HLTH2203 - Gymnastics

LECTURE 1

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
 HLTH2203 - 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
 HLTH2203 - 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

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.
 HLTH2203 - 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
 HLTH2203 - 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 shoulder stretch 1. Skipping

2. Chin ups 2. Shoulder slides 2. Circuit training

3. Dumbbells 3. Shut the gate 3. Boxing

TORSO

Strength Flexibility Endurance

1. yoga 1.bend backs 1.boxing

2.sit ups 2.yogo 2.planks

3.superman 3.back rolls and rotations 3. cycling/swimming

LOWER BODY

Strength Flexibility Endurance

1.Leap frogs 1. Animal warmup 1. Skipping

2. Partner Wall squat 2. Lower body stretching 2. Squat walking and lunging

3. Squat walking 3. 3.
 HLTH2203 - Gymnastics
LECTURE 1

PHYSICAL PREPARATION

Choose 3 activities above and modify them as below:

EXERCISE EASIER HARDER PARTNER

Upper body Hand standing How long can you Partner holds your
hold it for feet when doing hand
Hand stands standing
Torso Partner sits on feet Sit ups holding a Sit ups passing ball
while doing sit ups medicine ball or heavy with partner
Sit ups object
Lower body One rope per person Continuously skip for Facing opposite
practicing jumping whole song partner see who
Skipping can jump for longest

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.
Running, skipping, hopping, jumping, rotating, stretching

1- Running  on the spot

2- Skipping  around an obstacle
3- Hopping  from one cone to the next and back
4- Jumping  squat jumps
5- Crab Crawling back and forth to the cone
6- Dynamic stretching  lunges, scooping the ground, side squats

Running

Stretching Skipping

Rotating Hopping

Jumping
 HLTH2203 - 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.
 HLTH2203 - Gymnastics
LECTURE 2

BASIC STATIC POSITIONS (insert pictures) KTPs

1. Stand with good posture

- Feet together
- Squeeze bottom
- Shoulders back
- Arms by side

2. Front support
- Shoulders over hand
- Chest in
- Bottom down
- Legs straight
- Feet together

3. Back support
- Hips up
- Legs straight
- Feet together

4. Stork stand
- Big toes on one need
- Straight base leg

5. Tuck sit
- Knees up
- One hand on each leg
- Feet together
- Straight back

6. V – sit
- Arms back
- Legs straight 45 degrees

7. Shoulder stand
- Feet knees and hips in straight line
- Hold onto hips

8. Front scale
- Bottom leg bent
- Back leg behind you and straight
- Hips and shoulders square
- Shoulders up
 HLTH2203 - 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

- Good body tension
- Lift feet up
- On back
- Push hips up

Shake the tin soldier

- Front support or back support
- Good tension
- Push them over gently

Crack the egg

- Tuck sit
- Try pull them apart
- Or lift them up

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.

 HLTH2203 - Gymnastics
LECTURE 2

HANDSTAND (insert picture)

Physical Preparation
- Strength of arms, upper body, core strength, hamstring flexibility, shoulders, hips,
wrist flexibility

Skill Progressions / Lead up Drills KTPs

1.Tuck sit

- Knees to chest
- Feet to bum
- One hand on each leg
- Knees and feet together
- Straight back

2. Front support

- Shoulders over hands

- Feet together
- Chest in
- Body tension
- Straight arms

3. Bunny Hop

- Two feet take off

- Two feet landing
- Straight arms

4. Tuck handstand

- Same as bunny hop, increase height

- Back, arms, legs in straight line
5. Scorpion

- One foot take off/landing

- Chest up on landing

6. Half handstand

- One leg is straight, one is bent

7. Full handstand- both legs 180 degrees

- Feet all the way up

Extension

HOMEWORK for next week

Design a handstand circuit with 6 relevant drills and include 2x KTPs at each station

1.Handstand against the soft mats

 body facing towards the mat for more support, feet against the mat

 place hands shoulder width apart

2. Push ups

 body straight – maintain position

 hand are shoulder width apart

3. Bunny hops

 two hands on the ground

 push feet up

4. Hand placement

 shoulder width apart

 arms straight

5. Scorpion across the matt

 keep leg straight

 arms hold body position

6. Handstand against the wall

 feet lean against the wall

 place hands shoulder width apart

 HLTH2203 - 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
 HLTH2203 - 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
 HLTH2203 - 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 (insert pictures) KTPs

Cat / scissor
- hands on hips, straight legs, (like high jump scissor kick) one foot take off,
1-foot landing

Stride
- splits in the air, landing on front foot, arms out to the side, both legs are
straight, pointed
toes, good height. One foot take off, 1 foot landing

Change leg
- (eg. right leg.) Step right, kick left, land right. Changing legs in the air, arms
out to the side. One foot take off, 1 foot landing

Side
- turn 90 degrees in the air, arms out to the side, legs straight, side split. One foot
takes off, 1-foot landing.
 HLTH2203 - Gymnastics
LECTURE 4

SPRING

2. BASIC JUMPS (insert picture) KTPs

Straight
- arms in the air, feet together, straight body

Star
- arms and legs spread, straight limbs, body upright

Tuck
- legs to chest, arms wrapped around the legs, Knees bent. Jump on 2
feet, land on 2 feet

Stag
- two foot takeoff, two foot landing
- Forward/back leg bends at knee
- Arms out for balance

Split
- arms up in the arm, one leg in front, and one behind
-Jump on 2 feet, land on 2 feet

 - straight legs

Jump half / full turn

- straight body, pointed toes, spin 180 deg or 360 deg, arms in to
chest. Jump on 2 feet, land on 2 feet
Sissone

- jump, split in the air, land on one foot - Arms out for balance
 HLTH2203 - 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

Rolling to right, right hand is facing up, left hand is facing down (left opposite)

 Arm position

Rolling to right, right arm is curved in front of stomach, left is straight out to side (left
opposite)

 Absorb force through

Right side- shoulder back, other shoulder, knees (left opposite)

PROGRESSIONS

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

 HLTH2203 - Gymnastics
LECTURE 4

LANDINGS

4. LAND WITH ROTATION – BACKWARDS

KTPs

 Hand position

Palms facing down

 Arm position

Arms straight out to side

 Absorb force through

Lower back, upper, 2 knees, feet

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.
 HLTH2203 - Gymnastics
LECTURE 5

SPRING – feet to hands

PROGRESSIONS FOR USE OF A BEATBOARD KTPs

i. Hurdle step on floor

- Step
- Arm circle backward C
- Jump 2 feet into/onto the floor
- Land 2 feet

ii. Hurdle using hoops

- Step
- Arm Circle backward
- Jump 2 feet into/onto the floor
- Jump
- Land 2 feet

iii. From low height to board

- Step
- Arm circle backward
- Jump 2 feet into/ onto the equipment
- Jump
- Land 2 feet

iv. From board up onto low height

- Step
- Arm circle backward
- Jump 2 feet into/ onto the equipment
- Jump
- Land 2 feet

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
 HLTH2203 - Gymnastics
LECTURE 5

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

JUMPS KTPs

1.Straight

- Arms in the air, feet together, straight body

2. Star

- Arms and legs spread, straight limbs, body upright

3. Tuck

- Legs to chest, arms wrapped around the legs, knees bent. Jump on 2 feet, land on
2 feet

4.Stag

- Two-foot take-off, two foot landing

- Forward/back leg bends at knee
- Arms out for balance

5. Split

- Arms up in the arm, one leg in front, and one behind

- Jump on 2 feet, land on 2 feet
- Straight legs

6. Jump Half/ full turn

- Straight body, pointed toes, spin 180 deg or 360 deg, arms in to chest. Jump on 2
feet, land on 2 feet

7. Sissone

- Jump, split in the air, land on one foot

- Arm out for balance
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

- Knees to chest
- Two hands on board
- Arms straight
- Two feet take off/landing

STRADDLE ON / OVER VAULT

KTPs

- Two hands on board

- Arms straight
- Legs split, out to side
- Hands, then legs
 HLTH2203 - Gymnastics
LECTURE 5

IDEAS FROM WORKSHOP

Design a circuit:

a. Practice springs without apparatus

b. Practice springs from feet using apparatus
c. Practice springs from hands and feet

A:
BUNNY HOPS
VERTICAL JUMP
LEAP FROG
JUMPING FOR DISTANCE
LADDER JUMPING
HOOP JUMPING

B:
JUMP INTO HOOP AND ONTO BOX
JUMP OFF BENCH
JUMP OVER BENCH

C:
BUNNY HOPS
CARTWHEEL
VAULT JUMPING
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.

1. Jumping Drive through

Arms out to
upwards legs /bend
the side
knees
onto box
2. Jumping
Absorb landing Feet shoulder
from a through knees width apart
height
3. Jump off Arms out Absorb landing
through knees
beat board infront upon
landing
with jump

Face the way

4.Cartwheel Hands in gaps
you came from
depending on
into ladder when you finish
height
cartwheel

5. Cartwheel
Hands placed Body facing
around the around hoop inwards
hoop

6. Pickup Hands/arms
straight legs and
Beanbags with shoulder width
arms
cartwheel apart
TEACHER STANDS ON THE OUTSIDE Teacher will stand on the outer area
of the circuit to observe all of the
activities. This will give the students
more room to move around. The
teacher can go to different circuits
when positioned around the circuits.

Jumping
upwards onto
box

Pickup
Jumping from a
Beanbags with
height
cartwheel

Cartwheel Jump off beat

around the board with
hoop jump

Cartwheel with
ladder
 HLTH2203 - 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
 HLTH2203 - 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- back, hamstrings, neck Strength - pushups,
chin ups

b. Skill progressions / lead up drills

o Tuck sit
- Knees and feet glued together
o Rock and rolls
- Tuck sit rocking back and forth, knees and feet together
o Forward roll from a height
- Chin to chest
- Shoulders stay square
o Down a wedge
o On the flat
- Chin to chest
o Up to a height
- forward momentum

c. Common errors
 - dropping their shoulder (introduce pushups to increase strength
- Chin isn’t tucked in
- Using hands to stand up
- Knees and feet not together

d. Extension

- dive roll
- Handstand to forward roll - Front sault
- forward flip

e. Where did you spot for this?

- to the side (teacher only

HLTH2203 - Gymnastics
 LECTURE 6

ROTATION

BACKWARD ROLL
Physical Preparation

a.
- Arm strength (upper body strength)
- Flexibility (wrists, arms, glutes, neck and back

b. Skill progressions / lead up drills KTPs

- Tuck sit
- Shoulder stand
- Rock and roll onto back
- Shoulder back roll
- Back roll down an incline (assisted then unassisted)
- Backward roll on flat (assisted then unassisted)
- Back roll from feet (assisted then unassisted)

c. Common errors
- Not ticking chin
- Not pushing up with both arms
- Legs and feet not together
- Only pushing with one hand

d. Extension
- Backward roll into handstand

e. Where did you spot for this?

- To the side (teachers only)

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

HLTH2203 - 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
- Upper body strength, extensors/flexors
- Flexibility of hamstring, wrist, shoulders

b. Skill progressions / lead up drills KTPs

- Cartwheel around circle
- Cartwheel around a semi-circle
- Cartwheel over a height

KTP’S

- Left cartwheel- left foot in front, left hand right hand right foot left foot
- Right cartwheel- left foot in front, right hand, left hand left foot, right footy
- Pointed toes
- Straight legs
- Open hips

c. Common errors
- Step back
- Arch back
- Hand and foot placement mixed up

d. Extension
- On beam
- Round off
- One handed

e. Where did you spot for this?

- Side of the lead leg

Progressions

Change starting and finishing positions

Change body shapes
Try up and down slopes
Do with a partner or small groups

HLTH2203 - 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.

1.Forward Roll with ball between the knees:

 keep ball between knees, push knees together

 tuck chin to chest

2. Bunny Hopping through hoops

 use legs to push off ground

 use stomach muscles to maintain body position

3. Forward roll down a wedge

 tuck chin to chest

 land with feet together

4. Forward roll from a height

 tuck chin to chest

 hands down shoulder width apart

5. Forward roll landing feet into hoop

 start close to hoop

 keep hands off the floor

6. Forward roll keeping beanbag between chest and chin

 tuck chin

 land with feet together

 Teacher will stand on the outer area
TEACHER STANDS ON THE OUTSIDE of the circuit to observe all of the
activities. This will give the students
more room to move around. The
Forward roll with teacher can go to different circuits
ball between the
knees when positioned around the circuits.

Forward roll keeping

Bunny hopping
beanbad between
through hoops
chest and chin

Forward roll landing Forward roll down a

feet into hoopt wedge

Forward roll from a

height
 HLTH2203 - 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 (insert pictures) KTPs

Log rolls
- Lying on tummy or back
- Arms forward (above head) at ears, legs straight out
- Body tension

Egg rolls
Knees in

Jump half / full turn

- Arms forwards, backwards and up into chest

- The straighter you are the better

Pivots

- One foot in front same arm in front

- Other arm out by side (aeroplane)
- Step fron leg, turn with foot to knee
- Step in front
- (if right arm in front turn to right vice versa)

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups
 HLTH203 - Gymnastics
LECTURE 8

SWING (and rotation)

PULL OVER BAR

a. Physical Preparation

Strength and flexibility of upper body

Core

b. Skill Progressions

Step, chin, kick

Finish in front support position

c. Key Teaching Points

Step, chin, kick

Finish in front support position

d. Common Errors

Chin not at bar

Some people pull will just one arm

Not getting hips over

Not holding themselves at the top

e. Where do you spot for this?

Side
 HPE2203 - Gymnastics
LECTURE 8

SWING (and rotation)

BACK HIP CIRCLE ON BAR

a. Physical Preparation

Strength and flexibility of upper body Core

b. Skill Progressions

- Cast first
 step

- Chin
- kick

c. Key Teaching Points

- Shoulders leaning forwards

- Chest in

- Hip drive

- Heel drive

d. Common Errors

- Shoulders not over the bar

- No momentum/power

e. Where do you spot for this?

- Side

- One hand on lower back, other on their thigh
 HLTH2203 - 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) KTPs

Pendulum swing
- Hold onto the bar and your legs swing sideways

Tuck swing

- Jump to the bar

- Chest in
- Swing, legs bent
- Re-Grip at the back of the swing
- Land at the back of the swing

Long hang swing

Jump to the bar

- Chest in
- Swing, legs straight
- Re-grip at the back of the swing
- Land at the back of the swing
 HLTH2203 - Gymnastics
LECTURE 8

SWING

RELATED SKILLS KTPs

Hock swing
- One leg bent, one leg straight

Basket swing

- Hold onto the bar, put two feet through the bars, swing
upside down

Novelty ideas for swing

- Two legs over the bar, hand upside down, no hands

 HLTH2203 - Gymnastics
LECTURE 8

SWING

SWING IN SUPPORT (insert picture)

Swing legs forward and up

a. Physical Preparation
- Strength and flexibility of the upper body

b. Skill Progressions
- Lift hips off bar (start little and get bigger and bigger)
- Swinging legs (keep hips off the bar)

c. Key Teaching Points

- Pull up and lean forward with shoulders
- Chest in
- Good body tension

d. Common Errors
- Shoulders not leaning forwards

e. Where do you spot for this?

- Side
- One hand on shoulder, one hand on their thighs

f. Extension
- Swing legs higher and higher
- Cast backwards circles
- Cast to handstand
 HLTH2203 - 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