LECTURE 1
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?
A – What are the ‘appropriate key teaching points’ (KTPs) to teach this skill?
E – How can the teacher ‘evaluate’ when the student is ready to progress
HPE2203 - Gymnastics
LECTURE 1
WARM UP
The purpose of a warm up is to prepare both the body and the mind for the activities that will
follow in the training session and so minimize the risk of injury.
The warm up should involve continuous aerobic type activity the increase the blood flow and the
body temperature. Follow this with stretching activities for all the major joints and muscle groups
to ‘loosen up’ the body – this should not be confused with increasing flexibility, where the
stretches are held for a longer period of time.
The length of the warm up and its intensity will vary according to the age and ability of the
student and the overall length of the lesson.
Involve everyone
Be quick and easy to organise
Use variety to maintain enthusiasm
Make it fun by using games and challenges
PHYSICAL PREPARATION
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.
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.
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.
Physical conditioning work may be included as part of the warm up, as part of a circuit or while
they are waiting for a turn at an activity during the skill development section of your lesson.
HPE2203 - Gymnastics
LECTURE 1
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
PHYSICAL PREPARATION
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
TORSO
LOWER BODY
PHYSICAL PREPARATION
Upper body Lighter ball and/or Heavier ball and/or Throw to a friend and
throwing less distance more distance throw back
Medicine ball throw
Torso Come up less as you Add a weight or a Tag a friends hands or
sit up medicine ball to lift as feet as you come up
Crunches you come up
Lower body Lower box or Higher box or Both jump up or
instrument that you instrument down together or as
Plyometric Jump are jumping on one jumps up the
other jumps down
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.
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.
HPE2203 - Gymnastics
LECTURE 2
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.
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.
Once the supports and balances are competent on the floor students can then progress to partner
and group balances and supports and balances on apparatus.
HPE2203 - Gymnastics
LECTURE 2
-Feet together
2. Front support
-Shoulder over hands
-Straight legs
-Chest in
3. Back support
-Feet together
-Straight arms
-Hips up
-Straight back
4. Stork stand
-Hands on hips
5. Tuck sit
-Knees up to chest
-Straight back
6. V – sit
-Arms straight
-Legs straight
-Legs at 45-60º
7. Shoulder stand
-Straight line from feet to
shoulders
-Standing on shoulders
-Hands on hips
8. Front scale
-Chest out
HPE2203 - Gymnastics
LECTURE 2
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.
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.
Work with a partner, explore ways you can both perform the same static but part of one
person must be resting on the other.
Physical Preparation
- Shoulder flexibility
- Wrist flexibility
- Hip flexors and hamstring flexibility
- Core strength
- Upper body strength
1. Tuck sit :
-Feet and knees together (close to bottom) -One hand on each leg
2. Front support:
4. Tuck handstand:
5. Scorpion:
- One foot take off - one foot landing
- Straight arms
6. Half handstand:
- Straight arms - One leg at 180º
- One leg at 90º
7. Full Handstand:
- Straight arms - Straight back
- Straight legs - Two feet together
Extension
- Hand stand forward roll
- Cartwheels
- Backflip
- Handsprings
Homework: 6 stations for handstands can use hoops balls beanbags skipping ropes can upgrade
front support
1. Handstand wall walks: Once your in position and your stomach is facing the wall, have your
hands get as close to the wall as comfortable, then begin to walk your hands out and in towards
the wall.
2. Handstand shoulder touches: Once your in position and your stomach is facing the wall, have
your hands get as close to the wall as comfortable, then begin to hold the handstand with one
hand using your feet on the wall and touch your opposite shoulder with the free hand. If you
don’t feel comfortable doing this try to do push ups but vertical.
3. Knuckle raises: Begin on all fours with your hands and knees as bases on the ground. Next,
spread your finder apart. With your arms straight and shoulders over your hands, raise your palms
off the floor keeping your fingertips on the floor.
This exercise builds wrist and forearm strength that gives you more control and the ability to
prevent yourself from toppling over when you lose balance
4.Baton floor drill: Start by lying facedown on the ground with your feet together and arms above
your head, holding a relay baton in your hands. While keeping
your thighs, face, and chest on the ground, squeeze your bottom and tilt the pelvis so that only
your abs are off the ground. Next, lift the baton about 3-5 cm off the ground and hold this
position for three sets of 5-10 seconds each. The wider you grip the baton, the easier it will be to
hold.
5. Sock Slides: Come into a high plank position with the tops of your feet on the floor. Press the
floor away and then pick your hips up as your draw the legs in as close as possible to the arms.
Then slide the feet backwards to the starting plank position. Repeat 3 to 5 times and build from
there. This exercise is about learning how to use the upper body and core together, so avoid
throwing everything into your wrists by pulling more from the low belly.
6. Supine Tuck: Come down onto your back close enough to the wall so that you can reach your
arms up overhead and press your palms firmly into it. Squeeze your arms in towards one another
as your push the wall away and then draw your navel in as you pull your knees towards your
chest. As you maintain your grip on the wall, start to curl your sacrum up off the floor, initiating
movement from your belly. Hold it there for 15 to 30 seconds and then place your tailbone back
on the floor as slowly as possible. Repeat as many times as you can until you start to lose your
form—you might just start with one.
HPE2203 - Gymnastics
LECTURE 3
PARTNER BALANCES
SAFETY
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
KTPs
PROGRESSIONS
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:
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
KTP’s
Cat / scissor
- Change legs
- Arms up or out to the side
- Point feet
Stride
Change leg
- Split legs
- Change legs
- Straight back and torso
Side
SPRING
Straight
- Good body tension
- Arms straight up in air
- Toes pointed
Star
Stag
Split
LANDINGS
2. LAND ON HANDS
KTPs
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
KTPs
Hand position
Arm position
Absorb force through hands or arms
PROGRESSIONS
LANDINGS
KTPs
Hand position
Arm position
Absorb force through shoulders and arms
PROGRESSIONS
Run and lift leading leg up to a 90º angle, this step is used before moving into an action that
requires you to kick up e.g. a cartwheel or handstand.
HPE2203 - Gymnastics
LECTURE 5
List different jumps that can be done off a beat board or mini tramp
JUMPS KTPs
Straight jump
See above
Tuck jump
Star jump
Split jump
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
KTPs
KTPs
Design a circuit:
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.
T = teacher should always stand on the outside so that the teacher can always see everything that
is going on.
HPE2203 - Gymnastics
LECTURE 5
LOCOMOTION
Locomotion is moving from one space to another. The three categories that will be covered are:
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
Flat (assisted)
c. Common errors
d. Extension
Dive roll
Front sault
ROTATION
BACKWARD ROLL
a. Physical Preparation
Flexibility: glutes, neck and back (shoulder stands) wrist flexors
Strength: upper body, push ups and chin ups
Tuck sit
Backward roll:
Rock and roll - Hands by ears and push hard
- Stay tucked
Shoulder stand
- Good momentum to get over
Wedge shoulder roll
Shoulder roll
b. Common errors
c. Extension
Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups
HPE2203 - Gymnastics
LECTURE 6
ROTATION
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
d. Extension
- Side to side cartwheel
- Front to back cartwheel
- 1 handed cartwheel (near and far hand)
- Kneel to cartwheel
- Cartwheel to kneel
- Running cartwheel
- Dive cartwheel
Progressions
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.
T = teacher should always stand on the outside so that the teacher can always see everything that
is going on.
HPE2203 - Gymnastics
LECTURE 7
ROTATION
LONGITUDINAL AXIS
Run an imaginary stick in a straight line from the middle of your head to your feet and you have a
longitudinal axis. Rotations around this axis involve all turn left or right.
Log rolls
Egg rolls
a. Physical Preparation
- Strength upper body
- Fore arm flexibility
- Wrist flexibility
- Core strength
-
b. Skill Progressions
Step: to the bar , chin: on the bar kick: over the bar
d. Common Errors
- Chin not on the bar
- Both arms aren’t pulling evenly
Side
HPE2203 - Gymnastics
LECTURE 8
a. Physical Preparation
Strength upper body
Fore arm flexibility
Wrist flexibility
Core strength
b. Skill Progressions
- Assisted
- Unassisted
d. Common Errors
- No hip drive
- Shoulders aren’t leaning forward
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
Pendulum swing
- Long hang
- legs swing from side to side
HPE2203 - Gymnastics
LECTURE 8
SWING
Hock swing
Basket swing
- Two knees
- Two armpits, knees bent
- Two hand to feet straddle
- One knee
HPE2203 - Gymnastics
LECTURE 8
SWING
a. Physical Preparation
Flexibility: arms need to be stretched so that hyper extension or a strained muscle don’t occur.
b. Skill Progressions
Assistance
No assistance
d. Common Errors
- Arms bend
- Shoulders are falling back
- Back is arched
f. Extension
- Backward circle
- handstand
HPE2203 - Gymnastics
LECTURE 9
HAND APPARATUS
The use of hand apparatus closely ties in with the fundamental movement skills program. Hand
apparatus such as hoops, balls, ropes, beanbags, balloons and scarves are readily available in the
school environment and should be utilised to add variety and interest to the gymnastics program.
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.
SAFETY
- Gymnast training pro. (2016). The biggest mistakes when learning to do a cartwheel. Retrieved from:
http://www.gymnasttrainingpro.com/2016/12/07/the-biggest-mistakes-when-learning-how-to-do-a-
cartwheel/
- Johnson, R. (2016). 3 Simple Exercises That Will Help You Finally Nail That Handstand. Retrieved from
https://www.mindbodygreen.com/0-26683/3-simple-exercises-that-will-help-you-finally-nail-that-
handstand.html
- Smith, S. (2015). The 5 Best Handstand Exercises You Aren't Doing. Retrieved from
https://www.doyouyoga.com/the-5-best-handstand-exercises-you-arent-doing-90108/
- Stryker, K. (2016). 4 Drills for Getting Stronger and Better at Handstands. Breaking Muscle. Retrieved from:
https://breakingmuscle.com/fitness/4-drills-for-getting-stronger-and-better-at-handstands