Modern Gymnast - January 1964 by USA Gymnastics

NAT'L INST.

GIRLS SPORTS!

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school. Adults use them to stay physically fit (and for fun). This trampoline has quality built right in. It doesn't cost very much. Many schools have several. Trampolining develops fine coordination, which is needed for all sports. (Coordination is important for dancing, too.) America's leading college ' coaches buy American trampolines. They think they're great. In a trampoline, it's performance that counts and American tram-

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NATIONAL INSTITUTE ON GIRLS SPORTS: On November 4-9th, representatives from fifty states met at the University of Oklahoma Extension Center in Norman, Oklahoma for the first Institute on girls and women sports in the history of the United States. This me~ting was a result of a plan created by the Women's Board of the United States Olympic Development Committee to increase the depth and breadth of women's sports throughout the nation. This institute meeting was the first step of an extended plan. During the seven months following it is the design of each state in the Union to conduct a similar sport institute. From this outreach it is hoped that thousands of teachers and leaders in public schools, colleges, universities and the city recreation departments of the nation will be trained on how to teach the basic skills in gymnastics (and track and field). THE MODERN GYMNAST was proud to be invited to this historic meeting and to be able to report the proceedings in words and pictures. A. Bruce Frederick regular staff contributor for the M.G. was on hand to give a report at the institute and at the same time gather together the material on gymnastics w1!ich he has condensed and prepared for publication in this edition of the Modern Gymnast. We feel Mr. Frederick has done an excellant job of editing and even though we added extra pages this edition to make room for his report, we are sorry we did not have more space "as there was much more he would have liked to include. But, be patient as he will present further institute reports and follow-ups in coniing editions of the M.G. . . . Thanks Bruce for a herculean task, well done ... We would also like to congratulate Institute Director, Sara Staff Jernigan and all of her Committees and personel for the giant step forward which they have given women's gymnastics in the USA because of their dedicated and cooperative effort.

THE RECENT REPORT released by the United States Government showing the close parallel between the degree of smoking-and chance of cancer should wake up a few skeptics who claim that smoking does not harm or hinder their a thletic ability.

WORLD REPORT OF GYMNASTICS By Dr . Jose ph G oeh ier NORD IC CHAMPIONSHIPS ( St o ckholm) 1. Sto rha u g - No r way 56.40 2. K est o la -Finla nd 56 .15 3. L i nrl p.va.ll- S \ved e n 55.85 RSFSR路MOSCOW-GERMAN Y ( W est) (Wolgograd) 1. Moscow 282. 00 280.40 2. RSFS R 3. Ge r man y 279.40 A ll- Around 1. Sto lbow - M oscow 57 .4 0 2. Grom ow-R S FSR 57 .1 0 3. L yh s - Ger man y 56.60 4. T asowskic h-RS F SR 56.50 4. Mi c h a ilow-Mo scow 56.50 (Germ o n t eam lacking Fue r s t a n d B irc h of) CSSR CHAMPIONSHIPS I. G ajdos 119.95 11 1.60 2. Pazder a 110.70 3. Stas tn'y 4. Ku b ic k a 10U.IO 5. Mu d r ik 109. 45 ITALY-POLAND (At Rom e) C omp ul s o r y Option a l Total . 277 .95 1. Ita ly 283 .00 560.95 557 . 2;) 2. Po la n(1 276.40 280 .85 A ll-Aro und 1. Menic h e lli- lta ly 11 4.85 112.70 2. Rod soa - Po lanc1 3 . . C inln aghi-I ta ly 112.GO .\. Yi ca r c1 i-lta ly 112. 10 5. P . Carm inu cc i-lta ly 11 1. 60 6.~'l'a nl (Qw-i c z - r o l and -----11 1.1 0CHAMPIONSHIPS OF IT AL Y ( Ge n oa) C o mpul sory Opti o n a l T ot a l 1. M e ni c h e lli 11 4.7 n 56.45 58.25 ll:L!IO 2. Car m inu cc i 56 .25 57 .65 :l. V i carc1 i 111. ~Jfl 54 .90 57. 00 1 10. :W 4. C imnag hi :15 .50 54 .80 107. oj 5. F ran cesch e tli 53 .20 5U 5 I NTERNAT ION A L CH AM PIONSHIP S OF RUMANIA ( Recure s ti ) Compulsory Optional T otal 1)5.65 1. Kuts-USS R 55.40 1 11. 0" 2. G r o m ow- USS R 5:;. 65 55 .10 I J O. 7:i Ore ndi-RullHl ni n 55 .0n 11 0. li S 55. 65 ". .\. K a d a r-Rum a nia II O.fi~, 54.70 55.85 10!1.75 5. Fu e ll e - G e r . Ea~t 55. 0n 54. 75 G. D oellin g - G e r . E. 54 .15 10U .15 55 .00 GERMANY ( West)-FINLAND (Munic h) 1. Germa n y 28 1. 1f1 2. Fin l an d

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Lower left: On the Beam Andrea Averyt and Nancy Jarvis. Lower Right: Left t o r ight : (standing ) Qick Beckner, Leon Mee ks, Principal & Dr. No rman Loots, Asst. Superinte nde nt. (Seated) Terry Zander, Lo is Gra yst o n & Nancy Jarv is with Sue Richards doing the split .

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A ll- Aro und 1. G u e r s t (G ) 5 'j .~5 2. Lyhsc (G) 56 .65 v . K es tola (F) 5 fi X, 4. Jasc h e k (G ) 56.0;; 5. O lkk o n e n (F) 55.80 6. Ranta k a r ( F) 55.80 Y U GOSLAVIA-CSSR- BU LGARIA ( Lublian a ) Compulsory Opt iona l Total 1. Y u goslav ia 278.55 281.60 560 .1 5 2. C S S R 27 8.85 281.00 55n .S" 3. Bulgar ia 278. 15 280.20 558 .3. ( B ul garia t ea m w ithout Ka p saso f and Prod a n o f) A ll- Aro und Compulsory Option a l Tot a l 1. Cer aI' (Y) 57 .70 58. 15 11 5.85 2. S rot ( Y) 11 2.75 56.00 56.7 5 3. Ada mof (B 11 2.50 56 .65 55 .85 11 2.50 4. iVIic h a ilof ( B ) fi6 .00 56.50 56.20 5. S t as tny (C SSR) 55 .7 5 111. 95 111. 75 6. Kubic k a (C SSR) 55 .90 55 .85 111.4 5 7. D atsoh a rof (B) 56. 30 55 .15

CO RONA DEL MAR GYM SNAPS-Above: Richards (straddle a n Une vens) At Right: Terry Zander (handstand an law of unevens) Below: Girls gymnastic class Co rona del High School . Notice the size o f the girl s

N EWPORT HARBOR .. Ju s t a littl e ove r a ye a r a go gym n as li c" wa s intro du ced a t Cor on a d e l NI a r Hi g h Sch oo l in So uthe rn C a li fo rni a . T od a y t hro u g h th e lea d e r s hi p o f th e , u perin le n de nl Max Ru sse ll , a nd uncl eI' th e directi on o f D ic k B eckn e r (1956 Ol y mpi c Tea m I a nd with th e e ff o rt o f a n o u t s t a ndin g wome n 's Physical E ::l u ca ti o n Pro g r a m , a com pre he n s i ve G y mnas ti c Program is fl o ur is hin g . Th e G y mnas ti c p r ogr a m , as e x pected, ha s create d mu c h interest in th e area of j e w port B ea c h . R ecr e ati o nal faciliti es h ave bee n mad e a vailabl e t o fill the ex tra tim e n eeded to d evel o p bo th b oys an d g ir ls o f all ages. Th e g irl s in th e illu stra ti o ns a r e rep resenta ti ve o f the w om e n 's prog r a m , w hi ch

l eac h es I umbJin g . tra mpo li n e, free exe r c ise, b a lace b ~ am _ un eve n ba rs, a n d va ul t in g .

1964 NCAA CHAMPIONSHIPS and OLYMPIC TRIALS GYMNASTICS Th e 1964 N C AA Na t ional C h a mpi o n s hi ps w ill be h eld a t L os A n gel es S tate Coll ege, o n M arc h 26, 27 a nd 28. Th e Coll ege Ol y m pic tri a l s w ill b e h el d o n T hursday aflf'rn oo n s ta rtin g with th e Ol y m pic compul so r y routin es. Oly mpi c o p tion a l r o u t in es a nd uali fy ing ro unds f or the ation a ! c h am pio n s hips will b e h eld on Frid ay a ft e rnoon and e ve ning with the fin a ls o n Saturd ay ni g ht.

NEW ENGLAND CLINIC On November 29, 30, and December 1st. the New England Gymnastic Clinic was held at the Uni versity of Massachusetts. The clinic was sponsored by the New En gland Gymnastic F ederation and the University of Massachusetts and sanctioned by the New England Association of the Amateur Athletic Union. The clinic was directed by Erik Kjeldsen. University of Massachusetts Var· sity Gymnastic Coach. The three day affair was the largest of the many clinics held in the New England area for the past several years. It offered instruction for participants, teachers and coaches on all levels of participation. Compe· titions on three age group levels were held in conjunction with the clinic, and were of high caliber. Approximately 400 gymnasts teachers and coaches took part. Mr. Vincent D'Autorio was the master teacher for the men and Mi ss l\lartha Gable was the master teacher for the women. Both were enthl1, ;asti cally received by the parti·

cipants, and {lid an outstandin g job of teach· in g.

Much vut , tandin g teachin g was done durin g the period of the clinic. Th e success of th e clinic was based on the hi gh caliber of teaching done by all instructors at all levels. Sessions ,,'hi ch made an unu sual contribu· tion were: Elementary School Gymnastics by Eva Balacz of Arilngton , Mass. and Hayes Kruger of West Hartford, Conn.; ses· sion s on elementary and advan ced acrobati cs, ballet and modern dance by Dorothy Dyn· owski ( Plainville, Conn.) , Susan Baab (Sprin gfi eld, Mass.) and Georgia Reid (Amherst. Mass.); exhibition gymnastics by Dr. Leslie Judd, thirty year co ach of the S prin g field College Gymnastia exh ibition team ; and short cuts in teachin g by Robert Freeman .{Morristown , N. J ... Other outstandin g sessi'ons were: spotting teachniques by Irvin Schmid (Sprin gfi eld Coll ege), Biomechani cs of Gymnastics by Robert J am es and Denton Harri s (U niv. of Ma ss. ), and Milan Trnka 's (Westchester State College) instruction of th e

wo men's events. Dr. Joseph Massim o (New· ton, Mass.) conducted his session on ad· vanced rin gs while spendin g most of th e tim e in the cross position. P an·Am eri can team member, Kathy Cor· rigan won th e open ladies all·around with a score of 36.95 foll owed by her sister Patty (35.90 ). Pally qualified for the mee t by winning the pre· hi gh school all·around title. Andrea Hyland (32.55 ) and Mariann e Davis (32.25) were n ext in lin e. In th e men's op en divi sion all-around , Joseph Bridges took fir st with a score of 46.25. Ron Todd (46.15) . Ron P eek (44.80) · and Dou glas Alt (43.60) follow ed. In th e high school di vi· sion, Robert Emery (42.15) won the boys section and K athy K ennedy (26.40 ) won th e girls section all· around titles. It is hoped that the New En gland Gym· na sti c Clinic ' will become an annual affair and serve as the kick-off event for the New En gland gymnastic season. ~:

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SCENES OF NEW ENGLAND GYM CLINIC-Top Left: Clinic directo r , Erik

Kjeldsen, spotting porollel bor champion David Williams as he warms up. Top Center : Dr. Joseph Massimo co ndu cting a teaching se ssioh on ad vanced rings. Top Right: Dr. Joseph Massimo demonstrating the cr oss to his class in ad v anced ring s. Lower Left: Joseph Bridges, winner of the men's all-around. Center: Ad vanced judging session for women with Martha Gab le, Kitty Kjeldsen and Frank Wolcott in the fore ground. Lower Center: T eaching session in elementary schoo l g ymnastics. Lower ri g ht : Marian ne Davis doing a split handstand on the beam.

THE AMERICAN TURNERS ... have long been ar_ organization dedicated to gymnastics and its proper administration. On December 7th, 1963 the AMERICAN TURNERS voted to officially affiliate with the U.S.G.F. We are proud and pleased to have them join us in our efforts to promote and develop this great sport of gymnastics. We look forward to growing and improving through our membership . . . and the TURNERS, together with our other members, make the task more feasible. THE U.S.G.F. welcomes them . .. more than 16,000 AMERICAN TURNERS.

USGF Director - Fronk 8are

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THE UNITED STATES GYMNASTICS FEDERATION

AS THE YEAR 1964 begins for us ... let us take a quick look at the U.S .G.F. MEMBERSHIP as of the end of the year 1963. . The NATIONAL FEDERATION OF STATE HIGH SCHOOL ATHLETIC ASSOCIATIONS .. . re presenting some 20,000 schools. THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION .. . representing more than 600 Universi. ti~s and Colleges. THE NATIONAL JUNIOR COLLEGE ATHLETIC ASSOCIATION. _ . representing more than 300 Junior Colleges. THE AMERICAN ASSOCIATION FOR HEALTH PHYSICAL EDUCATION AND RECREATION

THE N.C.A.A. GYMNASTICS CHAMPIONSHIP . . . scheduled for MARCH 27 - 28. 1964 at LOS ANGELES STATE COLLEGE, CALIFORNIA . .. will also serve as a qualifying round for the OLYMPIC TRIALS for NCAA athletes. Compulsory routines are set for Thursday the 26th '.' . Optionals for Friday the 27th and. the regular NCAA fmals on Saturday March 28th ... so all of you who qualify for NCAA competitions are invited to enter this Olympic Qualifying meet. IT IS IMPORTANT TO NOTE that this meet alone will qualify you for the 1964 Olympic trials to be held in New York in August ... if you average 8.5 or better on the 12 routines. 楼.-

THE WESTERN GYMNASTICS CLINIC ... conducted on the UNIVERSITY OF ARIZONA . . . campus the last week of December was truly an outstanding affair. CLINIC DIRECTORS, Sam Bailie and Glenn Wilson did an excellent job and the more than 500 participants present spent an enjoyable week combining gymnastics with sun-bathing in the near 80 degree weather. The EAST-WEST meet was witnessed by the largest paying crowd to ever see a gymnastics meet in the Southwest ... a packed house saw a truly great meet. The entire clinic will be covered in the next issue of the M. G. .;.:-

THE SOUTH AMERICAN TOUR .. . is now firmed up! -----_-_-_-l'epl'esentin g-mol'e-than-35,OOO-teachel's-Qf'--~T,...h..--e__ great IJerformers who will be making-.Jhe trip~a~r~e~:_ _ H.P.E. & R. FRANK SCHMITZ - 1st place (men) THE AMERICAN TURNERS . . . representing more Southern Ill. Univ. than 16,000 gymnasts. . STEVE JOHNSON - 2nd place (men) THE NATIONAL ASSOCIATION OF COLLEGE Teacher .. . Colorado GYMNASTICS COACHES ... representing some NANCY SMITH - 1st place (women) 300 college coaches and associates. Illinois THE NATIONAL HIGH SCHOOL COACHES ASSOCIATION (newly formed) represen.ting more than More on this trip as it develops . .. check the Nov. - Dec. 100 high school coaches in its first year. 1963 M. G. for the itinerary. U.S.G.F. REGISTERED MEMBERS ... total more than oK路 * -t1200 of which 1,000 are athletes and 200 are I attended the NCAA CONVENTION in New York City coaches. This represents an average registration ... January 4 8, 1964 ... and had the opportunity to rerate of more than 130 per month since April when port on our progress to the membership of that meeting. I registrations were called for .. . and they conw?u~d like to report here that the many excellent sports adtinue to arrive daily. mInIstrators of the NCAA and the faculty representatives . 1963 was our first year. We are proud of the membership of the NCAA schools have demonstrated considerable inlIst s~own above and I believe all of you will see at a glance terest in our efforts and in the sport of gymnastics. From that It represents the gymnastics program of the United New York to New Orleans and the meeting of the NATIONStates. Certainly we will make mistakes . .. but with leaderAL FEDERATION OF HIGH SCHOOL ATHLETIC ASSOship and representation shown above .. . we will also corCIATIONS. A similar report at that meetina and once aaain rect them and move forward steadily with the best interest a great deal of interest expressed on the p~rt of our r:any of the sport in mind. ~'f * ~. High School administrators. In each State, as each of you p~epare to conduct clinics, meets or exhibitions, I hope you PROGRESSIVE GYMNASTICS, a new book written by WIll all contact your State H.S.A.A. Director for coordination MR. TOM DE CARLO, Gymnastics Coach at Queens Colpurposes. He can infbrm you as to rules of that State regardlege, in Flushing, N. Y. is being printed and distributed by ing competition and participation (each state varies) and PRENTICE-HALL, INC. For information write: Mr. De w~a~ is also important he can help you considerably in Carlo or the 'PRENTICE-HALL publishers, Englewood Cliffs, gammg support of the many High Schools in that State. If New Jersey. ($6.95) . you need names or addresses contact this office.

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THE INLAND EMPIRE OPE I GYMNASTICS IJEET . . . was a great meet acco rding to the report from WASHINGTON STATE U IIVERSITY Coach, James Sweeney. Team Champions ... in men's division ... THE HUSKIES GYM CLPB ... Women's team champions ... EASTER I WASHI NGTON STATE COLLEGE. - . High School division . .. Team champ RIGHL! IE OF SEATTLE.

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-THE U.S.G.F. anounces a complete -line of OFFICIAL U.S.G.F. AWARDS for gymnastics competitions. I have seen the initial models of the awards and they are not only beautiful bUl moderately priced. PLEASE NOTE . . . these

awards fea ture a sepal~ate awal~d f()!' each event . .. with the figure thereon portraying a gymnast in action on that event. Th ese awards are tasteful, appropriate and being handled exclusively through this office. Each award is a plaque . .. and may also have engraving added if desired . We also have an official USGF MEMBERSHIP PLAQUE .. . showing our emblem, on a walnut background and says " member" . Prices will be announced in the MARCH USGF NEWSLETTER or earlier in the Modern Gymnast. YOU MUST BE A REGISTERED MEMBER OF THE U.S.G.F. TO ORi:lER A MEMBERSHIP PLAQUE. * * +:. "GYMNASTICS FOR ALL THRU THE U.S.G. F."

USGF MEMBERSHIP PLAQUE mounted on walnut with figures in color •••• just $4.95 Unmounted plaque(not illustrated) •••••••••••••• $2.95

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NATIONAL INSTITUTE ON GIRLS SPORTS NOVEMBER 4-9,1963 OKLAHOMA CENTER FOt{ CO\TI\l " ,,\C EDUCATION Cl':IVERSITY OF OKLAHOMA ,\ OHMAN, OKLAHOMA

SPONSORED BY WOME\ 'S BOAIW L, S, OLYMPIC /)EVELOI'ME\T COMMITTEE

and TIlE IHVISIO\ Fon CIHLS A\/) WOMEI\'S SI'OHTS

Ihr:

AVlEHICA \ ASSOClATlO\ FOH I1EALTII , /'IIYSICAL EDLCATI(J\ A \/) HECHEATIO\

EXT/,:,\ SIO\ f)/VISIO.\, TIlE (!.\/VEHS/TY OF OKLAIIO,VlA

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"IN RECOGNITION OF HIS DISTINGUISHED LEADERSHIP IN IMPROVING THE HEALTH AND FITNESS OF AMERICAN YOUTH THAT THEY BE FIT TO LEARN, FI T TO UNDERSTAND, TO GROW IN GRACE AND STATURE, TO FULLY L1VE."

NATIONAL INSTITUTE ON GIRLS' SPORTS, NOVEMBER 4-9, 1963 OKLAHOMA CENTER FOR CONTINUING EDUCATION UNIVERSITY OF OKLAHOMA THE OKLAHOMA INSTITUTE- FITTING MEMORIAL TO A FALLEN PRESIDENT Watchin g the fa ces of the hundreds of people who pass the bier of our late President, John Fitzgerald Kennedy, as he lies in state in the ro tunda of the nation 's capitol building, and ponderi ng on th e thoughts of our citizens in such a dark h our, the impressions and reflection s of a ph ysical educator mi .<rht well be co nnected to the recent Institute on Girl's SportsLheld at the University q,f Oklahoma. (Nov. 4-9 ) Of oversha dowin g significance, now, will be the r eport of Cath erine Allen at the initial general session of the Institute. She was one of four who made the last physical contact between th e profession and the President. Those of us who were privileged to hear Dr. Allen will always remember her description of the brief meeting with him as he was given a sc ulpted bronze figure of a discus thrower with the inscripti on noted above. As the Na tion's shock subsides, its people will be thinkin ~ of permanent a nd fittin g mem orials to a great American P residen t who, perhaps m ore than an y other single individual of simila r stature, expressed an unusual interest in th e unique purposes and obj ectives of physica l educa tion. Throughout the Institu te's pr oceedings, there was an expressed con cern that the influence of the Institute not be restricted to the a ttendees alone, but ra ther , through its 12

program of implementation , be directed to a multitude of physical educators in ever y state. 10 more suitable mem orial, than a dedication to the purposes of this Institute, can be offered by its members to that aspect of our beloved P resident's thinking which was reserved in no small wa y for the fitness of the youth 路. of this country. As we go over the materials which have been presented, our thoughts and actions will be strengthened by a memory of his sincere concern and his questions: 1. " What is the state of th e health of the people?" 2. "Can you see improvement ?" 3. "Is there sincere interest ; honest concern?" 4. " Have the school programs motivated communities to action ?" 5. "What more can we do ?" These questions were some of those posed to the group of officers of AAHPER who presented President Kennedy with the fi gurine award_ Let us ever be mindful of the last of these, characterizing so well for us his simple philosophy of useful democratic involvement that we heard him give to us in his inau gural address, " What more can we do?"

A. BRUCE FREDERICK WHAT RESEARCH IS AND IS NOT Note: Since many of the papers presented to the attendees at the Oklahoma In stitute involve research, these reremarks are presented with the hope that more practical research will be stimulated and that our readers may have a basic knowledge about aspects of pure research. A. B. Frederick Research in any field is an attempt to arrive scientifically at basic truths and thus provide guidance to a profession. Three general areas are covered. They are DISCOVERY, DEVELOPlVIENT and VERI FICATION. When individual studies are pulled together into a " package" presentation, they are particularly helpful to people who are the field workers of a profession. You are probably in this category. It is your job to think in terms of practical applications of new knowledge and in this capacity yo u may be the best person for the job. The research person ma y have a primary interest in developing philosophical guidelines ; it is up to the general practitioner to see that the philosophy functions. Therefore, it must be recognized that these two groups of people must learn to depend on one another. What Research Is 1. It is an attempt to arrive at absolute truth. This is never accomplished to an absolute degree. Therefore findings may only represent our best efforts in one given direction. 2. It is an attempt to define certain, selected problems. .A. What is the problem? Is there a problem? B. What educated guesses might we offer as solutions? C. What has already been done ? What were the results? D. What experiments might be tried to get at the ,answers? This is where weaknesses begin to appear since research workers cannot always be sure that they are in control of every factor. It is also the reason why projects of a very broad range may not be attempted. Individual projects often have very long titles attesting to the extent research people will go to confine themselves to one small area of investigation. Experiments are then limited exclusively to this area. E. Results of experiments are accurately recorded. F. Results are interpreted. This is a most important step and also one where further weaknesses appear. The research 'worker must keep an open mind and be unprejudiced. He must report only those things which have been conclusively established. 3. It is an attempt to gather together many studies of a similar kind to add clarity arid give meaning to a specific area.

4. It is an attempt to suggest practical applications of findin gs and to report how existing programs may be str;engthened. This one area will be of greatest mutual concern to research personnel and the field practitioner. What Research Is Not 1. It is not a final answer to any given problem but it may be very mu ch closer than general opinion. Learn to ask the qu estion , " What is the evidence?" In dealing with human bein gs, we mu st be very careful not to be led astray. This applies to both the researcher and th e practitione~. Research will point out directions, many of which are in dications of our best knowledge in a given area. To oppose or reject these direction s without just cause may be harmful to progress. Beware of those who tell you that research is just so much "hogwash ." So often such people are ignorant of honest attempts to find answers and can only rel y on theil' limited, prejudi<;ed experiences. 2. Since many studies are based on limited num"bers of people or things, the results of such work may only be given in terms of these limitations. For this reason, researchers are often labeled, "indecisive." They are forced to express themselves in a limited way when describing their work for they have found that the more they investigate the more they realize that they need to know more. ' 3. Research is of no value when it gathers dust on the shelf of a university or college library. It is only valuable when applied . There are at least two sources which will be extremely useful to those of you who would like to do a little more practical research of your own. Natalie Kneeland, A Guide to Practical Research. U.S. Dept. of Health, Education and Welfare. U.S. Government Printing Off., Washington, D.C. Price 20 cents (1963) Ruth E. Seeger, Library Resources in Education Research. Bureau of Educational Research, Ohio State University, Columbus 10, Ohio. Price 75 cents. (1957) An excellent primer.

Institute Abstracts The followin g Institute abstracts are those which should be reviewed by the gymnastic community. They art짜 presented here in three parts which follow to a great degree the method of presentation in Oklahoma. These involve the phases of philosophy, practicum and implementation. More simply stated they are: 1. What we should know ; what we don't know 2. What practical techniques can we learn ? :1 . How can we teach others? 13

INSTITUTE DELEGATES SPEAKERS AND GUESTS First Row: ANN PATERSON, S. F., Calif.; V IRGINIA MORRIS, Norman Ok la.; THOMAS E. SHAFFER, Columbus, Ohio; ANNA ESPENSCHADE , Berke ley, Calif.; ROSS MERRICK, Washington, D. c.; KATHERINE LEY, Ann Arbor, Mich.; COL. DON HULL, New York, N. Y.; RACHAEL BRYANT, Washington, D. c.; SARA STAFF JERNIGAN , Deland, Fla.; MARGUERITE CLI FTON, Los Angeles, Calif.; THELMA B ISHOP, E. Lansing , Mich.; FRANK A. WOLCOTT, Springfield, Mass.; NELL C. Jackson, N orm an, III.; MARIAN E. KNEER, E. Peoria, II I.; CHARLES D. WERNER, Stote College, Po.; MARY F. CAVE, San Diego, Calif.; HOPE SM ITH , Los Angeles, Calif. Second Row: M ILAN TRNKA, West Chester, Po.; JOHN M. COOPER, Los Angeles, C" lif. ; DOROTHY HARKINS , Greenville, Ky.; JOHN T. POWELL, Urbana, III.; CAROLYN O. BOWERS, Columbus, Ohio; GLENN SUNDBY, Santa Monica, Cal i f. ; HERB VOGE L, Carbondale, I II.; FRANK BARE, Tucson , Ariz.; DON BOYDSTON , Carbondale , III.; MAVIS V. CONLEE, Anchorage, A laska,; FAI T H LEE , Hono lulu , Hawai i; A. BRUCE FREDERICK, Wi lm ington, Del.; MARY FRAN AL LEN, Greenville, S. Car .; M ILDRED BARNES, Iowa City, 10.; RUTH RE ID, Greenville, S. Car .; MAR GARET STAPPER, San Antonio, Tex.; SALLY SOUTHERLAND , Charlotte, N. Car.; FLORENCE N. MITCHEL L, Solisbury, N. Car .; F. G. WELCH, EmporIa, Kansas. Third Row: KERSTEN EDGAR, Colorado Springs, Col.; GRACE KAYWELL, W. Palm Beach, Flo .; ERNA WACH TEL, Chicago , III.; MARY J. SARVER, Seattle, Wash.; RODNEY C. HI L L, Sparks, Nev.; LYNNE BRIX, Sparks, Nev .; NORMA B. ZABKA , Niw York~ N. Y.; JANET R. NUZMAN, Topeka, Kan.;

I WHAT WE SHOULD KNOW; WHAT WE DON'T KNOW DThe Inslitlite Challenge-Sara Staff J ernigan, Stetson U. , DeLand . Fla, As this the first Nation al Institute on Girls Sporls in' the history of the nation commences for a week of concentrated study Ifl d work, my thoughts reveTt back to Dec!lnber 1962 when this plan' f or the In stitute ~as reviewed by the U. S. Ol ymp ic Board of Directors and then approved unanimously. The Women's Board of th e U.s. Olympic Developm ent Committee tne n invited the Division for Girls and Women's Sports of !he American Association for H ealth, Phylical Education and Recreat:ion to co-sponDr the Institute. Th e inv i tation was acrepted and the In stitute p lans became a 14

L1,ORA M . KENNEDY, Riverton, Wyo.; PAULA DRAKE, Cape Elizabeth , Me.; BARBARA SPRABER RY, Washington, D. c.; CYNTHIA HULL, Huntsvi lle , Tex.; WI LL ANNE DAVENPORT, Nashville, Tenn .; ANN PAGE, Ru t lond , Vt.; DOROTHY MICHA EL , St. Paul , Minn.; PAT LAMB, Northfield, Mmn.; DR. W. J. DOWLING , Oklo, City, Ok la.; KENNETH G. SIMMONS, Ann Arbor, Mich.; LULA B. SMITH, Miami, Fla. ; LUCY McDANIEL, Miami, Fla.; SHIRLEY SINK, Jocksonville, Fla .; BARBARA DALSHEIMER , Gainesville, Fla. Fourth Row : YOLANDA KLASKIN , N. Syracuse, N. Y.; CAROLE L. MUSH IER , Stroudsburg , Po.; LENORE CRANSTON , N. Kingstown, R. I. ; JEANETTE E. CROOKER, Kingston , R. I.; JOAN LENDRIM , Kingston, R. I. ; MARTHA L. DANIELL, Columbus , Ohio; MARGARET WILSON, Russellville, Ark.; MARTHA A. ADAMS, Univ. Park, Po.; ELEANOR FORSYTHE , Terre Haute, Ind.; RUTH M . SPARHAWK, Sioux Falls, S. Dok.; BLANC HE K. BARNUM, Mitchel l, S. Dak.; BOBBIE CONGER , Ropid City, S. Dak.; TAGE WOOD, Mitchel l, S. Dak.; BETTY JONES, Tucson , Ariz.; JOAN PEPPER, Tucson, Ariz.; CORDELIA LUNDQU 1ST, Tucson, Ariz.; BEULAH GREGO I RE, Forgo, N. Dak .; ELAINE MASON, Fresno, Calif.; DOROTHY MERR IMAN, Hanover, N . H.; CATHERINE E. COMEAU, Boston, Mass.; LOIS DOWNS, Logan, Utah; ANNE FINLAYSON , Ka lamazoo, Mich .; ALTA GAYNER, Huntington, W. Va .; LARRY MULLINS, Chicago, III.; CAL PAPATSOS, New York, N. Y .; KITTY KJELDSEN, Amherst, Mass . Fifth Row : MARGARET WA DE , Cleveland , Miss.; SHIRLEY WOODWARD, Mer idian, Miss.; ROMAYNE BERRYMAN, Columbus, Miss.; IRIS M. CARNEL L, Ithaca,N . Y.; J. LAVERE SHAFFER, Orono, Me.; NORMAN C. PERKINS, Bagor, Me.; DOLLACE H. McNABB, Chicago, III .; MILDRED BROWN,. Tuskegee Inst ., Ala .; PATRICIA SPEI~HT?, Mt. Pleason.t, S. c.;

reality. It has been a long, some times difficult road, from that day in December to Ihis hour in seeki ng solutions and help to the inheren t problems that always seemed to loom up daily in the quest for developing a meeting of such great magnitude as the In stiute. We have tapped every national resource, including the federal government, and every state organization and have financiallycontributed. Some commercial organ izations have financially sponsored some of you but significantly the majority of you have paid for your own expenses beca use you believe so deeply in the need for extending sport opportunities for girls and women in the nation. The effects of this Insti tute will be beyond the tomorrows and will reach far into the years ah"ad! Now you , the nation's

leaders ' and teachers in physical ed ucation and sports, convene here to learn how to resolve in a forceful way the nationwide needs for girls and womens sports. These needs are: 1. To improve communications and interpretation of competition in woinens sports. 2. To help the American public, and specifically American teachers, to better understand the role of competition in our culture and society, and in our nation's interrelations with oth er countries the world over. 3. To effect a greater recognition and acceptance by women physical education teachers of the need for properly organized and administered sports experiences for girls and women. 4. To encourage and to provide informa-

EDITH BETTS; Moscow, Idoho; ALICE C. BOND, Tacoma, Wash.; BEATR ICE BAIRD, La Crosse, Wis.; MARGARET LAMASTER , Madison, Wis.; JEAN FOSS , La Crosse , Wis .; GERALDINE KRETEK, Anthony, N. Mex.; DARLENE SCHM IDT, Carlsbod , N. Mex.; ARDENA BECK, American Fork, Utah; SADIE MAGEE, Jackson, Miss.; HELEN KEISER, Lewisburg, Po.; ANGE LINE NAZARETIAN, Athens, Ala.; IRENE KOSHLAP, Parsypany, N. J .; HAZEL M. WACKER, Upper Montclair, N. J. ; RACHAEL PETERS, Annandale, Va .; JEANE L. BENTLEY, Roanoke, Va .; RUTH SANDERS, Newport, Va.; B. NELSON, Paramus , N. J.; VIRGINIA E. PARKER, Westport, Conn.; JOYCE H . RAFFA, Stous, Conn. ; BETTY SWIFT, Conway, Ark.; MARGARET DOWN ING, Arkadelphia, Ark .; TOINI J. PE ISSNER, St. Albans, Vt.; MARILYN STAUFF, Burlington, Vt.

Sixth Row : VANNIE EDWARDS, Baton Rouge, La.; SALLY LA SALLE , Nashville, Tenn. ; TOM E. HANVEY, Nashville, Tenn.; KENNETH E. FOREMAN , Seattle , Wash'.; JANET WOODRU FF , Eugene, Ore.; MAR IA SEXTON, Wooster, Ohio; LADONNA ZALL, Cody, Wyo .; BILLIE CHARLENE MAY, Buffalo, Wyo.; BARBARA SALTZSIEDER, Berkeley, Ca lif.; GENEVA B. KEHR, New Britain , Conn.; RUTH W . KEDDY, Keene, N. H .; CHARLOTTE BONNER , Macks Creek, Mo.; ROSELLA TOWSON, Wichita, Kan.; DOROTHY CANHAM , Kansas City, Mo.; ANN S. RITSERT, Louisv ille,. K~n.; BETTY KEOUGH , Bloomington, III.; CAROL TIBBLES, Atlanta, '(;0.; PHOEBE WIENKE. Wheeling, III.; CHARLOTTE PIPEB , Albuquerque, N. Mex.; LU WAL LACE , Provo , Utah; CLARA C. SMITH, Cut Bank, Mon.; PAT HOWE, \ t lanta , Ga.; KEITH V. KING, Keene, N. H.; LOIS PYE, Corvallis, Ore .; MARJORIE MERED ITH , Columbia , Mo.; SUE GUNTER, Murfreesboro , Tenn.; CARRIE P. DAV IS. Miami , Fla. ; IRENE R. OBERA, Berkeley,. Calif.;

tion for women physical education teachers and recreation leaders to organize and administer appropriate COIllpetitive experiences for girls and women. S. To improve the competence for women physical educators in teachin g and coachin g sport skills, starting with the basic activities of track and field and gymnastics. Th e underlying requirement of all of these needs is proper and extensive communication to all of our physical ed ucation teachers, and recreation leaders across the nation , and also to the American public_ Changing values of our culture and changing social patterns, which are constantly evolvin g into new influential forc es, are -related to the changes in mans environment and in his constant discovery of new scientifi c knowl-

ELEANOR RYNDA, Montgomery, Minn.; BARBARA MUELLER , Chicago, III. ; LINDA B. DELONG, Columbus. Ohio; JOAN B. WHITEHEAD, Wanaque, N. J.; BETTY JANE WILLS, Burlington, Vt.; CHARLOTTE SILVER, Boise , Idaho ; CHAMP P. LAKE, Boise, Idaho; ELIZABETH SADLER, Campellsville, Ky .; Seventh Row: LEON E. THOMPSON , Norman , Okla.; GERMAN A. CASTILLO , Panama' PATRICIA LlNDSKOU , Fargo, N. Dak.; PEGGY STANALAND, Lexingt~n, Ken.; MARY JO REITER , Salt Lake City, Utah; HULDA HELLER , Piqua , Ohio; LIBUSE LOMSKY, Baltimore, Md .; PHYLLIS COOPER , Sliver Sring, Md.; EMMAR R. WRIGHT, Washington, D. c.; DOROTHY TOLLEFSEN , San Diego , Calif.; RUTH E. BROWN , Valparaiso, Ind.; FRANCES GOUGH, Long Beach, Calif.; FRAN DAVENPORT, Ft. Sam H ouston, Tex.; DIANA GA LLARDO, Los Ange les, Calif .; MRS. M. C. BRISTER , Alexandria , La. ; NORMA ROY, Baton Rouge, La.; BETTY WELCH, Lamoni, Iowa; DORIS B. LEAVITT, Baston, Mass; KATHERINE BRUCE, Col. Srings, Cal.; MARTHA E. CUMMINGS . Boston , Mass .; VIRGINIA K. FRANK, Ft. Collins, Col.; KATHLEEN HETTIG , Ft. Collins, Col. ; RUTH LEVINSON , Lincoln, Neb. ; SH I RLEY B. MILLER , Lincoln, Neb .; GLADYS SCOTT, Iowa City, Iowa; BARBARA E. JENSEN , Iowa City, Iowa; MABE L ROBINSON, Birmingham, Ala.; MRS . TOM CALVIN , Sylacauga, A la .; REBECCA DENNARD, Atlanta, Ga.; BILLIE JO JONES , Stillwater, Okla.; RICHARD J . SMITH, Eugene, Ore.; DOROTHY MAROTTE, Chickasha, Okla.; BETTY J . DRYDEN , Edmond, Ok la.; ~ LlN OR CRAWFORD, Cedar Falls , Iowa; GENE NEPTUNE , Farmington, W. Va.; NELLE E. WALTERS, Fairmont, W. Va.; BLANCHE DRUERY, San Francisco, Calif.; MAR IAN BARONE, Hunti ngton, W. Va.; LEE M. GAINES, Charleston, II I.; DIANE L. POTTER , Springfield, Mass.; GEORGE SZYPULA, E. Lansing, Mich.; MARY E. McCOY, Baltimore, Md.

edges and technical skills_ Because of vital new force s it is significantly apparent that, as sharing teachers in the human venture of educating girls and women, we mu st. make a Illore real and enriched contribution through sports to their lives. The purpose of the In stitute, which is to increase the depth of ex perience and expand opportunities for girls and wom en in sports, when realized through the extended state workshops, will be a recognition of real consequence ! Each of yo u will be limited by th e purpose of this Institute only by your own intellectual searching, by the breath of your interest, by the dep th of your dedication and by the strength of your heartbeats. Let us new channel our full strength iI)IO resolving th e Institute's goal and go forth

to learn new knowledges, techniques and skills so we can better serve girls and women with effectiveness in the years beyond tomorrow!

The â&#x20AC;˘

Child in Athletics-Thomas E.

Shaffer, Medical Director Juvenile Diagnostic Center, Columbus, Ohio. This report is actually a compilation of several points of view. Dr. Shaffer asks that those of us who are providing programs of athletics for children (6-14 years old) consult with educators, physical' educators, physicians and growth and development experts before assuming that what we are doing is in the best interests of the participants_ After a brief discussion of some pros and cons and a review of specific recommendation s of the White Hou se Conference 15

on Children and Youth (Washington, D.C. 1960, U.S. Govt. Printing Office-Recommen· dation s 296, 302 and 303) he recommends : A. For safety and fairness, children should only compete with others in a similar stage of development. Age alone or weight alone can no longer be considered sui table classifying devices. B. Children (6 -14 years old) are not miniature adults. Felix P. Heald, M.D. (Washington, D.C.) on Jr. H. S. competition . . . A. Sports shoulc\ be fun (As opposed to strict training regimens) B. " .. . we must begin to think in terms of biological development and groupin g adolescents on a developmental stage rather than on chronolo gical age." C. Sports are important in the character developm ent of all youth. Robert McDonald, M.D. (Pi ttsburg, Pa.) A. Competition is a normal part of life and growing up and it must be emphasized tha t there are many form s of co mp etition ; not only athletic types. B. There is a need for physicians, teachers and adult citizens to pool resources to set up principles and standards for athl etics. Note: Wi th respect to planning programs . . . Dr. Ben Miller. Pres. of AAHPER, has recently suggested that such developments must trickle up to higher levels of organization by interested citizens at the local level. Miss Elsa Schneider (Washington , D.C.) Well known for her work in the U.S. Office of Education: A. The organizers of the " itzy-bitzy" team~ and leagues often offer th e challenge that professional research has yet to show that athletics for children are harmful ; while on the other side of the fence there still is little eviden ce that organized, competitive league, for little folks are go od. E. Professional leadership in all phases of child study should be consulted for a group appraisal of com petitive programs. It seems that from all of these peolJle we should be guided to a team or clinical eval· uation of athletics for children. If athletics are goo d for children, they are goo d for all children in varyin g degrees. Most authorities now will accept the validity of the worth of athletics. It is a responsibility of these same authorities to seek guidance for their proper administration and organizatiOll.

ll''rom AMA proceedin gs, Second Nat'!. Conference on Medical Aspects of Sports, 1960)

•

Erd~lyi.

women in Athletics- Gyula J . M.D., Auburn, Illinois Dr. Erdelyi's compendium of forei gn research relating to special problems of female athletes includ es a- discussion of many of the areas which often come into scrutiny. She personally conducted many of the studies which includes as many as 729 Hun garian female athletes. Th e summary of her s tudy is presented below. SUlllmanzin g the results of my study based on the literature and 729 Hun gatian female athletes, I conclude: 1. Up-to-date heavy trainin g and competi· tion did n ot delay the onset of the menarche (menstruation ) of the female athletes. 2. Menstrual disord ers were found in less than 10 per cent of the cases. In some cases sports may be r es ponsible for the un· favorable chan ges of the menstru'al cycle

seem th at if the athlete is normal, he or but we must rule out every other possible she would do better to concentrate on trainreason before we assume sports to be the in g for that activity rather than seek some causative factor. magic solution through the use of fad sup· 3. This principle applies to the vaginal disJllements. charge and the various inflammatory diseases of the female organs. In some inThe Gi~l of Today and Her Poten tia stances the appearance of a vaginal disContribution to International Undercharge or the unfavorable change of the men- • standing Through Sports-A . Gwendostrual cycle could be considered a sign of lyn Drew, Washington U., St. Louis, Mo. overtraining or overstrain of the female After a brief overview of the economic athlete, but only when we have excluded all and political status of the modern world, medical or gyn~colo g ical ex planation. In Dr. Drew asks us to remember that we can the majority of the cases we find other pathno longer afford to regard international ological factors r esponsible for these condisport simply as a means to achieve intertions rather than the sports activity. In national prestige for our country. She asks those cases where sports might have ' been us to cultivate an understanding of our associated with menstrual disorders, I found forei gn neighbors. Sports are important bethat mostly young girls under 17 years of cause of the people-to-people and one-toage revealed such changes of the menstrual one relationsh ips that can be achieved cycle. through thi s great med ium. She related 4. F emale athletes generally are ready to some per sonal in cidents about the recent accept the responsibilities of marriage and tour of foreign ho ckey teams in the United motherhood according to my observation of States. Such visits are impor tan t to interHungarian female athletes. national cooperation and fri endship. 5. Complications of pregnancy, especially T£ sports are only used to vent the nartoxem ia, are found in a smaller percentage cissisti c tend encies of nationalism, to show in the female athletes than in the nona superior economy, or to purport a more athletic control group . Threatened abortions desirable political system they will have did not exceed the average percentage fo und lost the poten tial valu e of a warm , personal in the literature for non-athletes. Sports experience in which the emphasis is on peoduring the pregancy may be permitted on ple. Speakin g of trend s in the world today .individual basis, although generally we Dr. Drew warned , "There are no trial runs should disapprove heavy train ing and comin the ultim ate contest." petition. In my cases, I could not prove any Principles 'Of Growth and Development harm attributed to sports during pregnancy. as R elated to Girls Participating in 6. The complications of labor and delivery • Track and Field and Gymnasticsdid not exceed the usual average; on the Thomas E. Shaffer, M.D. Prof. , Rep t. contrary, the necessity for Cesarean secof Pediatrics, Ohio State Un iversity, tion was 50 per cent less than in the control Columbus, O. and Director of Medical group. The duration of labor was shorter Services, Juvenile Diagnostic Center, than the average for 87.2 per cent, especially Columbus, Q. the duration of the second stage. On the Dr. Shaffer weni to great lengths to exaverage this lasted only half of the tim e plain and "debunk" the idea of the soof that in the control group. called "weaker sex." Many of his state7. Th e sports performance does not change ments should provide guidelines for any even during the menstrual period in about group currently r esponsible for girl's ath· 48 per cent of the femal e athletes. Thirletic programs. teen to fift een per cent of the athletes "Early Sex Diffe rences showed better and about one· third of them A. Many more male infan ts than female showed poorer performan ces than their usual infants are conceived. We kn ow that women averages. The efficiency of a femal e athin general outlive the men but there is lete may show a certain fluctuation during evidence to support the assum ption that the different stages of her menstrual cycle. males ar e less hardy even in the uterine enThe best performances were noted in the vironm ent. Researchers are now questioning post menstrual phase, good performances whether the traditional ideas of th e more in the intermenstruum , while the poorest .!t' trenuous, more dangerous, more stress performances were observed in overwhelmfill ed life of the male are truly the signiing majority in the premen strual phase and ficant ones. usually during the fir st two days of the B. The female's longer life may possibly menstrual period . In the latter days of be attributed to the absence of a "Y" chromthe menstrual period the performances were osome. already improved. C. Most path ological conditions occur 8. Th e female athlete may continue her more often in males except for endocrine and usual sports activities during her menstrual skin di sorders . period if her menstrual cycle do es not show D. Some of this evidence may account for unfavora ble chan ges an d if her sports perthe slower maturing male. Girls show jnore formance during the peri od is not worse advanced development at birth possibly as than her usual avera ge. Authors in great much as ·two weeks. By puberty this gap majority di sapprove certa in sports during is in creased to two years. the actual period. These "ports are : SwimE. Maturation of the central nervous sysming, diving, tennis, rowing, skiin g, and tem may mature earlier in girls. gymnastics. Reason. higher percentage of Factors in No rmal Human Gno1JJth menstrual disorders and inflammatory disA. Growth from a single cell to billions eases than in any other branch of sports weighing 7% pounds at ' birth is not duand less effici ent performan ces due to th e plicated at any other time during life. rather stren uous sports. E. Major factors necessary for satisfac· From AMA proceedin gs of 2nd Natory, optimal growth tional Conference on the Medical As(1) Genetic stimulus (Heredity) pects of Sports (1960) (2) Adequate Nutrition (3) Freedom from Diseases for the Athlete-Jean Mayer , (4) Hormonal Stimuli P h.D., Boston, Mass. et. a l~ C. Puberty growth spurt The wnters emphasIze the fa ct that ex(1) Boys 12% to 15 years of age tensive research only suggests th at the ath(2) Girls 10% to 13 years of age lete's diet should be the same as that recD. Sin ce males have a longer pre-pubertal omm ended for anv normal person. It would period, they grow larger than girls. This is

O. lVu.trit~on

I I

due to an extended period of time for the growth hormone effect. The same would be true for late maturing girls. Dr. Shaffer suggested that some of our great. female track stars may well have been late rna· turers. E. Males generally exceed females in height and weight and other measurements by 10%. F. The end of the growth period is caused by the closure of the space between the epiphyses (that part of a bone which is at first separated from the main part by cartil· age, but later fuses with it) and the bodies of the bones. Obese girls who have not reach ed the menarche (onset of the men· strual cycle) should probably not participate in vigorous sports due to the added strain on the epiphyses. G. Early increase in childhood height is in the legs followed some months later with a spurt in trunk growth. Changes at Puberty A. Girls have more subcutaneous fat. (Fat deposits located directly under the skin) There should be no attempt to diet because of this added fat. Dr. Shaffer says, ". . . the woman's 'battle of the bul ge' is a fail· ure when her objective is sheddin g every bit of subcutaneous fat." B. Muscle mass in children is almost identical for both sexes. At maturity muscle mass in women is about one half that of men. e. In girls the most rapid growth in strength occurs before the menarche with a diminishing increment for a few years thereafter. D. Espenschade reports that motor skills of boys in crease until age 17 but cease to improve in girls after 14 years of age. E. The earlier maturing of boys and girls of today is attributed to better nutrition and health, improved living standards and health education. There are indications that this trend in earlier maturation is now leveling off. Dr. Shaffer fini shed his di scussion with comments about the menstrual cycle and associated problems in girl's sports. Gen· erally, these comments are covered in Erde· lyi's study which is abstracted above and Dr. Shaffer refers to her in his paper. Prob· ably the most significant statement by Dr. Shaffer and one in which he seemed to be most interested is that developmental level should preceed other methods of classifica· tion in the equation of individual ch ildren for athletic competition. Height alone or weight alone simply will not do. Age, as a means of classification, is similarly un· justifiable but is used probably because it is simple and fa st. He also recommends the use of the dynamometer to record strength as a tool in evaluating potential perform· ance. "Whenever applicable, the age of adol· escent girls should be recorded in terms of "months post·menarche" as well as in years and months." Before the menarche has occured, efforts should be made tv record girls' developmental stage in terms of breast development or pubic hair development. It is only when we consider the developmental age, that a common denominator for per· formanc e is available." women and Competitive Sport-Anna S. Espenschade, University of Calif· • ornia, Berkeley. Dr. Espenschade's remarks began with a statement to the effect that the superior athlete is endowed with a body type or body structure which is largely determined by nature and having built·in capacity for specialized activity. She cited Sheldon's work in somatotyping.

The good doctor may have rubbed the track and field enthusiasts the wrong way by suggesting that a more masculine fe· male !:tad the edge in this activity. She added that there was no reason to believe that body build is influenced in any signifi cant way by exercise. Espenschade on Gymnastics 1. Rhythmic gymnastics are considered suitable for the typical feminine build. 2. Female gymnasts are handicapped if they have low strength·weight ratios, narrow shoulders and small hands. 3. Recent selection of apparatu s is more suited to girls and women 4. Wrist pain in wgmen resulting from apparatus work is common. Note: It would be interesting to find out if the current trend in ap· paratus for women still results in a similar condition. 5. A German study indicated that next to skiing, apparatus produced the largo est number of injuries. These injuries were most common on the bars and horse. Bruises were found to be common in apparatus work, some of which may have been too serious to ignore. Finally, Dr. Espenschade reports a lack of research on women athletes in the United States. Her comments included a plea for the proper selection of a wide variety of activities for girls and women. These activities should be enjoyable so that contin ued participation in them will be assured.

fendin g physical ed ucation. she af~irmed her convicti on that as a discipline it n eed not take a back se!!t and suggested that it is as important as all other ~choo l subj ects combined. The Place of Gymnastics in the Physical Education Program--Blanche Jessen • Drury, San Francisco State College, Cal. Miss Drury reviewed the past present and future of gymnastics in the Un ited States. The following excerpts are from her paper: "I believe two explanations are possible for the swing of the pendulum towards more gymnastics in the school program. First, I believe the national interest in developing girl gymnasts capable of Olymp ic competition has had its eff ect at the school level. If accomplishment in the Olympic Games is symbolic with the physical well-being of a country, then we mu st show our abilities and develop women who are capable of vying with the best for honors. Secondly, the national stress on fitness has brou ght attention to the fact that within gymnastics is a natural method of developing the body, and one which is perhaps more satisfying than to do 25 push-ups, or 50 sit·ups, or to take a 50 mile hike." She r eported that in California as else-

II WHAT PRACTICAL TECHNIQUES CAN WE LEARN?

Philosophy of Gymn~stics and Its Role and Contribution for Girls and Women • -Ern a Wachtel, Chicago, Illinois. We all loved the little lady from Chicago who was living testimony to the content of her paper. Her very inspiring talk emphasized the process of habit formation and the role of the schools in providing necessary experiences so that our children might cultivate the habits associated with health and physical education. To do this properly, Miss Wachtel urged all attendees to spread the gospel of gymnastics to which she attached primary importance in the total physical education offering. She did one other. thing which should be repeated by all of those who claim a place in the fi eld of physical education. Rather than be willing to accept a minor role or de.

Erna Wachtel. demonstrating above and below leading class in active participation.

where In the United States, physical educators were anxious for clinics and in-service training so that their level of comp~ten cy in gymnastics might be improved_ She emphasized the need for experienced physical educators to compose routines to be used at the local level which would take into consideration the local ability of the girls_ In this way instructors could control the level of competition without fru strating new performers with FIG work. She also mentioned that the identification of the gifted child should receive consideration and reiterated some earlier remarks on using a classification system based on devel· opmental level and the use of body type classification in order to recommend sports for individual girls which would be suited to their unique body types. After -a review of physiological and phychological research she stated. " It would seem that in the light of modern research, and by the standards set up by various groups, gymnastic competition should be acc£:ptable, and should be started by girls at an early age, depending on the psysiological and psychological maturity of the individual girl. To say such a thin g means that one must be of the opinion that gymnastics has some value to offer the girl. I believe girls may acquire many beneficial effects from gymnastic participation. Of these I might list the development of courage; the development of a feeling of responsibility to self and to the group; the developmen t of a feeling of exultation at achie.v~ment of a skill when finally mastered; the - appreciation of beauty in line and movrment; the feeling for rhythm in movement and appre· ciation of choreographic design and creativity. Gymnastics appeals to some girls who would not otherwise find activity especially interesting. To some girls, particularly those who are inept at dance, it opens the way to achieving some of the qualities of dance and yet gives them the security of a pattern of movement to which they may cling before individual creativity has been awakened. Besides, gymnastics is just plain fun . There is something darin g in the testing of one's ability to perform a stunt. There is a feelin g of self-awareness in the development of a body so physically fit that it can respond at will in many situations." H er paper concludes with a series of recommendations related to the gymnastic future of the United States. They are: 1. Amalgamate the various organizations so that the district. regional and national gymnastic meets are open to all, and are under one national plan. 2. Develop a central source of information for teachers and students by establishing a clearing house for information both national and international. 3. Set up centers wherein the gifted may be trained under adequate coaches, and within acceptable standard s. 4. Conduct regional conferences to de,velop interest and upgrade the field of gymriastics. 5. To establish some means of financial assistance so that the gifted performer may be able to travel to regional and na tional meets.

Frank Wolcott, Principles of Conditioning Girls for Gymnastics.

The Principles of Conditioning Girls /0 1 Gymnastics- Frank Wolcott, Spring• field, Mass. Drawing upon Russian research as well as American studies, Mr. Wolcott presented eight principles of conditioning with specific emphasis on gymnastics. At least two other themes were noted in his presentation. Evaluating body type (som atotypin g) was again considered, this time with respect to the program of conditioning in gymnastics. The second was revealed in his opening statement, "Conditioning is the result of permanent habits 0/ -"health, diet, discipline and exercise, preserved t.hrough continual hard work, encouragement , satisfa ction and inspiration." A summary of the principles follows: 1. Nature-He refers here to man's original state. We must be aware of the type of person with whom we are working and since gymnastics will put to the test all areas of the body, the physical examination should be encouraged to be certain of proper function. We should also be aware of the gymnasts basic body type. Under this heading, Wolcott also mentioned that no special diet is required of the normal physical state for gymnastic participation. (This particular point was mentioned by other speakers.) 2. Total Involvement- He referred here to the Russian program of conditioning. " . . . it is divided into two parts, one part is two months of general conditioning (runnin g. walkin g, running; cross country work; and exercises utHizing movements involving a great many of the muscle groups, movements highly automatic, and with emphasis on respiration) and three months of special conditioning (evercises relating directly to the sport activity you are participating in). A month of rest is permitted before this two part sequence is again repeated. Note: Before Mr Wolcott's presentation, Ken Dougherty, track coach at the University of Pennsylvania, mentioned the Russian practice of "active rest" in which an athlete would attempt to keep muscle tone in tact but would otherwise engage in a slacking off period. Dougherty spoke on conditioning for track and field . Summing up a bit, we now have the participant in his original state and we must attempt to get him to function as a physiological and psychololigcal whole. 3. Insight-In this principle, which is -somewhat synonomous with motivation, there is an attempt to show the individual the goals which will lead him naturally to successful performance. It was noted that the Russans-;seem to place a high value on this principle: Other points of emphasis here for the gymnast are knowing why as well as "what", understanding the role of fear

and placing attention on the vahie of success. A plan of gradual experiences before an audience was recommended to build poise.

4. Gradualness-This principle has to do with gradually building up to a peak effort. "When you do exercises, start gradually, or if workin g on a composition, take it in three parts, then two and finally ori6. Begin practicing short periods of thir,ty minutes per day when you start into the phase of working gymnastic events and gradually build up to an hour and a half." 5. Maximum Load.--Mr. Wolcott mentioned that overloading was a necessary requisite to peak performance. To achieve maximum load, one must push beyond the point of fatigue but not to the extent that the point of injury is reached not to mention a loss of interest. He mentioned a set of three R's. (Rate, resistance and repetitiion) He also mentioned that isotonic training is to be favored over isometric since the former strengthens the muscle group through a range of movement. Interval training was also recommended for endurance purposes especially if running room is not a valiable. 6. Reception-"Short repetitions of vigorous over-load exercise will increase 'explosive strength,' while many repetItIOns of a light load or normal load will increase endurance." 7. -Individualization- The point here is to establish at a very early time the limitations, weaknesses and strengths of a gymnasts and use them as an index for individual training. Each person should take advantage of his uni que body-type qualities. W olcott noted that many successful gymnasts are classified as an ecto-meso somatotype. This particular body type is characterized in lay terms as a thin, muscular person. 8. Specializatvon-"This principle, specialization, is perhaps the most commonly used and agreed upon of the entire eight principles. Everyone believes, I am sure, that special attention must be given to the mus· cles or parts of the body directly involved ill the skill and activity. This means exercises especially for the legs for vaulting and a great amount of time and effort bein g devoted to actual application of the skill itself."

Some Practical Applications of Physics and Mechanics in Gymnastics Instruction- A . Bruce Frederick, Wilmington, Del. Since the material for this paper was not submitted in time for general Institution reproduction, and since it was referred to again and again as the Institute progressed, it is presented here in its entirety_ It should be noted that the material included in the paper is excellent for a clinic where time is _a factor and a brief but quality treatment of practical technffjue is- needed. 1

SOME PRACTICAL APPLICATIONS OF PHYSICS AND 1'I'lECHANICS IN GYMNASTIC INSTRUCTION Introduction We often ~ ea r of many interestin g ways that our bodies are compared with mech· anical things. Th e heart is a pump. We have a ball and sock et joints. Our bones act as levers and are powered by a work in g for ce ?f ~u s cles who have as a boss, th at most mtn ca te of all computers, the human brain. The list is endless. As we move, it is ap· paren t that our machine· lik e bodi es also react in very similar ways to the physical forces of the universe. The w.o~l d of move~ent gives us many opportumt l e~ to ex penm ent with physical and mech ani cal problems. We have a built in labora tory which is always ava il able. Each fence we hurdle, each tree we climb . and certainly every somersault, provid e us with a never ending source of movement problems. Movement and gymnasti cs are almost sy n· onomous. Can you think of any move ment that the gymnast doesn't perform? H e does them all ; then, not satisfi ed with th e mn·of· the mill movements of every day life he goes out of his way to create new and 1;10re compl icated things to perform as he builds upon hi s movement vocabulary. Experimenting goes on for a lifetim e be· cause, once di scovered, the movement world is very excitin g, there is always 'somethin " new. It is little wonder th at the gymnast, of all athletes, develops the most efficien t lab· oratory and subsequ ently rem ain s fit with· out really tryin g. This is the basic reason for the excellent physical preparedness of the gy ~1l1a ~ t. I~ is why we often find him par· tl.clpatmg m a wide variety of sports .In hiS grab ba g of mastered movement he find s the grace of a ballerin a, the power of a broad jumper, the agility of a cat and thc ability to do all these tasks requirin g varyin g amounts of strength. As he matures! the practi cin g gymnast wants to know, "why? " In an swer to this

basic probl em lies the key to further experi· mentation and crea tion. The material and notes below have been gathered for stud ent and teacher alik e with th e hope that in di scovering how a body responds to physical f?r ces, they will. be aware of certain prin· c ~pl es of mechaniCS. Once learned, the prin· clples may then be appli ed to specific cate· gories of gy mnastic movement. They may also be relate d to other activity areas. Definitions , The following definition s are given in Sim ple form . Human beings, because of their complicated make· up cann ot totally con· form to these principles since body types vary so much. It is hoped, therefore that th e~e prin ciples will help develop co~ceptE which teamed up with mental and emoti on, al factors will help to improve instmction. We may read of studies made of gym nasts or of certam gym nastic movemen t where every sin gle mechan ical factor has been analyzed and yet find that no pract ica l teachin g techniqu e is recommended. It is the purpose here to emphasize such practi, cal applications. MOTION·With respect to direction mo tion can be lin ear (more or less in a st;a io-ht lin e) or angular (where the body or a b;dy part rotates about an ax is). laturally there ar~ very often comb inations of the two types. GRAVITY·That well·known force which pulls us towards the center of the earth . ~EN TER OF GR AVIT Y·T hi s is simply defm ed as the exact cen ter of a portion of matter. II'l atter is so methin g that has weight and takes up space. We will refer to it below as the " e.G." Sin ce the hum an form ha s so many variations, the C..G. will vary fr om person to person. Generally speakin g, the e.G. for the hum an body may be located at a point which is approximately 57% of th e vertical height in a positi on of "att en· tion." Some other C.G . location s for the hum an body in various positions are illus· trated below.

@)= C.ENTE.R OF qRAVITY

C.G. may fall within or be disp laced out- , side of body

Try out the followin g e.G. problems. 1. Stand with your heels against a wall and touch the floor. 2. Ri se up on your toes. What happen s? 3. By experimentation, find the easiest way to stand up from a sittin g posi tion on a chair. Has yo ur knowledge of e.G. helped you to make a decision as to the eas iest way? 4. In a hea d stand , what body position is easiest to con trol ? Explain yo ur answer in term s of e.G. MOMENT ARM·In an gular motion, the moment arm represents th e distan ce between the C.G. and the axis of rotati on. (Al so known as the radius of ro tation.) MOMEN T OF INERTIA· A measure of the oppositi on whi ch a body offers to hav in g its state of rota tion chan ged. Probl em: If the formula for th e mom ent of inertia is I ( in ertia ) =2Mr 2 (Where M=mass and r=rad · ius), what would happ en if the e.G. is brought closer to the ax is of rotation? MOMENT OF FORCE (TORQUE ) ·This is simply the for ce initiating or ad din g to angular mom entum (measured in Ibs.) multiplied by the length of the mom ent arm.

NE WTON'S LAWS OF MOTION First Law· ( The Law of In erti a) Masses in motion tend to stay in moti on ; ma sses at rest tend to stay at rest. These states will chan ge when acted upon by an out· sid e force such as fri ction, gravity or wind. Second Law·( The Law of Momentum) Wh en a body is acted up on by a force its r es ultin g acceleration (change in speed ) is .proportional to th e forc e and in· versely propor tional to the mass. Third Law· (The Law of J et P rop ul sion ) F or every action, there is an equal and opposite reaction. Probl ems: 1. Jump straight up. When clear of the ground , attempt to twist. What hap· pens? Why? 2. Explain why ' a thrust of the arms in a tuck somersa ult which is opposi te th e direction of rotation is u seful. (See Action·Reaction below) 3. In twi sting movements, explain the fun ction of a " wrap·up" in term s of Newton 's Laws. 4. Describe a forward roll usin g the terms, center of gravity, fo rce of gl'av · ity, fr iction, centrifugal forc e, and moment arm to tell about certain phases. BALANCE·In gymnastics, the classic bal· ance position has always been th e hand stand. In the illustrations below the reader will find some principles of balance. These prin ciples apply to many movements since in almost every movement, balance is a fa ctor. 1. Always ge! the e.G. over the base.

If the 's haded area or" " johnny" remain s stationary, what problem of e.G. will he encounter in attempting to do a "drag" head and hand stand. 19

In the illustration be low, you are looking down at the placement of the head and hands for ' head " stand. Place the e.G. paint in the pro per place for the stunt in its final form. ILeg s verticle and extended)

2. Are you using the widest possible base? Ex. Do you spread out your fin gers while attempting a handstand ? 3. Enlarge your base in the directi on of force

•

Note the differing angl es of lean of the arms in the performance o f the cast to a stand .

•

4. Return to the drawings of the C.G. changes. With every simple shift of a body part such as an arm or leg. there is a C.G. change. To maintain perfect balance, for each shift in one direction there must be a movement in the opposite direction_ The cast to a stand on the low bar of the unevens illustrates this point. 5_ If the e.G_ of the body is raised, stability decreases. Examine the two examples shown below of static balance positions on the beam . One is much more difficult than the other because the e.G. is higher (see dot) and due to the tact that a very small base is used.

Notice that in the figure on the left it will not ta ke much to mov e the e.G. outside the base support. In the right hand figure the e.G. can be moved considerably and still may be maintained a bove the base. Notice also the difference in e.G. height.

With Q sim:ilar force applied to "Johnny's" shoulder in "All and 118" in which position is he more stable a;'d why? Name 5 applications of this principle of ba lance in other gymnastic work. Note: In example "8" we should be aware of children who have weak adductor muscles. The y appear to be ve ry "loose." Unless friction is very good, the lateral force in such Q position may make them collapse to the fl oor and hinder their mastery of certain stunts. Strength of hip adductors is very va luable for balance beam work .

6. Rot a r y action increases stability. Though there are many applications of this principle, think of double leg circles on the side horse. The faster they are performed, the easier it is to maintain balance and skill comes with a forward and rearward con tror of the displacement of the e.G_ For a direct application of this principle, try to do a simple feint , r ear off. First do it slowly and then wi th speed_ Which was easier? Inertia of motion also has a role in the succesful completion of this stunt. How might it be explained? ApplicationsThe applications of mechanical principles found below have been selected according

to a parti cular emphasis which has been placed upon them in the literature and also from the personal experience of the' writer. As they ar e unfolded, try to think of one or two other applications of each one. Try to categorize gymnastic movements by type of mechanical principle involved. In this way you may find relationships between stunts which may have escaped you previously. For example, what relationship (s);- may be found to exist in the followin g stunts: Mill Circle ~ Giant Swing _,....-_ _ Floor Kip H Forward H andspring __ Forward Roll io-4 Front Somey _ _ _ _ Stoop Vault ~ Straight Ai-m straight le-g press to handstand _ _

HERE, THE. c,VMNAST WISE.L.Y WAITS SE.FORe. ~eLEASE AN.I> S,( COJ'oAVe.RTINq SOME. OF THE ROTARY Acr,oN ro THE. SHOWll)E.R. AX IS} A 5AFE.. ~ANDI"'C, WILL Re.sVLT.

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1. 'Using Inertia and Momentum In every gymnastic movement, . in ertia of rest or motion must be overcome. Think of the various kinds of force available (gravity, fri ction , muscular ) and how each type might have a bearing on yo ur work. Timing plays an important role. For ex· ample, in swinging on a bar, a simple rear dismount is attempted on the back swing. If the release comes too soon, that is before the force of gravity has had a chance to equalize the motion, the body will fly out at a tangent to the circle described and may have disasterous results. When the inertia of motion is arrested by 'gravity, th e dis· mount may be performed with confidence. All flyaways must be perform ed with this principle in mind. Problem: Using a ball and string, demon· : trate this principle. 2. Momentum from one body part may be tran smitted 'to the whole body . A body has momel)tum after it overcomes inertia or rest. The momentum from a body part may be transmitted to the whole. A yery simple example of this principle is found below.

_-.Jtl...-----

Under this same heading of transmitting momentum let us consider what mi ght be described as a "dead" kip. In this particular type of kip the perform er must generate all kipping action without benefit of swing. Momentum developed by the legs is trans· fered to the entire body.

In " C" the momentum supplied' initiall y by , the legs in the floor kip is shown . The dotted legs show the approximate spot where e xtension of the hip is arrested , What application of Newton 's 1st Law would apply?

A. Drawings "A" and "B" show i. sian-flexion movement which is

Figures "A" and " B" represent two ways

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in which one might sit up. In "A" the arms are moved only as the trunk raises.

" B"

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initiate

the movement and the shaded area represents the path of the body once the momentum of the arms is transmitted to it . This arm action (shaded) represents an additional force which accounts, . for li B" bei ng easier to perform thon "A".

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mended by several authorities t'o preceed the fl oor kip. Contrast the starting position shown in "C" with the one shown in "B". Why would " B" be recommended over "C"? Which of Newton's La~s of Motion apply to this movement ? In contrast to the "dead" kip, the swin ging kip involves the application of the prin ciple of conservation of angular momentum and a discussion of this kip will be found below. Problem: Name five other gymnastic movements in which a part of the body initiates the action which is then tran smitted to the entire body. 21

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Hang-Support o n Unevens Center of grav Ity shown by

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" '\ 3. In support exercises the CG. should be over the point of support. Of course there are co untless exal]lples of thi s prin ciple. Only one such is selected here; the hang·support swin g between the un evens.

•

Problem: Name at least one applica tion of this prin ciple for each of th e gym· nasti c events. 4. Conservation ot an gul ar mom entum In any circle movement on apparatu s from a fi xed point of grip (giant swin gs. swing kips, mill circles, hip circles, etc.) the moment arm should be length ened on th e down swin g and shortened on the up swing. The moment arm is shor tened momen· tarily after th e CG. has passed th e low point of the circle described by vari ous

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J hody parts. Shortening th e mom ent alln results in two thin gs : A. The weight or C.G. is thrown upward . B. Angular veloci ty is increased. Problem: Usi ng a ball and strin g. show how angular velocity is in creased by shortenin g th e moment arm . As menti oned ab ove, a swin gin g kip cor· rectly perform ed, takes advan tage of thi s principle. Sin ce the glid e kip on th e un· evens is a popular movemen t, it has been selec ted for the diagram below .

• GLIDE KIP ON UNEVENS

Anothe r example of conserv at ion of angular momentum is found in a successful performance of a hip circle forward .

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Notice particularl y that in this stunt the C.G. has a v ery limited range of m ovement . The gymnast attempts to st retch as far away as possi b le at the outset and then attempts to suddenly wrap his bod y in close t o the bar after the e.G. passes benea th. In so doing he brings the e.G. as close t o t he bar as possible. Problem : Based on the knowledge above, ex plain how a giant swing on the high bar might be no ne.

Ph ysics and Mechan ics Before go ing on to the nex t prin ciple, it should be noted that timing is most import· an t in any stunt where the conserva ti on of ang ul ar mom entum is concerned. Stunts of this ca tegory are amon g the most sop histi· cated in gymnastics and therefore studen ts should 'be made aware of the prin ciple as soon as they are able to grasp its signifi· ca nce. Closely r elated to thi s' prin ciple is th e pos tul ate that in a criti cal part of a swin gin g exercise, forces are used to swing the CG. closer to the point of sup port. For exa mple, in most <if the kips on r in gs or parallel bars, the cen ter of rotation shoul d be as nearly between the hands as possible. 5. Keep a High CG. in Tumblin g This makes for lightn ess in tum blin g and is an imp ortant fa ctor in fl oor exercises where landin gs due to ·a low CG. are quite hanl. The instru ctor would do well to think of hi s progressions in tumblin g in ter ms of li ghtn ess. For exampl e th e hand sprin g over a low box is a lea dup to the f.inal stunt. If a good handsprin g were to be done on cement this principl e wo uld apply to th e

" n" th degree. In the example below the reader is r eminded of a number of factors which contribute to the execution of a hi gh forward handspring.

Problem: Attempt a hand sprin g fr om a stand , taking only one step prior to execution. Then from a low box or possibly a chair , drop to one foot, step with the other and do a hand sprin g. What is your conclusion ? 6. Action·Reaction (For every action there is an equal and opposi te reaction) In the principles menti oned above we h ave referred from tim e to tim e to actionreaction. Even thou gh by now it should be more or less self·explanatory, one more ex ample is offered here since it is less op· vious than so me of th e rest. Th e reader will find below an example of th e action· reaction principle in a standing backward somersault.

2. Explain the action-reaction principle in connection with the standin g broad jump and the performan ce of th e traditional "] umpin g ] ack." 7. Leverage The longer the lever. the grea ter will be the force needed to move it but. " " it will also have greater angular movement" or momentum. This prin ciple is especially applica ble in the ar t of spotting gymnastic movements.

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LEVERS

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Problems: 1. Even though th e stunt above is an ex· ample of the action·reaction" principle, what other principle already discussed is of greater signifi cance?

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The spotter must "know the correct spot on the body to apply force. This knowl edge com bin ed with th e proper ti min g of the spo t should lead to the developm ent of execellence in spo ttin g.

Problem:" In circle movement s, when is th e ideal tim e for a spo tter to ap ply additi onal force to aid completion of the stunt? (Think of Mill circles, kn ee circles, gian_t swin gs, etc.) Continued on Page 2B

• JANIE SPEAKS

INSTITUTE VISITOR Janie Speaks, fifteen year old high school gymnast from Oklahoma City dropped in the gym one afternoon and favored us with a Free-ex demonstration . Janie is one of the top young gymnasts of the country and has high hopes of winning a berth and trip to Tokyo with the 1964 'Olympic Team. Hard work in fundamentals, some dancing school background with early emphasis on flexibiHty plus attendance at many Gymnastic Clinics and Championships, viewing as much gymnastic film as possible along with having a dedicated coach such as Leon Nance to guide her has contributed much toward Janie becoming an Olympic calibre gymnast.

While Janie visited the Institute we asked her to pose for a few sequence photos demonstrating several ways to incorporate the split position in the Free-ex routine. Pictured at right and below are these routines. At r ight: A wa lkover on through t o a split . . Below: A handstand arch over into a side split. Next row down shows Janie doing a cartwheel to a split pos ition . On the bottom row Janie performs a back walkover to a spl it position. (Notice the similarity between the cartwheel and the back walkover position as the left hand is. raised off the fl oor leaning on the ri ght arm ta. make a gentle landing) .

from PaQe 23 8. Timin g McCloy mentions three areas in which timin g is an important- factor in gymnastics. They are: A. Circular movements with fix ed support . . . critical movement is made just as the C.G. passes under the point of su pport. B. Critical movements are also, attempted when gravity is momentarily nullified. (Ex. Front uprise on P -Bars) C. On most dismounts the critical rel ease time occurs when th e momentum is nullified by gravity. 9. Combinations Since this is the final prin ciple to be included in this paper it is somewhat all inclusive and in the form of a challenge. In a sense it is the most important. Always attempt to answer the question, "In my routine, have I put to gether movements which lead mechanically one to anoth er; or have I merely placed in a sequence a series of isolated stunts?" It is·· the author's hope that thi s pap er is well used by teachers and stud ents alike and that its content will lead to a greater ap· preciation and enjoyment as well as a thoroughly creative approach to gymnastics. The reader will not find th e an swer s to th e ,problems posed in the body of the paper. It is much more to the advantage of the reader if he digs out each answer for him· self and where possible use his livin g lab to make many experiments in an attempt to arrive at gymnastic truth.

Continued

Beyer, K F., "Six Pitfalls in Learnin g a Gymnastic Stunt. " The Modern Gymnast, April, 1959. , "Using Physics in Learning Gymnastics." The Modern· Gymnast, Jun e, 1960 , "Usin g Mechanics for L earnin g Gymnastics." The Modern Gymnast, November. 1960. Broer, Marion R. , Efficiency of Human Movement. Philadelphia: W. B. Saunders to., 1960. Bunn, John, Scientific Principles of Coach. ing. New York: Prentice-Hall, Inc. 1955 . Burns, Ted and Tyler Micofeau, Tumbling Te chniques Illustrated . New York: Ron · aId Press, 1957. Farkas, James, Hints About Take-offs in Vaultin g." The Modem Gymnast, January, 1962. Heidloff, Raymond c., "A Logical Application of Physics to Selected Tumblin g Stunts." Unpublished Master's thesis. Springfield College, 1936. Kunzle, George c., Olympic GymnasticsFree Standing. London: James Barrie. Publishers, 1956. LaDue, Frank and Jim Norman, This Is Trampolining. Cedar Rapid s, Iowa: T orch Press, 1956. Lanoue, F. R., "Mechanics of Fancy Divin g." Unpublished Master's thesis. Sprin gfi eld College, 1936. McCloy, Charles R. , "The Organization and Teaching of Apparatus Work and Tumbling." Journal of Physical Education, (YMCA), March-April, 1937. Metheny, Eleanor,. Body Dyn.amics. New York: McGraw Hill Book Co., Inc., 1951. Note: The remaining papers under this section in many cases were in the form of check lists or otherwise presented in such a way that they would only be beneficial to the participants at the Institute . Some of the more thorough ones will be found in partial abstract form below. Each of these deals with a specifiic gymnastic activity area.

Carolyn Osborn Bowers, at one of her many class sessions.

Teaching Gymn.astics M Women (Basic Tumblin g) - Carolyn Osborn Bowers, • The Ohio State University, Columbus, Ohio. Before proceeding to some of the points contained in Carolyn's paper, we should point out that she not only did an excellent job of teaching but she was almost continually in motion. She demonstrated in a very active way the value of a teacher who can "say and do ." And not satisfi ed with confining herself to gymnastics alone, at one point she came to the defense of her track and field sisters when it was suggested that some of their leading performers were a bit on the masculine side. Mrs. Bowers first asks that we analyze movement fundamentals when considering the presentation of a gymnastic skill. A . What part of the body produces the force? B. Which parts of the body control the movement? C. Should any portions of the body be definitely bent or ex tended? D. What direction does the force take? E. If the stud ent fail s to execute the mQvement, what will the spotter have to protect? F. How mi ght the spotter help the stud ent through the movement for both sa fety and learning? G . Where is the best position to begin spotting for each movement? In addition to these suggestions, she pointed out the value of getting beginners to work- together and that they should learn how to spot one another in matched groups. Students with specific weaknesses should be picked out and given special help. In beginnin g tumblin g, she poin ted out th at if students work the mats from side to side rath er than end to end, more work can be accomplished with the average class of 3040 students. It is interesting to note here that some leading instructors, including Mrs. BQwers. start beginners in tumblin g WlLH the baCkward roll Jather than the t:aditional forward

roll. There is a logIcal reason . . . safety . Progressions for the kip and the cartwheel were selected as two key stunts from which important gymnastic movement patterns are learned. If you were limited to two, which ones would you select?

•

Gymnastic Ballet- Grace Kaywell, West Palm Beach, Fla. Grace's presentation includes many aspects of the type of training which was given to U.S .G.F. champions last Summer in Palm Beach. It is our hope that Grace will elaborate on some of these in the future in her M.G. column. We have selected here a series of the 17 exercises included in the presentation. H er demonstrator, Miss Perri Adair, made a hit with everyone. The combination of these two "sold" the attendees including a few male gymnastic coaches who commfmted, "Wow" ang "Great!" The following exercises are aesigned t (; prepare the body in the best possibl e manner for executing difficult ball et moves : 1. Place th e toes of one foot on the floor curled over so that the foot is touchin g the ground at the top of the meta tar· suls. Press hard for 8 counts and repeat on the other foot. 2. Roll up through th e center of the ~et so that th e to es are on the floor at the undersid e of the metatarsul. Balance in this position. Be sure . iii 'poth exercises to go through th~ :·center of the foot , not allowin g excess weight to fall outward to the little toe or inward to the big toe. 3. To develop the instep even further, cross one foot over the other and place the top of the fo ot on the ground being careful to keep the foot straight. Now bend the knee of the supporting foot into th e bent kn ee of the crossed foot, and thi s added weight, presses the foot deeper into the floor, stretchin g the top muscles of the foot. (No te : In formal ballet trainin g the " battemen t endue" was designed to develop the

instep and arch. "tJne thousand batiemeri t tendues to one of the above mentioned exercises in about the ratio of benefit) . , 4. Reachin g to the side place the side of the big toe on the flo or and press down, at same time liftin g the heel up. This is, 'particularly h elpful if yo u have a "sickled" foot. If the muscles of the foot seem to be stretched more on the outside of the foot so that you cann ot turn the foo t out when the leg is stretched up (pigeon toes) this will help that situation. 5. The Achilles tendon: We start the warm up and stretch the section of the leg at the back, startin g with the heel and goin g about six inches up the back of the leg . . . . put the leg yo u are stretching directly in back of the other leg and press the heel in to the flo or and keep the knee bent. Repeat on the other side. 6. Now do the same exercise but keep th e knee straight. Now you can feel it pulling right up into the calf muscles and you should feel the stretch right up into the back of the knee. (A well stretched Achilles tendon allows greater height to leaps and jumps.) 7. Upper thigh: Grab the foot turned up and puB it up behind the buttocks with strength so that you can feel the stretch in fr ont. of the thigh. This is

a killer, so sore muscles will foll ow. Practice carefully at first. This allows for more elasticity in dismounts and gives extra power in the legs altogether. (This compares to the controlled plie at the ballet barre . . develops more strength and in half the time.) Now turn the knee to the side and do the same thing getting a side inner groin stretch. Always do on both sides. 8. For flexibility of the hip joint : Raise working leg with the toe pointed to the knee, turn directly across and in fr ont of the body, then thrust it back· ward to starting position (knee to side) at same time thrusting hip j oint for· ward and to the opposite side. (This exercise improves the grand ron de j ambe performed in formal ballet training.) . 9. Grand Battements : Kicks for ward , to the back and to the side, executed by pressin g down at the hip joint, not by lifting the leg. 10. Side stretch : Stand with both feet together and parallel, lean to the side with arm stretched straight and over· head, then remove the inside foot, to allow a deeper stretch. 11. Flex ibility of the back: F ace the b arre l'Ound the back by lowering the head and hunching the shoulders, then pr ess down to fl atten the back so that it becomes as flat as a shelf.

Grace Ka ywell, Ballet f or g ymnastics, w ith Miss Perr i A dair the questio n and congratu latio n perl ad that foll owed .

and Caro lyn

12. F or upper b ack fl exibility ana to broaden the chest-shoulder area: face away from the barre and gr asp it be· hind you with hands close together and lean forward away from the barre. This resembles the pose of the woman on the prow of the old Nordic ships. An easy way to rememb er how yo u should look. 13. To stretch the area directly under the arms and the side of the rib cage (to warm up this area ) raise arms overhead, clasp them together, lift up and stretch to each side. You should feel a decided stretch on the described area. 14. To loosen up the shoulders: Rotate shoulders from front socket to back socket alternately, then alternate mov· ing them up and down both singularly and together. 15. To lengthen the neck muscles and tendons perform these exercises: Incline head to each side slowly, then grasp h ands behind back and in cline the head while pulling the shoulder blade down on the opposite side. 16. Press fin gers backwards to warm up wrists. 17. Swin g arms around in circles to get the bloo d coursin g through th em and then fast kn ee bend s (plie ) to force the blood in to the legs.

Bowers demonstrating . Class participatio n and

rrOgreSSiVe _Skills in Floor ExercisesMrs. Mary Sarver, Hi ghlin e Jr. College, Seattle, Washington . Mrs. Sarver 's pap er includes an elementary combin ation in free "ex" and sin ce these are always in demand, it is includ ed here. "Kick leg forward , backward, full turn , run to cartwheel, splits, lon g sit, backward shoulder roll , % turn and imm ediately 2 steps ( cat walk) , scissors hand stand, front scale, 14 turn left , run , roun d off , full deep turn , attention." . . What's Different About Rh ythmIc I ercise?-Barbara A. Saltzsleder , Um• ·versity of California, Berkeley, Cal. " Simply to move and do it well ," concludes Mi ss Saltzsieder, is the difference between rhythmic exercise and other forms of exercise where learn ed movemen ts are a means to an end. Rhythmi c exercises offer a joyful combination of abandon and control and promotes a feeling of fr eedom whil e at th e same time givin g the performer an opportunity to know and exp erience a movement well don e. She recommend s the feelin g of deep association one individual may have with th e performin g groups as they attempt rhythmic movements progressing in diffi culty from simpl e rhyt hm s easily felt to more complex ones which mak e for th e ultim ate in mass coordin ation and mass control. She says, " Contrary to popular beli ef, absorption into the gro up enchan ces individu ality." It was interestin g to note the em ph asis plac; d on relaxa tion . We spend a grea t deal of tim e in physical educatIOn teachm g childr en and adults contractile acti on. Th e idea of considering th€ relaxin g qual ity of movement was very th ought provoking. The movements taught in rhythmic may be enhanced by the use of ligh t app aratus such as balls and r opes. Miss Saltzsieder demon strated. th e use of both of th ese. Graded Skills fo r S ide Horse VaultingI ' Milan Trnka, West Chester State Col• lege, West Chester , Pa, Besides doing an excellent job of teaching vaulting, Mr. Trnka was an other of the hard workin g Institute instructors. H e could be found at all of the sess ions quitely helpin g when ask ed and he really showed the true role of a man's participation in an area where women hope to gain added compe. tency Too often, thi s observer has seen excellen t, sincer e, male instructors lo se their distaff audiences simply because they moved too quickly without sympathy and und erstandin g of the female point of view. Alth ough his paper was a k ind of check list to be fill ed in by att endees, at least one thin g is worthy of mention. Mr. Trnka recommends the buck for use at the elementary level and introduces the side horse only at the interm ediate level wh en b asic vaults and techniques of approach and take-off have been mastered. H e would th en have his students vault to a stand on the app aratu s as a lead up to an actu al vault over the horse. Advan ced side horse vaultin g would consist of those vaults where th e body is layed out pri or to hand contact. ..... , Balance Beam- Norma B. Zabka, I . Hunter College, New York, N.Y. • fh e writer has yet to meet a person associated with Sok ol U.S.A., wh o was not dedi cated to his particular gy mn asti c task s. Mrs. Zabk a, as well as Milan Trnka, are both Sokol participants and both convey this feelin g. These people set a hi gh standard for th eir work. Norma Zabka's paper on beam is an exemplary job. Alth ough th e pap er is very complete. an excell ent exampl e of th e type of hand-out whi ch will benefit local clinic. attend ees, we will merely men-

Ex.-

Ba r bara Sa ltzs ieder , rh y t h mic ex erci ses

tion its organization here plus a few hi ghli ghts. The sub-to pi cs have been selected for those who are organizing ma terial s for a similar present ati on. Th ey are : A. Introdu ction- Background materi al, description 0 fevent , style B. Value-Particular or unique valu es C. E qui pmen t- Dimensions, where to obtain, how to make, co mments about unsuitabl e equipm ent D. ProgressionImpli cation s 6f age, eq uipm ent, philosophy and points of emphas is E. Organizati on of a lesson- Size of class, position of equipment and instructor , economy of tim e (how to get maximum parti cipation per class minute ) F. Safety and Spottin g-Special rul es. how to op erate equipm ent, use of stud ent leaders or partner work G. Hints on ExecutionPresent the skills of the event in a lo gical seq uence of categori es or movements, relate them to other gymn astic movements H . Terminology- Definition of special terms related to the event l. References The followin g excerpts have been drawn from Mrs. Zabka's paper as havin g particular value for our readers. Under the headin g of Equipment, she writes, ·"Caution! ! .- Do not purchase 2" wide beams. We cannot successfull y develop th e kind and quality of work ,vi!· would like-

on th ese narrow beam s. Unfortunately, some of these balance b eams are still ava ilable. Many schools and organization s with limited budgets have had their balance beam s mad e in th e carpentry shop. Approximately twenty fi ve dollars worth of hardwood will mak e a very ni ce sec?nd,,, third. or tenth bea m for your gymnasIUm. On progression . .. "Two important obj ectives of our program are enj oyment and development. Both enjoyment and development can be attain ed through good progr ession. Good pro gression can be attained and prescribed by knowin g the age of the gymnast, their physical ability, and mental state. Grouping into team s accordin g to these conditions will brin g suffi cient success to all and thereby encourage continued improvement and learning. In experi enced students often must overcome a feeling of fri ght in balancing on the · beam. This fri ght can have an inhibitory eff ect on the proper fun ctionin g of th e neuromuscular system. For this reason, ideally, we should master every element as follows : 1. on the floor 2. a wid e surface 3. low beam 4. interm ediate height beam 5. high beam Except for too few students, workin g on

N orma Zabka , class stud y time.

the high bpllTTl imm ediatel v leads to unsure and inex act performance 0 1- exer Cise, whi ch in turn leads to danger of injury or fallin g off th e beam. First, we should practice movin g across the beam- walking and variations with arms to side for balance and then run s. Se cond, a simple dismount must be tau ght. Note : This must be taught ·first if you have nothing but a high beam. Third, we should present a complete ex ercise consistin g of a mount. 1, 2, or 3 elements, and a dismount. This gives a feelin g of completeness very early in the gymnast's experiences. As soon as a simple dismount is taught, it is important that every performance be fini shed with a proper dismount. Even when individual elements are bein g taught, a proper dismount should be executed. Fourth, we can try some poses. Fifth, simple turns can be presented- toe turn, etc. Sixth, we can try exercises in place in which the center of gravity changes-squ at, kneel, trunk bowing. Seventh, we can make elements more diffi cult by adding arm, leg, and trunk movements. 1. These can be in combination with walks, turn s, or hold positions.

2. The last component of a heam exer· cise to be taught will be jumps, hops, or leap s. 3. Every lesson should include an exer· cise with elements taught durin g th e lesson plus revi ew elements. 4. Practice on the beam must be done r egularly if the gymnast is to get used to movem ent on a hi gh surface. It is my beli ef that optional compositions can be practically eliminated from the reg· ular school class program . I hold this belief for safety and educational pur poses. Extra· curri cular programs or outsid e organizations can and should promote the creative as· pect. It is important to note, however, that gymnasts should have a sufficient element experien ce before embarkin g on even modest compositional aspirations." Hints on General Execution We can take every element and followin g each description and analyzation present cor· rect execution hints. In most of the sug· gested execution hints. I stron gly recomm end that you add the listed books and magazines to your library. Sin ce it would be impossible to do an adequate job of presentin g elements with teachin g and execution hints with out writing a book, I will list the componentE (walks ; run s; jumps; hops; and leaps' turns; mounts; and dismounts) and giv very gen eral and common teaching hints an

Norma Zabka , class demonstratio n and a ctio n time .

-j;-

common errors that broadly apply to th e components of a balance beam exercise. Walles 1. Step is soft and springy. 2. Leg should be turned out. 3. Use a dance walk- lead with toes. 4. Shoulders should be held down. S. Arms should be held in a definite posi tion , never just dan glin g. 6. Steps should not be spasmodic. 7. Do not bend in the hip s. B. Carry head as a continuation of the line of the spine. 9. Arm movem ents should be soft and coordinated with other movements. Runs "1. Run not low. 2. Abdominal muscles should be tensed during run . 3. Hips pressed forward. 4. Trunk stretched high. S. Knee and hip mu st be lifted. Jump s, Hops, and Leaps 1. Land on toes first and gradually roll to full sale. 2. Leg is bent sli ghtly before take-offtoes push and leave the beam last. 3. Do not raise shoulders and arms in jumps, hops, and leaps. 4. Tension of muscles of whol e body is greatest at landing S. While in the air, the legs are strai ght and toes . pointed. 6. Do not bow 'head or trunk fo rward . 7. Develop height. B..Landin g should be soft. 9. When one leg is in the rear, it must not be directed to the side-it should be straight back. 10. Wh en landin g, buttocks should not stick out- trunk should be straight. 11. Hops, jumps, and leaps from place should be fl owing. 12. Arms can be effectively used to give height to the jump, hop, or leap . 13. Arm movements should be soft. Turns 1. Must fl ow. but not be too slow. 2. Simple toe turn executed with feet close to gether , legs turned out and pressed togeth er. 3. Back should be strai ght and not inclined forward . 4. Center of gravity must not shift- poor head and trunk b ~ ndin g cau ses t.his and thus loss of balance. S. When leg (s) is lifted in turn s, the lift should be hi gh. Poses 1. " Holds" are beld for three seconds. 2. " Pauses" are held one second (only indicated.) 3. Poses should be very quiet and calm. 4. Poses in side·stand are usually more difficult than those in cross-stand ." "Mounts 1. Arms must be strai ght in hand supports. 2. Grip for support position is shoulder width apart. Dismounts 1. Landing should be soft. 2. Land in sli ght squat. 3. Dismounts that call for a jump up befor e landing should have sufficient height. Generally speaking . .. 1. Correct posture is very important for good executi on of exer cise on the beam . 2. We hold the h ead naturally, look ahead and not down at the feet. 3. Hips are held high. 4. Trunk is !Otraight. S. A bdominal muscles are tense 6. Arm movements are accompani ed by movements of the head and tr unk." 31

George Szypula with Trampoline composition .

AidS for Teaching Uneven Parallel Bars to Beginning and Intermediate • Students- Carolyn Osb orn Bowers, The Ohio State U., Columbus, Ohio. Very early in her paper, Carolyn describes an exercise to acquaint beginners with the uneven s. One of the points of emphasis at the Institute was that of giving the novice a feeling of completeness in her early experience with apparatus and fr ee "x". The uneven bar exercise given was: A. From · side stand under HB, jump to -long hang (overgrip) B: From the hips, swing forward and backward anrl on the backward swing . . . C. Squat, stoop or straddle over the LB to a sit on the LB . D. Lift one leg and thigh roll to stand on LB E. Jump slightly from LR to front support on HB F. Return to LB (standing ) and then sit once again (overgrip on HB) G. Under swing di smount Mrs. Bowers pointed out that if several girls were instructed to work together on this evercise. they could also be taught elements of spotting right from the start and particular spotting techniques were pointed out. The remainder of her paper was devoted to a description of various fundamental and advanced uneven bar stunts. In closing this section of th e report, I would be negligent if I did not mention Miss Mary Cave of San Diego State College. It was Miss Cave's responsibility to organize and coord inate the gymnastic aspects of the Institute. P erhaps only a very few of her comittee had realized the tremendous tasks of organization that had to be accomplished by Mary. For ex ample, almost all of her comm unication was by mail to instructors, coaches and committee peo ple in every corner of the United States. This in and of itself will be appreciated by any of you who have ever attempted to organize an affair of similar design. The last minute changes she had to be confronted with would have been enough to make many a person "throw in the towel." Guided by Mary's quiet enthusiasm and busin ess-like attitude, the gymnastic portion of the Institute went along smoothly ... the impossible had been accompli shed. P erhaps the greatest tribute to Mary and th e oth er ladies responsible for the planning stages came from George Szypula who said, "Wow! The men would never have attem pted anything like this. Boy!" Ross Merrick take note. We will also take time to mention the following people who had major roles in the Institute's gymnastic structure : George Szyplula-Trampoline and free "ex" composition

Hope Smith- Responsible for reproducing all Insti tute materials and having them available for attendees each evenin g Try that one some time! Frank Bare-USGF Report (Services te the gymnastic community of USGF) Col. Donald Hull- AAU representative touched briefly on AA U services Helen Gregory-Dance as related to gymnastics Lucy McDaniel-Conditioning exercises for gymnastics Kitty Kjeldsen-Meets, clinics and work· shops So many good ideas resulted from this Institute that we have asked certain people to contribute articles for the JVt .G. in the future and the response has been I good. If _you will let us know about your furthe]' interest in any of the sessions which were presented above. we will be happy to guide you to a person or persons who will be happy to share information with you.

III HOW CAN WE TEACH OTHERS?

Suggestions for Promoting ClinicsPhebe Scott, The Ohio State U., Columbus. Ohio. The following points were mentioned by Dr. Scott and may serve as a checklist for those who intend to conduct a clinic in the future: A. Start early-Possibly three months or more in advance initial planning should be done. (1) Purposes (2) Events to be covered (3) Teaching personnel (4) Maximum number of participants (5) Publicitr (6) Facilities

B. Publicity out at least one month ahead of time (1) Program description (2 ) Return application form (3) H ealth statement (4) Fee requirements (5) Entry blank for meet if any . C. Final arrangements based on r esponse -Registration procedure and initial clinic handouts D. Clinic Organization (See abstract of Norma Zabka above) (1) Demonstration·E x p la nat ion (Films?) (a) Use of expert performers where possible (b) Limited time for initial explanation of event (2) Group Participation with Coaching (a) Split up into small gr~ups de· pending on staff and equipment (b) Each group to be provided with coach and leaders (c) Rotation s y s t em employed where at the end of the alotted time each participant will have had some individ. ualized instruction in each of the events offered. E. Eating Arrangements-Should be made well in advance and each participant should know details for eating in advance. F. Meet-Depending on local needs (Attempt to make it short and sweet) Dr. Scott pointed out that if personnel were used who have an association with either the AAU or one of the up and coming sport fed eration s. these peo ple should not be permitted to use the clinic as a means to promote their individual ca uses and thus detract from th e main th ern e of the clinic. These people should be introduced as competent peopl e in their particular area explaining their association with a school or club. J£ the clinic is to be primarily for girls and women. there should be an attempt to find competent women to coach and instru ct. She says, "Girls and their teachers must actually see good girl perform ers and women doing the jobs that in the past have been done by men. This is not meant to cast doubt on the ability and the sincerity of the men who have done so much. It is simply a psychological necessity that women be encouraged to do these sam e kind s of jobs. They can perform these jobs effectively and well. It is time for us to work together. Surely the men must realize that if we are to gi.ve these activities the boost they need in terms ·of status for women then

Lucy McDoaniel instructing Conditioning exer cise class.

women physical educators must place their stamp of approval on th ese activi ties. There are a lot of women physical educators and they weild a tremendous power over the minds of their yo un g students. We women here are convinced of the inher ent possibilities of these activities wi thin the curricula. You men will need to be patient a little Ivhile longer while we convin ce our profes· sional sisters of the same thin g." She went on to caution those who are planning gymnastic clinics to guard against an attempt to cover the whole field on a single day. Be selective. Rotate periods of activity with peri ods of theory. Finally, Dr. Scott reminded the attend ees that clinics should not be "one shot" affairs. P erhaps their real value lies in the foll ow· up which is applied to them. She says, " On e clinic does not make a gymn astic coach." We might add, too, that one clini c will not insure that every boy and girl in every publi c sch ool will be ex posed to those benefits of gymnastics which are universal and can be universally applied.

Developing Programs in Tra ck and Field and Gymnastics fo r Girls-Anna • S. Espenschade, University of Califor· ni a, Berkeley Once again attendees were to hear the echoing theme of attention to the grow th and development of children . . . this time with the emphasis on pro gram. In additi on, th e cultural aspects of program were can· si dered alth ough it was po inted out that ther e is much evid ence to show the need for a biological approach to program in pre· ference to one whi ch is based on the prem ise that development of many kin ds is the reo suIt of environmen t rather th an hered ity. That heredi ty plays a more significant r ole than was once believed was emphasized by both Dr. Shaffer and Dr. Espenschade. She defin ed physical education at one point as fo llows : "Ideally, thi s is an organ· ized, sequential, and systematic use of movement experience for ed ucational pur· poses." (The word , " movement," which iE being applied more an d more in the physical education field and in many articles in recent years, should b e a welcome sign to all teachers of gymnasti cs. W hat activity is more basic to movement development than gymnastics? ) Alth ough her assigned topic was to cover the program offered at the · second ary level, Dr. Espenschade, like so many of her sage coll ea"ues. pointed out that it is in the ele· menta~y school wh ere basic habits, attitud es and lastin g interests are developed . Skills must be presented 'in small. progressive doses. Continuity fr om one grade level to another is also indicated if proper learn· ing is to take place. " Ord inarily teacher s frequen tly und eres· timate th e amount of practi ce and instruc· tion needed on fund ament al skill s." Under her remark s on fundam entals. Dr. Espenshad e also made on e of th e outstandin g In· stitute challenges. "In physical edu cation nei ther ex perience nor research has so far identified the essential elements n ecessary to physically educated human beings." H er challenge, " How can we prepare pro gr{lms that can be taught by ordinary teachers to ordinary students without loss of validity? How can we match the levels of these rna· terials to the capacities of studen ts of differ· ent' abilities at different age levels? " P erhap.s one of the answers is to rid ourselves of "'.ordinary" teachers. What is really need· ed i$ ex traordinary teachers. Programs must be plann ed with the futur e in mind. The imm ediate goals should n(lt overshadow implications for · the futur e lives of children. W hat are tlHl uni oue values

of gymnastics in the development of physi· cally educated ·men and women? Speaking abou t the post high school years, Dr. Espenschade mentioned that since peak performances may not be achieved until after graduation, there should be some at· tempt to get private agencies and clubs involved in the total structure of advanced training. It is well known that there is a dp.arth of such organizations in the United States. Programs sh ould be planned to give girls a basic knowledge of the sport of gymnastics at the Jr. High School level. This introduction should then be followed· up by provi din g experiences for th ose gifted student s who wish . to persue the sport in the High Schools and also after graduation or at the coll ege level. The followin g reference was mention ed throughout the body of the paper and is passed on to M.G. readers who would like first hand information: Breun er, J erome S., The Pro cess of Edu· cation. Cambridge, Mass. Harvard Universi ty Press, 1961. ~ Phil osophical Interpretation·National

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Institute On Sports For Girls and W.omen- Katherine Ley, University of Michigan Dr. Ley should be described as a straight talker. H er mission at the Institute was to " set th e record strai ght" on the question of competition for girls and women. Some quotes from her paper should do just that. Dr. Ley cited Agnes Wayman , one of the origin al group which in 1923 found ed the Wom en 's Division of the National Amateur Athletic F ederation. " We often hear it stated that the Wom en's Division does not believe in competition for women. As a matter of fac t, the Women's Division was organized to promote participation in sports and games on a n ation·wide basis .. . It is the intense, highly specialized type of competition of whi ch the Women 's Division disapproves." Dr. Ley goes on, "The key words here are 'parti cipation in sports and games on a nation-wid e basis' versus ' highly specialized type of competition .' Briefed even more, one might conclude the issue was ' participation versus 'competiti on, but this would be a misinterpretation of the Divisions in· tent. It was not a question of one or the other; the issue was to preserve sports for all girls and women as evidenced by this statement quoted from the platform: ' The pl atform statement of the Division was then quoted . . . " Resolved. that for any given group we approve and recommend such selection and administration of athletic activities as makes participation possible for all, and strongly cond emn the sacrifi ce of thi s o bj e~~ ive for intensive trainin g of the fe w . . . "The only sound phil osophy th at is op· erational in our world of today is one that promotes sport for the good of all who 'Participate. A champion should benefit from participation; he or she should learn many things of great value. Th e cham pion learns the satisfaction of achievemen t, the discipline and self·sacrifice necessary in the persuit of excell ence, the thrill of win· nin g and the sorrow of losing; the cham· pion gains personal confidence and may come to know the advanta ges of team work and combined eff ort. Th ere are many other ben efit s to be listed- but the point, ladies and gentlemen. is that the littl e kid from Podunk Hollow who win s th e 25 yard dash at the local Fireman 's Picnic can derive many of the same benefits as th e gold· winner at the Olympics. Ther e's a dif· ference in degree, and the amount of pres· tidge, but that's practically the only dif· ference."

OUR CHALLENGE FOR TOMORROW

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Sara StaJrJemigan Dire ctor, Na tional Institute on Girl Sports As our fir st National Institute on Girls Sports draws to a close I am greatly im· pressed and excited about the tremendou s potential teaching power and positive tim ely influence each individual in this room reo presents an d will have in the future on girls and womens sports in the nation. As I look around this beautifully structured mod ern buildin g itself an eloquent testim ony to the integrity and enduring evi· dences of thoughtful endeavor, I experience an ew a deep r espect for our own endurin g faith in one another and for our belief in our mission and purpose of the In stitute. H owever imaginative an d farth ermost reach of our thoughts into the future it seems n o more im pressive than the reali zation th at we still are, at this moment, standin g in the light of our first signifi cant effort to meet the rapidly chan ging sport needs of girl s of our times. The Institute is indeed a forward progress in our human endeavor to in crease the dep th of experience and expand oppor· tunities for girls and women in sports. Your presence here is a testimony to this state ment. Evolution has been slow in opening up opportunities for the American woman to take her sharing sports leadership role in the n ati on and on th e international scene. Not the least of these opportunities is that which brought her from restricted competit· ion to th e ascent of free dom to compete in all levels of competition, including events for the highly skilled,·and in th e full gamut of sports for girls and women. We now h ave this excitin g challenge ! We all stand together in the annals of time and in the succession of attainments for girls in the sport world. We now have the obligation to preserve and extend what may stand the 'test of value for all time. Each of us here has the responsibility and opportunity to add " force of new vitality" to the course of events for girls and womens sports. Without vision and desire we would merely perpetuate traditions and follow the same beaten path of those who have gone befor e us. Courageous leadership is eager at the doorstep of its own opportunity. As dynamic leaders we must magnetize our sport programs in the context of today 's perspectives. Our concerns at this In stitute have been those of girls and women's spor ts in the proj ection s for the coming tom orrow. The burden of proof that we are true pioneering lea ders is more than declaration s, agreements, or signin g a pledge. The proof will be th e chann eling of our full strength to givi ng strong leadership to the Nati onal In stitute's ex tended state clinics and work·

shops. This is your tim ely opp ortunity to make a uni que contribution to the profession and sports world through th ese state workshops. At this workin g conferen ce we have been busily engaged in the active study of ways and means to extend th e purposes and acti vi· ties of the In stitute to all fifty states in the uni on. Tvlultiple r esponsibilities are inevit· ably ahead of us, and demand s will in creas· ingly urge our a llention to , ought obj ecti ves. Your In stitute teacher s and speakers have given you insight to new creative id eas, signi fica n t knowledges, unique tools and techniques for use in trainin g other teach ers in yo ur state. The In sti tute was conducted by the Steering Committee with wi se focus upon clarify ing the purpose, instillin g the philoso phy of the Division for Girls and Womens Sports of the Ameri can Association for H ealth , Physical Education and Recre· ation, and simplifyin g th e mean s to develop· ing the obj ec tives. We hope that th e In sti· tute has challenged your mind , body and spirit r ealisti cally and that you can now translate yo ur new learn ings and techniques to all the teachers you will touch through the teaching·learnin g chann el of the state cli nics. It is in acti on, not words, that con· cepts and meanings are made clear but we must constan tly remember that dili gent actio vity alone is not a guarantee of accomplishment. As a colleague of ours Dr. Minni e Lynn , stated it: " How busy we are is co m· paritively unimportant, why busy, and to what ends, is all important. You know for practically the same drillin g job with equal fervor the ' bee is praised and the mo squito swa tted ." T he full value of th e In stitute rests now on yo u- the selected participants of each state, and will be refl ected in the way each state team carries out its charge to conduct state workshops on Gy mnasti cs and Track and Field within a period of seven months fo llowin g this Na tional Institute. The real success of this fi rst national end eavor will be measured by the ex tent to whi ch it con· tinues to be significant with the pass in g of tim e. If the Nati onal In st itute is to reach th e full est hi eght of valued success it will be through th e acknowledgement of plan and action which co·ordinated the work of the state tea ms and the result will give meanin g to th e fr uition of purpose out into the years beyond to morro,~ . You are the key to the self·realization of the cheri shed dream of the Wom en's Board of U. S. Olympic Development Committee and the Division for Girls and Women's Sports. AAHPER and the dream is,-that the Institute will bear real fruit and leave its mark on every school and playground in the nation through the many years to follow . THE NATIONAL I NSTITUTE OF GIRLS SPORTS, Appropriately concluded with a banquet at 6 p.m. Friday. Th e guest speaker for the evening was Rear Admiral Thomas 1. Hamilton (Ret.) ; Executive Director of the Athleti c Associa· tion of Western Universities and Member of the ·United States Olympi c Developm ent Committee. Following are hi·li ghts from hi , address to the In stitute.

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GOALS AT DIFFERENT LEVELS OF SKILL . . . by Rear Admiral Thomas 1. Hamilton (Ret.) ... " It is splendid for all of you wond erful leaders to devote your tim e and talent to thi s cause. I know the results will be out· standin g, and I think the meetin g and your effort s will accompli sh one of th e b';ggest "break·throughs" th at ha s ever happ(;ned rn our. natinn 's sp.orts and fitn ess hi slory .

"Th e broader the base of your pro gram , the better th e results will be ! The funda· mental goal should be to supply a compl ete program of pl1ysical education of instru c· tion and participation opportunity at differ· ent levels of skill to as many girls as possi· ble in these various benefi cial sports. If progressively graded competition is provider! and a sin cere effort is made to build up th e incentive for girls to think "This is th e thin g to do,". th e battle is half won- for the youngsters ,liill do the rest. Give Am er· ican boys and girls the prop er opportunity and challenge, and th e job will be done. The main . r esult will be better lookin g, better poi ~'ed, better socially adjusted wom· en, and better wives alld better mothers." "I am most hopeful that each of you will be successful in establishin g very broad pro gram s in your home states for grrl s' sports. I ' think you should tak e advantage of all opportuniti es offered you and not let your wom en's program be impeded by any controversy presently existin g in men's athl eti cs. "Personally, I think the whole present Olympic organization should be completely disbanded and a whole new structure designed to develop adequately the full potential of the United States' strength in sports. Efforts directed for the past four years to achieve some improvement have failed to get the issues even consider€d. and we seem dedicated to the propositicn that we travel on the same dilapidated old wagon so that the driver of the horses, who can't drive a car, can continue in the. driv· er's seat. The formation of new federations in track and gymnastics was done as the alternative when no cooperation could be obtained for democratic administration. I be· lieve it is s till hoped that the AA U will accept their rightful role in the Ie de rations with jurisdiction in the open events. How· ever, when the high schools who provide the greatest potential for belle ring our Olympic picture are deprived 01 voice and vote, it is clear a new democratic organization is needed. The new lederations are a pro· gressive step in this direction and are open to all and are democratic in structure."

"The unique strength the United States enjoys over all other countries is the com· prehensive school system in this country which has well developed sports programs in certain sports. Suppose we could get the same sort of emphasis we now have in hi gh schools in football , basketball , baseball, and track applied to supporting gymnastics, fencing, cycling, canoeing, etc. Then follow this early training with a progressive pro· gram in these less emphasized sports in the colleges. It is hoped that the AA U can r e·establi sh the open and club competition for post college athletes which the AA U once sponsored but which now has become greatly dimini shed. To cap off the entire system. it is hoped the armed services can provide adequate training opportunities for tile sel· ected top post college and other athletes in their ranks. An efficient and compre· hensive administration directing the devel· opment of this vast potential is a necessity and should stay detached from self·interested groups." "Our greatest ch&nces to improve in the Olympics are in women's sports and in such activities as canoein g, etc. The impetus which you delegates have given to girls' sports with your work here at the national institute will be strong, and be keenly benefi cial to our Olympic strength. How· ever. thi s will be only a by· produ ct of your work. The most important and farr eachin g effects will be the vital " break·throu!!!."

that you have' contrIbuted' to the- welfa re of young wom en and the well bein g of our nation . The horizons of opportunity and satisfaction have b een broadened lor lutu re generations of girls." I salute you all as the authors of thi s fin e a chi ev~ m ent!

GYMNASTIC SPECIALISTS ATTENDING THE OKLAHOMA INSTITUTE .. . ATTENTION Thelma Bishap, who is directing the implementation phase of the Institute on Girl's Sports, has asked that attendees who have a direct responsib:lity for gymnastic programs in their states write to her and suggest ideas for implementing the Institute in original ways in their own states. She has also suggested District Institutes which would have a design similar to Oklahoma. We also note with pride Dr. Bishop's suggestion that you write to her if you feel that the Modern Gymnast would be a valuable implementation tool. We of the staff have already pledged our continuing efforts to make the magazine a comprehensive and useful guide. It is possible that you may be able to get a num ber of subscriptions for use in your clinic work.

BOOK REVIEW Advanced Gymnastics for Wom en by Jun e Allison Lonlon: Stanley Paul 1963 (5)4.25) Available throu gh Sport Shelf, P.O. Box 634, New Ro chelle, N.Y. It is somewhat signifi cant that in the same year that the distaff leaders of physical education in the United States should de· cide to get together to attempt to improve their competency in gymnastics (Nati onal Institute on Girl's Sports, U. of Oklahoma , Nov. 4·9 ), there should al so be published the first modern book on gymnasti c technique for women written by a woman. With all due respect to the men who have contributed to the women's gymnastic literature, they cannot hope to compete with such a book which in its own right is the best available today. Miss Allison , in a very down·to·earth. interesting style presents the four Olympic events as they have never been previously done. She has categorized the movements of these events so that the content is logical and very adaptable to the creative inspira· tions of the reader . The word " advanced" in the title should not scare off the beginner. In England there is no such term as "gymnastics." It must have a modifier to have meaning. As used here, the term implies an unbrok en progression breakdown of novice, interme· diate and advanced stunts. The book will be enjoyed by students from grade seven up through the college level and should appear with rapid fr e· quency on the shelves of coaches who have a responsibility in competitive gymnastics for women. Color has been added by frequent action shots of Monica Rutherford who is th e Women's Individual Champion of Great Brit· ain and who was coached by Miss Allison. There are also many diagrams throughout the text. Our recommendation; put away those for· eign dictionaries and get a r eally fin e book on women's gymn asti cs written in English. Hats off to June Allison ... we have waited for your book a long time. A. B. Frederi ck

Coaches Hamilton Williams, Clifford Sjursen and Helen Sjursen practicing what they preach (4th coach Mel Robin was not around when photo was taken.)

TH E FANWOOD-SCOTCH PLAINS YMCA PROGRAlVI By H elen Sjursen N OTE : Flollowing is u report on the program of the Fanwood-S cotch Plains "Y" by H elen Sjursen . . . We asked Mrs . Sjursen to write this report in order for YO LL the readers to get an insight on how fast and successfully a program of " Gymnastics for all" can be acheived in YOllr area by following som e of the WHY , WHEN, WHERE AND HOW ide as presented in this article.

In may of 1962 1 wa s judging a competition at the Elizabeth Turners, Eli zabeth, N.J. where the Fanwood-Sco tch Plains YlVICA had their tumblin g team entered. Bein g we li ved in Fanwood, Cliff Sjursen talk ed with th e tumblin g coach at th e meet and in talking found out that the "Y" h ad some gymnasti c equipment and men ti oned I wa s anxi ous to ge t ba ck to active gymnasti cs myself and r eceived an in vitation to visit their tumblin g tea m on Sa turday afternoons and from then on helped teach the boys and girls in the tumblin g class along with the tumblin g coach Dun can Smith, also general secretary of the "Y". The ages were from about 8 to 11. (to date I am still helpin g out in th e tumbling classes on Sa t. Afternoon ) When the " Y" closed for July and August I had asked if I co uld keep the tumbling classes open during the summer, perm ission granted, and being allowed what I wanted to with the tumbl ers concentra ted on gy mnastics_ Sa turday classes were two hours long. In Septem ber of 1962, when the " Y" officially opened its activiti es for the season, gy mnastic classes ,~ere held on: Monday nights from 7-8 and the instructor was Hamilton Williams of Scotch Plains, 1 .Jwho is a form er interscholastic gymnastic champion_ There Were anywhere from 1-5 fellows working out. Cliff and I would altern ate to help Mr. Williams coach (one of the parents had to be home to baby sit ) Occasionally, if noone showed up for a work-

out, we'd call up' the' gymn asts to see if they were coming out at all. A newspaper article abou t me in the pap er as an ex-Olympian teaching at th e " Y" prohably brought on the curious who wondered who thi s woman was teachin g men's gymnastics. ( the reason I can also teach men is beca use I have competed Na tionally in all men's and women's events except horizontal bar, lon g horse and un even bars. I stop ped competing just before unevens' came in. In my day, the women also had to co mp ete on still rings. flyin g rin gs, parallel bars and si de horse. Also competed, rtationally on beam, Floor X and vaulting ... Now this knowledge comes in handy) Gymnasti cs was ca tchin g on at the " Y" and it was then sched uled for Monday and Wednesday ni ghts cooed for Junior High and High School students. However, the tumblers who showe d exceptional talent in gymnastics were specially in vited into th e night classes regardless of their age, th e youn gest bein g an 8 year old boy. Time was also ex tend ed to 8 :30 p.m . The first all around gym nastic co mpetiti on these ch ildren entered (5 of th em) was in Nov. 1962 where three medals were won. In subsequent mee ts they had won 1lil many as 41 medals in one meet, and entri es have increased fr om about 16 to 25. In Feb. of 1963 the Fanwood-Scotch Plains Y sponsored their first annual yo uth meet and through the notices in the newspap er, it was pi cked up by a Melvin Robin who had moved to Warren Township, N.J . from California an d was loo king for a place to workout and offered his services as a volunteer coach , as he realized the need of physical fitn ess through gymnastics for our youngs ter s. Mel has won several medals in Na tional mee ts. So then the " Y" had four gymnasti c coaches with ex peri ence d backgrounds : Melvin Robin- Former National Champion, Hamilton Williams-Former Interscholastic Champion, Clifford Sj ursenstarted gymnasti cs in 1938, and besid e coachin g at the " Y", also coaches at the Eliza beth Turn ers and the Central Atlantic Area Gymnastic Camp in Maryland. (H elen Schifano Sjursen-Former 1 ational allaro und Champion, 1948 Ol ympic Team. ) IMPROVISING EQUIPMENT B uck In the 9 and under age group, both boys and girls are required to jump bn ck. The " Y" had no bu ck, but used the sid e horse. On e 7 year old boy learnin g the headsprin g could not manage to get th e top of his head on . the horse, but still mana ge d the jump with good form. It was ex plained to him that wh en he did this jump on the buck at the meet, he would have room for hi s head being th e buck would be set lon g ways . Just before th e meet the coaches pu t him through his warm up jumps on the bu ck which thi s boy had seen for th e first tim e and took a 3rd place med al for his jump. Today this boy is 8 years old and is doin g handspring jumps. Uneven Bars We used the regular parallel bars and rai sed on e bar up as high as it wo uld go. The bulk of the moves taught were those that co uld easily be tran sferred to th e standard heights of th e un even for that parti cular age group . The Eliza.beth TurnBesides push-ups and sit-ups, boys use uneven bars t o hold ing "L" position to further stomach muscles (also done arms). The "L" is held as possible.

. ers, . Elizabeth , N.J. offered th eir facilities to the girls so th at they could get the actual feel of the unevens at the correct heigh ts, so once or twice before a mee t th ey would practice at the Elizabth Turn ers. Beat Board Borrowed from El izabeth Turners Beam Routin es were made up and practi ced on a l in e 路on the gy m fl oor so th at the girls co uld go through most of the routine from beginnin g to end thereby memorizing it and again, before a meet, they would have one or two workouts on th e actual beam at th e Elizabeth Turners. Th en the Modern Gymnast printed an article on how to make ex tensions for even parallel bars to convert it to un evens. Conscientious membeJ.路 of th e " Y" made th e ex tensions at no ex pense to th e " Y". Equipment already at the "Y" in May of 1962 Trampolin e (canvas hed) Rings Parall el Bars Side Horse H orizontal Bar Mats (heavy weight) Equipment added to gym floor Gymn as ter Uneven Bars with Transporter Low parallel bars (Parallettes) Beam Buck two 5 x 10 light weight mats Nissen twisting belt Spo ttin g belt Overhead suspen sion rig Reuther Board T he first new piece of equipment we re ceived was the beam which was donated by the Scotch Plains Lion s Club. It was especially made locally so th at the beam itself co uld be easily r emoved and placed on the flo or so th at the girls could practi ce leaps, turn s and standing parts of their routin es with little fear of falling while strivin g for perfection. A fall wo uld only mean a 6" drop and one step up and they are ready to try aga in ; also easier for coach to spo t while gymnast is in the learnin g stages on the beam. How Additional Eqllipment was obtain.ed The children were advan cin g quite rap,dly and not ha vin g the ri ght equipment (especially the un evens) of the latest make was now a hin deran ce. We started proj ec ts to raise money with the gy mnasts helping out. A gym nasti c show was sched uled for the promoti on of gy mnasti cs in the State of New J ersey. _Th e gym nas ts ran a rum-

g iris a nd the hang strengthen with bent lo ng as

3~ 路

Fo r handstand practice, 2 - 3 boys are put on at the same time . (This wayboys

con get more turns, and less time is wasted

5~anding wa it ing f or his turn ). Usually two at a time are taken. If 3rd person is used he wi ll be o ne t hat is pretty sure of get ting the handstand by himself. End hand-

stonds ore assisted by coaches. Bays I t o R: Richard Ruyle, William Ru y le , and Robert Ruy le.

T am Hennessy on rings 16 ye ars old. Coach Hamilton Williams a ssisting in st oppi ng tloi::ly movement so gymnast can sense f or himse lf when body is in correct lever position .

Spotti ng the Hecht dismount on uneven: Standing on gymnast 's right side left hand is placed on bock o f legs as gymnas t goes around in a hip circle and

the:1 can a ct as a trace as gymnast can quickly ra ise upper body and throw on arch. Right arm then quick ly sli ps under ar m pits and pull s f o rward a s left arm then slips under legs so spotter can guide gymnast 's arched body f orwar d t o help clear bar f o r landing. (Judy Cardozo I I years old taking dismount .)

mage oale. At th e tIme the Women's Gymnasti c Competitions was held at the " Y", programs were printed which contain ed nam es of "Gymnastic Boosters" who had don路ated a certain amnunt towa rds the purchase of gymnastic equipment. The gymnasts had part in all these fund raising events, the profits of which were specifi cally earmarked for eq uipment. From these profi ts the uneven bars with tran sporter, low parallel bars. buck, twisting belt, Reuther board and overhead suspension rig were bought. The canvas bed on the trampoline wa s damaged by fire, and is now replaced with a new nylon bed and n ew sprin gs, part of the cost of which was donated by the Fanwood-Scotch Plains Rotary Club. The " Y" has a small gym fl oor and every p iece of eq uipment (except the tram opline which is rarely used on gymnastic night ) has its place on th e floor so that aU pieces of equipment can be used at one tim e and still have some area for flo or exercise practice.

Children being checked on prog ress of splits and correction in form errors. Form and straight legs are stressed while learning th is trick and the children are made to understand th is trick will not come overnight but takes time to learn and if they practice in f o rm , by the time they get all the way down they will have a nice looking split.

Wal ter Sjursen, 8 years o ld gets fee l of side horse. He will compete in side horse when he is 10 but from now unti I then is al lowed to oractice a few leg swings now and then, but no t to o often , o verage of once or twice a m onth. Then by the time he is 10 he wi ll hav e had nice leg swings which I think is important before starting t o actually lea rn other moves .

SYSTEM OF WORKOUT Because of the short workout time, Ph hours twice a week (added V2 hr. if nothin g is sched uled after gy mnastics) the workout is started with everyone doin g push-ups and abdominal exercises to strengthen the arms and stomach muscles. Then the girls and boys are separated and each group goes to th e assigned apparatus for that night for. il short class lesson. The children are given specific trick s to try. If thi s trick is to simple for the more advanced gymnast he may choose a trick he is less sure of so that hi s turn is not wasted on. something he alrea dy knows. Class time will take about 20-25 minutes. A t free tim e the children may go on any piece of equipment they wish and the coaches then rotate to the different pieces. Ha ving more " fr ee time" enables more children to all be working at the same time. During this tim e th ey may practice individual tricks, or go through their whole routines being corrected on form , continuity if a new trick has been added, etc.

In teaching the sp lits on the beam, special emphasis is put on keeping the legs straight at all times. By the time splits I S done completely, a perfect split will be had. While learning arms are kept sideways at all times so that by the t ime th~ gymnast goes down all the way, she also has learned complete contro l of ba lance at t he same time thus ki lling two birds with o ne stone, learning the sp lits and learning control of balance. Beam is set on fl oo r f or more co nfidence. (C li fford and Helen SJursen coaches, Susan Miller on Beam) .

Before a co mpetitIOn, those children that are entered are put through each of their routines for final checks on form and continuity and contents of the routin es to meet the requirements_ There are two coaches on the floor : Monday ni ghts-Hamilton Williams and Helen Sjursen Wednesday nights-Clifford Sj ursen and Melvin Rohin The ages we have at this time on these nights are boys and girls working out together from 8 years old to 16 years old_ These nights were set up for J um or HI gh and High School ages, but th e youn ger children from the tumbling classes that showed exception talent have been especially invited into the night classes so they too could have two ni ghts of trainin g, under experienced gymnastic coaches_ METHODS USED TO ADVANCE TH E BEGI NNER AS QUICKLY AS POSSIBLE L First concern is to teach gymnastics with simplicity and perfection, with form _ By teaching the simple movements with form , they learn to control their bodies and get accustomed to the piece of equipment they are working on, and therefore, they will develop the confidence they will need in trying a more difficult move_ 2_ Gymnasts are taught to their own individual talents_ If a gymnast shows exceptional talent he is immediately taught a more difficult move . capable for him to learn_ (We have an 8 year old boy doing a handspring jump on the buck) 3. The hardest part of getting children ready for competitions is composing routines. To speed thi s phase up for the yo unger gy mnasts, routines would be typed up at home by the ~oaches for each individual suited to hIS own skills. These routines would be sent to their homes so they could memorize them and when they got to the gym they would know the routin es and more concentration could then be put on form and execution. This eliminated taking the time out at the gym fl.oor to make up a routine and more tIme can be spent on actually working out. Once the gymnast becomes more advanced and has been in and seen a few comp etitions, he will then be able to alter his routine on his own. 4_ One of the more advanced girls needed an uneven bar routine, which was written up and sent to her. She memorized it and to get it down pat quickly was given a private lesson on an off day at the " Y". This' one concentrated lesson gave her a good start on the unevens. Beam is placed on fl oor to practice leaps and jumps and a sl ip of the foot wo uld only mean a 6" drop .

5 . Gymnastic workouts continue durin g July and August. 6. Five girls already have hom e balance beams on which they get extra practice_ Because of havin g a home beam. one girl who joined the gymnastic classes Sept. 8th entered her first meet Oct. 26th and won 3rd place on beam, and Nov. 23rd won 2nd place on beam. She is 12 years old _ A concentrated lesson in the home of the Sjur· sens gave this girl a good start in this event. 7_ Splits are never praticed in the gym. They are taught the correct way to start learning it and the actual practice is done at their home_ Occasionally they are checked to see how far down they are going and if form needs to be concentrated. 8_ In some cases a gymnast can be told what he can practice at home in preparation for a trick he will try in the gym. For example, if a girl wanted to learn an English handstand on the beam, she would be told to practice a handstand on the floor placing the hands on the floor close together, and then placing one hand on top of the other. If she can control this type of handstand on the floor she will have an easier time learning it on the beam_ Also at home, she can practice an English handstand by using a block of wood placed on the floor, as perfec tion of this balan ce will take tim e_ There are other home practice hints too numerous to mention. 9. In N. J . a gymnast starts competing on apparatus at the age of 10 with the exception of the buck jump ·for the 9 and und er. When possible a gymnast at the age of 8 or Y is introduced to some equipment doing the most simple moves, not concentrating on any real teaching. He is just. ge ttin g the feel of the equipment so that when he does r each the age of 10 he will already be familiar with it and will have an easier start in learning tricks_ HOW THE NEW JERSEY GYMNASTICS HAS HELPED PROMOTE GYM NASTICS In January 1%3 the New J ersey Gymnastics Association organized for the promotion and standardization of gymnastics in the State of New J ersey. They set up the age groups for girls as 9 and under , 10-11-12 and 13, 14, and for boys, 9 and under , 1011-12 and 13-14-15 and the events that each age group had to compete in so the whole State of New J ersey knew just what catagory their children would have to compete in_ Most gymnastic organizations and many individuals belong to this organization and receive all the rules and regulations so that all gyms practice at the same heights, etc for the various age groups_ Through the standardization of gymnastics by the NJ.G.A., the stage was set for the promotion of gymnastics and now all clubs throughout the State know what activities wer e goin g on in each club, and today more clubs are running more meets and entries in a single meet has increased. in one parti cular youth meet there were 118 entri es. Now the youn g gym nasts look forward to these meets and have something specifically to ·work for and are eager to advance. Beside the youth mee ts New J ersey also has competitions for men and women. One recent competition had various age groups startin g from 8 years and over th e last age group being women 36 years and over and men 40 years and over.

"WHAT'S THE SCORE?" By JERRY WRIGHT Gymnastics Coaell San Francisco State C,llege CALENDAR OF EVENTS FEB. 8, SAT.-UCLA Invitational _4-year College Varsity's} UCLA ____________ 7 :30 P .M_ APR 10 SUN_-Little Ten Development Tr~mp-'· & Free Ex_ Foster Community Center, Evanston, Ill. FEB. 22, SAT.-Ben Price Memorial, L. A_ Valley College_. ___ _______________7 :30 P .M_ APR. 25, SAT.-Women's Invitational, SFSC 10.00 A.M. AUG.23-24--Nat'L Summer Gymnastics Clinic & Camp. M.S.U ., E. Lansing. NOV_ IS, SUN.-Little Ten Development All Around (5 div} , Bernard ¥orwich Jewish Community Center ' DEC. 4-5, SAT_-Mid-WestOpen, Navy Pier, Chicago. 1963 - 64 ALL- AROUND RAN KINGS AS OF JANUARY 15, 1964 .J. Art Shurlock, Unatt . 9.30;2. Jock Beckner, LAT 9.26; 3. Ron Barak, USC 9.18; 4 _ Rusty Mitchel l SIU 8.97; 5. Marsha ll Claus, LAT 8 .76; 6: Dan Garcia , PCC 8.76; 7 . Bill Wolf, SIU 8.60; 8. Ted Muzyczka, CT 8.55; 9 _ Gory Buckner, USC 8.51 ; 10. Lorry Bonner, LAT 8 .33; 1 J. Rick Field, Col. 7 .79; 12. Ray Hadley, Unatt., 7.70; 13. Roy Goldbar, SSC 7.45; 14.Paul Newman, Cal. 7.44; 15. Pau l Moyer, Berkeley Y 7 .3 1; 16. Lorry Topping, SSC 7.19. 17_ Bob Dunning, Soc Turners 7 _11.

DID YOUR KNOW THAT: Until 1954, the rules concerning awards in National Championships Competition stated that "when two or more competitors tie for any place, the medals for the place tied and the medal or medals for the place or places next in order, up to the number of competi tors tieing, shall be split into equal parts and joined together as new medals, and each competitor so tieing shall be awarded one thereof" _ _ . How about that ! ! ! Rules makers have had a difficult time deciding just what type of score should be u Sf~d to score a gymnastics routine_ Until 1912 the scoring was based on 5 points, in 1912 this was changed to 10 points (as it is today), in 1919 this was changed to 100 points (40 for difficulty and beaut~; 40 for form and execution; 10 for approach; and 10 for fini sh) , in 1927 this was changed to 110 points (60 for difIculty and beauty; 10 for execution and form, and 10 for apnroach), in 1937 it was changed back to 10 points (5 for difficulty and beauty 5 for execution and form-_ In 1941 the 10 points were broken down to: 5 for difficulty and composition, and 5 for execution and form, arid in 1958 this was changed to: 5 for e-xepution, 3 for difficulty, and 2 for comhination. For 1964 it will be: 5 points for Aroused by the appearance of some of the bination.

SAN FRANCISCO INVITATIONAL Aroused by the appearance of some of the fin est gymnasts in the Nation,600 enthusiastic gymnastic fan s were treated to a rash of fine performances at the San Francisco State College Invitational gymnastics meet Deeember 7, 1%3. Turnin g in by far the outstanding performance of the evening was 1963 USGF allaround champion Art Shurlock _ _ . Showing amazin g early season endurance; Art walked off with four beautiful first place trophies by ,irlue of outscoring his opposition in the all-around, side horse, long horse, and par,!lIe! bars (an especially significant performance du e to the fact that the preliminary score was added to the final score to deter-

Ed Cfark Arr Shurlack

Ron Barak Dan Garcia

mine winners-_ Adding to this smoothly run meet was the an-around performance of Jack Beckne,r (FX-9.25, SH-9.3, LH-9.5, PB- 9.4, HB - 9.25, SR-8.85), who unavoidably missed . the preliminary session and, therefore, was not eligible for individual awards and comneted for all -around honors only. . Special credit is due the fine performance of USC Senior Ron Barak, who more than held his own against more experienced gymnasts (55.10 in all-around) . Ron topped off a fin e performance by winning the high bar 'w'ith the highest score of the meet- 19.35. Adding even more luster to an already hright evenin g were two Pasadena City Col38

lege gymnasts, Dan ' Garcia, who tied for fourth in the all-around and was runner-up to Barak on the high bar, and Don Dimit who captured the floor exercise event. The audience was given a special treat when 14 year old Kent Umbarger captured ~h e trampoline and tumbling events against ., o mewhat weak opposition. Other performances of special note included the winnin g still rings performance of Ed Clark, Aragon high school senior, and Marshall Claus, with a tie for fourth in the nil-around. MEET RESULTS All Around: 1. Art Shurlock, 55.8;2. Jack Beck-

ner, 55.55; 3. Ron Barak, ' 55.16; 4. Marshall Claus, 52.60; 5. Dan Garcia, 52.60; 6 . Gary Buckner, 51.10; 7. Larry Banner, 50.00. Side Horse: 1. Art Shurlock, 19.10; 2 . Bob Ward, 18.60; 3. Ron Barak, 17.50. Parallel Bars 1. Art Shurlock, 19.20; 2 . Ron Barak, 18.75; 3. Larry Banner, 18.65. Still Rings: 1. Ed Clark, 18.90; 2. Gary Buckner, 18.70; 3. Larry Banner, 18.40. Floor Exercise: 1. Don Dimit, 19.00; 2. Art Shurlock, 18.90; 3 . Ron Barak, 18.45. Trampoline: 1. Kent Umbarger, 9.1 ; 2. Dennis Sullivan, 8.85; 3. Pete Gurber, 8 .1. Long Horse: 1. Art Shurlock, 18.90; 2. Ron Barak, 18.60; 3 . Dan Garcia , 18.30. High Bar: 1. Ron Barak, 19.35; 2. Dan Garcia, 18.25; 3. Gary Buckner, 17.85. Tumbling: 1. Kent Umbarger, 9.3; 2. Don Dimit, 8.9; 3. Dan Garcia, 8.5 Attendance: 600, Officials: Jerry Todd, George Wilcox, Martin CQrrenza, Dick Nicholas.

MIDWEST OPEN This again was a banner year for entries in the Midwest Open, particularly in the Women's division where there were 24 women entered in the a ll - around only. The men's meet was divided into two di v isions, one comprising all-around entries only and the other for s pecialists. There wsa a field of 23 adll-around candidates a nd as many 00 38 e ntries in some of the speciadlis t s division events. MENS DIVISION RESULTS Leading t h e para d e of fin e p erformances in what was termed " the b est competition in the his t ory of the meet," was Rusty Mitchell of Southern Illinois University. Rusty captured the all -around, floor exercise, and tumbling; in ad dition to this h e finished 8th on the s ide h orse a nd stidll rings, and 9th on the parallel bars. The most c losely oontested event of the meet w as proba b ly the trampoline in which the following scores wer e registered: Gar y E rwin , 9.7; Frank Sohm itz, 9.6; John Hamilton, 9.5; Fred Saunders, 9.4. (with three of the top f our from the Universi ty of Michigan ) . A s the evening progressed the standing room only crowd was treated t o such performances as that of Jim Hopper, Univ. of Wisconsin defeating former n ational c hamp Bill Wolf on the still rings by a close score of 9.6 to 9.55 ; Dennis Wolf (Bill's Twin brother) SIU - defeating James Curzi Michigan State - a nd Ray Yano - SIU o n the high bar; and Steve Pasternak SIU - capturing t h e side ho r s e event with a very respectable score of 9. 55 over Denni,s A lbers U n iv. of Nebraska 9.3 and G le n Gailis - Univ. of I owa - 9.15 . Other notable p erformances included : 3 of firs t 4 places on t h e still rings, High bar and free exercise to SIU; and Southern Illinois University winner of the team c h ampionship for both the men's and wonl e's divisions. The following no te was sent to the ~?t~jERN GYMNAST along with the reTltis meet had a number of interesting and perplexing twists to it. I wo uld like to e labo r ate. The m eet was sanctioned several weeks prior to the date of the m eet by the UNITED STATES GYMNASTICS FEDERATION. Th e publicity poste r s , th e tickets , the news releases, over the air and in the newspap ers a ll brought out the importance of this meet as a test case. What wo uld the AAU do? It wasn't a very Long wait on the pa rt of the M.G.A. The AAU responded quickly with personal l etters to, what see m ed like every eligible gymnast . and a numb e r of coaches, athletic directors, etc. informing each in a threatening manner th a t if th ey compete in the Midwest Open th ey w ill be declared ineligibl e and not be r e in stated. This l etter brought a d eluge of ph on e call s to my office from coach es and ~ ompetitors. They were very much oon?ern e d. and in the main, very much frightmed. As m ee t d irector, I h ad a difficult tim e giving r eassurance to those who called, inf ormi n g each to s it tight and make thi s nwet a r eal tes t case. I did so with littl e s uccess an d entries began' to falter. Beca us e this is a tremendous financial invest ment for t h e M.G.A. I took som e drastic m easures to insure the success of the meet. At t h e r eq u est of a majority of the coaches, I ran t h e womens meet as a separate e ntity a l of its own with an AAU sancti on I sat tight on the mens events up untii a week b ef ore the meet and then another d el,:,,,e of calls guided me into a n oth er d eC ISIOn and that wa,s to seek a joint sanc tion for the mens events as a mean s of prot ec ting those who are aspira nts for the '64 O.I~mpics an? wish to retain the ir eligi bllltv. I ap ph ed for an AAU sanction was rhall enged , b ut beca use we are concerned firs t \V i ~~ gy!"nastic!> a nd secondly with th e pOlitICS Involve d, we convinced the Cen tra l A SSOCiation of the AAU t h ey had a responsibility to support th e on e big gvm",tstic eve nt in the Chi cago area. We may be chall enged further from the National o ~fice. as t h e M.G.A. apparently h as "ccnmpll s hed w h a t could not be done. A cha ll enge by t h e AAU in New York will b e a s hamble as it will accomplish nothing more than criticize on e of their own di s ~ri c ts. A dual sanction was never w h at we IIltended, but perhaps it h ap pened now to th e b es.t a dva ntage of everybody . . . only time WIll tell. Our meet was. :successful, everyone' saw th e b est competItion in th e hi s tory of the m eet, the finals moved alon g smoothly, the

USGF colors were paraded proudly down th e floo r a nd the house was a standing r oom only. MEN'S FINAL RESU'L TS Trampoline: 1. Gary Erwin, Univ. of Mich., 97. 00; 2. Frank Schnitz, Unatt. SIU, 96.00' 3. John Hamilton, Univ. of Mich. , 95 .00; 4. Fred Sanders, Univ. of Mich ., 94.00. Tumbling: 1 Rusty Mitchell, SIU , 94.50; 2. Fra nk Schmitz: Unott. SIU , 90.50.; 3. Hal Shaw, Unatt . ChampaI gn, 88.00 .Still Rings: 1. Jim Hopper Univ of Wisc., 96.00; 2. Bill Wolf, SIU 95 '50 ' 3' Chuck Ehrlich , SI U, 94,00; 3. Tom' Cook, 'SIU: 94.00. Paralle l Bars: 1. Francis Allen, Uniy. of Nebraska, 94.00; 2. Ted Muzyczko, Chicago Turners, 92.50; 3. James Curzi, Michigan St. Unlv., 92.00. Horizontal Bar: 1. Dennis Wolf, SIU . . 96.00; 2 . James Curzi, Mich. St. Univ., 95 .50; 3. Ro y Yano, SIU, 94.50. Side Horse: 1. Steve Pasternak, SIU, 95 ,5.0; 2. Dennis Albers, Unlv. ot Nebraska, 93,00; 3 . Glen Gailis, Iowa Un IV .. 91.50. Free Exercise: 1. Rusty Mitchell SIU, 95 .00; 2 . J,?e Nappi, Unatt., SIU, 91.50; 3 . John .Rohs, MIch . St. Univ., 88.00; 3. John Rohs, MIch. St. Univ., SIU, 88.00. . Attendan ce: Standing room only. Officials: Glallombardo, Wolden, Drain, Foer ich, Fritz, GUSIC, Gard,!e ~, Kreidler, Roetzhe im, Orlofsky

Horn, Schmelz mg.

WOMEN'S FINAL RESULTS Trampoline: 1. Nancy Smith , Sycamore, III., 78.50; 2. Corle Peterso n, Nort hwest Turn 66.50; . 3. Vicki Bolinger, Trampolets Club, 64 .50: Tumbling: 1. Sharon Kred le, Milwaukee Turn 63.50; 2. Lindo Metheny, Champaign, III., 55.00; 3 . VIck I Bol!nger, Trampolets Club, 54.00. Side H.orse VaultIng: 1. Gail Daley, SIU, 95 .00; 2. Lindo Metheny, Champaign, III ., 93 .33; 3. Irene Horwarth, SIU, 92 .33 . Ba lance Beam: 1. Irene Horwath , SIU, 92.66; 2. Linda Metheny, ChampaIgn, III ., 90.00; 3. Ruth Ann · Inski p Evanston Acronauts, 89 .66; 3 . Brigitta Gullberg' SIU, 89 .66. Uneven Parallel Bars: 1. Jud y Dun ~ hom , SIU, 93 .66; 2. Gail Daley, SIU , 92.66; 3. Irene Horwarth, SI U, 92.00. Free Exercise: 1. MaryEllen Toth, Flint Mich., 93.00; 1. Linda Metheny, Champaign, III. , 93 .00; 3. Solly Nob le East Lansing, Mich ., 92. 00; 3. Donna Scaenzer' SIU , 92.00; 3 . Jud y Ann Lenz , Milwaukee Turn ,' ~~

'Rehnstrom, W.S. U. Horizontal liar: 1. Mike Lovell, Husky G.c.; 2 : Mike Flansaan Husky G.C.; Stu Rehnstrom, W.S. U. Lang H~rse: 1. MIke Flansaan, Husky G.C. ; 2. Steve Woodward Unatt.; 3. Gory Riese, E.W.S.C. Still Rings: Stu Rehnstrom, W.S.U. 2. Mike Flansaas Husky ' G.c.; 3. Donny Du nham , Unatt. HIGH SCHOOL MEN Team ~hr.mpion: Highline of Seattle Coach:

Bob Sarver ' Fr~e E>.'ercise: 1. Don McGinnis, Highl ine; 2.

Pat CalkinS, Hlghllne, tie; 3 , Dennis Clemmons, Hlghllne; 2. Vache, Rich land; 3, O'Connel l, Ricnlan d. Long Horse: 1. Edwards R.; 2. W . Kottsick, Long Horse: 1. Edwards, R.; 2 . Wayne Kottsick H.; 3. Butch Swenson, U. Trampoline : 1 Don Sau~ders, U.; 2. Elliott, R.; 3 . Pot Calki~s, H. HOrizontal Bar: 1.. Holloway, R. ;2. Wayne KottSIck,. H:; 3. Edwards, R. Parallel Bars: 1. Don McGinnIS, H.;. 2, ~en ni s Garvin, Kennew ick; 3. Elhott, R. Stili RIngs: 1. Wayne Kottsick H' 2 .• Don McGinnis, H.; 3. Ken Turner, K: . Aii

TEAM RESULTS Women: 1. S. I.U., 62% ; 2. Champaign, 30; 3 . Evanston, 4%. Officials: Drain,. Wo lde n, Meyer, Pirkel, Wachk~~idre~~kas, Femter, Prchal , Engstrom, Fritz, INLAND EMPIRE OPEN GYMNASTICS CHAMPIONSHIPS The Inland Empire Gymnas ti cs Championships were h eld December 7, 1963 at Wash ington State C'ollege, Pullman, Washington, under the direction of J ames Sweeney. The coll ege men's division was h eaded by the Husky Gym Club a nd by teammates Mike F lansaas, Jim David and Mike Lovell. The Husky gym cdlub captured th e team t itd le; Mike Fla n saas a h e adll-around, side horse, and long horse ; Ji m David the trampoline and the free exercise; and M ike Lovell t he high b ar (with a dde d seconds in the a ll -around a nd free exercise) . . Other Victor,s incl uded Dick Van Hers ett -tumbling, Stu Re hns trom - Still Rings, and Steve Woodward - Parallel bars. The H igh School division was dominated by Coach Bob Sarver's Highline Hig h School Team of Seattle. D a n McGinnis of Hig hlin e breezed to the top of the Victory stand for firs ts in t h e a ll- aro und, free exercise, a nd parallel b ars . Individual winners included: Duane Murphy-Side h orse, Edwards-Long h orse, Don Saunder s - Trampoline, Holloway H igh b a r, Kottsick - S till rings, Calkin s Tumbling, and Setbacker - Rope Climb . The Women's div is ion was heavily dominated by Shirl ey Ostboe and Eastern Washi ngton State College. Shirley captured the all-around, f ree exerc ise. vaul ting, anI unevens; losin g the beam to Charl ene Eldune of Washington State; with Sharon Allen topping th e field f,or a double win on the trampoline a nd in tumbling. COLLEGE MEN Team Winner: Husky Gym ClUb , Trampoline: 1. Jim David, Husky G.c. ; 2. Bill Hyatt, Unatt.; 3. Dick Van Hersett, Unatt. Side H~rse: 1. Mike Flansan, Husky G.C.; 2. Dove Miller, W.S .U.; 3. Steve Woodward, Unatt. Parallel Bars: 1. Steve Woodward , Unatt.; 2. Chuck Messenger, E.W.S.C.; 3 . Mike Flansan Husky G.C. Tumbling: 1. Dick Von Hersett · 2' Jim David, Husky G.C .; 3 . Stu Rehnst(om ' W.S.U.; AI! Around: I. Mike Flansaan, Husky G.c.; 2 . MIke Lovell , Husky G.C.; 3. Stu Rehnstra m, W.S.U. Free Exercise: 1. Jim David, Husky G.C.: 2. Mike Lovell , Husky G.C.: 3. Stu

Around: 1. Dan McG innis, H,; 2. Wayne KottSIck, H.; 3 . Holloway, R. Tumbling: 1. Pat Calkins, H.; 2. Don McGinnis, H.; 3 . Dave Mac Carter, U. Rope Climb : 1. Setbacken U,; 2. McCarth y, H.; 3 . Jackson, R. WOMEN Team Champion: Eastern Washington State College.

Free Exercise: 1. Shirley Ostboe, EWSC; 2 . JulIe Bateman, Kennewick; 3. Sue Aldrich, EWSC. Vaulting : Shirley Ostboe, EWSC; 2. Sue Aldrich, EWSC; 3 . Charlene El dune, WSU. Unevens: 1. Sh irl ey Ost boe, EWSC; 2. Julie Bate.man, K.; 3. DIOne Thoelcke, K. All Around: 1. ' Shirley Ostboe' EWSC; 2. Julie Bateman, K,; 3 . Sue Aldrich, .EWSC. Trampoline: 1. Sharon All en, oEWSC; 2. Ruth Nelson, K,; 3. Mary Coffman, EW:;C. Beam : 1. Charlene Eldune WSU ' 2 . ShirlElY Ostboe, EWSC; 3. Ruth Nel;on, K:

Tumbling': 1. Sharon Allen, EWSC; Case, K.; 3. Julie Bateman, K.

Peggy

I hope yo u readers will bear with me on this, I sent in my cc lumn a little late lost month and missed gett ing all results in fr om the Berkeley Y me9t and the Sacramento Invitational . Foll owing are more detailed results of same.

SACRAMENTO INVI TATIONAL Free Ex : 1. Paul Moyer, 9 .0 ; 2. Larry Tap'l inq , 8.6; 3. Ra v Hadley, 8 .5; 4. H. Kato, 8.2 ; 5. J. Ford, 8.05; Tromp.: 1. Tom Oste rlan d, 9.2; 2 . Scott Gardner , 7.85; 3. Don Dunfield , 7.2; 4 . T. Dyer. 6.75; 5. L. Dav idson . 6 . 1. Side Horse: 1. Bill Law ler . 8.85; 2. Ro y Hadley, 8.80; 3. K. Schindle r, 8.25; 4. Rick Field , 7 .70;5 . Bo b VI 'ltch . 7 . 15. Horizontal Bar : 1. Ro y Hadley, R.D5; 2. Lonnie Kapp, 8.75; 3 . Ron Burmester, p..40; 4. Rav Goldbar . 8.20; 5. Bob Dunning, 7.8 . Long Horse: I . Pau l Mo ye r, 8.93 ; 2 . L. Nelso n . 8.50; 3 . Rick Field , 8 . 13 ; 4. L. Topping , n. OO; 5. Bob Dunnin!'j , 7.88 . Parallel Bars : I. 1,)'1nie Kapp. 8.6; 2 . Ra y Hadley, 8.25; 3. Paul Newman, 8. I I ; 4. Ro y Galdbar . 8.05; 5. Bob f)unnlng, 8.0; 5 . L. Topping, 8.0. Tumbling: 1. Paul Mo ve r . 9.05; 2. Don Dunfie ld, 7.80; 3. L. Nelson , 7.45; 4 . J. Ford , 7.35 ; 5. Scott Gardner , 7.20; 6 . L. TOPPing , 7 .20. Still Rings : 1. Steve Zahm . 9.4 ; 2 . Rich Golden , 9 .2; 3. Ri ck Field , 9 .0; 4. Ed Clark , 8.75; 5. Ron Burmester , 8.2. Ali Around: 1. Rick Field, 46 .7 8; 2 . Ray Hadley, 3 . ~a y Go ldbar . 44 .70; 4. Paul Newman , 44.68; 46.23 ; 3. Roy Go ldbar , 44.70; 4. Paul Newman 44.68; 5. Paul Mayer, 43 .88 . ' BERKELEY "Y" MEET BOYS 12 TO 14 All Around : 1. Kent Umbarger , Berkeley Y.; 2. Ki~e Su llivan . BY; 3. Howard Hardie . BY; 4. Kirk Edwards, BY; 5. Roy Hami lt on , BY . Free Ex . .1. Mike Sulli van, BY; 2. Kent Umbarger; 3. Kirk Edwards; 4 .Howard Hardie; 5 . Bob Gilden . BY. Side Horse: 1. H. Hardie, BY; 2 . Kent Ymbarge,; 3. Craig So lon berg, Arcade; 4 . Mike . uilivan , BY; Kirk Edwards. Parallel Bars: 1. Mik~ Sullivan; 2. Kent Umbarger; 3. Kirk Edwards; 4. Howard Hardie; 5 . Hoy Hamilton. Still Rings: 1. M ike Sullivan , BY; 2. Kent Umbarger; 3 . Howard Hardie; 4 . Kirk Edwards . wards; 4. Howard Hardie; 5 Ray Ham ilton 3. Kent Umbarger; 4. Craig So lonberg; 5: <-')nd , Martmez . Son Pablo Rec. High Bar: 1. [<-uce Mc intosh , BY; 2. Kent' Umbarger; 3 . Mike Su llivan; 4 . Howard Hardie; 5. Condi Martine.'. Trampoline: 1. Kent Umbarger; .2. Mike Su llivan ; .3. Kirk Edwards; 4. Howard Hardie; 5. Bob Gilden, BY . Tumbling: 1. Kent Umbarger; 2. Mike Su lljvan; 3. Kirk Edwards; 4. Ray Hamill o,, ; 5. Howard Hardie. BOYS 11 AND UNDER All Around: 1. Clark Johnson, BY; 2. Steve Soy lor,RA ; 3. Jeff Rodda, BY; 4 . Steve Beagland , ST; 5. Bob Hart , BY . Free Ex : 1. Steve Saylor; 2. Ke ., Linney, SJY; 3. Steve Bergland; 4.Steve Arns, BY; 5. Jeff Martin. Side Horse : I. Clark J ohnson, BY; 2. Jeff Rodda; 3. Bob Hart; 4. S'eve Bergland , ST; 5. Steve Arns. Parallel Bars: 1. Clark Johnson; 2 . Jeff Rodda, 3 . Bob Hart; 4 . Steve Arns; 5. Steve Bergland . Still Qi'qs: 1. Clark Johnson; '2 . Steve Berg land; 3. Jeff Rodda. Trampoline: I. Terry Abbott Arcade' '; Steve Say lor, RA ; 3. Brion Dalberg' A r cade~ 4 . Jef~ Rodda; 5 . Steve Arns; 5 . Steve 'Berglanl Tumbling: I. Steve Saylor, RA; 2. Bill y Smith , V; 3 . Steve Arns; 4. Clark Johnson; 5. Steve Bergland . GIRLS 12 TO 14 All Around: 1. Nora Truss, Vada; 2. Karen Too ... Vada; 3 . Janice Gloss, SPR; 4. Katie Kostoinsek , Berkele'J Y. Free Exercise : 1. N o ra

Truss, V; 2. Koren Toon, V; 2. Kat ie Kostainsek, BY; 4 . J ~n Wheatly, Arcade; 5 . Janice Glass, SPR. Vaulting: 1. Nora Truss, V; 2. Koren Re do , BY . Une ven Bars: 1. Janice Glass, SPR; /: Nora Truss , V. Balance Beam : 1. Nora Truss ,

\'; 2 . Karen Toon, V; 3 . Robin Hughes, V; 4. r e :1 ie Aposto lov, Rose Ann; 5 . Janice Gloss, SPR. Trampoline: I. Nora Truss, V; 2. Katie Kostainsek . BY; 3 . Karon Rocia, BY; 3. Karen Toan V. T"mb ling : 1. Renie Apostalov, Rose Ann;' 2. Nora Truss, V. GIRLS 11 AND UNDER All Around: I . Koren Galloway, V; 2 . Brooks f.,',eyer , BY ; 3. Janette Hasket , FG; 4. Bonnie Mc Bride, BY; 5. Marline Hu rst, Arcade. Free Ex: 1. Ma rli ne Hurst, A; 2. BrooksMe ye r, BY; 3 . Na:1CI Hegemon , RA; 4. Karen Galloway, V. Vaulting : 1. Karen Gallowa y, V; 2. Janette Hasket , FG; 3. Bo nnie McBride, BY; 4 . Christy Smity, V. Uneven Bars: I. Karen Gallaway, V; 2. Bonnie McBride, BY; 3. Linda Hacker , BY; 4. Ja n in e Gallowa y, V; 5. Janette Hasket , FG; 5. Broo ks Meyer, BY . Balance Beam: 1. Koren Gallaway, V; 2. Sue Gabrielson , V; 3. Brooks Meyer, BY; 4 . Linda Ham by, FG; 5. Bonnie McBr ide, BY . Trampoline : 1. Koren Gallaway. Tumtling: I. Marl ine Hu rst, Arcade; 2. Karen Gallowa y. V; 3 . Sa nd y Gallaway, V; 4. Nancy Hegeman , RA; 5. Brooks Meyer, BY . Berkeley YMCA (BY), Son Pablo Rec. (SPR ), Rose Anns (RA), Sacramento Turners (ST), Son Jose YMCA (SJY), Fresno Gym (FG).

By Jess Robinson Marlene and Candy P acheco are a couple of young ladies on the way up in show busi ness. Marl ene just appeared on the Steve Allen Show for the th ird time and little Candy spent last summ er on se t of the W ait Disney pi cture "Mary Popp in s" do in g stunt work. All thi s came abo ut because of their ability to work on Irampol in e. Marlene go t th e trampolin e bug JIl 1959 and ca me to us for lessons. She learn ",d fa st and within a year co uld perform front s, backs, baranys, a ba ck with a full twist and a double back sommersa ult. She appli ed th e grace and form prev iously earn ed fr om years of ballet to her trampolin e work an d mad e every stunt a thin g of beauty. Then in 0 (;tober 1960 the Jack ie Gleason Show sco ured th e country in search of 14 girl trampolini sl!O to do an openi ng number on th e show and Marlene was one of fiv e chosen from the Southern California area . The trip was a thrill of a lifetim e for a 14-yea r- old and she decided then and th ere that sholl' business was th e lief for her. In the meantim e, Candy had lea rn ed to swin g front s, backs and baranys and al so did a little clown rontin e on the tram polin e so when Marlene return ed from New York they decided to work up an act. Th ey added tumblin g and mod ern. dan ce to the trampoline work , bo ught costumes and were in show business. For the past two yea rs they have work ed fairs, circuses, Pacific Ocea n Park, picni cs, casuals, etc., and in th eir travels have been ex posed to many other facets of show busin ess. They have both starred as bare back riders in the circus and Marlene has even perform ed on the fl ying trapeze.

Watching Marlene perform simple tri cks on th e trampolin e with such grace anJ beauty

makes us rea li ze th at women 's lrampolinin g; should be pointed towa rd form and beau tv in stea d of diff icult y. Girls arc naturally more grace ful than boys and should tak e advanlage of thi s gi ft. T o prove thi s point we have tak en pictures of Marlene performin g a lO-bounce routin e that does not includ e any so mmersaults (see next page).

* ::' :'; RECORD OF THE MONTH

10 do uble back somill ersauits, pI'! rform ed wi th ease and under complete control by Frank Schmil l at Ih e Tu cso n Clini (;. Note : Double backs in swin g should be attempted onl y by th e ver y best tranpolini sts unl ess th e performer is in an overhead spo ttin g belt. :::

','

UNUSUAL STUNT OR WILD ROUTINE J eff Henn essy reports that Wayne Mill er now perform s a tri ple twistin g double back somm ersa ult. It is pe rformed - back with a double t wis t tu a back with a full twi st. If Jeff can get thi s tri ck on film we will publish it in nex t month 's M(; for all to see. Marlene's Routine: 1. Full twist to back d rop, 2. Half twi st to feet , 3. Jump to toe touch , 4. Seat drop ,S. Sw ivel hips, 6. To feet , 7 . Jump to stag , 8. Airplane (V2 twist to stomach ), 9. To feet , 10. Double Pirouette.

Marlene and Candy Pacheco

QUESTlONS~

and POINTERS

Dear Mr. Shurlock: I thoroughly enjoy your articles in " The M.G.", and I follow your advice eagerly. Therefore, I would appreciate your advice on a few moves which I would like to master. The first of these is a hecht from the high bar. I have worked on this trick steadily for almost two months and have achieved little success. I have reason to believe that my trouble evolves from not knowing when to push off the bar. Related to this is the hecht from the neck on the long horse. I have used this vault in competition with good results but I would like to know how I can get more heighth. Also I have trouble getting my feet under me for a solid landing. I believe that this is a result of my low body posi路 tion after leaving the horse. Another hi gh bar move which I have attempted with absolutely no success is a stalder路shoot. This is a very impressive trick which would add style and variety to my routine. On the side horse there are two moves which I have trouble with. These are the downhill tram let and the consecutive loops. I don 't shift my weight properly on th e tromlet, and I get my hips around the end of the horse in such a way that I can't con tinue my loops.

I am now tryin g to begin my parallel bar routine with a cast to support, swing 'handstand; but the does not ride up high enough for me to catch it with ease. I will ardently and eagerly follow all ad路 vice you are able to give me ,on any of these moves. Gymnastically yours, Bob Dickson Georgia Military Acad. Dear Robert: I gave an analysis of the he cht from the hi-bar in the last issue of the M.G. which should be able to help you. I would like to add that the push off is almost mechanical if the previous part of the movement is performed correctly. The hecht on the long hlorse requires a powerful downward push on ' the neck by the arms in order to get lift and flight, The arms are thrown sideward immediately after the push off. This will cause the body to straighten out fo r the landing. Y aLL should stretch arms for the neck of th e horse ajter the take ojj while extending toward it lofj the beat board. Never allow the feet to rise more than % foot above the head while stretching for the neck 0/ the horse. The stalder shoot ne cessitates that YOLL thr('w )'our body into an arch position as

YOLL rotate upward Ion the giant swing on which you are going to execLLte the stalder. This calLSes the body to aLLtomatically pLLli toward the bar in a piking action as you pass the horizontal position on the forward swing. The legs are starddled wide as the feet approach the bar. The arms are kept straight and the legs are straddled piked as mLLch as possible when the feet pass over the bar. The notation of the body aroLLnd the bar shoLLld never be stopped . As the performer revolves backward in the straddle seat circle the legs are dropped as close to the armpit3 as possible when the bod)' is directly LLnder the bar, this caLLses the downward momentLLm to be can路 verted maximally into upward rotatiOn. As the seat and shoLLlders reach the level of the bar the body is lifted or pushed away froln the bar with the seat leading the rest of the body. Once the feet clear the bar the performer straightens his body quickly and for cefully, continuously pushing away from the bar with his arms and shoulders LLntil the handstand position is reached. The downhill tromlet should be started as the body approaches the front support positiJon (the body directly in back of the horse) . . . This causes the body to shift naturally downward as you transfer your hand to the opposite pommel ( regras p in iront oi the other hand). The second hand 'is shifted to the end of the horse as the body passes aroLLnd the end of the hVJ rse . The shijt shou1d not be rushed. The loops are not dij j icult to control if YOLL swing your legs wide and keep your shoulders over the end oj the horse, during every phase of the loop circle. The hips are rotated toward (inward) the horse as the seat passes over the horse. This will keep )lour body in a good position jar the second loop. On the cast to support, extend the legs (h ips) aLmost vertically upward then pike forward quickly (dLLck your head jorcefully toward your knees). This will cause you to regrasp with )lour body higher and consequently you will have a bette r swing to a handstand.

D ear Gle nn: I h o p e t h a t you w ill c ontinu e w i t h y o ur a rticl es o n b a la n ce . I t hink it fill s a v e r y d e fin it e n eed. S incerely. Cha rl es O. Bro wn, O. D . R a p id City , S. D. ED.-We will , s pa ce permitting.

D ear Mr. Sundby : 1 a m s endin g y o u som e pic tures of m y gymnas ti c c lasses . I w o uld like t o a s k yo u if you co uld put th e on es, whic h you think a r e th e b es t in t h e M od e rn Gymnas t. I fu r th e r w o u ld lik e t o as k yo u if y ou co uld notify Colleges f or W om e n (or colleg e l evel age ) for o ur Inv ita tio n a l Op t ional Gy mn as ti cs M eet h e r e a t th e C oll ege o f t h e H o ly Nam es; 3500 Mo untain B oul e va r d, Oakland 19, Califo rnia . Firs t on e : Satu r d ay- February 22, 1964 Fro m 10 A .M. to 7 P.M. F r ee Exe r c ise- Bala nce B eam- n even P a ralle l B a r s- Vaulting-( N ote : n o t umbling or t r a mpo li n e ) . Seco nd .on e : Sat urday- April 11, 1964 From 10 A.M. T o 1 P.M. • M od e rn Gymnas t ics From l P .M. To 4 P.M. F ree E xerc ise- Bala nce B ea nl- U neve n Par a ll e l Bar s-Vaulting. * S ince 195 6 th e FIG has dro ppe d fr om it's progr a nl NI oderll GYlll n as ti cs , it , vent in to i t's o wn b r anc h of gy mn as ti cs and th e firs t 'Vorld s Ch a mpi o n s hip of M od e rn Gymnas ti cs was h e ld i n 1962 at B uda p es t , Hungar y . Wha t is M od e rn Gy m nas ti cs? It is s imi la r t o free e x ercise w itho ut tumbling, it's purpose is t o d e v e lop gracef ul rnoveln e nts f o r WO llle n. I t is n ot wIod e l'1l Dance! l\II ode rn GY lnn as tics ca n b e d o n e w ith h a nd a ppa r a tu ses (ba lls, h oop es, ind ian c lubs , r o p es, ribbon s ) or ,v it h out a s fr ee exer c ise . Thi s m ee t w iII b e a n Indi v idual o n e! If a n yo n e is inte r ested p lease le t us kno w so we can se nd o u t a n e ntry b la nk a nd a n exarnp l e f o r fl'ee e x er c ise w hi c h ca n be l earn ed by a n ybody and b e

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D ear Gl e nn: Yo ur c ov e r fo r the N o ve mb e r-D ece mb e r i ss u ~ w as truly b ea u t iful. W o uld it b e p ossi bl e fo r u s to ob t a in a copy of th is p laq u e'! Tho lllas A . l\1a ni s ol1, dire c to r Ca nlp l\iani s o n Frie nd swood , T exas

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INDEX FOR 1963 INDEX FOR VO L. V-MODERN GYMNAST1963 As in previous indices, we w ill list the index informat ion follow ing a description o f the article . Th e first figure wi ll be the volume number f o llowed by 0 hyphen (-) and then the spec if ic m on th or mon t h s and page numbers. AAU-USGF (See olso USGF Di rectors' Reports) Lette rs re lated to prob lems 4-5&6/63 p p. 路5-7+ ' BA~A~i2~B~ll~aukee Jou rna l 6 -9/63, P. 13 Ba lonce Beam by D. Martin Pt. II 4-5&6 / 63 , pp. 28-29 Pt . I 3-3&4 / 63, pp. 22-23 H omemade Ba lance Beam by Gordon Eggleston 3-3&4/63, p. 27 St raddle Swing Movements ( Progression) by H . Vogel 7-10 / 63, pp. 24 - 25 Straddle Swing Movements (Advanced) by H . Voge l 8&9-1 1&12/63, pp. 36-37 BALANCING The pla nche by G. Sundby 7-10/63, pp. 22- 23 Pedestal Baloncing by G. Sundby 8&9II & 12/63, pp. 44-45 BAUET FOR GYMNASTS by Groce Kaywell Background of the Ho le endowmen t for gymnastics 1&2-1 &2/63. pp . 28-30 Three weeks in Pa lm Beach (B. Meade) 69/63, p . 6 BOOK REV I EWS Basic Movement-A New Approach to Gymnastics by Mar jorie Randol l 3-3&4/63, p.26

A Teach er's Guide for Women's Gymnastics by Patrick Yeager 3-3&4 / 63, p. 27 nastics by Patrick Yeager 3-3&4/63 , p. 27 A Teacher's Guide for Men's Gymnastics by Patr ick Yeager 3-3&4/63, p. 27 Gymnast ic s Guide (AA HPER-DGWS ) 6-9/63, p. 28 . CHAMPIONSHIPS 1963 Notiona l AA U Gymnast ic Championships 5-7&8/63 . p . 34 Canad ia n Pan-Am Tri a ls-H . Vogel 1&21&2/63, p . 18 1963 NCAA Gy mnastic Champi onsh ips 45&6/63, p. 34 1963 Inv itationa l Inter-Di str ict Team Gym -

nasti c Compet itions and Slet T . Suster 5 7&8/63, p . 22 Soko l Champio nships 6-9/63, p. 9 41 st Nationa l Turnfest (1963-Clev eland) 57&8/63, pp. 18-2 1 USGF Notional Championships (1963) 5-7& 8/63, pp. 10-13 1963 Notio na l YMCA Championships 4 - 5& 6/63, pp. 20-2 1 CLINICS Nat ional Gymnastic Clinic-T. Maloney 1&21&2/63, pp. 19-21 Repo rt of the 1962 Western Gymnastic Clinic (Tucson, Ar izono)-F. Bo re 1&2- 1&2/63, pp. 22-25 Porter Gymnastic Workshop (Fairfax County, Va.) 7-10/63, p. 9

Gymn d'stics Catching o n in Baltimore t imor e Gymnast ic Clinic) N . Barnes -10/ 63 , p. 10 Rep ort of the Noti ona l Summe r Gymnastic Clinic-G. Szypula 7- 10/63, p . II Western States Gymnastic Clinic 8&9-1 1& 12/63, pp . 10-11 (", OACHING A n European's Th ou ghts on Olym pic Performance-K. Baech ler 6-9/63, p . 6 Olym pians Conduct Gymnostic Course (Who can swing can do gymnastics) by B. Freeman 6-9/63 , pp. 14-15

Troining- Preseasona l, Seasonal Conditioning f or the Gymnast I. Fari a 8&9- 11- 12/63. pp. 52-53 COM PULSORIES Provisionol Text of Compulsories for the 1964 Olymp ic Games (Men) 1&2-1&2/63, p. 15 (Stick figure s 3-3&4/63 , pp. 14-16) Prov isiona l T ext and St ick Fi gu res-1964 Olymp ic Games Women 's Gymnastic Exercises 3-3&4/63, pp. 11 - 13 Southern Ca lifo r nia Closs liCit Compulso ries 8&9-11&12/63, p. 17 EDITORIALS Ph Ysical Fitness is Not a 50 M ile Hike-G. Sundby 1&2- 1&2/63, p . 6 Puppet Federat ions or a Union of Puppet s H . Vogel 1&2- 1&2/63, p. 26 OV3'O_3 f x posure- J . Farkas 3-3&4/63, pp . Smoking and Cancer-M. Ruderian 7-10/63 , pp. 6-7 Art and Gymnastics-V. Sechin (Com pari son of Soviet and Ja panese Trends) 8&911&12/63, p. 6 John Fitzgerald Kennedy (Memoria l sermon by Pastor W . C. Th om as) 8&9- 11& 12/63 , p. 8 T he Federo tion Movement-A New Era f or American Sport s-O . Kuech le 8&9-1 1&12/ 63, p. 54 . EQUIPMENT IDEAS The Little Trojan (P lans for making the FI G Androutsos Side Horse ) 1&2- 1&2/63, pp. 34-35 Stall Bar Gimmicks f o r Rapid Leo rni nq of Gymnastics-B. Beyer 3-3&4/63 , p. 25 H omemade Balance Beam-G. Eggleston 33&4/63 , p. 27 "Johnny Gymnas t " -A. B. Frederick 3-3& 4/63, pp. 28-29 Display ing Gymnastic Awards-J. F. Wi ley 45&6/63 , p. I I Using th e Beam and P-Bars T ogether 8&911 &12/63, p. 29 Pedestal Balancing-G. Sundby 8&9-1 1& 12/ 63 , p. 44 Horizontal Ring (For Side H orse Work) 8&911&12/63 , p. 48 FILM REVIEWS Side Ho rse Vaults and Support Exerc i ses j-.y Paul Romeo 3-3&4/63 , p. 6 Tumbling by _J im Farkas 6-9/63 , p. 28

FREE EX. Music is Not Bockground- J. M ih u le 4-5& 6/63, p. 16 Bock Walkover "Cut Away" to Sp lits-H. Voge l 4-5&6/63, p. 30 Pervuschina's Floor Exercise (World Games~~~~~e)-A B. Frederick 5-7&8/63, pp .

li D raw" Your Free Ex. Mus ic-A. B. Frederick 6-9/63 . pp. 26-27 GYMNASTIC CAMPS, PROGRAMS, ETC. 1963 Centrol At lant ic Area Gymnastic Camp 7-10/63, p. 12 1963

Northern

Cal ifo r nia

Gymnas t ic

Camp

- I. Fari a 7- 10/63, p. 13 S.I.U . Pi lot Prog ram 8&9- 11 &12/63 , p. 16 Fl orida Jr . Olympics-G. Eggleston 8&9-1 1& 12/63, pp. 18- 19 Santa Monica Sports Festiva l Invitational 8& 9 - 1 1& 12/63 . pp. 24-27 GYMNASTICS CHAMPS b y H agn er Sa m Balie 8&9- 11 &12/63, p. 31 GYMNASTIC CLASSICS by A. B. Frede r ic k The New Gymnastics by Dio Lewis, M.D. (1863 5-7&8/63. p. 29 GYMNASTICS GIMMICKS by E. F. "Bud" Beyer

Some Gimmicks f or Teaching More Gymnastics Per Minute Pt. 1-4-5&6/63, p . 31 Pt. 115-7&8/63, pp. 30-31 GYMNASTICS IN PHYSICAL EDUCATION by A. Bruce Frederi ck Values of the Standa rd Exer cise System f or j'2terscholastic Competiti on 1&2- 1 &2/63, p. Ph ilade lphia Afterschool Program-Co Patters"n 1&2- 1 &2/63, p. 33 Organization of Gymnast ics in France 3-3&4/ 63, p. 26 T he Minneapol is Story-Gy mnastics Unofficial Theme of the 78th Co nvention of AAHPER 4 ~5&6/63, pp. 12- 14 Usinq Films Effect ive lv to Mot ivate Students 5-7 &8/63, po. 26-28 "Draw" Your Free Ex. Music 6-9/63, pp. 2627 Brainstorming the Trampo line 7-10/63, pp. 30-32 Basic Elements and Progressions in Vaulting 8&9- 11& 12/63 , p. 42 Caslavska's Uneven Routine (Prague) 8&911&12/63 , p. 43 GYMNASTIC QUI Z 8&9-11 & 12/63, p. 30 HORIZONTAL BAR M. Sakamoto's Bar Routine 3-3&4/63, pp. 20-21 Forwa rd Somersau lt- (Straddle) t o RegraspJ . Farkas 3-3&4/63, p. 30 Esthetic Sense (Kip to Giant without intermediate sw ing) J. Farkas 5-7&8/63, p. 32 Deve loping Strength f or Eagle and Ge r man Giants-A. Shurlock 6-9/63, p. 33 Poi nters on .

German giant

turn t o

front suppor t ; dis locate shoot full twist rea ch under (Takem oto); beat for high Hecht dismount; and high cast-A. Shurlock 8&9-11 & 12/63, pp. 50-51 INTERNATIONAL GYMNASTICS Report from Ge rmany-J. Gohler I &2- 1&2/ 63, p. 16 Report from Germany-J . Gohler 4-5&6/ 63, p. II Ling Veckan-O . Askew 4-5&6/63, pp . 1719 Report from Europe-K . Baech ler 5-7&8/63, p. 6 Gymnast ic T our (Ollerup Gym Teachers) N . B. Madsen 5-7&8/63, p . 7 Repo rt f r om Europe-K. Baech ler 6-9/63, p . 6 Internationa l Report- Dr . Gohler 6-9/63, p . 7 Turnfest at Essen, Germany 6-9/63, pp . 1621 Memories o f Belg rade (5th Men's European Champi onship)-J . Prestidge 7-10/63, pp. 16- 19 Kalmar, Sweden (Gymnastic Fes lival)-O. Askew 8&9-11 & 12/63, pp. 12-15 JUDGING A New Concept in Gymnas t ic Meets-B. Beyer 6-9/63, p. 22 Judges Eva luation Sheet-B . Cleveland 8&911 & 12/63, p. 17 NOMENCLATURE Understanding T ermi nology-J. Farkas 4-5& 6/63, p. 25 Definition of Terms for Advanced Trampoline-J . Robinson 7-10/63, p. 35 OLYMPICS Olymp ic Prepa r ation- K . Baechl er 6-9/63 , p. 6 PARALLEL BARS Double-Moo re (Czech-Double)-J . Farkas 1&21&2/63, p. 37 "Germa n " on P-Bars (Jer ry Penny) 3-3&4/63, pp. 34-35 Peach Basket t o Support-A. Shur lock 69/63, p. 33 How to Spot a Stu tz-J. Farkas 7-10/63, p. 29 Back Catch to H andstand-A. Shur lock 710/63, p. 33 Stradd le I n from Suppor t to Support- J . Farkas 8&9-1 1& 12/63, p. 35

PERSONALITIES IN GYMNASTICS Kasuo Abe 6-9/63, p. 36 Frank Bare (Per sonal ity Sketch) 1&2-1 &2/63, p. 7 Helen Sch ifano Sjursen 1&2 -1 &2/63 , p. 42 Eva Bosakova (Czech.) World Champion on the Beam 8&9-11&12/63, p. 40 Grace Kaywell 1&2-1 &2/63, p . 28 Larisa La tynina (Russ ia) 6-9/63 , p . 29 " Jock" Mahoney ("Jung le Gymnast"-T arzan)-J. Hagner 8&9-11 &12/63, p. 29 Takashi Mitsraku ri 6 -9/63, p . 36 Th e~Sakamoto Broth ers 3-3&4/63 , pp. 18-2 1 Bi ll Vincen t (The Va lley State Success Storyj 8&9-11&12/63, p . 28 PHYSICAL FITNESS FOR LADIES by Ma rgaret Korondi . Four Day Four H undred (Diet p lan re c. ommended exercises) 3-3&4/63, p. 24 Diet Plan No. II 4-5&6/63, p. 28 Parents and Fitness 6-9/63, p. 30 Gym Fi tness Gu id e 8&9-1 1& 12/63, p. 38 PROFESSIONAL ACTS Subsid ized Ac robats-V. Josselyn 4-5&6/63, p. 33 RINGS Knee Swing-up-J. Far kas 1&2- 1&2/63, p. 36 Four " L" Crosses at Santa Monica, Cal. 5-7& 8/63, p. 23 Learning the "Streuli"-J. Farkas 6-9/63, p. 23 Deve lop ing Cross and Pl anch e Strength-A. Shurlock 7-10/63, p. 32 Pulley System f o r Developing Ring Strength 8&9-11&12/63 , p. 9 Developing Strength f or Ring Work- I. Faria SIDE :8~9 -~~E& 12/63, pp . 52-53

rankEnd 12200 SOUTH BERENDO LOS ANGELES 44, CALIFO~NIA

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H igh. and Pommel Pain PreventionA .•. Shurl ock 6-9/63 , pp. 32-33 Moore , imflledia t e "Ba i li e" (Doub le Moore, immed iate inwa rd reverse Moore immed iote tromlet t o saddle)-S. Ba ilie 8&9-1 1& 12/63, p. 34 TRA MPOLINE Trampoline Fundamental Chart- J. Robinson 6-9/63 , p. 25 Brainstorming the Trampo line-A. B. Frederick 7-10/63, pp. 30-32 Advance Work Poin t Rated-J . Rob inson 710/63, pp. 34-36 Ger man Rul es for Trampoline Competitian-J. Robinso n 8&9-11 & 12/63, pp. 46-47 UNEVEN PARALLE L BARS Back Kip and Glide-8ack Seat Circle-H . Voge l 1&2-1&2/63, p. 27 Back Kip and Back Seat Circle (Coaching Aids)-H. Voge l 3-3&4/63, p. 17 Uneven Pa r a ll el Bars (El ementary Moves)M .. K orondi 6-9/63, pp. 30-32 The g l ide and Glide kip 11"0unt-M. Korond i 7-10/63, pp. 26- 27 Beg inning Dismounts f or the Unevens-M. Korondi 8&9-11&12/63, p. 39

Caslavsko's Prague

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Fr eder ick 8&9-11 & 12/63. p . 43 UNITED STATES GYMNASTIC FEDERATION (USGF ) Report from the Presiden t of USGF-D. Boyd ston 1&2- 1&2/63, p. 9 N ote to Federa ti on Skepti cs-Co Phi lli ps 1&21&2/63, p. 10 Proposed USGF Constitution 1&2-1 &2/63, pp . 11-13 USGF Director's Reports-Frank Bare 1&2-1&2/63 , p. 14 3-3&4/63 , pp. 8-9 4-5&6/63, pp .8-9 5-7&8/63, pp. 14-18 (Ga lveston Gymnastic Festival and Palm Beach ) 6-9/63, pp. 10-13 (Europea n T ou r ) 7- 10/63 , pp. 14- 15 (Proposed Districts and colors-USGF) 8&9-11&12/63, pp. 20-23 (USGF Com mittees; Organization of USOC) Repart of USGF Women's Division-Bud Marquette 1&2-1&2/63, p. 3 1 3-3&4/63, p. 10 VAULTING Tab l e of Vaults (Women)-Including very el ementary vau lts 3-3&4/63, p. 10 Bas ic Elements and Propressions in Vau lting-

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