Gymnastics Tute Notes

HLTH2203
- 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

HLTH2203 - 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

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.

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

LECTURE 1

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. chin up 1. triceps stretch 1. boxing
2. triceps dips 2. Wrist stretch 2. swimming
3. arm circle 3. Shoulder stretch 3. Rowing
TORSO
1. planks 1. scorpion 1. running
2. sit up 2. Back rolls 2. skipping
3. leg raises 3. Bend back 3. rowing
LOWER BODY
1. squats 1. Calf stretch 1. running
2. lunges 2. Quad stretch 2. skipping
3. crab walks 3. Hamstring stretch 3. cycle

LECTURE 1

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body - chin up Resistance band Ankle weight Passing fit ball to
partner with feet

Torso – plank Using knees Stepping up & down Hold for 10 seconds,
high five partner

Lower body – squat Air squats Weighted Squat, high five
partner

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.

ENDURANCE CIRCUIT

STATION ACTIVITY TIME

1 Star jumps 45 seconds
2 Heel taps 45 seconds
3 10m back and fourth running 45 seconds
4 Mountain climbers 45 seconds
5 Invisible skipping ropes 45 seconds
6 Skii’s 45 seconds

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.
LECTURE 2
BASIC STATIC POSITIONS
1. Stand with good posture

- Feet together
- Legs straight
- Squeeze bottom

2. Front support
- Shoulders over hands
- Chest in
- Squeeze bottom

3. Back support
- Straight body
- High hips
- Squeeze bottom

4. Stork stand
- Toes to knee
- Straight base leg
- Arms out for balance – if needed

5. Tuck sit
- Feet close to bottom
- Knees to chest
- One hand on each leg

6. V-sit
- Straight legs
- Feet together
- Legs at 45 degrees

7. Shoulder stand
- Feet, knees and hips in straight line
- Shoulders on ground

8. Front scale
- Bottom leg slightly bent
- Hips and shoulders square
- Chest up
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

- Student lays on their back with their hands by their sides and attempts to squeeze their
whole body to produce a solid “plank”
- Their partner should be able to lift them off of the ground by their ankles
- If their body bends or dips, they are not squeezing tight enough
Shake the tin soldier
Crack the egg

- Student sits in a tuck sit position and attempts to squeeze their whole body to form a tight
ball
- Their partner pushes on their knees and other body parts, trying to pry them out of the
ball shape
- If their partner is successful in “cracking the egg”, they are not squeezing tight enough
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.
LECTURE 2
HANDSTAND
Physical Preparation
- Strength – upper body, core
- Flexibility – hips, shoulders, wrists
Skill Progressions / Lead up Drills
1. Tuck sit
- Feet close to bottom
- Knees to chest
- One hand on each leg
2. Front support
- Shoulders over hands
- Chest in
- Squeeze bottom
3. Bunny hop
- 2 feet take off
- 2 feet landing
- straight arms
4. Tuck handstand
- Bunny hopes but hips, shoulders and hands are in line
- Straight arms
5. Scorpion
- One leg for take off, other leg for landing
- Straight arms
6. Half handstand
- One leg at 180 degrees, other bent
- Straight arms
7. Handstand
- Straight arms
- Whole body in a straight line
Extension – back flips, handsprings, cartwheels

HOMEWORK
Design a handstand circuit with 6 relevant drills and include 2x KTPs at each station

STATION ACTIVITY TIME KTP’S
1 Bench bunny hops – up and down the 1 minute - Straight arms
other side, jumping straight over, moving - Feet together
forwards
2 Handstands against the wall – starting 1 minute - Straight arms
with hands slightly away, moving to being - One leg for take off,
perfectly straight with hands close to wall other for landing
3 Half handstand pulses – half handstand 1 minute - Straight arms
position, pushing off the ground, landing - Squeeze bottom
and immediately pushing back off
4 Wall walkers – hands away from the wall, 1 minute - Straight arms
walking the feet up as high as possible and - Tight core
back down
5 V-sit bean bag raises – in a v-sit, holding a 1 minute - Squeeze bottom
bean bag between the feet, raise the feet - Tight core
up and lower to the ground repeatedly
6 Front support beam shuffle – in a front 1 minute - Straight arms
support position with the feet raised on - Squeeze bottom
the beam, shuffling in parallel with the
beam, from one end, to the other
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
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
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 & KTPs
Cat / scissor
- Pointed toes
- Straight arms
- Square hips
Stride
- Straight legs
- Pointed toes
- Two-foot safety landing
Change leg (switch leap)
- Leap and land on the same leg

- Straight arms
- Pointed toes
LECTURE 4
SPRING
2. BASIC JUMPS & KTPs
Straight
- Two foot take off
- Straight arms
- Landing toes – balls of feet - heels
Star
- Pointed toes
- Straight arms and legs
Tuck
- Straight arms
- Both knees up
Stag
- One leg straight, one bent
- Pointed toes
Split
- Two-foot takeoff and landing
- Pointed toes
- Straight legs
Jump half / full turn

- Arms across the body
- Straight legs
- Jumping first, spinning second
Sissone
- Two-foot takeoff and landing
- Pointed toes
- Straight legs
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
• Hands should be tucked in
• One arm is straight and held across the body, landing on the back of that
shoulder
• Absorb force through shoulder – roll over the shoulder and onto back
PROGRESSIONS
i. Start on knees then as confidence grows, progress to stand

LECTURE 4
LANDINGS
4. LAND WITH ROTATION – BACKWARDS
KTPs
• Hands are palms down on the floor
• Arms are laid out at a 90 degree angle from the side
• Absorb force through the shoulder blades, allowing the momentum to carry
your hips over the top of your head, brining you to your feet.
• Head is flat on the ground to one side
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.
LECTURE 5
SPRING – feet to hands
PROGRESSIONS FOR USE OF A BEATBOARD
i. Hurdle step on floor
KTP’s:
- Tight core
- Big arm circle
ii. Hurdle using hoops
KTP’s:
- Tight core
- Big arm circles
- Punch off the board
iii. From low height to board
KTP’s:
- Tight core
- Big arm circles
iv. From board up onto low height
KTP’s:
- Chest up
- Big arm circles
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

LECTURE 5

List different jumps that can be done off a beatboard or mini tramp
JUMPS
1. Tuck jump
KTP’s –
- Thighs close to the body

- Calves close to the thighs
- Hands on the knees
- Toes pointed
2. Straight Jump
KTP’s -
- Arms straight, pointing upward

- Head between the arms, looking straight ahead
- Back, hips and legs straight
- Knees and feet together, toes pointed
3.Straddle Pike Jump
KTP’s:
- Legs apart (more than 90 degrees)

- Legs horizontal or higher
- Hands on the feet/legs
- Toes pointed
4. Pike Jump
KTP’s:
- Knees straight
- Legs horizontal or higher
- Hands on the legs/feet
- Knees and feet together, toes pointed
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
Squat on – jump off
KTPs
- Lift the seat

- Head up
- Control the landing
Squat over the horse
KTPs
- Reach for the horse

- Strong thrust from the hands
- Lift the chest
- Squat quickly
STRADDLE ON / OVER VAULT
Straddle on
KTPs
- Raise the seat upwards

- Push from the hands
- Straddle stand
Straddle over
KTPs
- Strong thrust
- Lift the chest
- Straddle over to stand on a platform
Straddle Vault
KTPs
- Strong thrust
- Lift the chest
- Legs stay below the shoulders
LECTURE 5
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
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.

1. Hoop Jump: - Jump into hoops ( land on motor bike)
- Pick Hoop up and move over body/head without touching body

2.Hoop Jump obstacle - Jump to hoop over box or other obstacles- try jump with turn
-Add object between leg for added challenge

3.Jumps from box or raised: - Try different jumps ( tuck jump, start jump, 1/2 turn) from low box to motor bike
landing
- Surfaces ( Land on mat)

4. Side to side bunny hop: Bunny hop side to side of a low beam, rope or line - add object between feet for challenge
-Try rotating bunny hops

5.Sky Jumps - Side to side or front to back jumps over a line or rope - can be done forwards, backwards and sideways

6.Jumps along or over low beam - Jump over small objects on a low beam - skip with a hoop along beam

7. Mini Tramp - Turn mini tramp around and place box or low beam in front, children jump from box to mini tramp
and then to landing mat
- Try using a pool noodle for children to jump over

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

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 – back, hamstrings, neck

-Strength – pushups, chin ups

b. Skill progressions / lead up drills
1. Rock and roll.

2. Rock and roll to standing.
3. Raised legs forward roll.
4. Straddled forward roll.
5. Forward roll down an incline.
6. Forward roll.
KTP’s
- Chin to chest.
- Looking through the legs.
- Hands shoulder width apart.
- Knees tucked in.
- Pushing through the fingers.
c. Common errors
- Dropping their shoulders

- Chin isn’t tucked in
- Putting the hands down to help when standing up
- Knees and feet split
d. Extension
1. Forward roll from feet on the ground and hands on a block.

2. Forward roll up an incline.
3. Multiple forward rolls in sequence.
4. Forward roll over an object.

e. Where did you spot for this?
- Hands on the hips – from the side (teacher only – students never spot)
BACKWARD ROLL
-Strength – upper body strength

-Flexibility – wrists, arms, glutes, neck and back

1. Rock and roll.

2. Shoulder stand.
3. Rock and roll onto back.
4. Shoulder back roll.
5. Back roll down an incline (assisted and unassisted)
6. Backward roll on ground (assisted and unassisted)
7. Backward roll from feet (assisted and unassisted)

c. Common errors
-Chin not tucked

-Not pushing through both arms
-Feet and knees apart

d. Extension
Backward roll up an incline

-
Backward roll into handstand
-

- Hands on the hips and back – from the side (teacher only – students never spot)
Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups
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
- Upper body strength – extensors and flexors

- Flexibility of hamstrings, wrists and shoulders

1. Cartwheel around a circle

2. Cartwheel around a semi circle
3. Cartwheel on a line
KTP’s
- Left – left foot in front, left hand – right hand, right foot – left foot
- Right – right foot in front, right hand – left hand, left foot – right foot
- Pointed toes
- Straight legs
- Open hips

c. Common errors
- Stepping backwards
- Legs falling down – arched back
- Incorrect hand and foot position

d. Extension
1. On a beam
2. Round off
3. One handed

- Side of lead leg – (teacher only – students never spot)
Progressions

Change body shapes
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.
STATION ACTIVITY TIME KTP’S

1 Rock and roll to standing – students rock 1 minute - Feet and knees glued
back and fourth in a tuck sit, coming to a together
standing position at the top. - Chin to chest
2 Raised leg forward roll – students forward 1 minute - Feet and knees glued
roll with their feet raised up on a block together
and their hands on the floor. - Pushing through the
hands
3 Straddle forward roll – students forward 1 minute - Chin tucked in.
roll with their legs in a straddle position. - Pushing through the
hands.
4 Forward roll – students forward roll on a 1 minute - Hands shoulder width
mat on the floor. apart.
- Chin tucked in.
5 Forward roll down an incline – students 1 minute - Feet and knees glued
forward roll down a wedge. together.
- Chin tucked in.
6 Multiple forward rolls – students perform 1 minute - Hands shoulder width
2-3 forward rolls in a row, along a line. apart.
- Chin tucked in.
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)
Log rolls
- Lying on tummy or back

- Arms above the head, touching the ears
- Legs out straight
- Body tension
Egg rolls
- Tuck sit position

- Head stable
Jump half / full turn
- Arms forwards, backwards and up into chest

- As straight as possible.
- Body tension.
Pivots
- One foot in front, same arm in front

- Other arm straight out to the side
- Step front leg, turn with foot to knee
- Step in front

Progressions
Change body shapes
LECTURE 8

SWING (and rotation)
PULL OVER BAR
- Shoulder strength: The main driving force behind the pullover

- Core strength: Increases stability when performing a pullover
- Stretch: You want your forearms and shoulders to be nice and warmed up/stretched
before starting

b. Skill Progressions
1. Beginning from standing on a box – requiring less upper body strength.

2. Beginning from hanging.
3. Back Hip Pullover: Back hip pullovers are another variety, very similar to the previous example,
only you have to pull both feet up at the same time, requiring a good deal more strength
4. Long hang pullovers: Starting from a front support on the high bar and cast into it

c. Key Teaching Points
- Grab the bar with your fingers facing away from you
- Take a step back from the bar.
- Step forward with your weak foot.
- Kick your strong leg up and under the bar.
- Chin up to the bar
- Bring your legs together as you flip over the bar.
- Straighten your arms when your body is finished flipping.

d. Common Errors
- People often do not bring their chin up the bar making it hard to rotate around it
- Often people do not kick their legs up hard enough and it makes it hard to get around the
bar

e. Where do you spot for this?
- Teachers spot – students never spot one another.

- Spot from the side of the person doing the pullover
- You want to have one hand on their legs helping them rotate and one hand on there lower
back
- Then when they get up then switch hands to the back of their legs and on the shoulder to
help the complete a full cycle
HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)
BACK HIP CIRCLE ON BAR
- Shoulder strength: The main driving force behind the pullover

- Core strength: Increases stability when performing a pullover
- Stretch: You want your forearms and shoulders to be nice and warmed up/stretched
before starting

- Undershoot: The undershoot is similar to the first part of the back hip circle
- Regular Cast: The gymnast should begin in front support and perform a regular cast
- Candlestick on High Bar: The gymnast should put themselves in an inverted hang with their
hips touching the bar

- Start on top of the bar

- Cast away from the bar
- Hit your hips on the bar and lean back
- Kick your legs underneath the bar
- Chin to the bar
- Bring your legs together as you flip underneath the bar.
- Straighten your arms when your body is finished flipping.

d. Common Errors
- Not casting high enough to get momentum to rotate around

- Straitening arms when trying to rotate


- Spot from the side of the person doing the pullover
- You want to have one hand on their legs helping them rotate and one hand on there lower
back
- Then when they get up then switch hands to the back of their legs and on the shoulder to
help the complete a full cycle
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 re-grasping the bar at the top of the back swing
• No hock swings without hand grasp

RELATED SKILLS (insert pictures)
Pendulum swing
- Straight arms
- Straight legs
- Swing with the whole body
Tuck swing
- Straight arms
- Knees tucked up
- Swing with the whole body
Long hang swing
- Straight arms
- Straight legs
- Swing to a horizontal

LECTURE 8

SWING
RELATED SKILLS
Hock swing
- One leg bent and above the bar

- Other leg straight and below the bar
- Arms straight
- Rigid body, tight core
Basket swing
- Straight arms
- Rigid body, tight core
- Feet and knees glued together
- Bent at the hips
- Knees inline with the head
Novelty ideas for swing
- Legs hooked over the bar, hanging up side down – with hands and progressing to no
hands.
LECTURE 8

SWING
SWING IN SUPPORT (insert picture)
- Shoulder strength: The main driving force behind swinging

- Core strength: Increases stability when swinging
- Stretch: You want your forearms and shoulders to be nice
and warmed up/stretched before starting

- Holding the position statically.

- Slight swinging action of the legs.

- At the highest point in the back swing the shoulders should be well extended
- From the top of the swing, continuous shoulder extension toward the bottom of the
swing must be maintained
- At the bottom, kick the legs through forward and upward to make the entire body turn
over as quickly as possible
- Re-adjust hand position if needed
d. Common Errors
- Bent legs
- Re grips are too far
- Falling forwards and not backwards


- Spot this from the side
- May also help push gently on their lower back if they are struggling

f. Extension
- Swing in support to a front support position

- Swing in support and then into a pullover or back hip circle
- Catch and re grip
- Catch and re grip, moving along the bars
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

Gymnastics Tute Notes

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HLTH2203

GYMNASTICS IN SCHOOLS FOR TEACHERS

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

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

Principles of a good warm up

Safety and injury prevention

• Allow adequate spacing

A well – rounded Gymnastics Programme will enhance:

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

The importance of physical preparation

• Reduces the incidence of injury

Implementation into the programme

The components of physical preparation

• FLEXIBILITY – the range of motion around a joint

When do you teach physical preparation?

Suggestions for introducing physical preparation

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

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

Strength Flexibility Endurance

1. chin up 1. triceps stretch 1. boxing

2. triceps dips 2. Wrist stretch 2. swimming

3. arm circle 3. Shoulder stretch 3. Rowing

Strength Flexibility Endurance

1. planks 1. scorpion 1. running

2. sit up 2. Back rolls 2. skipping

3. leg raises 3. Bend back 3. rowing

Strength Flexibility Endurance

1. squats 1. Calf stretch 1. running

2. lunges 2. Quad stretch 2. skipping

3. crab walks 3. Hamstring stretch 3. cycle

Choose 3 activities above and modify them as below:

Suggestions for planning circuits

STATION ACTIVITY TIME

The grouping of activities into the six DMPs

Statics can be divided into three categories:

BALANCES – using a small base of support

SUPPORTS – shoulders above the apparatus

HANGS – shoulders below the apparatus

BASIC STATIC POSITIONS

1. Stand with good posture

TIGHT BODY PREPARATION

ACTIVITIES FOR DEVELOPING TIGHT BODY

Lift the plank

Shake the tin soldier

Crack the egg

PRACTICAL APPLICATIONS OF STATIC POSITIONS

Skill Progressions / Lead up Drills

Extension – back flips, handsprings, cartwheels

COUNTER AND COOPERATIVE BALANCES

What is their value?

• Enhances spatial and body awareness

• Match pairs for height and weight

• Ensure adequate matting – not too hard or soft

1. LAND ON FEET (motor bike landing)

• Feet should be shoulder width apart

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

1. One foot to one foot - leaps

SPRINGING FROM FEET

• Explosive take off is required

1. LEAPS & KTPs

Change leg (switch leap)