GYM-WIZARDS TUMBLING GYMNASTICS LEARNING MATERIAL

GYM-WIZARDS TUMBLING GYMNASTICS

LEARNING MATERIAL:

Sports and Exercise Training – Recreational

Tumbling Gymnastics (Assistant Coach)

BIOMECHANICAL ANALYSIS AND TECHNICAL

BREAKDOWN OF INTRODUCTORY

MOVEMENT PATTERNS IN GYMNASTICS

Module 3 – Page 2

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Contents

A. INTRODUCTION .................................................................................................................................... 3

A.1 Welcome ................................................................................................................................... 3

A.2 Learning Programme Alignment .............................................................................................. 3

A.3 Learning Structure for the Module ............................................................................................ 3

A.4 Unit of Competence Learning Outcomes .................................................................................. 3

A,5 Navigating the Learner Guide ................................................................................................... 5

B. SECTION 1 – BIOMECHANICAL ANALYSIS AND TECHNICAL BREAKDOWN OF

INTRODUCTORY MOVEMENT PATTERNS IN GYMNASTICS ..................................................... 7

1. ORIENTATION ......................................................................................................................... 8

1.1 Handstand with tummy to the wall [“Wall Walkers” or “Spiderman Handstand”] ................... 8

1.2 Handstand with back to the wall............................................................................................... 10

1.3 Cartwheel over cartwheel block ............................................................................................... 12

1.4 Run Jump Half Turn Jump ....................................................................................................... 14

1.5 Forward Roll ............................................................................................................................. 16

1.6 Backward Roll .......................................................................................................................... 18

1.7 Handstand to bridge .................................................................................................................. 20

C. CONCLUSION ...................................................................................................................................... 22

D. RESOURCES ......................................................................................................................................... 23

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reproduced or redistributed in whole or in part without the express written permission of Gym Wizards CC.

Module 3 – Page 3


A INTRODUCTION

A. INTRODUCTION

A.1 Welcome

Welcome to Module 3 – Biomechanical Analysis and Technical Breakdown of Gymnastics Movements. The purpose of this module is to familiarise entry level coaches with the correct handling of the teaching of introductory and basic gymnastics movements in a safe yet enjoyable manner.

A.2 Learning Programme Alignment This programme is aligned to the following unit of competence:

UNIT OF COMPETENCE TITLE LEVEL CREDITS

Plan practice sessions and teach basic motor skills 4 6

Coach gymnastics at introductory level 3 4

A.3 Learning Structure for the Module The Module is structured so as to include the following sections:

MOVEMENT PATTERNS

Section 1 Biomechanical Analysis and Technical breakdown of Introductory Movement Patterns in Gymnastics

A.4 Unit of Competence Learning Outcomes Alignment to unit standard requirements for the Module includes: Unit Standard 60123

ELEMENT OF COMPETENCE

NO LEARNING OUTCOMES / PERFORMANCE CRITERIA

UNIT NO

UNIT NAME

LO 1 Plan practice sessions to teach the basic skills required for a sporting activity

1 The basic motor skills required to learn a sport are identified for inclusion in the plan.

1

Biomechanical Analysis and Technical breakdown of Introductory Movement Patterns in Gymnastics

LO 3 Implement activities that develop the skills and abilities required for learning sport skills

1 A series of drills are implemented that improve eye-hand and foot-eye coordination.

2 A series of drills are implemented that improve visual skills.

3 A series of drills are implemented that improve balance and proprioception.

4 Relevant activities are implemented that ensure skill learning at the beginner level.

Unit Standard 2646942

Module 3 – Page 4


ELEMENT OF COMPETENCE

NO LEARNING OUTCOMES / PERFORMANCE CRITERIA

UNIT NO

UNIT NAME

LO 2 Implement a physical preparation programme for different age groups

3 Types and components of fitness are identified and explained in relation to gymnastics

1

Biomechanical Analysis and Technical breakdown of Introductory Movement Patterns in Gymnastics

4

Activities to develop physical fitness of selected and facilitated for the preparation of gymnasts

LO 4 Demonstrate dominant movement patterns (DMPs)

1

Characteristics of each Dominant Movement Pattern (DMP) is described in line with basic biomechanical principles

2 Dominant Movement Patterns are grouped in relation to the application in gymnastics

3 Dominant Movement Patterns are demonstrated according to standard practice

LO 5 Coach and assess basic skills in gymnastics

1

Techniques for executing basic gymnastics movements are explained in relation to implementation of fundamental programmes in gymnastics

2 Methods of teaching fundamental skills are demonstrated according to standard practice

3 Common faults and related corrective measures are explained using examples

4

The use of teaching aids and safe spotting techniques are demonstrated according to standard practice

LO 6 Introduce gymnastics disciplines

1 Disciplines of gymnastics are described in relation to the characteristics and features

2

A lesson plan is compiled in relation to the teaching methods and techniques for the respective disciplines and modified programs

3 principles of short, medium and long-term planning is identified and applied to the planning process

4

Activities that are designed and adopted for different needs for fundamental development are implemented and facilitated in fun filled and enjoyable sessions

The following sub-learning outcomes are associated with this learning module:

Module 3 – Page 5


● Demonstrate an ability to perform an intro [game], warm up, conditioning and flexibility/closure for a beginner tumbling group including the use of classroom protocols.

● Demonstrate a knowledge of biomechanics, techniques, verbal cues, teaching methods, safety points [including spotting], common errors, remedies and conditioning/flexibility while teaching Beginner Tumbling Moves

● Understand biomechanical principles related to beginner movements ● To give a technical breakdown of beginner movements

A,5 Navigating the Learner Guide

Throughout the learning programme icons are used to focus your attention on important aspects of the learning programme.

Performance Criteria: An indication of the performance criteria that is addressed in each module.

Learner Tip/Truths: A useful tip regarding the concept under discussion is given as a basis to further discussion.

Critical Note: An essential element regarding the concept under discussion is given as a basis for further discussion.

Individual/Group/Pair Activity: You will be required to complete an activity on your own/ in pairs or in a group that relates to the outcomes covered in the module.

Self Reflection: Reflect on the question(s) asked to identify the relevance of learning outcomes in real working situations.

Self Assessment: Reflect on the question(s) asked to identify the relevance of learning outcomes in real working situations...

Facilitator/Assessor Note: Content matter/ Assessment element that is critical to the understanding of the module. The learner must pay careful attention to this section.

Module 3 – Page 6


Mentored Discussion/Activity: Refers to a topic of discussion that will be facilitated by the facilitator – input from the class in a free-style feedback session is required.

Example Box: Practical examples that relate to topic of discussion.

Resources: Possible sources for further research and study is listed under this icon. Resources may include additional reading, hand-outs, web-sites, multimedia.

Workbook: Complete the activity in your workbook for this section. Completed activities will be assessed as part of your Portfolio of Evidence for the particular module.

Case Study: A practical case study that relates to the topic under discussion.

You are ready to start your learning experience.

Good luck!!

Module 3 – Page 7


1 SECTION ONE

B. SECTION 1 – BIOMECHANICAL ANALYSIS AND TECHNICAL BREAKDOWN OF INTRODUCTORY

MOVEMENT PATTERNS IN GYMNASTICS

Performance Criteria: The following performance criteria will be covered in this learning unit:

LO NO CRITERIA

NO PERFORMANCE CRITERIA

1 Plan practice sessions to teach the basic skills required for a sporting activity

1 The basic motor skills required to learn a sport are identified for inclusion in the plan.

2 Implement activities that develop the skills and abilities required for learning sport skills

1 A series of drills are implemented that improve eye-hand and foot-eye coordination.

2 A series of drills are implemented that improve visual skills.

3 A series of drills are implemented that improve balance and proprioception.

4 Relevant activities are implemented that ensure skill learning at the beginner level.

3 Implement a physical preparation programme for different age groups

1 Types and components of fitness are identified and explained in relation to gymnastics

2 Activities to develop physical fitness of selected and facilitated for the preparation of gymnasts

4 Demonstrate dominant movement patterns (DMPs)

1 Characteristics of each Dominant Movement Pattern (DMP) is described in line with basic biomechanical principles

2 Dominant Movement Patterns are grouped in relation to the application in gymnastics

3 Dominant Movement Patterns are demonstrated according to standard practice

5 Coach and assess basic skills in gymnastics

1 Techniques for executing basic gymnastics movements are explained in relation to implementation of fundamental programmes in gymnastics

2 Methods of teaching fundamental skills are demonstrated according to standard practice

3 Common faults and related corrective measures are explained using examples

Module 3 – Page 8


4 The use of teaching aids and safe spotting techniques are demonstrated according to standard practice

6 Introduce gymnastics disciplines

1 Disciplines of gymnastics are described in relation to the characteristics and features

2 A lesson plan is compiled in relation to the teaching methods and techniques for the respective disciplines and modified programs

3 principles of short, medium and long-term planning is identified and applied to the planning process

4 Activities that are designed and adopted for different needs for fundamental development are implemented and facilitated in fun filled and enjoyable sessions

1. ORIENTATION In order to transfer the relevant technical skills associated with Dominant Movement Patterns (DMPs) in Gymnastics it is required that coaches understand:

Relevant technical requirements

Biomechanics applicable to each movement

The correct teaching method for each movement

The provision of correct verbal cues to gymnasts in terms of effective skills transfer communication

The correct “spotting” techniques for each movement

The correct teaching of flexibility and conditioning for each movement

The correct adjustment and rectification of common mistakes in movements

Specific safety requirements applicable to each movement exercise. The following information supports the most common Dominant Movement Patterns at an introductory level of Gymnastics: 1.1 Handstand with tummy to the wall [“Wall Walkers” or “Spiderman Handstand”]

Movement Handstand with tummy to the wall [“Wall Walkers” or “Spiderman Handstand”]

Technical points • Only feet must touch the wall, not legs and tummy • Straight back • Arms shoulder width apart • Arms extended out of the shoulders. • Hands flat with fingers facing forward • Head neutral [peeping at hands] • Legs and glutes squeezed tight

Biomechanics • DMP: Statics & Landings • Centre of gravity eventually moves above the base of support [the hands] as

the gymnast gets more vertical. Here it is slightly behind the hands, as the handstand is not quite vertical.

Module 3 – Page 9


Teaching methods (Lead up skills and progressions)

• Push up position on a level surface • Push up with feet raised • Slow Bunny Hop on floor in one place. • When going on the wall for the first time children must put the pad

underneath the foot on the wall [toes curled]. As they get stronger, they can point their toes and place the top of the foot/toes against the wall.

• Hands can be further away for younger/inexperienced gymnasts [more like a 45-60 degree angle]. Then as they get stronger, they can walk closer to the wall - but they must maintain body tight shape.

• Fingers open, hands forward, shoulder width apart and in a straight line next to each other.

Verbal cues • “Peep at your hands” • “Lock your elbows with a key!” [Make locking action] • “Straighten your back, “Grow” as tall as you can.” • “Slowly walk your hands forwards as you walk your feet down the wall.” • “Put your feet down and make yourself as tall as a giraffe.” • “Walk down the wall SLOWLY”

Spotting • During the handstand place hands on their hips to help pull their back straight. On the way down place hand on tummy.

Flexibility and conditioning

• Dish holds/ V-sits and combinations • Wheelbarrow walks and hops • Wheelbarrow forward and backward leans • Handstand position held tight while lying on tummy and back • Shoulder shrugs

• • Lying between two heights: Holding and Moving up and down. • Candlesticks supporting waist • Superman holds • Stretch wrists • Stretch Shoulders

Common errors and how to fix them

• Bending of arms: Tell them to “lock their elbows” or keep them “as straight as sticks”

• Walking too close to the wall for their body strength: Utilise markers to show them how close to walk. [About 10-20 cm from wall]

• Putting tummy on the wall resulting in an arched back: Show them the handstand position using the ‘laying on floor handstand shaping drill.’ [They can hold this position between turns.] Also, correct their shape by spotting them in handstand.

• Sliding/falling down the wall. Don’t let them hold for too long [fatigue]. Teach them to walk their hands forward and their feet down one step at a time.

Safety points • Make sure the children walk down the wall and land on their feet. Children will want to slide down the wall; do not allow this.

• Spot the back and under the tummy as they lower to walk themselves down. • Use a wedge or fat mat against wall. Use a soft mat for placing hands

on/landing.

Module 3 – Page 10


Facilitator/Assessor Note: Ensure that learners can demonstrate the correct way of teaching / coaching and spotting for the exercise

Individual/Group/Pair Activity: After the correct demonstration of the skill, practice the coaching of the basic movement skill as a paired activity

1.2 Handstand with back to the wall

Movement Handstand with back to the wall

Technical points • Heels touch the wall

• Straight back • Arms shoulder width apart • Hands flat with fingers facing forward • Head neutral [peeping at hands] • Legs and glutes squeezed tight

Biomechanics • DMP: Statics & Landings • Centre of gravity is above the base of support [the hands]


• Push up position on a level surface • Push up position with feet raised- also various combinations like push up

position hold and lift one leg. • Slow Bunny Hop • Switcheroo • Seesaws [tip-ups] • Half handstands - NB Do NOT switch the legs. • Hands down to create the base of support, then small kick up • Hands on floor, feet on fat mat: Raise one leg. Try to kick up against wall using

free leg. • Begin in lunge, place hands on the floor and kick up • Lower one foot at a time, into lunge- onto the same foot as the starting lunge.

Verbal cues • “Peep at your hands” • “Lock your elbows with a key!” [Make locking action] • Straighten your back, “grow” as tall as you can.” • “Lunge and arms up at the end”

Spotting • Make the gymnast do a lunge facing the wall - coach stands on the side of their back leg.

• Place the hand closest to the wall on the gymnast’s hip and use your other hand to support the legs as they kick up

• Spot the legs as they come down and use your second hand to push their chest up back into the lunge position




• Dish holds/Superman holds • Wheelbarrow walks and hops • Wheelbarrow forward and backward leans • Handstand position held tight while lying on tummy and back • Handstand Shoulder shrugs - tummy to wall • Candlesticks supporting waist • Handstand tummy to wall [as a conditioning movement] • Leg tightness drills [sit in pike sit and flex and point toes understanding how

to engage thigh muscles for straight knees] • Standing on floor handstand drill: Stand with arms up tall. Practise keeping

ribs down, head neutral, bottom squeezed, hip flexors open, shoulders open. • Open shoulder flexibility exercises. • Wrist stretches


• Putting hands too far/too close to the wall: Utilise markers to show them where their hands need to go. [about 20 cm from wall]

• Arched back and relaxing of arms: Show them the handstand position using the “lying on floor handstand shaping drill.” They can hold this position between turns. Spot them in handstand to correct the shape.

• Shoulders fall forward, they crash against wall and fall onto their heads! Make them go back a step to first put their hands down to create the base of support, then small kick up. Tell them to lock their arms, peep at their hands and not allow their shoulders to touch the wall!

• Come down with other leg. Teach them to start and finish in lunge with the same leg in front.

• Bent legs on the way up/down - especially the front leg in the lunge before it joins the kicking leg. Have them do needle drills, extending the lunge [support] leg. Stretch the hamstring!

Safety points • Make use of a waiting square to avoid any accidents. • Put a mat up against the wall for the children to kick up onto. • Tell them to peep at their hands and lock their arms. • SPOT them at first!





1.3 Cartwheel over cartwheel block

Movement Cartwheel over cartwheel block developing towards cartwheel on floor

Technical points • Arms stay at the ears [“arms glued to ears!”]

• One hand goes down on the block at a time-hands are placed parallel and sideways to the feet

• The leg closest to the favourite hand steps first, while the other leg is the first to kick over the block.

• Legs make a straddle in the air, body passes through vertical. • Feet land one at a time [Hand-hand-foot-foot]

Biomechanics • DMP: Side rotation & landings. • Rotation around the anterior-posterior axis, using moment of inertia and

lever principals to place hands on the cartwheel block and kick legs up and over in a straddle position and back down again on the other side of the block. [Raising the base of support will require gymnast to use more force in the initial kick, but will assist the rotation around the axis - higher to lower creates momentum and height, giving the gymnast more time to land]


• Bunny hop over a block/bench • Bunny hop over block landing on one foot then the other • Bunny hop side to side, going through vertical • Cartwheel over block kicking legs over height. • Cartwheel over block moving through vertical • Lunge to mini cartwheel over block • Lunge cartwheel over block

More Advanced Drills for cartwheels

• Sideways cartwheel using markers on floor and ending sideways • Demand cartwheel to pass through vertical with straight back [no arch, no

pikes] • Emphasize straight legs and pointed toes • Emphasize correct hand placement [slightly turned in, fingers facing each

other] • Demand LENGTH by putting markets for hands to be placed far from feet • 2 x cartwheels in a row • Apply the lunge before and after the cartwheel- i.e. Lunge cartwheel quarter

turn to face direction in which they started.

Verbal cues • ”Which hands do you want to use on the block?” • ”Which foot is closest to those hands?" – this will be their ‘favourite’ foot. • “Remember that your fingers need to point towards [direction/object] • “Now imagine that you had different colour paint on each toe and you want

to paint a rainbow in the sky above you.” • “Hand-hand-foot-foot”

Spotting • ALWAYS stand with the gymnast’s back to you



• As the gymnast goes upside down the hand nearest to them will grab their hip on their front leg

• Your other hand will grab their other hip • As they land back on their feet, use your first hand to lift their chest up to

standing to understand transference from hands to feet. • Watch out for bent legs that can kick you in the face: move your face

back/get the child to have straight legs!


• Pancake stretch • Middle splits • Handstand-open legs to straddle • Upper body conditioning- especially handstand tummy to wall with correct

shape.


• Using the incorrect hand placement/ hands placed too close to the foot: Use cartwheel block with hand marks/ cut out hands to show correct hand placement

• Kicking up with the incorrect leg: When standing in a lunge the back leg kicks up first

• Legs do not go over the top: Use mats/a raised piece of equipment to kick their legs over

• Hand stays on floor when feet have landed [land in crouch]: Demonstrate how to push the hands off as soon as the first leg lands, to land up in “star” position. Spot: As they land back on their feet, use your first hand to lift their chest up to standing to understand transference of weight from hands to feet.

• Also helps to get the children to land with their foot close to their hands. [Base of support under COG]

Safety points • Use a waiting square/hoops to avoid accidents with other children doing cartwheels - THIS IS IMPORTANT

• Make sure that each gymnast knows which leg they need to start with





1.4 Run Jump Half Turn Jump

Movement Run Jump Half Turn Jump

Technical points • Short run up to the trampoline

• Arms swing forwards and up from the trampoline to ears • Jump is upwards first and then only the turn happens at the peak of the jump

height. • Visual cue - look at [a point] - to know where half way round is. • Body in a tight straight position [Pencil] • Make sure that body is kept tight for the landing, legs need to bend in a

controlled way, to absorb the landing. • Hold safety landing for three counts, with arms at shoulder height - can have

them sideways to “breakout” from the twist.

Biomechanics • DMP: Locomotion, Spring & Landing. • Conversion of momentum forwards to upwards.


• Jump shapes on floor, including half turn jumps with visual cues so the children understand where half is.

• Standing hurdle [step from one foot onto two - also known as an assemble] • Run a few steps, hurdle - land feet together on target/mini tramp • Run, hurdle jump on tramp - various shapes. Pencil shape is most important

for the half turn jump.

Verbal cues • “Arms at your ears when you are doing the turn” • “Keep your body tight, we want you to look like a piece of raw spaghetti, not

cooked spaghetti” • “Turn and look for the [insert visual cue] after the half turn” • “Safety landing.”

Spotting • Put hands on the hips of the gymnast and assist in twisting them • Grab hips once they have done a half turn and hold them through the

landing. • Always spot for possibility of landing too close to tramp on landing.

Flexibility and Conditioning

• Locomotive exercises: Running with high knees, kicking bottom, sideways running etc.

• Dish hold with arms at ears - turn onto tummy [log rolls with feet and hands off floor]

• Punches and half turns on floor • Landing drills • Ankle stretches


• Arms are not used for momentum in the hurdle: Make the gymnasts practise stretch jumps, make sure the arms are swinging up as they jump



• Arms are held at their side while turning: remind the gymnast that you first need to see a stretch jump before they start turning. A stretch jump has arms up at their ears.

• Loss of shape during the turn - do log roll tight body drill or half turn jump on floor to feel the “pencil shape”

• Landing errors! Fix and DEMAND the safety landing - make them hold for 3 seconds!

Safety points • Make sure that the trampoline is right against the landing mats • Put mats on the side in case the gymnast jumps skew - NB! • Do not allow gymnasts to do a long run up. A shorter run up is required in

order for them to control the half turn. • When doing jumps on the trampoline, always ensure that the movement is

spotted from the hurdle onto the trampoline and follow through to the landing. Spot in case they land too close to the trampoline.

• If they over-rotate [this happens often], make sure they do a SAFETY roll and do NOT stick their arms out behind them.





1.5 Forward Roll

Movement Forward roll

Technical points • Begin standing up tall with arms at ears

• Hands need to go flat onto the mat, bend knees, lift bottom to raise COG • Tuck head in and round the back • The roll over the spine starts at the BACK of the neck [not the forehead] and

is done progressively one vertebrae at a time • Try to extend legs in the air • Stand up with feet together and arms go forwards and then up, at ears [hands

only touch the floor once, upon entry into the roll - not as the gymnast stands up out of the roll].

Biomechanics • DMP: Forward rotation around the horizontal axis.


• Rock and rolls • Candle stick roll to stand up with arms at ears • Start in an upright standing position, roll down and land in a tucked candle

stick position, rock forward to stand up tall with arms at ears [emphasis on standing up without using hands to assist]

• Forward roll down incline - tell the gymnast to grab your hands [as coach] to stand up

• Forward roll on a level surface [soft mat at first, then gill mats] • Forward roll to different landings - straddle • Forward roll to jump exit

Verbal cues • “How many times do we touch our hands to the floor in our forward roll?” [The answer is: once!]

• “Look at your belly button” • “Show me your angry cat back” or “make your back as round as a ball” • “Put your hands flat on the floor” • “Stand up tall with your arms at your ears”

Spotting • Pat the back of their head to remind them that they need to roll on the back on their head and not the front

• Place both hands on the hips to assist lifting them over their head and neck • Assist them to stand up without pushing off their hands • Make sure their knees do NOT bash their noses/mouths


• Shoulder extension • Wrist stretches • Roll back and stand up with arms at ears • Angry Cat exercises


• Placing hands too close to feet on the mat: Make use of markers to show where their hands need to be

• Not able to get over - lift the bottom [COG]



• Rolling on the top of their head: Pat the back of their head to show them which part needs to be put on the floor

• Chin is not tucked in enough and the body is not round enough: remind the children that they need to look at their belly button and be an ‘angry cat’

• Hands reach to the floor once they have rolled: remind the children that once they have rolled they need to cover their ears with their arms. Make sure you assist them in standing up. Use the verbal cue” we only touch the floor once”.

Safety points • Ensure that there is a gill mat at the bottom of the wedge for a soft landing in case the child over rotates.

• Make sure the child does not roll too fast down the wedge. • Make use of a waiting square and tell the gymnasts that they are not allowed

to take their turn until the previous gymnast has stepped off the mat. • Do not let the child go alone until you are sure they understand chin tucked in

and round back. • NEVER let a beginner child roll on hard mats.





1.6 Backward Roll

Movement Backward roll

Technical points • Begin standing up straight with arms squeezing [covering] ears

• As knees bend, bring hands to ears [pizza hands] • Tight tuck with chin on chest and make back ROUND • As the roll backwards happens, the hands are placed on the floor with palms

down and fingers pointing towards shoulders • Push hands against the mat as hips lift • Arms are extended to take weight off shoulders and neck – tuck position is

maintained • When feet touch the floor stand up tall

Biomechanics • DMP: Backward rotation around the horizontal axis. [Left to right axis]. Centre of gravity needs to lift as they rotate around the horizontal axis to prevent pressure on neck.


• Rock and roll • Backward rock with correct hand placement to crouch • Backward rock with correct hand placement to standing • Candlestick • Backward roll down incline - with spot at first and then alone • Backward roll on level surface - with spot at first and then alone • Backward roll to various exits

Verbal cues • “Look at your belly button” • “Don’t forget your pizza hands - smash your pizzas on the mat” • “No naughty knees, put your feet down when you land”

Spotting • Hold gymnasts hips to lift weight off their shoulders and neck - DO NOT JUST ROLL THEM OVER BY PUSHING THEM!


• Hamstring stretches • Wrist stretches • Lying on back - leg raises • Hanging leg raises • Push ups • Core conditioning


• Hands are put down in the wrong position: Make the gymnast rock onto their back, putting their hands flat on the floor in the correct position

• Gymnast rolls over the shoulder: Again, emphasise the ‘pizza hands’. Help spot the gymnasts so they begin to understand that they need to lift themselves over their head.

• Gymnast’s one hand lifts and elbow touches floor - have them squeeze their shoulders with their hands placed firmly on the floor as they roll over. Both hands push together once the feet have landed. Keep elbows close to head.



• Gymnast throws their head back when initiating the roll - tell them to keep looking at their belly button to keep their back rounded.

• Gymnasts land on their knees instead of on their feet after the roll - tell them not to have “naughty knees” touching the ground, and then spot to assist them in landing on their feet.

Safety points • Always start teaching backward rolls down an incline Make sure you spot gymnasts at the hips to protect their necks until they are strong enough to perform the skill without spot.





1.7 Handstand to bridge

Movement Handstand to bridge

Technical points • Hold handstand momentarily

• Push backward into shoulders [shoulders must go behind the wrists] • Look at hands while lowering into the bridge SLOWLY • Squeezing glutes, maintain shoulders behind the wrists as feet tilt forwards

and downwards to the floor and hip flexors open. [TIGHT ARCH] • Keeping a tight arch and legs staying as straight as possible all the way until

feet touch for a soft, tight landing. • Keep still on landing - legs as straight as possible and shoulders on top of

wrists [not moving forward]. • Land in stable bridge. •

Biomechanics • Statics [handstand] and rotation around horizontal axis [bridge].


• Handstand work - get them to hold for 2-3 seconds • Bridges with feet on height • Bridges on flat surface • Handstand tip feet against wall, push shoulders backwards.

• Handstand-bridge feet landing on a on a raised surface

Verbal cues • “Hold handstand for 3 counts”, • “Shift shoulders backwards”, • “Squeeze bottom as you lower”, • “Look at your hands as you lower into the bridge”, • “Keep shoulders still”, • “Lower slowly”, • “keep legs as straight as you can when you land”

Spotting • Spot the descent to bridge by placing your nearest hand on the upper back/shoulders and your other hand on the lower back/upper thighs of the gymnast. Your job is to make sure the gymnast feels the shoulders shifting backwards upon descent,[correct technique] and help protect their lower backs as they stand up.[Safety]


• Bridges • Rocking bridges • Rolling the wrists



• Shoulder stretches - “Hands on floor, fingers back” in the “flexibility training for gymnastics” document.

• Back raises - lying on your stomach with your feet secured, raise your upper body by using your glutes and back muscles

• Hip flexor stretching • Superman and dish holds • Handstand shaping drills [on tummy and on back]


• Not arching enough and collapsing onto back: spot the gymnast through it. Tell them to continue tight arch until their feet are flat on the ground

• Not extending through handstand: tell them to count to three before lowering into the bridge

• Tucking chin into chest when trying to move into the bridge: Tell gymnast to look at hands

• Shoulders move forward as they lower into bridge- use drill: handstand against wall into tip toes to touch wall as shoulders move slightly backwards. Spot them to help them feel the correct direction of the shoulder shift.

Safety points • Gymnasts must have a strong handstand and bridge before they attempt this skill.

• Make sure that the gymnasts are sufficiently warmed up before attempting this skill -ensure that they have stretched their wrists, back and shoulders

• Too much over- arching the back can cause lower back pain. Make sure gymnasts have enough abdominal and back strength to support lower back. Do not do more than 10 repetitions per day of the movement. Spot.





C. CONCLUSION

Self Assessment: You have come to the end of this Module. Please take the time to review your understanding of the material by indicating what you can remember about each of the key areas below in the space provided.

I understand and can demonstrate:

Workbook: Complete the activity in your workbook for this section. Completed activities will be assessed as part of your Portfolio of Evidence for the particular module.

The basic motor skills required to learn a sport

A series of drills that improve eye-hand and foot-eye coordination.

A series of drills that improve visual skills.

A series of drills that improve balance and proprioception.

Relevant activities that ensure skill learning at the beginner level.

Identification and explanation of types and components of fitness in relation to gymnastics

The selection of activities to develop physical fitness for the preparation of gymnasts

Characteristics of each Dominant Movement Pattern (DMP) in line with basic biomechanical principles

Dominant Movement Patterns can be grouped in relation to the application in gymnastics

Dominant Movement Patterns demonstrated according to standard practice

Techniques for executing basic gymnastics movements explained in relation to implementation of fundamental programmes in gymnastics

Methods of teaching fundamental skills according to standard practice

Common faults and related corrective measures

The use of teaching aids and safe spotting techniques according to standard practice

Disciplines of gymnastics in relation to the characteristics and features

Teaching methods and techniques for the respective disciplines

Activities designed and adopted for different needs for fundamental development



D. RESOURCES

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Mark Turner

Web Designer | Animator | Web Developer

[email protected]

061 304 1086

073 904 9114

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GYM-WIZARDS TUMBLING GYMNASTICS LEARNING MATERIAL