Gymnastics and Physical Fitness Module 1

PE 1 SY: 2021-2022 Page 1 of 14
GYMNASTICS AND
PHYSICAL FITNESS
PE 01
MELISSA L. HACA
OSMEÑA COLLEGES College of Teacher Education

Aspire…Achieve…Advance!
PE 1 SY: 2021-2022 Page 2 of 15
Gymnastics and Physical Fitness

MODULE 1
OVERVIEW
This module focuses on the development of your physical abilities. Gymnastics and Physical Fitness
module will help you understand and analyze the importance of having a healthy body, mind and in
general a healthy lifestyle. The module aims to promote awareness and encourages people in all ages to
start living a healthy lifestyle. This first module is for you to clearly understand the brief history and
relevant topics of gymnastics.
LEARNING OUTCOMES
At the end of these weeks, the students should be able to:
a. Analyze and discuss the meaning, objectives and values of physical fitness.
b. Acquire knowledge about history, meaning and phases of gymnastics program.
c. Identify the health related and skill related components of physical fitness.
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES

(SAA)
GYMNASTIC
The word gymnastic is derived from the word gymnasium, at one at a time it included all
activities in a gymnasium. Competitive sport that tests an athlete's strength, rhythm, balance, flexibility,
and agility. There are three major forms of competitive gymnastics
− Rhythmic
− Artistic
− Trampoline.
Rhythmic gymnastics is open only to females.
Artistic and trampoline gymnastics are part of male and female competitions.
A BRIEF HISTORY OF GYMNASTICS

Etymology
▪ The word gymnastics derives from the common Greek adjective “gymnos” meaning "naked", by
way of the related verb “gymnazo”, whose meaning is "to train naked”.

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▪ The verb had this meaning, because athletes in ancient times exercised and competed without
clothing. It came into use in the 1570s, from Latin gymnasticus, from Greek gynmastikos "fond of
or skilled in bodily exercise," from gymnazein "to exercise or train"
▪ In 1569, Girolamo Mercuriale from Forlì (Italy) wrote Le Arte Gymnastica, which brought together
his study of the attitudes of the ancients toward diet, exercise and hygiene, and the use of natural
methods for the cure of disease. Le Arte Gymnastica also explained the principles of physical
therapy and is considered the first book on sports medicine.
▪ In the late 18th and early 19th century : - Johann Friedrich GutsMuths and Friedrich Ludwig Jahn –
created exercises for boys and young men on apparatus they had designed that ultimately led to what
is considered modern gymnastics. - Don Francisco Amorós y Ondeano – troduce educative
gymnastic in France. Jahn promoted the use of parallel bars, rings and high bar in international
competition.
▪ 1881 - The Federation of International Gymnastics (FIG) was founded in Liege. By the end of the
nineteenth century, men's gymnastics competition was popular enough to be included in the first
"modern" Olympic Games in 1896.
▪ The Fédération Internationale de Gymnastique (FIG) or International Federation

of Gymnastics (IFG) is the governing body of competitive gymnastics. Its
headquarters is in Lausanne, Switzerland. It was founded on July 23, 1881 in
Liège, Belgium, making it the world’s oldest existing international sport
organisation. Originally called the European Federation of Gymnastics, it had
three member countries – Belgium, France and the Netherlands – until 1921,
when non-European countries were admitted, and it was renamed to its current
name.
▪ From then on until the early 1950s, both national and international competitions involved a changing
variety of exercises gathered under the rubric, gymnastics, that would seem strange to today's
audiences and that included for example, synchronized team floor calisthenics, rope climbing, high
jumping, running, and horizontal ladder
▪ During the 1920s, women organized and participated in gymnastics events. The first women's
Olympic competition was primitive, only involving synchronized calisthenics and track and field.
These games were held in 1928, in Amsterdam
▪ By 1954, Olympic Games apparatus and events for both men and women had been standardized in
modern format, and uniform grading structures (including a point system from 1 to 15) had been
agreed upon.
▪ Nadia Comăneci received the first perfect score, at the 1976 Summer Olympics held in Montreal,
Canada. She was coached in Romania by coach, (Hungarian ethnicity), Béla Károlyi.
▪ In 2006, a new points system for Artistic gymnastics was put into play. With an A Score (or D score)
being the difficulty score, which as of 2009 is based on the top 8 high scoring elements in a routine
(excluding Vault). The B Score (or E Score), is the score for execution, and is given for how well the
skills are performed.

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The earliest recorded activities in gymnastics were some exercises, stunts and tumbling resembling
gymnastics. The early civilization, hanging, climbing with rope, swinging, balancing on stone and log
flipping and turning were among of their common activities.
1. Kung fu or medical gymnastics - Chinese exercise
2. Yoga- India
3. Naked art- Greeks
4. Balanang- Egyptians
5. Monstig and dimonstig -Romans
In ancient Greece, three distinct programs of gymnastic exercise were developed.
− Maintenance of good physical condition
− For military training
− Part of the conditioning regimen for athletes
Other People involved in the History of Gymnastics
JOHANN BASEDOW
▪ He was the first to conduct gymnastics as part of education in school curriculum.
▪ He was the first modern writer and teacher of organized gymnastics for whom records survive.
JOHANN GUTSMUTH THE GREAT GRANDFATHER OF GYMNASTICS

▪ He wrote many influential books including carefully chosen gymnastics exercises for girls in
1818.
▪ He wrote gymnastics for youth, the first book on modern gymnastics in 1793.
▪ He describes the use of sloping beams, climbing pole, ladders and ropes along with the balancing
and the swinging beam.
FRANZ NACHTEGALL
▪ He formed a gymnastics club, opened a private gymnasium and through his success encourages
the government to incorporate training into its curriculum.
▪ His gymnastics program in Denmark emphasized mass calisthenics, mass vaulting and drills
using dumbbells and balls.
▪ Founded the Danish system of gymnastics, which was considered useful for military training, and
in 1804 he was appointed the first director of Denmark’s influential military gymnastic institute.
GERHARD VIETH
▪ Published a book of exercises. He also describe the balance beam, jumping ropes, climbing ropes
and poles, the horse, the table and the buck. He wrote of vaulting over horizontal poles at
different heights.
PER HENRIK LING FATHER OF SWEDISH GYMNASTICS

▪ He invented the stall bars and vaulting box.
JOHANN PESTALOW
▪ The founder of free exercise and calisthenics.
ADOLPH SPIESS THE FATHER OF SCHOOL GYMNASTICS
▪ He taught gymnastics to his classes in Switzerland and added marching and introduced the free
hand exercises with the music.

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FRIEDRICH LUDWIG JAHN THE FATHER OF GYMNASTICS

▪ He was a German educator known to have started gymnastics clubs and gymnastics movements
for competitive purpose.
▪ He designed exercises to be performed on stationary pieces of equipment, and even invented
much of the apparatus used in his training.
DR. DUDLEY SARGENT

▪ He was the first American contributor to gymnastics because he was instrumental in including
gymnastics in the school curriculum.
DIRECTOR CANDIDATO BARTOLOME AND FRANCISCA AQUINO

▪ Started gymnastics in the Philippines at the University of the Philippines.
SYSTEMATIC FORM OF PHYSICAL EXERCISE
▪ Educational gymnastics
▪ Therapeutic or remedial gymnastics
▪ Competitive gymnastics TYPES OF GYMNASTICS
1. Artistic Gymnastics Exercises that was perform on heavy apparatus.
Examples:
▪Balance Beam ▪Vaulting

▪Horizontal Bars ▪Side
Horse
▪ Parallel Bars

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2. Rhythmic Gymnastics Exercises perform with the light apparatus.

Examples:
▪ Ribbon
▪ Ball
▪ Hoop
▪ Rope
STUNTS IN GYMNASTICS
ARCH – is a position where the body is curved like an arch of a
circle, with the hip forward and the head and truck bent backward.
BASE – a partner who supports ARCH

the other performer above him.
TUCK – is position where the

head and the knees are in contact
and the trunk is curved.
BASE

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TUCK
MOUNT – are stunts performed by a performer to go up on an
apparatus
DISMOUNT – is a stunt used by
a performer to get off an
apparatus.
MOUNT
DISMOUNT
SPOTTER – is a person who
SPOTTER
STRADDLE
SPL
IT

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person who helps a performer to go about a skill for the first time.
SPOTTING – is the act of helping a
person to go about a skill for the first
time.
STATIC POSITION – these are
positions held for 2 or more seconds.
PRONE – lying face down with the
SPOTTING body straight.
SUPINE – lying flat on the back, with the bodyt straigh
.
SCALE – is a support on one leg with
the other leg raised at the back and the
body arch.
STRADDLE – the legs are extended
sideways.
TOP TOP – the partner who is supported by

SCALE the base
SPLIT – is a position where the legs are

extended forward and backward in a
straight position
PIKE- the upper body is bent forward at the hips to an angle equal to or less than 90 degrees while the
legs remain straight.
PIKE
EQUIPMENTS FOR GYMNATICS

Still rings - Two parallel rings 50cm apart,
suspended from a cable and straps and held,
one in each hand, for a series of exercises in
men's artistic gymnastics particularly
requiring stillness of the body; also called
the "rings".
Uneven bars - An apparatus in women's

artistic gymnastics with a top bar 2.4m

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above the floor and a lower bar 1.6m high, used for a continuous series of grip changes, releases, new
grasps and other complex moves.
High bar - A bar standing 2.75 metres high, used in men's artistic gymnastics; also called the "horizontal
bar".
Parallel bars (Artistic) - An apparatus consisting of two wooden rails on uprights, adjustable in height
and used for swinging, vaulting and balancing exercises in men's artistic gymnastics.
Pommel horse - A solid apparatus 115 centimetres high with two handles, or pommels, on top that men
in artistic gymnastics use for a series of manoeuvres defined by complex hand placements and body
positions while holding themselves above the apparatus.
Plane - An imaginary surface where moves are performed, i.e. lateral, frontal, horizontal or diagonal.
Diagonal plane - An imaginary surface at less than a 90-degree angle to the floor, where moves are
performed. Horizontal plane - An imaginary surface, level with the ground, where moves are performed.
Lateral plane - An imaginary surface to the side of, and parallel to, the body, where moves are
performed.
Safety platform - A large, thick mat that sits on the floor at each end of the trampoline to cushion the
impact if anyone falls from the apparatus.
Vault - A solid apparatus similar to the pommel horse,

but lacking handles, and used in men's and women's
artistic gymnastics for a variety of handsprings from a
running approach.
Beatboard - The springboard used in the men's and

women's vault.
Ball - It is made of either rubber or synthetic material

(pliable plastic) provided it possesses the same
elasticity as rubber. It is from 18 to 20 cm in diameter
and must have a minimum weight of 400g. The ball can
be of any colour and should rest in the gymnast's hand,
not the wrist.

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Hoop - A hoop is an apparatus in rhythmic gymnastics and may be made of plastic or wood, provided that
it retains its shape during the routine. The interior diameter is from 51 to 90 cm, and the hoop must weigh
a minimum of 300g.
Ribbon - It is made of satin or another similar material cloth of any colour and may be multi-coloured as
well as have designs on it. The ribbon itself must be at least 35g (1 oz), 4–6 cm (1.6–2.4") in width and
for senior category a minimum length of 6m (20') (5m (16.25') for juniors).

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Clubs - The club is built along an internal rod, providing

a base on which a handle made of polyolefin plastic is
wrapped, providing an airspace between it and the
internal rod. This airspace provides flex, cushioning
impact, making the club softer on the hands. Foam ends
and knobs further cushion the club.
COSTUMES FOR GYMNATICS

▪ A leotard is a unisex skintight one-piece garment
that covers the torso but leaves the legs free. It was
made famous by the French acrobatic performer
Jules Léotard (1838–1870).
▪ Leotards are worn by acrobats, gymnasts, dancers, figure skaters, athletes, actors, and circus
performers both as practice garments and performance costumes.
▪ They are often worn together with ballet skirts on top and tights or sometimes bike shorts as
underwear. There are sleeveless, short-sleeved and longsleeved leotards. A variation is the unitard,
which also covers the legs. As a casual garment, a leotard can be worn with a belt, it can also more
commonly worn under overalls or short skirts.
▪ Acro shoes - They are typically laceless, slip -on

shoes, with tight-fitting leather uppers that are
designed to prevent the dancer's feet from shifting
inside the shoes. Because of their thin, pliable
leather uppers and split soles, acro shoes have
excellent flexibili ty, thus enabling dancers to attain
both good dance form and acrobatic control.
▪ The sole is made of soft, composite rubber so as to provide both high traction
and cushioning, and it provides excellent protection from skin abrasion as it
covers the entire bottom of the foot.
▪ Foot thongs - which are slip-on, partial foot covers that protect only the ball of the foot—are
sometimes preferred over acro shoes for aesthetic reasons.

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▪ Flesh colored foot thongs endow the wearer with the appearance of
having bare feet, while retaining some degree of the traction,
cushioning, and abrasion protection provided by acro shoes.
SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

Name: Date:
Year and Section:
Activity 1: Name me.
Direction: Name the pictures shown below. Write your answer below.
2 3 4 5
1
_______________ _______________ ________________ ______________ ____________
Activity 2
Direction: Identify the different costumes. Write your answers below.

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KEY POINTS
✓ The word gymnastics derives from the common Greek adjective “gymnos” meaning "naked", by
way of the related verb “gymnazo”, whose meaning is "to train naked”. ✓ There are two types of
gymnastics the artistic and rhythmic.
✓ The leotard, acro shoes and foot thongs are the costumes used in gymnastics.
✓ There are different types of equipment used in gymnastics, depending on the stunts that is used by
a gymnast.
✓ In rhythmic gymnastics the most commonly used equipment are rope, hoop, ball and ribbo
END OF MODULE ASSE SSMENT

Name: Date:
Year and Section:
Test 1.
Direction: Fill in the correct answer. You can use a separate sheet for answering.
1. The word gymnastics derives from the common Greek adjective “gymnos” meaning __________ by
way of the related verb “gymnazo”, who’s meaning is ________________.
2. There are three major forms of competitive gymnastics _______________ ________________
_____________________.
3. Who invented the stall bars and vaulting box? ________________________
4. What is the stunt used when a body is positioned like a curved arc in a circle? ________________
5. An imaginary surface where moves are performed, i.e. lateral, frontal, horizontal or diagonal.
____________________
Test II. Enumeration

6-9 Give the equipment used in rhythmic gymnastics.
10- 19 Give 10 equipment used in gymnastics
20- 30 Give some stunts used in gymnastics
Test III.
Direction: Arrange the following words below. Write them in the columns to where they belong.
Acro shoes Foot thongs High Bar
Ribbon Horizontal Bars Leotard
Balance beam Pike Beatboard
Arch Scale Ball
Still rings Supine Hoop

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Costumes Stunts Equipment
SELF -ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

Activity 1 Activity 2
1. Horizontal bars 1. Leotard
2. Balls 2. Foot thongs
3. Balance beams 3. Acro shoes
4. Hoop
5. Rope
LOOKING AHEAD
Congratulations. You did well. You were able to finish until the end of the module. If you fail on some
activities, it’s okay. You can do better next time. Remember our mistakes is our greatest lesson. Our next
lesson will be about Strength & Conditioning for Gymnastics and Safety Rules.
SELF AND MODULE EVALUATION

This part requires you to rate the quality of the module to help you continuously improve the development
of this learning module. This also asks you to rate your learning experience for each of the modules.
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree
The learning module: 1 2 3 4

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Please check appr opriat e col umn
was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed
SELF-EVALUATION
Rate the extent of your learning in this module using the scale below. Check the column corresponding to
your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.
My learning: I 1 2 3 4
can now
Please check appr opria e umn

t col
define human development in my own words
Distinguish between the traditional and life-span approach of development
REFERENCES
Hm Alanio, Emmanuel Alimporos, Gymnastics www.slideshare.net


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PE 1 SY: 2021-2022 Page 1 of 14

OSMEÑA COLLEGES College of Teacher Education