HPE2203 - Gymnastics

LECTURE 1
(include in Resource file)

GYMNASTICS IN SCHOOLS FOR TEACHERS

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

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

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

 Statics
 Locomotion
 Springs
 Landings
 Rotation
 Swing

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

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

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

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

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

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

E – How can the teacher ‘evaluate’ when the student is ready to progress
 HPE2203 - Gymnastics
LECTURE 1

WARM UP

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

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

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

Principles of a good warm up

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

Safety and injury prevention

 Allow adequate spacing

 Ensure the environment is safe e.g. mats slipping
 Static stretches only (no bouncing or forcing the stretch)
 Do not overstretch. Hold the stretch to the point of tension and this tension should subside over
time.
 Do not hold your breath in stretches
 Take care with lower back and knees
 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

A well – rounded Gymnastics Programme will enhance:

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

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

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

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

The importance of physical preparation

 Reduces the incidence of injury

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

Implementation into the programme

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

The components of physical preparation

 FLEXIBILITY – the range of motion around a joint

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

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

When do you teach physical preparation?

Physical conditioning work may be included as part of the warm up, as part of a circuit or while they are
waiting for a turn at an activity during the skill development section of your lesson.
 HPE2203 - Gymnastics
LECTURE 1

Suggestions for introducing physical preparation

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

Strategies for dealing with individual differences in the class

Vary the physical demand of the activity by changing:

 The number of repetitions or time on the task

 The length of the rest period
 The texture of the surface
 The heights
 The body position
 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

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. Push Ups 1. Partner/wall stretching 1. Speed Boxing

2. Chin/Pull Ups 2. Triceps stretch 2. Star jumps

3. Triceps dips 3. Arm cross-over 3. Med ball throws

TORSO

Strength Flexibility Endurance

1. Ab crunches 1. Back twists 1. plank

2. Russian twists 2. Downwards/upwards dog 2. burpees

3. butterfly kicks 3. Toes touches 3. Mountain climb

LOWER BODY

Strength Flexibility Endurance

1. squats 1. Leg swings 1. Squat holds

2. Plyometric jumping 2. Open/close gate 2. sprints

3. Lunges 3. Hamstring stretch 3. Hill sprints

 HPE2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body - Lower weight - Increase the - Throwing the

resistance weight resistance medicine balls to a
Medicine ball throws - Shorter distance - Increase the partner
- Lower reps distance
- Alter the angle of
release
Torso - Shorter duration - Increase the - Plank then high
- Up on hands duration five your partner
Plank - Lower onto
elbows
- Side planks
Lower body - Less sets and reps - Increase sets and - Squat and high
- Non-weight reps five as you come
Squats bearing - Increase weight up
load - Throw a ball to
- Add a jump your partner
- Seated squat back
to back

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.

Stations 1: Skipping (double step jump or alternating feet)

Station 2: Jump Squats

Station 3: 30 metre Runs /sprints zig zagging in/out of cones

Station 4: Star Jumps

Station 5: Burpees

Station 6: Jumping on the spot with windmill arms

HPE2203 - Gymnastics
LECTURE 2

DOMINANT MOVEMENT PATTERNS

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

The grouping of activities into the six DMPs

STATICS

SPRINGS

LANDINGS

LOCOMOTION

ROTATION

SWING

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

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

STATICS

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

Statics can be divided into three categories:

BALANCES – using a small base of support

SUPPORTS – shoulders above the apparatus

HANGS – shoulders below the apparatus

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

HPE2203 - Gymnastics
 LECTURE 2

BASIC STATIC POSITIONS (insert pictures)

KTPs

1. Stand with good posture

- Feet together, good body tension (squizzing tummy, legs and toes)
- shoulders back and arms by your side

2. Front support
- Shoulders over hands, feet and legs together, straight legs with chest in,
good body tension

3. Back support
- Feet together, straight legs, straight arms, straight back and hips up off
the ground really high

4. Stork stand
- hands on hips, bottom leg straight and big toe to knee of non-weight bearing leg

5. Tuck sit
- Knees to chest, feet and knees together close to bum
- one hand on each leg and straight back

6. V – sit
- Arms and legs straight, legs at 45 degrees
7. Shoulder stand
- Rolling back onto shoulders (standing on your shoulders) hands on your hips/lower
back with a straight back, legs and toes

8. Front scale
- arms out to the side, weight bearing leg little bend toes facing forwards
- Non-weight bearing leg out behind straight with chest up

HPE2203 - Gymnastics
LECTURE 2

TIGHT BODY PREPARATION

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

ACTIVITIES FOR DEVELOPING TIGHT BODY

Lift the plank

- Left up your partners ankles as they tense their whole body with their bum off the ground
- Let go of one leg at a time and make sure they don’t loose control

Shake the tin soldier

- In plant positon then try and push them over fro different angles and directions

Crack the egg

- Sitting in tuck sit, partner then tries to pull them apart and break them

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.

 HPE2203 - Gymnastics
LECTURE 2

HANDSTAND

Physical Preparation
Endurance: strength and flexibility
Flexibility: Shoulder, wrist and legs (hip flexors) flexibility
Strength: Core and upper body strength

Skill Progressions / Lead up Drills

1. Tuck sit

2. Front support

3. Bunny hop : Straight arms, two feet take off and landing

4. Tuck hand stand : back, shoulders and arms all in a straight line with two feet
take off and landing (straight arms)

5. Scorpian : One foot take off and one foot landing (Always straight arms)

6. Half hand stand : One leg is at 180 degrees while the other stays behind it

7. Full hand stand: Two feet together, both up at 180 degrees

Extension
Forward rolls, hand springs, back flips
Hand stand circuit
 HPE2203 - Gymnastics
LECTURE 3

PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

 Enhances spatial and body awareness

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

SAFETY

 Match pairs for height and weight

 Not suitable for younger children because of weight bearing
 Exit procedure must be planned
 Mats must be used
 Use hand to hand or hand to wrist grip, monkey grip is not safe
 Avoid inverted balances until the basics are mastered
 Do not allow pyramids higher than two persons in the school environment
 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

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

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

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

SAFETY

 Ensure adequate matting – not too hard or soft

 Reduce frequency of landing on wrists
 Don’t land sideways from a height
 Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

KTPs

 Feet should be shoulder width apart

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

PROGRESSIONS

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

ii. Add on bent knees
iii. Run and jump as high as possible and land correctly
iv. Land on benches with straight jumps
v. Add variety by changing the body shapes in the air
vi. Gradually increase the height of take off, make sure heels stay on the ground
 HPE2203 - Gymnastics
LECTURE 4

SPRING

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

1. One foot to one foot - leaps

2. Feet to feet - jumps
3. Feet to hands - bunny hops, leap frogs and basic vaults

SAFETY

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

SPRINGING FROM FEET

KTP’s

 Explosive take off is required

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

1. LEAPS – KTP’s
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
- Legs straight in a side split

HPE2203 - Gymnastics
LECTURE 4

SPRING

2. BASIC JUMPS- KTP’s

Straight

- arms in the air

- straight body
- legs together

Star
- arms in v>formation above bod
- legs start locked together then
- 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
 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

2. LAND ON HANDS

KTPs

 Hands are placed shoulder width apart

 Contact first with fingers then roll through to heel of the hand and bend the elbows
 Turn the head to one side so you don’t face plant

PROGRESSIONS

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

3. LAND WITH ROTATION – SIDEWAYS

KTPs

 Hand position
- flat palms on the surface, close to chest
 Arm position
- one arm across your chest
 Absorb force through
- the shoulder and evenly rolling across the body
- shoulder rolls to the opposite hip

PROGRESSIONS

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

 HPE2203 - Gymnastics
LECTURE 4

LANDINGS

4. LAND WITH ROTATION – BACKWARDS

KTPs

Hand position
- palms facing outwards positioned near shoulders
- ready to contact the surface at your ears

Arm position
- arms bent at elbows
- held in front of chest

Absorb force through

- flexed wrists and elbows
- even contact from hands > head/neck > spine > bottom

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.
 HPE2203 - Gymnastics
LECTURE 5

SPRING – feet to hands

PROGRESSIONS FOR USE OF A BEATBOARD - KTPs

i. Hurdle step on floor

- step, arms circle backwards
- two feet take off
- two feet landing in motor bike position

ii. Hurdle using hoops

- two feet take off into hoop
- step, arm circle backwards
- two feet landing out of hoop

iii. From low height to board

- two feet take off
- bent knees for power
- step, arm circle backwards

iv. From board up onto low height

- Run up to the board then two feet take off
- step, arm circle backwards
- two feet landing

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

HPE2203 - Gymnastics
LECTURE 5

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

JUMPS – KTP’s

Straight

- arms in the air, straight body, legs together

Star
- arms in v>formation above body, legs start locked together then, 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

1. SPRINGS FROM FEET TO HANDS

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

SQUAT ON / THROUGH VAULT

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
 HPE2203 - Gymnastics
LECTURE 5

IDEAS FROM WORKSHOP

Design a circuit:

a. Practice springs without apparatus

- 3 jump sequence of side and scissor leaps on mat
- frog leaps over partner on mat
- 5 hoops with different types of jumps in each

b. Practice springs from feet using apparatus

- Straight jump onto, over, sissone jump onto beam
- Cat leap onto bean, change legs on the beam, star jump off the beam with motor bike landing
- Straddle and squat onto box

c. Practice springs from hands and feet

- Hands on beam, jumping two feet over
- Hands on beam, box jump over
- Hands on mat, and jumping over a line
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.

Station 1: Two feet landing

Activity: Jump off a beam or height in order to land on two feet from a height

KTP’s

o Land evenly on both feet (even weight distributed)

o Knees bent (absorb impact) with arms out to aid in balance

Station 2: Backward shoulder roll

Activity: Begin in a squat or sitting position. Lower back and lift legs over right shoulder. Turn head and
look towards knees. Left arm comes off the floor to complete the backwards shoulder roll.

KTP’s

o Make sure chin is tucked into chest

o Head turns to the side you want to go to

Station 3: Side roll

Activity: Begin in the tuck position on the ground. Roll sideways or down a vertical mat or hill. Try to roll
both ways. Rolling to your shins will stop your momentum

KTP’s

o Keep your arms up next to your ears or in the hug position

o Squeeze your body tight so no loose limbs are free

Station 4: Forward shoulder roll

Activity: Stand with legs together and begin to fall forwards placing one arm directly across the body (Right
arm to left side). Tuck chin to chest and slightly to the left. Roll diagonally forwards from right shoulder
across back. Land sitting and continue to rise from standing.

KTP’s

o Tuck chin to chest and slightly look left

o Keep knees bent and close to chest

Station 5: Tuck forward roll

Activity: Begin this activity on an incline with a mat or soft surface. Students start from crouched position,
place two hands down in front of them, tuck chin to chest, ground contacts with back of head and then
rolls over lower spine as feet push off. Begin from squatting then progress to standing and on a flat
surface. Variations: Straddle to tuck, pike to tuck

KTP’s

o Bend knees into a tuck position and place hands shoulder width apart in front on the floor
o Tuck head bringing chin to chest and hunched back
o Back of head/shoulders touch the ground first
o During roll tuck heels close to buttocks

Station 6: Backwards roll

Activity: Begin on an incline mat and starting from the tuck or squat position. Variations: tuck to straddle,
standing.

KTP’s

o Hand positioning is very important

o Bring chin to chest
o Use the hands to support the body
o Position the hands correctly to protect the head and assist the roll

(Teaching Fundamental Gymnastic Skills, 2002)

 HPE2203 - Gymnastics
LECTURE 5

LOCOMOTION

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

1. Locomotions on feet: running, jumping, skipping

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

PRACTICAL APPLICATIONS OF LOCOMOTIONS

 Locomotion can be done with a partner

 Motivate and add interest with music
 Add variety by changing rhythm, levels and speed
 When locomotions have been mastered on the floor, they can be taken up onto apparatus
 Revise locomotions during warm up
 Use various locomotions to move around stations in a circuit
 Use animal walks in relays
 HPE2203 - Gymnastics
LECTURE 6

ROTATION

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

TRANSVERSE AXIS

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

Related skills
 Forward and backward rolls
 Front and back saults
 Pull over and forward roll around the bar
 Back hip circle

FORWARD ROLL

a. Physical Preparation:
Flexibility: neck and back and wrists
strength: push ups, chin ups,
b. Skill progressions / lead up drills

First teach a static Tuck sit

- Then rock and roll
- Then forward roll from high to low
-Then just the floor and assisted first then progress to no help then low to high

c. KTPs
- Tight body
- Knees tight together
- rounded back
– chin to chest

d. Common errors

Dropping your shoulder, chin isn’t tucked in, using your hands to sand up, knees and feet aren’t together

e. Extension

Dive roll, handstand to front roll, front salt

f. Where did you spot for this? = SIDE

Don’t let kids spot each other (make sure they are capable of doing things on their own and only have
one station where they will need spotting and that’s where you will be)
 HPE2203 - Gymnastics
LECTURE 6

ROTATION

BACKWARD ROLL

a. Physical Preparation
Flexibility: neck and back, Strength: core and arms, wrists, endurance

b. Skill progressions / lead up drills

-Start with tuck sit
-Rock and roll
-Roll from backward high to low then flat surface then low to high

c. KTPs
- knees tight together
- chin to chest
- rounded back

d. Common errors

Chin not tucked, knees and feet not together, rolling to the side, landing on knees not your feet

e. Extension
Backward roll to handstand, cartwheel to backward roll, backwards flip

f. 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
 HPE2203 - Gymnastics
LECTURE 6

ROTATION

ANTERIOR / POSTERIOR AXIS

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

CARTWHEELS

a. Physical Preparation
Flexibility: hamstrings, hip flexors, shoulders, wrists, Strength: core, shoulders, wrists, endurance

b. Skill progressions / lead up drills

Side bunny hops, side to side over a beam, Mini cartwheels, standing cartwheel

c. KTPs

d. Common errors
- not the same foot as hand down first, not having enough push off the ground

e. Extension
Round offs

f. 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
 HPE2203 - Gymnastics
LECTURE 6

HOMEWORK for next week

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

Choose 6 x stations each with two KTPs. Then indicate with a ‘T’ where the teacher would stand and
explain your reason.
 HPE2203 - Gymnastics
LECTURE 7

ROTATION

LONGITUDINAL AXIS

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

Related skills

Log rolls

- Body should be in a straight line with good body tension

- arms up pressing against ears
- arms and legs slightly lifted

Egg rolls

- press your lower back to the ground

- knees together with hands holding them in
- knees tucked into chest

Jump half / full turn

- bend knees in preparation

- push off and swing arms to create momentum

Progressions
- Change starting and finishing positions
- Change body shapes
- Try up and down slopes
- Do with a partner or small groups
 HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)

PULL OVER BAR

a. Physical Preparation
Upper body strength, flexibility of forearms, core strength

b. Skill Progressions
Step to the bar, chin over the bar, kick the opposite leg.
Assisted then unassisted.
Can put a wall/wedge in front of them to run up and then kick over

c. Key Teaching Points

Step to the bar, chin, kick (chin over the bar) kick to create momentum. Pull up into a front support (locked
arms)

d. Common Errors
- chin not on the bar will restrict rotation around the bar
- both arms aren’t pulling evenly

e. Where do you spot for this? - SIDE

 HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)

BACK HIP CIRCLE ON BAR

a. Physical Preparation

upper body strength, core strength and flexibility of extensors and flexors

b. Skill Progressions
- Be able to do the cast first
- Assisted
non assisted

c. Key Teaching Points

- Cast
- Shoulders forwards, chest in
- Then hip and heel drive
- Finish in front support with straight arms

d. Common Errors
- No hip drive (not coming back to the bar)
- Shoulders are not leaning forwards during the cast.

e. Where do you spot for this? - Side and in front of them

 HPE2203 - Gymnastics
LECTURE 8

SWING

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

a. Swing in hang
b. Swing in support

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

RELATED SKILLS (insert pictures)

Pendulum swing
- Long hang
-legs swinging from side to side (left to right)

Tuck swing
- Legs bent hanging from the bar
- Jump to the bar from a distance with your chest in.
-Straight arms, knee drive (kick in fornt) then swing back re-group at the back of your
swing and then land at the back of your swing.

Long hang swing

-Jump to the bar with chest in
-straight arms
-knee drive
-Regroup at the back of the swing
-Land at the back of the swing
 HPE2203 - Gymnastics
LECTURE 8

SWING

RELATED SKILLS

Hock swing
-One leg over the bar the other leg is straight.
-Two hands on the bar

Basket swing

- Nose and knees together with bum up.

- Knees come through your hands and straighten out
- ** when spotting hold their wrists

Novelty ideas for swing

- Two knees
- Two arm pits
- Upside down straddle
 HPE2203 - Gymnastics
LECTURE 8

SWING

SWING IN SUPPORT (cast)

a. Physical Preparation
Upper body strength, core strength, forearm strength

b. Skill Progressions

Swinging, getting hips off the bar

c. Key Teaching Points

- Pull up in shoulders
- straight arms and learn shoulders forwards over the bar
- Chest in when you cast
- tight legs, tensed core

d. Common Errors
- arms bend
- Shoulders are falling backwards
- Back is arched

e. Where do you spot for this? - SIDE

f. Extension
- Cast then into backwards spin
- Continue casting until you go up into a handstand
 HPE2203 - Gymnastics
LECTURE 9

HAND APPARATUS

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

Hand apparatus have their own DMPs:

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

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

BENEFITS OF USING HAND APPARATUS

 Suitable for a wide range of ages and abilities

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

SAFETY

 Ensure adequate air space for throwing activities

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