Methodical issues supporting teaching gymnastics
by Gizella Cziberéné Nohel
When deciding to participate in this project and write a material within the area of gymnastics as a PE instructor the question for me was what new things I would be able to analyse and discuss.
Regarding the theoretical and practical issues of gymnastics so far several books and e- materials of high quality have already been published http://tamop412a.ttk.pte.hu/TSI/Honfi-Szatmari%20-%20A%20sporttorna%20elmelete%20es%20gyakorlata/sporttorna.html
These materials methodize the motion types of gymnastics and detail each gym apparatus parallel with various attitudes toward teaching and learning. In 2011 I prepared a multi-media material entitled Gymnastics for children which offers useful instructions for PE teachers, instructors and professionals. http://www.jgypk.u-szeged.hu/tamopb/about.php
Each sport has a so called sensible phase when teaching can be very effective. The most appropriate phase for teaching gymnastic techniques and motions is the age between 6 and 14.
Concerning physiology and psychic characteristic features of children in these ages it can be stated that this period is the one when they can be equipped with competences, skills and knowledge that enable them to learn techniques and proper motions.
It is well known that most sports are based on gymnastics. Gymnastic exercises and work-outs involve athletes’ whole body, affect their personalities and develop self-discipline. Children will learn to accept the community of their partners and opponents and enhance their self-assessment skills and get used to working hard.
It can be concluded that teaching and learning gymnastics is not easy. It takes time and lots of energy to become high achievers and successful coaches and instructors.
The national curriculum published in 2012 specifies, defines and details the materials of gymnastic motions. It is required that each child is expected to do a series of exercises. Secondary school children are required to learn to do exercises independently. This aim can be achieved only if they have been equipped with skills, competences and enough knowledge that enable them to work out their own exercises.
My experience is that most instructors are not creative enough to plan exercises. The same techniques and methods have been applied for decades. There is no difference made between girls’ and boys’ workouts.
Therefore the aim of this material is to offer a collection of exercises (1-6 grades) based on the principles of the national curriculum.