technique magazine - april 1993
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USA Gymnastics
The Official Technical Publication of USA Gymnastics
Creative Preschool Bar
Skills
Building A Video Library
Straddle Press To Handstand
Strength And Flexibility
Book Review: Great Games
For Young People
Readiness
Progressions Of The Double
Layout With Full Twist
Family And Social Trends:
The New Customers Of
The 1990's And Beyond
Portrait of an Athlete
Bruce Durbin, Sr. MS Foreward by Joe Paterno 1992 • Paper • 88 pp Item #36207- $8.95
Portrait of an Athlete contains the philosophy I believe il1. Athletes who put the pril1ciples in this book to work in their lives and athletic careers will become the kil1d ofahtletes any coachmyself included-would be proud to work with .
-Joe Paterno
Head Football Coach Penn State University
Portrait of al1 Athlete emphasizes the id ea ls that make a thletes successful in both sports and life. It fea tures practical advice, motivation and values that help young people understand what athletics can mean to their future.
A till1eless classic for success in sports and in life.
Designing P eschool
Movement s
Curriculum development and developmentally appropriate activities-all in one resource!
Designing Preschool Movement Programs
Stephen W. Sanders, M.Ed. 1992 • Paper • 152 pp • Human Kinetics Item #3626 - $16.00
Desigl1ing Preschool Movement Programs is both a detailed guide for developing a preschool movement curriculum and a resource con taining developmentally appropriate movement activities.
Part I emphasizes the importance of movement in educating young children and tells how ea rl y exposure to structured movement activities benefits children throughout their lives. There is a curriculum found ation for establishing a preschool movement program.
Part II is the ac tivities portion of the book, with nea rly 100 developmentally appropriate activities, organized by skill themes.
Part III brings it all together, organizing the movement activities into a curriculum.
1--------------------------,
To order any of these books, or other educational materials and videos presented in this issue, please complete this order form and send to:
Name ______ _________ _
Address ______________ _ Item Qty Cost Total
City _ ________ _ ___ __ _
Sta te _ ____ _ Zip _____ __ _
Phone (
USA Gynmastics Memb. No. _______ _
5.5 . No. ____ _
o MasterCard 0 VISA Exp. Da te: ___ _ Subtotal
Card # _______________ _ Indiana Residents add
Sig nature: _____________ _ 5% sales tax Shipping & Handling Charges Purchases 515.00 and under " 53.00 Purchases S 15.Q1-S50 " 54 .00
Send Mail O rd ers to:
USA Gymnastics Merchandise PO Box 5562
I'u rch"ses over 550.0 1-5 I 00 ;:; 55.00 Purchases 100.01 ,1 nd up " 58.00 Indianapolis, I 46255-5562
Make checks payable to: USA Gy mnastics Grand Total L ______ ~~ __________________ ~
2
USA GYMNASTICS
PO Box 5562 Indianapolis, IN 46225-5526
(317) 237-5060
PLEASE NOTE: The videos listed in thismagazine are provided for educational and historic purposes. While every effort is made to produce videos of the highest quality, it should be noted that some of the videos are produced at events utilizing handheld cameras from vantage points in the stands by non-professional volunteer technicans. Only limited editing and production enhancements are utilized in order to provide a timely product ata reasonable cost to the USA Gymnastics membership.
April 1993 TECHNIQUE
Publisher Mike Jacki
Editor Stephen W. Whitlock
Production Luan Peszek
Graphic Design Julie T. Jones
Men's Program Director Robert Cowan
Women's Progranl Director Kathy Kelly
Rhythmic Program Director Nora Hitzel
USA Gymnastics Board of Directors
Em e;i~~~i:dBe~x ~::~fn~~~~i~I~~~ag~I~:II~~~ ~:~~ref~ ~~~!~~::~~ Wend y Hilliard , chair; Jin) Hart ung, vice cha ir; Michelle Dusserre, sec; Shert Dundas; Tim Dag~tt ; KarOn Lyon-Glover; Tanya Service; C uis Waller; Kevin ,wis, SOC Athlete's Ad visory Council ; Nancy Marsha ll, Admin. Ad visor; Ama-teur Athlet ic Union: Stan Atkinson; America n Sokol Organi-za tion:Jerry Milan; America n Trampoline & Tumbling Asso-ciation: Wayne Downing; American Turners: Be~r He~pner; Junior Boys Gym nas tics Coaches Association: arc aney; Men's Elite Coaches Associa tion: Peter KOTmann; National Association for G irls and Women in Sport: Dr. Mimi Murray; National Association of Coll egiate Gym nastics Men: Able Grossfeld ; Na tiona l Association of Collegiate Gymnastics Women: Gail Da vis; Na tional Association of Women's Glm-nastics Judges: Yvonne Hod~e; ational Collegiate Ath etic Associa tion: Cherhl Levick, red Tli roff; National Federation of State High Sc 001 Associations: 511srlll True; Nationa l Gymnas tics Judges Association: Harry Bjerke; Na tional High School Gymnastics Coaches Association: John Brinkwor th; National Jewish Welfare Board: Courtney Shanken; Rhyth-mic Coach es Association: Suzie DiTullio; Specia l O lympics, Inc.: Kate Fa ber-Hickie; U.S. Association of Independent Gym Clubs: Lance Crowley; U.S. Elite Coaches Associa tion for Women: Tony Gehman; U.s. Sports Acrobatics Federa-tion: Bonnie Da vidson; Young Men's Christian Association: Rick Dodson; USA Gymnastics National Membership Direc-tors: Men's: Jim Holt, Ray Gura; Women's: Joan Moore, ju lia Thompson-A retz; Rhythmic: Alia Svirsky, Ute Alt-Carberry.
USA Gymnastics Executive Committee
Chair: Sa ndy Knr!X p; Secretary: Mike Mi lidonis; Vice Ch air Women: Nancy ! arshall; ViceChairMen:Jil11 Howard; Vice Chair Rh >i-thmic: Norma Zabka; President: Mike jacki; FIG Women's echnical Committee: jackie Fie; FIG Rhyth-micTechnical Committee: Andrea Schmid-Shapi ro; FIG Men's Technical Committee: Bill Roetzheim; At Large Members: Roe Krcutzer;5ue Ammerman; Athlete Directors: Tim Dag%ett , Michelle Dusserre, Wendy Hilliard; Pres ident Emeritus: ud Wil kinson, Mike Donahue.
Associate Contents Editors Sports Science Advisory
Committee \<\' illiam Sa nds, Ph.D., Cha ir, Sports Advisory Com mittee Pil tty Hacker, Ph.D., Cha ir,
I Educat ion Sub-committee
Stephen W. Whit lock, liaison
Unless eXJ ress ly ident ifi ed to the cont rm y, (I ii articles, s t(l tements an views printed herein a re attribuled solely to the author and the UllIted States Gymnas tics Federation ex-presses no opin ion and assumes no responsibility thercof.
Inside This Issue
Contents Resources Building a Video Library .. ..................................... .. ........ 5 Hints for Taking Gymnastics Videotapes ........ ..... .... .. 26
Coaching Strength and Flexibility: A Balance ...... ...................... ... 9
Technique Straddle Press to Handstand ......... ..... ........ ..... ..... ...... .. 12 Progressions of the Double Layout
with Full Twist ... ....... .......... .............. ... ..... .. ......... ....... 28 Development of the Azarian .... ........... ....... ..... .......... ... 30 Strength Development for
Inverted Cross and Maltese ..... ........ .. ....................... 31
Coaches Education Readiness ................... ... .. .. ... ..... ........... .. ...... .... ...... .......... 15 Coach-Teacher or Teacher-Coach? ......... ........ ....... ...... 19 Coaching Experience Standards for Evaluation ...... .. 20 Professional Development Program .. .......... .............. .. 21 PDP Level II-What if I Have Experience .................... 23 Summer Coaches Workshop ........ ... ..... .. ............ ........ .. 37
Book Review Great Games for Young People ........ ............ ... .. ........... 25
Preschool Gymnastics Creative Preschool Bar Skills and Variations .. ......... .. 32
Future Trends Family and Social Trends .. ..... .......... ............ .......... ...... . 38
Plan Ahead 1993 National Congress .. ... ....... ... .... ......... .. ... ... .... .. ....... 43
Minutes W. Technical Committee (WTC),
3/6-7/93, Orlando, FL., CO ................ ... ...... ...... ... ... .44
Announcements ... .. ............... ........ ......... ... ... ... .... ............ ... ...... ......... ..... ...... 46
C HANG E O F ADDR ESS AN D SUBSC RIPTION INQ UIRIES: In order to enSlIre lIninterrup ted deli very of TEC HNIQUE magaZine, not ice of change o f address should be made six to eig ht weeks in advance. For f(l slest service, please enclose your present mailing label. Direc t (I II subs<; ri plion mail to TECHNIQUE Subscriptions, Pan America n Plaza, 201 S. C(lpitol Ave., Suite 300, India napo lis, IN 46225.
page 5
page 15
page 32
A
TECHNIQUE is published 10 times per yea r by USA Gymnastics, Pan American Plaza, 201 43 S. Ca pitol Ave.,SlIite300, Indianapo lis, IN 46225 (phone: 317-237-5050). Thi rd class postage page paid (It Indiana polis, IN. Subscri pt ion price: $25.00 per year in United Sta tes; a ll o ther countries $48.00 per year. If (lva ilable, back issue single copies 54.00 plus $1.00 postage/ hand ling. All reasonable ca rc will be taken, but no responsibility ca n be assumed for unsolicited materi(li; enclose return pos tage. Copyright 1992 by USA Gymnastics and TECI-IN /QUE. All rights reserved. Printed in USA.
TECHNIQUE April 1993 3
I EDUCATIONAL MATERIALS I VIDEOTAPES
Use the order form on page 2 to order any of these videotapes.
Educational General How to tape an injured gymnast. This tape
was prepared by Larry Nassar, ATC. (Part I = 1 :55, Part II = 1:23) #2102 $19.95
PDP level I instructor's starter kit. For Level I Clinic Administrators. Includes video and 15 Clinic Workbooks. #3603 $60.00
Safety Video. Gymnastics 1st, 2nd, and al-ways. #2601 $39.95
Back exercises for the gymnast. A video designed to lessen the problem of back pain in the gymnast. With use of a skeleton and gymnasts, L.Nassar, ATC, demonstrates how body positioning, flexibility, pelvicstabiliza tion & muscular exercises are benefi-cial. (1:20)(1992) #2410 $10.95
Men Basic Skills Achievement Program (BSAP)
video. Demonstration of all of the skills. #52 $29.95
J.O. Compulsory Program (JOCP) video. Demonstration of all of the exercises. (Ed-ited by class level) #2221 $39.95
J.O. Compulsory Program (JOCP) video. Demonstration of all of the exercises. (Ed-ited by event) #2222 $39.95
Jr. Nat. Team Dance Training program and Boy's team winter training camp, Colo. Spgs. (2:00) #2272 $12.95
Olympic Development Program (ODP) video-1992. Complete demonstration.
#61 $29.95 USGF Congress, Indianapolis. International
trends in men's gymnastics. Presentation by M. Watanabe. (1991) #2243 $15.95
Goal setting and preparation for competitions. Sport Psychology session by Dr. K. McKelvain at92 nat. team camp, Colo. Spgs. (2:00)(1992) #2273 $14.95
USGFCongress, Anaheim. Dieter Hofmann's lectures. Clinic for men's coaches. (2 parts: total tim e = 9 hrs in SLP)(1992)
#2200 $39.95
NEW Intercontinental Judges Course, Tampa, Fla. Pommel Horse. Pre
sentation by B. Roetzheim. (SLP format) (1 992) #2210 $24.95
NEW Colo. Spgs. Coaches Seminar for Men's Gymnastics. TU: Lioukin;
V: Artemov; PB: Tomita; R: O'Neill; HB: Akopyan; Conditioning & Periodization: Sands; PH: Daggett; Watanabe. (2 tapes, SLP format, 5:43) (1993) #2253 $24.95
4
Preschool! elementary Preschool Workshop, Ft. Worth. Swedish
gymnastics. Features Kajsa Murmark & Gun Stahl. #1 /3 tapes includes: Introduction, Philosophy, and first group lessons. (2:00)(1991)
#2130 $12.95 Preschool Workshop, Ft. Worth. Swedish
gymnastics. Features Kajsa Murmark & Gun Stahl. #2/3 tapes includes: Ways to use apparatus, Day in the jungle, Bean bag activities, and Games. (2:00)(1991)
#2131 $12.95 Preschool Workshop, Ft. Worth. Swedish
gymnas tics. Fea tures Ka jsa M urmar k & Gun Stahl. #3/3 tapes includes: Games, Balloon activities, and final lessons. (2:00)(1991)
#2132 $12.95
Rhythmic 92-96 J.O. Rhythmic LevelS & 6 VHS. Com
panion to the compulsory book, this video shows the six level 5 routines performed from both a front and rear viewpoint. The level 6 routines are also performed in phrases. #2321 $29.95
92-96 J.O. Rhythmic Level 7 & 8 VHS. Companion to the compulsory book, the video shows the six level 7 routines and the level 8 RFX from two viewpoints.
#2322 $29.95
Women J.O. Compulsory Video levels 1-4. Compan
ion to the compulsory book.#2105 $29.95 J.O. Compulsory Video levels 5-7 and 10.
Companion to the compulsory book. #2106 #29.95
J.O. Dance Workouts: 1-3 for coaches' tape. Explanation of the basic ballet exercises. (2:00) #2173 $15.00
J.O. Dance Workouts: 1-3 for gymnast's tape. Basic ballet exercises designed for the gymn as ts to follow. Demonstrated by M. Faulkenberry. (2:00) #2171 $15.00
J.O. Dance Workouts: 4 & 5 for gymnasts. These levels are newly completed .
#21 72 $15.00 Roundoff vault training. Developed by T.
Gehman for the Women's J.O. program. Prerequisites, training tips, conditioning, and technique. #2107 $19.95 NEW Ta lent Opportun ities Progra m
(T.O.P.), Indianapolis, IN. National Testing. This tapes shows all of the physica l abilities tests used at the Na tional Testing in Indianapolis. (1993) #2139 $14.95
Competitions Men
NEW McDonald's Am. Cup, Oriando,FL. Prelims and Finals. Scherbo-56. 950
(BLR), Ringnald-55.700 (USA), Wecker-55 .1 75 (GER), Sharipov-55.000 (UKR), Gherman-54 .850 (ROM), Waller-54.650 (USA), Supola-53.700 (HUN), Centazzo (ITA), Curtis (USA), Umino (JPN), Thomas (GBR), Bravo (ESP), Pluss (SUI), Lopez (MEX), Keswick (USA), Dashuang (CHN) (1993) #2252 $19.95
NEW Winter C up Challenge, Colo . Springs. Junior Elite: Compulsory
& Optional. Wilson-102.25, Datilio-100.85, Killen-l 00.50, Ellis-98.50, Klaus-97.90, Pansy-96.90, Thornton-96.25, Wood-95.55, Stibel-94.15, Masucci-93.15, and others. (SLP for-mat, 5:43) (1993) #2251 $16.95
NEW Winter Cup Challen ge, Colo. Springs. Senior Compulsory and
Optional. Keswick-55 .60, Roethlisberger-54.95, Wa ller -54.80, Ringnald-53.65, Umphrey-53.55, Curtis-53.30, Asano-53 .25, Masucci-53.25, Lynch-52.90, Harrison-52.80, Durbin-52.45, Meadows-52.15, and others. (SLP format) (1993) #2250 $16.95
Rhythmic NEW Rhythmic Challenge, Colo. Springs,
CO Senior Elite: Bushnell-35.75, Hunt-35.35, Da vis-35.35, Ward-34.90, Levinson-34.70, Tucay-34.70, Vanderpluym-33.40, H.Lovell-32.80,Alberti-32.50, Bachar-31.80, James-3UO, Davidovich-30.90. Junior Elite: Fredrickson-33 .50, Lim-33.00, Tharp-31.60, Sievers-29.50 (1993) #2329 $16.95
Women NEW McDonald's Am. Cup, Orlando, FL.
Prelims and Finals. Miller-39.268 (USA), Strug-38.168 (USA), Piskun-37.837 (BLR), Xuemei-37.455 (CHN), Portocarrero-37.206 (GUA), Hadarean-36.762 (ROM), Kosuge-35 .798 (JPN), Galloway-35.173 (CAN), Dawes (USA), Borden (USA), Campi (USA), Stobvtcha ta ia (UKR), Machado (FRA), Molnar (HUN), Hristakieva (BUL) (1 993) #2152 $19.95
Panasonic PROUD SPONSOR OF USA GYMNASTICS
April 1993 TECHNIQUE
)
Resources
BUILDING A VIDEO LIBRARY I
n the March issue of Technique, I presented
an article encouraging building a
gymnastics related publication library.
Another valuable educational resource for gymnastics
clubs and teachers is a video library.
Within the past few years, high quality consumer
video equipment has become accessible due to increased
product availability and decreased costs. Gym clubs
can now afford to utilize the benefits of video technology
for instruction, information dissemination and even
entertainment.
Where to find relevant video tapes?
Increasing numbers of videotapes are available from a wide range of sources:
• USA Gymnastics offers a wide number of reasonably priced gymnastics instructional, educational and entertainment videotapes through the USA Gymnastics Merchandise Department.
• Also look for tapes at rental outlets, specialty stores, catalogue suppliers, gymnastics suppliers, and the public library.
• Record televised events on public and cable TV.
• Many meets, exhibitions and performances permit personal videotaping.
• Produce your own informational and educational videos.
NOTE: While most of these sources permit use of recorded tapes for "personal" use, be sure to consider applicable copyright laws and stated use applications if you plan to edit or resell any tapes.
What equipment is required?
At the very least, a high quality VCR and monitor is required in order to play back the video tapes. More ophisticated systems permit the user to produce and
edit videos and require additional equipment. A basic and more ideal system would include the following components:
TECHNIQUE April 1993
VIDEO SYSTEMS BASIC IDEAL
Camera
1 camera 2 cameras
Desirable features: Palm corders are great, but for high quality production the larger cameras are better. Most cameras come loaded with features. 5-VHS cameras cost more, but reduce loss of quality in 2nd, 3rd and 4th generation tapes during editing and duplication . Purchase (and use) a video-tripod for all cameras .
VCR 2, VCRS-one as a 3, VCRS-two as "source" and the "source" and one other as "master." as "master. " NOTE: In many NOTE: Here too, a cases, you can use camera can be the camera as one of used as a source. the source VCRs.
Desirable features: Again 5-VHS is more costly, but results in higher qualih). Look for "synchronized" editing features; a toggle wheel is very useful; 4-head machines are preferred.
Monitor
2-one for each VCR
3-one for each VCR
Desirable features: One monitor should be of sufficient screen size so that it can be used to present videos to your students . It is a good idea to have a second smaller, more portable monitor that can be used in the field as a camera monitor as well as in the editing bay. True monitors cost more than the usual TV sold in electronic stores, but offer higher quality resolution that is helpful in the editing process.
Mixer
l-essential for professional looking tapes. Allows special effects such as wipes and dissolves.
5
Steve Whitlock Director of Educational Services and Safety
Gymnastics is a
visual and artistic
sport . Videotapes
can assist in
many ways to
advertise, present
the sport, educate,
train, and even
motivate!
VIDEO SYSTEMS BASIC IDEAL
Character generator (CG)
Some cameras permit you to produce titles.
Sound
l-several small CG's are available that plug into the mixer or camera.
Boom boxes now have cassette, radio, CD, and even voice dubbing features that can be linked to your video equipmen t. Make sure that these have RCA-type jacks that are compatible with equipment input jacks. Auxiliary microphones are useful. You can find inexpensive radio signal mikes that plug into the camera that result in excellent sound when recording.
NOTE: music adds to any video production. For your own productions, you can use just about any music that you want; however, if you plan to resell your videos or use them as display features in your club, you will need to be careful of license rights.
Lighting
Cameras depend upon good lighting for good results! If you plan any kind of production shooting, the investment in professional lighting is well worth the cost. The good news is that professional lights can be rented at quite reasonable rates.
Computers
For the more serious videophile, Atari, MacIntosh, and IBM all have a variety of supporting software and hardware that permits excellent results and effects.
How to utilize the equipment and library?
Once you have a video library and editing resource equipment, the only limitations are your own time, imagination and pocketbook! Gymnastics is a visua l
6
and artistic sport. Videotapes can assist in many ways to advertise, present the sport, educate, train, and even motivate! What are some of the possibilities?
• A Welcome to Gynmastics video for prospective clients to watch in your waiting room.
• A Rules and Policies video to explain your club's procedures to all new students.
• The USA Gymnastics Safety Video.
• A Programs Offered video to assist your clients in understanding the various class offerings.
• If you conduct Birthday Party programs, how about an extra fee for a video of the event produced by your club? Scenes from the party can be mixed with standard footage that highlights your club, staff and programs-a great advertisement for all the participants to take home and show to their friends!
• A library of educational tapes that the members can check-out regarding nutrition, training, conditioning, and motivation. These help to demonstrate your club's concern and caring for the total development of the students.
• How a bou t videota ping your team's competitions and I or exhibitions and then offering these for sale to the participants. These are great for technical review and could be a source of additional club revenue.
• Also, videotape selected class segments during the enroll men t period and then offer them for sale at the end of the session (you could include this service as part of the class fee or as an "add-on") . Mom and Dad would probably love a tape that shows the progress of their child with key moments such as the A wards Day. This kind of service could be a key selling point to emphasize and demonstrate how your club offers more than other clubs in your market area.
While the above might seem to be difficult for you to do since your motivation and responsibilities revolve around planning, organiza tion and teaching .. . think about the possibilities (and the potential income)! Perhaps you could hire an eager h igh school student to be your club videographer- hel she would gain valuable experience, have access to your equipment, and earn some money doing what they love to do! Pay them a basic rate and a commission on all of the tapes that arf' sold . You might find that one of your current sta{ members has an interest and talent in this area-use them! They can earn additional money and the club will profit as well.
April 1993 TECHNIQUE
you know that professional videographers that
shoot weddings typically receive $300/wed-ding for essentially uncut footage? (They charge more for
edited tap·es). Did you know that one of the most profitable video companies in the U.S. shoots on-location white water rapids trips? This company has some pre-recorded standard footage describing the trip (and the Company). They then shoot critical shots such as the initial group meeting, launching the rafts, the first rapids, and the champagne toast at the conclusion of the trip. These live shots are mixed with the standard footage and are available within one hour of the conclusion of the trip! At $39.95, almost no participant leaves without a personal copy. Back at home, this tape is then shown to all their friends and is a fantastic advertisement for the company.
Resources
Examine your client
base and market
possibilities, you will
probably find
possibilities for . . zncreaszng your
club's service and
profit margin
through attention to
this medium.
Introducin two easy ways to get lo~ w qlesale prices on every Item ill our catalogs!
TECHNIQUE April 1993 7
Resources
An observation about the American consumer
See the article
"Hints for Taking
Gymnastics
Videos" on page
26 to assist you
further in the
consideration of
establishing a club
video library and
video service.
At Elite!
GK, our philosophy
has always been to
put the interests of
our gym-club
customers first
our success will
follow. This
commitment has
helped hundreds of
clubs become
successful, and it's
made us the most
asked for name in
gymnastics apparel
a.nd accessories.
8
Have you ever noticed that the typical gym club parent who complains about a $3 loea l meet admission fee or $25 meet en try fee willingly buys their daughter a $40 leotard and
spends up to $lO/family member on soft drinks and concession goodies without a
complaint? As long as the basic rate is fa ir and reasonable, they don't think twice about
add-ons!
The fast-food industry has made billions paying atten tion to this! Consumers selectively choose the 99q: Feature Meal over the regular priced sandwich offering and then order a $1.25
soft drink without a moments hesitation! (The sandwich might be near break-even for the
franchise, but the soft drink has a HUGE profit margin) .
Another example: how many times have you pondered over the $2 .99 vs . $3.99 Breakfast Special
at your favorite fami ly restaurant ... and then ordered a 95ct cup of coffee, an 8 oz. orange
juice at $1.25, "extra cheese" on the hash browns for 55q:, and a side of bacon for $1.75?
You just spent an additional $4.50 (more than doubling the cost of your breakfast) with
the satisfaction that you saved a buck on the special.
The gymnastics club industry should learn from these examples. Charge fair and reasonable
rates for your basic services and then increase the profit margin through add-on sales
apparel, concessions, and perhaps even videotapes.
We've made it
easier than ever to get low
wholesale prices on every
item in our catalogs-from
competitive leotards for your
team to our ever-popular
workout wear; exciting GK
warmups to men's wear and
accessories.
In fact, now there
are two easy ways to get low
wholesale prices on every
item in our catalogs.
lour exclusive GK
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means no
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ELITE/GK MAKES IT EASY TO GET LOW
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way to make your pro shop a shorts from our variety print
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no risk. Ever! Here 's how it (size assortments and quanti-
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April 1993 TECHNIQUE
Coaching
SrnENGTHAND FLExIBILITY: ABALANCE H
igh levels of both joint range of motion
(ROM) and muscular strength can have a
positive effect on performance. ROM is
often referred to as flexibility and is particularly
important for allowing the gymnast to fully express the
body through amplitude and a full range of motion.
Muscular strength provides the necessary internal force
need ed to assis t in stabilizing joints. This is particularly
helpful for initiating movement and in maintaining
body position during performance. Artistic gymnastics
performance of static and dynamic skills is enhanced
when there is a balanced relationship between streng th
and flexibility. Problem atic circumstances ari se,
however, when appropriate relationships do not exist.
Common Strength and Flexibility Relationships High strength and low flexibility
High strength levels can exist without comparable flexibility. A more balanced relationship between strength and flexibility can transpire when the gymnast incorporates resistance exercise into a conditioning program that includes an overload performed through a full range of motion. Insufficient ROM, however, may accompany strength gains when an inherited sti ff joint characteristic exists. The stiff joint characteristic can be genetic and is associated with the manner by which two bony segments articulate and /or with tight soft tissue strapping across joints. This imbalanced relationship promotes high levels of joint stability. Although joint stability can be very beneficial, a high strength and low flexibility relationship is undesirable and can lead to a problematic condition. The gymnast is simply unable
Dr. William L. Cornelius University of North Texas Dept. of KHPR P.O. Box 13857 Denton, TX 76203-3857
let us show you how to get low wholesale prices on every item in our catalogs. Guaranteed! Call toll-free 1-800-345-4087.
merchandise manufactured es
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Ever! It's that easy!
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TECHNIQUE April 1993
Elite Sportswear, L.P. 1230 Spruce Street Read ing, PA 19602
9
Stretching and
resistance exercise
can have a
positive effect on
reducing
performance
limitations. These
exercises limit the
impact created
from a stiff joint
characteristic and
provide the means
by which full body
expression can be
accomplished.
to effectively manipulate body segments in a flu ent, re laxed , a nd natu ral manner about joint axes without normaI ROM.
There are two physica l fac tors having an impact on joint s tability tha tcan influence ROM. Firs t, s tabilizi ng force vectors are directed into the joint, as a component of the muscular resultant force applied on a body segment through muscl e con trac ti on . Larger stabilizing vectors accompany small angles of muscle inser-tion. This factor often promotes smooth, effective movement because it enhances joint integrity and resulting control. A second factor relates to ROM resistance provided by connective tissue. Resistance to ROM develops from the manner in which the connective tissue crosses joints. Tightly strapped tendons, joint capsules, and ligaments, reinforced by highly resistant collagen within these connective tissues, have a significant influ ence.
Low strength and high flexibility Low muscular strength and high levels of flexibility
are often associated with the young, developing gymnast. The joints typica lly lack adequate stabil ity when this relationship exists. There appears to be less ability to perform skills and a grea ter tendency for injury when inadequate s trength is coupled with high levels of flexibility. ROM should be no grea ter than is within n ormal a na tomica l d es ig n . Exa m p les of jo int hypermobility can be observed in an elbow articulation that moves beyond full extension into hyperextension, or in a lower leg that moves beyond full extension into hyperextension at the knee joint. This loose joint characteristic should be modified through improved muscular s trength, not by increasing flexibility.
Low strength and low flexibility A low streng th and low fl exibility relationship pro
vides little to gymnastics performance. Low muscular strength manifests a lack of bod y control and slows skill acquisition. Lower ROM negates any possibility that a performer will be able to achieve virtuosity when full body expression is limited.
10
The d em and fo r higher levels of strength and fl exibility is evident w hen there is the need to properly align body segments during most gymnas tic maneuvers. A properly performed hollow body technique is an example of a maneuver requiring explicit s kele ta l a li g nm ent. Strength is needed in this technique for stabilizing joints in order to maintain a firml y aligned body position. Furthermore, acceptable levels of both s treng th and ROM are needed in the
hollow bod y posi tion in order to effectively mani pula te the pelvis and shoulder complex. The pelvis, for example, must be moved through a normal range o' motion because it acts as a fulcrum about which the lower and upper body rotate. Consequently, the sacroil iac joint requires effective articulation of the pelvis, at the ilium, and the spinal column, at the sacrum, in allowing the upper body to move into controlled fl exion and extension. There is also an articula ting quality required between the pelvis and the femur, at the acetabulum joint. Further evidence of the necessity for quality in this relationship is apparent at the shoulder joint.
Examples of Perfonnance Limitation Inability to reach full extension
Reaching full amplitude is a primary part of artistic gymnastics. Limitations in static and dynamic movements will culminate w ithout appropria te levels of balanced flexibility and streng th. Artis tic performance is con tingen t upon controlled , full range of motion a t all human joints, w hether slow or explosive. Inadequate levels of strength encourage further complica tions. An example of gymnastics movements requiring these full ex tension characteristics are encountered on all gymnastics events. A particular example on the horizonto' bar or uneven bars, is evident in a long hang, stoo, through to inverted pike swing, to hip extension.
Stretching and resistance exercise can have a positive effect on reducing performance limitations. These
April 1993 TECHNIQUE
exercises limit the impact created from a stiff joint characteristic and provide the means by which full body expression can be accomplished. Resistance exercise improves joint stability, but provides favorable ROM when performed through a full range of motion. Strength exercise is of benefit to the athlete when comprehensive weight training is incorporated into a year-round conditioning program. Specific strength and ROM needs can be addressed with particular resistance exercises performed on the apparatus. This procedure can incorporate specificity of training. Exercises specific to the task can accommodate particular needs. Further accommoda tion of specific performance needs can be addressed through ROM exercises, using a combination of static, dynamic, and modified proprioceptive neuromuscular facilitation stretching techniques.
Poor postural alignment Poor skeletal alignment limits performance. Limita
tion in flexing the trunk and in performing the pike ")osition are examples of problems created by poor _)elvic alignment. A particular example of skeletal alignment effecting performance is in excessive anterior tilt. Anterior tilt of the pelvis can be created with muscle imbalance, resulting in the pelvis being pulled off vertical alignment and rotating about the mediolateral axis at the sacroiliac joint. This creates hyperextension of the lumbar spine and difficulty in performing an acceptable level of forward trunk flexion.
Anterior pelvic tilt can be created when the abdominal muscles (rectus abdominus, external obliques, and internal obliques) are weaker than the hip flexors (rectus femoris of the quadriceps and iliopsoas). This muscle imbalance creates a pelvic alignment that limits ROM at the hip and lumbar joints. Strong abdominal muscles, however, can assist in maintaining appropriate pelvic girdle alignment by resisting backward displacement of the pubis. This is accomplished by the abdominal muscles acting to neutralize forces crea ted by hip flexors. Theeffectiveness of
\e rectus d bd om in u s muscle is enhanced when the pelvis is
TECHNIQUE April 1993
held in proper alignment, facilitating a larger angle of insertion. Force vectors that move the pelvis and act to neutralize anterior tilt improve as the angle of insertion increases. Hip flexors can become problematic because they typically are too strong when compared to their abdominal muscle group counterpart. Forward bending at the hip joint is restricted when soft tissues connected with the hip flexor musculotendinous units are not maintained at normal length. Consequently, performance problems can be created from anatomical and mechanical limitations, and not necessarily due to a lack of ROM exercise.
Summary and Practical Application
The young gymnast is particularly susceptible to muscle strength imbalance and ROM limitation. This leads to a predisposition to performance limitation and injury. An example of this imposing soft tissue imbalance, and predisposition to performance problems, often lies with muscle and connective tissue relationships. The individual typically has very strong hip flexors and correspondingly weak abdominal muscles. This strength imbalance, plus the typical quality inherent in a highly resistant connective tissue, can present performance problems usually associated with anterior hip and lower back articulations. This may be explained by analyzing the activity patterns of most youth. They commonly use their hip flexor muscles more than the abdominal muscles. General movement patterns, such as walking, running, and kicking, do a particularly effective job of strengthening the hip flexors. There is significant use of the hip flexor muscle group during the forward swing of the leg. Imbalance is further nurtured when some gymnastics skills or movements are added and emphasized too early to the learning sequence. For example, leg raising activities
resulting in hip fl ex ion are bes t placed in the learning sequence after the gymnast possesses adequate abdominal muscle strength and normal hip fl exor and low er back flexibility.
11
Coaching
Young gymnasts
commonly use
their hip flexor
muscles more
than the
abdominal
muscles. The
individual
typically has very
strong hip flexors
and
correspondingly
weak abdominal
muscles. This
strength
imbalance can
present
performance
problems usually
associated with
anterior hip and
lower back
articulations.
Meg Warren Association of British Gymnastics Coaches
STRADDLE PRESS TO STAND
Ma ny gymnasts exp erience problems with the straddle press to handstand. This element is excellent for improving the gymnast physically. John Atkinson, former British Na tional Coach, said many moons ago, "If you don' t take your medicine, you won' t get better." The straddle press to hands tand is part of the medicine and should be a par t of everyone's conditioning program. Success in this area will mean success in skill learning.
Let's look at some of the problems involved in this intrica te element.
12
Phasel-the Straddle Lever The Problems
A. The gymnast needs strength in the upper arms to hold the straddle L position -the strength to push the shoulders down which has the effect of "lengthen ing" the arms.
B.
c.
The gymnast needs strength in the hip flexors and the quadriceps to keep the legs lifted and straight. The gymnast also needs suppleness in the hamstrings to make the muscle action easier. If these muscles are stiff then the hip flexors and quads have to fight against muscle resistance as well as fighting against gravity.
Solutions A. Using two benches or
cha irs, the gymnast lifts to
support. She must try to hold the position with the shoulders depressed. This will lift the hips up and thus away from the bench level.
D ~ ~
-tr~)T
B. Sitt ing on a chair, the gymnast extends her legs keeping the knees high. The gymnast needs to repeat this many times until the pain starts ... and then go on a bit further.
fq~ C. Train the fold position. Have
the gymnast try to relax in th is position .
Phase 2 - the Press to Handstand
A. The gymnast needs to be strong in the region shown. She needs to contract the posterior fibers of the deltoid muscle and upper back muscles to lift the hips above the shoulders.
April 1993 TECHNIQUE
B.
c.
She needs to be strong enough to stop the shoulders from falling forwards. Again , strength is needed in the same shoulder region to keep the shoulder angle open.
~O l
The gt)mnast needs to be supple in order to keep the knees close to the armpits.
~~ rf)Q She needs to be supple enough to lift the legs up through the side position (this requires less strength) and not backwards.
Solutions A. With the gtjll1nast in a
straddle sit, the partner applies resistance to the gymnast's wrists or elbows, but still allows the gJ)mnast to move the arms up to the vertical. Repeat several times . After 10 repeats the shoulders should ache. If
TECHNIQUE April 1993
B.
they don't, then not enough resistance has been applied. Only resist the opening
action. 0 Z~ ( 7, t-
~k ~~: '~ ~ ~
The perch position is good for the ability to hold the shoulders forwards; in fact, that is why it is there. Also, have the gtjlnnast try lifting
S;;iP
, ~
C. The following practice is not only good to train for suppleness needed but also gives the gt)mnast a simulation of the whole movement, but done on the floor.
Do this five times: that is
fo rward to back and return is aile repetition.
13
Technique
Every aspiring
giant swing or
clear hip circling
gymnast needs to
be well
conditioned if she
is going to be
successful, safe
and technically
correct.
Reprinted by permission from the Association of British Gymnastics Coaches Newsletter, December, 1989, pp. 6-8.
14
Phase 3 - from Handstand, Lower to Straddle Lever
A. If the gymnast comes down with the hips out of line, she
will fa ll. Ha ving reached a
handstand position, many
gymnasts are unaware that
they still have a job to do in
resisting gravity in this
phase.
The same muscles that
worked on the way up have
to work on the way down.
However, these muscles work in a fashion of paying
out (eccentric muscle
action) instead of con
tracting (concentric muscle
action) as il1 Phase 2.
~ \\ il \\
~ ~ f \ Solutions
A. From the headstand, the
legs should be slowly
lowered through the
straddle position to bring
the toes to the floor. Return
the legs to vertical. Repeat several times, but don't stay
on the head for too long.
During the slow lower, the
hip extensors are paying
out.
1 This same action can be done
against the beam or a wall .
D
B. The action that was done in
Phase 2 (A) can now be
repeated, but to crea te a
letting or paying out muscle
action (eccentric muscle
action). Now the partner
pushes the gJ)mnast's arms
back down to the floor and
the gymnast tries to resist
this action.
0=t
rt tV ~ ~
Conclusion I am not sa ying tha t this skill is easy-work
towards this end will be difficult. However, every aspiring giant swing or clear hip circling gymnast needs to be well conditioned if she is going to be successful, safe and technically correct.
I hope that if the gymnasts and coaches understand the problems involved , a grea ter success rate can be achieved.
Il
April 1993 TECHNIQUE
READINESS A
primary responsibility and area of concern for gymnastics coaches and teachers is athlete readiness. The USGF Safety Manua l discusses athlete readiness in terms of
medical, physical and psychological. The teacher has three areas which must be considered:
• Initial evaluation of read iness
• Preparation for readiness
• On-going evaluation of specific readiness
1. Initial evaluation of readiness
When an athlete first presents him / herself for participation in a gymnastics program, the instructor needs to utilize various formal and informal screening techniques and procedures to evaluate the student's level of fitness and health, skill and sport experience, and even motivation and interest. This process is helpful in establishing individual goals and directing the student into appropriate programs, activities and class groupmgs.
Helpful tools at this stage include pre-participation physical examination reports, questionnaire and survey forms, interviews with the student and his/her parents, and testing (strength, flexibility, and skills).
The purpose here is to provide both the student and the teacher with information that assists in matching the s tudent to appropriate class groupings and the identification of individual concerns and needs as well as goal setting.
TECHNIQUE April 1993
Coaches Education
2. Preparation for readiness
Once the first evaluation process is completed and the s tudent is assigned to a training group, the instru ctor focuses on specific readiness goals as part of the training curriculum. This can involve providing specific strength and conditioning goals for each student to safely and effectively master the course skill components. To accomplish this, the teacher must have a complete understanding of the phYSical and mental components of the skills. These need to be communica ted clearly to all the students in a way that both justifies the time and energy commitment to physical prepara tion and is goal oriented and motivating!
Consider the situation of a group of cheerleaders enrolled in a tumbling class . Through the screening process, the instructor learns that the class members desire to learn a back handspring in order to show this skill at their school cheerleading tryouts-however, the instructor realizes that most of the students will require some specific strength and technique work before it is possible for them to achieve this skill. In order to maintain the motivation and enthusiasm of the students through the initial prepara tion period for serious work on the back handspring, the teacher must communicate that the path for the students to achieve their goal is dependent on the prepara tion drills and exercises. The teacher should establish prerequisites for all stages of this preparation. For example, examine the graphic on the next page - One Path to the Back-handspring (FF):
15
Steve Whitlock Director of Educational Services and Safety
Many coaches are
tempted to
es tablish
performance goals
for their athletes
based upon what
they see on
television in
international and
Olympic events.
This is a mistake.
Again, this is
special
gymnastics for
elite athletes-the
top 0.5% of all
participating
gymnasts!
16
One path to a backhandspring (FF) In order for
students to
leal'l1 a back
handspring (FF), they must
firs t
demonstrate
HANDSTAND PREREaUISITE(S)
10 push·ups; 5 pull·ups; 20 sit-ups; 10 V·ups.
CAN MOVE ON IF ... Hold for 10 seconds against wall. Hold 3 sec. "free". _ .... __ _
success (competency) in
each of the fo llowing areas.
PREREaUISITE(S) 20 arch-ups, 5 leg liNs.
CAN MOVE ON IF .. .
Today, the competitive program coach needs to develop a specia l understanding of advanced gymnastics skills. Given the high level of international performance, the novice competitive coach (and his/her gymnasts) need a keen understanding and apprecia tion of the training and commitment required to attain a high international level of performance. Elite gymnastics is for special athletes!
Many coaches are tempted to establish performance goals for their a thletes based upon w hat they see on television in interna tional and Olympic events. This is a mistake. Again, this is special gymnastics for elite athletes-the top
Note: The above is an example of just Qlle Path ... - because of ind ivid ual at h lete differences, d ifferen t si tua tions, ava ilablity of equipmen t, and even different ins tructor phitosophies, there isn' t jus t ONE pa th to any skill achieve-
Shows flight from honds to feel. Correct body post ion. Coordinotion, correcltiming ond technique. ~""' .... '"
0.5% of all participating gymnasts! Fortunately, the USGF Junior Olympic levels for girls and boys offer compulsory and optional competitive programs designed for "the rest of us." men t! The role of the teacher is to u tili ze his / her
knowledge and experience to establish the BEST pa th fo r each s tuden t.
PREREOUISITE(S) Jump to 24" height; coordinated arm swing.
Beginning gymn as ti cs teache rs CAN MOVE ON IF ...
It is critica l that coaches in the J.O. program use all of their experience and knowledge of the sport to de
Shows good rhythm & height in should devote preparation time to stud y- jump to high mats, good ~ody ing progressions and skill prerequisites, l!:po~sit~io~n i~n~fli~gh~t, ~et~c.--1rrnmrmr:rI~~~iI
velop training and performance goa ls for their athletes that are progressive, rea lis tic, achievable, and safe. The ideas presented above-
observe and discuss progressions used by "master teachers," and attend clinics and workshops. Attention should be paid to the formulation and development of written lesson plans-and then, evaluation, what does or does not work. As the instructor grows from novice to expert, many of these planning strategies become second nature and, therefore, require less class preparation effort, but should still be recorded and filed . However, the learning, planning and evaluation phases never really endeven for elite coaches! All teachers must constantly consider performer readiness and advances in the technical side of the sport as well as their personal teaching competencies.
3. On-going evaluation of readiness
The examples presented above are fairly straight-forward and understandable. As both the gymnast and the teacher progress, on-going eva luation of readiness continues to be of primary importance. The physical demands of gymnastics par ticipation are ever increasing as the sport develops and evolves. At the competitive level, it seems that the expected difficulty level has no limits-the top international gymnasts perform skills that were unheard of only a few yea rs ago .
PREREOUISITE(S) Cartwheel; back limber; back-wolkover; back extension down wedge.
CAN MOVE ON IF ...
PREREOUISITE(S) Good round·off; 5tick·tocs; back extension to near handstand with snap·down.
CAN MOVE ON IF .. .
co n sta nt evalua tion of rea diness, esta blishingand p re par ing for performance prerequis ites th ro u g h Technique is acceptable, confidence
is high; all strength prerequisites are met; & 50 "light spot" attempts are acceptable. "m~';'""r.J"!'P!"II!'
strength and flexibility training, and then once agai n re- L....:=---_ evaluating performer readiness are especially impor tant a t the J.O. leve l. Coaches and their gymnasts
This is the final "goal" skill!
must maintain a pers[)ectiv'e l ________ ....
of what is reasonable and prudent when establishing performance goa ls.
April 1993 TECHNIQUE
)
Coaches Education
IS THE GYMNAST READY TO ? •
YES NO
0 0 Meets all medical and physical prerequisites.
be a powerful motivational tool and confidence builder for the gymnast. In the example below, the coach could tell gymnast B, "I know that you really want to do the new dismount a t regionals and I would like for you to be able to do it too! Here is our workout plan for the next two months . In order for you to demonstra te your readiness for this new skill, you are going to have to demonstrate the following: (explain the plan and establish performance criteria)."
0 0 Meets all performance prerequisites.
0 0 Meets all psychological prerequisites.
If yes to all three, the gymnast is ready! Experience (and in some cases com
mon sense) will assist the coach in establishment of meaningful hit / miss ratios
for individual gymnasts and specific skills or combinations. For example, when performing a back-handspring on beam, one gymnast might regularly teeter and fall after completing the landing of the skill on the beam with an 80% hit rate. Another gymnast might miss her hand placement 80% of the time. In the first case, the athlete will lose 0.5 points for the fall, climb back on and continue her routine. In the second case, the fall could result in a serious injury. The teacher needs to consider this kind of information when using hit / miss
Is the gymnast ready? An easy paradigm for the teacher to use is to con
stantly ask the question, "Is the gymnast read y?"
This simple 3-question format can be used for basic "kills such as, "Is the gymnast ready to perform a back-,andspring (FF) without a spot?" to more complicated
readiness situations such as, "Is the gymnast ready to perform a new dismount from the balance beam in the Regional qualifying meet?"
Hit/miss ratio
A helpful practice in determining readiness is for the teacher and the student to track hit / miss ratios by maintaining performance da ta through such means as gymnast diaries and element counts . The key here is the documentation of consistent performance. The BEST means of predicting future performance is the evaluation of previous performance. An example is on the right.
Besides providing useful informa tion to the coach to determine the gymnasts' readiness, hit / miss data can
TECHNIQUE April 1993
data. Both the coach and gymnast must carefully evaluate all of the consequences of a missed performance when determining readiness.
The purpose of this article has been to discuss the concept of performer readiness within the context of skill training and routine preparation. A goal has been to encourage coaches to pay attention to this concept on a daily basis as a means to moti va te and direct the students' training activities and reduce the negati ve consequences of encouraging or permitting performance of skills or se-
quences for which the gymnast has not demon
strated competence and readiness.
17
A helpful practice
in determining
readiness is for the
teacher and the
student to track
hit/miss ratios by
maintaining
performance data
through such
means as gymnast
diaries and
element counts .
The key here is the
documentation of
consistent
perfonnance. The
BEST means of
predicting future
performance is the
evaluation of
prevlOUS
performance.
I EDUCATIONAL MATERIALS I PuBLICATIONS '
Use the order form on page 2 to order any of these publications.
Coaching Coaching Young Athleles (1981, Martens, paper, 200) • This book
int rod uces and explains the basics of (oitching philosophy, sport psychology, leaching sport skill s, sport physiology, sports med i-cine and parent management. #13 $22.00
PDP Level J Clinic Workbooks (1 992, USA Gymnas tics) • Packet of 15 workbooks fo r use by cl inic adm inistrators for PDP Levell coach accred itation. #3610 520.00
PDP Level l: Starter Kit (1992, USA Gymnastics) • For Level I cl ine administrators. Includ es: 1/ 2" VHS and 15 Level I Clinic vVork-books. #3609 560.00
Sequentin l GYIII//(/sfics 1/: The Instructor's Cl/ide{1992; Hackeret al, 108 pp) • Used in conjunction wi th USA Gymnas tics PDP level I Coach Accred itation, this book is d esigned specifically for the gymnastics teacher to provide basic gymnas tics skill progres-sions. #3604 $13.00
Rooki, ConclIes GI/"","slics G"ide (1992, USGF / ACEP, paper,80 pp) • Acombination of coaching adviceand gymnastics information for the entry-level gymnast ics coach. This book is oneof the required texts for USA Gymnastics PDP level I Coaching Accredita tion.
#3608 58.95
Competitive Men Basic Skills Acllieuemellt Book - BSAP (1992, USA GYll"lI1as tics, paper,
18 pp) • A 4-level program for boys classes meeting 1-hour per week. Prepares the s tuden t for pa rticipa tion in the j.O. program.
#51 57.50
FIG Code of Poi"ls (1992-96, FIG, paper) • The official international competiti ve guideline book wi th skiU difficul ty ra tings.
#1201 539.95
jllIlior Olympic Prot-:ra lll -IOPC (1992, USA Gym nastics,3-ring binder, 130 pp) • Includes graded levels of compulsory exercises as well as mod ified optiona ls. Competit ions are conducted a t the local, s tate, regional, and nat iona l levels. #1202 529.95
Olympic DCUt'iOPIllCllt Program- ODP (1992, USA Gymnastics, papt:!r, 41 pp) . Thisskills test ing program is designed to identify talented and promising gymnasts as we ll as for the educa tion and train ing of the coaches. #60 529.95
Competitive Rhythmic FIG Code of Poi" Is (1992-96, FIG, binder, 213pp) • The official inter
national competitive guideline book with skill d ifficul ty rat ings. #1301 539.95
Competitive Women Compulsory Text 0992-96, USA Gymnastics, 3-ring binder, 203 pp) •
USG F junior OlympicCOInpulsory Progrmn , Levels 1-4 ,5-7 and 10. USGF Pro-member price: #1111 524.95
COlllp"lsonl Texl (1992-96, USA Gymnastics, 3-ring, binder 203 pp) • USGF junior Olympic Compulsory Prograln, levels 1-4 ,5-7 and 10. Regular price: #1110 529.95
FIG Code of Poi"ls (1992-96, FIG, XX, XX pp) • The offic ial in ternational competitive guideline book with ski ll d ifficulty ratings.
#1101 539.95
Competitive Programs Wall/en's RecreatiOlml/Opt iOlml Competitive Program (1 991, USA Gym
nastics, paper, 37 pp) • This restricted difficu lty program is an ideal introduction to competitive gymnas tics. Great for in tra-club teams or school leagues. #1100 57.00
Elementary & Preschool Desigllillg Preschool Movement Programs (1992, Sanders, paper, '152
pp) • Both a detailed guide for developing a preschool/ movement curriculum and a resource conta ining developmenta lly appropriate movement activi ties. #3626 $16.00
Deveiopmelltnl Gy11//loSfics (1990,Q'Quinn, paper. 218pp) · Gymnastics movement education program for kindergarden through 3rd grad e. #3605 519.95
Fitness Flll/:85 G011leSollri Activities /orChildrell (1992; Foster, Hartinger & Smith; paper; 112 pp) • Provides children with unique and enjoyable activities that consid er muscular st rength, muscular endurance, nexibility, and cardiorespira tory fitness. Great for K-8. #3601 512.00
Great Gamesfor YOllllg Peopl' (1991; Gutafson, Wolfe& King; paper; 152 pp) • Contains 60 fi eld-tested games and relays for u pper elementary through high school. Includ ed: completedescriptions,
18
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I Call Do Gymnastics: Esscntial Skiffs for Begillllillg GYl1lllasts (1992, Hacker et ai, paper, 139) • This is the s tudent version of Seqlll'lltia l Gyml/astics II . Fully illus tra ted gymnast ics movement sequences acti vities: l ea rn to fall , Across the f] oor, Over the va ult, On the beam, Around the ba rs, Rhythmic skil ls. #3611 $13.00
lvlovell/{'/It Actillitics for Early Childhood (1992, Totsky- Hammett, paper, 152 pp) • 100+ child-tested movement activ it ies tha t make learning new ski lls fun for preschoolers. FOllr movement areas: locomotor, ball-hand ling, gymnast ics skills, and rhythmic activi-ties. #3622 515.00
The 11I1IIp Rope Primer (1991, Solis & Budris, spira l, 104 pp) • Par t I is an introduction to rope jumping; Part II contains over 175 illus trations of specific skills; and Part III provides an 8-lesson unit from the basic 2-foot jump to Double Dutch. #3624 515.00
The jll/1/p Rope Primer Video(199 1, 1 / 2" VHS) • Video demonstrations of all the jump rope techniques included in the book, making then) easy to understand and teach. #3625 $49.95
Gymnastics Artistic Gyl/ll/astics: A Comprehellsiue Guide to Performillg alld TeachillS
Skills for Begillliersalld Adl'allced Begillliers (1991, Tu roH, paper, 413 pp) • Al l of the skills covered in this tex t are A- level or easier. Each skill is presented with a description of how it should be performed, a short li st of common problems, and teaching sugges-tions. Covers men's and women's events. #50 521.95
Crea ting Gymllastics Pyramids al/d Balal/ces (1989, Fodero & Furblur, spiral, 120 pp) • Pyramid building is safe and fun with the thorough inst ructions and guidelines fo und in this guide. Choose from 268 carefully illus tra ted and expla ined formations.
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Dallee Choreography for Compet itive Gyml/astics 0990, Gula, paper, 176 pp) • Focuses on how dance techniques can, and should, be applied to the training of gymnas ts. The book helps the reader use combinat ions of dance steps to create complete choreographed sequences for noor and beam. #3628 521.00
DmlCe Workol/t: Levels 1-5 (1992, USA Gymnas tics, spiral, 46 pp) • Educational program designed specifically forthedevelopmental gymnast. The entire program is also available on 1/ 2 VHS.
#2170 $15.00
Dallce Traillillg for GYlIIllast ics (1 988, Pica, cloth , 160 pp) • For gymnasts, coaches and dance instructors. Purpose: to define the role of dance in gymnastics. #3629 525.00
GYlllllastics: A Gllide for Parel/tsa/ld Athletes (1992, Feeney, paper, 171 pp) - An excellent book for beginners as well as experienced gymnasts. Contains information to guide parents and athletes in choosing a gymnast ics program that wi ll best suit their needs. Provides pertinent information on sa fety, cond itioning, and the guidlines of the sport. #3612 $15.00
HealthlFitness Fitlless Leaders Halldbook (1989, Franks & Howley, paper, 276 pp) •
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Marketillg HeafthlFitlless Services (1989, Gerson, cloth, 136 pp) • A marketi ng guide show ing how to enhance the business side of an operation and achieve opti mal profit with minimal fi nancial ri sk. It takes the readers s tep-by-s tep through writing and implement-ing a market ing/business plan. #3616 $21.00
Ropics: The Next JUIIIP Fonunrd ill Fitness (1992, paper, 168 pp) • A great fitness program for a ll. Includes 34 basic to advanced rope techniques and va riat ions. #3621 $12.95
SCIl iorsoll the Moue (1986, Rikkers, spiral , 256 pp) . Selec ted exercises and health / fit ness program for seniors. #3620 526.00
Nutrition Coaches Guide to Nll tritioll mId Weight COlltrol (1990, Eisenman, paper,
192 pp) • A practical guide to sports nutrition which translates the sciences of p hYS iology, biochemistry and nutrition into easily applied information. Includ es an excellent chapter on the signs of eating d isorders. #17 522.00
Sport (General) loyal/d Sadness ill Children's Sports (1978, Martens, paper, 376 pp) '
36 ar ti cles based upon pertinence, succinctness & quality of writing. The book emphasizes the joy of sports, bu t also examines those events that create sadness. #15 519.95
Posters Bill of Rigflts for YOIlllg Alilleles (1984, AA HPERD) • Lists 12 impor-
tan t rights of a thletes. #3603 $5.00
Safety Poster #1: Safety Gllidelines (USA Gymnastics) #6101 55.00
Safety Poster #2: Respollsi/)ilities of the GYlllllnsl (USA GY Il""II1 as tics) #6102 55.00
Snfely Posler #3: Mnl Snfely (USA Gymnastics) #6101 $5.00
Safety Poster #4: Safcty First! (USA Gymnastics) #6101 55.00
Safety GYl1lllastics Safety Mnl/llnl , 21ld edit ioll (1990, USGF, paper, 142) • This
book is used as the requi red text for the USG FSa fety Certifica tion courses. #6001 $16.45
Trampo/ille Safety Mmllial (1978 79 pp) • If you use trampolines in your club, you should have a copy of this book. Includ es specific trampoline lessons. #6002 $9.95
Sport Psychology Adrlallces ill Sport Psychology (1992, Willis & Ca mpbell, cloth , 272 pp)
• Text providing broad coverage of research, theory and prac ti ca l appl ications in exercise psychology. Real- li fescenarios help readers understand how to apply theoretica l models and research in the fitness setting. #3617 542.00
III PHrsuit of Excellellce: How to Will ill Sport mId Ufe Through Melllal Trail/illg (1990, Orlick, paper, 208 pp) • Text covering basic sport psychology techniques of concent ra tion, winning, losing, and competing successfull y. #14 $14.95
Mindset for Willl/ illg (Cu rti s) • This coaching system is designed r improve the mental prepa ration of athletes. It is an entire men ' training program which includes: coaching ma nua l; athlete's lob.. cassette, and VHS tape. #3603 569.95
Sport Science Ergogenic Aids ill Sport (1 983, Williams, cloth, 386 pp) • The aids are
grouped in to 5 ca tegories: nutritiona l, pharmacological, physi-ological, psychological, and mechanical. #19 $28.95
Livillg A1Ialomy (1990, Donnelly, spira l, 231 pp) • Designed for physical educa tion teachers, coachesand / or trainers. learn about the human body in a manner that is applicable to the daily activities of your field. #16 $19.50
Pilysiology of Fillless (1 990, Sha rkey, paper, 432 pp) • An up-to·date guide to the prescription of exercise for health, fitness & performance. The book is d ivid ed into 5 parts: aerobic fitn ess, muscular fitness, fitness & weight , control, fitn ess & health, and fitness & lifestyle. #12 517.95
Toward all Understmlding of HI/mall Performance (1980, Burke, paper, 31 1 pp) • Readi ngs in exercise physiology for the coach and athlete. #18 52 1.00
Sports (General) Dare 10 Drenlll (1 992, Daggett, clo th, 235 pp) • Tim Daggett's own
account of his pu rsuit of a gymnas tics dream. A positive, moti val· ing and inspiring s tory. #3615 $18.00
Porlmil of all Alillel, (1992, Durbin, paper, 88 pp) • This book emphasizes the ideals tha t make athletes successful in both sports and life. It features advice, motiva tion,and values tha t help young people unders tand what ath letics can mean to their future.
#3627 58.95
Strength/Conditioning Deue/opmellt of lite COlldit ioll ing Factors i/l Elite GYlllllastics (1989,
Hullner, paper, 51 pp) • This booklet was origina lly developed for the men 's events, but a lso has broad applicabil ity to the women·s events. #1212 516.00
TlIe Fiflll £v' ''I- (1992; Sands, et al; paper, 42 pp) • A comprehensiv, conditioning p lan designed for the demands of women·s gymnas· tics. The components of the plan include the Calisthenic Streng th Program, the Flexibi li ty Program, and Inju ry Prevention Exer· cises. #3613 512.50
StrengthIPower lumpillg ill to Plyometrics (1992, Chu, paper, 88 pp) • How to develop
a safe plyometric train ing program. Features 90 fully illus trated example plyomet ric exercises. #3618 $12.95
April 1993 TECHNIQUE
Coaches Education
COACH-TEACHER OR TEACHER-CoACH? T
he question has been asked many times, but seldom answered effectively - Is a coach a teacher? Although I will not answer this question specifically, the follow
ing article will present a few facts about the role of a coach and the significance which coaching plays in the development of our youth. A variety of studies, surveys, and anecdotal results have shown that coaches spend as much or more time with youth than their parents or their teachers in school. As a profession we must keep this in mind when we develop lesson plans, select skills, and reinforce behavior.
To be successful, the gymnastics coach needs sufficient knowledge of the various skills, prerequisites and progressions of the sport; of course, having talented youngsters in the gym helps. If \ I you believe there is an addi- ~( __ ~ tional education value to gym- -..... - '-.J .... -nastics participation, then there ;'"1~==:::=::s~, are several other critical knowledge components which the
• Be enthusiastic! This is vital for motiva tion. Your enthusiasm and interest in every student will set the tone for each gymnast's entire experience.
• Plan and organize each practice session. Lesson plans are necessary guides for academic teachers; the season and daily practice plans provide needed structure for gymnastics.
• Plan for high levels of activity. The process of acquiring gymnastics skills requires numerous repetitions. Task-specific drills using a variety of learning stations produce the best results.
• Develop and plan for discipline. Disruptive behavior interferes with learning and can cause safety concerns. Set specific behavioral guidelines, and stick to them; enforce the rules fairly. The most important rule for coaches is - be
consistent.
• Show that you care. Communicate your goals and develop rapport with each gym
nast. Your concern for their safety and well-being is your first and foremost responsibi li ty.
::oach should have at his or her disposal. Child psychology and child development are areas which we seldom list as cri tica l components in coaches education, but for the parents of today's youth and the future of our society there are just as important as the progressions for a back handspring.
___ -.::;;. .... ---. Include fun. Repetition is needed L--__ ----- during the process of mastering gym
As a teaching-learning experience, coaching is teaching. The classroom and subject matter of the coach do not resemble those of an academic setting, but the principles of learning and the importance of proper instruction remain similar. Demonstra tions, sequenced learning, and reinforcement are key components which differ little from the classroom to the gymnasium.
There are many similarities between the academic teacher and the gymnastics coach. Good teachers and coaches alike must:
• Remember that all students do not learn at the same rate. More repetitions are needed for some gymnasts and less for others. Extra hel p in the form of individualized planning may be necessary. Patience during theentire lea rning curve makes the process meaningful and fun for the gymnast and coach alike.
• Acknowledge that various learning methods are necessary-demonstra tions, videos, or written materials; various methods also include the use of spotting belts, loose and solid foam training pits, or hand spotting. No one teaching method works for all the students all the time.
TECHNIQUE April 1993
nastics progressions, but, learning need not be boring.
• Be willing to incorporate new teaching methods and techniques in coaching. Attend clinics and seminars for gymnastics coaching. Learning to be a successful coach is a ca reer-long endeavor. Participate in recognized coaching educa tion programs like the USGF Professional Development Program.
• Conduct yourself asa professional. Follow the rules and policies set forth for gymnastics instruction and the competitive arena. Remember that your conduct is not only evaluated by your peers, but must correspond to the expectations of the community.
Most gymnastics learning sessions las t longer than the standard academic class. The successful coach has the ability to use his or her time effectively. However, teaching excellence is still the common denominator. Successful teachers and successfu l coaches share the same principles and attributes. Coaches are teachers. By fo llowing the standards and principles of sound teaching, the gymnastics coach can lea rn and improve throughout his or her career.
19
<Y ~
ffi >Ji ~ " .~ . ..:..:... '11 . t:
USGF COACHES EDUCATION
Dave Moskovitz Coaching Development Coordinator
USGF COACHES EDUCATION
Dave Moskovitz and Steve Whitlock Department of Educational Services and Safety
COACHING EXPERIENCE
STANDARDS FOR
EVALUATION A common tool used to evaluate gymnastics coaches
is work experience-years of training, education, teaching and coaching are all part of a gymnastics professional's experience. As standardized evaluation systems are developed, such as the USGF Professional Development Program (PDP), experience will playa key role in mobility from one level of accreditation to the next.
The form on the following page illustrates one method by which coaches can track and update their work experience. USA Gymnastics will begin monitoring PDP coach's experience by maintaining a file and database. Over the next 12-18 months Level II participants will be asked to submit this form to establish a link between theoretical knowledge and practical application.
Gymnastics coaching is in transition between the past system of evaluation by experience and coaching results, and the trend toward certification. USA Gymnastics is assisting by studying the process and requirements of coaches education and providing education programs for the gymnastics professional. Let's look at the changing climate of coaching by first reviewing historical coaching evaluation, then the current transition period, and finally the trend toward certification.
Past Perfonnance Won-loss records have been an American standard
for evaluating coaches. One look at the professional and college ranks shows that no matter how talented a coach is, winning is more important. Gymnastics coaches have been judged in a like manner; college coaches have been released for failure to produce winning teams and athletes. A similar problem exists in the club industry when parents "club hop" to find the "perfect" coach.
While the climate of youth sports is changing, the attitudes of our communities remain focused on winning. Winning is equated with "success." Unfortunately, this leads to stress for both coaches and athletes. The new attitude in youth sports is to focus on development, skills and fun. Ironically, by placing youremphasis in these areas your athletes are likely to be successful and winning will be put into proper perspective.
Many coaches have viewed success as producing elite gymnasts or qualifying for national competitions. The "successful" coach produced the most high level athletes. In gymnastics, elite athletes are "produced" to a large extent by genetics-coaches may ha ve little or no chance to train elite gymnasts. What about experience?
Most commonly, coaches were evaluated and critiqued based on their "experience." Years of experience, combined with a teaching or physical education and sports background, served as a primary evaluative tool for gymnastics coaches. Unfortunately, statistics from USA Gymnastics surveys and PDP data show that these factors are becoming less preva lent among the coaching ranks.
20
Transition Clinics and seminars ha ve been the common method
by which gymnastics coaches acquire new information. As the PDP expands, coaches clinics will remain a staple for disseminating training techniques-however, there will be more standardization of content and presentation. In addition, coaches are increasingly able to stay up-to-date by reading journal articles (e.g. Technique) and reviewing video tape performances and lectures.
Specific course topics like nutrition, weight training, and sports science were not readily available even five years ago. Today, with the assistance of commercial publishers, sports associations are able to identify topics specific to their sport. For example, the National Federation of State High School Associations has recognized the ACEP Leader Level Sports Science course as a minimum standard for interscholastic coaches.
Experience remains a benchmark. While coaches begin to participate in formal programs, their past and continuing experience working with athletes is a critical measurement of knowledge application. "Book learning" alone is insufficient as a measure of coaching; competence. The true professional will demonstrat~ the application of theoretical knowledge in the gymnasium on a consistent basis.
Future trends
Certification is becoming a necessity in coachingthis consists of standardized sets of coursework, clinics and testing. The science of coaching is beginning to emerge as an area of study and continues to develop in sophistication, content and viSibility. European countries have endorsed specialized colleges for training and research of sports for many years-the time is ripe for the emergence of similar institutions in the U.s.
Continuing Education Units (CEU's) are commonly used in academic fields to update professionals on currents topics and to extend initial certifications. In sports, the National Strength and Conditioning Association currently utilizes a similar system of credits for its certified members. Likewise, gymnastics professionals will be asked to complete additional studies periodically in order to maintain their status.
Experience! By far the most critical component of professionalism is application. Practical coaching experience and the recommendation by one's peers and employers will become tools for evaluation. Formal education programs will utilize documented experience to validate accreditation and competency.
Photocopy the coaching experience form. Retun the form along w ith your PDP Level II Grandparenting Application or when you complete your next testing component. This form will be incorporated with the other documents in your coaching file .
April 1993 TECHNIQUE
Coaches Education
PROFESSIONAL DEVELOPMENTPROGRAM LEVEL II EXPERIENCE VERIFICATION Name ______________________________________________ ___
Socia l Security Number __________________________________ ___
Birthdate ____________________ _ Age __________________ __
Address ______________________________________________ _
City ______________________ __ State Zip __________ _
Phone: (day) __________________ _ (night) ______________ _
Safety Certification: 0 NO OYES expo da te ______________ _
PDP Accreditation: 0 Level I o Level II
Job Description (please print or type)
I coach and/or teach the following: (check all tha t apply) o Mom & Tot 0 Preschool o Developmental
o Cheerleading 0 Tumbling
Women: o Levels 1-4 o Levels 5-7
o Levels 8-10 o Elite
Men: o Class 5-7 o Class 1-4 o Elite
Rhythmic: o Levels 1-4 o Levels 5-7
o Levels 8-10 o Elite
Do you actively coach at competitions? (check all that apply)
If yes, lis t number per year. o Local__ 0 Sta te___ 0 Regional__ 0 Na tion al __
References (other than your current employer)
ONE
Na nle ______________________________________________ ___
Position ______________________________________________ _
Relationshi p __________________________________________ __
Address ______________________________________________ _
Phone ________ _
TECHNIQUE April 1993
TWO
Name ______________________________________________ _
Position ____________________________________________ _
Relationship __________________________________________ _
Address ____________________________________________ _
Phone ______ __ _
THREE
Name ______________________________________________ ___
Position _____________________________________________ _
Rela tionship _________________________________________ __
Address _____________________________________________ _
Phone ________ _
Employer's verification 1, ____________________________ _ , acknowledge that this
information is true and accurate for the period which the above lis ted
coach has been employed by ______________________________ ___
Signature ________________________ _
Additional information (please print or type)
21
date ______________ _
THE TEST.
THE TESTIMONY. Missy Marlowe has lived up to the test of world class gymnastics competition . She has the right stuff. The focus. The drive. The gritty determination to pull together the right routine at the right time-when it counts. That's also when you can depend on Alpha
Factor to perform-when it counts. Alpha Factor garments withstand the test of the most
demanding competitors. Time after time after time. Our durability is second to none. Only Alpha Factor can give you the comfort, fit , and superior construction that have made us one of the world 's leading suppliers of gymnastic apparel. Year after year after year.
Put Alpha Factor to the test. Write (on official letterhead *) to receive our new catalog and discover why world class athletes expect only the best from Alpha Factor. Fit for champions. - Non·teachers and non-coaches, please include $3.00 for shipping and handling.
Alpha Factor 333 East Seventh Avenue ~r:-'" P.O. Box 709 • York, PA 17405-0709 ~J Phone (717) S52-6920 or 1-S00-SALPHAS ~~ ®
© 1992 Tighe Industri es. Inc. Alpha Factor Member: United States Gymnastics Suppliers Association
PDP LEVEL II Coaches Education
WHAT IF I HAVE EXPERIENCE? T
he most frequently asked question related to coaches education is: "How do I get my accredi tation? I'm an experienced coach and I heard there is a way that I can get
credit for my previous accomplishments."
Grandparenting procedures have been established to allow experienced coaches easy access to the Professional Development Program (PDP), by waiving the testing requirements for specific components. For Level II, coaches may apply to by-pass the testing procedures for the skill related components. These coaches must be USGF professional members and have successfully completed the ACEP Leader Level Sports Science course and the USGF Safety Certification requirements.
The processing of applications for grandparenting at PDP Level II will begin in May. The awarding of Level II Accreditation will follow, as verification of professional membership, ACEP and safety certification is confirmed.
The specific requirements for Coaching Accreditation in PDP Level II are as follows:
Level II: 1. ACEP Leader Level Sports Science Clinic
This certifica tion is based on the book Successfu l Coaching. Coaches must attend an 8-hour clinic conducted by a certified ACEP instructor and complete all ACEP requirements.
The course elaborates on critical coaching knowledge components including philosophy, psychology, physiology, and management.
2. USGF Safety Certification Current certification is required in order to achieve and maintain active Level II Accreditation.
The safety course is designed to increase the coach's level of safety awareness. Coaches should be familiar with the USGF Gymnastics Safety Manual prior to the course.
3. USGF Professional Membership Current membership is required in order to achieve and maintain active Level II Accreditation.
In addi tion to a variety of member benefits, the professional member receives Technique magazine and discounts on both the Sports Science and Safety courses.
4. J.O. Compulsory Exercises Coaches must successfully complete a selftest based on the compulsory text for their discipline. (Available June 1993)
TECHNIQUE April 1993
At Level II, the coach's accreditation will be designated by program: Men, Women, or Rhythmic. Testing materials will assess the coach's understanding of the compulsory exercise, core skill progressions throughout the program, and basic routine evaluation. USA Gymnastics looks forward to offering specialization in the preschool/developmental area in the future.
5. Basic Skills Progressions Coaches must successfully complete a selftest based on specific basic skills materials for their discipline. (Available June 1993)
Basic skills materials will be identified. The basic skills tests will stress the proper sequence of skill learning and the importance of safe and effective drills and learning stations.
Grandparenting As with Level I, experienced coaches and adminis
trators will be allowed to grandparent, or by-pass the required gymnastics skills testing for PDP Level II Accredita tion (components 4 and 5 above). However, the ACEP Sports Science Clinic will be required for ALL coaches at Level II. This requirement cannot be waived or by-passed due to the reciprocal relationship with the ACEP certification program. Components 4 and 5 may be waived for those coaches who submit the appropriate application form and documentation who meet the following minimum criteria:
• Level I Accreditation (strongly recommended),
• USGF Professional Membership,
• USGF Safety Certifica tion,
• ACEP Leader Level Sport Science Course,
• 10-15 years coaching and/or administrative experience in the sport, and
• 5-7 years as a competitive program coach.
Where can I find a course? A safety certification course schedule is printed in
each issue of Technique and USA Gymnastics magazines. If you are unable to find a course in your area, con tact the safety coordina tor for USA Gymnastics. Or, you may contact your local national certifier to request a course.
Beginning in April, a schedule of ACEP Sports Science courses will be included in Technique along with the course registration form. The advertised courses will generally be offered for $75, the pro-member fee is $60. A list of certified ACEP instructors was included in the January 1993 Technique, page 12. For additional course informa tion con tact the Coaching Development Coordinator at USA Gymnastics. (317) 237-5050.
23
E6 USGF COACHES EDUCATION
Dave Moskovitz Coaching Development Coord ina tor
1----------------------------------------, I PDP LEVEL II-GRANDPARENTING APPLICATION I I Please type 01' print I : Name Birthdate __ I __ I __ Age __ ! I I I I I I I I
USGF COACHES EDUCATION
Upon completion of this application, send to:
USA Gymnastics 201 S. Capital Indianapolis, IN 46225 Attn: Coaching Development Coordinator
Address _______________________________ _
City ________________ _ State __ _ Zip ________ _
Phone: Day ( ___ ) - __ - __ _ Night ( ___ ) -
Social Security No. ___ _ USGF Professional No. _____ _
USGF Safety Certification DYes o No Expiration Date ____ _
PDP Level I Accreditation DYes
ACEP Sport Science Course 0 Yes
Education Background
o No Site/Date __________ _
o No Site/ Date __________ _
Inst Grad. Yr. School! College / University Degree Major Area
HS
Univ.
Grad.
Coaching! Administration Experience From To Employer Position Description
Team Coaching Year Level # of Athletes Other
Additional Information
(T393)
I
I I L ________________________________________ ~
24 April 1993 TECHNIQUE
Book Review
GREAT GAMES FOR YOUNG PEOPLE
Ma king a young person's fitn ess ex perience fun ca n be ha rd work. The cha llenges of making the experi ence new and exciting ca n becom e quite difficult over a long period of time. Fortunately, there a re books out today w hich aid an ins tructor in crea ting ga m es for children which are fun and d evelopmental. Marilee A. Gus tafson, Sue K. Wolfe, and Cheryl
L. King, are the authors of a new book titled Great Ga mes for Young People. This book is written to he lp involve children in active, m eaningful and safe learning situations, which emphasize psychomotor skills,
cognitive d evelopment, and affec tive social learning and cooperation. Great Games contai ns nea rly 70 gam es and skills ac ti vi ties to be used on a n impromptu basis o r as a planned and integra l part of the sport skill d evelopmental process.
Each game d escribes in detail its objective, number of players, equipment and playing area needed, teaching stra tegies, and safety tips. The games are designed for specific motor skills, such as catching, throwing and running, which areall important in d eveloping a well rounded individual.
Great Games was written primarily for elementa ry and junior high school physica l educa tors; however, many of the games can easily be adapted to a large gymnastics floor area . Gymnastics directors and teachers will find Great Games for Young People to be a valuable addition to their planning libraries.
SAMPLE GAMES
Fireball v ,lJ- :'-c;
;;.~f~ "'\ Objective: Catching and , - -', ~ throw lI1g
\ ; Players:
Equipment:
Playing Area:
Gross Motor Activity Rating:
Basic Skill Development
.\.~~ 10 per team (2 teams) /1 / ( (NOTE: you may adjust the # of players according to YOllr class size)
1 ball (basketball, volleyball, or foam)
Gymnasium or FX mat
Good
Rating: Good
Playing Area:
Gross Motor Activity Rating:
Basic Skill Development Rating:
Mardi Gras Objective: Running and dodging
Players: 8-10 in a group-with as many groups as space allows
Equipment: 1 flag-football belt, (or any other form of a fla g) per group
Gymnasium (or FX mat)
Excellent
Good
How to Play the Game:
TECHNIQUE April 1993
How to Play the Game: Players spread out randomly over the playing area. The
object of the game is to use passing and catching skills to keep the ball away from the opponents.
Start the game by randomly throwing the ball into the playing area. The player with the ball may not move with the ball and must pass it within 3 seconds. Other players may move anywhere in the playing area. The defensive team may intercept passes and knock the ball away but must not contact the player with the ball.
The score is determined by the number of completed passes made in succession by 1 team.
Teaching Tips: Players can shout out the number of completed passes to
add to the excitement. If certain players seem to dominate the game, make a rule that players may not pass the ball back to the players from whom they receive the ball .
Safety Tips: Penalize teams for unnecessary roughness, such as push
ing or hitting.
Each group forms a line, with the players putting their arms around the waists of the players in front of them. The last person in the line puts on the flag-football belt. The objective of the game is to capture the "tai l" (flag) of another group before the whistle blows signifying the end of the round. A point is given for each flag captured . When the round ends, the person a t the head of the line goes to the end and wears the belt, and everyone else advances 1 position.
Each round goes three minutes. Each group must be moving during the round.
Teaching Tips: This is a great warm-up activity for large groups. After
several rounds everyone is actively involved and ready to move on to more fun. Perhaps the group collecting the most belts can be rewarded by choosing the game or activity to be enjoyed next!
Safety Tips: No unnecessary roughness or pushing is allowed . Play
ers cannot touch players in other groups.
25
Reviewed by: Christine Ebert USA Gymnastics Educational Services Intern
You may order
this book through
the USA
Gymnastics
Merchandise
Department. Use
the Order Form
on page 2 of this
magazme.
Great Games for Young People • 1991 • Paper • 138 pp Item #3623 $12.00
Resources
Steve Whitlock Director of Educational Services and Safety
26
HINTS FOR TAKING __ TICS
VIDEOTAPES • Use high quality tape for your original foot
age - With every edit and every "generation" the quality decreases, therefore you want to start with the highest quality possible. SVHS or high definition 8mm is preferred if you have access to this kind of camera .
• Be sure to remove the plastic security tab on the cassettes with original footage to protect against accidental erasure or "taping-over."
• If possible, "black" the entire tape before shooting your footage by recording the entire tape w ith the lens-cap on (and the sound off). This provides a "time-code" on the tape and is a means of checking for problems. (This feature is not necesary for the home video user).
• If you d on' t have time to "black" the tape, be sure to initialize each tape by allowing it to run for at least 1 minute after you have pressed the Index button.
• Recording Speed - The fas ter the recording speed, the better the reproduction of the tape later. When recording original footage, it is always best to use the fastest recording speed . What are your options?
SP (Standard Play) - Use this one! On a 120 VHS, you get 120 minutes of recording time using SP.
LP (Long Play) - On a 120 VHS, you get 240 minutes of recording time using LP. This is OK for lectures and vaca tions .. . not gymnastics action footage!
SLP (Super Long Play) - Hideo Mizoguchi calls this "Super LOUSY Play"! On a 120 VHS, you get 360 minutes of recording time using SLP. This is grea t for long boring lectures or saving money on tapes, but very bad for editing any action footage.
• Check your monitor - be sure to check your camera's monitor every time you turn it on to be sure tha t the camera is actuall y recording at your preferred speed .
• Usea tripod - It is always bestto usea tripod. Many cameras have a "steady-cam" fea ture ... this really doesn' t work well if you are shooting action scenes . When selecting a tripod, the big heavy ones are best, but often impracticable and awkward to use. There are some
very good lighter-weight ones, bu t be sure that they are designed for video cameras. Using tripods designed for standard 35 mm cameras results in jerky movements if used with a video camera .
• Count to 10! - If you plan to do any ed iting of your original footage, it is always best to provide a 10 second leader prior to and just following your desired action sequence. This seems like a long time, but you will appreciate it once you begin to edit.
• Shoot as tight on your subject as possible. In gymnastics, the aud ience needs to see the gymnast's entire body. You will need to experiment with your camera to determine the best framing so you don' t lose the gymnasts feet, arms and head or have them jump out of your picture! However, you want to frame the subject as tight as possible.
• Pick your camera location. Take the time to scout your location to position your camera in a strategic loca tion. Try to find unobstructed vantage points. Take advantage of the zoom lens capability to frame your subject carefully. If you must sit in the stands at a competition, be considerate of those behind you . Try to find a loca tion w here you w ill not be shooting towards a bright background light, such as doorways or w indows ... this will result in your subject being underlit.
• Focus-Should you use automatic or manual focus? I like to use manual focus as much as possible although this takes some practice. On events such as BB, UPB, PH, R, PB and HB, I usually set my focus ahead of time at the area of principle activity. To get the best focus, always zoom in first, set the focus, and then zoom out to show the action.
On an event such as FX, using manual or auto focus often depends on the distance from the floor. Manual focus can be used if the camera is situated far from the fl oor, but you will probably want to use auto focus if you are close. I like to find a loca tion where I can easily see the enti re area. I focus on the part of the fl oor area that is furthest away. This stra tegy ensures that all parts of the routine will appear to be in focus, even when the athlete moves closer to the camera.
Apri l 1993 TECHNIQUE
The Women's Technical Committee and National Coaching Staff Present:
An Introduction to the
1993 WOMEN'S CODE OF POINTS FOR~Ol1~~~_StIlnDGES _____________ ,
June3-6,1993 • LasVega$,NV USGFIWTC SYMPOSIUM
Schedule: Thursday June 3rd 5:00-7:00 pm
Friday & Saturday June 4th & 5th 9:30 am-5:30 pm
Sunday June 6th 9:30 am-12:00 noon
Safety Course 1:00 pm-6:00 pm
Hotel Package price per person: • double occupancy $219
• triple $199
• single $339
• 4 days/3 nights at Bally's Casino Resort
• 3 breakfast12 lunches
Featured Presenters include: Linda Beran
Marian Dykes
Muriel Grossfeld
Cheryl Hamilton
Audrey Schweyer
Coaches'Track: (Elite & J.O.) • Examples for Bonus combinations
• Utilizing the new Code of Points for optimal value.
• Technique lectures and analysis of selected "E" skills
• "Everything a Coach should know ... so you won't be afraid to ask!"
Judges' Track: • In-depth technique sessions including
videotape analysis
• 1993 Code of Points presentations by events
• Junior Olympic changes to the Code of Points
• "To give or not to give?"
TECHNIQUE April 1993
1993 WOMEN'S CODE OF POINTS FOR COACHES AND JUDGES
LAS VEGAS· JUNE 3-6, 1993 • REGISTRATION FORM
Na me: ______________ _ Telephone: _______ _
Address: _________________________ _
City: ____________ _ State: ___ _ Zip Code: ____ _
USGF 0.: _________ _ SSNo. _________ __
Symposium Cost USGF Pro-members
Non members
Please check //let hod of pay/llell t:
$40.00
$60.00
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27
Paul O'Neill Originator of the "O'Neill" on the still rings
PROGRESSIONS OF THE DOUBLE LAYOUT WITH FULL TWIST
28
The glJmnast should be able to perform a hollow double layout with good technique before adding the twist.
1. Turnover drills See March issue of Technique, page 30.
2. Layout back half turn front From a handstand, bail. As the gymnast swings through the bottom he must scoop his toes (Il lustration 1, Figs . 2 and 3) and then pull the toes through the rings (Fig. 6)releasing as the chest becomes parallel with rings (Fig. 7). The gymnast must stay hollow and at this point should be spotting the ground (Fig. 7) . Then the gymnast starts to twist-as he finishes the half twist (Fig. 10) he must drop his chest downward very hard (Fig. 10). He keeps his head down as hard as he can, trying to flip in a hollow or open pike position. The gymnast should try to flip past his feet to his face, into the pit.
~) 12 ~
13 14
Illustra tion 1
April 1993 TECHNIQUE
3. Double layout with full twist This is performed exactly the same as the back with half front drill but after finishing the first half turn and the gtjmnast has dropped his chest (Illustration 2, Figs. 10 and 11), he simply performs a Brani-out (Figs. 11, 12 and 13). He should be completely visual and pike down if needed. The gtjll1nast must be patient and stay hollow throughout the skill. He must keep his head in throughout the flipping and twisting. The gtjmnast must first drop his chest for rotation before initiating the Brani-out (Fig. 10). The gymnast should work hollow double layouts and layout backs with a half, front somersault, before attempting the whole thing. Performing before the gymnast is ready, only creates bad habits.
12
13
14
Illustration 2
TECHNIQUE April 1993 29
Technique
o 'Neill is the 1987,1988 and 1989 NCAA Champion on still rings. O'Neill won the still rings event at the 1992 Winter Nationals which qualified him to compete for the u.s. at the 1992 World Championships on this event.
Paul O'Neill Originator of the "O'Neill" on the still rings
DEVELOPMENT OF THE Az
To learn an Azarian the gymnast mus t first have a solid cross. Here are drills to d evelop a cross and an Azarian.
1. Cross holds in bungie The gymnast places his hands in bungie and then
grabs rings. From support, gymnast lowers to cross and holds for fi ve seconds. The coach then helps lift gymnast back to support, gymnast then lowers to cross and holds for 10 seconds. Coach again lifts him to supportgymnast then lowers to 20 second cross. Gymnast should do three sets of this drill. As the gymnast gets stronger he should go for longer holds. The coach should spot if needed and stress correct positions.
2. Cross pulls in bungie From support position in bungie, gymnast lowers to
a one second cross and then pulls out 10 times with spot when need ed. Do three sets of 10 reps. I would also have gymnast go slightly below cross before pulling out, once he's strong enough.
3. Cross for max hold From support in bungie, gymnast lowers to a cross
and holds as long as he can. When he is just about read y to quit, the coach should spot to push gym nast an extra 10 seconds or so. Coach should time gymnast once a month to look for improvement. Do one set one rep .
4. Azarian roll to support This drill teaches how to hold pressure and use
correct technique. From inverted hang,gymnast slowly lowers toward a back lever. The rings are forced together behind him Oats should not pass upper arms).
As gymnast forces rings together he should keep very hollow and use leverage to rise above rings to support. Coach should spot and s tress good position . The arms should stay next to body throughout skill and there should be no kipping action. Gymnast then rolls back to an inverted hang and does four more. Do three sets of five.
5. Azarian to support and then to cross From inverted hang, gymnast performs Aza rian roll
to support and then rolls back to inverted hang and does the exact same thing but as his chest rises just above the rings, he should let rings outward to the cross. Hold for two seconds and then ro ll back to inverted hang and perform sequence two more times. Do three sets of three each . A common problem is letting rings out too early and getting caught in a low cross. Working the drills to support w ill help control this mistake. As the gymnast gets stronger, add roll to L-cross and pull out. For example, Azarian roll to support, Aza rian roll to cross, Azarian roll to L-cross and pull out wi th spot and then repeat.
6. Other exercises that will help the cross Wide arm pull ups (three sets of 10) . Bench press
(three sets of eight to 10 reps). Fly's (three sets of eight to 10 reps). Maltese press ups (three sets of five reps). Dips (two sets max) . There are many other exercises for the coaches to use-try them all, alternating every two weeks. The bottom line is, the USA is not as strong physica lly as the top competitors overseas . More time is required to develop s trength, especially on ri ngs.
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April 1993 TECHNIQUE
STRENGTH DEVELOPMENT FOR INVERTED CROSS ANDMALTESE
All Exercises are Performed on Low Rings
1. Maltese press ups
gymnasts should start with 5 part sequences and build to 10. Use spot. On some of the exercises you may need two spotters.
From push up position on low rings, slowly open arms outward, keeping good form, straight arms, and a hollow body. Go to or below Maltese position and press back up . Hold Maltese three seconds before pressing back up. Do three sets of five repetitions.
2. Inverted cross press outs With spot, the gymnast slowly lowers to inverted
cross, holds for three seconds and then presses out to handstand. Gymnast should go a little lower each time, and should only go as low as he can handle with minimal spot even if it is only a wide arm handstand press out. Do three sets of five repetitions.
3. Maltese power downs With spot, gymnast slowly lowers from a hand
stand to a Maltese, holds for three seconds and then presses through planche to handstand . Do three sets of five repetitions.
4. Inverted cross in bungie With bungie just below his elbows, the gymnast
slowly lowers to an inverted cross, holds for three seconds and then presses back out. Gymnast should only go as low as he can handle and still press out. Do three sets of fi ve repetitions. Inverted cross in bungie for max hold. One set, one repetition.
5. Strength sequences on rings Have the gymnast do two, ten part strength
sequences-one compulsory and one optional. Younger
Example - Compulsory • Straight arm s traight body pull to front lever
hold
• Pull and lower to back lever hold
• Press to inverted hang
• Kip-L hold
• Stiff press to handstand
• Power down to cross hold
• Slowly lower to pike
• Kip to support lower to cross hold
• Lower to front lever hold
• Pull to back lever
Example - Optional • Kip cross
• Press to inverted cross
• Lower to Maltese
• To cross
• Pull out
• Straight stra ight press
• To planche
• To Maltese
• To cross, pull out
WOMEN'S SPORTS VIDEOS AVAILABLE
Videos now available from the Women's Sports Foundation:
Girls in Sports: The Winning Combination is a 19 minute motivational video that encourages girls ages 10-15 to participate in sports. The video shows girls who play and enjoy sports. It also introduces champion female athletes including heptathlete Jackie Joyner-Kersee, swimmer Janet Evans, softball player Michele Granger and others who can serve as role models. 19 minutes, $19.95 plus shipping and handling.
Aspire Higher: Sports Careers for Wom en narrated by Debi Thomas, is an award-winning motivational video that features over 20 women in va rious sports ca reers, includ ing coaching, officiating, sports marketing, corporate fitness, and sports journalism. The video has been fea tured on ESPN. 40 minutes, $24.95, plus shipping and handling.
TECHNIQUE April 1993 31
Technique
O'Neill finished 4th in still rings event final at the 1992 World Gymnastics Championships.
To order by credit
card, or for more
information, call
1-800-227-3988
Patti Komara
CREATIVE PRESCHOOL BAR SKILLS AND VARIATIONS T
here are three major goals to meet during
your trip to the uneven bar area for
preschool classes. They are: to teach the
students skills on bars (beginning work on swinging,
glides, shoots, casts and kips); to keep them busy on
o ther bars while you teach the skill for the day; and
finally for the children to have fun!
Skills The skills listed below are in a general p rogression
ord er. Sta rt Mom and Tot classes at level A as well as all other preschool groups to make sure they understand and have mastered the basics. Keep a check list for each class-record when you introduce new skills to the class. This is helpful w hen a substitute teacher is needed-he I she can immedia tel y determine the group level and teach appropriate skills. Also, the check list is helpful to show parents how their children are p rogressing.
A few notes on teaching skills-A back hip pullover seems to be a difficult skill for young students to master. Use a ladder hanging from the high bar for students to walk their feet up. When their tummy is near the low rail, they kick their feet over. Along this same line, you can use stacked panel mats or a trapezoid piece to assist the kickover action. After these drills, have them run under the bar and d o a chin-up for strength development. When teaching the back hip circle insist tha t the feet stay high on the front support finish position.
32
For front supports, I suggest tha t you chalk the preschoolers thighs w here you want them to touch the bar (the little ones have a tendency to lay their tummies on the bar). While we' re on the subject of chalk, I do not recommend that most classes use chalk; however, there may be some heavier girls and boys in the 5 year old classes tha t might need it. Don' t sacrifice safety for cleanliness.
x
For casting, tell the children to first hunch like a cat, lock their legs and squeeze their rear. To keep their legs together, have them hold a foam piece or bean bag between their knees . Tell them to lock their anns and raise their chest high with their necks s tretched taillike a giraffe.
When teaching a stemrise, tell them to ride the bar w ith their thigh and p retend their leg is a piece of bread. There is butter on the top bar. They are going to butter the bread by sliding their extended leg against the top bar and then throwing their tummy over the bar to end in a front support.
A drill you can use for glide kips is to have the child hold a bean bag or foam piece between their ankles . They try to glide out and drop it into a laundry basket, hoop, or on a chalk circle drawn on the mat. You can put a trapezoid piece in front of the set of bars. Have them practice stretching to kick the trapezoid piece to achieve a glide action and bod y extension .
April 1993 TECHNIQUE
Preschool Gymnastics
Preschool Bar Skills Patti's Gymnastics and Fitness Center, Inc.
Uneven Bars Level A (Mom & Tot)
Hangs. (long and tuck) Swing in long hang. Possum hang pull ups. Straddle hang.
Level B
Casts. (3) Swing & regrasp. Tuck and shoot. Straddle shoot.
Level C
Leg-ups . (5) Cast to pike. Cast to straddle. Back hip circle.
Shimmy across. (lateral Back hip circle. (spot) Bent arm hang. 02 sec.) moving)
Front support. Fwd. roll dismount (DM) Swing, drop bean bag in
Pike hang. 00 sec.) Straddle hang. 02 sec.) Bent arm hang. (6 sec.)
Sole circle (DM) Basket hang. Free L support.
hoop. Belly-button push-ups. Sole circle swings.
Cast to tuck. Swing half turn .
Underswing DM over pole. Back hip circle high bar.
(spot) Leg-ups. (2) Pull ups. (2) Hang in pike. Single knee touch. Hang. (walk forward &
Run under & arch. Swing in pike. Swing in straddle. Back hip pull over. Glide swing.
Single leg cut. Stemrise. Birdie perch. Cast to straddle support.
backward) Space walks. (ft. support &
swing legs) Pullover high bar.
Leg-ups. (3) L-sit on low bar. (LB) Back hip pullover. (spot)
Safety notes Because the bars involve height, many parents are
apprehensive about this event. It is imperative for the coaches to become "safety-maniacs" at this event. Here are some key points to keep in mind:
1. Don't put a child on a bar in a support position that's above their eye level. Lower the bar to the appropriate level. If the bar won't lower, you can build up the height of the mats under the bar.
2. During the first lesson, teach the preschoolers how to fall, rollout and dismount correctly.
3. Teach the proper grips and the need to rotate the grip for skills such as a forward roll dismount.
4. Provide your preschoolers with a set of bars just for them. A set where the rails are small enough for their small hands to grasp.
[Equipment notes: Wee-Grip Mini Bars are available from Brenda Scharlow (812-948-7709). I also recommend AAI's Junior Gym Recreation System (800-247-3978). AAI also has a great piece of equipment that every gym
TECHNIQUE April 1993
should have-it's called the Jr. Swing Bar. This is a small single rail that is adjustable to heights needed for preschoolers. Because it breaks down into three small pieces for easy transporting, it's perfect for a mobile program.]
5. If you use a ladder to help them get to the low bar, make sure you have a foam piece under it so that the ladder doesn't ruin the base mat. Use mats, inclines, or barrels underneath to protect the preschooler if their foot goes through rungs-they always do!
6. Any time a student is hanging from a height where they can't jump down safely, always have your hand on their wrist. If the student says, "I can do it by myself", you can reply, "I know you can! I'm just going to be here as a helper!"
7. Skin-the-Cat can be a dangerous move for preschoolers and I don't recommend it unless it is spotted. Too many times the child lets go in the middle of this skill-if the instructor doesn' t react fast enough, the child falls . A Penny (or Cherry) drop is a difficult skill for
33
Because the bars
involve height,
many parents are
apprehensive
about this event.
It is imperative for
the coaches to
become /I safety
maniacs" at this
event.
To be successful
in creating a well
rounded fitness
program as well
as making it
gymnastically
oriented and fun,
design a circuit
for every lesson
that includes a
skill teaching
station, a strength
game, an
imaginative play
area, and a hand/
eye coordination
station.
new instructors to spot, therefore, I don' t recommend them. I also avoid any skills that requ ire swinging from one bar to another. Forcing a child to do skills on the high bar before they're read y isn' t necessa ry. Preschool classes should have the philosophy of "tcaching within the comfor t zone." If a child doesn' t want to go to the high bar, encourage them by telling them to tickle the high bar.. . see if it's awake. If they still don' t want to go, don' t force them ... try again in a few weeks. If they are really afraid of the bars, let them do strength work instead .
8. For landing purposes it is advisable to use a 4" mat- not an 8" skill cushion. If new skills are going to be taught, you can keep a skill cushion under the bars, but not for d ismounts.
9. A child should never hang without tension in their chest and arms. Explain this to the parents in Mom and Tot classes and to all your instructors. The children shouldn' t be allowed to hang until they understand this concept.
Spotting · Remember to always keep a hand on the child when
they're hanging or w hen they' re upside down- this will prevent a number of p roblems. When spotting and working with one child on the bars, position yourself so you can maintain supervision of the other children working at the other bar stations.
When spotting a back hip pullover, position yourself in front of the bars to assist lifting the hips. One hand goes under their legs and the other on their back. At the end of the skill, one hand should be on their upper arm and the other hand on the front side of their legs to help them achieve a good front support position. Be prepared to assist them if they rotate over the bar too fast and fall.
Circuits For Mom and Tot classes and 5 year old classes you
can utilize all the bar sets at one time. With students who are 3-4 years old, it is sometimes hard to keep them from running away if you have too many stations. In this case, r recommend that you use just two stations in the circuit.
To be successful in creating a well-rounded fitness program as well as making it gymnastically oriented and fun, design a circuit for every lesson that includes a skill teaching station, a strength game, an imaginative play area, and a hand / eye coordination station. For instance, here is one lesson w here you can use four bar stations to incorporate these ideas:
34
Bar #1 Skill: back hi p pullovers with the instructor assisting.
Bar #2 Hand / eyecoord ination: the child hitsa foa m ball with a bat off a cone and the ba ll goes through a hoop hanging from the low bar.
Bar #3 Imaginative play: the child hangs fro m the low bar and tries to knock over dinosaur eggs (disguised as bean bags).
Bar #4 Strength game: child holds a bent arm hang while reciting the ABC's.
Body/eye coordination stations
1. Hang plas tic bowling pins from the bars. Have the students push them alternately using the "tracking" principle.
2. Hang a plas tic tire or hoop from the bar. The preschooler throws bean bags, foa m balls, or small footballs through it.
3. Place wedge ma ts up and down under the low bar. The students roll beach balls to partner. At the same station have the s tudents walk up the incline and do a front support and then forwa rd roll dismount to a forwa rd roll down the wedge mat.
4. Hang balloons from either bar and kick for foot / eye coordination or hit with paper plate racket for hand / eye coordination.
5. Hang large and small aluminum pie tins that have been taped together w ith dry beans inside them. The child ren throw bean bags at the plates-the preschoolers love the noise this makes!
6. Hang foam shapes and letters from the high bar for the students to kick while hanging or swinging from the low bar.
April 1993 TECHNIQUE
Imaginative games 1. Have the children hold foam vegetable sha pes
between their fee t and do leg-ups or hold it as long as they can. (Thanks to Terry Exner for this idea!)
2. Hang holiday balloons from the bars- Easter eggs, valentine hearts, pumpkins, e tc.
3. Gorilla turns- "How many times can you hang and turn?"
4. Frisbee catcher-one child hangs from the bar while another child or instructor tosses a foam Frisbee for the first child to try to ca tch.
Other ideas for bars 1. Hang bells from the high bar. Each child
shimmies (moves laterally hanging from the bar) while attempting to ring each bell in succession.
2. Hang rings from the bar to have the children do inverted pike and straddle hangs.
3. Hang a plastic coated S ib. weight plate from a climbing rope with a knot under it to use as
TECHNIQUE April 1993
Preschool Gymnastics
a swing for toddlers. Be sure to instruct them to keep hold of the rope until they have dismounted from the swing to their feet.
4. The students can bring a stuffed animal to class and try to hold it between their knees and chest while it in a tuck hang. Hold this for five seconds or shimmy down the bar.
5. Place a plastic slide under the low bar. .. the child does forward roll dismounts from the bar to land on the slide. When they slide down- Ta-Da '
35
When formulating
your lesson plans,
select achievable
skills, introduce
skills in a logical
and safe
progresslOn, use
constant positive
reinforcement,
keep the students
active, and plan
for fun!
Preschool Gymnastics
Patti has owned and opera ted her own gymnastics school for the last 24 years in Dyer, Indiana. Patti has 1500 s tudents in gymnastics, Tumblebear, dance, Step Reebok, cheerleading, swimming and her mobile gymnastics program. Patti has produced over 25 videotapes on instructing preschool and business topics. Her tapes have been sold in every state and eight foreign countries. Ms. Komara is USCF Safety Certified and is a certified aerobics instructor with AFFA and ACE. For more specific information on this topic and many others concerning preschool gymnastics and business, contact Patti Komara for her latest catalog of resources. (219)8652274 or 1530 Joliet St., Dyer, IN 46311
6. Take a segmented hoop, pull it apa rt and rehook it around the bar. Have the student possum hang or shimmy in tuck position through the hoop.
7. Put a trapezoid in front of the bar at an angle. Have the students jump to the low bar from the various angles increasing the difficulty as you pull the trap piece further away. From the trapezoid they can:
A. Jump and swing.
B. Jump, tap, front support, and jump down.
C. Jump, swing 5 times and jump off to the front.
D. Jump, cast 3 times and then forward roll dismount.
E. Handstands-jump, tap, handstand. (Tell them to "pinch my finger in your armpit")
8. Use cones, ropes, a small barrel, or the instructor holding a stick as a barrier (visual cue) for them to dismount over.
9. Use chin-up bars on the wa lls around the bar area to keep the students busy doing strength work: pull-ups, chin-ups, leg-ups, hang in pike, straddle, tuck, and bent arm hang. This can be its own mini-circui t.
10. Use various methods for the children to moun t the bars: a take-off board, a mini-tramp, a jogger, a ladder or plank, an inclined beam (have trapezoid pieces underneath), panel mats, 1/ 2 donut, incline mats, slide, stairs, barrels, octagons, or a "mountain." The mountain is a 4" mat hung over the low bar with trapezoid pieces, octagons or other ma t sha pes underneath for support. This is useful for skills that you are teaching on the high bar (HB).
11. Use combinations. As soon as the students have learned a few basic skills, have them combine the skills together into sequences such as:
A. Long hang, shimmy, straddle shoot, L-sit.
B. Jump, front support, forward roll dismount.
C. Long hang shimmy, tuck shoot drop to hock swing (from knees). (Be sure to spot this)
Benefits The bar area is a grea t place for preschoolers to learn
some very important organiza tional and social skills. Not only are they having fun with the different circuits, and are being kept busy, but they are learning to take turns as a member of a line. Sometimes they have to wait their turn. You can have them stay on a carpet square, sit in a hoop, safety spot, or use other means to control their ac tivity w hile they are waiting. It's too abstract for you to jus t tell preschoolers to wait in line for their turn. Be specific. Tell them, "I want you to si ~
in your hoops on this blue mat and wa tch the other students do this skill. You can learn by watching and listening." Use colors of the mats as indicators or small motor equipment as visual cues. Remember most preschoolers don' t understand prepositional phrases such as behind, in front of, or beside.
Take the challenge-use the bars as a posi tive circui t for preschoolers! Remember to use a teaching s tation, a strength game, an imaginative play area, and a body / eye coordination station w hen designing your circuit. When formulating your lesson plans, select achievable skills, introduce skills in a logical and safe progression, use constant positive reinforcement, keep the students active, and plan for fun!
Patti Komara's Tumblebear Gym Program 8 Instructional Videotapes
Patti Komara, national clinician since 1981
7 New 1993 Releases Item #07. New Cartwheel Teaching Ideas .................. ............ .................................... .. ......................... .. .•.. .... .. .... $29.95
This tape is less than 30 minutes, but you won't believe how many ways there are of teaching a cartwheel to a preschooler!
Item #08. Teaching Tumbling to Preschoolers ...................... .......... ..... . ........................ ........... ... ... ...... ....... .......... $39.95 If all you're looking for is tumbling, this is the tape for you.
Item #09. Bars. Beam & Vault for Preschoolers ....... ........... ... ....... ..... .. ... . ... .. .. .... ... .... .......... .... .... ...... ... ....... .. ....... $39.95 If you 're stuck for ways to keep kids busy at these areas and need curriculum ideas, try this tape!
Item #12. Teaching Mom & Tot Classes .. ... ... .... ... ..... .......... .. ... .............. ......... ...... ....... ..................... ... .... .. ... .. ..... $39.95 Patti discuses what to teach, how to do it, teachers, and marketing to recruit tots in your classes.
Item #16. Celebrate the Holidays the Gymnastic Way ............... ........... .. .. ... ......................... ...................... .... ...•. ... $39.95
Item #26.
Item #27 .
36
How much should we celebrate the holidays? Patti shows you the excitement holidays bring to class, while keeping gymnastics in the lesson.
School-Age Materials
Patti has thrilled you with preschool. Now let her help you with school-age. Patti includes themes to be used ~ ~ Special School-Age Lesson Plans & Themes ........ ......... ...... ... ... ................. ..... .. ....•..• $39.95 II~
for ages 6·12. ~_~. School-Age Curriculum Sheets for Boys & Girls ... ...................................... ........ ....... $29.95 94mnaSllc
Patti's curriculum includes 3 levels of skills in a progressional order separated for girls and boys ages 6-12. & Rrness center
Use your VISA/Me & order today. We ship within 48 hours (219) 865-2274
1530 Joliel 51. Dyer, IN 46311 (219) 865-2274
April 1993 TECHNIQUE
~nt. K Coaches Education 1993 USA \JIIVINASTICS SUMMER COACHES WORKSHOP
BeginningJune 23 through June 26, the first summer
workshop will be held at the YMCA of Grea ter New
York, at the Na tional Gymnastics Training Center,
Camp Greenkill, Huguenot, NY. Unlike previous
camps, this year's camp will allow coaches to bring 2 or
3 athletes to participate in the clinic. There will also be
a few special guest clinicians appearing a t certain clinics.
Workshop Highlights USGF Safety Certification
Based on the USGF Gymnastics Safety Manua l, 2nd edition, this course is designed to increase the participants' level of safety awareness. Gymnastics safety is everyone's responsibility- pre-school, age-group, high school, elite. Safety certification shows your commitment to coaching gymnastics and your athletes .
ACEP Sports Science, Level II Accreditation
This certification is based on the book Successful Coaching. Coaches must attend an 8-hour clinic conducted by a certified ACEP instructor and complete all ACEP requirements. The course elaborates on cri tical coaching knowledge components including philosophy, psychology, physiology, and management.
Alternative Programs Several Sessions will be devoted to designing and
utilizing alternative gymnastics activi ties for fun and profit. Presentations will include activities for gymnastics exhibitions, group shows and fund raisers. Learn how to make gymnastics FUN FOR ALL.
Spotting The clinics will show demonstrations of spotting
techniques for such skills as the back somersault w ith 1/ 1 turn, to giant swings . As an alterna tive to spotting, progressions using safety pits and uphill mats will be discussed. This year a new feature w ill be added to the spotting section-coaches may bring athletes (2-3) to participate at certain times in joint lea rning sessions. The athletes and the coaches will also have separa te instructional classes. This will enable the coaches to learn along w ith the athletes.
Skill progressions Skills ranging from cast to handstand, flyaway, to
giant swing will be taught in detail. Clinicians wi ll provide a detailed technical analysis, spotting techniques and strength requirements.
Accommodations Housing and meals will be ava ilable a t Camp
Greenkill. The cost for these services has not yet been finalized . Information will be provided at a later date. The accomodations w ill be available to all workshop participants, including the coaches and athletes.
USGF Summer Coaching Workshop-Early Registration Form June 23-26, Camp Greenkill, Hugenot, NY
Nome _ _ ________ _________ _
Address ___ ___ _ ____________ _
City _________ _ State _ __ _ Zip __ _
Phone, day _______ _ Phone, night _ ______ _
USGf Membership? o Yes o No
USGf Professional Number ____ _ SS # _________ _
ClubRepresennng _________________ _
o 00 you wont information on othlete onendan(e ? (fees ond o((ommodonons) '~formation on housing and meal (osts ot Camp Greenkill will be moiled to registered workshop porticipants
o loter dote. tf paying by credit (ord
o VISA 0 MosterCord Signature ____________ _
Cord # (1393)--------
TECHNIQUE April 1993
Expirotian Oate ______ _
Please indicate all programs for which you ore registering: Promember Non·member
fees fees Sub-totol
o Coo(hing Workshop fee SliD SliD
fee with eorly regislronon discount* S 90 S 90
o Safety Certification Course & test S 70 S 75
PDP Level I
o Books, tests and Video Clini( S 30 S 35
o Video Clinic Only S 5 S 10
o POP level II Sport Science Course S 60 S 75
o Women's Skill Evoluotor Test S 9 S II
TOTAL FEE ENCLOSED:
* In order to receive the obave discount, regislranan must be postmorked by April 15, 1993. Moke Checks Payoble to "USA Gymnasn(s"
37
1993 USA Gymnastics Summer Workshop Daily Schedule Wednesday Evening
5:30-10:00 USGF Sil re!y Certificat ion Course & Exa m
Thursday
9:00-1 2:00 Clinic
12:00- 1:30 Lunch 1:30- 4:30 Training
4:30- 6:00 Dinner
7:00- 8:30 Follow-up
Friday
9:00-1 2:00 Clinic
12:00- 1:30 Lunch
1:30- 4:30 Training
4:30- 6:00 Dinner
6:30-10:00 ACE P Sports Science Course: part 1
Saturday
8:30-1 0:00 Workshop w rap-up
10:00- 1 :00 ACEP Sports Science CouTse: part 2
Afternoon Regional Elite Competition
7:00-10:00 PDP Levell Video Clinic
Sunday
Regional Elite Competition
Participants Depa rt
Additional Dates and Sites to be announced in future issues of Techlliqlle magazine.
Return this registration form to: USGF Educational Services, Pan American Plaza, Suite 300, 201 S. Capitol Ave., Indianapoli s, I 46225
USGF COACHES EDUCATION
Mike Jacki President, USA Gymnastics
Family and Social Trends: The New Customers of the 1990' s and Beyond
Listed below are some of the things that USA Gymnastics must do in order to provide the support so necessary for the fu ture growth and development of the gymnastics club industry: 1. Lifestyle, Market & Consumer Trend Information:
This will help clubs better adapt current programs, aid in the methods of advertising and allow maximization of their ability to attract new customers.
2. Financial Planning & Cost Analysis Information: This data will assist clubs in developing new
areas of business that can be incorporated for future growth and development. The club's ability to determine costs associated with membership is critical. Clubs must be able to determine break even and profit points for programs and new ventures. It is also essential to be able to accurately project the spending and costs associated with current programs as well as new start-up opportunities.
3. Credentialing and Professional Licenses: This will become a more important issue.
When parents take their children to participate in programs, they want to know the capabilities and special credentials of the teachers. The USGF Professional Development Program (PDP), safety certification, coaches achievemen t programs and other forms of licenses and certifications will become invaluable tools to the club business. Not only will these offerings lend support to marketing and advertising vehicles, they properly position the club ethically, morally and socially within the community and business environments.
4. A Wide Variety of Technical Information to Support Instructional Teaching Programs at all Levels from Preschool to Developmental Programs through Elite Level Gymnastics:
38
USA Gymnastics must be in a position to provide the most current and state-of-the-art information in a usable and understandable format on an ongoing and constant basis. This includes general publications, magazines, newsletters, bulletins, brochures, as well as audio and video tapes. Content will range from the most beginning and developmental pro-
gram information and instruction to the most sophisticated and detailed technical information about the elite levels of the sport. Ancillary support ma terials such as information on safety, legal issues, insurance and business trends will all be necessary inclusions. Perhaps the area of greatest growth that is expected during the next ten years is in the area of information generation and distribution.
5. Marketing & Advertising Support Materials: This will become a very critical and impor
tant part of the USGF membership program. Clubs will look to USA Gymnastics and other professional organizations for the means by which they can create associations of value and professional worth - these associations increase clubs' ability to sell services in the marketplace. Clubs will also look to USA Gymnastics to provide marketing materials that will assist advertising and support their offerings to attract customers. Obviously, there will be national advertising campaigns that include network television broadcasts of gymnastics events. However, even at the local level, campaigns must be created to increase awareness of preschool and development programs, children's fitness and wellness programs, nutrition programs, children's aerobics programs as well as family health and fitness adventures. These programs will need to be advertised through public service announcements (PSA's), radio announcements, print advertising, direct mail solicitation, association with sponsor programs, point-of-purchase identifications as well as other promotional vehicles. USA Gymnastics entered into this area with the club marketing kit in 1991 . These types of programs will need to be expanded and custom designed opportunities made available for purchase from USA Gymnastics.
6. A Diverse and Comprehensive Insurance Program: Insurance offerings need to be diversified to
make sure that the USGF is providing pric,"breaks and category offerings for the numerous programs tha t cl ubs are curren tl y in vol ved with or will add to in the future. These include
April 1993 TECHNIQUE
such things as preschool programs, developmental programs, children's fitness, wellness and aerobics programs, developmental gymnastics programs, exercise and physical fitness activities, adult fitness, family fitness, rehabilitation programs, pre-competition sports programs, senior citizen fitness and wellness as well as other offerings. Obviously, it is inappropriate if a program has a diverse list of offerings for their insurance premiums to be based solely on competitive gymnastics data. Further, liability trends and other such issues must be taken into greater consideration in the future. We are already having a significant number of members ask us about discounts or premium reductions for better performing clubs. Prices that are charged to members cannot be based on the overall history of the business. If this is the case, these businesses will go elsewhere to secure insurance coverage.
7. Facilities Analysis, Design & Creative Planning: As clubs offer more diverse programs, the
image of the physical facility will become increasingly important. The stereotyped chalkfilled, mat covered, cramped space of today's typical competitive gym is not the type of image that businesses want to convey to customers who are looking for a family environment and the right physical atmosphere for their young children. Innovative ways of separating work stations and physical environments will need to be created. In addition, decorative and creative designs, as well as imaginative and exciting layouts, will be the standard rather than the exception. In the future, clubs will spend infinitely more time on the physical appearance of their facilities and the attractiveness and appeal to the numerous populations for which they are providing services. These services include all aspects of creative design from assisting with recommendations for a new building to the reconstruction or changes in an existing facility.
8. Business & Management Operations: USA Gymnastics should offer a variety of
services to private businesses, including computer programs, standard forms, operations manuals, rules and policies guidelines and regulations, and even specific products such as warning labels and signs, pre-recorded messages for answering machines, videotapes with instructional information for guests, clients and customers waivers and releases, standard legal documents, accident report forms and numerous other materials that would be used on a day-to-day basis in the business. Computer programs could include membership
TECHNIQUE April 1993
Future Trends
materials, billing schedules, health and safety records, staff and personnel records, payroll information and other materials.
9. Legal Services: Today, more business organizations are se
curing the services of a full-time legal counsel. While it is probably not possible to expect such an individual to be perfectly diverse in every aspect of gymnastics business, from a general standpoint, this person would be extremely valuable to both USA Gymnastics and the membership. In the past, simple disputes were either resolved by both parties or never became resolved. Today, these situations become legal matters that cost everyone dearly - they oftentimes end up affecting the wayan individual or a company conducts business. For this reason, many businesses are employing legal counsel in order to have a constant legal interpretation and review of processes, documents, policies and virtually all written materials distributed by the corporation. This does not necessarily mean that this employee would be responsible for con tract negotia tions or other such legal tender, but rather the standards of day-to-day operations. It is increasingly difficult to conduct business without having legal counsel involved in numerous activities. As private clubs change, so will their legal needs. This will especially be true in the area of employer-employee relationships, employer contracts, services contracts, real estate and other capital contracts, as well as supplier and vendor agreements, sponsorship agreements, licensing agreements and numerous other aspects.
10. Private Consulting: This, perhaps, will be the greatest area of
increased activity within clubs. As clubs continue to grow and diversify, they will require more consultation, advice, information and expert opinion than ever before. Most private club owners and coaches consider themselves experts in the area of teaching gymnastics skills. Few of these people, however, would consider themselves expert in the areas of preschool programs, child development programs, children's fitness and wellness programs, adult fitness, aerobics and the numerous other offerings that will be incorporated into their businesses. Perhaps in the beginning, it will not be necessary for them to hire full-time personnel to begin work in these areas - rather, consultants will be used to assist in the development of programs, begin teaching and preparing the staff members in evaluating the program and make the appropriate recommendations for the continued growth and development of this
39
When parents take
their children to
participate in
programs, they
want to know the
capabilities and
special credentials
of the teachers .
The USGF
Professional
Development
Program (PDP),
safety
certification,
coaches
achievement
programs and
other forms of
licenses and
certifications will
become invaluable
tools to the club
business .
It will be
absolutely
essential for the
private club to
function as a
business if the
club plans to
survive in this
new environment.
The two most
important facets
of this future
include strategic
planning and
decision making.
aspect of the business. As time goes on, however, full-time specialists in these particular areas will become necessary. Therefore, a team of specialists and consultants will be extremely valuable to the gymnastics population and the private clubs in general.
11. Assistance in Planning and Development of the Private Club as a Business Unit-Management by Objectives:
40
It will be absolutely essential for the private club to function as a business if the club plans to survive in this new environment. The two most important facets of this future include strategic planning and decision making. These are probably the two areas that clubs do not spend enough time on, and more specifically, do not devote enough attention to both the process and the results of the process.
Strategic planning controls business success. No business can be successful or reach its potential without proper attention and detail to planning, review and analysis of planning, implementation and conduct of the planning process, and the continual review and vigilance of the results of the plan. The planning process is the most complicated thing that a business does. It requires a significant amount of time and effort, and more importantly, planning must be databased and specific to the purpose and mission of the business unit.
It is not unusual for clubs to make decisions on a moment's notice based on information that they may have just received through the mail or by some other means of communication. Very seldom do clubs base decision making on their stra tegic plan. In fact, in most cases, clubs do not have a strategic plan. The modus operandi plan is simply to service as many athletes as the facility can handle! The science of strategic planning must be adapted by private gymnastics clubs just as it is used on a dayto-day basis in our nation 's most successful and largest corporations.
Decision making is all too important to be neglected and passed by as merely a function of day-to-day business operations. Decision making is not limited to simply hiring a new staff member or deciding to purchase a new balance beam. Rather, the complexity of decision making is tied directly to the strategic plan and the management objectives set by the business. On a day-to-day basis, a constant review of the objectives that are set forth by the business must take place and must guide and direct all decision making. While quite simple and straight forward, there is a process that one norm.ally follows that is the guiding signature of day-to-day business operations. This begins
with the Mission Sta tement and the fundamental goals and objectives of the business. Fron. this, the strategic plan is developed. The strategic plan is usually divided into a number of parts-short-term as well as long-term goals and plans are incorporated and reviewed on an ongoing basis and fundamentally direct the decision making of the corporation. Along with the short-term goals and objectives, opportunities and problems associated with the ability to accomplish these goals and objectives must be realized. Specific strategies by which goals and objectives are accomplished help to guide the decision making process.
While the thought process associated with decision making does not normally incorporate all of these different cerebral functions, the process must be sophisticated in order to help guarantee implementation and proper use. USA Gymnastics must assist the private club owner in developing appropriate planning skills and directing the decision making process.
12. Economically and Financially Driven Decision Making:
Again, this will all be part of the instructional program that helps the club develop and flourish as a business unit. Club owners and managers will find that decision making can becom a simple task-it will be economically and financially driven. It should get to the point where specific programs become "turn-key" operations that add member programs, revenue alternatives and new offering opportunities . Club owners should have the opportunity to have a database to give him / her projected economic results prior to adding new programs or elective activities. Hopefully, risk will be reduced; the learning curve will be very short; and the implementation will be quick, effective and profitable. More importantly, the program itself needs to be packaged in order to quickly allow the club's implementation and the proper and efficient service to be offered to the membership.
13. Alternative Revenue Opportunities: It will be imperative that USA Gymnastics
assist the private club industry in developing alternative revenue opportunities. Previously, clubs frequently limited themselves to teaching the competitive art of gymnastics and/ or rhythmic gymnastics. The idea of an alternative program was to add another level of the USGF Junior 01 ym pic Com petiti ve Program to their program, or perhaps, add another gyn nastics-type activity such asan overnight camp, weekend clinic or the ever popular "Bring a Friend Day."
April 1993 TECHNIQUE
Alternative revenue opportunities include a variety of programs that will increase the client base of clubs, as well as provide new funding sources for businesses. Possibilities may include aerobics, weight training, skills testing, family fitness, diet and nutrition programs, preschool programs, adult classes, physical rehabilitation programs and numerous other exercise, fitness and wellness objectives.
14. Alternative Program Opportunities: Directly associated with the opportunities
for alternative revenues, clubs will find themselves in a more diverse environment than ever before. Where it was not unusual for a club to focus primarily and distinctly on the sport of gymnastics and its ancillary activities (tumbling, trampoline and some forms of dance and ballet) - new program offerings will be as diverse as creative license will allow. The purpose, of course, will be to expand service populations. At the same time, these diverse offerings will allow clubs to keep members for a longer period of time and be able to direct programs to the changing trends of exercise and fitness, as well as to members' personal interests, likes and dislikes. In many cases, this is already happening, most specifically regarding children's programs. Future alternative program sources will be offered to populations of all ages.
Summary The primary purpose of this document has
been to provoke thought, interest and enthusiasm. It is fortunate to have such an open universe and ever changing business and social climate in which to deal in the future. Current trends favor the very nature of the sport of gymnastics and its characteristic features of health, wellness, personal growth and development. Private gymnastics clubs should flourish during the remainder of this decade and beyond; however, it will take more work and a more concentrated and intelligent effort than ever before. The difference will be the magnitude of the rewards that come from this effort. While the Olympic Games will continue to playa significant role in this enterprise, they are no longer necessary to guarantee success. The Games will certainly help achieve success at an even higher level, but play a smaller part in business growth and development for the astute business professional.
The fate of sport within the public school vstem has yet to be determined; however, the
.rend has been fairly consistent over recent years and has seen no indication of reversal. Currently, the number of start-up programs are so few and far between that every indication to feel that any
TECHNIQUE April 1993
Future Trends
type of rejuvenation of sports programs in public schools should be dismissed or attributed only to luck. Perhaps the most significant recent development that validates the future direction of sport is the addition of golf to the Olympic agenda in 1996. There is no question that this is a very elitist sport, expensive to play, limited to a very few countries in the world, and usually associated with country clubs, white males and middle to upper class populations. Yet of all the sports that could have been added to the Olympic agenda, Atlanta chose golf. There is every indication that this is being strongly supported by the International Olympic Committee. Even though the Augusta National Golf Club is located in Georgia, this is hardly a reason to add a sport to the Olympic agenda . More obvious is the economic profile that golf brings to the Games. There are only a few sports on the Olympic agenda that pay for themselves - track and field, gymnastics, basketball and maybe one or two others pay their own way. It is the contention of the organizing committee that golf will have a substantial economic impact on the Games, and it will all be positive. Golf is one sport that simply breaks all the rules. While its television ratings are horrendous, there is never a lack of advertisers who are trying to attract a very specific population. Golf does this better than any other sport that is broadcast on television. Once again, a further substantiation for sports future.
Using this information, it is now necessary to create our strategic plan specific to the support and development of the private gymnastics club. While many activities are already taking place, important programs must be introduced that take this information into consideration and allow for the creation of programs that will impact the numerous activities commensurate with the future of the private club industry.
This is a time to be optimistic about the future of gymnastics. Granted, changes will be of drastic proportions, especially in the public sector, however, we cannot allow these to disrupt our future and new opportunities. Industry faces such challenges every day. The traditional mentality of sport becomes a hindrance when changes are considered. It is absolutely essential that we allow for change and not only permit it, but encourage and support it with the necessary education and programs to help guarantee success.
While the role of the United States Gymnastics Federation in its early years was primarily to support and organize the competitive aspects of the program this role will completely change direction towards the support and development of grassroots participation in the most traditional form. The limits of the sport of gymnastics will be extended to include the broadest base of population with diverse offerings in order to secure the economic stability necessary for the sport's continuation. We are actually quite fortunate that we
41
While the role of
the United States
Gymnastics
Federation in its
early years was
primarily to
support and
organize the
competitive
aspects of the
program this role
will completely
change direction
towards the
support and
development of
grassroots
participation in
the most
traditional form.
Future Trends
understand this process. There are countries that have just gone through major economic changes in the structure of sport. After being subsidized for so many years, it will be extremely difficult for many of these countries to understand the new world order. Such is also true for many U.S. public school system programs. While it is surely possible that they may continue in some form, they are going to require alternative revenue sources. Surely this is not out of the realm of possibility but it will be significantly more complicated and difficult to implement.
It is hoped that this document will provide the blue print for change as we enter the most exciting and challenging period that gymnastics has ever faced. With hard work, good planning, appropriate and accurate goal setting and the ability to make changes in the combined best interest of sport and business, this will not only allow for our existence and continuation, but will result in the sport of gymnastics being the preeminent activity associated with the values of a sports education and experience for the next 50 years.
Editor's note: This is the last article in a four-part series
by USA Gymnastics President Mike Jacki . The series presents Mr. Jacki's observations 011 the growth of the private gymnastics club industry and the sport of gymnastics as well as projects for further development. The first article, USA
Gymnastics: Objective 2000, appeared in Technique, January, 1993, Vol. 13, #1, 39-41. The second article, The Private Gymnastics
Club: 1993 and Beyond, was published in Technique, February, 1993, Vol. 13, #2, 40-44. The third article, Family and Social Trends:
The New Customers of the 1990's and Beyond, was published in Technique, March, 1993, Vol. 13, #2, 40-42.
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42 April 1993 TECHNIQUE
Plan Ahead
1993NAnONAL CONGRESS 30th Anniversary of the United States Gymnastics Federation • 1963 -1993 • USGF - USA Gymnastics
A
Sport Science Research and Applied Coaching
1993
The Facts Host City
Atlanta, Georgia
Congress Dates Pre-congress sessions September 8-9,1993
Congress Sessions September 9-12, 1993
Congress Costs
Professional Members
Dr. William Sands, Chairman of the USA Gymnastics Sport Science Advisory Committee, will coordinate the 3rd annual Sport Science Symposium on Saturday, September 11 . Sports researchers from a variety of disciplines will presentsignificant findings to the coaches. USA GYMNASTICS Congress Hotel
Atlanta Marriott Marquis
Early Registration (received prior to Aug. 1) $125 The goal is to make these sessions
informative and coaching friendly.
Judges Training and the Code of Points Sessions will be conducted to assist both judges and
coaches in understanding and applying the new Code of Points. Explanatory and practice sessions will be offered.
Club Business Experts and entrepreneurs will be available to assist
,e gym club owners and managers in a wide range of business offerings. The focus this year will be on utilizing the new technologies to make your business more efficient and profitable.
Technique Sessions Informative sessions will be presented for coaches
at all levels-beginner, intermediate, advanced and elite.
Preschool! developmental Once again, a full program will be offered in these
important areas featuring outstanding movement education specialists.
Exhibition Hall The Exhibit Hall will provide Congress participants
with the opportunity to see the newest and the best in equipment, apparel, supplies and services. You can discuss your needs, compare services and prices and make deals l No other event offers the gym club owner a better chance to meet and greet the members of this important part of the gymnastics industry.
Professional Development The PDP program will be offered at all completed
levels: PDP I and II. The ACEP Sport Science course .1 be conducted as a pre-Congress session. This
year's Congress will see the introduction of additional Level II component areas. Two Safety Certification courses will be offered- one on Thursday evening, and the other on Sunday morning.
TECHNIQUE April 1993
Hotel Rates
265 Peachtree Ctr. Ave. Atlanta, GA 30303 404-521-0000
Single/double $ 99.00 Triple/quad $119.00 Reservation cut-off date is August 19, 1993.
Ground Transportation Hotel Parking: $12/ day Marta (Metropolitan Atlanta Rapid Transit Authority):
$1.25 one way from Hartsfield airport to the station in Peachtree Center.
Official Car Rental Agency: Budget Rent a Car of Atlanta Contact: Melanie Parkins 404-530-3000 (call collect)
Airport Shuttle: You will receive a $2 discount coupon for round trip service upon registering for Congress. Round trip shuttle is $12.00 with discount coupon. One way from airport to hotel is $8.00 and the $2 discount coupon will not apply.
The Atlanta Marriott Marquis
Late Registration (received after Aug. 1) $150
Non-members
$210
Congress Registration forms will be included in the May issue of Technique magazine.
Located in the heart of downtown Atlanta's prestigious Peachtree Center, the Marriott Marquis is the most magnificent hotel in the South.
Designed by world-renowned architect, John Portman, the Marquis features a soaring 50 story interior atrium, glass enclosed bubble elevators and an abundance of greenery and works of art.
Whatever your pleasure, the Marquis offers something for everyone. Fresh seafood at Pompano's, tangy Mexican at La Fuente, sumptuous buffets at The Arbors and international fare at The Atrium Cafe. Champaign by the glass at the elegant Lobby Lounge, live entertainment at The Garden Lounge, breathtaking views from The Grandstand and award winning Champion's Sports Bar.
You can unwind in the hotel's indoor / outdoor pool, work out in the fullyequipped health club, take a sauna or even get a good rub down. You can also go on a shopping spree at the hotel's special collection of very specialized Garden Level shops.
The Marquis is just 20 minutes north of Hartsfield International Airport and a marble covered walkway from Peachtree Center, where Atlanta's MARTA Rapid Rail line can whisk you to many of the area's famous attractions.
43
Orlando, Florida March 6 -7, 1993
TECHNICAL COMMITTEE (WTC)
I. ROLL CALL Meeting called to order at 8:30 by Chairman, Marilyn
Cross. Members Present: Region I Region II Region III Region IV Region V Region VI Region VII Region VIll ETC EPCC JOPCC JTCC ABC WPD JOPC Members Absent: NCAA NAWGJ
Joanne Pasquale Karen Wisen Carole Bunge Linda Beran Carolyn Bowers Cindy Sielski Cheryl Hamilton Marian Dykes Audrey Schweyer Roe Kreutzer Tom Koll Sharon Weber Kathy Feldmann Kathy Kelly Connie Maloney
Pam Burgess Yvonne Hod ge
II. OLD BUSINESS A. Minutes of Oct. 1992 meeting were approved. B. Report on Judging Courses - K. Kelly
Brevet Course: 29 Brevets re-certified . Na tional Elite Course: 81 US Participants, 2 foreign participants for Brevet. • Review of problems and discussion of ways to improve. • Elite Course: To be held July 22-25, 1993 in Tempe
(Phoenix), AZ at Arizona State University. As of March 4, there are 150 persons who have applied for the course. Kelly requested that the RTC's review the list of judges from their region and report to the office by March 12, verifying the objec tive criteria.
C. WTC Symposium Las Vegas, NV, June 3-6,1993 - Cost: $40
This is an educa tional opportunity for both Elite &J.O. coaches and judges. Schweyer requested that the office encourage the coaches to attend . Different announcements / fliers will be crea ted and d istributed. Event ass ignments and sched ule were finalized. It was highly recommended that a ll RTC's attend.
D. Technical Materials
44
1. JI/dge's Teaching G/lide Connie Maloney reported that the Judges' Training Commission is in the final stage of updating this document.
2. USGF Technical Handbook for J/ldges and Conches: Draft copiesof theTec//Ilicn l Hnndbookweredistributed . Cross made event assignments for review. The committee was requested to complete their work by March 19th. Members of the Jud ges' Training Commission wi ll also be reviewing the document. Ma loney w ill contact those members w ith their assignments.
3. The national offi ce w ill send a fin al draftof the Element Supplement to the committee for their approva l.
4. The St/ldy GI/ ide fo r the Provisional Jud ges' Course,
prod uced by J CI was discussed. Sch weyer wi II resea rch the document and its s tatus and instruct the office as to the purchase and distribution of this document to our program personnel.
5. Beginner / Intermedia te Optional Base Score Videocopies of the Level 7 & 8 Optional Base Score fi lm were distributed to the committee. Assignments were made and the committee was requested to re turn the score sheets to the office by March 19.
6. All Technica l Manuals will be available a t the WTC Symposium held in June, 1993.
E. J.O. Na tional Judging ASSignments: • Cross requested tha t in the future, the RTCs send thei r
recommendations in rank order. The assignments have been finalized.
• Copies were distributed and the RTC's were requested to distribute the information to the Regional personnel.
III. NCAA REPORT No report due to the absence of P. Burgess. L. Beran
requested that CAA provide the WTC with a list of any changes to the J.O. Rules that have been adopted by the NCAA, especia lly in terms of equipment specifica tions. The WTC will be responsible to distribute that lis t to the judgi~~
commul1l ty. "IV. NAWGJ
No report due to the absence of Yvonne Hodge. v. JUDGES' CERTIFICATION, INC. REPORT
Schweyer reported on the status of the new optional written and practica l exam. Members of the WTC will eva luate the exercises for the practical exams at this meeting and at the American Classic. VI. JR. OLYMPIC TECHNICAL - C. Hamilton
A. Level 7 Compulsory Floor - aerial cartwheel Clarification: When the gymnast attempts the aerial cartwheel, and places her hand(s) on the floor, apply the deduction for failure to complete an element, not deliberate omission of the element.
B. Scoring a t J.O. Levels. The following recommendations will be EFFECTIVE AUGUST 1, 1993. Recommendation to adopt the following Score Range for the J.O. Program: 9.50 - 10.00 0.20 9.00 - 9.475 0.30 8.00 - 8.975 0.50 Below 8.00 1.00
MOTION - M. Dykes SECOND - K. Wisen PASSED
Recommendation that at all USGF Optional meets, the judges may judge in 0.05 increments.
MOTION - A. Schweyer SECOND- M. Dykes PASSED
Recommendation that at USGF Compulsory Stat Meets, the judges may judge in 0.05 increments.
MOTION - A. Schweyer SECOND - M. Dykes PASSED
April 1993 TECHNIQUE
Recommendation to maintain the use of a Chief Judge for the J. O. Program.
MOTION - C. Hamilton SECOND - L. Beran PASSED
Recommendation that in the J.O. Program each judge establish their own Start Value.
MOTION - M. Dykes SECOND - C. Bowers PASSED
Recommendation to maintain the deduction of up to 0.5 for lack of height and lack of distance on vault in theJ.O. Pprogram.
MOTION - J. Pasquale SECOND - T. Koll PASSED
C. NEW J.O. RULES: Clarification to be added to the Element Supplement,
effective August 1, 1993: the Low Bar Giant Circle Backward will be valued "A".
Recommendation that if an element is performed that is not allowed at that Level, it will not receive credit for Value Part, special requirement, or composition.
MOTION - C. Sielski SECOND- J. Pasquale PASSED
D. COMPOSITIONAL DEDUCTIONS Discussion was held regarding the practice of the
regions independently developing guidelines for the application of compositional deductions. No action was taken at this time.
t; NATIONAL APPLICATION OF RULES Judges are reminded that it is thei r responsibility to be
aware of the competitive environment requirements as listed in the Rules and Policies and to be aware of and apply any deductions as mandated by the Rules and Policies (equipment specifications, etc.)
F. UNEVEN BAR SPECIFICATIONS Recommendation that, with the provision that the
legal issues are resolved, the Uneven Bar specifications be changed to allow the gymnast to adjust the apparatus to facilitate swing. (Exception: Jr. & Sr. may NOT lower the LB under 155 cm.) SEE BELOW:
MOTION - C. Sielski SECOND - Committee PASSED
EFFECTIVE IMMEDIATELY: A gymnast, acting consistent with a determination made by her coach concerning the best interest of the gymnast's safety, may, without being penalized, adjust the uneven bars to a height which exceeds the maximum identified in the FIG Apparatus Specifications provided that after such adjustment the bars remain within the allowances identified by the manufacturer of the apparatus.
VII. J.O. COMMITTEE REPORT Tom Koll reported that theJ.O. Committee is working well
and has accomplished many goals. Current work involves the Level 1-4 Program for 1996. Suggestions for the new compulsory program are welcome. Discussion on the length of the exercises was held. Recommendations and input were
'uested. The new J.O. exercise requirements were reviewed 1 the committee supported the concepts and complimented
the work of the J.O. Committee. VIII. RULES AND POLICIES
M. Cross reminded everyone to submit suggestions regarding the Rulesand Policies and requested that they review
TECHNIQUE April 1993
Womens Minutes
Section IX (Criteria for assignment of judges) carefully. A working copy of this section will be sent by the national office. Suggestions should be returned no later than May 15, 1993. IX. WOMEN'S ADMINISTRATIVE BOARD
K. Feldmann announced that the Women's Ad ministrative Board will be meeting at the WTC Symposium in Las Vegas. The Rules and Policies wi ll be reviewed and updated by ad hoc committees and finalized at the June Meeting. Feldmann asked for any suggestions or corrections to be submitted by May 15 to the Regional Chairman. X. ELITE TECHNICAL
Schweyer reported on the numbers of qualifiers to the American Classic. In order to have enough competitors to provide sufficient numbers of gymnasts, the score requirement was lowered to:
Sr Internat' l Jr Internat' l Sr Nat'l Jr Na t' l
69.00 68.00 67.00 67.00
Clarification: '93 Compulsory Testing - Uneven bars: underswing (toe-on) front saIto with '12 twist dismount -omission of '12 twist, deduct 0.5.
Any changes in the application of the criteria of assignment of judges to the regional Elite meets must be presented to the Regional Board for approval.
MOTION - L. Beran SECOND - C. Bowers PASSED
XI. TALENT OPPORTUNITY PROGRAM Kelly reported that this program has received a grant for
$40,000 from the US OlympiC Committee. The USGF IS encouraging all Regional personnel to join together to make this program the best educational opportunity for the coaches, as well as the gymnasts.
Kelly gave a general overview of the December National Testing. All participants were extremely pleased wIth the testing and clinic. The parents attended a 3 hour sessIOn wIth Dr. Joan Duda, sports psychologist. XII. 1993 CONGRESS, Atlanta, Georgia
Suggestions were made for possible Congress topics. XIII. BUDGET CONCERNS
Kelly expressed a need to cut administrative expenses. Ways to reduce some of the committee expenditures were discussed . XIV. UPCOMING EVENTS
May 1 World University Games Trials, Salt Lake City, UT National TOP Training Camp WTC Symposium, Las Vegas, NY Regional Elite meets World University Games, Buffalo, NY 2nd Regional Elite Meet Elite Course, Phoenix, AZ Olympic Festival US Classic, Austin, TX USA Championships, Salt Lake City, UT USGF Congress, Atlanta, GA TOP National Testing
May 20-24 June 3-6 June 26-27 July 9-13 July 17-18 July 21-25 July 29-3 Aug. 5-7 Aug. 25-29 Sept. 9-12 Oct., 1993 Dec., 1993 TOP Training Camp (lst weekend in
December) XV. JUDGES' TRAINING COMMISSION REPORT
S. Weber distributed a listof new members. Weber reported that the Commission has completed the proofing of the Judges' Teaching Guide and will be working on the Base Score video evaluation.
Meeting was adjourned at 1:00 PM. Minutes approved by M. Jacki, March, 1993
45
The next meeting
is tentatively
scheduled for
October 8-10,
1993 in
Indianapolis.
a Rhythmic - Junior Olympic Program
CLARIFICATION: as stated in the Compulsory book. .. "Level 7 and 8 routines may be reversed but only in entirety. " This also means that Level 5 & 6 may NOT be reversed.
Coaching Information Survey
If you have not completed and returned the Coaching Informa tion Survey tha t was published in the March issue of Technique (pages 26-28), you s till have time. Please return this form to
Fred Caster
P.O. Box #90
Norwich, Vermont 05055
Petitions for World University Games Trials (Women)
Please be advised that due to an NCAA rule change,
Petitions must include two (2) All Around Scores.
A copy of all petitions MUST be EXPRESSED MAILED and RECEIVED on or before A pril23, 1993 to the USGF office, Attn . Kathy Kelly. Due to time constraints, la te petitions will not be accepted fo r considera tion .
The decision will be made by the USGF Selection Committee by conference call. Accepted petitions will be notified by phone* on April 24, 1993. Contact
Seeking Head Coach Position Must have international coaching and competition knowledge, ad
vanced knowledge of training methods for elite level of international
competition. A minimum of a Bachelors Degree or equivalent in Physical
Educa tion is requ ired. Job includes daily supervision of warm-ups,
training schedule, and coaching assignments for 7 other coaches. Must
assist owners in evaluating progress of gymnasts, set up conferences
with parents, set up coaching seminars, and orga nize competitions.
Must have 2 years experience as a head coach. Sa lary offered is $1500/
mo. Apply with resume to 135 S. Eighth Street, Suite 206, Las Vegas,
Nevada 89101, in reference to job number 9267737. Responses accepted
no later than April 30th.
46
Ka thy Kelly at the USGF office if you have any questions. (317) 237-5050
* Please include w ith your petition a day-time phone number where you can be reached on April 23, 1993.
New Safety Device - AAI Balance Beam Pad
American Athletic, Inc. (AAI) has notified the USGF that they are now manufacturing Bala nce Beam Upright Pads. These pads fit all current AAI competitive balance beams-#4070250, #407260, #407145, #407093, and #406045. 1) The upper support pad features blue 18 oz. vinyl material over 1" Rubatex®. 2) The lower leg pad uses 18 oz. blue vinyl material and 1 YI" crosslink polyethylene foa m. The pads are easily attached to the beam legs through velcro closures. (see diagram)
Sold in pairs • Shipped UPS -I0 Ibs. • Model #416-360 • List - $144/ set.
If you are using a balance beam manufactured by AAI, USA Gymnastics STRONGLY RECOMMENDS that you obtain and use this new protective device. Faliure to use these pads can result in serious injury to the gymnast from contact with the exposed metal supports.
Please contact AAI at 800-247-3978 for more information.
Code of Points Men's and Rhythmic FIG Code of Points have bb
published and can be ordered through USA Gymnastics. The price for each book is $39.95. Women's FIG Code of Points will be available June 1st. Refer to page 18 for more information.
April 1993 TECHNIQUE
EDUCATION/EVENT CALENDAR Start No, Discip- STI Date dars line Event City CO Contact Phone
4/15/93 W NCAA Nationa l Championships Corvallis OR 4/16/93 2 M NCAA National Championships Albuquerque NM 4/16/93 3 R 7th Rhythmic Tournament Portimao POR Nora Hitzel 317-237-5050 4/17/93 1 MWR Safety Certification Course (9:30 am) Corvall is OR Ruth Sandoz 503-646-8455 4/17/93 3 R 7th Interna tional Tour Devenissieux FRA Nora Hitzel 317-237-5050 4/17/93 1 MWR Safety Certification Course 02:00 noon-6:00 p.m.) Clea rwater FL Karl Bishop 813-447-2108 4/17/93 2 W J.O. Level 9 + 10 Regional Meets Various Connie Ma loney 317-237-5050 4/24/93 5 MWR 108th Annual Convention of AAHPERD Washington DC M. Kotowski 703-476-3466 4/24/93 1 MWR Safety Certification Course (3:00-9:00 p.m.) Petaluma CA Hiroshi Fujimoto 408-373-1694 4/24/93 1 MWR Safety Certification Course (8:00 a.m.-2:00p.m.) Layton UT 4/ 24 /93 2 R DTB Rhythmic Tournament Ka rlssruhe GER Nora Hitzel 317-237-5050 4/30/93 4 MWR 9th Annual Scottish Gymnastics Festival Perth SCOT Bill Don (0324) 612308 5/1/93 1 MWR Safety Certification Course (12 noon-7:00 p.m.) Sterling VA Scott Gauthier 703-568-3684 5/1/93 1 W World University Games Trials Salt Lake City UT Kathy Kelly 317-237-5050 5/1/93 1 MWR Safety Certification Course (12:00 noon-7:00 p.m.) Sterling VA Judy Ogle 703-430-5434 5/2/93 1 MWR Safety Certification Course (10:00 a.m.-4:00 p.m.) Houston TX Russell Ward 713-537-1356 5/6/93 4 M J.O. Nationals Ann Arbor Ml Robert Cowan 317-237-5050 5/7/93 3 W ].0. National- Level 9 Colo. Spgs. CO Connie Maloney 317-237-5050
5/10/93 1 MWR Safety Certification Course (8:00 a.m.-1 :00 p.m.) Edina MN J.Thompson-Aretz 612-890-9020 5/13/93 4 W J.O. National - Level 10 Baltimore MD Connie Maloney 317-237-5050 5/21/93 4 M Sr. Men's Team Training Camp Colo. Spgs. CO Robert Cowan 317-237-5050 5/22/93 1 MWR Safety Certification Course (9:00 a.m.-4:00 p.m.) Chicago IL Monte Kimes 312-347-6770 5/22/93 1 MWR Safety Certification Course (12:30-6:30 p.m.) Tulas OK Jan Eyman 817-694-4214 5/30/93 2 R J.o. Nationals - Rhythmic Colo. Spgs. CO Nora Hitzel 317-237-5050 6/4/93 3 R US. Rhythmic Championships Colo.Spgs. CO Nora Hi tzel 317-237-5050 6/3/93 4 W WTC Symposium Las Vegas NV Kathy Kelly 317-237-5050 6/6/93 1 MWR Safety Certification Course 0:00-6:00 p.m .) Las Vegas NV Suzanne Suckow 317-237-5050
6/12/93 2 M World University Games Trials Colo. Spgs. CO Robert Cowan 317-237-5050 6/12/93 7 M 10-11 Age Group Development Team Camp Colo.Spgs. CO Robert Cowan 317-237-5050 6/17/93 27 M World Universi ty Tea m Preparation Camp Colo. Spgs. CO Robert Cowan 317-237-5050 6/17/93 4 MW Region VIll Mini-Congress Birmingham AL Inman Academy 205-991-0256 6/17/93 4 MWR ACEP National Conference (Coaching America's Coaches) Indianapolis IN ACEP 217-351-5076 6/19/93 1 MWR Safety Certification Course (9:00 a.m.-2:00 p.m.) Stroud sburg PA Bruno Klaus 717-629-0244 6/20/93 33 M *Men's Senior Nationa l Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 6/23/93 5 MWR XVIIl American Sokol Slet IL Jackie Kourim 708-795-0539 6/26/93 2 W Regional Elite Meets Various Sites Kathy Kelly 317-237-5050 6/30/93 5 W NA WGJ National Symposium Orlando FL Rene Niccollai 305-755-9197 *6/TBA 2 MW Champions Cup TBA Mike Juszczyk 317-237-5050 *6/TBA 1 MW Champions Cup Exhibition TBA Mike Juszczyk 317-237-5050 7/8/93 ' 12 MW World University Games (1 gymnastics session per day) Buffalo NY Cowan/Kelly 317-237-5050
7/16/93 2 MW Triangular Event: USA/UKR/BLR TBA Mike Juszczyk 317-237-5050 7/17/93 2 W Regional Elite Meets Various sites Kathy Kelly 317-237-5050 7/20/93 7 M Junior Elite I & II Development Camp Colo. Spgs. CO Robert Cowan 317-237-5050 7/21/93 4 W Elite Judges Course Tempe AZ Kathy Kelly 317-237-5050 7/23/93 10 MWR U.S. Olympic Festival San Antonio TX USOC 719-632-5551 7/31/93 1 MWR Safety Certification Course (10:00 am-2:00 p.m.) Columbus OH Bobbi Montanari 614-957-1279 8/5/93 12 M Jr. National Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 8/5/93 4 W US. Classic Nationals Austin TX Kathy Kelly 317-237-5050
8/12/93 6 R Sr. National Team Training Camp Colo.Spgs· CO Nora Hi tzel 317-237-5050 8/12/93 6 R Junior Olympic Training Camp Colo.Spgs. CO Nora Hitzel 317-237-5050 8/20/93 3 M Region VI Men's Gymnastics Symposium S. Hadley MA Mike Jacobson 508-771-21 18 8/25/93 4 MW US. Championships Salt Lake City UT Mike J uszczyk 317-237-5050 8/25 / 93 5 R Junior Elite Training Camp Colo.Spgs. CO Nora Hitzel 317-237-5050 8/28/93 3 MW International Gymnastics Symposium Ankara TUR Atilla Orsel (4) 310 44 70 9/9/93 4 MWR USA Gymnastics National Congress Atlanta GA Kathy Brown 317-237-5050
9/12/93 1 R World Championship Trials Atlanta GA Nora Hitzel 317-237-5050 9/30/93 4 W Region V Mini-Congress Cincllma ti OH Jeff Metzger 513-489-7575 10/3/93 1 MWR Safety Certification Course 00:00 a.m.-6:00 p.m.) Flemington NJ Cathy Finkel 201-586-1808
10 / 15 / 93 2 W Michiga n State Congress Rochester MI Judy Freiheit 313-742-2151 10 / 25 / 93 5 R World Championship Team Training Camp TBA Nora Hitzel 317-237-5050 10 /27/93 4 Olympic Congress of the USA New York NY USOC 719-632-5551 10 /28/93 6 M Regional Development Camp Colo. Spgs. CO Robert Cowan 317-237-5050
11 /4/93 4 R Rhythmic World Championships Alicante ESP Nora Hitzel 317-237-5050 l1/TBA MW Chunichi Cup Nagoya JPN Cowan/Kelly 317-237-5050 l1/TBA W Catania Catania ITA Kathy Kelly 317-237-5050
11/12/93 4 M Jr. Team Olympic Development Program Evaluation Colo. Spgs. CO Robert Cowan 317-237-5050 12/ TBA MW DTB Pokal Stuttgart GER Cowan / Kelly 31 7-237-5050 2/4/94 2 M USA Gymnastics Winter Cup Challenge Colo. Spgs. CO Robert Cowan 317-237-5050
3/26/94 1 M NCAA Regionals TBA "" Tentative
TECHNIQUE April 1993 47
Non-profit Orga niza tio n U.s. Postage
PA ID Permit No. 7867 India napolis, IN
USA GYlllnastics
SAFETY CERTIFICATION Safety Certification Courses
Friday, April 2, 1993 Phoenix, AZ-12:00 noon-6:00 pm Phoenix Airport Hilton 2435 S. 47th St.
Phoenix, AZ 85034 Course Oir.: Hiroshi Fujimoto (408) 373-1 694 Local Contact: Brock Anstine (602) 730-8911
Monday, April 12, 1993 San Jose, CA-9:00 am-4:00pm California Sports Center 3800 Blackford Ave. San Jose, CA 951 17 Course Oir.: Hiroshi Fujimoto (408) 373-1694 Local Contact: Linda Barclay (408) 246-7795
Saturday, April 17, 1993 Clearwater, FL-12:00 noon-6:00pm Apollo School of Gymnastics 2140 Range Road, Unit G. Clea rwater, FL 34625 Course Oir.: Karl Bishop (813) 447-2108
Saturday, April 17, 1993 Corvallis, OR- 9:30 am 2005 NW Van Buren Corvallis, OR 97331 Course Oir. : Ruth Sandoz (503) 646-8455 This course wi ll be in conjunction with collegia te nationals.
Saturday, April 24, 1993 1. Petaluma, CA - 3:00-9:00 pm
Redwood Empire Gymnastics 434 Payran St., Petaluma, CA 93940 Course Oir. : H. Fujimoto, (408) 373-1 694 Local Contact: Steve Klotz (707) 778-0529
2. Layton, UT-8:00 am-2:00 pm North Davis Gymnastics 80 W. Gentile Layton, UT 80041 Course Oir.: Blake Starr (801) 544-0854
Saturday, May 1, 1993 Sterling, VA - 12 noon-7:00 pm Northern Virginia Gymnastics Academy 22446 Davis Dr. , Suite 109
Sterling, VA 20164 Course Oir. : Scott Gauthier (703) 568-3684
Sunday, May 2, 1993 Houston, TX - 10:00 am-4:00 pm Lobo's Gymnastics 2500 Falcon Pass Houston, TX 77062 Course Oir.: Russell Ward
(713) 537-1356 Local Contact: Tami Jaso (713) 480-5626
Monday, May 10, 1993 Ed ina, MN - 8:00 am-1:00 pm TAGS-Ed ina 5201 Eden Circle Ed ina, MN 55436 Course Oir.: Julia Thompson-Aretz (612) 890-9020
Saturday, May 22, 1993
1.
2.
3.
4.
Chicago, IL - 9:00 am-4:00 pm Whitney-Young High School 210 S. Loomis Chicago, lL 60607
ThetextbookfortheCertiflcation Course is the USGF GYMNASTICS SAFETY MANUAL This text/reference manual is to be purchased and studied prior to course participation.
The course will take approximately six hours, including the test.
Certification is good for four years.
The Course/examination fee is $100.00. USA Gymnastics members and second cycle recertification is $75.00. Retest cost is $25.00. For groups of at least 5, contact the USA Gymnastics Department of Safety and Education .
Course Oir.: M. Kimes (312) 347-6770
Saturday, May 22, 1993 Tulsa, OK- 12:30 pm-6:30 pm American Gymnastics of Tulsa 7246 East 38th St. Tu lsa, OK 74145 Course Dir.: Jan Eyman (817) 694-4214 Loca l Contact: Becky Rupe (91 8) 664-2220
Saturday, June 19,1993 Stroudsburg, PA - 9:00 am-2.00 pm International Gymnastics Camp, Golden Slipper Rd . Stroudsburg, PA 18360 Course Oir.: John Perna Local Contact: B. Klaus (717) 629-0244
Saturday, July 31,1993 Columbus, OH -10:00 am-2:00 pm Radisson Hotel Columbus North 4900 Sinclair Rd. Columbus, OH 43229 Course Oir.: Bobbi Montanari (614) 457-1279
Sunday, October 3, 1993 Flemington, NJ-1O:00 am-6:00 pm Gymnastics Unlimi ted RO #5 Box 80 Flemington, NJ 08822 Course Oir.: C. Finkel (201) 586-1 808 r-------------------------,
Participation Registration Form T493
Name: Mr. / Mrs. / Ms. ______________ .SOc. Sec. # ______ _
Address: ________________________ _
City: _____________ State: ______ Zip ___ _
Telephone: (H) (B) _________ _
Course Director: ________________________ _
Course Location: ________________ _ Da te: ____ _
Organiza tion Represented: ___________________ _
If USA Gymnastics Member, List Type and Number ________ _
Form of Payment: 0 Check 0 Visa D Mastercard Name on Card: __________ _ Number: ________ _
Expiration Date: Signature: ______________ _
Please make checks payable in full to USA Gymnastics Safety Certification l Mai l Registra tion Form and Payment to: USA Gymnastics Safety, Pan American ) .' Plaza, Suite 300, 201 S. Capitol, Indianapolis, IN 46225 I
DO NOT WRITE BELOW THIS LI NE • FOR OFFICE USE ONLY I - - --- -
Registration Form Received: I Confirmation Mailed : .JI L ________________________ _
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