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. Its 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

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
 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 bodys 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.

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
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. deltoid stretches 1. boxing

2. chin ups 2. tricep stretches 2. rowing

3. bicep curls 3. bicep stretches 3. swimming

TORSO

Strength Flexibility Endurance

1. sit ups 1. Salute to the sun 1. Skipping

2. bridge 2. Side stretches 2. Running

3. hollow hold 3. Scorpion 3. Rowing

LOWER BODY

Strength Flexibility Endurance

1. leg press 1. Hamstring stretches 1. running

2. squats 2. Calf stretches 2. cycling

3. dead lift 3. Groin stretches 3. skipping

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body Assisted Weighted In time with

each other
Torso Slower Higher Competition
resistance
Lower body Unweighted Weighted Pass a medicine
ball alternating
 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.

1. Suicides
2. Skipping
3. Boxing
4. Star jumps
5. Walking lunges
6. Mountain climbers
 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 LANDINGS LOCOMOTION SPRING 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:

SUPPORTS shoulders above the apparatus

HANGS shoulders below the apparatus

BALANCES using a small base of support

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.

BASIC STATIC POSITIONS KTPs

1. Stand with good posture Chin up

Bum squeeze

Shoulders back

Arms by side

Feet and knees together

2. Front support Shoulders over hands

Body straight chest in,

squeeze bum

Feet and knees together

3. Back support Straight arms

Hips high

Feet and knees together

4. Stork stand Toe to your knee

Hands on hips

Straight leg that you are

standing on

5. Tuck sit Straight back

Knees together and to

your chest

Hands on legs

Feet together and close to

your bum

6. V sit Straight arms

Straight legs 45 degrees

Pointed toes

7. Shoulder stand Pointed toes

Feet, knees, hips and

shoulders all in line

Hands on hips with elbows

supporting

8. Front scale Straight legs, knees locked

Arms straight out to the

side

Back toes pointed

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

Shake the tin soldier

Crack the egg

CIRCUIT

1. Wheel barrow races

2. Front support step ups
3. Bunny hops
4. Leg raises
5. Plank
HANDSTAND

Physical Preparation

- Flexibility: upper body/shoulder, core stability, hip flexors, wrist

extensors
- Strength
- Endurance

Skill Progressions / Lead up Drills KTPs

1. Tuck sit Straight back

Knees together and to

your chest

Hands on legs

Feet together and close to

your bum

2. Front support Shoulders over hands

Body straight chest in,

squeeze bum

Feet and knees together

3. Bunny hop 2 feet take off

2 feet landing
Straight arms
Knees and feet together

4. Tuck stand Straight arms

Hips shoulders and hands

all in straight line

Single foot take off
Single foot landing

5. Scorpion Single foot take off

Single foot landing
Chest up in landing
6. Half handstand One leg completely

vertical
Both legs straight

7. Full handstand Both legs straight and

vertical

Extension

- Handstand walking
- Backflip
- Cartwheel
- Handspring
- Round of
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.

 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
 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. Feet to feet jumps

2. Feet to one foot leaps
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

KTPs

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. BASIC JUMPS KTPs

Straight Straight body

Shoulders back

Legs together

Arms up
Star Tight legs

Pointed toes

Arms and legs out and

back in

Tuck Knees to chest

*Not feet to bottom

Stag Straight jump with one

foot up on the other knee

at angle

Split Arms in the air

One leg in front of the

other

Two foot take off

Two foot landing

Jump half / full turn Straight body

Pointed toes

Rotate 180 or 360 degrees

Arms in to chest

Two foot take off

Two foot landing

Sissone Two foot take off

Legs split in air

One foot landing

2. LEAPS

Cat / scissor Hands on hips

Straight legs (like scissor

kick in high jump)

One foot take off

One foot landing

Stride One foot take off

Both legs straight

Pointed toes

Legs split in air

One foot landing on front

foot

Change leg Step left leg

Right leg split

Left leg land

Side Stride leap with a quarter

turn

Follow through rotating

back to face front

One foot take off

One foot landing

 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
Dont land sideways from a height
Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

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
 LANDINGS (cont)

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 dont 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

Right- right hand facing up, left hand facing down

Arm position

Right arm bent up, left arm straight out

Absorb force through

Right shoulder, back, left shoulder, knees

PROGRESSIONS

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

4. LAND WITH ROTATION BACKWARDS

KTPs

Hand position

Hands facing downward

Arm position

Arms out laterally

Absorb force through

Lower back, upper back, knees

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.
 SPRING (cont)

PROGRESSIONS FOR USE OF A BEATBOARD

i. Hurdle step on floor

Backward arm circle, 2 feet onto apparatus, jump, land

ii. Hurdle using hoops

Backward arm circle, 2 feet onto apparatus, jump, land

iii. From low height to board

Backward arm circle, 2 feet onto apparatus, jump, land

iv. From board up onto low height

Backward arm circle, 2 feet onto apparatus, jump, land

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

JUMPS

- Straight jumps
- Tuck jumps
- Star jumps
- Half turn
- Full turn
- Front sault
- Stag jumps
- Straddle jumps
- Pike jumps

3. 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

- Run
- Backward arm circle
- Jump
- Hands on the box
- Feet in the middle

STRADDLE ON / OVER VAULT

KTPs

- Run
- Backward arm circle
- Jump off board
- Hands close together
- Feet on the outside
- Hips high
- Progression all the way over
IDEAS FROM WORKSHOP

Design a circuit:

a. Practice springs without apparatus

b. Practice springs from feet using apparatus
c. Practice springs from hands and feet (apparatus optional)

Ktps arm action and propulsion

a. Bunny hop, leap frog, vertical jump, jump for distance, ladder relay,
sissone
b. Jump onto box, jump catch ball, jump off bench into hoop and out, 4
hoops sequence jump, jump over bench sideways, leaping into hoops
c. Bunny hoop into hoop, jumping over bench (with hands), leap frog over
friend, cartwheels (extension over bench), jumping onto box (hands
first), handstands (against wall)

HOMEWORK for next week

Plan a circuit with SIX stations that allows practice of landing techniques.
Include TWO point form notes on KTPs for each station, describe briefly the
group organisation and indicate with a T where the teacher would stand.

Jump off block, do a shape, motorbike landing

Jump, side roll, jump

Run, two foot jump (backward arm thing off tramp), two foot landing

Split leap sequence

Cartwheels over bench

Jump onto a wedge, hands first, and forward roll down

 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
 ROTATION

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

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

Log rolls

- Arms straight above head

- Legs straight
- Feet and knees together
- Tight body

Egg rolls

- Knees to chest
- Tight body
- Chin to chest

Jump half / full turn

- Arms forward, backward, in

- Knees bending
- Turn with straight body position everything tight
- Motorbike landing
- Toes facing how far you turned

Pivots

- Front leg out

- Same arm in front bent
- Opposite arm out to the side (aeroplane)
- Step onto front foot, leg straight
- Opposite toes go onto knee or ankle
- Arms up by yours ears
 - Turn same direction as bent arm
- Step out in front in conclusion.

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

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
- 4 components of fitness: hamstring flexibility, core strength

b. Skill progressions / lead up drills

- Tuck sit
- Rock and rolls (same ktp as tuck sit)
- Rock and roll to stand up
- Forward roll down an incline or from a height
- Forward roll
- Forward roll up onto a height

c. Common errors
- Not tucking chin
- Using hands to stand up
- Feet not glued together, crossed when they stand up

d. Extension
- Dive roll
- Front sault

e. Where did you spot for this?

- At the hips from the side, lift hips

BACKWARD ROLL
a. Physical Preparation
- Upper body strength

b. Skill progressions / lead up drills

- Tuck sit
- Rock and roll with hand placement
- From a height, or down an incline
- Assisted
- Floor unassisted

Tuck your chin under

Push head off floor

Make sure hips go directly over head (otherwise its a shoulder roll)

Land on your feet

c. Common errors
- Dont tuck chin under
- Arch back
- Dont push head off floor, or uneven push

d. Extension
- Backward roll to handstand
- Back sault

e. Where did you spot for this?

- From the side, lift: no pushing

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

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
- Upper body strength, flexibility of hamstring and hip flexors

b. Skill progressions / lead up drills

- Cartwheel around a circle hulla hoop
- Around a semi circle
- Over a block or height

Left left foot, left hand, right hand, right foot, left foot

Right right foot, right hand, left hand, left foot, right foot

Straight legs, open hips, pointy toes

c. Common errors
- Step backward, land on bottom
- Incorrect hand and foot placement

d. Extension
- Hand snap
- Cartwheel on beam
- Round off
- Unpreferred side

e. Where did you spot for this?

- From the side of their lead leg

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

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.

1. Hoop cartwheel
2. Bunny hops on height
3. scorpion
4. bunny hops in hoops
5. hand stands
6. jumping side to side over bench
 ROTATION (cont)

PULL OVER BAR

a. Physical Preparation
- Upper body strength
- Core strength
- Hamstring flexibility

b. Skill Progressions
- Step, chin over the bar, kick opposite leg
- Step onto the box
- Run down the hill (use of wedge)

c. Key Teaching Points

- Step, chin over the bar, kick opposite leg
- Hips over the bar
- Hold in front support
- Common errors chin not to the bar, hips not to the bar
- Spotter stands to the side of gymnast and in front of the bar, one hand on
lower back, other hand on hamstring, hold shoulder at the end

d. Common Errors
- chin not to the bar, hips not to the bar

e. Where do you spot for this?

- Spotter stands to the side of gymnast and in front of the bar, one hand on
lower back, other hand on hamstring, hold shoulder at the end
BACK HIP CIRCLE ON BAR

a. Physical Preparation
- Upper body strength
- Core strength
- Wrist flexor and extensor flexibility

b. Skill Progressions
- Basic cast
- Assisted
- Unassisted

c. Key Teaching Points

- Hip drive to the bar
- Drop your shoulders
- Feet up
- Hold front support at the end
- Straight arms
- Chest in

d. Common Errors
- No hip drive, hips not at the bar
- Throwing their head out (must keep chin tucked in)

e. Where do you spot for this?

- Side and front of the bar
- Hamstrings during rotation
- Shoulders at the end so they dont over rotate
 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

Pendulum swing

- Feet together
- Swing side to side
- Re-grip individual hands if able

Tuck Swing

- Legs like a tuck sit

- Jump to the bar with chest in
- Knee or heel drive
- Re-grip at the back of your swing
- Land at the back of your swing

Hock swing
 - Two hands on the bar
- One knee on the bar
- Other leg straight
- Swinging back and forth

RELATED SKILLS

Straddle swing

- Legs spread wide

- Jump to the bar with chest in
- Knee or heel drive
- Re-grip at the back of your swing
- Land at the back of your swing

Basket swing

- Two hands on the bar

- Bring feet through arms
- Noes and knees are together
- Hips up (make sure bum is not low)
- Spotters hold onto wrists*

Glide swing

- Legs straight
- Jump to the bar with chest in
- Knee or heel drive
- Re-grip at the back of your swing
- Land at the back of your swing

Novelty ideas for swing

- Giant swing
- Two hands two feet: straddle swing
- Legs crossed, two hands
SWING IN SUPPORT

a. Physical Preparation
- Upper body strength
- Core strength

b. Skill Progressions
- Start off with simple swings
- Try to get hips off the bar
- Assisted trying to increase
- Unassisted trying to increase distance

c. Key Teaching Points

- Shoulders leaning forward
- Chest in
- Straight arms
- Keep legs together
- Straight legs, pointed toes

d. Common Errors
- Shoulders arent forward
- Arms are bent

e. Where do you spot for this?

- At the side, behind the bar spotting one hand on shoulder, one on quads

f. Extension
- Cast back hip circle
- Cast to handstand
 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