GYMNASTICS IN SCHOOLS FOR TEACHERS

Gymnastics taught correctly is an excellent tool for developing body

management skills and preparing participants for many physical pursuits. Once
students can manage their own bodies with a degree of skill they can
subsequently better control manoeuvre themselves with an implement (racket,
bat) or themselves plus a projectile (ball, javelin). Furthermore they can better
control themselves in different mediums (snow, water) or better handle
themselves plus an opponent.
Olympic gymnastics as seen on television is a highly skilled and competitive
sport. This form of gymnastics should be left to be taught in gymnastics clubs
with accredited coaches. The function of a school gymnastic programme should
be to provide rewarding and safe environment in which students can learn to
control their bodies in a variety of situations. The aim is to encourage
participation regardless of weight, size, gender or ability of students.
The current Gymnastics in Schools programme is based on the Dominant
Movement Pattern (DMP) approach. These are:

Statics
Locomotion
Springs
Landings
Rotation
Swing

By teaching the six dominant movement patterns (the lowest common

denominator of all gymnastics skills), the students are learning the building
blocks for more complex skills and they can develop the body control necessary
for efficient movement in all areas of life. For example, take a mark in football
(spring and landing), hold a defence position in netball (static), perform a
somersault dive off a springboard (spring and rotation).
The S.P.A.C.E approach is used for the introduction of skills and their practice to
gymnastics. Its a logical progression of teaching from the simple to more
difficult aspects of the skill.
S What skill progressions can be used to teach the whole skill? How will you
break the skill down into smaller parts?
P What physical preparation is necessary to acquire the skill?
A What are the appropriate key teaching points (KTPs) to teach this skill?
C What are the common errors when learning the skills?

E How can the teacher evaluate when the student is ready to progress
WARM UP

The purpose of a warm up is to prepare both the body and the mind for the
activities that will follow in the training session and so minimize the risk of
injury.
The warm up should involve continuous aerobic type activity the increase the
blood flow and the body temperature. Follow this with stretching activities for all
the major joints and muscle groups to loosen up the body this should not be
confused with increasing flexibility, where the stretches are held for a longer
period of time.
The length of the warm up and its intensity will vary according to the age and
ability of the student and the overall length of the lesson.
Principles of a good warm up

Involve everyone
Be quick and easy to organise
Use variety to maintain enthusiasm
Make it fun by using games and challenges

Safety and injury prevention

Allow adequate spacing

Ensure the environment is safe e.g. mats slipping
Static stretches only (no bouncing or forcing the stretch)
Do not overstretch. Hold the stretch to the point of tension and this
tension should subside over time.
Do not hold your breath in stretches
Take care with lower back and knees

PHYSICAL PREPARATION

A well rounded Gymnastics Programme will enhance:

Physical abilities such as flexibility, strength, muscular endurance and

power
Motor abilities such as balance, spatial orientation, coordination and
agility

This allows students to become more confident and efficient movers and these
skills can be transferred to all areas of life.
Gymnastics places physiological demands on the body e.g. a handstand requires
strength and flexibility, and part of the programme should be dedicated to
developing the bodys ability to cope with these demands.
The importance of physical preparation

Reduces the incidence of injury

Allows faster more accurate skill acquisition
Reduces the incidence of muscle soreness
Allows a prolonged period of quality participation
Helps rapid recovery from fatigue

Implementation into the programme

When planning your gymnastics programme, you should identify which skills will
be taught as part of a DMP and then ensure that the adequate physical
preparation has been covered before attempting to teach that skill.
The components of physical preparation

FLEXIBILITY the range of motion around a joint

STRENGTH the amount of force that a muscle or group of muscles can
exert
ENDURANCE prolonged work with a localised muscle group
POWER explosive force. Strength plus speed
AEROBIC cardio vascular fitness

Some or all of these components should be developed every lesson. Strength

and flexibility are particularly pertinent to most gymnastic skills and these two
components will be a focus when working on the physical preparation needed to
perform a skill.
When do you teach physical preparation?

Physical conditioning work may be included as part of the warm up, as part of a
circuit or while they are waiting for a turn at an activity during the skill
development section of your lesson.
Suggestions for introducing physical preparation

Make it fun ask a class to do 10 push up and they groan. Disguise the
push ups in a game or challenge and they will do 30 without noticing
Activities should be easy and quick to organise
Use music
Use small apparatus e.g. balls, hoops, beanbags, witches hats
Use the playground
Use a mixture of single, partner and group activities

Strategies for dealing with individual differences in the class

Vary the physical demand of the activity by changing:

The
The
The
The
The

number of repetitions or time on the task

length of the rest period
texture of the surface
heights
body position

Divide the body into three sections upper, torso, lower

Then collate and number a variety of individual, partner and group activities and
games that can be used to develop these areas.
For e.g.
UPPER BODY
Strength

Flexibility

Endurance

1. Pull up

1. Foam Roll

1. Boxing

2. Push up

2. Stretches

2. Rowing

3. Bicep curls
front

3. Bar hang

3. Hold weights out in

TORSO
Strength

Flexibility

Endurance

1. Sit ups

1. Downward dug

1. Bridge

2. Superman

2. Bend back

2. V-Sit

3. Leg raises

3. Torso rotation

3. Medicine ball twist

Strength

Flexibility

Endurance

1. Squats

1. Hamstring stretch

1. Running

2. Single glute raises

2. Seal stretch

2. Skipping

3. Box jumps

3. Calf stretches

3. Flutter kick

LOWER BODY

Choose 3 activities above and modify them as below:

EXERCISE

EASIER

HARDER

PARTNER

Upper body

Bar hang

One arm

Paddy cake

Torso

Twists

Pass around

Lower body

Hold squat

With medicine
ball
Hold squat

Back-to-back

against wall

without wall

CIRCUITS

A well planned circuit is an excellent way to get maximum participation from

your students especially when there is limited equipment.
A circuit is a closed loop of several situations with activities set out at each
station. It may be used to develop progressions towards a skill, to practice a
new skill, to allow exploration of movement, or to revise skills from past lessons.
It is beneficial in that activity levels are high, it allows students to be
autonomous in their learning and it can leave the teacher free to roam and
focus in on problem areas.
The organisation of the circuit can vary depending on the desired outcome.
Students may perform the station activity once and move on to the next station
or they may remain at one station for a designated time then move on as
directed.
Suggestions for planning circuits

Stations need to be well spaced and designed to flow around the circuit
Ensure landing areas are clear from other students and any hand
apparatus
Select stations so that only one (if any) activity will require constant
supervision
Include in the plan how you will group the students and how they will
move around the circuit

HOMEWORK
Design a simple circuit for endurance with 6 x relevant exercises for 45 secs
at each station.

DOMINANT MOVEMENT PATTERNS

Dominant Movement Patterns (DMPs) are the patterns that re-occur in

gymnastics. They are the building blocks for more complex skills. Once these
building blocks are mastered the students can progress laterally with variety or
vertically, with difficulty.
The grouping of activities into the six DMPs
STATICS

LANDINGS

LOCOMOTION

SPRING

ROTATION

SWING

enables the teacher to better understand the biomechanical principles that

relate to efficient movement and to formulate Key Teaching Points (KTPs) that
will carry over from one skill to the next.
The DMP approach provides a framework that develops from simple to complex
for the teaching of movement. It assists the teacher to decide what to teach
and in what order.

STATICS

This includes all the held and still positions in gymnastics and should be the
starting point for your teaching.
Statics can be divided into three categories:
SUPPORTS shoulders above the apparatus
HANGS shoulders below the apparatus
BALANCES using a small base of support
Once the supports and balances are competent on the floor students can then
progress to partner and group balances and supports and balances on
apparatus.

BASIC STATIC POSITIONS

1. Stand with good posture

- Feet together
- Chin up
- Shoulders back
2. Front support
- Shoulders over hands
- Straight back
- Straight knees
3. Back support
- Hips up
- Elbow straight
- Feet together
4. Stork stand
- Straight leg
- Pointed toe
- Standing straight
5. Tuck sit
- Straight back
- Knees to chest
- One hand per leg

KTPs

BASIC STATIC POSITIONS

KTPs

6. V sit
- Straight arms
- Straight legs
- Feet together
7. Shoulder stand
- Knees hips and shoulders are aligned
- Pointed toes

8. Front scale
- Back leg straight
- Chin up
- Shoulders and hips are straight

TIGHT BODY PREPARATION

The ability to maintain a fixed shape and be able to eliminate unnecessary body
movements is a prerequisite for efficient movement and is an important factor
in the prevention of injury. Correct posture is also aesthetically pleasing.
ACTIVITIES FOR DEVELOPING TIGHT BODY
Lift the plank
- Partner keeping their body in a straight, linear position
- Other member lifts partners legs
Shake the tin soldier
- Held position
- Attempted to knock partner out of the held position
Crack the egg
- Curled in a tight ball
- Lift up partner to try and pull open or crack the egg shape.

HANDSTAND

Physical Preparation
1) Power
2) Flexibility
3) Ensurance
4) Strength core and upper body
Skill Progressions / Lead up Drills

KTPs

1. Tuck sit
2. Front support
3. Bunny hops
a. Straight arms
b. 2 feet take off/landing
4. Tuck Handstand
a. Hips/shoulders straight
b. 2 legs
c. Straight arms
5. Scorpion
a. Straight arms
b. 1 leg take off (land with same foot)
c. Hips/shoulders straight
6. Half handstand
a. One leg horizontal
b. One vertical
7. Handstand
a. One foot take off
b. Legs straight
c. Chest up
Extension
Handstand forward roll forward roll onto feet

PRACTICAL APPLICATIONS OF STATIC POSITIONS

Once the basic static positions have been taught these can be practiced and
improved by providing a variety of tasks, which use the static positions

Revise during warm up using games such as musical statues holding a

static position when the music stops, or play tag and hold a static position
till someone releases you.

Make a station in a circuit the static that relates to the skill being taught or
as a revision have a whole circuit set up with statics stations.

Make up a sequence using static position using different body parts and
different levels.

Work with a partner and make up a sequence using four different statics.
Perfect with precise timing and exact images.

Try the same task in fours.

Work with a partner, explore ways you can both perform the same static
but part of one person must be resting on the other.

Try the same in fours.

PARTNER BALANCES

COUNTER AND COOPERATIVE BALANCES

What is their value?

Enhances spatial and body awareness

Students (especially teenagers) really enjoy exploring the challenge
They encourage communication and cooperation
Develops trust and timing in balance
They are useful contributors to strength development
Encourages good body tension as this must be maintained to balance
body positions
Reinforces the principles of stability e.g. wide base of support, and vertical
alignment of arms and legs so that the line of gravity runs through the
base of support
Develops skills that can be used in display work

SAFETY

Match pairs for height and weight

Not suitable for younger children because of weight bearing
Exit procedure must be planned
Mats must be used
Use hand to hand or hand to wrist grip, monkey grip is not safe
Avoid inverted balances until the basics are mastered
Do not allow pyramids higher than two persons in the school environment

SPRING

This DMP includes the activities which involve projecting oneself into the air and
requires the physical ability of power i.e. explosive take off. The spring activities
that will be covered are:
1. Feet to feet jumps
2. Feet to one foot leaps
3. Feet to hands bunny hops, leap frogs and basic vaults

SAFETY

Ensure correct landing technique before taking any springing activities up

onto a height
Mats must be placed so there are no joins along the line of landing
Confident body management is a prerequisite for activities involving
height and flight
Firm matting is required for activities which involve springing from hands

SPRINGING FROM FEET

KTPs

Explosive take off is required

The balls of the feet strike first with the heels making only momentary
contact
This is followed by rapid extension of ankle and knee joints and a strong
swing of the arms in an upward and forward direction
Trunk is stable and upright and at no stage should there be any arch in the
students lower back

1. BASIC JUMPS
Straight
Straight body
Feet together

KTPs

Star
Toes pointed
Feet together

BASIC JUMPS
Tuck
Knees up to chest
Feet together

Stag
One leg straight other bent

Split
Legs have to be straight

Jump half / full turn

Arms into body
Jump first before you turn

Sissone
Jump off from two, split your legs and land on one

2. LEAPS
Cat / scissor
Step, (jump up) knee, knee step,

KTPs

Stride

Change leg
Step right kick left, land left

Side
Right leg first, split legs and then roatate then land on one foot
LANDINGS

Safe landings could be one of the most important life skills you will teach your
students. The categories of landings that will be covered in this course are:
1.
2.
3.
4.

Landing
Landing
Landing
Landing

on feet
on hands
sideways
backwards

The basic principle of safe landing is to soften the impact on the body joints
especially the lower back. This is achieved by absorbing the landing forces over
as much time and as large a body surface as possible.

SAFETY

Ensure adequate matting not too hard or soft

Reduce frequency of landing on wrists
Dont land sideways from a height
Ensure competence on the floor before progressing to a height

1. LAND ON FEET (motor bike landing)

KTPs

Feet should be shoulder width apart

Contact first with balls of feet then roll through to heels and bend and the
knees and hips to finish as if sitting on a motor bike (toe, heel, knee, hips)
Do not bend past 90
Ensure the heels stay planted on the floor

PROGRESSIONS
i.
ii.
iii.
iv.
v.
vi.

Very low jump. Absorb impact on toes to heels

Add on bent knees
Run and jump as high as possible and land correctly
Land on benches with straight jumps
Add variety by changing the body shapes in the air
Gradually increase the height of take off, make sure heels stay on the
ground

LANDINGS (cont)

2. LAND ON HANDS
KTPs

Hands are placed shoulder width apart

Contact first with fingers then roll through to heel of the hand and bend
the elbows
Turn the head to one side so you dont face plant

PROGRESSIONS
i.

From kneeling, slowly fall forward to absorb force through fingers, palms
and bend elbows
Increase the speed of the fall
When confident try from crouch stand, then from a front scale / arabesque

ii.
iii.

3. LAND WITH ROTATION SIDEWAYS

KTPs

Hand position

Arm position
Roll right, right in front towards opposite direction, left straight out

Absorb force through

PROGRESSIONS
i.

Start on knees then as confidence grows, progress to stand

4. LAND WITH ROTATION BACKWARDS

KTPs

Hand position

Out and down

Arm position

Out to the side

Absorb force through

Lower back shoulder then knees

PROGRESSIONS
i.
ii.
iii.
iv.
v.
vi.

Start from squat and slowly fall just to shoulders

Roll to shoulders and turn head to one side to watch knees touch the mat.
Repeat to the other side.
Perform back safety roll from squat down incline
Practice on floor from squat
Progress to starting from stand, then with a jump and landing off balance
to continue to safety roll
As students develop competence jump backwards from a low height and
continue into back safety roll.

SPRING (cont)

PROGRESSIONS FOR USE OF A BEATBOARD

i.
-

Hurdle step on floor

KTPs
Step before the line and jump/hop
Run, arm circle backwards, jump, land (motorcycle) 3 seconds

Hurdle using hoops

One leg forward
Other leg to the side
Body straight

From low height to board

Arm circle (build momentum)
Jump
Motorbike landing

From board up onto low height

Arm circle (build momentum)
Jump
Motorbike landing

ii.

iii.

iv.

PROGRESSIONS FOR USE OF A MINI TRAMP

i.
ii.
iii.
iv.

Bench to rebounder to mat

Floor to tilted rebounder to mat
Bench to mini tramp to mat
Floor to mini tramp to mat

SAFETY POINTS FOR USING A MINI TRAMP

Always keep the landing area clear

Use a crash mat preferably with an over run mat at the end
Mini tramp activities must be supervised. If leaving the area turn the
apparatus upside down or place in locked storage area
Confident body management and sound landings are a prerequisite for
mini tramp activities
The metal frame must be covered by a frame pad
Always check the apparatus is safe and stable before used by students

List different jumps that can be done off a beatboard or mini tramp
JUMPS
Straight
Tuck jump
(momentum)

KTPs
Run
Arm circle

Star jump

Jump

Stag jump
Motorbike landing
Split jump
Half turn
Full turn

3. SPRINGS FROM FEET TO HANDS

PROGRESSIONS
i.
Bunny jumps along the floor. Increase the distance of the spring
ii.
Bunny hop between two parallel benches
iii.
Bunny jumps onto bench
iv.
Bunny jumps over low bench

SQUAT ON / THROUGH VAULT

KTPs
Run, Arm circled backwards, jump, arms first, knees in middle, feet in middle,
land, over.

STRADDLE ON / OVER VAULT

KTPs
Run, arm circle, jump, hands in(Skinny), legs on, bum up high, legs through,
land.

IDEAS FROM WORKSHOP

Design a circuit:
a. Practice springs without apparatus
b. Practice springs from feet using apparatus
c. Practice springs from hands and feet
A.
Wall jumps (pace a sticker on the wal)
Split leg
Star jump
Jumping lounge
Stag leg
B)
Two-foot jump on bench
Two-foot jump over bench
Leap over bench
Tuck jump over bench
Single foot jump two-foot landing on bench
Side lead into hoops

C)
Scorpion leg
Bunny Hops through hoops
Kart wheels
squat onto bench then star jump off it
Bunny hop over bench
Leap frog over the box

HOMEWORK for next week

Plan a circuit with SIX stations that allows practice of landing techniques.
Include TWO point form notes on KTPs for each station, describe briefly the
group organisation and indicate with a T where the teacher would stand.

LOCOMOTION

Locomotion is moving from one space to another. The three categories that will
be covered are:
1. Locomotions on feet: running, jumping, skipping
2. Locomotions in hang: (shoulders are below base of support) monkey walk
variations
3. Locomotions in support: (shoulders above the base of support) bear walks,
crab walks cartwheels

PRACTICAL APPLICATIONS OF LOCOMOTIONS

Locomotion can be done with a partner

Motivate and add interest with music
Add variety by changing rhythm, levels and speed
When locomotions have been mastered on the floor, they can be taken up
onto apparatus
Revise locomotions during warm up
Use various locomotions to move around stations in a circuit
Use animal walks in relays

ROTATION

This DMP is represented by any turn or spin around an internal axis. There are
three axis. These are longitudinal, transverse and anterior / posterior axis.
LONGITUDINAL AXIS
Run an imaginary stick in a straight line from the middle of your head to your
feet and you have a longitudinal axis. Rotations around this axis involve all turn
left or right.
Related skills
Log rolls
-

Lay on back
Arms and legs straight
Roll to side (keeping arms and legs straight)

Egg rolls
-

Straight back
Feet touching
Holding feet together

Jump half / full turn

-

Arms to chest (increase angular velocity)

Straight body

Pivots
-

One foot planted

Twist body around the planted foot

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

TRANSVERSE AXIS
Run an imaginary stick from the left to the right hip and you have the transverse
axis. Rotations around the axis involve all turns forwards and backwards.
Related skills
Forward and backward rolls
Front and back saults
Pull over and forward roll around the bar
Back hip circle

FORWARD ROLL
Physical Preparation
-

Power
Flexibility
Endurance
Strength core & upper body

a. Skill progressions / lead up drills

- Rock and roll
a. Arms on knees
b. Knees to chest
- Rock and roll to squat
a. Arms on knees
b. Knees to chest
- Rock and roll to stand
a. Arms on knees
b. Knees to chest
- Bunny hops
a. Hands shoulder width
b. Back straight
c. Push off with legs
- Roll down a decline
a. Chin to chest (double chin)
b. Tuck sit
c. Contact with back of head
d. Use hands to support the body
- Forwards roll
a. Chin to chest (double chin)
b. Tuck sit
c. Contact with back of head
d. Use hands to support the body

KTPs

b.
c.

Common errors
Land on top of head
No hand usage
Head is straight
Extension
a. Forward roll -> stand
b. Forward roll -> Cartwheel
d. Where did you spot for this?
a. The side
BACKWARD ROLL
a. Physical Preparation
a. Power
b. Flexibility
c. Endurance
d. Strength core & upper body
b. Skill progressions / lead up drills
- Rock and roll
a. Arms on knees
b. Knees to chest
- Roll down a decline
a. Chin to chest (double chin)
b. Tuck sit
c. Contact with back of head
d. Use hands to support the body
- Backward roll
a. Chin to chest (double chin)
b. Tuck sit
c. Contact with back of head
d. Use hands to support the body
c. Common errors
- Lack of hand usage
- Legs change position
d. Extension
- Backward roll -> stand
e. Where did you spot for this?
- The side
BACKWARD ROLL
f. Physical Preparation
Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

KTPs

ANTERIOR / POSTERIOR AXIS

Run an imaginary stick in a straight line from your belly button through to your
back and you have the anterior posterior axis. Rotations around this axis
involve all sideways rotations.

CARTWHEELS
a. Physical Preparation
i)
Power
ii)
Flexibility
iii)
Strength
iv)
Endurance
b. Skill progressions / lead up drills
Cartwheel around hoop
1) Hands shoulder width apart
2) Straight arm
Cartwheel (normal)
1) Hands shoulder width apart
2) Straight arm
3) Straight legs
4) If cartwheeling to your left, the sequence would be:
- Left Hand Right Hand Right Leg Left Leg
c. Common errors
- Hands too close
- Body slouched and not straight
d. Extension
- Cartwheel forward roll
e. Where did you spot for this?
- To the side of the student performing the skill

Progressions
Change starting and finishing positions
Change body shapes
Try up and down slopes
Do with a partner or small groups

KTPs

Draw an example circuit for teaching a forward roll in the space below.
Choose 6 x stations each with two KTPs. Then indicate with a T where the
teacher would stand and explain your reason.

ROTATION (cont)

PULL OVER BAR

a. Physical Preparation
Upper body strength
Hip flexibility
Core strength

b. Skill Progressions
Step chin kick
Kick out
Pull up so bar is at the waist level

c. Key Teaching Points

Chin over bar
Jump forwards (momentum)
Finish off at front support on top of bar
Straight body, straight legs

d. Common Errors
Chin doesnt go over the bar
Not a straight body
Not leaning forward = fall backwards/or not balanced

e. Where do you spot for this?

Same side the gymnastics is on
Front on

BACK HIP CIRCLE ON BAR

a. Physical Preparation
Upper body strength
Core strength
Hip flexibility

b. Skill Progressions
Cast (swing and support)

c. Key Teaching Points

Hips back to bar as quick as possible
Straight arms
d.

e. Common Errors
No straight arms
Feet arent together

f. Where do you spot for this?

Spot from the side the gymnastic is on
Front on

SWING

In the school environment most swing apparatus is usually not available but
basic swings on the bar or in the playground can be developed and are
beneficial for the development of upper body strength and spatial awareness.

Swings can be divided in to two categories:

a. Swing in hang
b. Swing in support

SAFETY

Good landings and grip strength are a prerequisite for swing

Participants must show competence in hang and support activities before
progressing to swing
Ensure matting extends far enough both sides of the bar to allow for the body
moving away from the bar on full extension
Ensure participants are regrasping the bar at the top of the back swing
No hock swings without hand grasp

RELATED SKILLS
Pendulum swing

Hold onto bar and swing side to side

Feet together
Firm grip with hangs

Tuck Swing

Chest in
Jump up onto bar
Knee drive
Re-grip

KTPs

Hock swing

One leg over the bar

Use your straight leg to swing and push
Start under the bar

RELATED SKILLS
Straddle swing

Legs are wide

Swing forward with legs together

Basket swing

Scoop legs through bar

Jump up onto bar
Straight arms

Glide swing

Legs are together

Same as backswing

Novelty ideas for swing

Monkey swing
Change grip
Swing from legs

KTPs

SWING IN SUPPORT (cast)

a.

Physical Preparation
Jumping up on bars with straight arms
Upper body strength
Core strength
Hip flexibility

b.

Skill Progressions
Jump onto front support and hold yourself there
Swing your legs
Hips off bar

c.

Key Teaching Points

Straight arms
Shoulders lean forwards
Chest in (front support)
Knees togheter

d. Common Errors
Shoulders back behind the bar
Leaning back

e. Where do you spot for this?

On the side and front of bar

f. Extension
Cast into handstand
Back hips circle

HAND APPARATUS

The use of hand apparatus closely ties in with the fundamental movement skills
program. Hand apparatus such as hoops, balls, ropes, beanbags, balloons and
scarves are readily available in the school environment and should be utilised to
add variety and interest to the gymnastics program.

Hand apparatus have their own DMPs:

Throwing / releasing
Catching / trapping
Rotation
Circles / swings
Passing over / under / around
Bouncing
Balance

These apparatus DMPs can also be combined with body DMPs to further extend
the skills and add variety e.g. throw a ball and perform a full turn before
catching it.

BENEFITS OF USING HAND APPARATUS

Suitable for a wide range of ages and abilities

Adds variety and challenge to the program
Helps develop hand eye coordination
Partner and group work provides the opportunity for the development of
cooperation and team spirit
Provides interesting and non threatening skills which can be used in
display work

SAFETY

Ensure adequate air space for throwing activities

Provide ample space between participants
Beware of using balls where landing from a height are involved
Hoop rotations around the neck are not recommended