CHAPTER 13 - TEACHING & LEARNING

Table of Contents

1. INTRODUCTION
2. THEORETICAL KNOWLEDGE
2.1 Knowledge of the Subject Matter
2.2 The Process of Learning Gymnastics Skills
2.2.1 Phase 1: Understanding (Cognitive) Phase
2.2.2 Phase 2: Intermediate (Associative) Phase
2.2.3 Phase 3: Automatic (Autonomic) Phase
2.2.4 Some Factors that Facilitate Skill Learning
2.3 The Process of Teaching Gymnastic Skills
3. PRACTICAL APPLICATION (METHODOLOGY)
3.1 Preparation
3.1.1 Program Plans
3.1.2 Lesson Plans
3.1.3 Resource Book
3.2 Presentation
3.2.1 Personality of the Teacher/Coach
3.2.2 Pre-Class Matters
3.2.3 Beginning of Class Matters
3.2.4 During Class Presentation
3.2.5 General Presentation Techniques
3.2.6 Usage Patterns: Tumbling Mats
3.2.7 Usage Patterns: Box Horse
3.2.8 Usage Patterns: Horizontal & Asymmetric Bars
3.2.9 Usage Patterns: Parallel Bars
3.2.10 Usage Patterns: Balance Beam

1. INTRODUCTION
fundamental philosophical objectives:
fun - children should enjoy gymnastics
fitness - children should receive good physical and motor development
fundamentals - children should be instructed in good gymnastics basics
Whole point is that we should be thinking about teaching PEOPLE - not SKILLS

2. THEORETICAL KNOWLEDGE
concerned with three different areas:
subject matter being taught
process of learning
process of teaching

2.1 Knowledge of the Subject Matter

all previous sections of the book have dealt with this issue

2.2 The Process of Learning Gymnastics Skills

learning is a relatively permanent change in behavior that is the result of experience

what are the phases of the learning process?

2.2.1 Phase 1: Understanding (Cognitive) Phase

trial and error stage … gradual substitution of correct responses for incorrect
responses
high repetitions necessary … avoid talking and over-teaching to that the gymnast can
"get the feel"
because everything is new, the gymnast is going to have to respond and attend to
many cues and responses which will be difficult to coordinate

2.2.2 Phase 2: Intermediate (Associative) Phase

noticeable learning … things are starting to come together … still some incorrect
responses
models are important (demonstrators, film, video)
use of key words in verbalizations

2.2.3 Phase 3: Automatic (Autonomic) Phase

consistent and automatic performance

skills become close to reflexes … don't have to think about how to do them
"fine-tuning" stage
2.2.4 Some Factors That Facilitate Skill Learning

necessary physical and motor precursors (e.g. strength, flexibility, balance, etc.)
short practice periods, repeated often > lengthy practice periods
interesting and meaningful material = learning
KR very important … therefore use feedback of all types (auditory, visual, tactile,
kinesthetic)
high motivation = good learning … attempt to keep the gymnast motivated
success = motivation & learning … ensure success (e.g. through many skill
experiences)
social context = good learning situation … get several people or a group involved
in order for skills to become completely learned, they must be rehearsed many times
(overlearning)

2.3 The Process of Teaching Gymnastics Skills

teaching style continuum:

teacher-dominated style (drills) …. ….. ….. ….. student-dominated style (discovery)

drill methods:
logical sequences of lead-ups or progressions
good point:
good for correct and efficient learning
bad points:
suppresses discovery
does not account very well for individual differences
encourages teacher dependence
problem-solving approach:
class is presented with problems which have "movement answers"
e.g. three different ways of rolling across the mat
good points:
children can explore movements and arrive at solutions which are "right" for them
(e.g. at their level of competence)
encourages student independence and more self-motivation
bad point:
takes more time and will probably result in some mechanically incorrect
movements
probably will have to use both styles
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3. PRACTICAL APPLICATION (METHODOLOGY)

divided into:
preparation (planning)
presentation

3.1 Preparation

prepare in three areas:

knowledge of the subject matter
preparing long term program plans
preparing short term lesson plans
weakest area for Canadian coaches

3.1.1 Program Plans

assume that we are dealing with one term (e.g. fall term)
could be 1 or 2 classes/week
program plans are focused on physical development, motor development and DMPs
(not skills)
NOTE: cannot do all 6 DMPs every class … therefore must select one or two DMPs
as the focus of the lesson and follow up later with reinforcement
Landings should be introduced first and reinforced throughout the term (safety
considerations)
then Statics
then Locomotions and Swings
then Rotations and Springs
check a box when the respective DMP, physical component or motor component is
being featured in a class:
the numbers should add up fairly equally over the term for everything except
landings, which will be more

3.1.2 Lesson Plans

ensures your preparedness

helps assistants to know what they are expected to do
good starting point for future planning
helps when it is necessary for someone to substitute for you
 very useful in cases of legal liability (e.g. written record of progressions, preparation
and equipment)
components of a lesson plan:
focus = physical/motor/DMP aspects which will be stressed in the class
warm ups = warm up activities related to the main focus
body = what will be done for the greater part of the class … include location
changes and timing
use the reverse side of the page for self-evaluation and noting of ideas which came
up during class

3.1.3 Resource Book

good idea of make a written note of ideas which you get during class, clinics, sleep,
etc.
probably should include a sketch in case you cannot understand your own words 10
years down the line

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3.2 Presentation

3.2.1 Personality of the Teacher/Coach

three personal qualities which can help in teaching and coaching:

enthusiasm - relatively easy to do ... fake it
understanding - relatively difficult to do ... try to see the world through your
gymnasts' eyes
patience - relatively difficult to do ... wait before you speak

3.2.2 Pre-Class Matters

if possible:
pre-check apparatus before class
make a plan for setting up apparatus
try to ensure that there are few or no apparatus changes from one class to the next
devise an efficient group rotation plan
 

check for safety:

situate yourself so as to be able to see everything that is going on in the gym
situate yourself at the apparatus which needs the most spotting
make sure that there is room for clear run-ups, safe landings, etc.
look around for any potentially dangerous situations

3.2.3 Beginning of Class Matters

keep things moving, even during attendance by:

dividing class into permanent groups
pair students and have partner tell you of his/her partner is not here
check off names while gymnasts are working

3.2.4 During Class Presentation

the most important objective to strive for is continuous activity

e.g. attempt to eliminate line-ups
e.g. attempt to eliminate non-activity times (e.g. Danielson's lecturing)

3.2.5 General Presentation Techniques

try to use the following techniques:

use of a problem-solving approach
allows gymnasts to work independently of the teacher/coach
minimize verbalizations and demonstrations ... usually they will only make you feel
important instead of letting the gymnasts play
use multiple apparatus
e.g. remove a bar in PB in order to create another low high bar
e.g. use a stage, a pommel horse, trampoline, etc. for another box horse
delay the gymnast's return to the line
have a circuit which they have to complete before coming back to you
put several gymnasts on the same apparatus
e.g. on a high bar
 

3.2.6 Usage Patterns: Tumbling Mats

not a good idea to have students wait in line while only one is doing a skill
scatter mats
good since the gymnast can take out his/her own mat
large mat using:
random use - wherever there is room
perimeter use - helps to prevent collisions
use of lines - one mat will handle a large number of gymnasts
mats in strips:
e.g. across the strip
e.g. two lines down the strip
e.g. in a snake-like pattern back and forth across the strip

3.2.7 Usage Patterns: Box Horse

same principle as in mats ... worse for the coach since the kids are off by themselves
a long way from the coach ... lots of discipline problems
use a circuit
use a double circuit
use a figure-eight with the coach spotting cross horse and long horse (maybe a
little too busy)
vault onto a stage or a trampoline
vault over parallel bars covered over with a mat

other uses of box horses:

surfaces to rotate on
surfaces from which to do landings
substitute for parallel bars
obstacle courses
benches

3.2.8 Usage Patterns: Horizontal and Asymmetric Bars

put two or three on a bar together

use a circuit or double circuit
make a special low bar (e.g. jungle gym, two persons holding a bar, etc.)
 

3.2.9 Usage Patterns: Parallel Bars

put 3-5 young children on one bar

adapt other apparatus to make a set of parallel bars:
e.g. two straight box horses
e.g. a beam plus box horse
e.g. a trampoline pluse a beam or a box horse

modify the parallel bar setup:

take one bar out to make a low high bar
raise one bar to make unevens
raise one end of the bars to make an inclined parallel bars
put mats over them to make them less hard on the underarms
drape mats over so that children can jump over or go under

3.2.10 Usage Patterns: Balance Beams

rather than use a beam for skills, try the following:

lines on the floor
benches (tops and bottoms)
4" wide carpet glued to the floor
box horse or vaulting horse tops
beams and planks on climbing frames

try modifying the beam itself:

slant it (e.g. for landings, rolls)
put mats over it (e.g. to make rolls less painful, can vault over it)

put more than one gymnast on the beam at a time:

3-4 on a regular 16' beam
put two beams together in a straight line or in a "T"
use a circuit so that one person is climbing on while another is working on the
beam

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