GYMNASTICS IN SCHOOLS FOR TEACHERS

Gymnastics taught correctly is an excellent tool for developing body management skills and
preparing participants for many physical pursuits. Once students can manage their own bodies with a
degree of skill they can subsequently better control manoeuvre themselves with an implement
(racket, bat) or themselves plus a projectile (ball, javelin). Furthermore they can better control
themselves in different mediums (snow, water) or better handle themselves plus an opponent.

Olympic gymnastics as seen on television is a highly skilled and competitive sport. This form of
gymnastics should be left to be taught in gymnastics clubs with accredited coaches. The function of a
school gymnastic programme should be to provide rewarding and safe environment in which
students can learn to control their bodies in a variety of situations. The aim is to encourage
participation regardless of weight, size, gender or ability of students.

The current Gymnastics in Schools programme is based on the Dominant Movement Pattern (DMP)
approach. These are:

Statics
Locomotion
Springs
Landings
Rotation
Swing

By teaching the six dominant movement patterns (the lowest common denominator of all gymnastics
skills), the students are learning the building blocks for more complex skills and they can develop the
body control necessary for efficient movement in all areas of life. For example, take a mark in
football (spring and landing), hold a defence position in netball (static), perform a somersault dive
off a springboard (spring and rotation).

The S.P.A.C.E approach is used for the introduction of skills and their practice to gymnastics. Its a
logical progression of teaching from the simple to more difficult aspects of the skill.

S What skill progressions can be used to teach the whole skill? How will you break the skill
down into smaller parts?

P What physical preparation is necessary to acquire the skill?

A What are the appropriate key teaching points (KTPs) to teach this skill?

C What are the common errors when learning the skills?

E How can the teacher evaluate when the student is ready to progress

WARM UP
The purpose of a warm up is to prepare both the body and the mind for the activities that will follow
in the training session and so minimize the risk of injury.

The warm up should involve continuous aerobic type activity the increase the blood flow and the
body temperature. Follow this with stretching activities for all the major joints and muscle groups to
loosen up the body this should not be confused with increasing flexibility, where the stretches are
held for a longer period of time.

The length of the warm up and its intensity will vary according to the age and ability of the student
and the overall length of the lesson.

Principles of a good warm up

Involve everyone
Be quick and easy to organise
Use variety to maintain enthusiasm
Make it fun by using games and challenges

Safety and injury prevention

Allow adequate spacing

Ensure the environment is safe e.g. mats slipping
Static stretches only (no bouncing or forcing the stretch)
Do not overstretch. Hold the stretch to the point of tension and this tension should subside
over time.
Do not hold your breath in stretches
Take care with lower back and knees
 PHYSICAL PREPARATION

A well rounded Gymnastics Programme will enhance:

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

Motor abilities such as balance, spatial orientation, coordination and agility

This allows students to become more confident and efficient movers and these skills can be
transferred to all areas of life.

Gymnastics places physiological demands on the body e.g. a handstand requires strength and
flexibility, and part of the programme should be dedicated to developing the bodys ability to cope
with these demands.

The importance of physical preparation

Reduces the incidence of injury

Allows faster more accurate skill acquisition
Reduces the incidence of muscle soreness
Allows a prolonged period of quality participation
Helps rapid recovery from fatigue

Implementation into the programme

When planning your gymnastics programme, you should identify which skills will be taught as part
of a DMP and then ensure that the adequate physical preparation has been covered before attempting
to teach that skill.

The components of physical preparation

FLEXIBILITY the range of motion around a joint

STRENGTH the amount of force that a muscle or group of muscles can exert
ENDURANCE prolonged work with a localised muscle group
POWER explosive force. Strength plus speed
AEROBIC cardio vascular fitness

Some or all of these components should be developed every lesson. Strength and flexibility are
particularly pertinent to most gymnastic skills and these two components will be a focus when
working on the physical preparation needed to perform a skill.

When do you teach physical preparation?

Physical conditioning work may be included as part of the warm up, as part of a circuit or while they
are waiting for a turn at an activity during the skill development section of your lesson.

Suggestions for introducing physical preparation

 Make it fun ask a class to do 10 push up and they groan. Disguise the push ups in a game or
challenge and they will do 30 without noticing
Activities should be easy and quick to organise
Use music
Use small apparatus e.g. balls, hoops, beanbags, witches hats
Use the playground
Use a mixture of single, partner and group activities

Strategies for dealing with individual differences in the class

Vary the physical demand of the activity by changing:

The number of repetitions or time on the task

The length of the rest period
The texture of the surface
The heights
The body position
Divide the body into three sections upper, torso, lower

Then collate and number a variety of individual, partner and group activities and games that can be
used to develop these areas.

For e.g.

UPPER BODY

Strength Flexibility Endurance

1. Pull-ups 1. Neck Stretch 1. Rowing

2. Push-ups 2. Overhead Triceps 2. Swimming

3. Bicep curls 3. Rhomboid 3. Burpees

TORSO

Strength Flexibility Endurance

1. Crunches 1. Hands-to-toes 1. Running

2. Planks 2. Lower back rotation 2. Cycling

3. Deadlifts 3. QL stretch 3. Swimming

LOWER BODY

Strength Flexibility Endurance

1. Squats 1. Hamstring 1. Running

2. Lunges 2. Calf 2. Cycling

3. Deadlifts 3. Quadriceps 3. Swimming

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body On knees Tricep push-ups High-five push-ups

Push-ups
Torso On knees One arm-one leg Plank taps
Planks
Lower body Body weight Add weight Back-to-back
Squats
 CIRCUITS

A well planned circuit is an excellent way to get maximum participation from your students
especially when there is limited equipment.

A circuit is a closed loop of several situations with activities set out at each station. It may be used to
develop progressions towards a skill, to practice a new skill, to allow exploration of movement, or to
revise skills from past lessons.

It is beneficial in that activity levels are high, it allows students to be autonomous in their learning
and it can leave the teacher free to roam and focus in on problem areas.

The organisation of the circuit can vary depending on the desired outcome. Students may perform the
station activity once and move on to the next station or they may remain at one station for a
designated time then move on as directed.

Suggestions for planning circuits

Stations need to be well spaced and designed to flow around the circuit
Ensure landing areas are clear from other students and any hand apparatus
Select stations so that only one (if any) activity will require constant supervision
Include in the plan how you will group the students and how they will move around the
circuit

HOMEWORK

Design a simple circuit for endurance with 6 x relevant exercises for 45 secs at each station.

1. Burpees
2. Jump rope
3. Shuttle runs
4. Squat jumps
5. Box/bench jumps
6. Jumping jacks

DOMINANT MOVEMENT PATTERNS

Dominant Movement Patterns (DMPs) are the patterns that re-occur in gymnastics. They are the
building blocks for more complex skills. Once these building blocks are mastered the students can
progress laterally with variety or vertically, with difficulty.

The grouping of activities into the six DMPs

STATICS LANDINGS LOCOMOTION SPRING ROTATION SWING

enables the teacher to better understand the biomechanical principles that relate to efficient
movement and to formulate Key Teaching Points (KTPs) that will carry over from one skill to the
next.

The DMP approach provides a framework that develops from simple to complex for the teaching of
movement. It assists the teacher to decide what to teach and in what order.
 STATICS

This includes all the held and still positions in gymnastics and should be the starting point for
your teaching.

Statics can be divided into three categories:

SUPPORTS shoulders above the apparatus

HANGS shoulders below the apparatus

BALANCES using a small base of support

Once the supports and balances are competent on the floor students can then progress to partner and
group balances and supports and balances on apparatus.

BASIC STATIC POSITIONS: KTPs

1. Stand with good posture: legs and feet together, arms at side, back straight, tummy tucked in.
2. Front support: feet together, arms straight, bum tight, shoulders over hands, tummy tucked.
3. Back support: toes pointed, arms straight, hands pointed out, straight line, bum tight.
4. Stork stand: toe touching knee, other leg straight, arms on hips
5. Tuck sit: back straight, one hand on each leg, knees to chest, feet together
6. V sit: arms straight, hands pointed out, legs together & straight, shaped in a V
7. Shoulder stand: tummy tucked, feet-legs-hips-shoulders in a straight line, hands holding hips
8. Front scale: chest up, standing on one straight leg, arms out.

TIGHT BODY PREPARATION

The ability to maintain a fixed shape and can eliminate unnecessary body movements is a
prerequisite for efficient movement and is an important factor in the prevention of injury. Correct
posture is also aesthetically pleasing.

ACTIVITIES FOR DEVELOPING TIGHT BODY

Lift the plank
Shake the tin soldier
Crack the egg

HANDSTAND

Physical Preparation: shoulder flexibility, upper body strength, core strength, hamstring
flexibility, forearm flexibility & strength.

Skill Progressions / Lead up Drills: KTPs

1 Front support
2 Bunny hop: knees together, two feet take off & landing, straight arms.
3 Tuck hand stand: knees-hips-shoulders-arms in a straight line, arms locked.
4 Scorpion: locked arms, straight legs, same leg take off & landing.
5 Half-hand stand: one leg-hips-shoulders-arms in a straight line, tummy tucked, bum
tight.
6 Full-hand stand: both legs-hips-shoulders-arms in straight line, tummy tucked, bum
tight.
Common Errors: poor body position, changing legs, bent arms, arched back

Extension

PRACTICAL APPLICATIONS OF STATIC POSITIONS

Once the basic static positions have been taught these can be practiced and improved by providing a
variety of tasks, which use the static positions

Revise during warm up using games such as musical statues holding a static position when
the music stops, or play tag and hold a static position till someone releases you.

Make a station in a circuit the static that relates to the skill being taught or as a revision have
a whole circuit set up with statics stations.

Make up a sequence using static position using different body parts and different levels.

Work with a partner and make up a sequence using four different statics. Perfect with precise
timing and exact images.

Try the same task in fours.

Work with a partner, explore ways you can both perform the same static but part of one
person must be resting on the other.

Try the same in fours.

 PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

Enhances spatial and body awareness

Students (especially teenagers) really enjoy exploring the challenge
They encourage communication and cooperation
Develops trust and timing in balance
They are useful contributors to strength development
Encourages good body tension as this must be maintained to balance body positions
Reinforces the principles of stability e.g. wide base of support, and vertical alignment of arms
and legs so that the line of gravity runs through the base of support
Develops skills that can be used in display work

SAFETY

Match pairs for height and weight

Not suitable for younger children because of weight bearing
Exit procedure must be planned
Mats must be used
Use hand to hand or hand to wrist grip, monkey grip is not safe
Avoid inverted balances until the basics are mastered
Do not allow pyramids higher than two persons in the school environment
 SPRING

Step arm circle backwards, jump 2 feet onto equipment, mini jump, land 2 feet

This DMP includes the activities which involve projecting oneself into the air and requires the
physical ability of power i.e. explosive take off. The spring activities that will be covered are:

1. Feet to feet jumps

2. Feet to one foot leaps
3. Feet to hands bunny hops, leap frogs and basic vaults

SAFETY

Ensure correct landing technique before taking any springing activities up onto a height
Mats must be placed so there are no joins along the line of landing
Confident body management is a prerequisite for activities involving height and flight
Firm matting is required for activities which involve springing from hands

SPRINGING FROM FEET

KTPs

Explosive take off is required

The balls of the feet strike first with the heels making only momentary contact
This is followed by rapid extension of ankle and knee joints and a strong swing of the arms in
an upward and forward direction
Trunk is stable and upright and at no stage should there be any arch in the students lower
back

1. BASIC JUMPS: KTPs

Straight: arms in the air, straight body, legs together.

Star: arms in v-formation above body, legs locked together, legs in v-formation below body.

Tuck: knees to chest, one hand on each leg, straight back.

Stag: one foot to knee, one leg straight.

Split: arms up, one leg straight in front, one leg straight behind.

Jump half / full turn: arms tucked in, straight torso.

Sissone: split jump, land on one foot, one foot behind.

2. LEAPS: KTPs
Cat / scissor: hands on hip, kick one foot out then the other.

Stride: good dynamics, good height.

Change leg: step right, kick left, land right, left leg never touches the ground, arms out to side.

Side: arms out to the side, half turn.

Leap sequence: one step between each leap.

LANDINGS

Safe landings could be one of the most important life skills you will teach your students. The
categories of landings that will be covered in this course are:

1. Landing on feet
2. Landing on hands
3. Landing sideways
4. Landing backwards

The basic principle of safe landing is to soften the impact on the body joints especially the lower
back. This is achieved by absorbing the landing forces over as much time and as large a body
surface as possible.

SAFETY

Ensure adequate matting not too hard or soft

Reduce frequency of landing on wrists
Dont land sideways from a height
Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

KTPs

Feet should be shoulder width apart

Contact first with balls of feet then roll through to heels and bend and the knees and hips to
finish as if sitting on a motor bike (toe, heel, knee, hips)
Do not bend past 90
Ensure the heels stay planted on the floor
Look after knees and back

PROGRESSIONS

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

ii. Add on bent knees
iii. Run and jump as high as possible and land correctly
iv. Land on benches with straight jumps
v. Add variety by changing the body shapes in the air
vi. Gradually increase the height of take-off, make sure heels stay on the ground
2. LAND ON HANDS

KTPs

Hands are placed shoulder width apart

Contact first with fingers then roll through to heel of the hand and bend the elbows
Turn the head to one side so you dont face plant

PROGRESSIONS

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

3. LAND WITH ROTATION SIDEWAYS

KTPs

Hand position:
Arm position:
Absorb force through:

PROGRESSIONS

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

4. LAND WITH ROTATION BACKWARDS

KTPs

Hand position:
Arm position:
Absorb force through:

PROGRESSIONS

i. Start from squat and slowly fall just to shoulders

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

PROGRESSIONS FOR USE OF A BEATBOARD:

Step arm circle backwards, jump 2 feet onto equipment, mini jump, land 2 feet

i. Hurdle step on floor

ii. Hurdle using hoops
iii. From low height to board
iv. From board up onto low height

PROGRESSIONS FOR USE OF A MINI TRAMP

i. Bench to rebounder to mat

ii. Floor to tilted rebounder to mat
iii. Bench to mini tramp to mat
iv. Floor to mini tramp to mat

SAFETY POINTS FOR USING A MINI TRAMP

Always keep the landing area clear

Use a crash mat preferably with an over run mat at the end
Mini tramp activities must be supervised. If leaving the area turn the apparatus upside down
or place in locked storage area
Confident body management and sound landings are a prerequisite for mini tramp activities
The metal frame must be covered by a frame pad
Always check the apparatus is safe and stable before used by students

List different jumps that can be done off a beatboard or mini tramp

JUMPS: KTPs

Straight: arms in the air, straight body, legs together.

Star: arms in v-formation above body, legs locked together, legs in v-formation below body.

Tuck: knees to chest, one hand on each leg, straight back.

Stag: one foot to knee, one leg straight.

Split: arms up, one leg straight in front, one leg straight behind.

Jump half / full turn: arms tucked in, straight torso.

3. SPRINGS FROM FEET TO HANDS

PROGRESSIONS
i. Bunny jumps along the floor. Increase the distance of the spring
ii. Bunny hop between two parallel benches
iii. Bunny jumps onto bench
iv. Bunny jumps over low bench

SQUAT ON / THROUGH VAULT: KTPs

Hands wide, both feet on vault. Run, arm circle backwards, jump beat board, hands wide on box,
knees or feet on box, if can feet through without touching vault.

STRADDLE ON / OVER VAULT: KTPs

Hands close together, feet wide. Beginner: frog, Intermediate: straight Advanced: over vault

IDEAS FROM WORKSHOP

Design a circuit:

a. Practice springs from feet using apparatus:

a. Straight jump onto beam, Straight jump over beam, Jump Scessone onto beam
b. 5 Hoops with different jump in each hoop: half turn, star, tuck
c. 3 Jump sequence of side & scissor leaps on mats
d. Cat leap onto beam, change leg on the beam, stag jump off beam w/ motor bike
landing.
e. Straddle & Squat on to box.
f. Frog Leaps over partner on mats

HOMEWORK for next week

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

Follow the leader.

1. Hopscotch:
a. Hop between the numbers
b. They jump into a hoop at the end
2. Box jump station:
a. 1st student jumps up onto the box
b. Then over.
3. Throw a ball at the wall and jump over it:
a. 1st student throws the ball at the wall and jumps over it.
b. Allowing the student behind to catch it.
 4. Bench hops:
a. 1st student hops over the bench.
b. Then back over along the bench until they get to the end.
5. Mini tramp jump:
a. Hop onto the mini tramp.
b. Hop off the mini tramp into a hoop.
6. Jump backwards from a bench.
a. Hop up onto a bench, turn.
b. Jump backwards off the bench.

Teacher will stand by #6 because it has the most potential for injury.

6
5 1

4 2
3

LOCOMOTION

Locomotion is moving from one space to another. The three categories that will be covered are:

1. Locomotions on feet: running, jumping, skipping

2. Locomotions in hang: (shoulders are below base of support) monkey walk variations
3. Locomotions in support: (shoulders above the base of support) bear walks, crab walks cartwheels

PRACTICAL APPLICATIONS OF LOCOMOTIONS

Locomotion can be done with a partner

Motivate and add interest with music
Add variety by changing rhythm, levels and speed
When locomotions have been mastered on the floor, they can be taken up onto apparatus
Revise locomotions during warm up
Use various locomotions to move around stations in a circuit
 Use animal walks in relays
 ROTATION

This DMP is represented by any turn or spin around an internal axis. There are three axis. These are
longitudinal, transverse and anterior / posterior axis.

LONGITUDINAL AXIS

Run an imaginary stick in a straight line from the middle of your head to your feet and you have a
longitudinal axis. Rotations around this axis involve all turn left or right.

Related skills

Log rolls

Egg rolls

Jump half / full turn

Pivots

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

TRANSVERSE AXIS

Run an imaginary stick from the left to the right hip and you have the transverse axis. Rotations
around the axis involve all turns forwards and backwards.

Related skills

Forward and backward rolls

Front and back saults

Pull over and forward roll around the bar

Back hip circle

FORWARD ROLL

a. Physical Preparation: neck stretches, wrist stretches. squats

b. Skill progressions / lead up drills: KTPs

 a. Tight body drill tuck: knees tight together
b. Rock-n-roll: chin on chest, knees tight, rounded back.
c. Rock-n-roll to stand: , hands in front, push to stand
d. Roll down incline: feet apart, chin on chest, hands flat on wedge, push off toes, end in
tuck sit
e. Forward roll: stretch, squat, hands on ground, bottom up, chin on chest, push off toes, roll
through, end in tuck sit, stand
c. Common errors: chin not tucked into chest, knees not together,
d. Extension:
e. Where did you spot for this? Side

BACKWARD ROLL

a. Physical Preparation: neck stretch, wrist stretch

b. Skill progressions / lead up drills: KTPs
a. Tight body drill tuck: knees tight together
b. Rock-n-roll: chin on chest, knees tight, rounded back.
c. Rock-n-roll to stand: , hands in front, push to stand
d. Roll backward down incline: sit on incline, chin on chest, hands flat on wedge, push off
toes, end in tuck sit
e. Backward roll: stretch, squat, hands on ground, bottom on ground, chin on chest, toes
over nose, roll through, end in tuck sit, stand
c. Common errors: chin not to chest, getting off balance, not pushing up with their hands.
d. Extension: side roll over shoulder
e. Where did you spot for this? Side

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

ANTERIOR / POSTERIOR AXIS

Run an imaginary stick in a straight line from your belly button through to your back and you have
the anterior posterior axis. Rotations around this axis involve all sideways rotations.

CARTWHEELS

a. Physical Preparation: leg stretches, shoulder and arm stretches, planks, side bunny hops
b. Skill progressions / lead up drills: KTPs
a. Which hand goes first: windscreen wipers with hands, hand-hand-foot-foot, full leg
extension, body segments follow same line.
b. Side bunny-hop: through hoops, over box, hips high
c. Side movement over bench: hand-hand-foot-foot, raise hips high
d. Mini cartwheel: hand-hand-foot-foot, around a hoop or circle.
 e. Standing cartwheel: lunge on leg and push, place hands on ground, hips high an in-line
with shoulders, finish facing the way you came.
c. Common errors: not same foot as hand down first, not having enough push off the ground.
d. Extension
e. Where did you spot for this? In front

Progressions

Change starting and finishing positions

Change body shapes

Try up and down slopes

Do with a partner or small groups

Draw an example circuit for teaching a forward roll in the space below.

Choose 6 x stations each with two KTPs. Then indicate with a T where the teacher would stand
and explain your reason.

1. Bunny-hops for cartwheels

a. High hips
b. Legs tucked
2. Rock-n-roll
a. Chin on chest
b. Rounded back
3. Cartwheels
a. Lunge & push
b. Same foot lands first as same hand that landed first
4. Forward & backward roll down a wedge
a. Chin tucked in
b. Rounded back
5. Backward & forward rolls
a. Hands flat on ground
b. Chin to chest
 Teacher stands between 4 & 5 it has the most potential for injury.

1
5 2

4 3
ROTATION (cont)

PULL OVER BAR

a. Physical Preparation: upper body strength, core strength, practice with wall-bar
b. Skill Progressions: Step, chin, kick
c. Key Teaching Points: step one foot, chin over bar, kick with other foot, hold up with front
support (straight arms, legs together, pull up into your shoulders).
d. Common Errors: not stepping and kicking properly, chin not to bar.
e. Where do you spot for this? At side and in front of bar, one hand on lower back, one hand on
back of thighs, swap when shoulders are over bar.

BACK HIP CIRCLE ON BAR

a. Physical Preparation: upper body strength, core body strength, flexibility of extensor/flexor
muscles.
b. Skill Progressions: casts, assisted and unassisted
c. Key Teaching Points: good cast, drive hips back to the back as quick as possible, drive heels
upward and over, hold front support shape at end, chin in, point toes, squeeze bottom, good body
tension.
d. Common Errors: shoulders not over bar, hips dont come back to bar
e. Where do you spot for this? In front of bar, one hand behind back, other hand pulls legs over,
swap to shoulder and front support.
 SWING

In the school environment most swing apparatus is usually not available but basic swings on the bar
or in the playground can be developed and are beneficial for the development of upper body strength
and spatial awareness.

Swings can be divided in to two categories:

a. Swing in hang
b. Swing in support

SAFETY

Good landings and grip strength are a prerequisite for swing

Participants must show competence in hang and support activities before progressing to swing
Ensure matting extends far enough both sides of the bar to allow for the body moving away from
the bar on full extension
Ensure participants are regrasping the bar at the top of the back swing
No hock swings without hand grasp

RELATED SKILLS: KTPs

Pendulum swing: side-to-side, jump to bar with chest in, knee or heel drag, re-grip at back of bar,
land at back of bar.

Tuck Swing: knees bent, jump to bar with chest in, knee or heel drag, re-grip at back of bar, land at
back of bar.

Hock swing: one knee over the bar and 2 hands over the bar, one knee straight, jump to bar with
chest in, knee or heel drag, re-grip at back of bar, land at back of bar.

Straddle swing: legs apart, jump to bar with chest in, knee or heel drag, re-grip at back of bar, land at
back of bar.

Basket swing: holding onto the bar, knees to nose, inverted tuck sit

Glide swing: L-sit

Novelty ideas for swing: basket swing

SWING IN SUPPORT (CAST)

a. Physical Preparation: upper body strength, core strength

b. Skill Progressions: swing legs, lift hips off bar
c. Key Teaching Points: straight arms, swing legs forwards then up, lean shoulders forward,
chest in disk shape.
d. Common Errors: bent arms, shoulders arent forward.
e. Where do you spot for this? Behind the bar, hand on shoulder, hand on front of thigh, hold
them in front position.
f. Extension: cast back to hip circle, cast to handstand.
 HAND APPARATUS

The use of hand apparatus closely ties in with the fundamental movement skills program. Hand
apparatus such as hoops, balls, ropes, beanbags, balloons and scarves are readily available in the
school environment and should be utilised to add variety and interest to the gymnastics program.

Hand apparatus have their own DMPs:

Throwing / releasing
Catching / trapping
Rotation
Circles / swings
Passing over / under / around
Bouncing
Balance

These apparatus DMPs can also be combined with body DMPs to further extend the skills and add
variety e.g. throw a ball and perform a full turn before catching it.

BENEFITS OF USING HAND APPARATUS

Suitable for a wide range of ages and abilities

Adds variety and challenge to the program
Helps develop hand eye coordination
Partner and group work provides the opportunity for the development of cooperation and
team spirit
Provides interesting and non threatening skills which can be used in display work

SAFETY

Ensure adequate air space for throwing activities

Provide ample space between participants
Beware of using balls where landing from a height are involved
Hoop rotations around the neck are not recommended