ABOUT GYMNASTICS

Introduction

The terra gymnastics, as used throughout the world today, involves the heavy apparatus plus the so-called free exercise or free calisthenics. In America, gymnastic competition includes: Horizontal Bar, Parallel Bar, Still Rings, Flying Rings, Side Horse, Long Horse, Free Exercise, Rope Climb, Trampoline, and Tumbling. Latest to be included in gymnastics competition is the trampoline, and its popularity has done a great deal to stimulate interest in all gymnastic activity. Other activities that are considered gymnastics are pyramids, hand balancing, and individual stunts. However, formal competition in these activities is not conducted in any Conference or controlled by any organization.

The contribution made by any sport is extremely difficult to ascertain; however, gymnastics as a sport could, no doubt, be credited with contributing to the welfare of participants in a fashion comparable to other individual sports. In addition, gymnastics has a few unique qualities that set it apart from many other sports. Physical Educators have for years been concerned about the growing tendency for our programs to develop good legs but poor shoulder girdle strength. In gymnastics, the demands made upon the shoulder girdle region result in unusually good develop­ment and strength in this area. Actually, however, this potential contribution may not be the most significant. If one observes the adolescent trying to prove himself a man ,-- taking risks to dis­play his daring while driving an automobile, climbing, swimming, and so on -– one is impressed with the fact that in gymnastics a boy can prove his mettle any time -– and be under adult super­vision and using safety equipment. No matter how safe gymnastics is made, there is ample op­portunity for testing courage and experiencing thrills. It seems desirable to provide a supervised and safety controlled opportunity for youth to test itself without unnecessarily endangering life and limb.

With the current emphasis in sports giving a distinct advantage to the tall boy, it is essential that some opportunity be provided that actually favors the smaller boy. Physical Educators and coaches should make every effort to provide opportunities in athletics that provide equal opportu­nity for success and recognition regardless of the size of children. In doing so they will at the same time help the small in stature feel less concern about it. Our culture gives a great deal of recognition to larger boys, but athletic recognition and achievement among smaller boys is very difficult to acquire. It is desirable to have enough variety in sports to accommodate all body types. One would hope that in gymnastics the smaller boy might see an advantage in being small, and thus may become a better adjusted individual.

Its Popularity

The popularity of any sport is a controllable factor, but the cooperation of many people is essential in controlling it. Sports have no value in themselves. They are only valuable in terms of that which participants can gain from participation. It is the contention here that any hierarchy regarding the relative merits of sports is culturally determined, and these cultural values are subject to change.

With greater numbers of people, increased leisure, and a high standard of living, sports of all types are destined to experience an increased following. Even though some sports will be re­latively popular, all sports will experience participant growth.

Young children, before being appreciably influenced by the cultural values of the adult soci­ety, love to perform "tricks." They enjoy rolling, vaulting, standing on their heads, and so on. However, as soon as they learn that the "major" sports are the areas in which recognition is at­tainable, their interest is culturally reoriented.

The cultural values relative to the popularity of a sport are determined by many factors. Sports that are popular in our culture have two common characteristics. First, they are largely composed of a combination of so-called fundamental skills -– running, jumping, throwing, strik­ing - - skills which everyone can perform to a degree. These characteristics of sports enable everyone to participate, and every spectator to feel a vicarious thrill when observing an outstand­ing performance. The quality of the performance can be appreciated. Secondly, popular sports have a situational suspense factor. Basketball is the best example of this. When a basket is made and the score is 10 to 30, the game is of no particular interest; but let a basket be made when the score is 51 to 52 with three minutes to play, and there exists an exciting situation. It might be said, therefore, that until more people can experience first-hand the movements common to gym­nastics, and until a better situational scheme can be developed in competition, gymnastics will probably never become a contender, in terms of spectator popularity, with the so-called "major sports." However, as a participant sport, gymnastics certainly has a place in Americafs pro­grams of Physical Education and Athletics.

The general popularity of Gymnastics can certainly be enhanced beyond its present relative position. The foremost need at present is the availability of more qualified instructors. Physical Education personnel who have not been adequately trained in this area are justifiably reluctant to give instruction. This results in the omission of instruction from the organized Physical Educa­tion programs, and is probably one of the most severe handicaps to the development of the sport. Coupled with this is the tendency to give no gymnastic instruction in the elementary grades, thus eliminating gymnastics as a potential interest area. One might say that to enhance the popularity of this sport, more qualified instructors are needed and instruction should be given through the grades. Coupled with this, of course, is the need for recognition, competition, and exhibitions as media of interest stimulation.

Leadership Responsibilities

Obviously, leaders in the field of Physical Education should endeavor to cope with factors that interfere with the development of sports which provide unique opportunities for the growth and development of youth. The current popular sports are not adequate for the needs of all youth. More variety in sports is needed. Every child should have an opportunity to succeed, to feel wanted and needed by teammates, and to receive recognition for outstanding achievement. We need to drastically increase the variety of "status" sports -– and it can be done.

Let us remember, too, that there are many levels of interest, and even though the sport in question is primarily a participant sport, its contribution may be of immeasurable value to those who enjoy it. Spectator interest is simply one criterion, and probably not the most important one, that may be applied to the evaluation of an activity. It should never be the only basis of evaluation.

The Psychological Set of the Class

One of the most devastating problems in gymnastics is the problem of fear. This is espe­cially true when fear or evidence of fear is followed by ridicule. The gymnastics instructor must make every effort to assure himself that his students can freely admit fear. Being afraid and being able to admit it in a group situation helps to relieve some of the tensions that are the companions of fear. If a beginner is afraid and is compelled by social pressure not to admit the fear, the resulting tensions seem to increase and actually inhibit the student's progress. It must be remembered at all times that fear is a very normal thing, and highly desirable in a sport like gymnastics. As a matter of fact, the gymnasts who give coaches the greatest concern are those who outwardly refuse to admit they are afraid, yet suffer involuntary tensions which accompany fear. It is well to point out to any beginning or prospective gymnast that only the novice will take a chance -– the accomplished gymnast and professional will never take a chance. It is only the novice who is careless; only the novice who does not check equipment; only the novice who will neglect to use appropriate safety devices while learning a new stunt.

The promotion of desirable attitudes regarding such things as fear, checking of equipment, warm-up, and so on, is the responsibility of the classroom instructor. A student who exhibits and admits his fear should never be ridiculed; he should be helped through the application of ap­propriate safety measures to overcome that fear. Thus, by example, the instructor will make considerable progress in controlling group pressures or social pressures within the peer group in favor of safety. This kind of social pressure can be developed to the point where the student taking an unnecessary chance will be severely criticized by his classmates, rather than being commended for having "intestinal fortitude."

In these ways, the psychological climate of the classroom becomes such that it is a place to which one goes to learn, not a place in which to exhibit reckless courage. Such an atmosphere will greatly enhance opportunities for learning and personal growth that are inherent in gymnastics activities.

A gymnastics teacher should think of his sport as a tool or a medium through which he is able to make a significant contribution to the total personal development of the boys who come to him for instruction. When a student enters a gymnastics class, nothing should be expected of him except that he be willing to learn.

An Approach to Method

The Problem of Interest

There are two factors involved in this problem: the order in which stunts should be taught; and the learning progressions within a given stunt. Traditionally gymnastics have been taught following a very logical sequence. First, exercises have been given to promote shoulder strength, then simple travels and swings taught (for example, on the parallel bars). This logical sequence is, of course, desirable if motivation is no problem. However, when motivation is a problem and the sport does not enjoy enviable popularity, the instructor must first make every effort to enhance interest.

Acquiring and maintaining interest in gymnastics activity is dependent largely upon a feeling of accomplishment and success on the part of the learner. If an aspiring gymnast's first lesson on the parallel bars was spent learning travels and doing heavy shoulder girdle exercises, he very likely would not gain any particular feeling of achievement. On the other hand, he might learn to do a forward roll and perhaps a shoulder stand on the parallels, and thus end the period feeling that he had accomplished at least two worthwhile stunts which he had seen performed before. In other words, to stress strength and form too early discourages many and attracts very few, whereas instruction with emphasis on accomplishment and success is far more attractive to the aspiring gymnast.

It therefore behooves the gymnastics instructor to develop a series of relatively simple fundamental stunts which can be mastered easily by the novice. This is obviously done primarily for motivational purposes; but no time is lost, and a gymnast may be gained and more important, a youth will leave the gymnasium with a feeling of accomplishment and success.

Progression

Progressions from stunt to stunt are frequently very complex. They will be treated through­out this manual. Progressions within a given stunt frequently involve the mastery of other stunts which might be considered fundamental to the stunt being learned. For example, the head spring is very easy to learn if an individual has mastered the head stand and the head stand in the pike position. If these fundamental stunts are mastered prior to the time the individual attempts to learn the new stunt, learning the new stunt then becomes a matter of reviewing and combining a few fundamental moves.

Learning Difficult Stunts

Difficult stunts can best be learned by making three to five attempts during each workout. Use safety equipment and be patient until consistent performance is achieved. If more attempts are made, fatigue causes mistakes; then the mistakes are practiced. Most gymnasts learn a lot about stunts between practice sessions by simply thinking about the moves involved. Remember too that stunts that are seldom seen and are considered difficult can only be learned by consistent and patient practice. One of the most discouraging experiences for a promising gymnast is to ap­proach a stunt with the attitude that he can learn it in one workout, and then to fail to accomplish his objective. Try to avoid time limits. In each case, success depends upon how many separate workout attempts have been made. Experience indicates that beyond about five successive attempts of a new stunt the value of each successive attempt diminishes rapidly. To accelerate progress, work on several new stunts at the same time; or, if working on one particular stunt, make five attempts, rest about a half-hour, then make about five more attempts. Three of these series of about five efforts in a workout constitute a "crash" effort. Usually anything beyond this is not very productive because of fatigue. In addition to fatigue, the possibility of tearing the hands often be­comes a real threat on the heavy apparatus. Obviously there are many factors that govern the procedures mentioned above; some of the more important are: difficulty of the stunt, condition, endurance, strength, coordination, experience, and drive possessed by the student.

Safety

General Statement

With the current interest in safety in the United States, the safe conduct of a sport like gym­nastics is essential to its very existence. It is a basic assumption here that gymnastics can be conducted safely. To make safety a reality students and teachers alike must be alert. Teachers must explain hazardous qualities of every stunt, and students must take their role as spotters seriously. Every participant can have fun, but no participant should ever fail to carry out his responsibilities as a spotter. Likewise, if a student does not fully understand his spotting assign­ment, or has not been taught the spot in question, he should inform his instructor promptly so that no unnecessary hazard need be overcome by his buddy.

If a student discovers a potentially hazardous situation relative to the condition of apparatus or other equipment, he should be encouraged to report the condition promptly. As has been stated before, the class should recognize that some risk is inherent in any activity, but that needless risk is foolhardy. Needless risks should never be tolerated. The activity is by nature daring, and as such, even under ideal conditions, will test the mettle of any male.

Selection of Apparatus

The selection of apparatus and equipment for gymnastics activities is a very complex under­taking, and will not be treated in detail here. It is perhaps sufficient to say that quality gymnas­tics apparatus must be considered a long-term investment. All effort and attention should be directed toward obtaining the best quality material and workmanship. There is no real need to seek a bargain in this area, because the equipment will still be in use 25, 35, even 50 years after the original purchase - - if quality materials are selected initially, and effort made to maintain the apparatus.

Care and Repair of Apparatus

There are numerous reasons why equipment should be cared for and maintained in top condi­tion. The foremost reason, of course, is that students would be needlessly injured if allowed to work on faulty equipment. This same consideration might become a financial one if needless injury occurred and a lawsuit developed. The other chief consideration is that it is financially much more prudent to maintain any sort of equipment in top repair than it is. to allow it to depre­ciate. For instructional purposes, equipment should always be in good repair. In general, it is an excellent policy for the instructor to examine all equipment at least once each week, and for maintenance or engineering personnel to examine the structural aspect of the equipment once each year. Any needed repairs should be made promptly.

Arrangement of Apparatus

For instruction in beginning tumbling, it is recommended that the entire floor or instruc­tional area be covered with mats. Frequently this is not possible, but a minimum of eight 10 x 5 mats, 2 inches thick, is considered essential. (For class arrangement under these conditions, see formations in the Appendix.) The heavy apparatus should be so arranged to prevent the inter­section of traffic patterns. This is easily done by projecting and anticipating movements of indi­viduals both to and from the apparatus. In all instructional situations the students should be kept in short lines, and approach the apparatus from a designated direction. The direction of depar­ture should also be designated, thus establishing the traffic patterns securely.

Use of Mats for Protection

Mats are much less costly than doctor bills or the inconvenience of injury to students. Suf­ficient mats should be available to place under the apparatus being used, and around the area if dismounts are likely. Wherever possible, the mats should be cut to fit the apparatus and protect the student from making contact with the apparatus itself, in the event of a miscalculation when dismounting.

The Use of Mats for Spotting

Ropes and web belting materials are frequently interlaced beneath mats which are held by six students to provide a pliable landing surface for the student who is attempting a difficult or dangerous stunt, such as the front somersault. Under these circumstances, the mat is usually held about waist high and allowed to descend to approximately six inches above the floor upon contact of the participant.

Hand Spotting

In beginning tumbling, contact hand spotting and the "assist" are the most frequent modes of protection utilized, and, in general, they are quite simple. The most frequent mistake made by beginning spotters is that they give support to the participant during the action of the stunt, but fail to support him until he has regained his balance and equilibrium upon completion of the stunt. Special attention must therefore be given to the achievement of the balanced position on the part of all participants. It must be mentioned, however, that free hand spotting for advanced tumbling stunts is extremely difficult and requires extensive training and skill.

Belt Spotting

Remember it is no mistake to leave a belt on too long, but it is a disastrous mistake to remove it too soon. Always be conservative about removing a belt. Further, if a belt is recom­mended the stunt is dangerous, and the student must be protected.

The Hand Spotting Belt

When the beginning tumbler is sufficiently accomplished to attempt somersault stunts, the use of the hand spotting belt becomes imperative. The hand spotting belt is most frequently used when students are learning the back somersault, the round-off back hand spring in series, and the round-off back somersault. When the round-off is to be used, the supporting ropes must be crossed, one in front and one behind the participant, depending upon which way he turns when he executes his round-off. The hand belt is very versatile in that the spotters can run along with the participant, but, once again, care and skill are essential.

The Overhead Spotting Belt (Mechanic)

The overhead spotting belt is most useful for such apparatus as the trampoline on which the individual does, or attempts, the stunt in a relatively stable position -– that is, he travels verti­cally but not horizontally while executing the stunt. This equipment is also useful for spotting giant swings on the horizontal bar. Under these circumstances, the belt must of course be carried around the horizontal bar, in anticipation of the participants direction of travel. This belt is also useful when students are attempting such moves as the back over-bar on the parallel bars. Here again, the direction of rotation must be anticipated. When using the belt, care must be taken to provide the participant with sufficient freedom to that portion of his move where no support is required, then the slack must be taken from the ropes, in anticipation of a point of danger.

With specific reference to the trampoline, an effort should be maintained to keep the slack from the ropes at all times. This means that the spotter will have to draw on the ropes each time the participant bounces from the trampoline. Naturally, no particular concern is felt for the welfare of the trampoline participant when he is in contact with the trampoline, but the spotter must be sensitive to the participants position in the air --in anticipation of his descent to the trampoline - - and manipulate the belt so as to provide the participant ample time to achieve a safe and balanced position on the trampoline when contact is made with the trampoline bed.

The Overhead Traveling Spotting Belt

The overhead traveling belt has the same arrangement of pulleys as the overhead spotting belt, except that in addition to the mechanic, a set of wheels is arranged supporting the mechanic which ride on a taut cable or track across the gymnasium. This type of installation is similar in all respects to the overhead spotting belt, except that it provides for mobility. It is very useful in teaching tumbling activities. Its principal disadvantage is the initial expense of installation.

The Twisting Belt

The twisting belt is a simple hand spotting belt arrangement with the additional factor that a ball bearing suspension is arranged around the individual's waist. It was originally developed to enable students to learn twisting stunts in tumbling and on the trampoline, as well as certain grip changes and twists on the horizontal bar.

Web Belt Loops for Highbar

Some instructors utilize web belt loops to secure the pupil to the high bar by his wrists. This technique is useful to aid students in making rapid progress. However, the instructor must be sure all fundamental moves leading to a new stunt have been accomplished without the straps (loops) before the straps are utilized.

Protecting the Hands

It is recommended that beginners be introduced to the use of palm protectors early because often the condition of the hands limits the workout period. It seems that boys who work as be­ginners without protection find it difficult to utilize palm protectors when they become competitors. With particular reference to the horizontal bar, use fine emory cloth to keep the bar free of caked chalk. Always provide plenty of hand chalk, and insist that it be used to keep the hands dry.

Class Management

The Roll Call

Attendance may be taken in numerous ways. Most frequently the instructor selects a method that he particularly likes - - and one which conserves time. Methods frequently used in gymnastics are briefly described here.

In large schools, the practice of painting numbers on the floor is quite common. Students are then assigned to the numbers, and the instructor or student assistant checks attendance during the warm-up period. The use of squads is very common in gymnastics because there are so many different pieces of apparatus; each squad is assigned to a specific apparatus with a student leader in charge of the squad. The leader takes attendance and reports to the instructor. When classes are small, usually the instructor simply calls the roll. When classes are large, the students may be numbered consecutively and the roll may be called by number rather than by name. In situa­tions where time is no particular problem, students are occasionally allowed to sign themselves in.

Another system occasionally used is similar to the time-clock punch used by large corpora­tions. A slotted board containing a card for each student is mounted on the wall, and the student simply reverses his card when he is present. The method of taking attendance utilized by any school system must of necessity be one that is well adapted to the numerous administrative prob­lems of the school.

The Warm-up and Conditioning Exercises

In gymnastics, the problem of conditioning is especially important because of the dangers inherent in the activity. It may also be worthwhile to state that in some cases, where legal action has been taken as a result of injuries to students, the problem of conditioning has become an issue before the court. The exercises utilized for the warm-up in gymnastics should be of such a nature as to produce warm-up without undue fatigue and provide some work on flexibility. Most instruc­tors recommend that workouts be concluded with a short series of strength building exercises. These exercises are usually done independently. Even though the gymnastics class has become fairly well conditioned and the program well under way, formal warm-up exercises should not be neglected.

Formations

Obviously the formation used for instruction in gymnastics will depend on the apparatus being used and the activity being taught. In general, it must be said that whatever the formation, each student should be given an equal opportunity. The formation utilized should be such that each student realizes ample opportunity to learn. In other words, when teaching tumbling long lines that allow only one student to perform at a time should not be used.

When classes are large, the students can be placed in lines facing one another or back to back, so that at least one fourth of the class members can perform the activity at one time. This is especially true with regard to tumbling. When double balancing is being taught, the group can be arranged into small teams of four men each -– thus providing ample spotters within each group. If heavy apparatus is being used, the instructor must be sure to use more than one piece of appa­ratus -– otherwise it is quite possible that a student might have an opportunity to perform only once during an instruction period.

Presentation of Stunts

Prerequisites:

In the interest of safety and for the sake of more efficient learning, be sure that all pre­requisites are mastered prior to attempting any new stunt.

Description:

When a new stunt is being taught, a brief general description of what is to be accomplished should first be given. Then, a detailed description of what the instructor wants the student to do should be presented with a simultaneous demonstration. The demonstration and verbal explana­tion enhance understanding on the part of students.

Warning:

The student should be warned of any inherent danger in the activity, and cautioned with regard to mistakes that are most common.

Spotting Demonstration:

After the initial description and demonstration have been given, a special demonstration and explanation of spotting techniques should be given, separate and apart from the actual demon­stration of the exercise.
Major Cues:

Before and during the time that a student is actually attempting a stunt for the first time, the instructor should attempt to summarize his instruction to the student. These summarized remarks are called cues. Specific cues for each stunt are presented in the text.

Competition and Exhibitions

Rules of Competition: The Amateur Athletic Union of the United States publishes a book of rules each year that governs competition on National and District levels. The A. A. U. rules provide for three different levels of competition -– novice, junior, and senior. According to these rules, competition is conducted on both an optional and a prescribed exercise basis. Pre­scribed and optional exercises are required in the following events: free exercise, side horse, parallel bars, horizontal bar, and long horse. Only optional routines are required on flying rings, trampoline, and tumbling. Rope climbing is, of course, contested on a time basis. The pre­scribed routines that are described in the A. A. U. Official Rules are very helpful to those who are new to gymnastics. Although these required routines do not change every year, frequent changes are incorporated; thus providing students and teachers alike with a large variety of in­formation about routines. The other most popular rules used for the conduct of gymnastics are those of the National Collegiate Athletic Association. Like the A. A. U. rules, these are revised annually; but unlike the A. A. U. Rule requirements, competition is conducted on an optional rou­tine basis with no required routines. Obviously, the advantage of required routines lies in the fact that judges can see the performers execute identical routines, thus enabling them to judge strictly on form and execution rather than being concerned with the degree of difficulty of the routine. Competition on an optional routine basis requires the judge to evaluate the difficulty of the routine in addition to its manner of execution. This is, of course, quite difficult. On the other hand there is an advantage in using the N. C. A. A. Rules -– meets can be conducted more rapidly. In actual practice, most A. A. U. Meets are conducted without required routines. This is especially true in local competition.

Factors Governed by the Rules: In general, both sets of rules cover approximately the same material. Rules are usually drawn up to cover the eligibility of participants, the applica­tion and modification of the rules, and requests for modification of rules. The A. A. U. Rules, of course, must stipulate the grades of competition, and specify routines on the apparatus where required routines are utilized. The order of competition is always indicated, and the basis for judgment of the quality of exercises is always a point of discussion. Scoring is discussed on an individual and team basis and, in the case of the long horse, a "degree of difficulty scale" has been worked out for the various vaults -– as in diving. This scale is always present in either set of rules. The method of conducting competition on each apparatus is specified; for example, on the swinging rings, tumbling, rope climb, and trampoline. Specifications for the various appa­ratus are usually included. They have particular reference to the height of the apparatus, its size, and to some degree, the materials used. Both sets of rules include a brief section on offi­cials and their duties.

The Conduct of Meets: When the host coach undertakes to conduct a meet in gymnastics, one of the most conspicuous problems is the procurement of adequate judges. In most areas, judges are willing to take time to judge meets on a gratis basis. However, in some areas a mod­est remuneration is expected. In dual meets, three judges are required and five are desirable. As stipulated by the rules, when five judges are used, the high and low scores are cast out and the remaining three are added together to represent the individual score on the performance. Although it is not specified by rules, it is extremely desirable to have visiting teams submit a list of competitors at least three days in advance of the competition. This is done to enable the host team to make the drawings prescribed by the rules and duplicate the results of these draw­ings in the form of a brief program which indicates the order of performance on each apparatus. The next important problem that must be solved is the procurement of an experienced announcer. It is his duty to keep the meet moving and to keep the public informed of the teams* standing and individual point scores. His other official duties are prescribed by the rules. Every coach will have varying problems regarding the most minute details that must be taken care of prior to competition. Some indication of the variety of these details is reflected in the check list which may be found in the Appendix of this volume.

Meet Scoring: The scoring of meets is not especially difficult if serviceable forms are used. In the Appendix are examples of forms which have been used at leading universities in the United States. It is wise to use two scorers, so that one scorekeeper can maintain the score of each event as it goes, while the other scorekeeper can record the scores of all-round performers and individual scoring. Other useful forms are also included in the Appendix.

Preparing for Competition: When preparing a student for competition in gymnastics, it is sometimes wise to prepare a list of every stunt the student has mastered. Then a preliminary routine may be developed, utilizing these additional stunts. In almost every instance, it will be discovered that one or two additional stunts or transition moves must be mastered before a rou­tine with continuity can be developed which will adequately display the student's true capacity. All this preparation should ideally take place in the spring or early fall, prior to the gymnastic season. Once the routine has been established, the performer should break it down into compo­nents of approximately three stunts each. These units should then be practiced individually, and stunts that are especially difficult should receive more practice than those that are easy for the student. Particular attention should be paid to the mount and dismount, including the approach and retreat to and from the apparatus. As the season approaches, the complete routine should be done at least twice in each workout. Unfortunately many American gymnasts develop a routine that is slightly over their heads; as a result, they may go through an entire season without ever completing the routine in a competitive situation. It must be pointed out that any flagrant breech of form in the execution of a move so nullifies its value that it might better have been omitted, and the routine simplified in such a way that it could have been performed in its entirety in good form.

Exhibitions: It is very difficult for most coaches and gymnasts to present themselves well in an exhibition situation. This fact is an outgrowth of the very character of gymnastics competi­tion. If the student has been accustomed to competition and is asked to do an exhibition, his natu­ral tendency is to perform his best and, perhaps, most difficult competitive routine. If this is done, the audience may be unable to follow the movements of the performer and may not appreciate its difficulty. A few minutes spent watching television will reveal that people in show business who present gymnastic type activity as entertainment always do very brief routines or stunts at any one time. Experience has shown that for exhibition purposes on a legitimate apparatus, it is wise to utilize the combinations of three stunts that were learned as parts of competitive routines. Short quickly executed presentations provide an opportunity for the audience to show its apprecia­tion, whereas a long routine gives the audience only one chance to applaud.

If exhibitions are fast moving and of professional caliber, no announcer is necessary. How­ever, most exhibitions of high school and college level benefit considerably if an announcer is available to explain briefly what is being presented and to help build up a routine to a climax. For example, the general public does not know the difference between a single, double, or triple twist performed on the trampoline. Nor will the audience be able to follow the various gyrations of the fliffes. If the combinations that go to make up the stunts which are at this level of difficulty are presented prior to the actual execution of a fliffes stunt, the general public will be much more aware of what has been done and, as a result, will be more appreciative.

The entertaining potential of the clown in exhibition work should not be overlooked; however, every gymnast cannot clown, so this role is included only when appropriate personnel are avail­abl

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