trains under Coach Mark Williams, has one semester left. He's currently on tour and plans to go back to school in January to finish his degree in Business Management.

A native of Houston, Horton plans to continue in the sport of gymnastics and hopefully earn more medals at World and

Olympic competition. As for long term goals, he hopes to open up a gymnastics facility.liMy sister has been a dancer for 20 something years and she wants to open up a dance studio so I think we could f~ed off each other. So that's the plan after gymnastics. Right now I have my mind set on 2012 and maybe 2016 so that's more long-term stuff."

Good luck Jonathan! X

Men's Program UPDATE JOPC Meeting - Austin, Texas Saturday, May 13, 2008 I. Roll Call: The meeting was called to order at 9:05 AM CST by Chair, Gil Elsass.

Reg 1 Reg 2 Reg 3 Reg 4 Reg 5 Reg 6 Reg 7 Reg 8 Reg 9 NGJA Rep Jr Rep MPCJr Coaches Rep Men's program Djrector Men's Sf program Director

Men's Program Manager Members not present Athlete Rep Jr Rep MPC-

Roger Baldwin David Klein Gilert Elsass Chairman JOpC Dan (oon

Bob Witmer DeWayne Dayenport secretary Rich Plilsfort Keyin Wbite Dean Schott Jon C"lbertson Bill Foster Kelly Cfllmley Dennjs McIntyre voice no vote Ron Brant vojce no vote Tanja Heath yojce no vote

Jay Thornton Stacy Maloney

compete with this passion.Thank you to all of the Junior Olympic coaches and judges who have contributed to the development of our great athletes.

Vote for 2009 Frank Cumiskey Award recipient.

Motion : 2nd: DeWayne Davenport Vote: Passes unanimously Note : The Frank Cumiskey Award will be presented at the 2009 JO Nationals.

Proposal to put alternates in last session at J.O. Nationals General discussion .

Motion: To put regional team alternates within their regional team squads in the last session at J.O. Nationals.

Motion: Roger Baldwin 2nd : Bill Foster Discussion: Call for vote : Bob Witmer Vote: passed unanimously Proposal to waive the National Gymnastics Foundation Scholarship Program headtax fee from non-competitive events hosted by the State or Region.

Motion: That clinics, educational opportunities and Future Stars program evaluations that are supported by the USA Gymnatsics States or Regions and where any proceeds from the event go to the State or Region shall be exempt from the national scholarship fee.

Motion: DeWayne Davenport 2nd : Kevin White Vote: passed unanimously

II. Reports A. National Office Report - Dennis McIntyre Olympic Report.

USA Gymnastics Men's Team did a tremendous job in Beijing and for the first time ever the men's program medaled in two consecutive Olympics.

Moving forward the men's program will be focusing on improving our medal standing at World Championships and Olympics Games and on building our grassroots program and age group programs. Tania Heath was introduced as the Men's Program Manager.

B. Senior Men's Program Director's Report - Ron Brant The report from the floor at the Olympics. The bronze medal event received a great deal of attention. The American gymnasts competed with heart. The junior program in the United States has a major influence in training our athletes to

National Scholarship Report - David Klein We awarded over $25,000 within the last year. We have awarded over $233,000.00 to over 38 athletes during the life of the National Scholarship Fund. There is a perception that this fund would be used by the elite gymnasts only and not be available for all aspiring gymnasts, however the records show that most benefit is received by the gymnasts who were not (at time of scholarship) on a national team .

Judging fees increased.

General discussion . It is agreed by the JOpe that the judges need to be paid more at J .O. Nationals.

Motion: Raise the entry fee to J.O. Nationals to $150 in order to increase the honorarium to $850 per judge.

Motion: Bob Witmer

Men's Program UPDATE

II

2nd: Dean Schott Vote: passed unanimously Motion to review judge's fees for JO Nationals on even years.

Motion: Dean Schott 2nd: Bob Witmer Vote: passes unanimous

NGJA Elections: Jon Culbertson related recent changes to NGJA positions and that the new Junior Olympic Vice President is Dean Schott.

Motion: The JOPC recommends that the national office appoint Dean Schott as interim liaison to the NGJA. Motion: Bob Witmer 2nd : Kevin White Vote: passes unanimously Note: The JOPC wants to recognize and honor the tremendous work of retiring NGJA Junior Olympic Vice President Jon Culbertson in his role as NGJA Liaison .

IX. Review and Discussion of Junior Olympic Program Kelly Crumley presented initiatives being taken at the regional leve l as part of the national team program discussion of more separation between Age Group Competition Program events and Elite Development Events Motion: To create a format committee to look at changes for JO Nationals.

The JOPC will approve this committee and a time table for that committee on a conference call by Oct. 1.

Motion: DeWayne Davenport 2nd: Kevin White call for question: Bill Foster Vote: passes unanimously X. Adjournment Motion to adjourn.

Motion: DeWayne Davenport 2nd : Dan Coon 6:50 cst Submitted by Dewayne Davenport, JOPC Secretary Approved: Dennis McIntyre, Men's Program Director Approved : Steve Penny, President USA Gymnastics

JOPC Meeting - Conference Call Tuesday, September 30, 2008 Roll Call: The meeting was called to order at 10:05 PM EST by Chair, Gilert Elsass.

Adjournment Motion to adjourn: Kevin White 2nd: Dean Schott Vote: Passes Unanimously Submitted by Dewayne Davenport, JOPC Secretary Approved: Dennis McIntyre, Men's Program Director Approved: Steve Penny, President USA Gymnastics

MPC - Conference Call Senior National Team Petitions and Strategic Planning Discussions September 4, 2008 I. Chairman Called Meeting to Order at 11:03 am CST II. Roll Call: Members Present 'fajcb; Tom;ta-

Chajrman

Jon ValdezRIISS FystromBill FosterStacy MaloneyJay ThorntonJohn RoethlisbergerDennis McIntyreRon BrantDan Bachman-

Senjor Coaches Representatjye Senjor Coaches Representatjye Jun jor Coaches Representative Jllnjor Coaches Representative

Athlete Representative Athlete Representative Men's Program Director (Voice no Vote) Senior National Team Coordinator (Voice no Vote) president NGJA (Voice no Vote)

III. Chairman congratulated the entire men's program on a successful quadrennium culminating with a Bronze Medal for the team and an individual silver medal on high bar for Jonathan Horton.

IV. Discussion regarding Tim McNeill's position on the National Team after sanction mandates from USADA Motion to recommend to the President of USA Gymnastics that Tim McNeill be allowed to retain his position on the Senior National Team.

Motion: John Roethlisberger Second: Stacy Maloney Passed: 5-0-1 V. Discussion concerning the sanctioning of Tim McNeill and Morgan Hamm in light of the recent USADA mandates, and violations of the Senior National Team agreement.

Motion to recommend to the President of USA Gymnastics that Tim McNeill and Morgan Hamm be sanctioned through athlete funding and a written letter expressing USA Gymnastics' commitment to the Anti-doping effort and the importance of the athlete's responsibility to keep up to date with all rules and regulations regarding USADA. Motion: Jon Valdez Second: John RoethHsberger Passed: 6-0-0

Mem bers present路

Reg 1 Reg 2 Reg 3 Reg 4 Reg 5 Reg 6 Reg 7 Reg 8 Reg 9 NGlA Rep Jr Rep MPC lr Rep MPC

Roger Baldwin David Klein Gilert Elsass Chairman .lOpC Dan Coon

Bob Witmer DeWayne Davenport secretary Rich Pllisfort Keyin White Dean Schott Dean Schott Bill Foster Stacy Maloney

Men's Sf program Djrector Men's program Manager -

Dennjs McIntyre voice nn vote Ron Brant voice no vote Tania Heath voice no vo te

Members nat present Athlete Rep Jr Coaches Rep

lay Thornton Kelly C[I!mley

Men's program Djrector

Placing gymnasts onto the regional team who did not compete at regional championships.

General Discussion.

Recommendations for the J.O. Nationals Format Committee.

Working Group: Grigor Chalikyan, Bill Foster, Tim Klempnauer, Tom Ladman, Mike Serra Dennis McIntyre - office staff Timeline: 9/30 - JOPC establishes working group 10/1-3 - Extend invitation to working group members 10/ 20 - Conference call to discuss overview of groups focus and work 11/ 9 - Face to face meeting at Coaches Workshop if possible or 2nd conference call later in week 12/ 1 - First working document 1/ 12 - Conference call 2/ 6 - Meeting at Winter Cup Challenge 3/ 1- Final draft of recommendations to JOPC 5/10 - JOPC meeting at JO Nationals Motion: To accept the recommendations and the timelines as proposed.

Motion: Kevin White 2nd: Stacy Maloney Vote: Passes Unanimously

38

TECHNIQUE. II0VEMBER / OECEMBER 200B

VI. Discussion of Sean Townsend's petition to the Senior National Team Motion to place Sean Townsend in an unranked and unfunded positions on the senior national team.

Motion: Jay Thornton Second: Yoichi Tomita Passed: 5-0-1 VII. Discussion of international meet calendar from present through Winter Cup and review of available athletes. Given the situation with retiring athletes and athletes who are unavailable for competition in this time period the recommendation was to add an athlete to the Senior National Team .

Motion to place Steve Legendre onto the National Team in an unranked and unfunded position.

Motion: Jay Thornton Second: Yoichi Tomita Passed: 6-0-0 VIII. Review of the Athlete and Coaches Bonus pool allocation for Olympic Performance No Action Taken IX Discussion of the distribution of the funds from the coaches Olympic Pool allocation. Follow up MPC conference call was sched uled to provide time for more input from the se nior coaches.

No Action Taken X. Discussions on Men's Program calendar through the 2009 World Championships and required decisions, selection procedures and qualification methods that need to be put in place. The se issues need to be finalized in the near future by the MPC. Motion to adjourn Motion: Yoichi Tomita Second : Stacy Maloney Passed: 6-0-0 Meeting Adjourned 12:36pm CST Respectfully submitted, Jon Valdez Approved by: Dennis McIntyre, Men's Program Director Approved by: Steve Penny, USAG President

• I. Chairman Called II. Roll Call: Yoichi Tomita-

Men's Program UPDATE PM on Sept. 5th.

MPC - Conference Call Senior National Team Petitions and Strategic Planning Discussions September 4, 2008 Meeting to Order at 12:01 am EST Mem bers Present Chairman

Ey strom- Senjor

Coaches Representatjye

Bill Eoster- Jllnior Stacy MaloneyJay ThorntonJobn RoethlisbergerDen nis McIntyreRon BrantDan Bachman-

Coaches Representative

RIISS

Jllnjor Coaches Representative

Athlete Representati ve Athlete Representative Men's Program Djrector

(Vo ice no Vot e)

Sf National Team Coordjnator presjdent NGJA (Voice no Vo t e)

(Vo ice no Vote)

III. Discussion continued from last conference call regarding the distribution of the funds from the coaches Olympic Pool allocation established by the Board of Directors .

Motion to recommend to the President of USA Gymnastics that the Olympic Pool allocation be distributed as presented.

Motion: Jay Thornton Second: John Roethlisberger Passed: 5-0-1 Meeting Adjourned 12:45 pm EST Respectfully submitted, Dennis McIntyre Approved by: Dennis McIntyre, Men's Program Director Approved by: Steve Penny, USAG President

Women's Program UPDATE Technical Committee Meeting Minutes Sept. 5, 2008 I. Roll Call: Chairman Cheryl Hamilton called the meeting to order at 6:00

Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 Region 7 Region 8 Asst Tecb Comm Cbair JO Program Director

Neela Nelson linda Mlllvihill Carole Bllnge linda Thorberg Char Christensen Pat Panichas (arrived g·oo pm) Myra Elfenbein Marian Dykes Alldrey Schweyer Connie Maloney

II. Cberyl asked for feedback on the video project (Report Cards) used for the summer Congresses. The presenters at the various congresses will send any comments to the compilers of each event. The finalized DVD's and scripts will be ready for sale through the USA Gymnastics online store by early January, 2009.

III. Linda Thorberg brought up the idea of producing judges' courses to be offered online. The committee was requested to send Linda any ideas for specific course topics by October 15. Five (5) one-hour basic optional courses are the first priority. The goal is to have the courses available for early 2010 .

IV. Continuing Professional Education (CPE) Recommendation that the CPE Coordinator in each state submit the annual CPE report to the National Office and the USA Gymnastics State Administrative Committee Chairman by July 31, indicating those judges who have reported in a timely manner and those judges who are negligent. The State Administrative Committee, upon recommendation of the CPE Coordinator or independently, may request a mandatory audit of specific individuals by the National Office.

Motion: M. Dykes Second: M. Elfenbein PASSED unanimously Note: All judges, please be aware that failure to submit your Annual CPE Report form to your CPE Coordinator by June 30 may result in no assignments.

CPE Clarification: The only competition that can count for CPE CLINIC credit is the competition held in conjunction with the USA Gymnastics National

•

Women's Program UPDATE Congress (usually USA Championships or Olympic Trials).

Connie was requested to update annua l CPE report to include the total number of clinic hours, other hours, total combined and number of carry-forward clinic hours.

The committee also requested that, for National and Regional Congresses, any sessions eligible for CPE be marked by an asterisk.

V. 2009 Judges' Testing Procedures No optional tests will be administered after March 31, 2009 . Level 5/6 exams may continue to be offered since the routines/deductions are not changing in 2009.

All Optional ratings expire December 31, 2009.

The first opportunity to test for the 2009-2013 cycle will be August 16th at the 2009 USA National Congress.

All Level 5/6 ratings are va lid through December 31, 2013 and there will be no mid-cycle requirements to be considered "active" at that level.

VI. Beam Element Clarification Beam dismount #9 .303 Tsu kahara tuck (Lawson) if performed in pike position will also receive C value.

VII. VAULT CLARIFICATION In regards to the motion from May 2008 Joint JO/Technical Committee minutes concerning the following twisting vaults- #1.105, 1.205, 1.305, and 1.206: The words deleted from the parenthesis "both must turn in the same direction" should have also included deleting the reference to which direction the gymna st faces at the completion of the vault.

VIII. The committee discussed the timeline and assignments for the production of the DVD project for 2009 Congresses.

Meeting adjourned at 10:00 p.m.

Joint Jr. Olympic/TechnicaL Committee Meeting Minutes Sept. 6-7, 2008 I. Roll Call: Chairman Tom Koll & Cheryl Hamilton called the meeting to

order at 9:00 a,m , on Sept. 6.

Region Region Region Region

1 2 3 4 ~ion 5 Region 6 Region 7 Region 8 A"c;t Tprh rnmm Chair

JO Program Director NCAA liaisons

Neela Nelson linda Mlll vi hill Carole Bllnge linda Thorberg Char Christensen Pa t Panic has Myra Elfenbein Marian Dykes Alldrey Schweyer (onnie Maloney Mark Cook

Dan Witenstein I alJrie Reid Cheryl Jarrett Don HOlllton John Geddert I arry Goldsmith linda Johns,.lloLLn_ _ _ _ __ Brad Harris Mike l orenzen

II. ALTERNATIVE WARM-UP PROCEDURES Recommendation to allow (and include in the 2009-10 R & P) the following timed warm-up procedures for Beam: For competitions using the Modified Traditional format, the first three

gymnasts warm-up on beam, then athlete #1 competes. Then the 4th gymnast warm-ups while the judges evaluate the first gymnast. After each subsequent routine, the next gymnast in rotation order will warm up .

Motion: D. Witenstein Second: C. Jarrett PASSED unanimously III. VAULT DEDUCTIONS FOR LEVELS 1-3 Additional deductions were estab li shed for these levels and will be posted on the USA Gymnastics website by the end of September. They will be effective immediately.

IV. VAULT CLARIFICATIONS FOR LEVELS 5, 6 & 7 The Angle of repulsion is determined by the angle created from the hands, through the shou lders, and hips. If the body is arched or piked, a deduction for in correct body position wou ld be app lied in addition to the angle, if deficient. Also, the trajectory should be considered.

V. BARS CLARIFICATION FOR FLIGHT ELEMENTS OVER LB : In the performance of a flight element over the low bar, once the hands have made contact with the bar, the element is considered complete. If the feet make contact with the mat after the catch occurs, the deduction is considered to be on the next element (usually a glide) .

If the flight element to LB finishes with the hands grasping the bar and the

feet contacting the mat si multaneously, the deduction for contacting the mat will be applied to the flight element, not to the glide.

VI. PHILOSOPHY OF THE JR . OLYMPIC PROGRAM for the 2009-2013 CYCLE Considering the overall decline in numbers of optional athletes throughout the country and in an attempt to return to the original linear structure of the JO Program, the JO Committee reevaluated the philosophy of the overall competitive structure. The philosophy is to provide a linear structure of the competitive leve ls in which each leve l prepares gymnasts for future endeavors.

A. Developmental Levels Level I-Beginner Developmental Leve l 2-Intermediate Deve lopmental Level 3-Advanced Developmental Level B. Competitive Compulsory Levels Level 4 - Begi nner Level 5 - Intermediate Level 6 - Advanced C. Competitive Optional Levels

Level Level Level Level

7 - Beginner 8 - Beginner/Intermediate 9 - Intermediate/Advanced 10 - Advanced

The following explains the specific philosophy for each of the optional leve ls: Level 7: This Beginner Optional level is the introduction to the construction of optional routines, using skills and sequences.

• Restricted difficulty • No compositional requirements • Emphasis on basic optional skills performed with excellent execution & artistry

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Women's Program UPDATE • Preparing for future endeavors • 10 Start Value Level 8: The Beginner/ Intermediate Optional level is the continuation of Optional routine development.

• Restricted difficulty • No Opportunity to earn bonus - Start value is 10.0 • Use of compositional requirements • Emphasis on execution & artistry • Preparing for future endeavors Level 9: The Intermediate/ Advanced Optional level is a continuation of routine development, using a higher proficiency of technical mastery.

• Restricted difficulty • Opportunity to earn bonus through connections- Start Value is 9.7 • Use of compositional requirements • Emphasis on execution & artistry • Preparing for future endeavors Level 10: The Advanced Optional level is the pinnacle of the Jr. Olympic Program , emphasizing the technical mastery of skill and art.

• Unrestricted difficulty • Opportunity to earn bonus through skills & connections - Start Value is 9.5 • Use of compositional requirements • Emphasis on execution & artistry • Preparing for future endeavors VII. 2009-2013 JO CODE OF POINTS PREPARATION The committees split up into event groups with 2 JO and 2 TC members each and then presented the proposals to the entire group for the 2009-13 cycle.

Recommendation to approve the proposed JO Code of Points changes for the 2009-2013 cycle.

Motion: L. Reid Second: L. Thorberg PASSED VIII. TIMELINE FOR THE DISCLOSING OF THE NEW RULES/ PROCEDURES: October 13, 2008 - The basic information (Difficulty requirements & restrictions, Special Requirements, & element value changes) will be posted on the USA Gymnastics website as of October 13, 2008 and published in the November/ December 2008 Technique .

April 1, 2009 - Final Optional Requirement chart, Cheat Sheet, Symbol Charts and Vault Value charts will be posted on the web site and published in the May Technique .

The meeting was adjourned at 4:00 p.m. on Sunday, September 7.

Aero Program UPDATE NationaL TechnicaL Committee Minutes August 1, 2008 1. RoLe Call - Meeting called to order - 2:15pm

Kari Dllncan I inda Demand

Selena Peco Tanya Case Kari OIJOcan Sharon Gjamanco

linda Porter Angie layne Sharise Beayers Tom HOllsley

National Technical Committee Chairman National Program Committee Chairman National JIJOior Olympic Committee Chairman Acrobatic Gymnastics Vice-Chair Region 1 Region 3 Region 4 Region 5 Region 7 program Djrector

2. Tariff Sheet Penalties If mistakes are found on tariff sheets, the following deductions will appLy: 3 mistakes no penaLty every 2 mistakes .1 deduction Motion: Kari Duncan Second: SeLena Peco Passed 3. Revised Tariff Sheet and Minor Tariff Sheet Change Form The Revised Tariff Sheet and Minor Tariff Sheet Change Form is to be submitted to the CJP, MR, and DJ. This form is to be used for Level 8 and above only.

4. Late Diagram PenaLty Tariff Sheet Deadline: - For LocaL, state & regionaL competition: due in hand 10 days or

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Acrobatic Program UPDATE postmarked 15 days before the start of any competition for the event.

National-level competitions will specify tariff sheet submission requirements with the entry requirements.

- Penalty - for tariff sheets received after the Tariff Sheet Deadline but by the Late Tariff Sheet Deadline: $25 fee per club + $2 per exercises Late Tariff Sheet Deadline: - In hand five days prior to the start of any competition.

- Penalty - for tariff sheets received after the Late Tariff Sheet Deadline but by the Revised Tariff Sheet Deadline: $50 fee per club + $5 per exercise + -0 .3 penalty per exercise

Motion: Sharon Giamanco Second: Selena Peco Passed 5. RTCC & Coordinator Job Descriptions Kari Duncan discussed the importance of each Regional Technical Committee Chairman and Regional Judges Coordinator working well together. The committee agreed that no changes or additions need to be made to these job descriptions at this time.

6. Qualifications to be Assistant Meet Referee at Nationals Level 8 and above Meet Referees must be National Superior judges at a national-level judge. Assistant Meet Referee must be a National-rated judge at a national-level event. In the event, judges do not meet the requirement; the National Technical committee will identify alternates.

The program Committee will approve the exception being made.

Level 7 and below assistant meet referee must be regional-rated judge at a national-level event.

Revised Tariff Sheet Deadline: - In hand by 4:00pm two days prior to the start of any competition.

This is the deadline for coaches to turn in revised tariff sheets without penalty. New tariff sheet turned in by this deadline will be penalized.

- Penalty - for tariff sheets received after the Revised Tariff Sheet Deadline but by the Final Deadline: -0.5 penalty per exercise + $50 fee per club and $5 per exercise + no attempt to notify coach of errors with tariff sheets

Motion: Kari Duncan Second: Sharise Beavers Passed 7. Judges Mileage The National Technical Committee encourages each region to handle judges' compensation for mileage within each region.

8. Uniforms - Officials Acrobatic Gymnastics Officials are permitted to wear black or navy suits during competition. Dark, black or navy, closed toe shoes are required.

Motion: Sharon Giamanco Second: Kari Duncan Passed

Final Deadline: - In hand by 4:00pm one day before the start of any competition.

- Penalty - for tariff sheets received after the Final Deadline or not received: No difficulty + $50 fee per club and $5 per exercise + no attempt to notify coach of errors with tariff sheets

9. Region Communication Channels Each region is required to utilize their respective Junior Olympic Committee Chairman to inquire regarding JO skills and clarifications. If the RJOCC shou ld not know the answer, the proper communication channel is for the coach or individual to contact their RJOCCC to submit an inquiry to the NJOCC - Selena Peco.

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10. Level 8 Tumbling Requirements - Clarification Tumbling special requirements can be satisfied independently of one another. For example, in a pair, one partner completes their requirement and then later in the exercise, the other partner completes their requirement. In this situation, the pair fulfills the tumbling requirements.

Motion: Kari Duncan Second: Selena Peco Passed 11. Judge's panels Clubs cannot determine which judges can come to their competition. Panels cannot be selected based on Rating s and pay scales. RTCC and Coordinators must set panels based on availability, affiliation , training needs, judge's progression , and experience. Not money.

12. Level 4 and 5 Artistry - Mass and Maturity The Junior Olympic Committee discussed removing artistry deductions from LevelS. The National Technical Committee Chairman recommends the mass and maturity being taken from execution.

Motion: Kari Duncan Second: Sharon Giamanco Passed Meeting Adjourned - 3:56pm

National Junior Olympic Committee Minutes August 1, 2008 1. Motion - JO Chairman called the meeting to order - 8:30am

Selena peco Tonya Case I inda Demand Kari Duncan -

Nancy Dayis Lee Hatfield Sarah Thomas Ronda Francis Tom Hou sley I inda porter -

National Junior Olympic Committee Chairman Acrobatic Gymnastics Vice-Chair National Program Committee Chairman National Technical Committee Chairman Region 1 Region 2 Region 7 Region 4 program Director

Observer

2. 2008 USA International Track Proposal National Junior Olympic Committee di scussed the proposal set forth by the Acrobatic Gymnastics Program Committee. An international tra ck is being developed to eliminate the requirement for multiple routines and to allow athletes and coaches to bette r prepa re fo r international competition .

A. Level B International (LB -I) Proposal: i. Pair/ Groups will use 11-16 FIG rules for Local, State, Regional, and National-level events.

1. Difficulty (up to .50) con verts to a 10 point scale ii. LB-I athletes will be considered for the 11-16 Junior National Team 1. Pair/ Groups will be required to meet a qualification score at the State, Regional or Junior Olympic Acrobatic Gymnastics National Championships to compete and vie for a spot on the 11-16 Jr. National Team at Vi sa Championships. Athletes are required to attend the Junior Olympic National Championships as a qualifying meet for Visa Championships.

- A qualifying score of 4B .00 must be met (two routines) - Minimum age is 9 years old (with a minimum 6 year age difference) - Maximum age is competitive age 16 years old 2. Visa Championships will serve as the selection event for the 11-16 Jr. National Team . iii. Visa Championships will crown the LB-I National Champions in each event. iv. L8-I athletes are to follow elite requirements (need to revi sit and update in the Rules and Policies) rules of attending State or Regional Championships in the year of a Visa Championships. The decision is made to aid with athlete travel expenses. v. Athletes are not allowed to compete both tracks during the same competition.

B. JE (12-19 International) Proposal: i. Athletes will use FIG rules for 12-19 (Jun ior) ii. All Junior Elite's will be considered for Junior National Team . Priority will be given to the athletes meeting competition age for 12-19 ages for international travel in the year of naming the team.

1. JE athletes must meet the below ages to be considered for the team: 1. Minimum age is 10 for JE 2. Maximum age is 19 for JE.

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3. Priority will be given to athletes meeting competition ages for 12-19 or open slots on the Junior National Team. than 6 year age difference) .

II~. 2.(NoJEmore 12-19 International who meet the qualification score at State, Regional and/or JO Championships will participate at Visa Championships. Athletes are required to attend the Junior Olympic National Championships as a qualifying meet for Visa Championships.

3. Visa Championships will serve as the selection event for the JE 12-19 Jr. National Team . iii. Difficulty caps would be added at this level to be more in line with the 12-19 rules. The decision is being considered to keep in mind the safety issues specifically to the younger athletes competing at thi s high level. The difficulty caps are a slightly higher than the FIG caps, however leaves room to work towards senior difficulty.

1. 90 min. - 140 Balance, 80 min . - 110 Dynamic, 90 min. - 150 Combined. (pending new FIG Tab-les of Difficulty Charts) Motion: Nancy Davis Second: Sarah Thomas Passed 3. Junior Olympic National Team Athletes competing at Level 8, 9, and 10 USA rules will be considered for the Junior Olympic National Team . Athletes will be required to meet qualification scores, per the Rules and Policies, to compete at the Junior Olympic National Championships. The JO National Championships will serve as the selection event for the Junior Olympic National Team . .

Due to the development of an international track, the Junior Olympic Committee proposes to change the age of athletes named to the Junior Olympic National Team . A minimum age of 7 with a max age of 22 is acceptable with no more than a 10 year difference for WP, MP, MXP, and WG. A 12 year old spread is acceptable for MG .

Motion: Sarah Thomas Second: Selena Peco Passed 4. USA Level 9 Age Group Change The Junior Olympic Committee proposes to reduce the number of age groups at this level. USA Level 9 will be reduced to the following two age groups : i. Age Group (1) : 16 and under ii. Age Group (2): 17 and over The above age groups are set based on previous number of athletes competing at National Championships. The decision is being considered to create more head to head competition at this level an d to better prepare athletes for high-level competition. USA Special Requirements will remain at the current level.

Motion: Lee Hatfield Second: Ronda Francis Passed 5. USA Level 10 Rule Change The Junio r Olympic Committee proposes to require a combined routine at Level 10. Level 10 athletes will be required to perform a combine routine for a total of three routines - balance, dynamic, and combined . The decision is better prepare athletes for the Junior Elite level.

The following rules changes are proposed for Level 10: a. A penalty will be in place for any routine exceeding the maximum difficulty set for Level 10. i. A 2.0 deduction will be implemented for going over difficulty for any of the three required routines. b. Difficulty wi ll be capped at 110 Balance, 80 Dynamic, and 110 Combined. c. Qualification scores for Local, State, Regional and National to reflect three routines. d. Age groups would be collapsed at LlO in preparation for Junior Elite. i. Minimum age of 9 ii. If 8 year old who has had one full seaso n of Level 9 competition experience in acrobatic gymnastics or in similar optional gymnastics and has met the requirements of the Level Mobility Process may petition to the Acrobatic Gymnastics Program Committee, via the National Office, to be allowed to compete as L 10. e. USA Special Requirements will remain at the current levels.

Motion: Sarah Thomas Second: Nancy Davis Passed 6. Junior Olympic Maximum Age The Junior Olympic Committee discussed the responsibility of controlling the maximum age of athletes competing in the Junior Olympic Program. The Junior Olympic Committee recommends a maximum age of 30 years old with a maximum age difference of 15 years.

Motion: Selena Peco Second: Lee Hatfield Passed 7. Level 9 Foot-to-Hand Clarification - Specifications, page 63 a. CATCH in hand-to -hand or CATCH foot-to-hand with a minimum Value 5 with minimum rotation of 2/4 i. Starting position is optional

44

TECHHIQUE' NOVEMBER / DECEMBER 100B

ii. Value remain the sa me iii. Minimum rotation is 2/4 Motion: Selena Peco Second: Nancy Davis Passed 8. Level 10 Foot-to-Hand Clarification - Specifications, page 65 a. CATCH in hand-to-hand or CATCH foot-to -hand with a minimum Value 6 with minimum rotation of 2/ 4 i. Starting position is optional ii. Value remain the same iii . Minimum rotation is 2/4 Motion: Selena Peco Second: Nancy Davis Passed 9. Level 7 Women's Group Revisions a. Row 1 i. lA - Same ii. IB - Same iii. lC - lunge pyramid, with middle in straddle on back leg, top on high in tuck, pike or straddle, regular grip (Level 8 - WG) b. Row 2 i. 2A - Same ii . 2B - move 3b to 2b iii. 2C - new skill for column 3 (category 3) c. Row 3 i. 3A - eliminate one-arm of base (high pike, straddle or croc) removing tuck, 2:2 grip, ii. 3B - Add category I pyramid to 3B: 87E-l (top is in tuck, pike, or stra ddle) iii. 3C - 86-A7 (top is in tuck, pike, or straddle) d. Row 4 i. 4A - platform or toe pitch w/ just straddle (catch) ii. 4B - platform front or back tuck iii. 4C - Toe pitch back or front tuck e. Row 5 i. 5A - same ii. 5B - same iii. 5C - 5B add 180 degree down to forearm catch f. Row 6 i. 6A - same ii. 6B - same add 360 degree lateral iii. 6C - rosman 'I, to catch on back (142-46-4A) g. Row 7 i. 7A - front ii . 7B - front or back tuck iii. 7C - back layout 'I, to catch

10. Level 7 Women's Pairs Revisions a. Row 1 i. lA - Same ii. IB - Same iii. lC - Add pretzel b. Row 2 i. 2A - Same ii. 2B - Same iii. 2C - mounting off thigh or forearm - cartwheel to handstand 31-A-l c. Row 3 i. 3A - Same ii. 3b - Same iii. 3C - straddle on feet (with support) d. Row 4 i. 4A - same ii. 4B - back swan or straddle from stand-to-knee, then knee-to-split iii. 4C - straight slide to split in front or back swan or straddle e. Row 5 i. 5A - Same ii. 5B - backward iii. 5C - forward f. Row 6 i. 6A: rosman '/4 catch on back (142-46-4A) ii. 6B: Same iii. C: Boost to wrap Or boost 180 degree turn to wrap g. Row 7 i. 7A - tuck, pike or layout (all in one box) ii. 7B - boost 180 degree turn to forearm catch iii. 7C - boost (front or back)180 deg ree turn to forearm catch, 180 degree lateral turn to forearm catch h. Row 8 i. 8A - forearm back 'I, tuck to ground ii . 8B - 8A iii. 8C - 8B 11. Level 7 Mixed Pairs Revisions a. Row 1 i. lA - Same ii. IB - Same iii. lC - 3B b. Row 2 i. 2A - Same ii. 2B - Same iii. 2C - Cartwheel to handstand c. Row 3 i. 3A - Same ii . 3B - 2:2 straddle or croc (base standi ng) iii. Row 3C: straddle on feet (w/ su pport) with top in tuck, pike, or straddle d. Row 4 i. 4A - Back bird to knee to sit holding straight leg ii. 4B - back swan or straddle from stand-to-k nee, then knee-to-split iii. 4C straight slide to split in front or back swan or straddle e. Row 5 i. 5A - Same ii. 5B - backward

f. Row 6

iii. SC - forward

i. 6A - Same ii. 6B - Same iii. 6C - 6B add 180 degree turn down to forearm catch g. Row 7 i. 7A - tuck, pike or layout (all in one box) ii. 7B - boost 180 degree turn to forearm catch iii . 7C - boost (front or back)180 degree turn to forearm catch, 180 degree lateral turn to forearm catch h. Row 8 i. 8A - forearm back 'I, tuck to ground ii. 8B - 8A iii. 8C - 8B

12. Level 7 Men's Pairs Revisions a. Row 1 i. lA - Same ii. IB - Same iii. lC - Same b. Row 2 i. 2A - WP 2B ii. 2B - 2A iii. 2C - 2B c. Row 3 i. 3A - Same ii. 3B - Same iii. 3C - add handstand on head d. Row 4 i. 4A - Same ii. 4b - Same iii.4C - add croc on head stand to sit e. Row S i. SA - Same ii. SB - Backward iii. SC - Forward f. Row 6 i. 6A - Same ii. 6B - Same iii. 6C - Backward pike g. Row 7 i. 7A - Same ii. 7B - From regular foot to hand straight jump catch on shoulder with top landing on feet Or from standing on shoulders straight jump to regular foot to hand catch iii. C: 7B h. Row 8 i. 8A - tuck, pike, layout (all in one box) ii . 8B - L8 MP Row 4 #1 iii. 8C - Handstand top turns 180 degree turn dismount to catch 13. Level 7 Men's Groups Revisions Junior Olympic Committee will consult current Men's Group coach for any changes occurring with this event.

Motion: Nancy Davis Second: Sarah Thomas Passed

Olympic Program at Levels 1-3.

Motion : Nancy Davis Second: Kari Duncan Passed 20. Level Mobility Changes The Junior Olympic Committee is recommending Skills Testing to be allowed at Regional Clinics with the understanding two National Program Committee members must be present. All other Skills Testing, outside of Regional Athlete Clinics, must take place at National-level events . Coaches still have the option of Level Mobility through Competition Experience.

L8-I athletes will be required to test through levels through Competition Experience or Skills Testing. Athletes competing at the L8-I athletes must meet Level Mobility procedures per the Rules and Policies to move from Level 9 to Level 10 and from Level 10 to Junior Elite. Athletes competing at the L8-I level do not have to compete Level 9 or Level 10 rules because they test up. Athletes must move through the Level Mobility rules before moving from L8-I to Junior Elite Motion: Sarah Thomas Second: Lee Hatfield Passed 21. Rule Change : Individual Elements - Leve l 8, 9, 10 A motion is called to change the number of individual elements required at Level 8, 9, and 10 to a minimum of three and maximum of six individual elements. The choreographic element is not required , however the artistry deduction is taken if all four characteristics are not represented .

Motion: Selena Peco Second: Nancy Davis Passed 22 . USA New Skill Evaluations The deadline to submit new skill evaluations in the USA is April 1 deadline each year.

23. Level 8 Women's Group - Clarification Women's Group - Row 5: athletes have the option of rotating forward or backwards.

Motion: Ronda Francis Second: Nancy Davis Passed Meeting Adjourned - 1:26pm August 1, 2008

14. Level 7 Individual Skills a. Individuals i. Routines must include S individual elements - 1 element from each row, ii . Separate page for individual page - All events will have same individuals pool to select from for routines iii. Include on Level 7 Requirements page - to state, "routines must include 5 individuals' elements - 1 element from each row. iv. Row 8 - flexibility - approved v. Row 9 - agility: remove dive roll and add Aerial Cartwheel; back handspring to-knee vi. Row 10 - balance - remove 180 degree pirouette and add V-Scale vii. Row 11 - tumbling - approved viii. Row 12 - choreography - approved Motion: Nancy Davis Second: Sarah Thomas Passed 15. Level 6 Women's Pair Revision a. Remove 6A - Boost to front wrap i. 6B - rosman 'I, to forearm catch on back Motion: Selena Peco Second: Nancy Davis Passed 16. LevelS Choreography The Junior Olympic Committee recommends choreography to be optional at Level 5.

17. Level 1-4 Compulsory Music The Committee is researching options to create compulsory music for levels 1-4 to aid new coaches and clubs with starting an Acrobatic Gymnastics Program .

18. Level 4 and 5 CJP Deduction A motion is called to add a CJP deductions for mass and maturity at Levels 4 and 5. No artistry deductions are to be taken at these levels.

Motion : Selena Peco Second: Nancy Davis Passed 19 . Acrobatic Gymnastics Pre-team Program Due to the extreme success of the Acrobatic Gymnastics Pre-team Program, the pre-team material will be implemented into the Acrobatic Gymnastics Junior NOVEMBER/OECEMBER 200B â&#x20AC;˘ TECHNIQUE

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CLASS CONTROL for Windows XP and Vista. Serving Gymnastics since 1990 with (loss Management and Accounts Receivable software, including free training and technical support_ Pocked with features, easy to use, and networkable. Flexible setup, easy assignments, rosters, allendance tracking, marketing analysis, automated tuition calculation, multiple discounts, additional/retail charges, inventory management, sales tax support, invoices/ statements, receivables reports, financial and enrollment summaries, instructor schedules, waiting and makeup lists, moiling labels, send messages and invoices bye-moil, support for online bonk draft and credit cord payments, and much more. Only 5600 15300/ additional workstation). (ontact Vaughn Software Services at 800-821-8516, vaughnsoftware@bellsouth. net, or www.vaughnsoftware.com M(/VISA!AMEX

RATES

DEADLINES

CONSIGNMENT FOR SALE

HOW TO PLACE A CLASSIFIED AD

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....•... Mar.lD

l:~ .: :. . : : : : : : : : ~~ \\ August .............. .......................... Juty 10 Sepl/ Oct ............ .......................... Aug. to Nov/Dec. ................................•.. Del. to NOTE: If tiro 10th fa'"~ on a wHktnd or !roNday, tiro preceding work day i, con,idered tiro deadline.

SUBMIT Email your ad and credit card information to: Ipeszek@usa-gymnastics.org Or moil to: USA Gymnastics, Pan American Plaza 201 S. (opital Ave., Ste. 300 Indianapolis, IN 46225 or fax to 317-237-5069. *Nyou lax, please indude your aecit (!I'd number, exporation dcite and signature.

Pleosa designate if your ad should appear in Techn!9~e mogozine or USA Gymnostics mogozine. ADS SUBMtmO WITHOUT PAYMENT WILL NOT BE PUBLISHED. USA Gymn..lies reserves the right 10 vory format Tedln~ue is Ie<eived by more thon t7,000 USA Gymoostics plOlessioool membe~ ~us thousands 01 viewe" will be exposed to VOUI od OIlfine. Alfveilise yOU! employmenl opportunity, product, selVice, 01 compention hOle 10( glen1lesu1ts. Questions? (011 loon Peszek 01317·829·5646.

FOR INFORMATION

ta pu6Ish a dossilied ad iIr Tednttw, go to Irttp://www.u~org/pu6IaztioIts/ Or call Luan Peszek at 317-829-5646.

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Call National Travel systems today to book your next trip, whether it's a gymnastics competition or a vacation ~rs

getaway!

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(888) 603-8747

USA Gymnastics 132 E. Washingtan St., Suite 700 Indianapolis, IN 46204

CHANGE SERVICE REQUESTED

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Silver Medalist Olympian

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The Best Gymnastics Camp & Training Facility in the World

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by January 31st to receive a S25 discount per session!

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Chellsie Memmel 2008 Olympic Silver Medalist 2005 All-Around World Champion

Justin Spring 2008 Olympic Bronze Medalist

Former IGC Camper 2007 Pan American Games Gold Medalist 2005 World Championship Team Member