Coaching Archives - Page 4 of 5 - Scott Johnson's Gym Experience

If there is one fundamental skill in gymnastics and tumbling that requires more attention than most others, it is the Round-Off. This skill is not only one of the most complex skills at the beginning stages of development, but one that must be learned with great technique and precision. In this discussion, I will go over the basics of this skill and some guidelines to follow (many coaches have their own methods and means to instruct this skill – this post describes the methods that have worked well in my program) (The Technique Controversy). To explain every detail of development, technique, and most of all, the drills and problem areas would take too much space for this post. I am in the process of writing training manuals and videos that will explain details of such skills.

People often ask why this skill is so important. It is a major skill in the development of connecting additional skills and the prerequisite of back tumbling, which is the most common performed type of tumbling in all sports. Sports such as cheerleading and dance, in many cases, do not put a large emphasis in the development of the round-off. In these industries, the major focus is on the development of skills relating specifically to their sport. Tumbling skills are becoming more of a requirement so the emphasis on developing proper technique is crucial.

What is the purpose of the round-off? It is a method of changing forward momentum into backward momentum. Since backward tumbling is the most widely used type of tumbling, the round-off is required in all disciplines. It is used in preparation for the back handsprings and back flipping skills. If the round-off is not performed correctly, the following skills will suffer.

We have often seen students perform a round-off back handspring where the student fails on the back handspring. The reason, in most cases, is the performance of a poor executed round-off prior to the back handspring. If the round-off is not performed correctly, it will not place the athlete in the proper position to perform a successful back handspring. This scenario is not only non-productive but dangerous as well.

Following are the major points we focus on when training the round-off for the beginner student:

First and foremost, the student must have a correct run and hurdle step. For the beginner student, the run should be upright with long strides. A common problem is the student taking very small or “baby” steps on the run. The hurdle step should also be more upright with the arms lifted straight above the head. The hurdle or “hop” within the skill should be as long as possible. It is very common to see a very small hop in the hurdle. This may cause the student to “trip” while attempting the skill.

One drill that we use to enhance the hopping action is to have the students stand on their opposite leg from the lead leg and see how far they can hop forward on that leg. In most cases, they can hop much further from a static position than they do within the hurdle step.

Note: as the student becomes more advanced and aggressive with their skills, the run and hurdle step will take more of a forward lean on the approach.

We begin to train the round-off from a lunge position. The arms should be straight above the head and remain in this position throughout the skill. It is important that the hips and torso are facing forward. As the student reaches out for the floor, the hips and torso should remain facing forward until just before the hands make contact with the floor.

A common mistake is that the students turn the body too early in the process which will create greater difficulty in getting the legs together and complete the 1/2 turn (when turning too early, the skill will require almost a 3/4 turn to complete the skill instead of a 1/2 turn). When you see students struggle with getting their legs together upon landing the skill, this may be the problem.

As the arms reach the floor, ensure the first arm remains close to the head and reaches out in front of the lead leg. Many students will want to reach down and place the first hand close to the lead leg. The second arm is the most important arm in this skill. It is considered the “blocking” arm. It should remain straight to create a bouncing effect off the floor.

Hand Positioning

When teaching from the lunge position, we begin to train the students to turn their second hand so fingers are facing toward the first hand. This is important for the student to push or “block” off the floor. It is very common that students will have their second hand placed in the opposite direction. Not only is it almost impossible to push off the floor, it may create wrist discomfort and problems. We often use hand props or chalk prints on the floor as a visual for the student to make the proper hand placement. In addition, we have the students place their hands in a linear position. Practicing on a line helps with this motion. Many students will place their second hand across the first hand. In many cases, this may cause the student to tumble off line.

20170924074936 — Left Round-Off Hand Placement

20170924074850 — Right Round-Off Hand Placement

Just prior to the hands making contact with the floor, the body should make a 1/4 turn. Immediately following the handstand position within the skill, the body should complete another 1/4 turn as the legs snap together for the landing position.

The landing position should be legs together, arms straight above the head and facing square in the opposite direction of where they started. For the beginner student, we have them land in an upright position with the legs slightly bent. This is the same position when initiating a connecting back handspring. When the round-off finishes with a forward lean and the hands still close to the floor, the results of a connecting skill will be negative. Most common is the “under cut” motion which prevents the student from jumping into the back handspring or other connecting skill (a bad habit that takes time to correct).

Many coaches teach a rebound after the round-off. A rebound is an action used for connecting skills like the back somersault. This is a more advanced action which we introduce when the student is at the level to begin training the back tucks and more.

As with many skills, the round-off is a skill that develops and enhances as the student becomes more advanced. Athletes at the advanced levels of tumbling can perform the round-off successfully running at faster speeds. This is usually not possible for the beginner or even intermediate level athletes. Just as in early childhood, they must learn to walk before learning to run.

As I mentioned earlier, this skill is a very complex skill that involves many physical attributes and dynamics. Some athletes catch on quickly while others take longer. Consistency, drill training, and following progressive training elements are the keys to learning this skill properly (Basics of Tumbling – From the Beginning).

I will be developing training videos on this skill and many others that will be useful in training these elements. I will keep you posted on that progress. In addition, if you would like a personal training session with me, we can Skype a lesson. Private message me or email me at: scottjohnsongymnastics@gmail.com

Athletes, Coaching, Skill Development, Uncategorized

An Approach to the Struggling Student: Coaching the Challenged Athlete

September 19, 2018September 20, 2018 scottjohnsonsgymexperience

The objective of the coach is to train their athletes to improve their abilities and performance level. For many coaches, and programs, this objective becomes extreme. It becomes an objective to not just improve the athlete but to create champions. But what about the athlete who doesn’t have what it takes to succeed in the sport? Are they tossed aside – forgotten, humiliated? This discussion will focus on training and developing the hopeful and challenged athlete.

All coaches have experienced the student who is very motivated and has a lot of determination, but unfortunately, struggles with learning even the most basic elements. Every person is built differently both physically and mentally. Many sports dictate what type of person is made to succeed in that sport. For example, to excel as a basketball player, the person will usually need to be tall; to excel in gymnastics, the person usually will be smaller and lighter. There are always exceptions to this dynamic but true in most cases. Thus, genetics play a major role in how successful one may be at sports.

The challenge many programs have is how to handle those students that will not progress to the point of becoming a competitive athlete. This is a sensitive issue and should be recognized so as not to damage a student’s confidence and self-esteem. Although in many cases, it is the parent who is pushing the issue of success without realizing the limitations their child may have. In these cases, parents will leave and explore other gym programs in an attempt to find the miracle program that will develop their child.

Many of these situations are students in recreational class programs (Programs for the Rec Student). All young athletes aspire to be champions one day. They have their own dreams of wanting to be just like their idols. I have had students state how they want to be in the Olympics someday – and they are serious!! And the coach should never tell the child that this is most likely an impossibility. No matter how awkward a student may be, they should never be treated any differently from the other students (Coaching: Lets Be Positive).

There will usually be a point in time when the student will realize their true potential. When they see some of their classmates moving up to higher levels, they wonder why they cannot move up as well. This is where the coaches need to communicate to the student and parent, in as positive manner as possible, that there are skill requirements that must be met to move to the next level. They need to be told what skills need to be accomplished and what they can do to meet those goals.

We want every participant to feel good about their sport experience. Even though a small percentage of athletes ever reach a highly competitive level, the skills and training they acquired will benefit them in other activities they choose to participate in.

As a gymnastics and tumbling coach, I have many students participate in our class program with aspirations to become great at the sport. All students are treated the same and follow the same curriculum of the other students at their same level. For the students that are struggling, the parent will usually approach me and ask to discuss their child’s progress. This is a great opportunity to explain the dynamics of the sport and the challenges facing the student (Coaching the Parents).

We want every child to have a great experience with their participation. It is important that children have hopes and dreams and set high goals for themselves. We should always support and encourage this attitude. It’s not all about winning or losing or becoming a champion. It is participation that is important to recognize. Every student should be regarded special and treated like a champion!!

Coaching, Communication, Training

Consistent Communication Brings Positive Results: Corrective Coaching

September 1, 2018September 2, 2018 scottjohnsonsgymexperience

When athletes are learning new skills, it is important to learn them correctly. From the beginner to the most advanced athlete, skill training needs to be done through corrective coaching. So, what is corrective coaching? It is the manner in which the coach communicates to the student throughout the training process. In this discussion, I will share my thoughts on the importance and consistency of Corrective Coaching.

There is much discussion on the importance of building a strong foundation of basic elements, so the athletes can progress in a positive manner (Tumbling: Importance of Building a Strong Foundation). Even the most basic elements need to be learned properly with good technique. When skills are learned with poor technique, the student will have challenges learning more advanced skills. In the sport of gymnastics and tumbling, all skills are somewhat related, so it is imperative to learn even these basic elements with proper technique.

For the student to learn the proper technique associated with each skill, the coach needs to communicate and explain the technique in detail. This communication needs to be done consistently to ensure the students are performing the skill with the correct technique at every attempt. This is how good habits are created.

If a student performs a skill with the wrong technique and they are not corrected, the student will continue to perform the skill the same way every time. Thus, creating a habit that will need to be corrected later. We all know that habits are difficult to break, and it takes time and consistency to fix these bad habits. The objective of every coach is to train the students properly, so bad habits are not created.

I make it a point to try to make a correction to the student every time they perform a skill. No matter how small the correction may be, it is a process that is important for the student to understand what their body is doing while performing each skill. Through this type of communication, the students will begin to acknowledge and identify their own mistakes without being told. This can only happen if there is consistency in corrective coaching.

Of course, corrective coaching will not occur if the coach does not have the experience and knowledge of proper technique. Therefore, it is so important that the coaches are trained to instruct the skills at the level they are assigned to work with (Gymnastics: Training Your Staff). I train my staff by asking them what they saw that needs attention when a student performs a skill. A newer coach to the industry will probably not be able to recognize the mistakes. This is a great opportunity to train them on what to look for in skill development.

Since gymnastics and tumbling skills are so complex and are performed quickly, it is difficult to see every body angle and movement. The experienced coach has a trained eye to spot these mistakes, and this is what newer coaches must learn as well.

It is not uncommon to see students in a class where they are attempting their skills with no corrective instruction. It is difficult for a coach running a class with numerous students that are rotated through several stations. The problem we see with this structure is the coach is not able to watch every student as they rotate through the stations. As the coach is working one station, the other students basically work on their own as they perform their required curriculum on the other stations. Thus, they are not being corrected on wrong technique at every attempt.

It is this scenario that brings to light the importance of class structure and controlled student to coach ratio’s. If the students are to learn in a constructive and productive environment, the class structure should be defined and completely controlled (Class Structure). In addition, the coach of each class needs to have the knowledge to not only know the technique of the skills, but to know how to run a productive class.

Training, training, training!! Not only for the students, but for the coaches as well. A well-trained coach in skill development and class management will have the tools to create and develop good athletes. In addition to the students learning their skills properly they will also be learning them safely. This creates an environment where the students can thrive and pursue their dreams and goals.

Athletes, Coaching, Evaluation, Training

Student Evaluations: Where to Place New Student Athletes

August 8, 2018August 9, 2018 scottjohnsonsgymexperience

There are many sports that place their athletes in particular groups based on the age of the student. We see this in sports such as football, baseball, and other such team related sports. This is to ensure an even playing field among the athletes. However, there are other sports where placement of the students is based on experience and skill level. This is common in sports like gymnastics, cheerleading, and dance. It is important to evaluate and place new students in the appropriate level so they can be in an environment that can maximize their potential.

Proper placement for students in any group setting is a critical issue that needs to be considered. There are a number of factors that should be recognized in placement practices. Most importantly is the social environment created in group settings. It is this reason that most sports use age as the criteria for placement. Grade levels in most school systems are based on age. People at all ages tend to feel most comfortable with other people in their age range. For example, it can be extremely awkward for a teenager to be placed in a group of 5 and 6 year olds. It is the same for adults as well. Although an adult usually has the maturity to adjust to almost any environment, it still may be somewhat awkward if the age range is extremely different.

Children are very vulnerable to their social environment and it should be a major objective for the coaches and parents to ensure the child is placed in an environment where they will feel comfortable and thrive. In the sports of gymnastics, cheer, and dance, this scenario becomes challenging at times. If the student has little or no prior experience in the sport, they would certainly be considered a beginner. In many programs, beginner students are much younger, usually falling in the 5 to 7 year old age range. Students of these ages usually will get along well together in a group environment. As the students progress, they may be moved up to the next level. This mobility is relative to the ages participating at each developmental level. However, as sports increase in skill levels, the age ranges tend to expand and this can be a challenge for many programs.

A common scenario is when a student categorized as a preschooler, for example 3 or 4 year olds, that has excelled to a higher level than what is structured for that age group. In this case, the student should be place in a higher level group so they can maximize their growth and ability. Although this placement may become necessary, it places the student in a group of students much older. When we place a 4-year-old in a group of students that are 6 to 8 years old, it may create a strong feeling of anxiety for the student. In addition, skill levels may be much different than the maturity levels within a group.

This situation occurred in my program recently. We have a 5-year-old student who has developed quickly and needs to be challenged at a higher level. We placed this student in the next level up, however, the students where much older. This was a disaster!! The 5-year-old was so intimidated being among (giants) that she completely lost all interest in the class and sat out. We determined it is best to move her back to her original class and the coaches will work her at a higher skill level. Upon maturity, she will grow and be able to handle an older age division.

In addition, not only is the maturity level a huge difference, the social environment and attitudes are also different. Topics of discussion are very different among different age groups and the coaching staff needs to make sure that any discussion is appropriate, especially for the younger students in class (although there should not be much discussion among the students while in class:)

In the sport of cheerleading, it is very common to have a large range of ages among participants within a same squad. Due to the dynamics of this sport, students that are the “fliers” are, in many cases, smaller and much younger than the other students on the squad. We often see young elementary age students on the same team as middle school students. The age ranges can be as much as 5 or more years difference. Many people may wonder if this is appropriate. It certainly may not be a positive or appropriate environment for an 8-year-old to interact with a group of teenagers. This is where the coaching staff is challenged. Although it is difficult to monitor, the coaches should communicate to the students that conversations be limited to protect the younger students from inappropriate influences.

Another challenge that is common in most programs is when an older student with little or no experience needs to be placed in a beginner class. As mentioned earlier, most beginner students are early elementary school age. When we get a teenager wanting to learn gymnastics, it certainly can be an awkward situation to place them in a group of such young children. It may not only be awkward for the older student but also for the younger ones as well. So, what can be done? Possibly, through a trial class to see how the dynamics work in this situation. In many cases, it works out fine. In other cases, it is usually the older student who feels the most uncomfortable. One option is to offer private lessons to the older student to get them to a level where they can be placed with older students.

Some programs are large enough to have classes based on ages. For example, a program may offer classes for middle and high school students. Although, the ability and experience levels may be drastically different, the dynamics and environment are more positive for the students.

What are the criteria for student placement in a program? All gyms are different in regard to their structure and class curriculum. When a new student is interested in signing up, it is important that the student is evaluated. We do this by communicating to the parent some general questions regarding skill level. For example, we may ask if the student has had experience and for how long. Questions should also be asked in regard to specific skills: can they do a great cartwheel or round-off? However, it is important to not allow the parent to dictate where a student should be placed (Coaching the Parents). We see this scenario often. Some parents may say their child is at a certain level or able to do particular skill, but when they participate in the class for the first time, the story is completely different.

I great way to evaluate the student is to offer a free trial class. Through initial conversation with the parent, the coach will have an idea of what may be the best level to start. It is better to place a student in a group for their trial class that may be under their ability level. This is to protect the student from embarrassment. I have seen students placed in a higher level than their own ability for a trail class that has resulted in embarrassment and humiliation. Sometimes to the point where they won’t come back. It is important to try to create a positive and exciting environment for all new students.

Evaluations are an important element to the success of every program. All students are different in many ways and should be placed in a system where they can thrive and have a great experience. A trial class or trial period is essential for the coaching staff to determine what is best for the child and the overall program. Most importantly, the coaching staff needs to make the final decision of where the student needs to be placed. In the proper environment, students will have a much greater chance to grow and achieve success.

Coaching, Dance, Safety, Training, Tumbling

Acquiring Tumbling Skills in the Dance Industry: Tumbling and the Dancer

July 29, 2018July 30, 2018 scottjohnsonsgymexperience

We have mentioned many times of how the sport of tumbling has become a requirement in sports. Of course, tumbling is a major part of gymnastics and cheerleading, but the requirements in Dance is growing rapidly. Each sports discipline has its own specific requirements for tumbling exercises. The skills that are popular in each sport varies. In this discussion, I will share my thoughts on how the sport of tumbling is incorporated in the dance industry.

There are several different types of dance disciplines that the dancer can participate in: jazz, lyrical, ballet, and more, but one discipline that is not seen as often is Acro. In the acro discipline, students combine tumbling skills into the dance choreography. These skills can range from very basic tumbling movements to more complex and advanced skills. The more advanced the dance student, the more advanced the tumbling elements. One of the biggest challenges for many dancers and dance programs needing to incorporate tumbling skills is proper training and development of these skills.

All disciplines of dance are very complex and students must commit many hours each week to develop the skills required in dance elements. In addition, many dancers on Company participate in several dance disciplines. Similar to gymnastics where the athletes participate in all the events, dancers may participate in Jazz, Lyrical, Ballet, Hip Hop, and more. This leaves little time for training the necessary tumbling skills the students would like to learn. The problem many dancers are faced with is that acquiring tumbling skills also takes many hours of consistent training to develop the skills (Tumbling: Importance of Building a Strong Foundation).

In the dance industry, the tumbling skills that are most popular are the front and back walkovers, front handsprings, aerial cartwheels, front aerials, and back handsprings. There are other skills that are seen but these are usually the major focus. The aerials and handsprings are considered the more advanced skills. These skills have a higher risk factor and takes, in most cases, years to accomplish.

Not only are tumbling skills required in the discipline of Acro, many of the other disciplines of dance are incorporating tumbling elements within their choreography. It seems the popularity of performing these tumbling skills is growing in the dance industry. This requires a higher demand of training to learn the skills that the students need to incorporate in their training schedule. Finding the time to train these skills is a big challenge for the students and program. In addition, most dance studio’s are also challenged with finding experienced tumbling instructors to train the students.

Since tumbling is not the primary objective in the dance industry, most dance studio’s have a challenge in hiring a full-time tumbling instructor for their program. This makes it difficult in finding a qualified instructor to commit to working with the program for the little hours allowed for this training. I am often asked by local dance programs to assist with training their students on a weekly basis. However, since my full time position is running my own gymnastics and tumbling programs, I simply to not have the time to accommodate them. This is the same scenario for many of the gymnastics and tumbling instructors in local communities.

For those dance programs who are challenged with acquiring a tumbling instructor, there are several options they can explore. One option is to bring in an instructor periodically to do tumbling clinics for the students. There are many tumbling coaches throughout most communities that are employed at local gymnastics programs that would love to assist in this area. Another option is to have the dancers either join a weekly tumbling class at a gymnastics gym or explore one-on-one private lessons.

The most important reason to seek out professional and experienced tumbling coaches is due to the risks involved with learning tumbling skills. An experienced tumbling coach knows the proper technique of the skills and the particular drills used to assist the athlete with learning the skills in a non-threatening or dangerous manner (The Technique Controversy).

In addition to learning the skills properly, spotting the skills is essential to help the athlete gain confidence and protection from injury. This is especially important in learning the aerials and back handsprings (The Art of Spotting). Many times when athletes attempt these skills without an experienced spotter, while still in the developmental stages of learning the skill, accidents may occur. The result could create such a fear, the athlete may get a serious “mental block”. When this occurs, it may take a long time to overcome – and some athletes will never overcome the block. This scenario needs to be recognized so it can be prevented.

One big difference the dance industry has compared to the other sports that incorporate tumbling, is that the dancers need to perform their skills on a wood or Marley surface. No matting is allowed. This certainly creates a higher risk to the dancer and intensifies the fear factor. This landing surface is much harder than the typical tumbling mats used in other industries. Not only is it a much harder surface, it can also be a slippery surface. It is needed for dancers to spin and pirouette, but creates a challenge for tumbling skills. This is another reason why the dancer needs to have their tumbling skills perfected prior to attempting on this type of surface.

We are getting an increased number of dance students either join our tumbling classes or taking private training lessons. Due to this increase in dance participants, we have started offering monthly Aerial clinics. These have been so popular that we usually reach capacity. The most common statement I hear from the dance parents is that their dance studio does not have the proper instruction to teach tumbling skills. Many dance programs that offer an acro class has an instructor but they lack the knowledge and experience in technique and spotting of the skills.

It is exciting to see tumbling skills incorporated in dance choreography. Many of the skills like the walkovers and aerials are elegant in their presentation and fits well within the dance routines. Let’s ensure the students learn these skills properly and safely. Through good technique, tumbling skills add a positive dynamic to the program. However, if the skills are performed poorly with bad technique, it will certainly have a negative effect in the presentation.

Please let me know what you think on this subject. Also, if there are any subjects you would like me to cover, let me know and I will do my best to post my thoughts. Please Like and Share to all you believe will benefit from the information.

If you would like me put on a special clinic for your program, please contact me at the information below.

For clinics, seminars, or special events, please contact me at: scottjohnsongymnastics@gmail.com http://www.scottjohnsonstga.com

Category: Coaching

A Technical View on Training the Round-Off: Tumbling: The Round-Off

Like this:

An Approach to the Struggling Student: Coaching the Challenged Athlete

Like this:

Consistent Communication Brings Positive Results: Corrective Coaching

Like this:

Student Evaluations: Where to Place New Student Athletes

Like this:

Acquiring Tumbling Skills in the Dance Industry: Tumbling and the Dancer

Like this:

Share this:

Like this:

Share this:

Like this:

Share this:

Like this:

Share this:

Like this:

Share this:

Like this: