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An Approach To A Method of Physical Education
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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.
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. 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.
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