USA Gymnastics

DOMINIQUE DA WES: 1992 Olympic Team Member

Book Review: Jumping into

Plyometrics

PDP Update

Make Your Feet Score

Getting in the Flow

Stretching Exercises

Vault Progressions

Vaulting Tables

Neural Networks

Private Gym Club: 1993 &

Beyond

EDUCATIONAL MATERIALS

biLL o~ R~hts FOR YOUNG ATHLETES

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Bill of Rights for Young Athletes

American Alliance for Health, Physical Education, Recreation and Dance 1984 • Poster Item #3603 - $5.00

Display this colorful poster in your waiting and/ or gym areas to emphasize the importance your Gym Club places on your students. Use the list as a topic of discussion with parents, coaches and the athletes themselves.

The list includes the right: 1. to participate in sports. 2. to partici pa te at a level commensura te wi th each chlid' s

maturity and ability. 3. to have qualified adult leadership. 4. to playas a child and not as an adult. 5. of children to share in the leadership and decision-

making of their sport participation. 6. to participate in safe and healthy environments. 7. to proper preparation and participation in sports. 8. to an equal opportunity to strive for success. 9. to be treated with dignity.

10. to have fun in sports.

Advances in Sport Psychology

Thelma S. Horn, PhD, Editor 1992 • Cloth • Approx 368 pp • Human Kinetics Item #3617 - $42.00

Editor Thelma S. Horn has assembled an exceptional grou p of researchers to discuss and critically analyze the current state of knowledge for major sport psychology research issues and offer recommendations for future research directions.

Contents: Part I: Introduction to Sport Psychology - The nature of sport psychology; and A critical analysis of knowl­edge construction. Part II: Individual Differences and Sport Be­havior - Personality and sport; Motivation orientations in sport; Self-referent thought in sport; The arousal-athletic per­formance relationship; and Gender and sport behavior. Part III: Social-Environmental Influences and Sports Behavior-Group dynamics; Leadership effectiveness in the sport domain; and Sport socialization. Part IV: Intervention Techniques and Sport Behavior - Imagery and mental practice; Attention and athletic performance; and The Jekyll / Hyde nature of goals. Editor's Postscript. Index.

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

~--------------------------~ Narne _________________________ _

USA GYMNASTICS PO Box 5562

Indianapolis, IN 46225-5526 (317) 237-5060

PLEASENOI'E: Thevideos listed in this maga­zine are provided for educational and historic purposes. While every effort is made to pro­duce videos of the highest quality, it should be noted that some of the videos are produced at events utilizing handheld cameras from van­tage points in the stands by non-professional volunteer technicans. Only limited editing and production enhancements are utilized in order toprovideatimelyproductatareasonablecost to the USA Gymnastics membership.

2

: Address. __________ _

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Send Mail Orders to: USA Gymnastics Merchandise PO Box 5562 Indianapolis, IN 46255-5562 Make checks payable to:

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Item Qty Cost Total

Subtotal Indiana Residents add 5% sales tax Shipping & Handling Charges Purchases over $50 = $4.50 Purchases 510.01·$50 = 53.50 Purchases 10.00 and under = 52.00

Grand Total L __________________________ ~

February 1993 - TECHNIQUE

Inside This Issue

February, 1993, Volume 13, No.2

Publisher Mike Jacki

Editor Stephen W. Whitlock

Production Luan Peszek

Men's Program Director Robert Cowan

Women's Program Director Kathy Kelly

Rhythmic Program Director Nora Hitzel

USA Gymnastics Board of Directors

President: Mike Jacki ; Chair: Sandy Knapp; President Emeri­tus: Bud Wilkinson, Mike Donahue; Athlete Directors: Wendy Hilliard, chair; Jim Hartung, vice chair; Michelle Dusserre,sec; Sheryl Dundas; Tim Daggett; Karyn Lyon-Glover; Tanya Ser­vice; Chris Waller; Kevin Davis, USOC Athlete's Advisory Council; Nancy Marsha ll, Ad min. Ad visor; Amateur Athletic Union: Stan Atkinson; American Sokol Organization: Jerry Milan; American Trampoline & Tumbling Association: Wayne Downing; American Turners: Betty He ppner; Junior Boys Gymnastics Coaches Association: Marc Yancy; Men's Elite Coaches Association: Peter Kormann; National Association for Girls and Women in Sport: Dr. Mimi Murray; National Associa tion of Collegia te Gymnastics Men: Abie Grossfeld; Na tional Association of Collegiate Gymnastics Women: Gail Davis; National Association of Women's Gymnastics J udpes: Yvonne Hodge; National Collegiate Athletic Associahon: Cheryl Levick, Fred Turoff; National Federation of State High School Associations: Susan True; National Gymnastics Judges Association: Harry Bjerke; National High School Gymnastics Coaches Associahon:john Brinkworth; National Jewish Wei· fare Board: Courtney Shanken; Rhythmic Coaches Associa· tion: Suzie DiTullio; Special Olympics, Inc.: Kate Faber-Hickie; U.S. Association of Independent Gym Clubs: Lance Crowley; U.S. EHte Coaches Association for Women: Tony Gehman; U.S. Sports Acrobatics Federation: Bonnie Davidson; Young Men's Christian Association: Rick Dodson; USA Gymnastics National Membership Directors: Men's: j im Holt, Ray Cura; Women's:Joan Moore,julia Thompson-Aretz; Rhythmic: Alia Svirsky. Ute Al t-Carbeny.

USA Gymnastics Executive Committee

Chair: Sandy Knapp; Secretary: Mike Milidonis; Vice Chair Women: Nancy Marshall ; Vice Chair Men:jim Howard; Vice Chair Rhythmic: Norma Zabka; President: Mike jacki; FIG Women's Technical Committee: jackie Fie; FIG Rhythmic Technical Committee: Andrea Schmid-Shapiro; FIG Men's Technical Committee: Bill Roetzheim; At Large Members: Roe Kreutzer; Sue Ammerman; Athlete Directors: Tim Daggett, Michelle Dusserre, Wendy Hilliard; President Emeritus: Bud Wilkinson, Mike Donahue.

Associate Content Editors Sports Science Advisory Committee

William Sands, Ph.D., Cha ir, Sports Advisory Committee Patty Hacker, PhD .• Cha ir. Education Sub-committee

Stephen W. Whitlock, Lia ison

Unless expressly identi fied to the contra ry, all a rticles, sta te­ments and views printed here in are a ttributed solely to the author and the Unilcd States Gymnas tics Federation expresses no opinion and assumes no responsibility thereof.

TECHNIQUE - Februan) 1993

Contents Book Review Jumping into Plyometrics ..... .......... .... ... ....... ,. , ............ .. .... . , ... 5

Coaching Education PDP Leads the Way .. .. ..... ...... .......... ....... ... ... ... ......... ....... .. ... ... 6 ACEP Leader Level Sport Science Course ... ....... ... ..... ... .... .. 7 Level I Accreditation Procedures .. ..... ... ........ ... ...... ..... , ... ... .. 9

Dance Make Your Feet Score for You ..... ...... ... , .. , .. .. ..... .... ..... ... ...... 11

Sport Psychology Getting in the Flow .... ........ ... ..... ... ...... ........ ..... ..... ... ...... ....... . 13

Technique Stretching Exercises from Leningrad .. ....... .................. ....... 15

Men's Judging 8th Intercontinental Judges' Course .. ..... .............. ...... .. .. ... .. 17

Technique Vaulting Progressions , ...... , .... ... .... ... ... ..... .... .. , ........ ..... ... ...... 21

Commentary Truth's Imperative ..... .......... ..... .... ..... .... ..... .. " ... ,.,., ........ .... .. . 25

Rhythmic Gymnastics Update ..... ... .... ... .. ....... .... .... ...... ......... .... ..... .. .................. ...... ... 26

Announcements ....... ......... .... ......... ........ ......... .. .. .. ............. ..... ................... ... ... ... 28

Research Piezoelectric Sensors and Neural Networks ....... .... .. ...... .. 33

Other The Private Gym Club: 1993 & Beyond ...... ... ..... ...... .... .... .40

COVER PHOTO • USA GYMNASTICS © DAVE BLACK

CHANGE OF ADDR ESS AN D SU BSCRIPTION INQUIRIES: In order to ensure uninterru pted deli very of TECHNIQUE magazine, notice of change of address should be made six to eight weeks in advance. For fas tes t service, pleaseenc1oseyour present mailing label. Direct all subscription ma il to TECHNIQ UE Subscriptions, Pan American Plaza, 201 S. Ca pitol Ave., Suite 300, Indiana polis, IN 46225.

TECHNIQ UE is p ubl ished 10 times per year by USA Gymnastics, Pan American Plaza, 201 S. Capitol Ave., Sui te 300. Ind ianapolis, IN 46225 (phone: 317-237-5050). Third class pos tage paid a t Ind ia napolis, IN. Subscription p rice: $25.00 per year in United States; all o ther coun tries $4S.00 per year. I f ava ilable, back issue single copies $4.00 plus$1.00 postage / handling. All reasonable care will be taken, but no responsibility can be assumed for unsolicited ma teria l; enclose return pos tage. Copyright t992 by USA Gymnastics and TECHNIQUE. All rights reserved. Printed in USA.

3

page 5

page 11

page 21

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page 33

I EDUCATIONAL MATERIALS I VIDEOTAPES l""t

U.S. OLYMPIC TRIALS • June, 1992 - Baltimore, Md. •

#2187 - Women's Optionals - Miller,: Zmeskal, Strug, Dawes, Kelly, Bruce, . Borden, Grivich, McDermott, Crandall, • SOmmer,Bangerter,BalogachO:lO) .... $14.95 •

#2287 - Men's Optionals - Keswick, Waller, • Roethlisberger, Lynch, Dimas, Minicucci, : Ringnald, Hanks, Umphrey, Kirksey, • Warburton,Harrison,Stelter,Caputo,Asano, • Thomas, McKiernan, Schlesinger, Lakes, • Ryan (1 :50).. .. ... ..... .. .......................... ... .. $1 4.95·

#2387 - Rhythmic Optionals - Lovell, : Levinson, Sa petto, Simpson, Hun t, Lovell, • Bushnell, Neuman, Vanderpluym, Alt. .............................. .... .. .................. ...... ..... $14.95 •

• RSG WORLD CHAMP. - Athens, 1991 •

• #2385 - Group Finals • 0:22) .................... .................. ... .... .... . $14.95 •

#2386 - Individual Finals • 0 :40) ....................... ..... .. ... ....... .......... $14.95

OTHER

NEW #2129-1993 Elite Compulsory Beam & Floor Testing Exercises - National Team Coaches Muriel Grossfeld and Tamara Biggs instructs Elite National Team mem-

NEW #3614 - Creating Gymnastics Pyra­mids and Balances - Fodero & Furblur (989) - Pyramid building is safe and fun with the thorough instructions and guide­lines found in this guide. Choose from 268 carefully illustrated and explained for-mations .............................................. $18.00

NEW #3616 - Marketing HealthJFitness Services - Gerson (1989) - This is the first Marketing guide for health / fitness ser­vices tha t shows how to enhance the busi­ness side of an operation and achieve optiomal profit with minimal financial risk ........ ... .. ........... ........ ....... ..... ... ..... ... $21.00

NEW #3601 - Fitness Fun: 85 Games and Activities for Children -Foster, Hartinger and Smith (992) - This book provides children with unique activities that con­sider muscular strength, muscular endur­ance, flexibility, and cardiorespiratory fit-ness .. .... ................. ..... ....... .......... ..... .... .. $12.00

#3608 - Rookie Coaches Gymnastics Guide - USA Gymnastics/ ACEP (1992) - The basics of teaching gymnastics providing coaching principles rela ted to sport psy­chology, sport philosophy, teaching and planning, injury prevention and care, and liability concerns. This is used as one com­ponent of the USA Gymnastics PDP Level I Coaching Accreditation .......... ... ..... $8.95

4

bers at the 8/92 Tr. Camp. 0:38) ... . $14.95 .#2157 - Women's Competitions NEW #2210 - (Men's) Bill Roetzheim's lec- • Junior Women - Compulsories, optionals

tures from the F.I.G. Intercontinental· and all award ceremonies. (2:40 long-SLP Course in Fla. 0:58) ......... ...... ...... ........ 24.95· format) .......... ..................................... $14.95

NEW #2200 - (Men's) Dieter Hofmann's Lec- • #2255 - Men's Competition ture / Clinic, 9/20-21/92, Anaheim, CA. (2: National Team Optionals from the prelimi-parts - total 9 hrs. in SLP) ..... ... .......... $39.95. nary rounds & FINALS ........... ... ........ $19.95

#2107- Round-off Entry Vault Training· U.S. RHYTHMIC CHAMPIONSHIPS Video-TrainingTips ...................... .... $19.95· May, 1992 - Colorado Springs, CO

#2201-1992J.O. Men's National Champion- • ships - Class I & II Event Finals. May 10, ·#2354- Senior All-Around Finals. Including

: Sapetto, Hunt, Bushnell, Simpson, Austin, TX ......... .. ... .... .. .. ... ... .. ... ... .... .. $15.95 H th L II t $1295

#2243-Future Trends in Mens Gymnas- :#235:~ Jue~iO~~lI:A~~~~d··F;~~i~:·i;;~lud~s: tics. TapebyM. Watanabe. (0:58) .... . #14.95 • Tucay, David, Ward, Fredrickson, etc.

• ..... ... .. .... ...... ... .... ... .. ..... .. .... .. .... .......... ~2~ U.S. CHAMPIONSHIPS - May, 1992 •

SPORTS MEDICINE #2156 - Women's Competitions

Senior Women - Competition la, Ib, and Event Finals. Zmeskal, Strug, Campi, Dawes, Borden, Kelly, etc. (5:42 long -SLP format) .. .. .... ... .. ..... .. ... .. ... .... .. .... ......... $21 .95

Panasonic PROUD SPONSOR USA Gymnast

OF i c s

PUBLICATIONS #3604 - Sequential Gymnastics II: The

Instructor's Guide - Hacker (992) - Used in conjunction with Level I Coach Ac­creditation, this book is designed espe­cially for the gymnastics teacher to pro­vide basic gymnmastics skill progressions ..... ........................................................ . ~3.00

#3611 - I Can Do Gymnastics - Hacker (992) - This is the student version of Sequential GymnasticslI. The book includes check sheets for the gymnast to record his / her progress ..................... ..... .... $13.00

#6001 - Gymnastics Safety Manual, 2nd edition (990) - This book is used as the text for the USA Gymnastics Safety Certi-fication courses ..................... ............ $16.45

#6002 - Trampoline Safety Manual - If you use trampolines in your club, you should have a copy of this book!. ... .... ............ $9.95

USA Gymnastics Safety Posters - display these in your gymnasium. #6101 - 1. Safety Guidelines .. .... ..... .. . $5.00 #6102 - 2. Responsibilities of the

Gymnast. .... ..... ... ... ........... . $5.00 #6103 - 3. Mat Safety ............... ... ...... .. $5.00 #6104 - 4. Safety First! .......... ....... ... .... $5.00

Use the Order Form on page 2 to order any of these videos or

educational materials.

• ·#2102 - How to Tape an Injured Gymnast -• In 2 parts: 115 minutes and 83 minutes. : This tape was prepared by Larry Nassar, • ATc.. ................................................. $l9.95

#2410 - Back Exercises for the Gymnast A video designed to lessen the problem of back pain in the gymnast. With the use of a skeleton and gymnasts, LNassar, ATC, demonstrates how body positioning, flex­ibility, pelvic stabilization & muscular ex-ercises are beneficial. (0:80) .. ... .... .... . $10.95 ",'

#3613 - The Fifth Event - Sands, et al (1992) - A comprehensive conditioning plan designed for the demands of women's gymnastics. The components of the plan include the Calisthenic Strength Program, the Flexibility Program, and Injury Pre-vention Exercises ........ ...................... $12.50

#3612 - Gymnastics: A Guide for Parents and Athletes - Feeney (992) - This is an excellent book for beginners as well as experienced gymnasts. It contains vital information to guide parents and athletes in choosing a gymnastics program that will best suit their needs and also gives pertinent information on safety, condi­tioning, and the guidelines which govern thesport. ....... ................................ .... .. . $15.00

#50 - Artistic Gymnastics: A Comprehensive Guide to Performing and Teaching Skills for Beginners and Advanced Beginners - Turoff (991) -All of the skills covered in this text are A-level or easier. Each skill is pre­sented with a description of how it should be performed, a short list of common problems, and teaching suggestions. Cov-ers men's and women's events ...... $21.95

#3618 - Jumping into Plyometrics - Donald Chu (992) - In-depth look into use of plyometrics and its benefits in training. ... .............. .... .. ........... ... ..... ............ ....... ~2.95

February 1993 - TECHNIQUE

Book Review

Jumping in to Plyometrics

P lyometrics, also known simply as jump training, is the latest in training techniques for athletes today. Plyometrics arrived on

the sports scene in the United States in the 1970's when it was discovered that the superior East European athletes of the time were using this unique training method. Today, as illustrated in the book, Jumping into Plyometrics by Donald A Chu, a safe and efficient plyometric training pro­gram has can be developed for any sport.

Every athlete would like to improve quickness, speed and strength as well as acquire better coor­dination, body control and balance. A plyometric exercise program can help an athlete enhance these areas, for "plyometrics is an exercise tech­nique designed to improve the athlete's ability to blend speed and strength training," says author Donald Chu in Jumping into Plyometrics. "It is a training method that allows the muscles to reach maximum strength in as short a time possible."

Jumping into Plyometrics gives an in-depth look into the use of plyometrics and its benefits in

Gymnastics

training. It gives a brief history of plyometrics and outlines the basic concepts of the training tech­nique. Included is a description of various plyometric drills for 19 different sports including gymnastics, a list of the necessary equipment and an explanation of how to adapt a plyometric program to different age and strength levels.

The book goes on to specifically discuss how to make plyometrics work for you. Whether it is a basic, sport-specific or advanced program you de­sire, this book will help you to formulate a day-to­day training program designed exclusively for your needs. The book offers two 4-week sample training programs as an aid to designing your own program.

Plyometric exercise can help in crea ting a faster, stronger athlete - a faster, stronger athlete is a more confident athlete and, of course, increased confidence will undoubtedly increase sport en­joyment. Jumping into Plyometrics is a manual that would be beneficial to any athlete/coach and their training program and most certainly a valu­able addition to any gymnastics program.

Handstand Depth Jump (p.53)

TECHNIQUE Februanj 1993

Incline Push-up Depth Jump (p.50)

Split Pike Jump (p.29)

Pyramiding Box Hops (p. 46)

5

Kathryn Heeke Intern, USA Gymnastics

Jumping into Plyometrics is available from the USA Gymnastics Merchandise Dept.

Item No.: 3618 Cost: $12.95

Coaching Education

PDP Leads the Way

Dave Moskovitz USA Gymnastics Coaching Development Coordinator

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COAG-IES EDUCATION

6

C oaching education begins with respect. Respect for coaches, for the profession, for the privilege and responsibility asso­

cia ted wi th coaching. And respect for athletes. We expect so much of coaches-yet we send most of them into their jobs with little or no preparation.

Coaching enjoys little respect as a profession and at times coaches do more harm than good to their occupation. It is generally understood that there are four requirements to bring an occupa­tion to the level of a profession:

• an accepted body of knowledge; • a standardized means to disseminate that

body of knowledge; • evaluation-assuring that the body of knowl­

edge has been received and understood; • application-using the available information

in an acceptable fashion on a regular basis.

These requirements may at first appear to be difficult if not impossible to apply to coaching, especially gymnastics. USA Gymnastics, through the Professional Development Program (PDP), has taken on the responsibility of promoting coach­ing as a profession. The textbooks, materials, and clinics which are part of the PDP have been de­signed to address the four requirements of a pro­fession.

Coaches must work diligently to earn respect for coaching. Each of us have this responsibility. As the na tional governing bod y, USA Gymnastics is a pp lying its resources in the crea tion and imp le­mentation of the most meaningful textbooks and clinics for coaches education. Each year USA Gymnastics sponsors and/ or endorses more than 700 clinics, courses, and workshops. The PDP was implemented to formally recognize and promote the efforts of gymnastics coaches. Through their participation, gymnastics coaches demonstrate their commitment for professionalism.

As an educational program, PDP recognizes the diverse needs of gymnastics coaches. Levels have been established in order to produce mean­ingful materials and textbooks. Specific require­ments for each level address the recommenda­tions for coaches education published by the Na­tio:lal Association for Sport and Physical Educa­tion and the National Association for Girls and Women in Sport.

The specific requirements for Accreditation in PDP Levels I and II have been established-

Level I:

1. Rookie Coaches Gymnastics Guide. Coaches and instructors are required to review the text and submit a short test to USA Gymnastics for processing.

2. Sequential Gymnastics II. Coaches and instruc­tors are required to review the text and submit a short test to USA Gymnastics for processing.

3. PDP Level I Video Clinic. Coaches are required to participate in a clinic conducted by a Level I Clinic Administrator. Participants follow the video format, complete a series of workbook exercises, and return a copy of the Video Clinic Application Form.

Level II:

1. ACEP Leader Level Sports Science Clinic. This certification is based on the book Successful Coaching. Coaches must attend an 8-hour clinic conducted by a certified ACEP instructor.

2. USGF Safety Certification. Current certifica­tion is required in order to achieve and main­tain active Level II Accreditation.

3. USGFProfessional Membership. Current mem­bership is required in order to achieve and maintain active Level II Accreditation.

4. J.O. Compulsory Exercises. Coaches must suc­cessfully complete a self-test based on the com­pulsory text for their disci pline. (A vaila ble June 1993)

5. Basic Skills Progressions. Coaches must suc­cessfully complete a self-test based on specific basic skills materials for their discipline. (A vail­able June 1993)

As subsequent Levels in the program are de­veloped the requirements will be published in Technique. USA Gymnastics will continue to evalu­ate, develop, and adapt the program as needed to meet the needs of gymnastics professionals. We welcome input from the gymnastics community.

Coaches education is a means to develop re­spect. Through diligent study and application of coaching knowledge, the coach can become a positive influence in the lives of young athletes and promote the sport of gymnastics. A well­informed, organized coach is effective and can therefore meet the needs of a diverse and ever­changing gymnastics population.

February 1993 TECHNIQUE

Coaching Education

ACE P Leader Level Sports Science Course T he Sports Science Course can benefit new

and experienced coaches with little or no formal coaching education. It combines

the practical experiences of successful coaches with the important findings of sport scientists. Successful completion of this course fulfills one requirement for USA Gymnastics PDP Level II Accreditation.

The course provides coaches with critical in­formation in areas such as philosophy, communi­cation, teaching, nutrition, and management. These topics come to life through videotapes, discussions, and thought-provoking workbook exercises. Coaches later study the text and take an open-book test.

ACEP offers ACEP Leader Level Sports Sci­ence courses throughout the country year-round. USA Gymnastics will be sponsoring Sports Sci-

ence courses beginning later this year. You can host a seminar at your own facility by contacting a certified instructor. For more information, con­tact USA Gymnastics.

The form on the following page should be used to register for Sports Science Courses sponsored by USA Gymnastics.

Successful Coaching Rainer Martens, PhD

This text thoroughly explains all the concepts presented in the Sports Science Course. Successful Coaching is full of exercises, examples, discussion topics, illustrations, and checklists designed to make learning how to be a more effective coach interesting and enjoyable.

Introducin two easy ways to get lo~ w qlesale prices on every Item ill our catalogs!

TECHNIQUE February 1993 7

SUCCESSFUL COACHING

USGF-ACEP Leader Level Sports Science - Registration Form

Fill in the following form as completely and accurately as possible. Please print or type.

Name ____________________________________ __ Birthdate ___________ Age __

Address __________________________________ __ City State

Zip ________ _ Phone Nos: Home ( _ _ ) - __ - Work ( __ ) - __ - __ _

Social Security No. ___ _ USGF Professional No. ______________ _

Safety Certification Status: Are you currently Safety Certified? D Yes D No Expiration date: _/~_

Course Information: Date: __________ _ Location: ______________________________________________ _

Course Instructor(s) ______________________________________________________ _

Course Fees: 1. The textbook for the Leader Level Sports Science course is Successful Coaching. The textbook is included in the

course fee. Preregistered participants will receive their materials at the course. 2. The course fee is $75. 3. USGF Professional Members may register at the reduced rate of $60. 4. Successful completion of this course fulfills the Sport Science requirement for PDP Level II Accreditation .

Payment:

D Check (Payable to USA Gymnastics) Check No. ____ __

D MasterCard or D VISA Card No. Exp. Date: _I_I_ Card Holder Name: Signature: ___________________________ _

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February 1993 TECHNIQUE

Coaching Accreditation

Level I Accreditation Procedures Normal path

Instructors and coaches can complete the Ac­creditation components through self-study or clinic participation. There are three components:

To complete the first component, Rookie Coaches Gymnastics Guide, the coach needs a copy of the text ($8.95). Study the material and complete the self-test included with the book. Then send the test and $5.00 processing fee to USA Gymnastics. (Coaches receive a certificate recognizing suc­cessful completion)

To complete the second component, Sequential Gymnastics II, the coach needs a copy of the text ($13.00). Study the material and complete the self­test included with the book. Then send the test and $5.00 processing fee to the USA Gymnastics. (Coaches receive a certificate recognizing suc­cessful completion)

(Passing score on the written tests is 80%) To complete the third and final component, the

coach must attend a Level I Video Clinic. The clinic video is approximately 65 minutes; the workbook includes a variety of practical exercises. At the conclusion of the clinic, the coach completes the form on the back of the workbook which is signed

by the Ginic Administrator and returned to USA Gymnastics.

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

Level I Grandparenting The idea of grandparenting was used in the

implementation of the PDP to allow the more experienced coaches and administrators to par­ticipate during the implementation of the program by eliminating the testing components. Coaches who meet the criteria can receive their Level I Ac­creditation. Coaches applying for Level I Grandparenting must attend a dessignated grandpa renting clinic. Level I Clinic Administrator

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

Dave Moskovitz USA Gymnastics Coaching Development Coordinator

mACl-IES EDUCATION

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9

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Technique hints

Make your feet score for you! A s a judge I evaluate the various compo­

nents of the performance. One area is "quality of movements." I like to pay

close attention first to the feet, because the major­ity of the skills (in FX, BB, HV) are performed on the feet; intricate dance movements,leaps, jumps balances, turns,locomotions, power take-offs, and landings. The gymnasts must have strong, flex­ible, powerful (quick and strong) and elegant feet in order to perform well and to score well. The feet are the base of the support for the whole body, all parts of the body have to line up with this base otherwise, control can not be achieved for the movements.

It is a delight to give a high score for a well composed and superbly presented performance. Good technique of footwork definitely will result in considerably higher scores because the judges don't have to deduct for the frequently re-occuring errors of the feet.

Qualities of working high on the half toe (in skills when it is mandatory) full extention of the feet and legs, quick explosive take-offs into jumps or acrobatics, immediate pointing of the feet in the air, high flights, cushioned and light landings with control are qualities of movement what all judges are expecting to see in a well trained gymnast's performance Versus:

Heels kept always near the floor, "golf club" alignment of the ankle, late pointing of the feet, slow take-offs, low height in flights, jerky heavy landings on the balls of feet versus on half toe followed by quick drop of heels, "shy" degree of knee flexion (plea) after impact with the floor,loss of balance following turns, and termination of movements. This quality of performance can not merit high scores for the exercise even if it is abundant of "0" or "E" difficulty skills.

Accuracy in execution is the most important requisite of artistic gymnastic especially in basic skills, virtuosity of execution is applied to all movements regardless of their difficulty ratings!

How will strength of the feet benefit you • The safety of the joints depend on the strength

of the muscles holding the joint. Stronger muscles pride for increased joint stability.

• Strength executed with speed will produce power, which is indispensable for jumps, and for acro­batics to be executed with desirable height. ' trong feet will facilitate safer and more effi-

nt landings, by absorbing the forces more l ually. A gymnast who weighs 100 lbs will

<) cope with 400 lbs of weight (force) to be 'd when landing from 12"-14" heights.

~ebruary 1993

In a floor exercise performance, the elite gym­nast will need to go through between 30-40 take-offs and landings involving single and double feet. In fact the feet are the most used, taxed, and "taped" body parts in artistic gym­nastic (FX, BB, HV).

The proven conclusion is with weak feet a gymnasts cannot endure the wear and tear of the complex skills-characteristic of power require­ments. Progress, success in the competitive career will be hindered by the breakdown of the weak feet, by the chronic or acute foot problems.

How will flexibility of the feet benefit you • A flexible foot will have a larger range of ankle

pivot then a stiff one. Also, flexible metatarsal (top of foot) will have a larger range of toe point allowing the toes to move closer to the heel. The mobility of these two areas of the feet will facilitate the creation of more force-using the strength and speed of the muscles over a longer period of time and distance, producing extra power for take-off. (jump)

• During landings the larger range of motion (flexibility) will lengthen the time to absorb the force of impact to stop motion in a more cush­ioned and controlled manner.

• A flexible ankle will lengthen automatically the calf muscle, and also will stretch the heel cord. These areas are needed to be stretched further more during the impact of backward landings, especially when you are short of rotation, leaning forward.

• And finally a flexible and strong feet has its own "show time!" It is alive and moves, just like a hand can gesture. Soon as it leaves the floor it re-shapes itself into a beautiful new line, the" golf club" line into a lovely bow shaped arch.

• Working on half toe frequently in a routine will give more depth to the movements, allowing you to move with expression, of delica te move­ment and lightness. Which is a very desirable compositional change between power sequences.

• A well pointed foot will lengthen the line of the leg, giving a slimmer, taller appearance to the body, by changing it proportions.

• The best gymnasts of the world from USA, USSR, Romania, Hungary have the same char­acteristics of strong, flexible, powerful, and beautiful feet. Get your video tape out at home to watch the floor exercises to focus on footwork.

These exercises are recommended for your feet: • Warm up with walking on the half toe, on the

heels (sheen splint prevention), on the outer edge of the feet. Do these everyday.

11

Margit Grete Treiber Assoc. Prof. of Phys. Ed. Indiana State University

Note: Remember successful gymnasts are responsible for teaching -training themselves (coaches cannot do it all!). You can be as good as you want to be, if you do your homework giving maximum attention and effort to the perfection of your movements.

12

• Stand on a stair step (or very low beam). Do toe rise on both feet. Use slow routine, continuity. Lower the heels until they will be below the level on the ball of the feet. (stretch heel cord). Use hand support for balance. Repeat 6X's do 3 sets. You may want to do the same exercise later on single foot also. Start only with 2 or 3.

• Train regularly with basic ballet, foot exercise, you probably already doing these. Tendu, Releve, Plie, Rond de Jambe etc. First use a Barre for light hand support. Perform these also on half toe. Next move to FX, Mat: perform above exercises without hand support-on the FX, Mat: on half toe. You will be frustrated trying to control your balance.

• Stand on one foot, on half toe. Balance as long as you can. Repeat on a crash mat (8" thick). It will be very difficult to balance on this surface.

• Additional exercises are illustra ted on the sheets used in sport medicine to prevent and to reha­bilitate foot injuries.

Therapeutic Exercises for Ankle and Foot Disabilities Bob Sheldon, U. of Illinois, and

Gene Logan, UCLA

1. Heel Cord (Achilles tendon) Stretch - Stand 30' from wall; allow body to move toward wall retaining heels in contact with floor. (repeat 10 times)

2. Inverter Exercise - Pick up wad of paper with toes and place in hand as shown. Repeat 10 to 15 times. Repeat with other foot.

3. Everter Exercise - Pick up wad of paper with toes and place in hand as shown. Repeat 10 to 15 times. Repeat with other foot.

4. Toe Flexor Exercise (Sitting Position) - Place feet on end of towel. Pull towel under feet with toes. Weight may be placed on towel to increase resis­tance. Repeat 4 to 5 times.

5. Plantar-Flexion Exercise-

Raise up & down on toes )})) holding weight in hands to increase resistance. Repeat 3 bouts* of 10 repet. each using maximum weight which can be held (a press-bar may be substi­tuted).

6. Inverter-Toe Flexor Exercise - Walk 10 ro 30 yards on sides of feet with toes courled inward.

7. Supinator (Plantar Flex & Inverter) - From sitting position hold one leg straight & slowly bring opposite foot up shin of straight leg as far as possible using big toe as a pointer.

* Bout = Ten successive repetitions. Repetition = One complete movement up and down. 10 R.M. = Maximum weight which can be lifted consecutively for ten repetitions. 30 repetitions per day, 3 to 5 timesd per week are sufficient. After maximum strength is obtained, one to two periods per week will maintain strength.

Foot Routine

Heel Cord Stretch Routine

Metataral Stretch Routine

February 1993 TECHNIQl

Sport Psychology

Getting in the Flow: What the coach can do? I n the last issue of Olympic Coach, we exam

ined the concept of "flow" and used it to explain why the Olympic Games was some­

times a disappointing experience for the mem­bers of the Dream Team. In this issue, we will continue our look at flow to see what coaches can do to promote the flow experience for the athletes.

Flow was defined as an enjoyable state occur­ring when a person is doing something that is sufficiently challenging to require a lot of con­centration. A diagram (see Figure 1) was used to show that too much challenge and not enough skill leads to anxiety, while too much skill and not enough challenge leads to boredom.

Why is it important to promote the experience of flow to athletes? There are two critical reasons. First, athletes who are in flow are more likely to have better performance. The coach who wants his/her athletes to play well must help them get in the flow of the game more often. A top-level figure skater describes how flow leads to excel­lent performance:

"It was just one of those programs that clicked. I mean everything went right, evenjthing felt good ... it's just such a rush, like you felt it could go on and on and on, like you don't want to stop because it's going so well."

(Jackson , 1992, p.168)

A second good reason to promote flow is that athletes who experience flow frequently enjoy their sport participation more. Enjoying sport participation is the critical factor in athletes stay­ing motivated, being willing to work hard, and staying in their sport and not dropping out. We can see that flow is an important factor in two of the basic goals for all coaches - succeeding and having motivated athletes.

What can coaches do to help their athletes experience flow in sports situations?

Experts suggest that the five factors indentified in Figure 2 are crucial for promoting the flow experience: choice, clarity, commitment, challenge, and centering. Let's take a look at each in turn.

Choice Experience indicated that the best coaches al­

low their athletes to feel a part of the training process by taking a responsible part in the deci­sion-making process. The level of choice given to the athlete varies with the developmental level of the athlete. But even from a very young age, choice can be encouraged.

A local swimming coach of eight to lO-year olds ran 90-minute practice sessions after school.

TECHNIQUE February 1993

He devised a season training plan for his swim­mers, but had several alternative workouts for each training goal. His swimmers were allowed to choose some of their daily workouts from their coach's "menu." Each swimmer was responsible for keeping a record of his/her weekly workours on a pool notice board.

Clarity As we discussed in

Shane Murphy, Ph.D. USOC Sport Psychologist

the last article, the like- (Low) r-----------------;>'

lihood of flow is in- Anxiety creased if athletes have clear goals and the coach provides unam­biguous feedback about the athlete's progress in reaching these goals. A player who is unsure of (High)

his / ber personal goals for a game is very un­likely to experience flow, no matter how much he/she concentrates.

(Low)

Coaches should always be aware that without guidance, most athletes will set primarily "ego-involved" goals. That is, they will set goals such as winning a match, scoring goals, beating another player, etc. Instead, coaches should help athletes set mainly "task-involved" goals. Such goals re-lated to quality of practice, content of workouts, having a good attitue toward competition, and improving personal performance. An athlete with task-involved goals is more likely to get in the flow.

A 12-year-old tennis player with lots of talent joined the school and came under the instruction of Coach Sue. The player lost many matches she should have won, usually because she would lose her temper and lose concentration if she played badly at any stage. Sue sat down with her and found out the goals she was setting for herself before matches. They always involved winning. As a result, the player was always comparing herself to others, and wins were never very satisf!jing because another match was constantly on the horizon.

Sue helped the player set very concrete match goals, such as: getting in the first serve, attacking the net consistantly, watching the ball onto the racquet on every shot, taking two deep breaths after an unforced error, and giving more effort than her opponent, It took her all of the fall season, but by the end of the season the player had

13

Boredom

Skills (High)

Figure 1

Figure 2

14

moved up to the number two spot on the team, was much less anxious before matches, and actu­ally seemed to be having fun playing tennis!

Commitment Coaches who learn about the benefits of goal­

setting can sometimes fall into the trap of impos­ing goals on the players rather than getting play-

CHOICE

THE

5 Cs

ers to commit personally to the goals. Once again, flow is more likely to occur if the player is doing the sport because helshe wants to, not because someone else is setting the rules.

A 15-year-old gymnast was referred to her family dictor due to frequently missed practices because of "colds" or "sprains." Her mother was very concerned that she was not getting "enough out of her training" to justify continued lessons. after several meetings with the gymnast , the doctor determined that she did not want to con­tinue a gymnastics career. A meeting with the coach comfirmed that the gymnast was receiving considerable pressure form her mother to con­tinue. The athlete spoke of "wasting the $100,000 my parents have invensted in me." The coach and athlete met with the gymnast's parents and con­vinced them that a break form gymnastics would be to the athlete's benefit. Within four months she had taken up diving instead, and was loving it.

Challenge An a ppropria te level of challenge is essen tial in

order to created the right conditions for the expe­rience of flow . As an athlete's skill level grows, the challenge must be increased in order to avoid the extremes of anxiety or boredom.

Sharron and Juanita were freshmen college tennis players who were paired up as practiced partners. They quickly found that just hitting

the ball back and forth was boring, so they de­vised a variety of practice routines which chal­lenged them. They had to hit 10 successful cross­court forehands, or 10 backhands down the line. If they made a mistake, they had to start all over again . As they became better at their initial routines, they devised ever more intricate prac­tice routines. It became matter of pride not to be the one to make the first mistake.

Centering The word" cen tering" refers to a here-and -now

orientation. Flow occurs when an individual is totally immersed in the task at hand and doesn't worry about either the past or the future. This can sometimes be very hard to achieve in sports, where a coach might call a timeout and remind everyone about a mistake that was just made, of diagram out a play which hel she wants run on the nest series. Sport psychologists teach center­ing as a technique to help athletes block out all distractions and concentrate only on the task at hand.

Jim was a young professional golfer trying to make it on the Hogan Tour. A player of tremen­dous power, his biggest problem was consis­tency. He consulted with a "mental coach" who examined his preshot routine and found that it varied greatly depending upon the situation. If the shot Jim needed to play was very difficult , he took lots of time preparing. If it was an easy shot, he tended to walk up and hit the ball quickly. The coach taught Jim to use the same routine before every shot. Jim learned to "center" before he hit the ball. He would visualize the shot he needed to play, take a deep breath, relax his shoulders and forearms, take his stance, grip the club, take one more breath, and hit a fluid shot. Jim learned to do this on every shot. He made mistakes, but he "ban ished" them from his mind before the nest shot. Five months after beginning to practice centering, Jim won his first Hogan event.

We hope these ideas help you get your athletes in the flow more often. Have fun!

Based upon the work of: K. Rathunde (1988). Optimal experience and the family

context . In M. Csikszentmihalyi and I. Csikszentmihalyi (Eds.), Optimal experiel1ce: Psycho­logical studies of flow il1 COl1scousl1ess (pp. 342-363). New York: Cambridge University Press.

Jay Kimiecik and Gary Stein (1992). Examining flow experiences in spot contexts. Jourl1al of Applied Sport Psychology, 4, 144-160)

This article is reprinted by permission from Olympic Coach , Winter, 1993, Vol. 3, No.1, 8.

February 1993 TECHNIQUE

Technique

StretchingExercises from Leningrad

Editor's Note: Technique is fortunate that Meg Warren permits USA Gymnastics to reproduce material that she prepares for the Newsletter of the Association of British Gymnastics Coaches. Be­sides having a keen insight for providing the kind of material that coaches crave, her articles are simply, but brilliantly, illustrated by her own dra wings. The following article is part of a lecture by Tamara Yatchenko to British coaches in Janu­ary, 1992 that Meg documented regarding stretch­ing exercises.

Part I 1. Facing the beam (Height: 1.0-1.2 m approx.)

A) Press the shoulders down (count: 1,2,3, & 4); B) On the toes with bent knees, press the ankles forward; C) Alternately bend the legs and stretch the ankle. (To a 4-count)

2. Back to beam A) Bend the knees and press the shoulders down; B) Using the back knee against the other calf, push the calf forward tin order to stretch the ankle; C) A similar exercise can also be done facing for-

W"d(4-'~"~ ~

A liB} C~ 3. With the support foot facing in

A) Push the hips forward 4 times; B) Straighten the leg and fold the chest down to the knee 4 times; C) Bend the support knee 4 times. (Repeat on other leg)

4. Using the wall bars A) The hips must be square; B) Very close; C) Preparation for back walkover.

A

f>' (0 )'

tt: \\ : ff :

Or): ((f \ \:

B \1:

TECHNIQUE February 1993

c

5. Sideways to the beam (Repeat the exercises on the other leg) A) Back is arched & horizontal; B) Lower down for 4; C) Heel down; D) Rise and keep arms straight.

~ ~ ~' I~' A T B~ c \1, D j)

6. Side to beam with hand on for balance A) With supple arms, arch forward with demi-plie legs and on toes, return to stand & repeat; B) From standing, lift knee upwards and straighten (gym­nast holds heel on inside of leg) Pull leg in and push hips forward; C) Then take leg to side and pull leg in; D) Then to the back and pull in.

A B c D

Now with the same leg forward, let go. A) Gymnast has to lift leg 4 times to the front; B) 4 times to the side; C) 4 times to the back. (Repeat the whole exercise with the other leg)

A

7. From pointing position (tendu) with side to beam A) Lift leg 4 times; B) Then take foot from behind (4 times); Then facing beam: C) Keep arms straight; D) Now with shoulders & chest low.

(c l ,li p p / / rO ~ , I ~1 \~o .~

l~\ II / Jr \1 "" \1 \' I,

I It 1'( II / 11, \, I . 1-. . '-

A B C D

8. Four (4) actions with each exercise On the 3rd, hold back and arms up for count of 4.

15

Meg Warren Associa tion of British Gymnastics Coaches 1992, 7th issue

16

9. Lift leg to front and then take to the side and bend knee (demi-plie) 4 times. Release and hold for 4 counts.

If( II

i1

~ \\ II

10.In the following, press 0'=-1'" .-.. =C _ ~~-the back leg down. (Back must be kept straight) ( ;

1l.Spotter and gymnast. Spot-ter presses the gymnast's shoulders back. (Note from 1" I writer: please do not do this r ( \ with ill prepared gymnasts. '1 I They must have good body I,! ' tension and control. You can i ~ hurt the gymnast's back if you act irresponsibly)

12. Tamara then took the gymnast through to a bridge to a stand. (Writer's note: notice how much support and shaping she did) Then, bend forward .

(/~v~ " -- \~~ I~~'

Part II - "Oh, what lovely arms ... " I don't believe that the soviet gymnasts or ballet

dancers are born with lovely arms - they just work hard at the following type of exercises' (My drawings don' t convey the fluidity and suppleness of movement that Tamara showed, but hopefully it will inspire you to teach your gymnasts some of these movements).

1. The gymnast rotates the hand inwards then bends and stretches the arm pushing the hand out to full extension. (Repeat on other side)

o

TI ,· )1 \ ()

1 o

2. Hands down, hands up, repeat, then bend elbows in and stretch. (twice)

o

3. Bend left arm in, then right arm and straighten arms to sides. Rotate shoulders backwards twice, then bring the arms from underneath to a concave posi­tion of the body with knees bent and on the toes.

(0 {o (0 10 r<:!

I ! ~ ~ l 4. Rotate one hand, the the other. Rotate one forearm to

extension, then the other. Then, bend 1st elbow & push out and repeat with other arm. With both arms

up, bend hands forward then backward .. . forward again ad then bend slightly back opening the chest and circle both arms backward then forward to finish i a concave position on toes. Return to stand.

0 0 0

f(- y -(~ \If' )

r~ f ~ f 11 (~ I I I

5. Rotate the shoulders back using the elbows. (Twice) Then come to core position. (Repeat)

6. Bend the arms in from side stretch and bend one leg, toe to knee each time. (Twice on each leg) Then relax forward and swing arms rhythmically.

7. From a side stretch of the arms, bend arms into side, then bending the knees and keeping the back straight, bring arms down to the sides. Arms circle backward to above the ears and repeat core body movement. Straighten body and stand.

8. Bend arms inward and then and circle backward to over head. Lead initially with the wrists, bend arms down as legs flex to squat. Lift arms out to side and then up to concave contraction. Return to stand.

February 1993 TECHNIQUE

8th Intercontinental Judges' Course

Men's Judging

SPECIAL REOUIREMENTS IN ARTISTIC GYMNASTICS Boris Schachlin

At present artistic gymnastics is experiencing a new stage in added difficulty in the exercises, the perfection of combinations and especially that of execution.

The special characteristics of the apparatus construction and the creative activities of the gym­nasts and coaches require a quick revision of the optional exercises, for which difficulty is unlimited.

However, difficulty alone does still not deter­mine the completion of combinations. Therefore, a complete combination policy is necessary.

Today the exercises of the best gymnasts are distinguished through particular virtuosity. Ar­tistic gymnastics has become more attractive for the spectators.

The Code of Points contains specific special re­quirements for all apparatus. The special require­ments belong to the four factors of deduction of the optional exercises. In this regard the author of the combinations can display his inventive capa­bilities, his own style and his approach for the essence of gymnastics.

Special requirements serve as a strong lever in the development and guiding of combinations.

Floor A floor exercise appears as a harmonious and

rhythmic completeness. This consists of acrobatic jumps/moves and gymnastics elements. For this the floor area of 12m x 12m must be used in all directions.

Acrobatic moves form the main component of the exercise and determine its sporting difficulty and direction. The special requirements are di­rected towards the extension of the structure groups of the acrobatic moves with the arrange­ment of concrete difficulty.

1. acrobatic connection forward, at least B 2. acrobatic connection backwards, minimum C 3. a static element of balance on one leg or one

arm, 2 seconds. It is written in the Code of Points that for each

unfulfilled special requirement, a 0.4 deduction will be taken.

Pommel Horse Modern pommel horse exercises are distin­

guished by constant increase in the difficulty. With regard to the construction combination wise, what is missing in the exercises of most gymnasts is the diversity of the structure groups. And the excessive inclusion of swin elements thrau h

TECHNIQUE February 1993

the handstand has as a consequence a lack in the technical execution.

The main task of the special requirements con­sists of the overcoming of the discord of difficulty and that of the combinational construction of the exercise.

The optional exercise on pommel horse must contain:

1. two scissors in an optional connection 2. at least one element on one pommel 3. at least a B-element on each end of the horse

In this regard the special requirements call for the following being taken into consideration in the construction of the optional exercise; manda­tory variety of the structure groups, execution of elements or connections in decreased support with the use of all parts of the horse.

Rings Rings are a seemly complicated movement

construction which require from the gymnast a great exactness in the movements. The abun­dance of strength elements and strength connec­tions forces the gymnast to better train endurance.

The Code of Points states that the difficulty of an element or a connection will be recognized when the technical execution corresponds to the prescribed structure. Swing parts will be judged based on dynamics, amplitude and body position, from the beginning position to the end. The body position decides for strength parts and the held length with regard to the recognition of the respective difficulty. Each judge must fulfill all articles of the Code, without deviations, in his judging.

The special requirements on rings are: 1. one handstand with swing, at least C, 2

seconds. 2. a strength hold at least B, 2 seconds 3. a strength handstand of at least B, 2 seconds.

The maximum deduction for all unfulfilled special requirements is 1.20

Vaulting Vault is an independent discipline in artistic

gymnastics. However in the course of many years the Code has hindered the development of the so­called round-off vaults. The existing methods of training complicated vaults with double turns have had no success. The technical people have maintained that without essential improvement of speed-strength preparation, it is completely impossible to master new difficult vaults.

The modern technique of complicated vaults is based on the high speed of the run, the hard push off of the hands and the clearly imprinted phase of movement.

17

18

The gymnast must train very much in order to fulfill the special requirements of Competition III. to perform two various vaults of high difficulty.

Parallel bars The modern stile of parallel bar exercises is

designated by swing and flight elements, which are executed above and below the rails, with the perspective of being performed with straight arms, stretched body position in the handstand, pre­dominant performance of dynamic exercise parts, a blending of difficult elements without simple no-value intermediary elements.

The special requirements are: 1. a swing element on both rails from or into

the support, minimum B 2. a swing element on both rails from or through

the hang, minimum B 3. an exercise part with release of the hands,

minimum B.

Horizontal bar The difficulty of an exercise may never be

raised at the expense of the body position and correct technical execution. This basic principle of the Code is especially important for horizontal bar.

Features typical to the apparatus of horizontal bar are the blending of exercise parts, which are connected with flight over the bar, through the performance of the various structure groups, which are done with various amplitudes.

The special requirements are: 1. an element with both arms in el-grip or in

rearways hang through the lower vertical, at least B

2. an element with release of grip, clearly shown flight phase and regrasping the bar, at least B

3. an in-bar element, at least B. i.e. "Endo"

BONUS POINTS Eberhard Gienger

General Since the introduction of Bonus Points I Ra V in

the year 1977 there has always been heated dis­cussion concerning the correct application. For example at the 1991 World Championships in Indianapolis it was determined that in Competi­tion lB there was not a single time that all judges uniformly judged all 3 bonus factors ROV. This and the constant uncertainty of the judges in the awarding of bonus points caused the MTC to simplify the awarding of bonus points.

Bonus points in the compulsory exercises

In the compulsory exercises, V=Virtuosity has been maintained . It remains possible for the judges to award a bonus of 0.2 for especially virtuous execution in total or in segments of the exercise. What is to be understood as virtuosity in the execution of the compulsory exercise is the suc­cessful striving of the gymnast to attain the

boundries of perfection, and that is to be judged. This is with regard to the technical and body position execution of important elements, seg­ments or the entire exercise.

The criteria for these are: a) maximum ampli­tude; b) impressive rhythm and dynamic impact up to the end point of the movement

Reasons for the change of bonus points The present awarding of bonus points was

very unsatisfactory. The abolishment of ROV in favor of the 0 and E difficulty elements as well as that of connections should simplify the work of the judges and lead to as well being better able to differentiate the good from the very good exercises.

But for this, just as before, the principle must be valid. The gymnast should control/master his body completely and entirely. 5.40 is the amount of available deductions under the category of exercise presentation if the highest level difficul­ties are not cleanly performed in body position. This should say that the gymnast must weigh exactly whether he wants to enter into the risk of making allowance for possible execution errors in the high difficulty elements. In this regard what might be more successful is the controling of the explosion of difficulty elements.

Distribution in the difficulty groups As already acknowledged it was not carried

out successfully overall that the difficulty ele­ments could always take into account the diffi­culty levels. For example, Kovacs with 1 I I turn (Kolman) would have had to be va lued as an F­part. On the other hand, however, the require­ments in this present cycle could not be otherwise. However in the future cycle a change can be made.

Bonus points in the optional exercises Bonus points may be given only for elements of

the • categories 0 and E. If there is good technical execution, bonus points

may be given as follows:

For each D-part 0.1 point For each E-part 0.2 point

For connections within an exercise, a maxi­mum of 0.2 bonus points may be awarded.

• 0.1 may be awarded for the following connections:

C+D D+C C+E E+C 0+0

• 0.2 may be awarded for the following connections:

0+ E E+D E+E

Example: an exercise contains the following difficulty elements:

D+C+A +D+A+E+D

Bonus Pts. 0.1 0.1 0.2 0.1 = 0.5 Connections 0.1 0.2 (0.3)

Total

however a maximum of 0.2 is allowed

.2

0.7

The judges will have to practice in order to quickly master this system. In as much, the judg­ing must be able to result quicker, too.

Februanj 1993 TECHNIQUE

Recognition (and non-recognition) of bonus points

It is written in Article 27 that bonus points may only be awarded when the technical execution of the elements and connections results without major errors.

Example: Triple saIto on floor - the gymnast puts out

his hands after the landing or falls on his back. E-part will be recognized because he has ex­ecuted the the triple saIto.

If the gymnast lands however with the hands and feet at the same time and falls on his stomach, deductions will be taken and also the possible non-recognition of the element and also non-recognition of bonus points.

Flight element on horizontal bar: Kovacs -regrasping of the bar, however the gymnast falls to the floor.

Results: Non-recognition as a flight element. Non-recognition as a value part. Non-recognition of the bonus points.

The respopnsible task of the judges becomes to correctly award bonus points, because these can decide between the champion and the runners­up. The gymnast must have the feeling that in comparable exercises, the more difficult exercise will be judged higher.

ON THE JUDGING OF EXECUTION Feng Jibai Chinese Gymnastics Association

Among the various judging factors of the new Code of Points, 1993-1996, that of execution is where the most changes have been undertaken. Of the possible 10 points, execution alone takes 5.40. The combination of an exercise no longer represents an independent factor . It is now incor­porated in the factor of execution. The collective term is that of the judging of execution.

The history of the development of artistic gym­nastics has proven tha t the evalua tion of the judges has very strongly influenced the developmental tendencies of gymnastics.

In practical judging of execution, the judges often looked more at the body position execution than the requirements of the technique, that of the construction of an exercise as well as its character­istics. The point mentioned lastly is however a decisive component part of the development of gymnastics. Therefore during the past years the MTC in its carried out discussions on the revision of the Code has tried to perfect the judging of the contents through the stressing of the judging fac­tor of execution. The part in the new Code on execution contains, in addition to body position execution, that of execution technique and the

TECHNIQUE February 1993

compilation of an exercise in addition to its char­acteristic. In order to stress at the same time the maintaining of the nature of the basic technique on the respective apparatus, in the new Code a percentage of points was increased for the special requirements on the individual apparatus. We will come to speak of that on the individual appa­ratus.

The most important evaluation factor of an optional exercise is the execution of an exercise.

The basic material for the construction of an exercise for judging is the value of the difficulty elements as well as its number. On this basis, the following points are dependent upon the under­standing of the gymnast, as they understand the characteristic of the respective apparatus. For ex­ample, how high is the level of the gymnast, whether an exercise is up to date, whether the exercise corresponds to the prescribed technique, whether the characteristics of an exercise can be reflected in the personal gymnastics style, if in the competition the gymnast offers a brilliant, excit­ing, attractive and compact routine. This is what corresponds to the new construction of an exer­cise. In addition to this special attention should be paid to the rhythm, tact, and how it is transmitted. Only thus can the boarder line of perfection, safety and thoroughness be attained. On the basis of the Code the gymnasts are to strive to show their personal gymnastics style and to be creative, and through this will come the guarantee that gym­nastics will further develop, increase, be renewed and contain unending strength of life.

This is exactly the goal which should be at­tained with the new Code.

1. Th~ construction of an optional exerCIse

In the construction of an optional exercise, in addition to taking into consideration the Code of Points, the personal gymnastics style should be viewed as well.

Various gymnasts can construct an exercise from the same contents of elements and through a completely different gymnastics style put forth a different value. An exercise will be constructed through the connection of difficulty elements.

The type of connections and their varying val­ues can distinguish as follows:

A. Simple connections B. Direct connections (those whose value can

be separated). Of these there are two forms: 1) a lower form; and 2) a higher form .

e. Special connection (belonging to an insepa­rable difficulty) (I have already spoken on this at the previous intercontinental judges course in Magglingen) .

When the tendencies of development in gym­nastics are closely examined, it is anticipated that even more direct connections of a higher form and special connections should come more to the foreground. Through the awarding of bonus

19

20

points for the various connections of difficulty of C and above, the new Code tries to be able to urge this developmental tendency. In order to guaran­tee that this will be able to strongly develop on the individual apparatus based on the content and characteristic, requirements for execution were put Forth in the new Code. As soon as these requirements are not fulfilled, the respective de­ductions will have to be consequently under­taken.

A. The construction of an optional exercise must be strongly different from that of the com­pulsory exercise. With the exception of the dismount, however, certain elements and connections from the compulsory exercise can be built into an optional exercise. How­ever the pre-and following elements must be different. If the combinations of the op­tional exercise are strongly similar to that of the compulsory exercise, a deduction will be taken. A deduction of 0.2 or 0.4 respec­tively will be taken for performing 3 com­pulsory elements consecutively, or half of the compulsory exercise. If the dismount of an optional exercise is the same as that of the compulsory exercise, 0.2 will be taken.

B. All mounts (with the exception of vault) must be performed with closed legs in a basic standing position or with a short run. Prior to the actual mount, no additional elements can be performed (with the excep­tion of vault). No superfluous pre-elements may be performed (i.e. pre-swings).

C. All dismounts (saltos on Floor and vault) end with closed legs in the basic stand posi­tion. Pushing off with the feet from the appa­ratus will be deducted with 0.2 respectively.

When the difficulty of the dismount ele­ment does not correspond to the difficulty of the entire exercise, a 0.2 deduction will be taken. 0.4 is deducted for lacking a dis­mount.

D. In an optional exercise, the difficulty of the same exercise can be counted a maximum of two times. (what is especially to be consid­ered are the direct connections of higher form). A 0.2 will be deducted each time for the additional repetition. That is the same as a connection without value). (For Thomas flairs on pommel horse, giant swings on high bar as well and back handsprings as a transitional part of the connection, what is valid is that it may only be repeated one time from the same position, otherwise it will be penalized as a repetition.) With this combi­nation, the gymnast only attains the mini­mal requirement for an exercise without a deduction. However the overall impression of the combination of the exercise will be considered .

D. With regard to the intermediary swing and connection of no value

Intermediary swing: Intermediary swing is technical termi­

nology in artistic gymnastics. This technical significance is vital for compulsory exer­cises as well as for optional exercises. The procedure is described with a pendulum movement which goes from one point and after reaching both endpoints, comes back once again to it's original position. From the outgOing character of gymnastics, a respec­tive element must be performed at each end. If at both end points of the proceeding no element is performed, this is considered an intermediary swing . If there is no element performed at only one end,. this is perceived as a half intermediary swing. The deduction taken for each intermediary swing is 0.4. For each half intermediary swing the deduction is 0.2.

Connections without value: This is the easiest form of connection with

a difficulty under the value of A and has the task of preventing that a break occurs be­tween the elements. If for example an in­tended handstand does not arrive in the handstand position. Or, double saIto back­wards on parallel bars, which following the back swing comes back to the upper arm hang. Or repeated swing overs with one leg on pommel horse. The deduction in these cases is considered as those for each half intermediary swing - 0.2.

2. The evaluation of technique and body position in execution

The judging and analysis of this part require the knowledge and practical experience of the judge. For the correct judging of gymnastics per­formances it is of great significance when it will be made clear in the questions, for example, what belongs to regular technique and what is ad­vanced technique, what is standard execution and what is virtuous execution. The technique as well as the body position should be taken into consideration in judging execution. For example the execution of a double salto on floor.

If an element is considered as not performed, than the difficulty will not be recognized and additionally deducted with 0.4. In Article 25 of the Code the errors specific to the apparatus and floor are given exactly.

With regard to the special requirements on the individual apparatus, they total 1.2.

A. For each lacking requirement 0.4 will be deducted.

B. A requirement can be fulfilled by only one element.

February 1993 TECHNIQUE

Progressions

Vaulting Progressions

Front Handspring and Roundoff 1. Run:

A. Knees must be horizontal using only the front 3/4 length of the foot (excluding the heel). Hips open, chest straight.

~ B. Horizontal knee extends forward .

~ C. The back leg: pushing back so that the

entire leg is straight to the toes. D. The arms should be relaxed moving front

and back. E. The shoulders should be front and

straight, not hollow or arched.

2. Hurdle to the board: A. must be low and short

B. underswing arms C. chest a little open, shoulders forward D. hands behind the body, arms straight E. bottom tight

3. Swing arms fast and strong to the horse.

4. Drive heels up fast and strong, bottom tight, head up watching fingers.

5. Hands to the horse: Moving to the hand­stand: heels and hips are a little open, more than vertical.

6. As the arms, shoulders, chest begin to push tall, the head moves up more, stomach in. The body will move from an open position to a straight position, watching fingers, hands by the ears.

7. Roundoff: The same pre-flight progressions as the front handspring. The turn begins before the hands touch the horse (more than 45 up to the handstand).

Off the horse: push tall, stomach in, chin in, arms straight by the ears, head down, bottom tight (same as on the floor).

TECHNIQUE February 1993

Drills: 1. Run: Use an elastic rope, around the hip

area attached to a wall, fast running, point toes (15 sees.) x 10.

2. Pre-flight: very strong front layout from the vaulting board

3. Roundoff to pit or soft mat 4. Roundoff from the horse

Progressions for a Front Handspring 1. To begin:

The gymnast should be pushing tall. Head a little up, watching the fingers, stomach in, arms by the ears.

2. Kick: Strong kick up, 90° or more.

II 3. Big Step Forward:

Step is forward not down. Place hands far from 1st foot. Angles do not change in the shoulders. Pushing tall, head still a little up watching the fingers.

~SF 4. Kick:

Kick around to the floor: feet moving to the hands. The back leg should kick fast, straight, and strong. Push tall all the time, eyes watching the hands, head up all the time. 2nd leg should push strongly, straight toes pointing off the floor.

Vladimir Artemov

21

22

5. Arms: Push tall all the time, straight all the time.

6. Landing: Body position a little open (like super man), bottom tight, legs straight and together, entire body pushing tall, head up watching the hands.

Drills: 1. Bridge: should be done

by the wall, arms by the ~ ears and straight, head up, shoulders and chest on the wall, legs straight together, wrists-hands like a handstand.

2. Handspring down an incline.

3. Handspring off a block to a soft mat.

Progressions for a Roundoff 1. To begin: The gymnast should

standCpushing) tall, stomach in, chin in, a little hollow ~hest, no arch in the shoulders, arms pushing tall and behind the ears, watching the toes.

2. Kick: A strong kick up, 90° or more in the air. The body position stays the same.

3. Big Step Forward: Step is forward not down.

4. 1st hand, 2nd hand, kick, turn: All the moves will happen together.

A. The Arms: The gymnast will be moving like a hand­stand. Place the 1st hand far away from the 1st foot. Both arms will stay by the ears.

B. The Kick and the Turn:

1. The back leg will kick strong and fast. 2. The front leg pushes strong. 3. End of kick: legs should be apart like a

cartwheel. The gymnast will begin to turn in the shoulders: around the vertical axis. Pushing tall.

4. The body starts to turn near 45°. The hands do not turn, when touching the floor it will look like a cartwheel. Speed is a major factor when the legs come together.

a. High speed: together a little sooner

b. Low speed: together right by the floor

5. Landing: The feet should be together, legs squeezing, bottom tight, stomach in, arms behind the ears, pushing tall.

Drills:

1. Handstand snap down.

Ballet Barre

rl February 1993 TECHNIQUE

The Women's Technical Committee and National Coaching Staff Present:

An Introduction to the

1993 Women's Code of Points for Coaches & Judges June 3-6, 1993 - Las Vega$, NV

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Featured Presenters include: USGF /WTC members

Course Directors: Marilyn Cross Audrey Schweyer Muriel Grossfeld

Judges'Track: • In-depth technique sessions including videotape

analysis • 1993 Code of Points presenta tions by even ts - geared

to preparation for the Elite course • Junior Olympic changes to the Code of Points • "To give or not to give?"

Coaches' Track: • Examples for Bonus combinations • Utilizing the new Code of Points for optimal value. • Technique lectures and analysis of selected "E" skills • "Everything a Coach should know ... so you won't be

afraid to ask!" (Short version)

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TECHNIQUE February 1993 23

USGFIWTC Symposium: 1993 Women's Code of Points for Coaches & Judges

Site: Las Vegas, Nevada Date: June 3-6,. 1993

Registration Form: Name________________________________ Phone( ____ ) ______ __ Address _____________________________ City __________________ ___ State_____ Zip______ USGF No. _____ SS No. __

Registration Fee USGF Pro-members Non members

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Due date March 1, 1992

Payment: _ Check (No. Payable to USA Gymnastics), or _ VISA, _MasterCard Card N umber _______________________ Expir. Date ________ _

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February 1993 TECHNIQUE

Commentary

Truth's Imperative C ompetitive gymnasts expose themselves

to strict critical evaluation. At competi­tions, the judges' job is to look for flaws in

the gymnasts' performances. Skills are compared to ideal form and deductions taken for the slight­est short-comings. Evaluation neither begins nor ends with the judges. Coaches relentlessly criti­cize their gymnasts both during training and at competitions. Parents and other observers notice what is good and what is bad, what they like and what they dislike.

Most of us, most of the time, avoid criticism. We hide, and hide from, our weaknesses and shortcomings. We shun the discomfort, the angst even, of learning our failings. So why, then, do gymnasts expose themselves to such critical judg­ment? In truth, few, if any, gymnasts think this question through. They are sucked into competi­tive gymnastics because that is where the more advanced skills are taught. Also, they are swept into competitive gymnastics by the momentum of expectation flowing from all involved including coaches, parents, fellow gymnasts, and them­selves. Nevertheless, this question demands our attention because the answer should both shape and justify gymnastics evaluations.

Gymnasts expose themselves to strict critical evaluation because they expect to learn the truth - not subjective truth, but objective truth, cold, clear, absolute. They hope to learn how their skills and routines measure up against perfection. They also expect this truthful evaluation to reveal how they rank among themselves.

Learning the truth is absolutely necessary for self knowledge which, in turn, is essential for improvement. We can't get better if we don't

know what we are doing. Moreover, the truth not only exposes our weaknesses and shortcomings, it also reveals our strengths and successes. This knowledge gratifies us. Beyond gratification, our successes construct our sense of what we are capable of doing and learning.

Therefore, honest evaluations are imperative. Both judges and coaches have got to tell the truth. This truth must reflect the presE:nt reality, not imaginary potential or past performances. If gym­nasts are presently incapable of performing cer­tain skills, then coaches should not have them compete those skills, not even to meet code re­quirements; and judges must not give credit for barely recognizable skills. Otherwise, gymnasts develop a false sense of their current abilities.

Furthermore, whenever coaches introd uce new skills, they are implicitly making the judgment that their gymnasts are ready to learn those skills. If this judgment is false, those gymnasts are doomed to struggle unnecessarily. Worse, the difficulty they encounter may convince them that they are incapable of mastering those skills. When gymnasts are prematurely expected to learn new skills, the pleasure of learning is severely dimin­ished.

Moreover, the physical risk inherent in a given gymnastics skill is magnified by the degree of unprepardness. Therefore, coaches have got to know the truth regarding their gymnasts' readi­ness for learning gymnastics skills and must coach accordingly.

Gymnasts depend on the veracity of coaches and judges. They expose themselves to strictevalu­ation because learning the truth enables them to grow in confidence and competence.

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RSG

Eagle Abruzzini, President, TCjRSG

26

UPDATE I. Partition of scores for the Senior individual exer-

cises Each judge gives a score as follows: Individual competition: • Composition-judge: from 0 to 5.00 points. • Execution-judge: from 0 to 5.00 points

Composition score A. Technical value - Variety - Music

1. Technical value of the composition • Number and level of the difficulties. • B difficulties performed with the compulsory

body elements. • Presence of the fundamental groups of appa­

ratus elements. • Presence of the particular technical require­

ments for the apparatus. • Distribution of the difficulties throughout the

whole exercise. • Logical linking of the elements of difficulty. • Use of the whole floor area.

2. Variety • In the choice of elements(body movements

and apparatus). • In the dynamics. • In the use of space.

3. Music: relationship of music and movement • Between the character and structure of the

music and the movement. • Between the dynamic contrasts of the move­

ment and those of the music. • Between the variations of intensity of the

movement and those of the music. B. Bonus 0.30 p. max

1. Originality • Original exercise

2. Risk taking • 2 risks

3. Additional difficulty • 2 B, C or D difficulties Total

Execution score

0.10 p.

0.10 p.

0.10 p. 5.00 p. max

A. Execution 4.90 p. max • Technique with the apparatus • Body movement technique • Rhythmic execution (music and movement)

B. Bonus 0.10 p. 1. Virtuosity

• Exceptional performance without fault Total 5.00 p. max

Final score Composition score Execution score

Total

5.00 p. max 5.00 p. max

10.00 p. max

II. New format for competition I of the individual gymnasts at World Championships a) The team consists of (as usual) minimum 3, maxi­

mum 4 gymnasts b) Each gymnast may, as in the competition for

group exercises, perform one or several exercises or may be used as reserve gymnast for one or several exercises.

c) Each gymnast may perform 1-4 exercises maxi­mum.

d) The competition program is: Rope, Hoop, Ball, Clubs and ribbon (five apparatus) .

e) Each country must show 10 exercises. 2 per appa­ratus, performed by different gymnasts.

f) The classifications: • The team classification is made by adding the

10 scores obtained by the gymnasts of the team. • The apparatus classification, made as usual,

determines the finalists for each apparatus (5 apparatus-5 finals).

• The individual classification, qualifying for Competition II, is made by adding the 3 best scores from each gymnast.

All countries who have participated with a full team(3 /4 gymnasts) will be listed in the team classifica tion.

All gymnasts who have participated in the appara­tus concerned will be listed in the apparatus classification.

All gymnasts who have performed at least 3 exer­cises of the program will be listed in the indi­vidual classification.

For the gymnasts who participate in Competition I as individuals only: • The program is of 4 apparatus, chosen among

the 5 apparatus of the Competition I; • The classification is made as for the gymnasts

of the teams, by adding the three best scores obtained (Classification qualifying for Com­petition 11);

• Each individual gymnast will also be listed in the apparatus classification of the 4 apparatus performed (Classifications qualifying for the apparatus finals).

For Competition II, the program in 1993 will be as follows: • hoop - ball- clubs - ribbon - (see circu­

lar dated 12/ 1/ 91). III. Junior Competitions for Group Exercises

For the 4 Continents Championships 1994, the groups of the junior competitions for group exercises will consist of 4 gymnasts. (Hoop)

IV. Junior Gymnasts INDIVIDUAL EXERCISE; REQUIREMENTS 1. Generalities - The general requirements for the

exercises of senior gymnasts are, in general, also valid for the exercises of junior gymnasts, except in the following instances:

2. Number and level of difficulties for competi­tions I, II & III. • 6 difficulties A • 2 difficulties B The difficulties A will have to be performed in the following manner: • 2 in conjunction with a jumporleapofdifficulty A • 2 in conjunction with a pivot of difficulty A • 2 in conjunction with a balance of difficulty A Both the body movement of difficulty A and the apparatus element used must be different for each of the 2 difficulties. Penalties: • 0.20 point if the number and level of difficulties

are correct but one of these requirements is not met (Composition Judges)

3. Execution Score Execution 4.90 p. max. • Technique with apparatus • Body movement technique • Rhythmic execution (music and movement) Bonus 0.10 p. max. • Virtuosity

Technique of body movements and appara-tus handling TotalS.OO p. max.

4. Final Score • Composition Score • Execution Score

4.80 p. max. 5.00 p. max.

Total 9.80 p. max.

Februanj 1993 TECHNIQUE

RSG NATIONAL COMPETITIONS

USA Gymnastics Junior Olympic Championships May 30-31 Colorado Springs, CO

Level 7 and 8 athletes qualify to this competition through their own Regional Competition. See Rules and Policies for further details.

USA Gymnastics Rhythmic National Championships Qualifying Competitions

May 1-2 Moraga, CA Meet Director: Tamara Dasso

May 8-9 Detroit, MI Meet Director: Mary Clark

Seniors: All Level 9 and 10 a thletes are eligible to enter one or both of these competitions. FIG Competition I rules will be followed. Each athlete can enter the 4 FIG events or 5 events (rope). The all-around score (qualifying score) will be determined by adding together the top four scores.

Juniors: All Level 9 and 10 athletes are eligible to enter one or both of these competitions. Each athlete will compete four events (rope, ball, clubs, ribbon). FIG Junior Competition rules will be followed.

All Group routines that intend to enter the Na­tional Championships must compete in a Re­gional Corn petition or Qualifying Corn petition.

USA Gymnastics National Championships June 4-6 Colorado Springs, CO

June 4 - Preliminary All-around Seniors: FIG Competition I Rules. All athletes

may compete with 4 or 5 events. The top four scores will be added together to determine the all-around score. The top 15 seniors will advance to Competition II and the top 8 ath­letes from each event will advance to Compe­tition III.

Juniors: FIG Junior Competition Rules w ill be followed. All athletes compete with 4 events (rope, ball, clubs, ribbon). The top 12 juniors will advance to Competition II based upon the all-around score. The top 6 athletes from each event will advance to Competition III.

June 5 - All-around Finals Seniors: FIG Competition II Rules. FIG Program

(hoop, ball, clubs, ribbon). Combined all-around scores from the preliminary and final all-around competition will determine the all-around cham­pion and the U.S. National Team.

Juniors: FIG Junior Competition Rules will be followed . Combined all-around scores from the preliminary and final all-around compe­tition will determine the all-around cham­pion and the U.S. National Team.

June 6 - Event Finals Seniors: FIG Competition III Rules Juniors: FIG Competition I Senior Rules w ill be

followed without the bonus of risk.

Note: Because of the changes in the format of the World Championships, it may be possible for an "event spe­cialist" to become a member of the 1993 World Cham­pionship Team .

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TECHNIQUE February 1993 27

RSG

COMPn ITIONS, EXHIBITIONS AND TRAINING EXCHANGES

INVOLVING FOREIGN ATHLETES

TO: USGF Gymnastics Professional Members

Please be advised of the following regulations concerning any or for­eign exchange:

- All correspondence with FIG Mem­ber Federations MUST be initated and communicated through the United States Gymnastics Federation.This includes original invitation and all follow-up details

- No exchanges can be sanctioned by the United States Gymnastics Federation without the prior con­sent of the FIG Member Federa­tion.

- If FIG regulations are not followed, the respec tive federation and its athletes MAY be deemed ineligible to represent their country in FIG sanctioned competitions including World Championships and the Olympic Games (Fines and Penal­ties may also be assessed.) This is a sttatute of the FIG (Article 35 & 35 F.I.G. Statutes) The FIG has the right to impose sanctions with­out warning or prior notification.

Please contact the USA Gymnas­tics office for assistance regarding al/ foreign athlete exchanges (competi­tions, exhibitions, and/or training).

28

TOP GYMNASTS SCHEDULED TO COMPETE AT THE 1992 MCDONALD'S AMERICAN CUP

Fourteen medalists from the 1992 Olympic Games have been invited to compete at the 1993 McDonald's American Cup at the Orlando Arena, in Orlando, Fla. March 5-6.

The McDonald's American Cup is a two-day optional all-around competition which allows the top eight renked men and women, based upon Friday's competition , to compete in the finals on Saturday.

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YES You receive many other benefits.

YES This program is for you!

If your club has 100 or more students, USA Gymnastics' Peak Club Membership is ideal to meet what parents expect of you. The one-year packages start and renew on an annual date you select. Choose how MUCH insurance coverage you wish . Receive marketing help, our Quarterly Newsletter, membership cards for your students, special reports, contact with other Member Clubs like yours, discounts on registering Athlete (Competing) Members and on USA Gymnastics Magazine subscriptions for your "nonAthlete-Members ".

Peak Club Membership We've changed it to serve you better.

Call us at 1-800-345-4719 to have Peak Club application materials sent to you.

FebruanJ 1993 TECHNIQUE

TWENTY-ONE OLYMPIC GYMNASTS SCHEDULED TO

APPEAR IN THE INTERNATIONAL MIXED

PAIRS

clude: Brooke Bushnell , Heather Lovell, Vanessa Vanderplum and the 1992 Jun­ior Co-champions Christi Tucay and Jes­sica Davis.

OLYMPIAN TAKES CENTER STAGE AT 1993

RHYTHMIC GYMNASTICS CHALLENGE This competition is one of the most

important national events of the year. It will determine national team rankings,

Fifteen of the top U.S. rhythmic gym- assignments to international competitions Twenty-one medalists from the 1992 nasts will compete on February 21, when and distribution of the $25,000 Team '96

Olympic Games are expected to com- USA Gymnastics hosts the 1993 U.S. fund . USA Gymnastics distributes the pete in The 1992 International Mixed Rhythmic Gymnastics Challenge at the funds to the top rhythmic team members Pairs Competition in Atlanta, Georgia. Olympic Training Center in Colorado for training expenses. The one-day event will take place in The Springs, Colo. "This competition will be very interest­Omni March 10. "This could be the most Featured at the Challenge will be ing since it's a new quadrennium with new highly contested mixed pairs competi- Tamara Levinson, a 1992 Olympian and rules and regulations," said Nora Hitzel , tion since the event's inception 11 years world championships team member. She USA Gymnastics rhythmic program di­ago" said USA Gymnastics President will be joined by fellow world champion- rector. "The coaches, judges and athletes Mike Jacki. ships team member Caroline Hunt and will all be trying to adjust to the increased

Shannon Miller, the USA's most deco- 1992 National Champions Bianca difficulty level of the international codes rated athlete from the 1992 Olympic Sapetto. Other senior competitors in- and composition requirements."

Games with five medals, is expected to Ir - - - - - - - - - - - - - - - - - - - - - - - - - - ~ compete along with fellow Americans Michelle Campi , Dominique Dawes, Kerri Strug, Jarrod Hanks and Scott Keswick. Headlining the list of international invitees are all-around Olympic gold medalists Vitali Scherbo from Belarus and Tatiana Gutsu from Ukraine.

"This event is custom designed with the spectator in mind. It allows you to follow the progress of the athletes as they go head to head for the title," said Jacki. "We think this is a great opportu­nity for the people of Atlanta to get a taste of Olympic sports. We hope to have a large number of fans turn out so the rest of the country can see Atlanta's strong commitment to the 1996 Olympic Games."

One male and female from each coun­try will be paired together. Seventeen pairs will compete in Round I, with the top eight advancing to Round II. The top three pairs from Round II will advance to the final round .

The event is tentatively scheduled to air April 17 on TNT's Olympic Gold Se­ries.

WOMEN'S ELITE JUDGES' COURSE DATES

The dates for the Women's Elite Judges' Course will be:

July 22-25,1993

The site is still to be determined.

REDUEST FOR PERMISSION TO ALTER THE HEIGHT OF THE UNEVEN BARS

Due to the physical characteristics of the following athlete, it is necessary to raise the Uneven Bars above the FIG specifications in order to prevent her feet (HB) or seat (LB) from touching the landing mat:

To be completed by coach:

Name of Gymnast: ______________ _

Name of Club: ___________ State __

To be completed by SC or Judge:

I attest that the above athlete has demonstrated that she is unable to swing on either the High Bar or the Low Bar without contacting the landing mat. Permission is granted to raise the bar(s) in order to perform her Uneven Bar exercise.

_ _ No. of landing mats _ _ No. notches above FIG

Name: _____________ _______ _

(Please print full name legibly) I

Position (CIRCLE): USGF State Chair Judge Meet Referee

Signature: Date: ___ _

Note to Coach: In order for your gymnast to be exempt from demon­strating at each competition that she cannot perform her Uneven Bar exercise at FIG specs, you must present this form to the Chief Judge. It is recommended that you make several copies of this form.

'----------------' L __________________ __ ______ =:.J TECHNIQUE FebruanJ 1993 29

WOMEN'S RULES AND POLICIES CORRECTION

Please replace page 56 in your Rules and Policies with the following corrections regarding uneven bar specifications:

,--------------------------,

1. The spring horse is permitted for all USGF competitions. 2. All Elites use FIG specifications. 3. Jr. Olympic:

a. Senior division must use FIG specifications b. Children/Junior age divisions may lower the horse to 115 or 110 cm. c. 7-8 yr. old gymnasts may lower the horse to 100 cm .

B. Runway - FIG specification: Minimum of 78' , Maximum of 82' Measurement is from the middle of the horse. Runway should be a clearly defined area that provides a flat, consistant surface, free of cracks, obstructions or seams. Minimum width of the runway should be the width of the board. 1. All Elites use FIG specifications. 2. Jr. Olympic:

a. Level 8, 9, and 10 use FIG specifications. b. A 72' minimum runway is allowed for the Level 7-0ptional. c. A 60' minimum runway is allowed for Compulsory Levels 4, 5, 6, and 7.

C. Board: Only unaltered manufactured vaulting boards that meet FIG specifications of 20 cm ±...2 cm are approved for USGF competitions.

D. Use of the "VAULTING BOARD SAFETY ZONE MAT" is recommended for all Round­off Entry Vaults executed at the 9, 10 and Elite Levels and it may also be used for all other vaults at the Jr. Olympic Level.

E. Mats: FIG specifications require 12 cm. mat thickness. Landing area is 8' by 18', and must be matted with a minimum of 1 1/4" base mat plus a 4" landing mat. LANDING INTO A "PIT" IS NOT ALLOWED FOR COMPETITION. 1. All Elites use FIG specifications.

a. For Optional competition only, one (1) additional 4" or 4 3/4"(12 cm) landing mat maybe placed on top of the 12 cm (or4") landing mat plus a 11/4" base mat.

2. Jr. Olympic: a. Landing area : A minimum of 6' by 18' (8' x 18' for Level 9/1 0) must be matted with

a 1 1/4" base mat. b. A minimum of one 6' by 12' by 4" (or 4 3/4") landing mat is required over the base

mat (Levels 4-8). A minimum of one 8' x 12' x 4"(or 4 3/4") landing mat is required over the base mat for Level 9/10.

c. One additional 4" or 4 3/4" (12 cm) landing mat may be placed on top of the required 12 cm (or the 1 1/4" base mat plus a 4" landing mat) matting.

d. Any combination of matting system is allowed provided that the total thickness does not exceed 10" (27 cm) ± 3/4" AND ALL LANDING MATS are uniform in width and length.

III. UNEVEN BARS A. FIG Specifications- High bar: 240 cm. ; Low bar 160 cm. Distance between the bars­

Bars must close to a minimum of 60 cm and extend to a minimum of 105 cm . Maximum spread is 143.5 em. Bar height is measured from the floor (not matting) to the top of the rail; spread is measured using a plumb line (See last diagram- page 57). 1. Elite (all age divisions) : Use FIG specifications. The bar may be raised if the

athlete's feet/seat touch the landing mat when swinging. (If it is necessary to raise one bar, the other bar MUST also be raised an equal number of notches.)

2. Jr. Olympic: a. Low bar: 155 cm QL 160 cm (± 3 cm) maximum . Exception : Children's Division

at all Levels (4-10) may lower the low bar below 155 cm. b. High Bar: 240 cm maximum; however, the high bar may be lowered to the

preference of the athlete. c. If the athlete's feet touch the landing mat while swinging on the HB (or seat

touches mat while on LB), the bar may be raised. If one bar must be raised, the other bar MAY also be raised an equal number of notches.

d. The distance between the bar may be set to the preference of the athlete. 3. Fiberglass rails with wood covering are required for all USGF sanctioned meets. 4. Round fiberglass rails are allowed at all USGF competitions.Diameter: 40mm±1 mm

B. FIG MOUNT specifications: 19'8" minimum (6 m) and 26'3" maximum (8 m) measured from a plumb line dropped from the rail. The maximum distance must be marked. 1. All Elites use FIG specifications 2. Levels 70, 8,9 & 10: 18' minimum is allowed (No maximum) 3. Level 5, 6, & 7C: 12' minimum is allowed. (No maximum) .

56

I

I I I I I I I I I I I I I I I I I

USA GYMNASTICS INTERNS The following individuals are currently

working in intern positions with USA Gymnastics.

Christine Ebert is a recent graduate from Central Michigan University, with a degree in Interpersonal and Public Com­munications. Christine was a college gymnast for four years and has been a coach for the past 7 years . Christine will be interning for the next 6 months for the Department of Educational Services and Safety.

Kathryn Heeke is a senior at Depauw University in Greencastle, Indiana. She will graduate in May with a degree in communications. Kathryn is a native of the state of Michigan where she was active in swimming. She was a captain of Depauw's women's swim team and a member of Pi Beta Sorority. Kathryn will be interning during the month of January and assisting both the Marketing and Educational Services departments.

A senior at Butler UniverSity in India­napolis, Jennifer Merrel will graduate in May with a BA in Public and Corporate Communications. Jennifer worked last summer at Walt Disney World as a guide on the MGM studio tours. She is active in Alpha Phi Sorority at Butler. Jennifer is assisting the Marketing Department dur­ing the months of January, February and March.

The USA GymnastiCS Intern program is coordinated by Kim Clayton. Anyone interested in this program should contact Kim at the USA Gymnastics office.

NEW CODE OF POINTS

Both the Men'n and Rhythmic versions of the new F.I.G. Code

of Points are available.

See the announcement on page 46

for order information.

L ________ --==--=--=-==-=--=-==--==-=-:=-==-=-=-==--=-=-==-=~-.J~========================~ 30 FebruanJ 1993 TECHNIQUE

USGF JR. OLYMPIC Vault Table (Revised 1/04/93)

GROUP I HSP, YAMI

CW

A

1.01 HSPlYami 1.02 Cartwheel- 1/4 rum 1.03 HSPlYami - 1/2 turn

B

1.30' 1/2 on - 1/2 off 1.31' Cartwheel - 3/4

same direction 1.32' Cartwheel - 1 1/4 1.33' HSPlYami - 1/1 1.34' 1/2 on - 1/1 off

C

1.60' HSPlYami - 11/2 1.61' 1/1 on - HSP 1.62 '1/2 on - 1 1/2 off 1.63' 1 1/2 on - 1/2 off 1.64' 1/1 on - 1/1 off (H/Y) 1.65' 1/4 - Side Saito 1/4

S-1.66' 1/1 on - 1/2 off

0

1.90 HSPlYami - 2/1 1.91 1 1/2 on - 1/1 off

S-1.92 1/2 - 2/1 S-1.93 1/1 - 1 1/2 S-194 HSP - 2 1/2

Level 7 Option al:

S-Ol Squat S.02 Stoop S.03 Straddle S.04 1/2 on - repulsion

TECH NIQUE February 1993

Effective until July 31 , 1993

GROUP II GROUP III GROUP IV CUERVOS & SAL TOS Tsukaharas ROUND OFF

FORWARD Level 9 & 10 Only

A A A

8.4 NONE NONE 8.2 8.6

B B B

8.6 NONE 3.30 Tsuk Tuck 9.4 4.30 RO,FF -Tuck Back 3.31 T suk Pike 9.5 4.31 RO,FF - Pike Back

8.6 S-3.32 Tsuk Tuck 1/2 9.5 S-4.33' RO,FF 1/2 - HSP 1/1 9.0 9.1 9.0

C C C

9.4 2.60' HSP - FrontTuck 9.9 3.60' Tsuk Layout 9.7 4.60 RO,FF - Layout 9.3 2.61' Cuervo Tucked 9.9 3.61 ' Tsuk Tuck 1/1 9.9 S4.65' RO,FF 1/2-HSP 1 1/2 9.4 S-3.63 Tsuk Pike 1/2 9.6 9.6 S-3.64 Tsuk Layout 1/2 9.8 9.6 9.5 9.4

0 0 0

10. 2.90' HSP - Ft Pike 10. 3.90 T suk Pike 1/1 10. 4.97 RO,FF 1/1 - 1/1 10. 2.91' HSP - Ft Tuck 1/2 10. 3.91 Tsuk Layout 1/1 10. S4.103 RO,FF 112 - 2/1 9.8 2.92 HSP - Ft Pike 1/2 10. 3.92 Tsuk Tuck 11/2 10.

10. 2.93 HSP - Ft Layout 1/2 10. 3.93 Tsuk Pike 1 1/2 10. 10. 2.94 HSP - FtTuck 1/1 10. 3.94 Tsuk Layout 1 1/2 10.

2.95 1/2 on - 1/2 Ft Tuck 10. 3.95 11/2 twist on - SaltoT/PIL 10. 2.96 Tuck/Pike Ft on - Opt off 10. 3.96 Tsuk Tuck 21/2 saito 10. 2.97 Front - Front 10. 3.97 Tsuk Pike 2 1/2 saito 10. 2.98 1/1 on - Front 10. 2.99 Front - 1/1 Off 10. All Tsuks are to be performed with 2.100 HSP - 2 1/2 Front 10. 90 deg ree to 180 degree LA turn

7.0 2.101 Cuervo Piked 10. in first flight phase. 7.5 2.102' Cuervo Tucked 1/2 10. S = Supplement 7.5 2.103' Cuervo Piked 1/2 10. ' = Changed Value 8.4 ' (1/2 or more)

ALLOWABLE V AUL TS:

Level 9 & 10 - All vaults in Groups 1, 2 & 3. Any Group 4 (RO entry) with saito Only or Twist only. Level 8 - Group 1 vaults valued at 9.8 or less; Group 3 vaults valued at 9.5 or less Level 7 Optional - Group 1 Vaults valued at 9.4 or less

31

9.4 9.5 9.1

9.7 9.4

10. 10.

USGF JR. OLYMPIC Vault Table (Revised 1/04/93)

GROUPI HSP, YAMI

CW

A

1.01 HSPlYami 1.02 Cartwheel- 1/4 turn 1.03 HSPlYami - 1/2 turn

B

1.30' 112 on - 1/2 off 1.31' Cartwheel- 314

same direction 1.32' Cartwheel - 1 1/4 1.33' HSPlYami - 1/1 1.34' 1/2 on - 1/1 off

C

1.60' HSPlYami - 11/2 1.61' 1/1 on - HSP 1.62 '1/2 on - 1 112 off 1.63' 1 112 on - 1/2 off 1.64' 1/1 on - 1/1 off (H/Y) 1.65' 1/4 - Side Saito 1/4

S-1.66' 1/1 on - 1/2 off

0

1.90 HSP/Yami - 2/1 1.91 1 1/2 on - 1/1 off

S-1.92 1/2 - 211 S-1.93 1/1 - 1 1/2 S-1.94 HSP - 2 1/2

Level 7 Optional:

S-Ol Squat S.02 Stoop S.03 Straddle S.04 1/2 on - repulsion

32

Effective until July 31,1993

GROUP II GROUP III GROUP IV CUERVOS & SAL TOS Tsukaharas ROUND OFF

FORWARD Level 9 & 10 Only

A A A

8.4 NONE NONE

8.2 8.6

B B B

8.6 NONE 3.30 T suk Tuck 9.4 4.30 RO,FF -Tuck Back 3.31 Tsuk Pike 9.5 4.31 RO,FF - Pike Back

8.6 S-3.32 Tsuk Tuck 1/2 9.5 S-4.33' RO,FF 1/2 - HSP 1/1 9.0 9.1 9.0

C C C

9.4 2.60' HSP - FrontTuck 9.9 3.60' Tsuk Layout 9.7 4.60 RO,FF - Layout 9.3 2.61' Cuervo Tucked 9.9 3.61' Tsuk Tuck 1/1 9.9 S-4.65' RO,FF 1/2-HSP 11/2 9.4 S-3.63 Tsuk Pike 1/2 9.6 9.6 S-3.64 Tsuk Layout 1/2 9.8 9.6 9.5 9.4

0 0 0

10. 2.90' HSP - Ft Pike 10. 3.90 T suk Pike 1/1 10. 4.97 RO,FF 1/1 - 1/1 10. 2.91' HSP - FtTuck 1/2 10. 3.91 Tsuk Layout 1/1 10. S-4.103 RO,FF 1/2 - 211 9.8 2.92 HSP - Ft Pike 1/2 10. 3.92 Tsuk Tuck 1 1/2 10.

10. 2.93 HSP - Ft Layout 1/2 10. 3.93 Tsuk Pike 1 1/2 10. 10. 2.94 HSP - Ft Tuck 1/1 10. 3.94 Tsuk Layout 1 112 10.

2.95 1/2 on -112 FtTuck 10. 3.95 1 1/2 twist on - SaltoT/PIL 10. 2.96 T uckiPike Ft on - Opt off 10. 3.96 Tsuk Tuck 2 1/2 saito 10. 2.97 Front - Front 10. 3.97 Tsuk Pike 2 1/2 saito 10. 2.98 1/1 on - Front 10. 2.99 Front - 1/1 Off 10. All Tsuks are to be performed with 2.100 HSP - 2 1/2 Front 10. 90 degree to 180 degree LA turn

7.0 2.101 Cuervo Piked 10. in first flight phase. 7.5 2.102' Cuervo Tucked 1/2 10. S = Supplement 7.5 2.103' Cuervo Piked 1/2 10. ' = Changed Value 8.4 ' (1/2 or more)

ALLOWABLE VAULTS:

Level 9 & 10 - All vaults in Groups 1,2 & 3. Any Group 4 (RO entry) with saito Only or Twist only. Level 8 - Group 1 vaults valued at 9.8 or less; Group 3 vaults valued at 9.5 or less Level 7 Optional - Group 1 Vaults valued at 9.4 or less

9.4 9.5 9.1

9.7 9.4

10. 10.

February 1993 TECHNIQUE

Research Results GYlllnastics Perforlllance Characterization by Piezoelectric Sensors and Neural Netvvorks Introd uction

The role of special equipment and technology in the process of performance enhancement can lead in two directions. The first is to design, build, and use equipment that allows the athlete to compete better. This includes the design and build­ing of faster bobsleds, faster skis, lighter bicycles, springier ski poles, and so forth. These examples can lead directly to better performance while bypassing the training of the athlete. They simply give the athlete an advantage through technologi­cal innovation. And, like military technology, these may be the most fleeting of advantages.

The second approach is to improve the training of, and therefore the quality, of the athlete him/ herself. The primary means of doing this is by enhancing the quality, speed, and richness of feedback about training and performance (Franks, Paterson, & Goodman, 1986; Franks, Goodman, & Miller 1983; McPherson, 1990; Nigg, 1982; Smith, 1982). It was this second technological approach to enhancing performance that this project was dedicated. It was an outgrowth of a bias toward enhancing coaching as the primary means of real­izing lasting performance enhancement. In the "chicken-or-egg" question of where does one start in enhancing performance, we have opted for en­hancing coaching, as was done in the former East German system (Gilbert, 1980). American coaches face unique problems that cannot be solved by simply transplanting Eastern European approaches.

A list of "Challenges for the American Coach," included the following problems: (a) American competitive seasons, (b) the handicap of college athletics, (c) the pressure to win immediately, (d) too many athletes to coach, and (e) no model national training plan (Freeman, 1989, p . 35). One can observe that none of these will easily succumb to "silver bullet" technological fixes.

We chose to specifically address the problem listed in "d" above. We believe that technology, specifically the application of artificial intelligence techniques, to coaching can make a coach more effective. This will then improve training and performance. In simplest terms, we have at­tempted to develop a computer system that can coach. Moreover, we chose tumbling as the logi­cal place to begin due to the apparent poorer performance of American gymnasts when com­pared to their Eastern European and Asian coun­terparts (see Figure 1).

Methods Overview

Our approach to developing a computer coach was to begin using piezoelectric sensors devel­oped by Impulse, Inc. These sensors were placed

TECHNIQUE February 1993

under the tumbling mats to detect resultant forces of impact as the gymnast tumbled. The data were then processed via a signal conditioner, analog to digital conversion, and stored. The data were smoothed and then used to train several neural networks to classify error locations during perfor­mance. The training sets for the neural networks were developed from variables from the force data inputs, gymnast characteristics, and the vi­sual classification of errors from videotape by the principal investigator (Bailey, Thompson, & Feinstein, 1989; Caudill, 1989a; Caudill, 1989b; Caudill, 1989c; Caudill, 1989d; Caudill, 1990; Crooks,

William A. Sands, Ph.D., Barry B. Shultz, Ph.D., and Daniel D. Paine, B.S.E.E. Motor Behavior Research Laboratonj Department of Exercise and Sport Science University of Utah

Performance Error Comparison U.S. Classic 1991 VS. Goodwill Games 1990 1.1~--------------------,

'2

'" 0.9 Goodwill Games 1990 i5 •

~ 0.8 + U.S. Classic 1991 u ~ 0.7 .<: ~ ..

0.6 ~

~ 0.5 ~

II> g o. ~

UJ .. OJ ~

:!i 0.2 I! 0.1

10 20 30 40 ~o 60 70 80 90

Percentage of Routine Completed

1992; Engel & Cran, 1990; Sherald, 1989; Winograd & Flores, 1987). Four neural networks were then trained using BrainmakerTM which is a back propa­gation, supervised learning, neural network.

Materials and Procedures The gymnasts performed a round off, back

handspring, and layout back somersault on a spring tumbling strip. The spring tumbling strip was the same type the gymnasts compete on in the floor exercise event. The strip was approximately 12 m long and 2.44 m wide. The gymnasts began running from an approach area that began off the tumbling strip. The springs were 10.2 cm long, 3.8 cm in diameter, made of 0.48 cm diameter steel, and consisted of 12 turns each. There were ap­proximately 52 springs on each 1.22 m by 2.44 m by 1.9 cm particle board section. The particle boards were linked together by a mechanical hole and pin mechanism. The springs were attached to

33

Figure 1. Errors per­formed by U.S. gymnasts versus Goodwill Games gymnasts on floor exer­cise. Note the three pulses of errors of the U.S . gymnasts corre­sponds to the three tum­bling passes of American floor exercise routines (Sands et al., 1992).

System Set-Up

Figure 2

Figure 3

the bottom of the particle board by screws and were placed in rows ap­proxima tel y 23 cm apart. The matting was lim­i ted to 3.8 cm thick panel mats.

The piezoelec­tric sensors were developed by Pen walt, Inc. for Impulse Technol­ogy, Inc. (The Bridge Building,

18500 Lake Road, Suite #A50, Rocky River, OH 44116). The sensor was circular in shape with a 61 cm diameter. The sensor mat was a custom blend of approximately 70 durometer natural rubber and kaolin, 1.25 cm thick. The piezoelectric sensor consisted of an adhesive sided ribbon-like piezoelectric film. The sensor was constructed from polyvinylidene fluo­ride (PVDF). The piezoelectric element was cov­ered with a conductive material on both sides and encased in plastic. The piezoelectric rna terial com­pletely encircled the sensor pad. The piezoelectric ribbon was approximately 1.92 m in length and approximately 0.6 cm in width. The sensor mat and piezoelectric ribbon were 4.75 kg in mass. The piezoelectric sensor was connected to a signal conditioner that consisted of an amplifier and a low pass filter. The addition of the signal condi­tioner was needed to red uce the noise of the signal and keep the peak voltages to within a plus or minus five volt range for the computer's analog to digital converter.

Three sensor pads were used for data collec­tion. The configuration of the sensors is shown in Figures 2 and 3. Two sensors were placed side-by­side to detect hand impacts, and one sensor was placed to detect the impact of the feet. As shown in Figures 2 and 3, safety rings were placed around the sensor pads. These rings were made of poly­urethane rubber with the same thickness as the sensor pads. They had an outside diameter of 90 cm and were approximately 14 cm wide. The safety rings did not touch the sensor pads. The safety rings were used to expand the area of the sensor pads so that a near-miss by the hands or feet did not injure the gymnast due to uneven mat

Data Collection Set-up (Viewed from above)

surfaces. The two hand sensors were approxi­mately 1 m from the feet sensor . This distance was maintained throughout the tests . The posi­tion of the sen­sors on the spring floor was noted with chalk and maintained throughout all tests.

Or-ectlOno' TlIT'bllng

Mats over sprtng floor

34

sorety MM encrcles serso- padS

Mats over spring floor

Sompling Rate = 500 Hz

The sensors were interfaced to a Compaq IITM

286 portable microcomputer. The processed volt­age signal was converted to a digital signal by a Metrabyte Dash 16™ analog to digital converter. The signals were sampled at 500 Hz for 4 seconds and stored on the computer's hard disk via cus­tom written software.

United States National Team female gymnasts performed 5 to 12 trials of the tumbling series: roundoff, back handspring, layout back somer­sault. Four trials were recorded and stored based on the ability of the gymnasts to hit the sensor pads as they tumbled . Each trial was graphically inspected on the computer to check that each sensor was struck. Each trial was also videotaped for later analysis of the error components of the performance. All testing was performed at the U.S. Olympic Training Center gymnastics train­ing gym during August of 1992 in conjunction with three National Team training camps.

Following the testing sessions the videotape was analyzed by the principal investigator for the primary error of the athletes in each trial. The primary error was determined to be the place where the gymnast made the most significant mistake in performance. The definition of the primary error or mistake was determined to be the most serious error that would affect the result­ing somersault effectiveness. Only one error was recorded as most serious for each trial. The error evaluation was based on 22 years of coaching experience of the principal investigator, includ­ing four Olympic team members. However, the errors were "opinions" of the investigator based on visual inspection of the video tape and classi­fication of where the error occurred. The errors were classified as occurring: (a) during flight before hand contact, (b) during hand contact and subse­quent flight, or (c) during foot contact and subse­quent takeoff flight to the layout somersault.

The sensor data were reduced by performing root-mean-square (RMS) processing of the raw data followed by a 20 point moving average. The data were then analyzed for: (a) peak RMS values for each sensor (3), (b) duration between peaks of left hand and right hand, (c) duration between peaks of left hand and both feet, (d) duration between peaks of right hand and feet, (e) average RMS for the left hand sensor, (f) average RMS values for each sensor (3) . The processed informa­tion was then stored and linked to the error deter­minations made from the videotape analysis.

Other information was obtained from the gym­nasts and served as additional inputs to the neu­ral network. The data were: (a) National Team divisions (Jr. A, Jr. B., Senior 0, Canadian Jr. Team, or Junior Olympic), (b) height, (c) mass, (d) age, and (e) injured wrist(s) (left, right, both, or neither).

All of these variables were used as input to the Brainmaker ™ program as the training set for the neural networks (Lawrence, 1992). Four networks were trained. One network was trained to iden­tify errors on the feet only, one for the hands only, one for errors that occurred before hand contact, and finally a certaint ycheck network was trained on all three output classifications simultaneously (Lawrence, 1992). The input and output layers of the neural network are shown in Table 1.

February 1993 TECHNIQUE

Table 1 Neural Network Input and

Output Layers Input Layer

1. Height 2. Mass 3. Age

4. Junior B 5. Junior A 6. Senior D 7. Canada 8. Junior Olympic 9. Left Wrist Injured

Output Layer

1. Error occurred before hand contact

2 . Error occurred during hand contact or resualted from hand contact

3. Error occurred during feet contact orresulted from feet contact

10. Right Wrist Injured 11. Both Wrists Injured 12. Neither Wrist Injured 13. RMS Max Left Hand 14. RMS Max Right Hand 15. RMS Max Feet 16. Time Interval Left Hand to Right Hand Peak 17. Time Interval Left Hand to Feet Peak 18. Time Interval Right Hand to Feet Peak 19. Average RMS Left Hand 20. Average RMS Right Hand 21. Average RMS Feet

The BrainmakerTM neural network software program was used to train the networks. The networks included three layers, an input layer (21 neurodes), a hidden layer (21 neurodes), and an output layer (either 1 or 3 neurodes). The net­works with one error pattern to classify resulted in 462 connections between layers one and two, and 22 connections between layers two and three. The certainty check network resulted in the same number of neurodes per layer with 462 connec­tions between layers one and two, and 66 connec­tions between layers two and three. The networks were trained on a Zenith 386 20 MHz computer with a math coprocessor. The training time varied from over night to approximately 2 full days.

Results and Discussion Sensor Behavior

The sensors were calibrated and validated by using an AMTFM force plate and associated soft­ware. Calibration and validation were performed by comparing the resultant force plate data with the sensor mat data. Sampling rates were set at 500 Hz. The first method of calibration was sim­ply to place the sensor mat on the force plate and perform repeated jumps. The data were then com­pared calculating a Pearson product-moment cor­relation coefficient for the peak values only. The Pearson product-moment correlation coefficient using peak data only was r(24) = .95, P < .01 . This analysis indicated that approximately 90% of the variability in force plate values could be pre­dicted by the sensor mat values (Sokal & James Rohlf, 1969). This correlation coefficient also serves as a validity coefficient, indicating that the sensor mats were a valid measure of peak resultant force. The regression equation for determining peak resultant force from the sensor mats was based on

TECHNIQUE February 1993

the regression analysis of the peak data, because peak data was the intended training data for the neural network.

The second method of calibration and valida­tion was performed on a sample-by -sample basis with the sensor mat placed on top of the force platform. This method resulted in auto correla­tion coefficients of r(7(i7) = .96, P < .01 , and r(7I3) = .95, 12 < .01 . This informatlOn showed that on a sample­by-sample basis, the sensor mats could produce a good to excellent prediction of the resultant force of impact. This justified the use of the average RMS value for the sampling period as one of the network inputs.

To explore the behavior of the sensor mat while on a spring floor, a sensor ma t was placed on a cut­out section of the spring floor directly over the force plate. A tumbling mat on top of the sensor mat was not included. The resulting sample-by­sample auto correlation coefficient was r~83) = .27, 12 < .01. Although this correlation coeftlClent is statistically significant the amount of variability in the force plate data that was predicted by the sensor mat was only approximately 7%. This pro­cedure was performed to get an idea of the results of the spring floor on sensor behavior in a controlled condition. The section of spring floor was too small to be considered a valid representation of the full spring floor, had no matting, and the small number of springs caused the spring floor section to be less stable than the full size spring floor.

Examples of the resulting data from these types of calibration and investigation are shown in Fig­ures 4 and 5. The two data sets in Figure 4 were normalized to show the alignment of the wave forms without completely overlapping and ob­scuring them. Normalization was calculated by dividing both data sets by the highest sensor mat datum. The raw data for the exploration of the sensor mat behavior are shown in Figure 5. One should note the vastly increased range of the voltages of the sensor mat as compared to the force plate in Figure 5. The analog to digital con­verter saturated during some of the landing im­pact on validation tests, but not during actual tumbling trials. This was probably due to the attenuation of the impact by the tumbling mat during tumbling trials. Moreover, one should note the relative similarities between the result­ant force plate data and the sensor mat data in Figure 4. The high Pearson product-moment cor­relation coefficients in the first calibration and validation method also indicated that the sensor mat was good at replicating resultant force infor­mation from a force plate, and with a nearly 40 fold decrease in cost.

However, the application specific to this project indicated that the sensor mats may not have been ideal for measurement of resultant force when they are placed on a deformable surface. We believe that the reason for this was due to the inherent inertia of the edges of the sensor mat and the resulting movement of the mat relative to the deformable spring floor . This is shown in Figure 6. We observed the edge movement of the sensor mat during calibration and detected "noisy" sig­nals during pilot work and data collection, par­ticularly when compared to similar testing with

35

Normalized Force Plate and Sensor Data the sensor mats placed directly on the force plate. Figure 7 shows

Sensor Mat on Top of Force Plate 1.1 r------------------,

O ~

01

0.6

0.5

D.'

D.J

02

D.'

Figure 4. Normalized da ta with the sensor rna t placed directly on force plate. Note the corre­sponding similarities in waveforms.

Figure 5. Sensor mat placed on top of spring floor with both on top of force plate.

I

rrre Is)

Force Plete

the force time data for a tum­bling trial. The noise in these data is apparent and may further indi­cate that deform­able surfaces may not be the best place for the use of these type of sensors.

The high corre­lation coefficients, listed above, and visual in­spection of Figure 4 indicates that the sensor mats can be used to measure resultant force. Unfortu­nately, there is a caveat. Although the sensor mats are good to excellent when used on a nondeformable surface, they may not be well suited for use on a deformable surface like the gymnastics spring floor.

Attempts were also made to place the sensor mats under the springs. This resulted in much clearer force-time curves, however, this was not practical for a gymnastics training or performance setting. When the sensor mats are taken to the full spring floor exercise area, the location of the sen­sors must be readily alterable, and this would not be practical when they are placed under the springs. With the tumbling strip used in this study, we found that the floor behaved poorly when the mats were placed under the springs due to a collapse and tilting of some springs. More­over, given the size of the sensor mats, one can only place three to four springs on the mats at any one time. The location of the springs on the sensor mat can be quite variable depending on the place­ment of the sensor mats relative to the spring floor. Figure 7 shows the force data for a tumbling pass obtained during testing.

Error Classification Fifty-eight female gymnasts from the U.S. Na­

tional Team and Canadian Junior National Team served as subjects

Force Plate vs Impulse Mat Impulse Mat - On Spring Floor

for the error clas­sification project. Each subject read and signed an in­formed consent

25,---- -------------,

15

-15

-2

-" ·2'1----- -----'---- - - - - --' Time

o Force Plate -- Impulse Mat

36

for exercise test­ing form ap­proved by the Uni­versity of Utah In­stitutionalReview Board. The de­scriptive statistics on these athletes are shown in Table 2. Table 3 shows the descriptive statistics from the sensor mats.

Table 2 Descriptive Statistics - Subjects

Variable Mean Std Dev. Min. Max.

Height Mass Age

147.89 40.24 13.69

8.25 123.0 0.89 27.3 0.21 10.0

167.0 (em) 53.6 (kg) 17.0 (yr)

The values in Table 3 indicate that the average impact forces were a pproxima tel y 4.25 to 4.5 times bod y weight on each hand, and a pproxima tely 8.5 times body weight during take off from the feet. Single foot impacts have been determined to be approximately 2 to 4 times body weight (McNitt­Gray, 1991), and 2.9 to 3.3 times body weight in single foot takeoff aerial somersaults (Kinolik, Garhammer, & Gregor, 1980). Forces as high as 18 times body weight have been recorded during the landing of double back somersaults (Panzer, 1987). Individual leg ground reaction forces have been recorded from 9.3 to 10.5 times body weight on each leg while landing double back somersaults (Wilkerson & Smith, 1992). When ground reac­tion forces in this study are expressed in Newtons per kilogram each hand obtains a value of ap­proximately 42.6, whereas the feet obtain a value of 82.8. These values compare very closely to the values obtained by Wilkerson and Smith (1992). In a study of the standing back handspring, a mean value of 2.37 times body weight was ob­tained for hand impact (Koh, Grabiner, & Weiker, 1992). The larger values obtained here for the hands are likely due to the running approach used in this study versus standing. Moreover, the take off values are likely to be lower than the landing values due to landing strategies used by gymnasts (McNitt-Gray, 1991).

The training of the neural networks included four trials from each gymnast with the corre­sponding error classification of each trial. The resulting neural networks were trained on a 90% subset of the total trials and tested with the re­maining trials. (Bailey, Thompson, & Feinstein, 1989; Caudill & Butler, 1990; Caudill, 1989a; Caudill, 1989b; Caudill, 1989c; Caudill, 1989d; Lawrence,

Impulse Mat Distortion While Impacting On Spring Floor

Impulse Mat Distortion

Landing or Takeo f f impl1cl

Depressing Spring Floor

Impulse mat distorts and reduces diameter. Sensor becomes and causes reversed polarity of output.

Figure 6. Distortion of sensor mat while on spring floor.

February 1993 TECHNIQUE

1992). The resulting classifications on patterns that the neural network had never seen resulted in 70% correct classifications for all networks.

Although 70% may seem low at first, the goal of a neural network in classification is to meet or exceed the capabilities of human classifiers. The classifications were based on resultant force data and other inputs that were used to classify errors that consisted entirely of visual inspection of a videotape. The inherent remoteness of these fac­tors likely led to less consistency than could be obtained by more direct methods such as error classification based on computer image process­ing. Based on years of coaching experience, we would offer that 70% is quite good. Moreover, the noise present from the sensor signals on the deformable spring floor surface was likely to have provided some contradictory data that the neural network may have had trouble learning (Bailey, Thompson, & Feinstein, 1989; Caudill & Butler, 1990; Caudill, 1989a; Caudill, 1989b; Caudill, 1989c; Caudill, 1989d; Lawrence, 1992).

The significance of obtaining 70% correct clas­sifications in this circumstance is laudable if con­sidered as a first step. Reliability analysis using Cronbach's alpha statistic showed reliability val­ues that ranged from good to very poor. Table 4 shows the reliability statistics and trends across trials tests of the 4 trials for sensor data. The reliability of gymnasts error performances, as indicated by error classification by the principal investigator, across the four trials was alpha = .82 (E(3,171) = 1.306, ~ =.27), indicating fair to good reliability. The wide range of reliability statistics verified that the data were not always consistent across trials and may point to part of the reason why 70% correct classifications was obtained. This could have been due to the sensors as dis­cussed earlier, and due to inconsistency on the part of the athletes themselves. Many of the coaches in attendance at the training camp were disap­pointed in the tumbling ability and consistency of the athletes in attendance. The improvement of error classifications could likely be made with more sophisticated sensors such as accelerom­eters permanently attached to the spring floor.

Table 4 Reliability Statistics

Variable Alpha F(3.171l Left Hand Max .68 0.96 Right Hand Max .91 0.80 Feet Max .91 1.41 Interval Left Hand .10 0.80

to Right Hand Interval Left Hand .58 0.72

to Feet Interval Right Hand .31 1. 1

to Feet Ave RMS Left Hand .58 0.42

Entire Trial Ave RMS Right Hand .78 0.16

Entire Trial Ave RMS Feet Entire .86 0.94

Trial

TECHNIQUE February 1993

Q .41 .50 .24 .50

.54

.24

.74

.93

. 2

Table 3 Descriptive Statistics - Sensor Mats

Variable Mean Std Dev. Minimum Maximum

Left Hand Peak 1716.00 55.80 1612.80 1836.00 (N) Right Hand Peak 1752.70 117.20 1601.10 2198.50 (N) Feet Peak 3331.70 1040.10 2196.00 5659.90 (N) Left Hand to Right 0.05 0.04 0.01 0.18 (s)

Hand Interval Left Hand to Feet 0.24 0.04 0.13 0.33 (s)

Interval Right Hand to Feet 0.25 0.04 0.14 0.40 (s)

Interval Mean RMS Data Left 1524.50 6.50 1514.6a 1542.40 (N)

Hand Entire Trial Mean RMS Data Right 1529.10 9.60 1514.6a 1557.40 (N)

Hand Entire Trial Mean RMS Data Feet 1586.70 23.30 1548.0a 1651.30 (N)

Entire Trial

(a) Note: The minimum values do not equal zero because the regression equation was calculated on peak values only. The neural network used peak values as inputs.

Wrist Injury Wrist injury is a significant problem in gym­

nastics, particularly at the highest levels (Caine, Cochrane, Caine, Zemper, 1989; Koh, Grabiner, & Weiker, 1992; Mandelbaum, Grant, & Nichols, 1988; Ruggles, Peterson, & Scott, 1991; Mandelbaum & Teurlings, 1991; Meeusen& Borms, 1992; Roy, Caine, & Singer, 1985). An ancillary goal of this study was to observe whether the sensors could detect rela­tionships between wrist injury and resultant force data. A discriminant function analysis was calcu­lated to determine which variables loaded on the wrist injury groupings. The wrist injury groups were selected as: (a) left wrist injury, (b) right wrist injury, (c) both wrists injured, and (d) nei­ther wrist injured. This was determined by query­ing the gymnasts. An injury was defined as any­thing that restricted performance. The results

Figure 7. Force-timedata for a tumbling trial. Note the amount of noise present due to the spring floor vibration.

Force-Time Data Example Tumbling Data on Spring Floor

Feet mpacl . Tc~eorr f\

'II Feet rroact Herd LCrdln;J tnpact f\ n ~L • 111. ~ . Feet

-"'lV' !=l ight Hand

~~- . - --

l~I'H Left Hand

a \ 2 ~ 4

37

38

showed 31 athletes (53.4%) had an injured left wrist, 11 athletes (19%) had an injured right wrist, 9 athletes (15.4%) had injured both wrists, and 7 athletes (12.1 %) had no wrist injuries. The first discriminant function was statistically significant (~2(3Q) = 45.14, ~ = .038). The remaining two dis­criminant functions were not statistically signifi­cant (~ > .05). The standardized canonical dis­criminant function coefficients showed that the following variables were the most important, in order of importance: peak resultant force of the right hand (.86), peak resultant force of the left hand (.80), peak resultant force of the feet (.73), and average RMS value of the entire sample for the feet (.68). These values cluster nicely around the concept of impact harshness and resulting injury. All of the variables that loaded on predict­ing wrist injury group membership related to the magnitude of the impact.

Conclusion The behavior of the sensor mats indicated that

they are probably a good to excellent alternative to force plates when only resultant force informa­tion is sought, the surface is nondeformable, and low cost is important. The sensor mats were not ideal for the application sought in this study, but may be considered adequate.

The application of neural networks to coaching appears to be encouraging. There were many sources of uncontrollable variation in this study, yet the neural networks were able to correctly classify errors approximately 70% of the time. We believe that a more applicable sensor or the use of computer image processing could vastly increase the validity and reliability of the classification of errors. This would ultimately allow one coach's knowledge of errors or other facets of perfor­mance to be placed in software and transferred to another, perhaps less capable, coach. The addi­tion of an unbiased "opinion" in the form of error classification in software could also allow inexpe­rienced coaches to train their "coaching eye" to be able to distinguish the locations of errors that may not be immediately apparent.

References Bailey, D., Thompson, D., & Feinstein, J. (1989) . The practical

side of neural networks. PC AI, 3, 56-58. Caine, D., Cochrane, B. , Caine, c., & Zemper, E. (1989). An

epidemiologic investigation of injuries affecting young competitive female gymnasts. American Journal of Sports Medicine, 17(6), 811-820.

Caudill, M. (1989a). Neural networks primer part I. In M. Caudill (Ed.), Neural networks primer (Reprint from AI Expert, pp. 27). San Francisco, CA: Miller Freeman Publi­cations.

Caudill, M. (1989b) . Neural networks primer part III In M. Caudill (Ed.), Nellral networks primer (Reprint from AI Expert, pp. 17-23). San Francisco, CA: Miller Freeman Publications.

Caudill, M. (1989c). Neural networks primer part V. In M. Caudill (Ed.), Neural networks primer (Reprint from AI Expert, pp. 3340). San Francisco, CA: Miller Freeman Pub­lications.

Caudill, M. (1989d). Neural networks primer part VII. In M. Caudill (Ed.), Neural networks primer (Reprint from AI Expert, pp. 4955) . San Francisco, CA: Miller Freeman Pub­lications.

Caudill, M. (1990). Using neural nets, part 2: Fuzzy decisions. AI Expert,S, 59-64.

Caudill, M., & Butler, C. (1990). Natllrally illtelligent systems . Cambridge, MA: MIT Press.

Crooks, T. (1992). Care and feeding of neural networks. AI Expert , 7, 36-41.

Engel, C. W., & Cran, M. (1990). Pattern classification. PC AI, 4, 20-23, 61.

Franks, I. M., Goodman, D., & Miller, G. (1983, March). Analy­sis of performance: Qualitative or quantitative. Science Periodical on Research and Tec/l/lology in Sport , 1-8.

Franks, I. M., Paterson, G., & Goodman, D. (1986). The real time analysis of sport: An overview. Canadian JOllrnal of Applied Sport Sciences, 11(1),55-57.

Freeman, W. H. (1989). Peak when it COtll1ts. Los Altos, CA: Tafnews Press.

Gilbert, D. (1980). The miracle machine. New York, NY: Coward, McCann & Geoghegan, Inc.

Kinolik, Z., Garhammer, J. , & Gregor, R J. (1 980). Kinetic and kinematic factors involved in the execution of front aerial somersaults. Medicine and Science in Sports and Exercise, 12, 352-356.

Koh, T. J., Grabiner, M. D., & Weiker, G. G. (1992). Technique and ground reaction forces in the back handspring. Ameri­can Journal of Sports Medicine, 20(1), 61 -66.

Lawrence, J. (1992). Introduction to neural networks and expert systems. Nevada City, CA: California Scientific Software.

Mandelbaum, B. R, Grant, T. T., & Nichols, A. w. (1988). Wrist pain in a gymnast. The Physician and Sportsmedicine, 16(1), 80-84 .

Mandelbaum, B. R, & Teurlings, 1. (1991, Sep 12). The gymnast's wrist pain syndrome. FIG Scientific/Medical Sym­posium Proceedings , 1, 34-36.

McPherson, M. (1990) . A system a tic approach to skill analysis. Science Periodical on Research and Technology in Sport, 11, 1-9.

McNitt-Gra y, J. L. (1991). The influence of joint flexion, impact velocity, rotation, and surface characteristics on the forces and torques experienced during gymnastics landings. In Leglise, M., & Hadjiev, N. (Eds.). F.I.G. Scien tific/Medica l Symposium. pp. 17-18. Indianapolis, IN: USGF Publica­tions.

Meeusen, R., & Borms, J. (1992) . Gymnastic injuries. Sports Medicine, 13 (5), 337-356.

Nigg, B.M. ( 1982, April ). Biomechanical testing in sports. Science Periodical on Research and Technologtj in Sport, 1-9.

Panzer, V.P. (1987). Lower extremity loads in landings of elite gymnasts. Unpublished doctoral dissertation, University of Oregon.

Roy, S., Caine, D., & Singer, K. M. (1985). Stress changes of the distal radial epiphysis in young gymnasts. American Jour­nal of Sports Medicine, 13 (5), 301-308.

Ruggles, D. 1., Peterson, H . A , & Scott, S. G. (1991). Radial growth plate injury in a female gymnast. Medicine and Science in Sports and Exercise, 23, 393-396.

Sands, W. A, Abramowitz, R, Hauge-Barber, L., Irvin, R , & Major, J. (1992). A comparison of routine error distribu­tions. Technique 12 (6), 7-10.

Sherald, M. (1989) . Neural nets versus expert systems. PC AI, 3, 10-15.

Smith, A J. (1982) . The contributions of sports biomechanics. In B. B. Lloyd (Ed.), Science and Sporting Performance (pp. 6885). New York, NY: Oxford University Press.

Sokal, R R , & James Rohll, F. (1969). Biometnj (2nd ed.). New York, NY: W.H. Freeman.

Wilkerson, J. W., & Smith, S.S. (1992). Kinetics experienced by gymnasts performing selected forward and backward ro­tationallandings. In McNitt-Gray, J.L., Girandola, R., & Callaghan, J. (Eds.). 1992 USGF Sport Science Congress Proceedings. pp. 14-18. Indianapolis, IN: USGF Publica­tions

Winograd, T., & Flores, F. (1987). Understa nd i ng Compll tel's a nd Cognition. Reading, MA: Addison-Wesley.

Februanj 1993 TECHNIQUE

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Future Trends

The Private Gymnastics Club: 1993 and Beyond

Mike Jacki President, USA Gymnastics

In most cases, there

are two important

factors that help an

individual select a

gymnastics club.

The first is geography

(location) and the

second is the quality

of the program.

40

There will be many changes that will be seen throughout the country in the private gym­nastics clubs that currently organize and

provide gymnastics instruction to children na­tionwide. Those clubs that are able to diversify and accurately evaluate social trends, health trends and the needs of the American youth and other demographic groups will be able to successfully adapt their programs and businesses to meet the needs of families determined to provide special opportunities for their children. Very few chil­dren will participate in gymnastics at an elemen­tary level with the thought of achieving Olympic status or winning medals in international compe­tition. While that will continue to happen and probably at a much more accelerated rate than in the past, it will not be the motivation for beginners as perhaps it has been in the past. Future motiva­tion will be more directed towards family values, social trends and the opportunity to gain fitness and health benefits from this association. For this reason, the basic programs of the club will need to be altered in order to fit the needs of the customers and clients.

In most cases, there are two important factors that help an individual select a gymnastics club. The first is geography (location) and the second is the quality of the program. In the past, families may have been willing to travel many miles to allow their child to participate in the club that had a better or the best reputation. Most decisions were based on the proximity of the club to the family home. In the future, while this evaluation will still take place, the quality and diversity of the program will be the determining factor.

As previously discussed, private gymnastics clubs are going through a major change in the way that they are approaching their business. Previ­ously, quality of program had been based on such factors as the highest level attained by athletes in the competitive program, the number of balance beams that the club had, the reputation of the head coach and the ability of the team to succeed in competitions at the state, regional or national level. In the future, the criteria that are normally associated with quality service organizations will be the parameters on which a club is evaluated.

Here are some of the things that parents will look for in selecting a club during the next ten years: 1. The ability of the club to meet the specific needs

of the child, determined by the parent. 2. A staff that is properly credentialed and certified

by the na tional governing body and otherna tion­ally recognized organizations (the Red Cross, the National Athletic Trainers Association, etc.).

3. A flexible schedule that will permit the parent and child's participation.

4. Alternative program and system opportuni­ties that will allow the child flexibility and mobility within the system.

5. Participation opportunities for other family members such as programs in preschool, mo­tor development training, adult education, aerobics and other alternatives.

6. A professional atmosphere, an attractive and professionally managed facility, fair and com­petitive prices, a respected reputation within the community and a management and owner­ship that promotes innovative, eXclting and state-of-the-art offerings.

7. Ancillary provisions that round out and com­plete the total environment of the program including pro-shop and sales center, conces­sions and nutritional center, sports medicine and rehabilitation opportunities, private instruc­tion and consultation options and educational based opportunities for participants at all levels.

In previous years, it was not unusual for a cl ub' sad vancement to be based on offering a new level of competitive program, adding a high level coach or traveling a greater distance to go to an invitational or other competition. As the competi­tive marketplace has changed, the club owners have become much more responsive to the con­sumer market. Most clubs previously thought they competed against other gymnastics pro­grams. Now they are realizing that they are com­peting against every other opportunity or venue where parents and children spend money. This includes other sports programs, shopping malls, numerous forms of home entertainment, movies and videos, computers and computer games and any other forum that may attract the child's or parents attention.

For this reason, the club must be more sophis­ticated and diversified. It is obvious that to hold attention and keep one's interest for a prolonged period of time, numerous needs must be met. A person must be challenged and enticed to partici­pate. A person must have the opportunity to perform and succeed. There must be a social environmen t crea ted tha t is both stimula ting, edu­cational' competitive but yet non-threatening. A person must have the opportunity to diversify with options that allow movement both laterally and progressively. A person must be ' able to achieve a certain status through their participa­tion in different activities and programs. Their participation must be recognized as important and vital to one's development. There must be a feeling of pride that is communicated throughout their involvement with the program that encour-

February 1993 TECHNIQUE

ages their participation, keeps their interest and always provides challenges and options It be­comes the responsibility of the club owner or director to meet these needs and structure a pro­gram that programmatically, economically and financially accomplishes these goals.

The economics of the private club in the 90' s and beyond

For many clubs, it will be the first time that decisions that they make may be entirely driven by economics. This obviously was not the case in the past. It was not unusual for clubs to make decisions that were programmatic or even in many cases, emotional with no economic or financial basis. Not only will this not happen anymore, it will simply be impossible. While those options may have been available previously, in the future such decisions could put a club out of business.

Clubs will find themselves in a very different financial environment during the next ten years. They will be spending less time with rules and policies, competition schedules and daily lesson plans and more time with balance sheets, profit and loss statements, cost analysis and profit-per­student data. Clubs will need to give more atten­tion to employee benefits, insurance programs, workman's compensation, liability and accident insurance, personal property insurance, short­and long-term planning and strategy and cash flow. Clubs will find that their economic strate­gies and their financial planning will be critical to their ability to run a successful business. In addi­tion, marketing and advertising plans will be based on economics and the financial capabilities of the business. In previous years, money would be spent on marketing and advertising with the thought that this would in fact generate new revenue and specifically, the new money needed to pay for these expenditures!

Another common practice that will be seen is the separation of program and operations. More frequently, club owners will not be the coaches

. and oppositely, coaches will not be the club own­ers. Individuals will run private gymnastics schools as a business and an investment. This is very similar to what has taken place in health care cen ters, fi tness cen ters, da y care cen ters and many other service based businesses.

1993-2000: What can we expect?

The ability to predict the future is everyone's dream. Let's take a specific issue and see how realistic the whole issue of forecasting and pre­dicting can be.

We will usea simple example that has virtually no controls or predictability. If one is going to play in a lottery, there are certain things that can logi­cally be assumed. First of all, no one is going to be able to guarantee and guess the numbers that will

TECHNIQUE February 1993

be chosen as the winners. Second, the chances of choosing these numbers are dictated by math­ematical probabilities that cannot be altered. Third, the chances of winning can be increased by in­creasing the number of times played. Further, the more people that play, the higher the stakes are and consequently, the more incentive there is to play. As more and more people play, more num­bers are taken up from the available mathematical limits and consequently, an individual's chance of winning may be reduced simply because the chances of finding a winner are increased .

In summary, every individual who buys one ticket has the same chances of winning as any other individual who buys one ticket. This tends to be the attitude of the player and what may in fact be the incentive for the person who can barely afford to buy a ticket to act the same way as the wealthy individual who simply likes to partici­pate in games.

Hopefully, business provides additional infor­mation that can be used in order to make better decisions on forecasting and future planning. The type of information that becomes important in­cludes some of the following:

1. Past trends, records, history and market analysis.

2. Basic economic trends in buying, spending and investing.

3. Social trends, demographics and marketanaly­sis of customers, consumers and clients.

4. The position of the product or service in the marketplace, its value, need and worth to the consumer or customer.

5. The approach to selling, marketing, adver­tising and promoting the product or service related to its need and value.

Any club owner who does not currently have or is not currently reading books, articles and securing information on marketing trends, ad­vertising and promotional concepts and consumer buying strategies is making a big mistake. This is the most important time in a club owners life that the approach to business must change. The ability of our sport to grow and exist beyond the year 2000 is going to depend predominantly on the pri va te club owner, his / her en trepreneurial s piri t and his / her willingness to change business strat­egy from one that previously may have been based on emotion and personal interest to one that is based on logical business concepts, con­sumer buying trends, socioeconomic needs of specific demographic groups and the innate abil­ity to generate more revenue than the club spends on running the business. In numerous instances, many of these changes are already taking place in clubs around the country. This is not a matter of the path of least resistance but rather the ability to survive and run a business at a profit. I have more and more discussions with club owners whose perceptions have changed so drastically that they refer to their gymnasts as customers or clients and they refer to the teaching of gymnastics as their product or service.

41

Clubs will find

themselves in a

very different

financial environ­

ment during the

next ten years.

They will be

spending less time

with rules and

policies,

competition

schedules and daily

lesson plans and

more time with

balance sheets,

profit and loss

statements, cost

analysis and profit­

per-student data.

Clubs will not be

forced to use the

elite level athlete or

the Olympian as

the promotional

vehicle. Instead,

they will use the

quality of their

service, the

diversification of

their programs, the

qualifications of

their staff, and

convenience and

affordability.

42

I do not want to be cynical about this issue. I am not saying in any way, shape, sense or form that we are going to lose the basic component of the clubs' character nor are we going to change the ability to teach, coach and promote the sport of gymnastics. We are merely going to approach this differently and in doing so, will end up running better programs, providing a better quality of service for a larger groups of people that will allow gymnastics to grow, develop and prosper.

Some general assumptions about other direc­tions that the future will take can be made. First of all, gymnastics can exist without an elite or inter­national program. Granted, the exposure and at­tention that the elite program receives has always been viewed as critical to the growth and devel­opment of gymnastics. Whether or not this will continue in the future is hard to tell. Perhaps a better assumption is that the elite and interna­tionallevel programs will very much remain simi-1ar yet the actual number of participants and the number of clubs and organizations that support this level will be significantly reduced. The basic fact is that as long as the base is large and contin­ues to expand, the talent will be identified and those individuals will have an opportunity to excel and perform at the highest levels. Fewer clubs and businesses will be interested or willing to support such enterprises. Will we have weaker teams?

I am of the opinion that we will not. Will we have fewer elite athletes? I again am of the opin­ion that we will not. Actually, I believe the quality of U.S. elite athletes and world class athletes will increase. The reason for this is that the clubs actually involved in training these athletes will­be highly specialized and have very high levels of capability in working with world class and Olym­pic level athletes.

Even today, the seven Olympians on our men's and women's teams and the two rhythmic Olym­pians could realistically never come from more than 16 different clubs across the country. I would not be surprised if ten years from now less than 20 programs supported the training of Olympic and world class athletes in the United States. Again, I do not in any way feel that this would be a deterrent to future U.S. success. Rather, the spe­cialized resources will be centered amongst these clubs and they will have the capability of training the very best athletes in the world. I am also of the opinion that this will become an acceptable sys­tem to the thousands of private businessmen who run gymnastics clubs all over the USA. The pri­mary goal of these businesses will be to provide excellent programs at fair prices and still be prof­itable.

Clubs will not be forced to use the elite level athlete or the Olympian as the promotional ve­hicle. Instead, they will use the quality of their service, the diversification of their programs, the qualifications of their staff, and convenience and affordability. This will probably necessitate that the top elite programs will have a significant amount of support provided for them by USA

Gymnastics and/or the United States Olympic Committee. Again, the development of this type of system will be much more acceptable to our clubs since their goals and objectives will mature and change as time goes on. In the past, and even today, clubs evaluate success based on the perfor­mance of their competitive teams. Many coaches and club owners still value the placement of an athlete on the World Championship team or the Olympic team as the ultimate achievement for their particular club or as a personal goal and achievement. In the future, the ultimate achieve­ment of a club will be the same as for the business. With this being the case, club owners will be looking at things like membership numbers, rev­enue growth, real estate value and acquisition, cash flow and profitability.

Frequently calls will be made to USA Gymnas­tics where coaches or club owners will complain about certain aspects of the competitive program. A frequently heard comment is, "many people are leaving the competitive program. They just are not willing to put up with it anymore. A system must be created that is more fair and equitable." The fact of the matter is, what these individuals are saying is that the economics of competition doesn't allow for the creation of parod y.1t is in teresting tha t many of these coaches do not see that what is occurring is driven by economics and cost, not by competition. This scenario is not very likely to change in the future. In most cases, the opposite will happen, the eco­nomics and finances of the clubs will be the deter­mining factor of what happens in the competitive program over the next ten years and beyond.

I have made numerous presentations to the International Gymnastics Federation committees and even to the General Assembly where I have taken the position that finances and economics will determine the future of gymnastics. If a sport is not able to pay for itself, it will cease to exist. Simply look at what is taking place within the public school system specific to sports and other extracurricular activities. In a recent article, it was stated that 80 million dollars of sport support will be eliminated from the state budgets in the State of Illinois. This will cause universities to make drastic changes in their programs. Due to the fact that universities and the public education system in general has always been the recipient of funds from local, state and federal government, these institutions have very little experience in generat­ing revenue. The only revenue generation they are familiar with is tuition, ticket sales for sport­ing events, grants and general fund raising. It is anticipated that universities and public educa­tion will be more active in the future in raising money if they plan to be in business in anything other than those programs and curriculums that are their basic core components. Since public school systems do not have experience in revenue generation, most of these other programs will become private sector opportunities and will be taken away from public schools. This will also

February 1993 TECHNIQUE

greatly increase the number of private schools that will be offering services to the general public in the future. As more and more of the schools curriculum moves outside of the public sector, the private sector will be the center for increased growth and opportunity.

The emergence of the private club as a business discipline will be a very natural process. Most clubs will not only find it painless but will find it extremely exciting, high spirited, creative and rewarding. The most difficult part of this change will be the emotional tie to the teaching aspect of our sport. Many of our coaches and teachers have a passion for the process. The change that they will go through is to be able to fully recognize this passion in an environment that is no longer uni­dimensional. In so many situations previously, the entire aspect of the program was oriented around the teaching of gymnastics, the support of a competitive program and the attainment of performance results through training and compe-

International Gymnastics Federation

tition. While teaching and coaching will still be the means to the end, the evaluation of success will include numerous other performance fac­tors . Many of which will be centered around the economics and finances of the private business. But again, let us not fall into the emotional abyss that we are compromising what is best for our athletes / customers. One only needs to look at general industry to see that this is not the case. The changes in the automotive industry have been drastic in the last ten years. It was seen by the American automobile manufacturers that high quality automobiles could be produced and sold for less money than current American models. The immediate response was an emotional one. But today, the American car manufacturers are turning out an infinitely better product, one that is competitive in quality with the rest of the world and one that meets the pricing standards that are acceptable to the American public. Our clubs must be able to take this same direction.

International Gymnastics Federation

(F.I.G.)

Code of Points

1993-1996

CODE OF POINTS

1993-1996

Both the Men's and Rhythmic versions of the NEWF.I.G. Code of Points, 1993-1996,

are expected to be available by the February Technique distribution date.

Men's Code - Item No: 1201 • Price: $39.95 Rhythmic Code - Item No. 1301 • Price $39.95

To order: Use the Form on page 2 of this magazine.

The Codes contain the rules revisions as well as difficulty evaluations for all skills.

At the current time, specifics regarding the price and date of availability for the new Women's Code of Points have not been made available to USA Gymnastics. Order

information wil be posted in future issues of Technique.

TECHNIQUE February 1993 43

The emergence of

the private club as

a business

discipline will be a

very natural

process.

USGF Junior

Olympic WOMEN'S

PROGRAM MATERIALS

WOMEN'S JUNIOR OLYMPIC DEVELOPMENTAL PROGRAM A progressive program that provides the basis for the sound development of the young athletes

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

Item No. 1110 1111 2109 2105 2106 2107

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

Junior Olympic Awards Program A motivational program utilizing a wall chart and a patch/ chevron awards system as inter-gym

educational and organizational tools. This awards system is an excellent way to set goals, track follow­through of skills, and witness the accomplishments of your gym's athletes. A great tool for introducing "new" gymnastics parents and kids to the J.O. developmental curriculum. Since it's easy to read and to understand, it will help parents visualize where their child fits into the national program.

30 Starter Kit - Includes: 1 wall chart, 25 report cards, 25 patches, 50 pins and 25 Levell chevrons 31 Wall Charts - in-gym motivational tool for Levels 1-4 (holds names of 40 students) 32 Report Cards - Records achievement of all Level 1-4 skill achievements 33 Patches -The 1 st award as the student enters the Level 1-4 program 35 Green Chevron - Recognition award for Level 1 34 Recognition Pins - Used to recognize completion of Levels 2, 3 and 4 36 Bronze Chevron - Recognition award for Level 5 37 Silver Chevron - Recognition award for Level 6 38 Gold Chevron - Recognition award for Level 7 39 White Chevron - Recognition award for Level 8 40 Red Chevron - Recognition award for Level 9 41 Blue Chevron - Recognition award for Level 10 42 Level 5 Wall Chart - (ho lds names of 40 students) 43 Level 6 Wall Chart - (ho lds names of 40 students) 44 Level 7 Wall Chart - (holds names of 40 students)

EDUCATIONAL DANCE WORKOUT PROGRAM

Price $ 29.95 $ 24.95 $ 6.00 $ 29.95 $ 29.95 $ 19.95

~ ~ ~ ~ --$ 50.00

3.00 ea. $ 3.00 for 25 $ 25.00 for 25 $ 12.00 for 25 $ 7.50 for 50 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 12.00 for 25 $ 3.00 ea. $ 3.00 ea. $ 3.00 ea.

This educational program was designed specifically for the developmental gymnast. Participants will become better, stronger, safer and more elegant gymnasts when provided with a sound basis for proper alignment, good balance and correct dance technique. The program was authored by Mary Faulkenberry, Shirley Tranquill and Vicky Clarkson. Music by Kate Ross.

2170 2171 2172 2173 2175 2176 2177 2178

USGF Dance Text Levels 1-5 - Complete explanation of all exercises J.O. Dance Workout Video Workouts 1-3 - Shows all exercises J.O. Dance Workout Video Workouts 4 & 5 - These levels are newly completed Coaches Instructional Dance Video Workouts 1-3 - Special explanation for the coaches Dance Music Cassette 1 & 2 Dance Music Cassette 3 Dance Music Cassette 4 Dance Music Cassette 5

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

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

44 February 1993 - TECHNIQUE

USGF COACHES EDUCATION

Item No. Description

PROFESSIONAL DEVELOPMENT

PROGRAM

COACHING ACCREDITATION MATERIALS

#3608 Rookie Coaches Gymnastics Guide - Covers the basics of teaching gymnas­$8.95 tics in a concise style that is taylor-made for gymnastics instructors. This book

was developed in cooperation with the American Coaching Effectiveness Pro­gram (ACEP); it provides coaching principles related to sport philosophy, sport psychology, teaching and planning, injury prevention and care, and liability concerns. Specific features include self-tests and checklists to help you master the content, gymnastics terminology, and extensive illustrations of basic skills. It is used as one component of the USGF PDP Levell accreditation.

Sequential Gymnastics II Instructors Guide

~~T" =it #3604 Sequential Gymnastics 1/-This is the 3rd edition for Sequential Gymnastics. $13.00 The basic skill sequences have been expanded to include hand apparatus­

rope, hoop, ball , ribbon. Instructors and coaches can select skills from various movement categories based on the proficiency of their gymnast and available equipment in order to write lesson plans for safety and efficiency. The book also includes a self-test, which when completed is returned to the USGF and recog­nized as one component of the PDP Levell accreditation.

#3609 Level I Instructor's Starter Kit* - Level I clinic administrators must purchase $60.00 one copy of the Starter Kit in order to conduct Level I Clinics. Each Starter Kit C

contains the Levell Instructor's Video, Level I Insturctor's Manual, and a packet ~ of the Levell Clinic Workbooks (see below). The video presents the material and concepts in the Rookie Coaches Gymnastics Guide and Sequential .,. _ Gymnastics /I in an interactive format with the Levell Clinic Workbook.

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

Interactive video Presentation

#3610 Levell Clinic Workbooks (packet of 15) - Levell clinic administrators receive $20.00 25 Levell Clinic Workbooks in the Levell Instructor's Starter Kit. Each Work­

book contains the written material corresponding to the exercises on the video, as well as the Level I Clinic Registration and Verification Form which is to be returned to the USGF as one component of the PDP Levell accreditation. Instructors may order additional Workbooks as needed.

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

TECHNIQUE February 1993 45

K. USA Gymnastics Sweatshirt Heavy weight cotton ash gray body wi th navy/ cranberry USA Gymnastics applique. Design is outlined in gold satin stich. XL,L,M,S. 5511-4 ....... ...... ..... .......... $49.00

Order by phone with VISAI MasterCard

r--------------------------------, I Name ________________________________ __

: Address, ________________ _

I City ___________________ State __ Zip. __ _

I Phone: (H), ________ (W) ______ _

I I Charge My: VISA __ MasterCard

I Card #: ___________________ Exp. Date. _____ _

I USA Gymnastics Merchandise I P.O. Box 5562, Indianapolis, IN 46255-5562

I T293

Order# QIy. Size De!lcr iption Price Totol

Shipping & Hondling

Add 5% So les T ox for Indiono Residents

T 0101 Amount

Sh ipping & Handling

Purchases $10.00 & under = $2.00 Purchases $10.01-$50.00 = $3.50 Purchases $50.00-$99.00 = $4.50 Purchases $10000 & up = $7.50 U5AGyml1ostics

L ______________ ~ ________ _ -- -

I I I I I I I I I I I

EDUCATION/EVENT CALENDAR

Start No. Discip- STI Date days line Event City CO Contact Phone

2/14/93 1 MWR Safety Certification Course 02:00 noon- 6:00 p.m.) Chambersburg P A Robert Ross 717-267-1760 2/17/93 7 R FIG Continental Judging Course Colo. Spgs. CO Nora Hitzel 317-237-5050 2/20/93 1 MWR Safety Certification Course (3:00-8:00 p.m.) Sioux City IA Mike Stanner 402-339-2924 2/20/93 8 M Jr. National Team Camp Colo. Spgs. CO Robert Cowan 317-237-5050 2/21/93 1 R U.S. Rhythmic Challenge Colo. Spgs. CO Nora Hitzel 317-237-5050 2/26/93 1 MWR Safety Certification Course 00:00 a.m.-4:00 p.m.) Pittsburgh PA Jeannette Jay 412-279-4344 2/26/93 1 MWR Safety Certification Course (2:00-8:00 p.m.) Charlotte NC Sandy Weyandt 704-568-1277 2/27/93 2 W Regional Elite Meets Various 2/28/93 1 MWR Safety Certification Course 00:00 a .m.-6:00 p.m.) S. Plainfield NJ Ca thy Finkel 201-586-1808 2/28/93 1 MWR Safety Certification Course (9:00 a.m.-3:00 p.m.) Decatur AL Mike Goodale 205-544-2864 2/28/93 1 MWR Safety Certification Course (9:30 a.m.-4:00 p.m.) Downer's Grove IL Gerald Denk 708-272-9511 3/5/93 2 MW McDonald's American Cup Orlando FL Mike Juszczyk 317-237-5050 3/5/93 1 MWR Safety Certification Course (9:00 a.m.-3:00 p .m.) Orlando FL D. Moskovitz 317-237-5050 3/7/93 1 MWR Safety Certification Course 02:00 noon-5:00 p .m.) Hudson OH Bobbi Montanari 614-457-1279

3/10/93 1 MW The International Mixed Pairs Atlanta GA Mike Juszczyk 317-237-5050 3/18/93 4 MW International Masters Tournament Cottbus GER 3/25/93 5 W American Classic Nationals TBA Kathy Kelly 201-586-1808 3/26/93 3 MWR International Fair Cup Hannover GER 3/27/93 1 MWR Safety Certification Course (10:00 a.m .-3:30 p .m .) Louisville KY Kevin Spencer 502-426-2214 3/25/93 7 MW Gymnastics Challenge: USA/JPN Japan JPN Mike Juszczyk 317-237-5050 4/3/93 MW NCAA Regionals Various Sites

4/12/93 1 W USA Gymnastics Nat'l Invitational Tournament Cape Girardeau MO 4/13/93 6 MW World Championships (Individual App'; AA) Birmingham GBR Mike Juszczyk 317-237-5050 4/15/93 3 W NCAA National Championships Corvallis OR 4/16/93 2 M NCAA National Championships Albuquerque NM 4/17/93 1 MWR Safety Certification Course (12:00 noon-6:00 p.m.) Clearwater FL Karl Bishop 813-447-2108 4/17/93 2 W J.O. Level 9 + 10 Regional Meets Various Connie Maloney 317-237-5050 4/24/93 1 MWR Safety Certification Course (3:00-9:00 p.m.) Petaluma CA Hiroshi Fujimoto 408-373-1694 4/30/93 4 MWR 9th Annual Scottish Gymnastics Festival Perth SCOT Bill Don (0324) 612308

4/TBA MW USA Gymnastics Collegiate Championships Springfield MA Mike Juszczyk 317-237-5050 5/1/93 1 W World University Games Trials Salt Lake City UT Kathy Kelly 317-237-5050 5/6/93 4 M J.O. Nationals Ann Arbor MI Robert Cowan 317-237-5050 5/7/93 3 W J.O. National- Level 9 Colo. Spgs. CO Connie Maloney 317-237-5050

5/13/93 4 W J.O. National- Level 10 Baltimore MD Connie Maloney 317-237-5050 5/30/93 2 R J.O. Nationals - Rhythmic Colo. Spgs. CO Nora Hitzel- 317-237-5050 *5/TBA MW Pro-AM Invitational Reno NV Mike Juszczyk 317-237-5050 6/4/93 3 R U.S. Rhythmic Championships Colo. Spgs. CO Nora Hitzel 317-237-5050 6/4/93 3 W WTC Symposium TBA Kathy Kelly 317-237-5050

6/12/93 2 M World University Games Trials Colo. Spgs. CO Robert Cowan 317-237-5050 6/17/93 4 W Region VII Mini-Congress Birmingham AL Hoylene Noble 404-386-0012 6/17/93 4 MWR ACEP National Conference (Coaching America's Coaches) Indianapolis IN ACEP 217-351-5076 6/23/93 5 XVIII American Sokol Slet IL Jackie Kourim 708-795-0539 6/26/93 2 W Regional Elite Meets Various sites Kathy Kelly 317-237-5050 6/30/93 4 W NA WGJ National Symposium Orlando FL Kathy Kelly 317-237-5050 7/8/93 12 MW World University Games 0 gymnastics session per day) Buffalo NY Cowan/Kelly 317-237-5050

7/17/93 2 W Regional Elite Meets Various sites Kathy Kelly 317-237-5050 7/23/93 10 MWR U.S. Olympic Festival San Antonio TX USOC 719-632-5551

7/TBA W Elite Judges Course TBA Kathy Kelly 317-237-5050 7/31/93 1 MWR Safety Certification Course (10:00 am-2:00 p .m.) Columbus OH Bobbie Montanari614-957-1279 8/6/93 4 W U.s. Classic Nationals TBA Kathy Kelly 317-237-5050

8/25/93 4 MW U.s. Championships Salt Lake City UT Mike Juszczyk 317-237-5050 9/9/93 4 MWR USA Gymnastics National Congress Atlanta GA Kathy Brown 317-237-5050

9/30/93 4 W Region V Mini-Congress Cincinnati OH Jeff Metzger 10/3/93 1 MWR Safety Certification Course 00:00 a.m.-6:00 p.m.) Flemington NJ Cathy Finkel 201-586-1808 10/15/93 2 W Michigan State Congress Rochester MI Judy Freiheit 313-742-2151 10/27/93 4 Olympic Congress of the USA New York NY USOC 719-632-5551 10/TBA 2 MW USA Gymnastics Triangular Event (USA/UKR/BIE) TBA Mike Juszczyk 317-237-5050 11/4/93 4 R Rhythmic World Championships Alicante ESP Nora Hitzel 317-237-5050 11/TBA MW Chunichi Cup Nagoya JPN Cowan/Kelly 317-237-5050 11/TBA W Catania Catania ITA Kathy Kelly 317-237-5050 12/TBA MW DTB Pokal Stuttgart GER Cowan/Kelly 317-237-5050 2/4/94 2 M USA Gymnastics Winter Cup Challenge Colo. Spgs. CO Robert Cowan 317-237-5050

3/26/94 1 M NCAA Regionals TBA * Tenative

TECHNIQUE - February 1993 47

NorHIroflt OrganlDtlon U.S. Poltage

PAID Permit No. 7887

Indlenipolll, Ind.

USA GYlTInastics

SAFETY CERTIFICATION Safety Certification Courses

Saturday, February 13, 1993 Chambersburg, PA- 2:00pm-8:30pm Rainbow Gymnastics, Inc. 285-12 East Queen Street Chambersburg, P A 17201 Course Oir.: Robert Lynn Ross

(717) 267-1760

Saturday, February 20, 1993 Sioux City, IA- 3:00pm-8:00pm Siouxland Gymnastics Academy 309 S. Floyd Blvd.

Sioux City, IA 51101 Course Oir.: Mike Stanner

(402) 339-2924 Local Contact: Kelly Dornan

(712) 258 2374

Friday, February 26, 1993 l.Pittsburgh, P A -1O:00am-4:00pm

National School of Gymnastics 2101 Greentree Rd.

Store A105 Pittsburgh, P A 15220 Course Oir.: Jeannette Jay

(412) 279-4344 Local Contact: Jan Delmar

(412) 429-8879 2 Charlotte, NC - 2:00pm-8:00pm

Radisson Hotel in Charlotte Course Oir.: Billy Bob Taylor Loca l Contact: Sandy Weyandt

(704) 568-1277

Sunday, February 28, 1993 l.South Plainfield, NJ -10:00am-6:00pm

Course Oir.: Cathy Finkel (201) 586-1808

2.0owner's Grove, IL- 9:30am-4:00pm Indian Boundary YMCA, 711 59th Street Downers Grove, IL 60516 Course Oir.: Gerald Oenk

(708) 272-9511 3.Decatur, AL - 9:00am-3:00pm

Gymnastics International 1222 Church Street NE Decatur, AL 35601 Course Oir.: Mike Goodale

(205) 544-2864 Local Contact: Dawn Whitley

(205) 351-0480

Friday, March 5, 1993 Orlando, FL -9:00am-3:00pm Radisson Plaza Hotel Orlando 60 South Ivanhoe Blvd.

Orlando, FL 32804 Course Oir.: Dave Moskovitz

(317) 237-5050 This course will be held in conjunction with the 1993 McDonald's American Cup.

Sunday, March 7, 1993 Hudson, OH -12pm-5:00pm Western Reserve Academy Hudson, OH 44236 Course Oir: Bobbi Montanari

(614) 457-1279

Saturday, March 27,1993 Louisville, KY-10:00am-3:30pm Louisville Gymnastics Club 3600 Chamberlain Lane Suite 210 Louisville, KY 40241 Course Oir.: Kevin Spencer

(502) 426-2214

Saturday, April 17, 1993 Clearwater, FL-12:00 noon-6:00pm Apollo School of Gymnastics 2140 Range Road, Unit G. Clearwater, FL 34625 Course Oir.: Karl Bishop

Saturday, July 31, 1993 Columbus, OH -1O:00am-2:00pm Radisson Hotel Columbus North 4900 Sinclair Rd., Columbus, OH 43229 Course Oir.: Bobbi Montanari

(614) 457-1279

Sunday, October 3, 1993 Flemington, NJ-1O:00am-6:00pm Course Oir.: Cathy Finkel

(201) 586-1808

1. The text book for the Certification Course is the USGF GYMNASTICS SAFETY MANUAL. This text/refer­ence manual is to be purchased and studied prior to course participation.

2. The course will take approximately six hours, including the test.

3. Certification is good for fou r years. (813) 447-2108

Saturday, April 24, 1993 Petaluma, CA - 3:00-9:00 pm Redwood Empite Gymnastics 434 Payran St., Petaluma, CA 93940 Course Oir.: Hiroshi Fujimoto

(408) 373-1694 Local Contact: Steve Klotz (707) 778-0510

. 4. The Course/examination fee is I ....

$100.00. USA GymnastiCS mem­bers and second cycle recertifica­tion is $75.00. Retest cost is $25.00. For groups of at least 5, contact the USA Gymnastics De­partment of Safety and Education

r-------------------------, Participation Registration Form T293

Name: Mr./Mrs./Ms. _____________ SOc. Sec. # _____ _

Address: _________________________ _

City: _____________ ,State: ______ Zip ___ _

Telephone: (H) (B) _________ _

Course Director: ______________________ _

Course Location: ________________ Date: ___ _

Organization Represented: __________________ _

If USA Gymnastics Member, List Type and Number ________ _

Form of Payment: D Check D Visa 0 Mastercard Name on Card: __________ Number: ________ _

Expiration Date: _____ Signature: _____________ _

Please make checks payable in full to USA Gymnastics Safety Certification Mail Registration Form and Payment to: USA Gymnastics Safety, Pan American Plaza, Suite 300, 201 S. Capitol, Indianapolis, IN 46225

DO NOT WRITE BELOW THIS LINE • FOR OFFICE USE ONLY • I I Registration Form Received: _________________ _

Confirmation Mailed: I L _________________________ ~