HPE2203 - Gymnastics

LECTURE 1

GYMNASTICS IN SCHOOLS FOR TEACHERS

Gymnastics taught correctly is an excellent tool for developing body management skills and
preparing participants for many physical pursuits. Once students can manage their own bodies
with a degree of skill they can subsequently better control manoeuvre themselves with an
implement (racket, bat) or themselves plus a projectile (ball, javelin). Furthermore they can better
control themselves in different mediums (snow, water) or better handle themselves plus an
opponent.

‘Olympic gymnastics’ as seen on television is a highly skilled and competitive sport. This form of
gymnastics should be left to be taught in gymnastics clubs with accredited coaches. The function
of a school gymnastic programme should be to provide rewarding and safe environment in which
students can learn to control their bodies in a variety of situations. The aim is to encourage
participation regardless of weight, size, gender or ability of students.

The current Gymnastics in Schools programme is based on the Dominant Movement Pattern
(DMP) approach. These are:

 Statics
 Locomotion
 Springs
 Landings
 Rotation
 Swing

By teaching the six dominant movement patterns (the lowest common denominator of all
gymnastics skills), the students are learning the building blocks for more complex skills and they
can develop the body control necessary for efficient movement in all areas of life. For example,
take a mark in football (spring and landing), hold a defence position in netball (static), perform a
somersault dive off a springboard (spring and rotation).

The S.P.A.C.E approach is used for the introduction of skills and their practice to gymnastics. It’s a
logical progression of teaching from the simple to more difficult aspects of the skill.

S – What ‘skill progressions’ can be used to teach the whole skill? How will you break the skill
down into smaller parts?

P – What ‘physical preparation’ is necessary to acquire the skill?

A – What are the ‘appropriate key teaching points’ (KTPs) to teach this skill?

C – What are the ‘common errors’ when learning the skills?

E – How can the teacher ‘evaluate’ when the student is ready to progress
 HPE2203 - Gymnastics
LECTURE 1

WARM UP

The purpose of a warm up is to prepare both the body and the mind for the activities that will
follow in the training session and so minimize the risk of injury.

The warm up should involve continuous aerobic type activity the increase the blood flow and the
body temperature. Follow this with stretching activities for all the major joints and muscle groups
to ‘loosen up’ the body – this should not be confused with increasing flexibility, where the
stretches are held for a longer period of time.

The length of the warm up and its intensity will vary according to the age and ability of the
student and the overall length of the lesson.

Principles of a good warm up

 Involve everyone
 Be quick and easy to organise
 Use variety to maintain enthusiasm
 Make it fun by using games and challenges

Safety and injury prevention

 Allow adequate spacing

 Ensure the environment is safe e.g. mats slipping
 Static stretches only (no bouncing or forcing the stretch)
 Do not overstretch. Hold the stretch to the point of tension and this tension should
subside over time.
 Do not hold your breath in stretches
 Take care with lower back and knees
 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

A well – rounded Gymnastics Programme will enhance:

 Physical abilities such as flexibility, strength, muscular endurance and power

 Motor abilities such as balance, spatial orientation, coordination and agility

This allows students to become more confident and efficient movers and these skills can be
transferred to all areas of life.

Gymnastics places physiological demands on the body e.g. a handstand requires strength and
flexibility, and part of the programme should be dedicated to developing the body’s ability to
cope with these demands.

The importance of physical preparation

 Reduces the incidence of injury

 Allows faster more accurate skill acquisition
 Reduces the incidence of muscle soreness
 Allows a prolonged period of quality participation
 Helps rapid recovery from fatigue

Implementation into the programme

When planning your gymnastics programme, you should identify which skills will be taught as part
of a DMP and then ensure that the adequate physical preparation has been covered before
attempting to teach that skill.

The components of physical preparation

 FLEXIBILITY – the range of motion around a joint

 STRENGTH – the amount of force that a muscle or group of muscles can exert
 ENDURANCE – prolonged work with a localised muscle group
 POWER – explosive force. Strength plus speed
 AEROBIC – cardio vascular fitness

Some or all of these components should be developed every lesson. Strength and flexibility are
particularly pertinent to most gymnastic skills and these two components will be a focus when
working on the physical preparation needed to perform a skill.

When do you teach physical preparation?

Physical conditioning work may be included as part of the warm up, as part of a circuit or while
they are waiting for a turn at an activity during the skill development section of your lesson.
 HPE2203 - Gymnastics
LECTURE 1

Suggestions for introducing physical preparation

 Make it fun – ask a class to do 10 push up and they groan. Disguise the push ups in a game
or challenge and they will do 30 without noticing
 Activities should be easy and quick to organise
 Use music
 Use small apparatus e.g. balls, hoops, beanbags, witches hats
 Use the playground
 Use a mixture of single, partner and group activities

Strategies for dealing with individual differences in the class

Vary the physical demand of the activity by changing:

 The number of repetitions or time on the task

 The length of the rest period
 The texture of the surface
 The heights
 The body position
 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

Divide the body into three sections – upper, torso, lower

Then collate and number a variety of individual, partner and group activities and games that can
be used to develop these areas.

For e.g.

UPPER BODY

Strength Flexibility Endurance

1.push ups 1. Partner wall stretching 1.boxing

2.chinups 2. Triceps stretch 2.star jumps

3.dips 3.shoulder stretch 3. Medicine ball throws

TORSO

Strength Flexibility Endurance

1. ab crunches 1. Back rolls 1.plank

2. Russian twist 2. Back twists 2.burpees

3. butterfly kick 3. Toe touches 3.mountain climbers

LOWER BODY

Strength Flexibility Endurance

1. squats 1. Hamstring stretch 1. Running

2. Plyometrics 2. Leg swings 2. Squat holds

3. lunges 3. Open the gate 3. Up Hill runs

 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body Add a band/let Add weight, Hold for

students push off the 2 seconds at top of
Chin ups ground chin up
Torso Students take feet off Add weight, add Pass medicine ball
ground (turn into twists at the end of sit between partners.
Sit ups crunches) up
Lower body Less reps One legged squat Back to back squat

Squats

CIRCUITS

A well planned circuit is an excellent way to get maximum participation from your students
especially when there is limited equipment.

A circuit is a closed loop of several situations with activities set out at each station. It may be used
to develop progressions towards a skill, to practice a new skill, to allow exploration of movement,
or to revise skills from past lessons.

It is beneficial in that activity levels are high, it allows students to be autonomous in their learning
and it can leave the teacher free to roam and focus in on problem areas.

The organisation of the circuit can vary depending on the desired outcome. Students may perform
the station activity once and move on to the next station or they may remain at one station for a
designated time then move on as directed.

Suggestions for planning circuits

 Stations need to be well spaced and designed to flow around the circuit
 Ensure landing areas are clear from other students and any hand apparatus
 Select stations so that only one (if any) activity will require constant supervision
 Include in the plan how you will group the students and how they will move around the
circuit

HOMEWORK

Design a simple circuit for endurance with 6 x relevant exercises for 45 secs at each station.
Station 1:
Skipping (rope)

Station 2:
Bicycle crunches

Station 3:
Push ups

Station 4:
Burpees

Station 5:
Star jumps

Station 6:
On the spot sprints
 HPE2203 - Gymnastics
LECTURE 2

DOMINANT MOVEMENT PATTERNS

Dominant Movement Patterns (DMPs) are the patterns that re-occur in gymnastics. They are the
building blocks for more complex skills. Once these ‘building blocks’ are mastered the students
can progress laterally with variety or vertically, with difficulty.

The grouping of activities into the six DMPs

STATICS

SPRINGS

LANDINGS

LOCOMOTION

ROTATION

SWING

enables the teacher to better understand the biomechanical principles that relate to efficient
movement and to formulate Key Teaching Points (KTPs) that will carry over from one skill to the
next.

The DMP approach provides a framework that develops from simple to complex for the teaching
of movement. It assists the teacher to decide what to teach and in what order.
 STATICS

This includes all the ‘held’ and ‘still’ positions in gymnastics and should be the starting point for
your teaching.

Statics can be divided into three categories:

BALANCES – using a small base of support

SUPPORTS – shoulders above the apparatus

HANGS – shoulders below the apparatus

Once the supports and balances are competent on the floor students can then progress to partner
and group balances and supports and balances on apparatus.

HPE2203 - Gymnastics
LECTURE 2

BASIC STATIC POSITIONS (insert pictures) KTPs

1. Stand with good posture

Feet together, good body tension, shoulders back,

arms by side

2. Front support
Shoulders over hands, feet together, straight legs, chest in, good body tension.

3. Back support

Feet together, straight legs, straight arms, hips up.

4. Stork stand

Hands on hips, bottom legs straight, big toe to opposite knee

5. Tuck sit

Knees to chest, feet and knees together, one hand on each leg, straight back.

6. V – sit

Arms straight legs straight, legs at 45 degrees

7. Shoulder stand

Standing on shoulders, hands on hips, straight line from feet, knees, hips and
shoulders.

8. Front scale

Arms to side, bottom leg slightly bent, chest up, back leg 90 degrees.

HPE2203 - Gymnastics
LECTURE 2

TIGHT BODY PREPARATION

The ability to maintain a fixed shape and be able to eliminate unnecessary body movements is a
prerequisite for efficient movement and is an important factor in the prevention of injury. Correct
posture is also aesthetically pleasing.

ACTIVITIES FOR DEVELOPING TIGHT BODY

Lift the plank

Preson laying on floor, lift up plank. Person to keep body straight as possible while
partner lets go of one leg at a time.

Shake the tin soldier

Font support or back support, person squeezes, and the other person pushes to
either side

Crack the egg

Tuck sit, try to pull them apart.

PRACTICAL APPLICATIONS OF STATIC POSITIONS

Once the basic static positions have been taught these can be practiced and improved by
providing a variety of tasks, which use the static positions

 Revise during warm up using games such as musical statues holding a static position when
the music stops, or play tag and hold a static position till someone releases you.

 Make a station in a circuit the static that relates to the skill being taught or as a revision
have a whole circuit set up with statics stations.

 Make up a sequence using static position using different body parts and different levels.

 Work with a partner and make up a sequence using four different statics. Perfect with
precise timing and exact images.

 Try the same task in fours.

 Work with a partner, explore ways you can both perform the same static but part of one
person must be resting on the other.

 Try the same in fours.

 HPE2203 - Gymnastics
LECTURE 2

HANDSTAND (insert picture)

Physical Preparation

Shoulder flexibility, wrist flexibility, legs and hip flexors

Strength of core, upper body strength

Skill Progressions / Lead up Drills KTPs

1. Tuck sit

2. Front support

3. Bunny hops

2 feet take off, 2 feet landing and arms straight.

4. Tuck handstand

Hips, shoulders and hands in straight line.

5. Scorpion
One foot take off and landing, straight arms.

6. Half handstand
One leg 180 degrees

7. Full handstand
Two feet together at 180 degrees

Extension

Handstand forward roll, cartwheel,

Homework:
Handstand circuit for next week. 6 stations. Can use any equipment, use mats.

Stretching for next week

 HPE2203 - Gymnastics
LECTURE 3

PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

 Enhances spatial and body awareness

 Students (especially teenagers) really enjoy exploring the challenge
 They encourage communication and cooperation
 Develops trust and timing in balance
 They are useful contributors to strength development
 Encourages good body tension as this must be maintained to balance body positions
 Reinforces the principles of stability e.g. wide base of support, and vertical alignment of
arms and legs so that the line of gravity runs through the base of support
 Develops skills that can be used in display work

SAFETY

 Match pairs for height and weight

 Not suitable for younger children because of weight bearing
 Exit procedure must be planned
 Mats must be used
 Use hand to hand or hand to wrist grip, monkey grip is not safe
 Avoid inverted balances until the basics are mastered
 Do not allow pyramids higher than two persons in the school environment
 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

Safe landings could be one of the most important life skills you will teach your students. The
categories of landings that will be covered in this course are:

1. Landing on feet
2. Landing on hands
3. Landing sideways
4. Landing backwards

The basic principle of safe landing is to soften the impact on the body joints especially the lower
back. This is achieved by absorbing the landing forces over as much time and as large a body
surface as possible.

SAFETY

 Ensure adequate matting – not too hard or soft

 Reduce frequency of landing on wrists
 Don’t land sideways from a height
 Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

KTPs

 Feet should be shoulder width apart

 Contact first with balls of feet then roll through to heels and bend and the knees and hips
to finish as if sitting on a motor bike (toe, heel, knee, hips)
 Do not bend past 90’
 Ensure the heels stay planted on the floor

PROGRESSIONS

i. Very low jump. Absorb impact on toes to heels

ii. Add on bent knees
iii. Run and jump as high as possible and land correctly
iv. Land on benches with straight jumps
v. Add variety by changing the body shapes in the air
vi. Gradually increase the height of take off, make sure heels stay on the ground
 HPE2203 - Gymnastics
LECTURE 4

SPRING

This DMP includes the activities which involve projecting oneself into the air and requires the
physical ability of power i.e. explosive take off. The spring activities that will be covered are:

1. One foot to one foot - leaps

2. Feet to feet - jumps
3. Feet to hands - bunny hops, leap frogs and basic vaults

SAFETY

 Ensure correct landing technique before taking any springing activities up onto a height
 Mats must be placed so there are no joins along the line of landing
 Confident body management is a prerequisite for activities involving height and flight
 Firm matting is required for activities which involve springing from hands

SPRINGING FROM FEET

KTP’s

 Explosive take off is required

 The balls of the feet strike first with the heels making only momentary contact
 This is followed by rapid extension of ankle and knee joints and a strong swing of the arms
in an upward and forward direction
 Trunk is stable and upright and at no stage should there be any arch in the students lower
back

1. LEAPS (insert pictures) KTPs

Cat / scissor

Stride
Change leg

Side

HPE2203 - Gymnastics
LECTURE 4

SPRING

2. BASIC JUMPS (insert picture) KTPs

Straight

Star
Tuck

Stag

Split
Jump half / full turn

Sissone
 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

2. LAND ON HANDS

KTPs

 Hands are placed shoulder width apart

 Contact first with fingers then roll through to heel of the hand and bend the elbows
 Turn the head to one side so you don’t face plant

PROGRESSIONS

i. From kneeling, slowly fall forward to absorb force through fingers, palms and bend elbows
ii. Increase the speed of the fall
iii. When confident try from crouch stand, then from a front scale / arabesque

3. LAND WITH ROTATION – SIDEWAYS

KTPs

 Hand position fists clenched/flat on ground

 Arm position in front

 Absorb force through shoulders

PROGRESSIONS

i. Start on knees then as confidence grows, progress to stand

 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

4. LAND WITH ROTATION – BACKWARDS

KTPs

 Hand position above shoulders

 Arm position bent

 Absorb force through arms

PROGRESSIONS

i. Start from squat and slowly fall just to shoulders

ii. Roll to shoulders and turn head to one side to watch knees touch the mat. Repeat to the
other side.
iii. Perform back safety roll from squat down incline
iv. Practice on floor from squat
v. Progress to starting from stand, then with a jump and landing off balance to continue to
safety roll
vi. As students develop competence jump backwards from a low height and continue into
back safety roll.
 HPE2203 - Gymnastics
LECTURE 5

SPRING – feet to hands

PROGRESSIONS FOR USE OF A BEATBOARD KTPs

i. Hurdle step on floor

ii. Hurdle using hoops

iii. From low height to board

iv. From board up onto low height

PROGRESSIONS FOR USE OF A MINI TRAMP

i. Bench to rebounder to mat

ii. Floor to tilted rebounder to mat
iii. Bench to mini tramp to mat
iv. Floor to mini tramp to mat

SAFETY POINTS FOR USING A MINI TRAMP

 Always keep the landing area clear

 Use a crash mat preferably with an over run mat at the end
 Mini tramp activities must be supervised. If leaving the area turn the apparatus upside
down or place in locked storage area
 Confident body management and sound landings are a prerequisite for mini tramp
activities
 The metal frame must be covered by a frame pad
 Always check the apparatus is safe and stable before used by students
 HPE2203 - Gymnastics
LECTURE 5

List different jumps that can be done off a beatboard or mini tramp

JUMPS KTPs

Split

Star

Straight

Stag

Scissor

1. SPRINGS FROM FEET TO HANDS

PROGRESSIONS
i. Bunny jumps along the floor. Increase the distance of the spring
ii. Bunny hop between two parallel benches
iii. Bunny jumps onto bench
iv. Bunny jumps over low bench

SQUAT ON / THROUGH VAULT

KTPs

Knees tucked in, hands flat on surface.

STRADDLE ON / OVER VAULT

KTPs

Legs wide, arms straight, hands flat.

 HPE2203 - Gymnastics
LECTURE 5

LOCOMOTION

Locomotion is moving from one space to another. The three categories that will be covered are:

1. Locomotions on feet: running, jumping, skipping

2. Locomotions in hang: (shoulders are below base of support) monkey walk variations
3. Locomotions in support: (shoulders above the base of support) bear walks, crab walks
cartwheels

PRACTICAL APPLICATIONS OF LOCOMOTIONS

 Locomotion can be done with a partner

 Motivate and add interest with music
 Add variety by changing rhythm, levels and speed
 When locomotions have been mastered on the floor, they can be taken up onto apparatus
 Revise locomotions during warm up
 Use various locomotions to move around stations in a circuit
 Use animal walks in relays
 HPE2203 - Gymnastics
LECTURE 6

ROTATION

This DMP is represented by any turn or spin around an internal axis. There are three axis. These
are transverse, anterior / posterior and longitudinal axis.

TRANSVERSE AXIS

Run an imaginary stick from the left to the right hip and you have the transverse axis. Rotations
around the axis involve all turns forwards and backwards.

Related skills
 Forward and backward rolls
 Front and back saults
 Pull over and forward roll around the bar
 Back hip circle

FORWARD ROLL

a. Physical Preparation

Flexibility, strength, power, agility

Push ups, sit ups, flexibility of hamstrings, neck and back, flexors and extensors of
forearms

b. Skill progressions / lead up drills KTPs

1. Tuck sit
2. Rock and roll
3. Forward roll high to low (assisted first)
4. On the floor (assisted first)
5. Low to high (assisted first)

c. Common errors

1. Dropping shoulders
2. Chin not tucked in
3. Using hands to stand up
4. Feet not together

d. Extension

1. Dive Roll
2. Handstand to forward roll

e. Where did you spot for this?

On the side
HPE2203 - Gymnastics
 LECTURE 6

ROTATION

BACKWARD ROLL

a. Physical Preparation
b. Flexibility, strength, power, agility
Push ups, sit ups, flexibility of hamstrings, neck and back, flexors and
extensors of forearms

c. Skill progressions / lead up drills KTPs

Tuck sit

Rock and roll with hands

High to low assisted

Floor level

d. Common errors

Not tucking in chin

Not pushing with hands

Rolling sideways

Not landing on feet

e. Extension

Standing back roll

Backward roll into cartwwheel

f. Where did you spot for this?

On the side

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups
 HPE2203 - Gymnastics
LECTURE 6

ROTATION

ANTERIOR / POSTERIOR AXIS

Run an imaginary stick in a straight line from your belly button through to your back and you have
the anterior – posterior axis. Rotations around this axis involve all sideways rotations.

CARTWHEELS

a. Physical Preparation

Flexibility, strength, power, agility

b. Skill progressions / lead up drills KTPs

Bunny hops over benches

Around a hoop

Ground

On beam

c. Common errors

Legs not straight

Limbs not rotating in correct order

Shoulders not locked/ arms not straight.

d. Extension

One handed

e. Where did you spot for this?

Starting side where foot steps forward

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

HPE2203 - Gymnastics
LECTURE 6

HOMEWORK for next week

Draw an example circuit for teaching a forward roll in the space below.

Choose 6 x stations each with two KTPs. Then indicate with a ‘T’ where the teacher would stand
and explain your reason.
 HPE2203 - Gymnastics
LECTURE 7

ROTATION

LONGITUDINAL AXIS

Run an imaginary stick in a straight line from the middle of your head to your feet and you have a
longitudinal axis. Rotations around this axis involve all turn left or right.

Related skills (insert pictures) KTPs

Log rolls

Egg rolls

Jump half / full turn

Pivots

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups
 HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)

PULL OVER BAR

a. Physical Preparation

Upper body strength, forearm flexibility, core strength, getting tummy over the bar

b. Skill Progressions

Step, chin, kick over the bar, assisted and unassisted.

c. Key Teaching Points

Step, chin, kick, pull up into front support at the end.

d. Common Errors

Chin not to bar, only puling with one arm

e. Where do you spot for this?

At the side.
 HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)

BACK HIP CIRCLE ON BAR

a. Physical Preparation

Upper body strength, core strength, ,flexibility

b. Skill Progressions

Cast, assisted, unassisted.

c. Key Teaching Points

Cast, shoulders forwards, chest in, heel drive and hip drive to bar, front support,
straight arms.

d. Common Errors

No hip drive, shoulders not forwards, arms bent.

e. Where do you spot for this?

Spot at the side and the front.

 HPE2203 - Gymnastics
LECTURE 8

SWING

In the school environment most swing apparatus is usually not available but basic swings on the
bar or in the playground can be developed and are beneficial for the development of upper body
strength and spatial awareness.
Swings can be divided in to two categories:

a. Swing in hang
b. Swing in support

SAFETY
 Good landings and grip strength are a prerequisite for swing
 Participants must show competence in hang and support activities before progressing to swing
 Ensure matting extends far enough both sides of the bar to allow for the body moving away
from the bar on full extension
 Ensure participants are regrasping the bar at the top of the back swing
 No hock swings without hand grasp

RELATED SKILLS (insert pictures) KTPs

Pendulum swing

Tuck swing

Jump to bar with chest in straight, arms swing forwards, knee drive, regroup at
back of swing, land at back of swing.

Long hang swing

Legs side to side

 HPE2203 - Gymnastics
LECTURE 8

SWING

RELATED SKILLS KTPs

Hock swing

One leg over the bar, other is straight, two hands on the bar.

Basket swing

Knees together, bottom up. When spotting, hold the wrists.

Novelty ideas for swing

Two knees, two armpits with leg split position, two hands and two feet with
straddle, one knee.
 HPE2203 - Gymnastics
LECTURE 8

SWING

SWING IN SUPPORT (insert picture)

a. Physical Preparation

Upper body strength, core strength, flexibility

b. Skill Progressions

Legs forwards and backwards first, hips off the bar

c. Key Teaching Points

Pull up with shoulders, straight arms, lean forwards over the bar, chest in

d. Common Errors

Arms bent, shoulders falling back, arching back.

e. Where do you spot for this?

From the side (at the same side of the student)

f. Extension

Backward circle, eventually into a handstand

 HPE2203 - Gymnastics
LECTURE 9

HAND APPARATUS

The use of hand apparatus closely ties in with the fundamental movement skills program. Hand
apparatus such as hoops, balls, ropes, beanbags, balloons and scarves are readily available in the
school environment and should be utilised to add variety and interest to the gymnastics program.

Hand apparatus have their own DMPs:

 Throwing / releasing
 Catching / trapping
 Rotation
 Circles / swings
 Passing over / under / around
 Bouncing
 Balance

These apparatus DMPs can also be combined with body DMPs to further extend the skills and add
variety e.g. throw a ball and perform a full turn before catching it.

BENEFITS OF USING HAND APPARATUS

 Suitable for a wide range of ages and abilities

 Adds variety and challenge to the program
 Helps develop hand – eye coordination
 Partner and group work provides the opportunity for the development of cooperation and
team spirit
 Provides interesting and non threatening skills which can be used in display work

SAFETY

 Ensure adequate air space for throwing activities

 Provide ample space between participants
 Beware of using balls where landing from a height are involved
 Hoop rotations around the neck are not recommended