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
The
The
The
The

number of repetitions or time on the task

length of the rest period
texture of the surface
heights
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.
UPPER BODY
Strength

Flexibility

Endurance

1. Push Ups

1. Bar Hang

1. Boxing

2. Pull Ups

2. Foam Roller

2. Rowing

3. Bench Press

3. Arm Stretches

3. Flexed Arm Hang

Strength

Flexibility

Endurance

1. Sit Ups

1. Downward Dog

2. Supermans

2. Bend Back

2. V-Sit

3. Leg Raises

3. Torso Rotations

3. Medicine Ball Twists

TORSO

1. Bridge

LOWER BODY
Strength

Flexibility

Endurance

1. Squats

1. Hamstring Stretch

1. Running

2. Single Leg Glut Raises

2. Hip Flexor Stretch

2. Skipping

3. Box Jumps

3.Calf Stretching

3. Kicking

Choose 3 activities above and modify them as below:

EXERCISE

EASIER

HARDER

PARTNER

Upper body

Assisted Pull Up

Pull Up With Weights

Pull Up With Clap to

Partner

Torso

Bridge for 30 sec

Bridge Alternative
Hands

Bridge with Clap

Twist

Medicine Ball Twist

Twist and Pass to

Partner

Squat

Jump Squats

Jump Squat and

Medicine Ball Pass

Lower body

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.
For full circuit details visit chloevince.weebly.com, tutorial notes, circuits.

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.
Static: standing still or not moving, held position for 3-5 seconds

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

Feet together
Shoulders back
Head and chin up
Back straight
2. Front support
Shoulders over hands
Straight back and knees
Feet together
3. Back support
Elbows straight
Hips up
Feet together
Dont bend knees
4. Stork stand
Stand straight, back straight
Toe to knee on non-supporting leg
Supporting leg stays straight
Shoulders back
5. Tuck sit
Straight back
Knees together and to chest
One hand on each leg
Knees and feet together not crossing over

BASIC STATIC POSITIONS

KTPs

6. V sit
Straight legs
Straight arms
Feet together
Straight back
7. Shoulder stand
Toes pointed
Knees straight
Back, knees and hips in straight line
8. Front scale
Back leg straight
Chest out
Chin up
Arms out straight horizontally
Hip and shoulders square
Supporting leg slightly bent

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

1. Lift the plank
One person laying on their back
Squeezing and keeping body tense
Partner lifts the persons legs off the ground into a plank position
If legs stay together after partner drops one leg, they have good body
tension
Toes pointed to the ground
Shoulders, hip and legs in line
Lift from the feet and keep body in straight line and stable
2. Shake the tin soldier
One person in a front support
Told to squeeze their bottom and surrounding muscles
Partner then attempts to lightly push their partner off balance
Plank position
Squeezing gluteus muscles tightly
Try to rock partners body to test stability
3. Crack the egg
One partner gets into tuck sit position and tenses
Other partner attempt to pull apart their position
Extension: Partner tries to pick them up by ankles or underarms

HANDSTAND
Physical Preparation
Flexibility- open shoulders and hip flexors, flexors and extensors
Strength- core and upper body strength
Skill Progressions / Lead up Drills KTPs
1. Tuck sit
Prepares one for bunny hop and tuck handstand
Knees to chest
One hand on each leg
Straight back
Knees and feet together
2. Font Support
Shoulders over hands
Straight back
Straight arms
Feet together
3. Bunny Hop
Straight arms
Two feet take off
Two feet landing
4. Tuck Handstand
Two hand take off
Straight back
Straight arms
Two feet take off and landing
Hips and shoulders in straight line
5. Scorpion
One foot take and same foot landing
Straight arms
Straight legs
Chest up on landing

6. Half Handstand
One foot take off
One foot landing, same foot landing
One leg vertical

Straight arms
Straight legs
Chest up on landing

7. Handstand
One foot take off, same foot landing
Two vertical legs
Chest up on landing
Extension
Handstand into forward roll
Scorpion handstand forward roll
Handstand into bend back
HOMEWORK
6 stations to incorporate handstand drills

For full circuit details visit chloevince.weebly.com, tutorial notes, circuits.

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

SPRINGS
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

BASIC JUMPS KTPs

1. Straight
Straight body in the air
Arms above head and straight
Tight legs
2. Star
Straight legs go out and come back in
Arms stay in above head position
Straight arms

BASIC JUMPS KTPs

3. Tuck
Knees to chest
Closed hips
4. Stag
Stalk stand
Jump
One foot to knee
Land
Common error- frog in the air, jump one foot land two
5. Split
Jump
One leg straight in front
One leg straight behind
Splits in the air
Landing on two feet
6. Jump half / full turn
Arm action/circle
Jump up before turning
Arms close to body
Rotate body
7. Sissone
Two feet jump
Splits in the air
Straight leg splits
Land on front leg

LEAPS
1. Cat / Scissor Leap
Step left
Knee right
Knee left
Step forwards left
Point back toe
Sequence: Step left, knee right, knee left, step left, point right toe
2. Stride
Running into a leap in the air
Straight legs
Land on front leg
Common error: leave and land on the same leg
3. Change Leg
Dependent on preferable leg
Step right, kick left, land right
Step left, kick right, land left
4. Side Leap
Dependent on preferable leg
Step right, kick left, land on right leg, look over left shoulder
Step left, kick right, land on left leg, look over right shoulder

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.
2.
3.
4.

Landing
Landing
Landing
Landing

on feet
on hands
sideways
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

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.
ii.
iii.
iv.
v.
vi.

Very low jump. Absorb impact on toes to heels

Add on bent knees
Run and jump as high as possible and land correctly
Land on benches with straight jumps
Add variety by changing the body shapes in the air
Gradually increase the height of take off, make sure heels stay on the
ground

LANDINGS (cont)

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.
ii.
iii.

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

LAND WITH ROTATION SIDEWAYS KTPs

1. Hand position
Rolling to the right
Right hand faces upwards
Left hand facing down
2. Arm position
Left arm straight out to side
Right arm bent at 90 degrees in front of chest
3. Absorb force through
Shoulder
Back
Other shoulder
Knees
PROGRESSIONS
i.

Start on knees then as confidence grows, progress to stand

LAND WITH ROTATION BACKWARDS KTPs

1. Hand position
Hands facing downwards
2. Arm position
Arms out like an aeroplane
3. Absorb force through
Lower back
Shoulders
Knees
4. Lift up hips
PROGRESSIONS
i.
ii.
iii.
iv.
v.
vi.

Start from squat and slowly fall just to shoulders

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

SPRING (cont)
PROGRESSIONS FOR USE OF A BEATBOARD KTPs
1. Hurdle step on floor
Run
Arm circle backwards
Jump
Motorbike landing
2. Hurdle using hoops
Run
Arm circle backwards
Jump
Motorbike landing
3. From low height to board
Run
Arm circle backwards
Jump
Motorbike landing
4. From board up onto low height
Run
Arm circle backwards
Jump
Motorbike landing
PROGRESSIONS FOR USE OF A MINI TRAMP
i.
ii.
iii.
iv.

Bench to rebounder to mat

Floor to tilted rebounder to mat
Bench to mini tramp to mat
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
JUMPS KTPs

1. Straight
Straight body in the air
Arms above head and straight
Tight legs
2. Star
Straight legs go out and come back in
Arms stay in above head position
Straight arms
3. Tuck
Knees to chest
Closed hips
4. Stag
Stalk stand
Jump
One foot to knee
Land
Common error- frog in the air, jump one foot land two
5. Split
Jump
One leg straight in front
One leg straight behind
Splits in the air
Landing on two feet
6. Jump half / full turn
Arm action/circle
Jump up before turning
Arms close to body
Rotate body
7. Sissone
Two feet jump
Splits in the air
Straight leg splits
Land on front leg
8. Straddle jump
Jump
Split legs out wide
Land
9. Pike jump
Jump

Legs together out in front

Land

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
Arm circle backwards
Jump
Hands shoulder width apart or wider if novice
Knees onto box
Progression: feet, squat through)

STRADDLE ON / OVER VAULT KTPs

Run
Arm circle backwards
Jump
Hands closer together
Bum right up in the air
Legs on either side of the hands
Progression: Legs go all the way through

IDEAS FROM WORKSHOP

Design a circuit:
a. Practice springs without apparatus
o Leap sequence (on blue mat)
o Standing broad jumps or long jumps (on mat)
o Arm circle drill
o Arm circle drill with variation jumps
o Leap frog
o Vertical jump against the wall
b. Practice springs from feet using apparatus
o Two foot jump in hoops
o Ladder leap
o Two foot jump onto the block
o Leaps over cones sequence
o Jumping diagonally two foot jump over skipping rope
o Two foot jump onto a bench variation jumping over the bench
c. Practice springs from hands and feet
o Scorpion through hoops
o Squat jump onto a block with backwards arm circle
o Cartwheels over the bench
o Cartwheels sequence on the mat and round offs
o Leap frogs

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.

Squat Jump onto the vault, landing on hands and then feet
Arabesque landing forwards
Star jump back wards off the block into backwards
Tuck jump off the blocks, land, sideways roll
Jump full turn from the tumble track into the pit
Leap over an object and land in the arabesque
For full circuit details visit chloevince.weebly.com, tutorial notes, circuits.

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
1. Log rolls
Laying vertical on mat
Arms out touching ears, above head
Toes pointed
Legs together
Tight legs and bum
Roll body 360
2. Egg rolls
Sitting on knees
Arms tucked into legs
Roll body 360
Crack the egg
3. Jump half / full turn
Jump two feet up
Turn
Arms close to body
Land
4. Pivots
Point leg out
Same leg and arm bent other arm straight
Turn towards your leg out
Stalk stand
Land stalk foot in front
Land and point back foot

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 KTPs

Physical Preparation

Strength-upper body strength, arms, forearm extensors, abdominals, legs

Flexibility- through neck, hamstrings, forearm extensors

Skill progressions / lead up drills

1. Tuck sit
Rock and rolls (3-5 times)
Rock and roll to tuck sit
Rock and roll to squat position
Rock and roll to standing
Forward roll down a hill, wedge or incline
Forward roll on the floor
Forward roll onto the block or up a level
KTPs

Chin to chest
Two feet together
Knees together
Head on the ground
Hands on ground
Bum up
Roll
Land on two feet
Bum up

Common errors

Use hands to stand up

Feet apart
Knees apart
Head not on the floor
Drop shoulders

Extension

In school;
Handstand into forward roll
Dive rolls
Frontsault

Where did you spot for this?

At the side, lift up their hips

BACKWARD ROLL KTPs

Physical Preparation

Strength- forearms, upper body and legs

Flexibility- Hamstrings, back, neck, arms

Skill progressions / lead up drills

1. Tuck sit
Rock and rolls (3-5 times)
Rock and roll to tuck sit
Backward roll onto knees
Backward roll onto feet
Backward roll down hill or off a block
Backward roll off decline
Backward roll on floor
KTPs

Chin to chest
Hands next to ears
Elbows high
Push head off floor

Common errors

Shoulder rolls
Hips roll over shoulders not head
No push off the floor
Hands up the wrong way
Bum doesnt go over head
Head not pushed off floor
Land on knees

Extension

Backward roll into handstand

Backward sault

Where did you spot for this?

At the side, lift hips up dont push

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 KTPs
Physical Preparation

Flexibility- shoulders, hip flexors, hamstrings, groin, wrists

Strength- upper body, legs, core

Skill progressions / lead up drills

1.
2.
3.
4.
5.
6.
7.
8.

Handstand
Bunny hop
Cartwheel around the hoop (belly button face centre circle)
Make the circle bigger
Half circle
Right leg cartwheel- right hand, left hand, left foot, right foot
Left leg cartwheel- left hand, right hand, right foot, left foot
On the line (straight cartwheel)

KTPs

Correct hand and feet placement

Open hips
Straight arms and legs
Face sideways
Sequence: right hand, left hand, left foot, right foot
Sequence: left hand, right hand, right foot, left foot

Common errors

Incorrect hand and feet placement

Closed hips
Land on bum
Land on two feet
Bent arms and legs

Extension

Round-off
On the beam or bench

Where did you spot for this?

Diagonal from student, on dominant side (right side if right foot)

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.

For full circuit details visit chloevince.weebly.com, tutorial notes, circuits.

ROTATION (cont)

PULL OVER BAR

Physical Preparation

Strength- upper body, core and shoulder

Flexibility- wrists, flexors and extensors

Skill Progressions
1. Step, chin, kick
KTPs

Chin over the bar

Keep tummy or belly button over the bar

Common Errors

Chin not over the bar

Where do you spot for this?

At the side, opposite side of the gymnast in front of the bar

BACK HIP CIRCLE ON BAR

Physical Preparation

Strength- upper body, core, shoulder

Flexibility- wrists, flexors, extensors

Skill Progressions
1. CAST
2. Pull over
KTPs

Must be able to do a cast

Hip drive
Heel drive

Common Errors

No heel drive
No hip drive
Shoulders arent leaning forwards in cast
Throwing chin out

Where do you spot for this?

At the opposite side

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 (novelty swing)

Holding onto the bar and swinging left to right

1. Tuck Swing
Jump to the bar with chest in
Need a knee drive to open hips and make swing as big as possible
If doing more than one you need to re-grasp at the back of your swing
Land where you take off from
2. Hock swing
One leg straight and one leg bent
Two hands and one knee on the bar
Use straight leg to push the swing

RELATED SKILLS KTPs

3. Straddle swing
Jump to the bar with chest in
Jump and legs are straddled
Need a knee drive to open hips and make swing as big as possible
If doing more than one you need to re-grasp at the back of your swing
Land where you take off from
4. Basket swing
Nose and knees together
Two hands and two knees on the bar
Spotting- hold onto wrists
5. Glide swing
Jump to the bar with chest in
Straight legs
Need a knee drive to open hips and make swing as big as possible
If doing more than one you need to re-grasp at the back of your swing
Land where you take off from

Novelty ideas for swing

Giant swing
Reverse hands
Full rotation

SWING IN SUPPORT
Physical Preparation

CAST
Strength- core
Flexibility- flexors and extensors of wrists and arms

Skill Progressions
1. Jump up- weight support
2. Swing legs forwards and backwards
3. Swing legs forward and lift tummy off the bar
Key Teaching Points

Shoulders forwards
Chest in
Straight arms and legs

Common Errors

Arched back
Shoulders arm not forward
Not straight arms and legs

Where do you spot for this?

Same side of the bar as the gymnast

Extension

Cast off to handstand

Backwards circle
1.

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