Teaching Children's Gymnastics E-Book

Ilona E. Gerling

• Herausgeber: Meyer & Meyer Sport (UK) Ltd.
• Kategorie: Lebensstil
• Sprache: Englisch
• Veröffentlichungsjahr: 2009

Seitenzahl: 279

Beschreibung

This is the first book that explains why spotting is valuable, how spotting can be developed methodically and how children spotting each other is supposed to look. Spotting and securing are two essential safety constituents when it comes to teaching and training gymnastics. Teaching Children's Gymnastics takes a close look at what spotting and securing really means and how it must be done. It is a new, revolutionary teaching idea, which gets even the youngest children to learn how to spot each other safely. Containing step-by-step instructions for teaching children to spot each other, as well as hundreds of examples and suggestions for interactive and spotting gymnastic exercises, Teaching Children's Gymnastics is an invaluable resource for all teachers, coaches, day camp leaders and others who work with children.

Leseprobe

Ilona E. Gerling

TeachingChildren’s Gymnastics

Spotting and Securing

Step by step with thousands of ideas for children to spot each other

Meyer & Meyer Sport

Please observe: The author and the publisher do not assume any responsibility for injuries that might occur when putting exercises or spotting grips, which are listed in this book, into practice.

Original title: Kinder Turnen – Helfen und Sichern

– Aachen: Meyer und Meyer Verlag, 1997

Translation by Achim Fassbender

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

Teaching Children’s Gymnastics

Ilona E. Gerling

Maidenhead: Meyer & Meyer Sport (UK) Ltd., 1998

2nd, revised edition 2009

ISBN: 978-1-84126-276-5

All rights reserved. Except for use in a review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means now known or hereafter invented without the prior written permission of the publisher. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form, binding or cover other than that which is published, without the prior written consent of the publisher.

© 1998 by Meyer & Meyer Sport (UK) Ltd.

2nd, revised edition 2009

Aachen, Adelaide, Auckland, Budapest, Cape Town, Graz, Indianapolis,

Maidenhead, Olten (CH), Singapore, Toronto

Member of the World

Sport Publishers' Association (WSPA)

www.w-s-p-a.org

eISBN: 9781841269375

E-Mail: [email protected]

www.m-m-sports.com

Dedications

I would like to dedicate this book to my college teacher Mrs. Irma Nikolai, born Lenzing. Mrs. Irma Nikolai was a member of the Mettmanner Gymnastics Club since the age of seven. She was German Gymnastics Champion in the all-around competition and was a member of the 1936 Olympic Team. Since 1938, she was coached by Hermann Ohnesorg at the Reichs Academy for Physical Education in Berlin. He is considered the father of children’s gymnastics. With the foundation of the German College of Sports in 1947 she was called to Cologne by Carl Diem as one of the first to serve as college professor. Until 1978, the year of her retirement, she trained thousands of sports students. Natural gymnastics, children performing gymnastics on apparatus and helping each other, cooperating with each other and humanity; her basic thoughts and lessons are contained in this book.

Dedicated to Kea, Jasper, Steffen and Henryk, representing all children of this world.

Above all dedicated to my parents Emmi and Werner Busse, who unselfishly did everything for us children in order to give us the best foundation and prerequisites for our lives. They helped wherever they could. They participated in our lives and always gave us the security of a parental home, which we wish for all children.

Thanks

I would like to thank my colleague Jürgen Engler very much for his unending support in the foundation phase of this book, and Mariette Mahkorn who was a big help during the final stage. Last but not least, I would like to thank my friend of many years, Achim Fassbender, very much for the translation of this book. He accepted, as a graduate from the German College of Sports, based on his experiences as gymnastics coach in Germany and the United States, the difficult task of translating subject specific literature from German into English. Thank you, finally, to Michelle Meyer, who read and corrected the book again in 2009.

Cologne, Ilona E. Gerling

Contents

Dedications and Expressions of Thanks

How to Use This Book

Preface: Spotting and Securing is More!

Introduction: From the Jahn-ish “Help“ to Children Spotting

A THEORY: Spotting Means …

I. Aspects of the Subject Matter

1 Definition of Terms: Spotting – Movement Accompaniment – Securing

2 Explanations and Practice Examples

3 Prerequisites

3.1 Conditioning and Coordination Abilities

Condition: Strength and Speed

Coordination: Regulated Strength Input, Agility, Adaptation Connecting, Combination and Rhythmic Ability

3.2 Knowledge: About the Technique of Spotting

Spotting and Movement Characteristics of a Skill

Spotting and Problem Moments During the Course of a Movement

Onset of Spotting Grips

Body Posture While Lifting and Carrying

Function of the Spotter Grips

Spotter Conduct

Choice of Location of the Spotter

Time Aspects of Spotter Actions

Transferability of Spotting Grips and Actions

“Game Rules“ Between Spotters and Gymnasts

II. Pedagogical, Psychological and Sociological Aspects

1 Children Spot and Secure Each Other

1.1 Motivated and Fear-free Gymnastics

1.2 Social Field of Action

2 Attitude

3 Communication and Cooperation Abilities

4 Self-acting and Self-sufficiency

5 We-feeling

III. Instructional Aspects

1 Instructors in Gymnastics

1.1 Spotting and Securing Performed by Children

1.2 Care and Supervision Duties

2 Method – Learning Paths for Qualified Spotting, Accompanying and Securing: Explanations

2.1 First Level: Fundamentals and Prerequisites

Longterm Fundamental Work

Creating Prerequisites Before Start of the Lesson

2.2 Second Level: Learning Simple Spotting

2.3 Third and Fourth Level: Spotter Grips and Actions

Introduction to Spotter Grips

Application of the Technique

Learning How to Execute Complex Spotter Actions

2.4 Fifth Level: Executing Movement Accompaniment

2.5 Sixth Level: Ability to Secure

B PRACTICE … for Consultation

I. Teaching and Learning

1 First Step: Creation of Basics and Prerequisites

1.1 More than 100 Games and Exercise Forms for Encouraging Cooperation

Age Sections and Game Types

Getting to Know Each Other and Contact Games

Eye Contact

Body Contact

Adaptation to the Partner

Adapting to Movements

Getting Acquainted with the Body Weight

Responsibility and Trust

Exercises with Eyes Closed

Carry Exercises

Communication and Cooperation

Cooperative Catching Games

Learn to Listen

1.2 Reaction Games and Games to Awaken Alertness

1.3 Partner and Group Acrobatics

Fundamentals

Basic “Bench“ Position

Double Bench Pyramids and More

Bench Positions with Kneeling Upper Person

Bench Positions with Standing Upper Person

Push-up Acrobatics

Bottom Lying Position

Climber onto the “Chair“

Mounting onto the Thighs: Galleons Figure

Mounting to Shoulder Sit and Standing on Top of Each Other

2 Second Level: Simple Spotting

Balance Apparatus

Hang and Support Apparatus

Vaulting Apparatus

Floor and Gymnastics Skills

Partner and Group Acrobatics

3 Third and Fourth Level: Introduction to the Technique of Spotter Grips

3.1 With Regard to the Methodical Procedure

General Methodical Course Within a Lesson

3.2 Practical Lesson Examples for the Introduction of Spotter Grips

First Example: From Handstand Against the Wall to Handstand Forward Roll in Movement Connection

Second Example: Pullover on the Bars

Third Example: Support Grip for a Squat Vault Over a Box

Application in the Apparatus Circuit “Low Bar – Floor – Vault“

4 Securing

Games

Balance Apparatus

Different Apparatus

II. Spotter Grips and Conduct

1 Floor Exercise

Straight Jump

Cat, Scissor, Stride and Split Leap

Forward Roll

Backward Roll

Headstand

Kick Up to Handstand

Handstand Forward Roll

Backward Roll to Handstand

Cartwheel

Round-off

Front Handspring Including Front Walk-over and Front Handspring Step-out

Back Handspring: Flic-Flac and Back Handspring Step-out, Back Walk-over and Valdez

Side Aerial

Front Aerial

Salto Forward/Somersault (Front Flip)

Salto Backward (Back Flip)

2 Vaulting Apparatus for Supported Vaults

Kneel On, Squat On, Squat Vault

Straddle On, Straddle Vault and Pike Vault

Tucked Wende Onto and Over the Box

Fencer Vaults

Neck Kip, Head Kip and Piked Front Handspring (Yamashita)

Front Handspring

3 Mini-tramp

Straight Jumps

Jumps Onto and Over a Box (Panel Mats)

Securing the Landing

Salto Forward/Somersault (Front Flip)

Turn-over Forward Tucked and Turn Grip Forward

Salto Backward (Back Flip)

Turn-over Backward Tucked with Spotter Grip: Turn Grip Backward

Back Handspring (Back Flip/Flic-Flac)

4 Hang and Support Apparatus (Including Climbing Poles and Ropes)

Hanging and Swinging

Chin-up on Hang Apparatus

Climbing Up the Rope

Front Support

Jump to Front Support

Swinging in Front Support on Parallel Bars

Kehre on Parallel Bars

Wende on Parallel Bars

Circular Tuck Wende on Parallel Bars

Slide Down Forward from Front Support into Hang (-stand)

Turn-over Backward

Turn-over Backward on High Hang Apparatus (High Bar, Rings, Trapeze)

Turn-over Forward

Turn-over Forward from an Elevation into a (Brief) Piked, Inverted Kip Hang on Rings

Pullover

Pullover on the Trapeze

Long-hang Pullover on High Bar and High Trapeze

Clear Hip Circle to Support, Hang and Handstand on a Bar at Head Height

Back Hip Circle

Front Hip Circle

Swinging in Knee Hang on a Bar

Seat Up-swing from a Knee Hang

Seat Circle

Front Stride Circle/“Mill Circle“

Knee Up-swing

Knee Hang

Swinging in Knee Hang

Knee Hang Swing Dismount “Napoleon“

Knee Hang Swing Dismount off the Low Bar on the Uneven Bars, with Grip on the High Bar

Knee Hang Swing Dismount off the Trapeze

Under-swing from Standing Position, on the Uneven Bars over the Low Bar and from Front Support

Sole Circle Dismount

Leg Lift over the Bar to a Sit

One or Two Legged Stem Rise on Uneven Bars

Stem Rise from a Long Hang Sit on the Low Bar with Grip on the High Bar

Lowering Backward into Inverted Kip Hang and Reverse Kip to a Sit on Uneven Bars

Kip Up to Straddle Sit, Upper Arm Kip and Upper Arm Roll on Parallel Bars

Elgrip Kip

Kehre with 1/4 Turn from Inverted Hang

Kip-up from Inverted Hang or Drop Kip from Front Support back to Front Support

Suspension and Long Hang Kip on Uneven Bars

Glide and Long Hang Kip on High Bar, Uneven Bars and Parallel Bars

Upper Arm Stand on Parallel Bars and Forward Roll

Back Swing to Handstand on Parallel Bars

Dislocate from an Inverted Piked Hang/Kip Hang to Long Hang on Swinging Rings

5 Balance Apparatus

Gymnastics Elements on the Beam

– Forward Roll

– Free Forward Roll

– Scissor Handstand and Handstand

– Cartwheel

Mounts from a Side Stand

– Front Support and Lifting of One Leg Over with a Turn to Cross Sit

– Tuck Wende onto the Beam

Mounts from Cross Stand

– Squat On, Straddle On, Squat Through to Sit, One Legged Squat Through to Sit

– Squat On from Cross Stand at the End of the Beam

– Squat On from Cross Stand without Support of the Hands

– Run On from Cross Stand

Mounts from Diagonal Stand:

– Run On with Support of One Hand from Diagonal Stand

– Unsupported Run On from a Diagonal Stand

Dismounts:

– Jump Downs

– Round-off

– Front Handspring

– Front Flip

– Back Flip

– Side Aerial to Landing with Legs Together

– Front Aerial Off Beam

Appendix

Spotting and Securing for School Gymnastics

Picture Legend (Figure I to Figure IX)

Literature References

How to Use This Book

This book not only contains the descriptions and illustrations of spotting grips, but it also tries to make this vast and important subject matter more clear for those who are involved with spotting in gymnastics. It’s my wish with this book to give practical aid for better comprehension and transfer into practice to those who would like to gain further knowledge in gymnastics, as well as those who carry out the instruction.

I hope you will not allow yourself to be scared away by so much theory in order to put the theory of children spotting each other into action. Even though the idea of spotting each other might be quite unusual for the children at first effort is worthwhile. Once this form of teaching is tried and put into practice, every participant will recognize that it’s very easy and lots of fun.

Aspects of the subject matter at the beginning of this book will inform the teacher WHAT “spotting“ is, and HOW it is done well. The pedagogical, psychological and sociological aspects try to explain WHY “spotting“ of the children amongst themselves is so valuable. In theory you will find hundreds of suggestions for lessons/practices that improve the idea of children spotting each other, as well as practical examples that show the children step by step how to spot each other, all well explained with pictures.

The last part of the book is the representation and illustration of spotting grips for immediate consultation for instructional preparation. For coaches, as well as for teachers at school, this book is equally valuable for the directors of day camps or circus projects because it also informs through examples – including trick skills from acrobatics, tumbling, balancing or trapeze – all these fields.

It’s up to you where and how you start to read this book; it’s certainly a valuable partner for your gymnastics lessons.

Lots of fun in gymnastics!

Yours, Ilona Gerling

Preface: Spotting and Securing is More!

“Spotting and Securing“ is without a doubt a decisive prerequisite for danger free and successful gymnastics on equipment. Therefore, it is a “means to an end“ for facilitating movement learning and reducing possible fears.

But couldn’t “Spotting and Securing“ be more?! I think so! Let’s take a look at what is going on here. Someone entrusts his body and life confidently into someone else’s while trying a new artistic trick. And this person responds to this act of trust with unrestricted responsibility, to first prevent severe damage to that person, and beyond that to facilitate a moment of success.

What’s happening here on a psycho-social level is more than a technical procedure. This requires an attitude of mutual give and take, a challenge to act responsibly, which promotes interaction and cooperation, it strengthens the perception of togetherness and the experience of unity.

This all relates to social virtues that, in a materialistic world, where people are on an EGO trip and insatiably need to satisfy their hunger under the motto ‘immediate gratification’, need to be revitalized. The social impulses that are generated through ‘Spotting and Securing’ can contribute here.

Prof. Dr. Jürgen Dieckert

President of the German

Gymnastics Federation (DTB)

Introduction: From the Jahn-ish “Help“ to Children Spotting

Through helping

one wins friends.

To allow being helped

is a proof of friendship.

Spotting and securing – who in gymnastics doesn’t know these two terms that are mentioned in one breath and simply belong to this sport? Most people though still associate these terms exclusively as requirements to be used with the learning and successful execution of a new skill, such as a pullover, or front and back handspring.

Looking back into history, spotting and securing was primarily seen as a purpose for movement support and securing. After the “Deutsche Turnkunst“ (German Artistic Gymnastics) was published by Ludwig Jahn and Ernst Eiselen in 1816, “the usefulness of good illustrations should not be taken for granted“ and it “was mutually accepted, that this row of illustrations be updated significantly and put in order, and be set into a more decisive accord and relationship with the new edition of the ’Deutsche Turnkunst’“ (Eiselen 1889).

The idea of the first published “Illustrations of Gymnastics Exercises“ in 1848, edited by E. Eiselen, was thus born. It not only contained 400 illustrations of gymnastics poses and exercises, but there were also many impressive illustrations about “spotting“, spotting grips, and safety positions. Many of today’s spotting grips resemble those from the past. We find the securing of the wrists for hip circles, the fixation of the knee bend and lifting of the body’s center of gravity when swinging in a knee hang, the support grip, turn grips, push-turn assistance and even illustratinos for safety positions (see Fig. I-IX, here and picture legend, here). The book is still, to this day, a treasure chest for every coach. Skills like neck kip, seat circle und knee hang swing that have been ousted from modern gymnastics, belong then and today to the artistic gymnastics tricks of the children and thus in the gymnastics class.

These tricks that can be demonstrated develop naturally out of the children’s unrestricted movement. Here the children not only give themselves tips and ideas during common play, but also mutual assistance. For example, when children are ready to learn a handstand out of their own motivation, they are also ready to assist each other. Even though Eiselen’s illustrations showed older spotters, assisting each other has always been applied during natural (gymnastics) play amongst children. As part of the children’s skill repertoire, tuned in with their learning experience in the area of movement, assistance, occurs very naturally in the world of children.

As it used to be in Jahn’s times, good spotting compensated for conditional shortcomings. It enables training a certain unachieved skill with endless practice repetitions. Spotters can thus slow down the movement, support and guide it, so that the gymnast gains an idea about the movement pattern.

Mutual spotting also comprises many demands that stimulate development in many areas. Starting with the coordinated teaching of watching a movement and judging it, they further the cognitive exploration with movements, extended attention span, the ability to concentrate and to react, and last but not least increased strength of the entire body.

The organizational aspect in school and gymnastics clubs for a successful gymnastics lesson is also dependent upon the inclusion of mutual spotting and securing. Can children spot children? Can they work in small groups? Many – also diversified – stations can be set up where the children can practice without waiting. Each child can be immediately taken care of by all the other children individually, with more or less help, with correction and praise. The new pedagogical ideas for gymnastics that propagate the process-oriented open teaching forms are also dependent upon such concepts. Unrestricted gymnastics, group or synchronized gymnastics, experiencing movement possibilities in day camps, circus demonstrations on the trapeze, on the rope, on the balancing ball or building pyramids in the acrobatic group; with the children’s ability to spot each other, such ideas can be successfully realized. This exemplifies how, within the play community in the playground, with each child dependent upon the spotting of someone else, mutual spotting of each other contains more values than “just being lifted“.

In modern children’s gymnastics at school and in the clubs such processes that include mutual spotting are supported. They are of inestimable value for personal development as well as for learning cooperation. What’s being developed through mutual spotting by the children is more than merely technical assistance for the realization of a movement.

To help not only means helping others, but also receiving help. Reciprocal spotting in small groups means working with each other instead of against each other. In such work groups the children become a “team“ in which they can make achievements together. This requires and strengthens communication, cooperation, problem solving, conflict regulating, the ability to listen and observe and also the acceptance of different opinions through action. Children and youths want to co-decide and co-create, they also want to learn naturally to accept responsibilities. Independence and the ability to act on their own grow with such experience. We need to provide them with the appropriate conditions to prove themselves in such environments.

To spot someone means to accept responsibility for someone, to accept assistance is a matter of trust. “To dare“ depends then on “to trust someone“. Inhibitory processes are diminished in such common interactions. Mutual spotting presumes being comfortable with placing “hands-on“ another child, and allowing “hands on“ from another child; there is constant body contact. They are constantly encouraged and praised, they laugh, fears are overcome. Increasingly a “We-feeling“ evolves.

Under such conditions many achieve moments of success, and successes motivate, strengthen self-awareness and help to develop a strong personality. Children need such opportunities while growing up. Video games instead of ball games, internet surfing instead of horse play, TV rooms instead of play rooms mark the world of today’s children. They are being made aware by a “cell phone and internet world“ instead of their own world of discovery. Cyber space and techno music irritate and change the ability for perception without them being conscious of it, and they can destroy the ability to form relationships with others. Today’s world of excess doesn’t present value feelings anymore. The “single life“ of the children in a world where everything is “do-able“ propagates loneliness. Human warmth and closeness and having fun together are being sought, and are inestimably valuable. The parents, by way of example, the educators in pre-school and kindergarten, coaches in the clubs and those teaching in the schools, all can contribute in that regard for those growing up.

Two hundred years ago spotting by Jahn’s and Eiselen’s gymnasts served in the first place as a way of “assisting“ to achieve or secure a skill, in today’s world there are new values to be derived out of this. To experience life and to live with one another is, in the world of today’s children, more urgent then ever. Mutual spotting and accepting being spotted in gymnastics is a contribution to these values.

From:Eiselen, E. W. B. (publisher): Abbildungen von Turn-Übungen, 5. Auflage von Wassermannsdorff, K., Verlag Georg Reimer, Berlin 1889, Ill. - Nr. 70, 101, 142, 203, 231, 232, 236, 248, (Terms for the exercises see appendix here)

A THEORY: SPOTTING MEANS …

Spotting means: “To have everything under control

and always be ready for the student!“

Movement accompaniment means:

“To be part of it means everything!“

Securing is: “. . . to be the guardian angel!“

I. Aspects of the Subject Matter

Spotting and securing accompanies the child in gymnastics at all levels of the learning process, from learning a new skill, to continued practicing, to practical forms of application (see also Fig. B, here). When children assist each other, children’s gymnastics will be enriched for the little ones through an infinite number of new experiences. That is why partner-oriented assistance is to be understood equally as an experience and a learning field, next to learning the gymnastics movements and should be a permanent part of children’s gymnastics.

The teacher’s, and consequently the child’s, knowledge about spotting often leaves much to be desired. There are no theories that describe the inclusion of spotting for practice (except maybe the knowledge that a child can’t get up, attempt a pullover or something similar, and thus spotting becomes necessary), or a book that delivers explanations and illustrations about spotting, that make this huge system of actions more clear. Why and how will be shown in the following.

1Definition of Terms: Spotting – Movement Accompaniment – Securing

In the general, linguistic-specific application, spotting and securing is named in one breath. In practice the teacher may place a “safety spotter“ behind the vault, but expects “active spotting“ from one person. Spotters will “assist“ during a high bar routine, but in gymnastics a little push here or there may suffice and requires “finger tip sensitivity“.

Thus, there is no need for forceful support, nor does the spotter have to stand around waiting. In order to competently learn and teach the complexity of the more or less, or the no longer needed spot, requires at first an explanation of the different actions through terminology definitions.

Spotting can be differentiated into three forms and can therefore be defined as follows:

Fig. A: Spotting – Movement Accompaniment/Guiding – Securing

The application of spotting as movement support and guidance, movement accompaniment and movement securing, is dependent upon the situation and the degree of skill ability of the gymnasts, as can be concluded from Fig. B, here.

2Explanations and Practice Examples

From the definition it becomes clear that spotting has a prerequisite character for movement accompaniment and again for the ability to secure, which means that only experienced spotters can secure safely. This additionally means that qualified, reliable securing is needed at the highest ability level. This securing can be learned through the next lower ability level of movement accompaniment.

Here standards evolve as well as learning levels for spotting. Assisting in the original sense (accompanying and securing) is, with regard to the practical application, dependent upon the control of the gymnastics skill to be performed.

Also learning to assist and to secure (see chapter A III. 2) is always performed in connection with, and parallel to the learning of gymnastics-specific basics and skills. This coherence is exemplified in the next overview (Fig. B, here).

Spotting:

For new skills to be learned, assisting is a form of manual movement support in order to compensate for weaknesses in condition and coordination, as well as guiding the movement in order to correct the course of the movement and improving the visualization of the movement. Through this partner supported guidance the gymnast – and the assisting child – get to know the new movement to be learned.

Examples:

Pullover on a bar: While the gymnast is standing still, the spotters already reach with both hands for the seat and direct the center of gravity on the shortest way to the bar. By carrying the body weight, the practicing gymnast is relieved and can repeatedly practice the pullover, despite a lack of holding strength in the hands, pull strength of the arms or abdominal strength (Fig. 1).

Fig. 1: Spotting a pullover

Fig. B: Simplified illustration of the standard and learning levels in the area of skills with the inclusion of spotting, manual movement accompaniment and securing

Cast to handstand: Due to a lack of support strength the spotters guide the gymnast at the thighs into the vertical and lift him with a support grip on the thighs. Thus, the strength required from the gymnast for a front support is reduced, meaning the child carries significantly less of his body weight, depending on the amount of spotting.

Accompanying:

The transition from spotting to accompanying a movement is smooth. Movement guidance decreases steadily, the movement gets gentle support only in partial phases following the principle “as much as necessary, as little as possible“ (Fig. 2). This demands from all participants an evaluation of the entire situation and everything that’s part of the action (refer also to chapters B 3 on Prerequisites,

here

). How far is the gymnast ability-wise? How consistent is the gymnast’s efficiency? Where are the problems during the course of practice? How do I have to act in surprise situations . . .? Such questions are answered through experience.

To reliably accompany a course of movement and especially routines is the result of long spotting experience. To accompany movements smoothly means to possess experience in spotting. The children thus need to be prepared long-term for the goal to achieve the ability to accompany a movement.

Examples:

Pullover on bars: The spotters do not reach for the seat while the gymnast is still in preparation, but only when the gymnast has already reached an inverted position. Instead of using both hands, a slight pushing assistance is now given only with one hand, depending on the improved standard of the gymnast, by pushing the hips against the bar.

Kick up to handstand: The spotters do not reach for the thighs while the gymnast is in preparation, but only when she/he has almost reached the vertical. In the vertical the spotter’s grip is loosened again and again to see if the gymnast can establish balance on her/his own. With increasing movement security the spotters accompany the up-swing and the holding of the handstand with their “fingertips“(Fig. 2).

Fig. 2

In the end the accompaniment of the movement leads to gymnastics without spotting during the course of a movement, and therefore it turns into securing.

Securing:

In order to secure the gymnast it’s assumed that the gymnast can execute the skill without movement accompaniment. The spotters’ hands do not accompany the body of the practicing gymnast. The course of the movement is observed attentively in an accompanying manner by the securing person.

If the securing persons assume that at one point during the course, or in a partial phase of the movement, the skill won’t work, they step in to save the gymnast. Therefore the securing person must know the characteristics of the movement, the problematic phases of the skill, and must also be able to use the necessary spotting grip.

Examples:

For dismounts off the apparatus and for supported vaults we secure the landings by catching the gymnast at his back and front and “forking“ him in (Fig. 3). Increasingly the securing of the landing is only hinted at and a spotter merely remains ready to catch the gymnast in case of a fall.

Additionally, securing is fundamentally applied

when practicing the fine form of a movement,

when applying the skills in connections,

during movement creation,

when incorporating the learned skills into game and competition formats.

Based on the above explanations the field of application has been divided into three standard levels. Spotting, movement accompaniment and securing can be learned step by step in each of these standard levels. Section A III. 2 (here) describes this extensively.

Fig. 3: Securing a landing

3Prerequisites

3.1Conditioning and Coordination Abilities

Good spotting and securing requires different prerequisites from the children. Through preparatory exercises (see section B I. 1, here) on the one hand basics for spotter actions are created, and on the other hand different abilities are trained and knowledge is gained through assisting and securing.

Conditioning and coordination abilities determine the degree of quality of the assistance. The following examples have been chosen for demonstrating conditioning and coordination abilities.

Condition: Strength and Quickness

Strength (power, force)

To move the body weight of a gymnast against gravity, in order to carry the body onto a bar, to lift over the hands into a handstand, or to redirect, or erect the body, as in a squat, straddle and pike vault just prior to landing, demands a great amount of strength from those spotting. A small, slender child should not have to lift or carry the largest, strongest child in the group.

For this reason, when groups are formed, in order to spot each other, the arrangement of the children according to the body height and weight must be checked and if necessary corrected by the teacher.

Supporting, lifting, carrying and at times even the catching of the body weight (often made more difficult through acceleration), requires one not to underestimate the need for maximum strength potential. Because movements in swing-oriented gymnastics need to be dynamically supported, quickness is asked for in order to be able to optimally assist. For those strength inputs it is not only the arm, but also the shoulder, torso and leg musculature that is of importance. In order to lift a partner during a pullover at a bar at head height, the lifting of the arms is necessary. The torso musculature is stabilized so that the spotter doesn’t tilt forward during the lift. The lift gets completed through the extension of the legs and hips. Through the act of spotting, the musculature of the entire body gets trained. Isometric and surmountable (concentric) holding power, as well as negative, resistant (eccentric) muscle work is produced.

Do not forget, there is a demand for a vertebrae stabilizing holding force of the torso during supportive strength inputs. Forceful spotting on the other hand leads as stimulation to the development of this vertebrae stabilizing torso strength, through the manifold strains on the entire torso musculature. Thus, the assisting activity of the children can be regarded as posture education. One may assume that additional stimulation of the bones occurs, positively influencing bone density and bone statics in the developmental stages of the child.

Speed

Especially in movement connections spotter grips must be applied or changed in fast succession, often, as for example for an under-swing on bars the spotter grips change even within the movement. The gymnast gets carried into distance underneath the shoulder and seat. The hand, spotting the seat, changes shortly before landing to the front of the shoulder in order to prevent a fall forward (Fig. 4).

Fig. 4: Under-swing: Speed in changing the spotters’ grip

Additionally the following along during spotting, as is necessary during support vaults, requires sufficient movement speed from the spotters.

An example:

During a squat vault it often happens that a gymnast gets caught with his feet at the edge of the box. Within a fraction of a second the gymnast needs to be grabbed and caught. This requires quick reactions from the accompanying spotter or securer. For that reason the children can start the beginning of practice with reaction games as a preparation for the following spotting techniques.

Action speed (movement speed) is especially demanded for guiding movement assistance. A seat circle for example must be spotted with the far hand that reaches very quickly underneath the shoulder girdle in order to lift the gymnast to a sitting position. If numerous seat circles are performed in a row, the securing of the close grip must be released very quickly so that one can reach back underneath the bar and back to the wrist. The gymnast’s wrist needs to be tightly and quickly secured each time (Fig. 194/195, here).

Coordination: Regulated Strength Input, Skillfulness, Adaptability, Connecting, Combination and Rhythmic Ability

From a physiological perspective, movement coordination is defined as the interaction of the central nervous system and the skeletal musculature, within a specific course of a movement.

Aiming at a purpose or a set goal, one strives for movement precision and economy through time, space and strength optimized body control. It is expected during spotting for one to be highly coordinated and precise while working under time pressure.