Training Archives - Page 4 of 6 - Scott Johnson's Gym Experience

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

Athletes, Coaching, Mentor, Parent, Program Development

Someone Needs to be in Charge: Coaching Sports: Who is in Charge?

July 27, 2018July 28, 2018 scottjohnsonsgymexperience

All athletes who participate in sports, whether it be for recreational or competitive purposes need to have the guidance and support of a coach. Many sports have multiple coaches that participate and specialize in particular elements of the sport. For example, in the sport of Golf, the athlete may have a swing coach, a putting coach, and exercise coach. Even recreational youth sports programs may have multiple coaches. Basketball, football, soccer, gymnastics, etc. will have several coaches on the field or in the gym. There should always be a head coach that is responsible for the entire program and assistant coaches that specialize in particular fields. This process can get cloudy, however. Throw in the parents and it becomes a nightmare. In this discussion, I will share my thoughts on the role of the coach and how it relates to the athlete.

In sports that have multiple coaches, there needs to be a definitive hierarchy of responsiblity. If this is not defined, the training atmosphere is sure to be chaotic with ongoing conflict. We have heard of the term “to many chef’s in the kitchen ” and it is no different in the sports industry. When this occurs, who suffers? the athletes!!

Not only is it an objective of the coaches to train the athletes so they can improve their skill level, they should create a positive and exciting environment for the students to train. This type of environment will certainly help to motivate the students to put forth a strong effort for success (The Motivation Factor). If there is conflict between the coaching staff, it will affect the atmosphere and focus of the athletes which may result in a lack of progress.

The coach has a huge impact over the development of their students both physically and emotionally. Young athletes look up to their coach and seek direction from them. In many cases, the coach has a stronger impact over the student than their parents, as many athletes spend more time training in their sport than they spend at home. The coach has such a strong influence over the student that he or she will be the person who is responsible for the success or failure of the student. This is a huge responsibility and one that every coach should recognize.

There are many methods and styles of coaching and it can be a challenge for the coach to find what works best for each individual athlete. Every athlete is different and what may work great to motivate one student may not work well with another student. The challenge becomes greater when the coach is working with a group of students at one time. It would not be possible to communicate to each individual in detail during a training session. The instruction is directed to the entire group and all students must react and perform as directed. In this situation, all students need to accept the style of coaching presented to them.

So what style of communication should the coach use when working with students? There are many styles and each will have a different effect on each individual student. Some communicate in a stern and demanding manner, some use threats and negative consequences, while there are others who communicate with positive and constructive criticism (Coaching: The Communication Factor). I believe this last example should be the norm.

When an athlete is in an environment where there are several coaches training at once, there can often be confusion and conflict. The problem arises when different coaches are telling students different things on the same issue. For example, one coach may tell a student to run 10 laps while another tells that student to run 15 laps. This puts the student in a difficult situation. Which coach has priority in this case? It is this type of scenario that can cause a breakdown in productivity and positive environments.

Each coach participating in a program needs to have a specific set of objectives and be responsible for specific parts of training. Once defined, the coaches should not interfere in an area controlled by another coach. In the sport of gymnastics for example, there may be a coach responsible for training students on the Bars and Vault and a different coach responsible for the Floor and Balance Beam. Each will have their own set of objectives and training format for their students. This same concept applies to all sports that have multiple positions or events.

A common problem in many sports, especially youth sports, are the parents. Of course, not only is the parent paying for their child to participate in the program, but they want their child to succeed. The problem arises when the parent takes it upon themselves to assist in the coaching of their child. There is nothing more frustrating for the coach then to have a parent try to coach their child from the sidelines (Coaching the Parents). This creates a huge disruption in the objectives the coaches are trying to achieve. It also distracts the student from focusing on what their coach is instructing. In this scenario, the student may be more concerned with what their parent is saying or thinking and ignoring what the coaches are saying.

It is also common that a parent may approach the coach and attempt to dictate how their child should be coached. Are you kidding me?? Even if the parent has had experience in the sport, they have no business telling the coaches how to do their job. If the parent is not satisfied with how their child is being developed, it may be a good idea to terminate the participation and enroll in another program.

There are parents who may think the “grass is greener” at some other location or program and constantly moving their child. In gymnastics, we call this “gym hopping”. This only hurts the athlete and will usually slow down progress. It takes time for an athlete to thrive in an environment and gain confidence in their coaches. When students hop from program to program, this confidence is rarely accomplished.

It is the coaches job to train and guide the athletes along their path to succeed. The “head coach” needs to make sure all aspects of the training environment are organized. They need to perform as a team and insure the athletes are getting the best training possible. When there is a strong positive relationship among the coaching staff, the athletes will be in an environment that should produce positive results.

I would love to hear your comments 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.

Cheerleading and Tumbling, Gymnastics, Skill Development, Tumbling, Twisting

Preparing the Athlete on Advanced Movement: The Twisting Element

July 16, 2018March 27, 2019 scottjohnsonsgymexperience

In sports that entail acrobatic skills such as gymnastics, cheerleading, dance, diving, ski jumping, and more, the ultimate objective for the athletes is to learn skills that have both flipping and twisting elements. These skills are highly advanced and requires that the athlete has learned basic skills with great technique. In this discussion, I will take you through my thoughts on the development stages of learning to twist in tumbling skills.

As the students progress through the developmental stages of learning to tumble forward and backward, the next step is to learn how to incorporate twisting movements. These skills are much more complex and requires that the athletes have proper technique in their developmental skills in order to accomplish these twisting elements.

Body positioning and control is critical in allowing the athlete to twist while the body is in a forward or backward flipping motion. For example, to spin a pencil on its end is an easy task as the pencil is a solid, straight object. However, it is impossible to spin a shoe string as there is no solid control of the object. The same with our bodies, if the student has loose and limp body movements, it will be very challenging or impossible to twist. This is the reason why body position and body tightness is a major focus in training all skills.

I consider the cartwheel to be the initial movement learned that relates to twisting skills. A critical key to acknowledge, which is commonly overlooked, is to determine which direction the student needs to perform the skill. Why? because this is the direction that should be consistent throughout the entire lifetime of progressive skill development. So how do we determine which direction to go? It is irrelevant if the student is right hand or left hand dominate.

I have always believed that what ever feels most natural for the athlete is the direction they should pursue. In fact, a majority of athletes twist in the opposite direction of their dominate hand – it is more natural. Let me explain: when a right-handed person throws or kicks a ball, the body actually moves and turns to the left while performing the action. Thus, for many people, it is natural for the body to turn in this direction.

However, this rule does not apply to every athlete. When I have a beginner student learning a cartwheel for the first time, I will ask them to spin around. The direction of their spin is a good indication of what direction may come natural for them. So I have the student try this direction first. If they struggle, I have them try the other way. Trial and error seems to work best to figure out which way to go. And once it is determined, that way should stay permanent.

Once the athlete determines the direction of the cartwheel, either left or right, it is critical that all progressive skills follow the same direction. If the student is what we call a “righty” this means the right leg will lead in all skills. This includes lunge to handstands, round-offs, front walk-overs, front handsprings, etc. I have seen, on several occasions, an athlete perform their round-off with one leg leading, however, perform a front walkover and front handspring with the other leg. This will create a challenge for the student to connect tumbling elements.

The round-off is the next progressive skill to learn following the cartwheel. This is a very complex element to learn and there is much discussion among coaches on the challenges of learning this skill properly. This skill must be accomplished correctly with great technique in order for the student to connect additional skills – like the back handspring. An entire post can be dedicated to this one skill.

What is the purpose of the round-off? It is the skill used to turn forward momentum into backward momentum. It is a twisting element where the body generates a half turn while in an upside down position. Some athletes catch on to this transition quickly, but others may take longer to accomplish.

It is important to recognize that whatever direction the round-off is initiated, either right or left, this is the direction the athlete needs to twist in their connected elements. When the round-off is completed, the movement of the body continues in that same direction which creates a natural smooth transition. For example, let’s look at the cartwheel on the balance beam. If the student is leading the cartwheel with the left leg, the skill will end with the left leg behind the right leg. In this position, the hips are turned slightly to the left creating a left twisting motion.

I have seen many athletes perform their round-offs in one direction and twist in another direction. Although this is not a factor that will create a barrier to excel in tumbling elements, it does have its challenges. For example, it is certainly a challenge and more difficult to learn a round-off to an Arabian front flip or a back full. Performing a back handspring in-between the skills would eliminate this transitional challenge.

As I mentioned earlier, in order for the body to perform a twisting motion, the body must be tight and straight. For back tumbling, this requires the athlete to have great technique in the back layout in order for the body to be able to twist. In order for this to occur, the athlete must have great technique in the round-off and back handspring. These elements set up the layout and twisting skills.

The most common problem that prevents the athlete from twisting is the arched position. If the athlete has an arched position in their layout, the twisting motion is very difficult to achieve. The body must remain in a tight and straight position for the twist to be effective. This scenario goes back to the initial fundamental training for the athlete (Tumbling: Importance of Building a Strong Foundation). With proper training and drills, the students have a greater chance to learn the body control needed to accomplish these skills.

We stress how important it is for the athletes to learn proper technique in all skills – starting from the most basic elements. Since all skills in tumbling are generally related and tend to build upon another, the better the technique, the greater chance the athlete will succeed in learning the more advanced twisting tumbling skills.

I am in the process of publishing my first training manual: “Beginner Tumbling Training”. This will be a useful tool in training for all and any needing to learn proper technique and safety. Great for gymnastics, cheerleading, dance, martial arts, and more. I will keep you posted on that progress.

In addition, if you would like a personal training session or consultation with me, we can Skype a lesson. Private message me or email me at: scottjohnsongymnastics@gmail.com

Coaching, Program Development, Skill Development, Training, Tumbling

Basics of Tumbling – From the Beginning

July 15, 2018November 20, 2018 scottjohnsonsgymexperience

Tumbling is seen and used in many activities in our society. Not only is it a competitive sport on its own but it is required as part of many other sports. It is needed in gymnastics, cheerleading, dance, martial arts, parkour, and others. It is, for most students, the most difficult of all activities to achieve. As with learning any type of activity, it is important to learn from the beginning. In this discussion, I will share my thoughts and experience in training the Basics of Tumbling.

The sport of tumbling is beneficial in many ways for enhancing performance in many activities. Not only is it the foundation in the sport of gymnastics, but it creates over-all physical development that will benefit the athlete in many areas. It teaches the athlete to be flexible, strong in all areas of the body, fast and physically explosive, coordination of motion, and much more. All these attributes are important for the success in most physical activities and sports.

As mentioned earlier, tumbling is one of the most difficult activities to learn. It is very complex and detailed. In addition, there is a certain amount of risks involved that must be acknowledged in skill development. Here, I will discuss the initial steps to consider in tumbling skill development.

As with most sports and activities, tumbling is a progressive sport meaning that each skill learned is a building block to learning the next skill. If the initial skills learned are not learned properly, the student will struggle with learning additional more advanced skills. The 3 major elements of tumbling are learning movements going forward, backward, and twisting. In this discussion, I will focus on the forward and backward tumbling elements. The twisting elements will be discussed in a following post.

Forward Tumbling;

It is important to begin the development of tumbling skills from the most basic of elements. In forward tumbling, this starts with the forward roll. This fundamental skill is the beginnings of teaching the student to flip the body in a forward motion. Even this basic skill has a technique value that must be considered for accomplishment and safety. The forward roll may seem very simple and it is for many students. However, I have seen students struggle with this most basic element. Even this skill may need the assistance of a coach to spot the athlete to prevent any stress or injury to the neck or head.

A variation of the forward roll is the straddle forward roll. This skill is very similar but more challenging as it entails more flexibility and strength. The bigger the straddle position, the easier it is for the student to push the bottom up for the roll. For this reason, a good stretching program should be the start of each training session. Again, this skill will, for most athletes, require a spot from a qualified coach.

With the successful development of these skills the student should be ready to learn the more aggressive front tumbling skills such as handstand, front limbers, walk-overs, front-handsprings and front flips – in that order. There are many drills in teaching each of these elements which will be discussed in future posts.

Note: The Bridge and Handstand are very important elements for both forward and backward tumbling that must be incorporated in each training session. Before these more advanced skills are trained, the student must have experience in these elements as many tumbling skills have these positions incorporated within the skill.

Backward Tumbling:

Backward tumbling is more popular in this sport and one that is used most often in related sports. It also carries a higher risk factor which needs to be recognized. The initial fundamental skill to teach is the backward roll. This skill carries a higher risk factor than the forward roll. The back roll teaches the student the sensation of going backwards which is an unnatural motion in general movement.

There are several methods used to teach this skill and both should require the coach to spot initially. Since there is body weight forced on the neck and head in performing this skill, the risk for an injury is common. All students learning this skill for the first time should have a coaches assistance. The coach needs to spot the skill by holding onto the hips and lift up as the student rolls back. This takes pressure off the neck. The two basic tools used to teach this skill is the wedge mat or two panel mats placed in a “V” position (this latter method is great for preschoolers and young ones).

The progressive skills following the backward rolls are generally: Back extension rolls, back limbers and walk-overs, back handsprings, back flips and it’s variations. These more advanced skills may take years for a student to develop. Not only is the technique in these skills more complicated, there is a strong emotional factor to consider. Due to the risk factors involved, students need to acquire a strong sense of confidence and mental strength.

The forward and backward rolls are not only fundamental requirements, but it teaches the student the awareness if flipping forward and backward which they will learn in future development. When the students acquire a strong foundation of basic elements, the time it takes to learn the more advanced skills may be faster than a student who skips these fundamental steps.

It is common to have students who have not learned these basic elements struggle with learning the more advanced skills that their sport requires. Cheerleaders and dancers, for example, reach a level in their sport that require such skills. These may be the back walkovers, round-offs, aerials, and front and back handsprings. Without the development of basic training in tumbling skills, the athlete will more than likely struggle in their tumbling development.

As with any activity that is built upon progressive development, it is important to not skip steps along the way. Just as in our education system, students start off learning the basic methods of math such as adding and subtracting. Once this is understood, the student can progress to algebra, geometry, and more. It would be impossible for most students to be place and succeed in an algebra class without having the knowledge of simple math skills. The same applies to tumbling and other activities.

Many tumbling coaches, including myself, are happy to assist these programs. I have attended many cheer and dance programs doing clinics and classes for their athletes. I respect the owners and head coaches of these program to seek out experts in this field to help their programs. Those programs who attempt to teach tumbling skills without the proper knowledge and experienced are putting their athletes in danger. The results will more than likely be negative and the program will suffer its consequences.

Program owners and coaches who need to have their athletes trained to perform tumbling skills need to understand the importance of proper development and technique. Especially for those programs where tumbling is not a regular part of their program. Tumbling can be a fun and exciting part of any activity, but it needs to be introduced and trained in a manner that is positive and safe for the athlete. Let’s make it a great experience!!

I would love to hear your comments on this post and get your thoughts. Please Like and Share to all you believe will benefit from the information.

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

Tag: Training

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Preparing the Athlete on Advanced Movement: The Twisting Element

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