Technique - Jan. 2013 - Vol. 33, #1 by USA Gymnastics

2012 Top Fundraiser, Lilly Anderson, of California Sports Center

JANUARY 2013 – VOL. 33 – #1

National Gymnastics Day 2012 Winners!

EVENTS 2013

JULY

JANUARY 11 – 13 31 – Feb. 3

Jumpstart National Testing (TT) Elite Academy Training Camp (TT)

Hunstville, TX Huntsville, TX

FEBRUARY  7 – 9 12 – 17

Winter Cup Challenge (M) Rhythmic Invit./Challenge & Group Champs.

Las Vegas, NV Colorado Springs, CO

MARCH 1 2 14 – 20

Nastia Liukin Cup (W) American Cup (M/W) Acro Cup (AG)

Worcester, MA Worcester, MA Kearney, MO

22 – 23

USA Gymnastics Collegiate Championships (M)

Williamsburg, VA

Women’s Level 9/10 Regionals USA Gymnastics Collegiate Champs (W) NCAA Championships (M) NCAA Championships (W)

Various sites Shreveport, LA State College, PA Los Angeles, CA

APRIL 12 – 14 12 – 14 18 – 20 19 – 21

MAY 1 – 5 2 – 5 2 – 5 2 – 5 4 – 5 9 – 11 10 – 11 12 23 – 26 26 – 29 31 – June 2

JO National Championships (M) Portland, OR T&T Elite Challenge TBA Level 9 East Championships (W) Battle Creek, MI Level 9 West Championships (W) Roseville, CA Special Olympics Championships Marietta, GA JO National Championships (W) Minneapolis, MN Sofia International (AG) Sofia, BUL JO–National Invitational Tournament (W) Minneapolis, MN W300 JO Coaches Course (W) Huntsville, TX W400 JO Coaches Course (W) Huntsville, TX 2013–20 JO Compulsory Master Workshop – East (W) Orlando, FL

JUNE 4 – 10 7 – 9 14 – 16 21 – 23 21 – 23 27 – 30 28 – 30

Rhythmic National Championships (Open, JO, Elite) Orlando, FL 2013–20 JO Compulsory Master Workshop – West (W) Reno, NV Region 4 Compulsory Workshop (W) Coralville, IA Region 8 Congress Atlanta, GA Region 3 Compulsory Workshop (W) Frisco, TX Gymnastics for All Nationals (GG) Hollywood, CA Region 2 Compulsory Workshop (W) Vancouver, WA

2 – 10 5–8 13 – 14 21 – 27 25 – 27 25 – Aug. 4 26 – 31 27 29 – 31

JO & Elite Championships (TT) Elite National Qualifier/American Classic (W) National Qualifier (M) Scholarship Camp Wakeshma (TT) Secret U.S. Classic (W) World Games (TT/AG) Acrobatic Gymnastics National Championships U.S. Classic (W) World Games (AG)

AUGUST 15 – 18 15 – 18 23 – 25 28 – Sept. 1

U.S. Gymnastics Championships (M/W) USA Gymnastics National Congress Region 1 Congress Rhythmic World Championships

NOTE: Dates and events subject to change or cancellation. 2

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Hartford, CT Hartford, CT Santa Clara, CA Kiev, UKR

SEPTEMBER 8 – 9 13 – 15 19 – 22 22 – 26 21 25 – Oct. 7

Volkov Cup (AG) Region 5 Congress JO Level 9/10 Training Camp (W) JO National Team Training Camp (W) National Gymnastics Day World Championships (M/W)

TBD Columbus, OH Huntsville, TX Huntsville, TX Everywhere Antwerp, BEL

OCTOBER 10 – 13

TOPs National Testing (W)

Huntsville, TX

NOVEMBER 6 – 10 7 – 10 14 – 17

Future Stars Champs/Coaches Workshop (M) World Championships (TT) World Age Group Competition (TT)

Colorado Springs, CO Sofia, BUL Sofia, BUL

DECEMBER 4 – 7 8 – 12

TOPs A Camp (W) TOPs B Camp (W)

W = Women, R = Rhythmic, TR = Trampoline, M = Men, GG = Group Gymnastics, TU = Tumbling, AG = Acrobatic Gymnastics, B = Business, TT = Trampoline/Tumbling

Kansas City, MO Huntsville, TX Colorado Springs, CO Three Rivers, MI TBD Cali, COL Louisville KY TBD Cali, COL

Huntsville, TX Huntsville, TX

TECHNIQUE



an official publication of USA Gymnastics University

J A N U A R Y 2 0 1 3 • V O L U M E 3 3 • #1

F E AT U R E S PUBLISHER

Steve Penny EDITOR

Luan Peszek GRAPHIC DESIGNER

Jeannie Shaw

USA GYMNASTICS BOARD OF DIRECTORS Chair: Peter Vidmar Vice-Chair: Paul Parilla Secretary: Gary Anderson Treasurer: Jim Morris National Membership – Women: Tom Koll National Membership – Women: Kelli Hill National Membership – Men: Yoichi Tomita National Membership – Men: Tom Meadows National Membership – Rhythmic: Brooke Bushnell-Toohey National Membership – Trampoline & Tumbling: Peter Dodd National Membership – Acrobatic Gymnastics: Dr. Jay Binder Advisory Council: Mike Burns Advisory Council: Ron Ferris Advisory Council: Carole Ide Athlete Director – Women: Terin Humphrey Athlete Director – Men: John Roethlisberger Athlete Director – Rhythmic: Jessica Howard Athlete Director – Trampoline & Tumbling: Karl Heger Athlete Director – Acrobatic Gymanstics: Michael Rodrigues Public Sector: Frank Marshall Public Sector: Bitsy Kelley Public Sector: Jim Morris Public Sector: Mary Lou Retton

CHANGE OF ADDRESS AND SUBSCRIPTION INQUIRIES: In order to ensure uninterrupted delivery of TECHNIQUE magazine, notice of change of address should be made eight weeks in advance. For fastest service, please enclose your present mailing label. Direct all subscription mail to TECHNIQUE Subscriptions, USA Gymnastics, 132 E. Washington St., Suite 700, Indianapolis, IN 46204 .

Burnout Prevention Strategies: from Monotonous to Motivating!

12 Early Gymnastics Curriculum Design 18

St. Vincent Sports Performance – Squat Technique & Mechanics

32 Clubs Care Campaign: Moving from Awareness to Action. 38 Lesson Plan Recipe – Safety & Fun Are Key Ingredients 42 2012 National Gymnastics Day Results

D E PA R T M E N T S 2 Event Schedule

4 Inside USA Gymnastics Message 24

Member Services Update

T&T Program Committee Meeting Minutes

University Live Course Schedule

Business Advisors’ Tips – Educating Your Parents

Spotlight – Operation Christmas Child

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TECHNIQUE is published monthly except bimonthly in Sept/ Oct and Nov/Dec by USA Gymnastics, 132 E. Washington St., Suite 700, Indianapolis, IN 46204 (phone: 317-237-5050) or visit online @ www.usagym.org Subscription prices: U.S.– $25 per year; Canada/Mexico–$48 per year; all other foreign countries–$60 per year. If available, back issue single copies $4 plus postage/handling. All reasonable care will be taken, but no responsibility can be assumed for unsolicited material; enclose return postage. Copyright 2011 by USA Gymnastics and TECHNIQUE. All rights reserved. Printed by Sport Graphics, Indianapolis, IN. Member Services 1-800-345-4719. Unless expressly identified to the contrary, all articles, statements and views printed herein are attributed solely to the author, and USA Gymnastics expresses no opinion and assumes no responsibility thereof.

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COVER PHOTO:

California Sports Center and Lilly Anderson.

J A NU A RY 2013 • TECH N IQ U E

INSIDE INSIDE INSIDE THE MIND OF A CHAMPION

Greetings and Happy New Year to all of you! I hope you had a wonderful holiday season and are ready to kick off 2013. I believe this is going to be another great year for USA Gymnastics and its members. One thing that captivated me in 2012 was the mental toughness of our athletes. Having spent a great deal of time with many champions from our sport (and from other sports), I have begun to focus on what they have in common. What is it that makes them champions?

I have come to the conclusion that one of the traits is their mindset and the ability to pursue their dreams beyond any obstacles. You often hear about the “heart of a champion,” and while I do not profess to be an expert, I believe a true champion also has the ability to look beyond what most people consider insurmountable barriers to achievement. There are countless examples of this in gymnastics and sports in general. If you examine the careers of some of the greatest gymnasts, you will likely find a moment when any of them could have left the sport for legitimate reasons before achieving their pinnacle of success. Throughout 2012, I listened as a number of champions across several generations did interviews, and I heard athlete after athlete basically say the same thing: “Don’t let anyone tell you that it can’t be done.” Every member of the Fierce FiveSM encountered at least one instance when mental toughness helped overcome a serious challenge in the pursuit of their Olympic dreams. I am convinced that this phenomenon is real and can benefit each and every one of us. Toward the end of the year, I met champions who are facing and overcoming incredible challenges. The first is a young girl who discovered she had cancer just before her state gymnastics championships. Although she has lost one of her legs, she is determined to return to gymnastics. She met two of our Olympic all-around champions – Nastia Liukin and Gabrielle Douglas – and her mother shared how this one instance has rekindled her daughter’s drive to one day attend the Olympics. The other was a young woman who was injured in a training accident and is facing the long road of rehabilitation with a sparkle in her eye and a smile on her face. Both illustrate that if you believe in yourself, you can do anything. My point is that all of us can learn from these great champions in life. At a recent seminar, an expert at the IMG Academy said creating a positive environment is crucial for us to thrive and to “respect the power of your mind and see yourself as a performer.” For me, this sums up one of the trademarks of true champions – that mind over matter is the ultimate path to success. Happy New Year! See you in the gym,

Steve Penny President and CEO USA Gymnastics

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Windee M. Weiss, Ph.D., ATC Associate Professor; School of Health, Physical Education, & Leisure Services University of Northern Iowa, Cedar Falls, IA

robably one of the most common reasons for discontinuing sport participation is feelings of burnout, which is characterized by mental, physical, and emotional exhaustion that leads to feelings of lethargy and amotivation (Goodger et al., 2006). Smith (1986, p. 39) defined burnout as the “psychological, emotional, and sometimes physical withdrawal from a formerly pursued and enjoyable activity in response to excessive stress or dissatisfaction.” That is, the athlete becomes worn down due to their involvement in competitive sport. Generally, the athlete will begin to distance him or herself from an activity that used to be enjoyable such as: absence, lateness, leaving early, or disengaging socially from teammates. (e.g., Raedeke & Smith, 2001). Unfortunately, the sport of gymnastics is a prime candidate for causing burnout primarily due to the long hours of training year round that are required to produce healthy, safe athletes. As coaches, we cannot change the requirements of the sport: strength, flexibility, consistency, expertise. Not to mention that we require our athletes to demonstrate these attributes on four or six different events in which the handstand is the only skill that translates across all apparatus. Thus, the number of hours spent in the gym greatly outnumbers the hours required by other sports due to the specialized training required for each apparatus.

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So, how do we keep these kids from burning out of a sport that requires so much time, energy, effort, and commitment? During my years of training as a gymnast, coaching, and now judging, I have seen a variety of techniques used by many coaches. Here is a compilation of some of the best strategies I have seen. So, thank you to all my coaching friends out there for your fantastic training ideas and approaches. Here are a few “tricks” you can easily incorporate into your training, regardless of the time of season, to help prevent feelings of burnout.

KEEP WORKOUTS “SPICY” AND THE FUN FACTOR.

know, there’s that “voodoo” word: fun. Believe it or not, no matter how successful someone is or how much they are learning, if they are not enjoying the experience, they will not continue. You can make workouts interesting, intriguing, and downright enjoyable just by keeping things “spicy.” That is, we need to think outside of the typical workout model: “Stick 10 series, do 15 dismounts, stick 10-leap series with no wobbles….” What is fun about that? So, here are some ways to get what you want done, but at the same time,

make the workout more interesting, challenging, and flat out fun! • Avoid monotony. Try to keep each workout different from the previous day. Perhaps the skills or routines they are working on are the same, but the assignments, order, and challenges assigned to them should vary. There is nothing more boring than knowing exactly what your practice will be like day after day after day. So, for example, you could have a theme day – on every event work on skills that require

twisting/pirouetting or forward skills only. You could also reverse the workout for a day where you start with the end of the practice and move toward the beginningending with basics and stretching. Lastly, just by being innovative and creative with workout assignments can help decrease boredom and increase enjoyment. • Change the “usual” into a game. One way to make workouts more interesting is to take the ordinary assignment and change it into an interesting game or challenge. Rather than just saying, “Stick 10 beam routines” you could put the gymnasts into groups of three and as a team they need to stick 30 beam routines. As a reward, the team to finish the assignment first gets to pick the next part of their beam workout. o

Another way to spice things up would be to get out a pair of dice and have the gymnasts roll to see “how many” of whatever skill or routine they have to complete. If they are daring, they could go for “double or nothing” and roll again. One of the extra benefits of this technique is then the gymnasts do not get upset o

with you about the number of repetitions! You could also have the gymnasts draw out of a hat what they are to work on next. For example, during a floor rotation you may make sheets with the words: “first tumbling pass.” “double turns,” “last tumbling pass,” “new front tumbling skills,” and “dance through.” A different gymnast selects a scrap of paper each time, then rolls the die to see how many everyone gets to complete. o

Lastly, you could create board games that help to design the workout. You could do this a couple of different ways. First, you could create a little pathway similar to that of Candyland, where they roll the die, move forward, and the space they land on will tell them what they should work on, such as during a bar rotation, “Do 5 first halves.” Once the gymnast has completed that assignment, she gets to roll again and move on. Second, you could create cards similar to “bingo cards” with letters going across the top, numbers 1-5 down the side. Then, in each little square you fill in some type of assignment. So, if you made a beam card, you could use the following: “5 minutes free time,” o

“stick 10 full turns no wobbles,” “stick 3 acro series in a row.” Then, the gymnasts can draw a scrap of paper, maybe it says “B-5” and they have to complete whatever is stated in the B-5 square.

GIVE YOUR ATHLETES CHOICES AND SOME CONTROL OVER OUTCOMES.

ne way to help decrease the likelihood of experiencing

burnout or staleness is to empower your athletes. Your gymnasts should feel that they have some control when it comes to their gymnastics training. Individuals are way more likely to “buy into” the process if they help create that process. Continued...

J A NU A RY 2013 • TECH N IQ U E

...CONTINUED • Time vs. repetition. On occasion, let the gymnasts decide how their workout will be completed. For example, maybe one day they can choose between “Doing 10 or sticking 5” or “do as many as you can in 10 minutes.” In the end, you still get what you want done, but the athletes had some voice in how the ultimate goal is reached. Plus, you can always reward them for going above and beyond the stated workout goal. • Gymnasts create/design their own practice. With this strategy, the gymnasts come to practice with a “workout schedule/assignment” created for each event. Their personal workout should be written down and approved by the coach. If you wanted to give them guidance, you could tell all of them, “On floor, you must do three full routines, then the rest of the time is yours to use.” So, you could always have input or stipulations on each event about particular aspects you need to be sure the gymnasts work on, but the rest of the time is for them to work on what they deem to be trouble spots or to work on new, interesting skills and connections.

GIVE MUCH NEEDED “BREAKS”.

e can all probably relate to this one, there is nothing better than the unexpected day off. There truly is something magical about a day off, people usually come back replenished, invigorated, and motivated to get back to work. Many times, the best thing we can do is to give the gymnasts a day off, and in the end, we will probably get more work done that week than if we had workouts every day. During the crunch of the competitive season when gymnasts are trying to balance school demands, training, and travel to various competitions, sometimes the best thing we can do for them is give them a needed day off. You could even incorporate minibreaks into workouts. This could just be 10-15 minutes of down time in the middle of practice, or you could let them play volleyball with a beach ball rather than do conditioning at the end of practice. If you have been training routines, routines, and more routines during the competitive season, you could have one day where all they do is work on new skills, just to keep things interesting and challenging. A break from the ordinary can go a long way in terms of enhancing motivation and enjoyment.

ENHANCE TEAM COHESION AND SOCIAL SUPPORT.

ocial support and team cohesion are critical aspects of preventing burnout and staleness. Knowing that important others love, care, and encourage you goes a very long way during high stress times during the competitive season. Coaches can facilitate perceptions of social support and team cohesion through various activities both inside and outside of the gym. • Big sister/brother & little sister/ brother. One strategy could be to assign big sisters and brothers (upper competitive level gymnasts) to little sisters and brothers (lower competitive level gymnasts). This way your more experienced gymnasts are immediately placed in a situation of being a mentor and role model, and provides a “cool” source of social support for your lower level competitors. By immediately getting these newer competitors socialized into the gym atmosphere, the team, and dynamic of being a competitive gymnast will increase their commitment to the sport. • Team pep rallies. Time to get a little crazy and have some fun! Team pep rallies at the beginning of the season, mid-season, or right before State/Regional competitions is always a great way to get everyone rooting for each other and to let off some steam. Coaches should be involved as Continued...

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...CONTINUED well – whether it be through skits, demonstrations, or cheers. Get the parents involved. Have a contest between the parents of each competitive level who can create the best team poster or team cheer. This can be a great technique for “kick starting” some enthusiasm for the competitive season, as well as “re-igniting” support and enthusiasm during the middle of a long competitive season. • Team trips. Taking a “team trip” or making a particular competition the designated “team trip” can always enhance cohesion and social support. Perhaps you rent a bus and all athletes of every

gymnasts, regardless of competitive level, plus engage parents to interact with other families in the gym. It doesn’t have to be huge destination meet in order to be effective, just willing coaches and parents to work to make the trip one that is unforgettable. This will only add to next year’s anticipation of what the team trip will be!

level and their parents travel together to the meet. Maybe you could even travel a day early in order to “play” when you get to your destination. Again, this can facilitate socialization for all

he bottom line when it comes to preventing staleness and burnout: Be creative, think outside the “workout training box,” and don’t forget to develop the team and support component. Continued motivation of athletes is difficult, especially if you are dealing with youth, thus the more “tricks you have up your sleeve,” the better.

References: Goodger, K., Lavallee, D., Gorely, T., & Harwood, C. (2006). Burnout in sport: Understanding the process – from early warning signs to individualized intervention. In J. M. Williams, Applied Sport Psychology: Personal Growth to Peak Performance (pp. 541–564). McGraw Hill: Boston. Raedeke, T. D., & Smith, A. L. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport & Exercise Psychology, 23, 281–306. Smith, R. E. (1986). Toward a cognitive-affective model of athlete burnout. Journal of Sport Psychology, 8, 36–50. Brief Bio: Dr. Windee Weiss is an associate professor at the University of Northern Iowa in the School of Health, Physical Education, and Leisure Services. She is a former Level 10 gymnast and J.O. National Team member. Currently, she is a National rated judge and enjoys watching her kids participate in tot classes at a local gymnastics club.

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Early Gymnastics C B

SCHOOL OF COMPETITIVE GYMNASTICS

Wm A. Sands, PhD, FACSM, NREMT, WEMT, CSCS Professor, Department of Exercise and Sport Science Center of Excellence for Coach Education and Sport Science East Tennessee State University

SCHOOL OF RECREATIONAL GYMNASTICS

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reparation of young gymnasts requires careful thought and fluid execution. Even at the earliest stages, gymnasts bring unique capabilities with them. Although gymnastics skills should be taught in a simple to complex order, there appears to be little agreement on precisely what this idea means for many gymnastics skills. For example, most would probably agree that one should teach/learn a forward roll before learning a back handspring. However, we might find little agreement on whether one should teach/learn a handstand forward roll before a backward roll. The two ugly words, “it depends” summarizes this kind of choice. The choice of whether one skill should be taught before another may also be based on individual instructor experience and skill, access to special equipment at the time, whether other gymnasts in the instructional group are ready for a particular skill, and many other factors. Thus, the gymnastics instructor is faced with a teaching/learning situation that is simultaneously strict and free. Instructors should always proceed from the simple to the complex and from the easy to the difficult. However, we often find that some gymnasts have specific talents and progress rapidly within one skill family while progressing only slowly in others. How is an instructor to know the skills that should be taught/learned at any given point in the young gymnast’s learning experience?

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Gymnastics skills begin with fitness characteristics. If the gymnast is not fit enough (i. e., strong, flexible, etc.) skill learning

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usually 1. ROLLING SKILLS are lls are used to

taught early. Rolling ski ents prepare the gymnast for movem as a that are close to the floor, and while ll fa a means of recovering from e learning another target skill. Th ds tho me size instructor should empha of ds to clear the head and metho the making the roll smooth. Clearing upper ble era head may require consid oth body strength. Performing a smo t the roll (i.e., not bumpy) requires tha m fro ly oth gymnast’s body moves smo from one contact point to the next (i.e., t).

shoulders to back to hips to fee

2. UPRIGHT BALANCE AND LOCOMOTION involves body shapes and

simple movements. Upright balance, of course, doesn’t involve being inverted. The gymnast learns about body shapes and body control while trying to hold unusual body positions in static and in upright locomotion. The gymnast should be instructed in appropriate body positions and postures. When the gymnast is asked to hold a balance position for a period of time or during a movement, the posture and position often deteriorate. Instructors should monitor the gymnast’s body positions so that poor postures are identified early and the gymnast becomes able to identify and adopt specific body positions while moving.

will be impossible. Of course, the gymnast cannot just condition and not practice skills. Skill practice should focus newly acquired fitness (e.g., strength and flexibility) in skill learning so that the fitness quality is focused specifically at gymnastics skills. Following fitness, the gymnast should understand and be able to achieve the necessary body positions. After fitness and body shapes, the gymnast usually progresses in the following way (Figure 1):

Curriculum Design 3. INVERTED BALAN

CE SKIL

LS require a clear understan ding of body position s while upright. Inverted sk ills place a great de al of stress on body posit ions and postures du e to the disorienting inf luence of being up sidedown. Because th e acquisition of inv er ted balance skills is mo re difficult, the gy mn ast should be exposed to a number of diff erent types of inverted balances. For exam ple, there are many ve rsions of headstands that can be used to help the gymnast learn ab out body position and posture while inver te d. If headstands be come too easy, th en the gymnast can progr ess to forearm st an ds and handstands. Gymnasts are requ ired to

tions, most move into and from inverted posi directions. commonly handstands from all gymnast Inverted balance skills allow the and out of to learn about movements into slow and ly upside-down positions in relative tors should controllable ways. Again, instruc and postures emphasize sound body positions at all points of the movement.

4. INVERTED SKILLS take the

gymnastâ&#x20AC;&#x2122;s abilities to a higher level. The gymnast must now combine both balance and movement with inversion. Gymnasts should learn these skills from both the righ t side and the left side, both forward and backward.

Figure 1

J A NU A RY 2013 â&#x20AC;˘ TECH N IQ U E

Early Gymnastics Curriculum Design B

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J5. BRIDGING

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ILLS come relatively late in the curriculum de sign shown in Figure 1. Bridging skills require an understanding of body position, enough fle xibility to achieve positions, and the stren gth to achieve and maintain the arched or bridged position without jeopardizing th e athlete’s safety. These skills can be per formed slowly while the upper or lower body is supported on mats. The gymnast can also be elevated slightly so that all movements pro ceed “downhill” and are thus easier to perfor m.

last. The

LS are coveredt skills until IL K S T H IG fligh 6. FL or delaying

son f fety. primary rea ression is sa g o pr g in rn lea ill, the late in the ed to a sk d d a is t h g n fli lly along Often whe dramatica s se a re c in es r may not impact forc skills may o t h g li F r. e g n he e skill of t with the da h t s u h t d tting, an ting require spo hen instruc W s. se a re also inc are instructor fter mats, so d n a r e , thick flight skills nt. also importa

TECH N IQ U E • J A NU A RY 2013

While it might be easier to simply provide a dogmatic approach to the teaching of gymnastics skills (i.e., recipe), the reality is that instructors must be allowed latitude and discretion in their choice of skills for instruction and the path the gymnast takes from skill to skill. The context or circumstance surrounding any instructional setting is often very dynamic and requires good judgment in the selection of skills and teaching methods. For example, let’s say that the gymnasts have just come from a birthday party, they’ve been “out of control” during the birthday party, and now they must be taught gymnastics skills. The planned skills include some flight skills and some bridging skills. The instructor may look at the whole situation and decide that a non-gymnasticstype game is needed to slow the gymnasts down and bring them back under control. The game involves a contest between two groups to spell some words with their bodies. The first team to make the word wins. The gymnasts are learning about body shapes in a way that may not look like gymnastics at first, but the instructor can manipulate the gymnasts behaviors by asking them to take one of the curved shapes that was needed to make a letter in the word to fit the “hollow” shape that is needed in gymnastics. Then from the hollow body position, the instructor moves the gymnasts into a lesson on using the hollow body position to enhance the pushoff phase of a front handspring. Skilled instructors can often manipulate the teaching/ learning circumstances so that the gymnasts continue to learn valuable skills while being aware of what the gymnast brings to the specific learning situation. Instructors should attempt to maximize the circumstances that they meet in order to maximize teaching and learning. The curriculum wheel shown in Figure 1 is a model of gymnastics instruction that establishes a general direction for instruction (clockwise around the wheel – starting at Fitness), while allowing some freedom in actual skill selection (within each movement family “pie-slice”). The curriculum wheel is an attempt to be simultaneously tight and loose, to acknowledge an overall direction of instruction while incorporating individual learning paths. Figure 1 shows a curriculum wheel for tumbling. Similar “wheels” can be developed for the other artistic events and other activities.

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ATTENTION CLUB OWNERS, MANAGERS AND DIRECTORS USA Gymnastics has recently lowered the Instructor Membership to $15 per person. This could possibly be the BEST $15 you will ever spend!

Prepare your staff to perform at their best by purchasing your employees an Instructor Membership with USA Gymnastics. Purchasing an Instructor Membership will allow the member access to USA Gymnastics University, professional certifications and many educational resources. This is a perfect membership for your recreational staff. USA Gymnastics requires all members 18 years or older to complete a NCSI background check. Act now by going to usagym.org and click on Member Services. Remember, only $15. The Instructor Membership (available for anyone age 14 years and older) offers educational discounts, includingCongresses, complimentary courses and the ability to obtain certification within the USA Gymnastics University! Extend this offer to your aspiring athletes today. Retain athletes and fulfill coaching needs all in one simple step for only $15 per year. INSTRUCTORS: Great Gift Idea for Your Coaches!

Instructor Benefits Include: • Membership with USA Gymnastics • Complimentary registration to University online course, U100 Fundamentals of Gymnastics Instruction. Successful Completion of this course earns members Instructor Certification • Complimentary subscription to USA Gymnastics’ professional educational magazine, Technique • Discounts on online store purchases and educational courses

ALL THIS FOR ONLY $15! THE BEST $15 YOU WILL EVER SPEND!

By Jeff Richter CSCS, USAW ften times I see a trend take place in gymnastics (as well as many other sports) in which athletes and coaches view certain strength and conditioning exercises as working counterproductive to the success of the athlete. In some cases, this may be true. However, these fears are often predicated on the assumption that everything a gymnast does outside of gymnastics should exactly mirror the movements a gymnast is taught to be successful in any of the gymnastics rotations. While there is merit in the philosophy of â&#x20AC;&#x153;sports-specificâ&#x20AC;? training in a strength and conditioning program, this training must be utilized under the context of correct movement patterns. This article is all about how squats should be used to enforce proper movement patterns. I will describe certain integral components of squatting technique that may be unfamiliar to gymnasts and may in fact be opposite to certain ways a gymnast moves during times such as the floor exercise or lands after a bars routine. For example, an athlete should be able to squat by pushing the hips back and avoid excessive forward translation of the knees over the toes. This moving pattern of pushing the hips back (hip hinge) and activating the glutes by squatting to low depth may not necessarily be what coaches are teaching their gymnasts and individuals may in fact get a deduction for doing this in a meet. However, it is still important for a gymnast to train the squat benefi-

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cially in a strength and conditioning program. Therefore, these technique points for implementing a proper squat are not meant to replace movements taught to succeed in gymnastics; rather, they are meant to ensure a gymnast can train proper movement patterns and obtain structural balance in the human movement system that relies on unique interdependency of all the parts as they work together as one cohesive unit. The squat is a productive training exercise not just for performance advantages but also for identifying red flags in structural balance. Certain red flags in the movement system are indicative of an increased risk of injury. Consider the following red-flags I often notice when an athlete squats:

This is when there is an increased inward angle of collapse in the knees. If someone squats with valgus collapse in the knees, what do you think is going to happen when a gymnast is landing after flying through the air? There will be an even more exaggerated valgus collapse. As many readers know, ACL ligament tears are a common occurrence in athletics. Females are more likely to tear their ACL than males and this risk for ACL

tears are increased when you land, pivot or cut with a valgus collapse present in knees. Though the remedy for valgus collapse may vary for each individual, doing exercises that strengthen the glutes and in particular target the gluteus medius and gluteus minimus are steps to correct this movement pattern. These glute muscles that are strong in the frontal plane have potential to display lateral strength and go a long way in creating more external rotation and abduction of the hip. Refer back to our glute strengthening exercises in a previous article and video series. Notice in the picture how I demonstrate an athlete with valgus collapse at the knees.

When we squat down and eccentrically control the lengthening that occurs within our muscle fibers we use both the quadriceps and the posterior chain (glutes and h a ms t r in g s ) . H oweve r, there is an increased risk for injury when we become quaddominant and fail to properly use the posterior chain. During this type of squat an athlete has excessive forward translation of the knee past the toes. This

J A NU A RY 2013 • TECH N IQ U E

is a problem because it is vital that a gymnast proves he/she can perform a squat by “pushing the hips back” and hinging at the hip. Eccentric loading needs to be equally absorbed through the hips (hamstrings and glutes) and quadriceps. Notice in the picture that I demonstrate a person squatting with the knees going forward first and failing to hinge back at the hips. Reasons for this inefficient pattern may be biomechanical, strength or education-based. In other words, a gymnast may have the capability to move a certain way (no biomechanical or strength limitation) but lacks the neurological education on how to move in the right pattern. With these inefficient movement risks in mind, let’s look at proper squatting mechanics.

I like using boxes of various heights as tools to teach an athlete how to “push the hips back” to touch their glutes to the box. The key is using the box as a tool to cue the “sit back” part. As certain box heights become easy to touch, it is advisable to lower the box as long as technique is proper. Strengthen the squat through as much range of motion as possible. Though a gymnast may not necessarily squat to low depth during practice or a meet, a gymnast who has strengthened the full range of motion of a movement will be strong in any range of motion required during gymnastics. The idea is to barely touch the box and then stand up so as to not completely

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sit back on the box with all your weight.

This ensures that you are keeping your thoracic spine in a more extended position that prevents excessive thoracic kyphosis. If it is hard for you to squat back with the hips while keeping your chest up, consider referring back to our articles and videos where we discuss the foam roller as a tool to help this limitation.

It is important that you train the knees to go “out” and not “in” for the reasons mentioned above. Train the proper mechanics of a squat so when you land after a routine on the bars or on floor exercise you have neurological pathways familiar with that position. *Some individuals with knee pain may need to consult an athletic trainer (ATC) to diagnose the problem. Individuals with knee pain should follow the advice of an ATC before doing a strength and conditioning program that includes squats; however, it is often the case that it isn’t the squats that are hurting the athlete’s knees’ but the way he/she squats. With that in mind let’s look at appropriate progressions into squats when you have mastered the proper form.

An appropriate progression into squats: The athlete should start with a higher box and then go to as low of a box as possible if they have sufficient hip mobility, ankle dorsiflexion and thoracic extension.

This helps a gymnasts train to push the knees out instead of letting the knees collapse in.

Build strength in your squat by holding a dumbbell in what we refer to as the “goblet” position. This is for high school level gymnasts who have sufficient levels of preparation for weight training. Younger gymnasts should focus on bodyweight training and can even incorporate medicine balls or other lighter tools. The focus is to squat to as low of a box as your movement allows without a compromise in technique. Eventually, you can remove the box.

This advanced version of the squat forces a gymnast to be able to control the hips in the frontal plane and avoid excessive movement of the knee collapsing “in”. Single leg training is important for athletes and this advanced squat progression is a good place to start. Elevat-

J A NU A RY 2013 • TECH N IQ U E

ing yourself from the floor allows the non-working leg some freedom in hanging instead of being held above the ground. Again, follow the previous points on mechanics and use lighter weights in your hand to provide counter balance.

Continue to use the counter balance and focus on similar technique like the regular bilateral squat to box. When the hips touch the box stand up and continue reps for both legs one at a time.

Continue using the counterbalance and perform the single leg squat as low as you can while keeping the thoracic spine extended (“chest-up”).

Thanks for reading this article and I hope you can begin incorporating squats into your programming. A strength and conditioning program utilized strategically can enhance your ability to perform well in gymnastics. Please keep your eyes out for the video on squats that we will be releasing shortly that will go into further explanations in regards to achieving an efficient squat pattern. Check out the video clips provided by St. Vincent Sports Performance at usagym.org/healthknowledge.

St. Vincent Hospital and St. Vincent Sports Performance in Indianapolis, Indiana are official service providers to USA Gymnastics Call 317-415-5747 or visit sportsperformance.stvincent.org

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J A NU A RY 2013 • TECH N IQ U E

MEMBER SERVICES UPDATE

ATTENTION CLUB OWNERS AND PROFESSIONAL MEMBERS! EARLY BIRD REGISTRATION FOR THE 2013 NATIONAL CONGRESS & TRADE SHOW NOW OPEN!

The 49 annual National Congress and Trade Show will be held in Hartford, Conn., August 15–17, at the Connecticut Convention Center. th

NEW FOR 2013 NATIONAL CONGRESS!

• Member Clubs have the opportunity to register everyone in their gym using the Member Club tiered pricing option. That’s right! Even if the individuals are not members of USA Gymnastics, they can still be registered at the same great discounted price. • Expanded hands-on spotting clinics.

• Review of the Women’s J.O. compulsory routines and optional updates.

Visit www.usagymnasticsnationalcongress. org for registration and more!

HAVE YOU HEARD ABOUT THE NEW 2013–2014 COACHING REQUIREMENT? HURRY… ONLY 7 MONTHS LEFT!

Effective August 1, all coaches participating in USA Gymnastics sanctioned events will be required to complete the U100–Fundamentals of Gymnastics Instruction course. Completion of this course will provide current Professional with Instructor Certification within USA Gymnastics University.

The U100 course is offered complimentary to all current USA Gymnastics Professional or Instructor members. For more information regarding the new requirement please visit, www.usagymnasticsuniversity.org

ATTENTION CLUB OWNERS!

Reminder… it is now mandatory for your facility to be a Registered Business or a Member Club of USA Gymnastics in order to sanction events, and/or register athletes as a team. For application forms, please visit www.usagym.org/memberservices and click on the “Become a Member” link. Not sure about your facility? Contact club services at clubservices@usagym.org to find out. More on page 30...

Photo by John Cheng.

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O T D A W E N OME? C

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MINUTES MINUTES TRAMPOLINE PROGRAM COMMITTEE MEETING Schaumburg, IL September 15, 2012

The meeting was called to order by Program Committee Chair, Megan Gearhart at 8:45 p.m. I.

GREETING AND CALL TO ORDER

II.

ROLL CALL Megan Gearhart – Program Chair Shaun Kempton – Elite Program Chair Jill Milroy – JO Program Chair Patti Conner – Technical Program Chair Amy McDonald – Athlete Representative Non-Voting Members Susan Jacobson – Director of Program

III. APPROVAL OF PRIOR MINUTES Motion to approve minutes from the September 10, 2011 meeting

Motion Patti Conner Second Jill Milroy MOTION PASSED: UNANIMOUSLY

IV. PROGRAM UPDATES Each committee member, gave a brief report for the program. (Temporarily recessed)

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Called to order Sunday, September 16, 2012 9:30 a.m.

George Drew joined the meeting and gave a report for the scholarship committee and Board of Directors

V. DISCUSSION ON ELITE COMMITTEE realignment and Selection Procedures (Temporarily recessed) VI. STRATEGIC PLANNING Susan asked the committee members to reflect on their Duties and Responsibilities and define short and long term goals for the program which can be shared with the entire membership. Susan would like to have this vision presented to the coaches at the February Camp as part of the Agenda for a Program Summit. MEETING ADJOURNED

OCTOBER 22, 2012 CONFERENCE CALL

The meeting was called to order by Program Committee Chair, Megan Gearhart at 2:05 p.m. CST. I. ROLL CALL Voting Members:

Megan Gearhart – Program Committee Chair Shaun Kempton – Elite Program Committee Chair Jill Milroy – JO Program Committee Chair Patti Conner – Technical Committee Chair Karl Heger – Athlete Representative Non Voting Members Susan Jacobson – Director of Program George Drew – National Membership Director Guest: Kathy Kelly – Vice President of Program Mary Obaka – Program Coordinator II. REVISION TO SECTION III OF R&P PROGRAM ORGANIZATION Discussion to rename the section to Operating Code and update the R&P to align with the USA Gymnastics By Laws and take care of housekeeping issues to create a clean and current document.

Motion: Patti Conner Second: Jill Milroy PASSED

III. REVISION TO REALIGNMENT OF ELITE PROGRAM COMMITTEE Committee reviewed the minutes from the Sept 15 meeting and further discussion was held. Continued...

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MINUTES MINUTES Motion 1: Motion to accept the combined minutes from the Schaumburg meeting and the 10/22 conference call with additions as stated (prior minutes, program reports, etc) motion/2nd to adjourn. Jill Milroy Second: Megan Gearhart Passed

Motion to accept Section III: Operating Code with changes as written. Jill Milroy. Second: Megan Gearhart Committee directed to further review

IV. INTERNATIONAL GUIDELINES: 1) Athlete must have participated in the previous National Championships as a Level 9 or above

2) Athlete must be member or a Registered Business or Member Club or an unaffiliated athlete accompanied by a Professional Member in good standing. 3) Competition must be a club invitational and not an assigned USA Team event per the current calendar.

V. PROGRAM DIRECTOR SUSAN JACOBSON TO MAKE CHANGES as discussed and send updated minutes and revised area of the Operating Code.

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Motion to adjourn Motion: Patti Conner Second: Jill Milroy

12-4-12 FINAL REVISION MADE RULES AND POLICIES SECTION III – OPERATING CODE – TRAMPOLINE ELITE PROGRAM COMMITTEE ELITE COMMITTEE TO BE COMPRISED AS FOLLOWS: Chair (ex officio) – on an interim basis the TPC Chair Two (2) Coaches’ Representatives Athlete Representative Program Director (ex officio) TPC Chair (ex officio)

competed at the World Championships or Olympic Games in the last quadrennium. One (1) coach must have been the primary coach of a double-mini, or tumbling athlete who has competed at the World Championships in the last quadrennium. The athlete representative will be nominated by the Athletes’ Council and should be consistent with the guidelines as outlined by the U.S. Olympic Committee pertaining to athlete representation. DUTIES OF THE ELITE PROGRAM COMMITTEE: To work closely with the Program Director of the Program.

CRITERIA FOR NOMINATION Nominations for the Coaches’ Representatives are made by Professional Members annually, based on the following criteria:

Elite athlete training, development, and support

All athlete and coach selection procedures and policies.

Annually review and revise sections of the Rules & Policies and Code of Points pertaining to the Elite Program and submit them to the Program Office.

Must be at least 21 years old and in good standing for at least two (2 consecutive years prior to nomination.

Must be currently active in National Team activities as a coach of an athlete. One (1) coach must have been the primary coach of a trampoline athlete who has

ELECTIONS Elite Program Committee: Coaches Representatives of the TEPC are elected

2012 LIVE COURSE SCHEDULE

annually at the conclusion of the Elite Championships. Clubs which had athletes competing in the Elite Championships will submit one vote per club. TERM OF OFFICE TEPC participation is annual with the term beginning immediately following the election. R&P Changes were via email for vote:

Motion 1: motion to accept on floor with further input and direction from the Executive Office:

Motion to accept Section III: Operating Code with changes as written Motion assumed: Megan Gearhart Second: Jill Milroy

Vote via email: Passed 12-6-12

DON’T MISS THESE UPCOMING COURSES! W300 – JUNIOR OLYMPIC TEAM COACHES COURSE May 23–26 Huntsville, TX National Team Training Center ––––––––––––––––––––––––––––– W400 – NATIONAL COACHES COURSE May 26–29 Huntsville, TX To register for a course, visit the USA Gymnastics website at www.usagymnasticsuniversity.org. Register online or download the registration form. **Save $5 by registering online!**

J A NU A RY 2013 • TECH N IQ U E

MEMBER SERVICES UPDATE

MONTHLY WEBINARS USA Gymnastics benefit for Instructor, Professional and/or Member Clubs.

Monthly webinars will be conducted on the first Wednesday of each month at 1:00 p.m. ET, in order to answer questions and help educate our members on various topics. (Do not worry if you miss one, they will be taped for you to review on your own time.)

PLEASE JOIN US FOR THE NEXT MONTHLY WEBINAR ON FEBRUARY 6, 2013 AT 1:00 P.M. ET THIS MONTHâ&#x20AC;&#x2122;S TOPIC - Sanctions: Verifying Pros/Athletes and More For login information, please visit usagym.org/webinars Did you miss the December and January webinars? Not to worry because we have conveniently placed the recording of each webinar and the content information on the new webinar page at usagym.org/membership. Stay tuned to the Member Services page for additional topics to be announced each month, and for information on how to login to the webinars.

TECHNICAL MATERIALS STORE RECENT ADDITIONS IN TRAMPOLINE & TUMBLING

Trampoline & Tumbling – Understanding Difficulty Item Number: 2440

Price: $25.00 Understanding Difficulty is the perfect tool to help coaches, judges and athletes with upper level skill recognition, difficulty value and the approved FIG terminology for the competition cards. It also provides the judging community with the means to practice and improve their skills as both an execution and difficulty judge.

Trampoline & Tumbling – Understanding Scoring DVD

Trampoline & Tumbling 2013– 2017 JO Code of Points/Guide to the JO Program CD Levels 1–10 Item Number: 2436

Price: $40.00 Included on the CD are the 2013–2017 Junior Olympic (J.O.) Code of Points with rules for Levels 1–10 in all disciplines, and the Guide to the J.O. Program, with tips and diagrams for coaches and judges. New, October 2012.

Item Number: 2439

Price: $25.00 This DVD is a training tool for coaches and judges. It shows the 2013– 2017 J.O. routines in each discipline and provides the viewer with an average score and an explanation of what that the routine would have received. New, October 2012.

Trampoline & Tumbling 2013–2017 Judges Bundle

Trampoline & tumbling 2013–2017 JO Bundle Item Number: 2437

Price: $65.00 The bundle includes the 2013–2017 J.O. Code of Points, the Guide to the J.O. Program CD (item #2436) and the 2013–2017 J.O. Routines DVD (item # 2435). New, October 2012.

Item Number: 2438

Price: $65.00 The bundle includes the 2013–2017 JO Code of Points, Understanding Scoring, and Understanding Difficulty.

J A NU A RY 2013 • TECH N IQ U E

MOVING FROM AWARENESS TO ACTION:

Creating a “Zero Opportunity” Environment Prevents Children From Being Harmed by Yvonne Cournoyer, Program Director Stop It Now!®

dults are aware of child sexual abuse. It’s taking action that’s the hard part.

If we are going to create a “zero opportunity” environment, where sexual abuse is stopped before it starts, we have to be more proactive about defining what is okay and not okay in our clubs. We need to be prepared to intervene when we see inappropriate interactions or behaviors. And, we need to create an environment where all adults are empowered to act to protect children. When adults work together in these ways, we can create a “zero opportunity” environment. At all clubs, it is important to clarify what is considered inappropriate behavior. Think intentionally about your club’s stance on matters such as privacy, appropriate touch, and expressing affection. Then, establish “standards of behavior” for staff and volunteers that are designed to ensure only appropriate behavior occurs at your facilities and activities.

Next, educate staff and volunteers about your standards of behavior – why you have them, what they are, and how you will enforce them. Refresh that training annually. Dedicate time to observing interactions during your club’s activities to make sure the standards are being followed. Communicate your standards to parents. They want and need to know that your club has policies, procedures and standards in place to promote a safe gymnastics environment for their children. Also, we must empower staff, volunteers, parents and other relevant persons who observe interactions or behaviors that concern them to speak up, and this empowerment must happen before a questionable situation arises so you are prepared to recognize and respond.

1. Let staff, volunteers, and parents

know that your club values their input, and make it easy for them to reach out to the club owner, manager or coach. Be visible in the club, and return phone calls and emails in a timely manner.

WHAT CAN I DO? 1. Establish “standards of behavior” for your club. 2. Schedule dedicated time to observe the interactions and activities in your gym so you know first-hand what is happening. 3. Review your staff and volunteer training program and make sure it covers appropriate and inappropriate behavior.

ADDITIONAL RESOURCES:

2. Encourage staff, volunteers, parents and others not to dismiss questionable interactions or behaviors.

a. While we can’t see or know someone’s intent, we can respond to what we see. Behaviors do not have to be explicitly sexual to elicit concern. Encourage them to move past the point of questioning themselves [“I’m probably just overreacting.” “What can I do? I don’t have any proof.” “ What if I’m wrong?”] to the point of speaking up. b. Give them examples of ways to speak up. Simple sentences are a good place to start. “I think Coach violated a standard of behavior by pulling Mia aside during practice for a private conversation in his office.” “I would prefer that you high-five Sophie instead of hug her.” “Please don’t single Michael out for gifts anymore.”

3. Take seriously any concerns raised

and promptly act on them. All the empowerment will be for naught if your club’s families don’t feel like you will listen to and act on their concerns. Be prepared to act on your own observations or concerns, as well. When we establish and communicate standards, we can create a circle of safety around children and put up barriers to someone behaving inappropriately towards children. When we speak up, we send a message that the safety of children comes first.

Link to USA Gymnastics page on Stop It Now! ® web site

STOP IT NOW!® WOULD LIKE YOUR INPUT ON THIS ARTICLE. PLEASE TAKE A SHORT SURVEY AT:

http://survey.constantcontact.com/survey/a07e6o5262bh9rfhea1/start 32

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Educating Your By Anne Josephson President, JAG Gymnastics in Culver City, California

ypically, when someone opens a gymnastics school or gets into coaching, they do so because they love working with kids and because they love gymnastics. I have yet to hear anyone express that they became a gymnastics professional because they love working with parents! In fact, most of us view parents as, at best, an obstacle to get around as opposed to a partner in the development of an athlete. Yet partnering with parents through a strong parent education program is not only effective but absolutely necessary to ensure the best possible result for all parties involved: the gymnast, the parent and the coach. Furthermore, done correctly, parent education is actually a form of marketing that can help you retain and attract new clients. Finally, parent education is part of your professional responsibility.

arent education benefits your athletes.

Like it or not, the triad of athlete, parent and coach are the legs that support the platform on which a healthy, successful gymnast stands. By keeping parents in the loop, you ensure that the leg stays strong and that athletes stay in your program. Additionally, giving information regarding nutrition, sleep, medical care and the importance of attending practice are areas of influence for which parents are responsible and are important in keeping the athlete in the best possible shape. Unless the parent was a gymnast or other type of high-level athlete, without education the parent may unintentionally do harm to his/her child (like scheduling a two week vacation just before season). 34

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arent education benefits your parents.

Parents want to be good parents. They want to raise a child who is successful and happy. But sometimes their efforts are misguided and their judgments skewed by the anxiety and love they have for their child. We are not rational when it comes to our own child—it is impossible because our love is so deep (along with our worry that we are messing it up) that it is difficult to see clearly. As a coach, you can recognize this tendency and help keep parents on track when communicating with their child regarding gymnastics. We have all seen parent-child relationships that crumble under the stress of competition and sport. A thorough education program can prevent parents from destroying their relationship with their child over gymnastics. Additionally, a comprehensive program

will alleviate a good deal of stress. Parents do much better when they understand what is expected of them, what is happening with their child and what the next steps will be.

arent education benefits you.

By giving parents as much information as possible regarding the program, the rules, the policies, and the benefits, you will save yourself a great deal of time putting out fires and managing expectations. This is what I’ve learned: in the absence of information, people make things up and those things are seldom flattering towards you! So give them as much information as you can. Additionally, when the majority of parents are well informed, they are happy to keep the unaware in the loop. (“Coach Tom doesn’t believe in

Parents grips until they can kip.” “Nutrition break was moved to 6:30 because the coaches noticed that the girls were fading before 7:00.”) The result: fewer questions for you to answer! Finally, by having the reasons behind rules and policies, you generate buy-in from the parents, thereby, greatly increasing the chances that they will honor your wishes and not schedule that vacation prior to season!

arent education benefits your business.

By explaining to parents the benefit of gymnastics, physically, cognitively and emotionally, those parents go forth and explain to other parents in your gym and in your larger community the good work you are doing. Word of mouth drives our industry, and nothing is better than a mom at the park who explains that gymnastics is the root of all sports and that’s why her 3 year old can do the monkey bars so well. Likewise, team parents who understand the value of the sport are likely to talk about that with recreational parents. My office is near the parent observation area and I cannot tell you how many times I have heard a team parent explain to a recreational parent that it

takes a long time to learn a back handspring or that if their child likes gym so much they should come twice a week. Parents talk to each other, a lot. So give them the sound bites you want spread in the community! So, now that you are convinced of the efficacy of a parent education program, here are some general topics that you may want to consider covering in educating parents:

Mission, vision and philosophy. Your gym’s

mission, vision and philosophy should be openly communicated often. Constantly reminding your clients what your gym stands for is essential in avoiding misunderstandings. If your gym emphasizes fun and fitness, a parent who wants high-level teams won’t be happy. Your philosophy can vary across your programs, but it is essential that they be clearly stated to avoid false impressions.

Objectives of the program.

Parents should know what the specific intentions are for each level or program. This is where you get to not only explain the athletic objectives but also the cognitive and emotional objectives as well.

Policies and Procedures.

No one likes to hear long lists of policies and procedures, but nevertheless, it is important to have those recorded and communicated. From when payment is due to how to report an injury, clear understanding of how your gym operates avoids misunderstandings and disappointments.

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...continued.

Rules, Roles, Responsibilities.

Closely related to policies and procedures are rules, roles and responsibilities. Rules are ironclad boundaries, like no food in the gym or no approaching judges at meets. Roles refer to what is expected from each person (i.e. coach is to give gymnastics corrections; parent is to pay bills and be supportive of athlete and coach; gymnast is to try her best and be respectful to parents, coaches and teammates). Responsibilities are the functions that each person is to perform (i.e. parents are responsible for driving directions to meets; gymnast is responsible for bringing her grips and music; coach is responsible for registering athlete for the meet.)

Process and Value of the sport.

Explaining that it really can take 1,000 tries to master a kip despite that it “looks” easy is valuable. As is helping parents realize that we are teaching far more than handsprings. We are teaching resilience, responsibility and delayed gratification, among a host of other life lessons. We are caring adults in their child’s life who take seriously the privilege of working with their child and developing her character. We are role models. All of a sudden parents understand that their tuition covers much, much more than instruction.

Real or potential conflicts or issues. Getting ahead of the curve

of parent gossip or disappointment is important. Discussions of move-ups, expectations for summer training, discipline and

even price adjustments are all best handled through clear communication and education behind the decision. The how’s and whys are as important as the decisions themselves. How kids move up, why kids don’t move up and where their child is in the process, are pieces of information that should be given far in advance of the announcement of the new team levels. No surprises occur when parent education is complete. (Okay, except for the subset of parents who refuse to hear the information, but that is a different story). Likewise, general conversations about typical issues in the development of a gymnast (fears, quitting, burn out, conflict with coaches or teammates, frustration, etc.) are important to be conducted in advance of such crises.

e live in an era of information. The Google generation of parents not only expects, but also is accustomed, to knowing every last detail of what is going on in their child’s lives. Day cares have video cameras that parents can access while at work. Schools allow Internet access to students’ grades not just at the end of the semester but year round. You can choose to fight it, making what goes on inside the gym a mystery of sorts like the formula to Coke, or you can embrace it communicating clearly what is happening in the gym and use it to your benefit to educate your parent base for the benefit

of all involved. And, just like learning a kip, you may have to say certain things 1,000 times, but eventually they will get it.

10 WAYS TO EDUCATE PARENTS 1. Meetings—Most time-consuming but important to have occasional face-toface contact, especially for competitive teams. Have a set agenda. 2. Webpage—Your electronic brochure! 3. Handbooks—While many won’t read them, it is important to have a handbook that outlines policy, procedure, philosophy and expectations for both your academy and competitive programs. Save the environment (and reproduction costs) and make it electronic. 4. Emails—Welcome emails, progress emails, notice to move up emails are all opportunities to add in information that is useful to parents. 5. Newsletters—A monthly newsletter is a great way to communicate information as well as philosophy. 6. Facebook—Create a page for the entire gym as well as groups for specific team levels. Good place to post information, articles, blogs, quotes as well as to allow for questions to be asked that benefit the group. 7. Blogs—You can write your own, or share posts from others’ blogs 8. Articles—Again, your own or others’. Google alerts will send you articles by topic. Post them on Facebook, attach them to newsletters, send them in an email or print them out and leave them around for parents to read while they wait. 9. Videos/YouTube Clips—Putting your curriculum on video is a great way to teach parents what a back hip circle actually is or what the Level 6 routine looks like. 10. Internal Signage—What is on your walls? Communicate your mission and philosophy by posters, quotes etc.

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49TH ANNUAL USA GYMNASTICS

NATIONAL CONGRESS & TRADE SHOW AUGUST 15–17 Held in conjunction with the 2013

U.S. GYMNASTICS CHAMPIONSHIPS AUGUST 15–18 The Connecticut Convention Center in Hartford

Hartford • 2013

TO REGISTER:

www.usagymnasticsNationalCongress.org ect

exp o t t ha

lsor y compu . O . J en’s e Wom updates. h t f o nal view • Re nes and optio w routi s to vie l e h c a o c ica ons for d gain pract s. i s s e s rie ctice ns an mpulso o • Pra emonstratio c w e en live d with th e c n e i r s. expe g clinic n i t t o p s-on s d hand e d n a p • Ex

D SAVE

ationalCongress.org . Member Club tiered pricing is available. The more members you register, the mo re you save! National Congress attendees receive the option to purchase 2013 U.S. Gymnas tics Championships tickets at a discounted rate. Mor e details to come. Visit National Trave l Systems at ntsspor tstravel.com for trave accommodations. l

Attention Club Owners!

Check out the tiered pricing. It has been expanded for 2013 to include non-members of USA Gymnastics. Now you can have all your employees attend the 2013 National Congress at a great low price! It is the best investment you will make in your club all year! Visit usagymnasticsnationalcongress.org and click on registration for complete details! J A NU A RY 2013 • TECH N IQ U E

LESSON PLAN RECIPE SAFETY AND FUN ARE KEY INGREDIENTS

BY RITA BROWN

ow often do you reinforce the basics with your gymnasts? Perhaps, the question should be, do you reinforce the basics regularly with class members? How do you acquaint students with the basic rules, skills and gymnastics terminology? The key to any successful lesson plan is equal parts “Fun and Safety.” To achieve the safety aspect of any lesson plan requires repetition as well as necessary gymnastics terminology, technique and safe landing skills. Following are some ingredients of Safety and Fun to include and repeat. Remember to vary the presentation of the repeated content in order to maintain interest in your class.

WARM UPS:

Discuss and demonstrate appropriate warm up procedures. • A few quick laps around the mat, skipping, hopping, galloping or running will get the blood flowing.

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Points to stress regarding stretching: • Hold the stretch for 30-60 seconds at the point mild tension is felt in the muscle. • Absolutely NO BOUNCING! • Focus attention on the muscle being stretched; visualize the muscle being relaxed. • Breathe slowly and naturally.

SAFETY RULES

Discuss the safety rules and any specific guidelines unique to your gym. Make sure you present the safety rules, and any other information, at a level that is easily understood by all class members. Safety Warning Posters should be displayed throughout the gym. Add and practice “Safety Landing Drills” as part of your lesson planning.

GYMNASTICS TERMINOLOGY

Define for the gymnasts and parents basic gymnastics terminology on each event. Use floor exercise as your beginning point and teach everyone the basic body positions (i.e.. stretch, attention, squat, tuck, pike, straddle, and layout). Show the position both

open and closed where applicable. Play a quick game of Simon Says using the different body positions. Do not assume your athletes know what these gymnastics words mean.

ATTITUDE TRAINING

Due to the complexity of gymnastics, progress and skill acquisition is achieved over time and through repetition. If a student is unable to perform a skill correctly the first time, they may lose interest in the class. You may see a lot of this after the Olympic Games when everyone wants to be like the latest Olympic darling within a week or two of signing up for class. As a result, a major component of your job as gymnastics instructors is to train young gymnasts in how to overcome challenges. Learning to walk, we each fell several times before we mastered it. Each new gymnast will also have a series of falls or mistakes before they are able to execute each skill correctly. The most important training we can provide is to teach them to keep a positive attitude towards their skill development. It is not important whether the skill is performed perfectly each time, however, it is important that each attempt is the best they are capable of at that moment. Teach your students to say and embody the words, “I’ll do my best!” No matter what the outcome, show them that you appreciate their efforts. Remind them, “Every winner was once a beginner!”

Teaching skills in a progressive order will appropriately challenge a student and facilitate positive attitude training. Don’t be afraid to break a skill down into a drill, leadup or a part of the whole skill.

STRENGTH & FLEXIBILITY

It is important to include strength and flexibility in your lesson plan to help prevent potential injury due to weakness or lack of flexibility. Most novice gymnasts have adequate leg strength, but are weak in the upper body and abdominal region. Include activities that promote this development. You may want to test different strength and flexibility elements in order to measure and mark progress. Examples from GymCert online courses include: Arch ups:

From prone position, keeping the head between the arms, lift the arms, head, and chest from the floor while simultaneously lifting the heels, calves, and thighs until only the stomach remains in contact with the floor. Maintain a graceful arch briefly then lower to the floor. Repeat until repetitions are complete. Tuck L – 2 seconds From a long hang position on bars, slowly roll the seat

SAFETY LANDING DRILLS

under as the knees are tucked to the chest and the heels are brought to the back of the thighs. Hold for two seconds. Repeat.

VARY SKILLS:

Try the below variations to add some “spice” to your recipe: • Add a: tuck, squat, pike, straddle, layout, or stretch position to it. • Start from: stretch position, attention, another skill, a stand, a walk, from a run, skip, jump, or wiggle. • Finish in a pose. • Begin the skill on the left and the right.

Include basic “Safety Landing Drills.” They can be set up as a skill to practice on the way back into line at each event. For every skill attempted, there is a takeoff and a landing. Learning how to land properly can mean the

• Perform the skill going up and going down. • Add a 1/4, 1/2, 1/1, turn to the skill. • Attempt it a certain number of times, or make it a certain number of times.

difference between success on the turn or potential injury.

• Start in one spot and finish in another. • Go over, under, or through something.

USA

• Create a complete circuit of Gymnastics skills. SCHOOL OFUniversity is

B BUSINESS

SCHOOL OF RECREATIONAL GYMNASTICS

proud to offer four new courses in the School • Execute it in a circle, square, of Recreational or whatever shape. Stay Gymnastics. In within a boundary. SCHOOL OF SCHOOL OF COMPETITIVEconjunction with JUDGING

• Try the skill on one leg, two legs, or alternate.

• Impose a time limit.

GYMNASTICS

Continued ...

J A NU A RY 2013 • TECH N IQ U E

LESSON PLAN RECIPE

SAFETY AND FUN ARE KEY INGREDIENTS ...CONTINUED

GymCert, USA Gymnastics University is now offering: R104 GymCert Level 1, R105 GymCert BOY’S Level 1, R204 GymCert Level 2, and R205 GymCert Level 3. These online courses are perfect for entry level and experienced recreational coaches. The online courses are a low $39.00 per course. In addition to the ONLINE courses as part of the University, USA Gymnastics technical store is selling the GymCert Manuals. These online courses will fulfill elective credit in USA Gymnastics University School of Recreational Gymnastics.

HERE IS WHAT PEOPLE SAY ABOUT THESE FANTASTIC EDUCATIONAL PIECES…. “The GYMCERT Manuals and Courses are full of educational tools to develop a coach/instructor with a safe and solid foundation. Whether a staff member is a coach, instructor or director, each will benefit from the technical information and tips on spotting, conditioning, drills, organizational skills, planning, and dealing with medical emergencies. It is a program that teaches AWARENESS of every aspect needed to provide a safer gymnastics training environment for our students.”

“I have been waiting for a manual like this for some time. It’s a great tool for the up and coming new gymnastics coach as well as the experienced coach. Good skills, good illustrations and I love that my staff now have an excellent reference book with great teaching progressions.” Kelli Hill

3 Time USA Olympic Coach, Hill’s Gymnastics

Go to USAGymnasticsUniversity.org to register and learn at your own pace.

Mary Lee Tracy

1996 & 2000 USA Olympic Coach, Cincinnati Gymnastics

About the Author: Rita Brown, Two-Time Olympic Coach, CEO/Owner of Brown’s Gymnastics Training Centers, Founder & Developer of www.GymCert.com, Published Author (12 books), USA Gymnastics Foundation Board Member

TECH N IQ U E • J A NU A RY 2013

Operation Christmas Child

By: Christine Harrigan-McIlhenny

2012 marks the fourth year that Cumberland Gymnastics in Carlisle, Pa., has organized Operation Christmas Child®. The gymnasts and parents, under the direction of head coach Melanie (Heckert) Sheriff, work together to wrap and fill shoeboxes with necessities and fun items to send to needy children worldwide through Samaritan’s Purse. The parents and coaches pre-wrap shoeboxes and later fill them with toys, school supplies, crayons, washcloths, soaps, toothpaste, toothbrushes and more. The boxes are sent to the collection center for distribution into the hands of children all over the world. In four years, Team Cumberland has filled 1,325 boxes and plans to continue every year! Your team can start its own program as well!

To learn more about Samaritan’s Purse, go to

www.samaritanspurse.org.

A FEW TIPS FOR SUCCESS INCLUDE: • Organize with team parents! • Ask local shoe stores for extra boxes, as well as save your own. • Look for items to buy in bulk. • Provide volunteers with lots of wrapping paper, tape and scissors. • Encourage your participants to include a brief, handwritten note or greeting.

THE FIERCE FIVE™ APPEAR IN THE 2012 MACY’S PARADE The Fierce Five – Gabrielle Douglas, McKayla Maroney, Aly Raisman, Kyla Ross and Jordyn Wieber – were among the celebrities, performers, bands and floats that participated in the 86th Annual Macy’s Thanksgiving Day Parade, which was televised on NBC.

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News.

J A NU A RY 2013 • TECH N IQ U E

2012 effort raises total Miracle Network Hos p

he wildly successful “Turn the World Upside Down” initiative to celebrate this year’s National Gymnastics Day yielded $121,890 to bring the USA Gymnastics community’s donations to Children’s Miracle Network Hospitals to more than $1.8 million since 2001. Nearly 44,000 gymnasts and fans nationwide, including cast members of the Kellogg’s® Tour of Gymnastics Champions, joined together to turn upside down to celebrate USA Gymnastics’ annual National Gymnastics Day by doing handstands on Sept. 22. California Sports Center in San Jose, Calif., raised $37,431 to become the top-fundraising club, and the club’s Lilly Anderson was the top individual fundraiser at $10,572. The top three clubs and individuals raising funds for Children’s Miracle Network Hospitals for 2012 are listed. Both the top club and individual fundrais-

#1 TEAM CALIFORNIA SPORTS CENTER

TECH N IQ U E • J A NU A RY 2013

CLUBS

1. California Sports Center, San Jose, Calif., $37,431 2. Northern Elite Gymnastics, Flanders, N.J., $18,104

3. United Sports Academy, Dunmore, Pa., $13,103

INDIVIDUAL

1. Lilly Anderson, California Sports Center, $10,572 ers received prizes for their efforts. In addition, the individuals will be featured in USA Gymnastics promotional materials for 2013 National Gymnastics Day and the USA Gymnastics Fitness Program.

2. Mary Peterson, California Sports Center, $5,631 3. Mary Kate Cacchione, Northern Elite Gymnastics, $4,312 Each year, National Gymnastics Day builds awareness of the sport and supports Children’s Miracle Network Hospitals. Money raised benefits a Children’s Miracle

l donation to Children’s s pitals to $1.8 million Network Hospitals in each club’s local community. This year’s event more than doubled the participants in the 2011 handstand world record effort. Participants documented their involvement by posting photos on the USA Gymnastics Facebook page to show how they turned the world upside down on National Gymnastics Day. USA Gymnastics talked to the winning clubs and individuals to learn how they achieved their success. Dave Peterson, Club Director for California Sports Center, said, “NGD and our fundraising efforts for CMN were a concerted effort by all our staff, athletes, parents, and the community. The event was led by Christopher Brown and it culminated months of effort leading to the one day event. We are so very proud of the team parents and the kids for all their hard work to make it a success. We performed more than 18,000 cartwheels, coordinated our

taking a try at cartwheels and pommel horse. Kids, parents, coaches, local businesses, politicians, and more all made donations, all pitched in, and everyone had a great time. The bottom line – it worked because we set a goal and believed we could make it. By the way – our goal was $25,000. We sure know how to beat a goal, CSC – WHOOSH!” Northern Elite Gymnastics’ Noreen Cacchione said, “On National Gymnastics Day, we held our annual ‘Miracles’ fundraiser for Children’s Miracle Network. ‘Miracles’ is a show that is put together by the students to demonstrate their talents and have some fun all in an effort to help other children. #1 INDIVIDUAL We sold 300 tickets and all of LILLY the proceeds went to CMN. The ANDERSON kids were amazing and the show was a complete success. The key team pictures, performed to our success is that everyone truly demos on the lawn, had cares!” a bake sale, a dunk tank, a silent auction, face painting, fitness booths, Michelle Mecca of United Sports political speeches and guests – includAcademy said, “In order to raise ing Sharkie (the NHL Shark’s mascot)

#2 TEAM

NORTHERN ELITE GYMNASTICS

J A NU A RY 2013 • TECH N IQ U E

money for the Children’s Miracle Network, United Sports Academy staff, along with our team girls and program families, organized coin drops, sold candy bars as well as sweatshirts and offered Open Gym

Lilly Anderson of California Sports Center in San Jose was the top fundraiser and said, “The thing that inspired me most to raise funds for the Children’s Miracle Network was that my mom tells me we visited the Oakland Children’s Hospital immediately when I was adopted from Ethiopia in 2007 at age 6. I met and was examined by two doctors who were very interested in my health and well-being.

around my school like teachers and friends. Of course I also asked family members. It helped that my mom and dad own California Sports Center and sponsored me generously.” Her favorite part of fundraising was knowing that someone’s life could be a little better because of her effort and that of her team. Mary Kate Cacchione, Northern Elite Gymnastics said, “The children who need our help inspire me to fundraise. We always have a visitor from Children’s Miracle Network at our ‘Miracles’ event and seeing them, and hearing their story, makes me want to do even more for such a great organization. I have a great network of family and friends and they’re always there to help. I couldn’t have done it without them.”

#3 TEAM

UNITED SPORTS ACADEMY

every Saturday where we donated 100% of the proceeds. The hard work and dedication of the students and parents in our program was definitely our key to success. We also have two little girls in our program who received help from the Children’s Miracle Network and their story really inspired everyone to work even harder.

#2 INDIVIDUAL

MARY PETERSON

TECH N IQ U E • J A NU A RY 2013

When asked how she did it, she said, “My mom helped me raise some of the money from our family foundation which supports non-profits such as Children’s Miracle Hospitals. Also, we made gift baskets, which we donated to the National Gymnastics Day event held by our gym. We donated to all of our coaches when they pledged to perform cartwheels and we also bought tickets to dunk our coaches in the Dunk Tank.” Mary Peterson, also of California Sports Center, said she was inspired to help knowing that there are people who go through medical issues that can’t be paid for. She added, “I can be a part of saving someone’s life and have fun at the same time.” When asked what she did to raise such a large amount of money she said, “I started by asking people

#3 INDIVIDUAL

MARY KATE CACCHIONE

Mark your calendar now for National Gymnastics Day 2013 on Sept. 21.

CLASSIFIEDS

for sale • position available • seeking employment • education • consignment

POSITION AVAILABLE INSTRUCTOR/COACHES. Paragon Gymnastics of Norwood NJ (Bergen County), is looking for instructors and coaches, P/T – F/T. Requirements: Positive attitudes, responsible, reliable, and love of children. Position available for COMPETITIVE TEAM COACH LEVEL 6 AND UP with flexible hours. ALSO PRESCHOOL THROUGH INTERMEDIATE INSTRUCTION. Company sponsored certifications (safety, CPR, First Aid). Benefits available, paid vacations & sick days. Salary commensurate with experience. Facility, state-of-the-art approx. 11,000sq ft. Located in the NY/NJ Metropolitan area, easily accessible from all major highways. Contact Dot: email: paragongymnastics@verizon.net, 201-767-6921 or fax to 201-767-6693 or at 49 Walnut Street, Suite 4, Norwood, NJ 07648. www.paragongym.com FOR SALE GYM FOR SALE in beautiful Long Island, New York. Our gym is 20,000 square feet. We have 1000+ students. Our gym has competitive Dance, Cheerleading and Gymnastics programs. We have girls and boys competitive teams. We have 3 dance rooms, 2 cheer floors, and a 10,000 square foot gymnastics gym with 8 balance beams, 2 uneven bars, 2 single bars, 2 vault tables, an AAI elite stradum spring floor, 2 big loose foam pits, 3 inground resi pits, 3 sets of rings, p-bars, p. horse, 60 ft. tumble trak, inground trampoline, plus we host 3 gymnastics meets every year. Call Chad 516-477-5700. GK RISK-FREE PROGRAM: Get with the program! It’s better than ever, with a terrific assortment of NEW styles and fabrics and incomparable sales potential. Plus, it’s easier than ever to order, sell and return your RISK-FREE garments. We offer customized packages for your pro shop, meets and summer camp. You only pay for what you’ve sold and may return the rest, there is absolutely NO RISK! If you haven’t tried us lately, it’s time you started earning extra profits with our RISK-FREE merchandise. Call 1-800-345-4087 for more information on how you can get started today! Email: customerservice@gkelite.com. SCORE MASTER – Scorekeeping software interfaced to many different score boards: EliteScore, BetaBrites, TV’s & Projectors. Download team rosters from the USAG website.

Features include: random draws, create rotations, assign #’s, the most comprehensive reporting and results can go directly to your website. Supports: womens/ mens, individual/team, artistic/rhythmic/trampoline, compulsory/optional. Download a FREE demo at www.Score-Master.com. EDUCATION GYMCERT COACHES TRAINING PROGRAM: GymCert’s Training manuals, Safety Awareness Posters, article downloads & Online Certification for Recreational & Competitive Gymnastics Instructors Levels 1 through Level 6. GymCert offers Boys 1 & Girls Spanish Level 1. GymCert is a MUST for staff training; cuts lesson planning time significantly; use to coordinate class progressions & skill training methods; quick & easy reference guide including Lesson Planning Forms & Class Evaluation Forms. Available February; NEW UPDATED “Skills & Drills” for 2013-2020 Compulsory Routines! The GymCert manuals provide concise instruction, clear illustrations, & several coaching, spotting & safety tips. Group discounts! Order @ www.gymcert.com or direct by calling 407-444-5669 EST. GYMNASTICS; YOUR BEST MEET EVER! (NEW BOOK) “Gymnastics; Your Best Meet Ever!” was written to help Beginning & Intermediate level gymnasts focus on making each competition the BEST possible. Great book as a reference for all gymnasts. Fears are a major cause of poor performance. If the gymnast is able to face each fear & take specific action to minimize its effect on her performance, she will take a giant step toward winning in both gym & life! Preparation is the base that supports the ability to adapt to new & changing comp. scenarios! Author, Rita Brown; 2-Time Olympic Coach – Available @amazon.com. GYMNASTICS TRAINING BOOKS: Gymnastics Drills and Conditioning, Handstand, Walkover/Back Handspring, Legs/Ankles, Gymnastics Journal, Exercise Programs, E-Books, and more! Check out the Swing Set Fitness books, Fitness Journal, and Strength Training Journal too. Read reviews or buy these books, www.GymnasticsBooks.com. And be sure to check out our gifts and apparel at www. GymnasticsTees.com.

Attention Women’s Program Judges and Meet Directors: Effective January 1, 2013, the rate for mileage reimbursement for judges is $.56/mile to reflect the recent increase in the IRS standard mileage rate for 2013. 46

TECH N IQ U E • J A NU A RY 2013

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J A NU A RY 2013 • TECH N IQ U E

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