Tumbling Without Terror

Teaching Middle School Tumbling

Janet Russell
Weimar Hills School
P.O. Box 255, Weimar CA 95736

russell@placerhills-usd.k12.ca.us

        Tumbling is a fun activity which gives students an opportunity to develop strength, flexibility and balance, while challenging themselves to take a risk and try something new. Mastering new skills is an accomplishment which can build self-confidence in your students

        This activity, however, can also inspire terror both in students and teachers. While some students approach the activity with excited anticipation, others, especially those who are more comfortable in the realm of ball sports, feel threatened. The fear of failure, injury, or embarrassment can make a student approach this activity with dread instead of excitement.

        The thought of teaching tumbling activities can also strike fear in the hearts of many teachers. Few physical education teachers, many of whom come from a team sports background, feel prepared to effectively teach or spot these skills. Our doubts are grounded in a lack of experience with the sport and a concern for the safety of our students.

        This session will provide an overview for a basic tumbling unit aimed at the middle school level. The lessons are designed to:

· establish a positive learning environment where all students feel safe enough to take risks and try new skills.

· eliminate student or teacher "spotting,"

  • use effective progressions and methods to safely teach basic skills.
  • Differentiate instruction, allowing both challenge and success for all students.

The Key: The Learning Environment

        Begin the first class meeting by setting expectations for student behavior, class routines, and rules. At this point of the year our students have already completed a social skills unit which focused on cooperation, accepting differences, respect and encouragement. We review those skills and talk about how many students are anxious and how respect for others can affect one’s success.

The importance of safety has to be emphasized. Class rules specific to this unit include:

a. Follow progressions (don’t try what you haven’t been taught!)

b. One at a time, one-way mats

c. Zero tolerance for horseplay

d. You have a choice!

        This last rule allows students to choose their own level of challenge. At any point, if a move is painful or they are simply fearful, they may choose to not try that skill. Try to create an atmosphere where it is truly okay to "pass" on a particular skill and students are not put on the spot or made to feel left out. Giving them the choice puts them in control of the situation and thus gives them more confidence. "Choice" however, does not mean that they may simply "check-out." Their choices include staying at a lower level of the skill progression, coaching their "mat mates," or, in some cases, working on an alternate skill. Most students will eventually try most of the skills. Some just take longer to meet the challenge.


Unit Overview

Outcomes

Students will:

1. understand the safety rules as they apply to tumbling.

2. use safe progressions to guide their practice during class.

3. create a positive learning environment by encouraging, supporting, and teaching their classmates.

4. understand the concepts of center of gravity and base of support; and how they interact to create balance.

5. apply those concepts in performing a tripod or headstand and a scale.

6. understand the concept of giving to absorb force.

7. apply #6, along with their understanding of balance to "stick" a landing on basic jumps or dismounts from boxes

8. demonstrate:

a. basic positions including: squat, straddle, pike and straight or hollow body.

b. jumps including: stretch, straddle, pike, tuck, and stretch with rotations (half and full).

c. A "rock and roll"

d. basic rolls (forward, backward or shoulder)

e. a "mini-kick" and understand how it progresses to a handstand

f. a cartwheel

9. perform a routine combining skills appropriate to their skill level.

10. understand technique, form, amplitude and continuity; and

how they apply to evaluating a gymnastics routine.

11. understand the scoring of gymnastics routines.

12. apply their knowledge through peer coaching and practice

judging.

13. Gain self-confidence by overcoming fears and learning to perform new skills.


Block Plan

Introduction

Center of Gravity

Balance

Tripod

Basic Positions

Jumps & Landings

Review Tripod

Headstand

Jumps from Boxes

Mini Kick

Handstand

Rock & Roll

Forward Roll

Station Practice

Introduce incline mats

Pyramids

Review Rock & Roll

Backward roll

Cartwheels using progressive stations

Station Practice

Introduce Checklists

Introduce first routine

Station Practice

Introduce 2nd Routine

Continue Checklists

Station Practice

Introduce 3rd Routine

Continue Checklists

Routine Practice & Peer judging

Perform Routines


Routines

The requirements for all students are the same. They each perform a routine at the end of the unit. Most students choose one of three basic routines listed below. Advanced students can substitute more difficult tricks into the basic routine, or create their own. All routines, no matter what their level of difficulty are worth 10 points as long as the student has chosen one appropriate to their ability level. An advanced student who does a simple routine does not start with 10 points!

Forward Roll

Stretch Jump

Forward Roll

Tuck Jump

Forward Roll

Jump Full Turn

Scale

Forward roll, step out

Cartwheel or Round off

Forward or Backward Roll

Jump Full Turn

Scale

Swedish Fall

Knee Scale

Quarter Turn

Shoulder Roll

Knee Spin

Jump Full Turn

Skill Progressions

Basic Positions

Squat

Straddle

Pike

Straight Body (lead up to a headstand and handstand. Muscles are tight)

Activity: Test them to see how quickly they can move from one to another.

Can they demonstrate it on the ground? Standing up? In the air?

Balance

Base of Support: Your contact with the ground. In most sports it is your feet, in tumbling it can be almost any body part!

Balance Challenge Activity: Each student finds his or her own space. Call out a series of challenges. Can you find a position with one support? How about two that are not your feet? Three? Four? A different four? Upside down? Combine with a partner….

Center of Gravity: The point of any object around which it’s mass is equally distributed. They can attempt to find it on several objects. People also have a center of gravity. Is it the same place for everyone? Does it influence the type of activities you might be good at?

Balance: You are balanced when your center of gravity is centered over your base of support.

Activity: Partners. Students stand face to face, arms distance apart and place their palms together. They attempt to push their partner off-balance (i.e. move their center of gravity outside the base of support!). Repeat the activity beginning with balancing on one foot, then two feet close, followed by two feet parallel and wide, two feet staggered, and two feet staggered with knees bent. This can lead to good discussions about how the size of your base of support and the height of your center of gravity can influence balance. Students can draw connections between the last position and the "ready" or balanced position used in many sports. What about landings in tumbling? What would the most stable position be to "stick" your landings?

Jumps and Landings

        Jumps are a great way to reinforce the basic body positions, and the landings allow continued practice with balance. The goals are good body positions, good amplitude and "sticking" their landings (landing without taking any extra steps or hops). The basic jumps are introduced first on the floor. Next, the same jumps can be done from boxes of various heights to add more force and difficulty.

Stretch (or straight body) Jump

  • arms up
  • no arch

Straddle jump

Pike jump

Stretch jump with a tuck

  • stretch jump first
  • knees to chest, not feet to buttocks (quickly!)
  • open before landing

Jump ½ turn, full turn

  • keep body straight and tight, arms lift up
  • initiate turn by looking over the shoulder, and pulling the shoulder
  • pick a focal point ("spot"), to help orient for a balanced landing

Balances

The Tripod:

        This is the first progression for a headstand. It is a balance on the head and two hands. Knees are tucked on the elbows and the feet stay low. (low c.o.g.)

  • Head and hands must be in a triangular formation (base of support)
  • Hands must be flat and spread (again, more support)
  • Walk feet up to the knees (don’t allow to kick up)

Very heavy students who feel too much pressure on their necks should simply demonstrate the correct triangle position. They can then work on other balances, or coach their classmates.

Headstand:

Only students who have mastered the tripod should progress to a headstand!

· Begin in the tripod

· Slowly extend feet upward to vertical

· Beginners usually have more luck if they stay slightly piked

· Work on keeping the body "tight" which will be important in the handstand

· Advanced: hold the position while moving legs from straight, to straddle, to split etc.

Frog Stand:

Balance on two hands with the knees tucked on the elbows.

  • Begin in a squat position with the knees spread wide
  • Arms are between the knees, hands fairly close together on the ground
  • Bend low and tuck elbows under knees
  • Slowly tip forward, trying to find a point where you balance on your hands with knees supported on the elbows

Scale:

Balance on one leg.

  • Free leg is lifted high in back
  • Chest and head are held high
  • Arms may be held out to the side for beginners
  • Advanced: experiment with different arm positions & more amplitude

Knee Scale:

Balance on one knee and two hands

  • Free leg is lifted high in back
  • Chest and head are held high
  • Advanced: try lifting one or both hands

Swedish Fall:

Drop from a scale to a prone position on the floor

  • Begin in a scale position
  • Reach forward and fall, landing on hands placed in line with shoulders
  • Lower body slowly to the floor, while keeping free leg in the air
  • Nice transition is to push back to knee scale

    • Mini Kicks:

            This is the lead up to handstands and cartwheels. This is a critical progression. The correct mechanics for a handstand and a cartwheel are introduced without requiring the students to actually kick over their heads. They must demonstrate they can support their weight, and execute this correctly with control, before they kick higher. They gradually add a higher kick as their control and confidence increases.

    • Upper body position
      1. Hands spread & placed shoulder width apart on the mat
      2. Elbows locked (why? Have them hold a push up position with bent and then straight arms!)
      3. Eyes focused on the ground, head neutral
      4. Do not allow shoulders to plange (move in front of their hands)
      5. Do not allow them to run or take more than one step into either this trick or the handstand. The forward momentum usually carries their shoulders forward, causing either a face plant or a quick hand scramble and crash to avoid one.
    • Legs

    1. Kick legs into the air (low is okay) Kick one leg, then the other. The first leg kicked up is the first one down.

    2. Many students will have a tendency to land on their knees. They should focus on landing on their feet. **often their feet are landing too far away from their hands. Encourage them to keep their feet close to their hands.

    3. Be sure they keep a 1- 2-3-4 rhythm. Beginners have a tendency to land with both feet at the same time.

    ***The leg pattern on the mini kicks will become the leg pattern for cartwheels.

            Only students who are consistently performing the mini kicks with straight arms, shoulders over their hands, a 1-2-3-4 rhythm, and landing consistently on their feet should be allowed to progress to handstands. Those not ready continue to work on mini-kicks.

    Handstands

    · Begin standing, one leg forward. Both arms straight and stretched up overhead

    · Take one step in, placing hands on the ground and kicking legs up overhead. Try to hold vertical position with legs together, then step out

    · Shoulders stay over hands. Do not plange forward

    · Body position should be straight, not arched

    · Head should be neutral, between the arms

    · Eyes can focus on the ground between the hands

    Advanced students: Add handstand pirouettes, handstand forward rolls, and handstand arch over to a bridge and stand up (front limber)

    Rolls

    Shoulder Roll:

            This is a really important move to include. Many students are unable to perform forward or backward rolls due to their size, a lack of strength, or a fear of hurting their neck. This trick does not roll over the neck so it is a great alternative. I used to teach it only to those who could not do the other rolls, but have found that all students enjoy it. That also makes it a "legitimate" trick in the eyes of the whole class.

    • Begin on right knee, with left extended straight out to the side.
    • Bend downward and forward, stretching the right arm under and to the left, allowing you to gently lower the right shoulder to the mat
    • Roll to the right, rolling across the back, keeping hips piked and maintaining legs straight in a straddle position
    • Finish by rolling up onto the left knee and extending the right leg

    Rock and Roll:

    This is an important progression for both backward and forward rolls.

    1. Begin seated, with knees tucked up to the chest:
      • Practice bringing the hands up quickly, elbows bent, palms flat and facing the ceiling, fingers pointed down to shoulders
      • Then practice rolling backwards and then forwards (returning to the seated tuck position.) As they roll backwards, they practice placing their hands flat on the mat each time they roll back. **This will help them get the correct hand position later when you introduce backward rolls
    1. Begin in a squat position with the hands on the floor in front of your feet:

    · Again, practice rolling back and placing hands flat on the mat in the correct position, but first begin with a push off of the floor for more momentum. **An important cue is to stay tucked as you roll back so the hips touch first. Otherwise some students will focus only on their hands and arch back, falling to the floor.

    · Add the challenge of rolling all the way back up to the feet, without pushing off of the floor to get up. (lead-up for a forward roll)

    ** Success at this depends upon momentum and reaching forward. It is a good example of shifting the center of gravity over the base of support. By leaning and reaching forward, they move their weight forward and onto their feet. The whole trick is a matter of shifting their c.o.g. or "weight" smoothly from one base of support to another.

    Forward Roll

    • Emphasize that this is not a head support move. Properly done, only the back of the head and the shoulders touch the floor.
    • From a squat position, begin by lifting the hips up, not placing the head down!
    • Then tuck the head under. Cues: "chin to chest" or "look at your belly button"
    • Push off forward as you tuck your head.
    • Continue rolling to finish in a squat or a stand (see rock and roll)
    • Common errors:
      1. Putting the top of the head down on the mat instead of tucking the head under.
      2. Dropping onto your back rather than using arm strength to lower yourself down gently
      3. Using arms unevenly, resulting in a crooked roll
      4. Pushing off the ground to stand up rather than leaning and reaching forward
    • advanced: Try starting in a lunge (actually easier for some!), straddle or pike. Try finishing in a straddle (requires pushing with both hands between the legs and really leaning forward).
    • Students who are struggling: If you have access to incline mats, they are an excellent way to teach forward and backward rolls. Try varying the starting position, sometimes that helps. *** If they are not safe, they should instead practice shoulder rolls.
    • Combinations: Scale to a forward roll. Combine the forward roll with an immediate stretch jump, tuck jump, or jump full turn.
    Backward Roll
    • Begin in a squat position, hands on the ground in front of you
    • Push off the ground to get some momentum
    • Roll back and placed hands flat (See rock and roll)
    • While guiding feet down towards the ground, push yourself all the way over
    • Land on feet, not the knees
    • Common Errors:

    1. Not placing both hands in a flat position, and/or trying to push off of the knuckles. This results in a poor push. (return to rock & rolls!)

    2. Pushing off of one arm more than the other. Work on an even push

    3. Insufficient strength to push the trick over. Increasing the momentum might help, otherwise stay with the rock and roll.

    4. Pushing feet up and out, landing on the knees. The feet are landing too far away from the hands. Try to guide feet down to the ground as they push.

    • Advanced: Start in a straddle (reach back between legs to break the fall), start in a pike (reach down and back to break fall), finish in a straddle or pike, back extension roll (push up to a handstand)
    • Students who are struggling: Again, incline mats are an excellent teaching aid. If they are comfortable rolling over, focusing on momentum from the start and continued practice on the push will help most improve. If they are not comfortable rolling over, I have them simply demonstrate rocking back with the correct hand placement and the correct landing position. They help coach their mat partners and work on rock and rolls and shoulder rolls.

    Cartwheels

    **Prior to doing cartwheels, students should have mastered the mini-kicks.

    Hoop Wheels: Set-up a hula-hoop on a mat. The student picks a direction around the hoop (to the right or left)

    1. Do a "walk through" of a cartwheel around the hoop: a "rightie" would

    Place the R. hand, then the L. hand, step across with the L. foot, then the

    R. Foot. They should not try to kick high, practicing only the basic

    hand/foot coordination while stepping over the hoop.

    • If you go to the right…be sure to have the right foot in front, and put the right hand down first. (Reverse for the left)
    • Keep the hands and feet close to the hoop
    • Feet should land close to the hands in order to facilitate standing up
    • Back foot is lifted first.

    2. Once the walk through is smooth, try it a little faster and hop the legs over

    instead of simply stepping. When they can do this, the basic coordination

    Of a cartwheel has been mastered.

    3. Continue practicing (with or without the hoop), and work on kicking the

    legs up higher. The goal is to eventually be able to kick them up and over

    through the vertical plane.

    the vertical plane.

    Cartwheel Variations

    1. Cartwheel Series: Attempt to connect 2-3 cartwheels in a row with

    good form and "continuity" (no extra steps or stops between each

    trick)

    1. Round-Off: Put feet together in the air, do a quarter turn before you land. You finish with your feet together, facing the direction from which you came.
    1. Running Cartwheels or Round-offs: Add a run and a hurdle into the trick. The hurdle is a step hop to transition from the run to the trick. Students who do right handed cartwheels should perform the hurdle on the left foot, to keep the right foot free for the cartwheel
    1. One handed Cartwheel: They can put either the first or second hand down. The trick is to kick over quickly to minimize the time balanced on one hand. The first foot down should land close to the hands to facilitate standing up at the finish


    San Diego CAHPERD Unit 47-412 would like to thank Janet Russel for providing a much needed resource to many middle school curriculums.

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