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2 2012 USA Gymnastics Fitness Program

Everything your gym club needs to start the USA Gymnastics Fitness Program is included in this handbook. The 2012 USA Gymnastics Fitness Program features updated fitness and conditioning exercises for three fitness levels, new cardio games, baseline measurements for fitness progres-sion, and a handstand training plan. The program also includes important nutrition handouts, which highlight portion size and

healthy food options, as well as online video instruction of each exercise and convenient printing options so that you can download and distribute everything you need.

Just A Click AwayThe entire contents of this handbook are

available for download at www.usagym.org/fitness as well as additional web- only materials. These include a preschool component for ages 4-5; instructional videos of all exercise groups; progression chart worksheets for instructors; and logos. Two bonus segments, filmed in 2010 – group “station” exercises and gymnastics specific weakness prevention exercises demonstrated by 2008 Olympic silver-medalists Samantha Peszek and Bridget Sloan, the 2009 World all-around champion – are also available.

THE USA GYMNASTICSFITNESS PROGRAM

It’s ImportantOur society has begun to refocus on fit-

ness, especially in regard to healthy, active lifestyles for children. Today’s youth have replaced climbing trees, jumping rope and playing tag with video games, computers, television and texting. These sedentary activi-ties are a major reason the fitness message is important.

Children run and play from an early age,

and they don’t realize what they do for fun is also exercise. Exercise is important for com-plete health, both physically and mentally. Because inactive children are likely to be-come inactive adults, introducing exercise at a young age can result in long-term benefits.

For example, increased physical activity in children has been linked to longer life expectancy and decreased cardiovascular disease. It also helps control weight, reduce blood pressure, raise HDL (“good”) choles-terol and reduce the risk of diabetes and some forms of cancer. Physical activity also increases bone mineral density, which lowers a child’s risk of osteoporosis.

Exercise has also been shown to have a beneficial effect on mental health, decreas-ing anxiety and depression symptoms; and increasing self-esteem and self-confidence. Moreover, it helps kids cope better with

stress. Organized sports add to these ben-efits by teaching important lessons such as sharing, teamwork and conflict resolution.

General corrective exercises, such as the exercises in this program, can minimize the risk of injury. Developing a good fitness foun-dation for young children sets the ground-work for a lifetime of fitness.

Gymnastics is Fitness!

Year-round .... Use the USA Gymnastics Fitness Program in your gym club programming.

Sept. 22 ........Celebrate National Gymnastics Day.

Oct. 24 .........Deadline for participants to turn in to their club’s pledges and monies raised for Children’s Miracle Network Hospitals.

Nov. 9 ..........Deadline for gyms to submit raised funds to Children’s Miracle Network Hospitals to qualify for USA Gymnastics prizes.

Nov. 9 ..........Deadline for gyms to submit their program report survey (see page 5 for details) to USA Gymnastics to qualify for prizes.

KEY 2012 DATES

Register online at www.usagym.org/fitnessto download the entire 2012 handbook.

32012 USA Gymnastics Fitness Program

THE USA GYMNASTICS FITNESS PROGRAMQUICK FACTSWhat

The USA Gymnastics Fitness Program is a year-round initiative that encourages conditioning and physical fitness with an emphasis on strength training, cardiovascular exercise, flexibility and good nutrition. The new 2012 edition also features scales of measurement and ad-ditional movement training exercises, as well as exercises for beginner, intermediate and advanced students. Other new materials include indi-vidual online video breakdowns of every exercise, updated 2012 National Gymnastics Day logo and more.

WhoThe program is geared toward children

6-16 years old in recreation, club and team classes. It is designed for year-round use to foster a physically active lifestyle for today’s youth.

WhereThe USA Gymnastics Fitness

Program can be held at any gymnastics club, youth organiza-tion, school or community center. Interested parties can find a local club by calling 1-800-345-4719 or visiting www.usagymclub.com.

WhenWhile the program is designed

to be year-round, it also works well as part of enhanced conditioning during summer training. Each year, National Gymnastics Day (Sept. 22, 2012) is a platform for clubs to host demonstrations of the program and voluntarily participate in the National Gymnastics Day’s fundraising efforts for Children’s Miracle Network Hospitals.

WHY• Conditioning is the core of any fitness plan

and the basis of any sport.

• Today’s children are considered the

most inactive generation in history.

• Gymnastics clubs are a fun and safe environment

with fitness-related activities and classes.

• Approximately one in five kids is overweight,

a percentage that has more than doubled in the

last 30 years. Childhood obesity is considered the

most common nutritional disorder of U.S. children.

(American Obesity Association)

• Gymnastics provides a solid foundation

for becoming physically fit and preparing

to participate in other activities and sports.


The USA Gymnastics Fitness Program has two goals: helping today’s youth get more physically fit and raising money to help kids who are fighting illness at Chil-dren’s Miracle Network Hospitals around the country. One hundred percent of the money raised goes to each club’s local Children’s Miracle Network Hospital. Rais-ing money for Children’s Miracle Network Hospitals benefits children of all ages nationwide and is a great way to end your summer schedule and/or kick start your fall season!

Clubs can approach raising funds to benefit Children’s Miracle Network Hospi-tals in two ways: voluntary participation in fundraising activities or by hosting an event with proceeds that benefit CMN as part of its National Gymnastics Day celebra-tion. National Gymnastics Day is Saturday, Sept. 22.

Using the handstand training plan that is included as part of the USA Gymnastics Fitness Program is a fun and engag-ing way to demonstrate the physi-cal strength and conditioning each participant gains through the program and provide a fundraising opportunity to help the gymnastics community

NATIONAL GYMNASTICS DAY & CHILDREN’S MIRACLE NETWORK HOSPITALS

continue to support Children’s Miracle Net-work Hospitals. Since 2001, gymnastics clubs across the country have raised more than $1.5 million for Children’s Miracle Network Hospitals.

Ways to raise money for Children’s Miracle Network Hospitals

• Children participating in the hand-stand world-record attempt can ask for flat donations before-hand.

• Gym clubs can hold a demonstration or fundraising open house in celebra-tion of National Gymnastics Day and donate admission fees to Children’s Miracle Network Hospitals.

Online givingThe Children’s Miracle Network

Hospitals has developed a simple online giving program that pro-vides an easy way for you and your club members to collect and track donations. This cuts down on the paperwork for club coordinators and allows children to raise money using familiar tech-nology. Participants can email friends and family throughout the world and ask for donations through a secure website.

Visit www.helpmakemiracles.org/event/usagym/ to create a club account. Remember that your members cannot fundraise online if your club doesn’t have an account! Children can personalize their pages by uploading their favorite picture. Your members can also raise money with-out participating in the online giving.

What is Children’s Miracle Network Hospitals?

The Children’s Miracle Network Hospi-tals is an international, non-profit organiza-tion that raises funds for more than 170 children’s hospitals. Countless individuals, 90 organizations and 400 media part-ners unite with Children’s Miracle Network


NATIONAL GYMNASTICS DAY & CHILDREN’S MIRACLE NETWORK HOSPITALSHospitals to help sick and injured kids in local communities. Donations to Children’s Miracle Network Hospitals create miracles by funding medical care, research and education that saves and improves the lives of 17 million children each year. The funds raised benefit the CMN Hospital in that area or community. To learn more go to www.ChildrensMiracleNetworkHospitals.org.

PrizesUSA Gymnastics offers great prizes

for the clubs and individuals who raise the most money for Children’s Miracle Network Hospitals. USA Gymnastics appreciates your involvement in Na-tional Gymnastics Day and your efforts toward improving the fitness and health of our nation’s youth. By participating in this program, you are teaching kids the importance of giving back and having a healthy and active life.

The top three clubs and top three individuals who raise the most money for Children’s Miracle Network Hospi-tals through their participation in either event or a National Gymnastics Day celebration will receive prizes, pend-ing fulfillment of administrative require-ments.

CLUB PRIZES*The three clubs that raise the most money for Children’s Miracle Network Hospitals will receive the following prizes.

1st place AAI gift certificate for $1,500Member Services gift certificate for $200 (educational courses, sanctions or memberships)

2nd place AAI gift certificate for $1,000Member Services gift certificate for $200 (educational courses, sanctions or memberships)

3rd place AAI gift certificate for $750Member Services gift certificate for $200 (educational courses, sanctions or memberships)

Individual Prizes*The top three individuals who raise the most money for Children’s Miracle Network Hospitals will receive the following prizes:• Round-trip airfare for two to the 2013 AT&T American Cup• Two tickets to the 2013 AT&T American Cup• Two pre-event VIP hospitality passes • One-night stay in the USA Gymnastics host hotel

In addition to the prizes listed above, the individual who raises the most money for Children’s Miracle Network Hospitals will be featured in USA Gymnastics promotional

materials in 2012 for National Gymnastics Day and the USA Gymnastics Fitness Program.

* Requirements: All monies must be sent to Children’s Miracle Network Hospitals in Utah by Nov. 9, 2012 to qualify for prizes. Clubs must raise a mini-mum of $8,000, and individuals must raise a minimum of $3,500 for prize qualification.


THE USA GYMNASTICSFITNESS PROGRAM

The USA Gymnastics Fitness Program is designed to supply year-round fitness curriculum to meet the needs of any gymnastics club, physical education class, or group fitness plan. It can be staged alone or incorporated into exist-ing programs or camps. The program focuses on core gymnastics moves built upon the fundamentals of fitness – cardiovascular exercise, movement, strength training, flexibility and nutri-tion – and features three fitness levels: beginner, intermediate and advanced.

This year’s program includes new measurement metrics so that you can track the physical progress of each participant. All exercises are designed to condition and meet the needs of children performing at any level of fitness. The levels allow components of the program to be used from rec. to team and for children to advance within the program based on their development. Refer to the “Determining levels of fitness” section on page 7 to learn which level of exercise to use for each participant.

Clubs have found that the success of stand-alone fitness classes depends on individual markets. Some locations fill one or two classroom sessions with fit-ness alone; others incorporate general components of the USA Gymnastics Fitness Program into their existing class sessions. The provided information is valuable for all children and may be relayed effectively in any class setting.

Gym club owners or program administrators need to determine what works best for their location. A structure example for both types of sessions – stand-alone and integrated – are outlined to the right. To assist you with your sessions, this handbook is filled with targeted strength training, flexibility exercises, nutritional handouts, movement work-outs and cardio games, which can be downloaded at www.usagym.org/fitness.

Stand-alone Fitness Class60-minute USA Gymnastics Fitness Program class structure 10 minutes: Review goals and fun fitness facts on nutrition, warm-up major muscles10 minutes: Cardiovascular games10 minutes: Movement training20 minutes: Strength training exercises10 minutes: Flexibility, stretching and discussion about nutrition, distribution of nutritional handouts

INTRODUCTION – Overview of the fundamentals of fitness – Goal setting and fitness level testing – National Gymnastics Day and Children’s Miracle Network Hospitals fundraiser – Handouts needed: • Pedometer (pg. 31) • Food Pyramid (pg. 32) • Daily Exercise Log (pg. 38) • Children’s Miracle Network Hospitals Fundraiser Pledge Form (pg. 42)

OTHER NUTRITION HANDOUTS can be found on pages 33-37 and include: Portion distortion (pg. 33), Carbohydrates (pg. 34), Proteins (pg. 34), Fats and sugar (pg. 35),

Hydration (pg. 35), When to eat? (pg. 36), Healthy snacking (pg. 37)

Integrated Program SessionsIncorporate the USA Gymnastics Fitness Program into your daily gym routine! It’s a great conditioning base.

• WARM-UP: Use the games (pages 11-13) to increase cardiovascular endurance.• DURING ROTATIONS TO DIFFERENT APPARATUS: Have stations set up at each

apparatus incorporating the strength training and flexibility exercises (pages 15-26).• AFTER EACH CLASS: Hand out a nutritional page (pages 31-37).


STARTING THE USA GYMNASTICS FITNESS PROGRAM

The following information will help you plan and incorporate the USA Gymnastics Fitness Program at your club.

Equipment ListAny of these items you may not already

have in your gym may be found at your local department or sporting goods store.

• Carpet square• Chalk• Exercise balls• Foam ball • Panel mats or • Pedometers • Floor exercise mat• Hula hoops• Cones• Stop watch• Stretch bands

Determining levels of fitnessDuring the first session, an instructor needs

to assess whether the USA Gymnastics Fitness Program participants are best suited to per-form at a beginner, intermediate, or advanced level. Observing their facial expressions during exercise is one way to measure their fitness capacities; another is to use baselines.

The overall goal is to encourage children to improve and push themselves. The 10-20 repetition rule is a good guideline to use when teaching strength training. Participants should be able to complete 10 repetitions, but be encouraged and challenged to com-plete 20. Depending on how they perform each repetition, you may have to adjust their exercise level.

Coach the kids to do as many repetitions as they can until they cannot do one more. Encourage them to push themselves to do, for example, five more jumping jacks or two more minutes of cardiovascular exercise. Record their progress for them so that they can see their own improvement.

To help improve overall cardiovascular

fitness, encourage children to keep their feet moving between exercises by doing things like hopping in place or jumping jacks. Always remember to keep the environment fun, safe, challenging and positive.

Use charts to measure progress! The USA Gymnastics Fitness Program includes a

downloadable participant’s progress chart so that you can record measurements for each child. Establishing baselines for these exer-cises is critical in helping kids set achievable goals and measure their success at the end of the program. Below are some general baselines.

BASELINE MEASUREMENTS FOR PARTICIPANTS

Ages 4-9__ Number of completed 30-second prone plank holds__ Number of completed sit-ups in 30 seconds__ How far participant reached on a seated toe touch** (use chalk to mark how far participant is able to reach on the floor.)__ 45 degree angle box pushups completed in 30 seconds

Ages 10-16__ Number of completed 1-minute prone plank holds__ Number of completed sit-ups in one minute__ Ability to do a seated toe touch** (use chalk to mark how far participant is able to reach on the floor.)__ Pushups completed in 1 minute__ Vertical Jump (Have athletes maximally raise their hands and extend their arms

and mark with chalk where their fingertips are.) The athletes then jump and mark with chalk the highest point they touch. Measure the distance from the bottom to the top chalk mark.)

__ Dot Drill for Agility (Measure a 4’ x 4’ square and mark each corner of the square with a different letter [A top left, B top right, C bottom left, D bottom right]. Mark the inside center of the square with a dot. Begin in the center of the square, fac-ing forward. In fact, the athlete should face forward, towards A and B, throughout the entire challenge). The athlete jumps with both feet over to A and back to the middle, then over to B and back to the middle, then to C and back to the middle, and then to D and back to the middle. This is equal to one (1) circuit. On “Go,” start a stopwatch or timer and stop when three (3) circuits are completed. Record the time and repeat the procedure two (2) more times to determine the best time. Record best time from the three (3) attempts.

__ 20 yard dash (record the amount of time it takes athletes to get from start to finish)

** A seated toe touch is when the child performs a V-sit on the ground and with straight legs, bends at the waist trying to touch their toes.

Measuring your heart rate (beats per minute) can tell you how hard your heart is working. You can check your heart rate by counting your pulse for 15 seconds and multiplying the beats by 4.

* The target heart rate for children depends on their age, but on average, it’s 137 for 3- to 4-year-olds, 133 for 5- to 7-year-olds, 130 for 8- to 11-year-olds and 115 for 12- to 15-year-olds.

* Courtesy of www.livestrong.com


In addition to determining fitness levels during the first session of the USA Gymnas-tics Fitness Program, instructors need to work with each participant to develop personal fitness goals. Establishing these goals is an integral part of a child’s success. As they progress through the sessions, the partici-pants should begin to see changes in their ability to execute the exercises.

The goals should be achievable and tailored to each individual. The “movements” may include tracking steps using pedometers with the target of completing 100 move-ments by the end of a determined time. It is fun and rewarding for instructors and participants to see their progression and the completion of their goals.

Examples of goals• I will take part in three hours of physical

activity (sports or playing outside) every day.

• I will increase my number of prone plank holds and sit-ups during the next __ weeks of the USA Gymnastics Fitness Program.

• Each week, I will spend two days prac-ticing a new activity that I want to learn (basketball, baseball, etc.).

• I will put on my pedometer first thing in the morning and take 11,000 steps each day.

• I will eat five half-cup servings of fruit and vegetables each day.

Instructor tips• During the first session, ensure the

participants understand the need for completing the daily exercise logs, how to measure their heart rate, how to use a pedometer, and why nutrition is important.

• Have participants keep a record of their fitness activities by bringing in their completed forms or emailing them to you at the end of each week. It’s important that children stay active!

SETTINGFITNESS GOALS

• Use a progress chart and show the chil-dren participating in the USA Gymnas-tics Fitness Program their improvements.

• Use the handstand event and fundrais-ing program for Children’s Miracle Network Hospitals to motivate the kids each week and help them track their pledges.

• Download and distribute the nutritional handouts to your class at the end of each session. Encourage children and parents to talk about the handouts at home.

• Visit USA Gymnastics’ website for updates and information at www.usagym.org/fitness.

• If you would like to show off your program, send in your photos from your USA Gymnastics Fitness Program. Be sure to list each student’s name and teacher’s name in your email and include high resolution photos. Email: [email protected].

Possible class activity to help with fitness goals

Hold a personal best (PB) contest or designate one exercise per session as the personal-best exercise. Participants are encouraged to “max out” on, or during, the PB exercise. For

example, if lunges are the PB exercise, have each child do as many lunges as they can in two minutes.

Did your participants reach their goals?

At the end of your USA Gymnastics Fitness Program, it is important for the instructors to re-cap the goals and objectives of the program. Use the following checklist to ensure that you’ve covered all of the important information before the last day of the program.

• Recap the importance of the fundamen-tals of fitness and other key concepts covered during the USA Gymnastics Fitness Program.

• Repeat initial fitness level testing from the first session and calculate improvements to see if participants have reached their goals. Be sure to compare their perfor-mance during the final session to their initial scores from the first session.

• Talk about the importance of continu-ing what they have learned on a daily basis.

• Hand out pledge forms again for the Children’s Miracle Network Hospitals (page 42).• Revisit your gym’s plans for National Gymnastics Day and

encourage all of your students to participate.

REMEMBER...Now the USA Gymnastics Fitness Program is year round and can be continued and restarted at any time, be sure to encourage all students at your gym to participate in the fundraising component for Children’s Miracle Network Hospitals. Make sure to review the requirements on page 5 to make sure you’ve completed all the necessary items to qualify for USA Gymnastics prizes!


Cardiovascular Exercise

What is cardiovascular exercise?Cardiovascular exercise is any activity that

uses large muscle groups as opposed to sit-ting or lying down. Increasing the heart rate is the main goal of cardiovascular exercise. By doing this, kids strengthen their hearts and lungs. The heart is the main muscle that is used to move oxygen to the rest of the muscles and organs in the body. Running, jumping, climbing, walking and tum-bling are all examples of cardiovas-cular exercise.

Why is it important?Cardiovascular exercise is very

important for the heart and lungs. Anytime the heart beats faster and

FUNDAMENTALSOF FITNESS

harder, the body’s most important muscle is getting exercise. Any exercise that makes the heart beat faster will help the heart work bet-ter. This means more oxygen can be taken into the lungs, exchanged in the heart, and pumped to the rest of the body. People with strong hearts and lungs can do more physi-cal activity for longer periods of time without getting tired.

How much should they do?Children younger than 18 years old

should exercise for at least 60 minutes a day or track at least 11,000 steps daily on a pe-dometer. Exercising can include participating in sports, walking the dog or jumping rope.

Use games to improve cardiovascular strength!

The cardiovascular goal of the USA Gym-nastics Fitness Program is constant motion and elevating heart rates. One way to keep children active and interested is to use games as exercise. Be creative by using your gym equipment and making up your own games or use the ones found on pages 11-13!

Why movement training is important

Movement training is important for a variety of reasons. One of the most signifi-cant reasons is that gymnasts must be able to perform basic functional movement patterns before advanced “sport-specific” move-ments. Therefore, movement training should be incorporated into all gymnast workouts to ensure that they can perform a variety of foundational athletic movements with

technical soundness and biomechanical efficiency. When gymnasts take the time to work on basic move-ment patterns, they are then able to realize greater benefit from the proceeding advanced movement patterns.

Aerobic conditioning is a core component of fitness be-cause the cardiovascular system must be able to deliver blood

(and thus oxygen) to the working muscles in a timely and efficient manner to realize athletic success. Athletes who never take the time to train their aerobic system are missing out on a vital aspect of athletic develop-ment. In gymnastics, there are many times a gymnast must be able to perform a variety of skills over an extended period of time. Con-sequently, gymnasts who have their aerobic system functioning at a high level will be more likely to realize their full potential.

Strength Training

What is strength training for kids?Strength training can be as complicated as lifting weights or as simple as doing sit-ups and push-ups. Both types of training help make muscles stronger. Strength training is a very important part of any fitness program. Not only does it help strengthen muscles, but it also helps strengthen tendons, ligaments and bones. One of the many benefits of hav-ing strong muscles, bones and other parts of the body is reduced risk for injury.


Big muscles vs. strong musclesWhen they hear the words “strength

training,” many people automatically think of weightlifting and big muscles. This is not the only result of strength training. Different exercise programs and routines yield differ-ent results for everyone. The goal for strength training should be to increase overall strength and power. These goals do not necessarily require that muscles increase in size, but it can happen for some people. Everyone’s muscles grow and develop differently. Just because they don’t see their muscles getting bigger does not mean that they are not get-ting stronger.

Simple strength exerciseMany people think strength training can

only be accomplished in a gym or workout center. Although many people workout there, children can strength train at their gymnastics club or even at home. Everyday items can be turned into strength training fitness equip-ment. For example, an empty milk jug can be filled with water or sand and used for resistance or a can of soup can be used as a dumbbell.

SafetySome parents may worry about the safety

of young children doing this kind of exercise. However, if old enough to participate in organized sports or activities, kids are old enough to strength train. There is little risk of injury during this kind of training as long as it is supervised to ensure proper technique and form. It is also a myth that strength train-ing will stunt a child’s growth. As long as sub-maximal weights are used (less than the maximum weight the child can lift) for 10-20 repetitions, strength training can be incred-ibly beneficial for children. Examples of strength training exercises are found begin-ning on page 15.

Flexibility

What is flexibility?Flexibility is having the ability to move

through a normal range of motion for a given joint without pain or hindrance. Flex-ibility exercises, or stretching exercises, help increase the range of motion for a given joint or set of joints. Flexibility allows muscles and joints to avoid becoming stiff. Flexibility is not something a child either has or doesn’t have.

FUNDAMENTALSOF FITNESS

Rather, flexibility is measured in degrees. For example, a gymnast or dancer would be con-sidered more flexible (higher range of motion through their joints) than a basketball player.

Guidelines for stretching/flexibility exercises

Flexibility should be approached with a great deal of caution. Muscles should always be stretched after they have been warmed up. This means some kind of cardio-vascular exercise needs to be done before any stretching occurs. As you have read, cardiovascular exercise gets blood and oxygen pumping through the body faster, allowing muscles to work better. Children should always be instructed on proper form and technique for any kind of stretching. Stretching too much at the beginning of class when muscles aren’t warm can lead to joint injuries. Light stretching may be done at the beginning of the workout to help warm up joints and prepare them for the workout ahead. However, any stretching to improve flexibility should be done at the end of the workout when muscles are warm and less likely to be injured.

Stretching should never hurt. Make sure you help the children understand the difference between muscle resistance felt when stretch-ing properly and pain from im-proper stretching. Stretches should be held for 20-30 seconds, breathing deeply to relax into the stretch. The body’s natural response to stretching is to resist it, so gently working into a stretch is the safest approach. Ex-amples of flexibility exercises are found beginning on page 23.

Nutrition

What is nutrition?

Nutrition is how food nourishes the body. More than 40 nutrients are found in foods and each has a specific and unique job to help keep kids active and reduce the risk of certain diseases. There are six groups of nutrients: carbo-

hydrates, protein, fat, vitamins, minerals and water. Choosing nutritious and flavorful foods on a daily basis will help fuel the body and promote good health.

Why is nutrition important?Good nutrition can help lower the risk of

certain diseases, including heart disease, diabetes, obesity, certain cancers and high blood pressure. All of these health problems have contributed significantly to disability and death in the United States. By develop-ing and maintaining good nutritional habits at a young age, children can help to reduce their risk of these diseases.

The USA Gymnastics Fitness Program has an overall health theme. Because a healthy and balanced diet is important to overall fitness, proper nutrition is a key to providing the fuel kids needs to complete the USA Gymnastics Fitness Program. To make the nutrition section interesting and easy to understand, handouts are provided in this handbook as well as fun facts and challeng-

es for kids and their families to try. Make sure you make

copies of the handouts to distribute to the kids. Handouts be-gin on page 31.


SPACE TAGPlace 6-8 cones in a circle in the center

of the gym. The circle should be big enough so several kids can easily stand inside it. Scatter 4 hoops or “Space Stations” around the circle in a random fashion. Select 4 to 6 student to be “Aliens” (or taggers). The other students are “Astronauts.” The goal of the game is for the Aliens to rid outer space Astronauts, who keep placing satellites and probes all over the place. When an Alien tags an Astronaut, they go to the black hole (center circle). The only way to escape the black hole is for another Astronaut to pull them out without stepping inside the black hole. If an Astronaut wants to be safe he/she can hide inside a space station (hoop). Only one Astronaut is allowed inside the space station at a time. However, if another Astronaut steps inside the space station the first Astronaut must leave and go out into outer space. Change Aliens every minute.

YOU’VE GOT MAILPick 4 ‘taggers’ to each

carry a noodle. Taggers pretend to be dogs and the noodle is going to be the dogs mouth. Everyone else is going to be a mailman or mailwoman that must escape from the neighborhood dogs before they are “bitten” (or tagged.) The dogs/taggers may only tag below the waist

because dogs chase and go after the legs (this is for safety). Once tagged, a mailman must ‘freeze’ in the mailbox position. (The mailbox position is balancing one leg, and raising the opposite arm.) Students may not understand what the flag (raised arm) is for so explain that when a flag is up on the mail-box, there is mail in it for the postal worker to pick-up. In this game, the mailman needs to be on the lookout for any “mailboxes with their flags up.” When another mailman lowers the flag (arm) of the mailbox (frozen person), this means that the mail has been taken, thus turning that mailbox back into a postal worker (unfrozen). After a minute, switch taggers so that everyone will have a chance to be a ‘dog.’

RUN FOR IT!With 10-14 dome cones, make a large

circle or ‘base’ in a soft area. Make sure this circle is large enough for the class to move in and out of freely without bumping into others. Place medium and large cones (8-10 each) in a circular pattern around the circle of dome cones. Place these cones as close or far as you like depending on the grade level. (The farther apart the cones, the more challenging.) Be sure to space cones evenly in a circular pattern around the inner circle of dome cones. Students begin inside the ‘base’ of dome cones. Select 4 taggers and give each a Noodle to use to tag with. The taggers need to spread out around the base and cover an area of the field (strategy). On the signal “Run for it!” students attempt to run to ANY cone outside of dome cone and back to base to earn a point. If a student is tagged by a noodle, he/she simply returns to base and starts over with zero points. Runners can rest at a cone as long as their hand is touching the cone. In order to earn a point, the runners must return to base each time they have touched a cone. If they are tired, they may rest in the base area or while touching a cone. Time each round for one minute and have students keep their own score. After one minute, select new taggers and have the runners start over. If students are really getting tired, allow them to rest in the base area. At each new game, chal-lenge students to beat their previous best score.

KEEP UPHave students line-up single file on a

line. There should be two other lines, each approximately 5 feet from the students.

One line is on their left and one on their right. Explain the object is to follow

the “called” signals, without making a mistake. While hopping on one foot, up and down, ran-domly call out “SWITCH”, “UP”, “DOWN”, “LEFT”, or “RIGHT”. The following indicates what they should do on each com-mand: SWITCH – Turn 180 degrees. UP – Jump up in the air and reach for the sky with both hands. DOWN – Reach

down and touch the floor. LEFT – Run to the line on the left, back

to the center line, and continue hop-

CARDIOVASCULARGAMES

Traditional exercises, such as jumping jacks, have been used in gyms and sports as a good way to keep participants active. However, in addition to traditional exercises like jogging, jumping rope and jumping jacks or jump tucks, games are also a great way to make cardiovascular exercise fun and challenging for children of all ages.

Here are some examples of games to get kids moving in the USA Gymnastics Fitness Program. Use these games as templates and find ways to make them more challenging so students receive a good cardiovascular workout.

Quick tips for leading games1. Always name the game.2. Always demonstrate the game.3. Make sure the group knows the “go” and “stop” signals before you start.4. Stop the game and explain the rules again if it is being played incorrectly.5. Do not play the same game for a long period of time. This leaves the players

wanting more.6. Be creative and craft your own variations.7. Keep people moving.

*games from pecentral.org


ping. RIGHT – Run to the line on the right, back to the center line, and continue hop-ping. Once they get the concept or once the entire class does it correctly, tell them they are now to do the opposite. So LEFT is now RIGHT, RIGHT is now LEFT, UP is DOWN, and DOWN is UP. SWITCH doesn’t change. Similar to a simon says concept, but with exercise skills.

JUNKYARDTwo students are picked to be “Wreck-

ers” and two students are the “Mechanics”. The rest of the class becomes “Cars.” The “Wreckers” stand in the center of the gym. The “Mechanics” are in an area marked off with the cones, which is their “Shop” and only THEY can be in it. The “Mechanics” are safe in the “Shop”, and they are the only players that have a base. The “Wreckers” try to tag the other students (cars) with the balls. (They have to TAG them with the balls—not throw them.)

If a “car” is tagged (which means it’s wrecked), it has to go to the junkyard, which is a gym mat. They stay in the junkyard until one of the “mechanics” comes and tags them back into the game. The mechanics can also be tagged out by the wreckers. The mechanics are safe in their “shop” and while they are in the “junkyard”. The “mechanics” may not stay in the junkyard to let “cars” out. They have to run back to the “shop” each time after tagging a car back into the game. If one mechanic gets tagged by a wrecker the other mechanic can tag him/her out of the “junkyard”.

IT STINKS TO BE IT TAGFour students are designated as taggers

(“it”), and must wearing a certain color. The taggers will be chasing and trying to tag all other students throughout the playing area by performing a specific locomotor movement (not running is best to start). The remainder of the class must avoid the taggers by performing the same locomotor movement as well. If a tagger manages to tag a person from the class, that person must freeze. Anyone who wishes to free any frozen person must stand near them and perform 10 jumping jacks with them in order to continue the game. When both children are doing the jumping jacks, they are “safe” and cannot be tagged by an “it”.

However, all of the taggers (“its”) are being chased by a “super-it” who is wear-ing a different color. They also must move doing the same locomotor movement as the rest of the class. If the “super-it” manages to freeze an “it”, the “it” must freeze in the high-five position (hence the name of the game). The only way for the “it” to be free is for another team member (an “it”) to come over and give him/her a high five. If the “super-it” manages to freeze all of the “its”, the game starts over with students in new positions. Begin the game over every minute or so even if all of the taggers (it’s) are not frozen. You choose the locomotor movement.

AMOEBA TAGTwo people are “it.” They hold hands and chase the other players. Any person

they catch joins the chain by linking hands. When another person is

caught, they can stay together or split into two pairs, but they must split into even numbers. The game is over when all the children have been tagged.

CATCHING THE DRAGON’S TAIL

Gather 10 or more chil-dren in a line. Each person places his/her hands on the

shoulders of the person in front of him/her. The first child in line is the “head” of the dragon and the last child is the “tail.” The head tries to catch the tail by maneuvering the line so he can tag the tail. When the tail is tagged, he/she moves to the front of the line to become the new head. The old head is now second in line.

CORNER TAGSet up the designated playing area into

four sections using cones, tape or any other piece of equipment, and place hula hoops in the far corners of each section. Divide the children into four teams and give each team a foam ball and a designated area to defend. On the word “go,” the children will try to steal the other three teams’ foam balls. When a child is tagged in another team’s designated area, he or she must go to that team’s time-out area and wait to be freed by a teammate. When the tagged child is waiting to be freed, he or she must do some type of exercise such as 20 jumping jacks, 20 sit-ups or 10 pushups. If a child is freed, his or her teammate must escort him or her back to their side before returning to play. The game is over when one team has stolen the other three teams’ foam balls and has placed them in their hula hoop.

CRAZY LEGSChildren stand in a big circle an arm’s

length from each other. One child is chosen to be “Crazy Legs” and kicks a ball around the outside of the circle, then kicks the ball through the ring into the circle. The child it touches becomes “Speedy.” Speedy chases Crazy Legs around the circle, trying to catch him/her before they reach the empty circle spot. Meanwhile, the circle of chil-dren kick the ball back and forth and must keep it moving. To increase the activity of the game, add a second ball and a second Crazy Legs.

ELBOW TAGDesignate an “it” child and a child being

chased. The other children spread around the playing area in pairs with their arms hooked. When the one being chased hooks onto one of the pairs, the second

CARDIOVASCULARGAMES


person in that pair becomes the new child being chased. When a tagging occurs, reverse the roles. There are no immediate tag backs allowed.

FITNESS RACE TRACKUse a large open area that can be made

into a 40-foot square. Place cones with signs that have a list of 7-10 exercises at the cor-ners of the square. Have each athlete and his/her partner go to a corner of the square Make sure the pairs are distributed evenly among the corners. One partner will be the runner and the other will be the exerciser. When the high-energy music starts (or on the coach’s signal), the runner will run around the square while his/her partner does the first exercise on the list. When the runner gets back to the corner at which they started, he/she does the first exercise on the list and his/her partner becomes the runner. The teams will continue until all exercises on the list have been completed by each partner. The pair that completes the list of exercises first wins the game. Have the students who are finished walk around inside the square until the other teams have finished the activity.

HEADS OR TAILSHave the players divide into two teams.

Label one team HEADS and the other TAILS. Lay out two center lines that are parallel and three feet apart. Then set up two boundary lines about 20 feet from the center lines for each team to cross for their safe zone. To start, make teams stand with their backs toward each other at the center lines. Toss a coin into the air. Once the coin has landed on the ground, call out if it is heads or tails. If it is tails, the TAILS team must run to its safe zone. The HEADS team will turn around and try to tag the TAILS team before it reaches the safe zone. After each toss and chase, all untagged players return to the centerline. Play until one team has captured everyone on the opposite team.

MUSICAL MATS Each child grabs a mat and the children

form a circle with the mats and stand on the outside of the circle. Remove one mat from

the circle, so there is one more participant than mats. When the music starts, instruct the children to walk around the circle of mats. When the music stops, everyone lays on the mat closest to them. Whoever is not on a mat is out. After each elimination, take one mat away. Restart the music, and re-peat. The person lying on the last mat wins. To add variety, you can change directions between each elimination, or provide a new movement such as jogging, skipping, shuffling, kickers, bear walks, etc.

PUSH UP PERFORMANCEHave the children partner off and get

into a push up position. Instruct the pairs to create a push-up routine involving synchro-nized movements that include:

• Shake hands (right and left hand)• High five (right and left hand)• Pat the floor (right and left hand)• Lift right foot (right and left foot)

Give the children a set length for the routine and five minutes to prepare their rou-tine. Have each pair perform for the class.

RUN, RUN CHICKEN GO HOMEDesignate two objects or areas as safe

zones. Select one “it” catcher and have the rest of the children start in a safe zone. The “it” person stands between the two safe zones and calls “Run, Run chicken go home” to signal the others to run across the mid space. Any child tagged becomes part of the catchers for the next run, until the last child is caught. Repeat with the last child caught as the “it” catcher.

SNEAKER SLAP Arrange children into two lines. One

child from each line, the “Sneaker Slap-per”, will stand with his/her back to the group approximately 10 yards from their line. Place a beanbag, or a similar object, 5 yards behind them. The Sneaker Slappers raise their hand to start the game. A child from their line approaches a Sneaker Slap-per, and lightly slap their raised hand. As soon as they slap the hand, they will pick up the bean bag and run to the starting

line. The Sneaker Slapper chases, and if the child with the beanbag, they become the Sneaker Slapper. If not, the Sneaker Slapper returns to their starting position and the next child goes.

STEPSSteps is a fun way to introduce pedom-

eters to young children and to encourage movement during games. When playing games such as two-on-two soccer, have the students wear their own pedometers. At the end of a set playing period, count each team’s total amount of steps instead of the total goals. The team with the most steps wins. This is also a great way for educa-tors and coaches to evaluate the fitness of potential games.

TEAM JUMP ROPE Divide the children into groups of 3-5

and give them a specific number of minutes they will be jumping. Prior to starting, have each group predict and record how many jumps they think they can do in the given time. (Each group will need a recording sheet with two columns, one for group member names and one to record the number of jumps of each, a jump rope, and a pencil.) One team member jumps per turn until they miss or become tired and stop. Team members count the number of jumps and someone records that number. Repeat with all team member through the allotted time. When time runs out, tally each team’s total and acknowledge a winner for actual jumps and closest to prediction.

CARDIOVASCULARGAMES


exeRCIse &stRetChING


Movement exercises

basicA-march, Arm Swing Drill

lAteRAl MOveMeNts

sPRINt MeChANICsIntermediateA-skip

AdvancedA-run

Advanced Wall Drill(Have the athlete place both hands on a wall and create a “power-line” position with their body. Start with one leg in hip flexion with the knee at 90 degrees of flex-ion. On the instruc-tors signal, quickly and efficiently switch the leg that is in the “up” position while maintaining proper mechanics and body position.

squat to lateral PushStart in a body squat position and thrust your body laterally to the right (push off the left foot) and land with both feet, then thrust your body

back to the opposite side and again land on both feet.

lateral hops (unweighted to weighted)Start in a body squat position and thrust your body laterally to the right and land on the right foot only, then thrust your body back to the opposite side and again land on one foot.

http://www.youtube.com/watch?v=hoAYAwlkBTg

http://www.youtube.com/watch?v=hoAYAwlkBTg

http://www.youtube.com/watch?v=hoAYAwlkBTg&t=0m28s




http://www.youtube.com/watch?v=7ScGc437nJs

http://www.youtube.com/watch?v=7ScGc437nJs

http://www.youtube.com/watch?v=7ScGc437nJs&t=0m21s


PlyOMetRICsMovement exercises

Depth DropStart standing on a box (ages 4-9 should start with a 12 inch box, ages 10-16 should start with an 18 inch box). The athlete will step off of the box with one foot first and land with both feet at the same time in squat position with their heel-knee-hip angle at roughly 125-130 degrees. The purpose of this drill is to engrain eccentric motor control in the athlete’s neuromuscular system. Box height may gradually be raised as athletes master this movement.

Pogo JumpsAthletes will jump up and down while maintaining complete hip and knee extension. The movement is initiated through the ankles. Athletes should focus on having as little time on the ground as possible and explode through the toes each jump.

Depth Drop to Depth JumpThis movement should only be done by 10-16 year olds, and more specifically, those who have mastered the depth drop. In addition, ath-letes should also master the squat thrust jump that was previously discussed. The athlete should follow the same protocol previously discussed for the depth drop and then follow this move-ment with a plyometric jump. In other words, when the athlete has both feet touch the ground and their hips are sunk in a squat position, they should IMMEDIATELY explode and create triple extension (ankle, knee, hip) as they jump as high as they can. The time on the ground (amortiza-tion phase) should be as short as possible in order to take advantage of the stretch-reflex property of the muscle tendon.

* This exercise can be done with a weighted vest on teenagers who have mastered the body weight depth jump.

http://www.youtube.com/watch?v=DPZsfDlJK3k

http://www.youtube.com/watch?v=DPZsfDlJK3k

http://www.youtube.com/watch?v=DPZsfDlJK3k&t=0m17s

http://www.youtube.com/watch?v=DPZsfDlJK3k&t=0m33s


Core Progression

Core Progression

Do 1-3 sets of 10-20 repetitions.


While push-ups, sit-ups, planks and wall squats have been staples in the gym for strength training, the following exercises will provide an opportunity to incorporate a greater variety of strength exercises for participants at different fitness levels.

Progression can come in a variety of ways: changing your weight, repetitions, intensity, speed, duration, exercises and more. The bottom line is, once you master something, you need to do something to make it harder. One way to do that is to try new variations of traditional exercises. The exercises below have three levels of progression – basic, intermediate and advanced – to best meet the needs of all your students.

strength training exercise Progressions

basicBrace abdominals and squeeze glutes, lift-ing hips to form straight line from shoulder to knees.

bRIDGe

lAteRAl PlANKbasicBrace abdominals and lift up from hips to form a straight position through midline.

IntermediateStart in basic lateral plank position. Without letting hips drop to floor (no sagging), lift up top leg about 12 inches. Foot of top leg should face same direction as bottom leg.

Exercises provided by Lisa Martin, MS, LAT, ATC, CSCS, and Jeff Richter, CSCS of

St. Vincent Sports Performance.

starting position: Lie on back with knees bent at 90-degree angle, toes pointed up and only heels touching floor. Bend elbows at 90-degree angles and let arms rest in this position.

starting position: Lie on side, stack feet and place flexed elbow directly under armpit. Point toes toward nose. Rest on edge of foot, not on side of ankle.

AdvancedStart in a basic lateral plank position. Bring your top leg forward and backwards in a continuous yet steady motion. The movement always starts with the top leg directly above the bottom leg and should go out no further than 2 feet. While the movement for the top leg takes place your torso should remain stable and your chest should resist rotation while maintaining an upright position.

AdvancedStart in intermediate bridge position. With-out moving hips, swing raised leg one foot

away from other leg and return to start. You can

also lift and lower hips to ground in a pulsing motion while holding one leg out straight. Hips should remain level and not shift.

Intermediate Start in basic bridge position. Straighten one leg while keeping knees together. Hold

position for up to 30 seconds on each leg while maintaining a straight line

between shoulders and knees.

http://www.youtube.com/watch?v=3PHK8KXZjmY

http://www.youtube.com/watch?v=3PHK8KXZjmY

http://www.youtube.com/watch?v=3PHK8KXZjmY&t=0m19s







Core Progression

Core Progression



strength training exercise Progressions

MeDIAl PlANK

PRONe PlANK

basicWrap foot of bottom leg around top leg and raise hips to lateral plank position.

IntermediateStart in basic medial plank position. Let bottom leg hang freely without touching floor. Reach bottom foot from front to back of midline and tap floor with toes at each endpoint.

basicBalance on elbows and balls of feet. Elbows should be directly under shoulders and hips should form a relatively straight line from shoulders to knees. Imagine “tucking your tail” slightly between legs, which will help activate abdominals and keep lower back from doing most of the work.

IntermediateStart in basic prone plank position. Lift one leg slightly off floor without shifting or sagging hips. Either hold for time or move leg slightly away from body for repetitions. Keep toes pointed toward floor and do not let foot rotate out.

AdvancedStart in a basic prone plank position. Place feet shoulder width apart. From this point you will rotate an arm up to the side while twisting your torso. Keep your elbow at a 90 degree angle. Hold for a second at the top position and return to the bottom and then alternate the arm that rotates.

starting position: Lie on side and flex bottom leg at knee.

AdvancedStart in intermediate medial plank position. Reach up with top arm then reach under body, creating a rotation pattern. For more support, wrap bottom leg around top leg.








glute training Do 1-3 sets of 10-20 repetitions.

basic (lateral step)Turn in toes slightly. Walk sideways in one direction. Toes never should turn out. Keep body upright without any side leaning or swaying.

Training of the gluteal muscles is crucial in assisting knee control during landing. A knee’s inability to stay in line with the hip and ankle is directly related to ACL injuries.

Starting position for basic, intermediate and advanced: Place small band around ankles and slightly bend knees. Keep tension on band throughout movement.

Advanced (jumping jacks)Slightly turn in toes. Do a jumping jack. Make sure heels contact floor as knees slightly flex.

IntermediateKeep feet wide with toes straight ahead.

Walk backward, but do not let hips

swing from side to side.

Quadruped extensionsPlace small band around arches of feet. Put hands and knees on floor so knees are directly below hips and hands are directly below shoulders. Brace abdominals and extend one leg straight out behind by pushing with heel (feet should be flexed). Do not move low back; only move extending leg. Imagine a glass of water on your lower back; don’t spill it!

hip flexions (static)Lie on back with band around arches of feet. Keep one leg straight, bend other leg at knee and lift bent knee toward chest. Point toes toward nose in flexed position. Slowly do this movement and lower with control back to starting position.

hip flexions (dynamic)Lie on back with band around arches of feet. Keep both legs straight and bring one leg up at a time so the knee is flexed at a 90 degree angle while in hip flexion. Hold for 2-3 seconds and return to the leg extension position with both heels on the ground. Repeat with opposite leg.

http://www.youtube.com/watch?v=k9JLxWiX1t8

http://www.youtube.com/watch?v=k9JLxWiX1t8

http://www.youtube.com/watch?v=k9JLxWiX1t8&t=0m18s







squat Progression

squat Progression



sIt bACK sQuAt

ONe-leG sQuAt

starting position: Place feet shoulder-width apart with toes straight ahead. Heels should be slightly in front of and not touching box. Hold arms out in front of body as counterbalance.

starting position: Place feet shoulder-width apart with toes straight ahead. Heels should be slightly in front of and not touching box. Hold arms out in front of body as counterbalance. Lift one foot off floor and bend knee at 90-degree angle.

basic (high squat/ quarter squat)Sit back, leading with glutes. Touch glutes to box and return to starting position. Heels should not lose contact with floor and chest should be up.

basic (high squat)Sit back, leading with glutes. Touch glutes to box and return to starting position. Heels

should not lose contact with floor and chest should be up.

Intermediate (medium squat) Hold small weight or medicine ball in front of body with elbows slightly flexed. Hinge

at hip and sit back with glutes, trying to achieve 90 degrees of flexion at knee. Touch glutes to box and

return to starting position. Heels should not lose contact with floor and chest should be up.

Intermediate (medium squat)Hold small weight or medicine ball in front of body

with elbows slightly flexed. Hinge at hip and sit back with glutes, trying to achieve 90 degrees of flexion at

knee. Touch glutes to box and return to starting position. Heels should not lose contact with

floor and chest should be up.

Advanced (low squat)Hold small weight or medicine ball in front of body with elbows

slightly flexed. Sit back to full squat position (lower than 90

degrees). Heels should not lose contact with floor and chest should be up.

Advanced (low squat)Hold small weight or medicine ball in front

of body with elbows slightly flexed. Sit back to full squat position (lower than 90 degrees).

Heels should not lose contact with floor and chest should be up.

basic (starting with beam/box)Starting with one foot firmly planted on the

edge of a box/balance beam – have the ath-lete hinge at hip and sit back with glutes, trying to achieve 90 degrees of flexion at knee. This

can be done at the beginning of the one-leg squat sequence because it is easier to

maintain opposite knee extension and hip flexion due to the fact that your

body is elevated off the ground.

http://www.youtube.com/watch?v=NQY-Rbz_opA

http://www.youtube.com/watch?v=NQY-Rbz_opA

http://www.youtube.com/watch?v=NQY-Rbz_opA&t=0m15s








lunge Progression

Push-uP Progression

Do 1-3 sets of 10-20 repetitions on each leg.


basic (linear/step back)Stand with feet apart, a width of less than two fists. Maintain width while stepping either forward or backward and lunge until shin of front leg is vertical and knee is at a 90-de-gree angle. Do not let rear foot turn out while executing lunge. Front heel should not lose contact with floor.

basicBegin in push-up position with bodyweight supported by hands and balls of feet. Do a push-up while keeping body in straight line and not dropping hips. For variety, stagger hand position, point toes or slightly extend one foot off floor.

Intermediate (lateral) lunge to Cossack squatsFrom a standing position, take a large step to the side. Sit down and back, keeping both feet straight ahead. Shift bodyweight over support leg as other leg straightens. Reach out in front with arms to create a counterbal-ance. Maintain an upright chest and braced abdominals. After holding this position for 2-3 seconds, shift your body over to the opposite leg and hold for 2-3 seconds using the same pattern. Athletes should not raise their hips up while switch-ing sides; however, they should remain low with the hips close to the ground. To make this more advanced (higher intensity) use a light weight or medicine ball.

Advanced (scorpion/curtsey)From a standing position, step behind sup-port leg and place top of foot on ground as support leg flexes. Shift weight back and down while maintaining support leg.

Reach out in front with arms to create counterbalance.

Advanced (handstand)Begin in handstand position. Do a normal push-up action (use spotter if needed). Change hand placement for added variety.

basic (45 degree angle)Grasp a box or elevated beam with feet on the ground. Brace abdominals and do a push-up while keeping

body in straight line and not dropping hips. Ideally, athletes would be at a 45 degree angle as their chest touches the box. Athletes should use this position if the basic push-up has technical flaws.

Intermediate (decline)Begin in push-up position with feet elevated on a box or

mats. Do a push-up while keeping body in straight line and not dropping hips. For variety, stagger hand position, point toes or

slightly extend one foot off floor.

http://www.youtube.com/watch?v=LB7v0kRkUnk

http://www.youtube.com/watch?v=LB7v0kRkUnk

http://www.youtube.com/watch?v=LB7v0kRkUnk&t=0m26s

http://www.youtube.com/watch?v=LB7v0kRkUnk&t=1m07s

http://www.youtube.com/watch?v=3oiQdjN5kLM



http://www.youtube.com/watch?v=3oiQdjN5kLM&t=0m29s




Pull-uP Progression

total Body Progression



basic (horizontal)Grasp a bar with feet supported by a box or mat. Brace abdominals, slightly squeeze shoulder blades and pull body up to bar at chest level. Make sure to keep body in straight line. Variations include changing kind of grip (i.e., overhand, underhand, al-ternating), width of grip and height of box. You can also lift one leg off support.

basic (jumping jacks/ long striders)Do traditional jumping jacks. Be sure heels contact ground at each position, and knees and hips are slightly bent. Long striders are linear versions of jumping jacks. Swing straight arms (opposite arm/foot) from shoulder as feet split forward and backward in opposition.

IntermediateGrasp a bar. Brace abdominals, slightly squeeze shoulder blades and pull body up to bar at chest level. Variations include changing kind of grip, width of grip and adding external weight.

Intermediate (squat thrusts)From standing position, squat to balanced crouch position. Explode out to push-up position by forcefully extending hips and kicking heels out to straight position on balls of feet. Do not let hips drop to floor. Jump back to crouch position then stand.

Advanced (slides) Grasp a bar. Brace abdominals, slightly squeeze shoulder blades and pull body up toward one hand on bar. Without going back down, slide upper body across to other hand and return to down position. Do this in both directions. Variations include changing kind of grip, width of grip and adding external weight.

Advanced (squat thrust jumps)Same motion as intermedi-ate squat thrust, but once you return to crouch position, jump as high as possible before returning to standing position.

http://www.youtube.com/watch?v=5ZwhHGRJB5k

http://www.youtube.com/watch?v=5ZwhHGRJB5k

http://www.youtube.com/watch?v=5ZwhHGRJB5k&t=0m21s

http://www.youtube.com/watch?v=5ZwhHGRJB5k&t=0m40s

http://www.youtube.com/watch?v=J_Jm6rPtJKs



http://www.youtube.com/watch?v=J_Jm6rPtJKs&t=0m35s





statiC FlexiBility exerCises


Hold each position for 20-30 seconds.

Hold position for 20-30 seconds.


Glute PIRIFORMIs

hAMstRING

GROIN

static Flexibility exercises

Pretzel stretchSit on floor with left leg flexed at hip. Bend left knee so it is in line with left hip. Extend right leg behind you until top of foot is touching ground and leg is straight. While trying to achieve level hips, lean forward and place center of chest over left knee.

linearLie on back. Grasp right ham-string, keeping it straight, and pull toward chest. Keep left leg straight with toes pointed up and heel pressed down.

lateralSame position as linear, but turn out foot of leg pulled toward chest.

MedialSame position as linear, but slightly turn in foot of leg pulled toward chest.

Frog doubleLie on floor on stomach. Slide both knees along floor, bring-ing them as high as possible toward the chest. Extend legs to achieve a split single position. Roll hips internally and externally to change angle of stretch.

v-sit and reachSit up with legs apart and toes up. Do not round lower back. Reach forward with hands. If you can lay your torso and head on ground, rotate legs internally and externally to enhance stretch. Also reach hands toward left leg and then right leg.

Exercises provided by Lisa Martin, MS, LAT, ATC, CSCS, and Jeff Richter, CSCS of

St. Vincent Sports Performance.

http://www.youtube.com/watch?v=xJNQ_au79A8

http://www.youtube.com/watch?v=xJNQ_au79A8&t=0m23s




http://www.youtube.com/watch?v=5y3EHTTIkY4&t=0m17s

http://www.youtube.com/watch?v=5y3EHTTIkY4

http://www.youtube.com/watch?v=5y3EHTTIkY4






QuAD/hIP FlexOR

QuADRAtus luMbORuM

lunge with twistPlace elbow (same side of rear leg) outside front thigh of lunge leg. Use this arm to press on thigh and create rotation through core. With-out arching low back, shift weight forward to stretch front of rear leg. Attempt to create a straight line from rear knee through each thigh to front knee.

lunge with reach back (opposite side)Reach back with opposite arm of rear leg and grasp rear foot. Pull foot up toward buttocks for a front side quad and hip

flexor stretch. Without arching back, shift weight forward to stretch front of rear leg. Attempt to create a straight line from rear knee through each thigh to front of knee.

lunge with reach back (same side)Reach back with arm of rear leg and grasp rear foot. Pull foot to-ward buttocks for a front side quad and hip flexor stretch. Without arch-ing back, shift weight forward to stretch front of rear leg. Attempt to create a straight line from rear knee through each thigh to front of knee.

Physio ballYou may need a spotter so you can relax and maintain position on physio ball. Lie on left side with ball under hip. Relax on ball and extend right arm and leg. Keep hips stacked

on top of each other then slightly roll right shoulder toward ball.

IndividualStart in beginning position of V-sit with hands behind head. Lean to one side and place elbow along knee. Use elbow on thigh to press, caus-ing rotation as you look up to ceiling.

PartnerSame as the individual, but a spotter stands be-hind you and presses a hand on your shoulder blade. Spotter then uses other hand to reach under armpit and grasp front of shoulder. Spot-ter pulls gently, causing rotation as you look up to ceiling.

lunge with elbow downPlace elbow (same side of rear leg) next to inside foot of lunge leg. Collapse core to create thigh separation from rear leg to front leg. Shift weight forward to stretch front of rear leg and back of front leg. Relax and breathe deeply because exhaling increases depth of stretch. Attempt to create a straight line from rear knee through each thigh to front of knee.

http://www.youtube.com/watch?v=lCwhb9ojr08

http://www.youtube.com/watch?v=lCwhb9ojr08

http://www.youtube.com/watch?v=lCwhb9ojr08&t=0m20s



http://www.youtube.com/watch?v=S4m8sTTfhiI

http://www.youtube.com/watch?v=S4m8sTTfhiI

http://www.youtube.com/watch?v=S4m8sTTfhiI&t=0m17s

http://www.youtube.com/watch?v=S4m8sTTfhiI&t=0m32s


Door stretch/parallel barsWith hands up and elbows flexed to 90 degrees, lean into door frame or parallel bars. Keep elbows slightly below or even with shoulders. Keep chest upright and abdominals tight.

GastrocnemiusLean against wall in lunge position with back leg straight and front leg slightly flexed. Place both feet straight ahead. Lean into wall and do not let back heel leave ground. Change angle of stretch by slightly turning back foot in toward body (medial gastroc). Change angle of stretch by slightly turning back of foot out (lateral gastroc). These stretches hit all three angles of the gastrocnemius.

Partner chest stretchSit on floor with hands up and elbows flexed at 90 de-grees. Have partner stand behind you and reach down to your inside forearm and grab inside upper arm at elbow. The partner should place his/her leg along your spine. As you relax, your partner will assist in bracing your core and gently pulling back on arms. If the elbows are higher, the stretch is centered higher on the chest muscle. Keep chest upright and abdominals tight.

soleusSame as the gastrocne-mius, but slightly bend

knee of back leg



statiC FlexiBility exerCisesHold position for 20-30 seconds.



ANteRIOR shOulDeR

CAlves

ANteRIOR Cheststanding hands back bar stretchStand facing away from bar or mat. Reach back with palms down toward floor and grab bar. Move slightly away from bar or mat, flex at knees and slowly squat. Keep chest up and abdominals tight.

http://www.youtube.com/watch?v=bt72WVGG2Ko

http://www.youtube.com/watch?v=bt72WVGG2Ko&t=0m46s

http://www.youtube.com/watch?v=bt72WVGG2Ko&t=0m19s

http://www.youtube.com/watch?v=dUL-Oh_A5pE

http://www.youtube.com/watch?v=dUL-Oh_A5pE&t=0m24s






WRIsts

bAlANCe PROGRessION

Flexion/extensionGrasp one hand and gently pull out and down. Alternately pull out and press back.

basicStand on one leg with knee slightly bent.

Medial/lateralGrasp one hand and gently pull out and in. Alternately pull and press out.

IntermediateStand on one leg with knee slightly bent. Swing free leg from front to

back and then swing leg out. Per-form each swing 10-15 times.

RollsRoll wrists in circles in both directions.

AdvancedStand on one leg with knee slightly bent. Hold out arms in front of body and place free leg back behind. Bend knee into single leg squat position.

http://www.youtube.com/watch?v=Wz2oDKD-0Ok

http://www.youtube.com/watch?v=Wz2oDKD-0Ok&t=0m19s

http://www.youtube.com/watch?v=Wz2oDKD-0Ok&t=0m37s

http://www.youtube.com/watch?v=DLDYyu-9Lew

http://www.youtube.com/watch?v=DLDYyu-9Lew

http://www.youtube.com/watch?v=DLDYyu-9Lew&t=0m11s

http://www.youtube.com/watch?v=DLDYyu-9Lew&t=0m20s


HANDSTANDTRAINING

PLAN


SET UP YOURHANDSTAND TRAINING STATIONS

Learn to support your weight

Learn the motion

Push-up

Starting andfinishing position

Heel drive

Pike support


Support your weight

Put it all together

Kick-up/Invert

Bear weight on hands

WOO-HOO

YOU DID IT!

NUTRITION HANDOUTS


Correct technique helps you stride toward your goalsHere are some helpful guidelines on how to start using a pedometer.

• Decide on personal walking goals.– Write down your goals, as well as daily step totals.

• Follow directions carefully to make sure the pedometer is in the proper position and securely attached to your waist-band or belt. – Be sure the pedometer is straight up and down (not tilted) or

it may not register the steps properly.• Use the pedometer for several test days to find out how many

steps you are already taking. – The average American takes about 6,000 steps a day.

Those who are overweight or have a chronic medical condi-tion may take only 2,000 to 4,000 steps a day.

• Take 500 to 1,000 additional steps each day to reach your personal goal or fit in more steps by walking a little faster as you progress.

• Children should accumulate 12,000 to 16,000 steps per day.• Increasing your amount of daily physical activity can have

health benefits even if you cannot reach 10,000 steps per day.

If you want to log minutes one day and pedometer steps the next, that’s okay as long as you meet your daily activity goal of minutes or steps.

• Girls,6to17:Atleast11,000stepsaday• Boys,6to17:Atleast13,000stepsaday• Adults,18orolder:Atleast10,000stepsaday

Benefits of using a pedometerPedometers are motivational devices that can:

• Encourage you to increase your physical activity by over- coming barriers to exercise and help you set fitness goals

• Track your progress toward those goals• Measure the effectiveness of your workout by providing

immediate feedback• Help you enjoy being physically active by improving your self-

confidence

Take this many steps to improve your healthExperts estimate that aiming for 10,000 steps a day is one way to

reach the recommended target for getting regular exercise. You can work toward this goal by taking a moderately intense walk. Most people take about 2,000 steps per mile. You also can accumulate steps throughout the day doing routine activities, such as house and yard work. Many people will not reach 10,000 steps per day unless they schedule exercise into their daily activity. Most people have fairly sedentary jobs, so we need to get out and walk, jog, dance or do some kind of movement that increases heart rate, even for short periods of time.

A pedometer is a small, simple device about the size of a pager that you wear at your waist. It automatically records the number of steps you take by responding to the motion of your hips. It measures any form of activity that involves vertical movement at the hip. This includes walking, climbing stairs, running, walking on the treadmill and lifestyle activities, such as gardening and raking.

Pedometers are available at most sporting goods or discount stores and cost between $10 and $50. In addition to counting steps, some models also measure distance traveled, speed, and calories burned.

Nutrition

PEDOMETER FACTS AND FOOD GUIDE PYRAMID

If you’re just starting out, determine your average steps per day for one week. Then increase your steps by 500 per day per week until you reach 10,000.


All children require special dietary needs to promote growth and development. For youth athletes, a strong emphasis should be placed on instilling healthy habits at a young age. Athletes should focus on obtaining whole grains, quality proteins, leafy greens, fruits and natural foods that are minimally processed with high fiber content and low amounts of added sugars. Young athletes need to make sure they consume the right amount of food to replace what they use during exercise. They also need to pay attention to portion sizes, timing of meals, and the various food groups. The goal is to promote healthy eating habits for sports and for life.

How much?Daily caloric intake for youth varies based on age and activity

level. The Food Guide Pyramid (www.mypyramid.gov) can provide guidance on what kinds of foods and drinks to include in each child’s meals and snacks. To determine caloric needs based on physical activity, what a child does on a regular basis matters more than what a child does every once in a while. Most kids and teens require somewhere between 1,600 and 2,800 calories per day.

Caloric Intake Age Males Females 6-7 1600-1800 1400-1600 8 1600-2000 1600-1800 9 1800-2000 1600-1800 10 1800-2000 1800-2000 11 2000-2200 1800-2000 12 2200-2400 2000-2200 13 2200-2600 2000-2200 14 2400-2800 2000-2400

Children and teens who are physically active on a regular basis expend more energy than those who aren’t, so they need to take in more calories from healthy-choice foods (i.e., lean meats, leafy greens and whole grains).

Nutrition

PORTION DISTORTION: HOW MUCH IS TOO MUCH?

Children and teens who aren’t involved in regular physical activity will require the lower-end of the suggested total calorie intake levels, while athletes involved in moderate- to high-intensity sports and training (i.e., gymnastics, soccer, basketball, tennis, football, sprints and endurance running) will require the higher-end number of total calories. Use the table below to reference the suggested total caloric intake levels for your athlete based on his/her age and sex.

Relate the portion sizes of what you are eating to everyday items.

Each person in your family needs a different amount of servings per day based on their sex, age and activity level. Use serving cups or a food scale to see how much food amounts to a serving size, which helps you judge a reasonable serving. Keep track of how many Food Guide Pyramid servings are in your portions for one day. When in doubt, guesstimate, or consult with the U.S. Department of Agriculture’s Web site (www.mypyramid.gov) for tips on how to choose sensible portions.


WHAT TO EAT?CARBOHYDRATES

Carbohydrates: desirable vs. less desirable

Group Desirable choice Less desirable choice

Grains Rye bread, whole wheat bread, multi-grain toasted oats or high fiber cereal

White bread, fried breads, sugary cereals

Vegetable Fresh vegetables (fresh or frozen)

Canned vegetables, fried vegetables

Fruit Fresh fruits (fresh or frozen)

Canned fruits in heavy syrup

Dairy Non-fat and low-fat milk, cheese and yogurt

Whole milk, fattening cheeses, heavy creams

Fats, sugar, snacks

Food items prepared in a plant oil (canola, olive, vegetable), fruit snacks, low fat granola bars

Food items prepared in animal source fats, oils, margarine, trans-fats, fried snacks

Nutrition

Carbohydrates are the primary energy source for physical activity and are found in nearly all foods we consume (grains, vegetables, fruits and dairy). At least 50-60 percent of a young athlete’s total daily caloric intake should come from carbohydrates. There are two categories of carbohydrates: simple (fast absorbing) and complex (slow absorbing). Complex carbohydrates are generally high in fiber and low in refined sugar. These are better for sustaining energy and should be the largest component of an athlete’s diet. Simple carbo-hydrates (high in sugar content) are most appropriate during and im-mediately after exercise. It is at these times that the body best benefits from foods/sports drinks that provide quick energy and repletion of drained energy stores.

The next time you choose cereal at the grocery store, check out the nutrition labels. Opt for the cereal with more fiber and less sugar rather than the cereal with higher sugar content, which includes hot cereals such as oatmeal.

Are you getting enough protein? Another formula used to estimate daily protein intake requirements for 4-13 year olds is: multiply the child’s body weight (in pounds) by 0.95 and then divide by 2.2. For children ages 14-18, multiply the child’s body weight (in pounds) by 0.85 and then divide by 2.2. This will give them a range of how many grams of protein they should eat in a day.

Protein is necessary for proper hormone and enzyme production in young children, as well as muscle build and repair after strenuous exercise. Active children and young athletes need slightly more protein than non-active children. Young athletes should have a pro-tein consumption of 20-25 percent of total caloric intake. Protein should come from lean and low-fat animal sources, as well as beans, legumes and lentils. Lean protein sources should be consumed at every meal.

Nutrition

WHAT TO EAT?PROTEINS

Protein: desirable vs. less desirableDesirable choice Less desirable choice

Meats lean cuts, upper quarters

fatty cuts, lower quarters

Poultry white meat dark meat

Fish baked fried

Beans black beans, white beans, navy beans (fresh or frozen)

refried beans, canned (sodium)


The smallest area on the Food Guide Pyramid is the fats and sugars group. Some fat is important for protecting and insulating organs, producing hormones and for supporting vitamin uptake. However, some fats are better than others. Avoid saturated and trans-fats, especially after being physically active because it slows down the intake of necessary nutrients. Healthier choice fats

Nutrition

WHAT TO EAT?FATS AND SUGAR

Fats and sugar: desirable vs. less desirableDesirable choice Less desirable choice

Fat-free or low-fat salad dressing, non-fat or low-fat milk smoothie, sugar-free Jell-O pudding, veg-etable spreads, olive oil, canola oil, vegetable oil, nuts, avocados, sugar-free candy.

Mayonnaise, heavy salad dress-ings, milk shakes, cakes, cookies, pastries, margarine, butter, lard, animal fat oils, candy.

Stay hydrated! Few things are more counterproductive to physical performance than inadequate hydration, so consume water through-out the day. Minor dehydration, even as little as 2 percent, impairs concentration, coordination, reaction time and stamina. Children do not tolerate temperature extremes as well as older athletes; they produce more body heat and sweat less than adults. Therefore, spe-cial attention should be placed on making sure young athletes have adequate fluid intake before, during, and after activity. The thirst

Nutrition

WHAT TO EAT?HYDRATION

Protein: desirable choices vs. less desirable choicesDesirable choice Less desirable choice

Pure water, low-sugar flavored water, low-sugar or no-sugar added juices (100% fruit juice), sports drinks

Coffee, tea, soda, alcoholic beverages, eggnog (fattening), milkshakes, sugary fruit juices

Where are fats hidden in foods? Make your next sandwich without mayonnaise; try a low-fat dressing or honey mustard instead. The next time you have milk, yogurt or cheese, look for a reduced- or fat-free version.

Are you hydrated enough? Young athletes should drink fluids often. Have par-ents purchase a water bottle (at least 24 oz.) for their children and fill it at the beginning of the day. Children should take sips from the water bottle during the day and refill it at least two or three times before an after-school practice.

include unsaturated fats (plants versus animals, and liquid versus solid), referred to as monounsaturated or polyunsaturated fats.

Refined sugar (i.e., grain sugar, high fructose corn syrup) should also be avoided as much as possible. Choose foods and bever-ages low in added sugars and other caloric sweeteners.

mechanism is not a perfect mechanism; once you are thirsty, you are already dehydrated. Drink before you get thirsty.

The following are suggestions to help maintain proper hydration:• 10-12 cups of water a day• 1.5-2.5 cups before activity• 1-1.5 cups during activity (every 15-20 min.)• 2 cups for every pound lost after activity (1 cup = 8oz)


The average stomach requires about three to four hours to empty its contents, depending on what and how much was eaten. In an ideal situation, a child athlete should not go more than four hours without eating. Within the normal waking hours for most children, 3 meals and 1-2 snacks should be consumed throughout the day. Go-ing for long periods of time without eating may cause energy levels to drop and encourage binge eating. Without eating ever 3-4 hours, a child’s muscles typically do not get the fuel they need to repair, which results in less than desirable recovery and possible growth or developmental delays.

Read below for some pre-, during and post-event tips.

Pre-eventThe ideal pre-event snack should contain 300-500 calories primar-

ily from complex carbohydrates rather than simple carbohydrates, as they burn slower. The meal should also contain small amounts of protein and healthy fat to sustain energy during the competition. The pre-event meal should be eaten at least 1.5-2 hours before competition to allow proper digestion. This may vary depending on the amount of nervousness the athlete may feel in his/her stomach. The youth athlete should drink at least 1-2 cup (8-16 oz.) of water an hour before exercise, and 4-6oz 15 minutes prior to maintain optimal hydration. Here are some examples of pre-event meals:

• Low-fat yogurt and a whole wheat or rye bagel with cream cheese

• Apple slices with peanut butter and 100% fruit juice

• Low-fat cottage cheese, grapes or peaches and unsweetened juice

• Turkey sandwich on rye bread (small serving)

Nutrition

WHENTO EAT?

During an eventAthletes get tired after 1-3 hours of continuous moderate to high

intensity exercise. You could possibly delay fatigue by 30-60 minutes by giving your athlete sources of carbohydrates during exercise or rest periods. A cup of sports drink should be consumed every 15 to 30 minutes during long bouts of exercise, which will help replenish fluids and carbohydrates. Sports bars, granola bars and fruit are examples of small digestible snacks that may be used to replace carbohydrates between routines.

Post-eventDuring the first 30 minutes after exercise, an athlete’s body can

take in and utilize nutrients better than waiting for longer periods of time. Therefore, a recovering athlete should have a healthy post-game meal or snack as soon as possible. An immediate post-game snack of fruit, granola bars or sports bars will aid in immediate replacement of carbohydrates used during the event. If you have an athlete who is not hungry right after exercise, encourage him/her to drink sports drinks, juice boxes, or low fat chocolate milk until the desire for eating returns. A full post-event meal should consist of complex carbohydrates and proteins to aid in restoring and repairing his/her young body.

Incorporating small healthy snacks throughout the day controls your appetite and promotes

growth and recovery. Add small snacks (100-300 calories) to your daily

caloric total. Make sure your snacks contain healthy

servings from various food groups from

the Food Guide Pyramid (see MyPyramid on page 32).


Proper planning by parents and coaches ensures that athletes won’t be tempted to snack from the vending machine or concession stand. Plan to bring snacks that contain healthy servings from various food groups in the Food Guide Pyramid (www.mypyramid.gov).

Nutrition

HEALTHYSNACKING

Approx. calories: 100



Try these snacks when you’re not extremely hungry, but you’d like a little something.

Try these ideas for small meals before early morning workouts or between lunch and dinner

Try these snacks to give yourself a boost before an afternoon workout or following one.

1 large apple ½ bagel with 1 tbsp light cream cheese

1 large handful of trail mix

1 medium banana 1 cup vanilla soy milk with half banana

energy bar (watch out for fat content!)

string cheese cereal bar and 4 oz. orange juice

1 cup yogurt with ¼ cup grape-nuts

9 baby carrots with hummus

1 cup low fat milk and two Oreos

Hummus in a whole wheat pita

1 small waffle 4 oz. pudding and two sugar-free cookies

Peanut butter sandwich on raisin toast

3 cups of light micro-wave popcorn

1 medium apple and 1 oz. cheddar cheese

1 cup of hot chocolate and 1 ½ graham crackers

½ Pop-Tart English muffin with 1 tbsp peanut butter

1 cup skim milk

1 fun-size candy bar

1 mini box of cereal

1 can of soup

1 squeezable yogurt

What types of food are better-choice snacks for on the go or at competitions? Incorpo-rate healthy snacks from the various groups of the Food Guide Pyramid, where you can get ideas of natural, colorful food sources within the food groups. Healthy snacks include:

• Portable low-fat yogurt• Cottage cheese with fruit and/or fruit cups• Peanut butter on whole wheat toast and half an apple• Baby carrots, celery• Whole-grain, ready-to-eat cereal with low-fat or skim milk• Animal crackers and a box of raisins• Teddy Grahams• Fat-free pudding cups• String cheese• One slice whole wheat pita bread with 1 oz. sliced

turkey breast and mustard• ½ oz. baked tortilla chips with 2 tbsp salsa• Fig Newtons• ½ whole wheat toasted bagel (4-inch diameter) with 1

tbsp sugar-free jam• 3-4 cups microwave popcorn • Low-fat pudding and 100 percent, no-sugar added

apple juice


DailyExerciseLog Participant’s Name _________________________________________________________________________________________

Gym Club _________________________________________________________________________________________________

Date Started _______________________________________________________________________________________________

Fitness and Nutritional Goals ___________________________________________________________________________________________________________________________________________________________________________________________________________________

Week Activities #of Minutes or Pedometer Steps

Mon

Tues

Wed

Thurs

Fri

Sat

Sun

GOALS


Mon

Tues

Wed

Thurs

Fri

Sat

Sun

GOALS


Mon

Tues

Wed

Thurs

Fri

Sat

Sun

GOALS


Mon

Tues

Wed

Thurs

Fri

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Sun

GOALS

www.usagym.org/fitness


Capping off 2011’s Year of the Handstand on Sept. 17, 2011, which marked National Gymnastics Day, gymnastics clubs across the country completed

fundraising efforts for the Children’s Miracle Network Hospitals. Since 2001, gymnastics clubs across the country have helped raise more than $1.5 million for CMN, including $120,050 this year. The monies raised will be distributed to Children’s Miracle Network Hospitals locally, based on where the money was raised.

The nationwide celebration of gymnastics also included more than 20,000 individuals joining together to set a new world record for most simultaneous handstands performed.

This year, Northern Elite Gymnastics and Cheer in Flanders, N.J., raised $22,171 and was the top gym club in money raised. For their efforts, Northern Elite will receive a $1,500 AAI gift certificate and a $200 USA Gymnastics Member Services gift card, which can be used for educational courses, sanctions or memberships. California Sports Center in San

Jose, Calif., $18,012.60, and Gymnastics World and Cheer in Broadway Heights, Ohio, $17,935.10, were the second and third highest fundraisers, respectively.

Individually, the top fundraiser was Abby Villenauve of Gymnastics World in Broadview Heights, Ohio, who collected

$7,642.02. Shelly Katz and Mary Kate Cacchione, both of Northern Elite, finished second and third in overall fundraising with $4,555 and $4,550, respectively.

Noreen Cacchione, owner of Northern Elite and third-place individual fundraiser Mary Kate’s mom, says her club put on a benefit show, choreographed by the athletes and staff of Northern

Elite. The show, called “Miracles,” garnered participation from around 130 athletes.

“The event brings out the best in our program,” Cacchione said. “Across the gym, we come together as a team to help others in need. Everyone is a part of it, and the energy is amazing. The experience is so rewarding.”

14 T E C H N I Q U E • J A N U A R Y 2 0 1 2

Noreen Cacchione

The Northern Elite team

14 T E C H N I Q U E • J A N U A R Y 2 0 1 2

Northern Elite Leads National Gymnastics Day

Club FundraisingNorthern Elite Leads

National Gymnastics Day Club Fundraising

By Scott Bregman


Cacchione, whose gym has raised funds for CMN each of the last four years, says Northern Elite participates in other charitable fundraisers through out the year as well.

“Everyone wants to be a part of this,” Cacchione explained of her club’s extraordinary participation. “The community totally gets it. They embrace the opportunity to help others.”

Christopher Brown, director of second-place California Sports Center, says that the majority of his club’s fundraising came from a cartwheel-a-thon during which 14,124 cartwheels were performed in just three hours.

Brown, whose club won a $1,000 AAI gift card and $200 USA Gymnastics Member Services gift card, says they host their event in a large,

outdoor field and create a big event that includes a dunk tank, face painting, retail sales and a silent auction, which also contribute to the funds raised for CMN.

J A N U A R Y 2 0 1 2 • T E C H N I Q U E 15

California Sports Center“We believe it’s important to take the time to celebrate our sport,” Brown said, “And the fact that we are helping make a difference for patients at the Children’s Hospital of Oakland keeps us focused on how to improve the event each year.”

The third-place club, Gymnastics World and Cheer, is owned and operated by Ron and Joan Ganim. The Ganims’ club received a $750

AAI gift certificate and a $200 USA Gymnastics Members Serviced gift card for their efforts.

Gymnastics World and Cheer has a long history of excellence as part of the National Gymnastics Day and

CMN fundraising, bringing in the most funds in 2007, 2008, 2009 and 2010, and their third

place finish in 2011 marked the eighth time in which they have participated in the event.

“Having the opportunity to let our kids know that there is another dimension

in others lives [makes this event a priority],” the Ganims said.

Later, the couple added that the event provides

an excellent opportunity to teach youngsters about compassion and gratitude.

For more information on National Gymnastics Day, visit www.usagymclub.com! Mark your calendars now for National Gymnastics Day 2011 on September 22.

Gymnastics World and Cheer

Chris Brown

Abby Villenauve

Shelly Katz

Mary Kate Cacchione

Ron & Joan Ganim


USA

Gym

nastics Fitness Challenge

Nam

e Phone

Flat donation OR

Donation for up to $100

Sub-Total

John Smith

(123) 555-0393 $25.00

$25.00

Jane Mills

(321) 555-5405

$0.25 (i.e. gymnast does 50)

$12.50

Total money collected for C

hildren’s Miracle N

etwork H

ospitals is $_____________________.Thank you for your help w

ith your donation to the less fortunate in our comm

unity.

Official signature: ________________________________ # of com

pleted strength/flips/cartw

heels: ______Date: _____/

______/2012

TOTA

L:$

For Coach/Club Owner

Use Only

Gym

nast’s Nam

e ______________________________________________________________________G

ymnastics School and U

SA Gym

nastics clubs across the country are participating in a nationwide

fundraiser as part of the USA G

ymnastics Fitness Program

for Children’s M

iracle Netw

ork Hospitals on______________________, 2012.

Your donation is 100% tax deductible and the m

oney will stay in our com

munity and go to a children’s hospital. You m

ay make a flat donation

at this time, or after the event, I can com

e back and let you know how

many strength exercises, skills, or flips I have done.

Make checks payable to C

hildren’s Miracle N

etwork H

ospitals.

PLEDG

E FORM

For Coach/Club Owner

Use Only


Helping Kids in Need“I became involved with Children’s Miracle Network Hospitals about 20 years ago, before I was even married or had children of my own. As you can imagine, my life was completely changed forever after winning the Olympics in 1984! I was getting 25-50 phone calls a day just for charity work and appearances. After a few years of trying to do as many of those as I could, I decided I wanted to do more than just lend my name to an organization’s “letterhead” or send in an auc-tion item. I wanted to make an impact. . .a difference! Children have always been a passion of mine. If that whole “Olympic thing” didn’t work out for me, my plans were to go into early childhood development. So helping raise funds for children’s hospitals was a perfect fit for me.” Mary Lou Retton1984 Olympic all-around championChildren’s Miracle Network Hospitals spokeswoman

JoinMaryLouRettoninsupporting

thefunraisingtobenefitChildren’s

MiracleNetworkHospitals.

Followtheeasystep-by-step

directionsbelowtocreateyour

onlinegivingpageatwww.

helpmakemiracles.org/

event/usagym

By hosting the USA Gymnastics Fitness Program, you have taken an active role in your community merely by doing something you love: teaching gymnastics. The skills your students learn in this program will provide a basis for them to participate in other sports and activities. In addition, these kids will gain not only healthy lifestyle habits, but also self-confidence and socialization skills.

You and your students are also helping children who are suffering from illness or disease in your community by raising money for Children’s Miracle Network Hospitals as part of National Gymnastics Day. The great thing is that 100 percent of the funds your students raise remain in your community to benefit your local Children’s Miracle Network Hospital.

Please visit www.usagym.org/fitness for additional resources related to this program. Thank you once again for your participation in the 2012 USA Gymnastics Fitness Program. We hope that helping children through this program will be a tradition in your gym club for years to come.

THANK YOU!

AcknowledgementsUSA Gymnastics would like to thank St. Vincent Sport Performance of Indianapolis for providing the content for the exercise and nutrition in this booklet. A special thank you to Jeff Richter CSCS; Stephanie Young, CSCS; Lisa Martin, MS, LAT, ATC, CSCS; Marvin Sharp and Sharp’s Gymnastics Academy; Allison Anders; Nasha Manitkul-Davis; Elizabeth Gantner; Sarah Gantner; Grace Goug; Sajee Grindea; Chow Grindean; Drew Hargrave; Owen Hargrave; Madison Hargrave; Emma Petrache; Bridget Sloan and DeZaree Thompson

the usa gymnastics fitness program · increasing self-esteem and self-confidence. ... the usa...

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