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

Rationale:

Good spacial awareness

TOL to other sports

body management
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. tricep stretch 1. boxing

2. chin ups 2. deltoid 2. rowing

3. tricep curls 3. bicep 3. swimming

TORSO

Strength Flexibility Endurance

1. bridge/plank 1. salute to sun 1. skipping

2.sit-ups 2. side stretches 2. running

3.hollow hold 3. scorpion 3. rowing

LOWER BODY

Strength Flexibility Endurance

1. squats 1. hamstring 1. running

2. DL 2. calf 2. cycling

3. Leg press 3. groin 3. skipping

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body chin up with band chin up with up and down

chin ups weights rotation
Torso have legs high and straight leg and 6 rotate on and off
hollow hold knees bent inch off ground
Lower body easy resistance Harder resistance partner cycling
Cycling one working while
the other rests

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. Running on the spot

2. Skipping

3. Star jumps

4. Running around the circuit

5. Ghost boxing

6. Burpees

Teacher Stands on the outside close to the skipping

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 squeezed, shoulders back, feet
together

2. Front support: shoulders over hands, body straight, squeeze bum, feet
together

3. Back support: toes together, hips up, straight arms

4. Stork stand: toe to knee, arms on hips, straight bottom leg

5. Tuck sit: straight back, knees to chest, arm on each leg

6. V sit: straight arms, straight legs, 45 degrees, point toes

7. Shoulder stand: straight line (feet, knees, hips, shoulders), hands on hips

8. Front scale: straight legs, chest up, arms out to the side or hips
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

HANDSTAND

Physical Preparation

Flexibility: Upper body flexible, hip flexors, wrists

Strength: core stability, upper body

Endurance:

Skill Progressions / Lead up Drills KTPs

1. Tuck sit

2. Front support
3. Bunny hop: 2 feet takeoff and landing, bend knees, straight arms

4. Tuck handstand: hips and shoulder in straight line with hands

5. Scorpion: 1 foot takeoff and landing, chest up when landing

6. Half handstand: 1 leg completely vertical, both legs are straight

7. Full handstand: body is a straight line

Extension

Backflip

round-off

handspring

cartwheel

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.

Circuit of 6 for handstands

2. Wall walks

3. Handstand against the wall

4. Bunny hop race

5. Bunny hop on bench

6. Wheelbarrow walks

7. Push ups
 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

Star

Legs apart

Feet back together

BASIC JUMPS KTPs

Tuck

knees to chest

Stag

2 feet take off

toe to knee

1 leg straightt 1 leg bent

Split

spilt legs

1 bent 1 straight back

2 feet to 2 feet

Jump half / full turn

Arms to chest

Elbows in

Sissone

2 feet takee off, split and land on front leg

2. LEAPS

Cat / scissor

1 foot take off

Left knee up

Swap legs midair

Stride

step left kick right

Change leg

right leg- step left, left kick, right leg land

Side

Stride leap with a quarter turn

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)

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

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

to the right:

- Right hand up, left hand down

Arm position

- Right arm bend, Left arm straight

Absorb force through

- Right shoulder, back, left shoulder, two knees

PROGRESSIONS

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

4. LAND WITH ROTATION BACKWARDS

KTPs

Hand position

Palms down

Arm position

Arms lateral (aeroplane wings)

 Absorb force through

Lower back, upper back, two 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

KTPs Run

ii. Hurdle using hoops Arm circle

backwards
iii. From low height to board
Jump two feet on
iv. From board up onto low height
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
KTPs
Run
Straight jumps
Arm circle
Tuck jumps backwards

Star jumps Jump two feet on

Half turn Jump

Full turn Land

Frontsault

Straddle

Stag

Pike

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 two feet

Hands on the box

Knees in the middle/Feet in the middle/Feet through the middle

STRADDLE ON / OVER VAULT

KTPs

Run

Backward arm circle

Jump two feet

Hands on the box

Feet on the outside of hands/Over the box

IDEAS FROM WORKSHOP

Design a circuit:

A)
1. striding over objects
2. half turn race amount of turns before a line
3. burpees and star jumps
4. squat tuck jumps
5. side leaps from wall to wall jump for distance
6. leap frog over people race

B)
1. Hula hoop step jumps of two feet into hoops (vary jumps)
2. Hula hoop circuits changing jumps
3. Beam walk jump 2 feet off, arm circle
4. Zig zag spring jumps over side to side over the bench
5. Straight jump onto a board up onto a height
6. Jumping over a beam

C)
1. bunny hops into hoops (bean bags between knees)
2. box jump feets to hands making a tuck jump off
3. handstands
4. round off along mat
5. cartwheel over bench r bunny hops
6. handstand against wall

HOMEWORK for next week

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

1. Run, jump to safety roll on mat

- impact through shoulder

- tight ball

2. Landing off the box

- Give with knees

- bent legs

3. Sissones
 - land on one leg

- Must stick landing

4. Sideways rolling follow the leader

- tight ball

- impact through shoulder

5. tuck ons and through

- land with feet and hands

- fingers first

6. sideway roll with jump over

- tight ball

- impact through shoulder

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

- Laying on your tummy

- Straight body

- Full 360
Egg rolls

- Tucked on knees

- Roll along the ground

- Full 360
Jump half / full turn

- Arm forward, backwards then in

- Tight in the air

- motor bike landing

Pivots

- One arm out one arm to chest

- Front leg out

- Stork stand position and arms up near ears

- Spin up and around

- Tight body

- Step out in front

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

- Core and upper body strength

- Hamstring flexibility
b. Skill progressions / lead up drills KTPs

1. Tuck sit

2. Rock n Rolls

3. Rock n Roll to feet

4. Forward roll down incline or height

5. Forward roll on floor

6. Forward roll up onto a height

c. Common errors

- Dont tuck chin in

- using hands to stand

- Knees and feet not glued together

d. Extension

- Dive roll

- Front sault
e. Where did you spot for this?

- From the side

- Lift hips up

BACKWARD ROLL

a. Physical Preparation

- Upper body strength

b. Skill progressions / lead up drills KTPs

1. Tuck sit
Tuck Chin under
2. Rock n Roll with hand placements
Push head off
3. Rolling backwards and forwards
Legs go over head
4. Roll down an incline
Land on feet
5. Roll on floor

c. Common errors

- Dont chuck chin under

- Arch back

- Dont push head off the floor

d. Extension

- Backward roll to handstand

- Back sault
e. Where did you spot for this?

- From the side

- Lift hips up , 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, hamstring, hip flexors

b. Skill progressions / lead up drills

KTPs
Left:
1. Cart wheel around a circle
Left foot in front
2. Cart around semi circle left foot, left hand, right hand, right foot
3. Cart wheel over bench Right is opposite

c. Common errors

- Step backwards and land on bum

- hand and feet placement wrong

d. Extension
- Cart wheel snap

- Cart wheel on beam

- Roundoff

- One hand
e. Where did you spot for this?

- Lead leg side

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. Rolling down a hill

2. General roll on flat

3. Roll onto a height

4. Roll down a height

5. Roll up an incline

6. Crack the egg

Teacher would stand on the outside of the circuit so they are able to monitor the
whole class
 ROTATION (cont)

PULL OVER BAR

a. Physical Preparation

Strength

- Upper body strength

- Core strength

Flexibility

- Hamstring

b. Skill Progressions

Step- left foot

Chin- over the bar

Kick- right leg

Take off from a box

From an incline

c. Key Teaching Points

Step left

Chin to the bar

Step right

Hips up over the bar

Hold in front support

Tight body

d. Common Errors

Chin not to the bar

Hips dont get up on the bar

e. Where do you spot for this?

Spot from in front of the bar to the side

One hand on lower back and one on their hamstring

Hold shoulder up at the end

BACK HIP CIRCLE ON BAR

a. Physical Preparation

Strength

-Upper body and core strength

Flexibility

- In lower arm

b. Skill Progressions

Cast

Back hip circle assisted

Not assisted

c. Key Teaching Points

Hip drive (back on the bar)

Drop shoulders

Feet up

Hold front support

Shoulders over the bar

Straight arms

Chest in

d. Common Errors

No hip drive

Throw head out

e. Where do you spot for this?

In front and to the side

Push hips back onto the bar

Hold shoulders to stop over rotating

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 KTPs

Pendulum swing

Feet together swinging from side to side

Like a pendulum

Tuck Swing

Leg bent in tuck sit

Jump to the bar

Chest in

Knee/heel drive

Re-grip at back of swing

Land at the back of your swing

Hock swing

Two hands on the bar and one knee

Bottom leg is straight

Swing back and forward

RELATED SKILLS KTPs

Straddle swing

Legs apart at the back of the swing

Jump to the bar

Chest in

Knee/heel drive

Re-grip at back of swing

Land at the back of your swing

Basket swing

Two hands on bars

Feet come through the bar

Knees and nose are together

Hips up

Can be bent or straight legs

Spotter holds wrist

Glide swing

Legs together

Jump to the bar

Chest in

Knee/heel drive

Re-grip at back of swing

Land at the back of your swing

Novelty ideas for swing

Swing from back of the knees

Two feet and two hands on the straddle swing bars

Giant swing

Legs crossed swing

SWING IN SUPPORT (Cast)

a. Physical Preparation

Strength

- Core and upper body strength

Flexibility

b. Skill Progressions

Swings with their legs

Swings and hips off the bar

Swing as high as they can

Assisted and not assisted

c. Key Teaching Points

Shoulder forward

Legs together

Straight legs

Chest in
Straight arms

Tight body

d. Common Errors

Shoulders not forward

Bent arms

Arched back

e. Where do you spot for this?

Side and behind the bar

One hand on shoulder the other on the quads

f. Extension

Cast to handstand

Cast back hip circle

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