HLTH2203

 -­‐  Gymnastics  
LECTURE  1  

GYMNASTICS IN SCHOOLS FOR TEACHERS

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?  

P  –  What  ‘physical  preparation’  is  necessary  to  acquire  the  skill?  

A  –  What  are  the  ‘appropriate  key  teaching  points’  (KTPs)  to  teach  this  skill?  

C  –  What  are  the  ‘common  errors’  when  learning  the  skills?  

E  –  How  can  the  teacher  ‘evaluate’  when  the  student  is  ready  to  progress  
 
 
 
 HLTH2203  -­‐  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.  

Principles  of  a  good  warm  up  

• Involve  everyone  
• Be  quick  and  easy  to  organise  
• Use  variety  to  maintain  enthusiasm  
• Make  it  fun  by  using  games  and  challenges  

Safety  and  injury  prevention  

• Allow  adequate  spacing  

• Ensure  the  environment  is  safe  e.g.  mats  slipping  
• Static  stretches  only  (no  bouncing  or  forcing  the  stretch)  
• Do  not  overstretch.  Hold  the  stretch  to  the  point  of  tension  and  this  tension  should  
subside  over  time.  
• Do  not  hold  your  breath  in  stretches  
• Take  care  with  lower  back  and  knees  

 
   
 HLTH2203  -­‐  Gymnastics  
LECTURE  1  

PHYSICAL PREPARATION

A  well  –  rounded  Gymnastics  Programme  will  enhance:  

• Physical  abilities  such  as  flexibility,  strength,  muscular  endurance  and  power  
• Motor  abilities  such  as  balance,  spatial  orientation,  coordination  and  agility  

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.  

The  importance  of  physical  preparation  

• Reduces  the  incidence  of  injury  

• Allows  faster  more  accurate  skill  acquisition  
• Reduces  the  incidence  of  muscle  soreness  
• Allows  a  prolonged  period  of  quality  participation  
• Helps  rapid  recovery  from  fatigue  

Implementation  into  the  programme  

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.  

The  components  of  physical  preparation  

• FLEXIBILITY  –  the  range  of  motion  around  a  joint  

• STRENGTH  –  the  amount  of  force  that  a  muscle  or  group  of  muscles  can  exert  
• ENDURANCE  –  prolonged  work  with  a  localised  muscle  group  
• POWER  –  explosive  force.  Strength  plus  speed  
• AEROBIC  –  cardio  vascular  fitness  

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.  

When  do  you  teach  physical  preparation?  

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.  

 
 HLTH2203  -­‐  Gymnastics  
LECTURE  1  
 

Suggestions  for  introducing  physical  preparation  

• 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  

Strategies  for  dealing  with  individual  differences  in  the  class  

Vary  the  physical  demand  of  the  activity  by  changing:  

• The  number  of  repetitions  or  time  on  the  task  

• The  length  of  the  rest  period  
• The  texture  of  the  surface  
• The  heights  
• The  body  position  

 
   
 HLTH2203  -­‐  Gymnastics  
LECTURE  1  

 
PHYSICAL PREPARATION

Divide  the  body  into  three  sections  –  upper,  torso,  lower  

Then  collate  and  number  a  variety  of  individual,  partner  and  group  activities  and  games  that  can  
be  used  to  develop  these  areas.  

Use  in  warm-­‐ups  –  laminate  pile  of  stretches,  working  on  power/endurance/flexibility    

For  e.g.  

UPPER  BODY  

Strength       Flexibility       Endurance  

1.  Chin  ups       1.Tricep  stretch       1.  Rowing  

2.  Triceps  dips       2.  Wrist  stretch     2.  Boxing    

3.  Arm  circles         3.  Shoulder  stretch     3.  Hand  bikes    

TORSO  

Strength       Flexibility       Endurance  

1.  Planks       1.touch  toes       1.  Running  

2.Sit  ups       2.back  rolls       2.  Rowing  

3.leg  raises         3.bend  back       3.  Skipping  

LOWER  BODY  

Strength       Flexibility       Endurance  

1.  Squats       1.Calf  stretch       1.  Running/Sprints  

2.  Lunges       2.Hamstring  stretch       2.  Skipping  

3.Cran  walks         3.Quad  stretch     3.  Cycling    

 
 
 HLTH2203  -­‐  Gymnastics  
LECTURE  1  

 
PHYSICAL PREPARATION

Choose  3  activities  above  and  modify  them  as  below:  can  add  time/reps  to  make  it  harder  

 
EXERCISE   EASIER   HARDER   PARTNER  

 
Upper  body  -­‐  Boxing   Boxing  –  air  pumps   Boxing  with  gloves   Boxing  with  partner    
and  bag  
  Chin  up  with   Chin  up  and  pass  the  
resistance  band   Chin  up  add  leg   ball    
weight  
Torso  -­‐  Dish  hold   Dish  hold   Scissor  legs   Partner  leg  push  
down  
 
Lower  body  -­‐  Squats   Squats  –  standard  –   Add  weight   Squat  with  partner  at  
half  squat   the  top  high  five  
  Pulse/  one  leg  

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.  

Suggestions  for  planning  circuits  

• 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.  
  
 
 
 
 
  Skipping  –  
  Running  on  
using  skipping  
  the  spot  
ropes  
 
 
 
 
 
 
 
 
 
 
 
 
 
High  Knees   Squat  jumps  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  Star  
  jumps/jumping   Bum  kicks  
  jacks  
 
 
 
 
 
 
 
 
 
 
 
 
 
 HLTH2203  -­‐  Gymnastics  
LECTURE  2  
 
 
DOMINANT MOVEMENT PATTERNS

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.  

The  grouping  of  activities  into  the  six  DMPs  

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.  3-­‐5  seconds  is  a  static    

Statics  can  be  divided  into  three  categories:  

  BALANCES  –  using  a  small  base  of  support  

SUPPORTS  –  shoulders  above  the  apparatus  

  HANGS  –  shoulders  below  the  apparatus  

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.  
 HLTH2203  -­‐  Gymnastics
LECTURE  2  

BASIC STATIC POSITIONS (insert  pictures)   KTPs

1. Stand with good posture

- Feet together
- Legs straight
- Shoulders back
- Good body tension
2. Front support
- Shoulders over hands
- Chest in
- Squeeze bottom/ body tension
3. Back support
- Hips up high
- Straight legs and arms
- Legs together
- Squeeze body

4. Stork stand
- Toe to knee
- Base leg straight
- Shoulders back
- Hands on hips

5. Tuck sit
- Feet close to bottom
- One hand on each leg
- Knees up to chest
- Straight back
6. V – sit
- Hands behind
- Legs straight
- In V position
- Legs at 45 degrees

7. Shoulder stand
- Feet, knees and hips in a straight line
8. Front scale
- Bottom leg bent for support/ lifted leg straight
- Hips and shoulder square
- Chest up
- Arms out to the side

HLTH2203  -­‐  Gymnastics

LECTURE  2  

TIGHT BODY PREPARATION

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.  

ACTIVITIES FOR DEVELOPING TIGHT BODY

Lift the plank

- good body tension
- Lift feet up
- On back
- Push hips up

Shake the tin soldier

- front support or back support
- Good tension
- Push them over gently

Crack the egg

- Tuck sit - Try pull them apart - Or lift them up

PRACTICAL APPLICATIONS OF STATIC POSITIONS

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.  
  
• Try  the  same  task  in  fours.  
 
• Work  with  a  partner,  explore  ways  you  can  both  perform  the  same  static  but  part  of  one  
person  must  be  resting  on  the  other.  
 
• Try  the  same  in  fours.  

HLTH2203  -­‐  Gymnastics

LECTURE  2  

HANDSTAND  (insert  picture)  

Physical Preparation
- Strength – upper body, core strength
- Power, strength, endurance
- Flexibility – hips, wrists, shoulders, hamstrings

Skill Progressions / Lead up Drills Image

1. Tuck sit
KTP:
- Feet close to bottom
- One hand on each leg
- Knees up to chest
- Straight back

2. Front support
KTP:
- Shoulders over hands
- Chest in
- Squeeze bottom/body tension
- feet together
- straight arms

3. Bunny hop
- Two feet take off
- Two feet landing
- Straight arms

4. Tuck handstand
- Hips and shoulders and hands all in a straight line
- Bent knees
- Straight arms

5. Scorpion
- One foot take off
- One foot landing
- Straight arms
 - Common error= swap legs as come down

6. Half handstand – one leg 18- degrees

- One foot take off
- One foot landing

7. Handstand
- Straight arms
- One foot take off
- One foot landing
- Feet, hips, shoulder and hands in line

Extension
- Cartwheels
- Hand springs
- Back flips

HOMEWORK  for  next  week  

Design  a  handstand  circuit  with  6  relevant  drills  and  include  2x  KTPs  at  each  station  

6 Stations

1. Front support against wall

- Focus on keeping arms straight, spreading fingers

2. Tuck handstand using a block mat

- Focus on ears and shoulders pressing together

3. Pike handstand
- Toes on a block, focus on keeping arms straight

4. Half Handstand using a mat block

- Focus on one foot take off, and straight arms

5. Walk up the wall to hold a handstand against the wall

- Walk up wall using legs, then focus on straight arms, squeezing the whole
body and lining up the body

6. Handstand against the wall

- Stomach to wall or back to wall
- Straight arms
- Feet, hips, shoulder in line
 HLTH2203  -­‐  Gymnastics
LECTURE  3  

PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

• Enhances  spatial  and  body  awareness  

• Students  (especially  teenagers)  really  enjoy  exploring  the  challenge  
• They  encourage  communication  and  cooperation  
• Develops  trust  and  timing  in  balance  
• They  are  useful  contributors  to  strength  development  
• Encourages  good  body  tension  as  this  must  be  maintained  to  balance  body  positions  
• Reinforces  the  principles  of  stability  e.g.  wide  base  of  support,  and  vertical  alignment  of  
arms  and  legs  so  that  the  line  of  gravity  runs  through  the  base  of  support    
• Develops  skills  that  can  be  used  in  display  work  

SAFETY

• Match  pairs  for  height  and  weight  

• Not  suitable  for  younger  children  because  of  weight  bearing    
• Exit  procedure  must  be  planned  
• Mats  must  be  used  
• Use  hand  to  hand  or  hand  to  wrist  grip,  monkey  grip  is  not  safe  
• Avoid  inverted  balances  until  the  basics  are  mastered  
• Do  not  allow  pyramids  higher  than  two  persons  in  the  school  environment  
 HLTH2203  -­‐  Gymnastics
LECTURE  4  

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

• Ensure  adequate  matting  –  not  too  hard  or  soft  

• Reduce  frequency  of  landing  on  wrists  
• Don’t  land  sideways  from  a  height  
• Ensure  competence  on  the  floor  before  progressing  to  a  height  

1. LAND ON FEET (motor bike landing)

KTPs

• Feet  should  be  shoulder  width  apart  

• Contact  first  with  balls  of  feet  then  roll  through  to  heels  and  bend  and  the  knees  and  hips  
to  finish  as  if  sitting  on  a  motor  bike  (toe,  heel,  knee,  hips)  
• Do  not  bend  past  90’  
• Ensure  the  heels  stay  planted  on  the  floor  

PROGRESSIONS

i. Very  low  jump.  Absorb  impact  on  toes  to  heels  

ii. Add  on  bent  knees    
iii. Run  and  jump  as  high  as  possible  and  land  correctly  
iv. Land  on  benches  with  straight  jumps  
v. Add  variety  by  changing  the  body  shapes  in  the  air  
vi. Gradually  increase  the  height  of  take  off,  make  sure  heels  stay  on  the  ground  
 HLTH2203  -­‐  Gymnastics
LECTURE  4  
 
 
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:  

1. One  foot  to  one  foot  -­‐  leaps  

2. Feet  to  feet  -­‐    jumps  
3. Feet  to  hands  -­‐  bunny  hops,  leap  frogs  and  basic  vaults  

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  

SPRINGING FROM FEET

KTP’s

• Explosive  take  off  is  required  

• The  balls  of  the  feet  strike  first  with  the  heels  making  only  momentary  contact  
• This  is  followed  by  rapid  extension  of  ankle  and  knee  joints  and  a  strong  swing  of  the  arms  
in  an  upward  and  forward  direction  
• Trunk  is  stable  and  upright  and  at  no  stage  should  there  be  any  arch  in  the  students  lower  
back  

1. LEAPS (insert  pictures) KTPs

Cat / scissor -­‐ Step  on  one  foot    

-­‐ Angle  both  knees  out  as  
you  lift  them  one  at  a  time  
-­‐ Land  one  foot  and  step  
forward    

Stride -­‐ Step  on  one  foot    

-­‐ Split  legs  apart  in  the  air    
-­‐ Land  one  foot    
Change leg

-­‐ Step  on  one  foot    

-­‐ Second  leg  swings  forward  and  
backwards  in  the  air    
-­‐ Then  land  on  same  foot  you  stepped  
with  
-­‐ Split  legs  apart  in  the  air    
-­‐ Land  one  foot  with  bent  knees  

Side

  -­‐ Step  on  one  foot    

-­‐ Split  legs  apart  and  to  the  
  side  in  the  air    
-­‐ Land  one  foot  with  bent  
  knees  

 
 HLTH2203  -­‐  Gymnastics
LECTURE  4  

SPRING

2. BASIC JUMPS (insert  picture) KTPs

Straight

- Legs straight
- Swing arms straight
up to ears
- Land with bent knees
 

Star
- Legs straight and out to the
side
- Swing arms straight up to
ears
- Land with bent knees
 

Tuck
- Bend knees up the chest
- Swing arms straight up to
ears
- Land with bent knees

Stag - Bend one leg to touch

opposite knee
- Swing arms straight up
to ears
- Land with bent knees
 

Split - Split legs

- Keep legs straight
- Swing arms straight up
to ears
- Land with bent knees
 
Jump half / full turn

- Legs straight
- Swing arms straight
up to ears
- Land with bent knees
- Bring arms in when
turning in the air
 

Sissone

- Straight jump
- Split one leg forward
- Split legs 180
- Land on one bent leg
- Swing arms straight up to
ears
- Land with bent knees
 HLTH2203  -­‐  Gymnastics
LECTURE  4  

LANDINGS

2. LAND ON HANDS

KTPs

• Hands  are  placed  shoulder  width  apart  

• Contact  first  with  fingers  then  roll  through  to  heel  of  the  hand  and  bend  the  elbows  
• Turn  the  head  to  one  side  so  you  don’t  face  plant  

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  

3. LAND WITH ROTATION – SIDEWAYS

KTPs

• Hand position: rolling to right, right hand facing up, left hand facing down( left is
opposite)
• Arm position: guided body onto floor by having arm out straight on floor then
Tucked into chest
• Absorb force through – your legs, knees and feet right side – shoulder, back,
other shoulder, knees (left opposite)

PROGRESSIONS

i. Start  on  knees  then  as  confidence  grows,  progress  to  stand  
 HLTH2203  -­‐  Gymnastics
LECTURE  4  

LANDINGS

4. LAND WITH ROTATION – BACKWARDS

KTPs

• Hand position: behind head, next to neck, palms facing down

• Arm position: push arm straight to left head and body off the floor
• Absorb force through: arms and knees/legs in landing, lower back, feet
• Look to the side
• Push feet to the side( 10 o’clock)

PROGRESSIONS

i. Start  from  squat  and  slowly  fall  just  to  shoulders  

ii. Roll  to  shoulders  and  turn  head  to  one  side  to  watch  knees  touch  the  mat.  Repeat  to  the  
other  side.  
iii. Perform  back  safety  roll  from  squat  down  incline  
iv. Practice  on  floor  from  squat  
v. Progress  to  starting  from  stand,  then  with  a  jump  and  landing  off  balance  to  continue  to  
safety  roll  
vi. As  students  develop  competence  jump  backwards  from  a  low  height  and  continue  into  
back  safety  roll.  
 HLTH2203  -­‐  Gymnastics
LECTURE  5  

SPRING – feet to hands

PROGRESSIONS FOR USE OF A BEATBOARD KTPs

i. Hurdle step on floor

- Step, circle arms backwards, jump, land 2 feet

ii. Hurdle using hoops

- Step, circle arms backwards, jump , land 2 feet

iii. From low height to board

- Step, circle arms backwards, jump, land 2 feet

iv. From board up onto low height

- Step, circle arms backwards, jump, land 2 feet

PROGRESSIONS FOR USE OF A MINI TRAMP

i. Bench  to  rebounder  to  mat  

ii. Floor  to  tilted  rebounder  to  mat  
iii. Bench  to  mini  tramp  to  mat  
iv. Floor  to  mini  tramp  to  mat  

SAFETY POINTS FOR USING A MINI TRAMP

• Always  keep  the  landing  area  clear  

• Use  a  crash  mat  preferably  with  an  over  run  mat  at  the  end  
• Mini  tramp  activities  must  be  supervised.  If  leaving  the  area  turn  the  apparatus  upside  
down  or  place  in  locked  storage  area  
• Confident  body  management  and  sound  landings  are  a  prerequisite  for  mini  tramp  
activities  
• The  metal  frame  must  be  covered  by  a  frame  pad  
• Always  check  the  apparatus  is  safe  and  stable  before  used  by  students  
 
 
 
 HLTH2203  -­‐  Gymnastics
LECTURE  5  
 
List different jumps that can be done off a beatboard or mini tramp

JUMPS KTPs

- Tuck Jump:  legs to chest, arms wrapped around the legs, Knees bent.
Jump on 2 feet, land on 2 feet
- Straight jump:  arms in the air, feet together, straight body
- Star Jump: arms and legs spread, straight limbs, body upright
- Straddle Jump
- Half turn jump/ Full Turn jump: straight body, pointed toes, spin 180 deg
or 360 deg, arms in to chest. Jump on 2 feet, land on 2 feet
- Stag:  two foot takeoff, two foot landing, Forward/back leg bends at knee,
Arms out for balance
- Split jump:  arms up in the arm, one leg in front, and one behind/ Jump on 2
feet, land on 2 feet/ straight legs

KTP:

- Step/runà Circle armsà Jump à Land

1. SPRINGS FROM FEET TO HANDS

KTP’s - Step, Circle arms, Jump, feet, to hands

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  

SQUAT ON / THROUGH VAULT

KTPs

- Step, circle arms, jump, hands on vault, tuck in, land

- Run towards vault
- Place hands on vault/ arm straight
- Bring knees and feet up to place on vault
• Squat Through
- Arms touch vault while momentum pulls body over vault
- Land on feet

STRADDLE ON / OVER VAULT

KTPs

- Run towards vault

- Step, Circle arms, jump
 - Place hands on vault and jump up with landing two feet on vault
- Legs in straddle position either side of hands
- Land on feet
- Arms straight/ two hands on board/ hands first

HLTH2203  -­‐  Gymnastics

LECTURE  5  

IDEAS FROM WORKSHOP

Design a circuit:

a. Practice  springs  without  apparatus  

b. Practice  springs  from  feet  using  apparatus  
c. Practice  springs  from  hands  and  feet  

1) Continuous straight jumps on the mat and leap frog with partner on mat

2) Bunny Hop over beam (hands on beam, bunny hopping on the sides)

3) Jump on box – jump off half turn – safety landing forward

4) Stride leap on beam – jump off land two feet

5) Using Beat board and vault – run jump onto vault

6) Mini tramp used to run up jump off and onto crash mat – whiling completing
variety of jumps such as split/straight/tuck to land on the crash mat

HOMEWORK for next week

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.  

 
Station 1: No equipment, just on the mat Straight jumps/tuck jumps ( step, circle
arms, jump, land)
Station 2: Vault to mat (run, jump, land)
Station 3: Beam to mat (Two feet, jump, land)
Station 4: Trampoline to mat (Step, Circle arms, jump, land)
Station 5: Beam to floor (Circle arms, jump, land)
Station 6: trampoline into foam pit (Jump, circle arms, land feet first)

 
s  
HLTH2203  -­‐  Gymnastics
LECTURE  5  

LOCOMOTION

Locomotion  is  moving  from  one  space  to  another.    The  three  categories  that  will  be  covered  are:  

1. Locomotions  on  feet:  running,  jumping,  skipping    

2. Locomotions  in  hang:  (shoulders  are  below  base  of  support)  monkey  walk  variations  
3. Locomotions  in  support:  (shoulders  above  the  base  of  support)  bear  walks,  crab  walks  
cartwheels  

PRACTICAL APPLICATIONS OF LOCOMOTIONS

• Locomotion  can  be  done  with  a  partner  

• Motivate  and  add  interest  with  music  
• Add  variety  by  changing  rhythm,  levels  and  speed  
• When  locomotions  have  been  mastered  on  the  floor,  they  can  be  taken  up  onto  apparatus  
• Revise  locomotions  during  warm  up  
• Use  various  locomotions  to  move  around  stations  in  a  circuit  
• Use  animal  walks  in  relays  
   
 HLTH2203  -­‐  Gymnastics
LECTURE  6  

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
- Flexibility à Hands and wrists, legs, neck and shoulders
- Strength à Push ups and chin up’s
b. Skill progressions / lead up drills
- Tuck sit: Knees and feet glued together
- Rock n roll: Tuck sit rocking back and forth , knees and feet together
- High to low (wedge, box) à assisted then non-assisted
- On the floor à Assisted then non-assisted
- Low to high à Assisted then non-assisted

KTP’s for forward roll

- Hands out in front and legs extend and hips up high

- Top part of head (back of head) is on the mat
- Back round
- Push off gently with feet
- Heels to bottom
- Chin tucked in
- Knees and feet together
c. Common errors
- Dropping the shoulder
- Chin isn’t tucked in
- Crossing legs to get up out of roll
d. Extension
- Hand stand to a forward roll
- Front Sault
e. Where did you spot for this?
- Spot from the side
- On the hips
 HLTH2203  -­‐  Gymnastics
LECTURE  6  

ROTATION

BACKWARD ROLL

a. Physical Preparation
a. Flexibility à Hands and wrists, legs, neck and shoulders
b. Strength à Push ups and chin up’s

b. Skill progressions / lead up drills

- Tuck sit
- Shoulder stand
- Rock n roll with hands at neck
- High to low (wedge) à assisted then non-assisted
- On the floor à Assisted then non-assisted
- Low to high à Assisted then non-assisted

KTP’s for a backwards roll

- Hands at shoulders for preparation

- Roll backwards on back, to neck
- Chin tucked in
- Back round
- Push through hands and extend arms
- Kick legs over body
- Knees and feet together
c. Common errors
- Do not push with hands
- Chin not tucked in
- Legs and feet not together
- Only pushing from one hand
d. Extension
- Backwards roll to handstand
- Back sault
e. Where did you spot for this?
- Spot from the side
- On the hips

Progressions
Change  starting  and  finishing  positions  
Change  body  shapes  
Try  up  and  down  slopes  
Do  with  a  partner  or  small  groups  

HLTH2203  -­‐  Gymnastics

 LECTURE  6  

ROTATION

ANTERIOR / POSTERIOR AXIS

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
a. Flexibility à Hands and wrists, legs, neck and shoulders
b. Strength à Push ups and chin up’s

b. Skill progressions / lead up drills

- one foot, one hand, another hand, other foot

KTP’s

- Step, one hand, over the top, land on opposite foot

- Open hips
- Straight legs
- Pointed toes
c. Common errors
- Land on two feet
- Landing on wrong foot/ not landing on opposite foot that individual
took off with/ hand foot placement mixed up

d. Extension
- Round off
- One handed cartwheel
- Multiply cartwheels in a row
- Cartwheel on beam

e. Where did you spot for this?

- Guide by holding the hips

Progressions
Change  starting  and  finishing  positions
Change  body  shapes  
Try  up  and  down  slopes  
Do  with  a  partner  or  small  groups  
 
 
 
 
HLTH2203  -­‐  Gymnastics
 LECTURE  6  

HOMEWORK  for  next  week  

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.

Rotation Circuit

1) Floor: Tucked forward roll to stand on floor

2) Floor: Tucked Forward roll down incline

3) Floor: Backwards roll down incline

4) Floor: Rock and roll to stand up(forward roll) and to

hands( Backwards roll)

5) Low Beam: Tucked bunny hops 2x each way over the low
beam

6) Floor: dish hold to tuck position

 
 Forward  roll  circuit  
1) Forward  roll  on  wedge    
2) Ball  under  chin  and  roll    
3) Ball  between  legs  and  roll  
4) Forward  roll  through  the  hoop      
5) Forward  roll  on  wedge    
 
 
Backwards  roll  circuit  
1) Wedge    
2) Ball  between  legs    
3) Legs  on  top  of  block  and  hands  on  the  ground  and  push  ups    
4) Feet  target    
5) Ball  under  chin  –  keep  head  in    
6) Rocking  onto  hands  and  back  forward    
 
 
Cartwheel  circuit  
 
1) Stepping  rope  –  cartwheel  one  foot,  hand  in  each  square    
2) Beam    
3) Cartwheel  between  lines    
4) Cartwheel  on  the  line    
5) Cartwheel  around  a  hoop    
6) Cartwheel  along  wall    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 HLTH2203  -­‐  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.  

Related skills (insert  pictures)   KTPs

Log rolls

- Feet and legs together

- Squeeze bottom
- Use core strength
- Stay tight through whole body/body tension

Egg rolls

- Tuck legs in/knees in

- Arms to chest
- Keep chin in to chest
- Use momentum
- Core strength

Jump half / full turn

- Arm: swing forward and back

- Legs and feet together
- Bend knees for landing

Pivots

- Foot to opposite knee

- Pull up through body and squeeze
- Spot when you turn
- Step forward to land on front foot

Progressions
Change  starting  and  finishing  positions  
Change  body  shapes  
Try  up  and  down  slopes  
Do  with  a  partner  or  small  groups  
 HLTH203  -­‐  Gymnastics
LECTURE  8  
 
 
SWING (and rotation)

PULL OVER BAR

a. Physical Preparation

Strength – Chin- ups, core strength

Flexibility – in hips

b. Skill Progressions
- Step, chin to the bar
- Step chin to the bar, legs swing
- Step, chin to the bar, legs swing, kick over
- Step, chin to the bar, Legs swing, kick over, chest up

c. Key Teaching Points

- Step, chin to bar, Lift, over, shoulders /chest up

d. Common Errors
- Don’t put chin to the bar
- Don’t keep their chin to the bar
- Fail to pull chest up to finish the skill
- Forget to straighten arms to stay up on the bar to finish the skill/ don’t
hold themselves up at the top
- Don’t get hips over

e. Where do you spot for this?

o On the side
- Back: to guide individual over
- Legs: provide extra push/pull over the bar
Shoulders: to pull the chest up
 HPE2203  -­‐  Gymnastics
LECTURE  8  
 
 
SWING (and rotation)

BACK HIP CIRCLE ON BAR

a. Physical Preparation

Strength – Chin-ups and core strength

Flexibility of upper body

b. Skill Progressions
- Chest up, hips to bar
- Cast first/ step, chin , kick

c. Key Teaching Points

- Keep chin in
- Core engaged
- Shoulders lean forwards
- Hips to the bar/ drive with hips
- Heel drive
- Chest in
- Arms straight
- Chest up/ shoulders up

d. Common Errors
- Don’t keep their hips to the bar causing them to drop before the rotation
around the bar
- Throw their head back which can throw off the skill
- Shoulders not over the bar
-
e. Where do you spot for this?
- On the side
- Back of the legs/ one hand on lower back and other on their thigh
- Shoulders at end to keep chest up
 HLTH2203  -­‐  Gymnastics
LECTURE  8  
 
 
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  

RELATED SKILLS (insert  pictures)

Pendulum swing

KTP:

- Legs and arms straight

- Legs squeezed
- Core engaged to maintain straight body alignment
- Re grip with hands
- - hold onto the bar and your legs swing sideways

Tuck swing

KTP:

- Legs tuck into body

- Arms straight hold bar
- Feet pointed
- Core engaged to maintain tuck position

Long hang swing

KTP:

- Legs and arms straight

- Legs squeezed
- Core engaged to maintain straight body
alignment
- Re grip with hands
 HLTH2203  -­‐  Gymnastics
LECTURE  8  
 
 
SWING

RELATED SKILLS

Hock swing

KTP:

- one leg bent, one leg straight

Basket swing

KTP:

- Legs in front
- Arms straight
- Use momentum on fall back to swing under
the bar and come back on top of the bar
- Core engaged
- Hold onto the bar, put two feet through the
bars, swing upside down

Novelty ideas for swing

- Skin the cat (position) and swing

- Straddle on the bar and swing
- Swing around the bar with one leg in front or two legs (similar to
basket swing)
- Swing on one hand attached to bar and one leg on bar
- Swing with one hand
- Swing on one leg
- Swing upside down with legs hooked on bar at the back of the knees
 HLTH2203  -­‐  Gymnastics
LECTURE  8  
 
 
SWING

SWING IN SUPPORT (insert  picture)

a. Physical Preparation
- Strength: push ups, plank holds (on elbows),
front support holds (on hands)
- Flexibility in hips
- Front support holds using roller

b. Skill Progressions
- Small lift off the bar
- Learn front support on bat stationary
- Start on low bar with block underneath
- Spotting with block and low bar
- No spotting with block/ then without block on low bar

c. Key Teaching Points

- Keep arms straight
- Shoulders over the bar
- Lift hips off the bar
- Hips up into front support position on the bar
- Use momentum from swing of legs under the bar to lift body above the
bar
- Tight core

d. Common Errors
- Bend arms
- Don’t squeeze body/ collapse on bar
- Shoulders/chest not over the bar enough

e. Where do you spot for this?

- Shoulders and hips/legs

f. Extension
- Lift higher into improved front support
position
- Lead to backhip circleà use momentum from swing in support in
preparation for backhip circle
- Cast to handstand
- Swing higher and higher
 
 HLTH2203  -­‐  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.  
 
Hand  apparatus  have  their  own  DMPs:  

• 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.  

BENEFITS OF USING HAND APPARATUS

• Suitable  for  a  wide  range  of  ages  and  abilities  

• Adds  variety  and  challenge  to  the  program  
• Helps  develop  hand  –  eye  coordination  
• Partner  and  group  work  provides  the  opportunity  for  the  development  of  cooperation  and  
team  spirit  
• Provides  interesting  and  non-­‐threatening  skills  which  can  be  used  in  display  work  

SAFETY

• Ensure  adequate  air  space  for  throwing  activities  

• Provide  ample  space  between  participants  
• Beware  of  using  balls  where  landing  from  a  height  are  involved  
• Hoop  rotations  around  the  neck  are  not  recommended