THE GYMNASTICS SCIENCE BEHIND SMART START As with all AGL Athlete Developmental Programs, SMART START is based upon the best sports science information available. For the purpose of greater understanding on the part of the instructor, here are some of the gymnastics science concepts and principles behind SMART START with brief explanations. Horizontal Skill Progressions- A horizontal progression is a progression of skills which have relatively equal task complexity but are not necessarily of the same gymnastics skill family. Skills in a horizontal progression are not necessarily based upon the same dominant movement pattern either, although they may be. An example of a horizontal progression might be: round off, front handspring, back handspring. Vertical Skill Progressions- A vertical skill progression is a progression of skills in which each successive skill is based upon mastery of the previous skill in the progression. All the skills in a vertical progression are based upon the same root element and dominant movement pattern. An example of a vertical progression might be; front layout, front layout with half twist, front layout with full twist. Environmental Progressions- An environmental progression is a progression where the skill or skill sequence remains the same or nearly the same and the environment progresses gradually from an extremely low risk, low impact environment to the standard competition environment. An example of an environmental progression might be; layout with full twist into loose foam pit, layout with full twist into loose foam pit with mat on top of foam, layout with full twist onto resi mat, layout with full twist on spring floor. Motor consolidation concepts– Motor consolidation is the process by which skills become fully acquired and become automatic. It involves the storage of information to literally change location from one part of the brain to another, over time. The science of understanding how motor memories (movement skills) are acquired and consolidated is moving ahead rapidly. The result of this research is often surprising and counter to traditional teaching practice. While SMART START relies primarily on tried and true gymnastics concepts, the sequencing of SMART START components has been composed with the best Motor Consolidation principles available in mind. An improved understanding of motor consolidation concepts can contribute significantly to the efficiency of training. Avoidance of contraindicated exercise – Fitness in youth is a large concern in our society and is likely to continue to be for years to come. Gymnastics offers an excellent opportunity for its participants to improve their fitness regardless of their level or gymnastics ability. Because SMART START is a beginner level training program, it will likely to be used by students of many different abilities to improve their fitness and not necessarily to become competitive gymnasts. Because of this fact, special care has been given to ensure that the skills and conditioning in SMART START are suitable for a general population and are not contraindicated. Contraindicated exercise or movements are exercises that are potentially harmful to an individual in either the short or long term IE; movements that forcibly put a joint beyond its normal range. Gymnastics like most sports, challenges the strength and range of motion of the joints of its participants. Adaptation to these stresses occurs slowly over a long period of time. Because of the inclusionary nature of beginner level gymnastics, every effort has been made in the SMART START Program to avoid elements that are likely to be contraindicated for a sizeable percentage of the general population. An example of this is the occlusion of walkover elements at this level and the modifications to the back hyperextension stretching exercises (bridges) in SMART START. While SMART START can limit risk to a general population of beginner gymnasts, there is always the potential for a skill or exercise to be contraindicated for an individual student. It ultimately falls upon the instructor to make his/her best effort to evaluate each student’s readiness to perform each skill and exercise. Last but not least, Livingston, CSCS (2004) explains “The justification of contraindication is derived from the philosophy of training at the level of the lowest common denominator. There are very few exercises that should be contraindicated. There are lots of people who should not be doing certain exercises.” Progressive Resistance Training– In order to make gains in muscular skeletal strength, power, and endurance, incremental increases in the training stimulus over time is essential. Conditioning for muscle endurance involves exercises with the goal to increase the number of repetitions performed. Strength is best developed with maximal efforts for brief periods of time. Exercises can be made progressively more challenging by a number of methods. For example: increasing the number of repetitions, or increasing the resistance by progressively adding weight over time, or gradually increasing the distance that an athlete moves (graduated length method). Or by changing the angle of the exercise in order to make it more challenging. In any case, the concept of Progressive Resistance Training is to continually make the exercises more challenging as the athletes develop. Dominant Movement Patterns– As previously explained, Dominant movement patterns are the basic body movements and positions that are most characteristic to the sport. Because of the increasing demands placed upon student athletes, gymnastics centers and Parents, it has become increasingly important for training designs to allow optimal development with reasonable training volume. Or in other words to be more efficient than older training models. By basing the components of the program on the movement patterns that permeate the sport at intermediate and advanced levels, SMART START is able to provide beginner athletes with a more streamlined yet complete route to gymnastics development. Fundamental dynamic elements – Fundamental dynamic elements are the basic gymnastics skills which produce translational and rotational momentum. As such they are used extensively in all intermediate and advanced gymnastics levels. Examples of fundamental dynamic elements are: round off back handspring, giant swings, front handspring and ¼ on and round off back handspring vaults. Conversely kinematic elements are the skills which rely upon fundamental dynamic elements for the momentum(s) that they require. An example of this is a back layout on floor, which requires momentum which is produced from the dynamic round off back handspring. Both the AGL SMART START program and FLIPs program are primarily concerned with the exceptional development of fundamental dynamic elements. Biomechanics– Biomechanics is the application of Newtonian Physics to human movement. the critical biomechanical concepts in SMART START include but are not limited to;

• Achieving functional positions
• Achieving vertical lift (take offs)
• Arresting vertical velocity (landings)
• Static and Dynamic balance
• Producing horizontal momentum
• Producing angular momentum
• Understanding and generating internal swing
• Understanding and generating external swing (transferred from internal swing)
• Longitudinal turning (one axis)
• Understanding of Newton’s three laws of motion

10. Task Based vs. Outcome Based Motivation– When an athlete is encouraged to focus on “the task”, there is by virtue of a focused effort, the highest possibility of success. Conversely, when the athlete is focused on the outcome, there is by virtue of a divided focus, a diminished possibility of success. SMART START advocates the concept of task- focused athletes. Psychological components While there are many psychological components that are pertinent to beginner level athletics, SMART START emphasizes the concepts of Task-focused training, inclusion, positive reinforcement only and a positive view of competition if and when the student wishes to participate. The AGL Level 1 gymnastics psychology concept focuses on the concepts of understanding basic child development (developmental appropriateness in coaching) and promoting positive youth self-esteem through coaching.

Fundamental Gymnastics Positions (Presented in multiple environments) Figure 1straight line (start position) Figure 2hollow round (front view) Figure 3hollow round side view Figure 4 slight arch shape Figure 5finish position Figure 6Lunge position Figure 7Stick position for back salto Figure 8Stick position for front salto (weight on balls of feet) Figure 9Layout shape Figure 10Pike shape Figure 11Tuck shape Figure 12Open tuck shape Figure 13Middle split Figure 14side split Figure 15Candle Figure 16Coup’e Figure 17Passe’ Figure 18Releve’ Figure 19Handstand Figure 20Arabesque

Class INSTRUCTORS GUIDE Critical concepts 1.Safety is the first and main priority- Always maintain a safe environment and teach within the confines of each individual’s personal physical, psychological and emotional level of preparedness. Participants should be cleared for participation by their physician. Instructors should have all class members in view for the entire instruction period. 2.Positive reinforcement only- The SMART START program is most effectively taught when instructors employ persistent positive reinforcement exclusively in their teaching the programs. Further it should be understood by the instructor that negative reinforcement is not only less effective, but can have lifelong negative implications as well. An example of this is the age old error of using conditioning as a punishment. Not only does this practice turn-off a good number of individuals to conditioning in the short term, but may also cause these individuals to equate the healthful practice of exercise with punishment for years to come. Potentially, these individuals may avoid exercise in their adult years as a result. Because SMART START deals with beginners who represent a wide range of ability and aptitude, positive reinforcement is critically important. While it is a given that in any class environment involving children, there will sometimes be a need to discipline students to some extent, this manual will not address disciplinary methods as they relate to behavior. 3.Help to develop the athlete and the individual It is obvious that the primary task of a gymnastics instructor is to safely teach gymnastics skills to their students. In this pursuit it should never be forgotten that the social, emotional and psychological development of child students is of as much if not more importance than the gymnastics skills. In the arena of gymnastics training and competition, athletes are exposed to social, interactions in a wide range. Navigating this is part of the art of coaching. There should be a constant effort to improve the self efficacy of the students. 4.Tight form first, body shape Second, technique third Because good technique (biomechanics) cannot be realized without proper body shape and proper body shape cannot be realized without good form (strength and rigidity of the shape), it logically follows that unless all three can be obtained simultaneously, in most cases it is best to establish the basic form first, then body shape second and technique third as they relate to teaching and correcting skills. 5.Instill pride in skill development, physical preparation and psychological preparation A successful gymnast must not only be proficient in gymnastics skill, but must also work to continually improve both physical preparation (conditioning) and psychological preparation. Just as pride in gymnastics skill development leads to greater effort, so should pride in physical and psychological development lead to increased effort in these areas. 6.Introduce and reinforce the team concept While the team score in a gymnastics meet is simply the addition of scores derived from individual performances, there is clearly a considerable amount of teamwork required for producing and maintaining a successful training environment. It is inherently difficult for children to think of others. Consequently, the task of instilling a teamwork concept cannot be underestimated and is best introduced early in training. Conducting a SMART START class 1.Safety check- prior to each class, it is imperative that a careful inspection of all of the equipment to be used is in satisfactory condition and that there is adequate padding on all the landing and potential fall areas. The inspection should include but not necessarily be limited to the condition of the mats and vault runways, the connection of mats to one another (seams), the turn buckles, cables and tensioners of the bars the straightness of the balance beam(s) relative to their matting as well as the overall condition of the environment as a whole. In addition to this, it is important to ensure that the environment that is created by the equipment set up is appropriate for the activity that it is intended to serve. It is best if the environment can be completely prepared prior to the start of the rotation or class. 2.Lesson Plan- SMART START is a training plan and cannot address all of the nuances and unique characteristics of every gymnastics training environment. A lesson plan is the bridge from the training plan to the athlete. Instructors should construct and review their own lesson plan prior to conducting a class. This should be a brief outline of the intended content and conduct of the class. No two gymnastics training environments are the same. No two groups of athletes are the same. An environment and approach that might work for one situation may be ill advised for another. The lesson plan should reflect the unique characteristics of the circumstances for which it is intended. Further, an evaluation immediately after the conclusion of each practice session can aid in the construction of the subsequent lesson plan and may present an ideal time to compose one, (while the issues of the class are fresh in the instructors mind). 3.Attendance- Gymnastics clubs around the world employ many methods of recording attendance. Whatever the club policy is it is important that attendance is recorded consistently and accurately. Attendance records often serve as legal documents. There are many instances where attendance records are of tremendous importance. Where and when recording attendance is the responsibility of the instructor, it should be taken seriously and performed diligently. 4.Warm-up- All training sessions should begin with roughly a five minute light cardio vascular/cardio pulmonary warm-up such as a jog. This is to not only ensure the athletes elevate body temperature and induce perspiration (warm up), but also to stress the importance of cardio vascular and cardio pulmonary exercise as a lifelong health habit. The instructor should find safe ways to make the warm up fun and enjoyable. 5.Stretch- While stretching exercise is generally included as a part of warm up activities, flexibility training is considered to be one of the six components of conditioning. As such the SMART START program includes both static and reciprocal inhibition based stretching methods (see video). Additionally, SMART START stretches are designed to produce minimal stress to the lower back, hip joint and shoulder joint. 6.Skill Sections -Introduce skill(s) verbally describe the skill or drill and the stations in the skill circuit if one is to be used.Demonstrate skill(s) If possible, have a more accomplished athlete demonstrate the skill(s) that you are asking the group to attempt.Explain skill(s) Using language and terminology that is appropriate and understandable for the age of the class; explain key technical points about the skill(s), Attempt skill(s) with safety as the top priority, allow the athletes to begin attempting the skill(s). Spot as necessary and use appropriate progressions. 7.Conditioning –General conditioning in SMART START should be performed after the skill section on each event. Lower body conditioning is done after Vaulting, Upper body conditioning is done after bars, Core conditioning and Proprioception (balancing) is done after beam and wrist and ankle conditioning is done after floor. Event Specific Conditioning is also performed after the skill section of each event. 8.Cool down- Finish the class with light stretching or a light skill showing section where the focus is on positive reinforcement. This period is also a good time to review achievements and re-define goals.

Sample Instructors Cheat sheet 60 minute class (Training on two events per class)

activity Time (min) 1 Greet class/take attendance 0-2 2 Warm up jog 2-7 3 Stretch and shaping exercises 7-10 4 Perform positions on floor 10-15 5 Move to first event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 15-25 6 Conditioning for first event 25-30 7 Move to the second event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 30-40 8 Conditioning for second event 40-45 13 Motivation and individualized conditioning 45-55 14 Dismiss class communicate with parents if necessary 55-1:00 Sample Instructors Cheat sheet 90 minute class

activity Time (min) 1 Greet class/take attendance 0-2 2 Warm up jog 2-7 3 Stretch and shaping exercises 7-10 4 Perform positions on floor 10-15 5 Move to first event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 15-25 6 Conditioning for first event 25-30 7 Move to the second event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 30-40 8 Conditioning for second event 40-45 9 Move to third event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 45-55 10 Conditioning for third event 55-1:00 11 Move to fourth event, motivate, explain objectives, explain and demonstrate skills, athletes train skills 1:00-1:10 12 Conditioning for fourth event 1:10-1:15 13 Motivation and individualized conditioning 1:15-1:25 14 Dismiss class communicate with parents if necessary 1:25-130 SMART START Level 1 Instructors Check list Gymnasts V A U L T Skills Sprint Sprint drills Standing Straight jump off board Handspring support drills Board drills Run Straight jump to stick and finish B A R S Straight hang Assisted Hollow hang Arched hang Support position Low swings. Low casts B E A M Tall straight position Walks Releve’ walks. Step to lunge. Straight jump action Finish position F L O O R Vertical punch lunge Handstand drills Cartwheel Front and back kicks Turn position SMART START Instructors Check list Level 2 Gymnasts V A U L T Skills & drills Forward roll on mat stack Jump to handstand fall flat to back from spring board onto low mat stack Arm swing drill Board drill B A R S Pull over or kick over Swings with hand re grip in back swing Straight arm cast with straight body Body rigidity drills Arch-hollow drill B E A M Cartwheel on a line Straight jump Lever to finish lunge Balancing drills Jump drills F L O O R Round off from 1 step (no hurdle) Split leap Full turn (toe) Handstand snap up drills Round off scoop drills SMART START Instructors Check list level 3 Gymnasts V A U L T Skills Copper Vault ¼ on vault drills Timed 60 foot sprint B A R S Back hip or hollow circle Under swing dismount Low swings in strap bar Swings with ½ turn B E A M Sequence elements Small split jump Lunge- ¾ handstand -lunge Releve turns (pivot turns) Sequence elements F L O O R Handstand forward roll dance Press handstand drills Straight Jump with full turn Sequence elements SMART START Level1 Individual Skill Checklist Name- Class- Vault Bars Sprint Straight hang Sprint drills Assisted Hollow hang Standing Straight jump off board Arched hang Handspring support drills Support position Board drills Low swings. Run Straight jump to stick and finish Low casts Beam Floor Tall straight position Vertical punch Walks lunge Releve’ walks. Handstand drills Step to lunge. Cartwheel Straight jump action Front and back kicks Finish position Turn position SMART START Level 2 Individual Skill Checklist Name- Class- Vault Bars Forward roll on mat stack Pull over or kick over Jump to handstand fall flat to back from spring board onto low mat stack Swings with hand re grip in back swing Arm swing drill Straight arm cast with straight body Board drill Body rigidity drills Arch-hollow drill Beam Floor Cartwheel on a line Round off from 1 step (no hurdle) Straight jump Split leap Lever to finish lunge Full turn (toe) Balancing drills Handstand snap up drills Jump drills Round off scoop drills SMART START Level 3 Individual Skill Checklist Name- Class- Vault Bars Handspring to back Vault Back hip or hollow circle ¼ on vault drills Under swing dismount Timed 60 foot sprint Low swings in strap bar Swings with ½ turn Beam Floor Sequence elements Handstand forward roll Small split jump dance Lunge- ¾ handstand -lunge Press handstand drills Releve turns (pivot turns) Straight Jump with full turn Sequence elements Sequence elements AGL Certificate of completion SMART START Level 1 This is to certify that ___________________________ Has successfully completed the AGL SMART START Level 1 Gymnastics class program

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Coach AGL Certificate of completion SMART START Level 2 This is to certify that ___________________________ Has successfully completed the AGL SMART START Level 2 Gymnastics class program

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Coach AGL Certificate of completion SMART START Level 3 This is to certify that ___________________________ Has successfully completed the AGL SMART START Level 3 Gymnastics class program

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Coach

INTRAMURAL Class FUN MEET Coaches are encouraged to run fun meets within their club class programs either with the official AGL SMART START Competition rules or the simplified intramural class testing program presented here Level 1 Score sheet score Coaches’ Comment V A U L T Skills Sprint Standing Straight jump off board Run Straight jump to stick and finish B A R S Straight hang Release to stick and finish Low swings. Low casts B E A M Walks Releve’ walks. Finish position F L O O R Vertical punch Cartwheel Front and back kicks AGL SMART START Intramural Fun Competition Level 2 Score sheet score Coaches’ Comment V A U L T Skills Sprint Forward roll on mat stack Jump to handstand fall flat to back from spring board onto low mat stack B A R S Pull over or kick over Swings with hand re grip in back swing Straight arm cast with straight body B E A M Cartwheel on a line Straight jump Lever to finish lunge F L O O R Round off from 1 step (no hurdle) Split leap Full turn (toe) AGL SMART START Intramural Fun Competition Level 3 Score sheet score Coaches’ Comment V A U L T Skills Sprint Copper Vault ¼ on vault onto stack B A R S Back hip or hollow circle Under swing dismount Swings with ½ turn B E A M Small split jump Lunge- ¾ handstand -lunge Releve turns F L O O R Handstand Jump full turn Back handspring with sot