LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

WHAT TO EXPECT
Gymnastics

LET Competencies:

- Define movement skills and activities

- Analyze movement skills for educational gymnastics and sports activities.
- Apply Rhythmic and Artistic Gymnastics Skills

PART I – CONTENT UPDATE

In The Beginning
There is no knowledge available about the earliest times of man’s acrobatic efforts. There is no doubt,
however, that people performed individual tumbling movements, group acrobatics and swing from branches early in
their history.
The Egyptians and Chinese
Stone cuttings show that people were building human pyramids (along with stone pyramids!) and balancing
stunts in Egypt as early as 2100 BC. Circus like acrobatics was performed in ancient Egypt. In the 2 nd century BC, men
and women of Minoan Crete developed the art of bull leaping. In bull leaping the performer would run toward a
charging bull, grab its horn and upon being tossed into the air, execute various midair stunts before landing on the
bull’s back and dismount with a flip. The Chinese have probably performed such stunts even before this time.
The Greeks
In Ancient Greece, three distinct programs of gymnastic exercise were developed:

1. To maintenance of good physical condition

2. For military training
3. Part of the conditioning regime for athletes

The early Greek teachers of physical fitness (paidotribes) were the first to design system of physical activity
for both athletes and general citizenry. Such programs, which included gymnastics, were considered central to the
formal education of children. The Greek philosophy portrayed the human body as a temple housing the mind and the
soul, and the practice of gymnastics contributed to the health and functionality of the temple.

They coined the word “gymnastics” which comes from the Greek word “gymnos” meaning “naked art.” They
build elaborate complexes known as “gymnasia” for their physical education training. The philosophers of Greece,
Plato, Aristotle and Socrates would go into the gym where they would exercise their bodies and debate philosophy to
exercise their minds. The attitude of those early gymnasts was a “sound mind in a sound body.” With the gathering of
young and old alike, the gymnasia were more like a town hall than just a gym.
The famous Greek physician, Galen, who wrote a treatise called “Caracalla,” developed a form a medical
gymnastics of which we would call physical therapy today. His work emphasized the keep fit exercises of gymnastics
for the masses as a means for better health. In time, structured gymnastic and calisthenics exercises were abandoned
in favor of game sports.
In 776 BC, the Greeks held the first Olympic Games, which was a festival dedicated to their God Zeus. In this
game, there was only a foot race of 200 yards. The games continued for about 1,100 years with boxing, wrestling,
throwing, jumping and weightlifting added. The Olympic Games were finally abolished by the Roman Emperor
Theodosius in 392 AD.
The Persians
By 500 BC the Persians had developed the side horse (pommel horse) as a training devise for their cavalry to
learn mounts, dismounts and swinging movements for combat on speeding horse during battle. Even up to just 50
years ago, the side horse had a raised neck and a croup (end) like a real horse.
The Romans
The Romans were a battle tough people who conquered the known world. After their conquest of Greece, they
adopted gymnastics as their own and developed it into a more formal sport. Gymnastic system designed to give
strength for military combat were used extensively by the Romans. Their practical nature turned sport into warfare.
Like the Persians, the Roman Circus practiced horsemanship and chariot racing in a circle, hence the term circus.
Originally designed as a sporting event where Roman soldiers could match their skills and prowess against one
another in an Olympian fashion it quickly evolved into pure carnage. The bloodier the spectacle the more popular it
became. People killing people, animals killing animals, animals killing people. It reached its gruesome height under
the Emperor Nero. The gymnasiums were used to train their legions for warfare, but with the decline of Rome,
interest in gymnastics also dwindled and gymnastics would have been lost completely if it were not for the Medieval
Gypsies.
Medieval Gypsies
Gypsies are believed to have arrived in Europe from northern India in the 1400s. They were called Gypsies
because Europeans thought they came from Egypt. This ethnic minority is made up of distinct groups called “tribes” or
“nations”. The Sinti and Roma spoke dialects of a common language called Romani, based in Sanskrit, the classical
language of India. Many Sinti and Roma traditionally worked as craftsmen, such as blacksmiths, cobblers, tinkers,
Horse dealers and toolmakers. Others were performers, such as musicians, circus, animal trainers and dancers.
The sad tale of Gypsies being persecuted continues to this day, with the happy exception of Gypsy dances and
music celebrated in 19 th century romanticism, for example, as expressed by (Hungarian) Liszt and as observed
particularly in Russia where there was a famous Gypsy cabaret in Moscow which had trained bears, Acrobats, dancers
and jugglers performed in the Gypsy shows.
Modern Gymnastics
By Lee Bjella
Germany, beginning in 1774, began putting their educational concepts into practice.
Johann Basedow (1723 – 1790) was the first to conduct gymnastics as part of education.
He was the first modern writer and teacher of organized gymnastics for whom records survive.

Johann Guts Muth (1759 – 1839) the Great Grandfather of Gymnastics 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
poles, ladders and ropes along with the balancing beam and the swinging beam.
Franz Nachtegall (1777-1847), formed a gymnastics club, opened a private gymnasium and through his success
encourage the government to incorporate training into its school curriculum. His gymnastics
program in Denmark emphasized mass calisthenics, mass vaulting and drills using dumbbells
and balls.
Gerhard Vieth (1759 – 1839) published a book of exercises. He also described 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 (1776 – 1839) In Scandinavia, he was one of the great gymnastics leaders and called the
“Father of Swedish gymnastics.” Hundreds of students would participate in mass floor exercise
drills.
Johann Pestalow (1746 – 1827) was noted as the founder of free exercise and calisthenics
Adolph Spiess (1810 – 1858) “Father of School Gymnastics” taught gymnastics to his classes in Switzerland
and added marching and free exercises to music.
Friedrich Ludwig Jahn (1778 – 1852) “The Father of Gymnastics.”
The American Gymnastics is largely influenced by Europe as evidenced by the early Turnverein movement in
their colleges. Dr. Dudley Sargent was the first American contributor to gymnastics because he was instrumental in
including gymnastics in the school curriculum.
Gymnastics in the Philippines was started by two exponent of Physical Education – Director Candido
Bartolome of the University of the Philippines and Mrs. Francisca Aquino of the Bureau of Public Schools.
“Gymnastics” is a self-motivating activity, where one can manipulate the different parts of the body into
varied positions or movements (Clarita P. Diñoso, “Gymnastics Book”, 1990)
At present, Gymnastics is recognized as a systematic form of physical exercises designed for:
Educational Gymnastics – a program that challenges students to master tactics involving strength, balance,
flexibility, agility and rhythm in a classroom standard of learning the fundamentals with the maximum safety
measures.
Therapeutic or Remedial Gymnastics – a series of selected exercises that help to relieve physical
discomfort or restore function to disabled people.
Competitive Gymnastics – consist of prescribed sets of events for men and women, each of which is scored
separately in order to determine a winner.

PHASES OF THE EDUCATIONAL GYMNASTICS PROGRAM

1. Conditioning Program
The exercises are selected for the purpose of preparing the body for more complicated movements and
skills. Exercises for the warm-up can also be selected in his phase. This phase can also be considered as
“Calisthenics” since routines can be made out of the exercises in the conditioning program.
 Cool Down Exercises – serve to gradually taper off the body from the stress of exercises. It is as
important as warming up because it keeps the blood circulating around the body to prevent the
individual from experiencing some form of dizziness.
2. Stunts

These are activities in the form of play an they test one’s strength, flexibility, balance, agility, endurance
and coordination. This phase is specially suited to the lower grades.

Some stunts can be considered as conditioning exercise and still some are preparatory stunts to tumbling
skills.

 Types of Stunts

– Individual Stunts – these are stunts performed by only one person.

Examples: Rocking Chair, Coffee Grinder, Egg Roll, Human Ball, Dog Walk, Lame Dog Walk,
Frog Kick, Frog Jump, Inch Worm, Crab Walk

– Dual Stunts – are stunts performed by two.

Examples: Wring the Disk Cloth, Chinese Get–Up, See–Saw, Jump Over, Three Partners –
One Jump Over
– Group Stunts – are stunts performed by 3 or more persons.
Examples: Walking Chair, Merry–Go–Round, Skin the Snake
– Combative Stunts – are stunts where two or more fight each other showing strength,
balance, agility and endurance.
 Examples: Rooster Fight, Indian Wrestle, Tug of War
3. Tumbling (Acrobatic skills)
This is the most important phase of the gymnastics program, because this is where the ability of the
performer is tested as he rolls to and fro, twist, turns and springs about on the mat, floor and in the air.
4. Rhythmic Gymnastics
Routines or Exercises accompanied with music are called “Rhythmic Gymnastics”. They are so called
because they are performed in a rhythmical manner and the movements are flowing. This phase includes
the free hand exercise and all exercise with use of light apparatuses such as wands, rings, hoops, ribbons,
ropes etc. Gymnastics skills, dance skills, locomotor skills, stunts and tumbling skills are combined to form
a routine on the floor. This is where the performer can create and develop her own routine according to
her abilities.
5. Apparatus Work (Heavy)
This includes exercises done on the balance beam, vaulting horse, parallel bar, uneven bars, rings and the
trampoline.
6. Pyramid Building
This phase of the program makes a picture (mural) out of body static positions. The positions should be
properly arranged and selected, so that they form the shape of a pyramid.

COMPETITIVE GYMNASTICS

1. Artistic Gymnastics (AG) – gymnastics discipline where the gymnasts perform on top of the heavy
apparatus. A competitive event separated for men and for women.

Women’s Artistic Gymnastics (WAG) – Gymnastics discipline played in four (4)

events:
 Horse Vault – 160 cm. long 35 cm. wide with an adjustable height of 120 cm. for women.
 Asymmetrical Bars – parallel bars with one bar 2.3 m. high and the other bar 1.5 m. with an
adjustable width of 86 cm. maximum.
 Balance Beam – 500 cm. long, 13 cm. wide, set at a height of 120 cm. The surface is slightly padded
to make it slightly springy and for protection.
 Floor – a carpeted area 12m X 12m square built on a springy base and marked by a white line and
surrounded by a wide, sloping, safety border.
Men’s Artistic Gymnastics (MAG) – Gymnastics discipline played in six (6) events:
 Floor – built on a springy base, carpeted area 12m X 12m square marked by a white line and
surrounded by a wide sloping safety border.
 Pommel Horse – stands 120 cm. high, 160 cm. long and 35 cm. wide.
 Ring – 18 cm. in diameter and hand 275 cm. above the floor.
 Vault – 160 cm. long, 35 cm. wide and 135 cm in height
 Parallel Bars – 1.5 m. high, 320 m. long, 35 cm. wide in distance.
 Horizontal Bar – the bar is 240 cm. wide, set at 275 cm. from the floor.
2. Rhythmic Sportive Gymnastics (RSG) – an aesthetic discipline perform to music while using small hand
apparatus that seem to be an extension of the body. A competitive event for women either individual or group
in a bi – annual rotation of four out of five apparatuses
 Rope – no handle, but must be knotted at the end. The length depends on the height of the gymnast.
A very dynamic apparatus requiring agility and good body coordination. The fundamental
requirements are jumps/leaps, skips and hops.
 Hoop – made of plastic material between 80 cm. and 80 cm. in diameter. The apparatus offering
greatest variety of movements and technical skills. The fundamental groups of body movements for
hoop are jumps/leaps, pivot, balance and flexibility.
 Ball – should be 18 – 20 cm. in diameter and weight 400g. This apparatus is by tradition an elegant
and “lyrical” rather than dynamic apparatus. The fundamental movements are flexibility elements.
 Clubs – made of plastics materials, a great hand game that requires rhythmic work, psychomotor
coordination and clockwork precision.
 Ribbon – is 7m long with 1m folded and sewn on one end. The actual length of 6m is hooked on the
swivel, attached on the wand. This event requires a large and free flowing movement that aims to
create designs in space. The fundamental body movement is pivots.
3. Aerobics Gymnastics – gymnastics discipline integrates the difficult elements of gymnastics with aerobic
dance steps and movements in order to create a dynamic choreography for the sports either individual, mixed
pair, three or group.
4. Acrobatics Gymnastics – a gymnastics discipline where boys and girls taka part balancing with partners with
selected acrobatics skills and balances and dance movements.
PHYSICAL FITNESS is the capacity of the individual to accomplish his/her regular daily task/activities without
undue fatigue and still has an ample amount of reserved energy to enjoy leisure and meet emergencies.
Physical Fitness Components
Health Related Components
 *Strength – is the capacity to sustain the application of force without yielding or breaking; the ability
of the muscles to exert effort against a resistance.
 *Endurance / Stamina – is the ability to sustain long-continued contractions where a number of
muscle groups are used; the capacity to bear or last long in a certain task without undue fatigue.
 *Flexibility / Suppleness – is a quality of plasticity which gives the ability to do a wide range of
movement.
It involves four basic movements, namely:
a. Flexion – bending a body segment;
b. Extension – straightening a body segment;
c. Abduction – moving a limb away from the body; and
d. Adduction – moving a limb toward the body.
 Body Flexibility is achieved through stretching specific segments of the body. To achieve good
body flexibility, exercises should be performed daily. For very tight muscle–joint area, it is highly
recommended that flexibility exercises be done at least twice a day.
Types of Stretching
a. Passive Assisted Stretching – involves relaxing a specific body part and just allowing the
partner to move the limb of the stretcher to gain a new range of movement. Done without
caution, this type of stretching may cause muscle injury because the person assisting the
stretcher cannot adequately determine the sensation of the latter. Thus, the risk of injury
associated with overstretching a specific muscle group is high for this type of stretching.
b. Static Stretching – involves slowly stretching a segment of the body to the farthest point and
holding that position for a certain period of time. Usually performed without a partner, each
stretch is easy and pain – free. Once the stretcher has achieved its full range of movement
and begins to feel a mild discomfort (muscle tension) in the body part being stretched, the
position is held statically. The risk of injury associated with this type of stretching is very
minimal.
c. Ballistics Stretching – involves a sudden, bouncing or jerking rhythmic movement of a specific
part of the body. In ballistic stretching, the stretcher does not know how far the soft tissue
structures can extend during the exercise, thus, the probability of tearing a muscle becomes
apparent. In many cases, this type of stretching causes muscle soreness.
d. Proprioceptive Neuromuscular Facilitation (PNF) – involves the hold – relax (HR) approach to
stretching. During the hold – relax, the partner attempts to move the limb at its lengthened
range of motion and isometrically resist the partner’s attempt to move the limb into a deeper
stretch. Then, the stretcher relaxes the limb and the partner slowly moves the segment into a
new range. PNF is generally used if range of motion is extremely limited and if active
movement causes pain.
 *Body composition – refers to the proportion between fat weight and total body weight. It is
determined by the amount of fat and lean tissue in the body.
Skill / Performance Related Components
 Power – refers to the ability of the muscles to release maximum force in the shortest period of time.
 Agility – is the ability of the individual to change direction or position in space with quickness and
lightness of movement.

 Speed – is the ability to make successive movements of the same kind in the shortest period of time.
 Coordination – is the ability to use your senses together with your body parts or to use two or more
body parts together.
 Balance – is the ability to control organic equipment neuro-muscularly; a state of equilibrium.
Body Awareness refers to the consciousness to the body as a whole. It refers to the awareness to grasp the
different kinds of movement that each body part can do and the awareness to grasp of its relation to space, time,
force and rhythm. It is the total awareness of what the body can do and where the body is, which leads to a greater
body control and successful skill learning.
The Body has four (4) major divisions. They are the:
 Head
 Trunk
Chest region
Waist
Abdominal region
Hip region
Buttocks
Back – upper back and the lower back
 Upper Extremities or Arms
Hands – fingers, palm
Wrist
Arms – forearms, elbow
Shoulder girdle
 Lower Extremities or Legs
Feet – toes, heels
Ankles
Legs – thigh, hamstrings, lower legs, knees
Planes – the imaginary, two– dimensional surface in which movements are performed.
Three (3) Body Planes corresponding to the three (3) dimension of space:
 Frontal / Lateral – divides the body into half (front and back)
 Sagittal – divides the body into half (right and left)
 Transversal / Horizontal – divides the body into half at a given point parallel to the ground (upper and
lower)
Spatial Directions – the way where the movements are to take place
 Sideward – right and left
 Forward and Backward
 Diagonally Forward / Backward
 Upward and Downward
 Clockwise and Counterclockwise
Axes – an imaginary line used to rotate, passing through the center of gravity.
 Horizontal / Transverse – the axis from one side of the waist to the other (rolling)
 Vertical / Longitudinal – the axis from the head to the toe (pirouette)
 Medial – the axis from the front to back (cartwheel)
Level – are positions with reference to height.
 Low Level – usually designated as anything below your own hip level.
  Middle Level – is usually any movement or shape that is between your own hip level and the top of
your head when standing normally.
 High Level – is anything above your own normal head height and may include standing on the half
toe, movement into the air and upward movement, or by being lifted.
MOVEMENTS
Fundamental Movement Skills:
 Locomotor Movement Skills – used to move the body from one location to another.
 Walking is a series of steps in all directions.
 Running is a fast walk with longer strides and there is a push-off by the
foot to suspend the body momentarily in air.
 Hopping is a spring on one foot and land on the same foot.
 Skipping is a step and a hop with the same foot in one count.
 Leaping is a spring on one foot and land on the other foot.
 Sliding a full contact of the foot on the floor by gliding in any direction.
 Galloping a combined step and a cut (shift weight or displace the other
foot)
 Jumping is to spring on one or both feet and landing on both feet.
 Non–locomotor Movement Skills – in which the individual does not have to change location in order to
practice an activity
 Bend or Flexion to move the body or part of the body around a wide axis.
 Stretch, Extend, Straighten to lengthen a part of the body.
 Twist to move a body around a long axis.
 Lift, Raise to elevate a part of the body or the whole body to a desired level
 Circle to move a body around a point.
 Rotate / Turn to change direction to move around an axis.
 Swing to move continuously from one point to the other.
 Manipulative Movement Skills – used to handle or manipulate play objects, such as ball,
wands, hoops, bats etc. It include movements that increase hand–eye and hand – foot
coordination, tracking skills and dexterity and propulsion skills, such as throwing, kicking
and batting.
 Specialized Movement Skills – related to specific sports, games and apparatus. Skills are
structured (specific rules, guidelines and techniques)
TERMS IN GYMNASTICS
ARCH – is a position where the body is curved like an arc of a circle, with the hip
forward and the head and truck bent backward.
BASE – a partner who supports the other performer above him.
TUCK – is position where the head and the knees are in contact and the trunk is curved.

MOUNT – are stunts performed by a performer to go up on an apparatus.

DISMOUNT – is a stunt used by a performer to get off on an apparatus.
SPOTTER – is a 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.
EXERCISE
or ROUTINE – planned series of dance skills, locomotor skills, gymnastics skills and tumbling
skills performed with or without music.
FLIP – a hand spring
HELD
or STATIC POSITION – these are positions held for 2 or more seconds.
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.
PRESS – is the application of steady pressure to a particular muscle or group of muscles
in order to attain a desired stretch.
PRONE – lying face down with the body straight.
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.
SUPINE – lying flat on the back, with the body straight.
SPLIT – is a position where the legs are extended forward and backward in a straight
position.
TOP – the partner who is supported by the base.
TUMBLING SKILLS

 Forward Roll (movement analysis)

 Squat position knees together; place hands in front of the knees flat on the floor, fingers pointing
front.
 Tuck the head so the chin touches the chest.
 Raise buttocks up to pike position.
 Bend arms until the shoulders reach the mat.
 Roll on back in tuck position.
 Come up to squat position, arms forward.
Example of Variations:
Straddle to Straddle
Pike to Pike
 Backward Roll (movement analysis)
 With the back facing the mat, squat position; arms in front of the knees, hands flat on the floor.
 For momentum, place weight of the body before the roll.
 Sit to tuck position to continue rolling on the back; elbow close to the head; fingers pointing back.
  Continue rolling until the hands touch the mat, (overhead reach position)
 Immediately push with the hands to clear the head.
 End in squat position, arms forward.
Example of Variations:
Straddle to Straddle
Pike to Pike
 Cartwheel (movement analysis)
 Standing on the left foot, right pointed forward; arms overhead close to the ears.
 Step the right foot forward at the same time kicks the left leg sideward and place the right hand on
the mat, weight of the body in it.
 Continue the body and leg rotation transferring the body weight on the left hand; legs in wide stride in
air.
 Land on the left leg sideward left, and stand.
 Handstand (movement analysis)
Hands and Feet Positions
 The hands are place in front of the right foot; the elbows locked.
The shape is a triangle.
 The palms are flat on the floor, fingers are spread and pointing forward.
 The weight of the body is on the heels of the hands, the fingers help in the balance.
Steps
 Starting position: Facing the mat in standing position weight on the left foot, right foot pointed in
front; arms upward close to the ears.
 Lower the arms sideward down to arms close to the hips and on the floor at the same time, step right
foot; the left leg kicks upward in rear to vertical position. (Spotter holds the left leg in that position.)
 Have the right leg join the left leg in handstand position. The body should be well contracted, the head
is held up.
Spotting
 The spotter stands in front of the performer as close as possible to be able to catch the left leg in the
upward kick.
 Front Walkover (movement analysis)
 Start on standing position on one leg, the other leg pointing forward, arms overhead.
 Lift the pointed leg forward about 6 – 12 inches of the floor, the arms stretched overhead
 Step the lifted leg forward to a lunge position, lean trunk slightly forward hands to reach the floor.
 Push through the supporting leg to come up to a handstand position, with leg on a wide split position
 Push body forward, keeping the other leg high and straight as the first come down.
 Bring the second leg down to finish on standing position as in starting position.
 Back Walkover
 Start on standing position on one leg, the other leg pointing forward, arms overhead.
 Lift the pointed leg as the back arched, the arms stretched overhead to reach the floor.
 Push through the supporting leg to come up to a handstand position, with leg on a wide split position.
 Keeping the other leg high and straight as the first come down.
 Bring the second leg down to finish on standing position as in starting position.

1. Who was the first to conduct gymnastics as part of education? He was the first modern writer and teacher of
organized gymnastics for whom records survive.
A. Per Henrik Ling
B. Franz Nachtegall
C. Johann Basedow
D. Gerhard Vieth
2. It is a self-motivating activity, where one can manipulate the different parts of the body into varied positions or
movements.
A. Physical Education
B. Physical Fitness
C. Gymnastics
D. Movements
3. The exercises are selected for the purpose of preparing the body for more complicated movements and skills.
Exercises for the warm-up can also be selected in his phase. This phase can also be considered as “Calisthenics” since
routines can be made out of the exercises in the conditioning program.
A. Cool – Down Exercises
B. Marching Exercises
C. rhythmic Exercises
D. Conditioning Program
4. A person who helps a performer to go about a skill for the first time.
A. Helper
B. potter
C. Assistant
D. potting
5. The Great Grandfather of Gymnastics 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 poles, ladders and ropes along with the balancing beam and the swinging beam.
A. Johann Guts Muth
B. Johann Pestalow
C. Friedrich Ludwig Jahn
D. Adolph Spiess
6. A program that challenges students to master tactics involving strength, balance, flexibility, agility and rhythm in a
classroom standard of learning the fundamentals with the maximum safety measures.
A. Educational Gymnastics
B. Competitive Gymnastics
C. Therapeutic or Remedial Gymnastics
D. Creative Gymnastics
7. These are activities in the form of play and they test one’s strength, flexibility, balance, agility, endurance and
coordination. This phase is specially suited to the lower grades. These can be considered as conditioning exercises and
still some are preparatory to tumbling skills.
A. Stunts
B. Pyramid Building
C. Rhythmic Gymnastics
D. Conditioning Program
8. Gymnastics discipline where the gymnasts perform on top of the heavy apparatus. A competitive event separated
for men and for women.
A. Sports Aerobics
B. Sports Acrobatics
C. Rhythmic Sportive Gymnastics
D. Artistic Gymnastics
9. He formed a gymnastics club, opened a private gymnasium and through his success encourages the government to
incorporate training into its school curriculum. His gymnastics program in Denmark emphasized mass calisthenics,
mass vaulting and drills using dumbbells and balls.
A. Johann Pestalow
B. Franz Nachtegall
C. Gerhard Vieth
D. Franz Nachtegall
10. A series of selected exercises that help to relieve physical discomfort or restore function to disabled people.
A. Creative Gymnastics
B. Competitive Gymnastics
C. Therapeutic or Remedial Gymnastics
D. Educational Gymnastics
11. This is the most important phase of the gymnastics program, because this is where the ability of the performer is
tested as he rolls to and fro, twist, turns and springs about on the mat, floor and in the air.
A. Tumbling
B. Stunts
C. Rhythmic Gymnastics
D. Pyramid Building
12. An aesthetic discipline performs to music while using small hand apparatus that seem to be an extension of the
body. A competitive event for women either individual or group.
A. Artistic Gymnastics
B. Sports Acrobatics
C. Rhythmic Sportive Gymnastics
D. Sports Aerobics
13. He was one of the great gymnastics leaders and called the “Father of Swedish gymnastics.”
A. Friedrich Ludwig Jahn
B. Johann Pestalow
C. Per Henrik Ling
D. Adolph Spiess
14. It consists of prescribed sets of events for men and women, each of which is scored separately in order to
determine a winner.
A. Therapeutic or Remedial Gymnastics
B. Competitive Gymnastics
C. Creative Gymnastics
D. Educational Gymnastics
15. A position where the body is curved like an arc of a circle, with the hip forward and the head and truck bent
backward.
A. Arch
B. Tuck
C. Split
D. Scale
16. “Father of School Gymnastics” taught gymnastics to his classes in Switzerland and added marching and free
exercises to music.
A. Adolph Spiess
B. Franz Nachtegall
C. Johann Basedow
D. Gerhard Vieth
17. This phase of the program makes a picture (mural) out of body static positions. The positions should be properly
arranged and selected, so that they form the shape of a pyramid.
A. Stunts
B. Pyramid Building
C. Rhythmic Gymnastics
D. Conditioning Program
18. Women’s Artistic Gymnastics (WAG), is a Gymnastics discipline played in four (4) events, except
A. Horse Vault
B. Asymmetrical Bars
C. Balance Beam
 D. Horizontal Bar
19. A position where the legs are extended forward and backward in a straight position.
A. Scale
B. Deep Lunge
C. Swan
D. Split
20. He was the first American contributor to gymnastics because he was instrumental in including gymnastics in the
school curriculum.
A. Johann Pestalow
B. Dr. Dudley Sargent
C. Franz Nachtegall
D. Gerhard Vieth
E. Franz Nachtegall
21. Men’s Artistic Gymnastics (MAG), is a Gymnastics discipline played in six (6) events except
A. Pommel Horse
B. Asymmetrical Bars
C. Parallel Bars
D. Ring
22. A planned series of dance skills, locomotor skills, gymnastics skills and tumbling skills performed with or without
music.
A. Movements
B. Aerobics
C. Exercises or Routine
D. Rhythmic Activities
23. A gymnastics discipline integrates the difficult elements of gymnastics with aerobic dance steps and movements in
order to create a dynamic choreography for the sports either individual, mixed pair, three or group.
A. Artistic Gymnastics
B. Educational Gymnastics
C. Rhythmic Sportive Gymnastics
D. Sports Aerobics
24. “The Father of Gymnastics.”
A. Friedrich Ludwig Jahn
B. Johann Pestalow
C. Friedrich Ludwig Jahn
D. `Adolph Spiess
25. It is a quality of plasticity which gives the ability to do a wide range of movement.
A. Strength
B. Balance
C. Flexibility / Suppleness
D. Agility

1. Women’s Artistic Gymnastics (WAG) is a gymnastics discipline where the gymnast shows a lot of styles,
strength, power and endurance in her routine. One of the Apparatus below is used in one of the four (4) WAG
events
A. Ribbon
B. Trampoline
C. Asymmetric Bars
D. Parallel Bars
2. To move the body or part of the body around a wide axis.
A. Twist
B. Bend or Flex
C. Lift/Raise
D.Circle
3. Friedrich Ludwig Jahn was a German Educator known to have started gymnastics clubs and gymnastics
movements for competitive purposes and from which he was considered as the
A. Father of Gymnastics
B. Great Grandfather of Gymnastic
C. Grandfather of Modern Olympics Gymnastics
D. Father of Modern Gymnastics
4. These gymnastics equipment like the pommel horse, horizontal bar, horse vault and parallel bars are used on
gymnastics events for?

A. Men’s Artistic
B. Sports Aerobics
C. Rhythmic Sportive
D. Women’s Artistic
5. It is a gymnastics position or shape when the body and legs are extended upward, while the head, shoulder
and the bent elbow support the extended body.
A. Headstand
B. Handstand
C. Shoulder stand
D. Stride stand

6. A gymnastics discipline where the apparatus seems to be an extension of the body while moving and
completing choreography.
 A. Artistic Gymnastics
B. Rhythmic Sportive
C. Sports Aerobics
D. Sports Acrobatics

7. A gymnastics discipline where every gymnast perform to show his or her prowess on top of the apparatus

A. Artistic Gymnastics
B. Sports Aerobics
C. Rhythmic Sportive
D. Sports Acrobatics
8. Any movements done on a fixed or stationary place around its own body axis

A. Locomotor
B. Axial
C. Gymnastics
D. Walk

9. The transfer of body weight from one foot to the other foot in moderate tempo.

A. Walk
B. Run
C. Leap
D. Slide

10. This is a mild activity used as the body movement slow down until the pulse and breathing rates return to
normal.

A. Cool Down
B. Relaxation
C. Warm – up
D. Aerobics

11. It refers to the harmonious relation between body and mind where parts and segments of the body move in
different ways and directions in a gymnastics routine.

A. Cooperation
B. Coordination
C. Concentration
D. Collaboration

12. Stunts where two or more fight each other showing strength, balance, agility and endurance.

A. Dual Stunts
B. Individual Stunts
C. Group Stunts
D. Combative Stunts

13. It is the ability of the body to resist fatigue while the body is in motion for a long period of time.

A. Power
B. Agility
C. Strength
D. Stamina

14. This locomotor movement, which is a combination of a step and a hop, generally shows speed of action and
jolly expression of movement.

A. Leap
B. Skip
C. Gallop
D. Hop

15. Which of these body parts keeps one in state of equilibrium during a one leg balance?

A. Legs
B. Arms
C. Trunk
D. Head
16. These types of movements bring or transfer the body from one place to another.

A. Locomotor
B. Axial
C. Gymnastics
D. Walk
17. A combined step and a cut (shift weight or displace the other foot.

A. Skip
B. Slide
C. Galloping
D. Hop

18. It refers to the amount of force that the body can generate when it contracts to hold a handstand on the
balance beam.

A. Strength
B. Power
C. Speed
D. Endurance

19. If a hop is a spring on one foot and land on the same foot, then what is a jump?

A. A spring on one foot and land on the other foot

B. A spring on one foot or both feet and landing on both feet.
C. A spring on left foot and landing on the right foot.
D. A spring on both feet and landing on one foot

20. When muscles are capable of exerting effort against a resistance for a prolonged period of time, what is it
demonstrated?

A. Muscular wellness
B. Muscular Strength
C. Muscular Endurance
D. Muscular Fitness

21. Physical Fitness components which refers to the ability to perform one explosive muscular effort in a short
period of time. It is a product of strength and speed as seen in many sports activities.

A. Power
B. Speed
C. Agility
D. Balance

22. It is the ability of the individual to quickly shift or change direction of the body from one point to another. It is
a multi-faceted skill. It involves speed and coordination, which allows rapid control of movement as the
change in the direction of the body occurs.

A. Strength
B. Power
C. Agility
D. Flexibility

23. It is the ability to perform a task or to move from one point to another in the shortest possible time. It is also
the time spent finishing or completing a performance after the initial movement has been made.

A. Speed
B. Strength
C. Power
D. Balance

24. It is the ability to use your senses together with your body parts or to use two or more body parts together.

A. Strength
B. Speed
C. Power
D. Coordination

25. This program is generally introduced in a form of a play for fun and enjoyment, as the child develops the
fundamentals of tumbling skills.

A. Tumbling
B. Stunts
C. Pyramid Building
D. Apparatus work