FE D E RAT I O I{ II{ TE, RI\ATI O]TALE

DE GYIl{r{ASTrQrrE

AGE GROUP DEVELOPMENT PROGRAM. PROGRAMME DE DEVELOPMENT DE GROUPE D'AGE. PROGRAMA DE DESARROLLO PARA GRUPOS DE EDADES.

Section A Section B Section C Section D

Table of Contents

Foreword
Prograar Purpose
Phase 1 - Age Group

Growth and Maturation Principles

Acknowledgements Growth and Maturation Principles Terminology Early Childhood Stagp - Up to age 6 Pre-Pubertal Stage - Ages 6-11 EarlyPubertal Stage - Ages i1-13 Late Pubertal Stage - Ages 12-16 Post-Pubertal Stage - Ages15 +
References

I I
11

t2
18 L6

35

44
4B 59

Section E

Phase 2

- AgeGroup Technical Program

Acknowledgernents Introductlon to Phase 2 FIG Agr Group Pmgnrn Overview Chart Antkopometry applied to sport Anthropometric Glossary of Terms lv{en's and Women's Height and Weight Charts Phpical Profile Assessment for Men and Women Physical Profile Assessment Exercises for Men and Women Development Stages of Motor Skills Men's Skill Development by apparatus Men's Competition Structure and Difficulty Chart Recornmended Technical Content and Judging Notes Wornen's Skill Development by apparatus Women's Competition Structure and Difllcutry Cfrart Recomrnended Technical Content and Judging Notes

62 60 63

_rjlp

64
65

66
68 69
73

84

90
gZ

74 78 79 94

Section F

Phase 3 - Age Group Coaching and Instructional Program

krtroduction and information

IOREWOKD FROM THE PRESIDENT

t ed 6rati on Int ern ation al e

de Gynnastique

President Bruno Grandi

The puqpose of the Age Group Development Prograrn is to provide a systematic approach to developing competitlve Artistic Gymnastics from entry level to international medatlist. This program is undertaken by the International Gymnastics Federation to provide ail its affrliated members with a guideline and fundamental basis for competitive grrnnastics for both men and women. A great deal of grmnastics knowledge already exists in many forms, and this presentation is an effort to consolidate the most cunent infonnation. It is understood that all affrliated member nations of the FIG are at a different level of sport development and to that end, this information can easily be modified to suit the culturai or nationai needs.

It is our intent to provide

the leadership in thi. typ. of sport development by beglnning this program with Arttstic Gymnastics and then continuing with ail the other disciplines of FIG.

The Athlete Development Model was designed by the Canadian Gymnastlcs Federation and The FIG has been given permission to use it as ihe shrting basis for the FIG Age Group Developrnent Program. This Program has been co-ordinated by Slava Corn and the Steering Committee of Executive Comrnittee mernbers: Jackie Fie, Hardy Fink, Michel leglise, HansJurgen Zacharias, and Nicolae Vieru. Many grmnastics specialiss from around the world, who have generously volunteered their time and expertise, have conhibuted to carry out this project. Particular recognition and thanks is extended to British Gymnastics for their support of tt. technical phase devilopment and design. At the beginning of each section these individuals are all recognized under Acknowledgemenb. The FIG is very grateful for the co-operation of such a dedicated Soup and acknowledges their extensive contribution to the worldwide development of gnnnastics.

Background Although many cunent international gmrnastics programs function on the basis of acquired,
practical experience and knowledge gained over the years, there has never been a standardized, conceptuai, intemational framework for developing youth in the sport from their introduction to Srmnastics to their participation at the elite level. In other words, grmnastics has Iacked a common blueprint for a grmnast's participation and development witr.in the sport. The 'Age Group Development Program" outlines a new approach to developing artistic grrnnastic talent

for both men and wornen.

Purpose

The main purpose of this Program is to provide the basis for a new athiete<entered approach, and rnore specifically, for the development of a broad-based perspective for the fundarnental and prerequisite skills that gnnnasts should master lvithin a conceprually sound, progressive, and
deveioprnentally-based framework. Readiness modeis and concepts are used as the framervork for its development. For each identified readiness stage, maturational guidelines, as well as descriptions of various skills with implications for the attrlete are provided.

Outcomes of this program shoukl be: To provide the basis for a coherent international training plan for a more organized, comprehensive and integrated approach or a common blue print for skill development within the intemational grmnastics system. b) To assure a scientific basis for future development of glrnnastic progams, since existing programs have often been based rnore on tradition, ubifary equipment and rule

a)

c)

modiiications, than upon scientific data of grorving children. To answer current problems in the sport of grmnastics by responding to public criticisrn of "inhumane trairing methods"; by preventing "overuse" or over training injuries; by improving the qualify of skitl grmnastic developrnent. To emphasize the ultimate benefits for the developing grmnast by providing rvorthwhile goals for a specburn of grmnasts and not just for the eiite; by developing skills fuough participation in grmnastics for life as well as sport; by preventing "bum-out" and
retirernent adjusEnent problerns. To relieve pressure in our intemational sociefy to win immediately and to reward commitment' effort, diligence, courage and determination without the undue physical and psychological pressures of inappropriate competition; and to reward physicai abiliry, technical excellence. and psychoiogical rvell-being in all levels of grmnasts.

d)

e)

s)
h)

model that considers individual differences of growing youth since individuals grorv and mature at difrerent rates and tempos. To rationaily direct, integrate' and co-ordinate programs and resources for training plans, competitive programs, and coach education To improve the rational, progressive and realistic performance of exceptional gnnnasts, given each counby's national team goals and objectives and specific socio-pottical realities and aspirations.

To provide a

developing young boys and girls; and who'can adapt to reasoned, future FIG equipment changes, both for specialisb and all-around grmnasts.

To provide a profile of the "ideal" expert male or female Srmnast rvho can adapt reasoned' future FIG rules changes, given the known developmental profiles

to

of

TheAffects of This program This Program should be of use to all individuals involved in the grmnastics system and should
become the focus of activities for the folrowing individuars:

a)

Individual Athletes
Athletes should have a better understanding of what is expected of them and what they can ot should aim for as they progress in the sport of Gymnastics. The prograrn should affect them by providing stages that are geared towards their actual and future grorvth a1d rnaturational levels.

b)

Coaches

d)

This Progam should provide the coaches with a better understanding of their roles and responsibilities at each readiness stage. It should enable them to set realistic short- and Iong-term goals with their athletes, according to very specific growth and maturation # principles. Clubs The Program should provide grmnastics clubs worldwide, with direction for programs and a more rationai selection of athletes who might participate within specific training or competitlve settlngs. Gymnastics Associations
The members of these associations should be able to use this program to develop and implement their officiating, coaching, attrlete training and competitive programs, at all levels of participation. Consequently, there should be aa integrated rationale for programs at all levels.

This program has been written by gnnnastics experts and technicaily produced by individuals who have Srmnastics knowledge as well as other skills. We acknowledgr their eflor8 and contribution and thank them for their comrnibnent and dedication to this project.

Adrian

STAN, GBR

Computer Design and Programrning

Greg JACKSON, CAN

Cornputer Installation and Programming

French Translation Spanish Translation Spanish Translation

Elisabeth BUREAUD, CAN

Helena LARIO, ARG

Andrea GOMEZ, MEX

Eileen LANGSLEY, GBR

Cover Photos

- All rights reserved

Roberto GaIi - ffA Monica Covacci - CAN

TPUERATION II\TERNATI ONALE DE GYVIiTASTIQUE

AGE GROUP DEVELOPMENT PROGRAM FOR MEN'S & WOMEIV'S ARTISTIC GYMNASTICS

PHASE ONE
AGE GROUP GROWTH A]{D MATURATION PRINCIPLES

Gymnastics Canada Gymnastique has given perrnission, for the full use and publication of the Athlete Development Training Model which was designed and prepared for the Canadian Gymnastics Federation by

John H. Salmela, Ph.D., School of Human Kinetics, University of Ottawa Natalie Durand-Bush, M.A., Faculty of Education, University of Ottawa
of the FIC Age Cmup Development Program is taken from the work done by D.. Salmela and Natalie Drnand-Bush and was reviewed intunationally by experts who volunteered their tinp and knowledge to this proJect.
Phase

Phase 1 WORK GROUP

Slava CORN, CAN Coordinator Prof. John H. SALMELA, CAN

Prof. Keith RUSSELL. CAN Hardy FINK, CAN Dr. Michel LEGLISE, FRA

Phase 1 REVIEW GROUP

Prol Peter BRUGGEMANN.

FIG Scientific Commission+

Dr. L. BRESSAN, RSA Dr. Isabel FLEITAS, CUB Dr. Michelangelo GIAMPTETRO, ITA Charlotte HALLQVIST, SWE Dr. Michel LEGLISE, FIG Medical Cornmission Gabor KOVACS, RSA Dr. Eric MALBERG, USA Dr Trude MORK LIINDGREN. NOR Dr. Kathy IVTYBURGH, RSA James RAAAF, RSA Dr. N. C. SHARP, GBR Dr. Katja TAMBURG. RSA

1.

Growth:
."refers to quantitative change in the size of the body, for example *height' Tihanyi, i990, p. 1). Body segment length and proportions are also direct expressions of the growth process.

'refers to rneasurable changes in body size, for example, height, weight. fatness" (Malina,
1986, p. 46).

2. Maturation:
"tefers to quaJitative qystem changes, both structure and function in nature, in the organism's progress toward rnaturity, for example, change of cartilage to bone in the skeleton" (Tihanyi,
changes in the cumulative motor, physical, perceptua-I, cognitive, social / pqychological capacities of the individual. "refers to the child's

1990, p.

1). The process of maturation irnplies

biological clock that mark progress toward tire rnature state. It is vierved nost often in terms of skeletai and sexual maturation and the iiming of the adolescent growth spurt....[it] refers to potential or limits....implies genotypic control. and the result is genetic-environment interaction" (Maiina, 1986, p. a5).

3.

Development:
"expresses the intenelationship belween growth and maturation in relation to the passage of tirne. The concept of development also inciudes the sociai, emotional, intellectual and motor realms of the child. The main focus is on change over time to facilitate the increase in

functional capaci$ and compet.r,E' ltitrnyi, 1990. p.1). "is a broader concept than growth and maturation. I prefer to view it in the context of the development of competence in a variety of interrelated domains during childhood and youth, that is, social competence, inteilectual and/or cognitive cornpetence, motor cornpetence, and so on" (lvlalina, 1986, p.
46).

4.

Skeletal age: *is

a measure of the maturity

of the skeleton determined by the degree of ossification of bone

structure" (Hayn ood, 1993).

5.

Chronological age: -is the number of years and days elapsed since birth' (Flaywood. 1gg3)

6.

Readiness:

"can be defined in terms of the match behveen a child's level of growth, rnaturity, and development on one hand. and the tasks/dernands presented by competitive sport on the other" (Malina, 1986, p. 46) "implies that the organism has progressed in its developrnent to a point that enables it to perform functions rvhich may be supported by genenl maturig factors" (Tihany, 1982, p. 2).

7.

Puberry: 'is the point at rvhich an individual is sexuaily mature and able to reproduce" (Papalia & Wendkos OIds, 1981) Menarche: -Refers to the onset of menstruation. This does not imply that sexual deveiopment is complete or that reproductive capaci$ is fully developed, since owlation does not occur with every cycle. (Sharp, 1997, personal cornmunication)
Adolescence:

8:

9.

and rveight is accelerated, secondary sex characteristics appear, and the abiliry to reproduce manifests itself. It is a-lso 'a period in which the degee of logical and abstract thought increases, as well as concern about identity and independence" (Gabbard, 1992, p. 9).
10. Peak, Height, Velocity: is a point Iuring groruit when the rate of growth in height (P\fH) is the greatest (Hayrvood, 1ss3)

is the period during rvhich growth in height

NOTE: SPECIFIC GENDER REFERENCES

To distinguish easily those comments, which. are gender specific, please note:

a) b) c)

General cornments. which apply to both boys and girls, appear in regular lypeface. such as the present one. Refercnces to boy on$ are made in ltalics. RrreREI,{cES To GIRLS ARE MADE IN sMALL cAprrALS.

This model considers the various growth and rnaturation research findinp and principles that can affect an individual who engages in a long term sporting experience. It is veqy important to understand the foliowing principles in order to discern an individual's performance capabilities at a given stage of rnaturation.
The processes of matura[ion follow predicable stages for all 'normai' individuals. However, the rate and tempo, that is the age at which a particular child enters each slage and how long the child remains in a stage, differ greatly and cannot be predicted (lanner, 1973;Tihanyi, 1982). One can discern that a child is entering a particular maturational stage early or late, using several methods.

The ways in which cognitive and sociaUpsychological abilities develop also follow predictable stages. The stages are predictable but the rate is not (Tihanyi, 1982).
ei The onset and rate of maturation are not good predictors of attrletic potential. Both early and late developing children rnay have the potential to become high performarce athletes. Consequently, this model is geared to the needs of both early and late maturing children. More specilica.Lly, early developing children should be restrained or controlled in their training progess. This should ensure that the skill learning / developing process is not neglected nor minirnized in view of the relative success achieved by virtue of their precocity. late developing children, who make up the majority in women's gannastics (Tones & Fleitas, 1997, personal communication), rnay have lower performance capacity, basicaily strength related, therefore they should be nurtured into secure skill competency. There would appear to be optimal stages of readiness during mafuration. Thefg stages are better defined by the level of rnaturiry than by chronological age (Seefeldt, i988). Readiness exists when there is a match between an athlete's levei of growth and maturation and the dernands of a task (Malina, i988). fu age-based standuds do not account for the conslderable variability ln rnaturify status of young athletes at a given cluonological age, nor are they concerned rvith the sociaUpsychological consequences for children of prernature participarion @rustad, 1993), the model's most important concept in terms of partitioning athletes into homogeneous groups ls "readiness" and not chronological age.

t0

F.l-G. Age Group Developmefl pmgrlm

Errr.v-

Ctlldlood Srage - Age 0 (o

i GENERAL
!ll

nrStntprioN'--"""

'i

irv{*i;iibATio}i'Fr,iiT}iE C'yi\4NAsf'."""1

tti

#6$'M{**6i*'*ffi*xxr+rxxrix'r*xxxi:ij:ii::l': ffirii,i.iii.iiiiiilii.,liiiri ;..;;;:; ';;i;

The period ranging toom about two ro seveo yuars of

ili;;;; 6d;;itj;'"i;;"';;i;i-;kriii age is tbe ideal time fcrr children to master i '' development in a vanery of situatiom as these will tuIudamentar rocomotsr, ""riprr"rir";;;ffiry i ;U'"#';;oi-;'Jr""'*'1'J' .il,J=*"r*l i skills (Gallalrue, 1987; Papalia & Wendkos
i
1981; Tihanyi,

.. ....

1982).

Olds,

i mahnily tevel, as ,o*. - Lur" oot developed u Initial stage (2-3 years of age) is characterized by i sulficient motor coordination and control to cnrde, non-rh1rthmical, uncoordinated movemenb, in i zuccessfully pertbrm hrndamental rnctor skjlls which major components of the mature pattem are i fMalina & Boucbard, lggl). missing; Be sure to make room for individual differences by ! Elementary stage (3-4 years of age) is characterized ii ' individualizing instruction whenever possible by an improvement of coordination and rhfhm, i (Galla.hue, tgSZ). childreo have greater control over their movemenb i , Do not emphasize the standards/outcornes of but tiey still appear awkward and lack tluidify; i performances (Gallahue, 1gg7). x Malure stage (can be attained in most fundamental
pattern into a well cmrdinated, mechanically correct, elficient act. Successful achievemeut of
movements by age 5 to 7) are characterized by an integration of all compouent parts of a movement

'

These movennnt skills develop .iong of sh.ges:

"

contimrum

i,
i

perforrnance capacities

in the future

iggz; Flrhr,

1987; Tihanyi,

1982).

(Gallahue,

Be stne to use nnvements appropriate to the child's i

early stages of skill developrnent will permit the later acquisition of stable perfbrmaoces (Leglise, 1989, 1996). The performauce improves rapidly,
which results trom

consequently in strength development (Gallahue, lg87; Matina & Bouchard,

tissue mars and

I 99

a considerable iqcrease

in muscle

t);r-

n lt "

The nervous system is developing rapidly.

Neurons grow proportionally

lengthening of the body.

to the

r
physical

Myelin increases in both thickness and length and synapss a.lso increase to improve comnunication between neuroff (Williams, lg83). Myelination is largely completed by 6 years of age
(Gallahue, 1987).

know yotn body and its parts in space" as these motrcr experiences are of great value in helpiug yomgsters to refine their neuromrscular control. fHaywood, 1993; Putmann, 1993).

Fmvide a variery of motor expa.iences emphesis on kinesrhetic experiences, e.g., "getting to

years of age (Malina & Bouchard, 1g0l).

Brain growth goes tlnough a spurt beginning at about mid-prggnancy and conlimriog through to 4
759.6 complete

Note that motor dwelopmeni is related to &e rapid growth of the brain at this time Malina & Bouchard,
19s 1).

Bmin growth is about

by age 3 and

nearly 9Woby age 6 (Ga.llahue, lg87).

11

F.LG- Age C<oup Developmenr pmgram

Earfy Clildhood S(rge

- Age

0 (o 0

Chil&en

(4 years of age) mosdy depend os tactilekinest-hetic cues in molor perfonmance (Williarm, l 97s). Body schema should be developed by six yean of

Simple explanations accompanied by body shapiog activities (i.e., "spotting", "ma-uual guidance' etc.)
are r:sefi:l for leaming during this stage.

Emphasizr body shapes by using images whicb

allow the child to find
l-he

age fi*glise, 1996)

required position.

Combinations of fun forms of training should be used while at t-he same Lime inhoducing the
acceptance of certaio training rules.

Rapid physical changes parallel rapld

challenges (varied environment) need

sklll
be

development, tleftfore continual skill development

to

" n '

provided. liole ttrat skill acquisilion is nol only the result of

teaching bur

is aiso the result of

envirorunental

opporhrnity interacting with the maluring bodies. Pmvide aclivities that focus on using body positions that require confol of body rveighi in a-variety of poshrral positjons (Granit, 1977). As poor habits of posture art beginning, reinforce good posture *.ith positive statements (Callahue, 1987). Be aware that varying Iimb lengths and rveights nray

;
, z

aL;s;; i" it i.i"ur. iE.i " "i'ain*.;ft;dy occrn during postnaial developmen I The nornnl gowth pattem is nonlinear.

j*G

II

affect balance, momenhrm and potentia.l speed in

ballistic and dynamic skills (Hayw,ood, lg93). With gimrasts' arms raised ovp,rhead, norice thc
dista-oce from the eibou,s to t-he top of the head.

The change in the raiio of head to body and limb

length causes the body to be disproportional (Caine & Lindner, 1985; Drvoretzky, 1990).

Tbe arms are short relative to the head size io preschoolers, thus making skills like backward rolls very difiinrJt. Introduction of such skitls should awaii adequate limb grow*r.

" ,r

Stength as well as muscular endurance increases i Iinearly with age until 13-14 yean of age (Malina &
Bouchrrid, 1991).

Activities using

muscuJar strength aLrd endurance are

important to enhance a child's level of fitness. These actir.ilies should be varied, be kept simple and

According to Weineck (1390), it is the traiuing of endurance capacig that has, by ta, the most inllueace on a.ll the parancters detumining the
performance capacity of a child.

enjovable (i.e., running, birycling, srvinging on

rnonkey bars, lifting objects) and be monitored ai all dmes (Gallahue, 1987).

12

F.LG. Age (koup Derelopaeru Pmgn n

Earty C-hlldhood S(age

Age 0 ro 6

The ratio of rruscle and tesdon sreugth to bone i , ! t^--rL l lri :- L^-^ length :- lower in a child L ------ :----^is t because increases in bone i length precede strength development. Thrs, wten i ttre sEength of a child's leg crr arm muscles cannot i meet t-he iucreased demands of acquired bone i
lengt-h, there is an increased risk of skeletal ovense injuries (Caine & Lindner, 1985).

"

Keep the activities simple and moo.itor tie growt-h as

I--.-I ---tt -- the -E-r nrell as .L^ effcrt Ievel -r al

recuning soleness

rr]-,.--tt all r:--times. Mooitor .for by keeping log of complaints.

i I

i
i

i i
i

i
i j

o n
,

The cardio-respiratory system is

i i
i

Maxirnal aerobic power (VOz max) iucreases i | linearly until appmxi-mately 16 tbr bop, 14 ye:rs of i - J ! J -- - ' -rr---------J ,g. tor girls (Bar-Or, 1983; Malina & Bouchard, ;
199 l)

developing i "
ir

For the child, anaembic endurance training, eliciting i ATP-CP complex, should involve aclivities ;i *-''--r'--' --- "--requiring effort and repetition that do not exceed & i

th"

l0secoods

Al

[Portmann,l993).

i
I

A-oaerobic eodurance can be trained at all ages as i long as the training loads remain in the capacily limits of the child (Porunann, Aerobic endurance is one of the most trainable physical qualities in children. Training methods that i favor long-lasting activities at coostaot speed are recommended fbr aerobic eadtnance training with i children (Portmann, 1993).

intense activily of a ma:iimal duration of 20 sec. i (i.e. sprint) is good to train a child's anaerobic i
i
:

1993).

i i i

enduraL:ce. However, rumemus repetitions of this i

ettbrt level shouid be avoided, particularly if

n r

i i

recovery periods are too short (Weiss, A maxirmrm of 5-i0 repetitions of 20-secood sprints 40 second rccovery is recontmended (Strarp, 1997,

1983).

*d

i i i i i

penonalcommunication).

"

Trdioing should not surpass 45 rnimltes per day wiih I n minutes of ti^!,r (l*glise a- --Ai 10 s:-..r^- ^1' light recovery /T ^^13.^ & fGrandi,
199

i
i

t).

i i
i.
i

Sports such as hockey and soccer for bo,vs, swimming, birycling and skating tbr girls are good artirrilioc lnr :neomhir and aerobic o..lrr"r.ro activities for anaembic and eornhir enduralce

trainiog

i i
i

u The assurnption

and do not need Uexibilily training is

that young people are uahrrally flexible, is terms of what is required in rymnastics,
a

iatroduce fun stretchiog and make it an integral part i

ofreguiar faining.

miscoaceptioo- However. individuals are more flexible in &e pre-pubertal period than in post- i puberg (Sharp, 1997, personal communication). i An individual's flexibilily deseases withoul training, i
even dr:ring childhood (Haywood, 1993).

n r

Chiltren are capable of leaming percepfuai skills, and use movement as an important medium t'or this learning to occur. Perceptual-motor abilities are rapidly developing,

Include movements that enhence body arureness

(knowledge of the body parts, knowledge of what the parts can do and knowledge of how to make them do it), spatial awareness (knowledge of self-

but there is often confision in

bod.v, spatial,

space, gereral space and restricted

space),

directional and liming awaretress (Callahue, 1987).

dhectional alr?rc o ess, and temporal aware ness. Focus on the different sensory modalities (i.e., sight, sound, touch) in the movement e-xperiences, such as
rhyt-hmic exercises (Gallahue, 1987).

.f,ifat*a, *irt " Vi*J seusatio; i*pro".r *"f"g ooted between 5 slightly more rapid gaios in acuity
and 7 years (Hay,trood, 1993).

iomar." rb;ing

;;;isei *d rel"r*irit""r

cre

identifi catios and moniiming.

13

F.LC.

fue Goup

Derelopmen( PmBram

Early Cllldirood S(aBe - ABe 0 to

i:,.Pif'cepttal,Matufation'.{c.attii'$ed},:::::i::::::::::::::::.:.::::::::,:,:i,i,i,i':,,,,,i,,',,.,,,:,,,i,,,',i,i',i

i.

i i i

i', -

I i i i
i

:i

children's e----general t'arsightedness (Gallahue, l9E7). ---E-----urrwEEll dBEJ iYYrJ.tlru llvE JEdJ, Lurtulcu illrPruYE | Beh,veen ages tr,r,o ard tive years, children improve i io their eye-tracking abilitix and their coutrol of eye movements (Williams, 1983). But. be aware lhat i -.'-'--'- is not mai,tne urtil I yeas of visioo i

The eyes are generally not ready fsr clos work for extended periods of time because of young

in

age.

i i r i i

However, be aware that the eyes are geoerally not i oudy for close work for extended periods of tirne i (CaUalue, , iI @u rErEYqr Lqc ttlltuuul-c luu ruLDruE, aqLixJ Intmduce fun focrsing exercises and relevant ore i; identification and monitoring (i.e., associating words i with actions, centering atteotion on ar object).

1987).

i i i

'

Chil&en improve theh

coordination. These terms ruty developed temporal a*dreness (Gajlahue,

and foot-eye i refs to the eod results of i

hand-eye

..i

tgAZ).

" ir i

Chil&en should engage iu object handling (balD

activities and games of obstacle agiliLy

. ....

........i
i

r,rces.

They should generally engage in activities that demind visual tocus and recognirion of imminent
ch.arrges (direction, shape, size, height, rvidth, etc.) in ret'erence points.

i i i
i

iu

Do not stres coordination in conjunction with speed

aud agilily (Gallahue, 1987).

learn dlrectiooal extremes (directional awareness) such as higUlow, over/under, and &onLtback
I

Emphasize the developrneut of dimctional extremes by incorporating them in playiul activities.

but they cannot

dift'erentiate between the e,xhemes (Hayrvood,

9s3).

By age 4, avenge

children can handle objects

r,

puposefuliy, S-year-olds can explore aa object's major feahues and 6-year-o!ds become more systemalic in their exploration, in that ihey tbllow a
plan [Van Duyne, 1973).
Childreo understand that their body has two distinct sides ai approximaiely 4 to 5 years of age (Hecaeu

Use a variely of ditlerest objects during games and activities (Gallahue, I 987) .

'atil.

&

de

{uriaguerra,

1964).

Introduce ambidextuity. Incorporate bilateral activilies (skipping, galloping, hopping) atler unilateral movements are tairly well established
(Gallahue, 1987).

'

The hand prefererce of a child emerges rnoet often by age 4, and remains suble dming childhood (Sinclair, 197l).

Pmvide regrrlar stimrtlus fbr both sides and monitor

use of hand and leg pref'ereace. Hand

oret'erence

does not always predici twisting preference.

, o

Beh,rrcen the ages

i
i

tbrough

pe-operational

of 2 to 7 years, chil&en go i

period, in

. ,

children's reasoning processes are They are not capable of thiukiug hom any point view other tban their own (Piaget,

limited. 19?0).

which

i
i

Use ana.logies to explain games and activities (Schmicit, l99l). Include games that use analogies lo movemeot
pattems from nature, i.e., walk like an

of

i i

elephant.

iI

14

F-LG. Age Group Det,elopmant Pmgnm

Early Chlldltood S(rge

- Age

0 ro 6

Duing this perlod, children demonstrate more and more usa of symbolic firnctions; lheir larguage develops dramatically (Gallahue, 198?; Piaget,
1970).

r r

playful contextUse symbols in yorn teaching

intrventiom.

Assist children by pointiog out the relevanl stimu.li

in a task (Haywood, 1993).

.;"'ahiid,;;
much

of t-heir time engaged in imaginative play (Gallahue, 1987;0"lick, 1993;Piaget, 1970).

' ';'r;,]i;;;;;' 'iffi;si;' [;;'il;i';;!;;ii;'ii.^dbiiit';;;'.p;;e i'; h;;'A;";6;ii;;;;;;;;il'

i i
we of otber meotal skills as they ofteo help with tbe developrnent of attendon skills ald cootrol, v/hich
rela>cation, energizing, imagery, and the

subsequently eahances self'-confidence (Orlicir.

r

99s).
i
i
;

i i

i i i i

" "
n

Young childreu do not use theb memory systems as I r eft'ectively as adults and take longer to pmcess I intbrmationtoberemembered (Ilanvood, 1993). 1

You can help children of ages 4 and 5 years lo use verbal rehearsal (seif-talk) in rnotor peribrmance, by getting them to say, tbrexample,'jump" when t-hey

After age 5, children begin to use rehearsal

rtr"tugiei to remember a sequence of motor tasks t&*Lin & Naus, l9?8).

Children up to 5-6 years of age aiteud to
cues regardless of task

i i i i i
i j

ju*p

(Hanvood,

1993).

i
',

appropriatenes. o Unaware of the majority of information available in the ervironment, their recall of incidental information is limited (Rms, 1976). " ,
Young children have less rrtined
adolescents and schemata

limited j ,

i
i i
I

, ,,

Enn:re that insh-uction is not overly structured and tbrmalized (Tiharyi, 1982). It sbouid be specific, simple and goal-directed. Activilies shoutd be presented in a fun and playful
conte,rt.

(geoeralized program fbr executing a response) than

adults.

Vary the conditions in which the chilciren play games and pract.ice skiils in order to mrrtrre their
developmeut of schernata.

However, they are better able tc t'orm schemata fbr motor responses by p'acticing skills in a variety of conditioos rather than in resbicted settings where initial conditions are relatively cbnstant (Hayrood,
l es3). Children should be taught earl,v how to recognize the onset of distress. or discomfort. and to adjrst their training accordingly (Leglise, 1989,1996).

r 1

Experirentation should occur

in

different

environments lvith ditl'ercnt levels ot'bcih apparaus stittness ald larding surface rigidity.

'

permits

\Ma.y

of ensuring

I5

F.LG. Age Ckoup Dwelopnreru Pmgram

Earty C'hikl,hood S(age

- Age 0 (o

$tal,

fvI.a

tu

,-:.iaia,,,{CS. nti i; a' ed},;,

This siage
development
l 987).

charactetizes

the oosel of

the

of the childs

self-concept (Gallahue,

n
B

development of a stable, positive

of belonging, competence, worthioess, and uriqueness. Accept children unconditjouaJly for who they are.
Pmvide tbem with
sense
defining their social conle.xt. hzising yourself- encouraging children

self-concept.

i i

Clearly derine and enforce limits that are associated j with a high self-concept, i.e.. limits provide them with a basis t'or evaluating &eir perforrnance and
, I

to praise

i
1

t-hemselves, having you and &e chil&'en praise others, including them in setting realistic goals, and fostering realistic self-assessment are key wals to impacl on childreu's self:concept (Gallahue, 1987).

i
1

Children
cocscious.

of tiis

age

;p;;;, ;ii;; ;h, ;;

"'ir;;;' ;;ii. I ;'

u
as it

ih; d;;;i;i;;;;i ;a' ; Giii;; ;;r rk ; ;;;pi.' will establish a sense of serurity in the child.

I
i

Fearful of new siLuations, lhey are often unw.illing to leave the serurity of rvhat is familiar (Gallahue,
l 987).

Provide opportunilies in which children can express i their autonomy in a reasonable and pmper rnanner , (involve them in decision- making, let them chcox I some acdvities and lvork on Lheir own wilh close ;

supervision) (Galla.hue,

By

age

6, children have gained a more

mature

; "'il' ;;;
what t-hey

1987).

',

rd;i"';ilii;;;;"';f want.

'ri,i;''&;';l;;;dy'i
I i

uqderstanding of emotion and its firnclic.,ns,

The beginning of self'-iegulaLioo of emorJons allous

t"I:em to act in socially appropriate ways in tbe presence of adults and peers, which can in hrrn build their selt'-esteern (Drvoretzkv, I 990).

understald rvhat feelings and emotions are and ma-y use emoiion to manipulai.e adults in order io get

'' Disnrs basic human

erintions (i.e., fear, arysr,

disgusUccntemat, surprise, sadness, happiness,i interest) aod eft'ective responses to tirem (Va.llrrand, j

i984).

'*f

everyone thinks the uay they do aad therefore often have pmblems in sharing and getting a-long witir

[s tr,ir it"g., rhiidr; ,r; ;g".f 'trir,

***.

ir"r

Provide cooperalive activilies in which chil&en are able to interact with one a::other in posilive ways (Orlick, 1993).

othe$ (Gallahue, 1 987).

Encourage positive rivalries,

f,air play,

aud

" "
1';'

However, by the age of 3 or 4 years, npst chil&en

overcome lbeir reluctance

children.

io

supportiveness.

play wit-b

other

They begin to interact and form hiendships fHaywood, I993; Hinde, Steveuson-Hinde, &
Tamplin, 1985).

"clile-il

"e; themselves [o others (Scanlan, 1988).

* t;il;

; 5 t;"" ;i

16

F.LG. Ae Ckoup Darelopmeru Pmgram

Pre-Pubernl S(e

Age 0 ro

It

. .,

The body is growing at a slow but steady rate. Body parts become more functional, enabling

children of this age group to funclion at increasingly sophisticated levels in lhe

perfbrmance

of movement skills (Gallahue, 1987; Haywood. 1993; Portmann, lgg3).

u "

lvlotor cootJol, coordination autl balance are improving (Gallahue, 1987; Ha)ryvood, tgg3; Tihanyi, 1982). Stabilit-y abilities are static and dynamic
(Gallanue), 1987).

r , a

Pmvide opportunities to refine a variely

movement patterns.

of

npvement

patterns involving coordination, balance, and rymnasrics

Climbing and hanging activities a-re very helpful

in

deveioping the upper tcu'so (Gallahue, 1987). Once again, make roorn fbr individual diflereuces b-y indivi dual izi ng instruc tion wh enever poss ible ( Gal lairue.
l 987).

rr

Begin to shess acmrac)/, form and skill (Gallahue, 1987).

Sprinting should begin at 7-8 years of age, before the nervous system reaches complete
rnaturaiioo and is
I

r "

siiil "malleable"

(Portmann

i ;

993).

"

Bet*eeo 7-10 years of age, there is a Sarp iccrease ia a child's speed of action. The
capacily t'or speed icoeases to reach ils peak at approximately l0 years of age. Subsequently,

The baining method that is most suitable for developing speed is one that involves rcpetitjoos (shui distancer brief series of rapid movements, etc.). Systerntic speed haining is possible as long as sutTicient recovery periods are allowed, in order to avoid faligue and roost importantly to avoid an iscrease is lactic acid (ttrerefore avoid traicing speed endurance at this stage)

(Portmarn, 1993).
i i

it is tle

1987):

speed of reaciion thai impmves

GIah,

and 13 years of age, and one rmrst iake advantage of the more rapid gmwth periods
OVeineck, 1990).

Movement speed is easier to develop between 7

17

F.tG. Age (koup Dwelopmeru Pmgram

Pre-tuberrrl S(age

Age 6 ro I I

. z

The $owth of the brain rize 15 r1o*. The size of the skull rernains nearly lhe same until approxinatety tI.: end of the stage (10 years of age), where the head bmadens and leugthens (Gallahue, 1987).

u*

ll
T

The body begins to lengtheu out. It gains 5.1 to 7.6 centimeters (2 to 3 inches)

and 1.4 to 2.7 kilograms annually (Gallahue, I 987).

(3 to 6

Since growti is s[eady and gradual, training loads ca-o be increased accordingly, paylng close attention to signs of

-- -

- ----

- -. - - . -i

pounds)

ovuload (i.e., injuies, discomfort, dimculfy keepiog up)

fPortmann, 1993).

" "

Larger rmscle groups arc rnore developed than smaller ones. Children aged 6-9 years preler activities

" "

Gmss motor skills should be accentuared. (Tiiunyi,

l 982).

involving the whole body (Gallahue,

Tihauyi, 1982).

1987;

joint actions

handspring. then have him or

Use whole-part-whole approach to learning individual as well as whole grcss movement parlerns (Reed, 1992). For example, cary the rymnast thmqh a

hff

b-ain rhe parts.

i

n
,l
I

Ligaments, tendons and muscles are becoming

There should be

lirnited amouni of rveight litling

suonger, but are not able to witlsUnd hear,y external loading fHughson, 1986: Portmann,
I

9es).

exercises. Use body weight to develop strength and iuvolve children in some resistance work such as stretching with s.rgical tubing and calisthenics.

Closely supervixd resistance aciivilies mainly tor

technique aud endurance are desirable.

Design practices to lersen impact forces by first using

activities that reguire con[olling body weighr by "dropping into beni positious" from sh-aight posirioos without impact Komi, 1992). Design practices to lessen impact forces (i.e., coobol
landiug heighf use landing mats and spottiog). Be nne to monitor and recognize single impact/trauna risks and repeated impact/ trauma risks-

ovedooked

Follow-up on signs of discomJbrt, which may be by younpters, who are motivated and

focused on competing.

1B

F.LG. Age Ckoup Developmen( Pmgram

Pre-Pubenal Strge

Age 6

Lo I

. o

-rL plates --itl 'i will " Pressure shess on the growth -r-r-stinmlate bone growth iu thickness aqd Uxus i enhance stundy skeletal development (Malina, : x

.r

a -.^:J of the *,--'l^.L^l^r-l heavy l^^l:-Avoid --^r:r:-,^ repetitive L-.^, loading ^g rL^ musmloskeletai

systemwithextcroalwtights (Hughson, 1986). Use sping floon, tramp tumbliug strip and larding pits
tn reduce impact forces. Since the growth plate is particularly vulqgable to shear tbrces, be careful to avoid mtating while landing. In otber words, somersaults and rwisu should be completed

1984b).

Howevet, putting excess pressure or baction on a growing booe, especially on t-be growth plate,

may cause bone gowtb

(Haywood, 1993).

detbrmation

before

For boy,

bales ot rings sltould fu carefdly prexfibed i becau* of tlrc effect of sbear forces oa he. spine. Tl)e us af doweled gtrys has rcslted in preaatw'e lninitg
i.
'1

landing.

i i i

of this skill.

i i i i i

Children aged 10-12 years sbould

be

ir

developing their rmrscuJar endtnance. Drning the tirst pari ol the stage. lraining should be more general and varied, wtereas in ,h. latter pari of it, r'aining should become morc specific and focused ou different areas of th. body (Portmann. 1993). Note that local muscular endurance training should not be totally ignored duing childhood, particularly in the reinlbrcement of ntuscular rleaknesses, a:ld in the maintenance of postrne fPortmaon, 1993).

" n o

lntroduce rapid tumbling on sofl sru-faces,

Activities and games that require shon brnss of

speed

should be emphasized. Specific exercises tocrsed on endurance, involviog the

arns, shoulders, aMominal and lower back muscle

groups

will

initiate the future specificily demands of

" These activitiesc can often be incorporated into rymnastics-specifi games. u GIRTS SHOULD PRACTICE BASIC
DANCEIBALLET POSTURE TRAINING.

grmnastics.

GIRLS BEGIN THEIR ADOLESCENT GROWTH SPURT \,iiiEN THEY ARE

ABOUT 9 YEARS OLD (PLUS OR MINUS A

/
g

Maintain tlexibility training (active and passive). Include daily flexibility training of all major joints of the
body (i.e., hip and shoulderjoiots)' ConcenFate on good tbrm - toe poiut,

\TAR) WHrCH
fDworetzlry,

LASTS FOR 2 TO s YEARS ;t!

g u
E

Iep

together and

I 990; Portmar:n, 1993).

stmighl

etc.

AVERACE GYMNASTS IVHO ARE PRX. SELECTED TO .BE LATE' MATURTRS }v{AY BEGIN THEIR ADULT GROWTH SPURT CLOSER 1'O 11 YEARS OF AGE.

tl,Iyburgh, et al, 1997,

Teach the stretch and "relax" technique. Ensure a proper wartrlup and an active cool down. Ernphasize and monitor post-*orkout su^etching to facilitate recovery and develop/mainain flexibiliry when
muscles are warm and respoosive. Instruct rymnasts to tbcus on stretch sensadons, that is to

personal

communication)
the bones gmw faster than the muscles, tendons, and ligamens around them, thus making the gymnast tightu and more susceptible to tissue strains and pr:lls (Caine &

lo growth spurts,

incorporate t'eeling gettiog longer.

in their stretching by imagining it

Lindner, 1985). Traioing appea$ not to accelerate or decelerate skeletal matrnation (Cernev, 1970; Kctulan, Reznickova, & Ptacheta, 1980: Novotny,

i981).

I9

F.LG. Age Ckoup Developmeru Pmgraro

Pre-fubeflai S(age

Age 6 to I I

. The cardio-respiratory
developmenL

s)rstem cootinues ib

A six-yea-old, will
105 b/min. at rest.
E

oo ayerage, have a heartbeat of

CIRIS IVILL AVERACE 95 B/MIN.

Under exertiou, the heanbeat can reach a value of 210-Zl5 b/min fPortmann, 1993). VO2 nax increases unlil post-pubertv (Cunoingham,

Paterson, Blimkie,
1e86).

&

Dooner,

l9&{;

Hughson,

value ranging

Highly irained children have an anaembic threshold at 75-85% of their VO2 miLx
(Portrnann, 1993).

Training at lower levels of the anaembic theshold, which allows aembic'endurance training, does not set ary problems tor children (Portmann, t993).

'r u

i
i

For the child, anaerobic ajactic endurance training, Pre-pubescent chil&en a.re ool well equipped to i which solicits the complex ATP-CP, should involve low ability to withstand lactic acid and thus have a sustain high intensig submaximal exerrise tBar-Or, i-'*:-"*activities requiring eftbrt and repetition that do not exceed 8-10 seconds (Portmanu, 1993). I s83), An intense activity of a maximal duralion of 20 sec. Because they have proportionally less mrscle tnaqs (i.e. sprint) is good to h:ain a cbild's anaerobic lactic (30% vmus 45%), young children have than adults pmduce anaerobic enerry endtnance because very little lactic acid is pmduced. lower capacity However, trumerous, repetitive activities of this compared to the same mass of the adult nmscle. (Sharp, I 997, penonal comnn-rnication). effort level should be avoided, parLicularly if recovery periods are too short, because t-his would increase the production oflactates (!Veiss, 1983).

r i.

to

rn A child's basal metabolic rate can reach 20 to 30 ; n i i times that of an adult's. As a rezult, the high level child-a-thlete needs to i
intake a substantial amount of pmteios on a daily
basis, as well as complex carbohydraies for eoerry metabolism (Portmann, 1993; Sharp, 1997, personal comrnunication).

Ensure

tlat young athletes meet lheir sutdtional io the gmwth poiod they are in and the frequenly and inlensily ,f *loiog they ,r.
needs, according

subjected to (Portmann, 1993).

?0

F.LG. -Age Ckoup Developmefl pmgram

Pre-Pubena.t Strge

Age 6 (o I I

. t

Visual sensatioo is contirually improving.

There is another mpid gatu in acuity betnten the ages of 9 and l0 yean

By age 10, chil&en

acuity (Hayrood, I 993).

anomalies uzually reach adult levels

without any visual of visual

Tweive-year+ld boys rar judp deplh as accanlely as I6- atd Z}-year-olds (Williams.
1968).

The perceptual judgnnnts of different objects

t-hat are situated at varying dishnces impmve with age and are relatively mature by yean

ll

of,age (Collins, 1976). The ability to perceive a nnving object and move in response to it is well established by
age 12 (Williarm 1968, 1983).

Orientation in space ald balance activilies on trampoline, bars for boys, and trampoline bars and beam tor girls, are recommended to be started by eight years of age to prcparc tbr future complax rymnastic elements.

';
,r

"

Aft;; ;s; d:';;hiid;

ground (abilitv to locate and t'ocrs on an object

embedded in a distracting background) reaches a near-adult level (Williams, 1983). By age 9, nnst children can integrate parts and the whole into the total pictr:re (Elkind, 1975).

iiliri;';i

iigd-ana.

u
i

Continue to emphasize and monitor ambidextuity.

i i
!

r, , n

Optimal discriminations between left and right

usually do not occu until the age oft0 years fWilliams, 1973).
lnter-sensory integration remarkably improves : e Encouage grmnasts to integrate visual and kinesthetic dtning this stage (Haywood, 1993). I information to perform siunts on dift'erent apparatus Visual-auditory integration impmves between i fHanvood' 1993).

ages 5 and 12, whereas visual-kinesthetic i o Ph"vsically shape the movement in slow motion to allow a betterperceptionof the movementpatterns. integration may continue improving tkough : ; H Questioo grmnasts on how they :ire feeling the age 1l (Williams, 1983). movemetri, e.g., their feet coming apart in ballistic Auditory-kinesthetic and spatial-temporal i integralions are also impmving (Haywood. i movemests.

les3).

21

F.LG. Age Ciroup Dwelopoeil pmgrem

Pr+Pubenal Srage - Age 6 to I

the right

the

left

I ll
tr
D

t,

conceotrate

it

Bet!,,eeo the

are beginuing to develop metamemcrry (ooe's

krowledge of how best to
use

d;;f

r';A io't;;; ;r;iiG;

ore's memory).

organization

Use strategies zuch as labeling, rehearsal and to facilitate perception and memory
(Thomas, Thornas & Gallagher, lg93).

More specifically, they are discovering thai their memory works in certaio ways and that efficrt is required to use it effectively

r Teaching children
Gallagher, 1981).

@woretzky, lgg0).

reheanal strategies in themsel,res will eohasce theh skill acquisition (Thomas, Thomas, &
additios to the skills

22

F.LG..Age Group Dwelopmeru pmgratr

Pre-?uberal S(ate

- Age 0 to I I

; .

Help children develop strategies to identiff relevant i envimumeotal cues and selectively direct their attentioa i (Hughsoo, 1986; Schmidt,

l99l).

Begln the poces of foosing on stretch sensations as "trigger" points to initjate movements (Reed, 1992).

i i i
i

n
n

Chil&en enjoy repetition, particularly if they experience movement, howeva, because they cannot concentrate for long, they get tired both
ph:nrcally and psychologically more easily. Long and tedious practice periods each day can enhance tbe chance of accidents and can also
be detrimenta-l to learning (Schmidr,

l n
:

Select optimal leaming periods with zuIficieut cooliog down time iu which releva::t task- oriented feedback is given (Hughson, 1986). Relaxation should be introduced (Orlick, 1993).

l99l).

; - Ci,iiro'., tir' rriJii6ii;d i,";sil;;;".

n
i

u They tead to become more self-conscious '

towards the end of the stage (Gallahue, lg87; Piaget, 1970).
i

Use games requiring imagination which

gymoastics elements ( i. e. Ju ngle exp loratio n) Incorporate the use of nrusic and rhythmics
.

include

in actjvilies,

as they are enjoyable and are valuable in enhancing fundamental skills, creativify, and a basic undentalding
oI music and rhythm components (Callahue, 1987).

Avoid embarrassing acdviLies, comments and put-downs.

..-...-:.-.---.-capacity for abstract thinkjng is more evident

(Gallahue, 1987; Piaget, 1970).

o n

Use concrete eramples at all lvloments requiriug conceptual understanding,

times.

-----.-----.i

i.e., "Do

I i

#silxlIJ,,t.ellback?..shouldbeprovidedbythei

; F*;;;; ii;';iiie;; il;;;i'rt';i; A;iili'; i s

high nannal capacity aod motivation tbr
Iearning and storing inibrmailon (Gallahue,
1987; Haywood, 1993).
:

-------------------t

Developnent and application of mental skills should be i ErtrPrrdSl.4tsu dJ lt r5 llltPt lKrL lu LurluEu ru lnve tlldJtE]J emphasized as it is important t'or children to rEvt mastery i

.:

and confidence
perceptiveness

skills befbre increaseiFi and sensitivity of pre-adolescence hits

tbese

in

(Orlick, 1993). Encourage chil&en

to plan and perform

movement

patterns and sequencer

23.

F.LG. .Age Ctoup Devehprueil PmBram

PrsPuberul s(age

Age 6 (o L t

established by t-he begiouiog [Erikson, 1963).

lndividual differences ia personality are well of this stage

' s .
';
i

Allow individual sotutiom to movement problems. Create an ewironment in whicb childreu can feel
competent and in coorol of theh own actions. Make children feel accepted and valued as a human being (Callahue, 1987).

i.

ir

i i

Belween the ages of abouf 5.5 and 12 years,

"''

D;i ,i' ih;'; i ;;; ;d.y ;; il

develop though
achieve this.

;i

children go through a psychosocial stage of indusuy vs. inl'eriorig, in which children must

the perception of accomplishmerL to

r.*i ;' ;' ;h-ii;t ;;

;;

;]i

it'

learn

to feel competent,

especially when

"

The child needs to mix ivork (h'aining) aad play

r n

conpeting with peers.

Failure results in feelings

of

infuiorily

@rikson, 1963). Chil&'en's interest in spors is beginliug to develop strongly during this stage (Gallahue,
r

Encourage children not only to "produce" things b"ut also to complete what thev haVe initiated (Erikson, 1963). Provide many opportunities fqr practice, encouragement and selective insfuclion.

987)

.,

Chitdren

,r. a.tireiy'i;;'p;i;g iil;ir iuliiii.t

1988; Veroti, 1969).

with others (Scanlan,

Provide cooperative games and aclivities that will enable i children to discover oneself in relation to othen, and i appreciate their personal capacilies (Orlick.

1993).

/---------------i u Success is critical fbr building self-esteem, particularly du'ing tbis stage since children are i struggling to be competent and not jnt'erior to i

ci;; p;;iii; i'.ilt;;i i;;';i6;i;d ;;;1il;aE;ii;;, j

notjust for mastery (Horn, 1987). Use of "highlights" is essenlial for each training.
Provide opportunities io demonslraie successfully learned

x others (Erikson, 1963). i" s Self'-esteem is based largely on ability and i encouragement (Orlick, 1993; Weiss, 1993). j : l, i i
't3

skills and activities rhat stimulate positive {Orti.f, tg93).

1s87).

emoLious

E,xpose children to experieuces involving greater amounts of responsibility to help promote self-reliance (Gallahue,

" ,

Children respond well to authorily, "filr" i 'r Cive statements that cushion failure with stccess i (Cattalue, 1987). punishment, discipline and posilive : reinforcemeut. : ' Use positive f'eedback for effort (Ames, 1992; Evans & They respond poorly to criiicism (Gallahue, i Roberts. ig87), comct skills for etfort and give positive 1987; Orlick & Botterill, 1975; Schmidt, : encouragement fcrr next trial.
r.ggs).

Until the age of 8 or 9, children tend to rety heavily on objective outcomes such as winning and losing and upon adult feedback to get information about their abilities in sport fHorn
& Hashbrook, 1986; Horn & Weiss, l99l).

Give genera-l constructive feedback. adulb do not provide abilify-related infsrrnation in a sensitive and encorraging vray, children may ioterpret this feedback as an iodicaiion of low abilig [Robefls,

If
I

980).

Avoid relying on a win-lose-based criterion for your evafuatjon during paclice since it cal affect a child's sense of competence (Orlick & Botterill, 1975).

24

P.LG.

fue (koup Derelopmeru ttlgnm

Pre-hrberal S{ege

Ae 6 to

ll

i'

Chil&eo have a limiied capacity to deal with

shess compared to adults (Orlick, 1993).

Exercises for "parking"/relaxing and imagery should be eucouraged (Orlick, 1993).

Introduce periodic tree activily/play periods

of short

duratioo, usually unrelaied to previous tasks. Ratioqal perspectives vs. irrational beliefs should be
discussed.

i .

Ihrrino the firsl years nF slzoo children Drning lhe lust vc:rc of this stage, rhillrcn i
tend to be more egoceo[ic and may play poorly

Nurhne the development of a positive self-concept

well
as sportsmanship.

as

Avoid

developing poblems

of

negative rivalries

(animosity, jealousy, and negative images). Be aware that parents might often unintentionally trigger such problems.

Smaller-gmup situations may be a good alternative

pmblems of egocentrism (Gallahue, 1987).
E

fcrr
i

it;t*;;;-i'ii; ;A;-;i &e

generally form close fiendships with peers of

i ;;

t;,*,

-;t-ira,."

i I - Sr;*;;;;;
:

paitms among children of this age (Evans

1987).
u

#il;;i"*t'

il ;;;iili,s- Eilil;ti;
&
Roberts,

I
i

silme sex and age (Gallahue, t987;

Roopnarine &Johrson, By that age, they tend to look to their peers for social reinforcement as off,en as they look to their own f'amilies (Dworetzky, 1990; Lewko & Greendorfer,

1984).

I
i i
;

Gradually introduce children to group and team activities at lhe pmper time {Gallahue, t981).

i i
i i i

1988).

25

F.LG. Age Group Darelopment pmgram

Pre-Pubeml S(age

Age 6 to I

iiiiiii:::r::::i:::':':,:,:::-tttt':

iliiilitiii:iiiiiiiiiiiiiii

Towards &e end of this stage, nnralJudgnnnt and character is establisbed (Piagel 1932).

Emphsize ,h,ay: giving one's best aad firishing what

oue starts.

Discuss such topics as taking hrns, frir play, cheating, and sporlsmanship to belp chil&eu establlsh what is rtght or rvmng (Gallahue, 1987).

26

F-LG. Age (koup Dwelopmen( hngram

Earty-Pubenal SuBe

- Age ll

ro I3

CENERAT'iiESdiiipfloN
.
The schena of t-he body reacbes matuily

"':-iLtrLieAridiv
,.i

F'oR

rii'6'Cllri,rA5r'.'.""'

at il-12 i r

years of age, which means thal both gros molor control a-nd fine motor control are practically frnly
established (Rigal, Paoletti, & Portmann, 1981), Therefore, children are perfecling an increasing number of motor skills (Ha-pvood, 1993)

:
i

Emphasis is on physical, aesthetic, kinesthetic and technical preparation.

Belween 10-14 years of age, adolescents experience anotber iucrease in speed and they can inlegrate the facton that detsrmine il (Portrnano, i993). tl[.[XslcaI:iYlalqragon:.:::::::::::..:::'
..::: ::: :::'::.::::::::::::::: ::::::::::::::: :::::

Gmrs

N
A

R E

GIRL.S MUSCLE MASS NCREASES UNTTLTHEAGEoF 13 (Malr.{a, 1978). AS IVIUSCLE CROWTH INCR&\SES, THERE IS A

ON AVERAGE,

BEGIN NDMDUALZATION OF STRENGTH TRAIMNG, AS IT DIN{INLSHES THE RIJ.K OF SKELETAL OVERUSE TNJURTES (Cnmp & lnourn, 1985).
PROVIDE SPECIFIC STRENGTH AND POWER TRAINI}TG

i
:

CORRESPONDING INCREASE

hI

STRENGTH

oN cYilt sMLtAToRS (pnr-lcRessrvE RESIS"TANCE

AND SPECTFTCTry) (HAYWOOD, 1993).
PLYOMETzuCS CAN BECOME A MORE INTRICATE PART

(owclnetzry, 1990).
MAIN INCREASE IN STRENGTH OCCURS DURING A FE}V MONTHS FOLLOWEIG OR EVEN IUS'T BEFORE PFIV

oFTRATNiNG (SreSeN & STEBEN,

BODY WErGm EXERCIiES

(esn-on,

19BB).

t98t) ar-Or,{CU}fu (rOervrel.IN, 1993).

YOLiNG ADOLESCENTS SHOUI..D PROCEED WITH

C.{UTION AND BE CLOSELY SUPERVNED WTEN USING
}VEIGF{T TRAINING TO MPROVE S"TRENGTH ,dS THEY

ARE SUSCETfiBLE TO MUSCIJLOSKELE-TAL

INJURIES
PEER

(Rssea
IO

&

rRES-ToN,

1989), Ar\D ALSo

PRESSURE, WHICH CAN LLq,D TO GAMES OF TRYING OUTPERFORM ONE ANOTFIE R.

27

F.LC. Age (koup Developrnen( pmgram

Ear$'-Puienal

SLaBe

-.{ge

lt

(o

l3

:.

nr TR.ACTIoNED Mu:icLEs AND REPEATED i i I-OAON'C BY RAPID BONE GRO\WH(CEUW & : i :,: r-rvourn, 1985;HUGt{soN, 1986). .! i i n HARD FII]OR SURFACES (W CYIUUASruMS THAT .
.r ^.r\v.r4re q

i : i

INDMDUAI.S OF THEi AGE GROUP ARE SLIG,HTLY : u Mone vULNERABLE To sorr msuE AND : GROWTH PI.ATE (EPIPTTYSEAL AND NPOPTNAEAL) : N

BE CAUTIOUS WITH REPETITryE HEA\TY LOADING OF THE

MUscuLosKELE-rALSysrEM

(rrucrsor, 1986).

BEAR IN MIND TH,AT GROWTH PLATES ARE PAtrIICUTARLY

nounms

DUE To INcREAsED sTRENGTH/powER

wrNrnnelE To

strEAR FoRcEs AND TIIAT RAprDLy

BEFoRE sTRENGTH AMD :

cRowwc cyMNAsrs cArN MAss

THUSAREWEAKRET-{TTVETOTT{EIRWEIGTTT. :l rrH\ l\I.ilJ.4llYL lv llr4 vrulvrrl. THESE TWO FACTORS MAKE PUBERTAL GYMNA5'|S :

i i

oow'r KAvE 'sPRUNc" rlooas),

clr sHIN pRoBr-Errrs (snxoens,

1990).

ARE

A cAUsE

:
.

su;cegTulE To DEBIuTATING

INJI.JRY FR0M UNDER-

RorATEDTrvtsrsANDsorlrERs.AULT:j. coAcHES BEwARE TIAT THrs sHouLD Ncrr BE THE TL\IE

To ADD ANOTHER TWXST OR SALTO IJNLESS THE CYIr{NAST
: : : : :
: :

i : : .: : :

HAS SUFFICIENT AIR TIME TO COMPLETE IT WELL

BEruRE

tlliDrNc.
. '' . :
ON THE AVERAGE, GIRI.s RECCH THEIR PEAK
BECAUSE .CDOLESCEI.TT GYMNAS-IJ-

.qRE LYPECTED TO

REPEATEDLY JUMP HICHER, I\.{AKE SURE CARE IS TAKEN

TO AKNCUIATE TI{E FOOT ON EACH TAKE OFF AND LANDINc (snNoens, 1990).
CONCRETE IVIEASURES OF GROWTH SHOULD BE PROVIDED

II

: ,I

l9g3). TrrE vElocrrY Ei AppRoxr\{ATELy 8 cr{/yEAR (aeuuer.i &

(ruvwooo,

HErCrrT VELOCTry (pHV) AT 11.5 TO 12.0 YEARS

T0

FIAS

INDICATE AND REA)^SURE THE CyMNA)-T TriAT SHE A DTFFERENT BODY AND MUST RELEARN CERTAIN

SKJLLS. TT{ERE SHOULD BE MONTHLY RECORDING OF HEIGHT AND LEG LENGTH (STTTN,iC TIEIGHTAND S'TANDING HEIGHT).

uAl-ma, lg88).
PEAK WEIGHI VELOCITY ruLLOWS PHV tN GIRLS sv 3.5 To 10.5 rdoNTrtri.
SOMETII{Es^, TFIE GROWTH OF VARIOUS

BEGI}I TIONITORING BODY SYMMETRY, E,G., BIIATERAL

. : : : i

SEGML\T

COMPARTSONS OF STRENGTH AND FLE)CEIUTY.

LENGTFTS AND BREADTHS REACH PL{K VELOCITY BEFORE TTIE CIRL REACHES PTTV,
SOMETTMES AFTER, BUT.qLL REACH THEIR PE.AK BEFORE OR AT PEAK \^EIGFTI vELOCrry (eeUNEN

AI.5O, PERIODICALLY CHECK FOR ASYMMETRIC TRUNK (spnie) cRowrH By oBSERVTNc SHoT.JLDER HErcHTri AND
TT{E AS}/I\,{ME-IRY OF

TIIE GYMNAS-T,S BACK WHEN BENT

90o n<;RlvRRD.

TFIUS, BODY PARTS ARE GROWING AT DtrFEREITT

DURING THE PERIOD oF IVIAXIMUM CROWTH, IT iS CRMCAL THAT AN INCREAJ^ED CALORIC bffAKff ABOVE
WHAT tri REQUIRED FOR ACTVTTY AND M.AINTEN.ANCE, BE

x TFIIS MAY GIVE THE ADOLESCENT

1990) AND
RESULT

RATEj AND PROPORTIOMi ARE CHANGING (owonrzrcr, 1990; MALTNA, 1984.q: Iv{ALINA & BOUCHARD, l99l).
.{
DEPROPORTIONAL APPEARANCE (DWORETZKy,

rN

FEEUNGS trF

AVAIL\BLE To ALLow oprtMAL GRowrH (lvteusnTer-o & Er{A"\S, 1993). EDUCATION ABOUT NUTRITION, OBESITY AND WEiGHT CONTROL SHOULD BE ROTiTINELY PROVIDED TO cYMN-Asrs- (rurnzus & cnEco, 1990).

AWKWARDNESS WHEN PERFORMII.IG CERTAT\ sKrlrs (uelnrl & BoucHARD, lg91; TrHAsryL l 982).

THE AWKWARDNESS OR LAG IN PERFORMANCE PRESUIv{ABLY IIWOLVES PROBLEMS WITH

.
;

BoucHARD, l99l; poRr&rANN. p,qRAsmcMovEMENTsMAyAppEAR. 1993). THE AGE AT WMCH GIRLS REACH PHV E; T,NAFFECTED BY TRATNING (lrnwam & eA[.Ey.

AGII.IIY, BAIANCE, AND

(uel-n*e

&

COORDINANON

:
:

1986).

28

F.LG. Age C:roup Dgielopmefl Pmgram

Earty-Pubertal Sage

Age .l

to l3

.
AGE,

GIRL BEGIIE HER

GROWTH SPIJRT,
PHV

BE AWARE TH,AT DURING THE MENSTRUAL CYCLE THERE BLOOD HAVE BEEII FOI,IND TO BE VARIATIONS

IN

MENARCHE TYPICALLY ruLU)W:i THE MTHIN 11To 12 MONTILS.

FoR FEivrALEs [s 12.5 YEARS (RoGoL, 1988).
TT{E AVERAGE AGE OF MENARCHE

TI{E NATIONAL AVERAGE AGE OF MENARCI{E

E 15.3 YEAn

(werr

&

plowmr,

GYMNAST:i

PRESSURE, METABOUC RATE, PULSE RATE, BODY TEMPERATURE AND BODY WEIGHT, THESE PARAMETERS SHOW A SLICI T INCRE,TSE JUST BEFORE THE MENSTRUAL PERIOD AND THEN FAII TO SUBNORT{AL LEVEIS \IHENI THE PERTOD BEGTNS (BOm\ER" 1987).
BE AWARE THAT EXIREMELY ATHLENC GIRI.s OFTEN DO

1988).

PRMARY AIv{ENORRHEA MAY 0CCUR AFTER 16 YEARS OFAGE. HOWEVER, T}IESE VALUES MAY HAVE CHANCED IVIORE RECENTLY (IECUSE,
I

NOT REACH IV{ENARCHE AND THE STIBSEQUENI-I v6tsLE

SL\UAL DEVELOP:I{ENT.4ND WEICHT GAIN OF PUBERTY Lnirrl-AcE 18 oR 19 (rnSCn, 198?).

LATEATIAINERS OF IVIENARCHE SHOULD BE ASSESSED BY A D()CTOR FOR HORMONAL BALANCE.

996).

Boys

Between the ages of

ll'12 yeas,

signilicant

" "

muscle g'owth lakes place.

This muscle developaeut b shortly followed by

stteilgtl) gaiils.

Begln individualizatioa of sbengllt trainiag, as it diniaislrcs the fisk ol'skeletal overu* iljwies (Caine aad Lindaer, 1985). Proride spci[ic st'eagtlt and power tnhting oD glfi simulatots (prcg'essive resilauce and specilicity)
(Haywood, 1993).

Appvximately 30,uo ol' the weight of tlte aveftge l?-S'ear-old boy is made up of muscle
tissue (Carrcn & Bailey, 1974; Tihanyi, 1982).

Bols

ira-ease theil sa'engtlt by abotn dufing puberly (Dworetzly, 1990.

6596

a Basic dance/baltet prcture lt'ainhtg should be dorc. become a " Plyomettics cat & Stebeu raot'e inticate part of (Stetuil 1981) along witlt tudy tainitg A
closely supemixd when usiag weigltt trabiag lo improve sfrengtlt as lhey ate susceplible ta musttlukeletat iajwies (Risser & Preston, 1989), ail abo pr prcssurc, which can lead to games of lryiag to
o

weight erercises (Pofimam, 1993). Young adalescenls sltauld prcceed with cautioa and

fo

Iadividuab of lltis

age gNuP arc sliglttly mote

(epipbyeal ail apophyxal) iniwiu due to itaeased sbeagtly'powet it h'actiorcd

musr,lrx,, aad rcpeated loading by

wberable

to

soll-

tiist,

'and

i
:.

'

growti ptate i
i.

s Be cautious wilh npetitive beauy loaditg of the

mu*dakeletal sylen (Hughson, /986).

- - _- - - - l---

ut oetfo

-- --

rm

ou e

olher.

rapid bane:
i
:

gmwtlt (Caine & Lit&ter, 1985; Hughson,

1986).

o o

Most children experience beginning of growth :o

:c spun which will last for 2 to 3 years. In gmwth spurts, the bones grow t'aster than the muscles, teudons, aod ligaments around them, thus making the rrurscles tighter and mort susceptible to tiszue sirains and pulls (Caine &
Lindner, 1985).

Emphasize flexibility training (active and passive). Shetching routines should invofue all major joins of the body. lnstruct grmnasts to focus on stretch sensations, that is

to incorporate-feeling in their stretching by imagining getting longer.

it.

29

F.LG.

fue

Group Dorelopmeru Pmgram

E-arty-tuIenal SaBe

- ABe

tl

to

13

a
eDl)ance athletic ability, which olten leads to inaeased status auong peers, membets of lhe oppxite sex and adults (Siegel, 1982). On the other hand, late male maturcrs souetimes fear lhat lhey may never develop futther or g'ow

" "

x '
n

taller (Siegel, 1982). Cltildren who grow slotvly actualllt

longer

af time, therelbre ustally end up to be taller than eaily matufing children (Iy{alina &
1991).

pid

gtlw

over a

Bs awarc tbat lhe consequerces of late uahuation can lead aa individual to develop a rcgative xlf-iuage hat nay prsist eyen aller p!4sical maturation bas been reached (Siegel 1982). With rcspect to self-image, lhe slorv malwer should fu encouraged to foctts oa prccision skill dev'elopaent and be di.Eracted away li'om outcome oriealation (as may fu related to competition). Reassure the slow maturcr that his slow growtlt is nol

itdicative of

ltis

tital addt heigbt.

Bouchad,

"

Fusion of growth plates occttrs earlier in early:. "

BafrJrers.

Growth plates aLe pafiiailarly wlnenble

forces.

lo

shear

Coavercely, late aaturcrs have open gtovfilt plates for a longer time and iltus are al :rlsk to grcwth plate i$uries lbr a loager time. There is o *uil, ttigher ntia of late malu'ers itt Canadian male gyrutasts than fu tlrc mn-

Rapidly grawitg gryfiast gafu mass before il'etgth

and thus are weak relative to their weigltt. Tlrcse fivo factos nake puberlal g,mlaits susceptible lo

:.

:.

debilitating itjury ftom under-rotated trvisls

and

gryilast population (Russell,

1994).

somercaults. Coacltes beware. Tltb is not tbe time lo add anolher lwist or salta unless the gymnast has sullicient air lime to complete it well beforc knding. Because rymnastic lraining on its own is

Belwten 1l-13 years of age, tire anaerobic lactic system improves considerably, although it is still
tar from being close to that of an

al anaerobic

i
'.

Duing the early

pubertal stage,

adult's. it is still

activity rvith relatively little conlisuous aerobic etrergl expendirtre, (rymnasS only use about 309'o of their
maximal aerobic power during their rouiines), surplus of

i
:

important not to involve young adolescents in b'aining situations that provoke high levels of
lacric acid (ma.rimal repetilive loads) for reasons tbat have been mentioned in previous skges
(Portmann.

lat is unlikely to be bumt ofT (Bohnu, 1987)- It is ilils

necessary to integraie some fbrm of aerobic activit-v. This is best done thmuph activilies that require the use of large muscle mass (i.t?jogging). Moni.pedi (1976) suggests to pmvide only subt-breshold aerobic traiuing in this stage-

1993).

The aerobic endurance capacily of the athlete conlinues to improve gradually during this stage (Hughson, 1986) pailly due to increased
hemoglobin (Dworeuky,

i
:

" As early as

10-l

1990).

aerobicranaerobic

training impulses
:
:

I years of age, introduce intewal workouts (proglessive with recovery interva.ls) as they

prevent boredom, impmve foeus. teach mental toughness and also upgrade the qualiiy of training.

At low

intensity training periods, training should be geared towards aerobic sxercises, such as aerobic interrrai training. e.g.. mnning 100-800 meters $'ith fsur rniuutes rest. tgr three to five repetitions (Sharp, 1997.

persooal communication) asd other subthreshold

aerobic firness sports.

Pmvide opportunities to contime anaerobic alacric (ATP-CP) training. \iote that the success of anaembic alactic iraining rvill largely depend on nn:scularin. However. this training modality should also be approgriate for all l1-13 J-ear old rymnasts for concomii.ant developnent of speed and motor unit
rraining (Sharp, 1997. personal communication)
.

30

F.LG. Age C:roup Del'elopmeru PmBram

Euly-PubertalSaBe-Age

ll

m l3

auditory infornntion accuratelv and quickly

(Hay'wood, 1993).

"

demonstration skills (Schmidt, l99l). Emphasize hvisting and somersaulting on rampoline.

At approximately 1l years of age, child'en can i , selectively attend to task appropriarc cues and
ignore irrelevant infbnnation (Ross. 1976).

During intewention, cue important points to direci tle athlete's attention to the rncst relevant aspecs oi fie
perfbrmance (Schrnidt. 1991).

From 11 years of age onwards, children go: tbrough a period of tbrmal operatioas (Piaget,
:

Responsibility

tbr

actions and self'-monitoring

ot'

1970) in which they are able to perceive abstract relaiionships far beyond the real and the coucrete. They develop the ability to make complex deducrions, analyzn ways of reasoning ald solve pmblems by systematically testing hyporhetical solutions fPiaget,

i
'
: : i
:

movement emors are to be encornaged. Continue problem solving and task completion strategies

(Schmidt, 1991).

1970).

u Yourg

adolescents become more sensi[ive, perceptive. conscious of themselves and others, refleclive and have a tendency to over-analyze
(Galla-hue, 1987).

n
o,

i :

There should be a iegular, dynamic involvement io goal I setting, reinlbrcement, progress a<sessment, and eificient i time management. The development of a pocess ve$us an outcome locus
should be discussed.

Young adolescents begin to feel cosfident about ; their ioiellectual abilities (Haywood, I 99 3).

n
'r .,

mental imagery sessions of good performances should be used. Encourage athletes to select and become committed to their own realistic goals (Schmidt, 1991).

Full relaxation

Promoie the use

tecirniques.

of

arousal and rarioual

erroLive

31

F.LG. .lge Croup Develoloreru Pmgram

Eul.v-Pubenal s(aee

.AEe

ll

t0 l3

;
,

Young adolescents are attempting to establish i

rL-!!r r.L --(Eriksou, 1963). their personalr identity /F !a - raaa\

:
' .

i'

They might have fuirt-v high ego

needs.

Pmmote positive thinking and positive self-talk. Team r!--r?-!panicipation cas L- ----J be used r- enhance rLto L - these values /n l.-l rA6^ rAAn\ (Orlick, 1986, 1990).

:';"'VJ;;;;J;iuil;;;.;;.6;;;;J;;;i6;."""""'.i';"'i;pd;i;'iil';;il;;';T';ii;r.;';i'ffir-;;'s**;d;;'i
Athletic abilily is a highly valued atf ibute among
children and adolexents (Duda, l98l).

sukultrne (i.e. we are gifted

responsibiliry for
co

and different). and

Pmmote independence, self-dependenry

mpetitive preparation.

i';"'

Silrj1;ii";i"

i-ir'r;;";i";E;,";hii;ril"il'i';"'pililG'G;;;.i;;i;;;ils;ii,;;il;ry,il;ri;;';iiili:"'
: :

usually able to ditt'erentiate the concept of ability from effort and task ditliculty (Nicholls. 1978; Nicholls & Miller, 1984).

Hard work may compensate for lower levels of abilily (Schmidt, l99l). Try to pronnte "no excuses", i.e., primarily an "internal locus oi control " attitutle. Advanced matuity should oot be misaken lor superior abilit-v or skill competence.
n
E

Young adolescents can distingrrish various points of view in a reasonably objective manner
(Selman, 1971, 1976).

Criticism may be better accepted. Rationalization may occrn tbr difl'ering opinions of
coaches and athletes.

Get the atirlete to start seeking the ansrvers to ditficulties fint in him or henelf.

By age l2- l3 yea$, children have clear achievemenl. goals that are consistent with
mastery-and/or competitive goal
(Roberts, 1993).
.tt '.A .tt
;

Evaluate social factors and constraints as ',rtll as motivational clirnaie iu order to lead childrtn to develop
oprimal achievement goal perspectives, whether they be mastery or compelitive-oriented.

pempectives

Monitor individual and group goal -tting (Schmidt, r9s l). Well structured moditied competiLive fbrmats fbr
challeuge, success and monitcning are recommended.

However, emphasis should still on learniog rather than

rvinning.

:Il

Setting short-term goals

for local and regional

competitions are also recommended.

Prior to adolescence, children's perceptiorrs of cornpetence are weakly conelated with their actual competence as assessed by their teachers or i coaches (Hom & Weiss, 1991; Nicholls, i978;
: :

Enstne that expectations are realisric for the social, pwchological and physical mahnily of lhe individual
(Callahue, 1987).

Weiss & Horn,

1990).

Differences belwten achra,l

lt

compe tence compei.ence can be ralionally discussed.

H

ard

fuhne

Regularly point out zubtle improvements/ developmenis. Encotnage the athletes and provide specific iodicalions of pmgress and/m potential (Feigley, 1984).

32

F-LG. Age Ckoup Developmeru pmgram

&rb.'.ftrbenal s(age - Age

ro t3

i : i
;

p."sonal competence fBnstad, lgg3; Roberts,

1993).

i---............

"

Young adolesceuts are rsually more

phyri.ulty rhan emotionally (D*oreuky, l9g0).

mature

tH' ; r;;; i; ;i*;p;i;i;;;i ;;6i i,i..*ity i -i ",J (Dworeuky, 1990).

of individual djft'erences lgg7). i Reinforce caring about o&ers. Regularly discuss understandable emorjoru (Vallerand.
I

Emphasis " ,' acceptanceshould be on good sportsma-nship, respect and i (Ga.llahue,

i
:

" ,

,
The changes in physical appeilaoce brought on

984).

Teach how to accept. respond, channel eoerry and focus.

regarding social relarionships (Chumlea, Ig82). Care should be given to pmvide appropriate mle models and keep communication channels open.

by puberg is

, :

accompanied

by a change in

This ofieu creates ariliudes and concenrs

emoiional conrol and response (Chumlea. lg82).

Changes of body image during this period can also iniluence the motivaijon of athletes to perform, and the pertbrmance perse (lv,lalina & Bouchard. lggt).

;'
, "

Aiiilsh ;hiid,;;'

beyond the egocenhism of preschoolers, they still demonstrate a kind of egocentrism wtrich rlsults

;il;G ;Gi;;;;i; ;;

................
lr
B

&om them becoming deeply involved with

Ensure that eflort is rewarded along wiih maslery. a measure of independence and selt:-motivation. Teach pre-adolescents that if they focus effectively and

Allow

themselves during adolescence (Elkind, 1967). They otten assume that they are constantly being watched and evaluated

jeopardized. "

t'eel good" they Mll look great. If they worry about "how they look", their tbcus and feelings clearlywill-be

'

''rn

This may rezult iu t'ear of failure

l s87).

(Gallahue,

Pre-compelitioo plans, competition fbcrs plans and retbcusing plans are extremely important. In the
absence of these aclivities and anenlion strategies, their new perceprion and analyrisal abiliries c:Itr easily consume and/or dishact them (Orlick, Ig86; lgg0).

33

F.t G. AEe

Lioqu Devetopmeru

Pmgram

La(e-Pubefial S(age

ABe

l2 (o l6

1-ijijiiiirri.r....

i, :
:

', i,

i o Duing this stage, PHV peak beigbt velocity

rvill fu

acltieved.

(PHV|

ia height tapes oll at approimatelyi age 11, uitlt notable iuaeases tu lrcight eaditg antnd age l6 @eunen &il{alha, 1988). All boys will acbieve PW dwing this maturation
The grcrvttt

a fis atv,u.e of lluctuating skil] charactefistics atd "weak" performaace.

i
i

ir i i

period rcgadless of tbeir cboaolagical age. The lear belbre, during and ilte year aller PHV, linezu- growth is rapid (L'laliaa & tsouchard 1991:

Tilna-ri, 1982).

"
o

rto uoi iiui'iiisi i' r,y iii ipui^t time for muscle hypefinplsV (Can'on & Bailey, 1971: Hayvoad, 1993).
Over 70.'6 of boJs reach peak strcngtlt development veloity between A.5-1.5 yeats after PHV (hlalita & Bouchard, 199i,).
u

iiriiiliiii

Care must be taken to mattlail rclative streagth

aad muscle balarce.

Ttaining of botlt agaaist and aalagouisl muscle

groups should lx empltasized. Greatest stengtlt gaius sltould be etpected dutiag thb period.

,;
" " " a

D;;i;s
1993).

rapidly with

i;i,:ii:

th;

;;i";;ii;;: i;;;;i;,';;;;;;;';
malunlioo (Poftmann,

Inb'oduce strcngtlt
glmnadics
sp

tniting lbr peakhg atd

a male's sexual

Eaily mahuilg boys arc sh'onger at all ages lhan aotmal ot slow matuing bo1s Malina & Bouchail, i,991). Eaily maturing boys may reach PHI'belbn or by lhe age ol' 13 yean and therefore erperience acceleratiou il strengtlt by about 14 yeas of age (witltil oae yeat). By cantag, slow matuilg boys will have ail age
delayed PHV well past
15

L;cifase the volume of sped-strcng1tt and endunace-sttength fi'aining b tbe laler yean (Portnann, 1993). The most succesful gmnast rvould be one who
less relaliv'e succesr when others

ecific moveme at skills.

codd genente power npidly (iak, 1974). Counsel late maturets lo be palient and eaily

maturcfi to e.rpect
"catch-up" to hem.

yeats of age.
be

For thex fuys, sb'eagtlt acceleraliott will also

dela1ed beS,oad 16 Tean ol'age.

34

F.LG.

fue (koup Ds/elopmeff Pmgra0

Lare-Pubenai Sage

Ae

l2 to l0

bppmximaai Om of height inaeasrs), i

secuted

qkitt< may become

dilfrait

(staop in,

Manna, prrss lron Elits).

::i
i i
i'

i i

etuemities in the early patl of lhe adolesent tpuil Malina & Bouchard, 1991).

i';"..il'tt;;;;';;A;,'i;'t;;i;;i;;;;';i';;i i';;'i'i";'.'.r;i;Jli';';;ii;;'i,;;'"il;,n-;;;;i;;"i'i;;;;;;i yttv.

frontis alter months afier PIN. Peak gain in the muscle tisgte of lhe ca][ occus at
PHV.

i. :. i

i i

may U Aey do rot you may haw to monitar fmd intake It-hey tloL and energt outpul.

Gains ia t'at tisste an lhe aru begin to dectirci. abut I year before PHV, reach lbeir lowesl pint;

i
i
i

coitcident with

i, io

afterPHV. aIier PI7V. tr.al on tlv Fat nn tlre calf begits to decte;rie daing tlrc year

PW

atd then

fix

syslemalically

i
,

i i

before PHV, and the loss (negative velrcity)

continues l'or about 6 moilhs afrer PIIV. TIrc velrcities for fal lead to rcmafui negative for

i
I

"4::., 1991).

3 yeats afiet' PHV (tylalina & Bouchafi,

rhe
gains

adatxceut

n sbturc (skeletal

';i;,';i;;";;";;.i"iiiiiili: ;;si| i;;"i';i;;;'i;;i;;|;ii.;" 'i';;;;" t;";;;il1'

tissue)

aad muscle

mas; i

inaeasrs tu

fat.

at the apophpis, where the muvle insertion pulls i aff fragaenls of the baae (Caine & Litdner, 1985; i s Ha1*ood, trvlt 1993; Hughsor, 1986). rtu6u The artianlation surfaces of he wrist bonx (caryal i. " bones) ue slill shapiag and arc fragile.

during the early pafi of lhis dage. Caution should fu exetcised in the use of ponmel hotx aad the paf aarallel bats. use landitg pil atd mushrcoa pmmel hose.

35

F.LG. Age Crorp Dwelopmeil Pmgram

I ^te-fu[s1{ Soge - Age l2

Lo

l6

i:::Hfritx3lfat: :. ._. , .'. J.'. . . .

i,

]\tldtuidli6n:in

Following the gowth spwl" growlh costiaues

slowly-

i
i

i i

, As a

rrr;uh, the awkmrdnes which sone resarchers fuve rcpot7ed, lhal was characleristic a*Ag early adolescence gndually conecls itsell

Tlrc cafiiorespinlary s7stem approachx, and in sorne cases rcacltes, matuily (rapiratory wlume, uilal capacity, maximtm brealhing capacity and aembic capacity an tuoeaxd) (Iihatyl 1982). TIte adolesenl sptrT in VOz max begirc, on ilse average, at afuut 13 yean of age and reacbes a peak at abut 14 yean of age (tv{a}ha & Bouchard,
1991).

Specilic anaerobic ladic endwance taiaing should

be emphasind (aderately at the beginning) as signilicant gairs in lhue functious are posibb
(Sprytzunva, 1971).

A specilic (aaaerobic) or non-specilic (aerobicaaaembic) lrainiag progran will allow the adolesent lo sercibiy inaease hMher maximal
ataembic power (Poftmann,
1993).

"

Tlp anaelbic lactic syslem is rapidly developing, followilg the male's sexual maturation. It is dudng puberty lbat anaerobic fi'aining begins to be mosl
elfective, altltough production of ercryy thrcuglt tbe aenbic sylem is still mote favorable (Pofimann, 1s93).

hlercive intaval h'airing b passihle in tlte laller

patT of this stage (Porlmatsn, 1993).

Suggest novellyfuariety

to ltelp ptduce general cross-baining elTecls and minimize boredom,

erh austio q al d ov erus e sj,nd ro mes.

Also eacounge leam workouts, the use of uideos and music lo prumole eajoyment aad baining
quality.
'

""
;;

ri;; i,i,- ;' i;ii'q;;i;ii"; f 'n;;i@

watru and

espcially afbt a wo*out wben the mtscles arc

;^tui,s, i
i
i i

responsive,

"

Emphasize aciive methds

to devdop isaebic

sbeagtlt fui sb'etched aul positioas.

36

F.LG. Age C:roup Dwelcpment Pmgn-o

Lur-hber{al Sage - fue 12 to l6

. THE GROWTH IN
MALwA, lg88).

DURING THIS STAGE, PHV WILL BE

ACHIEVED.

HEIGHI TAfERS OFF AT

APPROXIMATELY AGE 14, WIIH NOTABLE bICRE.dSES IN HEIGTIT ENDING AROUND AGE 16 (BCUNAV A

ALL GIRI.S WILL ACHIEVE

MATTIRAfiON PERIOD
CHRONOI.OGICAL AGE.

PTTY DURING TIIIS

REGARDT.ESS

OF

THEIR

TT{E YEAR BEFORE, DURING AND THE YEAR AFTER

PHV, UNEAR
BOUCHARD,

GROWTH

6 RA?ID (Unrnrl
1982).

&

l99l ; nHAr.rn,

lv{ASI INCREdSE IN S-|RENGTH OCCURS DURING A

FEIV N{ONTFIS FOLLOWING OR E\EN ][JS'T BEFORE PHV

;" ilRE";uli'ii ixrN ro MAINTAIN rie;livE

STRENGTH AND lt{l.iSCLE BALANCE.

(sen-on,

1988).

TRAINiNG

oF

BOTH ACONtr'T AND ANTAGOMST

BETIVEEN 12 AND 15 YEARS OF AGE, MUSCLE STRENCTH ONLY REACHES 60% OF THE ADULT
STRENGTH

MUl;CLE GROUPS SHOULD BE EMPHASUED, GREATEST STRENGTH GAIN5- SHOULD BE EXPECTED

DURII{G THIS PEzuOD.

(pOnnmmr, 1993).

INTRODUCE STRENCTH TRAINING FI}R PEAKINC AND CYI!{NAsTICs SPECIIIC MOVEMENTTi, INCREASE THE VOLUME OF SPEE}S'TRENGT}I AND ENDURANCE.STRENGTH TRAINING IN THE I.ATER YEARS (pOnrr"rarrlr, 1993). TT{E MOST SUCCESSFUL GYMNAs-T WOTJLD BE OI.{E

WHO COULD GENER.TE FORCE

MPIDLY, OVERCOMING TFIE TIME UMITATION, AND WHO COTJLD GENERATE FORCE AI HIGH VELOCITIES OF

MOVEMENT, OVERCOMING THE FORCE.VETOCNY FAcroR (sere, 1974).

!I

GYMNAS"T,S HIPS WILL EXPAND AND CENTER

STE

OF;N

TALK TO THE GYMNAS:T AND HER PARENTS AND

EXPTAIN AI,L 11{E PI{YSIOLOGTCAL REASONS FOR HER

GRAVITY WILL L(MER WHEN

PUBERTY.

REACHES

A GYA{NAST MAY CROW AS MUCH

AS THREE INCHES

"RecResstot'i" ni HeR sPoRT. LETTING THE GYMNAs"T KNOW WTTY STIE CANNOT
PRG;RESS
GOING .BACI(WARD
AD^ FAS"T

AT ONCE AND TL{VE

HER NEW BODY,

DIFFICULTY IN ADJUS:NNG TO

AS SHE IJSED TO OR

wHY

SHE IS

'

HELPS TIER TO AD]UST. THIS T{AY MORE

ITN EVEN BETIER IFTHE GYMNASTKNOWS

HAPPEN TO HER BEFORE IT HAPPENS.

YOU MUS'T

OFFER

A GREAT DIilL

ENCOURAGEMENTTHAN [i STANDARD AND YOU MAY EVEN HAVETO GO BACK TO DRIII.S AND BASICS WITH THE SYMNAS"T FOR A WHiLE IJNTIL SI{E AD]IJbITS. PATTENCE.[S ECREMELY TMPOTTANT (COOK, 1984).

37

F.LC. Age Group Dwelopmeflr Pmgrlo

[-a{e-hrbertal Suge

Age

l2

ro

l6

N YOU SHOUI.D ADV6E THE GYMNAST X A DIET OF IOOO-,I2OO CAI.ORIES A DAY $

LOWEST

WITH
TFIE

SUffiTIONS

ON HOWTO CONTROLWEIGHT GAIN.

LMIT OF DIETARY INIAKE TOO LOW OF A

TNTAKE

cAr.lRrE

(50e700)

CAN CAUSE Tr{E BODY'S

METABOLTSM TO CriANcE (CCX_)X,

NUTRITION D[;CU>}*IONS ARE

GYMNAST TRYDIG TO

t984). MUST FOR AI{Y

DIEI. PRgTEINS AND COMPLE(

CARBOIYDRAIE]._ ARE VERY IMPORTANT FOR MAINTAINING STRENGTH AND BURNING OFF FAT

(cffi, t984).

GREATER ENERGY INTAKE MAY REDUCE IN]UzuES. A TARGE TNTAKE OF MTNERAIS (nOU, Crurnru) n am IMPORTANT ASPECT OF DIET.

I{

THE OTHER EXTREME CONCERNING DIET IN TTMi AGE GROIJ? IS THE DANGER OF ANOREXIA NERVOSA AND orHER RETATED DTSEASES (COOK, 1984).

}'

IF

YOU

SUSPECT EATING DTSORDERS, TALK $/ITH THE

PARENT; MMEDIATELY.
THREATENING (COoK, 1984).

IT CAN BE LtrE
PROBLEIvIS

DO NOT 0VERSTRESS

WEicrr

AND

BE

CAREFULTO ADVTJE WEIGHT LOSS.

MENSTRUAL PERIODS OR TTIE LACK OF MENSE:; CAUSES PROBLEMS FOR THE ADOLESCENT GIRL

BE AWARE

THATA GYMNAST,S PERIOD CAN

S-TART IN

GYMNAST MAY GO TTIROUGH MONTHLY LYCLES

THE MIDDLE OF A WORKOL]T, THUS IT Ei iMPORTANT THAT THE GYM S'TOCK SUPPLIES FOR SUCH A
NECESSITY.
TTIE FIRST PERTOD CAN BE TRAUMATiC SO YOU MUST

}T/TTHOUT ACTUALLY F{AVING A FLOW (COOK, I 9

84).

BE FLEXBLE AS A COACH AND BE PREPARED FOR MOODINESS AND TEARS ON THE SPUR OF THE
MOMEMT.

GYMNAS'TS

AND TTIEIR PARENTi SHOULD

BE

EDUCATED TO REMOVE FEAR ABOUT THE TACK OF PERToD (CooX, 1984).

M SHOULD BE POINTED O[.[

MENSES

TH,AT I,.A,TE

ON:iM

OF

[i

NOT EQUWALENT TO AMENORREA

tr MEM;B FTAS BEGTJN, THE ATI{LETE STIOUL.D HAYE AT I.EAS'T 4 PERIODS PER YEAR. IF NOT, TRASIING
SHOULD BE REDUCED AND MEDICAL MONITORING iS

NECBSARY.
DURING THE GROWTH SPURT PERIOD, DAMAGE CAN

OCCUR AT THE APOPH:S6 - MTJSCLE INSERTION PULIS OFF FRAGMENTS OF THE BONE (CATNE & LINDNER, 1985 ; HAYWOOD, I g 93 ; HUGTXSON, 1986).
THE ARTICIJL-ATION SURFACES OF THE WRIS'T BONEs^

AVOID FREQUEI'IT OVERLOADING OF THE

n

WRIS'TS,

EiPECIALLY DURINGTHE EARLYPART OFTHtr; STAGE.

USE LANDING PM. n

BEGIN ECCENTRIC TRAININC

DEVELOP .,BRAKtr{G

OF

MUSCLES TO

(clnpar
FRdGrI tr.

FORCES' NEEDED ATTHE END OF

BoNEs) ARE srrl-t- sHAprNc AND

ARE

N{OvEMBrrS (KOMr, l992).

3B

F.Lc. fue Group Dwetopoer[ Progrutr

b@-Pubenal SaBe

Age

lZ

ro lG

CONTINIJES SI.,C)WLY,

TRAINING AND PERFORMANCE SHOULD NCREASE

AWIO/VARDNESS WHICH SOME

ItS A RESUUI, THE

RESEARCHERS HAVE REPORTED, THAT WAs CIIARACTERIS'TIC DURING EARLY ADOLESCENCE GR3DUALLY CORREC'T:i In;ELF,

SIGNmCANTLY (nUCnSOrV, 1986; HOWEVER, PROCRFSIi SHOULD

MONITORED.
(sArE,

rrinmn, i990), : BE CAREFULLY:

i
: I i

L{CK OF PR(X)RA'S MAY INDICATE OVERTRAINING

tgz4).

THE

CARDIORESPIRATORY SYSTEM APPROACHES,

AND IN SOME CASES REACHES, MATTJRITY (nrspmatoRy voLuME, vrrAl cAtAcrry,

MAXIMUM BREATHING CAPACITY AND AEROBIC c,ApAcrTy ARE TNCREASEO) (nnqmrt, 1982).

;
''

s';;;i; ANJR;;il;*nic

;*Di,R^ncJ'rno.i,in

SHOULD BE EMPHASZED (N{ODERATELY AT THE BEGINNING) As- SIGNiFICANI G.{INS IN THESE FUNCTTOT\r* ARE POSSIBLE (SpRvrVeROVl, 1974).
A SPECIFIC (ANAEROBIC) OR NON-SPECIFIC (AEROBIC.
T,JYAEROBIC)

vO ? [{AX

APPEARS TO REACH

A CEILING.4T ABOLT

TR{ININO PROGRAI"I WILL ALLOIV TTIE

YEARS oF AGE, SHOWING LITTLE oR No INCREASE AFTER Ttiis POINT (BAR-OR, 1983).

I4

ADOI FSCEI.-ff TO SET{SIBLY INCREASE HER NIAXNIAL

ANAEROBTC pOlvER

THE

AN.A,EROBIC L.ACTIC SYSTEM

IS

RAPIDLY
MOST

u N U

DEVELOPING.

I,S DUzuNG PUBERTY ftLqT

ANAEROBIC TRAINING BEGINS

TO BE

(pClnmlqNN, I 993). IS POSSIBT.E IN THE L{TTER PART OF ft{NJ STAGE (PORTMANN, 1993). SU(X}EST NOVELTYTYARIEry TO HELP PRODUCE
INTENSTVE INTERVAL TRAINING

EFFECTIVE, ALTHOUGH PRODUCTION THROUGH THE AEROBIC sYSTE&l IS

FAVoRABL-E (eOnrr,r,WV, 1993).

OF ENERGY S:[LL !',{ORE

CENERAL CROSS TRAINING EFFECTS AND IvIINIIVIZE BOREDO|V{, L\HAUSTION AND OVERUSE SYNDROMES. AISO ENCOURAGE TEAM WORKOIrI}_, THE USE OF VIDEOS AND T,IUSIC TO PROMOTE ENJOYMEI.IT AND
TRAININC QUALIY.

E A

AN INDIVIDUACS FLEXIBIUTY

DECREASES IVTIHOUT

MAINTAIN

HIGH SPECIFICITY OF FLEXEII-ITY

TRAINING, EVEN DURING CFIILDHOOD

AD0LE5CENCE (rrAYWooD, 1993).

AND
OF OF

TRAINING, ESPECIALLY AFTER A WORKOUT WHEN THE MU:'CLES ARE WARM AND RESPONSTVE.

MOREOVER, IHERE IS A GREATER TI)SS FLEXEIUTY DURING OROWIH SPURTAS A RESUL,T

EMPfi.eSUE ACTTVE IV'EIHODS (erVr)

rO

DEVEtllp

ISOMEf,RIC STRENGTH IN STRETCHED OUT POSITIONS.

tl

INCREASED MUSCLE-TENDON TIGFITNESS AROUND THEJOTNTS (CaWe & mmUen, 1985).

COACHES SHOIJLD TEACH GYMNA5TI| TO EXTEND

ONLY THEIR UPPER BACKS

(s'eNoens, 1990).

IN

FINIiHING

POSES

TH[i

DECREASED FLD(tsILMY CAUS$ MOST OF THE SPINAL PROBLEMS tN ADOLESCENCE (SANDERS,

TRTJNK S'TRENOTHENING EXERCISES WHICH ARE N(}T

19s0).

BALLtrTIC ARE BENEFICTAL AND WILL MINI}TEZE THE RLSK OF BACK TNJURY (SatOenS, 1990).

D(ERCEE OF TFIE BACK MUSCLES AND

D(TERNAL OBUQTJEi rS MPORTANT.

THE

39

F.LG. Age Crotq: Dwelcpmorr Pmgrim

re-h:bmd

Sage

Ae

lz

(o 16

r
The brain has reached full size but continues sntrne nanmlogically.
tn
E

Criticisrn should be acctnaLe asd comtuctive.

Give firll responsibility to alhletes for persoral

Pmgress.
It

Complex and abstract thinking abilities contirue to improve (Piaget & Inhelder, 1969).

lnrolve athletes in planning and decision-making. Inmoduce more complex poblems and encourage
individuals to solve them fFeigley, 1984).

By the time adolescents have

reached age 15 years,

their mental capabilities such as cognitive thinking, cowergeut thinkiog and erraluation becone highly fuqctional [Neimark, 1982).

Conceptualizalion of mutines is essential in light of the Code of Points.

Training progmm should be well organized aod systematic with emphasis os mme sophisticated skills
Encourage leaming from errors, setbacks (Schmidt

ald

losses

and maling relereoce to standard self-assessments

l99l).

The adolescent is xarching for a stable selt'-image (Eriksou, 1968), which is still based primarily on
successes and failures.

Pncgress indicatsrs are necessary rymnasts aware of incremental

learniog,

for keeping &e i

I

Continue
I 993)
.

to boost their

self-coocept (Haywood,

Conlinue promoting pmper diet, appearance and

sleeping habits,

Adolescens' concepa ;'f

'ffi,tiii'i;;;;;";o*'

Continue to pmmote posilive rirralries and

perspectives.

philosophical at this stage (Dworetzky, 1990).

iltxl;ili*i'

il'AiorrGri-tiiARA;rER;;L-' iril

ADOLESCENT ATHLETE. A CYMNAI'T,S IJPS AND DOWNS CAN BE REI.ATED TO MONTHLY CYCITS, PARENT:;, SCHOOL, PEER GROUP PRESSURES, AND
OTHER NORTYIAL GROWTH SiI(JANOI'{S
(CO

ilfi
It g

AS

A COACH, YOU HAVE TO UNDERS'TAND TIIAT TTIE

MOODS WrLL BE

PRESENT.

IRY

TO DEAL WITH THEM AS SITUATIONS

ARISE.

i
:

TRY TO INSPIRE IN THE GYMNAST THE IMPORTANCE

oF CONCENTRATIVG 1007o DURING

OK,

84),

PRACTICEINTERFERE WITH

i
:

TRAIN TTIE (ryMNAsT TO REFRAIN FROM ALLOWiNG

i i

Sff]tAL OR FAMILY PROBTJMS TO

HER COALS DURING PRACTICE.

HOWEVER, BE SEMiITIVE TO MENTAL FRI,JS'TPATIOND..

: :

AND DEPRESSION AND KEEP COMMIJNICATION LINES

OPEN,

BE CONIi6TEI.{T IN YOUR DE;CIPLINE AND COACHING TECHNIQUES, YET FLEXIBLE ENOUGH TO SIT A GYMNAS"T DOWN FOR A PEP TA-LK OR LECTURE tr NEEDED (coor, 1984)

: :

40

F.LG- Age Group Dorelopmau Pmgnm

Lare-nibefirl Suge

Age

l2 o l6

By tln lime bays reach high xltool, they show t "

sfrang conelation betweea ampetitivenxs and a i sense of self-worlh and ahnost no mrrelalioa i t betweel cmpentivenes md a sarse of self-worth i t (Ahlg'eu, 1968).

Pravide a maRery-oriealed climate dw-ing baining:

sesyrbus (Rofurts,

komote Tbe athtete

1993). independence and rcsponsibility.

less

I :

iould fu devetoping nore'depndencyi.

upo, thu

Adolescenls continually see.t

(Erikon,1968).

i independence:
ability
are

upo bimseltaad

coach.

, :

Adolescents realize that effort and

distinct contributors
l 993).

to achievement

i.

Respoosibility for achievement can be acc,rately

determined a-od thus acted upon.

(Brustad,

At-hletes should participate high level

competition.

in highly

demanding,

Emphasis should
performing well and

be on learning but also oo

winning.

i
;

i i i
j

Training should resemble competition

be

as

; i i
:

cornpetitive season approaches (opporhrnities for phyti."l ard mental compelition simulatioos should

provided).
of

"

Decisioo making and leadership skills are becoming

more developed (Erikson, 1968).

i,

Provision
roommates

choices, such

as captainry, and

at compelilions should be given to

i
:

u x
Adolescenis need to be recognized and accepted by

ryrnnasts. Pmvide opportuoities for demorratic, task-orienied leadership.

De-emphasize negative social Level of achievement and pmgress markers must be established. As rmrch as possible, pmvide opportunities for the learner to give back to the envimnment (program). Use him or her as coach i judge, etc.

i i i i

their peers (Browu, Eicher, & Petrie, 1986;

Haywood, lg93)).

Adolescests increasingly use social comparisou processes with age and are likely to become more
sensiifue to social evaluation by others fPetersen &

" .

comparisoos.

.............. .. ....:

i i

Taylm,1980).

i n Tne

i----.---.-.-

I.ATE DEVEI.I]PING GYMNA5T WILL BE EXPERIENCING PUBERTAT CHANGES OU'T OF 5YNC U/TrH HER NON-GYMNASTIC PESR GROTJP, AND THUS sHE r"{Ay LACKA SUPPORTcROt p 0VERSEN, 1990).

B;' n;A# iiF rHE i,olimG piiCnoioc^r

IIIIPLICATIOMi OF HAVING A BODY TTTAT TJ OI.IT OF SYNC WITH PEERS OR ROT..E MODELS IN TWO DtrFERENT CONTEXTS (cyUUeStCS CONTEXT AND NoRMAL LrFE coNTErr) (IwnseN, 1990).

I
i i
:

Be lwARe firAT THri MAy coNTREUTE To ANxIETv IN SPORT EVAUJATwE CTRCUNTSTANCES [BnUS-reO,

i i

ls93)

o Mahre cogniiive-behavioral interyentioos i i

err]()uoEs .ruu geueEuly, emotions and generally, are relatively better at relauvery De[Er ar
used, such as rational-emotive discussions

can

be

iaenffying and coping with stress

1e93).

(Haywood,

Egocenhisrn, oft.en present during adolescence, diminishes when formal operztions finally become established (Elkind, 1967).

Emphasize &e inportance being part of a team.

of

sportsmanship and

4l

F.LG. rlge Group

Darelolmeil

Pmgraor

I-art-fubefleJ Sage

- Age l2

co

l6

i n Relatiomhips with the

t----.-.:.-:-.--

-..-.--------.--.--..---i-

opposite

increasingly important (&iksou,

t968).

sex

become i
:

Pmvide group social activities / balance.

-!l#

42

F.LG. Age Gror-ry Develolnau Pmgnrn

Post-Pubenal Sage

- n6c (5r

cENEirAi,'bEsaRritioli"""""" i 'il,triieAricjiv
.

FoR

riiE'cvi,iifisr

i :

During the early part of this stage, the body

i
i

i i i
i

"

maturity, i.e. males uxally reach their i fuU heigltt betirr;n the ages of tSiad Z0 yean. Almost all epiphyseal plates are closed by-age j 18 or t!, {!_$ means that the length of the : bone is fixed (Hay,vood,

ry*!*

" a

Individualsrmstbegivengreatospecificitybiraiuing. Include endurance and flexibilig activities in all

programs.

1993).

' r

"ioirgloadsarepermitted Year-mund activity should occrn, stabiliziug

cycles.

Frttt

(PoAmann,

tgg3).

i
i

bod.v i

./ "t i

weight and body symmetry, and avoiding loog dJtraining

n n

For males, grcwtL may coalitue aller PIIV,

on

i
i

i. i
i
i

puv.

ne avenge I more yeats. FoR reuaLgs cRowrt tttAy coNTINUE

AFTER

Past 20 years of age, minimal stature increases due to grow& of the vertebrae. The ratio of the nunk length to leg length is

*.

balanced.

Late matufing mahs may not reacb full

capacity urtil later

a
il
o

it

this skge.

Witlt ilse ucasional exception for later mature$, ao athlete's sfreagth shauld nol limit the leaning of slilb
or

perforuarce.

'r

EXTREMELY ATHLffiC GIRLS SOMETIMES DO NOT REACH MENARCHE AND THE SUeSeqUeut

EDUCATE ATHLETES ACCORDINGLY. UNDER.SIANDING THE FAMILY HIsTORY

Ei KEEPING THEM INFORI,IED

vritsLE SD(UAL
1987).

[i

MPORTANIAS

DEVELIIPMEI{T AND WEIGFITT. cArN oF puBERTy r,iNTrL AcE 18 oR l9 (nnncn, :

The anaembic lactic system reaches its

between 20 and 30 years ofage.

peak

An athlete's acaerobic lactic endurance capacity cau

be

systematically trained without restrictions, as long as it is adapted to the level of he athlete (Portmann, 1993).

43

F.LG.

fue (kmp

Darelopmeru Pmgrun

Post-Pubefial SLage

- Age l5+

i iu j i
I

Athletes are capable

correcling

skills.

of

self-analpis and

ll

motivalion in learning risky skills where t'ear ii a major demotivator (Feigley,lgB)./

Perceived control

is

crucial

io

sustaining

: : :

Be aware of old blockages from learning sew ski i : Use progressions, experience aud rational tlrinkiog to i ovetrome diffi culties (Haywood, 1993).

skilk

Atbletes can anallze and conceptualize all i , Full responsibiliiy is giveo to ihe rymnast fqr i ftcets of pertbrmance (Piaget, Lglq.l : collaborative workwilh the coach (Feigley,-i984). i.;""AiL];i;;;;;fibi. oi'.p"tiii," ir,rll*ril"*J: : ; 'skriil;o.;;;i;;[;JJi;.hEhl;hil'F';;i;r:'iit8li 'l

i i i

a"d abstract thinking (Piaget, 197q. z

strategies and

problems.
mental skills should

:----------------

i A Well-developed information-pocessing skills improve the ability to visualize verbal

instructions.

n
" u

AII

fornrs

of

refined (Orlick, 1986,

i990).

be practiced and i
i
:

t:: : B Principles of adult Iearning rmy'be applied as :

i i
' i
i

1L:--::-:participants pogress !L--,--L thmugh this

stage.
-r- -^

i
:

Emphasizebeingorbecomingarole modelandleadm. rr ... Have the athletes assi$ the yoirngtr ones in coping riith

: :

i
:

: :
:

t'ear, dea.ling with per prcssure, preparing for competition, asd enhatrciog team morale fFeigley, i

1984).

i r

"
r

The young adult usually assurnes respotrsibiliiy

*d

accepts the consequences of

decisions. i iB '
,

Compelitiou sirm-rlation

is

extremely imputant to

enhance decision-making prucesses. Athletes should be self-sulficient and respoosible.

i
i

There is an understasding atrd xcceplangs of the need for s*uchrre' rules and regulations'

Elite athletes should be totally committed to Cymoasdcs

"

it

be involved in narional and inrernariooar competilions ia which t-here are no eveot/perfomEnce

modificarions.

Ht;f;'i;

44

F-LG. Age Goup Darelopmenr Pmgram

Post-Pubgtrl Stage - Age l5*

to an individul's healthy developmeot .

(Erilson, 1968).

Respect an atblete's intimacy.

Majo
lifesgle

decisions

of

career. educatioo and

Pmvide opportunities for life and career planning.

are a priority (PiageU 1970).

tt.

45

Ahlgren,

(1983). Sex differences in the conelates of cooperative and cornpetitive school attitudes. Developmental Psycholory, 19, pp. 881-888.

A.

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The relationship of achievernent goals to student motivation in classroom settings. Dans: G. C. Roberts (ed.), Motivation in sport and exercise. Champaign, IL: Human Kinetics.

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D.

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&

Bohner, W. (1987). Key factors in coaching developing female Smnasts. CoachinsTocus, 6, pp. 7-8

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&

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57

FEDERATI ON INTERNATI ONALE DE GYIVINASTIQUE

ffi ,W'

rnJffialdl

AGE GROUP DEVELOPMENT PROGRAM FOR

MEN'S & WOMEN'S ARTISTIC GYNINASTICS

"*

PHASE TWO
AGE GROUP TECHNICAL PROGRAM

5B

Program Direction
Phase 2 of the Age Group Deveiopment Program establishes the basis of the technical program, for the preparation of competitive grmnasts, which is recommended by the F.I.G. lor both rnen's and rvomen's Srmnastics. This is not intended to be a -cook book" which includes all the

detailed steps for every age group, and every apparatus. Phase 2 establshes the overall aspects that are required for compe[ition. and higttlights the most important skills and elemenb that should be learned at the various stages of a grmnast's developrnent. It is important to note that the stages of readiness varv rvith everv individual. and the suqgestions are a reasonable guideline for sound technical preparation. ivlodifications of this program should be considered depending on the training situation and the level of coaching expertise.

Links from

Phase

Every atternpt has been rnade to link the physiological stages described in Phase 1 to the technical content presented in Phase 2 and the instructional content projected for Phase 3. An Overview Chart has been developed to summarize the links and to emphasize the integriry of the
process.

Talent Identification
Talent identification is a vast area that lvill be covered in detail at a later time. The information included here is oniy a minimum recommendation providing basic definitions, anthmpomefy and a general height and weight chart. More detail will be provided in the material and curricuium of Phase 3. The phpical preparation material included here, is also a guideline providing only some sample
basic exercises, and charts demonstrating how progress can be assesed.

Skill

Development Stages

The skill acquisition charts are also based on the principies of general growth and developrnent ourlined in Phase 1. These principles are summarized, as the first three lines of the profile chart. The apparatus lists for men and rvomen also indicate the recommended skill development stages for each element. Choreography and dance rvill be included in the coaching and teaching materials thar rvill be developed in Phase 3, but elements and rnovernents are linked with the main technicai content where it is appropriate.

59

Competltion Structures
Generic terms have been used to indicate the compe[itive performance levels that are associated with each age group such as "Beginner" and are only intended as sample designationr Each national federation rvill have to create struchrres that are appropriaie to their system. The age rangs. and the number of years of preparation provide the overlaps to accommodate individual
readiness.

At the 'Beginner and Advanced" Stages, children should be tested and involved in contesb but not in formal and highly structured cornpetition. The first compe[itive experiences should be
positive, and should require compulsory routines or prescribed elements in optionai routines. It is important to use judging rules that are reasonable for the age and skili levei of the cornpetitor. The development of Nalional or Internal Codes of Points, lvhich are appropriate for early competiLion stages, is recommended. Sample
D

iffi culty Content

These charts list the rnost important competitive elements on each apparatus, for each age level. These listed elernents can be incorporated into prescribed routines or required as mandatory elements within optional routines.

Recommended Technical Content

The Technical Content Charts describe the recornmended requirements for competition on all apparatus for each age level. These requirements could be modified to suit a nationa-l system of
competition. These recommendations are based on the Code of Points 1997-2000. Future changes in the Code of Points.pill necessitate modifications of these charb. Revisions will be rnade and distributed by the FIG. Recommended Special Requirements and Components of Eva-luation For lVomen's Artistic Gymnastics, these charts reflect the rnodifications appropriate for each age level Future changes to grmnastics ruies will also require rnodifications of these requirements.

50

Phase 2 of the FIG Age Group Development Program was deveioped from technical materia-ls provided for the use of the FIG by maly afiilated rnember nations. The FiG is gratefui for the co-operation by these many mernber federation, in allowing us to study their existing systems and materials. The Work Group reviewed this and other exjsting material, and provided advice on the format for presentation. The conceptual design of the material and the computer presentation was carried out by:

Adrian

Stan

Performance D irector, Woffl en's Gymn astics British Gymnastics Association

Phase

2 Work Group lv{en

Phase 2

Work Group Women

Adrian STAN, GBR JoTgFETZER, GER HardyFINK, CAN Nenad SOLAR. CRO

Adrian STAN, GBR Jackie FIE, USA Wolfgang'BOI-iNER, GER Walter CONSONNI. ITA

'*
Phase 2 was presented to the lv{en's and Wornen's Technical Committees of the FIG for their input and approval.

Ivlen's Technical Coormittee Hardy FINK, CAN President Sawao KATO, JPN Julio MARCOS FELIPE, ESP Adrian STOICA, ROM Ceorge BECKSTEAD. USA Ning LI, CHN Istvan KARASCONY, HUN

\ilomen's Technical Committee

Jackie FfE, USA President Agneta GOETHBERG, SWE Maria SMIONESCU, ROM Teresa OUVA PEREZ. CUB Nellie KItuI, BLR Esbela FONSECA MryAKE, POR Kyrn DO\a/DELL, AUS

Phase 2 was presented to the Executive Committee of the

FIG for review and informalion.

61

F.I.G. AGE GROUP DEVELOPMENT PRCGRAM . OVERVIEW

FHASE 2

PHASE

Physiological stages and implications

WFLAT ?

To organise lhe technrcaland

methodical content

WITH U/HOM ? Children with somatb, motor and psychological propenshy for
hrgh

WHAT ?
- Main technical targets - Age and learning

HOW ? To recommend typical technical Fregressigns io aehireye dffferent learnlng stages

WHERE ?

To recommend minimum stardard environment

WHAT FOR ? Recommended COMFETITIQN STRUCTURE for age group . stages

HOvu MUe H EFFORT ?

Tq recommend

typhal connecti0ns
and eembinatiens between training factors and effott indkators ta achieve certain levels of
resuhs

F.l.G. assisted coACHING EDUCATION

,....................-.-:.:.:.:.:.:.:.:...:.:.:.:.:.:.:.:.:.:-:.:-: ..:. : ..: :.:.:.::::: ::::::.:.::..::.::

...::.

lyperefiension
lypoextension
Kyphosis

Cver-extension of a lirnb due to anatomical abftoflnalities.

Jnder-enension of a limb due to anatornical abnormalities,

forward, humpiike curvature of the spine, - Kyphosis may be caused by rickes or tuberculosis of the spine. - lf the curvature progresses there may be moderate back pain, - Treatment includes spine-stretching exercises and sleeping without a piflow, with a board under the matress. Refers only to a deformit1r of the foot. - Pes cavus: a defect of the foot with a very high arch and very long toes. - Pes planus: a flat arch of the foot, called FLAT FOOT.
A

Pes

Scoliosis

sideways curve of the spine that results in an S shape of the back, a common

Jefect in childhood. - Early discovay and

featment may prevent k from getting worse, - Treatment includes braces, casts, exercises, and conective surgery,

(ypho-Lordosis
Kypho-Scoliosis

Associated abncrmal curvatures of the spine in sagital plan.

forurard and

ruith

tothe-side, humplike curvature of the spine, often associated ccr pulmonale, a heart disorder.

Talipes

A deforrnily of the foot. lt is usually inherired. The foot ls uyisred and retatively fixed ln an abnormal position. Talipes refers to deformities that invofue the foot and ankle. Kinds of talipes include: - talipes calcanewa lgus, - tal ipes calcanecnrarus,
- talipes equinovarus.

r'algus

An abnormal position in

which a part of a limb is bent or twisted outward, away 'rorn the middle of the body, as the heel of the foot in talipes valgus.

Uarus

{n abnormal position in which a part of a limb is turned inward toward the nidline, as the heeland foot in talipes varus.

64

GENERAL POPULATION

l!

= a IJ.

References: DR. SCHUELER'S MEDICAL ADVISER, Pixel Perfec. lnc,, CD-ROM,'1 992-1 995 Encarta 97, CD-ROM, 1997 Mosby's Multimedia Encyclopaedia, CD-ROM, 1 997 ADRIAN STAN, Assessrnent Charts, British Gymnasilcs, 1993

65

z
J

o tr
LJ.

o
i-

o-

z
=

References: DR. SCHUELER'S MEDICAL ADVISER, PiXCI PETfECi INC., CD-ROM, 1992-1995 Encar(a 97, CD-ROM, 1997 gg7 Mosby's Multjmedia Encyclopaedia, CD-ROM, 1 ADRIAN STAN, Assessment Chai'ts, Brkish Gyrnnas'.ics, i993

fr6

11'

DESCRTPIoN l. r{ain

Year of ormaration

8.9

I 9 - 10

10.11 I 11.12 | 1?-13 | 13.14 I 14-1s | 1s.16

23

,_lii:-,filJff.:i
i

- I Flexion I ooay rponi"gt

ffi uooer I 30 |
i,__l3o

stomachi st
I

e.sti

[m
ffi
soco
speed

231?2 23lz2l23lzs 43 I 3s
I

2s l21
51
51

I I

73

;o----lStomachl
{tomach

sueng(h

45 24

42 23

Ertension leqs I 30 upon upper bodyl 60

23

2s 124
51

'

.'Extemionupoeri 30IT,ilyljpli,LJgl ffisrcmachl strerrth

Sinole iLcrl I
squats

4? ?3 4?
?3 42

i---::- I rom -"Y,I bU

I r

strerEth

I I

24l23l?2
44143

s] i 4s
29

29i

?4

Jendurance

jRrcnr!j$I bu
5kS I 30 :

39i

42 23

back ]strernrn

"

?3
16

lendurance
30 54
15

and

32 16 32 45

143 |
lsmall marathon

146

??1

225

44

HOLD in hardstand

DESCRIPTION
20 m run st8ndinq start

11

8. 9 i 9 - 10

10-11 111.tZ

'13-.r

4114.15

17-18

OPTiONAL - TEST NOT ALLOWED MEximum score if successful Tuc*ed Top Planche Straddled Top Plancie Top PtBncfie
(crr rings
I
0

,t '\t!

r
Maximum score if successful

OPTIONAL. TEST NOT ALLOWED OPTIOIJAL - MAINTAIN LEVEL

OPTIONAL . MAINTAJTI LEVEL

optior

,l

Straddle lift to Handstsnd Stoop lift to hsndstand i

OPTIONAL. TEST NOT ALLOWED Maximum score if successrul

OPTIONAL . TEST NOT ALLOWED OPTIONAL. TEST NOT ALLOWED

sisted

Asslsred
Hsndstand Pull ups to levef s Hanq Bock Scale Front lever

1 1

10

!o
\U
ulE
LA

0.0

10.0 3.0

lnvened Cross (OEtiqlal)

Oouble leg circles

Maximum score if successful Msximum score if successful Msximum score if

I r.o suc.essful

3.0 13.0 ls.ols.o 4-0 1.s.0 I 6.0

7.0

8.0

.O

OPTIONAL . TEST NOT ALLOWED

t )

@
From hang on wall bar. on a curved bench: legs flexion upon upper body. The legs have to touch the

@
From hang on wsll bar, on a curved bench: upper bodv flexion upon legj.' The ,inger tips have to tor.rh

"r'I

harging point

tle honging point

=HITFE
From front support upper body
:

Le95 extension upon

From front suooort: Upper body eitension upon I egs

The Lpoer bodv has to touch' the verti'cai ine
I

T) il/-l

J!;,L".fi,x'"to

touch the

rE
Deep squat on one leg

weight; forward arm Iifts to tha

horizontal of the hips

From sunding body bent 90., !ryith a flat specified

(the free leg hold at an angle be*ween 45'-90"1

t+mlpl;Effie

'roclm

From

standing:
Eroad

junp

Best from 3 attempts

l
q

On the diagonal (2x) : Cartrryheel - 3 x flic flac

solit

legs
On the side (2x) 10 tuck jumps
:

On the diagonal (4x) : Cartwheel = 3 x flicflac split

legs

On the side (4x) 10 tuck jwnps

From straddle lever suPPort on the

hsrdstsnd and
re(u.n to straddle
lerrer

beam: Uft to

IF

Handstand

longitudinal to the beam

HOLD

58

-:-." _
-.

2Omrun
Standing start Optional stan Measured in seconds

.-: :
'(

4;.',, it

: -='

lh ltn

Ir

l,

\--*\. +\

ti-- --: i

Rope climb 4 meters

Il ll, t[ lt lt qt
t:

lt

rr

Pull ups on high bar

Measured in number

lileasured in seconds
Start from straddle sit 6limb using arms only or legs assisted (<1 Z)

i I

\t

Arms fully extended, Shoulder level with bar

l

-{

i ;, \i

ii:ri

:iii: ai* : ..r t

Lever Measured in seconds Legs to or over vertical Arms and Iegs stretched

'V"

\ ''.--. _ -,'-i--=--. "'/ ,,f

Tucked Top Planche Measured in seconds

Body. horizontal through

if#1"r'"*n.o

Straddled Top Planche MeBSured in seconds

Top Planche Measured in seconds Body horizontal through shoulder Arms stretched

(J

Body slight extended, horizontal through shorJder, Arms sEetched, Ls strsddled

Straddle lift to handstand Measured in numbers To be performed in the centre of the P.Barr Body benE arms and legs (straddled) stretched
: t.! -.r, , l

Stoop lift ro hsndstard Me6sured in numbers

To be performed in the cenfe of the P.BarsBody benq arms and legs

i ni Ii r/L-ru:y

tt

i J

ri .,t \, fi

r -r

stretched

L,-r

69

ll

Oips on P.Bars Measured in numbers Body vertical, minimurn movement in the hipjoints, arms st etched in support

u
t^j

l!

ir

!!

it
Handstand dips on P.Bsrs
(assistBd <12) Measured in numbers Body Vertibal. minimun
)

,t Ii

it

tl il

iY

movefirmt in the hiP jc'ints, arms stretched in support

:I

i:i ii :i: i't !: ll !! l-, i,q i;. /Ih

-=-

@
Handstand on rings Measured in seconds Legs and arms must be clear of rings at all times. Bending of rhe arms concludes the test

Pull ups to lever support

Measured in numbers The transfer from hang to support has to be realised

simultaneously

@
f,:::j,,J';",1;...
.
Body horizontal, Iegs and arms

ffi
Front plarrche Measured in seconds Body horizontal, legs and arms stretched. No hip angle

_\ \\
.
I

-_-^_--1"f\,

suetched. No hip angle

i*F

Cross Measured in seconds Eody vertical Shoulders and rings in line. Arms sEetched

t i; i::

::

i iil \ i i ! ii ,i:i , ! !. ! I - :1. i r* I -i -1-'-

lrwerted cfoss M"asured in seconds

Bodyvertical
Shoulders and rings in line.

(10'deviation accepted)
Arms stretchd

Double legs circle on

muslroom
Measured in numbers Reasonable form of the circles.strculd be perma nently marntatned

',::=:Ii!,v)i:;.::,,,, .':;I..-i: ''\-j-". .' i -\.-.--:. -.-)..'.. ;':') L a' -1 | -'-l'r':

Double legs circle on

Pommels Measured in numbers Reasonabre form of the es should be permanently

mair*ained

70

1.---------_->-.

5cm
On 5 cm high lrard mats:

--: On 5 cm high hard mats:

5cm

Split sit {altemative on both legs)

irtleasured in degnees

Side sptit sir

Measured in deEees Arms sidevrays, hips in line with the legs

Left hand on the right knee, right hand on the left knee
,:,:,:.:::,,::;:,:,:;:t,:;:.::,:::,EX.e

fCiS-8,',nO:i,:,, C,,,',

Dl

Dislance On hard mats:

++
in

r ll L::

-,. .i

:_::'.-

cm On the beflch:

. :

_T

Y L

ulstance

ro

cm

Bridge
Measured in cm- Dist8ftce between heels and hands Legs stretched, shoulders open, elbows stretched.
f

Body bent
Measured in cm, Distsrrce between feet and fingers Legs stretched. Fee! completely on lhe bench.

:::

:;

":.:::l:::::ENg

On hard mats:

Bent

body. Leg lift backwards

./)
On hard mats:

::"

Measured in degnees. Legs stretched

Bridge - Legs splh

HleaSured in desreesLegs stretched, shor-dders open. elbows stretched.

!: i .ii i r'{:

t! i.;

'...'

With the bacl on the wall:

lgNd!./

Leg lift sideways

Meas{red in degrees.
Legs stretched
i . i2l.--f

With the back on the

Leg lift
Measured in Legs

forwards

wall:

tv!t:

stretched

deEees.

i i

71

Methodical Description of The Development Staqes of Motor Skill

UNKNOWN SUFFICIENT KNOWLEDGE

STRATEGICAL TACTICAL

DEASONS

AND SKILLS
INITIAL

TRAINING
ONLY

.',::-.'..:.:,:,-.:...:...'........:.:.:.:.:.:.:.: :.:,:.: :::::.1:l:,:::.::::::.1:::::::::::::::;::::::::::::::HSSt$Ififfi9:;:,:,:,:,

:.:.:.:.:.:.:.:.:.:-:.:.:-:-:-:.:.i.i.l.i;-'.1.i':.i;i.i-

l.::::::::::::::t::l::::::::::.:::,:';,::;:;:::,::,:,:,:li/{t}l!gtifi:::::::::::::

72

F.l.G. - Age Group Development Program

Skrll Development Women's Vault

L.atefiJbtrtrl
StaDas body stE(f, rn cmpolh REFF.IEilEMTPER5CTON

EUTE SEHOR
17-1 B

12

FOSnRSfn,S&1.fri
'.t|!Yrl.'-:.,

'ry

't
1 ,]

.1 l

F,l.G, - Age Group Development Program

Skill Developnrent Women's Uneven Bars

::::fii*;#rs+xirr::
Latr-Pl6rral

bls
R EF

bodY r.,EE

ari

trrGt.

H EME}TT,PERF ECT]OI\

ELITE SE}{OR

conrerlrts ardor crntinadms

of

2'3 c(

d6rslE
LE

F.l,G. - Age Group Development Program

Skill Development

Wornen's Bearn

75

F.l.G. - Age Group Development Program

Skill Developmenr

Women's Floor

Late-Childlnod Pre-Pubenal Co-o(dHim pa0srm Suerqti and frrja sdrrffi8

INITIATION ANO MOTOR SKILLS ACQriISrTrON BEGIT\,INER 6-7 PREPARATION AND EASIC TEOTNICAL SKILLS ACOU TNOU REFIN EMENT AA,ID PERFECTION

E6rlv-Pubenai

L6e+ubn8l

3agrinq d *cds.td

q/ffJ tbbBe @

s,Bp

fd cffnpoilio

SPECIA,I.ISATIOTI ANO DIFFICULT TECHNICAL SKILL5 ACQIJ6IT}ON 12-13 7

TEOJN]CAI PROGRAT,TME
REFIN E}/IE}TTIPERF EC'IION

PERfORI{AXCE DELIVERY

ADVANCED

PERFORMER
10-1

74
2

8-9 I
3

9.'10

1r-12
6

IELTTEJUNIOR 13-r4 | r4-r5

EUTE SENIOR

1s-16115.171
'10

17-18 12

:orward rol Eactward rrrl Handgand

2 3

,114

4 Bado,vard 5 Carrwh eel

rdl to handsard
(wndete{y $deways)
(ogtic,nal combinatim)

:1t4 :.:f/.t::
.:.tflx.:.:.
.:

Rulndcfi

1 Free o Free 9.

cartwfieel wako./er

rl{
,,,qi4:,:,.

Headsprirg

10 Forward walko,,er
1',I

B:dc,vard yalkaner

i,:,tH:::,
:::'.tr11:::'

1)

Handsprirg flandhg on one or bcdr legs)

Flyspring

I
I

Flic flac legs

togefier

(x 3)

:.f*IX.:.:.:-5:

Flic flac sp& legs (x 3)

:,:f/.d:;::,:ij

lt Whip backuerd (optma| cmneaion)

1

Baci< sornersautt tucked

?11::,' i::::?#
i

i.iiiii
ii,.:..1

Back somersauft setEhed Bac* sorrssauh

:: ::

zl:4:..:

$ffi

wilh 36ry LA tum

720p LA tum

,:,:,1,ij,:,:,;,i;
':;:,1'14;:,
;

)( Eacl sorrersauh *etched with

21

,,,iL
;

Dq:de
Cfve

bd ucled/pked

:;:;flf{i:;

:i:;:1i;;

rol (bod1r *etched ar hdzcfltal) ssrersautt hlded

f*.i:i:,:,:,:l#J

aa Front
21 2a

Frmt ssrersaut dked step out

Fru't sorrersalff $sched

2t TuEked, pIred

s *etcfred Arahian srersault

srbinatim
wi&r >

First elerrert / cmnectim / ?-t 02O bonrs

28 29

Sesd
/Yith >

ehrnent / conneaion / ccrrtinafon

boru.rs

0:O

I
30 Sed

c- -

BONUS -> 0.30

b. -

rBoNUs0.a>0.30

c. -

BONUS => 0.30

76

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STRATEGICAL TACTICAL

SUFFICIENT KNOWLEDGE AND SKILLS INITIAL

DEOSONS

82

F.l.G. - Age Group Development program

Skrll Development

Men's Floor

Lare4hlldhood

PrePu&rtallEarly-arbenal
SJsng{hrnd

lLate+ubenal
Bgr,Yrog
oa

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Co-ordhstim pdtsns tNtTtATtoN Al.,to MOTOR SKIILS ACOUISITION

ffida. *Gr(ro iqxmfrerrs

er{dat8d grwth

MEda, mis

PREPARATION ANO AAslC TECHN'CJL SKILLS ACQUISITION, REFINEM ENT A"IO

PERFECIION

BEGINT.IER
7-a
1
1

ADVAI,ICED
8-S

9-10 4

10-1111'1.12112-13
5

PERFORMER
6
7

SPEOAUZATION AND DIFFICULT TEC.l]NICAT SKILLS ACQUISTTION RERNEMENT AND PERFECTION OF DYNAMIC ELEMENTS ESPOIR JUNIOfl ELITE JUNIOR SENIOR

13-i{
B

14ns

| 1s-i6 I
10

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11

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or

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B3

F.l.G. - Age Group Development program

Skill Developmenr Men's Pomrnels

: , : , , : , :, :, : ,

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INITTATION AND

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ttt
m

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::

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MOTOR SXILLS ACQ{JISITION

PERFECTION ADV.ANCED
a

SPECIALISATION ANO DIFFICULT TECHNICAT SKILLS ACQUISrIION REFINEMENT AND PERFECTION OF DYNAMIC ELEMENTS

BEGINNER
5-7

7.4 2

B-9 I S-10 | r0-11 I 11.12 I

4
5 5

PERFORMER
12.13

ESPOIR]UNIOI
13-11

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I t4-15 I 1s-i6 I 16,r7 I I 10 11

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JUHIOR

SENIOR 17.ta
1?

DouHe leg drdes

m M.rshroom

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a

l\Arshroom

Dotrble leg cirdes on porrrnels

4. DouHe leg cirdes cn the neck face in

E

Doode leg cjrdes cn the neck face olt Doubb leg cirdes m one porrmel

Thomas Flair on Porrmels

o Cross o

travd forward cr backward wihout

osrrneb
Sde Ravel across the hourse
Flair to handstand

l0 Dbnrcunt : Frorn Thornas

't

Russian. Tscf:edtm, Sttukli (variatjons)

12.

grrnel
13 14 5

lross ravd forward or backward witlr

ronrreb

'!:.'al+:.

>ossrs
lontinatiorE of elerrens (nnre tran 2)
me porrrrEl
on

16 Spindle

(rana..m)

B4

F.l.G. - Age Group Development Program

Sl<ill Developmenr

Men's Rings

.:.:-:.:.:...

.;Pte.PUBArry.: :.:-:-:.:.:.:.:':.:.1:.:.:.:.:.:.:eadv.pubartv:.:.:.:.t-:.1:-:.:-:-:.:-:.L8!spuberNr:.:i.:.:-:.:1.:-:,:,.p[*;pr,l1fr

LateHldhood
i;l'i':;i;i;i;i;i;:;:;i;i;:;.;:;:;.;
.

Pre-PuberrylEqrtl:plbe{rflLate-euuerry
Muxulil m9s
PREPARATION ANO BA9C TECHNICSL SKILLS ACQLISrIION, REFINEMEMI AND SPECIALISATION AND DIFFICULT TECHNICAL SKILLS ACQUISITION REFiNEMENT ANO PERFECTION OF DYNAMIC ELEMENTS

-:

L;f

:.

W'.:.:
..... :

f-:.:Xi*::I

::ei:.iii:.:
:::. :

INITIATION AND MOTOR SKILLS ACQUISITION

PERFECTION

BEGINNER
1

AOVANCED
E.C

:.::ar# .:...

'ro-1111't-12112-13
5 6 1

PERFORMER

r:.:

ESPOTRJUNIO 13.14 I 1n-15

ELITE JUNIOR ':6-i,r 15-16

10
1'.l

SEN!OR 1f-18
12

Ljft to Hand$and urith bent

arns and hps

2. Hanghg scale reanvays

?
4

Crismount: Baf,* sf,nersault Setched Lm lo Hand$and with stretched

arns and
: :'.4/,t'.". -.'-.'.r|llll l' ,'.'.pn... --..4n,.

bent hips
5

Uprise

ba*ward or Glant backward drrwgh tiru:gh handsand

handgand
6. Felge uprvard

].

Crsrncilnt: Double

ilcled

backwards

8. Frorn inverted hang: kip to L supptrt 9- Swhg forvrrard

U. H

/ bd$/yard In hang (angle)

;)i:.:.:.:
.:':.1,1g:::.

anging scale fro*tways

l2
'13

pFort

scale

!/

:,:lll:,':,,1,:,1,:,:,:'Z!4,1,1,1,a,1,,

-.,-.......4L--.-....., .._.-...-.-t&J.....-._..
.

)bnurnts with multifle rotadons and

:crnbined axis (MIN.TSUKAHARA)
Cross

14

(")

t5 lrTverted clsss
16

Corrtinaticns hcrn srengfl to srrving Ssrtinations ftorn svying to strength

lcrrE-naticns frcrn sength to swing to

7.

19 NOTE:

*reflqth Orier{aed phy;ical peparanioo torvards the her corrtinatims / cormedions bet\rr/een srencth to saenqth elrrEflts.

B5

F.l.G. . Age Group Development program

Skill Development

Men's Vault

SPECIALISATION ANO OIFFICULT TECHNlcAL SKILLS ACQUISrIION REFINEMEl.fi AND PERFECTION OF DYNAVJC ELEMEI.ITS

SENIOF
1

7-t 12

r.l:Bsf,

EDTN oE: w

n*i

g e

Onciiu sreii

bE s

,,,',,

;,',q,r,^*.qpi$! irtu'arr g,lict*;iaxiti,:,.,:,:,:,: ft

ACC g&gANC R,Yt't:I}t:IIi E CI BC1J MSIAIIQ ES

B5

F.l.G. - Age Group Development Program

Skill Development

Men's Parallel Bars

Hs i.'.'.'.'.
-

rh.lrFal.l':l'l -'l'1. j.

FiibSl

.:.:.: : :,: l..r;ri

rliodrl:.:

!q'

rr.;--.-.'-

-'.'- -'-'-

Latehlldhood

PrePubenal

lEarly-Ftbenal

lLatePuben:)l
MuSGrar

s*f#

ms!

ffi :ffi
::W :.::.:.:.

.3i:
fi:::i

INITLATION ANO

MgTOR SKILLS
ACQUISITION

PREPAMTION ANO BA9C TECHNICAL SKILLS ACQUISTTION, REFINEMENT N.NO PERFEgIION ADVANCED
8.S

W.

SKILLS ACQUISI"TION REFINEMENT ANO PERFEC'TION OF DYNAMIC ELEMENTS

BEGINNER
6-7
1

74
z

10-'11t11-12t12-13
E

PERFORMER
6
7

ESPOIRJUFJIOI
1

ELITE JUNIOR
15-1E

SENIOR
17-18

3-14 I
8

14-1

16-l

10

12

From L support: lift to Handsand

:.:.']{$;.: ::::H.31:

z-

Swhg forward / badaarard with $retdred body in Handsbnd or near Handstand

Swing in

l.

spport to Hsndstand.

4. Swing to Handgand yvilh 188 tum Iorward to Handstafld

5. G[oe krp Io s{Jpport
6, Frorn

loflg hang sluing back stretched fiyaway

disrpunt
7 o

$ed:ed

Long hang swing forward / backward with body up to *re horizontal

t(

Swhg ro HandsEnd with lEtr tum bcklvard Handgsnd Sttukehre arm support: Uprise to For.aard

10. Fmm upper

Backward

slpport

l1 Clanidov
12. Sato bachnards
13. From support: bsked to support (Hand*and)

14. Dbnpunu DouUe back tucked

'15. Dotrbb back

pked or ofier mrrpetitive

Cisrnourt 16 Preparstory sdions for fligft elemefltswitl iruhide rctatiryrs around transverse axis

B7

F.l,G. - Age Group Devetopment Program

Skill Development Mens'High Bar

Lrtc4hildhood

Prc-Pubcrttl
PREPAA{ICN A'jD

lEtrly.pubdtrllLrtr+ub.nrl
E

I r 1..:4

:4orddim gdlpfit
INITIATION AJ.IO MOTOR Sr{Lts

gs!(h rd msdt ildJfr

inTxmffitl

Bsgdrg

o{

edfald g@ih

BASIC TECHNICAI SKII.!S ACQUISITION, REFINEMEMT A}IO

ACQUISITION

pEnrEcnou

SPCIALISATION ANO DIFFICULT TECHMCAI SI(ILLS ACCXJISITICN REFINEMENT ANO PERFECIOH OF DYNAIIIC EI,!NTS

BEGINNER bl t-8
1

ADVATTCED
3 4
5

PERFORMER
12.',I

ESPOIR JUNTCI
1L1

{ I

EUTE JUNTfR
1

SENOR
1Z

1d-r5 9 IO

4.1 11

n hang: va{iatiofls ot grips (wer, unde(, L,

>ure or mixed)

Swrng Ioftyard / bcklyard on a highly polshed Dar wfln cou.on gtlves to{ pro(ectlm and

]!n

lecurity suaps (over / under grp)

Sy.ing fofward i bclyrard under hsizcnBl h rarbtbns of grips 4. :ast to Handstand (wer /
E

undr

grip)

Swrng torward / bach'vard trom Handstand lo 'landstand (orer / under grip) - Giant Fo{wa{d

Bacl{ward
b. From hangr kip tro

trmt suppo{t

7. Swing forward / backward abci/e the hodzooLa 3f the Hbh Bar (orer / unda grip) - tyilh

handquards
8. Slalder

Endo (from support

h crppor0

Giant Fqward 18Oo LA urrn tc wer grip

10
'l
1

flsmount: Sano backlyard sEetched Dismotrrt Douue baci( Urcked

acce{eratim - decetsration

12. Gianl Fo.ward / Backward - (\/arbticrs) 13. Siant Eackward 180" LA UJrn to under grip 1.t Slalder 15

I Endo (from Handstand

to Handstand)

)ismount DoJHe flretched backwards

'reco.nmended).

16. 3ne or more 17. Stoop 18.

19.

d the folowing "category l" lying elemerns (GierEer, Tkalsdrev, Jege0

cicb reaff.ard
forward

lonnectbn of f\nng elemerts kan category

ne
Conneclbns and comlinaticns ol ebmenLs rrth 18&.360P LA Urns from and in diflereflt ypes o{ grlrs 20. )is{nounts witr mul(ple rolausls around Jfrerent axis, in dferent directifis ?1 One d more o( the folowing "categfry 2' fying demerrs (Kovacs, Gayord. oefr, Whkler) :onneclbn of ftying ebrner{s from categCy lnd 1

BB

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T.UNERATION INTERNATI ONALE DE GYIVINASTIQUE

AGE GROUP DEVELOPMEhIT PROGRAM

FOR

MEN,S & WOMEI{'S ARTISTIC GYIiII{ASTICS

PHASE THREE
AGE GROUP COACHI}IG AND INSTRUCTIOIVAL PROGRAM

93

Development Information
Phase 3 is intended to provide the detailed curriculum to prepare coaches to follow a sound gnnnastics development system. It wili contain the technical subject matter with illustralions for each stage of gnnnastics development. The curriculurn will be produced in a CD-Rom format and will contain extensive data bases on many specialized topics to enable a coach to tai-lor the informatlon to each specific stage of development.

I'opics to be included

are:

Detailed physical preparation systems Teaching technique for ali apparatus skills and dance Training theory Planning and managemen t principles Anatomy and physiology as applied to grmnastics Routine building and composition Compe tition preparation Cornpe titive psychology Ethics of coaching

This phase is expected to be completed in 1999.

The FIG will be inhoducing an education qystem for coaches. FIG academies will be organized on a continental basis. It is the intent of the FIG to use the Age Group Program as the basis for the c-urriculum and instructional material for these acadeiiries.

91