Technique Magazine - November/December 1992 by USA Gymnastics

U.S. Gymnastics

Work Smart: Time Management Fitness Fun Cryotherapy Techniques Guided Imagery Judging and Objectivity Guide to Motivation Infiltrating America's Colleges 39 Steps to the Handspring Vauft ]umpness in RSG

rE-- Due A T ION A

MATERIALb United Stales Gymnastics Federation

SEQUENTIAL GYMNASTICS II The Ins/rue/or's Guide 3rd Edition

Sequential Gymnastics II

CAN do GYMNASTICS

The Instructor's Guide Hacker, P., et al 1992· paper ·USGF publications Item #3604 - $13.00

Es~n6BI

Skifls lor Beginning Gymnasts

This publication is used in conjunction with the USGF Professional Development Program (PDP) - Level I Coach Accreditation.

Authors Party Hacker Eric Malm berg

Jim Nance

Alan n ove $usan T rue

Terry Exner Steve Wh itlock

I Can Do Gymnastics

Essential Skills for Beginning Gymnasts

4.)JAV ,\

Hacker, P., et al 1992 • paper • Masters Press Item #3611 - $13.00

•

This publication is the student/ parent version of Sequential Gym-

0 United Stales Gymnastics Federation

nastics II.

MasursPrr.s.s

The Inst.quctor's Guide is designed especially for the gymnastics teadher and offers chapters on class organization, supervisio ' , circuits and safety. The book includes a "self-test" that the co chi teacher can complete and mail to the USGF as oe compo ent for Level I Accreditation.

I Can Do Gymnastics includes check sheets where the gymnast can record his/ her progress in accomplishing the basic movement skills of gymnastics. Parents can observe their young athletes progress as well as learn the terminology of gymnastics.

al of the book is to provide basic gymnastics skill ons organized in traditional movement education -s that require minimal spotting and equipment.

I Can Do Gymnastics uses all of the same illustrations and text d escriptions that are in Sequential Gymnastics II.

Se ential II is fully illustrated and includes Mat Activities, Y, ulting Activities, Balance Beam Activities, Horizontal Bar k tivities, and Hand Apparatus/Manipulative Activities (rope, hoop, ball, ribbon).

Masters Press has agreed to a special arrangement with the USGF whereby gymnastics clubs and organizations can order special prepacks consisting of 24 books at up to 50% off. This makes a great fundraiser for the pro-shop or parent club group. For information on prepacks, contact Masters Press at 1-800-722-2677.

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__________________________ Address_____________ ~ame

order any of these books, or other educational materials and videos presented in this issue, please complete this order form and send to:

u.s. GYMNASTICS FEDERATION PO Box 5562 Indianapolis, W 46225-5526 (317) 237-5060

PLEASE NOTE: Thevideos listedin thisrnagazine are provided for educational and historic purposes. While every effort is made to produce videos of the highest quality, it should be noted that some of the videos are produced at events utilizing handheld cameras from vantage points in the stands by non-professional volunteertechnicans. Only limited editing and production enhancernents are utilized in order to provide a timely productata reasonable cost

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Make checks payable to: USGF Merchandise (T1092)

~~~to~th~eu~SG~F~m~ernbe~~rs~hi~P~.~~~~~~_~L=-_=-==~-=~~=~~_~=_.~ 2

Item

Subtotal Indiana Residents add 5% sales tax Shipping & Handling Charges Purchases over $50 Pu rchases $10.01 -$50 Purchases 10.00 and und er

=$4.50 =$3.50 =$2.00

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I I

I ,I I

November-December 1992 - TECHNIQUE

Inside This Issue

November-December, 1992, Volume 12, No. 10

Publisher Mike Jacki Editor Stephen W. Whitlock Director of Educational Services and Safety

Production Luan Peszek United States Gyinnastics Federation Board of Directors Executive Director: Mike Jacki; President: Mike Donahue; President Emeritus: Bud Wilkinson; Athlete Representatives: Brian Babcock, chair; Wendy Hilliard, vice cha ir; Michelle Dusserre, sec; Sheryl Dundas; Tim Daggett; Jim H a rtun ~; K" ryn Lyon; Tan y" Service; Wendy Hilliard, USOC Athlete s Adv isory Cou ncil; Ama teur Athl eti c Union: Julie Sickels; American Sokol Organization: Jerry Milan; American Turners: Bruno Klaus; JuniorBoys Gymnastics Coaches Association: Bill Foster; Men's Elite Coach es Association: Fred Roet hlisberger; National Association for G irls a nd Women in Sports: Dr. Mimi Murray; Na ti onal Assocation of Colleg iate Gym nastics Me n: Abie Gross feld;National Association of Collegiate Gymnastics Women : Gai l Dav is; Na tional Associaton of Women 's Gymnastics Judges: Yvonne Hodge; Na tional Colle!?iate Athletic Association: C heryl Levick, Fred Turoff; Na h onal Federa tion of State High School Associations: Sharon Wileh, Susan True; National Gymn astics Judges Associa tion: H arry Bjerke; National High School Gymnastics Coaches AssociatlOn:John Brinkworth; Na tional Jewish Welfare Board: CourtneyShanken; Rhythmic Coaches Assocation: Suzie DiTullio; Special Olympics, Inc.: Kater Faber- Hickie; U.S. Association of Independent Gym Club: Lance Crowley; U.S. Elite Coac hes Association for Women: Ton y Geh man, C he re Hoffman; U.S . Sports Acrobatics Federatio n: Bonnie Davidson; Young Men 's Chris tia n Assoc iation: Ri ck Dodso n; USGF Natio nal Membership Representatives: Men's: Da ve Strobel, Bob Wuornos; Women 's: Joan Moore Rice, Jeff Metzger; Rhythmic: Marina Davidov ich, Jolie Barretta-Keyser.

United States Gymnastics Federation Executive Committee Presid ent: Mike Donahue; Secretary: M.ike Milidonis; Vice Presid ent-Women: Sue Ammerman; Vice President-Men: Jim Howard; Vice President-Rhythmic: Norma Za bka; Exec utive Director: Mike Jack i; FIG Women's Technical Committee: Jackie Fie; FIG Rhythmic Technical Committee: Andrea Sch mid; FIG Men 's T ec hnical Co mmittee: Bill Roetzheiln; Me mb ers-At-Large: Roe Kre ut ze r; Na ncy Marsha ll; Athlete Representatives: Brian Babcock, Michelle Dusse rre , Wendy H illiard ; Pres id e nt Emeri tu s : Bu d Wilkinson.

Associate Content Editors Will iam Sa nd s, Ph.D., C hairman, Sport s Advisory Co mmittee

pat~ ~~~~~~'tu~~~I~~~!~~~an, Stephen W. Whit lock, Lia iso n Unl ess express ly identified to th e contrary, a ll a rticles,s tatements and views printed herei n are attributed soley to the author and the United States Gym nas tics Federa tio n expresses no o pinio n hereon and assumes no responsiblity thereo f.

TECHNIQUE -

Nove mber-December 1992

Contents Coaching Work Smart: Take Time to Manage Your Time ...... ... ...... ,.. 5 Preschool/Developmental (book review) Fitness Fun: 85 Games and Activities for Children ............ 6 Coaching Evaluating Coaches .. .. .......... ,.............. ............... ........... .......... 9 Sports Medicine Cryotherapy Techniques ........ .. ....... ,.... .. ........ ... ,.. .. ,............ , 12 Sport Psychology The Magic of Guided Imagery ......... .. .................... ,............ 16 Judging Gymnastics Judging and Objectivity ............... ... .... .. .. ........ 17 Coaching A Coaches/Managers Guide for Motivation ....... ........... .. 23 Team Leadership in Business and Sport ........... .. ............... 25 Collegiate Infiltrating America's Colleges .... ,... ........ ,.... ,...... ............ " .. 27 Skill Development 39 Steps to the Handspring Vault ... .. ....... .. .. ...... ........ .. ....... 31 Rhythmic Developing Jumpness in RSG ........ .. ...... .. .......... ........ .. ........ 34 RSG & Girls Incorporated .... ........ .... ... ..... ......... ............... .. .. 35 Nutrition Weight Loss and Sports Performance .................... .. .......... 36 Minutes and Reports WTC, 10/ 10-11/92, Indianapolis, IN ....... .... .. ...... ............... 37 Women's Selection Procedures ................. .. ........ ,............... .40 Coaching Accreditation Flow Chart .,., .......... ,.,., ..... ,.,., .,",., ...,.. ,., ....,',., ... ". ,.. ..... .,.,., ... . 41 Other Announcements .... ,.. ,.. ,.. ... ,.. ....... ......... ... .. ........... ....... ... ........ 44 New Product ... ..... .... ,.. ,., .. ..... ........... ,.... ,... ...... ,..,....... ,.......... ,46 Education/Event Calendar ........ ,...... .. .. ... ............................ 47 Safety Certification schedule ............... .... .. .. ..... .................. .48

page 5

page 6

page 17

Cover Illustration: Team '92 Poster - Availalable from USGF Merchandise Item # 4015 - $15 (Photos by Dave Black) CHA GE OF ADDRESS AN D SUBSC RIPTIO INQUIRIES: In order to ensure uninterrupted delivery of TECHNIQUE magaz ine, notice o f change of address should be made six to eig ht weeks in adva nce. Fo r fas test service, please enclose your present mailing label. Direct all subscription mail to TECHNIQUE Subscripti ons, Pan America n Pla za, 201 S. Ca pitol Ave., Suite 300, Indianapoli s, IN 46225. TECHN IQ UE is published 10 times per yea r by the United States Gymna stics Federa tion , Pan Americ" n PI"z", 201 S. C"pitol Ave., Suite300, Indi"n"polis, I 46225 (phone: 317-237路5050). Third class pos tage pa id at Indianapolis, IN. Subsc riptio n price: 525.00 per yea r in United States; all o the r countries $48.00 per yea r. If ava ilable, back issue sing le copies $4.00 plus $1.00 pos tage / handling. All reasonable care will be taken, but no responsibility ca n be assumed for unsolicited material; enclose return post"ge. Copyright 1992 by USGF"nd TECHNIQUE. All rights reserved . Printed in USA.

I EDUCATIONAL MATERIALS I VIDEOTAPES U.S. OLYMPIC TRIALS June, 1992 - Baltimore, Md. #2187 - Women's Optionals - Miller, Zmeskal, Strug, Dawes, Kelly, Bruce, Borden, Grivich, McDermott, Crandall, SOmmer,Bangerter,Balogach(1:1O) .... $14.95 #2287 - Men's Optionals - Keswick, Waller, Roethlisberger, Lynch, Dimas, Minicucci, Ringnald, Hanks, Umphrey, Kirksey, Warburton,Harrison,Stelter,Caputo,Asano, Thomas, McKiernan, Schlesinger, Lakes, Ryan (1:50) ............................. ..... .... ... .... $14.95 #2387 - Rhythmic Optionals - Lovell, Levinson, Sapetto, Simpson, Hunt, Lovell, Bu shnell, Neuman, Vanderpluym, Alt ............................................................... .. $14.95 RSG WORLD CHAMPIONSHIPS Athens, 1991

• • • • • • • : • • • • : • • •

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NEW #2129 -1993 Elite Compulsory Beam & Floor Testing Exercises -Na tional Team

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Coaches Muriel Grossfeld and Tamara • #2157 - Women's Competitions Biggs instructs Elite National Team mem-. Junior Women - Compulsories, optionals and all award ceremonies. (2:40 long-SLP bers at the August, 1992 Training Camp.· (1 :38) ....................................................... $14.95· format) ....... ........... .................... ......... $14.95 NEW #2200 - (Men's) Dieter Hofmann's Lec- • #2255 - Men's Competition . ture / Clinic, 9/20-21/92, Anaheim, CA. (2: National Team Optionals from the prelirniparts - total 9 hrs. in SLP) .................. $39.95. nary rounds & FINALS...................... $19.95 #2107- Round-off Entry Vault Training· U.S. RHYTHMIC CHAMPIONSHIPS Video-TrainingTips .......................... $19.95: May, 1992 - Colorado Springs, CO #2201-1992 J.D. Men's National Championships - Class I & II Event Finals. May 10, • #2354 - Senior All-Around Finals. Including : Sapetto, Hunt, Bushnell, Simpson, Austin, TX ........................ .................. $15.95. Heather Lovell, etc ......................... $12.95 #2243-Future Trends in Mens Gymnas- • #2355 _Junior All-Around Finals. Including tics. TapebyM. Watanabe. (0:58) ..... #14.95 • Tucay, David, Ward, Fredrickson, etc. • ............................................... .. ........... $12.95 U.S. CHAMPIONSHIPS - May, 1992 • SPORTS MEDICINE #2156 - Women's Competitions • Senior Women - Competition la, Ib, and • #2102 - How to Tape an Injured Gymnast Event Finals. Zmeskal, Strug, Campi, · In 2 parts: 115 minutes and 83 minutes. Dawes, Borden, Kelly, etc. (5:42 long -SLP: This tape was prepared by Larry Nassar, ATC. .......................................... .... .. .. $19.95 format) ....... ...... .. ..... ............ ...... ... ...... $21 .95. #2410 - Back Exercises for the Gymnast ~~------------......- ...... A video designed to lessen the problem of back pain in the gymnast. With the use of a skeleton and gymnasts, L.Nassar, ATC, demonstrates how body positioning, flexPROUD SPONSOR OF ibility, pelvic stabilization & muscular exU S GYMNASTICS ercises are beneficial. (0:80) .............. $10.95

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, PUBLICATIONS NEW #3601 - Fitness Fun: 85 Games and Activities for Children - Foster, Hartinger and Smith (1992) - This book provides children with unique activities that considermuscularstrength,muscularendurance, flexibility, and cardiorespiratory fitness ........................................................ $12.00

#3608 - Rookie Coaches Gymnastics Guide - USGF / ACEP(1992) -The basicsofteaching gymnastics providing coaching principles related to sport psychology, sport philosophy, teaching and planning, injury prevention and care, and liability concerns. This is used as one component of the USGF PDP Level I Coaching Accreditation .......... .................................. $8.95 #6001 - Gymnastics Safety Manual, 2nd edition (1990) - This book is used as the text for the USGF Safety Certification courses .................................................. $16.45 #6002 - Trampoline Safety Manual - If you use trampolines in your club, you should have a copy of this book! .................... $9.95 USGF Safety Posters - display these in your gymnasium. #6101 - 1. Safety Guidelines .............. $5.00 #6102 - 2. Responsibilities of the Gymnast. ........................... $5.00 #6103 - 3. Mat Safety ...... ....................$5.00 #6104 - 4. Safety First! ........................ $5.00 4

#3613 - The Fifth Event - Sands, et al (1992) - A comprehensive conditioning plan designed for the demands of women's gymnastics. The components of the plan include the Calisthenic Strength Program, the Flexibility Program, and Injury Prevention Exercises ...... ..... ................... $12.50 #3612 - Gymnastics: A Guide for Parents and Athletes - Feeney (1992) - This is an excellent book for beginners as well as experienced gymnasts. It contains vital information to guide parents and athletes in choosing a gymnastics program that will best suit their needs and also gives pertinent information on safety, conditioning, and the guidelines which govern thesport. ..............................................$l5.00 # Artistic Gyrnnastics:A Comprehensive Guide

to Performing and Teaching Skills for Beginners and Adva nced Beginners - Turoff (1991) - All of the skills covered in this text are Alevel or easier. Each skill is presented with a description of how it should be performed, a short list of common problems, and teaching suggestions. Covers men's and women'sevents .......................... $21.95

Use the Order Form on the page 2 to order any oj these videos or educational materials

Junior Olympic Books & Videos #1110 - Women's Compulsory Text (Levels 1-4 and 5-7 & 10) with binder - Regular

price....................................................... $29.95 #1111 - Women's Compulsory Text (Levels 1-4 and 5-7 & 10) with binder - USGF Pro-

memberprice.... ..... .............................. ..$24.95 #2105 - Women's 1-4 VHS .................... $29.95 #2106 - Women's 5-7 & 10 VHS .......... $29.95 #2170 - Women's Dance Text Levels 1-5 Explanation of all exercises ............. $15.00 #2171- J.D. Dance VHS Levels 1-3 .... $15.00 #2172 - J.D. Dance VHS Levels 4-5 .... $15.00 #2173 - J.D. Dance VHS (Coaches) .... $15.00 #51 - Men's Basic Skills Booklet... ....... $7.50 #52 - Men's Basic Skills VHS ..............$29.95 #60- Men's ODPBooklet... ....................... $7.50 #61-Men'sODPVideo ........................... $29.95 #1202 - Men's 1993-'96 Compulsory Bookall routines with illustrations and deductions ................................................... ..$29.95 #2221 - Men's 1993-'96 Compulsory VHS Organized by EVENT. ..................... $29.95 #2222 - Men's 1993-'96 Compulsory VHS Organized by LEVEL.. ..................... $29.95 #1302- Rhythmic 1992-'96 Compulsory Book text and floor patterns levels 5-8 ... $29.95 #1321 - Rhythmic 1992-'96 Level 5 ar • VHS .......................... ................... #1322 - Rhythmic 1992-'96 . VHS ... .... .... .............................

November-December 1992 - .

Coaching

Work Smart: Take Time to Manage Your Time

ime management requires learning how to use time to your advantage. Coaching demands a great deal of dedication, and making the most effective use of your time can be a key element in shaping a successful athletic program. Learning to complete tasks as efficiently and effectively as possible, is one way for a coach to not necessarily work harder, but work smarter, and that is what time management is all about. Wasted time is one consequence of poor time management. According to Charles E. Kozell, author of the book Coaches Guide to Time Management, there are five reasons why time is not effectively managed: • Relying on "mythical time" • Underestimating demands on time • Task creep • Task hopping • Ignoring reality ''Mythical time" includes delaying important projects with the mistaken belief that you will have a large block of time at a later date to complete them. A good way to avoid this dilemma is by utilizing your time to attack projects piece by piece. For example, if your team's travel plans need to be coordinated for an upcoming season, get an early jump on the process in the off-season. Work on a few competitions at a time. By keeping one step ahead of the game, you will find that the task will be completed much less painfully than anticipated. Underestimating the time demands is like placing all of your eggs in one basket. "Overbooking" is one consequence of underestimating time demands and is a resul t of believing you ha ve more time, than is actually available. Always account for the unknown. Lost equipment, a spur of the moment meeting, or an unforeseen problem with an athlete are examples of things that can lead to lost time. Give yourself and your team a "buffer zone" that will help account for any problems. Task creep is not an incompetent team manager! Task creep occurs when your schedule becomes bogged down with too many nonessential tasks. Learning to delegate authority and learning to say "no" are two ways to eliminate wasting time. If the team needs special music for a premeet warm-up, let an assistant or manager track this down. Concentrate your time as a coach on important coaching issues, and let others handle the incidentals that are a part of every game or contest. Task hopping reflects an inability to place a priority on your work schedule. An important way to avoid task hopping is to concentrate on one task at a time. Task hoppers work on a project TECHNIQUE November-December 1992

for awhile, become disinterested and move on to something else. If you start something, finish it; otherwise you will find that projects go unfinished, and work uncompleted. The final reason why time is not managed effectively is because people ignore reality. The first step necessary to correct a problem is to recognize that a problem exists. Are you a procrastinator in all areas of your life? Are you generally an unorganized person? Examine any deficiencies, work hard to correct them, and as a result you may become a better coach. (Or at the very least you may not lose your car keys!) Kozell suggests analyzing how you spent your time each day by recording what you do every half hour. This practice will allow you to see exactly how your time was spent. Are you spending too much time at the water cooler? Does that extra long lunch effect the rest of your daily routine? Make an effort to correct any shortcomings, and see if your overall performance improves. If through Kozell's method you find problems in your daily time management, take measures to correct them. Martin Lumsden, author of Coaching - An Effective Behavioral Approach offers eight steps that can be used in order to increase effective time management:

Kathy Mahoney George Allen USOC Coaching Development

STEPS FOR EFFECTIVE TIME MANAGEMENT

1. Evaluate Current Time Management Skills -

Is your work space organized? Do you prioritize effectively? 2. Identify Priority Activities and Goals - List those specific activities to be time-lined and identify personal as well as professional goals. 3. Prioritize Goals - Prioritize goals mentioned in STEP TWO, which ones are most important? 4. Set Deadlines - Set a deadline for a task or project, and stick to it. 5. Adopt a Time Management Calendar - Develop a daily, weekly, monthly, and yearly calendar. Examine the "big picture" and define your short and long term goals. 6. Manage Meetings Effectively - Set an agenda before entering each meeting. Determine what you want the meeting to accomplish and the time frame in which you want the meeting to occur. 7. Delegate Effectively - Establish job duties, performance standards, and dead lines for your assistants to meet. 8. Evaluate Time Wasters & Time Savers Regularly.

Lifelong habits caru10t be changed overnight. Time management is something that must be practiced constantly in order to achieve optimum results. The outcome may surprise you, and the benefits will make you wonder why it took you so long. 5

Reprinted by permission from Olympic Coach, Fall 1992, Vol. II, No.4, p. 8.

Book Review

Fitness Fun Reviewed by: Steve Whitlock USGF Director of Educational Services

Fitness Fun is (1992) is published by Human Kinetics, Champaign, IL and can be ordered through the USGF Merchandise. (Item #3601, $12.00) Use the form on page 2 of this magazine or call the USGF at 317-237-5060 for credit card orders.

itness is the watchword for the 90's. Gymnastics clubs and programs will increasingly include fitness concepts and programs in their curriculum in order to attract new customers and respond to the needs of current clients. Everyone needs to be aware of the importance of being physically active and know how to take responsibility for their own fitness. Even children need to know the consequences of a sedentary life-style void of physical activity and that high blood pressure and cholesterol levels, shortness of breath, and fatigue are all factors that they can control through exercise. Gymnastics preschool program directors have a responsibility to teach the children the benefits of exercise and that exercise and fitness are an avenue to a better quality of life. Emily R. Foster, Karyn Hartinger, and Katherine Smith have authored a new book called Fitness Fun: 85 Games and Activities for Children. The purpose of Fitness Fun is to provide children with unique activities that they look forward to doing. The traditional (but usually unmotivating) regimen of sit-ups, push-ups, and laps are replaced with games, activities, and variations that will motivate and interest all of the children. In selecting the exercises, four basic components in teaching children about fitness were considered: muscular strength, muscular endurance, flexibility and cardiorespiratory fitness. Gymnastics preschool programs have probably done an admirable job in incorporating the first three components but perhaps have failed to devote attention to the fourth. Cardiorespiratory fitness is "the efficient functioning of body systems, particularly heart, lungs, and blood vessels, during and after exercise." As the cardiovascular system becomes more efficient, the body can work harder for longer periods. As the heart becomes stronger, the lungs and blood vessels can better deliver oxygen throughout the body. "Children will become stronger and more energetic by following a regular cardiorespiratory fitness program." The authors present a discussion of the special factors that should be considered when conducting fitness programs for children. For example, they suggest that initially, the instructor must present low-intensity, short-duration aerobic activities. In a section on Teaching Tips, the authors discuss principles of effective management, planning, organization, cues and signals, giving instruction, age appropriateness, equipment, and safety. Because you can't expect young or inexpe6

rienced students to know how to move safely in gyms and play areas without proper instruction, the teacher should ask them to proceed first at slow speeds. As their skills improve, add other elements to the activity, such as changing speeds, changing directions, and using a variety of pathways (straight lines, curves, ziz-zags). Fitness Fun is divided into three sections: warmup, quick, and main activities with each section containing learning activities that develop cardiorespiratory fitness, flexibility, muscular strength, and muscular endurance. Also included are recommended grade ranges, required equipment, hints and safety tips for some of the games. Gymnastics preschool directors and teachers will find Fitness Fun a valuable addition to their planning library.

Sample Games: #37. Shower Ball (Quick Activity) Equipment: Small foam ball for each student. Formation: 2 teams positioned opposite each other along the centerline: balls scattered on the floor.

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•

Each team tries to get rid of the foam balls on its side of the floor by throwing them to the other side. Call out "shower ball" to begin the game. Teams continue throwing until you call out "freeze." No balls may be thrown after the signal. Team members gather the balls on their side and count them. The team with the fewest balls win. Give a second signal, and everyone starts throwing balls again. Variation: This game can be played using hockey sticks and pucks instead of balls, or as a soccer drill (no hands, kicking only). Safety Tip: Do not allow students to swing hockey sticks above their waists.

November-December 1992

#68. Fitness Course (Main Activity)

#73. Hideout (Main Activity)

Equipment: Music; miscellaneous objects (benches, mats, hurdles, hoops, ropes, gymnastics equipment, etc.)

Equipment: 4 "hideouts" (folding mats or big cardboard boxes); foam balls for half the class; tape or cones.

Formation: the course.

Formation: 1 hideout at each corner of the gym; 4 or 5 students in the center of gym (throwers) and the rest behind hideouts (runners) .

Students move continually through

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After students have completed a unit on gymnastics or jumping and landing, set up a fitness course that will keep students continually moving. Some obstacles may need to be approached from a specific direction, otherwise allow students to move freely and choose which apparatus they want to try next. Discourage lines by having the students jog to equipment where there is no wait. Though students may exercise at their own paces and skill levels, try to provide a variety of apparatus that will both accommodate them and challenge them to improve. Remember to encourage students to keep moving so their heart rates remain in their target zones.

The runners try to move from one hideout to the next without being hit by balls. They may duck behind the hideouts as they run, but only for 5 seconds, and then they must move on to the next one. The throwers may start counting-I, 2, 3, 4, 5-to get the runners moving. Once a runner leaves a hideout he or she must go to the next one. Any runner hit by a ball is out and goes to the sidelines. The throwers must stay inside the throwing area marked off with tape, cones, or painted gym lines. Two of the throwers are retrievers; they go after balls and either throw or roll them back to the throwing area. Runners and throwers trade places when all the runners are out or after 2 minutes of play.

Safety Tip: Make sure students approach each obstacle from the appropriate direction. See that each station is properly matted.

Safety Tip: Establish one-way for running for safety. Remind runners that once they start running, they may not go back to the last hideout.

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Individual copies can be purchased through the USGF Merchandising Departm.ent. I Can Do Gymnnstics - item #3611 $13.00 Gymnastics: A Guide for Parents and Athletes - item #3612 $15.00 To order, see page 45. For more information call 317-237-5060. For special discounts on orders of 20 & 24 book pre-packs, PLEASE CONtACT MASTERS PRESS at (800) 722-2677. TECHNIQUE November-December 1992

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Coaching

Evaluating Coaches

ost gym club owners evaluate their coaches; the same is true for program directors at YMCA's and Parks and Recreation Departments across the country. The evaluation should be used to assist the instructor / coach to improve themselves and thus improve the overall quality of the gymnastics program. But, most evaluations are done infrequently and rarely are based upon any change that has occurred since the previous evaluation. Therefore the value of the process decreases and most often causes anxiety, frustration, and self-doubt among coaches, owners, and administrators alike. The employee evaluation for coaches has the potential to go well beyond the simple identification of whether or not the coach performed his/ her contractual duties. Professionalizing the coaching profession is one of the most important functions of a quality evaluation process. Not only is

the coach's level of educational achievement a part of evaluation, but should be used as a bench- Dave Moskovitz mark for compensation. The USGF Professional Coaching DevelopDevelopment Program is the current educational ment Coordinator program by which coaches can be measured and held accountable. Likewise, USGF Safety Certification is rapidly approaching the "standard of care" for competitive gymnastics coaches. How can we improve coaches' performance? First, we need to have some type of record on which to base our evaluation. All too often coaches are only remembered for their last performance--good or bad. Second, a standard set of criteria should be established by which the coach is to be evaluated. Finally, the administrator must share the criteria with the coach, along with any additional goals or expectations. By following these steps, the coach's evaluation can become a positive factor to increase overall productivity and effectiveness.

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TECHNIQUE November-December 1992

In addition to owner-evaluations coaches need to have the opportunity to complete self-evaluations. The self-evaluation should be used by the owner during open discussions with the coach. This allows the coach to express his/her own perspective on several key criteria including: knowledge, self-management, leadership, and comm unica tion. Coaches eval ua te themselves con tin uousl y, but usually by using misleading and subjective criteria. One of the most popular methods among gymnastics coaches is to count how many of their gymnasts can perform a certain skill or compete at a given level or class. Several problems exist with this type of evaluation, not the least of which is forcing athletes to fit the coach's "mold." Standard procedures for objective evaluation assist coaches in forming a more realistic view of their abilities and achievements. Quality evaluations help retain good coaches. By implementing a comprehensive system of coaches' evaluation the club owner is able to nurture the employer-employee relationship and encourage coaches to continue to improve.

Performance review tips * • Focus on performance, not personality

At Elite/

• • • •

Focus on observations, not assumptions Focus on specifics, not generalities Focus on the present and future, not the past Focus on the coach's needs, not the athletic director's • Focus on student diag nosis, not cop tent activities As the list indicates, club owners should focus on those areas which are objective and easily measured. Just like gymnasts, coaches become frustrated and negative with subjective, "shot-inthe-dark" evaluations. One of most important recommendations is to focus on specifics. Evaluations of specific criteria can become a source of rewards or a new goal for future improvement; conversely dealing with generalities can lead to confusion, misinterpretation, and feelings of mistrust.

Privacy and documentation A critical aspect in any working relationship is respect. During evaluations, the club Owner should take extra steps to insure that shared information is confidential. Also, any meetings or discussions regarding the evaluation or salary / compensation should be done behind closed doors.

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As with any other type of report, the club owner should take the time to document all evaluations. All forms should be complete, accurate, dated, and signed. It is a good idea to have the coach sign the final review form; then make a copy for the coach to keep in his/ her own files. In today's marketplace accurate record-keeping is critical. Most club owners are familiar with this in terms of injuries and equipment purchase and maintenance. Accurate records will allow the club owner to make logical business decisions based on true and accurate facts, from employee evaluations, that fall in line with due process. A Guide to Evaluating Coaches includes a few suggestions for documentation:

If you take the time to conduct comprehensive, accurate evaluations your program will ultimately be more productive and efficient. Coaches will have a standard measurement by which they are judged and therefore be able to set more realistic goals and objectives. But, remember: the ultimate goal of all your programs, including coaches' evaluation, is to improve the experiences of the athletes in your programs.

Suggestions for documentation*

----~

- - - ------,

*Adapted from: A Guide to Evaluating Coaches by Bob Buckanavage, executive director of the Pennsylvania State Athletic Directors Association.

------ --~

• Be accurate • Document facts, not opinion • Note direct performance observations of actions and results - do not include hearsay • Do not rely on memory; write things down soon after they happen • Do not include documentation unless it is specific, observed and behavioral in nature • Be consistent

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Treatment

Cryotherapy Techniques for Coaches and Athletes Introduction Blake S. Starr, E.M.T., A.T. University of Utah Sports Medicine Department Salt Lake City, Utah

Figure 1

No, this will NOTbe information on whatto do when your gymnasts cry during practice ... Taber's Medical dictionary defines Cryotherapy as; the therapeutic use of cold, (Thomas, 1985). Cold treatment as a modality has existed for many years in the sports setting. It is surprising however, how many coaching professionals still revert to the use of heat for acute injuries in sports. The purpose of this paper is to help educate coaches and athletes as to the proper uses of cold application in sports injuries, and the responses of the body to these applications. In order to better understand the response of the body to cryotherapy, a basic understanding of pain mechanisms, and the inflammatory response of body tissues must be presented. Coaches and athletes are to keep in mind that the main goals of Cryotherapy are: Reduction of Pain Reduction of Swelling Promotion of Healing

Pain and pain relief

Figure 1a

The International Association for the Study of Pain defines pain as " an unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage." (Merskey, 1979). Pain does have a purpose. It warns us that there is something wrong and usually will provoke a withdrawal response to try to avoid further injury. Pain has generally been categorized into two types, either acute, or chronic. Chronic pain is pain lasting for more than six weeks. Two other types of pain are also noted at this time and may be either acute or chronic. Those types are: referred and radiating. Referred is pain that is noticed with little relation to the injured part. For example, a spleen injury may cause pain in the left shoulder. Radiating pain is pain that is caused by the irritation of nerves and nerve roots. An example may be an injured disc in the lumber spine may cause pain to radiate (move) down the leg into the foot. (Prentice, Therapeutic Modalities, 1990). 12

Pain is "noticed" by the stimulation of one or more of six different types of receptor nerve endings which are encapsulated in connective tissue, and or, found in the skin. Those six have been identified as; 1. Messiner's corpuscles activated by light touch. 2. Pacinian corpuscles activated by deep pressure. 3. Merkel's corpuscles responding to both deep pressure (more slowly), and by hair follicle deflection. 4. Ruffini corpuscles in the skin, sensitive to touch, tension, and possibly heat. Those in the joint capsule's and ligaments are sensitive to position. 5. Krause's end bulbs, which are thermoreceptors that react to a decrease in temperature, and touch.(Previte, 1983). 6. Pain receptors, called nociceptor's or free nerve endings, are sensitive to extreme mechanical, thermal, or chemical energy. (Berne, 1988). At the present time there are three accepted theories as to how pain is managed by the body (Prentice, Thera peu tic Modalities in Sports, 1990) These theories are very complex, and require deep understanding of physiology, and neurophysiology to be completely understood. For the purpose of this paper, let us say that a reduction in tissue temperature through the use of cold treatment will; a) decrease the pain fiber transmission velocity of the nerves therefore decreasing the pain, b) "Overwhelm" the thermoreceptors which will" override" the nerves carrying the pain impulses from the injury. The use of cold then can cause an analgesic response for the injured athlete. Reduction of pain is a critical issue to the overall well being of the athlete.

Types of tissues damaged by injury The human body basically contains four types of tissue. Those types can be identified as; epithelial, muscular, nervous and connective. According to Guyton, all tissues of the body can be defined as soft tissue except bone (Guyton, 1986). As a result, all mention of soft tissue in this paper will follow that definition. The epithelial tissue represents tissue that covers all internal and external body surfaces such as skin, the outer layer of organs and the inner lining of blood vessels and glands. A basic purpose of epithelial tissue is to protect as well as form structure for other tissues and organs (Fahey, 1986). The connective tissue is a complex tissue that is comprised of tendons, ligaments, adipose tissue, cartilage, blood, lymph, and bone. Connective tissue is the framework for most organs; it November-December 1992

supports and protects the body (Prentice, Rehabilitation Techniques in Sports Medicine, 1990). Muscle tissue is often considered to be a type of connective tissue. It is designed to contract and thus provide movement of other tissues an organs. There are three types of muscle tissue. Nervous tissue provides sensitivity and communication from the central nervous system (brain and spinal cord) to the periphery, sensory organs, various systems and the muscles. All four tissue types may be involved in a sports related injury.

Phases of the healing process Cryotherapy intervention 1. Inflammatory phase Once tissue is damaged the healing process begins immediately. The destruction of tissue produces direct injury to the cells of the various tissues discussed previously. The destruction of cells results in an altered metabolism, as the area initiates the inflammatory response. The main goal of the body at this point is to protect the area from further injury by accumulating leukocytes and phagocytic cells to localize or dispose of injury by-products (blood, damaged cells, etc.). Because of the vascular damage, (spasm, torn vessels, etc.), fluid seeps into the surrounding tissue causing swelling. The inflammatory response is then characterized by redness, swelling, tenderness, and increased temperature. This phase will last from the time of the initial injury, to about 24 to 48 hours after the injury. Cryotherapy intervention The application of cold (ice packs, ice cups, ice bags, etc.) during the inflammatory phase of healing causes several positive reactions to take place to the injured site. Depending on the type and nature of the injury, cryotherapy may be used up to the first 72 hours after the initial injury. Vasoconstriction of vessels: This helps in the initial onset and control of swelling and edema associated with tissue damage. Decrease in pain: As mentioned in the earlier section regarding pain. Slowing of area metabolism: Cells require oxygen, sugars and nutrients to live. Cold application slows the metabolism of these cells, and reduces secondary cell death due to reduced circulation. Reduction of reflex muscle spasm: Damage to muscle tissue can result in spasm, which causes additional pain. 2. Fibroplastic phase During the fibroplastic phase, proliferative and reparative activity lead to scar formation. Scar formation is referred to as fibroplasia, and may begin as early as a few hours after a minor injury, and last as long as four weeks. (Prentice, Therapeutic Rehabilitation, 1990). During this phase, fibroblasts (any cell or corpuscle from which connective tissue is developed. (Thomas, 1985Âť, and endothelial budding of capillaries invade the wound, and tissue formation begins. TECHNIQUE November-December 1992

Cryotherapy intervention Cryotherapy use during this phase is most effective in reducing pain. It also has some effect on vasoconstriction, muscle spasm, and metabolism. 3. Maturation phase This phase of healing is a long term phase. This phase features the realignment and remodeling of collagen fibers that make up scar tissue. It is important to note that the collagen fibers align themselves according to the tensile forces to which the scar is subjected to during this phase, and that scaring in this phase usually has begun by the end of approximately three weeks. It is partly because of this, that many sports injuries previously casted by physicians are no longer casted as a form of treatment. A good example is a first or second degree ankle sprain. The maturation phase of healing may require several years to be totally complete. Cryotherapy intervention Cold treatment during this phase is almost always related to pain and swelling management, post exercise. After the athlete has returned to practice, cryotherapy is an effective modality to treat any pain and swelling occurring as a result of rehabilitation.

Factors that impeade healing Edema: Swelling causes increased pressure and retards the healing process. In addition it can cause a separation of tissues, and impedes the nutrition to the injured part. Hemorrhage: Bleeding will occur even with the smallest amount of damage to the capillaries. It has the same negative effect as edema. Separation of tissue: Separation of tissue may occur due to the mechanical force of the injury, poor immobilization techniques, or edema. Separated tissue takes longer to heal as the gap tha t must be bridged by cellular repair is wider, and usually a larger scar develops. Muscle spasm: Muscle spasm causes traction on the damaged tissue, by separating the ends. Both local and generalized ischemia, (cell death due to lack of circulation. (Thomas, 1985Âť, may result from spasm. Atrophy: Wasting away of muscle tissue begins immediately with injury. Earlymobilizationand strengthening will help retard atrophy. Infection: The most common deterrent to proper healing is infection. Infection must be controlled before the healing process can progress. It should be noted here that any injury to soft tissue has the potential to become infected. Health, Age and Nutrition: Each of these areas affect the ability of the body to heal. During all three phases of healing, the body needs additional quantities of nutrients to be used in tissue repair and regeneration, which is controlled by diet. The age of the athlete also determines healing potential, as does the general health of the individual. 13

Methods of cryotherapy application Tools of Cryotherapy include: ice packs (commercial or "homemade"), cold whirlpool, ice whirlpool, ice massage, commercial chemical cold spray, and contrast baths. The application of cryotherapy produces a three to four stage sensation for the athlete. First there is an uncomfortable sensation of cold, usually followed by a stinging, then a burning or aching feeling, and finally numbness. Each stage is related to the nerve endings as they cease to function, as a result of temperature and decreased blood flow . The time required for this sequence varies, and is subject to several conditions of the athlete, but usually occurs within 5 to 15 minutes of the application. This sequence should be described to the athlete prior to treatment, and what the expected outcome will be, especially a rapid reduction in pain (Prentice, 1990: Arnheim, 1990.). Ice massage Ice massage is the act of massaging ice directly on the skin or body part involved. Paper or styrofoam cups are filled with water and frozen. During the application the top of the cup is torn away, exposing the ice. (Photograph 1) Ice massage can easily be applied by the athlete if the athlete can reach the area of application. Ice massage is best indicated in conditions in which some type of stretching activity is to be used. Falls from balance beam that produce a contusion on the leg are good candidates for ice massage. Because the ice is in direct contact with the skin, a shorter treatment time is recommended because of the possible frostbite to the skin. A 5 to 8 minute treatment time is recommended, depending on the size of the area affected. Ice pack Ice packs may be applied directly to the skin, or placed on a towel. (Photograph #2). The ice pack will be more effective if placed on a wet towel, as moisture aids in the conduction of the cold. The ice pack can be molded to fit around the affected body part, thus increasing the efficiency of the treatment. Flaked ice is much easier to mold and shape than cubed ice. Again the treatment time will vary with the type of injury and the body part affected but generally lasts from 10 to 25 minutes. Commercial cold packs may be used, but it is important to not let the fluid contact the skin as it is an irritant, and may cause additional damage. Gel cold pack Commercially available gel packs are easy to use however caution must be exercised as these packs initially produce a lower temperature, and can frostbite the skin. It is highly recommended to wrap these gel packs in some insulating material prior to contact with the skin. Cold whirlpool Very few gymnastics schools I have come in contact with have the luxury of using a cold 14

whirlpool. Water temperature should be between 50 and 60 degrees and treatment time should be 5 to 15 minutes. The body segment must be immersed. Caution: Gravity dependent positions should be avoided with acute and sub-acute injuries. " Slushbucket" Very similar to a cold whirlpool but without the "whirl" . The athlete immerses the affected body part into ice water (Photograph #3) This is effective but rather uncomfortable for the athlete. A toe cap should be used for the foot. Caution: Gravity dependent positions should be avoided with acute and sub-acute injuries. Cold spray Cold sprays generally do not provide enough penetration to be effective for treatment of many injuries. Their primary use is in conjunction with acupressure techniques, and when performing a spray and stretch technique. It is not recommended for use by untrained individuals, and can be dangerous. Contrast bath Contrast bath applications are primarily used to treat subacute swelling, gravity dependent swelling and vasodilation-vasoconstriction response. They should only be used after the acute stage, or "roughly" after the first 72 hours following an injury. In treatment, hot 004-106째) and cold (50-60째) immersions are al terna ted. The trea tmen t times are highly variable. Twenty minutes is usually the total time, rr,ade up of five I-minute cold immersions, and five 3-minute warm immersions, beginning and ending with cold. " Cryo-cuff" Our facility has purchased a "Cryo-Cuff" (Photograph's 4 & 5). This device, manufactured by AIR CAST, is a portable method of cryotherapy treatment. We have found it to be one of the most effective forms of cold treatment for our athletes. It is one of the few applications of cryotherapy that is easily tolerated by the athlete. It has both an ankle and knee cuff. It is easily transported to meets, and can be used by the athletes.

Conclusion Cryotherapy is by far the preferred treatment for acute, and sub-acute injuries experienced by athletes. Coaches and athletes that respond with proper cryotherapy treatment immediately after an injury will benefit in several ways, from the reduction of pain, to a quicker return of the in~ jured athlete to practice and competition.

References Arnheim, D.o. (1990) Modern Principles ofAthletic Training. St. Louis: Times Mirror/ Mosby College Publishers. Berne, R.M., Levy, M.N. (1988). PhysiologJ). St. Louis: The C. V. Mosby Group, Publishers. Booher, J.M., Thibodeau, G.A.(l989) Athletic Injury Assessment. St. Louis: Times Mirror / Mosby College Publishing.

November-December 1992

Fahey, TD. (1986). Athletic Training: principles and practice. Palo Alto, Calif.: Mayfield Publishing Co. Guyton,A.c. (1986). TextbookofMedicalPhysiologIj. Philadelphia: W.B. Saunders, Inc. Lehmann, J.F. (1990). Therapeutic Heat and Cold. 4th Edition. Baltimore: Williams and Wilkins, Publishers. Merskey, H., Albe-Fessard, D.G., Bonica, J.J., et al. (1979) . Pain terms: a list with definitions and notes on usage. Pain 6: 249-252. Prentice, W.E. (1990) Rehabilitation Techniques in Sports Medicine. St. Louis: Times Mirror /Mosby College Publishing. Prentice, W.E. (1990) . Therapeutic Modalities in Sports Medicine. St. Louis: Times Mirror / Mosby College Publishing. Previte, JI (1983) Human PhysiologIj. New York: McGraw Hill Publishers. Thomas, c.L. (1985). Taber 's Cyclopedic Medical Dictionary . Philadelphia: F.A. Davis Company.

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The Symbol of Success 15

Sport Psychology

The Magic of Guided Imagery What is guided imagery? Guided imagery is using your imagination to visualize yourself achieving your goal and objective. It is the technique used by Olympic athletes when they practice mentally with the same intensity as they practice physically. An Olympic gymnast may see himself or herself executing and sticking a dismount with perfect form, execution and control. Jack Nicklaus says he spends as much time thinking about a game in his head as he does actually practicing on the golf course. Albert Einstein said he discovered the theory of relativity in just two hours by visualizing himself riding a beam of light.

Why does guided imagery work?

Neil Baum, M.D.

Estimates are that humans use only 10 percent of their mental capacity. However, the mind is capable of holding only a single thought at a time. Therefore, it is impossible to hold a positive and negative thought simultaneously. Positive information produces positive actions and negative thoughts produce negative events. If you plant positive seeds of success, accomplishment, and achievement, you can be sure those images will come true. Norman Vincent Peale said, "If you imagine something long enough and hard enough, you will get it." The mind is unable to tell the difference between a visualized activity and a physical one. Mental rehearsal especially, perfect practice, is better than physically doing it. The strength of guided imagery is clearly demonstrated in the placebo effect. A placebo is an inert substance or "sugar pill" that has no medicinal value. Yet when a patient receives a placebo, it often provides relief of their symptoms and "cure" of their disease. Why does this happen? An authority figure, the doctor, tells the patientthat he / she will get better and the patient believes it will work. Consequently the subconscious receives a message or command in a positive way and a positive action or "cure" results. About the Author: Neil Baum, MD. is a doctor of urology and a motivational speaker to the health industry on the "Magic of the Extra Mile Philosophy." Contact Dr. BauIn at 3525 Prytania Street, Suite 61 4, New Orleans, LA 7011 5 or call 504-891-8454. Fax 504-891-8505.

What are the advantages? You can solve problems, large and small, by focusing on the problem and allowing your subconscious to find the solution. The greatest gift we can give your children is the ability to solve problems. Great achievements are not accomplished without problem solving. Teaching children how to use guided imagery and goal setting should be a part of every child's education. Sport provides a unique opportunity to train these skills.

Guided imagery can be a source of healing and recovery from injury or illness. Numerous medical studies have shown that stress, negativity, and despondency increase the release of chemicals in the body such as cortisol and adrenalin. These chemicals, when produced by the body, can have an adverse affect on the blood vessels, the heart, the coagulation system, and the immune system. Many researchers believe these chemicals can cause heart disease, hypertension and even cancer. The reverse is also true. Positive mental attitude, relaxation and a sense of humor promote healing and can even enhance the immune system's ability to overcome cancer.

Getting started Present your mind with a clearly defined positive objective. If you supply your subconscious with a clear specific positive image then you can expect a clearly defined result. If your gymnast wishes to "stick" her beam exercise, suggest that she imagine performing her exercise. Feel the texture of the beam with her feet. The more that she brings her five senses (touch, taste, smell, sight, and sound) into the guided imagery, the more likely that she will imprint the image on the film of her subconscious. If you are problem solving, see yourself already having the solution. Go forward from where you are to where you want to be and then reverse your thinking again. This forward-reverse shifting process will place your guided imagery in over-drive and frequently results in a viable and useful solution. Guide imagery allows you to see the problem solved, the obstacle overcome. Always have a pencil and paper or a tape recorder available to use in case you need to record an idea. Ideas may be fleeting, and you will want to capture them so you can take action on them after completing your guided imagery. Earl Nightingale said "Ideas are like fish. They can strike at any time, and if we don' t gaff them with the point of a pencil, they're liable to get away." Visualization is like creating your own Hollywood movie. Guided imagery allows you to become an instant Stephen Spielberg. You can become not only the star, the hero or heroine, but producer and director as well. You can be a winner of an Academy Award. What is more important, you can get what you want, achieve success, solve problems, become healthy and reach heights of achievement that you thought to be previously unattainable. So take a moment to start imagining and you will soon learn that believing it will happen, is the first step to making it happen. Guide imagery provides you with wings of eagles that will allow you to soar to success and accomplishment. November-Deceml1ber 1992

Judging

Gymnastics Judging and the Assessment of Objectivity

ymnastics judging can be viewed as a measurement process. This measurement seeks to assign numbers to entities in gymnastics performance in such a way as to capture the essence of these entities or relationships numerically. This consists of identifying and assigning numbers, in the form of deductions, to "mistakes" in performance. The essence of gymnastics judging as a measurement process is to define the rules of numerical assignment for performance errors (Narens & Duncan Luce, 1986). In the physical sciences the role of measurement is to assign, or map onto a number line, the magnitude of some characteristic and thereby transform the characteristic of interest into a number with corresponding units (Stevens, 1946; Stine, 1989). An example of this is the measurement of length. In measuring length, a characteristic of an object (i.e., its size) is mapped onto an "accepted" standard length. If we choose to measure the length of some object, we might place a reference length next to the object and flip it end over end until we cover the entire length of the object. The number of flips would equal the length of the object. This type of measurement is also transitive which means that if we have three objects of which object one is bigger than object two, and object two is bigger than object three, then we can say that object one is also bigger than object three. This is important because the relationships of the objects or characteristics being measured can be expressed in analogous relationships among the numbers (Stine, 1989). There are several scales of measurement that involve numbers and numeric assignment based on some characteristic (Stevens, 1946). The first we will discuss is the nominal scale. The nominal scale is simply a naming of an object by use of a number. For example, the numbers on football jerseys are a nominal scale. You cannot perform any mathematical procedure on these numbers and get anything meaningful. A quarterback (number 15) added to a halfback (number 40) does not equal a lineman (number 55) . A second common scale is an ordinal scale. This scale seeks to assign numbers to objects based on their ranking on some characteristic. For example, a gymnast who places second on an event performed better than a gymnast who placed fourth on the event. However, the second place gymnast cannot be said to be twice as good as the fourth place gymnast. Such statements are not meaningful given the scale of measurement. A third scale is an interval scale. In the interval scale an object that has 2 units of some characteristic can be said to TECHNIQUE November-December 1992

have twice as much of this characteristic as an object with only 1 unit, in other words, there is an equal distance between units. However, an interval scale has no true zero point, or the absence of the quality. For example, in measuring temperature with a Celsius or Fahrenheit scale, one can say that 20 degrees is twice 40 degrees, but zero degrees simply represents the freezing point of water in the-Celsius scale and zero degrees is well below the freezing point of water in the Fahrenheit scale. It does not indicate an absence of temperature. Finally, there is a ratio scale. The ratio scale has all of the qualities of the previous scales and has an absolute zero. Length and mass are examples of ratio scale measurements. Zero length means the absence oflength, and zero mass means the absence of mass. The Kelvin scale uses absolute zero as meaning the absence of thermal molecular motion which the Celsius and Fahrenheit scales do not address. One can infer from the above that the level of precision increases as one goes from the nominal to the ratio scales (Safrit, 1989). The concepts in the previous two paragraphs are important for gymnastics judging because they help place gymnastics judging, as a measurement system, into perspective. Judging is basically an ordinal measurement process or ranking of gymnasts based on errors. However the judging measurement also has some pseudo-interval characteristics (Gardner, 1975) based on the ordinal weightings that are assigned to particular deductions. Judges use numeric values in which they are basically assigning an ordinal number. The judge names an error and assigns it a certain deduction, or the judge rates an error based on some rule and assigns it a certain level of deduction (i.e., weighting) (Gardner, 1975). The pseudo-interval characteristics revolve around the idea that, based on judging rules, a certain error might be closer to another error in level of deduction than a third error. For example, if a gymnast bends a knee and receives a 0.1 deduction, then later bends an arm and receives a 0.1 deduction, and finally separates her legs for a 0.2 deduction; one cannot say that a bent knee plus a bent arm equals separated legs. This obviously makes no sense. However, one can say that a bent arm and a bent leg are less serious errors and are therefore closer together than .separated legs. Systems of analysis and methods of combining judges' scores must consider that the scores should be analyzed and combined using methods that are consistent with the scale of measurement they are designed to represent, and that any trans17

w. A. Sands, Ph.D. and R. W. Kipp Motor Behavior Research Laboratory University of Utah Salt Lake City, UT

Judging is basically an ordinal measurement process or ranking oj gymnasts based on errors.

formation of these scores must maintain the same relative order (Gardner 1975; Stine, 1989). For example, an average or mean value calculated from ordinal measurements ma y not be meaningful, al though this is the method used in gymnastic scoring. An example of this can occur when one has four counting scores from six judges (removing the highest and lowest scores). When the scores themselves are averaged the athlete receives a score based on the average of four scores and not on the ranks of the four counting judges relative to the other gymnasts. The average of the ranks of the judges for each athlete will be maintained throughout the transformation to an average or total score, whereas averaging the judges' four scores may not maintain the judges' ranks throughout the transformation (Stine, 1989). This means that averaging the judges' raw scores may not reflect the average of the ranks that the judges assigned the gymnast relative to all other gymnasts in the competition. This raises some interesting questions regarding the very fundamental assumptions underlying gymnastics judging as a measurement system. Understanding the "what" and "how" a gymnastics judge measures is very important regarding the determination of objectivity, and ultimately the course of gymnastics evaluation. The level of the measurement scale and other considerations may have important implications for determining the type and degree of analyses that are appropriate for evaluating judges' objectivity. Recent debate on the use of parametric (population parameter estimation) vs nonparametric (no population parameter is estimated) statistics has largely been resolved by allowing parametric statistical techniques regardless of measurement scale as long as the distribution of scores is close to normal (Gardner, 1975). Unfortunately, gymnastics scores for any given team are usually so small in number that analyzing a single judge's scores by parametric techniques would not be appropriate because there are serious violations to the normal distribution assumption. This should not preclude all parametric approaches to analyses however. If one understands the risks involved with using parametric statistics on less than solidly interval level data then appropriate inferences can be made (Gardner, 1975).

Objectivity in Judging Gymnastics judging objectivity has been addressed by many investigators and other interested people (Ansorge, Scheer, Laub, & Howard, 1978; Ansorge & Scheer, 1988; Bastuscheck & Wettstone, 1970; Calkin, 1970; Culbertson, 1970; Donovan, 1991; Engeler, 1988; Faulkner & Loken, 1962; Fay, 1991; Godbout, Fink, Lascari, Mazeas, & Wilson, 1976; Hudson, 1988a; Hudson, 1988b; Hudson, 1988c; Hunsicker & Loken, 1951; Johnson, 1971; Robinson, 1988; Scheer, 1973; Stephenson & Jackson, 1977; Weiss, 1979; White, 1970; Wilson, 1976a; Wilson, 1976b). Accusations of bias have 18

been brought from a variety of sources. Clearly, gymnastics must seek remedies to judging bias and score fixing if gymnastics is to progress and maintain a viable and attractive competitive activity for athletes and spectators. One means of attacking the problem of judging bias is to analyze judges' scores. This analysis must conform to several philosophical tenets regarding fairness, tolerance, and simple human error. The following concepts are important ethical and statistical considerations in applying a judging evaluation system. 1. Judging is not entirely an algorithmic process.

There are rules for the application of judgment regarding appropriate deductions. Unfortunately, often the rules do not cover a performance circumstance that the judge will be exposed (George, 1970; Grossfeld, 1970; Nelson, 1970; Rector, 1970; Steeves, 1970; Weber, 1970; Wilderoter, 1970; Wright, 1970). This forces the judge to make a quick and decisive determination of the type and level of error committed, if any, by the performer. This requires the judge to match previous learned patterns with considerable tolerance for fuzziness when making the match. In other words, the judge must be able to "bend" the rules to fit new situations, based on earlier experience. The assessment of bias must take every precaution to rule out false-positive detections of bias (type I error). That is, to reduce or eliminate any chance of bias detection when bias was not really present. This requires that judgingevaluation be performed on several "levels." Each level of evaluation should offer another type or degree of scrutiny that will ensure detection of bias and avoid detection of a "bad day" or some other alternative explanation for the scoring anomaly. Assessment of gymnastics judges is very difficult due to a lack of any sufficient "gold-standard" to compare scores. The lack of a goldstandard, or absolutely correct score, means that the judges' scores must be compared within themselves for anomalies. This problem is made more difficult due to the relatively small team sizes of usually no more than six athletes per team. This makes the use of certain statistics nearly impossible because of the small sample sizes (Hays, 1988). The assessment of judges must be sensitive. The effects of a biased judge on team and athlete results cannot be underestimated. Therefore, the assessment of judges must walk a narrow line between detecting false indications of bias and assurance that a truly biased judge will be detected. The ultimate decision of what to do with a judge determined to be biased should be left to humans and not to machines (i.e., computers). A hierarchy of warnings and / or probationary periods should be developed that will deal with judges humanely and fairly. In summary, a judging evaluation system must be hierarchiNovember-December 1992

cal (i.e., layered) with assessments performed at several levels, and a judge must "fail" at more than one level of evaluation - perhaps all levels. The assessment must be based on sound statistical techniques that are based on mathematical probability. The evaluation should be sensitive, but it must avoid false-positive (type I error) detections of bias. Finally, the question of what to do with judges found to be biased must be addressed by others.

affiliations. These terms refer to possible conflicts of interest of the various judges based on the region they came from (regional bias affiliation), or a judge's attempts to sabotage another team who may have been close in ranking to her favored team (counter-affiliation). In this way we attempted to determine judges working for some teams and/ or working against other teams. The affiliation questions were easy to determine using simple common sense. The counter-affiliation

An Experiment to Determine a Judging Evaluation System The hierarchical approach discussed above was used to assess judges' scores at the NCAA Women's National Gymnastics Championships in 1991. This hierarchical approach is shown in Figure 1. The first step in the analyses of the judges' scores was to test the score distributions of each judge for each team. The test used was the Kolmogorov-Smirnov test (Sokal & James Rohlf, 1969; Siegel & Castellan, 1988). This test seeks to determine if there is a difference in the distributions of two sets of scores. In the case of analyzing judges one significant assumption is very important to the use of this statistic. The assumption is that in the "long-run" the distribution of judges scores should be very nearly rectangular as shown in Figure 2 (Weiss, 1979). The idea is that, with everything else being equal, a judge should rank in each position of the panel about the same number of times. In other words, if the panel has four judges, then each judge should have the highest score 1.5 times, the second highest score 1.5 times, the third highest score 1.5 times, and the lowest score 1.5 times out of six athletes from any given team (4 * 1.5 =6.0). As shown in Figure 2, the Kolmogorov-Smirnov test can determine the probability of any distribution of scores differing from the hypothesized rectangular distribution. Moreover, this frees the analyses from a gold-standard score necessary for comparison. The KolmogorovSmirnov test is one of the very few nonparametric statistical tests that can be used with samples as low as six (Harnett, 1982). The data tested for our experiment consisted of 192 tests (16 judges times 12 teams) using the Kolmogorov-Smirnov statistic. The statistical significance level was set at .05. Although we fully acknowledge that performing so many tests would inflate our Type I error rate (Hays, 1981; Sokal & James Rohlf, 1969) (i.e., detection of false-positives), we used this test as our initial screen to determine those scoring distributions for each team that were aberrant. By following up these analyses with other tests we believe that we kept Type I error under control. Table 1 shows the results. The region and judge letter designations indicate our code assigned to NCAA regional affiliations. Step two in our system of evaluation consisted of determining possible affiliations and counterTECHNIQUE November-December 1992

Figure 1 Judging Evaluation Hierarchy

Collect All Scores From Competition Determine Score Distributions for each Judge using Kilmogorov-Sm irnoc Test

No Q)

Determine affiliation or counter affiliation for aberant distributions and judge.

"" 'wo a..

Q) (/)

"iii u.. "0

~ ÂŁ

c o ~

::l

~ UJ

'0 "0 C

Figure 2

Kolmogorov-Smirnov Theoretical Distribution Theoretical "long run Distribution" Highest Score

Middle Highest

Middle Lowest

Lowest Score

25% 1.5:6

The long run distribution of scores for a judge should conform to thisretangular distribution. Although it is a little more complicated than depicted here (due to ties) this is the basic idea. Individual Score This figure sho ws an aberrant distribution that would be dete cted by the Komogorov-Sm irnov Test. Individual Score Individual Score Individual Score Ind ividual Score Individual Score Scores from a particular judge (6 member team)

questions were determined by looking at each given team and the two teams ranking higher and lower than the team in question. It was believed that rankings that were farther apart than this were inconsequential. However, in situations where a judge may be working to bias scores for a team she is not affiliated with, in return for other favors from other judges. This is an area for further scrutiny. In NCAA judging this was not considered to be a significant issue. In internaTable 1 Kolmogorov-Smirnov Assessments Aberrant Distributions Event

Judge Region Judge Scored

Affiliation/ Counter-Affiliation

Vault

A B

A A

High High

Yes (Affiliated) No (Teams Rank Far Apart)

UPB

High

Yes (Affiliated)

A B

C D

Low High

Yes (Teams Rank Closely) No (Teams Rank Far Apart)

B B B B B

A A B B D

Low Low High High High

No Yes Yes Yes No

(Not an Advantage) (Teams Rank Closely) (Affiliated) (Affiliated) (Teams Rank Far Apart)

Regions and judges have been assigned letters so that affiliations are still apparent based on common letter deSignations, but direct comparison with known judges and regions is not possible.

tional judging this would be an additional evaluation issue. Table 1 also shows the direction of the judges score distribution and the potential affiliation biases. One should note that only six of the ten distributions that were shown to be aberrant by the Kolmogorov-Smirnov test remained following step two of the evaluation hierarchy. Figure 3 Constant Error and Variable Error Constant Error

Variable Error Large constant error indicates that the scores missed an externally defined target by a large amount.

Large Error

Large variable error indicates that the judge's scores were inconsistent about her own average score.

Target

Small constant error indicates close agreement with an externally defined target. Small variable error indicates that the scorer was consistent within him/serself.

Small Error

Step three consisted of graphing and interpreting variable error, constant error, and absolute error. Variable error and constant error analogies are shown in Figure 3. These are tools for evaluating "error" or average deviations from a variety of target scores (Schmidt, 1988). Unfortunately, although the scale of measurement for gymnastics scores is, at best, a pseudo-interval scale, we are faced with using parametric type statistics for lack of anything better. The only recourse would be comparisons of scores using a median score and a great deal of information about score deviations would be lost (Hays, 1988). All of these error measurements require a criterion score. The criterion score can be the individual judge's score, or an average of the other members of the panel. These criterion scores form the gold-standard score for comparison. Variable error is not an indicator of the judge's deviation from the other judges. It is an indicator of the judge'S deviation around her own average score. This error score indicates a judge'S consistency. A judge with a high variable error 's less consistent than a judge with a low variable error (Gessaroli & Schutz, 1982). Constant error is a measure of accuracy, or the average deviation of the judge'S scores from the average of the rest of the panel with regard to direction. Constant error is an indication of response bias. Was the judge high or low on some team when compared to the rest of the panel. Constant errors are expressed as positive when they are higher than the average and negative when they are lower (Henry, 1975; Schutz, 1977; Schutz, 1974). Absolute error is a measure of accuracy, amount of error, or an average deviation of the judge's score from the average score of the rest of the panel without regard to direction. Absolute error simply gives the magnitude of the deviation and does not indicate if the error was high or low (Henry, 1975). Selecting the most appropriate error score has been the topic of considerable debate (Gessaroli & Schutz, 1982; Henry, 1975; Nevill & Copas, 1991; Safrit, Spray, & Diewert, 1980; Schutz, 1977; Schutz & Roy, 1973). The literature has shown that the three error scores should not be used alone, and that each error score provides a piece of the necessary information required to make a judgment about error. It has been suggested that absolute error be analyzed first to screen the overall picture, then variable and constant error be used to determine if there is a scoring bias or scoring inconsistency (Spray, 1986). Assessing the six remaining scoring anomalies was performed by graphing the error scores for each judge. These analyses were used to determine if there was a response bias on the part of the judge (high constant error and high absolute error), or a problem with consistency of scores (high variable error and high absolute error), or both. By viewing the bar graphs one can readily see if the problem appears to be one of competence or bias. In particular, one looks for abnormally high November-December 1992

or low constant error scores. This is most indicative of a bias or lack of bias, respectively. If variable error is high alone, then the judge may have a competence problem rather than bias. If the all error scores are high for a particular team, this may also indicate bias. A suitable rule-based algorithm could be developed to mechanically sort these various combinations and return only those judges whose errors were anomalous. The direction and magnitude of the constant error scores can help make comparisons with the rest of the judging panel more meaningful. Table 2 shows the error scores in line with the judges and teams that generated the scores. All ten scoring distributions are shown although only six of the ten would be under scrutiny based on affiliation and counter-affiliation biases. Step four uses Spearman's Rho rank order correlation coefficients (Siegel & Castellan, 1988). This test determines the correlation coefficient for the ranks of the judge in question with the actual ranks of the averages of the other three judges. Table 2 shows the resulting coefficients. These correlation coefficients show the association of a single judges score with the actual outcome of the rank for each team. Therefore, although judge B on balance beam showed a counteraffiliation with team A and scored them low, her scores were closely associated with the ranks of the scores of the other judges on her panel. This indicates that the judge scored lower than her panel, but the evidence is not clear that she was biased. From the results shown in Table 2, the reader can note that the lowest correlation coefficients were determined for floor exercise - judge B - from region B. Although we were unable to determine a statistical test that would test the differences between correlation coefficients for Spearman Rhos, the marked difference in this coefficient with those of the other judges adds further evidence to a potential judging bias. One can also note that the error scores for judge B and region B are all high relative to the other error scores. When all of these things are weighed we believe that judge B was guilty of bias in the evaluation of two teams from her region. Interestingly, this confirmed our initial impression when simply viewing the raw scores. Moreover, viewing the raw scores did not appear to indicate bias on the part of any other judges. At this point of the analyses the information would be turned over to the appropriate governing body for any official action deemed necessary and appropriate. We believe that this should be done in a hierarchical form also. A simple approach would consist of one or more warnings followed by more severe disciplinary actions.

Conclusion The evaluation of judges is a vitally important problem when considering the viability and continued fairness of gymnastics competitions. The approach described here was largely performed TECHNIQUE November-December 1992

by hand and with the aid of a computer spreadsheet.1t suffers from being useful only with judging panels of four or more judges, and from being applied only at the end of the competition. However, its strengths are: (a) the system is based on sound statistical techniques, (b) many steps have been taken to avoid false-positive detection's, (c) the approach is consistent with the type and level of measurement scale being used by judges, and

Table 2

Judges Error Scores Affiliation

Variable Error. Spearman Rho

Judge /CounterEvent Region Judge Scored Affi liation Vault

High

Yes

High

Yes

Low

Yes

High

Low

Yes

High

Yes

High

Yes

High

Constant Error~

Correlation

Absolute Error

Coefficient

IillI

nuum

.94

IllTIllTI

.94

.89

mum

.86

• •1m

.92

gggj

.92

.84

•

~ E;a

• •• e • • gj

IIUIIII

(d) it can be implemented through appropriate computer software.

References Ansorge, C. L & Scheer, J. K. (1988). International bias detected in judging gymnastic competition at the 1984 Olympic Games. Research Quarterly for Exercise

and Sport, 59(2), 103-107. Ansorge, C. J., Scheer, J. K., Laub, J., & Howard, J. (1978). Bias in judging women's gymnastics induced by expectations of within-team order. Research Quar-

terly, 49, 399-405.

Bastuscheck, c., & Wettstone, G. (1970). A test for determining bias in judging. In R. M. Aronson (Ed.), The art and science oj]udging men 's gJjlnnastics (pp. 5861). Lowell, MA: Lowell Technological Institute. Calkin, G. F. (1970). The future of computers in evaluating judges. In R. M. Aronson (Ed.), The art and scienceofjudgingmen'sgJJmnastics. (pp. 98-99). Lowell, MA: Lowell Technological Institute. 21

.84 .89

Culbertson, J. (1970) . Ethics of judging. In R M. Aronson Robinson, J. (1988, April 28). Marsden tells of score(Ed.), The art and science of judging men's J51jmnastics fixing at world gym meet. Deseret News, D1. (pp. 56-57). Lowell, MA: Lowell Technological Insti- Safrit, M. J. (1989). An overview of measurement. In M. tute. J. Safrit & T. M. Wood (Eds.), Measurement concepts in Donovan, J. (1991, June 8). Karolyi questions fairness of physical education and exercise science (pp. 3-20). judges. The Cincinnati Post, 1B, 5B. Champaign, IL: Human Kinetics. Engeler, A (1988, Sep 22). Fall from grace. Rolling Safrit, M. J., Spray, J. A, & Diewert, G. L. (1980). Stone(535), 95-99. Methodological issues in short-term motor memory Faulkner, J., & Loken, N. (1962). Objectivity of judging research. Journal of Motor Behavior, 12(1), 13-28. at the National Collegiate Athletic Association gym- Scheer, J. K. (1973). Effect of placement in the order of nastic meet: A ten-year follow-up study. Research competition on scores of Nebraska high school students. Research Quarterly 44, 70-85. Quarterly, 33,485-486. Fay, J. (1991, June 8). There he goes a' Karolyi-ng. The Schmidt, R A (1988). Motor control and learning (2nd ed.). Champaign, IL: Human Kinetics. Cincinnati Enquirer, B1, B6. Gardner, P. L. (1975) . Scales and statistics. Review of Schutz, R W. (1974). Note and comments absolute Educational Research. 45(1 Winter). 43-57. error. Journal of Motor Behavior, 6(4), 299-301. George, G. S. (1970) . Execution - the ultima te in perfor- Schutz, R (1977). Absolute, constant, and variable ermance. In R M. Aronson (Ed.), The art and science of rors: Problems and solutions. In D. Mood (Ed.), judging men's J51jmnastics (pp. 66-67). Lowell, MA: Proceedings of the Colorado Measurement Conference Lowell Technological Institute. (pp. 82-100). Boulder, CO: University of Colorado. Gessaroli, M. E., & Schutz, R M. (1982) . Variable error: Schutz, R W., & Roy, E. A (1973). Absolute error: the A blessing in disguise. In L. Wankel & R B. Wilberg devil in disguise. Journal of Motor Behavior, 5(3), 141(Eds.), Proceedings of the Canadian Society for Psycho153. motor Learning & Sport Psychology (pp. 365-371). Siegel, S., & Castellan, N . J. (1988). Nonparametric statisGodbout, P., Fink, H ., Lascari, A , Mazeas, H., & Wiltics for the behavioral sciences (2nd ed.). New York, son, V. E. (1976). Issues in the judging of gymnastics: NY: McGraw-Hill. A panel. In J. H. Salmela (Ed.), The advanced study of Sokal, R R, &James Rohlf, F. (1969). Biometnj (2nd ed.) . J51jmnastics (pp. 167-182). Springfield, IL: Charles C. New York, NY: W.H. Freeman. Thomas. Spray, J. A (1986) . Absolute error revisited : An accuGrossfeld, A (1970). Judging difficulty with faulty racy indicator in disguise. Journal of Motor Behavior, execution. In R. M. Aronson (Ed.), Theartand science 18(2),225238. ofjudging men's gymnastics (pp. 68-70). Lowell, MA: Steeves, F. J. (1970). Discussion of parts of no value. In Lowell Technological Institute. R M. Aronson (Ed .), The art and science of judging Harnett, D. L. (1982) . Statistical methods (3rd ed.). Readmen's gymnastics (pp. 86-88). Lowell, MA: Lowell ing, MA: Addison Wesley. Technological Institute. Hays, W. L. (1981). Statistics (3rd ed.). New York, NY: Stephenson, D. A, & Jackson, AS. (1977) . The effects of Holt, Rinehart, and Winston. training and position on judge's ratings of a gymHenry, F. M. (1975). Absolute error vs "E" in target nastic event. Research Quarterly 48,177-180. accuracy. Journal of Motor Behavior, 7(3),227-228. Stevens, S. S. (1946). On the theory of scales of measureHudson, M. A (1988a, April 28). Ex-U.S. gymnastics ment. Science. 103(2684). 677-680. Stine, W. W. (1989). Meaningful inference: The role of coach admits fix. Los Angeles Times, 1,13. Hudson, M. A (1988b, May 4). Gymnastics unit to measurement in statistics. Psychological Bulletin, move on cheating. Los Angeles Times, 3,10. 105(1), 147-155. Hudson, M. A (1988c, April 29). World gymnastics Weber, C. (1970) . Mounts and dismounts, a commensuofficials say score fixing is hard to control. Los Angerate part of an exercise. In R M. Aronson (Ed .), The les Times, 1,8. art and science ofjudging men's gymnastics (pp. 71-72). Hunsicker, P., & Loken, N. (1951). The objectivity of Lowell, MA: Lowell Technological Institute. judging at the National Collegiate Athletic Associa- Weiss, R W. (1979) . Two objective methods of rating tion gymnastic meet. Research Quarterly, 22, 423-426. gymnastics judges. Unpublished doctoral dissertaJohnson, M. (1971) . Objectivity of judging at the Nation, University of Utah. tional Collegiate Athletic Association gymnastic White, A (1970) . The contribution of statistical analysis meet: A twenty-year follow-up study. Research Quarto gymnastics judging. In R M. Aronson (Ed .), The terly, 42, 454-455. art and science ofjudging men's gymnastics (pp. 95-97). Narens, L., & Duncan Luce, R (1986) . Measurement: Lowell, MA: Lowell Technological Institute. The theory of numerical assignments. Psychological Wilderoter, D. (1970). Judging the short or "missed" Bulletin, 99(2), 166-180. exercise. In R M. Aronson (Ed .), The art and science of Nelson, D. (1970) . How to evaluate combination. In R judging men's J51jml1astics (pp. 84-85). Lowell, MA: M. Aronson (Ed .), The art and science ofjudging men's Lowell Technological Institute. gymnastics (pp. 73-77). Lowell, MA: Lowell Techno- Wilson, V. E. (1976a). Judging gymnastic judging. In J. logical Institute. H . Salmela (Ed.), The advanced study of J51jmnastics Nevill, A. M., & Copas, J. B. (1991). Using generalized (pp. 151-166). Springfield, IL: Charles C. Thomas. linear models (GLMs) to model errors in motor Wilson, V. E. (1976b). Objectivity, validity, and reliabilperformance. Journal of Motor Behavior, 23(4), 241ity of gymnastic judging. Research Quarterly, 47, 169250. 173. Rector, B. (1970). Evaluating the short exercise. In R M. Wright, J. (1970). To hold or not to hold. In R M. Aronson (Ed .), The art and science of judging men's Aronson (Ed .), The art and science of judging men's gymnastics. (pp. 89-91). Lowell, MA: Lowell TechnoJ51jmnastics (pp. 78-83). Lowell, MA: Lowell Technological Institute. logical Institute. 22

November-December 1992

Managing

A Coach's and Manager's Guide for Developing Motivation otivating employees to diligently work towards company goals is one of the most important tasks of a manager. Each employee must be motivated to achieve if they are to maximize the potential of their company. This paper will discuss motivation theory and some practical applications of these theories. Suggestions will be introduced as to various ways a manager could increase the motivation level of their employees. Lastly,! will use motivation theory and relate it to my work as an athletic head coach. Quinn (1990) discusses Victor Vroom's "expectancy theory" of motivation which is based on the relationships among job effort, performance, and performance outcomes. Vroom's equation for motivation is:

Motivation = Expectancy x Valence x Instrumentality Expectancy is the outcome the person expects to reach by behaving in a particular fashion. Valence is the "attractiveness value" for behaving in a particular way. A person may place a positive value or a negative value on a work outcome. Instrumentality is the probability that behaving in a particular way will in fact lead to certain outcomes. A person will be encouraged to behave a specific way if it will help them reach their desired outcome. Quinn continues discussing the importance of expectations in terms of the "Pygmalion Effect." This theory basically states that people will perform according to what is expected of them. Research by Sterling Livingston of Harvard suggests the following: 1. What managers expect of their subordinates and the way they treat them largely will determine the performance and career progress of these employees. 2. Superior managers will often have high performance expectations for the employees they supervise. 3. Subordinates will do what they believe they are expected to do. Chelte (1991) adds to this by explaining that having positive expectations about a person will often lead to a different treatment of them. These employees may be given more support encouragement, and acceptance. They will often get more feedback on how they are doing and are usually given more direction on how to achieve, as compared to those employees with negative expectations. Positive reinforcement is another important factor in teaching and maintaining achievement TECHNIQUE November-December 1992

motivation. Peters and Waterman (1982) cite much of the work done by B. F. Skinner to explain the effects of positive reinforcement. Skinner explains that as a result of positive reinforcement behavior change often will occur in the intended direction. Behavior change through negative reinforcement on the other hand, will often occur in an unpredictable or undesirable way. Positive reinforcement also shapes behavior and enhances our selfimage. Peters and Waterman explain that positively reinforced behavior slowly comes to occupya larger and larger share of an employee's time and attention. Reinforcement should be specific, immediate and achievable to have the greatest effect. "Small wins" should be rewarded so there are many opportunities to give rewards/ This will encourage an individual to repeat a desirable behavior, and eventually this behavior may develop into a learned permanent behavior. Receiving positive feedback will make one feel good about themselves. The book In Search of Excellence points out that excellent companies show a tendency to make their people feel like winners. Research indicates that the prime factor for success is the self-perception among motivated subjects that they are doing well. Association with past success will lead to more persistence and a higher degree of motivation. Rewards and incentives are often used to increase achievement motivation. Lewis categorizes rewards in to organiza tional factors and individ ual factors. Salary, fringe benefi ts , work environmen t, job security, and co-worker acceptance are categorized underorganizationalfactors. Individual factors are such things as: opportunity to achieve, opportunity for recognition and pride, autonomy in work, challenge, and intrinsic pleasure. Gill (1986) mentions that cognitive theories conclude that the primary source of motivation is intrinsic motivation. Gill introduces a theory by Deci which states that working for rewards that tend to control behavior, reduce intrinsic motivation, Deci suggests that rewards should be used as symbols of accomplishment rather than to coerce or control. Gill also introduces Fishbein's theory ofbehavior to help explain motivation. Fishbein theorizes that motivated behavior is explained in terms of attitudes, beliefs and intentions and includes the following points: 1. Attitudes toward behavior must be considered to predict behavior. 2. Attitudes and normative beliefs predict behavioral intentions quite well. 23

Stephen Posner Springfield College

Motivating employees to diligently work towards company goals is one of the most important tasks of a manager.

3. Behavioral intentions predict actual behavior quite well. Research indica tes that the correIa tion between attitude and behavior or attitude and behavioral intentions are between .35 and .55. Correlations between behavioral intentions and behavior however are over .75. We can conclude that a key to changing or improving motivated behavior i~ by changing one's behavioral intentions. We fust, however must change one's attitudes and beliefs which will in turn effect one's intended behavior. Kotler (1991) discusses motivated behavior by using a similar model of Fishbein's called the expectancy-value model. Fishbein sta.tes tha tone's behavior is motivated by the perceIved value a person equates with behaving a particul~r w.ay. This perceived value is calculated by multIplymg one's beliefs by the weighted attributes that comprise one's belief. For example let's examine how a person may choose what computer they might choose to learn to operate. One may believe that the IBM of IBM compatible computers are outstanding products. They may put the greatest weight for the importance to learn to use the IBM computers on the fact that their company is IBM compatible. Other attributes of learning to operate an IBM compatible computer may be that there is a wide selection of business programs available, they have a friend who can help them learn, they know others who have progra~s that they can copy, etc ... These beliefs and attnbutes would motivate an employee to learn to use the IBM computer rather than the MacIntosh or other computers. These other computer co~panies ~lso have attributes, but may not be attnbutes as Important to that particular emplo~e~ . Fishbei~' s model is especially useful for explammg behaVIOr when alternative behaviors may also be present. Lastly, Kotler presents Maslo:-,'s th~ory. of motivation. Maslow's theory explams motivation as a "hierarchy of needs." He explains that a person must satisfy their most ?asic needs bef?re they will be motivated to satisfy less presslI~g needs. Maslow presents a hierarchy of needs m the following order of importance. . 1. Physiological needs including hunger and t~st. 2. Safety needs including security and protec~on. 3. Social needs including sense of belongmgness and love. 4. Esteem needs including self-esteem, recog. nition, and status. 5. Self-actualization needs including self-development and realization. Many of the theoretical concepts of ~otivation discussed above are directly appropnate to the athletic coach; The main responsibility of the coach, is to help their team reach it's maximum achie.vement capabilities. Motivation of each player IS a must if the team is to maximize its potential. I will explain how an athletic coac~ mig~t use these theoretical concepts to help motivate his/ her playe~s. 1. Expectations- A coach should .have hIgh but realistic expectations of theIr athletes. 24

The coach must be able to spot and develop potential. He / she shoul? ~elp their athletes set challenging and reahstIc goals and the.n constantly remind each athlete of what IS expected of them according to their goal statements. 2. Positive Reinforcement - The coach must develop a positive and enthusiastic attitu~e toward learning. Positive reinforcement wIll help the athlete recognize what they are doing correctly and will encourage them to repeat this behavior. If a team feels good about themselves they will work harder and more effectively towards their goals. 3. Internal Motivation - It is the dream of every coach to work with athletes who are internally motivated. This type of athlete will work equally hard whether they are being watched or the coach's back is turned. Internal motivation can be encouraged the following ways: A. Let the team have a voice in the decision making process. Each team member should feel involved and important. They should understand that their opinions will be solicited and valued. B. Give the players the opportunity to problem solve for themselves, and encourage them to suggest ways they might improve their performances. C. Provide many opportunities for athletes to experience success. Athletes will work harder if they believe they can succeed. D. Explain to each athlete that they are an important part of an exciting team full of potential. They must understand that the success of the team is dependent on each individual developing to their potential. This shared sense of responsibility, should increase the importance the athlete places on their individual efforts. Understanding motivation theories is helpful to the athletic coach and to the business manager. Research points out ways we can effectively increase the motivation level of those people we manage. We should employ many of these techniques in our workplace, wherever they may be appropriate. First we must assess our current situation We can then perhaps modify some of our ways of treating people as problems and different situations may present themselves in the workplace.

References Chelte, A. (1991) Winning on the Front Lines. Western New England College, unpubli~hed . . . Gill, S. (1986) . Psychological DynamICs of Sport. IllinOiS, Human Kinetics. Kotler, P. (1991). Marketing Management (seventh edition). New Jersey, Prentice Hall. Lewis, G. and Appenzeller, H. (1985). Su ccessful Sport Managemen t. Virginia, The Michie Co. Peters, T. and Waterman, R (1982). In Sea rch of Excelience.New York, Warner Books. Quinn, R , Faerman, S., Thompson, M. and McGrath, M. (1990) Becoming a Ma ster Manager. N ew York, John Wiley and Son's.

November-December 1992

Coaching Styles

Team Leadership in Business and Sport

ne of the most important tasks of a manager is to be a "team" leader. A manager must first understand how a group of people can develop into a team. He/ she must also understand what makes a team stay together, and how to encourage the team to maximize their group achievement. In this paper I will explain some essential ingredients in team building. I will stress how a manager can work to encourage strong team building and effective ways to help lead each team to strive towards their maximum potential. Lastly, I will relate these ideas to my work as Head Coach of the Springfield College Gymnastics Team. Let us begin by discussing what makes a group of people develop into a team. Quinn (1990) explains that a group becomes a team when the following factors are present: 1. There must be a reason for the group to work together. 2. Interdependence - The group members must need each other to reach mutual goals. 3. Group members must be committed to the belief that they can make more effective decisions jointly than independently. 4. The group as a whole must be accountable to a larger organization. Quinn breaks down team building into the following developmental stages: 1. Testing - The purpose of the team is questioned. Each individual must come to terms with why they might want to be a part of this group. 2. Organizer - A common group purpose is emphasized. Norms and group standards are established. 3. Establishing Interdependence - Individual efforts are coordinated, and special talents are recognized. Group goals are emphasized and competition between group members is discouraged. 4. Producing and Evaluating - The group develops into a team at this stage. Group members evaluate team products, and necessary changes may be suggested for improvements to be made. Quinn explains that the most effective leaders are those who use a participative style of leadership. This theory is based on the assumption that people doing the work know the job best. Chelte (1991) clarifies this point by explaining that people should be made to feel that they have a sense of ownership within their company. This will help TECHNIQUE November-December 1992

motivate the to become actively involved in pursuing the company goals and objectives. Peters (1988) stresses the importance of developing excellent communication skills for a team to function at its maximum. Communication involves listening, reacting and giving feedback. Peters explains that listening can be either formal or informal. Formal listening needs to occur during a planned business meeting or through the analysis of company surveys for example. Informal listening needs to occur in the company dining hall, or as one passes in the hallway for example. Quinn points our that listening is based on empathy, and that as a manager begins to understand interpersonal issues he / she can better earn an employee's trust and concern. Listening in itself is not good enough. Employees must also know they are being understood and that action will be taken. Trust develops as promises are delivered. This in turn will encourage even more employee participation and concern. Lastly, managers must give prompt feedback as to how each member of a team is doing. Feedback will only be effective if each employee knows exactly what is expected of him / her. In chapter six of Applied Sport Psychology, Caron explains this further in terms of "role playing." Individual roles for each person on a team should be clearly identified and understood by all team members. Research shows that a group's effectiveness improves if individual roles are delineated, understood, and followed to the best ability of all team members. Give rewards to recognize excellence and reinforce positive behavior. The Japanese system of management has traditionally stressed team building and shared responsibility while this is a new emphasis in many companies in the United States. Morita(1986) states that in successful Japanese companies managers and all employees believe they have a "shared sense of fate." Rewards and pay raises are often awarded for team success and to individual success. Morita stresses that a manager's job is to develop a "family-like atmosphere" for all employees. Make them understand that everything they do individually effects the total team effort. Managers value every individual for the contribution they can make to the group. Emphasis is placed on using each individual to their maximal potential, and managers will often move an individual within the company if it is believed that he/she can make greater contributions to the corporation. A manager strives to develop healthy relationships with all his/ her employees and 25

Stephen E. Posner Springfield College

shows interest in the well being of each employee. It is not uncommon for recruits to be with a

company for 20 or 30 years, and recruits are respected and recognized as the "future of the company."

The responsibilities of a coach and a business manager are often identical.

Each employee in aJ apanese company is treated as a valued and important employee and their suggestions for improvements are often solicited. Top management is not separated from employees by an "ivory tower," as is often the case in companies within the United States. Constant interaction between management and employees is commonplace, and "Management by Walking Around" is encouraged. The role of a manager in business and the role of a coach of an athletic team have many similarities. Both a manager and a coach have the responsibility of leading their respective teams to maximize the potential of their group. Team cohesion is the term often used in sport for the way a group is taught to "pull together" for a maximal team effort. Festinger, et al., define Group Cohesiveness as "the total field of forces causing members to remain in the group." Caron mentions three factors as most important to develop group cohesiveness and team concept: 1. Proximity - Physical closeness. Living together, travelling together, sharing a locker room and training together. 2. Distinctiveness - Team uniforms, mottos, initiation rites, providing special privileges or demanding special sacrifices, and emphasizing tradition and team history. 3. Similarity - In attitudes, aspirations, commitments, abilities, practice schedules, code of conduct and performance goals. Companies will often follow the same guidelines as the athletic teams for developing a team concept. Companies will often try to provide as much opportunity as possible for employee interaction through common meeting areas, company dining areas, employee fund-raisers, and planned social gatherings. Company slogans and mottos may be posted at the workplace, and some companies even have a strict dress code. Caron continues by discussing three properties of cohesiveness. 1. Communication - He explains that the level of communication relating to a task will increase as cohesiveness increases. 2. Conformity - Conformity to group standards will increase with cohesiveness. 3. Productivity - If the level of cohesiveness is high and the norm for productivity is for high performance, than as cohesiveness increases productivity will also increase. Many of these principles involving team leadership discussed in this paper I try to incorporate in my coaching of gymnastics. Goal setting is done throughout the year. Each gymnast sets both individual and team goals. It is essential that

every gymnast understands what role he is expected to play on the team. He must understand on what events he has the greatest shance to make the competitive line-up and contribute to the team score. He must also recognize that the team is counting on him to score within a certain range in every competition. Communications are stressed throughout the season. The coaches meet both formally and informally at least once a week to discuss workouts and solve problems. Every workout starts and finishes with a team meeting, where daily goals are discussed, workout plans are announced and team suggestions are solicited. Team captains are counted on to make sure team issues and concerns are adequately addressed. Individual efforts and accomplishments are noted during team meetings at every practice. The positive is emphasized every workout in spite of the fact that some workouts might not go as smoothly as others. Each month a "gymnast of the month" is selected for his special contribution to the team effort. At the conclusion of the season, team jackets are ordered to provide the members with recognition for the upcoming season. Team and individual successes are also noted in a post season team banquet. Each gymnast is taught that they are a part of a rich tradition of gymnastics at Springfield College. Each person on the team is also taught that success cannot happen without a total group effort, and that each individual can better achieve in a motivated team atmosphere. Each team member is treated the same way throughout the season and the "superstars" are given no special privileges. The responsibilities of a coach and a business manager are often identical. Individuals within a group must pull together and contribute whatever talents they have for a maximal group effort. The manager or coach needs to "empower" each individual so they are involved and enthusiastic about group goals and objectives. Communications must constantly be emphasized so each individual understands what is expected of them, and new and better ways can be suggested to continually improve the group effort. Recognition must be given to help clarify exactly what the manager / coach is looking for, and so the employees/ athletes understand their efforts are appreciated. The manager / coach must strive to create a relaxed and positive work environment that encourages active involvement and individual and group initiative.

References Chelte, A (1991).Winning on the Front Lines. Western New England College, unpublished. Morita, A, Reingold, E., Shimomura, M., (1986). Made in Japan. New York, E.P. Dutton. Peters, T. (1988). Thrivingon Chaos. NewYork,Alfred A Knopf. Quinn, R., Faerman, 5., Thompson, M., and McGrath, M. (1990). Becoming a Master Manager. New York, John Wiley and Son's. Williams, J. (1986). Applied Sport Psychologtj Personal. University of Arizona, Mayfield Publishing Co.

November-December 1992

Collegiate Programs

Infiltrating America's Colleges A Primer for "Soon to Be" College Students This paper is a warplan, and it is addressed to the students who are being overlooked by the current NCAA gymnastics programs. The death toll for college gymnastics teams has been staggering over recent years, and it has left students like you, potential college gymnasts of both ge~足 ders, on the outside looking in. You remam unrecruited, unsought, and off scholarship. You may have given up early, or you may have hung on through the end of high school, only to be disappointed. Before 1980, you could have walked onto a team anywhere in the country, but. now you must resign yourself to .a college wIthout gymnastics. You may not feel It now, but you are valued by many people. You share with them a love for the sport of gymnastics; you will always be kin. Most also realize that if you stay with the sport through your college years, there is a good chance that you will give something. back to t~e sport, and even introduce your chIldren to .It. Since you attend a college without a gymnastIcs program, you may be the sport's greatest asset for returning to the campus. . . . . College gymnastics may be shnnk.mg. m Its present form, with a small team and aspIratIons of international caliber, but there is reason for you to hope that gymnastics will remain available, even become more available, in America's colleges and universities. First, there is pressure on the NCAA to return college athletics to the realm of "st~dent activities," and to call the virtually profeSSIOnal level sports something else. An empha~is on academics and high participation would gIve opportunities to many more of you to compete for your school. It might also remove the pressure to be an all-around gymnast, and allo~ you to be a ~tu足 dent first. Second, there is a mynad of alternatIves available for those of you who would like to find a way to train and compete in gymnastics, out~ide of NCAA competition. Many of these alternatIves can find their way back into official recognition by your respective college; perhaps the level of support and recognition is not what you ,,:"ould hope for, but partial funding may be avaIlable for a group of enterprising students if you learn how to work the system.

What to do when you get to school Your first concern as a student infiltrator is to Find Others Like You. Every student walks onto a college campus almost utterly alone. Most ~ave skills at making random acquamtances and fnend TECHNIQUE November-December 1992

ships, but little experience at finding others with like interests when there is no forum on campus. The first thing to do is to check with your recreation department. Ask about recreatIOnal gymnastics, and you may be surprised to find others already training. If you get a bad feeling talking to a recreation official, back off and don't press. There may be recent bad blood, and if there is you need to find out about it. Talk often about your interest in gymnastics to friends. Someone will take notice. Check out the cheerleaders. Many have ended up in this sport because it is their only opportunity, and they would jump sh~p in a second if given another. Check out local pnvate clubs You may find students from your school already working there. You can put up signs or even take out ... a personal ad in the local paper. Another goal is to find out what faCIlItIes are available on campus. Nose around the P.E. and athletic facilities. Look for floor plates under layers of wax, in a pattern that might support a high bar, or a set of unevens. Look at ceilings and girders for brackets, belts, or rings swivels. If you peer in closets and darkened ro~ms, you may catch a glimpse of a pommel, a spnngboard, or If you're really lucky, a trampoline. The college catalog may reveal gymnastics classes, I?erhaps restricted to majors in P.E. Perhaps the UnIVerSI!y stored the equipment after a team was droppe~ m previous years. Perhaps there was a course, whlC~ is no longer taught or on the books. In any case, It is good to know whether yo~r efforts ~ould require the purchase of new eqUIpment or SImply opening a closet. . . Almost every college and UnIVerSIty funds student activities, including recreational clubs. Investigate. Find out your rights as a student. t? form a recreational club, to open doors to faCIlIties, to receive student activities funding, and to travel using such funds. There is gene.rally a student handbook which outlines such thmgs. If not, ask members of other recently formed sports clubs how they did it, and about their privileges and responsibilities in doing so. You may want to avoid letting the administration know of . your intentions until you are ready to act, and un.tIl you have a good idea who may be on yo~.u SIde,. or against you; avoid a lot of direct questIons whI~h will draw administrative queries. (The paranOIa may be unfounded, but making this a clandestine operation makes it a bit more fun. On the other hand, you do run into people with a grudge now and again.) Find interested faculty members who could support your efforts. You will undoubtedly need 27

E. Paul Wiley to Savannah, GA 26 August 1992

an advocate somewhere down the road, and you might find someone who will even join you as a coach or participant. (Mention your interest often. You'll bump into old gymnasts and sympathetic old divers more often than you realize.

Organize Meet specifically for the purpose of planning strategy and delegating tasks. Delegate specific tasks. Make one person responsible for each discrete task, such as identifying facilities. Agree on general tasks. Items such as finding other recruits and sympathetic faculty will be done by everyone, simply by keeping their ears (and mouths) open. Meet regularly with your co-conspirators to exchange and tabulate information. You need to keep track of your roster, your advocates, options, decisions, and where you are in the process. Locate gymnastics alumni. If your school had a team at some point, they will have records of alumni who participated, and they continually update this information, including addresses and phone numbers. Many of those alumni are not pleased that gymnastics was dropped, and would love to hear of your efforts. They can support you with letters at the right time, or even money. You may have to be sneaky about this. These records are often reserved for official school functions, for seeking donations, and for official athletic development use. Yet, those in alumni records may be unaware of whether or not there is a gymnastics team at present. I talked my way into an alumni records office by saying that we were sending invitations to an alumni meet; they sat me down in front of their computer and gave me complete access to their database.

Anticipate administration objections There will always be some objections from the administration. Take some educated guesses about who might view you and your efforts as a threat, either financially, or as competitors for facilities. First, there are always coaches that view themselves and their sports as next on the cut list. They will be less amenable to another hungry club sport than more secure coaches. Watch out for coaches of medium budget, low participation sports. Be cautious in dealing with cheerleaders; their coaches may see you as competing for bodies. The development office works on endowment and funding of sports. They mayor may not be helpful. Their first duty is to those sports which have already received a commitment from the school. There are often regulations about how money is to be donated to a sports club, usually through the development office. Yet, if your sport does not seem to be growing at the rate they expect, money donated to your sport may be allocated elsewhere. Alumni may best be advised to get together and make material contributions rather than financial ones in this situation. They can't reallocate a springboard or gymnastics uniforms to basketball. There is always someone rabid about Title 9 of 28

the Civil Rights Act. They will be worried about the balance of men and women with the advent of your sport. Mention "Title 9" aloud and see who starts foaming at the mouth. Sell gymnastics to these people as the most egalitarian of sports. The Office of Risk Management purchases assumption of liability or risk (peace of mind) for the school, usually from several insurance companies. They also make certain that the school lives within the guidelines of certain exclusions that they have decided to guarantee to their insurers (For instance, I'm sure school sponsored bungee jumping would be excluded from coverage.). These people would not know fun if it bit them. Their attitude is likely to be "Why would you want to do that? It might be dangerous." You cannot convince them that our sport is without risk. Your task is to convince them that it will not cost the school anything extra. Risk, you see, has units of dollars. Do your homework. Find out about carriers of sports insurance. Find out about self insurance through the USGF. member club program. There are also other independent programs,which offers individual and family health and life insurance for members of affiliated associations. Be ready to make a reasoned offer to self insure. There may be bad blood from a bitter fight to cut a team. If a team was dropped recently, the hatchet men are still around, and they remember being vile political animals. They remember having to dismiss someone after pretending to be their friend the week before. They havea bad taste for gymnastics, and they will not be on your side. Ask questions about the power structure, and who was there at the time. There may be unforeseen personal grudges. Many in P.E. or athletics have been on the wrong end of a law suit. If it resulted from a gymnastics accident, their perception has been altered. Sometimes you will get a hint of this by talking to someone, if they have an unnatural aversion to the mention of trampolines, for instance. You may run into an administrator who is a control freak. He or she will try to take over your efforts, and rule with an iron fist. If they are in charge of recreation, sooner or later you will have to play their game. However, you may want to establish a direction and accumulate allies before that. Ask members of other sports clubs about the people who oversee such programs, and find out what makes the administrator tick.

Time to act When it is finally time to act, and to make a petition to open a facility, or to charter your organization: Make your requests reasonable, and make it apparent that you have many partici pants and great support. College gymnastics grew tremendously in the years when the requests were modest and participation was high; it declined in years when demands were high and participation was low. Towards this end, consider alternatives that minimize your impact on facilities and other programs. November-December 1992

,~ I I

First, there is the "off campus" alternative. If there is a private gymnastics club nearby, or even in town, you might approach the owners with the idea of a University Gym Club training at their facility . You can only ask. At worst they'll decline, but the response is likely to be favorable. They have a stake in the popularity of gymnastics, and in any road back to campus (Scholarships were always a great attraction for parents). They may even cut you a financial break in return for coaching or other services. An early off-campus option is simply forming an independent informal group. There are no college rules blocking you from doing this. There are some perks for a pay as you go plan, such as not having to deal with administrative politics, or equipment. The drawbacks are that you will have to travel to the gym, no student activities money supports you, and you have no recognition from your school. Later, you could try and achieve status as an officially recognized sport or recreation club, which meets off campus. You would be entitled to funding, and to coverage by student (and other) newspapers,_as an official school function. The question of competing for gym space never comes up, and insurance could be purchased either by the school or private facility. It's not intercollegiate athletics as we know it, but the thought of scores of such off campus clubs lying in wait for space on campus does make me smile. On campus, there may be stiff competition for space. If you get into a room on campus, you may be left with much less space than you desire. You may have to move equipment every day, even when you are short handed. Or, you may not have money available to purchase all the missing equipment. You can lessen the burden on facilities and your patience by selecting an alternative to the normal 6 or 4 event all-around of artistic gymnastics. Such alternatives are offered by other sports federations, such as the American Trampoline and

Tumbling Association (AITA), and the Sport Acrobatic Federation (SAF). Training under the auspices of these organizations can help get your foot in the door, and attract a following, using less space and money, and needing less work in daily set up.

Seek alternative competition If you work with the ATTA or SAF there is little choice but to meet private clubs, at least for the moment. If you choose artistic gymnastics, there is no reason for a club of lower stature to try and find NCAA teams to meet. Interscholastic competition is nice, but it is expensive, and there is no reason to travel several hundred miles to be stomped. You can arrange to meet private clubs, high schools, or public programs. You will get some good competition from kids that are just a bit younger. There is also a college club program which uses the high school rules and has strip tumbling rather than floor exercise. They even have a National Championship. (This is run by Marvin Johnson, at Eastern Michigan University.) If enough colleges evolve gymnastics at the sports club level, you will have schools to meet soon enough. Finally, let someone know that you're out there. You can not rely on the administration to arrange meets for you. They'll offer. Take them up on it, and then do your own leg work anyway. Expecting them to follow through on the leg work can waste a competitive season. If you contact Marvin Johnson, he will put you in contact with other college clubs, especially in your area. The USGF organization in your state and region has mailing lists for coaches and gyms. If you work with an alternative sports federation, they will also work with you to find competition. Good luck. Try not to think of it too much as a matter of "them versus us," but if you must, remember that we're gymnasts: by and large, we're smarter than they are. Sooner or later, we will prevail.

American Trampoline and Tumbling Association (ATTA) (806) 637 - 8670

Sport Acrobatic Federation (SAF) (719) 596 - 5222

Dr. Marvin Johnson (313) 487 - 1344

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TECHNIQUE November-December 1992

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Technique

39 Steps to the Handspring Vault

nce again, Meg Warren, Editor of the Association of British Gymnastics Coaches, brings us an excellent summary of practical drills. The 39 drills listed below are taken from a Bulgarian training video. This video covers training progressions for the handspring front, the Tsukahara and Yurchenko vaults, with and without full twist.

6. Running in place, with the same arm action.

1. The gymnasts run across the floor area, touch the edge of the carpet and then run back. This can be done in teams.

8. Running, leaning

Meg Warren Secretary, Association of British Gymnastics Coaches , Sherwood House, Hinckey Rd. , Burbage, Leicestershire, England LElO 2SG U.K.

7. Cycling action in a

candlestick position.

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against the beam, body slightly forwards . 9. Running down the vault runway, slowly but with

good knee lift and arm action. Keep the body upright and stay on the toes. 2. Running on all fours . Touch the edge of the carpet and then run backwards on all fours with seat downward. This can also be done in teams.

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10. Still running, but now faster and with higher leg lift. Don't travel too much. 3. Two teams. The 1st gymnast runs down the vault runway and touches the horse and then back to tag the 2nd gymnast. Two horses are shown in the video, but one could be utilized . ,D

11 . Gymnasts run with long strides across the floor area.

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12.Run fast down the vault runway up to a take-off from mat with I-footed jump to land in a safe landing area. 10

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4. Timed run.

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13. Run in twos, 1 behind the other. The back one has to touch the front one before reaching the take-off area . 5. Stepping in place with high knee raises arms in opposition.

(/ TECHNIQUE November-December 1992

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14.Run in twos. Use a rope or webbing around the shoulders or waist of the front runner. The back runner resists in order that the front runner increases her strength in running.

20. Run and dive roll over tape held by 2 gymnasts.

15. One step into hurdle-step to land on board and straight jump off. Use correct arm swing, maintain

tight :dY,nd :n:mg

J\>/~ \ \ 16. Run to a take-off from two feet to a dive roll to safe landing area. -0

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21.Jumping off a box approximately 0.75 meters high. Jump off 2 feet to land reaching forwards with the feet prior to landing. 22.Jump to and from boxes. (Use approximately 5 padded boxes) The gymnasts must stay on the toes with a good landing at the end. '0

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17. From a hurdle step onto reuther board, the gymnast jumps over about 5 boxes. The boxes should be about the same height as the board. This is also done with straight legs. 1' 0

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23. Dive roll off reuther board to safe landing area or pit, from vault runway.

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24.Run and hurdle step onto reuther board, 2-foot jump to a good landing.

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1S.Run to 1-foot take-off from board. Aim for height and length. Join the legs prior to landing.

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25. Run, hurdle, front saIto from 2-foot take-off.

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19.5tep off box to land on 2 feet on reuther board and straight jump to land.

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26. Kick to a handstand on the floor and fall to flat back to a skill cushion. Arms must be taken from underneath . 10

Te~~ K~Q 32

November-December 1992

27. Kick to handspring, use underarm swing, fall to flatback on skill cushion.

34. Using the sunken trampoline widthways, run on to a 1-footed jump to two feet to handspring onto top of box to then land on matted or pit area.

28. Fa II to hands against the wall and push off by . taking the hands upwards to finish standing erect. A flat trampolette and benches could be used instead of the trampoline.

----l,~

29. Front support with hands on mat. Bounce to floor and immediate return to raised mat area. Continous repetitions.

35. Dive roll onto a stack of mats approximately /~o 100-110 cms

-\I =--____ --T

high.

30. In handstand with coach assisting, gymnast drops from mat to floor to bounce back. Gymnast must maintain good shoulder angle.

r;:\(_-,,-

36. Then to a dive roll over tape.

31 . Dive roll over tape, take-off from springboard.

37. Then to a handspring to flatback.

L L.. .

32. Handspring to land on two feet. Use regular hurdle jump action.

38. From high boxes, walk into step-off to land 2 feet on trampoline and handspring over padded high box.

33.As above to spring from hands from top of box. 39. Handspring over padded box or horse.

-0

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TECHNIQUE November-December 1992

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Rhythmic Gymnastics

Developin Elevation (Jumpness inRSG - - - - Problem N. Yastrjembskaja Leaps and jumps are some of the most beautiful elements of rhythmic gymnastics. A gymnast flies through the air executing different movements and gracefully manipulating her apparatus. Teaching leaps and jumps properly can sometimes be very difficult. After having questioned 155 Soviet rhythmic coaches, we have arrived at the conclusion that jumps take third place behind turns and balances when ranked by teaching difficulty. So what can be done if a gymnast's elevation is poor? Usually the girls who have good flexibility jump poorly. So it is no wonder the Soviet coaches are discussing the question "What qualities do the beginners in this category lack?" We give first place to coordination and second place to elevation (jumpness).

edited by Paula Hilliker

What can a coach do to remedy this difficult situation? There are two possibilities currently being used . The first possibility is to increase the quantity of gymnastic jumps during training. At the outset this results in improvement of jump technique and at the same time it develops elevation. With repeated use, however, the technique parameters become stable or locked-in and even using different adjustments (a heavier belt or ankle weights) brings no success. Some negative aspects can also appear while following this method. Mistakes which are difficult to correct are reinforced and become stable. The second possibility is to use jumps from other sports (distance jumps, high jumps, in-depth jumps, mount jumps, all-around jumps). We will refer to these as common preparatory jumps. It is known that 82% of the questioned Soviet coaches 34

use such methods but 45 % of them are not satisfied with such methods due to negative consequences. One of the consequences is an increase in the muscle mass of the thighs which is not allowed or beneficial for gymnasts. Secondly, elevation is not sufficiently enhanced with use of this method. A third negative result is the fact that while the level of elevation does increase somewhat, the coordination of the gymnastic jumps is being distorted. Finally, the usage of common preparatory jumps consumes a large portion of the training.

Experiment Our solutionis to combine the gymnastic jumps and common preparatory jumps into one training block and name it "jump preparation." Our aim is to improve jumping technique, develop elevation, and improve movement coordination. Obstacles such as mats or platforms with a height of approximately 63cm (28.6in) are generally used. The gymnasts are asked perform an "overbench jump," that is to jump over the obstacle and then perform an immediate gymnastic jump such as a straddle jump, ring jump, arched double-stag jump, and others. In the same manner then, the gymnasts begin atop the obstacle, jump down (H 63cm) and perform similar jumps. The picture shows an arched double-stag jump following a jump over a bench performed by an eight-yearold gymnast. Research work has been carried out in order to reveal the influence of "overbench-jumps" on the technique of arched double-stag jumps. 37 gymnasts aged eight to ten together with a Master of Sports and a European champion took part in the experiment. Jumps were performed on tensiometric platforms and pictures taken of each jump. A grou p of judges evalua ted the technique of each jump on a scale of 1.0 point. First the gymnasts performed an arched double-stag jump (T), and then they performed the same jump as an "overbench jump."

Table 1 Technique marks

T Master of Sport 1.0 8-10 yr. aids .47±.03 10 weaker gymnasts .21 ±.03

OT 1.0 .43±.03 .3±.04

November-December 1992

also had a quicker take-off in OT (T=.25sec, OT=.19sec)

Table 2 Duration of Flight (seconds)

Eur. Champion 8-10 yr. aids

.47 .39

.49 .36

Table 1 shows the technique marks for three different sets of gymnasts. The technique of the international class master of sport was evaluated at 1.0 for both T and ~T. The marks for the young gymnasts were just slightly lower for OT than for T. It should also be noted that group of then weaker gymnasts performed the "overbench jump" better than the regular gymnastic jump. Table 2 shows the duration of flight as measured in seconds. The eight to ten year aIds had a longer flight time for T than for OT. The European champion, however, had a longer flight in OT and

Conclusion The data shows that the overbench jump demands stronger legs for take-off and for a long flight-phase than does the normal gymnastic jump. Thus we have attained an increased potential for developing elevation as shown with the arched double-stag jump. Our research has also proven that overbench jumps do not worsen and sometimes even improve the arched double-stag jump technique. This pedagogical experiment lasted for half a year. Using a control group of 10 gymnasts and the 10 gymnasts aged eight to ten who implemented the "jump preparation" techniques, we were able to show that the elevation and jump techniques did improve with this method. We offer this mehtod for you to use with your own group of young gymnasts, and if possible, please inform us of your results.

Rhythlllic GYlllnastics Classes A Big Hit With Girls Incorporated n an effort to bring sports to the inner-city youth of Indianapolis, the USGF and Girls Incorporated joined forces to develop a summer rhythmic gymnastics program for girls between the ages of six and fourteen.

Mrs. Goldsmith recognized the greatest success of the program when she spoke to the audience saying, ''It is great to see these girls learning skills and performing them, but the best thing is to see the smiles on all of their faces."

Thanks to the support of the Indiana Sports Corporation (ISC) and funds raised through the Indiana Youthlinks Celebrity Golf Tournament, the USGF was able to secure a grant from the ISC's CHAMPS program. The primary purpose of the CHAMPS program is to provide young people whose futures may be diminished by virtue of race, gender, economic or geographic situation with quality sports-related activities.

A new grant proposal in now being submitted in order to continue this rhythmic gymnastics program. Future goals are to provide Girls Incorporated with a model program which can be easily implemented and used at centers throughout the country. Anyone interested in starting a program such as this should contact Nora Hitzel at the USGF office.

Girls Incorporated is an organization supported by the United Way to provide educational ans sport programs for; girls only. Since rhythmic gymnastics is a sport for women only and programs may be implemented at a rather low cost, rhythmics was chosen as the perfect sport activity to include in the Girls Incorporated curriculum. Rhythmic Gymnastics Introductory Skill Classes were held throughout the summer at the two Girls Incorporated centers in Indianapolis. More than 150 girls participated in the 9-week program. In addition, 75 students performed in a special demonstration for parents and members of the Girls Incorporated staff. The girls received a rare treat when they were presented participant ribbons by Mrs. Margaret Goldsmith, wife of the mayor of Indianapolis. TECHNIQUE November-December 1992

Paula Hilliker

Sports Nutrition

Weight Loss and Sports Performance Prepared by the U.S. Olympic Committee Sports Medicine Committee and the International Center for Sports Nutrition.

Share the information in this article with your athletes.

Are You Trying To Lose Weight? Before attempting to lose weight, you need to consider several important questions: 1 ) What is your ideal competitive weight? 2) Do you weigh more than you should? How many pounds do you need to lose? 3) Do you need to lose weight? and 4) How are you going to do it? While it is true that excess body fat may hinder performance in many sports, it is equally true that excessive weight loss and radical methods can also keep you from performing your best. For example, imagine these possible scenarios: • A wrestler has lost 121bs. during the lasttwo days by eating only salads and by sitting in a sauna. Midway through his second match, he gets dizzy and weak. • A gymnast is told she needs to compete at a weight 10 Ibs. below her normal weight. To achieve this, she eats little else besides popcorn and diet pop for two weeks. During practices she feels weak and tired and just goes through the motions of her routine. • A boxer with a 20-win/ no-loss record loses Sibs. the night before weigh-in and is knocked outin the third round. These are all good illustrations of how not to lose weight and the negative consequences that can result. Although athletes have used many techniques and diets to lose weight, the bottom line is to balance calories. It's the same as balancing your checkbook. Weight loss results only when you withdraw calories either by eating less or exercising more. One pound of fat is equal to approximately 3500 calories; so withdrawal of fat can be difficult and takes time. When you lose weight rapidly, you lose mostly water, protein, and electrolytes--not fat.

How Much Should You Weigh? Your body weight is largely determined by genetics and depends on your body frame and ·sex. Your ideal weight, or more correctly, body composition--(amount of fat and amount of muscle)--also depends on your sport. Determining your ideal competitive weight can be difficult. Charts and books are not good guides for athletes' body weights because athletes are typically more muscular than average people. A muscular athlete will weigh more than a less muscular non-athlete of the same age and height. In some sports low body fat may be desirable, while in others it may be a disadvantage. Avoid comparing yourself to others even in your own sport. They may feel comfortable and perform well weighing more or less than you do.

What Is The Best Way To Lose Weight? For additional information write to: U.S. Olympic Committee Sports Medicine Division 1750 East Boulder Street Colorado Springs, Colorado 80909-5760

Eating less and exercising more is the best way to lose weight. Dehydration and fasting should be avoided. Although being overweight will hinder performance, the effects of dehydration on performance can be far worse. Research has shown that fluid loss in excess of 2-3 % body weight can hinder your performance by reducing your blood volume. This results in a decreased oxygen-

carrying capacity, thus reducing your aerobic capacity and endurance, and can also reduce your heat tolerance. Water loss can make you weak, diZZY, sluggish, and nauseous when exercising in hot or humid environments. Fasting or severe food restriction, even on a shortterm basis, can be detrimental to performance and is not recommended for a variety of reasons. Optimal performance is best achieved when your body is healthy and well nourished. One of the bod y's main fuel sources for sports activity is carbohydrate. Carbohydrate is stored in the body as muscle and liver glycogen. Fasting or food restriction, with or without exercise, depletes these glycogen stores. Your body will sputter like a car running out of gas if these stores get too low. Eating a large carbohydrate-rich meal several hours before competition will not help a glycogen depleted body because it can take up to 48 hours for these stores to be brought back to normal. Additionally, fasting causes a slowdown in the body's metabolic rate which makes losing weight all the more difficult. Before beginning a weight loss program, assess your diet. Understand where your calories are coming from. This can best be done by keeping a food diary of everything you eat and drink. For optimal performance, achieve your desired weight well before the competition season and maintain it, aVOiding weight see-saws. Keep your carbohydrate intake high on a daily basis. The following guidelines should help you in achieving your ideal competitive weight: 1. Monitor changes in your body composition through skinfolds and girth measurements (distance around waist, arm, leg, etc.) as well as weight. To be accurate, skin fold measurements must be done by a person trained to take them. Often, if you are on a strength and conditioning program you may maintain or even gain weight while decreasing your percent of body fat because muscle tissue weighs more far fat tissue for the same volume. 2. Watch out for the fat in your diet. Fat has over twice as many calories as the same amount of protein and carbohydrate. For example, two pats of margarine or butter on a baked potato will more than double the calories. Salad dressings, margarine, butter, and sour cream are almost all fat. 3. Learn to stop eating before you are full. Many times it will take a while, perhaps 30 minutes or more, for your brain to get the message that your stomach is full. 4. The number of calories, number of meals and snacks, and the time food is eaten, as well as the types of foods eaten while losing weight will vary from person to person. Some people can lose weight easily and don't need any help. For others, losing weight is very difficult. If you are having problems losing weight or even deciding if you should lose weight, your personal or team phYSician can give you direction.

November-December 1992

Women's Minutes

Women's Technical Committee Minutes Indianapolis, IN October 10 & 11, 1992 Region I Region II Region III Region IV Region V Region VI Region VII Region VIII Chairman NETC ABC NECC NAWGJ NJOPCC JTC NCAA WPA JOPC

Joanne Pasquale Karen Wisen Carole Bunge Linda Beran (Late, due to flight delay) Carolyn Bowers Cindy Sielski Cheryl Hamilton Marion Dykes Marilyn Cross Aud rey Schweyer Kathy Feldmann Roe Kreutzer Yvonne Hodge (Sat.) Tom Koll Sharon Weber Pam Burgess (Sat.) Kathy Kelly (Sat.) Connie Maloney

I. CALL TO ORDER Meeting was called to order by Chairman, Marilyn Cross at 8:45 AM. Minutes from the March 1992 meeting were approved. II. ELITE JUDGES' COURSE UPDATE Kathy Kelly reported that invitations for the Brevet, National Elite and Elite Courses have been sent. The Brevet Course will be held in Indianapolis December 813 ; the National Elite Course is also in Indianapolis January 12-17. The summer Elite Course dates and site are yet to be determined . III. WTC SYMPOSIUM The WTC will be conducting a Symposium on the 1993-96 Code of Points from June 4 to 6, 1993. Information will be printed in the next issue of Technique magazine. IV. TECHNICAL PUBLICATIONS The J.O. Technical Handbook and Judges' Training Course Outline will be combined into one manual for the next cycle. It will be available for purchase by the WTC SympOSium in June. The WTC ad hoc committee presented its recommendations for values of elements presently in the USGF Element Supplement, as well as elements that have been deleted from the new Code. The new Element Supplement will also be available by the WTC Symposium. The National Judges' Training Commission will also be revising the Judges' Teaching Guide. The Judges' Report Forms for Interna tional Judging Assignments will also be revised. V. NAWGJ REPORT Yvonne Hodge reported on the activities ofNAWGJ. The National Judges' Symposium will be held June 30 - July 3, 1993 in Orlando, FL. An ad hoc committee comprised of 2 members of the NA WGJ National Board and 2 members of the USGF Jr. Olympic Program Committee finalized the Judges' TECHNIQUE November-December 1992

Compensation packet, which will be in effect as of January 1, 1993. The criteria for nominations for Regional and National NA WGJ Board positions was discussed. The USGF suggested that the criteria is too limiting. Yvonne will discuss this at the next NA WGJ Board meeting. VI. JUDGES' CERTIFICATION, INC. Audrey Schweyer reported for Delene Darst on the activities of JCI. The production of new practical test videos will begin in Winter of 1993. The USGF has offered to prod uce and underwrite the practical videos, under the direction of JCI. New Optional testing will begin in the summer of 1993. The WTC stipulated that there be two videos, one for Levels 70 & 8 (to have two different evaluations based on the specific rules of the level) and one for Level 9 or one video which would alternate with the 70/8 and 9 exercises on the same video. The Ratings for the 1993-97 cycle will include: Level 5, Level 6/7, Level 70, Level 8 and Level 9. The JCI Provisional Judges' Course Manual was discussed. The WTC requested that JCI submit a copy of the final draft to Marilyn Cross, Sharon Weber and Connie Maloney in order to insure technical accuracy. VII. NCAA REPORT Pam Burgess requested that the WTC clarify the Compositional deductions taken at Level 9 & 10 Nationals, as the collegiate program was considering the use of these deductions for the entire season. See VIII - J. O. Technical for clarification. VIII. J.O. TECHNICAL Cheryl Hamilton, WTC liaison to the J.O. Committee, presented the concerns expressed at the May and September J. O. Program Committee meetings . Recommendation the true open scoring be used atthe 1993 Jr. Olympic National Championships (Levels 9 & 10). Motion - Joanne Pasquale Second - Marian Dykes PASSED

Recommendation that the J.O. Nationals Compositional deductions, as used at the 1992 J.O. National meets, be also applied at Level 9 & 10 Regionals in 1993. Motion - Carole Bunge Second - Karen Wisen PASSED

Clarification: These deductions are to be used as guidelines to discriminate among high level exercises. The judge must consider the overall value of the exercise in terms of value parts and unique combinations. These deductions refer to Natural Value Parts, unless specified as Value-raised. Uneven Bars Lack of "C" or better release element Lack of a second "B" or better release element "B " dismount Value-raised "C" dismount

.10 .05 .10 .05 37

Beam Lack of a 3 element series (2 must have flight) .10 Lack of a second acro series or a single saito or aerial element .10 .1 0 "B" d ismount Value-raised "C" dismount .05 Floor Lack of a "0" acro element (Natu ral or Value-raised) .10 Lack of a natural "C" acro in each of the required acro series: Value-raised "C" instead of natural "C" .05 "B" instead of "C" .10 Value-raised "B" instead of "C" .15 "A" instead of "C" .20 All bonus attained from ei ther all acro or all gymnastics (dance) elements. .10 Recommendation that at USGF Regional competitions (Levels 8, 9 & 10) the judges may score in .05 increments. Motion - Carolyn Bowers Second - Cheryl Hamilton PASSED

Marilyn Cross discussed J.O. National judging assignments and reminded the RTC's to send her their recommendations by December 1st for Level 9 and by Jan. 30 for Level 10. Any judge interested in being considered for an assignment at Level 10 Na tionals MUST have successfully passed the Level 10 Compulsory exam by January 15, 1993. A new base score video has been completed for Levels 5, 6 and 7. The WTC w ill evalua te these exercises at this meeting and the USGF office w ill send them to all RTC's RC's, SC's, RJD's and SJD's. A base score video for Levels 70 and 8 will be completed by December 31. Marilyn asked the RTC's to submit any ideas regarding the application of the new Code of Points to Tom Koll, Cheryl Hamilton and Connie Maloney prior to the J.O. Committee meeting December 4-6, 1992. IX. J.O. PROGRAM COMMITTEE REPORT Tom Koll reported on the activities of the J.O. Program Committee. The ruling on Bar specifications was reviewed . Tom clarified that both the Low Bar and High Bar cannot be raised above FIG specs (LB-1 60 cm, HB-240 cm) unless the athlete contacts the floor w ith her feet or seat w hile swinging. The HB and LB may be lowered; however, the LB may not be lowered below 155 cm unless the gymnast is in the Children's age division. X. ELITE PROGRAM COMMITTEE Roe Kreutzer reported the following activities of the Elite Program Committee: 1. Ad hoc committee with J.O. to d etermine USGF Na tiona l Club Championship format. 2. Talent Opportunity Program. 3. American Classic (March, 1993) will serve as a trials for '93 World Championships and a selection meet for Spring interna tional assignments and Olympic Festival. XI. ELITE TECHNICAL REPORT Audrey Schweyer reported that the 1993 Compulsory testing tex t and d eductions for Jr. & Sr. International and Sr. National Elite athletes have been completed. See the September / October Technique for deductions. She also reminded the RTC's to send her the results of Regiona l Elite meets, using the report form found in the R & P a endix. 38

XII. JUDGES TRAINING COMMISSION Sharon Weber reported on the activities of her committee and the goals for next year, including a Level 70 /8 Base score and judges' trai ning videos. XIII. RULES & POLICIES CHANGES/CORRECTIONS Marilyn requested that the RTC's review Section IX - Meet Officia ls and the Criteria fo r Assignment of Judges and send her any recommenda tions for changes or additions for the 1993-94 R & P. XIV. FIG REPORT Kathy Kelly reported that the final version of the 1993 Code of Points will go to print following the FIG Intercontinental Course in November. It will be available for purchase possibly in February, 1993. XV. CONGRESS EVALUATION The committee evaluated the sessions offered, and mentioned that the facility and Audio-visual aids were excellent. It was reiterated that the committee as well as Administrative Board Chair Kathy Feldmann, felt that it was essential that the WTC members be present to assist with Congress sessions, as well as be available to the membership to answer questions .. XVI. ADMINISTRATIVE BOARD Kathy Feldmann reported on the productive Regional and State Chairmen workshops held in Anaheim at the USGF Congress. XVII. WTC GOALS FOR 1992-93 Being a transition year for the new Code, there is much work to be done. • Revisions of Technical Publications (J.O. Technical Handbook, Element Supplement, etc.) • WTC Symposium for Coaches & Judges on the 1993 Code of Points • Completion of Base Score & Judges' Training Videos for Levels 5, 6, 7, 70 & 8. • Reevaluation of Level 9 Optional Base Score & Judges' Training Vid eo based on new Code of Points (to be ready for 1993-94 season) XVIII. NEW ELEMENT EVALUATION The following elements were performed at the 1992 J.O. National Championships and should be added to the USGF Element Supplement: Bars: (0+1 ) S6.98 Wilson: From a cast on HB, swing d own between the bars, uprise with 180 0 turn, straddle for ward over HB with 180 turn to regrasp HB (similar to 6.90-Wu but with a 180 0 turn before straddle and 180 0 after, no Eagle hang). (0+2) S8.107 Harriman: Giant Circle Backward (facing LB) to a Saito Backward tucked with a 360 0 twist dismount. XIX. J.O. OPTIONAL DEDUCTIONS The following d eductions will be in effect fo r the 1992-93 season for both J.O. Compulsory and Optional exercises: General: More than three steps after landing 0.4 Springboard on unauthorized surface 0.3 Uneven Bars: Regaining hand grasp without supplementary support 0.2 Use of supplementary support to regainyosition 0.3 Floor Exercise: Coach on the FX mat (no assistance) 1.00-CJ Coach on FX mat & assists gymnas t 1.00 +0.5 + no Value Part Credit 0

Next meeting of the WTC - March 1992 in conjllnctiol1 with the American CliP, Orlal1do, FL. Approved, Mike jllcki, October 1992 November-December 1992

1992-96 Women's J.O. Compulsory Errata The following corrections and / or clarifications were made at the Women' s Technical Committee meeting held in October, 1992. Please note these changes in your Compulsory book: VAULT: Pgs. 77,79, 159 & 158E. Coaching /Spo tting deductions: #9 Clarification: "Gymnast is allowed 3 approaches without penalty to successfully complete one or both vaults. Pgs. 77 & 157 D. Landing #1 Land heavy and uncertain .. . Change deduction to "up to .10" Pg.155D. Landing #3 Land heavy and uncertain ... Change deduction to "up to .10" BARS: Pg. 85, 87 & 169Level 6: #2 & # 7. Cast 30°: Change from up to .40 to Insufficient amplitude up to .60 Add the following: at horizontal .40 0-15° below horiz. .50 more than 15° below horiz. .60 Pg. 91 & 174 - Box: Guidelines for Incomplete Cast Handstand Pirouette box: A. 1. Cast to within: Change "Less than 60°" to "MORE than 60° of vertical" Pg. 92 & 174 - Box: Guidelines for Incomplete Giant or Clear Hip Circle Box: A. 1. Change: Failure to complete the element from up to 0.4 to "up to the value of the element." (.80 for Giant, .60 for Clear hip) Also Add: More than 60° of vertical .45 up to the value of element Pg. 92 & 173 - #4 Change: Alternate hand grasp ... from up to .20 to a flat .20 deduction. BEAM: LevelS: Pg. 97 - #1. Clarification: Since the Level 5 mount is allowed from a run or a stand, there is no penalty for a Double Bounce at LevelS. Pg. 99 - #16. 1st arm description: Change ..... upward to CROWN position (delete "side" Pg. 99 & 177 -#16. Add these deductions: Failure to pause at the completion of the 180° passe turn .10 Failure to pass through 2nd position up to .20 Level 7: Pg. 109 & 181- #8. Change the deduction for "Failure to hold for one second with legs together" to: "up to .20". Level 10: Pg. 113 & 183 -#1. Mount: Failure to pause (1 second) in handstand - change to "up to 0.2" P. 117 - #9/10. Add: To reverse Front HandspringAdd an extra step prior to FHS.

TECHNIQUE November-December 1992

I P. 119#15. Stag Jump: To reverse, jump bending the Left leg forward ... Reversal continues through to releve, pose. #18. Arm description should be under #17. FLOOR EXERCISE: Pg.121-LeveI5: Change Split Leap to "STRIDE LEAP" Pg. 131 - #13. Back Walkover Switch Legs: • Clarification: As per the text, there is NO REQUIREMENT to show a 180° split AFTER THE SWITCH OF LEGS. Pg. 138 - #11 . Handstand Pirouette- Clarification-As per the text, there is NO REQUIREMENT to show a 180° split AFTER finishing the pirouette. Level 10 Pg. 143 - #1. Last arm description: Left arm lowers strong, rapid ... Delete" to side middle". (Previous arm description has L arm finishing at side middle.) Pg . 144 - #4. 1st arm description: Open to ... palms "UP" on contraction. Delete the word "down". Pg. 147 - #14. Curtsey: 5th figure -the Right arm should be shown curved in back. Pg. 148 & 193 -#17 Splits: Change deduction "Failure to attain 180° split - (each) 0.1" to read ... "Lack of flexibility" up to .10 PENALTIES: Pg. 161 - 1st Paragraph: Deductions for FALLS in addition to exec./ amp deductions ... Change to read .. "Deductions for Falls, Extra Swings, or lack of continuity in required series due to fall are in addition to the execution! amplitude deductions." Pg. 162 - VI. Landing: #1. Landing heavy & uncertain - Change deduction to "up to 0.1" Pg. 163#6. Clarification: Each judge takes deduction for assistance (.50) as well as gives no value part credit. Only the Chief Judge takes the 1.0 deduction for coach on the FX mat. #13. Clarification: Change to read ... "Attempts" without touching board or apparatus: up to 2 attempts = No penalty; 3rd attempt = 0.5 Pg.183-Box: Spelling error-l Major GYMNASTICS (Dance) Series Note: #1. Lack of continuity with a Fall. Delete "up to". Note: The deduction of Lack of continuity due to a fall w ill be taken in addition to execution / amplitude deductions. Pg. 185 - #3. Failure to join legs "UPON" landing assemble MISCELLANEOUS: • There is NO PENALTY for incorrect a ttire for sleeveless "tank" leotards. • If a Level 5-7 gymnasts competes out of state, she may use the choice of music that her state allows. • Clarification: If more than ~ of the major elements in a compulsory exercise are performed with the assistance of the coach, then the score is determined by giving credit for those elements that were performed unassisted. All applicable execution and amplitude are taken on all elements. • If a major element is performed with additional twist, turn or with a major change in flight (ie. ¥I twist instead of YI twist, Aerial cartwheel instead of Dive Cartwheel), a penalty of up to the value of the element will be taken. • In the case of INCOMPLETE TURNS, the general deduction for Incomplete Element would be applied ... "up to the value of the element" 39

Connie Maloney Women's J.O. Technical Coordinator

Women's International Program

WOlllen's Selection Procedures: 1993 World Championships & World University Games 1993 World Championships The 1993 World Championships is an All-Around and Finals Competition. 1. Shannon Miller, as the Olympic Silver Medalist and a medalist on three individual events, will be guaranteed a slot on the 1993 World Championships Squad, pending her demonstration of readiness as evaluated by the selection committee at the 1993 McDonald's American Cup. 2. The remaining two slots and a traveling alternate slot will be filled in rank order from the optional portion of the 1993 American Classic competition. Ties will be broken by the highest individual event score. 3. Shannon Miller and the top two athletes in rank order from the optional portion of the American Classic will compete in the World Championships. The third ranked athlete will be designated as the alternate and will travel to the World Championships. 4. Members of the 1992 National Team may petition to participate in the American Classic when illness, injury or international assignment has prevented them from qualifying. Those petitions will be considered by the selection committee. 5. Procedure in case of an injury or illness to one of the top three athletes. a. The injury or illness must be verified by a physician or trainer selected by the USGF. b. Whether the injured athlete or the alternate can better represent the United States in the competition will be determined by a vote of the coaches (one vote per coach/ club) and the athlete representative, if available. If a tie exists after this vote, the ranked gymnasts will compete.

1993 World University Games 1. World University Games Trials A. World University Games Team Trials will be held on Friday, May 1, 1993 at the University of Utah in Salt Lake City, Utah. B. Qualification for Trials by a maximum of twenty (20) gymnasts. 1. The top ten (10) All-Around gymnasts from the NCAA Division I National Championships, April 1993 at the University of Oregon, Corvallis, Oregon, must declare their intent to compete in the Trials immediately after the competition. Declined spots will be filled in rank order from 11 th all-around if the gymnast's All-Around score is 38.00 or above. 2. Up to an additional ten (10) slots to be filled by petitions. Petitioning athletes must be properly admitted and registered for the 1993 fall semester with a full time course of study at a University recognized by the competent academic authority of the USA. Petitions can be submitted by any gymnast born betweenJanuary 1, 1965 and December 31, 1975 who is:

a. A senior in high school and who has been accepted and enrolled in a university / college in the fall of '93. b. A collegiate gymnast whose team competed at the NCAA Nationals and who did not qualify to compete as an individual. c. A 1992 USGF National Team Member who was injured or ill at the time of NCAA Nationals or who did not compete in the all-around at that meet. 3. Petitions must include five (5) All-Around scores from the current competitive season. NOTE: All petitions are to be directed to the attention of Kathy Kelly, WP A. Petitions must be received by April 20, 1993. C. Trials Competition will be a one round all-around optional competition with a total of the four apparatus events. 1993 FIG Code of Points Competition Ib Rules will be used . II. World University Games Team A. The top six (6) in rank order from the Trials will comprise the team. B. Ties will be broken by the highest individual event score. C. Replacements to the team due to injury of one of the team members will be made in all-around rank order from the Trials. Need for replacements must be documented by a doctor and athletic trainer. D. No injury petitions onto the team will be accepted. E. The six (6) members of the team will be required to attend a training camp one week to ten days prior to processing by the Olympic Committee. F. The four (4) competing athletes will be determined at the conclusion of training camp by a vote of the head coach, assistant coach, two (2) judges (if in attendance at the Trials and Training Camp), delegation leader (if applicable), and the athlete representative, using the following criteria: 1. Demonstrated ability to perform entire routines. 2. Freedom from any small disabling injuries. 3. Competitive consistency demonstrated through intra-squad competition during training. 4. No visible deterioration as demonstrated in Trials competition. 5. Attitude and team support-spirit. G. Coach Selection The Head Coach and Assistant Coach will be determined by the Selection Committee and the Executive Director of the USGF after the team has been determined based upon the following criteria: 1. Rank order of the athletes 2. Number of athletes 3. International experience 4. Proven leadership ability

November-December 1992

Professional Development Program

Coaching Accreditation: Flow Chart Dave Moskovitz USGF Coaching Development Coordinator

Level I and Level II Coaching Accreditation LEVEL I COACHING ACREDITAT ION "Grandparent ' : Normal path: Buys Se uential II book ($13) Takes test - Mails to USGF ($5)

Submits "Grandparent" resume

Buys Rookie book ($8.95) Takes test - Mails to USGF ($5)

Attends "Grandparent" course ($35)

Attends Video Clinic ($0-10) Results sent to USGF ...

Grandparenting is the process whereby experienced coaches and administrators

MUST BE: 1. 18 years or older 2. USGF pro-member 3. Safety Certified 4 . 4+ yrs experience

Buys Starter Kit to become Level I Instructor ($60)

Receives Level Accreditation

are allowed to bypass the standard testing procedures for Accreditation in the Professional Development Program (PDP).

- - - - - -- - - -- - - - - -'------------' (The above can be done in any order)

Joins USGF as P ro-member ($60) Takes/ passes Safety Course ($75) Takes / passes 8-hr ACE / USGF Sport Science exam

Receives Level II Accreditation

Compo re uirement

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Resume to USGF I Approved & attends National Certifier's meeting I High score on test I Becomes USGF Nat. Safety Certifier (can give course) Submits resume I Takes / passes 13 .5 hr ACE / USGF Sport Science Instructor 's Course ($175) I Becomes approved ACE INSTRUCTOR (can give SS course)

"O th er" future

requiremen ts (CPR? ) (The above can be done in any order)

TECHNIQUE November-December 1992

Professional Development Program

Dave Moskovitz USGF Coaching Development Coordinator

U5GFPDP: What is it? W

hile the Professional Development Program (PDP) has been going strong for six months, there remains a great deal of confusion regarding the purpose of the program, its components and levels, and the directions for the future. The chart on page 41 graphically illustrates the process of Accreditation for both Levels I and II. This chart along with detailed descriptions of each component will be included in a comprehensive "Professional Development Program" booklet.

Why Coaches Education? Professionalism. The primary purpose of the PDP is to increase the level of professionalism in the field of gymnastics instruction. Based on current research the vast majority of gymnastics coaches have had little or no forma l training in coaching or teaching. In order to provide safe effective instruction, gymnastics coaches need the necessary resources. The materials created for the PDP are based on sound teaching principles and proper gymnastics progressions. Recognition. By participating in formal education programs coaches validate their own knowledge and experience. Coaches who complete Accreditation through the USCF receive recognition certificates to display in their gyms. Thus, the coach's accreditation can then be marketed to parents and the local community.

Level I Coaching Accreditation (follow chart on page 41) Normal path - instructors and coaches can complete the Accreditation components through self-study or clinics. To complete the first component, Rookie Coaches Gymnastics Guide, tDe coach needs a copy of the text ($8.95). Study the material and complete the self-test included with the book. Then send the test and $5.00 processing fee to the USCF. (Coaches receive a certificate recognizing successful completion.) To complete the second component, Sequential Gymnastics II, the coach needs a copy of the text ($13.00). Study the material and complete the self-test included with the book. Then send the test and $5.00 processing fee to the USCF. (Coaches receive a certificate recognizing successful completion.) To complete the third and final component, the

For more information on the coach must attend a Level I Video Clinic. The clinic Professional Development video is approximately 65 minutes; the workbook inProgram contact:

cludes a variety of practical exercises. At the conclusion of the clinic, the coach completes the form on the back USGF Coaching Development Coordinator of the workbook which is signed by the Clinic AdminPan American Plaza, Suite 300 istrator and returned to the USCF.

201 South Capitol Avenue Indianapolis, Indiana 46225 Ph: (317) 237-5050 Fax: (317) 237-5069

When all three components are successfully completed, the coach receives a "Level I Accreditation" certificate.

Level I Grandparenting

The idea of grandparenting was used in the implementation of the PDP to allow the more experienced coaches and administrators to participate during the implementation of the program by eliminating the testing components. Coaches who meet the criteria can receive their Level I Accreditation by attending an approved clinic. Level I Clinic Administrator

Those coaches and administrators completing the grandpa renting process for Level I are immediately eligible to purchase the Starter Kit and conduct clinics. ALSO, coaches who have achieved Level I Accreditation, Safety Certification, and are current USCF Promembers are eligible to become Level I Clinic Administrators.

Level II Coaching Accreditation (follow chart on page 41) There are several criteria for Level II Accreditation. Coaches must have a current USCF Professional Membership and be USCF Safety Certified. Coaches must successfully complete the ACEP Leader Level Sports Science course. This 8-hour course is based on Successful Coaching. Upcoming courses will be listed in the January, 1993 Technique magazine. Two skill-related criteria have been established for men's, women's, and rhythmic gymnastics coaches. These components will be available in June, 1993. As advertised, experienced coaches will be able to "grandparent" these criteria by submitting a standardized resume form.

The Future of Coaches Education As the national governing body (NCB) for gymnastics in the U.S., the USCF has made the commitment to provide ongoing educational programs for gymnastics coaches. With the development of the USA Cymnastics Center in Indianapolis we have a tremendous opportunity to expand our programs, develop materials, and raise the level of coaching as a profession. Levels I and II of the PDP will continue to expand and adapt to the needs of the coaching community of the next several years. As with Safety Certification, we anticipate that some level of Accreditation will be mandated. There is no current schedule as to a mandate date. The Professional Development Program is currently scheduled to expand to four levels by 1995. A proposal of criteria for Level III Accreditation will be presented at the 1993 National Congress in Atlanta, CA. The facilities and resources at the USA Cymnastics Center will play a major role in the development of PDP materials and the implementation of coaching clinics, workshops, and courses.

November-December 1992

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PROFESSIONAL DEVELOPMENT PROGRAM

A"J~~

USGF COACHES EDUCATION

COACHING ACCREDITATION MATERIALS

Item No. Description

#3608 $8.95

Rookie Coaches Gymnastics Guide - Covers the basics of teaching gymnastics in a concise style that is taylor-made for gymnastics instructors. This book was developed in cooperation with the American Coaching Effectiveness Program (ACEP); it provides coaching principles related to sport philosophy, sport psychology, teaching and planning, injury prevention and care, and liability concerns . Specific features include self-tests and checklists to help you master the content, gymnastics termino logy, and extensive illustrations of basic skills. It is used as one component of the USGF PDP Level I accreditation .

Sequential Gymnastics II Instructors Guide

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#3604 Sequential Gymnastics 1/- This is the 3rd edition for Sequential Gymnastics . $13.00 The basic skill sequences have been expanded to include hand apparatusrope, hoop, ball, ribbon. Instructors and coaches can select skills from various movement categories based on the proficiency of their gymnast and avai lable equipment in order to write lesson plans for safety and efficiency. The book also includes a self-test, which when completed is returned to the USGF and recognized as one component of the PDP Level I accreditation.

#3609 Levell Instructor's Starter Kit* - Level I clinic administrators must purchase $60.00 one copy of the Starter Kit in order to conduct Level I Clinics . Each Starter Kit contains the Levell Instructor's Video, Levell Insturctor's Manual, and a packet of the Levell Clinic Workbooks (see below). The video presents the material and concepts in the Rookie Coaches Gymnastics Guide and Sequential Gymnastics /I in an interactive format with the Levell Clinic Workbook. *

Interactive video Presentation

NOTE: In order to be elligible to purchase the Starter Kit, you must have successfully completed all the requirements for USGF Level I Accreditation .

#3610 Levell Clinic Workbooks (packet of 15) - Level I clinic administrators receive $20.00 25 Levell Clinic Workbooks in the Level I Instructor's Starter Kit. Each Workbook contains the written material corresponding to the exercises on the video, as wel l as the Levell Clinic Reg istration and Verification Form which is to be returned to the USGF as one component of the PDP Levell accreditation . Instructors may order additional Workbooks as needed.

Use the Order Form on Page 2 to order any of these H1atcrials.

TECHNIQUE November-December 1992

Junior USGF

Olympic

RHYTHMIC PROGRAM MATERIALS

RSG JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM Item No. Description

1302

1321

1322 2312 2313

Price

1992-'96 USGF Rhythmic Compulsory Book - The text and floor patterns for the 1992-'96 Junior Olympic Rhythmic Gymnastics compulsory program. The three ring binder book includes the routines for Levels 5-8 and a glossary of rhythmic gymnastics terms. Routines are written for rhythmic floor exercise,. rope, hoop, ball, clubs and ribbon. 1992-'96 USGF Rhythmic Gymnastics Level 5 & 6 Video - Companion to the compulsory book, the video shows the six Level 5 routines performed from both a front and rear viewpoint. The Level 6 routines are also shown in phrases. 1992-'96 USGF Rhythmic Gymnastics Level? & 8 Video - Companion to the compulsory book, the video shows the six level? routines and the level 8 RFX from two viewpoints. 1992-'96 USGF Rhythmic Gymnastics Level 5 & 6 Cassette tape - The music for the twelve routines in the Level 5 & 6 Compulsory program. 1992-'96 USGF Rhythmic Gymnastics Level? & 8 Cassette tape - The music for the six Level? compulsory routines and the Level 8 Rhythmic Floor Exercise compulsory routines.

$ 29.95

$ 29.95 $ 29.95 $ 10.00

$ 10.00

Use the Order Form on Page 2 to order any of these materials.

BoY'S J.O. COMPULSORY PROCRAM UPDATE Now AVAILABLE Attention Coaches and Judges Description of Contents This addendum is set up in a format designated to make it practical and simple to use for both coaches and judges. The format provides a separate category for each event and for each section of the book. Each of these categories is then divided into general sections as well as a section for each competition class level. The information is then divided into two different presentations: â&#x20AC;˘ The first section includes a straight forward statement of rules and facts. â&#x20AC;˘ The second, Casebook, section is made up of specific questions raised by coaches and judges with specitic answers based upon the rules of competition.

It is our hope that this will provide simple, practical answers for situations that will occur in the course of competition. In addition, this is intenede to be a living document, one to which we can add situations,! answers, and interpreta tions throughou t the quadrennium. We hope this is a positive step towards the operation of an outstanding competitive program during the next four years.

-1992 USGF Competitive Committee Contact your State or Regional Chairmen to obtain your free copy of this document.

Both sections constitute the Rules and Guidelines of competition.

November-December 1992

Junior USGF

OlYmpic

WOMEN'S PROGRAM MATERIALS WOMEN'S JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM

Junior

lIS-iยง1i .

OlymPIC Item No. 1110 1111 2109 2105 2106 2107

A progressive program that provides the basis for the sound development of the young athletes from the "entry level" class student up through the advanced competitive gymnast. The program consists of ten levels. Beginner gymnasts start at Levell and progress sequentially. This assures that each athlete has mastered the physical and performance requirements to safely pass through the system. Levels 1-4 are designed for beginning class students (USGF athlete registration is not a requirement). Students perform skills and skill sequences only. Levels 5-10 are the competitive levels of the program and include compulsory and optional exercises.

Description Compu lsory Text (Levels 1-4 and 5-7 & 10) with binder - Regular price Compulsory Text (Levels 1-4 and 5-7 & 10) with binder - USGF Pro-member price Women's compulsory music cassette - All new music for '92-'96 Compulsory video Levels 1-4 - Revised and newly edited Compulsory video Levels 5-7 & 10 - Revised, newly edited. All new Level 10 Round-off entry vault training video - Training tips

Price 29.95 24.95 6.00 29 .95 29.95 19.95

$ $ $ $ $ $

~ ~

Junior Olympic Awards Program A motivational program utilizing a wall chart and a patch / chevron awards system as inter-gym educational and organizational tools. This awards system is an excellent way to set goals, track followthrough of skills, and witness the accomplishments of your gym's athletes. A great tool for introducing "new" gymnastics parents and kids to the rO.developmental curriculum. Since it's easy to read and to understand, it will help parents visualize where their child fits into the national program. 30 31 32 33 35 34 36 37 38 39 40 41 42 43 44

Starter Kit - Includes: 1 wall chart, 25 report cards, 25 patches, 50 pins and 25 Level I chevrons Wall Charts - in-gym motivational tool for Levels 1-4 (holds names of 40 students) Report Cards - Records achievement of all Level 1-4 skill achievements Patches -The 1st award as the student enters the Level 1-4 program Green Chevron - Recognition award for Level 1 Recognition Pins - Used to recognize completion of Levels 2,3 and 4 Bronze Chevron - Recognition award for Level 5 Silver Chevron - Recognition award for Level 6 Gold Chevron - Recognition award for Level 7 White Chevron - Recognition award for Level 8 Red Chevron - Recognition award for Level 9 Blue Chevron - Recognition award for Level 10 Level 5 Wall Chart - (holds names of 40 students) Level 6 Wall Chart - (holds names of 40 students) Level 7 Wall Chart - (holds names of 40 students)

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$ 50 .00 $ $ $ $ $ $ $ $ $ $ $ $ $

3.00 3.00 25.00 12.00 7.50 12.00 12.00 12.00 12.00 12.00 12.00 3.00 3.00 3.00

ea . for 25 for 25 for 25 for 50 for 25 for 25 for 25 for 25 for 25 for 25 ea. ea . ea.

EDUCATIONAL DANCE WORKOUT PROGRAM

2170 2171 2172 2173 2175 2176 2177 2178

This educational program was designed specifically for the developmental gymnast. Participants will become better, stronger, safer and more elegant gymnasts when provided with a sound basis for proper alignment, good balance and correct dance technique. The program was authored by Mary Faulkenberry, Shirley Tranquill and Vicky Clarkson. Music by Kate Ross. USGF Dance Text Levels 1-5 - Complete explanation of all exercises $ 15.00 J.O. Dance Workout Video Workouts 1-3 - Shows all exercises $ 15.00 J.O. Dance Workout Video Workouts 4 & 5 - These levels are newly completed Coaches Instructional Dance Video Workouts 1-3 - Special explanation for the coaches Dance Music Cassette 1 & 2 Dance Music Cassette 3 Dance Music Cassette 4 Dance Music Cassette 5

$ 15.00 $ 15.00 $ 6.00 $ 6.00 $ 6.00 $ 6.00

Use the Order Form on Page 2 to order any of these Hlatcrials.

New Product

The Gaylord 3 A Step Ahead F irst there was the Gaylord Flip, then the Gaylord 2. Now introducing the Gaylord 3. Mitch Gaylord, 1984 Olympic Gold Medalist, realized after being a gymnast for 11 years that one of the key ingredients to success in gymnastics is strength! Gaylord felt that, until now, no apparatus has been designed exclusively for gymnasts. Now, Gaylord says, with the Gaylord 3, you can meet all of the strength needs that gives both male and female gymnasts that extra edge over the competition. Gaylord feels he got the extra edge over the competition by doing midnight strength training at UCLA. "It wasn' t any. thing organized," said Gaylord. "A few of the guys got together and did midnight strength training on parallelettes, including handstand pushups, regular pushups and "L" presses. We did this about six days a week, right before going to bed. It was great." Gaylord realized the need for a piece of equipment that was designed with the gymnasts' best interest in mind-the Gaylord 3.

Gaylord Design Gaylord Results One machine, four stations and endless possibilities. Gaylord said, theGaylord 3was developed by a gymnast for a gymnast. It's convenient, portable and sturdy. A strength machine designed with safety and efficiency as a top priority. The Gay lord 3 benefits male and female gymnasts of all ages and skill levels. Although male and female gymnasts compete in different events, all gymnasts will increase their strength levels by using this machine.

Features • Allows strength building with iron cross pullouts, locked arm Maltese push-ups, back lever pulls, butterflies, body curls, push-ups, pull-ups, toe raises and much, much more. • A 7' high frame and 3" box tube steel structure enables the Gaylord 3 to fit in your gym or the corner of a room for in-home use. 46

• Efficient and easy to use. No spotters necessary. Completely adjustable for all bod y sizes. • Based on a 2:1 body weight ratio, the pulley system enables gymnasts to train longer and more efficiently through the use of repetition. • Mechanically engineered by a gymnast, Roger Thomason, who understands the needs of our sport. • Easy to set up and comfortable to use. No dangers associated with rigging, no uncomfortable spotting belts. • Wooden rings and an innovatively designed harness which provides perfect balance.

For More Information on the Gaylord 3: Call1-800-4WRKOUT or write: Mitch Gaylord P.O. Box 7043 Laguna Niguel, CA 92607 November-December 1992

EDUCATION/EVENT CALENDAR Start No. 1 ,- Date days 1/ 19 /92 1 11/20/92 3 11 /20/92 3 11 / 21 /92 2 11 / 23 /92 6 11 / 23 / 92 7 11 / 26 /92 4 11 / 28/92 2 11 /29/92 4 11 /29/92 1 11 /29/ 92 1 12/3/92 1 12/3/92 4 12/ 4/92 3 12/6/92 8 12/6/92 1 12/6/92 1 12/7/92 7 12/8/92 6 12/19/92 1 1/ 1/93 4 1/8/93 2 1/ 10/ 93 5 1/ 10/ 93 1 1/ 12/ 93 6 2/4/93 1 2/5/93 2 2/17/93 7 2/20/93 8 2/20/93 2 I 2/26/93 1 '2{28/93 1 ... 3,/5/93 2 *3/9/93 1 3/25/93 4 3/*TBA 4/3/93 4/13/93 6 4/16/93 2 4/TBA 4/TBA 5/1/93 1 5/ 6/ 93 4 5/7 / 93 3 5/13/93 4 5/30/93 2 *6/4/93 3 6/4/93 3 6/12/93 2 6/17/93 4 6/23/93 5 6/26/93 2 6/30/93 4 7/8/93 12 7/17/93 2 7/23/93 10 7/TBA 8/6/93 4 8/26/93 4 9/9/93 4 , 10/3/ 93 1 10/27/ 93 4 10/*TBA

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Discipline MWR M R W M WR GG MW MW MWR MWR MW W MW M MWR MWR MWR W MWR M M R MWR W W M R M R MWR MWR MW MW W MW M MW M MW W W M W W R R W M MWR W W MW W MWR W W MW

MWR MWR MW

Event Safety Certification Course (11:00 a.m .-6:00 p.m.) Jr. National Team Testing Rhythmic World Championships Catania Jr. National Team Training Camp Israel Peace Cup 32nd International Sportsfestival "Blume-Las Palmas" Chunichi Cup Swiss Cup / Arthur Gander Safety Certification Course (9:00 a.m.-3:00 p.m.) Safety Certification Course (9:00 a.m.-4:00 p .m.) Tokyo Cup National T.O.P. Testing DTBPokal FIG Intercontinental Judges Course Safety Certification (in conjunction with state meet) Safety Certification Course (1 :00 p.m.-6:00 p.m.) Jr. Pan American Games Brevet Judges Course Safety Certification Course FIG Continental Judges Course West Point Open FIG Intercontinental Judging Course Safety Certification Course (9:00 a.m.-3:00 p.m.) National Elite Judging Course National Girls & Women in Sports Day USGF Winter Cup Challenge FIG Continental Judging Course Jr. National Team Camp USGF Rhythmic Challenge Safety Certification Course (2:00 p.m.-8:00 p.m.) Safety Certification Course (10:00 a.m.-6:00 p.m.) McDonald's American Cup McDonald's International Mixed Pairs American Classic Nationals USA / JPN Dual Competition NCAA Regionals World Championships (Individual App'; AA) NCAA National Championships USGF Collegiate Championships NCAA National Championships World University Games Trials J.O. Nationals J.O. National- Level 9 J.O. National- Level 10 J.O. Nationals - Rhythmic U.S. Rhythmic Championships WTC Symposium World University Games Trials ACEP National Conference (Coaching America's Coaches) XVIII American Sokol Slet Regional Elite Meets NAWGJ Nat'l Symposium World University Games Regional Elite Meets U.S. Olympic Festival Elite Judges Course U.S. Classic Nationals U.S. Championships USGF National Congress Safety Certification Course Olympic Congress of the USA U.S. Challenge * Tenative

TECHNIQUE November-December 1992

ST/ CO VA

Phone Coq,tact 703-568-3684 Scott Gauthier 317-237-5050 Robert Cowan 317-237-5050 BEL Nora Hitzel 317-237-5050 ITA Kathy Kelly 317-237-5050 Robert Cowan 317-237-5050 Israel Kathy Kelly (928) 26 2815 Las Palmas ESP Juan Duran 317-237-5050 Nagoya JPN Cowan / Kelly 317-237-5050 SWI Cowan /Kelly Zurich 402-339-2924 NE Mike Stanner Omaha 205-970-0496 Birmingham AL Ricky Garcia 317-237-5050 Yokahama City JPN Cowan/ Kelly 317-237-5050 Indianapolis IN Kathy Kelly 317-237-5050 GER Cowan/Kelly Stuttgart 317-237-5050 GBR Robert Cowan Lilleshall 208-376-3641 F.Sahlein ID Boise 503-671-9497 OR RythSandoz Portland 317-237-5050 Santa Catarina BRA Prog.Admin. 317-237-5050 Kathy Kelly Indianapolis IN 801-554-0854 Layton UT Blake Starr 317-237-5050 Robert Cowan FL Plant City 317-237-5050 West Point NY Robert Cowan 317-237-5050 ITA Nora Hitzel Rome 716-586-9580 NY S.J. Clifford Rochester 317-237-5050 Indianapolis IN Kathy Kelly 703-476-3450 USA NAGWS Various 317-237-5050 Colo. Spgs. CO Robert Cowan 317-237-5050 CO Nora Hitzel Colo. Spgs. 317-237-5050 Colo. Spgs. CO Robert Cowan 317-237-5050 Colo. Spgs. CO Nora Hitzel NC Sandy Weyandt 704-568-1808 Charlotte 201-586-1808 Cathy Finkel S. Plainfield NT Allison Melangton 317-237-5050 FL Orlando Allison Melangton 317-237-5050 Tallahassee* FL 201-586-1808 Kathy Kelly TBA TBA* JPN Allison Melangton 317-237-5050 Various Sites Birmingham GBR Allison Melangton 317-237-5050 Albuquerque NM Allison Melangton 317-237-5050 TBA Corvallis OR 317-237-5050 Salt Lake City UT Kathy Kelly 317-237-5050 MI Robert Cowan Ann Arbor Colo. Spgs. CO Connie Maloney 317-237-5050 Baltimore MD Connie Maloney 317-237-5050 317-237-5050 Colo. Spgs. CO Nora Hitzel 317-237-5050 CO Nora Hitzel Colo. Spgs. 317-237-5050 Kathy Kelly TEA 317-237-5050 CO Robert Cowan Colo. Spgs. 217-351 -5076 Indianapolis IN ACEP 708-795-0539 IL Jackie Kourim 317-237-5050 Kathy Kelly Various sites 317-237-5050 Kathy Kelly TBA 317-237-5050 NY Cowan/ Kelly Buffalo 317-237-5050 Kathy Kelly Various sites 719-632-5551 San Antonio TX USOC 317-237-5050 TBA Kathy Kelly 317-237-5050 Kathy Kelly TBA Salt Lake City UT Allison Melangton 317-237-5050 317-237-5050 Atlanta GA Kathy Brown 201-586-1808 Flemington NT Cathy Finkel 719-632-5551 New York NY USOC Allison Melangton 317-237-5050 TBA*

City Richmond TBA Brussels Catania TBA

Non-Proltl OlgllnlZlllon U.S. Poltage

PAID Permit No. 7867 Indianapolll, Ind.

'-------'

SAFETY CERTIFICATION

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Safety Course Schedule Saturday, November 14., 1992 Kirkland, WA -1:00-5:00pm Northlwest Aeriels, 12815 NE 12th St. Suite E, Kirkland, WA 98034 Course Dir.: Leigh Eaton (206) 874-1363 Local Contact: P. Lanterman (206) 823-2665 Sunday, November 15, 1992 1. Westminster, MD - 9:00am-3:30pm

Perna Gymnastics, 3100 Littlestown Pike, Westminster, MD 21158 Course Dir.: John Perna (410) 848-2771 2. Janesville, WI - 8:30-4:00am Creative School of Arts, 1506 Plainfield Ave., Janesville, WI 53545 Course Dir.: R. Druecke (414) 782-3430 Local Contact: D. Jonuska (608)728-3882 3. Cincinnati, OH - 12:00-5:00pm Queen City Gymnastics 11658 Deerfield & Baen Rd., Cincinatti, OH 45249 Course Dir.: B. Montanari (614) 457-1279 Local Contact: K. Metzger (513) 489-7575 4. Charleston, WV - 2:00-8:00pm Maverick Gymnastics Center, 725 Cresent Rd. Charleston, WV 25302 Course Dir.: Billy Bob Taylor (304) 334-3279 Sunday, November 19, 1992 Richmond, VA -11 :00am-6:00pm Richmond Olympiad, 10701 Trade Rd. Richmond, VA 23236 Course Dir.: Scott Gauthier (703) 568-3684 Local Contact: P. Malloy (804) 794 -2813 Sunday, November 29, 1992 1. Omaha, NE - 9:00am-3:00pm

Sokol South Omaha, 2021 U Street Omaha, NE 68107 Course Dir.: Mike Stanner (402) 339-2924 2. Birmingham, AL - 9:00am-4:00pm Mountain Brook Community Ed. Center 3670 Bethune Dr. Birmingham, AL 35223 Course Dir.: Ricky Garcia (205) 970-0496 Sunday, December 6, 1992 1. Boise, ID Holiday Inn (Airport), Vista Avenue, Boise, ID Course Dir.: Y. Sandmire (208) 385-1657 Local Contact: F. Sahlein (208) 376-3641 Conducted in conjunction with the USGF Idaho Girls State Meet, Levels 5, 6 and 7. 2.Portland, OR - 1:00-6:00pm Office of Architects LA, 3040 SE McLaughlin Blvd. Portland, OR Course Dir.: Ruth Sandoz (503) 671-9497

Saturday, December 12, 1992 Fortuna, CA - 9:00am-3:00pm Gymnastics Express, 751 10th Street Fortuna, CA Course Dir.: Ruth Sandoz (503) 671-9497 Load Contact: Robin GRant (707) 725-2632 Saturday, December 19, 1992 1. Layton, UT North Davis Gymnastics 80 West Gentile, Layton, UT 84041 Course Dir. : Blake Starr (801) 554-0854 2. Biddeford, ME - 2:00-8:00pm Randall's Gymnastics Center, Alfred Rd. Business Park, Biddeford, ME Course Dir.: Steve Randall (207) 284-5048 Sunday, January 10, 1993 Greenville, SC - 9:00am-3:00pm Piedmont Academy of Gymnastics, 2595 Rutherford Rd. Greenville, SC 29609 Course Dir.: Robert White (803) 268-3790 Sunday, January 17,1993 Rochester, NY - 9:00am-3:00pm Gymnastics Training Center of Rochester, 1606 Penfield Rd., Rochester, NY 14625 Course Dir.: Sarah Jane Clifford (716) 586-9580

Friday, February 26, 1993 r Charlotte, NC - 2:00-8:00pm Radisson Hotel in Charlotte Course Dir.: Billy Bob Taylor Local Contact: Sandy Weyandt (704) 568-1277 Sunday, February 28, 1993 South Plainfield, NJ -10:00am-6:00pm Course Dir.: Cathy Finkel (201) 586-1808

1. The text book for the Certification Course is the USGF GYMNASTICS SAFElY MANUAL. This text/reference manual is to be purchased and studied prior to course participation. 2. The course will take approximately six hours, including the test. 3. Certification is good for four years. 4. The Course/examination fee is $100.00. USGF members and se ond cycle recertification is $75.0 . Retest cost is $25.00. For grav.s of at least 5, contact the IJ~ . Department of Safety and Education (317) 237-5050.

r-------------------------, Participation Registration Form T1092

Name: Mr./Mrs./Ms. _ _ _ _ _ _ _ _ _ _ _ _ _S, oc. Sec. # _ _ _ _ _ __ Address: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City: _ _ _ _ _ _ _ _ _ _ _ _State: _ _ _ _ _ _Zip _ _ __

Telephone: (H) _ _ _ _ _ _ _ _ _ (B) _ _ _ _ _ _ _ _ __ Course Director: ________________________ Course Location: Date: _____ Organization Represented: ____________________ If USGF Member, List Type and Number_ _ _ _ _ _ _ _ _ _ _ __

Form of Payment: Name on Card: Expiration Date:

D Check D Visa 0

Mastercard Number: _ _ _ _ _ _ _ __ Signature: _______________

Please make checks payable in full to USGF SAFETY CERTIFICATION Mail Registration Form and Payment to: USGF Safety, Pan American Plaza, Suite 300, 201 S. Capitol, Indianapolis, IN 46225 DO NOT WRITE BELOW THIS LINE • FOR OFFICE USE ONLY

Registration Form Received: I L _________________________ ~ Confirmation Mailed:

_•